Development implications of pedagogical and academic service interventions to cope with COVID-19 influences in African colleges and universities
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
The COVID-19 pandemic had differential impact on educational systems globally.Many of the emergency measures taken in response to the COVID-19 impact in higher education appear to have implications for economic and human development as well as the right to education.This study investigated COVID-19 influences on pedagogy and academic services in colleges and universities in an African country and draws out mitigations that might be required in light of longterm development concerns.The study found that the pandemic had negative impacts on teaching methods, communication, and institutional characteristics, with private institutions being more likely to report uncertainty in meeting enrollment targets and experiencing disruption in student admission-related communication, compared to public institutions.The study also found that academic services were negatively impacted, particularly in key areas of student recruitment, enrollment planning, and communication.Unreliable and inaccessible internet and technology communication systems were the pitfalls of the business continuity measures implemented.The paper draws out mitigations that might be required in light of long-term development concerns and has implications related to economic and human development as well as the right to education that can inform policy and planning.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it