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CountryGPE Funding [US$ M]AfDB Funding [US$ M]Education Cannot Wait Funding [US$ M]Education Emergency Reponse [US$ M]Policies and practicesEmerging ResearchChallenges
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LanguageRegionSchool ReopeningSources of fundingAmountBudget or project fundsSRDLTTWASHSPOthersAmountNotesAmountNotesCovid19BudgetAvailable Educ COVID budgetNotesGuidelinesPracticesEmerging researchChallenge
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BeninFracophoneWesternFully OpenGovernment and development partners7Project2.82.61.4To finance the Multi-country Support Program for the response to the COVID-19 pandemic6.96.9The proposedproject's development objectives were to:
(a) ensure continuity of teaching during and after the COVID -19 pandemic, particularly in deprived communes in the Recipient’s territory; and
(b) increase the Government’s preparedness to mitigate the effects of future crises		Remedial programs for children at high risk of continued learning through remote learning; Training teachers on digital learning and support; Promoting constant discourse to promote inclusive and quality education for all; Provision of hand washing - providing handwashing equipment, and others material (hand sanitizer, sensitization materials; Back to school campaign and provided school supplies [1]
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Burkina FasoFracophoneWesternFully OpenGovernment and development partners10Project0.22.70.24.81.70.34.0Money given in lumpsum to support inclusive access to quality education, continuity of education for displaced children and youth, expanded COVID-19 response – including distance-learning – and school feeding programmes. No specification of amounts going to each category.
15.31FCFA=0.00185 US$ (as of 1st Jan 2021)

Government of Burkina Faso (2020). Ministry of National Education, Literacy and Promotion of National languages (MENAPLN) Response Plan for Educational Continuity in the Context of COVID-19. 		Enhanced efforts to improve the supply and quality of education continued with the completion of buildings and the increase in the number of teaching staff; Learning continuity through educational programs on radio; Dissemination of information on hygiene practices to protect against COVID-19; Creating of a toll-free call center for guidance and information to children and parents; School reopening through school disinfection, hand-washing stations, local production of masks and other sanitary measures; The return of girls to school by identifying girls at risk, training local communities of risks affecting girls and providing hygiene kits; Remedial programs to allow students to catch up on learning; Providing education to over 800,000 children and adolescents in crisis-affected regions of the country and those affected by school closures due to COVID-19 [1, 2, 3]For higher education, progress has been made mainly through the completion of certain structural investments at the Thomas SANKARA and Nazi BONI Universities11/02/2021The inexistence of a comprehensive identification and social registry system is a notable challenge in providing cash transfers to households and schools with most vulnerable learners as well as entire vulnerable household members for support of education, public health, and other safety measures by the government and other development partners. The lacking identification and social registry has made it difficult to provide targeted cash transfers and other education related interventions during the COVID-19 pandemic. This has been further worsened by the persistent conflicts in the country that derails every effort to put in place a robust identification and social registry system. For instance, the security crisis in Burkina Faso led to the closure of over 2,300 schools, and displacing over 1,000,000. With the growing attacks on learning institutions students and teachers have borne the heaviest brunt as over 400,000 learners have had their education disrupted due to conflict-motivated school closures. [1, 2, ]
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BurundiFracophoneEasternFully OpenGovernment and development partners9.38Project6.61.41.49.4Supporting access to education through radio, provision of learning resources to vulnerable children, providing food, constructing WASH stations in school, sensitizing people on the prevention of COVID 19, early pregnancies and the overall planning [1, 2]Funding gap due to diversion of funding to other response plans against COVID 19 such as the WASH, protection, and nutrition. Yet, demand for education due to the fast growing demography has constrained the teaching and learning resources, making employment of more teachers and construction more classrooms an important step especially with COVID-19 pandemic and its implication in the learning environments. [1, 2, ]
