A Comparative Study of Education Recovery Policies in Indonesia and Nigeria

Authors

  • Thi My Linh Tran National Dong Hwa University, Hualien, Taiwan
  • Huy Hoang Doan Thuongmai University, Hanoi, Vietnam

DOI:

https://doi.org/10.59110/edutrend.620

Keywords:

Disadvantaged Students, Education Recovery, Indonesia, Learning Loss, Nigeria

Abstract

The COVID-19 pandemic has caused severe disruptions to education systems globally, especially in developing countries. This study compares education recovery policies in Indonesia and Nigeria, focusing on approaches to addressing learning loss among disadvantaged students. Using secondary data analysis and thematic content analysis, the study examined policy documents, reports, and academic literature from 2020 to 2023. The results show that both countries recognize the importance of supporting disadvantaged students, but their strategies differ due to differences in government structures, education investment, and socio-political contexts. Indonesia adopts a centralized approach, emphasizing curriculum reform and school autonomy, as seen in the “Sekolah Penggerak” initiative, while Nigeria relies on community-based initiatives and support from NGOs, such as the Learning Recovery and Accelerated Education Plan. The study highlights the need for context-sensitive policies that prioritize inclusive education and leverage community resources to ensure effective learning recovery.

References

Abubakar, A., Kabara, M., & Enriquez, A. (2022). Face-to-face, online, or hybrid learning in post covid-19 recovery? Scrutinizing Nigerian students’ preferences. Journal of Educational Management and Instruction (Jemin), 2(2), 63–74. https://doi.org/10.22515/jemin.v2i2.5026

Adnyana, K. S. (2023). Penilaian Bahasa Indonesia dalam Kurikulum Merdeka. Stilistika: Jurnal Pendidikan Bahasa dan Seni, 11(2), 343–359. https://doi.org/10.59672/stilistika.v11i2.2849

Angelina Okewu Ogwuche. (2024). Exploring the effects of funding on educational outcomes through a comparative study of public schools in Nigeria, Canada, and Indonesia in the context of emerging economies and developed nations. International Journal of Scientific Research in Humanities and Social Sciences, 1(2), 01–25. https://doi.org/10.32628/IJSRHSS24211

Azzasyofia, M., Fouché, C., & Beddoe, L. (2024). The representation of indigenous children in policies in indonesia. Asian Social Work and Policy Review, 18(2). https://doi.org/10.1111/aswp.12310

Bartolic, S., Matzat, U., Tai, J., Burgess, J.-L., Boud, D., Craig, H., Archibald, A., De Jaeger, A., Kaplan-Rakowski, R., Lutze-Mann, L., Polly, P., Roth, M., Heap, T., Agapito, J., & Guppy, N. (2022). Student vulnerabilities and confidence in learning in the context of the COVID-19 pandemic. Studies in Higher Education, 47(12), 2460–2472. https://doi.org/10.1080/03075079.2022.2081679

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101.

Cobian, K. P., Hurtado, S., Romero, A. L., & Gutzwa, J. A. (2024). Enacting inclusive science: Culturally responsive higher education practices in science, technology, engineering, mathematics, and medicine (STEMM). PLOS ONE, 19(1), e0293953. https://doi.org/10.1371/journal.pone.0293953

Demir, F. (2021). Basic concepts of public policy. In F. Demir (Ed.), Public policy making in Turkey (pp. 1–51). Springer International Publishing. https://doi.org/10.1007/978-3-030-68715-1_1

Donnelly, R., & Patrinos, H. A. (2022). Learning loss during Covid-19: An early systematic review. PROSPECTS, 51(4), 601–609. https://doi.org/10.1007/s11125-021-09582-6

Fatimah, F., Susiati, S., Tinggapy, H., Goa, I., & Yulismayanti, Y. (2023). Analysis of Offline and Online Learning Processes During the Covid-19 Pandemic. International Journal of Trends in Mathematics Education Research, 6(1), 19-25. https://doi.org/10.33122/ijtmer.v6i1.186

Ghivarianto, R. D. (2020). Kemendikbud bikin acara TV Belajar dari Rumah. detiknews. https://news.detik.com/berita/d-4973167/kemendikbud-bikin-acara-tv-belajar-dari-rumah

Irawan, B., Simon, J., Alif, M., Saliman, A., Fatmawati, E., & Judijanto, L. (2024). Addressing educational inequality through sustainable policies: An evaluation from the education policy and SDGs perspective in Indonesia. Journal of Law and Sustainable Development, 12(1), e3152. https://doi.org/10.55908/sdgs.v12i1.3152

Jacob, O., & Samuel, A. (2020). Educational policy in Nigerian: Challenges of implementation and ways forward. Middle European Scientific Bulletin, 4, 1–9. https://doi.org/10.47494/mesb.2020.4.30

Keough, P. D. (Ed.). (2021). Educational recovery for PK-12 education during and after a pandemic. IGI Global. https://doi.org/10.4018/978-1-7998-6952-8

Mahanani, P., Akbar, S., Kamaruddin, A., & Hussin, Z. (2022). Educational analysis to develop character in Malaysia and Indonesia. International Journal of Instruction, 15(3), 377–392. https://doi.org/10.29333/iji.2022.15321a

Mbiti, I. (2016). The need for accountability in education in developing countries. Journal of Economic Perspectives, 30(3), 109–132. https://doi.org/10.1257/jep.30.3.109

Melka, J. (2025). Indonesia: Outlook is strong but vulnerable to external shocks. Economic Research BNP Paribas. http://economic-research.bnpparibas.com/html/en-US/Indonesia-Outlook-strong-vulnerable-external-shocks-2/11/2025,51313?Lang=en-US&docid=51313

MOE. (2023). National policy on inclusive education in Nigeria. https://tafafrica.co/publication/Inclusive%20Education.pdf

Ogenyi, M. (2022). Looking back on Nigeria’s COVID-19 school closures: Effects of parental investments on learning outcomes and avoidance of hysteresis in education. Research on Improving Systems of Education (RISE). https://doi.org/10.35489/BSG-RISE-RI_2022/040

Okoli, R. C., & Iwuamadi, K. C. (2022). Nongovernmental organisations and political decision making in Nigeria. In O. Ibeanu, I. ’Kelue Okoye, I. M. Alumona, & E. T. Aniche (Eds.), Anonymous power (pp. 247–263). Springer Nature Singapore. https://doi.org/10.1007/978-981-16-6058-0_12

Okolie-Osemene, J. (2021). Nigeria’s security governance dilemmas during the Covid-19 crisis. Politikon, 48, 260–277. https://doi.org/10.1080/02589346.2021.1913802

Opabola, E. A., Galasso, C., Rossetto, T., Meilianda, E., Idris, Y., & Nurdin, S. (2023). Investing in disaster preparedness and effective recovery of school physical infrastructure. International Journal of Disaster Risk Reduction, 90, 103623. https://doi.org/10.1016/j.ijdrr.2023.103623

Ossai, E. D. (2021). Gender-Responsive Education in Emergency in Nigeria: Safeguarding Girls' Presents and Futures. Echidna Global Scholars Program. Policy Brief. Center for Universal Education at The Brookings Institution. https://eric.ed.gov/?id=ED617229

Pek, L. S., Nadarajan, N.-T. M., Khusni, H., Mee, R. W. M., Ismail, M. R., Adha, N. S. Q. S., & Arma, A. E. S. A. J. (2024). Factors contributing to learning losses among primary school children: A scoping review. Journal of Education and Learning (EduLearn), 18(3), 840–847. https://doi.org/10.11591/edulearn.v18i3.21305

Pokhrel, S., & Chhetri, R. (2021). A literature review on impact of COVID-19 pandemic on teaching and learning. Higher Education for the Future, 8(1), 133–141. https://doi.org/10.1177/2347631120983481

Rasmitadila, R., Aliyyah, R., Rachmadtullah, R., Samsudin, A., Syaodih, E., Nurtanto, M., & Tambunan, A. (2020). The perceptions of primary school teachers of online learning during the covid-19 pandemic period: a case study in indonesia. Journal of Ethnic and Cultural Studies, 90-109. https://doi.org/10.29333/ejecs/388

Schuurman, T. M., Henrichs, L. F., Schuurman, N. K., Polderdijk, S., & Hornstra, L. (2023). Learning loss in vulnerable student populations after the first Covid-19 school closure in the Netherlands. Scandinavian Journal of Educational Research, 67(2), 309–326. https://doi.org/10.1080/00313831.2021.2006307

Suyuthi, A., Mumtahanah, N., & Wahyudi, W. (2023). Collaborative-participatory model in education policy during a pandemic: Building collaboration to bridge the gap. Al-Hayat Journal of Islamic Education, 7(2), 559. https://doi.org/10.35723/ajie.v7i2.401

Syabily, A. A., Sari, I. P., & Ilmi, S. (2024). The post-COVID-19 pandemic learning loss in 3T regions, what can we try? Journal of Health and Behavioral Science, 6(4), 459–469. https://doi.org/10.35508/jhbs.v6i4.18511

The Global Economy. (2022a). Indonesia education spending, percent of GDP - data, chart. TheGlobalEconomy.Com. https://www.theglobaleconomy.com/Indonesia/Education_spending/

The Global Economy. (2022b). Nigeria education spending, percent of GDP - data, chart. TheGlobalEconomy.Com. https://www.theglobaleconomy.com/Nigeria/Education_spending/

UNESCO. (2023). One year into COVID-19 education disruption: Where do we stand? | UNESCO. https://www.unesco.org/en/articles/one-year-covid-19-education-disruption-where-do-we-stand

Walt, G., & Gilson, L. (1994). Reforming the health sector in developing countries: The central role of policy analysis. Health Policy and Planning, 9(4), 353–370. https://doi.org/10.1093/heapol/9.4.353

World Bank. (2022). 70% of 10-year-olds now in learning poverty, unable to read and understand a simple text [Text/HTML]. World Bank. https://www.worldbank.org/en/news/press-release/2022/06/23/70-of-10-year-olds-now-in-learning-poverty-unable-to-read-and-understand-a-simple-text

Zhdanov, S. P., Baranova, K. M., Udina, N., Terpugov, A. E., Lobanova, E. V., & Zakharova, O. V. (2022). Analysis of learning losses of students during the COVID-19 pandemic. Contemporary Educational Technology, 14(3), ep369. https://doi.org/10.30935/cedtech/11812

Downloads

Published

2025-05-31

How to Cite

Linh Tran, T. M., & Hoang Doan, H. (2025). A Comparative Study of Education Recovery Policies in Indonesia and Nigeria. EDUTREND: Journal of Emerging Issues and Trends in Education, 2(2), 59–71. https://doi.org/10.59110/edutrend.620

Similar Articles

<< < 1 2 3 > >> 

You may also start an advanced similarity search for this article.