Educational resource use during COVID-19 school closures, child cocoa agricultural work, and learning outcomes in rural Côte d’Ivoire

Education is a protective factor against child labor; however, COVID-19 school closures threatened educational attainment and increased child labor. In this 2-year longitudinal study in rural Côte d’Ivoire, we investigated children’s (N = 955, M age = 10.45) learning outcomes, educational resource use, and agricultural work pre-, during, and post-COVID-19 school closures. The number of children participating in agricultural work increased during school closures and persisted once schools reopened. However, children randomized to an educational technology (EdTech) intervention (Allô Alphabet) and children who reported receiving family tutoring during school closures were more likely to report reduced agricultural work. Children working in cocoa agriculture during school closures showed poorer reading scores the following year; however, reading scores marginally improved for children who used EdTech during school closures. Results are discussed in terms of negative COVID-19 impacts and the positive role of educational resources on the attainment of the United Nations Sustainable Development Goals in Côte d’Ivoire.