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Cabo VerdeLusophoneWesternFully OpenGovernment and development partners0.75Project0.30.10.10.1035.70.80.8GPE (2020). Accelerated financing of the response to COVID-19 - FAR-CV COVID19. GPE. https://www.globalpartnership.org/sites/default/files/document/file/2020%2007%20COVID-19%20AFF%20Request%20Cape%20Verde%20-%20Verified.pdfThe grant was and is being used to provide: 1) TVs to students in remote areas who have access to electricity; 2) Learning materials to students who lack access to online programs; 3) Ensure sufficient sanitary facilities (masks, protective gowns, gloves, gels, soap, handwashing areas, etc.) in schools and all classrooms and common areas are kept clean according to new standards; 4) Training to teachers on the use of digital platforms and creation of content and create a support line for teachers and parents; 5) Train “Radio and Educational Technologies” team in charge of creating a new Studio TV Education program.About 43% of the extreme poor households in Cabo Verde are households headed by single mothers, in comparison to 29% for the country as a whole. Both in male and female headed households – being the primary households’ caretaker, limit their capabilities in attending to pressing household needs like supervision of household-learners’ learning, prioritization of learners needs and related resources, participation business endeavours and potential networking, as well as access to markets [1]Gendered poverty is a challenge that hinders financing and actualization of remote learning and/or home learning initiatives. [1, ]
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CameroonFracophoneCentralFully OpenGovernment and development partners11Project4.34.32.4104.7Direct budget support to finance the country’s COVID-19 crisis response.1.0The grant is to support/promote access and continuity of children’s learning including investment in a hybrid learning platform with internet connectivity solutions, and radio access for non-formal and formal education and providing children the opportunity to sit for exams. The funds will also support life-saving risk-mitigation measures in response to the COVID-19 pandemic.
11.811.0Economic stimulus packages and support to vulnerable populations; School reopening guidelinesTVs to students in remote areas who have access to electricity [1]Ineffective remote learning [1]1. Facing huge challenges of internal displacement and refugees at the same time the lack of harmonized government systems to deliver quality education at pre-primary and primary level for all
2. Cameroon continues to grapple with limited resources to support and respond to the effects of these including Covid19. In particular, the country resources have not been enough to address major challenges related to access, efficiency and equity and Covid19 likely to worsen the situation.
3. Misappropriation of funds not only in the education sector but also in other sectors and particularly during the covid19 crisis. [1, 2, ]
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Central African RepublicFracophoneCentralFully OpenGovernment and development partners7Project14.31.0The grant is to support/promote access and continuity of children’s learning including investment in a hybrid learning platform with internet connectivity solutions, and radio access for non-formal and formal education and providing children the opportunity to sit for exams. The funds will also support life-saving risk-mitigation measures in response to the COVID-19 pandemic.

10.07.0 1. Providing support to 850,000 children with distance/home-based learning solutions; 2. Providing 300 children without parental or family care provided with appropriate alternative care arrangements; and 3. Providing 2500 children, parents and primary caregivers with community-based mental health and psychosocial support; 4. UNICEF trained 54 social workers from the 8 districts of the city of Bangui and 36 community leaders to build their capacity on psychosocial support for the benefit of learners; 5) Education Districts provided human resource/authorities to ensure effective participation in distance learning through door-to-door visits.Debt incidences (domestic and external) are the country’s major challenge to financing its development initiatives among other emergency responses. While the country appreciates that its domestic and external debts are on the decline trajectory, the decline is slower, with the debts projected to remain sustainable in the medium team.
Considering that the CAR’s economy is heavily dependent on exportation of a few agricultural products (timber, coffee, cotton, and diamond), and subsistence farming, the country could benefit from economic diversification to enable it attain essential long-term strong resilience and sustainable development, and enhance its participation in the global value chain (GVC) [1, ]
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ChadFracophoneCentralClosedGovernment and development partners7Project1.0The grant is to support/promote access and continuity of children’s learning including investment in a hybrid learning platform with internet connectivity solutions, and radio access for non-formal and formal education and providing children the opportunity to sit for exams. The funds will also support life-saving risk-mitigation measures in response to the COVID-19 pandemic.
