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1、J*4a*MnMKYaFbaw Bvi 小 修AmocUttM toheMcome* of Sue倒5 m Mnci AMocUtnn por *g*ta(ew MuxUdto Mfa 0 OMMwcMnvmoda EduLacAoem AfricAKIXObservatoryonCOVID-19ResponsesinAfricasEducationalSystemsPolicyBriefSeptember2023ACallforConcertedSupport:AfricanCountriesNeedtoMitigatethe1.ong-TermImpactsofCOVID-19onEduc
2、ationAPHnAfricanPopulationandBHealthResearchCenterGP：KIXKNOWLEDGEINNOVATIONEXCHANGEIDRC-CRDiCanachiACallforConcertedSupport:AfricanCountriesNeedtoMitigatetheLong-TermImpactsofCOVID-19onEducationKeypolicymessages Supportschoolre-entryforallout-of-schoolchildren. Supportschoolcapacitytostrengthenguida
3、nceandcounselling. Supporttrainingofteacherstouseinformationandcommunicationtechnology(CT). Supportschoolstoacquireinfrastructureforlearningcontinuity,suchasICTandwater,sanitation,andhygiene(WASH). Investineducationdatasystemsandemergencypreparedness.TheissueInAfrica,ClOSeto300millionlearnerswereaff
4、ectedbyCOVID-19-relatedschoolclosures,leadingtomassivelearningsetbacks.Thoughallcountriesinsub-SaharanAfricareopenedschools,gapsremainwithregardtounderstandingthepandemic,slong-termimpactsandhoweducationalsystemsinAfricacanmitigatethem.Unfortunately,manylow-incomecountries,includingamajorityofcountr
5、iesinAfrica,cannotaffordthehugeinvestmentsassociatedwithbuildinaresilienceandreversingsomeoftheimpactsofCOVID-19,suchaslearninglossandanincreaseinout-of-schoolchildrenandyouth.ItisagainstthisbackgroundthattheKIXObservatoryonCOVID-19ResponsesinAfrica,sEducationalSystems1collectedperspectivesofeducati
6、onstakeholdersonthepotentiallong-termimpactsofCOVID-19oneducationalsystemsinsevensub-SaharanAfricacountriesofBurkinaFaso,Kenya,Malawi,Mali,Mozambique,Niger,andNigeria.ThefindingsoftheprojectweredocumentedinthereportTheLong-TermImpactofCOVID-19onEducationalSystemsinAfrica:PerspectiveofEducationStakeh
7、oldersfromsub-SaharanAfrica,.Thispolicybriefsummarizeskeyfindingsoftheproject.Itisintendedforinternationalandnationaldevelopmentactorswhosupporteducationresearch,programming,andfinancingacrossAfrica,aswellasforthosewhofocusongeneratingevidencetoaddresseducationalchallenges.https:/www.adeanet.ora/en/
8、kix-observatorv.AninitiativebytheGlobalPartnershipforEducation(GPE)undertheInternationalDevelopmentResearchCentre(IDRC).ItismanagedbytheAssociationfortheDevelopmentofEducationinAfrica(ADEA)inconsortiumwiththeAfricanUnion,sInternationalCentreforGirlsandWomensEducationinAfrica(AU/CIEFFA)withtechnicals
9、upportfromtheAfricanPopulationandHealthResearchCenter(APHRC)andUNESCOInstituteforStatistics(UIS).Itprovidessuggestionsfordonorandresearchinvestmentsintoareasinwhichtheselectedcountriesrequirethemostsupporttorecoverfromthepandemicandbuildresilienteducationalsystems.Accordingtostakeholdersacrossthesev
10、encountries,thesupporttheyneedincludeseffortstomitigatetheimpactofCOVID-19inthreekeyareas:1. Supportforlearners:focusesonschoolre-entryprogramsandstrengtheningguidanceandcounsellinginschools,withanemphasisonvulnerablegroups.2. Supportforteachers:aimstostrengthentheircapacitiestoimplementdistancelear
11、ningsolutions,includingmaterialdevelopment,remotedeliveryofinstructions,anddigitalliteracy.3. Supportforschoolsystems:focusesoninfrastructuraldevelopment,thecreationofstrongeducationdatasystemstoinformdecisions,andsupportforemergencypreparation.AcallforsupportSupportforlearnersSchoolre-entry:Childre
12、nandyouthfrommarginalizedcommunitiesshouldnotbeexcludedfromeducation.Yet,learnersfromlow-incomehouseholds,thoselivingwithdisabilities,theonesinIDPcampsandinrefugeecommunities,andthosewhoareexposedtochildlabouraremoreatriskofadverseimpactsontheireducationresultingfromtheCOVID-19pandemic.Unfortunately
13、,afterschoolsreopenedfollowingCOVID-19-relatedschoolclosures,manyschoolchildrenandyouth,especiallyadolescentgirls,didnotreturntoschool.Comparedtothepre-pandemicera,girlshadtwicetheriskofbecomingpregnantbeforecompletingtheirsecondaryschool.Ifleftunaddressed,thisphenomenonislikelytoculminateinanincrea
