Authors: 1Mahona Paschal and 2 Titus Pacho
1 Department of Educational Foundation
St. Augustine University of Tanzania
P.O.BOX 307. Mwanza,
Author email: Email: pajo.toronto@gmail.com
2 School of Education and Human Resource Development
Kisii University, Kenya
ABSTRACT
The emergence of the coronavirus diseases (COVID-19) pandemic has upended the daily lives of people around the world. The COVID-19 pandemic is among the big disasters which in turn caused several changes personally and professionally in human life across the globe. Among of these changes, the education sector has been confronted to continue with face to face teaching and learning which has seemed to be unsafe for educators and students in a physical classroom. Consequently, the imposition of several mitigation measures based on social distancing and lockdown have led to the application of distance learning as a possible way for the learners to continue learning. Nevertheless, as schools reopen for face to face learning, these changes may have no value to education and may vanish. To ensure responsive education, the continuing need for education improvement must be proactive and critical in a way that prepare education to address issues and challenges in the society. This theoretical paper discusses how the COVID-19 pandemic has shaped a unique opportunity for educational changes. These changes may have been intended to happen even before the onset of the COVID-19 pandemic but received little attention of practice. Furthermore, this paper highlights the major changes that education should make to positively influence teaching and learning in the age of post COVID-19. These changes include a curriculum that is developmental, effective and personalized; leadership, policy, and pedagogy that is learner- cantered, reliable, purposeful, inquiry-based, and experiential; and delivery of education that take advantage on the strength of both asynchronous and synchronous learning.
Keywords: Innovative education, curriculum development, pedagogy, COVID-19, online learning, Reshaping Education, Post COVID-19 Pandemic, education leadership, education administration
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Suggested Citation
Mahona.P., & Pacho.T. (2021). Reshaping Education in the Post COVID-19 Pandemic in Africa. African Research Journal of Education and Social Sciences, 8(3), 13-26. Available online at http://arjess.org/education-research/reshaping-education-in-the-post-covid-19-pandemic-in-africa.pdf
