Abstract:
This perspective paper aimed at elucidating the effects of the COVID-19 pandemic on
African institutions of higher education. With specific reference to Kenya, the paper
exposed the state of the country’s unpreparedness in terms of instructional
technologies, a situation that had contributed to an almost total shutdown of
institutions following the outbreak. It was notable that whereas Kenya—like most
African countries—had not borne the brunt of COVID-19 infections in comparison to
other countries outside the continent, its education sector was adversely affected. This
followed the social distancing requirement that limited in-person gatherings—the low rate
of infections notwithstanding—implying that its learning institutions, most of which
operated on in-person mode, had to close. Since most universities in Africa had
hitherto operated on this mode, the shift to online learning was not easy. Save for a
few universities that had digital infrastructure, the rest encountered difficulties in moving to
remote learning. Many had to quickly assemble digital curricula, the quality of which could
not be guaranteed. Even if an institution managed to do so, not all students could be
brought on board. Digital exclusion became more pronounced than ever before, with
learners who were economically, technologically, and geographically disadvantaged
missing out. Inequalities in education were laid bare and exacerbated. All this
notwithstanding, Africa learnt lessons. The whole experience prompted various
stakeholders—university management, faculty, and government—to rethink their
modes of education delivery, with quality and access in mind. In retrospect, the
pandemic could serve as a catalyst for digitalization in Africa’s higher education system.