7.08.0Received extra funds from ECWCovid19 Education Response PlanTeacher training, provision of WASH facilities, remote learning
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ComorosFracophoneEasternFully OpenGovernment and development partners0.75Project00.20.20.10.120.60.80.8 1. Provide educational materials to support distance learning through radio and television;
2. Procure and distribute school books and formalizing the management of school documents school openings by ensuring proper water and sanitation facilities;
3. Organizing assessment tests for primary school students and analyze achievement levels following COVID-19;
4. Provide accelerated remedial and tutoring program, especially for students at risk of dropping out of primary school;
5. Develop the ministry of education’s website, hosting the Classera platform and training stakeholders on the use of the platform;
6. Train local village chiefs on social distancing measures through school councils [1]		Bedevilled by inadequate human capacity needed to respond to crisis of magnitude scale like the COVID-19. The country has few resident international development partners who can help the country in its recovery path, including supporting of capacity building of locals for appropriate response mechanisms [1, ]
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Côte d'IvoireFracophoneWesternFully OpenGovernment and development partners11Project89.2Budget support to finance the COVID-19 response support program.15.011.0GPE Funds through UNICEF
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Democratic Republic of CongoFracophoneCentralClosedGovernment and development partners15Project5.26.73.21.5Education Cannot Wait gave a lumpsum grant to support/for: Awareness for prevention and COVID-19 control, Radio teaching, Training of RNs, CCs, CSs and FNAPEC, Psycho-social support, and Purchase of hand washing kits
20.015.01. Almost 14 million students nationwide through production and distribution of learning materials, focusing on the most vulnerable in the most vulnerable regions, including with dedicated activities and special attention to girls and children with disabilities;
2. Capacity building for distance learning involving government partners and NGOs at the national and regional levels, with a focus on girls and children with disabilities, through evidence-based assessment and dedicated monitoring tools;
3. Training of government and NGO partners on prevention of abuse and sexual exploitation through distance learning programs;
4. A gender-sensitive and inclusion strategy that includes back-to-school campaigns with a particular focus on adolescent girls, by engaging with female teachers and educational staff who will be trained to improve girls’; hygiene conditions when schools re-open;
5. Learning continuity through the production and distribution of materials adapted to each media type, printed materials for children with no or limited radio/TV coverage and internet connectivity, and development of messages on the importance of learning continuity;
6. Implementation of a feedback mechanism between teachers and students to facilitate distance learning and implementation of tutoring and refresher courses for students;
7. Implementation of hygiene norms in schools for COVID-19 prevention, through teacher training on psychological support, health and prevention;
8. The education system’s resilience to respond to COVID-19 through the development of contingency plans at regional and school levels, the dissemination of COVID-19 prevention spots and messages; and capitalization of multimedia platforms to improve teacher distance training.
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DjiboutiFracophoneEasternFully OpenGovernment and development partners3.5Project41.2
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EritreaEasternFully OpenGovernment and development partnersNot indicated Limited data on almost all facets of development indicators, including education and infrastructure among other indicators is a challenge that hinders the country’s effective planning purposes, including repurposing of resources for urgent and/or priority areas. Without data, development stakeholders are unable to understand and ascertain key priority areas and the extent of resource needs for such development needs. This being a challenge, it makes the country unable to apportion exact or adequate resources (human, material and resources) for main and sub-components of such development needs (e.g. in education). [1, ]
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EthiopiaAnglophoneEasternFully OpenGovernment and development partners15Project3.92.92.44.30.80.7165.11.0Grants are to support rapid delivery of holistic education services to protect and support vulnerable children and youth hit by the COVID-19 pandemic
14.1Total budget: ETB 556568584.7, 1 ETB = 0.025283 USD (as of 1st January 2021)COVID-19 responseRemote learning; Provision of WASH facilities; remedial classess for the vulnerable; establishment of resource centers to serve learners with special needs as well as exploring ways of increasing girls access to education. [1]The variance in circumstances of learners and then available resources for learning in different regions in the country. For instance, among the refugee’s learners, even when the learning avenues were available, lack of support at home posed a challenge. Moreover, while the government made efforts and paid the teachers during the school closure, little or no training was accorded to them to facilitate the implementation of the teaching pedagogies. [1, ]
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The GambiaFrancophoneWesternFully OpenGovernment and development partners$3.50ProjectCOVID- 19 response plan
