Learning Poverty Monitoring Series Technical Note 5 5 Learning Poverty Updates and Revisions What’s New? April 2024 Marie-Hélène Cloutier, Koen Martijn Geven, Halsey Rogers, Sheena Fazili, Yi Ning Wong, Maryam Akmal, Brian Stacy, Elisabeth Sedmik, Tigran Shmis, Nguyet Thi Anh Tran, Saher Asad, Marguerite Clarke, Julia Liberman, Victoria Levin, Horacio Alvarez, Waly Wane, Muna Salih Meky, Justin Kleczka Abstract The April 2024 release of Learning Poverty estimates involves several changes to the data underlying the country-level Learning Poverty figures. This document provides details of the key changes made. Some country-level estimates have changed or become available for the first time due to new learning data from recent assessments: PIRLS 2021, AMPL-b (for example, in Kenya), or policy linking of existing NLAs (for example, in Pakistan). While some of the assessments such as PIRLS 2021 were conducted during the pandemic, country-level changes are not limited to COVID-19 related learning losses. In several countries, changes in assessment data are accompanied by changes in enrollment data as well. In the April 2024 release, country-level estimates of Learning Poverty are available for 125 countries. Acknowledgments We thank Nobuyuki Tanaka, Harry Anthony Patrinos, Diego Luna Bazaldua, Alonso Sanchez, Michael F. Crawford, Lars M. Sondergaard, Yitong Hu and Yilin Pan for helpful feedback. The findings, interpretations, and conclusions expressed in this report are entirely those of the authors. They do not necessarily represent the views of the International Bank for Reconstruction and Development/World Bank and its affiliated organizations, or those of the Executive Directors of the World Bank or the governments they represent. 2 Introduction ............................................................................................................................................................ 6 Methodological overview................................................................................................................................... 7 Defining Learning Poverty ............................................................................................................................ 7 Data protocol and sources ................................................................................................................................. 8 Learning Deprivation (LD)............................................................................................................................ 8 PIRLS 2021...................................................................................................................................................... 9 AMPL-b (part of the MILO initiative) .................................................................................................... 9 National Learning Assessment (NLA) with policy-linking ........................................................ 10 Schooling Deprivation (SD) ....................................................................................................................... 10 Changes in Learning Poverty Due to Change in Enrollment Data .......................................... 10 Country Meta Data ............................................................................................................................................. 11 East Asia & Pacific ......................................................................................................................................... 13 Addition of new assessment data ....................................................................................................... 13 Updates to prior assessment data ...................................................................................................... 13 Updates to prior enrollment data with no changes to assessment data.............................. 14 Revision of enrollment and/or assessment data .......................................................................... 14 No changes ................................................................................................................................................... 14 Europe & Central Asia .................................................................................................................................. 16 Addition of new assessment data ....................................................................................................... 16 Updates to prior assessment data ...................................................................................................... 17 Updates to prior enrollment data with no changes to assessment data.............................. 22 Revision of enrollment and/or assessment data .......................................................................... 22 No changes ................................................................................................................................................... 22 Latin America & the Caribbean ................................................................................................................ 24 Addition of new assessment data ....................................................................................................... 24 Updates to prior assessment data ...................................................................................................... 24 Updates to prior enrollment data with no changes to assessment data.............................. 24 Revision of enrollment and/or assessment data .......................................................................... 24 No changes ................................................................................................................................................... 24 Middle East & North Africa ........................................................................................................................ 27 Addition of new assessment data ....................................................................................................... 27 Updates to prior assessment data ...................................................................................................... 27 3 Updates to prior enrollment data with no changes to assessment data.............................. 29 Revision of enrollment and/or assessment data .......................................................................... 29 No changes ................................................................................................................................................... 30 South Asia ......................................................................................................................................................... 