Covid-19: Impact Assessment

COVID-19 impact assessment to Roma students in Secondary and Tertiary Education

This study is an overview of the impact and externalities of Covid-19 to Roma students, the beneficiary of Roma Versitas Albania programs.

INTRODUCTION

Most of the students are inhabitants or resident to Tirana, followed by Durres, Fier and Delvina.

The study aims to explore the social and economic situation of the students in relation to the situation of Covid-19. Also, the access to online learning and issues encountered during the academic year.

Lastly, it explores the needs the students have addressed towards the RVA’s programs.DEMOGRAPHICS

THE EMPLOYMENT SECTOR AND ECONOMIC SITUATION

Whereas, Walk In My Shoes, a study with 80 Roma families revealed that the economic situation, lack of tech infrastructure, and attendance of Roma children in online classes are the main reasons for impeding them to attend school, and thus fail the semester (Ram Hadroj, 2020).

How would you assess your economic situation at this moment? (1 – very weak, 5 – very good).

Most of the Roma Versitas Albania’s recipient of scholarships and various programs come from low-income families. Of 74 respondents, only 26% declared both parents work. The majority of them, 60%, say only one of the parents’ work. On a scale of 1 (very poor) to 5 (very good), eight people claim their economic conditions are very poor, whereas most fall under poor with 45%. Only five have evaluated their economy as good. Lastly, thirty-three people think that their situation is neutral, neither poor nor good.

ACCESS TO ONLINE LEARNING

On the other hand, professors are not responsive enough to online platforms. Some students state that some teachers do not take teaching seriously or cannot explain aspects or concepts in distance learning. Sometimes, teachers and lecturers do not enter on time in the zoom, and students have to wait. Besides, group work is another issue that is not done correctly. Also, students are not satisfied with the performance of their teachers.

Moreover, some students complain that their education requires more practice than theory. Additionally, they state that they receive too much information and cannot focus entirely on the learning process, particularly from smartphones. That mentioned, there are many of the students that share the same tech with their siblings. Sometimes, they even miss the virtual classes.

Nevertheless, 23-28 out of 74 students says that online or combined teaching is not the best alternative, but a remedy to not skip the school.

To sum up, combined learning, according to a few students, has advantages and disadvantages. One of which has shortened or cut the expenses for rent, transport, and stationary. However, on the other hand, time dedicated to the students is not satisfactory. Lastly, it penalizes students that need to use labs.

Recommendations from students

• Mentoring and tutoring classes.
• Advocacy to the local authorities to build the damaged school in SHKOZET District due to the earthquake.
• Training and workshops to guide students toward career and the labour market.
• Tech equipment (Lap-Top, Tablet)
• Financial support (stationery, books, transport, rent, printing, food packages)

References

Institute of Romani Culture in Albania. (2020). Roma Access to Basic Social Services in Albania. Gjetur në https://portavendore.al/wp-content/uploads/2021/01/Survey-at-a-Glance-2020-Roma-Access-to-Basic-Social-Service-in-Albania-English-Version_compressed.pdf: https://portavendore.al/wp-content/uploads/2021/01/Survey-at-a-Glance-2020-Roma-Access-to-Basic-Social-Service-in-Albania-English-Version_compressed.pdf