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GhanaAnglophoneWesternPartially OpenGovernment and development partners$40.30Project4.146.725.569.0To support Ghana’s efforts to tackle the COVID-19 pandemic and mitigate its socio-economic impact on the nation.1515GPE funfing through World Bank as the grant agentRe-opening guidelinesRemote learning; Fumigation of schools; Provision of PPES to all learners and wash facilities [1, 2]1. The challenge to reaching out to children in marginalized districts. Though the funding through DFI and World Bank’s Global Partnership for Results-Based Approaches (GPRBA) complemented by GPE, there is still a significant proportion of children of school-going who are out of school. Despite the exiting initiatives, reaching out to such populations remains a challenge
2. State and development partner funding only focusing to support majorly public schools. Private schools serving the poor population ( defined as those that spend 10% of their income in education) face multiple financial challenges and may not offer continued support to learners during the Covid19 period [1, 2]
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GuineaFracophoneWesternFully OpenGovernment and development partners7Project5.80.70.621To finance the Multi-country Support Program for the response to the COVID-19 pandemic84.418.3GPE funding through UNICEF totalled $7M and other funding from (World Bank, GIZ, UNICEF, Plan) totalled $11.3M
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Guinea-BissauFracophoneWesternFully OpenGovernment and development partners3.5Project9.8
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KenyaAnglophoneEasternFully OpenGovernment and development partners11Project3.8232.1266.624.014.81. expansion of access and delivery of online content to all students in basic education through radio, television, e-cloud, and mobile phones;
2. training teachers and curriculum supervision officers in distant teaching methodologies;
3. an integrated monitoring and evaluation system for remote learning interventions;
4. parents and caregivers to monitor student learning at home;
5. protection and safety of all learners, especially girls, during school closures;
6. a smooth transition back to school through a school meals program; mentorship services for girls, including girls with special needs and disability; online psychosocial support services; communication on gender-based violence prevention for teachers, parents, and students; and,
7. building capacity of ministry staff to conduct virtual meetings during the COVID-19 period and beyond;
8) Supported hiring 10,000 teachers and 1,000 ICT interns to support digital learning [1]		Despite adoption of digital and remote learning solutions, a key challenge stems from access to these solutions due to existing digital divide e.g. access to internet, radio, TV . Learners from marginalized or poor households like in informal settlements are adversely affected. Even where adults in households possess smartphones, access is limited for learners due to tensions around privacy issues as well as the fear of children accessing adult contents in the internet.[1, 2, 3, 4]
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LesothoAnglophoneSouthernFully OpenGovernment and development partners3,465,053Project0.102.10.50.8Underfunding and competing priorities. This is largely due to the lowering of funding amount by some donors in 2021 and diversion of funding that was meant for education to other sectors to combat effects of the pandemic. For instance, UNICEF has been diverting their funding to highly affected sectors of the economy. Moreover, there has been an increasing demographic pressure resulting from increased number of learners in learning institutions that has constrained the learning and teaching resources.[1]
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LiberiaAnglophoneWesternFully OpenGovernment and development partners7ProjectMulti-country grant for COVID-19 response - budget support to help fund each country’s COVID-19 crisis response.32.37.0Funds obtained through UNICEF grant agent. 2,145,735 was reprogrammedEducation response planExtending support to private schools and to pay about 5000 teachers in these schools – seems a one off practice; Provision of school health kits to school – which includes PPEs; Online learning – though Radio [1]1. Huge funding gaps to realise the Covid19 mitigation strategies, particularly in the education and wellbeing of learners. By mid-2020, only 50% of the resources to respond to the Covid19 had been realised (UNICEF, 2020). The effects of Covid19 worsened the economic growth for it came at a time when the country was recovering from the effects of Ebola and ever-increasing inflation. This means much of the response will largely rely on external fundings, and particularly from the development partners.
2. Challenges in reaching out to children in remote areas given the low penetration of internet, radio, and TV. This requires huge investments if to reach all learners for remote learning, yet there are limited resources and likely to further inequalities in education access. [1]
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MadagascarFracophoneEasternFully OpenGovernment and development partners$15Project5.49.40.252.1
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MalawiAnglophoneSouthernFully OpenGovernment and development partners10Project4.12.10.80.10.21.445.10.3The grant is to support/promote access and continuity of children’s learning including investment in a hybrid learning platform with internet connectivity solutions, and radio access for non-formal and formal education and providing children the opportunity to sit for exams. The funds will also support life-saving risk-mitigation measures in response to the COVID-19 pandemic.10.010.0.1. solar powered radios and tablets to support innovative digital learning solutions for vulnerable children with limited access to electricity;
2. a toll-free hotline for provision of additional support to lessons;
3. training of teachers and education managers for online teaching programs;
4. awareness campaigns to encourage parents to support home learning; and
5. remedial support by teachers once schools reopened to help students through assessments, accelerated learning and second chance opportunities.
