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ushirikawaMaendeleoyaElimuBaraniAfrika
AssociationfrtheDevelopmentofEducationinAfrica
AssociationpourledéveloppementdeéducationenAfrique
Associa0paraoDesenvoimentodaEducacäoemfrica
KIXObservatoryon
COVID-19Responsesin
Africa'sEducationalSystems
Policy
Brief
ACallforConcertedSupport:September
AfricanCountriesNeedtoMitigatethe2023
Long-TermImpactsofCOVID-19onEducation
GPEKIX
KNOWLEDGEINNOVATIONEXCHANGE
/IDRC·CRDI
canada
1/6
ACallforConcertedSupport:AfricanCountriesNeedtoMitigatetheLong-TermImpactsofCOVID-19onEducation
Keypolicymessages
•Supportschoolre-entryforallout-of-schoolchildren.
•Supportschoolcapacitytostrengthenguidanceandcounselling.
•Supporttrainingofteacherstouseinformationandcommunicationtechnology(ICT).
•Supportschoolstoacquireinfrastructureforlearningcontinuity,suchasICTandwater,sanitation,andhygiene(WASH).
•Investineducationdatasystemsandemergencypreparedness.
Theissue
InAfrica
,closeto300million
learnerswereaffectedbyCOVID-19–relatedschoolclosures,leadingtomassivelearningsetbacks.Thoughallcountriesinsub-SaharanAfricareopenedschools,gapsremainwithregardtounderstandingthepandemic’slong-termimpactsandhoweducationalsystemsinAfricacanmitigatethem.Unfortunately,manylow-incomecountries,includingamajorityofcountriesinAfrica,cannotaffordthehugeinvestmentsassociatedwit
hbuildingresilience
andreversingsomeoftheimpactsofCOVID-19,suchaslearninglossandanincreaseinout-of-schoolchildrenandyouth.
ItisagainstthisbackgroundthattheKIXObservatoryonCOVID-19ResponsesinAfrica’sEducationalSystems1collectedperspectivesofeducationstakeholdersonthepotentiallong-termimpactsofCOVID-19oneducationalsystemsinsevensub-SaharanAfricacountriesofBurkinaFaso,Kenya,Malawi,Mali,Mozambique,Niger,andNigeria.Thefindingsoftheprojectweredocumentedinthereport‘TheLong-TermImpactofCOVID-19onEducationalSystemsinAfrica:PerspectiveofEducationStakeholdersfromsub-SaharanAfrica’.
Thispolicybriefsummarizeskeyfindingsoftheproject.Itisintendedforinternationalandnationaldevelopmentactorswhosupporteducationresearch,programming,andfinancingacrossAfrica,aswellasforthosewhofocusongeneratingevidencetoaddresseducationalchallenges.
1
/en/kix-observatory.
AninitiativebytheGlobalPartnershipforEducation(GPE)underthe
InternationalDevelopmentResearchCentre(IDRC).ItismanagedbytheAssociationfortheDevelopmentofEducationinAfrica(ADEA)inconsortiumwiththeAfricanUnion’sInternationalCentreforGirls’andWomen’sEducationinAfrica(AU/CIEFFA)withtechnicalsupportfromtheAfricanPopulationandHealthResearchCenter(APHRC)andUNESCO
InstituteforStatistics(UIS).
2/6
Itprovidessuggestionsfordonorandresearchinvestmentsintoareasinwhichtheselectedcountriesrequirethemostsupporttorecoverfromthepandemicandbuildresilienteducationalsystems.
Accordingtostakeholdersacrossthesevencountries,thesupporttheyneedincludeseffortstomitigatetheimpactofCOVID-19inthreekeyareas:
1.Supportforlearners:focusesonschoolre-entryprogramsandstrengtheningguidanceandcounsellinginschools,withanemphasisonvulnerablegroups.
2.Supportforteachers:aimstostrengthentheircapacitiestoimplementdistance-learningsolutions,includingmaterialdevelopment,remotedeliveryofinstructions,anddigitalliteracy.
3.Supportforschoolsystems:focusesoninfrastructuraldevelopment,thecreationofstrongeducationdatasystemstoinformdecisions,andsupportforemergencypreparation.
