Differential Impact of the COVID-19 Pandemic on Education in Nigeria: Implications for Policy Review

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dc.contributor.authorOmotoso, Kehinde O.
dc.contributor.authorAdewole, Ololade G.
dc.contributor.authorGbadegesin, Taiwo F.
dc.date.accessioned2024-09-26T08:21:03Z
dc.date.available2024-09-26T08:21:03Z
dc.date.issued2024
dc.description.abstractCOVID-19, a World Health Organization (WHO)-declared pandemic and infectious disease caused by coronavirus, adversely affected various aspects of economies worldwide, with over two million fatalities, and millions of individuals and families affected. Like most countries, Nigeria implemented a lockdown policy restricting all movements except for essential services and functions, to contain the virus. This raises questions about the specific shocks, the catalytic trigger, mitigating strategies, emergent e-learning initiatives, and challenges. This paper investigates the various ways through which COVID-19 influenced the education sector in Nigeria. The study adopted a concurrent mixed method to examine the impact of the COVID-19 lockdown on learning activities in Nigeria. It employed the General Household Survey (GHS) panel 2018–2019 Wave 4, the 2020 Nigeria COVID-19 National Longitudinal Phone Surveys (COVID-19 NLPS) and a difference-in-difference method under a natural experiment scenario, complimented by qualitative data collected through organised stakeholder panel interviews across three significant zones: Abuja, Ile-Ife (Osun State) and Port Harcourt (River State). Educational (learning & teaching) shocks emerged due to the lockdown. The paper reports the interconnectivity of shocks that exposed lapses during the COVID-19 pandemic in the governance of the educational system, school environment, home front and learners’ reactive strategies. The variants of the specific shocks and reactive strategies categorically feature multidimensional outlook within the context of private stakeholders (parents and learners) and public stakeholders (education ministry and school administration). The lockdown-induced shock increased the probability of using digital tools to assess learning materials in 2020 compared to 2018/2019, though there was generally low access to digital tools for learning by those affected by the lockdown-induced shock. Several e-learning challenges were identified as many educators were technically deficient due to inadequacy or lack of internet facilities and capacities for new learning styles, android phones/laptops, lack of network coverage or network failures, full subscription to learning platforms such as Zoom or Microsoft Teams not budgeted for, power failure, uneven distribution of new learning facilities during COVID-19 and unpreparedness for the shock. Policy recommendations include the provision of e-learning platforms and projects in schools, and reduction of inequality in the access to e-learning.
dc.identifier.urihttps://publication.aercafricalibrary.org/handle/123456789/3891
dc.language.isoen
dc.publisherAfrican Economic Research Consortium
dc.relation.ispartofseriesHCD-ICCS-006
dc.titleDifferential Impact of the COVID-19 Pandemic on Education in Nigeria: Implications for Policy Review
dc.typeWorking Paper
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COVID-19, a World Health Organization (WHO)-declared pandemic and infectious disease caused by coronavirus, adversely affected various aspects of economies worldwide, with over two million fatalities, and millions of individuals and families affected. Like most countries, Nigeria implemented a lockdown policy restricting all movements except for essential services and functions, to contain the virus. This raises questions about the specific shocks, the catalytic trigger, mitigating strategies, emergent e-learning initiatives, and challenges. This paper investigates the various ways through which COVID-19 influenced the education sector in Nigeria. The study adopted a concurrent mixed method to examine the impact of the COVID-19 lockdown on learning activities in Nigeria. It employed the General Household Survey (GHS) panel 2018–2019 Wave 4, the 2020 Nigeria COVID-19 National Longitudinal Phone Surveys (COVID-19 NLPS) and a difference-in-difference method under a natural experiment scenario, complimented by qualitative data collected through organised stakeholder panel interviews across three significant zones: Abuja, Ile-Ife (Osun State) and Port Harcourt (River State). Educational (learning & teaching) shocks emerged due to the lockdown. The paper reports the interconnectivity of shocks that exposed lapses during the COVID-19 pandemic in the governance of the educational system, school environment, home front and learners’ reactive strategies. The variants of the specific shocks and reactive strategies categorically feature multidimensional outlook within the context of private stakeholders (parents and learners) and public stakeholders (education ministry and school administration). The lockdown-induced shock increased the probability of using digital tools to assess learning materials in 2020 compared to 2018/2019, though there was generally low access to digital tools for learning by those affected by the lockdown-induced shock. Several e-learning challenges were identified as many educators were technically deficient due to inadequacy or lack of internet facilities and capacities for new learning styles, android phones/laptops, lack of network coverage or network failures, full subscription to learning platforms such as Zoom or Microsoft Teams not budgeted for, power failure, uneven distribution of new learning facilities during COVID-19 and unpreparedness for the shock. Policy recommendations include the provision of e-learning platforms and projects in schools, and reduction of inequality in the access to e-learning.
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