COVID-19 and Education in Africa
Routledge (Verlag)
978-1-032-21699-7 (ISBN)
This book addresses diverse issues relating to COVID-19 and education, including the gendered-, classed-, and disability-related effects of the pandemic; African educators’ and students’ experiences with different remote learning technologies; and the outcomes of government interventions in education, such as prolonged school closures. The chapters and case studies highlighted in the volume represent the voices of African educators, students, and parents as they share their experiences of the pandemic and their perspectives on how learning should be optimised to better manage future disruptions to education.
This book is the first of its kind to comprehensively examine the effects of COVID-19 on education in Africa and will be essential reading for researchers, academics, and scholars of African education, international and comparative education, and education policy.
Lydia Namatende-Sakwa is Senior Lecturer at Faculty of Education, Kyambogo University, Uganda. Sarah Lewinger is pursuing doctoral degree in Anthropology at Boston University, USA. Catherine Langsford is pursuing a doctoral degree in Education at the University of Cape Town, South Africa.
Part I: Experiences of Students and Families 1. Strengthening homes as sites of learning during emergency: Lessons from COVID-19 lockdown in Uganda 2. "I will not allow my child to go to school": Parents’ perspectives on school reopening during the COVID-19 pandemic 3. The aftermath of COVID-19 school closures in Uganda: Exploring the willingness of teenage mothers to re-enter schools Part II: Impact on Marginalised Students 4. "We are as valuable as non-disabled students": Learning experiences of female learners with disabilities during the COVID-19 pandemic in Uganda 5. "If we eat lunch, then supper, no": Effects of COVID-19 school closures on HIV-infected and affected girls and young women in Uganda 6. Underprivileged school children’s experiences of COVID-19 preventive measures: Tales from rural Uganda Part III: E-Learning Strategies and Issues 7. "Online lessons are a waste of time": Peer-to-peer reflections on online learning in the aftermath of COVID-19 school closures in Uganda 8. Students' experiences using online learning during the COVID-19 pandemic: The case of Kyambogo University, Uganda 9. Institutional approaches to supporting students during the COVID-19 pandemic: A comparative study of two Ghanaian public universities' online learning experiences Part IV: Emerging Educational Issues 10. The relevance of modern technologies in counselling tertiary education students in the COVID-19 era: A study at the University of Energy and Natural Resources in Ghana 11. Remote data collection for educational research during Uganda’s two-year school closure: Challenges and adaptations 12. Writing the effects of COVID-19: Emerging perspectives in Ugandan literary texts 13. Risk management strategies for teaching and learning in Ghanaian public universities during the COVID-19 pandemic
| Erscheinungsdatum | 28.10.2022 |
|---|---|
| Reihe/Serie | Perspectives on Education in Africa |
| Zusatzinfo | 22 Tables, black and white; 1 Line drawings, color; 1 Line drawings, black and white; 1 Halftones, color; 2 Illustrations, color; 1 Illustrations, black and white |
| Verlagsort | London |
| Sprache | englisch |
| Maße | 156 x 234 mm |
| Gewicht | 660 g |
| Themenwelt | Naturwissenschaften ► Geowissenschaften ► Geografie / Kartografie |
| Sozialwissenschaften ► Pädagogik ► Bildungstheorie | |
| Sozialwissenschaften ► Soziologie ► Spezielle Soziologien | |
| ISBN-10 | 1-032-21699-9 / 1032216999 |
| ISBN-13 | 978-1-032-21699-7 / 9781032216997 |
| Zustand | Neuware |
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