6. UNICEF supported 66,993 children with distance/home-based learning solutions		Wastage and/or misuse of resources within the government as well other priorities and the difficulty to get a funder financing approach that can fund under-funded education budget lines [1]
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MaliFracophoneWesternFully OpenGovernment and development partners7Project3.92.70.45.0Allocation is in lumpsum to support inclusive access to quality education, continuity of education for displaced children and youth, expanded COVID-19 response – including distance-learning – as well as the reopening of schools in a safe and protective learning environment (no specification of what amount supports what response).15.28.21. Continuity of learning in a protective and inclusive environment (remote learning platform; digital learning content; virtual library of resources available through radio, TV, mobile phone, internet; printed materials; recording studio at the ministry of Education; distribution of solar radios to vulnerable households; gender-sensitive prevention, protection and psychosocial support messaging; psychosocial support program).
2. Returning to schools in a safe and inclusive environment (prevention and control protocols; handwashing/hygiene kits and thermometers for schools; capacity building of teachers and school management committees; communication campaign; remedial education/accelerated learning programs; revision of the school calendar and examination schedules).
3. Vulnerable groups such as girls, internally displaced/returnee children, and children with disabilities received solar radios, printed materials, psychosocial support, remedial learning classes, and school and hygiene kits.
4. Gender sensitization messages will target children, parents, religious and community leaders and the entire community to promote continuity of learning with a special focus on girls.
5. Provides education to children and adolescents in crisis-affected regions of the country and those affected by school closures due to COVID-19		The country was faced with an education crisis – conflict – even before COVID-19 led to school closures. It is a situation that has led to lower enrolment rates in the country’s educational institutions, further exacerbating the government’s return to school call. [1]
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MauritaniaFracophoneWesternFully OpenGovernment and development partners3.5Project0.72.40.4No budget specified apart from the 3.5M GPE funding
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MozambiqueLusophoneSouthernPartially OpenGovernment and development partners15Project0.3The grant is to support/promote access and continuity of children’s learning including investment in a hybrid learning platform with internet connectivity solutions, and radio access for non-formal and formal education and providing children the opportunity to sit for exams. The funds will also support life-saving risk-mitigation measures in response to the COVID-19 pandemic.
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NigerFracophoneWesternFully OpenGovernment and development partners11Project7.42.90.7Emergency project in support of three, low-income ECOWAS nations - Gambia, Mali and Niger - to bolster their health systems in response to the COVID-19 pandemic.
- To support the efforts of the G5 Sahel countries (Burkina Faso, Mali, Mauritania, Niger, Chad) in the implementation of their response plans to the Covid-19 pandemic and economic recovery.
- To build capacity to curb and stop the spread of the COVID-19 pandemic in Mauritania, Mali, Burkina Faso, Niger, and Chad. Funding for the project will also boost resilience of vulnerable communities, including internally displaced persons, refugees and their host communities, in the countries, also known as the Sahel zone’s Group of 5 (G5).		4.0The funding is meant to support inclusive access to safe and protective learning environments, psychosocial support for internally displaced, refugee and host community children and youth, vocational training courses to support out-of-school adolescents, and targeted support for girls (not specifying amount going to each response).11.011.0GPE (2020). Funds provided by GPE was equivalent to the budgeted amount
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NigeriaAnglophoneWesternFully OpenGovernment and development partners15Project288.51.0The grant is to support/promote access and continuity of children’s learning including investment in a hybrid learning platform with internet connectivity solutions, and radio access for non-formal and formal education and providing children the opportunity to sit for exams. The funds will also support life-saving risk-mitigation measures in response to the COVID-19 pandemic.105105Funds came from GPE (15M), USAID, GAC, Echo, DFID (15M), ECW and other (25M), and Government sources including, FME, UBEC,SMoEs (50M)
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Republic of CongoFracophoneCentralFully OpenGovernment and development partners7Project1.50.730.90.668.99.1A) Finances/resources were set for: 1. Provision of distance learning solutions in 22 of 26 provinces, with 327 daily radio programmes and 25 television channels used for these purposes;
2. In Ituri province, Education Cluster partners distributed exercise books to children in displacement camps, provided training for teachers and COVID-19 prevention awareness for students. However, these interventions were limited to the province’s capital;
3. In Kasai province the government through the minister for education organised for television courses;
4. Government partners distributed 225,424 workbooks in 11 provinces, and 6,708 solar-powered radios to children of vulnerable households in 17 provinces however, it is unclear what support children in other provinces received.