Acallforsupport
Supportforlearners
Schoolre-entry:
Childrenandyouthfrommarginalizedcommunitiesshouldnotbeexcludedfromeducation.Yet,learnersfromlow-incomehouseholds,thoselivingwithdisabilities,theonesinIDPcampsandinrefugeecommunities,andthosewhoareexposedtochildlabouraremoreatriskofadverseimpactsontheireducationresultingfromtheCOVID-19pandemic.Unfortunately,afterschoolsreopenedfollowingCOVID-19–relatedschoolclosures,manyschoolchildrenandyouth,especiallyadolescentgirls,didnotreturntoschool.Comparedtothepre-pandemicera,girlshad
twicetherisk
ofbecomingpregnantbeforecompletingtheirsecondaryschool.Ifleftunaddressed,thisphenomenonislikelytoculminateinanincreaseinout-of-schoolchildrenandyouth(OOSCY)fromthe
105million
whoexistedpre-pandemic.
Educationstakeholdersproposedseveralinterventionstosupportlearners’re-entryintoschools,ashighlightedinaninterviewwiththeeducationstakeholderfromKenya,whostated,
“Wealsoneedmoreincentivesinthehostileareas.Ofcourse,ourteachersgetahardshipallowance,butthechildrenalsoneedmoreincentives.Ifwewouldmakethoseschoolsfromhostileareasboardingschools,thenwewouldretainsomanyofourchildren.”
3/6
Therefore,internationalandnationaldevelopmentpartnersshouldworkwithgovernmentstosupporttheschoolre-entryofallout-of-schoolchildrenandyouth(OOSCY).Thiscanbedonethroughprogramsandstrategiessuchasschoolfeedingandtuitionwaivers,includinginformaltrainingprogramstosupportskillsdevelopmentforOOSCY.
Schoolre-entryandretentionstrategieswillmakeAfricaneducationalsystemsmoreinclusiveandhelpmeettheAfricanUnion’sContinentalEducationStrategyforAfrica2016-2025strategicobjectiveonpromotinggenderparityandequity,aswellastheglobalSustainableDevelopmentGoal4,whichemphasizestheprincipleof“leavenoonebehind.”
Schoolcapacityforguidanceandcounselling:
Goal3oftheAfricanUnion’sAgenda2063promoteshealthyandwell-nourishedcitizens.Yet,pervasivepsychosocialissues,arisingfromtensionsinthehome,financialconstraints,sexualandgender-basedviolence,loneliness,substanceabuse,andthesignificantlossoflifeduringthepandemicheightenedanxietyamonglearners.ThiswasexplicitlyevidencedfromeducationstakeholderperspectivesinKenyaandNigeria.
Inresponse,stakeholdersproposedseveralinterventionstowardsstrengtheningcapacityinschoolstosupportlearnerandteachermentalhealth.InKenya,forexample,stakeholdersilluminatedtheneedtostartstrengtheningguidanceandcounsellingprogramsatvariouslevels,includinginschools,athome,andinworkplaces.
Therefore,developmentpartnersshouldsupportschoolcapacitytostrengthenguidanceandcounselling.Suchsupportmaybeintheformofschool-basedcapacitystrengtheningamongteacherstoensurethatanadequatenumberofteachershavetherelevantskills,aswellaspromotingpeer-to-peercounsellingamonglearners.Thisshouldgohandinhandwithmappingthelocationsofqualifiedcounsellorstolinkthemtothedemandforcounsellingservicesinschools.
Suchactionislikelytopositivelyaffectvulnerablechildren,suchasthoseinIDPcamps,thoselivingwithdisabilities,andthosefromlowsocioeconomichouseholds.Itwillclosegapsregardingaccesstoqualityschooling,implyingbetterfutureeducationaloutcomesforvulnerablechildrenandyouth.
Photo:Masked-uppupilsadaptingtotheCOVID-19guidelinesthatrequiredsocialdistancing.
Supportforteachers
4/6
Informationandcommunicationstechnology(ICT)skillsareinevitableforinstructionaldelivery,especiallyforvirtualclassrooms.Unfortunately,notallteachersinAfricaareICTliterate.Furthermore,thedesignofonlineteachingandlearningmaterialsdiffersfromthatoftraditionalon-sitematerials.EducationstakeholdersfromKenyailluminatedthecriticalroleofICTinlearningcontinuitythroughsupportingteachingandlearningaswellasadministrativetasks.TheyalsoarguedinfavourofmakingitacompulsorysubjectinteachertrainingcollegesandprovidingschoolswithICTequipment.
Globaltrendsemphasizeknowledge-drivensocialandeconomicsystems.
