Abstract
Nested in pragmatism research philosophy; this study set out to assess the level of disruption of the education system because of COVID-19 global pandemic in SNNPR and Oromia Regional States of Ethiopia. Embedded research design was employed in which both quantitative and qualitative data strands were collected simultaneously. In order to know the level of disruption and strategies in place, 268 teachers and 575 students were involved in responding to the questionnaires. In addition, 10 school principals and 10 Wereda education office heads took part in the interview. The study identifies that COVID-19 global pandemic has significantly disrupted (F=3.76829, P<0.05) the education systems in the above two regions. Policies and strategies set by the government to avert the situation were not adequately implemented at grass-root levels. Hence, this study came-up with the integrative model combining system variables, administrative variables, academic and student variables to overcome such unprecedented educational crisis. Therefore, this study recommends challenging ‘reinventing the wheel’ by applying diversifying teacher training practices, improving school level technologies and adapting emergency responsive education policies at school level.
Presenters
Adane Hailu HerutStudent, PhD Candidate, University of South Africa [UNISA], SNNPR, Ethiopia
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Educational Organization and Leadership
KEYWORDS
CoVID-19 Pandemic, Education resilience, Integrative Model, Disruption, Responses
