This archive report was first published on 7 July 2020.
As the world grapples with the Covid-19 pandemic, Kenya's education sector has been dealt a devastating blow. The closure of schools, initially thought to be a temporary measure, has now been extended until January, with far-reaching consequences for learners, teachers, and parents.
When learning institutions were closed in mid-March, the government, through the Kenya Institute of Curriculum Development (KICD), rolled out virtual learning programmes through television, radio, and the internet. Many schools, especially those with better technology infrastructure, also organized customized learning programmes. However, these efforts will not suffice to keep learners busy, as they will not count towards progression to other levels.
Despite the challenges, there are vital lessons to be learned from this crisis. The piloting of virtual learning programmes across various levels of education has shown that this is the way forward. With some social and logistical challenges addressed, such as internet connectivity and costs, there is evidence that online learning is implementable and should be institutionalized into our learning programmes.
Universities and other tertiary institutions can particularly benefit from this shift, as it can help address the challenge of low access. In other jurisdictions, higher education institutions have resolved to make 40 per cent of learning virtual, and in more ambitious cases, limit personalized teaching by nearly half.
However, there are also tough lessons to be learned. Firstly, there is a need to expand infrastructure and invest heavily in technology, especially in primary and secondary schools. The recent campaign to expand high school enrolment under the 100 per cent transition policy has created congestion in schools, as enrolment rose against inadequate facilities.
Moreover, teachers have not been trained on online teaching and are ill-prepared to use technology for pedagogy and research. Education Cabinet Secretary George Magoha and his technocrats should first organize public campaigns to counsel learners, teachers, and parents on this new harsh reality, but importantly, use this as a basis for reconfiguring education in its entirety.