30 Addition of new assessment data ....................................................................................................... 30 Updates to prior assessment data ...................................................................................................... 30 Updates to prior enrollment data with no changes to assessment data.............................. 31 Revision of enrollment and/or assessment data .......................................................................... 31 No changes ................................................................................................................................................... 31 Sub-Saharan Africa........................................................................................................................................ 32 Addition of new assessment data ....................................................................................................... 32 Updates to prior assessment data ...................................................................................................... 32 Updates to prior enrollment data with no changes to assessment data.............................. 32 Revision of enrollment and/or assessment data .......................................................................... 33 No changes ................................................................................................................................................... 33 North America................................................................................................................................................. 36 Addition of new assessment data ....................................................................................................... 37 Updates to prior assessment data ...................................................................................................... 37 Updates to prior enrollment data with no changes to assessment data.............................. 37 Revision of enrollment and/or assessment data .......................................................................... 37 No changes ................................................................................................................................................... 37 Estimates of Learning Poverty, Learning Deprivation, and Schooling Deprivation ................ 38 Country-level ................................................................................................................................................... 38 Global Learning Poverty Database .............................................................................................................. 46 References ............................................................................................................................................................ 47 Annex 1 .................................................................................................................................................................. 49 Learning Deprivation Gap and Severity ................................................................................................ 49 List of Tables and Figures Table 1: Learning Poverty Data Releases .................................................................................................... 7 4 Table 2: Hierarchy for selecting among multiple assessments in each country .......................... 8 Table 3: Number of countries with different types of changes in enrollment data ................. 11 Table 4: Changes to country-level Learning Poverty estimates for 2022 vs 2024 release years ................................................................................................................................................................................... 12 Table 5: Comparison of country-level Learning Poverty estimates across the April 2024 and July 2022 releases. ............................................................................................................................................. 39 Table 6: Country-level gender breakdown of Learning Poverty, Learning Deprivation Gap, and Learning Deprivation Severity. ............................................................................................................ 49 5 Introduction This note is part of the April 2024 release of the latest country-level Learning Poverty estimates. The document details country-level changes to the underlying data used to produce the April 2024 Learning Poverty release and builds on the changes documented in the technical note accompanying the 2022 global release. This is the fourth release of updated and revised country numbers since the launch of the Learning Poverty measure in October 2019 by the World Bank and UNESCO.1 The current release provides Learning Poverty data for 125 countries. The reference year of this update is 2019, which is the same as the 2022 release. The decision to use 2019 as the anchor year is driven by assessment data availability. Most international and regional assessments are carried out only every 4 to 6 years, and usually there is a lag of a couple of years before the data become available. Data collection was further affected by COVID-19 related interruptions. The reference year is primarily used to compute which country-level estimates are included in global and regional aggregates (not updated in the current release) and also serves as an anchor to determine the choice of assessment to report on Learning Poverty estimates when multiple assessments are available for a country. Learning data gaps remain in almost half of the world. Globally, about 42% of countries (92 out of 217) do not report learning data that can be used for estimating Learning Poverty (i.e., data that comes from an internationally comparable learning assessment administered at the end of primary that took place less than 4 years before or after 2019). In Sub-Saharan Africa this is the case for about 48% of the countries. The need for reliable data measuring learning in a meaningful and temporally comparable manner is clear. The political and technical alignment to achieve this objective has never been greater. At the political level, countries, donors, and development partners have come together to sign a Commitment to Action on Foundational Learning and founded the Coalition for Foundational Learning (CFL). One of the CFL pillars aims to support countries to monitor learning progress and improve availability of learning data. To do so, partners committed to (i) collate common tools and offer a menu of options to countries to measure and report on learning; (ii) coordinate between agencies to support countries without learning data in rolling out best available resources and tools to measure progress on learning, including through joint training; (iii) support countries to use data, and share and amplify existing information on learning using available resources and tools. The following sections provide a comprehensive overview of the latest country-level Learning Poverty estimates and report changes for all Part I and Part II countries that have a prior or new Learning Poverty estimate. Past and current country level estimates are available both in the Learning Poverty Global Database and in the Learning Poverty Country Briefs. The summary of the current and prior releases is as follows: 6  The April 2024 release uses 2019 as its reference year and produces country-level estimates for 125 countries, and no global and regional estimates were updated.  