ST.

PAULS UNIVERSITY
MACHAKOS CAMPUS

VIRTUAL PROGRAMME

FACULTY OF BUSINESS, COMPUTER SCIENCE AND COMMUNICATION

STUDIES

DEPARTMENT OF BUSINESS

UCC 102: ACADEMIC WRITING AND INFORMATION LITERACY

COVID-19 PROTOCOLS AND THEIR INFLUENCE ON LEARNING AT THE

UNIVERSITY

STUDENT NO: BBAMMKS470620

LECTURERS NAME: DR.WINNIE NDETA

DECEMBER 14 2021
 COVID-19 PROTOCOLS AND THEIR INFLUENCE ON LEARNING AT THE
UNIVERSITY

INTRODUCTION
As the globe gets more connected, new obstacles and gaps emerge. COVID-19 has been
transmitted from human to human across national borders. All races, educational levels,
socioeconomic status, and sexual orientations have been impacted. It was a disaster that
disproportionately affected society's most vulnerable individuals.
Education is critical. Students from wealthy families who are motivated to learn and have the
financial resources may be eligible to attend alternative schools. When low-income schools were
forced to close, they were cut off from their communities.
This event exemplified a shortage of bandwidth and computers, as well as a supply-demand
imbalance.
For decades, malaria has afflicted schools and organizations, causing havoc on day-to-day
activities. As a result, they continued to operate for an extended period of time after the
establishment halted operations. The University was closed in 1665 due to the Black Plague.
Newton was compelled to return to Wools Thorpe Manor as a young man. William Stukeley
published this piece from Newton's journal following his death. It was composed as Newton
stood in the garden watching an apple fall. Newton's universal gravitational theory (Stukeley,
1752). Academic activity has been relocated to scientific and educational organizations such as
libraries and research institutes as a result of university closures. Cambridge University will
close once more in 2020, according to anonymous sources.
Numerous higher education institutions have closed their doors as a result of the COVID-19
outbreak, and the majority of countries have suspended classroom sessions. According to the
IESALC, practically all students and teachers in Latin America and the Caribbean are affected
by the interim suspension. The closure will affect 23.4 million pupils and 1.4 million teachers.
Without a doubt, the temporary suspension of one-on-one activities jeopardized global higher
education institutions' ability to function. This disturbance will have an impact on kids' academic
and financial well-being.

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On the other side, many inexperienced spectators of virtual teaching sessions have trouble
adjusting. Several virtual education systems are insufficiently mature to grow without video
servers. Another is to consistently give virtual courses to a significant number of graduate
students. Nobody can learn practically all technical and technological requirements in less than a
week. Clearly, this was a time-consuming and arduous process.
Apart from curricular changes, there is also the issue of financial security. In comparison to
private colleges, many public universities rely on student donations for financial help. This
approach is used at all public colleges in Chile and Peru. This illustrates that even when
receiving government aid, some people remain financially vulnerable. Private colleges and
universities that do not open within a quarter may run into financial difficulties and, in certain
situations, sustainability issues. Private universities of small and medium-size cannot afford to be
without a virtual learning environment. This may require the organization to temporarily cease
fundraising activities in order to educate. Other private institutions and universities may take
orphans. Numerous schools and institutions may be forced to close.
We do not yet know how college graduation affects people's choices. In terms of amenities and
activities, it would be comparable to a private offer. When public institutions of higher education
reopen following a severe economic downturn, such as the one that happened in 2008, significant
budget cuts are expected. If tax revenues fall as a result of decreasing economic activity, the
government will need to reassess some expenditures. Due to financial restrictions, many
governments will virtually definitely be unable to implement even temporary stimulus measures.
Despite this, only a few countries permit the growth of public, private, and non-profit
organizations. Enrollment losses at HEIs are more likely to occur in private, for-profit, and low-
quality alternatives. Without significant tariff reductions, demand will almost probably continue
to climb. They grow more vulnerable when the expense of a private, high-quality higher
education continues to rise.

BACKGROUND ON THE TOPIC

COVID-19 was declared a pandemic by the WHO in March 2020. (WHO).
Cairo's health ministry reports a German visitor died on March 8. With almost 100 incidents by
mid-March, the administration needed to reinforce the law. One month of school closures in
Egypt to encourage distant learning (e-learning).

