Learning Outcomes Post-Pandemic: Evidence from ICAN 2.0 in Three African Countries

• In Event: Comparative Studies in Education (II)

Proposal

The COVID-19 pandemic had a profound impact on education systems globally, leading to extended school closures and unequal access to remote learning, especially in the vulnerable regions of the Global South. As educators and policymakers anticipated potential learning losses, there arose a pressing need for evidence-based data to inform effective crisis response strategies.

In late 2022, the PAL Network, a south-south partnership of 17 organizations, responded to this critical demand by conducting a timely assessment aimed at gauging the impact of the pandemic on foundational math skills among children aged 5-16 years in three African countries: Kenya, Nigeria, and Mozambique. The assessment tool employed for this study was the International Common Assessment of Numeracy (ICAN), a powerful metric that can generate comparable results across contexts.

An analysis of the data collected across these three diverse locations unveiled that contrary to many projections, there was no consistent evidence of widespread learning loss due to the pandemic's disruptions. While some specific competencies exhibited minor declines, others even displayed notable improvements. The data also revealed that the magnitude of learning loss, when placed in the context of pre-pandemic achievement gaps, was relatively minimal.

This paper delves deeper into pre- and post-pandemic numeracy learning outcomes, trends, and comparisons. By shedding light on the nuanced effects of the pandemic on children's foundational math skills, this research adds valuable insights to the ongoing dialogue on the profound impacts of the COVID-19 pandemic on education systems.

The findings from this assessment have implications for policymakers and educators as they navigate the post-pandemic education landscape. As the education community strives to build back better and create more resilient systems, the evidence generated by this research will play a crucial role in shaping effective policies and interventions that foster equitable and inclusive learning opportunities for all children.

Authors

• Dennis Nyakundi, People's Action for Learning Network

• Winny C Ngeno, PAL Network