The COVID-19 pandemic is far from over, and many countries are still implementing initiatives to limit its impact on student learning.
The US$7 million in COVID-19 accelerated funding provided by GPE to Guinea in 2020 enabled the country to implement actions to ensure continuity of learning during the lockdown period and the safe reopening of schools.
Continuing learning despite the health crisis
In Guinea, the limitations of an education system based exclusively on face-to-face learning were highlighted during the period when schools were closed. Only a small number of children in urban areas had access to online learning resources. To ensure the continuity of education in the event of school closure, the government of Guinea launched the Learning passport initiative.
This platform is intended to provide access to education for millions of children who face obstacles to learning because of poverty, discrimination, conflict, climate-related disasters, or epidemics such as COVID-19. It ensures the continuity of education in the event that schools are forced to close because of crises, and will continue to be an online learning resource even after the pandemic has ended.
The Ministry of Pre-University Education and Literacy (MEPU-A) has received IT equipment to support its efforts to gather statistical data and ensure the continuity of learning.
There are also plans to distribute tablets and computer accessories to vulnerable students and their teachers in marginalized rural communities, so that they may access online learning content.
Rehabilitated infrastructure encourages school attendance
The quality of school infrastructure can affect student performance. To create a conducive learning environment while ensuring that students enjoy the time spent in the classroom, the GPE-supported program has begun the rehabilitation of 35 educational institutions: 20 Community Education Centers; 10 primary schools; and 5 lower secondary schools. In addition, 57 wells are under construction and 45 water points are being repaired.
Supervisors working with regional entities in charge of school infrastructure and facilities have been ensuring quality control of the renovations.
However, new school buildings do not always serve as sufficient incentives for learning.