Uganda reported its first case of COVID-19 on 21st March 2020. As the COVID-19 pandemic escalated, education institutions across the globe made the difficult decision to close all institutions forcing an abrupt shift into online teaching. Several institutions in Uganda undertook online teaching without accreditation from National Council for Higher Education. This study, therefore, assessed the preparedness of the teachers and leaders of Higher Education institutions in Uganda in managing, handling, and implementing emergency Open Delivery e-Learning (ODeL) during the COVID-19 pandemic. An online cross-sectional survey was conducted in 12 institutions of higher learning. Fifty-nine (59) teaching and administrative staff participated in this study. A self-report questionnaire was used for data collection and descriptive statistics were used to analyze both numerical and categorical data. Percentages were used to summarize the data. Forty-seven percent (47%) of the 59 participants had been formally trained in pedagogical online teaching although almost 50% of these lacked the basic infrastructure for online teaching. The teaching staff indicated the difficulty to deliver a regular curriculum using online teaching methods. The study noted that there was resistance from students to study online which was shown through a drop in the number of students that attended online classes. Participants further mentioned that there was a decline in students’ performance during the period of online studying. The study makes several recommendations that include; The need for government to come up with a policy on e-learning as a mode of teaching, compulsory pedagogical training in online teaching which should be integrated into the curriculum reviews, and deliberate removal of taxes on education technology such as computers, smartphones and providing free internet to learners and teachers. While the emergency period has slowly passed on, institutions of higher learning in Uganda suffered heavily from the consequences of COVID-19 in managing the emergency teaching process. The study concludes that regardless of the challenges and the unpreparedness of the Institutions of higher learning in Uganda, there was an achievement in managing the emergency period that saw many institutions swiftly invest in technology and staff training for online teaching.
| Published in | Education Journal (Volume 11, Issue 5) |
| DOI | 10.11648/j.edu.20221105.13 |
| Page(s) | 231-234 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2022. Published by Science Publishing Group |
Emergency Education, Institutions of Higher Learning, COVID-19, Education in Uganda
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APA Style
Kanyesigye Rullonga Monicah. (2022). Preparedness of Institutions of Higher Learning for Emergency Education in COVID-19 – Pandemic: A Case of Uganda. Education Journal, 11(5), 231-234. https://doi.org/10.11648/j.edu.20221105.13
ACS Style
Kanyesigye Rullonga Monicah. Preparedness of Institutions of Higher Learning for Emergency Education in COVID-19 – Pandemic: A Case of Uganda. Educ. J. 2022, 11(5), 231-234. doi: 10.11648/j.edu.20221105.13
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author = {Kanyesigye Rullonga Monicah},
title = {Preparedness of Institutions of Higher Learning for Emergency Education in COVID-19 – Pandemic: A Case of Uganda},
journal = {Education Journal},
volume = {11},
number = {5},
pages = {231-234},
doi = {10.11648/j.edu.20221105.13},
url = {https://doi.org/10.11648/j.edu.20221105.13},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20221105.13},
abstract = {Uganda reported its first case of COVID-19 on 21st March 2020. As the COVID-19 pandemic escalated, education institutions across the globe made the difficult decision to close all institutions forcing an abrupt shift into online teaching. Several institutions in Uganda undertook online teaching without accreditation from National Council for Higher Education. This study, therefore, assessed the preparedness of the teachers and leaders of Higher Education institutions in Uganda in managing, handling, and implementing emergency Open Delivery e-Learning (ODeL) during the COVID-19 pandemic. An online cross-sectional survey was conducted in 12 institutions of higher learning. Fifty-nine (59) teaching and administrative staff participated in this study. A self-report questionnaire was used for data collection and descriptive statistics were used to analyze both numerical and categorical data. Percentages were used to summarize the data. Forty-seven percent (47%) of the 59 participants had been formally trained in pedagogical online teaching although almost 50% of these lacked the basic infrastructure for online teaching. The teaching staff indicated the difficulty to deliver a regular curriculum using online teaching methods. The study noted that there was resistance from students to study online which was shown through a drop in the number of students that attended online classes. Participants further mentioned that there was a decline in students’ performance during the period of online studying. The study makes several recommendations that include; The need for government to come up with a policy on e-learning as a mode of teaching, compulsory pedagogical training in online teaching which should be integrated into the curriculum reviews, and deliberate removal of taxes on education technology such as computers, smartphones and providing free internet to learners and teachers. While the emergency period has slowly passed on, institutions of higher learning in Uganda suffered heavily from the consequences of COVID-19 in managing the emergency teaching process. The study concludes that regardless of the challenges and the unpreparedness of the Institutions of higher learning in Uganda, there was an achievement in managing the emergency period that saw many institutions swiftly invest in technology and staff training for online teaching.},
year = {2022}
}
TY - JOUR T1 - Preparedness of Institutions of Higher Learning for Emergency Education in COVID-19 – Pandemic: A Case of Uganda AU - Kanyesigye Rullonga Monicah Y1 - 2022/09/16 PY - 2022 N1 - https://doi.org/10.11648/j.edu.20221105.13 DO - 10.11648/j.edu.20221105.13 T2 - Education Journal JF - Education Journal JO - Education Journal SP - 231 EP - 234 PB - Science Publishing Group SN - 2327-2619 UR - https://doi.org/10.11648/j.edu.20221105.13 AB - Uganda reported its first case of COVID-19 on 21st March 2020. As the COVID-19 pandemic escalated, education institutions across the globe made the difficult decision to close all institutions forcing an abrupt shift into online teaching. Several institutions in Uganda undertook online teaching without accreditation from National Council for Higher Education. This study, therefore, assessed the preparedness of the teachers and leaders of Higher Education institutions in Uganda in managing, handling, and implementing emergency Open Delivery e-Learning (ODeL) during the COVID-19 pandemic. An online cross-sectional survey was conducted in 12 institutions of higher learning. Fifty-nine (59) teaching and administrative staff participated in this study. A self-report questionnaire was used for data collection and descriptive statistics were used to analyze both numerical and categorical data. Percentages were used to summarize the data. Forty-seven percent (47%) of the 59 participants had been formally trained in pedagogical online teaching although almost 50% of these lacked the basic infrastructure for online teaching. The teaching staff indicated the difficulty to deliver a regular curriculum using online teaching methods. The study noted that there was resistance from students to study online which was shown through a drop in the number of students that attended online classes. Participants further mentioned that there was a decline in students’ performance during the period of online studying. The study makes several recommendations that include; The need for government to come up with a policy on e-learning as a mode of teaching, compulsory pedagogical training in online teaching which should be integrated into the curriculum reviews, and deliberate removal of taxes on education technology such as computers, smartphones and providing free internet to learners and teachers. While the emergency period has slowly passed on, institutions of higher learning in Uganda suffered heavily from the consequences of COVID-19 in managing the emergency teaching process. The study concludes that regardless of the challenges and the unpreparedness of the Institutions of higher learning in Uganda, there was an achievement in managing the emergency period that saw many institutions swiftly invest in technology and staff training for online teaching. VL - 11 IS - 5 ER -
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