May 28, 2022

Mawazo Writing Africa

Writing about the main

How education systems can bounce back from Covid

A report by the Global Education Evidence Advisory Panel (GEEAP), “Prioritising Learning During Covid”, suggests ways for Education systems around the world to recover from Covid-19, reflect on the new global reality and focus on important basic skills.

The report was presented at a plenary session presented in Pretoria, as part of a series of regional discussions including East Africa and South Asia. The studies consulted by GEEAP include research examples from across Africa. The event brought together researchers and policy makers for a day of discussion on how we can use the evidence we have on how children learn.

The independent panel of experts , co-convened by the World Bank, Unicef ​​and the UK’s Foreign, Commonwealth & Development Office (FCDO) propose that children’s learning outcomes can be improved through four key areas: identifying learning losses for targeted support; the provision of tailored catch-up programs; involving parents in children’s progress; and the increased use of technology.

Chris Austin, Director of Development at the British High Commission, saysthe report is based on research and expertise that Learning during and after Covid-19 and ensuring the learning needs of disadvantaged and marginalized learners are the focus of the report.

“The event was all about sharing the latest insights into how investing in education works in the best possible way,” said Austin.

The event was convened by the FCDO’s education research team, with the aim of improving the availability and uptake of rigorous evidence to ensure that education policies enable greater fundamental learning for all children.< /span>

Stephen Taylor of the Department of Basic Education says that school breaks have had a serious impact on learning and the feeding program, which is extremely important for children.

“Keeping schools open is a crucial recommendation for many reasons. The magnitude of the learning loss is significant, but there is still so much potential to improve basic learning levels,” said Taylor.

“I hope that Covid-19 will bring this back to our attention addresses what is essential for schooling and preventing future learning losses Covid-19.

“We knew that children in school are not the same as learning in school. The purpose of the panel was to try to establish the scale of the challenges and to understand the justice dimensions involved,” said Piper.

” We then need to focus on sharing evidence and understanding how to develop scalable solutions to meet those needs.”

This article has been paid for by the British Council .