Learning Inequalities During COVID-19: Evidence from Longitudinal Surveys from Sub-Saharan Africa

Dang, Hai-Anh; Oseni, Gbemisola; Zezza, Alberto; Abanokova, Kseniya

doi:10.2139/ssrn.4275325

Cited by 7 publications

(4 citation statements)

References 22 publications

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“…The study recommends that governments in general prioritise the issue of networking marginalised areas and that they endeavour to adequately fund education, especially during times pandemics of this magnitude. This is also in line with recommendations from Dang et al (2021) that policy-makers should focus more on supporting households that are poor, are less educated and reside in rural areas.…”

Section: Discussionsupporting

confidence: 85%

“…Unfortunately, some students may fail to move with times, consequently falling behind, which could remain the plight of marginalised communities, the majority of whom could be residing in sub-Saharan Africa. From their study, Dang et al (2021) recommend that policy-makers should focus more on supporting households that are poor, are less educated and reside in rural areas. They further observe that "These vulnerable groups have been hardest hit and are most in need of protection against deepening levels of inequalities caused by the COVID-19 pandemic" (p. 7).…”

Section: Review Of Related Literaturementioning

confidence: 99%

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The Impact of COVID-19-induced Crisis on Rural Zimbabwe

MAPAKO

2023

J., e-learn. res.

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The outbreak of the novel Corona virus disease (COVID-19) in late 2019 in Wuhan, China, had a serious impact on people’s lives, especially on students residing in rural Zimbabwe who were sitting examinations at the end of 2020. In order to curtail the spread of COVID-19, governments across the world instituted lockdowns. When positive cases rose exponentially in Zimbabwe, the government imposed a national lockdown for an indefinite period, from 30th April 2020, restricting movement within the country. Universities found themselves in a crisis as time went by without meaningful lecturer-student interaction. As a result, they resorted to using online platforms, particularly Google Classroom and WhatsApp, in order to reach out to their learners. This qualitative study was a case study in its design and twelve students were sampled using the convenience sampling technique for semi-structured interviews and twenty respondents to complete semi-structured questionnaires. The study revealed that students were so poor that they could hardly afford buying gadgets such as laptops and smart phones. Some students also bemoaned that, even if they could afford, they found it difficult to operate the gadgets. Furthermore, other students observed that they experienced Internet connectivity challenges which would require that they travelled to places far away from where they lived. The study recommends that the Government considers uplifting the lives of the rural students and the general rural populace by attending to connectivity issues and rural electrification as priorities that would culminate in bridging the digital divide between the rural and urban population.

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Section: Discussionsupporting

confidence: 85%

Section: Review Of Related Literaturementioning

confidence: 99%

The Impact of COVID-19-induced Crisis on Rural Zimbabwe

MAPAKO

2023

J., e-learn. res.

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“…A signal of the usefulness of TaRL to the overall system became clear through the COVID-19 pandemic. COVID-19 had a significant negative effect on primary education in sub-Saharan Africa (Dang et al, 2021). In Zambia, schools were closed for six months in 2020 and for two months in 2021.…”

Section: Phase Three: Grow Adapt and Sustainmentioning

confidence: 99%

Systems Thinking in International Education and Development

2023

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Her research advances systems and decolonial understandings of education, development and sustainability, highlighting questions of power, inequality and participation. Katie Godwin is the Research Lead for the Education Commission's Education Workforce Initiative. She is from the United States and is currently based in Madrid, Spain, working as a consultant in global education research and policy. She led the development of EWI's flagship report, 'Transforming the Education Workforce', and supports EWI's in-country work to develop education workforce reform options with Ghana, Sierra Leone and Vietnam.Abe Grindle is a Director on Co-Impact's programmes team, where he helps to oversee the sourcing, vetting, structuring and support of philanthropic systems change grants. Prior to joining Co-Impact, Abe spent almost a decade with the Bridgespan Group, where he directed teams advising leading philanthropists and NGOs operating in Africa, the Caribbean, India and North America. Abe received an MSc in Technology and Policy from MIT, where he also completed an MSc in Aeronautics and Astronautics.Charlotte Jones is Global Head R&D at Education Development Trust, responsible for the development of evidence-informed solutions and new innovations across the charity. With a background in change management and organisational effectiveness, she is passionate about giving policymakers the practical tools to deliver on their promises.

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“…Another area that receives little attention is whether, and to what extent, the pandemic could deepen inequalities in education for students who are poorer or live in more isolated areas with less internet connection. Recent evidence for Sub-Saharan African countries indicates that households with higher education levels or living standards or those in urban residences are more likely to engage their children in learning activities and more diverse types of learning activities after pandemic-induced school closures (Dang, Oseni, and Zezza 2022). Furthermore, a recent study for India shows that students in rural Tamil Nadu tested in December 2021 (18 months after school closures) displayed considerable learning deficits in math and in language compared to identically-aged students in the same villages in 2019, but this deficit was largely made up within 6 months after school reopening (Singh, Romero, Muralidharan 2022).…”

Section: Conclusion and Future Directionmentioning

confidence: 99%

COVID-19 Pandemic and the Health and Well-Being of Vulnerable People in Vietnam

Dang,

2023

Handbook of Social Sciences and Global Public Health

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Despite a sizable population and modest status as a low middle-income country, Vietnam has recorded a low COVID-19 fatality rate that rivals those of richer countries with far larger spending on health. We offer an early review of the emerging literatures in public health and economics on the pandemic effects in Vietnam, with a specific focus on vulnerable population groups. Our review suggests that vulnerable workers were at more health risks than the general population. The pandemic reduced household income, increased the poverty rate, and worsened wage equality. It increased the proportion of below-minimum wage workers by 2.5 percentage points (i.e., 32 percent increase). While government policy responses were generally regarded as effective, the public support for these responses was essential for this success, particularly where there were stronger public participation in the political process. Our review also indicates the need for a social protection database to identify the poor and the informal workers to further enhance targeting efforts. Finally, we suggest future directions for research in the Vietnamese context.

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Learning Inequalities During COVID-19: Evidence from Longitudinal Surveys from Sub-Saharan Africa

Cited by 7 publications

References 22 publications

The Impact of COVID-19-induced Crisis on Rural Zimbabwe

The Impact of COVID-19-induced Crisis on Rural Zimbabwe

Systems Thinking in International Education and Development

COVID-19 Pandemic and the Health and Well-Being of Vulnerable People in Vietnam

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