Abstract:This paper investigates the impact of the COVID-19 pandemic on CSO's in Africa and the ways in which they responded to it. In gathering data, a desk review methodology was adopted focusing on literature from across Africa with specific emphasis on the impact of COVID-19 on CSO's. This data was accessed from a combination of reports published by CSO organizations based in Africa, global humanitarian organizations, academic journals, and trusted news sources.
{"title":"COVID-19 and African Civil Society Organizations: Impact and Responses","authors":"Shaninomi Eribo","doi":"10.1353/aap.2021.0017","DOIUrl":"https://doi.org/10.1353/aap.2021.0017","url":null,"abstract":"Abstract:This paper investigates the impact of the COVID-19 pandemic on CSO's in Africa and the ways in which they responded to it. In gathering data, a desk review methodology was adopted focusing on literature from across Africa with specific emphasis on the impact of COVID-19 on CSO's. This data was accessed from a combination of reports published by CSO organizations based in Africa, global humanitarian organizations, academic journals, and trusted news sources.","PeriodicalId":120795,"journal":{"name":"Alliance for African Partnership Perspectives","volume":"199 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121241735","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
G. Adekanmbi, J. Kasozi, Christinah Seabelo, Changu Batisani
Abstract:Against the background of the arrival of COVID 19 and its challenges, this paper explors the effect of the pandemic on access provisions in higher education in Botswana and Ghana. Relying on policy documents and secondary data, the paper examines trends in tertiary enrollment, and probes into the future of higher education in these countries. It analyzes the socio-economic backgrounds of both countries, as well as the state of higher education access pre-COVID 19, during the pandemic, and the post COVID-19 periods. While both countries differ in population and human development indices, they have high literacy rates, good technological platforms, and a growing culture of online learning. This culture, further enhanced by the growth of distance education systems, is enabled by national ICT policy platforms. The countries' commonality of colonial history, and long-held desires for educational access was noted. In the context of COVID-19, both are continually adopting online teaching and learning strategies in higher education. Overall, a gradual growth is observed in tertiary access provisions and the exploration of alternative pathways to learning. Notably, the Commonwealth of Learning and Coursera initiatives are enhancing access in higher education. The paper recommends, in line with Adarkwah (2020), that the fostering of collaborative eLearning, researching learner preferences, promoting digital literacy, and enhancing infrastructural support will go a long way into mitigating the effects of COVID-19 in the future. Similarly, removing barriers to access and increasing gross enrollment ratios are vital to promoting access in tertiary education provisions in both countries.
{"title":"Pre- and Post-COVID-19: Exploring Issues of Access in Higher Education in Botswana and Ghana","authors":"G. Adekanmbi, J. Kasozi, Christinah Seabelo, Changu Batisani","doi":"10.1353/aap.2021.0015","DOIUrl":"https://doi.org/10.1353/aap.2021.0015","url":null,"abstract":"Abstract:Against the background of the arrival of COVID 19 and its challenges, this paper explors the effect of the pandemic on access provisions in higher education in Botswana and Ghana. Relying on policy documents and secondary data, the paper examines trends in tertiary enrollment, and probes into the future of higher education in these countries. It analyzes the socio-economic backgrounds of both countries, as well as the state of higher education access pre-COVID 19, during the pandemic, and the post COVID-19 periods. While both countries differ in population and human development indices, they have high literacy rates, good technological platforms, and a growing culture of online learning. This culture, further enhanced by the growth of distance education systems, is enabled by national ICT policy platforms. The countries' commonality of colonial history, and long-held desires for educational access was noted. In the context of COVID-19, both are continually adopting online teaching and learning strategies in higher education. Overall, a gradual growth is observed in tertiary access provisions and the exploration of alternative pathways to learning. Notably, the Commonwealth of Learning and Coursera initiatives are enhancing access in higher education. The paper recommends, in line with Adarkwah (2020), that the fostering of collaborative eLearning, researching learner preferences, promoting digital literacy, and enhancing infrastructural support will go a long way into mitigating the effects of COVID-19 in the future. Similarly, removing barriers to access and increasing gross enrollment ratios are vital to promoting access in tertiary education provisions in both countries.","PeriodicalId":120795,"journal":{"name":"Alliance for African Partnership Perspectives","volume":"95 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121565739","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract:While the pandemic came with the lockdown that was observed as a measure to curtail the spread of the COVID-19 disease, public Universities in Nigeria were under another kind of lockdown. The Academic Staff Union of Universities (ASUU) in Nigeria was on a nationwide strike with strict enforcement of compliance to no teaching and other academic activities in every member university. Since academic activities were on a halt, did that mean academics had no academic engagement? Not exactly; different individuals engaged in activities that had academic bias, utilising digital and non-digital tools. This paper looks at how the pandemic shaped these different academic activities within the Nigerian academic circles, as well as the availability and affordability of the digital infrastructure needed for Internet-driven engagement for Nigerian academics. The paper is based on oral conversations with academics from different Nigerian Universities—federal, state and private; as well as on digitally driven questionnaire. The findings show that out of the 1000 academics who was reached through electronic means like email and WhatsApp, using Google form 27 responded and returned the questionnaire on the given deadline. The respondents engaged in various academic activities with writing, research and conference attendance on Zoom virtual meeting app taking the lead. Provisions for conference attendance online was catered for by mostly individual respondents.
