Abstract
ABSTRACT Teaching and learning were disrupted due to lockdown imposed as part of efforts to curb the spread of the COVID19 virus that hit the world in 2020. As a result, many national governments requested educational establishments to migrate their teachings online. In Africa, internet penetration has improved in the last decade. However, the continent still lags in integrating the Internet into learning. Besides, there is unequal access to technologies used in online education and unequal access to data and connectivity. Regarding access to quality learning, the COVID-19 pandemic has widened the gap between the rich and the poor and has exposed society's fragility. This paper evaluates the strategies of African leaders in sustaining access to learning and the experience of learners during COVID19 lockdown. It argues that most African countries’ educational systems are unprepared for the sudden switch to online learning. Finally, it investigates future policy strategies in bringing more Africans out of the digital desert.
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