Presently, Ebonyi State is faced with a learning crisis and is among the least – achieving in the education sector in Nigeria. This has been exacerbated by the immediate effects and long – term impacts of the ravaging covid-19 pandemic which pose a huge threat and challenge to the sector. Already, teaching, learning and all other supporting activities have been halted, as schools, education institutions, agencies and interventions have been shut down as a way of curtailing the spread of covid-19.
Inclusive education is about ensuring access to quality education for all pupils and students by effectively meeting their diverse needs in a responsive way. It is about developing and designing our schools, classrooms and platforms so that all students can learn and participate.
Faced with the uncertainty of how long covid-19 pandemic will last, the need to ensure that lessons delivery, assessments and learning continue remotely during this pandemic without putting the health and safety of learners, teachers and education coordinators at risk, has made it imperative for a robust, effective and dynamic response to mitigate the effect and unexpected impact of covid-19 pandemic on education sector. Thus, in line with the trends from other states in the country, Ebonyi state government adopted a virtual learning model through the introduction of radio and television classes. This move by the state government is excellent; nevertheless, it has not put vulnerable children who do not have access to audio and visual technology in interior communities into cognizance.
In addition, over 70% of pupils/students’ population come from the rural areas where there is an epileptic power situation. For instance, Ehugbo in Afikpo North LGA, go on to 2 to 3 months and sometimes, 6 months without power supply. How can pupils and students in these parts of the state access the virtual learning model? This is vital as greater percentage of the state population is living in extreme poverty and cannot afford alternative power supply like battery to power their radio gadgets. Thus, this results in more than half of the population of pupils and students in Ebonyi State not accessing any of the virtual educational programs.
The question remains: how can the poorest of the poor access education during this lockdown?
From a quick survey in Ehugbo, Afikpo North LGA of Ebonyi State, we discovered a child of 12 years, Nneka Obi (not a real name) who organized weekday lesson classes for about 20 children living within her vicinity. Nneka, with her 2 sisters, ensure that all the children who attend the classes put on face masks and observe social distancing. This clearly shows that children are becoming aware of the dangers posed by COVID-19 pandemic, especially on their education. Worthy of note is International Center for Energy Environment and Development (ICEED), Afikpo, a non-governmental organization, which also organized weekday computer training for school children in Afikpo.
Consequently, it is high time teachers, undergraduates, graduates, and youth corps members in the state, started replicating Nneka’s and ICEED’s action through organizing home lessons for pupils and students in their communities. Non-state actors and development partners can assist by donating learning materials and providing face masks. In addition, community leaders and parents would ensure that community lesson tutors and attendees keep to the NCDC safety guidelines. Government, especially Local Governments, can support this process by identifying lesson tutors, and encourage them with a little stipend.