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The COVID-19 outbreak has forced several schools and institutions to close. Online and hybrid
learning environments have increasingly replaced traditional classrooms. A social distance in
schooling cannot be emphasized at this stage. Universities are searching for a fresh strategy. The
closure encouraged online educational activities, ensuring pupils' education. Many academics
looked into students' work and course assessments.
The current economic crisis will force formerly anti-reform corporations to reconsider their
minds. Professional education, especially medical education, has struggled to adapt. Countries
boosted student instruction by using textbooks, radio, television, and online technology.
Online learners can use PCs, laptops, smartphones, and other internet-connected devices.
Teachers believe online e-learning can develop student-centeredness, creativity and adaptability.
As shown below, educating children in rural and remote regions is both affordable and simple.
Unified Both the UN and WHO have identified online e-learning as a potential technique of
satisfying educational needs in poor countries. Students at medical schools have used Google
Classroom, Zoom, and Microsoft Teams to complete online classes. Environment Canada
launched this virtual e-learning session to boost student confidence and keep them linked to their
lecturers.
According to our medical institution's new curriculum, faculty members' obligations should shift
from teacher-centered to student-centered. To that end, this study will poll university personnel
about the COVID-19 outbreak, review relevant literature, identify barriers to e-learning, and
research associated topics. This study may help future initiatives to integrate e-learning
throughout a teacher's career, pandemic or not.
Social isolation is the most effective COVID-19 prevention method. Pupils and teachers should
be separated by 1-2 meters. To be safe in some countries, the virus's containment ability is
essential. Level 1 or 2 residents need one meter, whereas Level 3 residents need two to three
meters (Levels 3 or 4). Tier 2 or 3 As a result, many countries have recommended class size
reductions.

DEFINITION OF KEY TERMS

WHO- World Health Organization
HEIs-higher education institutions

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UNESCO- United Nations Educational, Scientific and Cultural Organization
IESALC- International Institute for Higher Education in Latin America and the Caribbean
AMCOS- Australasian Mechanical Copyright Owners Society Limited 

R&D- Research and development 

CONICET-  National Scientific and Technical Research Council 

SAT- Scholastic Aptitude Test 

TOEFL- Test of English as a Foreign Language

GRE- Graduate Record Examination

GMAT- Graduate Management Admission Test

THESIS STATEMENT

While some studies have found that COVID-19 has helped these institutions in improving their
infrastructure mainly in technology, due to the effects on coronavirus and its protocols all
learning institutions were closed and as the government has allowed the opening of higher
education the COVID-19 protocols have also to be followed thus they is a minimum number of
students in campus thus affecting their mental health indicating that that COVID-19 has
numerous effects on education mainly negative effects.

FOCUS OF THE ESSAY

The essay's objectives are to ascertain university students' and faculty members' perceptions of
the COVID-19 pandemic, to evaluate their experiences, to identify their barriers, to examine the
challenges of learning during the pandemic as influenced by its protocols, to examine factors
influencing acceptance of the new normal in the current COVID-19 pandemic situation, and to
examine the use of electronic learning tools in higher education.
The goal of this study is to assess the COVID-19 protocols and their impact on university-level
learning, as well as university students' general use of online learning portals. Students are
encouraged to be adaptable in their learning through the usage of the E-learning portal. For the
goals of this study, the COVID-19 guidelines will be studied, as well as their impact on how
universities have adapted to the modern environment and new modes of education, such as e-

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learning, over the last several years. While future research should include additional variables
such as (support for technology infrastructure, perceptions of system change, perceived
usefulness, user perception, and technical expertise), additional studies can be conducted using a
longitudinal design to empirically test theoretical constructs through an analysis of universities in
various countries. Finally, recommendations are made to assist the university's senior
management in better understanding the impact of E-service and information quality, as well as
system quality, system use, and user satisfaction, on the success of the E-learning portal's user
experience and user satisfaction. The purpose of this study is to determine the effect or influence
of COVID-19 methods on learning in a variety of universities throughout the world.

