Dear members of the ADEA education network,
It is our hope that you are safe and secure with your families and/or loved ones at this time of COVID-19, which is heavily negatively impacting the education system and teaching and learning at all levels globally.
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The 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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To examine potential long-term impacts of COVID-19 on educational systems, the KIX Observatory analyzed stakeholder perspectives from seven countries in Africa: Burkina Faso, Kenya, Malawi, Mali, Mozambique, Niger, and Nigeria. The stakeholders comprised 45 senior Ministry of Education officials related to programs and planning at headquarters and regional levels, as well as 28 non-state actors that work closely with ministries of education, in the seven countries.
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This country profile forms the initial stage of a mixed methods data collection process employed to gather secondary data for the ICT in Education project. This first stage of the study entails a careful review of secondary documents gathered from a range of sources including public government items dealing with the country’s economic and social, legal framework, ICT infrastructure, the availability of ICT tools within the country’s education sector system strategy as well as teachers and students’ capabilities.
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This country profile forms the initial stage of a mixed methods data collection process employed to gather secondary data for the ICT in Education project. This first stage of the study entails a careful review of secondary documents gathered from a range of sources including public government items dealing with the country's economic and social, legal framework, ICT infrastructure, the availability of ICT tools within the country’s education sector system strategy as well as teachers and students’ capabilities.
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This country profile forms the initial stage of a mixed methods data collection process employed to gather secondary data for the ICT in Education project. This first stage of the study entails a careful review of secondary documents gathered from a range of sources including public government items dealing with the country’s economic and social, legal framework, ICT infrastructure, the availability of ICT tools within the country’s education sector system strategy as well as teachers and students’ capabilities.
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This country profile entails a careful review of secondary documents gathered from a range of sources including public government documents dealing with the country's economic and social, legal framework, ICT infrastructure, the availability of ICT tools within the country’s education sector system strategy as well as teachers and students’ capabilities.
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Botswana is a small, dynamic country that is an education success story and has deployed resourced into implementing its ICT, which is linked to the broader economic vision for the country. A landlocked country, located between Zambia, Zimbabwe, South Africa and Namibia, Botswana has, since its independence in 1966, rapidly became one of the world’s development success stories (World Bank).
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This policy brief presents policy messages based on selected initiatives that countries in Africa implemented during the COVID-19 pandemic to support the operations of educational systems. The initiatives include teacher training and school reopening as well as the well-being of learners, focusing on nutrition, support for displaced persons, psychosocial support, and support against sexual and gender-based violence.
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ADEA is hosted by the African Development Bank Group (AfDB)
