Smith, AJ;
Devine, D;
Samonova, E;
Capistrano, D;
Sugrue, C;
Sloan, S;
Symonds, J;
... Folan, A; + view all
(2024)
The COVID-19 pandemic and children’s engagement with learning in rural Sierra Leone.
Cambridge Journal of Education
, 54
(2)
pp. 221-237.
10.1080/0305764X.2024.2336144.
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Abstract
The COVID-19 pandemic caused worldwide educational disruption. This paper addresses a gap in the literature relating to the impact of the pandemic on learning experiences of children in rural communities in the Global South, particularly in earlier years of schooling. Children in these communities are at considerable disadvantage in comparison to their urban peers due to poor school infrastructure and challenges in recruitment and retention of teachers. Drawing on a mixed-methods study of primary school children, their teachers and families in rural Sierra Leone, both during and immediately after school closures, the paper highlights how primary schools and their communities responded to the pandemic and how this influenced children’s engagement with their learning. While national planning focused on pandemic control measures and provision of some remote learning support, findings highlight challenges for poor rural communities in accessing basic learning supports and the consequent disruption to children’s education.
| Type: | Article |
|---|---|
| Title: | The COVID-19 pandemic and children’s engagement with learning in rural Sierra Leone |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1080/0305764X.2024.2336144 |
| Publisher version: | http://dx.doi.org/10.1080/0305764x.2024.2336144 |
| Language: | English |
| Additional information: | © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way. The terms on which this article has been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent. |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Social Research Institute |
| URI: | https://discovery-pp.ucl.ac.uk/id/eprint/10192323 |
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