The June 2022 release used 2019 as its reference year, produced country-level estimates for 122 countries, and produced global and regional estimates for the whole world (using 107 countries) and low- and middle-income countries (using 69 countries) (World Bank, 2022).  The July 2021 release used 2017 as its reference year, produced country-level estimates for 120 countries, and no global and regional estimates were updated (Azevedo et al, 2021).  The October 2019 release used 2015 as its reference year, produced country-level estimates for 114 countries, and produced global and regional estimates for the whole world (using 100 countries) and low- and middle-income countries (using 62 countries) (World Bank, 2019). The datasets from the four releases can be accessed on Development Data Hub. Table 1: Learning Poverty Data Releases Release Date Number of countries Global and regional Anchor year and with Learning Poverty aggregates reporting window* estimates Apr-24 125 No 2019 (±4 years) Jun-22 122 Yes (107 for global and 2019 (±4 years) 69 for low- and middle- income) Jul-21 120 No 2017 (±4 years) Oct-19 114 Yes (100 for global and 2015 (±4 years) 62 for low- and middle- income) *The anchor year serves two functions: (i) determines which countries can be included in the global regional aggregate calculations based on whether their assessment year falls inside the reporting window, and (ii) which assessment to use for reporting on Learning Poverty for a country when making decisions between multiple assessments with different priority ranks and years. Methodological overview Defining Learning Poverty The Learning Poverty (LP) indicator combines the share of primary-aged children out-of- school who are Schooling Deprived (SD), and the share of pupils below the minimum proficiency level in reading, who are Learning Deprived (LD). By combining schooling and learning, the indicator brings into focus both “more schooling,” which by itself serves a variety of critical functions as well as “better learning,” which is important to ensure that time spent in school translates into acquisition of skills and capabilities. 7 = + [( − ) ∗ ] where LP is Learning Poverty; LD, Learning Deprivation, is the share of children at the end of primary below minimum proficiency, as defined by the Global Alliance to Monitor Learning (GAML) in the context of the SDG 4.1.1b monitoring; SD, Schooling Deprivation, is the share of primary-aged children who are out-of-school as defined in the context of SDG 4.1.4. Data protocol and sources Learning Deprivation (LD) The LD component of the Learning Poverty indicator relies on learning assessment data. This component captures the share of children at the end of primary who are below the minimum proficiency level (MPL) for reading, as defined by the Global Alliance to Monitor Learning (GAML) in the context of the SDG 4.1.1b monitoring. 1 If a country has carried out multiple assessments, the assessment used to estimate LD is selected based on the following preference hierarchy: 2 Table 2: Hierarchy for selecting among multiple assessments in each country International/regional assessment in reading For example, global assessments such as PIRLS, or regional assessments such as LLECE, PASEC, or SEA-PLM with reading results. Where both international and regional Priority rank 1 assessments are available, regional assessments may only be preferred over international ones for temporal comparability with past country estimates or for regional comparability (for example, LLECE for LAC). International/regional assessment in reading that allows statistical linking with Priority rank 2 historical regional or national assessments. For example, AMPL-b results for reading. National Learning Assessment (NLA) in reading that allows linking with historical Priority rank 3 international or regional assessments. For example, NLA that have completed a statistical/policy3- or pairwise4-linking exercise. International assessment in a subject other than reading. Priority rank 4 For example, TIMSS results for science. Other National Learning Assessment (interim reporting only) that may not have Priority rank 5 undergone linking exercises yet but have plans to do so. The current reporting window is 2015-2023 centered around 2019. Assessments administered within the window are preferred. For example, TIMSS 2015 and TIMSS 2019 are prioritized over PIRLS 2011 for Indonesia and Croatia respectively in the April 2024 release because PIRLS 2011 falls outside the reporting window. On an exceptional basis, 1For more details see Azevedo et al. 2021. This hierarchy is mostly aligned with what was used in the June 2022 release except for the addition of priority rank 3. 3 https://gaml.uis.unesco.org/policy-linking/ 4 WG_GAML-10_Pairwise-Comparison-Method.pdf (unesco.org) 8 learning assessments falling outside of the reporting window are kept given the lack of a more recent assessment. This is the case for Afghanistan, Belize, Botswana, Comoros, Algeria, Greece, Iceland, Kyrgyz Republic, Lesotho, Luxembourg, Moldova, Mali, Mongolia, Mauritania, Mauritius, Romania, Thailand, Tunisia, Uganda, Ukraine and Yemen, Rep. Data from the international assessment PIRLS 2021, Kenya’s Assessment for Minimum Proficiency level (AMPL-b) 2023, and Pakistan’s Policy-Linked National Learning Assessment 2021 became available since the prior release. As a result, in the April 2024 country update, the average assessment year was 2018, with a standard deviation of 4.7 years (compared to an average assessment year of 2017 with standard deviation of 1.6 in the June 2022 release). This new learning data has enabled updates to some country-level Learning Poverty estimates. The new assessments are: PIRLS 2021 The Progress in International Reading and Literacy Study (PIRLS), implemented by IEA, provides internationally comparable data on reading proficiency for Grade 4 students since 2001. PIRLS 2021 is the fifth cycle in the PIRLS assessment, with data collection having taken place between August and December 2021 for most countries, with