{"title":"Locked Down during the Lockdown","authors":"Egodi Uchendu, Amuche Nnabueze, E. Onogwu","doi":"10.1353/aap.2021.0012","DOIUrl":"https://doi.org/10.1353/aap.2021.0012","url":null,"abstract":"Abstract:While the pandemic came with the lockdown that was observed as a measure to curtail the spread of the COVID-19 disease, public Universities in Nigeria were under another kind of lockdown. The Academic Staff Union of Universities (ASUU) in Nigeria was on a nationwide strike with strict enforcement of compliance to no teaching and other academic activities in every member university. Since academic activities were on a halt, did that mean academics had no academic engagement? Not exactly; different individuals engaged in activities that had academic bias, utilising digital and non-digital tools. This paper looks at how the pandemic shaped these different academic activities within the Nigerian academic circles, as well as the availability and affordability of the digital infrastructure needed for Internet-driven engagement for Nigerian academics. The paper is based on oral conversations with academics from different Nigerian Universities—federal, state and private; as well as on digitally driven questionnaire. The findings show that out of the 1000 academics who was reached through electronic means like email and WhatsApp, using Google form 27 responded and returned the questionnaire on the given deadline. The respondents engaged in various academic activities with writing, research and conference attendance on Zoom virtual meeting app taking the lead. Provisions for conference attendance online was catered for by mostly individual respondents.","PeriodicalId":120795,"journal":{"name":"Alliance for African Partnership Perspectives","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121950096","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract:Collaboration has become an essential feature of academic research globally. It offers a number of benefits to the participating institutions, such as improved research output, enhanced visibility and higher ranking in academic league tables. The University of Nigeria is currently involved with many of such collaborations with institutions in different parts of the world. The essential features of these collaborations include the exchange of staff and students and the joint participation in funded research. Over the years, these collaborations have yielded the desired benefits to our university and our partners. Thus, in spite of the COVID-19 pandemic and the associated disruptions, we intend to retain all existing collaborations, while seeking and fostering new ones in various fields. In addition, we intend to take advantage of the opportunities created by virtual or remote connections to continue to be part of the global network of researchers.
