Overall the findings of this nested study are showing that these slum communities had not benefited much from the distance learning programme at primary school level.  Only 20% of the learners had accessed printed learning materials sent from MoES and the high poverty levels in these communities make it impossible for households to afford a television or radio, which disadvantages learners’ access to lesson broadcasts. Less than 10% of the learners accessed the broadcasts and the online option of learning is hardly feasible for learners of whom 10% have access to a mobile phone or computer.

Parental participation and supervision were also severely constrained at less than 5% due to a number of factors – including illiteracy and the need to eke a living. The biting economic conditions, worsened by the lockdown, made the search for a livelihood the primary focus for residents in these communities who predominantly earn from the informal sector. Learning amidst such livelihood challenges was hardly possible and only 20% of the learners at primary school level got involved in the distance learning programme. The lack of meaningful local participation in the rollout of this programme, coupled with slum environmental challenges including sexual and gender-based violence, crime, drug and alcohol abuse significantly contributed to the low involvement of the learners and their caregivers.