Sande Erunao Muwanguzi^1,, Yuda Taddeo Kaahwa¹, Nicholas Itaaga¹

Following today’s global volatile Covid-19 pandemic era, especially for the education sector in general and education institutions in particular, governments and other related stakeholders are already heavily embarking on innovating various digital platforms that can embrace distance learning for the millions of children that were sent home as well as survival mechanisms for privately remunerated teachers, whose salaries were heavily affected. In Uganda however, configuration of adequate advocacies aimed at averting the pervasive financial starvation among privately contracted teachers has been overshadowed. This literature review-based paper first reviewed the existing global pandemic pedagogies, before it surveyed the pandemic pedagogies implemented in Uganda, in view of assessing how these pedagogies have informed a pedagogically and economically feasible alternative long distance learning during the Covid-19 era. Lastly, the study discussed the feasibility of teacher generated pamphlets as a domesticated and thus redeeming pandemic pedagogy. The study found out that, since majority of the adopted Pandemic pedagogies globally or even in Uganda, are digital platforms that involve use of digital tools, they were not only found to be facing serious hiccups related to accessibility, connectivity and usability, apparently due to the pervasive digital divide in many developed and developing countries, but did not also address teachers’ financial starvation. The study therefore concluded that teacher generated Pamphlets can be feasible in overcoming such hiccups, and can support teachers financially during the pandemic closure of schools.

economics of education, sociology of education, teacher generated pamphlets, Covid-19 alternative learning, domestication of digital education