some exceptions that were affected by COVID-19 related delays. The PIRLS 2021 data is the first release of internationally and temporally comparable learning data since the COVID-19 pandemic’s unprecedented school closures. Comparisons between the 2016 and 2021 data capture changes that include but are not limited to COVID-19 related shocks to schooling and learning. The following 52 countries have updated assessment data from PIRLS 2021: Albania, Australia, Austria, Azerbaijan, Bahrain, Belgium, Bulgaria, Croatia, Cyprus, Czechia, Denmark, Egypt, Arab Rep, Finland, France, Georgia, Germany, Hong Kong SAR, China, Hungary, Iran, Islamic Rep, Israel, Italy, Jordan, Kazakhstan, Kosovo, Latvia, Lithuania, Macao SAR, China, Malta, Montenegro, Morocco, Netherlands, New Zealand, North Macedonia, Norway, Oman, Poland, Portugal, Qatar, Russian Federation, Saudi Arabia, Serbia, Singapore, Slovak Republic, Slovenia, South Africa, Spain, Sweden, Türkiye, United Arab Emirates, United Kingdom, United States and Uzbekistan. AMPL-b (part of the MILO initiative) The MILO (Monitoring Impacts on Learning Outcomes) initiative has allowed countries to measure the impact of COVID-19 on learning while also allowing reporting against SDG 4.1.1b benchmarks through the Assessments for Minimum Proficiency Levels for SDG 4.1.1b (AMPL-b). The assessment covers six countries in Africa – Burkina Faso, Burundi, Côte d’Ivoire, Kenya, Senegal, and Zambia. The project was implemented to provide a way for countries to measure learning progress against SDG 4.1.1b prior to and during the COVID-19 pandemic. AMPL-b tests children in the subjects of reading and mathematics in grades 5-7, depending on the country. The assessment material was derived from the UIS’s Global Item Bank, which is a shared repository of assessment questions for reading and math and follows closely the Global Proficiency Framework benchmarks agreed by countries and development partners as part of SDG 4.1.1 monitoring. National assessments also have the option of 9 integrating comparable tests in their instruments. We use AMPL-b 2023 results for calculating Learning Poverty measures for Kenya in the 2024 release. National Learning Assessment (NLA) with policy-linking Pakistan conducted its national assessment in 2019 for grade 4 students. Pakistan’s 2019 NLA was policy-linked in 2021. Schooling Deprivation (SD) The SD component (out-of-school adjustment) of Learning Poverty relies on enrollment data reported by UNESCO Institute of Statistics (UIS) or country teams where more relevant/recent data is available, collected through the population census, household surveys, and the Education Management Information System (EMIS). The preferred indicator for SD in previous releases has been the complement of the adjusted net primary enrollment (ANER), as reported by UIS. Reporting of the ANER has since been discontinued by UIS; however, we continue to use the last available version (October 2020) of ANER as an interim measure to preserve comparability with prior releases of Learning Poverty. Enrollment data for the school year closest to the administration year of the preferred learning assessment for each country is used, depending on availability. The hierarchy for choosing enrollment data is as follows:  Adjusted Net Enrollment Rate (ANER)  Total Net Enrollment Rate (TNER)  Net Enrollment Rate (NER)  Gross Enrollment Rate (GER): If the gross enrollment rate is higher than 100%, it is adjusted to be 100% There are some exceptions to this hierarchy. In some cases, data available at the country level from sources such as household surveys, census data, or statistical reports/yearbooks published by governments was preferred. This is the case for Afghanistan, Bangladesh, China, Cote d-Ivoire, Costa Rica, India, Japan, Macao, Moldova, Madagascar, and Kosovo. For Kosovo, UIS does not report enrollment rates and therefore country level estimates from the 2021 Annual Statistical Report (GER) are used. For China, GER estimates from UIS’s October 2021 release are being used due to unavailability of ANER data. Changes in Learning Poverty Due to Change in Enrollment Data In the April 2024 release, SD estimates based on enrollment data are updated or revised in 49 cases. Out of these, 47 cases also saw a change in assessment data whereas Cote d'Ivoire and Madagascar did not. More recent enrollment data on Cote d’Ivoire is available from the country team whereas Madagascar’s enrollment source changed from ANER to country team validated data. These changes to enrollment data shown in Table 3 primarily reflect the following:  Countries where only enrollment year changes but enrollment definition remains the same: Australia, Austria, Azerbaijan, Belgium, Bulgaria, Bahrain, Cote d'Ivoire, 10 Czechia, Germany, Denmark, Egypt, Arab Rep, Finland, France, Georgia, Hong Kong SAR, China, Hungary, Ireland, Iran, Islamic Rep, Israel, Italy, Jordan, Kazakhstan, Lithuania, Latvia, Morocco, Malta, Norway, New Zealand, Oman, Pakistan, Portugal, Qatar, Russian Federation, Saudi Arabia, Singapore, Slovak Republic, Slovenia, Spain, Sweden, United Arab Emirates, United Kingdom, United States, South Africa  Countries where enrollment data changes from ANER to country team validated data and enrollment year also changes: Bangladesh and Macao SAR, China  Countries where enrollment data changes from ANER to country team validated data for the same enrollment year: Madagascar  Countries where enrollment data is being used for the first time: Kenya, Uzbekistan and Kosovo. Of these, Kenya and Uzbekistan have assessment data available for the first time, hence the use of enrollment data for an LP estimate. Details of these updates and revisions related to the enrollment data can be found in the following section, and in the accompanying database and Learning Poverty country briefs. Table 3: Number of countries with different types of changes in enrollment data 2022 release vs 2024 release No. of countries where enrollment year changes with no changes to 43 enrollment definition No. of countries where enrollment data changes from ANER to country team 2 validated data and enrollment year also changes No. of countries where enrollment data changes from ANER to country team 1 validated data for the same year No. of countries where enrollment data is being used for the first time 3 Country Meta Data Table 4 highlights the type of changes between the 2022 and 2024 releases based on changes to assessment and enrollment data. The following are definitions of each change:  Additions refers to new countries added for which we previously had no Learning Poverty data. The three new additions which did not have a previous Learning Poverty estimate are Kenya, Kosovo and Uzbekistan. In the case of Kosovo, a new Learning Poverty estimate is now available due to enrollment data becoming available for the first time. For Kenya, the country participated in AMPL-b whereas for Uzbekistan, the country participated in PIRLS for the first time.  