Navigating educational disruptions : resilience in Ugandan vocational education during COVID-19

Abstract

This research article investigates the impact of the COVID-19 pandemic on secondary schools in Uganda, focusing on the strategies adopted to cope with disruptions in educational processes. It utilises a mixed-methods approach, gathering data from 16 schools in Uganda's Western, Northern, and Eastern regions, and focusing on vocational subjects. Its findings reveal that schools observed Standard Operating Procedures (SOPs), including social distancing, mask-wearing, and handwashing, despite resource constraints and spatial limitations. Remote learning for candidate classes reduced exposure but highlighted rural disparities due to inadequate internet infrastructure. Despite significant challenges, school administrators exhibited resilience by implementing innovative measures, including staggered attendance and restricted student movement to minimize contact. However, vocational education encountered notable setbacks, such as inadequate practical facilities, especially within private institutions. It highlights the critical need for enhanced government support, particularly for vocational teachers, to sustain education post-pandemic. While Uganda's education sector has shown resilience during the pandemic, sustained investment in infrastructure, teacher support, and vocational education is vital for long-term stability and growth.