Abstract
Issues concerning learning during educational disruption due to the Covid-19 pandemic have been the subject of many excellent journalistic accounts, but there has not been much scholarly output addressing the experience. The need to maintain social distance poses a significant challenge to the international communities particularly between populations, educators and students. Though elicited by COVID-19 pandemic, the focal point of this challenge remains how to offer learning opportunities to students while stakeholders make efforts to contain an awfully virulent pandemic. In Europe and elsewhere, technology has helped with distance learning; assisting individuals on the margins of society and those in formal economy to achieve learning objectives despite a compulsory social distance regime. In other areas of the world such as Africa, correlation between technology and affordability has become a new frontier for continuing education. Encumbrances brought about by COVID-19 have deeply subverted education, state security, sociopolitical stability and economic development, which in turn create or preserve untoward anomaly. In this light, Africa has become the ground zero of disorientation where disorganized criminal groups fester due to poor education and fewer opportunities. The article examines the effect of COVID-19 in the continuing tertiary education relations and concludes that while blended learning is conceivable in Nigeria, rural schools might not benefit from the programme due to truncated development in communication and low level of technology. The use of affordable Internet Radio is thus, recommended for Nigeria.
Highlights
The emergence of COVID-19 has challenged the World Health Organization (WHO) and its corresponding global health sector to confront the novel epidemic that spread rapidly from its origin to the rest of the globe
Issues concerning learning during educational disruption due to the Covid-19 pandemic have been the subject of many excellent journalistic accounts, but there has not been much scholarly output addressing the experience
The article examines the effect of COVID-19 in the continuing tertiary education relations and concludes that while blended learning is conceivable in Nigeria, rural schools might not benefit from the programme due to truncated development in communication and low level of technology
Summary
The emergence of COVID-19 has challenged the World Health Organization (WHO) and its corresponding global health sector to confront the novel epidemic that spread rapidly from its origin to the rest of the globe. According to Oyekanmi (2020) the unemployment rate among young people of 15-34 years was 34.9%, up from 29.7%, while the rate of underemployment for the same age group rose to 28.2% from 25.7% in the 3rd quarter of 2018. The disruption occasioned by the pandemic may increase crime rates and youth restiveness in the long run in Nigeria. This is not the first time a similar pandemic would affect the world, for example, the Severe Acute Respiratory Syndrome (SARS), which occurred towards the end of 2002 led to disruption in education and the need to maintain social distance in the classroom This has become a concern to Africa with lasting human development difficulties
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
