Covid-19 and school closure: Examining the impact on private mid-range and low-fee private basic schools in Ghana

Ehwi, Lordina Juvenile; Ehwi, Richmond Juvenile

doi:10.1007/s11125-021-09579-1

Cited by 4 publications

(2 citation statements)

References 20 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The few schools that survived reportedly made a deliberate decision to avoid investing in new Information and Communication Technology (ICT) infrastructure and online learning materials since they were not sure whether parents would pay for the cost. And for those that mounted online learning, they had some of their teachers, especially those who were not part of creating remote learning materials, laid off while others had salaries reduced (Ehwi & Ehwi, 2021, p. 12). According to Bridge International Academies, which are spread throughout at least 40 out of 47 counties in Kenya, the school forced their staff on compulsory leave in order to reduce their financial burden (Wafula, 2020).…”

Section: Implementing Online Learningmentioning

confidence: 99%

Equity issues in the provision of online learning during the Covid-19 pandemic in Kenya

Malenya

Ohba

2023

JICE

View full text Add to dashboard Cite

PurposeThe purpose of this paper is to critically review the well-intended plan by the government through the Ministry of Education to continue providing quality learning through online learning and in an equitable and inclusive manner during school closures due to the COVID-19 pandemic.Design/methodology/approachThis paper is based on a review of the available literature including assessment reports, academic studies and media reports.FindingsThe paper revealed that despite the visionary plan by the government that the development and implementation of an emergency response plan would ensure equitable and inclusive continued learning for all students, those learners who were disadvantaged, including those living in remote areas and urban informal settlements, girls and learners from low–socio-economic households, found it even harder to access lessons. In fact, the existing digital divide on the part of the learners and schools served to reproduce or even widen inequities in learning. The COVID-19 pandemic evidently made these inequities more visible or even worse. What had been conceived as and intended to be an equitable and inclusive learning exercise ended up marginalising learners in already marginalised spaces.Research limitations/implicationsWhile the researchers made an attempt to search for as many documents as possible, the documents selected for the paper are limited to those that explored the online learning during COVID-19 in Kenya. These reports were critically examined with a view to providing a clear picture of what online teaching and learning was like and how this picture embraced notions of fairness and inclusivity hence equity. Despite all these, there was the possibility of having some biases in the used reports. However, the researchers carefully read them triangulating them with others with similar information in an attempt to filter biases.Practical implicationsThe paper has demonstrated how the learning process can be influenced by the provision of the relevant teaching and learning materials, tools and infrastructure.Social implicationsThis paper has clearly demonstrated the position that learning is a social process and which is affected by the social factors such as gender roles, socio-economic status and the social environment in which it occurs.Originality/valueThe paper contributes to ongoing discussion about the potentials and challenges of online learning particularly in a country like Kenya where equity in learning still remains a considerable challenge mainly as a result of the existing socio-economic, regional and gender disparities in learning. The paper makes a contribution in terms of an authentic mode of thinking that should guide the process of provision of “learning for all”.

show abstract

Section: Implementing Online Learningmentioning

confidence: 99%

Equity issues in the provision of online learning during the Covid-19 pandemic in Kenya

Malenya

Ohba

2023

JICE

View full text Add to dashboard Cite

show abstract

“…None of the in-school participants received practical support during the lockdown from their school, which is in line with the worst scenarios [ 6 , 11 , 15 ]. In contrast, in Ghana, some schools facilitated remote learning, yet depending on family resources, students benefitted unequally [ 58 ]. The Bissau-Guinean adolescents were aware of alternative online education platforms used elsewhere.…”

Section: Discussionmentioning

confidence: 99%

“Just Standing Still”: A Qualitative Study on Adolescents’ Experiences of School Closures Due to Emerging COVID-19 in Bissau, Guinea-Bissau

Baboudóttir

Jandi

Indjai

et al. 2023

IJERPH

View full text Add to dashboard Cite

The COVID-19 pandemic affected the lives of children in a myriad of ways across the world. It exposed and aggravated existing inequalities between children within countries and across continents and hampered education. In Guinea-Bissau, school closure was one of the first restrictions implemented to confront the emerging pandemic. The aim was to describe and analyse the experiences of adolescents of school closures in the capital Bissau, their concerns about their future and manifestations of inequality. Data were collected by semi-structured, open-ended interviews with 30 adolescents aged 15–17 years three months into the pandemic during an enforced state of emergency. A thematic analysis identified five themes: appreciation of education, feeling left behind, being stuck in confinement, suggestions for support, and a disrupted future. The results highlight global rather than local inequalities in the demographic, manifested by a lack of targeted educational support for public and private school students; they knew about such efforts elsewhere. The school-attending participants suggested ways to mitigate disruptions in their education, while those out of school aiming to return saw their possibilities fading away. They appreciated education for personal and national benefits, and participants worried about the long-term effects of the pandemic. The study highlighted education loss for all and disrupted future expectations.

show abstract

Effect of parental engagement on children’s home-based continued learning during COVID-19–induced school closures: Evidence from Uganda

Sakaue

Wokadala

Ogawa

2023

International Journal of Educational Development

View full text Add to dashboard Cite

Covid-19 and school closure: Examining the impact on private mid-range and low-fee private basic schools in Ghana

Cited by 4 publications

References 20 publications

Equity issues in the provision of online learning during the Covid-19 pandemic in Kenya

Equity issues in the provision of online learning during the Covid-19 pandemic in Kenya

“Just Standing Still”: A Qualitative Study on Adolescents’ Experiences of School Closures Due to Emerging COVID-19 in Bissau, Guinea-Bissau

Effect of parental engagement on children’s home-based continued learning during COVID-19–induced school closures: Evidence from Uganda

Contact Info

Product

Resources

About