Bergman) To address the learning crisis, which has been exacerbated by the COVID-19 pandemic, approaches that can cost-effectively improve learning on a global scale are needed. The COVID-19 outbreak caused education systems around the world to halt in-person learning. In Botswana, schools across the country were closed from March to June 2020; shortly after reopening, a new wave of COVID-19 cases prompted a subsequent school closure, with similar waves of reopening and closing expected, and a double-shift system in place as of July 2020. Despite the government s efforts to keep students engaged through learning programmes on national television and radio stations, families have expressed demands for additional remote educational activities for their children. However, in Botswana as elsewhere, the pandemic has laid bare existing educational inequalities, with high-income families having access to alternative sources of instruction (e.g., computers and smartphones) that are out
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The state government had earlier in a statement allowed only proprietors and teachers to resume on Jan.18, and take two weeks to put all COVID-19 protocols in place, before students and pupils resume on Feb.1. According to him, the school violated the Government’s directives which stipulated that students and pupils remain at home till Feb. 1, in the interest of their safety.
Obiano said: “The Ministry of Basic Education wishes to announce the closure and withdrawal of approval of the Royal Ambassador’s Schools at Onitsha for violating the government’s resumption directives.
“Students and pupils of the schools were also seen without face masks, on Monday, Jan. 18, receiving lessons against government’s directives.
The Anambra government on Thursday announced the closure and withdrawal of approval of Royal Ambassador’s Schools in Onitsha, for flouting the resumption directives and COVID-19 prevention protocols.
There are significant disparities in South Africa’s education system. Schools are divided into quintiles, from one to five; the poorest, in quintile one, struggle enormously with a lack of resources and support. They also tend to have poorer educational outcomes. That has a direct effect on university admission and outcomes.
One of the government’s attempts to address these inequalities is through technology. This began as early as 2003 with the Draft White Paper on e-Education. These and similar policies aim to resource more marginalised schools, universities and colleges with digital tools. This, in a bid to “leapfrog” access to interactive learning content and improved administrative capabilities. COVID-19 lockdowns have made this approach “imperative … now the only thing we can do”, according to the country’s Ministry of Basic Education.