Access to distance learning in Kamwenge District during COVID 19 lock down: a case study of Lawrence High School

Abstract

Measures to curb Covid 19 pandemic caused a lockdown that saw schools close. Distance learning was adopted as the only mechanism through which students could access learning. This mechanism included use of radios, TVs, printed materials and internet. These however, were not accessible to all especially in rural areas with some students lacking gadgets to use, access to information, electricity among others. The government of Uganda made a proposal to procure radios for learners which did not materialize and government through Covid 19 Education Recovery Project delivered learning materials which targeted 20 percent of learners and procured airtime from 21 radio stations across the country. In the view of the above, I conducted a study using Lawrence High School in Kamwenge District as a case study seeking to assessthe access, the modes of access and the factors that limited access to distance learning during Covid 19 pandemic in order to generate knowledge on how better the country can handle distance learning effectively in the face of a similar pandemic in futureand to guide stakeholders on addressing some of the existing gaps that resulted from the ineffectiveness of this mechanism. The study found out that there were low levels of access to distance learning at 42 percent, the study found out that there were deficiencies in terms of content coverage with some subjects not taught as well as some topics skipped and also with learners having missed some lessons available to them which affected the overall levels of access. It was also found that the quality of learning was compromised by lack of teacher consultation by learners and many learners never understood what was taught. The study found out that a radio was the commonly used mode of access followed by printed materials and TV while internet was among the least mode used. The study also found out that lack of information, lack of gadgets and lack of electricity were the leading factors that influenced distance learning. Engaging in domestic and commercial work, mindset issues, gender and disability related issues also influenced access to distance learning. The study recommended that government to invest in telecommunication to ensure that citizens access the gadgets and to make it easy to access information. Enough resources to be invested in distance learning programs in future, adequate planning by stakeholders for special needs, fighting poverty as a way of empowering citizens,discouraging automatic promotion of learners and Schools were advised to find means of bridging the existing gaps among learners due to disparities in attendance.