Recovery and Resilience Project Supported by Malala Foundation
Girls’ Innovative Learning Management Initiative (G-ILMI) Within and Post COVID-19 PandemicWe will help you unlock your inner potential so you can excel in your professional field
The COVID-19 pandemic has remained with its variants and impact becoming daily compounding. The future remains uncertain for every one and many social units around the world are grappling with varied mitigating responses. These responses are adapting creative and context relevant approaches to sustain lives and continue essential social activities especially education.
The gradual reopening of schools, demands deliberate efforts and interventions to cope with the new normal. This includes adjustments for continued learning in communities and families supported by volunteer teachers and technology. Educational institutions try to stride through the new challenges and prospects by adapting several innovative Learning Management Systems (LMS.) bridge learning. This is given the loss of educational opportunities occasioned by school closures and the resultant disruptions in learning especially for girls.
UNICEF reports that the COVID-19 has resulted in schools shut all across the world. Globally, over 1.2 billion children are out of the classroom. As a result, education has changed dramatically, with the distinctive rise of E-Learning, whereby teaching is undertaken remotely and on digital platforms. Research suggests that online learning has been shown to increase retention of information, and take less time. This implies that the changes Coronavirus has caused in learning methodologies might be here to stay. With this sudden shift away from the classroom in many parts of the globe, some are speculating that the adoption of online learning will continue to persist post-pandemic, and how such a shift would positively impact the worldwide education market and increase access to learning globally.
The adverse effect of lost educational opportunities due to the COVID 19 lockdown has exposed girls to domestic violence, rape, early & forced marriage, and other forms of human rights violations. To mitigate these risks, there is a compelling need to seek innovative ways of ensuring that these girls return to school, curb academic regression and successfully complete secondary education during the COVID-19 phase.
Reports show that girls who are charged with more domestic chores in the house have less opportunity to engage in academic activities and study time during the COVID 19 lockdown.
According to the WRAPA Malala funded project Baseline survey, 54.2% of girls reported that they had to engage in paid work part time to support themselves and their families. Many girls also reported the absence of a quiet place to study, lack of Internet, lack of electricity and Android devices to facilitate learning at home.
These highlight the importance of creating innovative alternative remote means of teaching and learning, especially for rural girls and those from poor urban households. Even with the reopening of schools, there remain inherent struggles that school girls are continuously dealing with. Key amongst these are academic regression, mental health (PTSD) challenges, and other livelihood impacts resulting from the COVID 19 lockdown. An LMS that creates accessible learning resources, Mental Health and Psychological Support Services (MHPSS) and education resources will provide a safe space for individual and academic growth for girls during and post COVID-19.
The aspiration is to facilitate
and enable girls to
Therefore, the proposal for the WRAPA: Girls’ Innovative Learning Management Initiative (G-ILMI), which will be designed for use within and post COVID-19 Pandemic. The aspiration is to facilitate and enable girls to continue learning with a value chain of limitless time enabling learning well after the pandemic. It will create a robust learning experience that feels like a classroom experience, offering the traditional classroom characteristics of instructor-student interaction, Q&As, discussion, games, collaborative projects, quizzes, etc.). The medium of access and feedback will either online or through a device (e.g. a laptop, desktop, tablet or mobile phones of various capacities). This is to be achieved through a partnership with an accredited and high net worth private E-Learning vendor, LOREWA that will create features and tools for purpose driven and context sensitive interaction and engagement of girls and even other students irrespective of location, gender or social pedigree.