• How research can help assess government efforts to improve policy and practice to sustain learning during crises. How indigenous knowledge and African-driven innovations and solutions can help to build more robust and resilient educational systems in the continent. The COVID-19 pandemic learning recovery: policies, programs, and partnerships needed to build back better, including with women and youth-led innovations. Lessons from the implementation of remote education programs and policies, and how these can improve education quality and develop a resilient recovery post-Covid-19.
  • What COVID-19 can teach us about the ability of education systems to absorb the shock of a crisis. The most urgent challenges faced by African countries, in addressing learning losses, re-examining learning assessments, and reconsidering teacher training. The role of African states and education stakeholders in strengthening education systems.

Date: Thursday, 20th October 2022

Time: 16:30 PM – 18:00 PM Mauritius time (GMT+4)

Venue: Le Méridien Île Maurice

Storyline: The COVID-19 pandemic brought to the fore the imperative for forward planning with crisis situations in mind. ADEA's engagement with African countries regarding strategies for continuous learning, reopening of learning institutions, and the future’s “new normal” revealed valuable lessons. Among the key recommendations is a review of the overall policy and regulatory guidelines to mainstream digital technology, strengthening teacher professional development, exploring alternative funding models, and revisiting existing norms and standards. Equipped with a gender, equity, and inclusion lens, the KIX Observatory on COVID-19 Responses in Educational Systems in Africa provides evidence from 40 GPE partner countries in Africa on how governments quickly responded by changing policies and practices to mitigate the impact of the pandemic in terms of the continued operations of education and the well-being of learners beyond education. At the same time, the Islamic Development Bank and the African Development Bank commissioned ADEA to undertake a study on the use of ICT in education during crises and remote learning. The evidence from this study, which covers all the levels of education in 30 African countries, will shape the recommendations on the investment needs and opportunities thereof to build back better. The discussions under this sub-theme will therefore focus on (1) financing education recovery in a post-COVID-19 era, (2) developing the environment for teachers (capacity and policy needs) and learners, and (3) using infrastructure, technology, and connectivity to increase access and diversity to education.


  1. Present the innovative policy solutions and indigenous strategies that African countries, businesses and citizens have developed to overcome COVID-19 impact on education delivery. 
  2. Explore concrete and realistic ways of moving from policies to practices as reflected in country-level priorities and plans.
  3. Agree on sustainable and effective measures and partnerships to build back better education systems post-COVID-19, in line with the objectives of the Transforming Education Summit.

Expected outcomes

  1. Increased understanding of the best practices and African-led solutions to mitigate the impact of the COVID-19 pandemic on educational systems.
  2. Increased partnerships and stronger networks to address the COVID-19 impact on learning recovery in Africa
  3. A practical plan to build back better with key priority areas for African Ministries of Education and development partners, aligned with the outcomes of the Transforming Education Summit. 

Moderator: Mr Idrissa Dia, Acting Director, Economic & Social Infrastructure Department, Islamic Development Bank.


  • Olawale Samuel, Africa Regional Hub Coordinator, Leading Through Learning Global Platform, Education Development Center (EDC)
  • Calvain Nangue, Strategic Advisor - ICT Skills and SADA Sustainability, Smart Africa Secretariat (TBC)

Expert perspective: Dr Moses Ngware, Education Lead, African Population and Health Research Centre (APHRC)

Policymaker response: Hon. Edgar Moyo, Deputy Minister of Primary and Secondary Education, Zimbabwe


  • Hon. Dr. Joyce Moriku Kaducu, Minister of State for Primary Education, Uganda
  • Dr. (Mrs) Folake Olatunji-David, Director, Basic Education, Federal Ministry Education, Nigeria 
  • Mr. Olapeju Ibekwe, Chief Executive Officer, Sterling One Foundation. Private sector contribution to education financing.
  • Dr. Hamidou Boukary, Senior Program Specialist, Knowledge and Innovation Exchange (KIX), IDRC
  • Kayla Boisvert, University of Auckland (virtual)