Continuity of learning at primary school level during the COVID-19 lockdown in Ki-Mombasa slum, Kampala District

Abstract

The world wide closure of Education Institutions as a measure to mitigate the spread of COVID-19 made the loss of anticipated learning outcomes a threatening reality. To counter this, the United Nations Educational Scientific and Cultural Organisation (UNESCO) championed a global response aimed at ensuring the continuity of learning for learners at all levels. Various countries, including Uganda initiated similar responses which would enable access of quality Distance Learning (DL) to all learners. Policies were formulated to guide the implementation of this intervention which required the involvement of actors at various levels to ensure its success. This study assessed the extent to which the Ugandan based Education Preparedness and Response Plan (EPRP) ensured continuity of learning at Primary school level during the COVID-19 lockdown. The study was nested under a wider study which explored the Attitudes, Lived Experiences and Resilient Transformations (ALERTs) during the COVID-19 lockdown among residents in Ki-Mombasa slum, Kampala District. A mixed method cross sectional research design was employed in the study, utilizing both qualitative and quantitative approaches. Primary participants included primary school going learners and their parents both of whom were randomly selected. Other Participants involved in the study included community leaders, Teachers, Educators, Division Education officials, officials from Non-Governmental Organisations (NGOs) based in the community, and Ministry of Education and Sports (MoES) officials directly tasked with the EPRP implementation. These were purposively selected. Quantitative data was analysed descriptively to generate frequencies and percentages from which graphical illustrations were generated while qualitative data was analysed thematically. Findings from the study indicate that although the idea of DL during the lockdown was widely welcomed as an appropriate intervention, its actual implementation at Primary School level was largely unsuccessful. Findings show a dismal level of access to learning, dismal learner participation, and negative perceptions about the implementation of the learning. Study findings also show a skewed selection of key actors, a neglect of the local context as well as a haphazard process of conceptualisation and implementation of the Education Response in Ki-Mombasa slum. The EPRP driven DL intervention failed to ensure continuity of learning during the lockdown in Ki-Mombasa slum. The promised DL facilities under this programme were inaccessible to the learners and so most of them did not participate in it. Key stakeholders at community level did not participate in the DL and remained largely unaware of how the programme could benefit them. This study recommends a review in the policy guiding implementation of the DL response with a laser focus on the active engagement and involvement of community level actors. Adequate representation of schools and teachers from the community is also recommended to ensure and that the response is contextually sound. Adequate community sensitization should be done to enable maximum community participation. Investment in digitalization of learning to ensure better sector emergency preparedness is also recommended. Access to virtual learning enabling technologies in low income communities should be a key priority in the needed reforms.