Development implications of pedagogical and academic service interventions to cope with COVID-19 influences in African colleges and universities

Abstract

AbstractThe COVID-19 pandemic had differential impact on educational systems globally. Many of the emergency measures taken in response to the COVID-19 impact in higher education appear to have implications for economic and human development as well as the right to education. This study investigated COVID-19 influences on pedagogy and academic services in colleges and universities in an African country and draws out mitigations that might be required in light of long-term development concerns. The study found that the pandemic had negative impacts on teaching methods, communication, and institutional characteristics, with private institutions being more likely to report uncertainty in meeting enrollment targets and experiencing disruption in student admission-related communication, compared to public institutions. The study also found that academic services were negatively impacted, particularly in key areas of student recruitment, enrollment planning, and communication. Unreliable and inaccessible internet and technology communication systems were the pitfalls of the business continuity measures implemented. The paper draws out mitigations that might be required in light of long-term development concerns and has implications related to economic and human development as well as the right to education that can inform policy and planning.

Keywords

• Pedagogy
• COVID-19 impact
• education-in-emergencies
• enrollment
• higher education; Botswana