Impacts of COVID-19 on the Ethiopian Education System

Mengistie, Tilahun Adamu

doi:10.15354/sief.20.or011

Cited by 15 publications

(10 citation statements)

References 2 publications

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“…From mid-March 2020, higher education institutions in Ethiopia closed and students’ learning was suspended, neither universities nor the ministry said anything to continue students’ learning ( Mengistie, 2020 ). The outbreak of COVID-19 is not the sole problem of Ethiopia rather it is a global problem.…”

Section: Resultsmentioning

confidence: 99%

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Higher Education Students’ Learning in COVID-19 Pandemic Period: The Ethiopian Context

Mengistie¹

2021

Research in Globalization

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This article analyzes the stand taken by Ethiopia’s higher education institutions when providing students’ learning during the COVID-19 period while institutions are closed in order to contain the virus. These institutions have a recent history of low research and technological advancement globally. The effects of the COVID-19are wide ranging and endangering students’ learning. The study investigates how public universities are attempting to deliver learning remotely in order to support students as well as exploring challenges and opportunities following the institutions’ efforts to minimize the risks of the pandemic. The result shows that, when compared with universities in other countries, neither the government nor the universities took concerted measures to sustain undergraduate students learning. Undergraduate, graduate and Ph.D. learning in universities was interrupted until May 2020 and many questioned the quality, graduate and PhD students’ learning as continued online. The inequality between undergraduate students will be sustained and widened if this situation continues, universities must develop and apply concerted efforts to better use remote learning. In Ethiopia, the current pandemic challenges higher education institutions’ response to the crisis. Large sections of students have the least technology support, without government and universities support we may create a lost generation in the COVID-19 pandemic period. Therefore, the pandemic must be use as a turning point for Ethiopian universities to bring long-lasting changes.

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Section: Resultsmentioning

confidence: 99%

“…Afew weeks after the closure, Ethiopia's government devised radio and television learning for primary and secondary levels respectively, to save the education system from the COVID-19 wave ( Mengistie, 2020 ). However, a month from the closure, students’ learning at higher education was unclear to students, parents and teachers.…”

Section: Resultsmentioning

confidence: 99%

Higher Education Students’ Learning in COVID-19 Pandemic Period: The Ethiopian Context

Mengistie¹

2021

Research in Globalization

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“…Some of the students who experienced the online learning also lamented on challenges associated with internet access. In Ethiopia, it was observed that the high cost of internet bundle served as a barrier to students accessing the e-learning platform [59]. In the case of Ghana, aside from limited ICT resources, resistance to the online modality by faculty members, and lack of social interactions, students also complained of lack of electric power supply [1].…”

Section: Online and Onsite Learning During The Pandemic Eramentioning

confidence: 99%

A Strategic Approach to Onsite Learning in the Era of SARS-Cov-2

Adarkwah

2021

SN COMPUT. SCI.

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The COVID-19 pandemic disrupted all forms of social life, including the education sector. As part of the efforts to keep the virus at bay, onsite instruction was suspended in 188 countries across the globe, jeopardizing the educational goals of over 91% of the world's student population. Online learning emerged as an ultimate solution to the disruption caused by the COVID-19 pandemic. The main challenge of most developing countries, especially in Sub-Saharan Africa, is to ensure effective online learning across all levels of education. The lack of funds, infrastructure, effective e-learning systems, ICT gadgets, and other challenges hindered the online learning in most developing countries from achieving its intended goal. With the realization that the COVID-19 may not die out soon and the prospect of a vaccine, Ghana, like many countries, resumed onsite instruction in early 2021. The study employed a phenomenological approach through personal interviews to explore the experiences of 20 tertiary students who were the first batch of students to be part of the temporal resumption of tertiary education in Ghana. From the analysis, it was observed that universities educated their staff and students on COVID-19. Nonetheless, there were contextual challenges with; the provision of personal protective equipment (PPEs), engagement in digital learning, parent-teacher collaboration, psychological health service, and course completion. The study discusses school preparedness plan of universities for resumption and draws from the literature to outline ten strategic ways to reopen schools.

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“…Consequently, schools were locked down for months by which students were obliged to stay at home with no education. Its effect on education is disproportionately higher in developing countries like Ethiopia due to the poor technological infrastructures that could support online education [ 6 , 7 ].…”

Section: Introductionmentioning

confidence: 99%

Application of Health Belief Model for the assessment of COVID-19 preventive behavior and its determinants among students: A structural equation modeling analysis

et al. 2022

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Background COVID-19 is a new pandemic that poses a threat to people globally. In Ethiopia, where classrooms are limited, students are at higher risk for COVID-19 unless they take consistent preventative actions. However, there is a lack of evidence in the study area regarding student compliance with COVID-19 preventive behavior (CPB) and its predictors. Objective This study aimed to assess CPB and its predictors among students based on the perspective of the Health Belief Model (HBM). Method and materials A school-based cross-sectional survey was conducted from November to December 2020 to evaluate the determinants of CPB among high school students using a self-administered structured questionnaire. 370 participants were selected using stratified simple random sampling. Descriptive statistics were used to summarize data, and partial least squares structural equation modeling (PLS-SEM) analyses to evaluate the measurement and structural models proposed by the HBM and to identify associations between HBM variables. A T-value of > 1.96 with 95% CI and a P-value of < 0.05 were used to declare the statistical significance of path coefficients. Result A total of 370 students participated with a response rate of 92%. The median (interquartile range) age of the participants (51.9% females) was 18 (2) years. Only 97 (26.2%), 121 (32.7%), and 108 (29.2%) of the students had good practice in keeping physical distance, frequent hand washing, and facemask use respectively. The HBM explained 43% of the variance in CPB. Perceived barrier (β = - 0.15, p < 0.001) and self-efficacy (β = 0.51, p <0.001) were significant predictors of student compliance to CPB. Moreover, the measurement model demonstrated that the instrument had acceptable reliability and validity. Conclusion and recommendations COVID-19 prevention practice is quite low among students. HBM demonstrated adequate predictive utility in predicting CPBs among students, where perceived barriers and self-efficacy emerged as significant predictors of CPBs. According to the findings of this study, theory-based behavioral change interventions are urgently required for students to improve their prevention practice. Furthermore, these interventions will be effective if they are designed to remove barriers to CPBs and improve students’ self-efficacy in taking preventive measures.

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Impacts of COVID-19 on the Ethiopian Education System

Cited by 15 publications

References 2 publications

Higher Education Students’ Learning in COVID-19 Pandemic Period: The Ethiopian Context

Higher Education Students’ Learning in COVID-19 Pandemic Period: The Ethiopian Context

A Strategic Approach to Onsite Learning in the Era of SARS-Cov-2

Application of Health Belief Model for the assessment of COVID-19 preventive behavior and its determinants among students: A structural equation modeling analysis

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