Higher education in the face of a global pandemic / / edited by Emnet Tadesse Woldegiorgis and Petronnella Jonck.

• Superior document: African higher education: developments and perspectives ; Volume 12
• TeilnehmendeR: Woldegiorgis, Emnet Tadesse,; Jonck, Petronella,
• Place / Publishing House: Leiden, The Netherlands ;, Boston : : Brill,, [2022]; ©2022
• Year of Publication: 2022
• Language: English
• Series: African higher education: developments and perspectives ; Volume 12.
• Physical Description: 1 online resource (230 pages)
• Other title: Preliminary Material /; Copyright page /; Dedication /; Foreword /; Figures and Tables /; Abbreviations /; Notes on Contributors /; Chapter 1 Introduction /; Chapter 2 The Challenges of Online Learning in African Higher Education /; Chapter 3 Teacher Unions and the State's Management of the COVID -19 Pandemic in the Provision of Basic Education in South Africa /; Chapter 4 Higher Education Institutions' Readiness for Alternative Delivery Modes and Online Pedagogy in the Face of a Global Crisis /; Chapter 5 Students' Learning Styles and Perception of Online Learning /; Chapter 6 Responses and Mechanisms for Mitigating the Effects of the COVID -19 Pandemic on East African Higher Education /; Chapter 7 Information Literacy as a Meta-Literacy Prerequisite for Teaching and Learning in an ICT Environment /; Chapter 8 Determining the Outcome of an Information Literacy Initiative for Postgraduate Students /; Chapter 9 South Africa's University Teaching and Learning Dynamics amid a COVID -19 Pandemic /; Chapter 10 Conclusion /; Index /
• Bibliography: Includes bibliographical references and index.
• ISBN: 9004514465
• Hierarchical level: Monograph
• Statement of Responsibility: edited by Emnet Tadesse Woldegiorgis and Petronnella Jonck.

The book reflects on the extent to which the coronavirus (COVID-19) pandemic influenced the education system in Africa, notably South Africa. The advent of the pandemic has brought a new context to the challenges of access, deepening the precarious position of African higher education systems. The pandemic underscored that African higher education systems are fragile and not uniformly resilient. The book discusses the challenges created or further entrenched by COVID-19 and how the typology of inequality across the differentiated institutions impacted the management of education delivery during COVID-19. Per se, lessons learned were documented to inform decision-making and practice while drawing conclusions for future usage. Even though the shift to emergency remote teaching was not foreseen and thus not coordinated, the authors argue that students' learning styles, perceptions of online learning and digital pedagogy should be considered in the post-COVID-19 curricula development processes.