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Saameyn intee la eg ayuu dagaalka Yukreyn iyo Ruushka ku yeeshay dhaqaalaha qaaradda Afrika [Warbixin]. Ciidamo Itoobiyaan ah oo la kulmay weerar jidgal ah.

Uganda imposed the longest period of closing schools worldwide – 22 months – during the coronavirus pandemic. The strategy has been examined by many local and international organizations in light of the multiple challenges the education sector in the country already faced before the spread of the pandemic. Supposed to be published on the “Conference” site.
Studies have begun on the expected and actual visual impact of coronavirus on education in Africa — the Great South Desert — in revealing how the face of inequality impacted children and their families before the pandemic during and after school closures. Estimates indicate that 15 million students haven’t attended schools in Uganda for nearly two years.
Statistical models predict a 2.8-year-old learning disability in Uganda. The other effects include a 22.5% increase in pregnancy cases among Ugandan school-assorted girls and young girls aged between 10-24 between March 2020 and June 2021. There has also been an increase in child labor from 21% to 36%, affecting girls in particular. According to the location.
Some schools have finally closed their doors, as they were demolished either because of new real estate projects or selling them.
To understand how the extended school lockdown has impacted the lives of teenagers in Uganda, the website relocated an experience of this as 36 young men (18 males and 18 females) living in central Uganda (Luero and Kampala) and mostly from a religious social and economic situation. The interviews were part of a long-term study, studying the context of teenage violence.
While the long-term effects of coronavirus on education in Uganda still have to be seen and still need to be studied, evidence emerging from small group studies, including other research, shows the impacts on youth have already been devastating. The complex effects of school closures, livelihood loss, and stress of caregivers (especially during lockdown) have also led to an increased risk of domestic violence, with cases of sexual and physical abuse of children.
Participants in the study presented by the website were between 15 and 17 years old when they first met in 2018 and over the next four years, I conducted at least six interviews with each young man. I also interviewed caregivers, teachers, or peers, which makes it easy to learn a lot about their lives and the challenges they face.
And during the lockdown, between May and June, 2020 phone interviews were conducted with 18 girls and 16 boys (between the ages of 16-19) who participated in the long study. Interviewed all participants again in 2021.
And for the 22 young people (of 36) who were in school before lockdown, the pandemic has seriously disrupted their education. Their experiences varied in terms of their social, economic background, location, and gender. For example, young people need to find ways to generate income during school, and some boys in rural areas migrated to another area in search of work, which was often risky and exploiting.
The pandemic has led to stress mental health for participants in many ways. They were worried about if they would be able to afford back to school. Express feelings of fear, loneliness, anxiety, anxiety, and lack of confidence. A few of them were able to use remote learning materials. According to the location.
Experiments of study participants are a reminder that Uganda’s current challenges in education due to prolonged school closures are not new. Instead, the pandemic has escalated the faces of list inequality and structural barriers in education such as: not getting free education; increased rates of disruption or reduced learning results, or lack of job opportunities after school.
These effects have long-term consequences on education, health, working conditions, and earning opportunities.
And now that schools have reopened, the site points to the ongoing and ongoing atrocities affecting and harming teens, and how they deal with challenges such as paying school fees or catching up with teaching content. Where he sees he can learn the strategies and interventions of “rebuilding equality” a lot of multifaceted perspectives based on youth accounts, their challenges, unique circumstances, and daily facts.

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