Digital Learning Solutions to Support Girls during Emergencies: Lessons from the COVID-19 Pandemic in Africa

• In Event: A focus on wellbeing and resilience: Teacher and student experiences in challenging contexts

Proposal

The COVID-19 pandemic caused unprecedented disruptions to education systems worldwide, prompting Governments to adopt digital technologies for remote learning. Despite the potential of EdTech solutions to improve educational outcomes, concerns remain about their ability to reach marginalized communities. Many low- and middle-income countries, particularly in Africa, face significant barriers to digital education, including limited internet access and unreliable electricity in rural and remote areas. However, the pandemic also spurred notable advancements and innovations in education delivery, driven by the insistent need to keep learning systems functional. Across Africa, Governments supported online learning through platforms such as Zoom, Google Classroom, and YouTube, alongside traditional media like television and radio to reach learners in diverse locations. Teachers were trained in digital tools to ensure effective content delivery, while development partners also introduced digital solutions to support students, teachers, and parents. Development partners alike adopted digital solutions to continue their programming in support of learners, parents, and teachers. The Forum for African Women Educationalists (FAWE) adopted a range of digital solutions to ensure the continued education and well-being of girls across the continent. To provide life skills and career guidance, FAWE launched an interactive online platform, enabling girls to connect with mentors who hosted virtual sessions. Additionally, ‘Tuseme’ clubs – youth empowerment initiatives that build girls' leadership, social skills, and self-esteem, and promote a positive attitude amongst boys towards girls’ education —girls were supported to return to school upon reopening. FAWE's interventions were implemented across several countries in the African Continent. In Kenya, over 160 schools received laptops, desktops, internet access, and training on digital literacy and online safety for both students and teachers. In Nigeria, FAWE partnered with UNICEF to establish 2,100 community learning hubs and distributed MP4 radios with pre-recorded lessons covering core subjects. In Rwanda, FAWE provided university students with laptops and internet connectivity to ensure they could continue their studies online. Additionally, FAWE digitized its Gender Responsive Pedagogy (GRP) model, training teachers and school leaders to create learning environments that address the unique needs of both girls and boys. As a result of these efforts, results have had a lasting impact on girls’ education. For example, in Tanzania, FAWE’s Tuseme clubs helped rescue two girls from forced marriages, allowing them to return to school. Furthermore, FAWE continued to provide psychosocial support to girls even after school reopening. FAWE’s innovative approach of digitizing models like Tuseme continues to expand access to learning for girls in remote areas. The digitized GRP model equips teachers with the tools to foster gender-sensitive teaching practices. Thus, this paper draws on case studies from Nigeria, Rwanda, and Kenya to demonstrate the digital learning solutions FAWE adopted during prolonged school closures and explores the potential of these innovations to reduce educational inequalities, particularly in emergencies. To ensure that girls and women fully benefit from digital learning, development partners and Governments must incorporate online safety training and ensure digital solutions are inclusive, reaching marginalized communities and learners with disabilities. Investments in infrastructure are crucial to leaving no learner behind. Furthermore, scaling up good practices such as FAWE’s Gender Responsive Pedagogy and youth empowerment platforms like Tuseme, as well as providing gender-sensitive digital literacy training for teachers, will be key to overcoming gender barriers in education. This paper aligns with the 2025 Conference theme by showcasing scalable digital education practices that support the education and well-being of learners across diverse contexts.

Authors

• Catherine Salina Asego, Forum for African Women Educationalists - Africa

• Martha Muhwezi, Forum for African Women Educationalists- Africa