MASINDE MULIRO UNIVERSITY OF SCIENCE AND TECHNOLOGY

SCHOOL OF EDUCATION

FACULTY OF ARTS AND SOCIAL SCIENCES

EDA/B/01-01XX7/2021

OMXXGA NEXXCO MXXTWA

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PHONE: +2547XXX1991

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TASK: TERM PAPER

Impacts of COVID-19 on the Management of the Education Sector in Kenya

Introduction

COVID-19, caused by the SARS-CoV-2 virus, has significantly impacted various sectors globally, with the education sector in Kenya being among the most affected. As a respiratory illness, COVID-19 presents symptoms such as fever, dry cough, and tiredness, with more severe symptoms like difficulty breathing or chest pain in advanced cases. Schools in Kenya were shut down as part of the government's efforts to mitigate the spread of the virus. This paper discusses the challenges and effects of COVID-19 on Kenya's education system, emphasizing both the short- and long-term impacts of these disruptions.

Effects of COVID-19 on Kenya’s Education System

I. Changed Curriculum Calendar

The closure of schools necessitated adjustments to the curriculum calendar. The Ministry of Education in Kenya had to develop new term dates for the year 2020 to accommodate the disruptions caused by the pandemic. In a circular dated February 12, 2020, the government outlined key dates for activities in pre-primary, primary, secondary, and teacher training institutions. This adjustment, however, came with an increased workload, as teachers and students had to catch up on lost time while adhering to the newly revised schedule (Ravid, 2015).

II. Interruption in Students' Learning

The sudden shift to home-based learning led to significant interruptions in students' academic progress. While the Ministry of Education encouraged e-learning, many students lacked access to the necessary technology, resulting in unequal access to education. This inequality was particularly pronounced among students from lower-income families who could not afford internet-enabled devices. Furthermore, students who could participate in online learning were often exposed to the risks of cybercrime, including cyberbullying, as well as the challenge of navigating a new digital learning environment without adequate guidance (Murphy & Wyness, 2020). This disruption has had a profound effect on both students’ academic achievements and their social lives, as they have been isolated from their peers for extended periods.

III. Disruption in Assessments

COVID-19 also disrupted critical assessments in the Kenyan education system, including the cancellation of national examinations like the Kenya Certificate of Primary Education (KCPE) and the Kenya Certificate of Secondary Education (KCSE). Higher education institutions similarly experienced disruptions, with universities and colleges transitioning to online platforms like Zoom to conduct assessments. The shift to digital learning environments posed challenges for both lecturers and students, leading to uncertainty and increased trial and error in online evaluations (Oreopoulos et al., 2012).

IV. Delayed Skill Growth

In-person school attendance plays a vital role in developing learners' skills, and the closure of schools led to a marked decline in students’ cognitive and non-cognitive development. Schools provide structured learning environments where students can hone their abilities, which many parents struggled to replicate at home. The lack of learning resources at home, combined with parents’ limited knowledge of the curriculum, further hindered students’ academic progress (Murphy & Wyness, 2020).

V. Impact on Careers

The pandemic has had severe consequences for university graduates, particularly those entering the workforce during the recession caused by COVID-19. Due to interruptions in their studies, final-year students were unable to complete their education as planned, and their graduation was delayed. Graduating during an economic downturn increases the likelihood of lower earnings and unemployment, placing recent graduates at a disadvantage as they enter a highly competitive labor market (Oreopoulos et al., 2012).

VI. Loss of Tender Supply to Learning Institutions

The closure of schools also affected the financial resources allocated to educational institutions. Funds intended for school improvements were reallocated to other sectors to address the pressing needs brought on by the pandemic. As a result, when schools eventually reopen, they may lack the necessary resources for infrastructure development and maintenance, further hindering the growth of learning facilities (Murphy & Wyness, 2020).

Results

The countrywide lockdown of learning institutions caused a significant disruption to students' learning and national assessments. While the Ministry of Education made efforts to replace traditional learning methods with online alternatives, not all students could benefit equally. The pandemic's impact on education has widened the gap between students with access to digital resources and those without, creating inequalities that may persist long after the pandemic ends (Ravid, 2015).

Conclusion

In the aftermath of the COVID-19 pandemic, significant resources will be required to rebuild Kenya’s education system. The government must prioritize supporting the most vulnerable students, particularly those who have been disproportionately affected by the pandemic. Additionally, new policies should be implemented to assist graduates entering the workforce during the economic recession. These measures are crucial for addressing the long-term impacts of the pandemic on education and reducing inequality within the system.

References

Murphy, R., & Wyness, G. (2020). Minority report: The impact of predicted grades on university admissions of disadvantaged groups. CEPEO Working Paper Series No. 20-07, Centre for Education Policy and Equalising Opportunities, UCL Institute of Education.

Oreopoulos, P., von Wachter, T., & Heisz, A. (2012). The short- and long-term career effects of graduating in a recession. American Economic Journal: Applied Economics, 4(1), 1-29. https://doi.org/10.1257/app.4.1.1

Ravid, B. S. (2015). Systematic differences across evaluation schemes and educational choice. Economics of Education Review, 48, 41-55. https://doi.org/10.1016/j.econedurev.2015.05.004

United Nations Educational, Scientific and Cultural Organization (UNESCO). (2020). Education: From disruption to recovery. https://en.unesco.org/covid19/educationresponse