Updates to assessment data: o Temporally Comparable Assessment Data includes countries for which the Learning Poverty estimate was updated due to new assessment data available 11 from a more recent year using the same assessment as the previous release. These include the following countries: Australia, Austria, Azerbaijan, Bahrain, Bangladesh, Belgium, Bulgaria, Czechia, Denmark, Egypt, Arab Rep, Finland, France, Georgia, Germany, Hong Kong SAR, China, Hungary, Iran, Islamic Rep, Israel, Italy, Kazakhstan, Latvia, Lithuania, Macao SAR, China, Malta, Morocco, Netherlands, New Zealand, Norway, Oman, Poland, Portugal, Qatar, Russian Federation, Saudi Arabia, Singapore, Slovak Republic, Slovenia, South Africa, Spain, Sweden, United Arab Emirates, United Kingdom, United States. o Not Temporally Comparable Assessment Data includes countries for which the estimate was updated due to availability of new data from a different assessment. These include the following countries: Albania, Croatia, Cyprus, Jordan, Montenegro, North Macedonia, Pakistan, Serbia and Türkiye.  Updates to enrollment data with no changes to assessment data: o Enrollment Indicator Update includes countries for which there was no change to assessment data but the enrollment definition changed. This includes Madagascar where enrollment indicator changed from ANER to country team validated data – the complement of Total Net Enrollment Rate as reported by UIS. o Enrollment Year Update includes countries for which there was no change to assessment data or enrollment definition but the enrollment year changed. This is the case for Cote d’Ivoire where more recent enrollment data is available from the country team – the annual statistical report of 2019.  Revision of enrollment and/or assessment data: o Afghanistan had a revision in its assessment and enrollment data from the same sources and years.  No changes refer to countries that saw no change in Learning Poverty estimates between the 2022 and 2024 releases.  No data includes countries for which we do not have a Learning Poverty estimate. Table 4: Changes to country-level Learning Poverty estimates for 2022 vs 2024 release years 2022 vs 2024 release Updates to Assessment and Enrollment Not Temporall Temporally Enrollme Revision of y Enrollment No Comparable nt Enrollment No Additions Comparabl Year dat Assessment Indicator /Assessme changes e Update a Data Update nt Data Assessmen t Data Number of 3 43 9 1 1 1 67 92 countries 12 This section provides a country-by-country (organized by regions) overview of changes to the Learning Poverty, Learning Deprivation, and Schooling Deprivation estimates for the 2024 release compared to estimates from the 2022 release. This data is also available in Table 5. East Asia & Pacific Addition of new assessment data There are no countries where Learning Poverty estimates were calculated for the first time. Updates to prior assessment data The Learning Poverty estimates for the following countries have changed compared to the estimates in the previous release due to the availability of new assessment data: Australia (same assessment, updated assessment year, updated enrollment data) Australia had a prior country-level estimate for Learning Poverty using PIRLS 2016 for grade 4 reading. There is new data for Australia from PIRLS 2021 for grade 4 reading. Enrollment data for ANER 2017 is used compared to ANER 2016 in the previous release. The new release contains gender disaggregated Learning Poverty estimates. Hong Kong SAR, China (same assessment, updated assessment year, updated enrollment data) Hong Kong SAR, China had a prior country-level estimate for Learning Poverty using PIRLS 2016 for grade 4 reading. There is new data for Hong Kong SAR, China from PIRLS 2021 for grade 4 reading. Enrollment data for ANER 2018 is used compared to ANER 2016 in the previous release. The new release does not contain gender disaggregated Learning Poverty estimates due to missing gender disaggregated enrollment data. Macao SAR, China (same assessment, updated assessment year, updated enrollment data) Macao SAR, China had a prior country-level estimate for Learning Poverty using PIRLS 2016 for grade 4 reading. There is new data for Macao SAR, China from PIRLS 2021 for grade 4 reading. Enrollment data for 2022 from the economy’s 2021 census report is used compared to ANER 2016 in the previous release. The new release contains gender disaggregated Learning Poverty estimates. New Zealand (same assessment, updated assessment year, updated enrollment data) 13 New Zealand had a prior country-level estimate for Learning Poverty using PIRLS 2016 for grade 4 reading. There is new data for New Zealand from PIRLS 2021 for grade 4 reading. Enrollment data for ANER 2017 is used compared to ANER 2016 in the previous release. The new release contains gender disaggregated Learning Poverty estimates. Singapore (same assessment, updated assessment year, updated enrollment data) Singapore had a prior country-level estimate for Learning Poverty using PIRLS 2016 for grade 4 reading. There is new data for Singapore from PIRLS 2021 for grade 4 reading. Enrollment data for ANER 2017 is used compared to ANER 2016 in the previous release. The new release contains gender disaggregated Learning Poverty estimates. Updates to prior enrollment data with no changes to assessment data The Learning Poverty estimates have not changed for any country compared to the estimates in the previous release due to the availability of updated enrollment data. Revision of enrollment and/or assessment data The Learning Poverty estimates have not changed for any country compared to the estimates in the previous release due to the availability of revised enrollment data. No changes The Learning Poverty estimates for the following countries have not changed compared to the previous release: Cambodia (same round of same assessment, same enrollment data) Cambodia had a prior country-level estimate for Learning Poverty using SEA-PLM 2019 for grade 5 reading. This same data is used for the new country-level Learning Poverty estimates. Enrollment data for ANER 2018 is used, as in the previous release. The new release contains gender disaggregated Learning Poverty estimates. China (same round of same assessment, same enrollment data) China had a prior country-level estimate for Learning Poverty using national learning assessment data 2016 for grade 4 reading. This same data is used for the new country- level Learning Poverty estimates. Enrollment data for 2016 is used from the country team, as in the previous release. The new release does not contain gender disaggregated