{UAH} Why govt homeschooling isn’t working

As weeks in lockdown pile up, a new report has found that the new technology-enabled remote learning strategy for out-of-school learners conjured up by the ministry of Education may not be that efficient after all.

The four-page report, released recently, was written by ministry of Finance, Planning and Economic Development (MFPED) Budget Monitoring and Accountability Unit (BMAU).

The unit monitors and assesses sector performances and evaluates the extent to which sector budgets, planned events and outcome targets are achieved.In a paper titled; The Education Sector interventions during the Coronavirus (COVID-19) Pandemic: How can they be more inclusive? BMAU nudged the ministry of Education and Sports to examine its technology-enabled learning strategies that have proved to lock out some learners.

At least 15 million learners are at home relying on various options to access learning materials. The report, for instance, indicates that remote learning is being adopted to ensure continuity of learning but the effectiveness of the lessons offered through media cannot be guaranteed.

"The strategies have created mixed reactions among parents and educationalists on their efficacy. The Education ministry needs interventions/strategies to minimize as much as possible, the negative impact that could arise," the report partly reads.

Quoting the National Household Survey Report 2016/17, the paper questioned the delivery mode of lessons through the media yet only 45.2 per cent and 17.4 cent of Ugandan households own a radio and TV respectively.

The paper added that few learners, particularly in rural areas, have access to mobile phones to access information or even connect with their teachers.

"Nearly 90 per cent of students currently out of the classroom do not have access to a computer and 82 per cent do not have access to internet at home and, therefore, may not access digital books and other learning materials," the BMAU paper noted.

The report found that TV and radio lessons are more teacher-centered.

"Learners cannot ask questions for clarification of concepts and the teachers' pace may not cater for individual differences among learners, more so the slow learners. The sessions aired on TV are not making provision for sign language for the benefit of learners with special needs," reads the paper.

For pre-recorded lessons on radios or self- study materials distributed to learners, the report found that they limit in-depth learning particularly the use of visuals by teachers which are key in the learning process.

According to the paper, the available learning options will widen the inequality gap given the digital divide between urban and rural areas.

"Urban-based learners with access to mobile phones, radios, TVs and the internet will more likely be able to interact with their teachers compared to their rural counterparts, therefore, benefitting more and in the end have better learning opportunities. The result of all this, is inequality in education outcomes among the learners in Uganda," the paper noted.

PARENTS' ABILITY

During the lockdown, parental involment is critical to ensure learners continue to study outside classrooms. However, the report explained that children with illiterate parents will not benefit from homeschooling.

"Given that the literacy level is at 70 per cent, the ministry should consider some parents' ability to guide the learners. The ministry has previously had experiences of low parental involvement in children's education especially in provision of meals at schools," the reports says.

MORE OBSERVATIONS

On April 20, the First Lady and Education minister, Janet Museveni, noted that the ministry had produced a framework to guide the process of continuity of learning. Some materials would be delivered on radios and televisions while self-study materials were currently sent to district leaders for distribution to LC 1 chairpersons for learners in the different homes.

The BMAU found that lack of accurate statistics of learners may limit effective distribution of printed materials.

"There is an ongoing concern on the accuracy of the available statistics. The ministry's Education Management Information System might not provide reliable statistics given that it dates as far back as 2017. In addition, the UBOS statistics (2019) might not depict the real picture on the ground, given that some learners might not be in the current places where the available data places them," the paper reads.

BMAU recommended that the ministry of Education should create a feedback platform for learners to seek clarification on concepts taught using the different media platforms. On lessons aired on TVs, stations should make provision for sign language so that learners with special needs also benefit.

nangonzi@observer.ug

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