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Abstract
As the Covid-19 pandemic persisted, the government of Uganda together with Ministry of Education and Sports authorized education institutions especially universities to implement ODeL (Open Distance e-Learning) teaching and learning to enable education continuity and avoid students from lagging behind. The study used secondary sources to suggest preparation measures, identify ODeL challenges and suggested recommendations. The results indicated: a consistent, wholistic university approach; maintenance of learning outcomes; enduring student-centric, regular and clear communication; creation of many training platforms available in all sizes and shapes; avoidance of mistakes; and the situation though not being perfect, but was going on well.
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References
- References
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References
References
Akandwanaho, R. (2020). Education ministry bans charging of fees for online teaching. https://apearlnews.com/s2018/2020/07/10/education-ministry-bans-charging-of-fees-for-online-teaching/html, retrieved, November, 2020.
Azorín, C. (2020). Beyond COVID-19 supernova. Is another education coming? Journal of Professional Capital and Community.
Carley, K. (1990). Content analysis. In: the encyclopedia of language and linguistics. Edinburgh: Pergamon Press.
Cole, F. L. (1988). Content analysis: process and application. Clinical Nurse Specialist, 2(1), 53-57.
Daniel, J. (2020). Education and the COVID-19 pandemic. Prospects, 49(1), 91-96.
Downe‐Wamboldt, B. (1992). Content analysis: method, applications, and issues. Health Care for Women International, 13(3), 313-321.
Fingal, J. S. a. D. (2020). 10 strategies for online learning during a coronavirus outbreak https://www.iste.org/explore/learning-during-covid-19/10-strategies-online-learning-during-coronavirus-outbreak/html, retrieved, May, 2020.
Independent. (2020, January 10). Gov’t to enhance digital, distance learning amidst COVID-19. Indepenent. https://www.independent.co.ug/govt-to-enhance-digital-distance-learning-amidst-covid-19/html
Karibwije, D. (2021, July). Education: Market for e-learning growing. New Vision. https://www.newvision.co.ug/articledetails/110590,html
Katusabe-Ssemwezi, M. G. (2021, August). Is online learning possible for Uganda’s education system? New Vision. https://www.newvision.co.ug/articledetails/107588,html
Katusiimeh, M. (2012, September). Increasing educational inequality is a time bomb. Monitor. https://www.monitor.co.ug/uganda/oped/commentary/increasing-educational-inequality-is-a-time-bomb-3515848,html
Lim, M. (2020, April). Educating despite the Covid-19 outbreak: lessons from Singapore. Times Higher Education. https://www.timeshighereducation.com/blog/educating-despite-covid-19-outbreak-lessons-singapore, html
Lugaaju, G. (2021, August). Universities devise catch-up plans to make up for lost learning time. Monitor. https://www.monitor.co.ug/uganda/news/education/universities-devise-catch-up-plans-to-make-up-for-lost-learning-time-3513216, html
Madinah, N. (2020). The COVID-19 pandemic: Economic effects and government measures in Uganda. SARJANA, 35(1), 10-22.
Massa, A. (2020, September). E- learning: The best bet during lockdown worth gov't support. New Vision. https://www.newvision.co.ug/articledetails/297,html
Mawji, A. (2021, September). Lessons from the lockdown: Equality, equity in education. Monitor. https://www.monitor.co.ug/uganda/oped/commentary/lessons-from-the-lockdown-equality-equity-in-education-3308364,html
Mayring, P. (2004). Qualitative content analysis. A Companion to Qualitative Research, 1(2), 159-176.
Monitor. (2020, January). Online classes become the new normal. Monitor. https://www.monitor.co.ug/uganda/news/education/online-classes-become-the-new-normal-1896772/html
Nabukeera, M. (2020). Prevention and response to gender-based violence (GBV) during novel Covid-19 lock-down in Uganda. The Journal of Adult Protection.
Nabukeera, M. S. (2020). COVID-19 and online education during emergencies in higher education: A case study of Islamic University in Uganda Females Campus. Archives of Business Review, 8(5), 183-190.
Observer. (2020, October). MPs want govt to declare 2020 'dead academic year. Observer. https://observer.ug/news/headlines/65722-mps-tell-govt-to-declare-2020-dead-academic-year/html
OECD. (2020). The impact of COVID-19 on student equity and inclusion: Supporting vulnerable students during school closures and school re-openings. https://www.oecd.org/coronavirus/policy-responses/the-impact-of-covid-19-on-student-equity-and-inclusion-supporting-vulnerable-students-during-school-closures-and-school-re-openings-d593b5c8/html, retrieved, August, 2020.
Reporter, E. (2020, December). Universities get ready for online classes via Zoom. Busiweek. https://www.busiweek.com/kampala-parents-school-gets-ready-for-online-classes-via-zoom/html,
Rwebiita, M. K. (2020, September). Uganda: Open letter to President Museveni - Decision not to reopen schools may do more harm than good. All Africa. https://allafrica.com/stories/202006180262.html
Tumwesige, J. (2020). COVID-19 Educational disruption and response: Rethinking e-Learning in Uganda. University of Cambridge.
UN. (2020). The challenge of monitoring quality in distance education https://dakar.iiep.unesco.org/sites/default/files/fields/publication_files/note_1_-_1206_-_the_challenge_of_monitoring_quality_in_distance_education.pdf, retrieved, August, 2021.
UNESCO. (2020). UNESCO’s support: Educational response to COVID-19. https://en.unesco.org/covid19/educationresponse/support/html, retrieved, May, 2020.
World Bank (2020). How countries are using edtech (including online learning, radio, television, texting) to support access to remote learning during the COVID-19 pandemic. https://www.worldbank.org/en/topic/edutech/brief/how-countries-are-using-edtech-to-support-remote-learning-during-the-covid-19-pandemic/html, retrieved, May, 2020.