EFFECTS OF COVID-19 ON TEACHING AND LEARNING IN ZAMBIA: IMPLICATIONS FOR RESPONSIVENESS OF LEARNING ENVIRONMENTS TO EMERGENCY SITUATIONS

نویسندگان

  • Beatrice Matafwali Department of Educational Psychology, Sociology and Special Education, University of Zambia, Zambia
  • Gift Masaiti Department of Education Administration and Policy Studies, University of Zambia, Zambia

DOI:

https://doi.org/10.46827/ejes.v11i2.5199

کلمات کلیدی:

teaching and learning, COVID-19 pandemic, education sector response, education in emergencies, contingency

چکیده

The Novel Coronavirus (COVID-19) pandemic outbreak posed serious concerns to global education systems and socio-economic activities. The COVID-19 pandemic brought about a global emergency in many sectors including education resulting in school closures. This paper examines the impact of COVID-19 on Zambia's education sector and its response to the pandemic. Using qualitative approaches, data was collected from key stakeholders in the education sector. The study found that Zambia's education sector response has stimulated the development of innovative teaching and learning strategies, highlighting the need for strategic planning, teacher preparedness, and designing contingency response parameters on education in emergencies.

 

Article visualizations:

Hit counter

بیوگرافی نویسندگان

  • Beatrice Matafwali، Department of Educational Psychology, Sociology and Special Education, University of Zambia, Zambia

    Beatrice Matafwali is an Associate Professor at the Department of Educational Psychology, Sociology and Special Education, University of Zambia, Zambia. Her research work spans Neuro-developmental Disorders, Early Childhood Development, Early Literacy, Inclusive Education, Child Assessment, and Child Rights.

  • Gift Masaiti، Department of Education Administration and Policy Studies, University of Zambia, Zambia

    Gift Masaiti (PhD) is an Associate Professor of Economics and Management of Education at the University of Zambia, Zambia. He has fairly published, consulted and has practical interest in Educational Financing, Higher Education, Educational Planning, Monitoring and Evaluation in Education and Public Policy among others. He is the founding editor in chief of the Zambian Journal of Educational Management, Administration and Leadership (ZJEMAL). He has been involved in numerous collaborative projects and networks locally and internationally.  He served as Dean in Charge of Research at the University of Zambia, and currently serves as an external examiner for universities in Africa, Asia and Europe.

    Google Scholar: https://scholar.google.com/citations?user=RB6sSWIAAAAJ&hl=en

مراجع

Anifowoshe, O., Aborode, A. T., Ayodele, T. I., Iretiayo, A. R., & David, O. O. (2020). Impact of COVID-19 on Education in Sub-Saharan Africa. https://doi.org/10.20944/preprints202007.0027.v1

Central Statistical Office. (2018). Zambia Demographic Health Survey.

ILO Sectorial Brief. (2020). ILO Sectoral Brief (Issue June).

Inter-agency Network for Education in Emergencies (INEE). (2020). Technical Note: Education during the COVID-19 Pandemic. (Issue April).

Mamun, M. A., Hossain, M. A., Salehin, S., Hossain Khan, M. S., & Hasan, M. (2022). Engineering Students’ Readiness for Online Learning Amidst the COVID-19 Pandemic: Scale Validation and Lessons Learned from a Developing Country. Educational Technology & Society, 25 (3), 30-45.

Matafwali, B., & Bus, A. G. (2013). Lack of familiarity with the language of instruction: A main cause of reading failure by grades 1 and 2 pupils in Zambia. Insights of Learning Disabilities, 10, 31-44.

Matafwali, B., & Chansa-Kabali, T. (2017). Towards sustainable access to early childhood development in Zambia: Re-envisioning the role of community based early childhood programs in promoting school readiness. Creative Education, 8(6), 901-911.

Masaiti, G. (2018). ‘Education as Currently Provided in Zambia’ in Education in Zambia at 50 Years of Independence and Beyond: History, Current Status and Future Prospects, UNZA Press, Lusaka.

MoGE. (2011). Education sector National Implementation Framework III.

MoGE. (2020a). Republic of Zambia Ministry of General Education Contingency Plan for Novel Coronavirus (COVID-19).

MoGE. (2020b). Zambia develops an education contingency plan for COVID-19 and the post-pandemic era | United Nations Educational, Scientific and Cultural Organization. http://www.unesco.org/new/en/member-states/single-view/news/zambia_develops_an_education_contingency_plan_for_covid_19_a/

Mukute, M., Burt, J., Francis, B., & de Souza, B. (2020). Education in Times of COVID-19: Looking for Silver Linings in the Southern Africa’s Educational Responses. Southern African Journal of Environmental Education, 36.

Nations, U. (2020). Socio-Economic Response to Covid-19 in Zimbabwe A Framework for Integrated Policy Analysis and Support.

Onyema, E. M., Eucheria, N. C., Obafemi, F. A., Sen, S., Atonye, F. G., Sharma, A., & Alsayed, A. O. (2020). Impact of Coronavirus pandemic on education. Journal of Education and Practice, 11(13), 108–121.

Save the Children. (2020). Save the Children: ‘Outbreak could cause millions of children to suffer for years to come’ | Save the Children International. https://www.savethechildren.net/news/save-children-‘outbreak-could-cause-millions-children-suffer-years-come’

UNESCO-IESALC. (2020). COVID-19 and higher education: Today and tomorrow.

UNESCO. (2020a). COVID-19 Educational Disruption and Response. https://en.unesco.org/news/covid-19-educational-disruption-and-response

UNESCO. (2020b). Startling digital divides in distance learning emerge. https://en.unesco.org/news/startling-digital-divides-distance-learning-emerge

United Nations Children's Fund (2021). Zambia: Education in the time of COVID-19. Retrieved from https://www.unicef.org/zambia/stories/zambia-education-time-covid-19

UNOCHA. (2020). Zambia Situation Report, 9 December 2020 - Zambia | ReliefWeb. https://reliefweb.int/report/zambia/zambia-situation-report-9-december-2020

World Bank: Teachers Thematic Group. (2020). Three principles to support teacher effectiveness during covid-19. May, 1–8.

World Bank. (2020). Development Projects: Zambia COVID-19 Emergency Response and Health Systems Preparedness Project - P174185. https://projects.worldbank.org/en/projects-operations/project-detail/P174185

World Vision. (2020). Policy Brief: COVID-19 & its Impacts on Children’s Education in Zambia | Zambia | World Vision International. https://www.wvi.org/publications/policy-briefing/zambia/policy-brief-covid-19-its-impacts-childrens-education-zambia

دانلودها

چاپ شده

2024-02-05

شماره

دوره 11 شماره 2 (2024)

نوع مقاله

Articles

مجوز

Authors who publish with this journal agree to the following terms:

Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).