Building back better to avert a learning catastrophe: estimating learning loss from COVID-19 school shutdowns in Africa and facilitating short-term and long-term learning recovery

Journal article

We model learning losses due to the COVID-19 pandemic and the potential for cost-effective strategies to build back better. Data from Early Grade Reading Assessments in Ethiopia, Kenya, Liberia, Tanzania, and Uganda suggest half to over a year’s worth of learning loss. In modeling losses over time, we found that learning deficits for a child in grade 3 could lead to 2.8 years of lost learning by grade 10. While COVID-19 has stymied learning, bold, learning-focused reform consistent with the literature reviewed in this paper—specifically reform on targeted instruction and structured pedagogy—could improve learning even beyond pre-COVID-19 levels.

Authors: Angrist, N; de Barros, A; Bhula, R; Chakera, S; Cummiskey, C

• Publication status: Published
• Peer review status: Peer reviewed
• Publisher: Elsevier
• Journal: International Journal of Educational Development
• Volume: 84
• Pages: 102397
• Publication date: 2021-05-03
• Acceptance date: 2021-03-19
• DOI: 10.1016/j.ijedudev.2021.102397
• EISSN: 1873-4871
• ISSN: 0738-0593
• Language: English
• Keywords: COVID-19; learning loss; education; foundational skills; recovery