{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,8,20]],"date-time":"2026-08-20T15:24:46Z","timestamp":1787239486425,"version":"build-2736575974"},"reference-count":67,"publisher":"Wiley","issue":"S2","license":[{"start":{"date-parts":[[2022,10,4]],"date-time":"2022-10-04T00:00:00Z","timestamp":1664841600000},"content-version":"vor","delay-in-days":3,"URL":"http:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"content-domain":{"domain":["onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Development Policy Review"],"published-print":{"date-parts":[[2022,10]]},"abstract":"<jats:title>Abstract<\/jats:title>\n                  <jats:sec>\n                    <jats:title>Motivation<\/jats:title>\n                    <jats:p>The Covid\u201019 pandemic delivered an unprecedented shock to education systems globally, with school closures affecting 1.6 billion children. Education systems in low\u2010 and middle\u2010income countries (LMICs) are facing significant budget cuts further constraining capacities to adapt to Covid\u201019 impacts. The need for evidence to inform policy dialogues about how best to mitigate impacts and support education systems to \u201cbuild back better\u201d is pressing.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Purpose<\/jats:title>\n                    <jats:p>In Ethiopia, schools reopened in October 2020 after a seven\u2010month pandemic\u2010related closure. Employing an adapted resilience systems analysis framework, this article focuses on the extent to which Ethiopia\u2019s education system\u2014which has in recent decades seen rapid progress in enrolment rates\u2014has adapted to the impacts of the pandemic on adolescents\u2019 education and learning, and has achieved this equitably.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Methods and approach<\/jats:title>\n                    <jats:p>The article draws on mixed\u2010methods data from Ethiopia collected virtually with a pre\u2010existing cohort of 3,066 adolescents (1,683 girls and 1,383 boys) during the immediate onset of the pandemic (April\u2013June 2020) and following the reopening of schools (November 2020\u2013February 2021). Adolescent perspectives are complemented by 27 key informant interviews at community and district levels.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Findings<\/jats:title>\n                    <jats:p>Rural adolescents, girls, and adolescents with disabilities were less likely to access distance education during school closures due to connectivity challenges and discriminatory norms, and to subsequently re\u2010enrol. Implementation of adaptive measures, including hygiene guidance, smaller class sizes, and catch\u2010up classes, has been highly uneven, and outreach to support re\u2010enrolment of socially marginalized adolescents has been very limited.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Policy implications<\/jats:title>\n                    <jats:p>For LMICs like Ethiopia to build back better post\u2010pandemic and stay on track to achieve Sustainable Development Goal 4\u2019s commitment to inclusive and equitable quality education for all, scaled\u2010up investments in blended learning approaches, addressing the digital divide, and ensuring targeted outreach and social protection to support re\u2010enrolment of socially marginalized adolescents are critical.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.1111\/dpr.12607","type":"journal-article","created":{"date-parts":[[2021,10,28]],"date-time":"2021-10-28T12:58:28Z","timestamp":1635425908000},"update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":21,"title":["Disrupted education trajectories: Exploring the effects of Covid\u201019 on adolescent learning and priorities for \u201cbuilding back better\u201d education systems in Ethiopia"],"prefix":"10.1111","volume":"40","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-9164-7947","authenticated-orcid":false,"given":"Nicola","family":"Jones","sequence":"first","affiliation":[{"name":"ODI United Kingdom"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Megan","family":"Devonald","sequence":"additional","affiliation":[{"name":"ODI United Kingdom"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Rebecca","family":"Dutton","sequence":"additional","affiliation":[{"name":"George Washington University United States"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Sarah","family":"Baird","sequence":"additional","affiliation":[{"name":"George Washington University United States"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Workneh","family":"Yadete","sequence":"additional","affiliation":[{"name":"Gender and Adolescence: Global Evidence Programme Ethiopia"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Kiya","family":"Gezahegne","sequence":"additional","affiliation":[{"name":"Addis Ababa University Ethiopia"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2022,10,4]]},"reference":[{"key":"e_1_2_9_2_1","doi-asserted-by":"crossref","unstructured":"Abay K. 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