Learning Poverty estimates due to missing gender disaggregated enrollment data. Indonesia (same round of same assessment, same enrollment data) Indonesia had a prior country-level estimate for Learning Poverty using TIMSS 2015 data for grade 4 science. This same data is used for the new country-level Learning 14 Poverty estimates. Enrollment data for ANER 2014 is used, as in the previous release. The new release contains gender disaggregated Learning Poverty estimates. Japan (same round of same assessment, updated enrollment data) Japan had a prior country-level estimate for Learning Poverty using TIMSS 2019 for grade 4 science. This same data is used for the new country-level Learning Poverty estimates. Enrollment data for ANER 2016 from the country team is used compared to TNER 2016 in the previous release. The new release contains gender disaggregated Learning Poverty estimates. Korea, Rep. (same round of same assessment, same enrollment data) Korea, Rep. had a prior country-level estimate for Learning Poverty using TIMSS 2019 for grade 4 science. This same data is used for the new country-level Learning Poverty estimates. Enrollment data for ANER 2017 is used, as in the previous release. The new release contains gender disaggregated Learning Poverty estimates. Lao PDR (same round of same assessment, same enrollment data) Lao PDR had a prior country-level estimate for Learning Poverty using SEA-PLM 2019 for grade 4 science. This same data is used for the new country-level Learning Poverty estimates. Enrollment data for ANER 2018 is used, as in the previous release. The new release contains gender disaggregated Learning Poverty estimates. Malaysia (same round of same assessment, same enrollment data) Malaysia had a prior country-level estimate for Learning Poverty using SEA-PLM 2019 for grade 5 reading. This same data is used for the new country-level Learning Poverty estimates. Enrollment data for ANER 2015 is used, as in the previous release. The new release contains gender disaggregated Learning Poverty estimates. Mongolia (same round of same assessment, same enrollment data) Mongolia had a prior country-level estimate for Learning Poverty using TIMSS 2007 for grade 4 science. This same data is used for the new country-level Learning Poverty estimates. Enrollment data for ANER 2007 is used, as in the previous release. The new release contains gender disaggregated Learning Poverty estimates. Myanmar (same round of same assessment, same enrollment data) Myanmar had a prior country-level estimate for Learning Poverty using SEA-PLM 2019 for grade 5 reading. This same data is used for the new country-level Learning Poverty estimates. Enrollment data for ANER 2018 is used, as in the previous release. The new release does not contain gender disaggregated Learning Poverty estimates due to missing gender disaggregated enrollment data. Philippines (same round of same assessment, same enrollment data) 15 Philippines had a prior country-level estimate for Learning Poverty using SEA-PLM 2019 data for grade 5 reading. This same data is used for the new country-level Learning Poverty estimates. Enrollment data for ANER 2017 is used, as in the previous release. The new release contains gender disaggregated Learning Poverty estimates. Thailand (same round of same assessment, same enrollment data) Thailand had a prior country-level estimate for Learning Poverty using TIMSS 2011 for grade 4 science. This same data is used for the new country-level Learning Poverty estimates. Enrollment data for ANER 2009 is used, as in the previous release. The new release contains gender disaggregated Learning Poverty estimates. Viet Nam (same round of same assessment, same enrollment data) Viet Nam had a prior country-level estimate for Learning Poverty using SEA-PLM 2019 for grade 5 reading. This same data is used for the new country-level Learning Poverty estimates. Enrollment data for ANER 2013 is used, as in the previous release. The new release contains gender disaggregated Learning Poverty estimates. Europe & Central Asia Addition of new assessment data The Learning Poverty estimates for the following countries have been computed for the first time due to the availability of new assessment data: Kosovo Kosovo did not have a prior country-level estimate for Learning Poverty. In the new country-level update, PIRLS 2021 data for grade 4 reading is used to compute an estimate for Learning Poverty. Enrollment data for 2021 from the Annual Statistical Report (GER) is used. The new release contains gender disaggregated Learning Poverty estimates. Uzbekistan Uzbekistan did not have a prior country-level estimate for Learning Poverty. In the new country-level update, PIRLS 2021 data for grade 4 reading is used to compute an estimate for Learning Poverty. Enrollment data from ANER 2018 is used. The new release does not contain gender disaggregated Learning Poverty estimates due to missing gender disaggregated enrollment data. 16 Updates to prior assessment data The Learning Poverty estimates for the following countries have changed compared to the estimates in the previous release due to the availability of new assessment data: Albania (different assessment, same enrollment data) Albania had a prior country-level estimate for Learning Poverty using TIMSS 2019 data for grade 4 science. There is new data for Albania from PIRLS 2021 for grade 4 reading. Enrollment data for ANER 2018 is used, as in the previous release. The new release does not contain gender disaggregated Learning Poverty estimates due to missing gender disaggregated enrollment data. Austria (same assessment, updated assessment year, updated enrollment data) Austria had a prior country-level estimate for Learning Poverty using PIRLS 2016 for grade 4 reading. There is new data for Austria from PIRLS 2021 for grade 4 reading. Enrollment data for ANER 2017 is used compared to ANER 2016 in the previous release. The new release does not contain gender disaggregated Learning Poverty estimates due to missing gender disaggregated enrollment data. Azerbaijan (same assessment, updated assessment year, updated enrollment data) Azerbaijan had a prior country-level estimate for Learning Poverty using PIRLS 2016 for grade 4 reading. There is new data for Azerbaijan from PIRLS 2021 for grade 4 reading. Enrollment data for ANER 2018 is used compared to ANER 2016 in the previous release. The new release contains gender disaggregated Learning Poverty estimates. Belgium (same assessment, updated assessment year, updated enrollment data) Belgium had a prior country-level estimate for Learning Poverty using PIRLS 2016 for grade 4 reading. There is new data for Belgium from PIRLS 2021 for grade 4 reading. Enrollment data for ANER 2017 is used compared to ANER 2016 in the previous release. The new release contains gender