This policy brief addresses questions regarding the focus of current vocational training funding mechanisms, successful examples of funding, the nature and role of the private sector, government incentives, and innovative mechanisms in response to COVID-19 pandemic. It examined how 40 the Global Partnership for Education (GPE)’s partner countries in Africa responded to these challenges, highlighting that teachers, being accessible within communities, played a crucial role in ensuring learning continuity.

However, the success of these efforts was hampered by pre-existing barriers such as large class sizes, limited resources, and inadequate professional development. A key issue was the lack of emphasis on digital-aided learning in professional development, leading to a skills gap in distance learning solutions (DLS). The brief details the various policy and practice responses during school closures and reopenings, focusing on the support provided to teachers. It underscores the importance of addressing teachers' socio-economic wellbeing, enhancing digital infrastructure, and providing psychosocial support.

Additionally, it calls for investing more resources in teacher training, exploring public-private partnerships for digital access, and incentivizing teachers. The document concludes with recommendations for better support mechanisms to enhance teaching effectiveness and resilience in future crises.