Policy Gaps and Imperatives for Rebuilding Sustainable African Tertiary Education Systems Disrupted by COVID-19

Abstract

This chapter explores policy matters that have arisen as a result of the impact of COVID-19 on the education sector, with a specific focus on tertiary education in one African country, namely Botswana. The terms tertiary education and higher education are used interchangeably to describe post-secondary level education. Information was sourced from the existing literature as well as tracking media reports on COVID-19 matters. COVID-19 has ushered in the new normal which has disrupted existing policies, practices and business models in the tertiary education sector. It has also given unprecedented momentum to the move towards online learning. It is argued in this chapter that these developments have led to the emergence of blended learning as the most suitable way of delivering tertiary education. The chapter highlights the need for a review of policies and strategies at both the national and institutional levels in order to respond appropriately to the challenges brought about by COVID-19 and build a foundation for a sustainable tertiary education system.

Citation

Mooko, T. (2022), "Policy Gaps and Imperatives for Rebuilding Sustainable African Tertiary Education Systems Disrupted by COVID-19", Brown, B.A. and Irons, A. (Ed.) The Emerald Handbook of Higher Education in a Post-Covid World: New Approaches and Technologies for Teaching and Learning, Emerald Publishing Limited, Leeds, pp. 267-288. https://doi.org/10.1108/978-1-80382-193-120221013