UNESCO Financing:
1. The CapED, UNESCO is co-financing COVID-19 education response activities with Education Cannot Wait (ECW). UNESCO and ECW are financing interventions on remote learning via radio, especially community radio, with the aim of reaching over 4 million learners.
2. They have financed the development of capacities of 120 community radio stations and 240 community radio staff to broadcast radio and television lessons.		Limited resources to cover all the provinces with material support for learners; Wider inequalities that are geographically and ethnically pronounced. Even in instances where this is not the case, learning institutions contend with high number of learners per class (especially at the primary school level), compounded by high repetition rates and under-developed pre-primary opportunities. This situation has put massive strain on both domestic and external resources advanced to respond to the COVID-19 effects on education, limiting the funds’ efficacy in meeting the intended purposes, especially in provision of quality distance learning solutions (during school closures), as well as adequate WASH and classroom facilities for categories and levels of learners when schools reopen. [1]
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RwandaAnglophoneEasternFully OpenGovernment and development partners10Project7.52.297.7To strengthen its national budget as it works to mitigate impacts of the COVID-19 pandemic.39.524Funds worth $9.72 M from GPE and $14.25M from WBSafe reopening of schools; elimate shift systems; response plan for continued learningRemote learning; Enhancing WASH facilities; fast tracking the construction of more classrooms to ease out the shift system of education access and minimize overcrowding; protecting vulnerable populations such as girls and children with disabilities [1, 2]
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Sao Tome and PrincipeLusophoneCentralPartially OpenGovernment and development partners0.75Project00.20.32.50.70.80.8GPE (2020): Grant agents were UNICEF
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SenegalFracophoneWesternFully OpenGovernment and development partners7Project104.7Safe reopening of schools have been characterized by the government using various preventing measures to reduce transmission of the virus; Encouraging social distancing using physical signs, rearrangement of classroom setting to allow social distance; Partnership with local persons and institutions [1, 2]
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Sierra LeoneAnglophoneWesternFully OpenGovernment and development partners7Project3.51.32111010.01. working with community leaders and civil society to promote radio teaching programs and protection of girls and girls’ learning via radio programs or comic books
2. development of distance learning content through radio, television, mobile and other digital technologies
3. pre-loading devices with educational materials for students with special needs, girls from disadvantaged backgrounds, children in rural remote areas and low-income families
4. printing of educational packets for students without access to technology and students with special needs
5. training of teachers to improve digital literacy and delivery of lessons through innovative platforms
6. provision of essential WASH supplies for schools and refurbish school facilities as needed
7. working with partners to design and implement community outreach campaigns to support girls, vulnerable children and other students at risk of dropping out
8. psychosocial support to children by upgrading training materials, providing training to teachers and ensuring parents are provided relevant information		Difficult political economy and the widespread inequalities for access to education-related service provisions, and poor quality of education and retention of learners in schools. Moreover, the lacking systematic data in the education sector further makes it difficult the country’s financiers and decision-makers in making accurate and timely decision-making.[1, 2]
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Somalia (Somaliland, Puntland and Federal Govt.)AnglophoneEasternFully OpenGovernment and development partners8.9Project2.52.2Grants are to support rapid delivery of holistic education services to protect and support vulnerable children and youth hit by the COVID-19 pandemic30.5Response plangiven access meals at school that are distribute outdoors as a way of ensuring safety, and providing safety gears to learners; continued payment of school fees for the refugee children to ensured continued access to learning materials as well as insuring the livelihood of teachers through paying of their salaries. [1]The state of education system in the country before COVID-19 was already vulnerable due to long periods civil wars, inter clan’s crisis and other natural calamities which have posed a great risk on the children wellbeing with the onset of the pandemic. Moreover, the Somali has an incoherent education system which comprises of various stakeholders such as the government, private actors, the community as well as the humanitarian groups. [1]
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South SudanAnglophoneEasternFully OpenGovernment and development partners7Project4.2To support the emergency response to COVID-19 and strengthen the country’s fragile health system.7.07.0National COVID-19 Response PlanEducation on the Air Program: Remote learning for all; Digital libraries; provision of remote learning gadgets to selected households; Training of teachers; Enhancing community involvement by createing emergent literacy and numeracy facilitators [1]1. Has one of the lowest per-capita investment in the education sector in the region.