{"title":"The Future of Continental and International Collaborations at the University of Nigeria after COVID-19","authors":"C. Igwe, A. Achike, B. C. Nwanguma","doi":"10.1353/aap.2021.0007","DOIUrl":"https://doi.org/10.1353/aap.2021.0007","url":null,"abstract":"Abstract:Collaboration has become an essential feature of academic research globally. It offers a number of benefits to the participating institutions, such as improved research output, enhanced visibility and higher ranking in academic league tables. The University of Nigeria is currently involved with many of such collaborations with institutions in different parts of the world. The essential features of these collaborations include the exchange of staff and students and the joint participation in funded research. Over the years, these collaborations have yielded the desired benefits to our university and our partners. Thus, in spite of the COVID-19 pandemic and the associated disruptions, we intend to retain all existing collaborations, while seeking and fostering new ones in various fields. In addition, we intend to take advantage of the opportunities created by virtual or remote connections to continue to be part of the global network of researchers.</abs>","PeriodicalId":120795,"journal":{"name":"Alliance for African Partnership Perspectives","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114356376","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract:The COVID-19 pandemic has created a serious health crisis across the world. The education sector is one of the hardest hit sectors and countries across the globe are implementing different strategies to ensure students at all different levels of study can continue with their learning. The University of Botswana (UB) announced its first lockdown due to COVID-19 in May 2020, responding to the national expectation. At that time, students were on a five-day short vacation. They had left the campus without anticipating any closure, with some traveling both nationally and internationally, whereas others were on campus accommodated in the residence halls. In the case of those who had traveled, they could not access their belongings, including study materials, on campus. This sudden change took away the students' freedom and personal control, compromising their joy and inflicting stress and anxiety on them. Their lives were hijacked and filled with tension, confusion, worry, and fear. Students started experiencing the fear of their own death and that of their significant others. They also went through the fear of not knowing what was happening and how long it would take for life to return to normal. Students were experiencing a life full of uncertainty about the future, as well as fear of exposure to a seemingly incurable strange virus that had already claimed many lives in other countries. In particular, they were uncertain as to whether they would be able to complete their degrees and graduate:
{"title":"Coping with the Impact of COVID-19 in Higher Education: Responses and Recommendations from the University of Botswana","authors":"Lucky W. Odirile","doi":"10.1353/aap.2021.0010","DOIUrl":"https://doi.org/10.1353/aap.2021.0010","url":null,"abstract":"Abstract:The COVID-19 pandemic has created a serious health crisis across the world. The education sector is one of the hardest hit sectors and countries across the globe are implementing different strategies to ensure students at all different levels of study can continue with their learning. The University of Botswana (UB) announced its first lockdown due to COVID-19 in May 2020, responding to the national expectation. At that time, students were on a five-day short vacation. They had left the campus without anticipating any closure, with some traveling both nationally and internationally, whereas others were on campus accommodated in the residence halls. In the case of those who had traveled, they could not access their belongings, including study materials, on campus. This sudden change took away the students' freedom and personal control, compromising their joy and inflicting stress and anxiety on them. Their lives were hijacked and filled with tension, confusion, worry, and fear. Students started experiencing the fear of their own death and that of their significant others. They also went through the fear of not knowing what was happening and how long it would take for life to return to normal. Students were experiencing a life full of uncertainty about the future, as well as fear of exposure to a seemingly incurable strange virus that had already claimed many lives in other countries. In particular, they were uncertain as to whether they would be able to complete their degrees and graduate:","PeriodicalId":120795,"journal":{"name":"Alliance for African Partnership Perspectives","volume":"103 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117294187","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Romain Murenzi, Max Paoli, Sena Galazzi, Sean Treacy
Abstract:ICT in education has been considered a luxury in developing countries, where, particularly in least developed countries, emphasis was placed more on building schools and classrooms. In 2020, the view of ICT and its role changed radically. Firstly, the COVID-19 pandemic highlighted ICT as a central tool. Secondly, the rise of the Fourth Industrial Revolution and awareness of its enormous potential placed ICT in a new light. Together, these triggers of change can be embraced in order to integrate key learning modules and lessons to form appropriate skills into curricula in developing countries. Frontier fields in science and technology must be promoted and supported especially in the education sector in Africa and the developing world in general.
