INFLUENCE OF COVID-19 PANDEMIC ON SCHOOL GOING CHILDREN IN KENYA - A REVIEW PAPER ON THE CASE OF BUNGOMA-WEST SUB-COUNTY, BUNGOMA COUNTY, KENYA

Autors/ores

  • Simiyu Chililia Pius Dr., Department of Curriculum, Instruction and Management, Bomet University College, Kenya

DOI:

https://doi.org/10.46827/ejes.v11i11.5695

Paraules clau:

COVID-19 pandemic, school-going children and negative influence

Resum

COVID-19 has impacted entire nations worldwide, and Kenya was hit the hardest by the pandemic economically, socially, and even politically. This review paper concentrates on social effects, specifically examining the influence of the COVID-19 pandemic on school-going children in Bungoma West Sub County, Bungoma County. The reporting of the confirmed first COVID-19 disease case on 14th March 2020 forced the government of Kenya to close down all learning institutions. This action caused a significant negative impact on the school-going children in most households, particularly in Bungoma West. The poor, vulnerable, and marginalized groups could not access education through only remote learning by The Kenya Institute of Curriculum Development (KICD). This only benefitted children from well-off families in urban centres, excluding those from vulnerable and poor households. The gap in the inequality in the provision of education widened. Financial inadequacy made the government fail to fund school-related services such as capitation, food and learning materials. House confinement impoverished parents financially. Most children never have access to equitable, all-inclusive, and quality education. Many suffered from psycho-sociological challenges. This review paper examines the challenges school-going children face, gives the way forward, and proposes solutions to future crises, if any.

 

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Biografia de l'autor/a

  • Simiyu Chililia Pius, Dr., Department of Curriculum, Instruction and Management, Bomet University College, Kenya
    Dr. Simiyu Chililia Pius holds a Doctor of Philosophy Degree in Curriculum and Instruction, with 10 years of experience in university teaching and is currently a full-time lecturer at the Department of Curriculum, Instruction and Management, Bomet University College, Kenya. He teaches Curriculum Studies, specifically Pedagogy, both at the Undergraduate and Postgraduate levels. He has published and authored several books and research papers on Education and Social issues linked to academic education. His research interest has been centred on education-related issues, mainly the application of ICTs and the use of technology in enhancing instruction in the classroom. He has presented several papers at international conferences.

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Descàrregues

Publicat

2024-11-27

Número

Vol. 11 Núm. 11 (2024)

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