The Education Partnership (TEP) Centre and The Nigerian Economic Summit Group (NESG), with support from Hewlett Foundation, drew on their competencies in education and economic research, to study and report education stakeholders’ responses to learning in the wake of the COVID-19 pandemic. The aims of the study were to analyse the responses of key education stakeholders in Nigeria (supply side) and understand the adoption of learning alternatives by students and parents (demand side) in the wake of the COVID-19 pandemic and the subsequent restriction of movement across Nigeria.
Impact / Outcome
Given the infrastructure issues prevalent in Nigeria, low-tech options like radio and television are the most popular platforms of remote learning due to the government’s capacity and the relative accessibility of these platforms compared to online alternatives. This is largely comparable to interventions in other African countries like Kenya and South Africa where the national governments have rolled out similar broadcast programmes. However, e-learning is growing in relevance and the government seems to recognise this based on the numerous initiatives that have been rolled out. Consequently, many states seem to have employed a mixed media approach, that includes both low-tech and high-tech alternatives. This has also informed the emergence of low-tech adaptations of high-tech options, such as pre-recorded lessons rather than live lessons.
Funding sources
Public/Private
Key Metrics
Support activities to ensure learning continued during the Covid-19 pandemic
Operating model
Public-private partnershipYear published
01 January 2020