disaggregated Learning Poverty estimates. Bulgaria (same assessment, updated assessment year, updated enrollment data) Bulgaria had a prior country-level estimate for Learning Poverty using PIRLS 2016 for grade 4 reading. There is new data for Bulgaria from PIRLS 2021 for grade 4 reading. Enrollment data for ANER 2017 is used compared to ANER 2016 in the previous release. The new release contains gender disaggregated Learning Poverty estimates. Croatia (different assessment, same enrollment data) 17 Croatia had a prior country-level estimate for Learning Poverty using TIMSS 2019 data for grade 4 science. There is new data for Croatia from PIRLS 2021 for grade 4 reading. This new data is used for the new country-level Learning Poverty estimates. Enrollment data for ANER 2017 is used, as in the previous release. The new release does not contain gender disaggregated Learning Poverty estimates due to missing gender disaggregated enrollment data. Cyprus (different assessment, same enrollment data) Cyprus had a prior country-level estimate for Learning Poverty using TIMSS 2019 data for grade 4 science. There is new data for Cyprus from PIRLS 2021 for grade 4 reading. This new data is used for the new country-level Learning Poverty estimates. Enrollment data for ANER 2017 is used, as in the previous release. The new release contains gender disaggregated Learning Poverty estimates. Czechia (same assessment, updated assessment year, updated enrollment data) Czechia had a prior country-level estimate for Learning Poverty using PIRLS 2016 for grade 4 reading. There is new data for Czechia from PIRLS 2021 for grade 4 reading. Enrollment data for ANER 2017 is used compared to ANER 2016 in the previous release. The new release does not contain gender disaggregated Learning Poverty estimates due to missing gender disaggregated enrollment data. Denmark (same assessment, updated assessment year, updated enrollment data) Denmark had a prior country-level estimate for Learning Poverty using PIRLS 2016 for grade 4 reading. There is new data for Denmark from PIRLS 2021 for grade 4 reading. Enrollment data for ANER 2017 is used compared to ANER 2016 in the previous release. The new release contains gender disaggregated Learning Poverty estimates. Finland (same assessment, updated assessment year, updated enrollment data) Finland had a prior country-level estimate for Learning Poverty using PIRLS 2016 for grade 4 reading. There is new data for Finland from PIRLS 2021 for grade 4 reading. Enrollment data for ANER 2017 is used compared to ANER 2016 in the previous release. The new release contains gender disaggregated Learning Poverty estimates. France (same assessment, updated assessment year, updated enrollment data) France had a prior country-level estimate for Learning Poverty using PIRLS 2016 for grade 4 reading. There is new data for France from PIRLS 2021 for grade 4 reading. Enrollment data for ANER 2017 is used compared to ANER 2016 in the previous release. The new release contains gender disaggregated Learning Poverty estimates. Georgia (same assessment, updated assessment year, updated enrollment data) 18 Georgia had a prior country-level estimate for Learning Poverty using PIRLS 2016 for grade 4 reading. There is new data for Georgia from PIRLS 2021 for grade 4 reading. Enrollment data for ANER 2018 is used compared to ANER 2016 in the previous release. The new release contains gender disaggregated Learning Poverty estimates. Germany (same assessment, updated assessment year, updated enrollment data) Germany had a prior country-level estimate for Learning Poverty using PIRLS 2016 for grade 4 reading. There is new data for Germany from PIRLS 2021 for grade 4 reading. Enrollment data for ANER 2017 is used compared to ANER 2016 in the previous release. The new release does not contain gender disaggregated Learning Poverty estimates due to missing gender disaggregated enrollment data. Hungary (same assessment, updated assessment year, updated enrollment data) Hungary had a prior country-level estimate for Learning Poverty using PIRLS 2016 for grade 4 reading. There is new data for Hungary from PIRLS 2021 for grade 4 reading. Enrollment data for ANER 2017 is used compared to ANER 2016 in the previous release. The new release contains gender disaggregated Learning Poverty estimates. Ireland (same assessment, updated assessment year, updated enrollment data) Ireland had a prior country-level estimate for Learning Poverty using PIRLS 2016 for grade 4 reading. There is new data for Ireland from PIRLS 2021 for grade 4 reading. Enrollment data for ANER 2017 is used compared to ANER 2016 in the previous release. The new release contains gender disaggregated Learning Poverty estimates. Italy (same assessment, updated assessment year, updated enrollment data) Italy had a prior country-level estimate for Learning Poverty using PIRLS 2016 for grade 4 reading. There is new data for Italy from PIRLS 2021 for grade 4 reading. Enrollment data for ANER 2017 is used compared to ANER 2016 in the previous release. The new release contains gender disaggregated Learning Poverty estimates. Kazakhstan (same assessment, updated assessment year, updated enrollment data) Kazakhstan had a prior country-level estimate for Learning Poverty using PIRLS 2016 for grade 4 reading. There is new data for Kazakhstan from PIRLS 2021 for grade 4 reading. Enrollment data for ANER 2019 is used compared to ANER 2016 in the previous release. The new release contains gender disaggregated Learning Poverty estimates. Latvia (same assessment, updated assessment year, updated enrollment data) Latvia had a prior country-level estimate for Learning Poverty using PIRLS 2016 for grade 4 reading. There is new data for Latvia from PIRLS 2021 for grade 4 reading. 19 Enrollment data for ANER 2017 is used compared to ANER 2016 in the previous release. The new release contains gender disaggregated Learning Poverty estimates. Lithuania (same assessment, updated assessment year, updated enrollment data) Lithuania had a prior country-level estimate for Learning Poverty using PIRLS 2016 for grade 4 reading. There is new data for Lithuania from PIRLS 2021 for grade 4 reading. Enrollment data for ANER 2017 is used compared to ANER 2016 in the previous release. The new release contains gender disaggregated Learning Poverty estimates. Montenegro (different assessment, same enrollment data) Montenegro had a prior country-level estimate for Learning Poverty using TIMSS 2019 data for grade 4 science. There is new data for Montenegro from PIRLS 2021 for grade 4 reading. Enrollment data for ANER 2018 is used, as in the previous release. The new release does not contain gender disaggregated Learning Poverty estimates due to missing gender disaggregated enrollment data. Netherlands (same assessment, updated assessment