PCF10 Sub-theme: Fostering Lifelong Learning // This study assesses impact of the TEN-G program rolled out and implemented by Commonwealth of Learning (COL) and Centre for Girls’ Education (CGE) respectively, aimed at providing greater access to quality education and training through open, distance and technology-enabled learning in reaction to the school disruption caused by the Covid-19 pandemic in Kaduna state , Nigeria. The project has dual objective of training female teachers on Open Educational Resources and bridging learning gaps so as to return all female students back to school after the pandemic. Hence, four programs were carried out, namely; teachers’ training on Open Educational Resources, Interactive Radio Instruction (IRI) and Safe Space Clubs. We employed both quantitative (questionnaire) and qualitative (interviews and FGDs) instruments of data collection for this study. Our analysis revealed that, teachers capacity on the use of technology to access OER has risen from 19% to 100%, over 90% of school girls returned to school after the pandemic; a success which only 12.8% of our respondents feel is not as a result of the IRI. Safe space clubs were found to have bridged learning gap necessitated by COVID-19 pandemic and has improved their learning abilities. It is therefore recommended that; the TEN-G project should be sustained in order to accommodate more schools and more learners across Kaduna state and the entire northern Nigeria. // Paper ID 2671