14、seinout-of-schoolchildrenandyouth(OOSCY)fromthe105millionwhoexistedprepandemic.Educationstakeholdersproposedseveralinterventionstosupportlearners*re-entryintoschools,ashighlightedinaninterviewwiththeeducationstakeholderfromKenya,whostated,4. Wealsoneedmoreincentivesinthehostileareas.Ofcourse,ourteac
15、hersgetahardshipallowance,butthechildrenalsoneedmoreincentives.Ifwewouldmakethoseschoolsfromhostileareasboardingschools,thenwewouldretainsomanyofourchildrenyTherefore,internationalandnationaldevelopmentpartnersshouldworkwithgovernmentstosupporttheschoolre-entryofallout-of-schoolchildrenandyouth(OOSC
16、Y).Thiscanbedonethroughprogramsandstrategiessuchasschoolfeedingandtuitionwaivers,includinginformaltrainingprogramstosupportskillsdevelopmentforOOSCY.Schoolre-entryandretentionstrategieswillmakeAfricaneducationalsystemsmoreinclusiveandhelpmeettheAfricanUnion,sContinentalEducationStrategyforAfrica2016
17、-2025strategicobjectiveonpromotinggenderparityandequity,aswellastheglobalSustainableDevelopmentGoal4,whichemphasizestheprincipleofleavenoonebehind/1Schoolcapacityforguidanceandcounselling:Goal3oftheAfricanUnion,sAgenda2063promoteshealthyandwell-nourishedcitizens.Yet,pervasivepsychosocialissues,arisi
18、ngfromtensionsinthehome,financialconstraints,sexualandgender-basedviolence,loneliness,substanceabuse,andthesignificantlossoflifeduringthepandemicheightenedanxietyamonglearners.ThiswasexplicitlyevidencedfromeducationstakeholderperspectivesinKenyaandNigeria.Inresponse,stakeholdersproposedseveralinterv
19、entionstowardsstrengtheningcapacityinschoolstosupportlearnerandteachermentalhealth.InKenya,forexample,stakeholdersilluminatedtheneedtostartstrengtheningguidanceandcounsellingprogramsatvariouslevels,includinginschools,athome,andinworkplaces.Therefore,developmentpartnersshouldsupportschoolcapacitytost
20、rengthenguidanceandcounselling.Suchsupportmaybeintheformofschool-basedcapacitystrengtheningamongteacherstoensurethatanadequatenumberofteachershavetherelevantskills,aswellaspromotingpeer-to-peercounsellingamonglearners.Thisshouldgohandinhandwithmappingthelocationsofqualifiedcounsellorstolinkthemtothe
21、demandforcounsellingservicesinschools.Suchactionislikelytopositivelyaffectvulnerablechildren,suchasthoseinIDPcamps,thoselivingwithdisabilities,andthosefromlowsocioeconomichouseholds.Itwillclosegapsregardingaccesstoqualityschooling,implyingbetterfutureeducationaloutcomesforvulnerablechildrenandyouth.
22、Photo:Masked-uppupilsadaptingtotheCOVID-19guidelinesthatrequiredsocialdistancing.SupportforteachersInformationandcommunicationstechnology(ICT)skillsareinevitableforinstructionaldelivery,especiallyforvirtualclassrooms.Unfortunately,notallteachersinAfricaareICTliterate.Furthermore,thedesignofonlinetea
23、chingandlearningmaterialsdiffersfromthatoftraditionalon-sitematerials.EducationstakeholdersfromKenyailluminatedthecriticalroleofICTinlearningcontinuitythroughsupportingteachingandlearningaswellasadministrativetasks.Theyalsoarguedinfavourofmakingitacompulsorysubjectinteachertrainingcollegesandprovidi
24、ngschoolswithICTequipment.Globaltrendsemphasizeknowledge-drivensocialandeconomicsystems.Therefore,supportisneededfromdevelopmentpartnersintrainingteacherstouseICTtosupportteachingandlearning,withanemphasisonvulnerablelearners.OnewaytoachievethisistomakeICTacorecourseinteacherpreservicetrainingprogra
25、ms.ThepushforICTliteracyiswell-alignedtotheAfricanUnion,sAgenda2063(Goal2),whichaspirestoproducewell-educatedcitizensandaskillsrevolutionunderpinnedbyscience,technology,andinnovation.SupportforschoolsystemsAneducationaltechnology(EdTech)environment:Closelyrelatedtoteachers,capacityinICTistheneedfors
26、choolchildrentoaccessequallearningopportunitiesregardlessoftheircircumstances,suchasgeographicallocation.SuchopportunitiesincludeaccesstoICTinfrastructureandclassroomsthatenhancelearningcontinuityduringemergenciesaswellasmitigatinglearninglossandalleviatingthegrowingdigitaldivideforInternetaccess.Th
27、isnotwithstanding,stakeholderperspectivesshowedthatthemajorityofchildrendidnothaveaccesstoICTservicesduringCOVID-19schoolclosuresduetocostsand/oraccesstoICTinfrastructureordigitaldevicesassociatedwithconnectivity.ICTinfrastructuregoeshandinhandwithpowersupply.WASHfacilities:Also,water,sanitation,and