LEARNING SHIFTING TOWARDS ONLINE

Online education has become critical to the survival of education, as institutions seek to
minimize the risk of virus spreading throughout the community. Teachers and students now have
access to specialized materials that augment textbooks, are available in a variety of formats, and
span multiple time periods and locations. Online learning solutions come in a variety of flavors,
from high-tech options like adaptive learning software on tablets to low-tech alternatives like
radio, SMS, and television. As a result of the COVID-19 pandemic, numerous schools
worldwide have began using video telephony software like as Zoom, Google Classroom, and/or
Google Meet to conduct classes. The Organization for Economic Cooperation and Development
has developed a strategy for remotely responding to the COVID-19 pandemic. When possible,
educators who were able to educate in real-time significantly helped their colleagues who were
forced to navigate the change through asynchronous instruction. This also has some limits in
terms of its influence on university-level learning.

Unequal access to technology

Rural students and low-income families may be unable to attend due to a lack of technology or
access to a fast, dependable internet connection. Inadequate access to technology and internet
connectivity impedes students' ability to continue their education, particularly those from low-
income families. Teachers report that students who have access to the internet at home are more

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likely to finish assigned assignments. In reaction to school closures caused by COVID-19,
UNESCO advocates the use of distant learning programs, open educational tools, and platforms
that enable schools and teachers to communicate with students remotely and reduce educational
disturbance. However, in places where online education is not feasible due to a lack of distance
learning technology such as cellphones and internet connectivity, some parents have turned to
child labor or early marriage in order to alleviate financial strain caused by the pandemic.
Hundreds of libraries have been closed indefinitely to assist in the containment of COVID-19's
spread. Numerous major cities in the United States, including Los Angeles, San Francisco,
Seattle, and New York City, have announced the closure of 221 public libraries. This makes it
more difficult for students who do not have access to the internet at home to stay current with
distance learning.
Unequal access to educational resources
There are no copyright limitations or exemptions that could jeopardize students' access to
textbooks and other study resources. Numerous initiatives are being made to increase student and
educator access to free educational resources and copyright constraints. The International
Council for Open and Distance Education's (ICODE) website has been modified to include new
websites and educational resources. In the near future, New Zealand libraries and classrooms
will be able to access virtual public readings of books published by New Zealand publishers. The
Australian Library and Information Association and the Australian Society of Authors agreed on
a set of specific measures to facilitate libraries' distribution of instructional content. AMCOS, a
music publisher based in Australia, has agreed to provide free music sheet licensing to all
Australian schools.
A Dutch advocacy group has launched a website that will allow instructors to incorporate freely
licensed music and video into their lessons. Francis Gurry, Director of the World Intellectual
Property Organization, received a letter from a coalition of over 500 civil society organizations
and individuals urging that specific copyright restrictions and exclusions be applied throughout
the pandemic.
As a result, numerous organizations educate students and teachers about copyright issues. Recent
recommendations for parents and guardians on how to help children who use publically licensed
content, as well as copyright policy and administration for Australian schools and TAFE.
Centrum Cyfrowe in Poland provides support to educators and teachers who are pioneering open
education. The American University Program on Information Justice and Intellectual Property
hosts webinars to assist educators in better understanding copyright and fair use problems.

Governance

While the concept of a governance network is not new and its original meaning is unrelated to
technology features (Dal Molin & Masella, 2016), confinement and quarantine have resulted in
the formation of policy communication modes that are possibly more fit for the twenty-first
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century. Additionally, as a result of technological advancements, non-face-to-face governance
mechanisms are gaining traction and have the potential to evolve into permanent governance
formulas that are far more agile and efficient.
To begin, being compelled to experiment with novel modes of communication and governance
has demonstrated that the number of physical meetings may be significantly reduced without
jeopardizing the quality of decisions or the ability of various players to reach consensus.
Furthermore, it is self-evident that document circulation can be completely constrained to digital
circuits, obviating the need for printing. In both cases, the immediate economic benefits,
including reduced travel and environmental impact, are unquestionably not negligible.
Apart from these two examples, are there any further adjustments that may be done to boost
agility and efficiency as a result of circumstance-driven testing? Will format changes have an
effect on the governing processes of higher education?

PREDICTABLE SHORT, MEDIUM AND LONG-TERM IMPACT

Without similar past examples, anticipating what might happen in the near future is difficult.
While immediate consequences are easier to record, those that will have a long-term effect on
a variety of elements are not.

Students
Suspending classes at HEIs has had the most immediate impact on students, particularly
undergraduates and those about to graduate from high school and intend to pursue tertiary
education, who are now in an entirely new situation with no idea how long it will last, the
immediate impact on their daily lives, the costs and other financial burdens that will entail,
and, of course, their ability to continue their studies. Students in postsecondary education,
who are already more vulnerable due to physical restrictions, should be aware of this concern.
The region's fundamentally unequal higher education system exacerbates an exclusionary
cycle, which may be repeated if the crisis disturbs their space and causes students to drop out.
As a result of this mismatch, Latin American students aged 25 to 29 have the lowest
completion rates of any age group in higher education: on average, just half of those enrolled
completed their degrees, whether by withdrawal or continuation. The first year of work
accounts for more than half of all resignations (Ferreyra, Avitabile, Botero lvarez, Haimovich
Paz, & Urza, 2017). Additionally, it is challenging to appreciate the unique and distinct
effects for children with diverse profiles, regardless of socioeconomic situation, beginning
with gender.

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 Personal adjustment to daily life
Students' daily lives have been adjusted to accommodate their confinement circumstances.
The majority of pupils who remained in their home countries but were separated from their
families have been reunited with their families. On the other hand, the situation for
international students remains fluid, with tens of thousands of students stuck in destination
countries pending the start of on-site activities or unable to return home due to airport and
border restrictions.
Without a doubt, the absence of social contact and socialization patterns that are an inherent
part of a student's daily experience in higher education would be detrimental. Prison's inherent
isolation will have a long-term impact on students' socioemotional well-being, particularly
those who already suffer with such issues. Isolation will have a disproportionate impact on
students engaged in qualifying and remedial programs. A study conducted in the final week of
March among US college students found that 75% expressed concern or grief about the
accident.

Financial costs and burdens

Students and their families will continue to bear the brunt of higher education prices in many
cases. Except in a few countries, students continue to bear associated expenditures, particularly if
they were compelled to seek temporary residence, whether individual or shared, outside their
domicile in order to pursue their higher education, a cost they must bear even if they return to
their family home.
Over 260,000 students have signed an official petition to the English government seeking a
major portion of their tuition to be reimbursed. Students believe that the online education they
receive is insufficient to justify the annual tuition cost, which is currently around 9,250 pounds
(USD 11,500).
South Korea is in a similar predicament, with annual tuition rates far higher than those at
prominent US HEIs, and substantially higher for postgraduate programmes. Tuition
reimbursement claims have been received from students who spent at least USD 60,000 on an
academic year and whose face-to-face sessions were suspended. According to a recent survey,
43% of MBA students at the country's top 20 business schools believe that switching to online
classes will result in at least a third tuition refund, owing to the fact that the adopted modality
incorporates knowledge and perspective exchanges among participants in order to foster the
development of a professional network. Additionally, Forbes estimates that the cost of a year of
study at one of these business schools can exceed $250,000.

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A component of the request stems from the fact that many students have outstanding loans and,
in many cases, rent for a room at the schoolhouse that must be paid regardless of whether they
continue to live there or not. Other institutions of higher learning, including one in Glasgow,
have also announced that they will not charge students who return their keys after the first
month. Several English higher education institutions have requested that fees be applied to the
following academic year rather than refunded.

PUBLIC POLICIES AND INSTITUTIONAL RESPONSES

Once the decision to temporarily cease courses is made, time remains to develop public policies
that will aid all parties in resuming academic activities. This section will cover additional
safeguards for the right to education, as well as institutional remedies developed by institutions
of higher education to assure the continuation of instructional operations in the event of an
institution's closure.

Public policies
With few exceptions, HEIs enjoy a high degree of autonomy, which presents the sector with a
unique policy development issue. This is a fundamental right that is enshrined in a number of
countries' constitutions. As a result, without restriction regulations, nothing can be accomplished
in certain nations with a federal government system, such as Argentina, particularly if state-level
higher education capacity exists. They have also pulled out of more proceedings, including those
in Brazil and Mexico. Additionally, the unique character of the crisis prompted several solutions
that would be unfeasible under normal conditions. As a result, New Zealand's Parliament has
decided that the government will seize control of the country's schools and universities, a step
intended to speed decision-making in the face of the institutions' four-week emergency closure.
Their Minister of Education will exercise these emergency powers and issue any required orders,
including those relevant to a method transfer. In general, government projects necessitate
thoughtful approaches that rely on broad consensus and take time to implement. This
characteristic of business explains why countries have struggled to develop national contingency
plans. To be sure, these integrated programs have received widespread support from university
councils and higher education networks in virtually every country, public and private. Both
played a critical role in establishing coordination committees to aid in recognizing the
requirements of higher education institutions, sharing and updating information, and fostering
consensus on policy solutions through ongoing discussion.
Indeed, nearly every country has published recommendations and guidelines for higher education
institutions, with some focusing on supporting students in moving to a virtual mode of
instruction through the use of pedagogical standards, as Peru has done. Chile, on the other hand,
is the only country to have produced a comprehensive national action plan to address the

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implications of COVID-19 for higher education. It comprises a diverse range of activities
targeted at aiding students with a variety of technological and instructional support needs, as well
as financial assistance, with an emphasis on scholarship students.
Except for Chile, governments have typically prioritized three areas: administrative safeguards to
assure the system's continued operation, financial resources and resources available to support
training program continuity.

Administrative measures
To secure the system, governments have changed the dates of matriculation or examination and
streamlined the reprogramming of existing accreditation or quality certification systems.
For the first time in history, the International Baccalaureate (IB) tests, as well as the March and
May SAT exams, the US College Board's benchmark test for admission to several US HEIs, has
been cancelled. The SAT, TOEFL, GRE, and GMAT have been abandoned in China. Numerous
countries, primarily in Asia, have delayed their entry exams for higher education until July.
Latin America is undergoing a similar transformation to Europe. Ecuador has suspended the
release of university quota allocations to prevent students from analyzing their findings at
Internet cafes. As a result, in Colombia and Paraguay, where legislation governing distance
higher education requires previous approval, the decision was made to permit courses to be
taught remotely during HEI closures. As the lesser of two evils, several countries, such as Italy,
have already implemented universal passes. Oxford University, likewise, has taken institutional
action.
financial assets
As part of its $3 trillion stimulus package, the US established a $14.5 billion Higher Education
Emergency Assistance Fund (approximately half of the total contribution to education which is
30.75 billion). Despite the apparent relevance of the number, the sector has been chastised for
failing to plan ahead. The sector proposed $50 billion in investment, 90% of which would go to
schools and universities with a high percentage of low-income students (Pell Grants). Students
who remain enrolled and maintain the required academic performance also qualify for a 60-day
postponement of student loan payments. Despite widespread demand, the debt has not been
eliminated.
Australia, on the other hand, has taken a different course. The $40 billion stimulus package will
directly benefit around 230,000 students. These subsidies will benefit a large number of students
around the country who earn money through part-time work.
In Norway, where part-time work is also popular, it has chosen not to eliminate student debt or
provide interest-free loans.
This is critical for the 100,000 international students who work on a part-time basis.
Additionally, a request for transitional financial assistance was made.
Due to the fact that their benefits are conditional on enrollment and attendance at the affiliated
HEI, Chile is now the only country in the region to have established financial arrangements to

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meet the needs of students who receive scholarships or financial assistance. Second, Chile
redirected 30,000 million pesos from the university system to support the construction of a state
remote education network, while also encouraging innovative projects with additional funding
equal to one-third of the total (10,000 million pesos).
Argentina, therefore, has enacted legislation requiring all HEI employees to take paid vacation,
initially of fourteen days. This is a significant event.

INSTITUTION RESPONSES
Due to the crisis's rapid onset, data on HEIs' varied responses are rare. According to the results of
a March 17–19 survey of directors and presidents of 172 US institutions of higher education
regarding the impact of COVID-19, nine out of ten institutions' primary immediate concern is the
socio-emotional health and well-being of students and employees, faculty and non-faculty.
However, only two out of every ten states have taken concrete steps in this direction. University
authorities are concerned about the shift in mode, with eight in ten believing it will be extremely
difficult to retain students who take online courses. This may result in students who do not re-
enroll in colleges and institutions upon their reopening. Additionally, students' access to
appropriate technologies and platforms (76 percent) and institutions' true capability to provide
high-quality online education, both technologically and pedagogically, are a source of concern
(75 percent ). Numerous rectors and presidents realize that the mode shift was precipitated by an
unexpected emergency and that they should begin planning for online teaching next semester
with more pedagogical support and resources, anticipating that the crisis will last beyond the
academic year.
Institutional responses have been focused on a variety of issues from the start, including strictly
health-related concerns, calendar adjustments, contributions to pandemic mitigation through
research and development, ensuring the continuity of distance education training activities,
support for bibliographic and technological resources, and also socio-emotional support for the
university community.

The health front

The majority of HEIs have taken proactive measures to safeguard the health of their campuses
and buildings since their inception. Due to public awareness efforts and mobility restrictions,
events and meetings were regularly rescheduled. However, events caused the cancellation of all
face-to-face meetings one week after the first cases of illness were discovered. The only
exclusions are administrative and non-academic workers whose duties are crucial to
postsecondary institution management and therefore cannot always be conducted remotely. Each
country has historically had access to medical colleges and institutions, particularly those
associated with university clinics and hospitals. A survey of students and employees was
conducted to notify the University Health Service to COVID-19 symptoms and to provide the
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necessary care. The hackathon, which brings together software developers, was hosted by the
Argentina's National University of Córdoba to produce solutions for overcoming the pandemic's
myriad difficulties. Bolivian, as well as other competitors, pursued comparable steps.

Calendar settings
Not only are face-to-face sessions uncertain, but so are exams, evaluation techniques, and, of
course, enrollments, which are a natural part of each academic year's cycle. At the present,
predictions are impossible. Significant academic milestones have been postponed by HEIs with
expertise in this field in order to comply with various governments' limits on confinement and
quarantine, resulting in a delay in the start of the academic year in the southernmost nations.
Normalcy, on the other hand, looks to be gradually reintroduced. Italian schools, for example, as
well as a sizable number of Spanish universities, anticipate opening in September 2020, in time
for the start of the academic year 2020-2021. Security administration is an important component
of business continuity planning. Students who were previously accustomed to physically visiting
customer service windows may suddenly be at a loss as a result of unavoidable administrative
adjustments. To ensure that students receive adequate attention, the University of Cartagena
(Colombia) established three virtual windows for administrative, academic, and student welfare
problems. The requirement to preserve administrative normalcy to the maximum degree possible
in order to forestall greater calamities or avoid suspending critical university duties has also
resulted in some remarkable achievements. A virtual graduation ceremony was held at
Argentina's National University of Córdoba's Faculty of precise, physical, and natural sciences.

Contribution of R&D
Not only are face-to-face sessions unpredictable, but so are exams, grading systems, and, of
course, enrollments, which are an inevitable part of each academic year's cycle. Forecasting is
currently impossible. Significant academic milestones have been delayed to comply with various
governments' confinement and quarantine requirements, resulting in a delay in the start of the
academic year in the southernmost nations. On the other hand, it appears as though normalcy is
gradually reinstated. For example, Italian institutions, as well as a sizable number of Spanish
universities, anticipate opening in September 2020-2021, just in time for the start of the
academic year. Administrative security is important to the effectiveness of a disaster recovery
strategy. Students accustomed to physically accessing customer service windows may have been
alienated as a result of inevitable administrative changes. To ensure proper attention for students,
the University of Cartagena (Colombia) established three virtual offices for administrative
matters, academic procedures, and student welfare. The requirement to maintain administrative
normalcy to the greatest extent possible in order to avoid additional ills or the suspension of
critical university services has also resulted in some noteworthy accomplishments. A virtual
graduation ceremony was held at Córdoba's National University's Faculty of precise, physical,
and natural sciences.

