Anold S. Nkata¹ and Abdulkadir R. Kirobo²

¹Department of Information Communication Technology, Arusha Technical College, P.O.Box 296, Arusha-Tanzania
²Department of Information Communication Technology, Arusha Technical College, P.O.Box 296, Arusha-Tanzania

*Corresponding Author: Anold S Nkata and Abdulkadir R Kirobo, Department of Information Communication Technology, Arusha Technical College, P.O.Box 296, Arusha-Tanzania and Department of Information Communication Technology, Arusha Technical College, P.O.Box 296, Arusha-Tanzania.

Received: February 22, 2022; Published: April 12, 2022

Abstract

The advent of the COVID -19 pandemic severely disrupted the academic calendar in schools for the academic year 2020/2021. Several countries including Tanzania applied unusual teaching and learning practices of the students while at their home places. A survey study was conducted in primary and secondary schools of Meru Districts and Arusha Council to assess the methods used by schools to teach students during the lockdown to determine whether the method used by the school considers United Nations Sustainable Development Goals of delivering quality education. After data collection and analysis, findings revealed that most schools fail to cover the syllabus for the academic year 2020/2021 due to the method used by teachers to teach and assess students during the lockdown. Some schools used various techniques to cover the syllabus but with fewer consideration practices of enhancing the delivery of quality education for students’ academic achievement. To bridge the knowledge gap of safeguarding the future disruption of the educational academic calendar, the study concluded by recommending to the educational policymakers and the government in general to realize the challenges imposed by the COVID -19 in Tanzanian education sectors as an opportunity of investing E-Learning in schools by implementing a reliable ICT infrastructure and train teachers on how to effectively use it. Moreover, as developing countries strive to the agenda 2030 of delivering quality education, the study advised the Ministry of Education Science and Technology, to adapt to the use of educational digital transformation for e-learning rather than relying on the traditional classroom.

Keywords: E-Learning Management System; Disruption of the School Academic Calendar; Delivery of Quality Education