{"title":"Looking into Africa's Future: The Fourth Industrial Revolution and the Role of ICT Education","authors":"Romain Murenzi, Max Paoli, Sena Galazzi, Sean Treacy","doi":"10.1353/aap.2021.0013","DOIUrl":"https://doi.org/10.1353/aap.2021.0013","url":null,"abstract":"Abstract:ICT in education has been considered a luxury in developing countries, where, particularly in least developed countries, emphasis was placed more on building schools and classrooms. In 2020, the view of ICT and its role changed radically. Firstly, the COVID-19 pandemic highlighted ICT as a central tool. Secondly, the rise of the Fourth Industrial Revolution and awareness of its enormous potential placed ICT in a new light. Together, these triggers of change can be embraced in order to integrate key learning modules and lessons to form appropriate skills into curricula in developing countries. Frontier fields in science and technology must be promoted and supported especially in the education sector in Africa and the developing world in general.","PeriodicalId":120795,"journal":{"name":"Alliance for African Partnership Perspectives","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116254199","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Perpetua J Urio, S. Murphy, Ikupa Moses, C. Chua, Immanuel Darkwa
Abstract:The outbreak of the COVID-19 pandemic marked a serious interruption in all sectors and on all communities. Like other spaces, university life was severely disrupted. The core activities of academics in areas of teaching, research, service, and consultancy were interrupted with lockdowns requiring academics to work-from-home for extended periods. International evidence quickly began to emerge of the differential gendered experiences of these disruptions. This paper explores the gendered effects of COVID-19 public health policies on academic staff in Tanzania. Utilizing a feminist relational approach, it provides insights into the lived experiences of academic staff around two themes: 1) caring and coping during the COVID crises; and 2) work-life balance. It shares insights from data collected through qualitative methods of interview and discourse analysis. The findings reveal distinct gendered differences in the experiences of staff, with female staff reporting a significant increase in caring responsibilities and decreased time available for research and academic engagement. Pre-existing gender norms and expectations concerning the gendered division of labor in households emerged as a distinctly gendered challenge. As government public health policies pushed responsibilities for care and education back onto households, many female academics experienced significant increases in time required for family and community care, thus affecting their ability to balance their personal and professional roles. Implications of these findings are relevant for the development of gender sensitive and appropriate policy revisions and future public health measures that may arise.
{"title":"Exploring the Gendered Effects of the COVID-19 Pandemic on Academic Staff in Tanzania","authors":"Perpetua J Urio, S. Murphy, Ikupa Moses, C. Chua, Immanuel Darkwa","doi":"10.1353/aap.2021.0008","DOIUrl":"https://doi.org/10.1353/aap.2021.0008","url":null,"abstract":"Abstract:The outbreak of the COVID-19 pandemic marked a serious interruption in all sectors and on all communities. Like other spaces, university life was severely disrupted. The core activities of academics in areas of teaching, research, service, and consultancy were interrupted with lockdowns requiring academics to work-from-home for extended periods. International evidence quickly began to emerge of the differential gendered experiences of these disruptions. This paper explores the gendered effects of COVID-19 public health policies on academic staff in Tanzania. Utilizing a feminist relational approach, it provides insights into the lived experiences of academic staff around two themes: 1) caring and coping during the COVID crises; and 2) work-life balance. It shares insights from data collected through qualitative methods of interview and discourse analysis. The findings reveal distinct gendered differences in the experiences of staff, with female staff reporting a significant increase in caring responsibilities and decreased time available for research and academic engagement. Pre-existing gender norms and expectations concerning the gendered division of labor in households emerged as a distinctly gendered challenge. As government public health policies pushed responsibilities for care and education back onto households, many female academics experienced significant increases in time required for family and community care, thus affecting their ability to balance their personal and professional roles. Implications of these findings are relevant for the development of gender sensitive and appropriate policy revisions and future public health measures that may arise.","PeriodicalId":120795,"journal":{"name":"Alliance for African Partnership Perspectives","volume":"440 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125774050","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Context and Rationale for the Thought Pieces on COVID-19 Response in Africa","authors":"P. Zeleza","doi":"10.1353/aap.2021.0000","DOIUrl":"https://doi.org/10.1353/aap.2021.0000","url":null,"abstract":"","PeriodicalId":120795,"journal":{"name":"Alliance for African Partnership Perspectives","volume":"148 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132775656","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract:The COVID-19 Contagion, since it became a pandemic, has left deleterious footprints on different parts of the globe. In Botswana, as the government and institutions grapple with ways to adapt and be resilient to the effects of the scourge, some positive and significant achievements have been realised. The Botswana Open University, even before this was declared a pandemic by WHO in March 2020, proactively put in place a task team to, among other calls, advise management on ways to effectively deal with the effects of the pandemic and ensure smooth business continuity. This chapter discusses the coordinated response mix that the BOU Management takes in order to fight the COVID-19 pandemic. The response has passed through a spectrum from the creation of a dedicated Task Team to be part of the response strategy, controlled working from home, to making enhanced online application of ICT and other Technology Enabled Teaching and Learning. The work also presents the continuous adaptations that the University makes, to provide it with the resilience that is necessary for its business continuity. At the end, the project briefly highlights how the educational landscape in Botswana changes with the prevalence of COVID-19 and opportunities that emanate from that for Botswana Open University.
