American Journal of Educational Research
ISSN (Print): 2327-6126 ISSN (Online): 2327-6150 Website: http://www.sciepub.com/journal/education Editor-in-chief: Ratko Pavlović
Open Access
Journal Browser
Go
American Journal of Educational Research. 2022, 10(4), 253-256
DOI: 10.12691/education-10-4-14
Open AccessArticle

The Impact of Covid-19 on Schools: A Critical Analysis

Peter Mpiso Ssenkusu1, , Cornelius Ssempala1 and John Mary Vianney Mitana2,

1College of Education and External Studies, Makerere Univeesity, Kampala, Uganda

2JM Education and Research Centre (JMERC), Kampala, Uganda

Pub. Date: April 22, 2022

Cite this paper:
Peter Mpiso Ssenkusu, Cornelius Ssempala and John Mary Vianney Mitana. The Impact of Covid-19 on Schools: A Critical Analysis. American Journal of Educational Research. 2022; 10(4):253-256. doi: 10.12691/education-10-4-14

Abstract

The two-year lockdown of education institutions inevitably impacted on society invariably. In order for education institutions to be more productive, there is a need to take into account the most significant impact so that the identified gaps can be addressed as well as incorporating the lessons learnt into the school system. This article gives a snap shot on the government intervention to ensure learning as well as documenting the heavy toll Covid-19 had on the children, teachers and parents as well as the infrastructure.

Keywords:
Covid-19 impact disparity preparedness; Uganda

Creative CommonsThis work is licensed under a Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

References:

[1]  National Planning Authority (2021). Towards safe opening of the education sector in Covid-19 times: A Technical Note, Kampala, National Planning Authority.
 
[2]  UNICEF. (2021). UNICEF update on the socioeconomic impact of COVID-19 on children, Issue 1. UNICEF.
 
[3]  Nakulima, S. (2020). Supporting girls – Key in Education sector recovery from Covid -19. In Alesi, M. & Eryenyu L, From the margins to the centre: Discourse on the impact of Covid-19 pandemic on women in Uganda, (Eds) (pp. ix-xiv). London: Falmer Press.
 
[4]  Tumwesige, J. (2020 Covid-19 education disruption and response: Rethinking e-Learning in Uganda. https://www.kas.de/documents/280229/8800435/COVID-19+Educational+Disruption+and+Response+-+Rethinking+e-Learning+in+Uganda.pdf/6573f7b3-b885-b0b3-8792.
 
[5]  Safieldin, M. (2021, July 2). Prioritize re-opening of schools to secure children’s well being. UNICEF. https://www.unicef.org/uganda/press-releases/prioritize-re-opening-schools-secure-childrens-well-being.
 
[6]  Ministry of Education and Sports (MoES). (2021). COVID-19 education response (GPE) Project (P174033) labour management plan (LMP). Retrieved from https://www.education.go.ug/wp-content/uploads/2021/10/4.-GPE_CERP-PROJECT-P174033_LABOUR-MANAGEMENT-PLAN-LMP.pdf.
 
[7]  Forum for African Women Educationists (FAWE) Uganda Chapter (2021). FAWE Newsletter, http://fawe.org/wp-content/uploads/2021/07/FAWE-Uganda-Newsletter-1st-Edition.pdf
 
[8]  Adriko, D. (2021). All three daughters married off. Daily Monitor Publications, Dodrecht: Kluwer Academic Publishers, Kampala, Daily Monotor.
 
[9]  Nzeirwe, M.M., (2021). Girls fall to pandemic pregnancies as schools reopen. https://www.monitor.co.ug/uganda/news/national/girls-fall-to-pandemic-pregnancies-as-schools-reopen-3309492.
 
[10]  World Bank (2020) Special Needs Education in Uganda: Sustainable Development Goals (SDG)#4 Concerns Quality and Inclusive Education, February 7, 2020. Available at: https://www.worldbank.org/en/news/factsheet/2020/02/07/special-needs-education-in-uganda-sustainable-development-goal-sdg-4-concerns-quality-and-inclusive-education.
 
[11]  Inclusive Futures (2019) Disability stigma in the Disability Inclusive Development (DID) programme countries: an overview of the evidence. Available at: https://core.ac.uk/download/pdf/287772289.pdf.
 
[12]  Mbazzi, F. B., Nalugya, R., Kawesa, E., Nimusiima, C., King, R., Van Hove, G., & Seeley, J. (2020). The impact of COVID-19 measures on children with disabilities and their families in Uganda. Disability & Society, 1-24.
 
[13]  Human Rights Watch and Initiative for Social and Economic Rights, (2021). I must work to eat: Covid-19, Poverty and Child labour in Ghana, Nepal and Uganda. ISER.
 
[14]  UNHCR. (2021, September 23). Uganda Covid-19 response 2020-2021, Education dashboard - quarter 2, January-June 2021. https://reliefweb.int/report/uganda/uganda-covid-19-response-2020-2021-education-dashboard-quarter-2-january-june-2021.
 
[15]  Kitchen, J. (2020). Attending to the concerns of teacher candidates in social justice course: A Self-study of a teacher educator. Studying Teacher Education: A Journal of Self-Study of Teacher Education Practice, 16(1), 6-25.
 
[16]  Freire, P. (1972). Pedagogy of the Oppressed. New York, Landon: Continuum.
 
[17]  Hardman, F., Ackers, J., Abrishamian, N., & O'Sulliavan, M. (2011). Developing a systematic approach to teacher education in Sub-Saharan Africa: emerging lessons from Kenya, Tanzania and Uganda. Compare: A Journal of Comparative and International Education, 41(5), 669-683.