The Urgent Need for a Comprehensive Remote Learning Policy in Kenya.
The landscape of education has been forever altered by the Covid-19 pandemic, which forced schools across the globe to shut down and pivot to remote learning. In Kenya, the situation is no different. Four years post-pandemic, the nation finds itself grappling with the challenges of educational disruptions, this time due to extreme weather conditions. The indefinite postponement of school reopening by President William Ruto, due to heavy rains, has brought the issue of remote learning back into the spotlight.
The call for an official remote learning policy has never been more critical. Stakeholders are voicing concerns over the lack of a robust remote learning infrastructure that can ensure the continuity of education during such unforeseen closures. While some public secondary schools have taken the initiative to engage learners on virtual platforms like WhatsApp, this is a stopgap measure rather than a sustainable solution.
A parent from Naivasha Girls highlighted the improvisational nature of current remote learning practices, with teachers moderating class discussions via WhatsApp. This reflects a broader trend identified by the Kenya Private Schools Association, where member schools have provided remote learning options. However, Charles Ochome, the association’s chairman, acknowledges that these efforts do not have support by government action to establish a strong remote learning framework.
The absence of a national directive to guide remote learning during extended holidays has been noted by Johnson Nzioka, chairman of the Kenya Primary School Heads Association. He suggests that while local arrangements exist, they lack the cohesion and coverage that a national policy would provide. Despite this, Nzioka remains optimistic about recovering lost time without significant alterations to the school calendar.
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The situation underscores the need for a comprehensive remote learning policy that can address the diverse needs of Kenyan students. Such a policy should encompass:
- Infrastructure: Investment in digital infrastructure to support widespread access to remote learning, including reliable internet connectivity and power supply.
- Training: Professional development for educators to effectively deliver remote instruction and engage with students online.
- Equity: Ensuring all students, regardless of their socio-economic status, have access to the necessary devices and resources to participate in remote learning.
- Curriculum: Adaptation of the curriculum to suit remote learning environments, with a focus on interactive and student-centered approaches.
- Assessment: Development of assessment methods that are compatible with remote learning, allowing for continuous evaluation of student progress.
- Support: Provision of technical and emotional support for students, teachers, and parents navigating the challenges of remote education.
The experiences shared by stakeholders, including Jane Mwangi of the Kenya Association of International Schools, highlight the fragmented nature of current remote learning efforts. It is evident that without a unified policy, the educational disparities will only widen, leaving many students at a disadvantage.
In conclusion, the repeated disruptions to education in Kenya call for an immediate and strategic response from the government and educational institutions. A well-defined remote learning policy is not just a necessity in the face of current challenges but a step towards future-proofing education against any crisis. It is time for Kenya to embrace the potential of remote learning and ensure that every child has the opportunity to continue their education, come rain or shine.
The Urgent Need for a Comprehensive Remote Learning Policy in Kenya.
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