year, same enrollment data) Netherlands had a prior country-level estimate for Learning Poverty using PIRLS 2016 for grade 4 reading. There is new data for Netherlands from PIRLS 2021 for grade 4 reading. Enrollment data for ANER 2017 is used, as in the previous release. The new release contains gender disaggregated Learning Poverty estimates. North Macedonia (different assessment, same enrollment data) North Macedonia had a prior country-level estimate for Learning Poverty using TIMSS 2019 data for grade 4 science. There is new data for North Macedonia from PIRLS 2021 for grade 4 reading. Enrollment data for ANER 2017 is used, as in the previous release. The new release contains gender disaggregated Learning Poverty estimates. Norway (same assessment, updated assessment year, updated enrollment data) Norway had a prior country-level estimate for Learning Poverty using PIRLS 2016 for grade 4 reading. There is new data for Norway from PIRLS 2021 for grade 4 reading. Enrollment data for ANER 2017 is used compared to ANER 2016 in the previous release. The new release contains gender disaggregated Learning Poverty estimates. Poland (same assessment, updated assessment year, same enrollment data) Poland had a prior country-level estimate for Learning Poverty using PIRLS 2016 for grade 4 reading. There is new data for Poland from PIRLS 2021 for grade 4 reading. Enrollment data for ANER 2017 is used, as in the previous release. The new release contains gender disaggregated Learning Poverty estimates. 20 Portugal (same assessment, updated assessment year, updated enrollment data) Portugal had a prior country-level estimate for Learning Poverty using PIRLS 2016 for grade 4 reading. There is new data for Portugal from PIRLS 2021 for grade 4 reading. Enrollment data for ANER 2017 is used compared to ANER 2016 in the previous release. The new release contains gender disaggregated Learning Poverty estimates. Russian Federation (same assessment, updated assessment year, updated enrollment data) Russian Federation had a prior country-level estimate for Learning Poverty using PIRLS 2016 for grade 4 reading. There is new data for Russian Federation from PIRLS 2021 for grade 4 reading. Enrollment data for ANER 2017 is used compared to ANER 2016 in the previous release. The new release does not contain gender disaggregated Learning Poverty estimates due to missing gender disaggregated enrollment data. Serbia (different assessment, same enrollment data) Serbia had a prior country-level estimate for Learning Poverty using TIMSS 2019 data for grade 4 science. There is new data for Serbia from PIRLS 2021 for grade 4 reading. Enrollment data for ANER 2018 is used, as in the previous release. The new release contains gender disaggregated Learning Poverty estimates. Slovak Republic (same assessment, updated assessment year, updated enrollment data) Slovak Republic had a prior country-level estimate for Learning Poverty using PIRLS 2016 for grade 4 reading. There is new data for Slovak Republic from PIRLS 2021 for grade 4 reading. Enrollment data for ANER 2017 is used compared to ANER 2016 in the previous release. The new release contains gender disaggregated Learning Poverty estimates. Slovenia (same assessment, updated assessment year, updated enrollment data) Slovenia had a prior country-level estimate for Learning Poverty using PIRLS 2016 for grade 4 reading. There is new data for Slovenia from PIRLS 2021 for grade 4 reading. Enrollment data for ANER 2017 is used compared to ANER 2016 in the previous release. The new release does not contain gender disaggregated Learning Poverty estimates due to missing gender disaggregated enrollment data. Spain (same assessment, updated assessment year, updated enrollment data) Spain had a prior country-level estimate for Learning Poverty using PIRLS 2016 for grade 4 reading. There is new data for Spain from PIRLS 2021 for grade 4 reading. Enrollment data for ANER 2017 is used compared to ANER 2016 in the previous release. The new release contains gender disaggregated Learning Poverty estimates. 21 Sweden (same assessment, updated assessment year, updated enrollment data) Sweden had a prior country-level estimate for Learning Poverty using PIRLS 2016 for grade 4 reading. There is new data for Sweden from PIRLS 2021 for grade 4 reading. Enrollment data for ANER 2017 is used compared to ANER 2016 in the previous release. The new release contains gender disaggregated Learning Poverty estimates. Türkiye (different assessment, same enrollment data) Türkiye had a prior country-level estimate for Learning Poverty using TIMSS 2019 data for grade 4 science. There is new data for Türkiye from PIRLS 2021 for grade 4 reading. Enrollment data for ANER 2017 is used, as in the previous release. The new release contains gender disaggregated Learning Poverty estimates. United Kingdom (same assessment, updated assessment year, updated enrollment data) United Kingdom had a prior country-level estimate for Learning Poverty using PIRLS 2016 for grade 4 reading. There is new data for United Kingdom from PIRLS 2021 for grade 4 reading. Enrollment data for ANER 2017 is used compared to ANER 2016 in the previous release. The new release contains gender disaggregated Learning Poverty estimates. Updates to prior enrollment data with no changes to assessment data The Learning Poverty estimates have not changed for any country compared to the estimates in the previous release due to the availability of updated enrollment data. Revision of enrollment and/or assessment data The Learning Poverty estimates have not changed for any country compared to the estimates in the previous release due to the availability of revised enrollment data. No changes The Learning Poverty estimates for the following countries have not changed compared to the previous release: Armenia (same round of same assessment, same enrollment data) Armenia had a prior country-level estimate for Learning Poverty using TIMSS 2019 for grade 4 science. This same data is used for the new country-level Learning Poverty estimates. Enrollment data for ANER 2018 is used, as in the previous release. The new release contains gender disaggregated Learning Poverty estimates. Greece (same round of same assessment, same enrollment data) 22 Greece had a prior country-level estimate for Learning Poverty using PIRLS 2001 for grade 4 reading. This same data is used for the new country-level Learning Poverty estimates. Enrollment data for ANER 2018 is used, as in the previous release. The new release contains gender disaggregated Learning Poverty estimates. Iceland (same round of same assessment, same enrollment data) Iceland had a prior country-level estimate for Learning Poverty using PIRLS 2006 for grade 4 reading. This same data is used for the new country-level Learning Poverty estimates. