Page 93 - EDUCON 2022 Book of Abstracts

government delimitation committee (specifically selected from
Zambezi region, Kavango West and Ohangwena Regions).
Results: The findings from the pilot study indicated the following:
Before COVID-19 the community education programmes took place
at a variety of venues: school classrooms, under trees, at the
Community Learning and Development Centres, in person family
literacy, and face-to-face adult education classes. During COVID-19,
Disruption of face-to-face classes, restricted contact for in-person,
number of people to meet were limited, schools closed, and
Community Learning Development Centres (CDLC) were closed after
COVID-19 Low attendance of participants in all meetings and
programmes, restrictions for contacts continued, programmes closed
and Community Learning and Development Centres (CLDC) were
underutilized.
Implications: The findings implies that Youth and Adult Learning
Progammes need to shift from face to face to digital or online
learning. Regrettably, there is a clear indication that the number of
those who have moved to online learning in such programme is still
not scientifically reported. Therefore, the practitioners of Youth and
Adult Learning programmes will be compelled to re-imagine the
delivery strategies and techniques of NLPN, AUPE, ASDSE, CDLC,
Public Health Education, and Agricultural extension work, trainer of
trainers, etc.
Conclusions: The reimagination of all the programme delivery
strategies and training techniques of community outreach activities
using digital learning is a must for the way forward. Notably, the
findings may inform the expansion of access and improve practice so
that those in deep rural are not left behind.

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