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SUMMARY OF MAIN BODY
Higher education institutions (HEIs) have a substantial degree of autonomy, which provides the
sector with a unique policy development issue. Governments have historically prioritized three
areas: administrative safeguards, budgetary resources and training continuity. Chile is the only
country to have produced a detailed national action plan for HEIs. The SAT, TOEFL, GRE, and
GMAT have been abandoned in China. Numerous countries, primarily in Asia, have delayed
their admittance tests for higher education.
The US established a $14.5 billion Higher Education Emergency Assistance Fund. Chile donated
30,000 million pesos from the university system to assist the establishment of a federal distance
education network. Argentina has adopted legislation requiring all HEI employees to take paid
vacation. Only two out of every ten states have taken concrete efforts in this approach.
University authorities are concerned about the shift in style, with eight in ten stating it will be
incredibly difficult to retain students.
Due to public awareness activities and transportation restrictions, events and meetings were often
rescheduled. A survey of students and employees was done to notify the University Health
Service about COVID-19 symptoms and to deliver the needed care. Significant academic
milestones have been postponed by HEIs in order to comply with various governments' limits on
confinement and quarantine. Academic milestones have been delayed to comply with various
governments' confinement and quarantine restrictions. To offer appropriate attention for
students, the University of Cartagena created three virtual offices. A virtual graduation ceremony
was held at Córdoba's National University's Faculty of precise, physical, and natural sciences.

CONCLUSION
The goal of this study is to shed light on the difficulties and factors affecting the acceptability
and use of e-learning in higher education. With the proper attitude toward technological
advancement and change, it is possible to create a successful strategic plan for e-learning
implementation. However, it concludes that in underdeveloped countries, suitable methodology
and platforms for higher education at separate class levels are lacking. While the COVID-19
recovery phase is recovering its feet, it is vital to explore the role of educational systems in

13
creating resilience, particularly vocational education. We now see the worth of previously taken-
for-granted professions as a result of the global health crisis and ensuing lockdown. This has
helped restore respect for those who fought valiantly to keep economies afloat during this time
period.
The future appears bleak. The outbreak underscored both our vulnerability to calamities and the
fragility and reliance upon which our economy are constructed. This magnitude of disruption is
possible as a result of natural, political, economic, or environmental disasters. Only governments
that are capable of predicting, planning for, and responding effectively and efficiently will be
able to do so. Education systems must be prioritized during this planning phase due to their
critical role in training tomorrow's workforce. Recognizing the required talents, knowledge, and
training for rethinking the economy's evolution in the face of adversity is necessary. This will
require collaborating with other government and corporate sectors to increase the attractiveness
and employment prospects of specific jobs, particularly those deemed critical to the public
welfare.
While we may not revert to the status quo once circumstances return to "normal," major change
is most frequently experienced during times of extreme crisis. While this is a significant
educational issue, its resolution remains unknown. Our collective and systemic responses to
these shocks will decide the extent to which we have an effect. The pandemic serves as a
reminder of the importance of recommitting to the Sustainable Development Goals. Global
interests and education's promise for our future society necessitate that all children and
adolescents succeed in school and acquire the necessary knowledge, skills, attitudes, and values.
The current crisis has put it to the test. Our legacy will be one of enhancing the resilience of
society.

RECOMMENDATIONS OR SUGGESTIONS
The global lockdown of education institutions caused a major (and likely unequal) interruption in
students’ learning; disruptions in internal assessments; and the cancellation of public assessments
for qualifications or their replacement by an inferior alternative. 
What can be done to mitigate these negative impacts? And the COVID-19 protocols that
accompany it. Schools need resources to rebuild the loss in learning, as they are in the process of
opening schools in a phase matter. How these resources are used, and how to target the children
who were especially hard hit, is an open question. Given the evidence of the importance of
assessments for learning, schools should also consider postponing rather than skipping internal

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assessments. For new graduates, policies should support their entry to the labour market to avoid
longer.

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Aristovnik A, K. D. (2020, October). Impacts of the COVID-19 Pandemic on Life of Higher Education
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Azhari, F. M. (n.d.). Review of E-learning practice at the tertiary education level in Malaysia. Indian
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