Therefore,supportisneededfromdevelopmentpartnersintrainingteacherstouseICTtosupportteachingandlearning,withanemphasisonvulnerablelearners.OnewaytoachievethisistomakeICTacorecourseinteacherpre-servicetrainingprograms.ThepushforICTliteracyiswell-alignedtotheAfricanUnion’sAgenda2063(Goal2),whichaspirestoproducewell-educatedcitizensandaskillsrevolutionunderpinnedbyscience,technology,andinnovation.
Supportforschoolsystems
Aneducationaltechnology(EdTech)environment:
Closelyrelatedtoteachers’capacityinICTistheneedforschoolchildrentoaccessequallearningopportunitiesregardlessoftheircircumstances,suchasgeographicallocation.SuchopportunitiesincludeaccesstoICTinfrastructureandclassroomsthatenhancelearningcontinuityduringemergenciesaswellasmitigatinglearninglossandalleviatingthegrowin
gdigitaldivide
forInternetaccess.Thisnotwithstanding,stakeholderperspectivesshowedthatthemajorityofchildrendidnothaveaccesstoICTservicesduringCOVID-19schoolclosuresduetocostsand/oraccesstoICTinfrastructureordigitaldevicesassociatedwithconnectivity.ICTinfrastructuregoeshandinhandwithpowersupply.
WASHfacilities:
Also,water,sanitation,andhygiene(WASH)facilitiesimprovehygiene,whichis
acritical
factor
forchildren’swell-being.AvailableclassroomsandWASHfacilitieswereinadequateduetolimitedresources.Fromthestakeholders’perspectives,low-costprivateschoolsfoundWASHfacilitiesexpensive,largelybecauseoftheschools’meagreincomesandunreliablerevenuesources.StakeholdersalsoexplainedthatcountriesneedsupportininstitutionalizingWASHinschoolsinawaythatissustainable.
5/6
Therefore,privateinvestorsinICTandpowersupplyinfrastructureandEdTechinnovators,workingcloselywithrelevantgovernmentministries,shouldexpandeducationtechnologyandaccesstoICTservicesandmakeInternetservicesmoreaffordable.Expansionofdigitaltechnologyshouldgohandinhandwithcapacitystrengtheningamongteachersandstudentstoensuremaximumutilization.Also,theimportanceofprovidingappropriateWASHfacilitiescannotbeoveremphasized.Thiscallforsupportfrominternationalandnationalorganizationsaimstomakeschoolsmoresuccessfulinlearningcontinuityduringcrises.
Ifthisisdone,schoolchildrenarelikelytoexperiencelesslearninglossintimesofcrises.
Datasystems:
Qualitydata,particularlyintermsofrelevanceandtimeliness,isnotalwaysavailable.However,dataanddatasystemsarecriticalingredientsforeffectiveplanning,includingforfutureemergencyresponses.Stakeholdersarticulatedthisbyhighlightingthechallengesexperiencedindatamanagement,includinglackofcapacity,lowqualityofdata,andlackofdata.
Therefore,researchinstitutionssuchasAPHRCanduniversitiesinAfrica,aswellasregionalpolicybodiessuchasADEA,shouldjoinforceswithdecisionmakers(policyactors)toco-designeducationsystemsthatprovidequalitydataandco-generateevidencetomitigatethelong-termimpactsofCOVID-19.Suchcollaborationshouldalsoincluderesearch-and/ordata-generationfunderslikeIDRCandGPEandevidenceconsumerssuchasministriesofeducation.
Thiswillharnessthepowerofevidence-informeddecisionmakingineducationpractice.
Emergencypreparedness:
Educationalsystemsthatarewellequippedwitheffectivestrategiesandreadytorespondtocrisesenhancelearningcontinuity.However,educationalsystemsinAfricademonstrateunpreparednessforemergencies.InmanyAfricancountries,protocolsaswellasemergencybudgetaryallocationsarelargelyabsent.StakeholderswithineducationinAfricathereforerecommendedtheneedforsupporttowardsplanningandbudgetingtoaddressemergencypreparednessgaps.Stakeholdersfeltthereisaneedforpreparednessonhowtohandleeducationwithinemergencieslikeapandemic.
Toaddressthis,developmentpartners,suchasWorldBankandGPE,shouldfacilitateemergencypreparednessthroughsupportinglocalcapacitytodeveloppoliciesandprogranmesatbothmacro(government/ministry),meso,aswellasmicro(school)levelsformanagingcrises/emergenciessuchasCOVID-19.
6/6
Thiskindofsupportenhanceseducationalsystemresilience,includingcushioningthesystemincaseofemergencies.
Resourcemobilization:
Cushioningvulnerablepopulationsagainstlong-termimpactsofCOVID-19improvest
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