COVID19 Response, Recovery and Resilience in Education Project (COVID19 RRREP)

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The Response, Recovery, and Resilience in Education Project (RRREP) will support the short- and medium-term response and recovery needs of the COVID-19 pandemic, while establishing the technical and institutional capacity to build back a stronger and more resilient education system. Its focus is on disadvantaged populations in lagging areas across all provinces, and its implementation timeframe is 16 months; activities are therefore simple, focused and deemed of highest priority in order to restore supply and demand of education services. The project includes three main components: (1) Response to the urgent crisis; (2) Recovery once schools reopen; and (3) Resilience of the education system to respond to future crises. The design draws from provincial and federal response plans as well as international experiences on how to cope with school closures. Component 1: Response. This component will focus on emergency response activities to ensure education continuity. The component will consist of the following sub-components: (i) Ensuring learning continuity; (ii) Protecting students’ and teachers’ health, safety, and wellbeing; and (iii) Building the Distance Learning Competency Standards and Assessment Framework. Component 2: Recovery. This component would improve the government’s capacity and implementation for effective recovery of education services. This will build on sensitization activities under subcomponent 1.2 and be achieved by securing student and teacher health safety in schools and by improving the capacity of educators to safely deliver education to their students. This component has two sub-components: (i) Promoting safe schools, and (ii) Supporting teachers in preparation for the recovery. Component 3: Resilience, Monitoring and Evaluation. This component will finance activities to increase the resilience of the education system to respond and recover from future shocks, including potential new waves of COVID-19, and natural and man-made disasters. This component will improve the capacity of provincial and federal governments to design effective strategies and implementation plans to deal with education disruptions, and will also invest in improved monitoring and evaluation capacity with a focus on improving equitable access to education for girls and students in disadvantaged areas, and identification of effective distance learning strategies that can lead to improved education outcomes. Moreover, this component will also finance the operating costs of the unit that will implement the Project. This component has two subcomponents: (i) Strengthening planning for system disruption; and (ii) monitoring and evaluation.