2. The fragility and instability of the country over the years has exposed the education system to vulnerabilities that hamper efforts towards realizing inclusive and equitable education.
3. The Covid19 crisis coming amidst unstable government and war, means a lot of resources are required to reach all children, yet the country is also grappling with dwiddling economic growth due to changes in oil prices and increased inflation
4. Lack of enough resources to ensure every child is reached due to low penetration of radio services. For instance, the success of the ”Education on Air” initiative will depend on the support in the provision of radio gadgets to poor households. [1, 2]
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SudanArabicNorthGovernment and development partners113.256.930.820.45
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Tanzania (Mainland) and ZanzibarAnglophoneEasternFully OpenGovernment and development partners16.56Project3.20.210.11.450.764.4A) GPE Financing meant to support/provide: 1. Distance learning by developing and disseminating lessons through TV, radio, SMS, and online platforms;
2. Braille and large print materials for children with vision impairment, and sign language interpretation for children with hearing impairment;
3. Guidance to teachers to support learning through distance platforms and airtime to reach their students;
4. Textbooks distributed to schools in the most vulnerable areas to offer an additional incentive for students to return to school while improving the student-textbook ratio; 5. ensuring more than 520,000 children in Zanzibar return to school safely and receive quality learning.
6. Installation of hand washing stations and provision of water disinfectants in schools located in areas that have been the most affected by COVID-19.

UNICEF in partnership with Jesuit Refugee Services- Radio Kwizera (JRS-RK), developed 120 radio lessons and 2,500 (100 per cent) refugee teachers have been trained on how to support children with the radio programme/distance learning. The radio programme aimed at complementing the classroom learning and provides a catch-up programme for Burundian and Congolese curriculum. In addition, COVID-19 prevention messages on school re-opening targeting school children, their teachers and parents/caregivers were continuously broadcasted.		Interplay between inclusive education and political directives or policy decisions, particularly the directive to keep pregnant girls out of school. This has led to the repurposing of funds set for the advancement of learners who may have become pregnant in the course of their learning period. The discriminatory ban and practices that undermine the hallmark of non-discrimination in learning is challenging the country’s claim of commitment to the advancement of education for all. Being that this is a directive from the highest political office, the presidency, education stakeholders (including funders) are finding extremely difficult promoting the equitable and inclusive education call. [1]
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TogoFracophoneWesternFully OpenGovernment and development partners7Project4.61.40.83.0To finance the Multi-country Support Program for the response to the COVID-19 pandemic10.010.0Funds from World Bank through International Development AssociationRemote learming; distribution of WASH facilities to schools;
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UgandaAnglophoneEasternFully OpenGovernment and development partners15Project31.61.0Grants are to support rapid delivery of holistic education services to protect and support vulnerable children and youth hit by the COVID-19 pandemic14.714.7From GPE1) Prince of Peace Orphans and Windows (POPOW) which is part of community contribution in Uganda that have been reinforcing continued learning active among marginalized children from remote areas after closure of schools due to COVID -19; 2) introducing teachers to ICT tools through a project dubbed as the ‘TTE Sandbox’ by equipping them with educational practices and skillsets so that they could adequately utilize digital solutions/educational technology in conducting distance learning during the pandemic, to maintain communication with students, and continue tapping students innovation on how to deliver educational content digitally. [1, 2]Lack of enough resources to broadcast and provide learning resources that address the varied needs and the language of learners [1]
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ZambiaAnglophoneSouthernFully OpenGovernment and development partners10Project7.71.90.340810.010.0Grant agents were UNICEFEducation Contingency Plan;Sanitization and handwashing facilities and soaps; Innovative distance learning for early childhood – with support for teachers and students over the next five years in selected provinces ; Gradual school reopening; Increased cash transfers; zero rating sanitizers [1]Widening gaps in learning; access to remote learning limited for poor and vulnerable households; remote learning working more for private than public schools; available funds not enough to support remote learning; Uptake of remote learning – 50% and 35% for primary secondary school children [1]1. Limited funding, and particularly to support learners in public schools, and particularly those that do not have access to devices that support remote learning.
