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

Hai-Anh Dang (), Gbemisola Oseni, Alberto Zezza and Kseniya Abanokova ()
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Kseniya Abanokova: World Bank

No 15684, IZA Discussion Papers from Institute of Labor Economics (IZA)

Abstract: There is hardly any study on learning inequalities during the COVID-19 pandemic in a low-income, multi-country context. Analyzing 34 longitudinal household and phone survey rounds from Burkina Faso, Ethiopia, Malawi, Mali, Nigeria, Tanzania, and Uganda, we find that while countries exhibit heterogeneity, the pandemic generally results in lower school enrolment rates. We find that policies targeting individual household members are most effective for improving learning activities, followed by those targeting households, communities, and regions. 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. Furthermore, we find some evidence for a strong and positive relationship between public transfers and household head employment with learning activities for almost all the countries.

Keywords: COVID-19; education; learning activities; enrolment; household surveys; sub-Saharan Africa (search for similar items in EconPapers)
JEL-codes: D0 H0 I2 O1 (search for similar items in EconPapers)
Pages: 75 pages
Date: 2022-10
New Economics Papers: this item is included in nep-dev
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Citations: View citations in EconPapers (1)

Published - published as 'Educational Inequalities during COVID-19: Results from Longitudinal Surveys in Sub-Saharan Africa' in: International Journal of Education Development, 2025, 112, 103174 (without A. Zezza)

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Working Paper: Learning Inequalities during COVID-19: Evidence from Longitudinal Surveys from Sub-Saharan Africa (2022)
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