The Coronavirus epidemic is a major source of concern for global education systems and their ability to provide equity in education. Hundreds of countries closed schools during the Covid-19 in its first year to contain the mass spread of the virus. Over one billion students were denied an education as a result of Covid-19 school closures. This study compares the social inequalities experienced in schools in Kenya and Saudi Arabia following the outbreak of Covid-19.  An extensive questionnaire on data collection methods was completed by educators, learners, and parents from public schools in these two countries. The statistics were calculated using the SPSS program while qualitative data was analyzed thematically. Covid-19 had a significant impact on the time used for learning, the content learned, and the quality of learning that was experienced in the sampled countries. The findings show that during the Coronary Syndrome outbreak, many learners and educators relied on technology to access continuing education. Unfortunately, inadequate infrastructures such as lack of network availability, structure, and proper policies hampered virtual education and expanded the social inequality between learners of the two sampled countries. The findings of this study highlight the devastating impact Covid-19 had on the education sector: schools, educators, learners, and parents. In brief, the success of continuity in education depended on the government policymaking and implementation that geared towards equity in the provision of education.

Covid-19 pandemic has influenced leadership development and possibly changed the perception of leadership learning. The closure of movements and gatherings during the pandemic effectively switched on virtual and digital alternatives to leadership development in attempts to fill the gap left by traditional approaches to leadership development. The effect of the Covid-19 pandemic on leadership ability to learn partially reflects the impact of educational technology and communication; however, it is not determined whether the impact is solely related to Covid-19 restrictions or the change of leadership development trends. The goals of this study highlight the plight of leadership development during the first year of Covid-19 pandemic which aim to inform future leadership training designs. This study uses a mixed method design, whose quantitative data focus on factual numerical details to confirm hypotheses while the qualitative data provides experiences based on concepts. The major study tool was a questionnaire, but the researcher made video calls to some participants for brief interviews. Video calls was preferred to enable the researchers to observe the respondents’ behavior when explaining the impact of covid-19 in the organizations’ leadership. The key findings postulate that most organizations were compelled to hold virtual leadership development sessions despite the ability to hold face to face small group development sessions. The instant shift to digital training exposed leaders to new possibilities in development and increased the number of training opportunities used by leaders. The significance of these findings inform future leadership development decisions on designing the leadership training and development.