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Abstract

Around the world COVID-19 has forced governments to take measures that have so far affected education systems, in various ways. Face-to-face interactions have been disrupted in around 70% of educational institutions as per reported by UNESCO (2020). Due to the pandemic, authorities in Paraguay adopted early measures to prevent the spread of the virus which in turn have affected educational institutions greatly. This article reports an analysis of educational administrators’ institutional perspectives in light of the challenges presented by quarantine measures and considering elements such as infrastructure and access to technology, teacher training, student and parent limitations. A mixed quan-qual approach was followed using closed and open-ended questionnaires. The sample included 110 educational administrators from public and private institutions at all levels throughout the country. Results of this study report that when the quarantine started, educational institutions had difficulty migrating to distance learning. Such difficulties were: limited access to the Internet, poor training in the use of and access to educational ICT. Opportunities to invest in infrastructure, train teachers and rethink education were also noted. These results demonstrate the need for greater and better access to educational technologies by the main educational actors in the country to guarantee equal academic opportunities.

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