Global school closures, deployed to curb the spread of COVID-19, have affected educational systems worldwide, threatening the disruption of the strides made in attainment of quality and equitable education, especially on the African continent. While governments established several interventions to mitigate the short-term consequences of COVID-19, little is known about the long-term impact of COVID-19 on education, particularly from the perspectives of national education stakeholders.
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ADEA, Friday, September 1, 2023 - 11:32
ADEA, Friday, September 1, 2023 - 11:44This report presents case studies from seven African countries (i.e., Burkina Faso, Kenya, Malawi, Mali, Mozambique, Niger, and Nigeria) that implemented programs and innovations in response to the effects of the COVID-19 pandemic on the education systems. The report provides insights into building resilience within Africa’s education systems for the future.
Read moreADEA, Tuesday, January 24, 2023 - 15:37The COVID-19 pandemic presented unprecedented challenges to education in African countries. In response, researchers have mobilized to produce actionable evidence that supports system recovery and resilience. What can this experience teach us about the ability of education systems to absorb the shock of a crisis?
Read moreADEA, Thursday, May 19, 2022 - 09:20The Africa Policymaker Forum (APF) is a joint community of practice launched by the Education Commission (EC) and ADEA to discuss delivery challenges and strategies for addressing them and improve education service delivery across Africa.
Read moreADEA, Tuesday, January 24, 2023 - 15:30In education management, assessment helps to determine the effectiveness of teaching and the various needs of an education system. However, the COVID-19 restrictions, and school closures that followed, complicated the use of traditional in-person or in-class learning assessment approaches.
Read moreADEA, Wednesday, March 16, 2022 - 18:08Interventions that are likely to be impactful are those that are anchored on sound policies and strategies, are well-planned and resourced, are efficiently executed, and are effectively monitored and evaluated. This presupposes a ‘normal environment’ yet these conditions are hardly met fully during ‘normal times’ when it comes to Africa. And so, we find instances of glaring gaps between policy pronouncements and practice responses, with resources neither adequate nor targeted appropriately to fully implement programmes.
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ADEA, Friday, January 28, 2022 - 09:22This report synthesizes available evidence on the policies and practices of 40 sub-Saharan African (SSA) partner countries of the Global Partnership for Education (GPE) with respect to teacher training and support during the COVID-19 pandemic. The synthesis was conducted using rapid scoping reviews, evidence mapping, and the team’s expert knowledge of health and education issues in Africa.
Read moreKIX Observatory Report on Schools Reopening in Africa during the COVID-19 Pandemic: Twists and TurnsADEA, Monday, September 27, 2021 - 11:37The COVID-19 pandemic caused school closures in most countries in Africa and globally, resulting in major disruptions to education. Many countries have made great strides in safely reopening schools to improve access to equitable and quality education.
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ADEA, Friday, October 20, 2023 - 18:52The KIX Observatory on COVID-19 Responses in Africa’s Educational Systems collected perspectives of education stakeholders on the potential long-term impacts of COVID-19 on educational systems in seven sub-Saharan Africa countries of Burkina Faso, Kenya, Malawi, Mali, Mozambique, Niger, and Nigeria.
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