This report provides a comprehensive analysis of the policies and practices adopted by 40 partner countries of the Global Partnership for Education (GPE) in sub-Saharan Africa regarding teacher training and support during the COVID-19 pandemic. Based on rapid reviews and evidence mappings, this analysis highlights the countries' responses, challenges faced, and emerging research areas.

Educational responses focused on six key areas: the development and use of distance learning solutions (DLS), support for children affected by gender-based violence and mental health issues, support for vulnerable children, preparation for school reopening, overall teacher well-being, and teacher motivation and incentives.

Teacher training included the development of pedagogical strategies to ensure learning continuity and the creation of teaching materials tailored to specific needs, such as large-print resources for visually impaired students. DLS tools included internet platforms, radio, and television. Countries varied in their capacity to train teachers, with some achieving over 50% coverage while others reached less than 2%.

Prolonged school closures also highlighted the need to train teachers to support children exposed to violence and abuse, particularly girls. This underscores the importance of continuous professional development and comprehensive support mechanisms for teachers, ensuring they are well-equipped to handle crises.