Interesting study! You may want to submit this as a chapter on the forthcoming book: "Socioeconomic Inclusion During an Era of Online Education" to be published by IGI Global, USA. More information here: https://www.igi-global.com/publish/call-for-papers/call-details/5573
Preprints are early versions of research articles that have not been peer reviewed. They should not be regarded as conclusive and should not be reported in news media as established information.
Implications of COVID-19 Pandemic for Higher Education Institutions' Emergency Preparedness, Response and Recovery Mechanism (EPRRM) Contingency Plan: Relating Issues to Tanzania
preprintposted on 21.07.2021, 00:52 by Reuben BihuReuben Bihu
The COVID-19 Pandemic began in China at the end of 2019 and spread rapidly to become a global pandemic by the first quarter of 2020. Many death incidences were reported in a short time before it was being familiar to many nations in terms of practices for containment. In response, many countries had to close down education institutions, lockdown cities, and countries, and emphasize practices of new lifestyles and behaviors thought to guarantee safety. Eventually, students were the most affected groups among the nations. Particularly, the impacts of the pandemic were realized in the teaching and learning processes as well as changes in the practices of administration and management of education services. The impacts were essentially felt by students themselves, professors, instructors, teachers, and educationists in managerial and administrative positions. The high intensities of the impacts escalated as there were no contingency plans to curb the sudden changes and lethality in the instant period of pandemic encounters. The pandemic situation signified the demand for an emergence preparedness, response, and recovery mechanism (EPRRM) contingency plan to be put in place for systems of education. The education EPRRM contingency plan would assist the education machinery in higher learning institutions (HLIs) and other levels of learning to keep in resilient and continuant teaching and learning processes in times of crises
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Declaration of conflicts of interestNo Conflict of Interest
Corresponding author email@example.com
Lead author countryTanzania
Lead author job rolePhD Student
Lead author institutionUniversity of Dar es Salaam
Ethics statementAll scholarly works used in this text were cited and referenced.
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