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Assignment EDU731: Research Proposal
EDUCATION AND PANDEMIC IN SUB-SAHARA AFRICA: CHALLENGES AND SOLUTIONS FOR STABLIZING A FRAGILE BUT VALUABLE SECTOR
Name of the student
Summary
The primary elements that led to the disruption of education systems in Sub-Saharan Africa following the commencement of the COVID-19 epidemic are uncovered in this study. Data was gathered from key stakeholders and analyzed using descriptive statistics. In addition, the report emphasizes the importance of education in Sub-Saharan Africa. The study also looks at the negative consequences of the disruption of learning on children, teachers, parents, school staff, and other stakeholders. Furthermore, the study suggests a feasible intervention that governments in this region could implement in order to deal with future disruptions and the current COVID-19 pandemic. The need to embrace digital learning and build an enabling atmosphere is one of the primary solutions mentioned. This entails expanding internet coverage, lowering internet costs, equipping schools with affordable devices, and developing ways to make these devices more affordable. It also emphasizes the significance of deliberate digital training and its inclusion in the curriculum.
Review of the literature
The COVID-19 epidemic has thrown off previously established procedures and systems. Learning systems in Sub-Saharan Africa have been interrupted as a result of the conflict. The education sector in most nations in Sub-Saharan Africa came to a halt, learning institutions were stopped, and pupils were taken home. The study uncovered the. This occurred all over the world. The obvious difference was that in developed countries, learning continued through digital learning, whereas in Sub-Saharan Africa, digital learning was difficult to implement. Several challenges have been identified in the research. One of the issues mentioned was the lack of internet access in this region’s countries. Two major factors exacerbated the problem of accessibility: poor internet connectivity and high internet charges relative to the majority of the population. A large portion of Sub-Saharan Africa is without 3G service (World Economic Forum, 2014). The lack of supporting infrastructure, such as electricity, was also cited as a major issue. Around two-thirds of people in Sub-Saharan Africa do not have access to electricity, according to the World Economic Forum (2020). Other issues raised in the research included device affordability, language barriers, a lack of skills, cultural barriers, and negative attitudes and perceptions about digital learning.
The closure of educational institutions was discovered to have far-reaching economic and social consequences. One of the recommendations was that the internet and other infrastructures be designated as basic needs. The first step was for the government to recognize that the internet had become a critical need and to improve internet access in Africa. Most educational institutions would be able to implement digital or blended learning as a result of this. There have also been calls to improve digital literacy by including these concepts in the curriculum from an early age. Another major intervention that most studies highlighted was the need for guidelines and systems to ensure the quality of digital learning.
Details of the research project:
The goal of the study was to figure out what factors contributed to the disruption of learning during the study, how important education is in Sub-Saharan Africa, and what solutions key stakeholders could use to improve education delivery during and after the pandemic. The following are the research questions for the study:
1. Which factors, in your opinion, caused the complete cessation of educational activities in many African countries in the Sub-Saharan region?
2. Why is Sub-Saharan Africa so digitally divided?
3. In Sub-Saharan Africa, how important is education?
4. What are the major challenges that Africa’s educational systems face in terms of flexibility?
5. How can Africa implement the digitization of education systems?
6. How do you envision the post-pandemic learning system in Sub-Saharan Africa?
This research is significant because, despite the serious consequences, there have been few comprehensive studies on this topic. The study will come in handy when governments in Sub-Saharan Africa try to implement E-Learning due to the pandemic’s long-term effects. The study will provide policymakers, institution administrators, and other key stakeholders with relevant and accurate information on the viable interventions that must be implemented to ensure that learning systems are feasible.
Methodology
The research will take the form of a survey. Data will be gathered from experts in the field as well as key stakeholders like teachers, students, and parents. Expert opinions from a variety of sources will be analyzed as well. The descriptive analysis method will be used to analyze the data.
Timescale
Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Week 1 Week 2 Week 3 Week 4 Week
Introduction (draft)
Prepare a clever introduction.
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Consider your options for a literature review.
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Draft Literature review
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Make a plan for a literature review.
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Draft of methodology
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Devise methodology
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Keywords:
COVID-19, Learning practices, digitization of learning, Sub-Saharan Africa, Governments, education system
Indicative References sources
Aborode, A., Anifowoshe, O., Ayodele, T. I., Iretiayo, A. R., & David, O. O. (2020). Impact of COVID-19 on education in sub-Saharan Africa.
Adotey, S.K. (2020). What will higher education in Africa look like after COVID-19? Education Forum https://www.weforum.org/agenda/2020/06/higher-education-africa-covid19-coronavirusdigital-online/
Agenda. Accessed Online (18/04/2020), From:
Di Pietro, G., Biagi, F., Costa, P., Karpi?ski, Z., & Mazza, J. (2020). The likely impact of COVID-19 on education: Reflections based on the existing literature and recent international datasets (Vol. 30275). (Vol. 30275). Publications Office of the European Union.
https://www.weforum.org/agenda/2020/03/infographic-covid19-coronavirus-impactglobaleducation-health-schools/.
Ogunode, N. J., Ndubuisi, A. G., & Terfa, A. C. (2021). Impact of the Covid-19 Pandemic on Nigerian educational institutions. Electronic Research Journal of Engineering, Computer, and Applied Sciences, 3, 10-20.
United Nations Education Scientific and Cultural Organization. (2020). Covid-19 Education Disruption and Response. Retrieved from https://en.unesco.org/covid-19/educationresponse Accessed on 10th June 2020.
Viner, R. M., Russell, S. J., Croker, H., Packer, J., Ward, J., Stansfield, C., & Booy, R. (2020). School closure and management practices during coronavirus outbreaks including COVID-19: a rapid systematic review. The Lancet Child & Adolescent Health, 4(5), 397-404.
World Economic Forum (WEF). (2020). COVID-19’s staggering impact on global education; Global
EDU731-1: Dissertation
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RUBRIC |
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Excellent Quality 95-100%
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Introduction
45-41 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned. |
Literature Support 91-84 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned. |
Methodology 58-53 points Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met. |
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Average Score 50-85% |
40-38 points More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided. |
83-76 points Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration. |
52-49 points Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met. |
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Poor Quality 0-45% |
37-1 points The background and/or significance are missing. No search history information is provided. |
75-1 points Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration. |
48-1 points There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met |
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Assignment EDU731, Research Proposal |
Assignment EDU731, Research Proposal