On March 16, 2020, the government of Ghana directed all schools (primary through university) closed until further notice. The policy was modified on April 23rd, 2020, which allowed a reopening of schools only for specific students – final year students at the junior high, senior high and university solely for the purpose of writing final exams. The Ministry of Education, in a COVID-19 response plan, detailed strategies for ensuring continuity of teaching and learning using remote/online method using radio, television and online learning platforms. The key goal was to ensure that students completed the 2019-20 academic year.
The schools remained closed for a total of nine months and were reopened on January 15th, 2021. This policy directive affected a least 7million learners across the entire education landscape. Using a transitions framework, this pilot study, based on 500 households from a town in the middle belt of Ghana, examines the barriers faced, the coping mechanism deployed, and the overall impact of the school closures on households.
The goal of the pilot was two fold – a) to empirical test the framework for assessing school closures during the early days of the pandemic and b) the implications of the findings for further research and future continuity of teaching and learning during large scale disruptions.
The report will be presented by Dr. John Osae-Kwapong. Dr. Osae-Kwapong has spent the last 15years of his career in US higher education. He has worked primarily in the area of institutional effectiveness, strategic planning and assessment. He is a democracy and development fellow with CDD-Ghana, member of iRIS Research Consortium and founder of Research Methods Made Easy. Dr. John Osae-Kwapong holds a Ph.D. in political science from George Mason University, a master’s degree in public administration from Clark Atlanta University and a bachelor of arts degree in political science from Houghton College.
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When: Dec 16, 2021 3:00 PM Greenwich Mean Time
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President & CEO, IMANI