Faced with falling sources of education financing, domestic and external governments need to mobilize additional resources from innovative domestic sources and complement them with donor funds from external development partners.
In the wake of the pandemic, private ‘tech’ companies have been responding to urgent calls to help education systems ‘tech-up’ as they transition to prolonged distance learning. Governments should do more in terms of attracting and scaling up such private education investments.
2. AfDB and GPE support education in some of the same African countries. As AfDB develops a new skills development Action Plan, how will it work with African leaders and partners like GPE to improve domestic financing to support education transformation?
COVID-19 education sector recovery requires partnerships in the development of innovative financing schemes for education in Africa. Along these lines, the AfDB is playing a leading role in the establishment of two financing facilities.
The first one is the International Finance Facility for Education (IFFEd), a financing mechanism by Multilateral Development Banks (MDBs) aimed at unlocking about US $10 billion education funding by 2030.
The second facility is the African Education Science Technology and Innovation Fund (AESTIF), which is being developed in partnership with African governments and the African Union. AESTIF will mobilize around US$300 million from partner MDBs, Foundations, Trusts and Philanthropists to boost investments in Africa’s skills development, and higher education research and innovation.
To strengthen this endeavor, the AfDB is in the process of entering into a partnership with GPE that will facilitate joint actions to scale-up education and skills developing in Africa.
3. COVID-19 has disrupted the education and training of millions of young Africans, including 121 million school children in sub-Saharan Africa who could not access remote learning materials. Why is the GPE Raise Your Hand financing campaign crucial in this context?
School closures mean children can no longer have access to essentials that school environments offer, including spaces for learning and playing with peers and access to school meals and healthcare.
Girls also face unique risks to GBV exposure when they remain out of school for a long time. This calls for an urgent need to organize, mobilize and galvanize the political, local and international support to education financing.
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