The study tries to find out what strategies teachers and schools were implementing to meet the challenges of the Corona Virus pandemic. The results would serve as a sharing point of pedagogy strategies for many educators who would love to see the continuity of the teaching and learning process in the face of a pandemic. Interviews, testimonies, observations and participant observations were employed to obtain the results for this study.
The beginning of the year 2020 saw a lot of disruptions in many spheres such as the social, economic, religious and political spheres due to the global outbreak of the Corona Virus Disease. As such, teaching and learning in many education institutions was also disrupted. This paper presents pedagogical strategies employed by some teachers and schools in ten districts of Zambia to ensure continuity of teaching and learning amidst the pandemic. The districts included; Kabwe, Kapiri-Mposhi, Mpongwe, Mkushi, Kitwe, Kafue, Luanshya, Lusaka, Mazabuka and Monze.
Table of Contents
1. Introduction
2. Methodology
3. Results and Discussion
4. Conclusions and Recommendations
Objectives and Themes
The primary objective of this research is to examine and document the pedagogical strategies employed by educators and schools across ten districts in Zambia to ensure the continuity of teaching and learning during the global COVID-19 pandemic disruption.
- Analysis of remote teaching adaptations and digital learning platforms.
- Challenges associated with ICT infrastructure and accessibility in a developing country context.
- The role of collaborative initiatives, such as NotesMaster and educational television, in sustaining education.
- Evaluation of pedagogical shifts from traditional face-to-face instruction to distance learning.
- Insights into the practical obstacles faced by teachers and learners during the sudden school closures.
Excerpt from the Book
Results and Discussion
Many personal reflections, complexities and possibilities of scholarly practices are shared by teachers at different levels from various Zambian districts regarding the pandemic pedagogies (strategies) employed. The findings from the ten districts surveyed; Kabwe, Kapiri-Mposhi, Mpongwe, Mkushi, Kitwe, Kafue, Luanshya, Lusaka, Mazabuka and Monze district were astounding. What the schools were doing in these districts was illuminated by the efforts of the Commonwealth where they initiated NotesMaster; a project which was specifically designed for Zambian Schools for remote teaching and learning. A Kabwe based teacher was identified and nominated to be the country representative to implement the online skills training, install various solar powered equipment to cater for rural schools, and those affected by electricity load-shading. When interviewed, the NotesMaster country representative expressed enthusiasm at the various efforts that were being spearheaded by schools to sustain continuity in education amid the Covid-19 pandemic in Zambia.
More reflections from School Mangers and Classroom teachers indicate that schools have put in place various measures depending on their capacity. For instance, one school heavily relied on the use of the email facility to deliver Weekly Learning Packs and well sequenced WhatsApp Video Lessons prepared by the grade teachers. Parents who cannot afford the online lessons due to lack of computers, and other necessary gadgets were encouraged to pick hard copy Weekly Learning Packs for their children. Grade six learners interviewed indicated that they found the WhatsApp Video Lessons by their teacher very easy to follow and comprehend, challenges with this pedagogy was when it came to asking questions since the lessons were pre-recorded. Pre-grade learners shared the same sentiment.
Summary of Chapters
Introduction: This chapter provides context regarding the impact of the COVID-19 pandemic on global and Zambian education, highlighting the need to rethink pedagogical strategies and policy in the face of sudden school closures.
Methodology: The author outlines the qualitative case study approach used to collect data from one hundred respondents across ten Zambian districts to understand the strategies employed during the pandemic.
Results and Discussion: This section details the findings on various teaching strategies, including the use of NotesMaster, WhatsApp video lessons, and television broadcasts, while identifying significant barriers like internet access and ICT infrastructure gaps.
Conclusions and Recommendations: The final chapter summarizes that despite significant challenges, educators remained resilient in maintaining learning continuity and recommends further investment in digital infrastructure and teacher training.
Keywords
Covid-19, Pandemic, Pedagogy, Strategy, Continuity, Personal Reflections, Zambia, E-learning, Education, ICT, Distance Learning, Teaching, Schools
Frequently Asked Questions
What is the fundamental focus of this research paper?
The paper focuses on the pedagogical strategies and adaptive measures implemented by teachers and schools in ten Zambian districts to ensure the continuity of education during the COVID-19 pandemic.
What are the central themes explored in this study?
The study explores remote teaching adaptations, the digital divide, challenges in ICT infrastructure, the role of government and organizational initiatives, and the resilience of educators during global health disruptions.
What is the primary objective of the work?
The primary objective is to document and share successful pedagogical strategies and insights that helped maintain teaching and learning processes despite the challenges posed by the pandemic.
Which scientific methodology was utilized?
The researcher employed a qualitative case study method, utilizing interviews, testimonies, and observations to gather data from 100 respondents, including both learners and educators.
What topics are covered in the main body of the text?
The main body examines the impact of the pandemic on educational structures, practical remote teaching methods such as WhatsApp lessons and email packs, and the infrastructural obstacles faced in developing regions.
Which key terms characterize this research?
Key terms include Covid-19, Pandemic, Pedagogy, Strategy, Continuity, Personal Reflections, and ICT, among others.
How did teachers handle the sudden shift to online learning?
Teachers adapted by utilizing various tools such as video conferencing apps, Learning Management Systems (LMS), email facilities to deliver learning packs, and pre-recorded WhatsApp video lessons.
What were the major challenges identified for students and teachers?
Significant challenges included poor internet connectivity, the high cost of data, lack of access to necessary gadgets like computers, electricity load-shedding, and the inability to ask questions during pre-recorded lessons.
What role did the Edu TV Channel play in this context?
Launched in collaboration with the Ministry of General Education and ZNBC, the channel provided televised classroom-based learning and life-skills programs to support students during the school calendar disruptions.
- Citar trabajo
- Owen Mulima (Autor), 2020, Covid-19 and Pandemic Pedagogy in Zambia. Pedagogical Strategies in ten Districts of Zambia, Múnich, GRIN Verlag, https://www.grin.com/document/933604
