Date of Award

2024

Degree Type

Thesis

Degree Name

Master of Education (MEd)

First Advisor

Nipael Mrutu

Department

Institute for Educational Development, East Africa

Abstract

The COVID-19 lockdown had massive disruptions to early childhood education worldwide. This highlighted the need for resilient strategies to support children's learning during crises. This systematic review aimed to analyze and synthesize existing literature from different countries on resilient ECE strategies implemented during the pandemic to ensure the continuity and quality of education for children. The methodology employed involved a comprehensive search of academic databases such as PubMed, Google Scholar, Scopus, Hinar, EBSCOhost, and grey literature. The inclusion and exclusion criteria encompass studies published between January 2020 and October 2023 and reports focusing on resilient ECE strategies implemented during the COVID-19 pandemic. A total of 20 studies met the inclusion criteria and were analyzed and synthesized to derive meaningful insights. The key themes were the intervening resilient strategies implemented, the role played by teachers and parents in supporting learning continuity, challenges faced by the ECE sector, and the lessons that Uganda can learn from other countries to strengthen the ECE sector during the crisis. The study findings highlighted evidence-based and synthesized resilient ECE strategies that emerged during the pandemic. These strategies included remote teaching and learning via radio, television, and online platforms, Community partnerships, parental engagement, and teacher professional development for online instruction. The review also underscores the importance of equity in implementing resilient strategies, ensuring that vulnerable and marginalized children are not left behind. However, the comparative analysis showed, that the findings to some extent differ from the Ugandan context where the ECE sector closed for two years with fewer interventions applicable in urban settings. The identified strategies may offer valuable insights for policymakers, educators, parents, and stakeholders in evidence-based decision-making and implementing effective interventions. Recommendations include improving ICT infrastructure, funding, fostering partnerships and parental involvement, and promoting research and innovation that may enhance system preparedness and ensure equitable and quality education for children. However, further research is needed to assess the long-term effectiveness and sustainability of these strategies beyond the pandemic.

First Page

1

Last Page

72

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