{"title":"Business Repositioning at Botswana Open University in the Face of COVID-19","authors":"S. Aiyuk, L. Tladi, Freeson Kaniwa","doi":"10.1353/aap.2021.0016","DOIUrl":"https://doi.org/10.1353/aap.2021.0016","url":null,"abstract":"Abstract:The COVID-19 Contagion, since it became a pandemic, has left deleterious footprints on different parts of the globe. In Botswana, as the government and institutions grapple with ways to adapt and be resilient to the effects of the scourge, some positive and significant achievements have been realised. The Botswana Open University, even before this was declared a pandemic by WHO in March 2020, proactively put in place a task team to, among other calls, advise management on ways to effectively deal with the effects of the pandemic and ensure smooth business continuity. This chapter discusses the coordinated response mix that the BOU Management takes in order to fight the COVID-19 pandemic. The response has passed through a spectrum from the creation of a dedicated Task Team to be part of the response strategy, controlled working from home, to making enhanced online application of ICT and other Technology Enabled Teaching and Learning. The work also presents the continuous adaptations that the University makes, to provide it with the resilience that is necessary for its business continuity. At the end, the project briefly highlights how the educational landscape in Botswana changes with the prevalence of COVID-19 and opportunities that emanate from that for Botswana Open University.","PeriodicalId":120795,"journal":{"name":"Alliance for African Partnership Perspectives","volume":"129 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125008094","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
L. T. Kaaya, W. Anangisye, B. Rutinwa, Bernadetha Killian
Abstract:The first case of COVID-19 was reported in Tanzania on March 16, 2020 after it was declared pandemic by the World Health Organization on March 11, 2020. Following restrictions by the Government of Tanzania (GoT), the University of Dar es Salaam closed on March 18, 2020, the action which affected the University almanac. Following the lifting of restrictions by the GoT, the University of Dar es Salaam reopened on June 1, 2020 under a recovery and operationalization plan. The plan included various adjustments to allow core functions of the university while safeguarding the health of staff and students. Adjustments on teaching and other academic activities included rearrangement of the teaching hours to the statutory minimum and setting teaching arrangements to minimize the spread of COVID-19 in the context of teaching and examinations (wear of masks in classes, handwashing facilities outside classrooms and minimize of contact hours between classes). Adjustments on research and practical interventions involved the special University financial support to multidisciplinary COVID-19 related research and innovation on social and health, prevention and screening, business and financial, human behaviour and traditional/herbal medicines. The above combination efforts enabled the University of Dar es Salaam to ensure and sustain its core functions of teaching, research and public service while ensuring health safety during the COVID-19 pandemic.
{"title":"Efforts to Preserve Educational Access, Research, and Public Service Relevance at the University of Dar es Salaam in the Age of COVID-19","authors":"L. T. Kaaya, W. Anangisye, B. Rutinwa, Bernadetha Killian","doi":"10.1353/aap.2021.0006","DOIUrl":"https://doi.org/10.1353/aap.2021.0006","url":null,"abstract":"Abstract:The first case of COVID-19 was reported in Tanzania on March 16, 2020 after it was declared pandemic by the World Health Organization on March 11, 2020. Following restrictions by the Government of Tanzania (GoT), the University of Dar es Salaam closed on March 18, 2020, the action which affected the University almanac. Following the lifting of restrictions by the GoT, the University of Dar es Salaam reopened on June 1, 2020 under a recovery and operationalization plan. The plan included various adjustments to allow core functions of the university while safeguarding the health of staff and students. Adjustments on teaching and other academic activities included rearrangement of the teaching hours to the statutory minimum and setting teaching arrangements to minimize the spread of COVID-19 in the context of teaching and examinations (wear of masks in classes, handwashing facilities outside classrooms and minimize of contact hours between classes). Adjustments on research and practical interventions involved the special University financial support to multidisciplinary COVID-19 related research and innovation on social and health, prevention and screening, business and financial, human behaviour and traditional/herbal medicines. The above combination efforts enabled the University of Dar es Salaam to ensure and sustain its core functions of teaching, research and public service while ensuring health safety during the COVID-19 pandemic.","PeriodicalId":120795,"journal":{"name":"Alliance for African Partnership Perspectives","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121351303","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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