2. While Zambia has made great progress including earlier re-opening of schools for examination classes, and remote learning, the lack of enough funds to expand the channels to comprehensively cover the needs of all learners and grades as well the provision of materials for learners with special needs. Moreover, the country still grapples with financial challenges to ensure there is place sufficient communication infrastructure and electricity coverage in rural districts. Frequent power outages in urban areas continue to affect children’s access to virtual educational lessons.
3. The cost of communication particularly “exorbitant airtime costs for radio programmes in addition to lack of zero rate arrangements with mobile network operators. This has resulted in high costs of operation requiring additional resources to ensure continuity and spread across the country. [1, 2, 3]
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ZimbabweAnglophoneSouthernClosedGovernment and development partners7Project0.30.70.31.240.813.70.5Grants are to support rapid delivery of holistic education services to protect and support vulnerable children and youth hit by the COVID-19 pandemic17.0Grant supported Education COVID-19 Response. The following activities were implemented by the fund:
60,000 learners reached with supplementary learning materials distributed at homes and at least 500,000 children reached through radio lessons with 20,000 children accessing and using the digital resources and digital learning platforms; ii) 2,933 disadvantaged schools improved for healthy, protective and gender sensitive access to catch-up and remedial programs, reaching some 1.05 million learners; iii) 26,356 learners with disabilities reached with information dissemination, with supplementary learning materials and provision of psychosocial support covered using targeting approach; iv) Ministry of Primary and Secondary Education (MoPSE)’s radio education facilities refurbished and 10,000 teachers trained in delivering e-learning. Indirect Beneficiaries 2.27 million learners reached through radio and digital platforms.

A total $3,000 provided to each school and about 657 schools was supported by this fund ($3,000*657 schools =$ 1,971,000) to support water, sanitation and hygiene (WASH) rehabilitation activities in schools

Support to Refugee Learners: Purchase and distribution of 500 single student desks and 300 chairs to the primary and secondary schools, respectively, in Tongogara Refugee Camp to help promote social distancing as an infection control measure against COVID-19

Save the Children: Procured textbooks for 15,005 learners under Children Tariro Education Assistance for primary and secondary school Orphans and Vulnerable Children to use while at home. In addition, simple smart phones capable of WhatsApp, Google and radio reception procured for 8,319 learners to enable continuous learning.

UNESCO developed an interface for the “Zimbabwe Educonnect” resource portal for teachers and provided training and data bundles to staff from the ICT department in MOPSE to upload resources.

UNICEF supported alternative learning through radio lessons. Cumulatively, 485 primary radio lessons have been developed with 323 lessons broadcasted. UNICEF WASH Section and implementing partners repaired boreholes in seven schools and provided handwashing facilities to 74 schools.

Catholic Relief Services (CRS) through the Pathways project provided 5,404 children and caregivers with parenting messages through the Sinovuyo Caring Families Programme for Parents and Teens sessions which were conducted virtually through phoning and SMS messages in Bulawayo. A total of 3,199 people received stationery to support children participating in national radio lessons and other studies during the time schools are closed.

HOSPAZ is procured 8,596 textbooks for 4,298 Children (both primary and secondary) in Makonde, Zvimba, Chegutu and Mhondoro-Ngezi districts		Grappling with economic challenges as well as the impact of Cyclone Idai that took place in March 2019 from the which the country was recovering. On education front, the country is struggling to address the educational needs for vulnerable and marginalized learner populations, who still lack quality learning resources and materials), a situation that has now been exacerbated by COVID-19 responses on education [1]
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Notes
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SRSchool re-opening (infrastructure, eg. classrooms)
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DLDL=Distance/remote learning during the school closure period;
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TTTT=Teacher training on digital technologies’e.g. use and online instruction delivery, remedial teaching;
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WASHProvision of WASH materials, PPE, and related resources to schools in readiness for schools’ reopening; and,
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SPVP=Support to vulnerable populations such as children with special needs, girls from marginalized areas and refugee populations.
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OthersOthers
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Some of the AfDB monies are loans (other sources may also have loans)
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