**1. Introduction**

The outbreak of the coronavirus that resulted into the Covid-19 pandemic is a socio-economic crisis that has taken the world by surprise. With too much uncertainty even after over a year in existence, world powers are still betting on a reliable and valid solution but in vain. The virus continues to reign on crippling economic and health systems all over the world. The indiscriminate ravage of the disease has not spared even the developed regions of the world where the health impact seems worse than the underdeveloped and developing world. According to ILO, WB [1] the lockdowns and social distancing measures accruing from the pandemic have disrupted provision of education and all related academic training although creating opportunities for innovation in distance learning. Among the most affected

sectors is education since there was closure of schools and other institutions of learning. These institution of learning tried to adopt to alternative teaching approaches that concur with the World Health Organisation (WHO) Structural Operating Procedures (SOPs) and this seems to have been the most difficult times not only in the underdeveloped but also developed world. The closure of schools and adoption of alternative learning approaches during the Covid-19 was the decision by many governments around the world. For instance the European Union adopted fulltime remote schooling after closure of schools in order to reduce on the spread of the disease [1, 2]. There were of course some schools that could have been prepared for such an abrupt change in operation just as [2] notes that some were prepared according to their study done in Europe. This may not be the case especially in the underdeveloped regions of the world where internet related technology is under developed [3]. Imagining the experience of education in the most remote regions of the world during the Covid-19 pandemic is scary. Since even before the pandemic these regions still experience numerous obstacles to access quality education. Stephanie et al. [2] in their study carried out in selected European countries conclude that schools and teachers were not well prepared to teach using the new approaches of teaching especially using digital approaches. Teachers were found struggling to prepare content using digital methods and appliance, in fact some were found lacking in digital competence. The same challenges were faced by students who were not prepared to learn from home especially that they were isolated from peers. These factors contributed heavily to the success and efficiency of the digital learning approaches adopted during the Covid-19 pandemic lockdown.

Stephanie et al. [2] on lessons learnt from school practices during Covid-19 in Europe concludes that digital competence was crucial for all stakeholder from teachers, students, parents and everyone involved in the education sector. Hence the following policy implications were found to be important if the education sector in Europe was to adopt online and distance learning approaches. Quality digital infrastructure and equipment, exploiting the blended learning approaches, collaboration and exchange, equipping students with digital, social and emotional competences, investment in teachers' competences, guidance of parents and promoting students' and teachers' wellbeing during blended learning should be prioritised.
