This policy brief examines the prolonged consequences of the COVID-19 pandemic on education. Focusing on seven countries - Burkina Faso, Kenya, Malawi, Mali, Mozambique, Niger, and Nigeria - the brief highlights critical areas requiring urgent attention and intervention.

Key findings reveal that COVID-19 has led to significant learning losses, increased school dropout rates, and adversely affected learners' mental health. Teachers face high attrition rates and mental well-being challenges due to inadequate support. The integration of ICT in education has exposed and potentially widened existing inequalities, while improvements in WASH (water, sanitation, and hygiene) infrastructure have been inconsistent.

The brief calls for comprehensive strategies to address these issues, including assessing learning losses, supporting remedial programs, and enhancing teacher training. It emphasizes the need for robust ICT infrastructure, equitable access to digital technologies, and sustained investments in WASH facilities. Additionally, it advocates for emergency preparedness plans at all levels of education management to ensure resilience against future crises.

The policy brief concludes by urging African governments to prioritize evidence-based interventions to safeguard the progress towards inclusive and equitable education, aligning with global, continental, and regional educational frameworks.