Sample Health Care Paper on Effects of Covid19 on Kenya’s Education Sector

Effects of Covid19 on Kenya’s Education Sector

According to the Kenyan Government, approximately 17 million learners were disrupted nationwide following the first case of the virus in the county, announced by the Ministry of Health on March 13, 2020. On March 15, 2020, nearly all learning institutions closed following Ministry of Health guidelines to contain the spread of the novel virus. covid19 is a deadly virus that was first detected in Wuhan, China, in December 2019. Since then, the covid19 virus has continued to spread fast to all countries in the neighboring continents. The virus has killed many people and caused severe illness. The closure of learning institutions not only affects learners and teachers directly but has also caused socio-economic havoc such as exacerbating education inequality, causing an upsurge in the school dropout rate, and loss of learning.

Exacerbate Educational Inequality

One of the impacts of covid19 on Kenya’s education sector is that it has deepened educational inequality. Social distancing regulations by the Ministry of Health in efforts to curb the spread of the virus resulted in most learners staying at home. It is clear that rich families are in a better position to cope with the challenges imposed and can sustain their children learning at home, unlike learners from poor, vulnerable households who cannot access resources like technology, sound internet, or virtual tutors. When learning resumes, disadvantaged students find themselves behind their peers. Children with learning disabilities and those living in urban slums are in dire deprivation of meals and food security made available by the World Food Programme and government of Kenya through the School Feeding Programme that was initiated in 2009, causing hunger and malnutrition (Kemboi, 2020).

Upsurge in Learner’s Dropout Rate

 

Another consequence of the covid19 virus is the increase in learner’s dropout from school. Unplanned closure of institutions forced students to stay at home. Learning institutions play a great role in the protection of students, especially girls in vulnerable households. Home confinement poses potential challenges that, otherwise, the school would have protected and seen them through. Learners from low to nearly no income households are majorly affected. Home-based learning is hardly available, and learners end up engaging in undesirable behavior like drug and substance abuse, fending for themselves, early intimate relationships, increase in rape cases, teenage pregnancy, gender-based violence and, loss of interest in learning (Azevedo et al., 2021).

Loss of Learning

Ministry of Health guidelines in response to contain the spread of covid19 virus widened the physical contact between learners and teachers, substituting regular classroom sessions with digital learning. Some parents are also put in a situation to enable home-based education, which, in most cases, struggle to accomplish such duties, especially those with limited resources and knowledge. Learners from marginalized conditions lose out on essential learning times that negatively impacts their developmental growth. Cessation of public library services also interrupts learning. Students cannot visit the libraries for continuity in education because of the stoppage of social gathering in efforts to contain the covid19 virus. Continuous learning amongst students has been negatively affected, leading to loss of education (Angrist et al., 2021).

Conclusion

The covid19 pandemic has affected every sector, but education has been majorly affected. The abrupt closure of schools, colleges, and universities has caused endless problem among learners, teachers, and parents. One of the effects is education inequality. Learners from a poor background who cannot access learning resources are denied quality, equitable and inclusive education. Upsurge in learner’s dropout rate because of loss of interest, peer pressure, and teenage pregnancy is another consequence. Failure of learning is caused by the widened physical contact between learners and teachers is yet another negative outcome being experienced. Ministry of Education should develop measures to mitigate future challenges to ensure continuity of equality and inclusive education for universal growth

 

References

Angrist, N., de Barros, A., Bhula, R., Chakera, S., Cummiskey, C., DeStefano, J., … & Stern, J. (2021). Building back better to avert a learning catastrophe: Estimating learning loss from COVID-19 school shutdowns in Africa and facilitating short-term and long-term learning recovery. International Journal of Educational Development84, 102397. https://doi.org/10.1016/j.ijedudev.2021.102397

Azevedo, J. P., Hasan, A., Goldemberg, D., Geven, K., & Iqbal, S. A. (2021). Simulating the potential impacts of COVID-19 school closures on schooling and learning outcomes: A set of global estimates. The World Bank Research Observer36(1), 1-40. https://doi.org/10.1093/wbro/lkab003

Kemboi, L. K. (2020). Kenya’s COVID-19 Policy Responses Furthering Inequality. Available at SSRN 3750751. http://dx.doi.org/10.2139/ssrn.3750751