The COVID-19 Pandemic and Early Childhood Education in Ethiopia, Liberia, and Pakistan: Perspectives of Pre-primary School Teachers

Abstract

School closures due to the COVID-19 pandemic have affected teachers and changed their role significantly. This chapter explores the extent to which early childhood education (ECE) teachers were engaged in children’s early learning during school closure through communication with their parents and families in three countries: Ethiopia, Liberia, and Pakistan. Using mobile phone surveys and key informant interviews, we investigate the support pre-primary teachers received during school closures and how they were able to support children’s home-based learning and prepare for school reopening. In all three countries, many teachers were in contact with children and families during school closures, yet the percentage varies by country, from 33% in Ethiopia to 64% in Liberia and 100% in Pakistan. Teachers in Ethiopia and Pakistan reported that children from disadvantaged backgrounds were missing out on essential support, but about 70% of ECE teachers sought to accommodate their learning needs or support psychosocial well-being. We discuss policy implications to support ECE teachers and children in the current and future crises in order to improve responsiveness and resilience in ECE systems.