Digital divide to adversely affect learning outcome

One year ago coronavirus came to our shores. Expectedly, and rightly so, the government shut down schools in an unprecedented move to protect children and the public from the novel virus. Schools have reopened even as the virus continues to surge. As we mark one year during which the government has walked a tight rope in containing the virus while stemming potential economic collapse, it is time to reflect on the insidious implications of battling coronavirus.

Covid-19 has impacted all facets of socio-economic, political, cultural and spiritual life in the country. The sector most effected, however, is education. Several effects are attributable to the inevitable closure of schools. Among these are increased pregnancy rate among school girls; learning loss occasioned by the extended stay out of school as demonstrated by the recent Kenya National Examinations Council assessment; increased school dropout and higher incidences of indiscipline among learners. These are unfortunate facts that we must grapple with as we pursue our national goals of education going forward.

Importantly, however, the complication of the effects is attributable to the responses to the closure of schools – both at institutional and community levels. Institutional actors led by the Ministry of Education committed to ensure learning continuity and expedite the reopening of schools once containment measures had been instituted. We didn’t do well in either. The slow pace of, and limited investment in preparing schools for reopening resulted in prolonged schools’ closure period.

To catch up

At the same time, it became apparent that our digital infrastructure, upon which State and non-State actors hoped to rely on when committing to support learning continuity was inadequate and inequitable. Communities and parents had long gotten used to children belonging to schools and forgotten what to do with them once they were stuck at home.

These gaps and the policy responses that we have offered underlie the effects of the coronavirus on education. The first enduring effect that may permanently affect children throughout their schooling lives stems from the wide digital divide. Children who could not access learning continuity interventions have returned to school less prepared than their counterparts who did. With the school calendar crammed, it is incomprehensible that teachers may support learners left behind to catch up. I know of Class Eight children who are spending up to 17 hours at school daily in the name of catching up.

The second effect, with potential intergenerational transmission, stems from teenage pregnancies. While the government has implemented the highly commendable policy of returning pregnant girls to school, it is fraught with many practical challenges. One such challenge afflicts pregnant girls in boarding schools and it is compounded by the Ministry of Education’s policy of “no visits” during the examination term. There are pregnant girls in schools facing dietary challenges, yet schools are unable to provide individualised attention due to their large numbers of learners. These girls are thus facing socio-emotional challenges during pregnancy that expose them and their unborn babies to enduring adverse health-related problems.

For the girls who have given birth, the challenges are even steeper. While the official focus is on the children who have given birth and their education, the wellbeing of the babies is not catered for. Many families are unable to provide the support structure that these young mothers require to continue with their education without compromising the wellbeing of their babies.

The third problem stems from the communities not knowing what to do with the children once schools were closed. Having long absconded from parenting responsibilities, many parents let children fall into criminal gangs, others deployed children in enterprises that ended up shifting their mind away from education, while others initiated them into cultural practices that are inimical to education. Consequently, many children are only back in school because government decreed and they are giving teachers a torrid time. 

So what do we need to do? First, we should relook the school re-entry policy for pregnant girls to ensure that it is comprehensive enough to cater for the needs of the pregnant girl and the baby before and after birth. Secondly, review our ICT integration policy to ensure that proper investments are made to narrow the digital divide. And finally, re-engage communities in nurturing and educating children.

Education is a public good. Educated people are public goods. It must be in the interest of the public to get every child in the society properly educated.

[Emmanuel Manyasa, PhD, Executive Director – Usawa Agenda]