28、hygiene(WASH)facilitiesimprovehygiene,whichisaCritiCalfactorforchildren,swell-being.AvailableclassroomsandWASHfacilitieswereinadequateduetolimitedresources.Fromthestakeholders*perspectives,low-costprivateschoolsfoundWASHfacilitiesexpensive,largelybecauseoftheschools1meagreincomesandunreliablerevenue
29、sources.StakeholdersalsoexplainedthatcountriesneedsupportininstitutionalizingWASHinschoolsinawaythatissustainable.Therefore,privateinvestorsinICTandpowersupplyinfrastructureandEdTechinnovators,workingcloselywithrelevantgovernmentministries,shouldexpandeducationtechnologyandaccesstoICTservicesandmake
30、Internetservicesmoreaffordable.Expansionofdigitaltechnologyshouldgohandinhandwithcapacitystrengtheningamongteachersandstudentstoensuremaximumutilization.Also,theimportanceofprovidingappropriateWASHfacilitiescannotbeoveremphasized.Thiscallforsupportfrominternationalandnationalorganizationsaimstomakes
31、choolsmoresuccessfulinlearningcontinuityduringcrises.Ifthisisdone,schoolchildrenarelikelytoexperiencelesslearninglossintimesofcrises.Datasystems:Qualitydata,particularlyintermsofrelevanceandtimeliness,isnotalwaysavailable.However,dataanddatasystemsarecriticalingredientsforeffectiveplanning,including
32、forfutureemergencyresponses.Stakeholdersarticulatedthisbyhighlightingthechallengesexperiencedindatamanagement,includinglackofcapacity,lowqualityofdata,andlackofdata.Therefore,researchinstitutionssuchasAPHRCanduniversitiesinAfrica,aswellasregionalpolicybodiessuchasADEA,shouldjoinforceswithdecisionmak
33、ers(policyactors)toco-designeducationsystemsthatprovidequalitydataandco-generateevidencetomitigatethelong-termimpactsofCOVID-19.Suchcollaborationshouldalsoincluderesearch-and/ordata-generationfunderslikeIDRCandGPEandevidenceconsumerssuchasministriesofeducation.Thiswillharnessthepowerofevidence-infor
34、meddecisionmakingineducationpractice.Emergencypreparedness:Educationalsystemsthatarewellequippedwitheffectivestrategiesandreadytorespondtocrisesenhancelearningcontinuity.However,educationalsystemsinAfricademonstrateunpreparednessforemergencies.InmanyAfricancountries,protocolsaswellasemergencybudgeta
35、ryallocationsarelargelyabsent.StakeholderswithineducationinAfricathereforerecommendedtheneedforsupporttowardsplanningandbudgetingtoaddressemergencypreparednessgaps.Stakeholdersfeltthereisaneedforpreparednessonhowtohandleeducationwithinemergencieslikeapandemic.Toaddressthis,developmentpartners,suchas
36、WorldBankandGPE,shouldfacilitateemergencypreparednessthroughsupportinglocalcapacitytodeveloppoliciesandprogranmesatbothmacro(government/ministry),meso,aswellasmicro(school)levelsformanagingcrises/emergenciessuchasCOVID-19.Thiskindofsupportenhanceseducationalsystemresilience,includingcushioningthesys
37、temincaseofemergencies.Resourcemobilization:Cushioningvulnerablepopulationsagainstlong-termimpactsofCOVID-19improvestheinclusivityoftheeducationalsystems.Ring-fencingbudgetsforeducationprogramsthattargetthemostvulnerableisonewaytoensureresourceavailabilityforthispurpose.Unfortunately,variousAfricanc
38、ountriesworkwithinadequatebudgetsrelativetodemandsforservices.Furthermore,theyexperiencedbudgetarycutsasresourceswerechannelledtopublichealth-relatedactivitiestomanageCOVID-19.Thisislikelytocontinueintothefutureandbereplicatedinfuturecrises.Assuch,developmentpartnerssuchasGPE,IDRC,WorldBank,UNICEF,a
39、ndEducationCannotWaitshouldsupportnationalgovernmentstomobilizeemergencyresponseresources.Sucheffortsshouldalsoincludetheprivatesectorandothereducationstakeholders.Ring-fencedandenhancedemergencyresponsebudgetsensureaquickandeffectiveresponsetoemergencies.Timelyresponseswillmitigatelong-termimpactso
40、fCOVID-19oneducationalsystems.ConclusionProvidingsupporttoeducationalsystemsinAfricaisamoralobligationofthedevelopmentpartnersandtheprivatesector,workingcloselywithAfricangovernments.Thissupportwillgoalongwaytomitigatelong-termimpactsofCOVID-19andwillprovideresourcestogenerateevidencefordata-drivendecisionmaking.Thispolicybriefprovidesinternationalorganizationswithpossibleareasoffutureinvestmentsineducationthatcouldenhancetheresilienceofeducationalsystems.
