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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,sContinentalEducationStrategyforAfrica2016-2025strategicobjec
