关于COVID-19对教育的长期影响的政策简报：呼吁各方支持一致-英_市场营销策划_重点报告2023.docx

J*4a*MnMKYaFbaw Bvi 小 修AmocUttM toheMcome* of Sue倒5 m Mnci AMocUtnn por *g*ta(ew< de ZdUMt5e "ra> MuxUdto Mfa 0 OMMwcMnvmoda EduLacAoem AfricAKIXObservatoryonCOVID-19ResponsesinAfrica'sEducationalSystemsPolicyBriefSeptember2023ACallforConcertedSupport:AfricanCountriesNeedtoMitigatethe1.ong-TermImpactsofCOVID-19onEducationAPHnAfricanPopulationandBHealthResearchCenterGP：KIXKNOWLEDGEINNOVATIONEXCHANGEIDRC-CRDiCanachiACallforConcertedSupport:AfricanCountriesNeedtoMitigatetheLong-TermImpactsofCOVID-19onEducationKeypolicymessages Supportschoolre-entryforallout-of-schoolchildren. Supportschoolcapacitytostrengthenguidanceandcounselling. Supporttrainingofteacherstouseinformationandcommunicationtechnology(CT). Supportschoolstoacquireinfrastructureforlearningcontinuity,suchasICTandwater,sanitation,andhygiene(WASH). Investineducationdatasystemsandemergencypreparedness.TheissueInAfrica,ClOSeto300millionlearnerswereaffectedbyCOVID-19-relatedschoolclosures,leadingtomassivelearningsetbacks.Thoughallcountriesinsub-SaharanAfricareopenedschools,gapsremainwithregardtounderstandingthepandemic,slong-termimpactsandhoweducationalsystemsinAfricacanmitigatethem.Unfortunately,manylow-incomecountries,includingamajorityofcountriesinAfrica,cannotaffordthehugeinvestmentsassociatedwithbuildinaresilienceandreversingsomeoftheimpactsofCOVID-19,suchaslearninglossandanincreaseinout-of-schoolchildrenandyouth.ItisagainstthisbackgroundthattheKIXObservatoryonCOVID-19ResponsesinAfrica,sEducationalSystems1collectedperspectivesofeducationstakeholdersonthepotentiallong-termimpactsofCOVID-19oneducationalsystemsinsevensub-SaharanAfricacountriesofBurkinaFaso,Kenya,Malawi,Mali,Mozambique,Niger,andNigeria.ThefindingsoftheprojectweredocumentedinthereportTheLong-TermImpactofCOVID-19onEducationalSystemsinAfrica:PerspectiveofEducationStakeholdersfromsub-SaharanAfrica,.Thispolicybriefsummarizeskeyfindingsoftheproject.Itisintendedforinternationalandnationaldevelopmentactorswhosupporteducationresearch,programming,andfinancingacrossAfrica,aswellasforthosewhofocusongeneratingevidencetoaddresseducationalchallenges.https:/www.adeanet.ora/en/kix-observatorv.AninitiativebytheGlobalPartnershipforEducation(GPE)undertheInternationalDevelopmentResearchCentre(IDRC).ItismanagedbytheAssociationfortheDevelopmentofEducationinAfrica(ADEA)inconsortiumwiththeAfricanUnion,sInternationalCentreforGirls'andWomen'sEducationinAfrica(AU/CIEFFA)withtechnicalsupportfromtheAfricanPopulationandHealthResearchCenter(APHRC)andUNESCOInstituteforStatistics(UIS).Itprovidessuggestionsfordonorandresearchinvestmentsintoareasinwhichtheselectedcountriesrequirethemostsupporttorecoverfromthepandemicandbuildresilienteducationalsystems.Accordingtostakeholdersacrossthesevencountries,thesupporttheyneedincludeseffortstomitigatetheimpactofCOVID-19inthreekeyareas:1. Supportforlearners:focusesonschoolre-entryprogramsandstrengtheningguidanceandcounsellinginschools,withanemphasisonvulnerablegroups.2. Supportforteachers:aimstostrengthentheircapacitiestoimplementdistancelearningsolutions,includingmaterialdevelopment,remotedeliveryofinstructions,anddigitalliteracy.3. Supportforschoolsystems:focusesoninfrastructuraldevelopment,thecreationofstrongeducationdatasystemstoinformdecisions,andsupportforemergencypreparation.AcallforsupportSupportforlearnersSchoolre-entry:Childrenandyouthfrommarginalizedcommunitiesshouldnotbeexcludedfromeducation.Yet,learnersfromlow-incomehouseholds,thoselivingwithdisabilities,theonesinIDPcampsandinrefugeecommunities,andthosewhoareexposedtochildlabouraremoreatriskofadverseimpactsontheireducationresultingfromtheCOVID-19pandemic.Unfortunately,afterschoolsreopenedfollowingCOVID-19-relatedschoolclosures,manyschoolchildrenandyouth,especiallyadolescentgirls,didnotreturntoschool.Comparedtothepre-pandemicera,girlshadtwicetheriskofbecomingpregnantbeforecompletingtheirsecondaryschool.Ifleftunaddressed,thisphenomenonislikelytoculminateinanincreaseinout-of-schoolchildrenandyouth(OOSCY)fromthe105millionwhoexistedprepandemic.Educationstakeholdersproposedseveralinterventionstosupportlearners*re-entryintoschools,ashighlightedinaninterviewwiththeeducationstakeholderfromKenya,whostated,4. Wealsoneedmoreincentivesinthehostileareas.Ofcourse,ourteachersgetahardshipallowance,butthechildrenalsoneedmoreincentives.Ifwewouldmakethoseschoolsfromhostileareasboardingschools,thenwewouldretainsomanyofourchildrenyTherefore,internationalandnationaldevelopmentpartnersshouldworkwithgovernmentstosupporttheschoolre-entryofallout-of-schoolchildrenandyouth(OOSCY).Thiscanbedonethroughprogramsandstrategiessuchasschoolfeedingandtuitionwaivers,includinginformaltrainingprogramstosupportskillsdevelopmentforOOSCY.Schoolre-entryandretentionstrategieswillmakeAfricaneducationalsystemsmoreinclusiveandhelpmeettheAfricanUnion,sContinentalEducationStrategyforAfrica2016-2025strategicobjectiveonpromotinggenderparityandequity,aswellastheglobalSustainableDevelopmentGoal4,whichemphasizestheprincipleof"leavenoonebehind/1Schoolcapacityforguidanceandcounselling: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.SupportforteachersInformationandcommunicationstechnology(ICT)skillsareinevitableforinstructionaldelivery,especiallyforvirtualclassrooms.Unfortunately,notallteachersinAfricaareICTliterate.Furthermore,thedesignofonlineteachingandlearningmaterialsdiffersfromthatoftraditionalon-sitematerials.EducationstakeholdersfromKenyailluminatedthecriticalroleofICTinlearningcontinuitythroughsupportingteachingandlearningaswellasadministrativetasks.TheyalsoarguedinfavourofmakingitacompulsorysubjectinteachertrainingcollegesandprovidingschoolswithICTequipment.Globaltrendsemphasizeknowledge-drivensocialandeconomicsystems.Therefore,supportisneededfromdevelopmentpartnersintrainingteacherstouseICTtosupportteachingandlearning,withanemphasisonvulnerablelearners.OnewaytoachievethisistomakeICTacorecourseinteacherpreservicetrainingprograms.ThepushforICTliteracyiswell-alignedtotheAfricanUnion,sAgenda2063(Goal2),whichaspirestoproducewell-educatedcitizensandaskillsrevolutionunderpinnedbyscience,technology,andinnovation.SupportforschoolsystemsAneducationaltechnology(EdTech)environment:Closelyrelatedtoteachers,capacityinICTistheneedforschoolchildrentoaccessequallearningopportunitiesregardlessoftheircircumstances,suchasgeographicallocation.SuchopportunitiesincludeaccesstoICTinfrastructureandclassroomsthatenhancelearningcontinuityduringemergenciesaswellasmitigatinglearninglossandalleviatingthegrowingdigitaldivideforInternetaccess.Thisnotwithstanding,stakeholderperspectivesshowedthatthemajorityofchildrendidnothaveaccesstoICTservicesduringCOVID-19schoolclosuresduetocostsand/oraccesstoICTinfrastructureordigitaldevicesassociatedwithconnectivity.ICTinfrastructuregoeshandinhandwithpowersupply.WASHfacilities:Also,water,sanitation,andhygiene(WASH)facilitiesimprovehygiene,whichisaCritiCalfactorforchildren,swell-being.AvailableclassroomsandWASHfacilitieswereinadequateduetolimitedresources.Fromthestakeholders*perspectives,low-costprivateschoolsfoundWASHfacilitiesexpensive,largelybecauseoftheschools1meagreincomesandunreliablerevenuesources.StakeholdersalsoexplainedthatcountriesneedsupportininstitutionalizingWASHinschoolsinawaythatissustainable.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.Thiskindofsupportenhanceseducationalsystemresilience,includingcushioningthesystemincaseofemergencies.Resourcemobilization:Cushioningvulnerablepopulationsagainstlong-termimpactsofCOVID-19improvestheinclusivityoftheeducationalsystems.Ring-fencingbudgetsforeducationprogramsthattargetthemostvulnerableisonewaytoensureresourceavailabilityforthispurpose.Unfortunately,variousAfricancountriesworkwithinadequatebudgetsrelativetodemandsforservices.Furthermore,theyexperiencedbudgetarycutsasresourceswerechannelledtopublichealth-relatedactivitiestomanageCOVID-19.Thisislikelytocontinueintothefutureandbereplicatedinfuturecrises.Assuch,developmentpartnerssuchasGPE,IDRC,WorldBank,UNICEF,andEducationCannotWaitshouldsupportnationalgovernmentstomobilizeemergencyresponseresources.Sucheffortsshouldalsoincludetheprivatesectorandothereducationstakeholders.Ring-fencedandenhancedemergencyresponsebudgetsensureaquickandeffectiveresponsetoemergencies.Timelyresponseswillmitigatelong-termimpactsofCOVID-19oneducationalsystems.ConclusionProvidingsupporttoeducationalsystemsinAfricaisamoralobligationofthedevelopmentpartnersandtheprivatesector,workingcloselywithAfricangovernments.Thissupportwillgoalongwaytomitigatelong-termimpactsofCOVID-19andwillprovideresourcestogenerateevidencefordata-drivendecisionmaking.Thispolicybriefprovidesinternationalorganizationswithpossibleareasoffutureinvestmentsineducationthatcouldenhancetheresilienceofeducationalsystems.