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How technology can shield education from disasters, experts
What you need to know:
- At the recent 4th International Quality Education Conference (IQEC) held in Dar es Salaam, education experts from 16 countries convened to discuss strategies to ensure learning continues even during disasters like pandemics and climate-induced calamities
Dar es Salaam. The Covid-19 pandemic was a wake-up call for governments worldwide, including Tanzania, on the urgency of building resilient education systems.
For months, schools were shuttered, disrupting learning for millions of children.
The unprecedented situation exposed gaps in education systems, particularly in Africa, where digital infrastructure and crisis preparedness remain weak.
At the recent 4th International Quality Education Conference (IQEC) held in Dar es Salaam, education experts from 16 countries convened to discuss strategies to ensure learning continues even during disasters like pandemics and climate-induced calamities.
Experts emphasised the need for African nations to adopt innovative measures, especially through technology, to sustain education delivery.
An education consultant with HakiElimu, Dr Wilberforce Meena, highlighted the long-lasting impact of disasters on education.
He pointed to recent crises, such as the Ebola outbreaks in DR Congo and Uganda, which disrupted learning in already fragile systems.
"The Covid-19 pandemic alone closed schools in over 120 countries, affecting nearly a billion students globally," Dr Meena explained.
"This shows us that without robust systems, education becomes one of the first casualties during crises."
He stressed that nations must learn from these experiences and create resilient frameworks.
"Our goal is to ensure that learning never stops. Technology can play a significant role, but we must also prepare for offline solutions where digital tools are inaccessible," he said.
Tanzania has made strides in integrating technology into education.
The National Development Vision 2025 and the ICT Policy 2024 emphasise the role of digital solutions in improving education quality.
In June 2024, the government unveiled its Draft National Digital Education Strategy 2024/25 – 2029/30.
The plan envisions a digitally enabled education system aimed at improving learning outcomes.
"This strategy underscores the importance of ICT in teaching, learning, and administration at all levels of education," noted Ms Martha Makala, the Coordinator of the Tanzania Education Network (TenMet).
Ms Makala also highlighted the ongoing curriculum reforms set to be completed by 2028, which will see students from Standard Six and Standard Seven transitioning to secondary school simultaneously.
"We must align our systems to accommodate these changes and ensure that no child is left behind, regardless of where they live or their circumstances," she said.
Countries like Kenya and Rwanda have demonstrated the value of robust systems.
In Kenya, the adoption of the Digital Literacy Programme ensured that students in remote areas could access learning materials during the pandemic.
Rwanda, meanwhile, leveraged its strong ICT infrastructure to provide e-learning solutions even in rural regions.
"These examples show that with the right investments and partnerships, it is possible to mitigate the effects of crises on education," Ms Makala said.
Education Minister Prof Adolf Mkenda acknowledged that government efforts alone are insufficient.
He called on private sector players and civil society organisations to support the government’s vision for education transformation.
"The changes we are making require substantial investment. The private sector must recognise its role in supporting this strategy," Prof Mkenda said.
Minister of State for Regional Administration and Local Government, Mr Mohamed Mchengerwa, echoed this sentiment.
He emphasised that civil society organisations have historically played a critical role in education, from providing learning materials to building schools.
"Their involvement is vital in reminding the government of its responsibilities while ensuring that all stakeholders work together for the common goal," he said.
As such, experts urged African nations to prioritise inclusivity in education, ensuring that vulnerable groups such as children with disabilities are not left behind during crises.
"Our systems must be flexible enough to deliver education beyond the classroom," Dr Meena reiterated.
"Disasters are inevitable, but their impact on education can be minimised with the right systems in place."
Tanzania’s ongoing efforts to integrate ICT into education, coupled with its commitment to inclusive policy reforms, offer hope for the future.
However, achieving resilience will require continuous collaboration, innovation, and investment.
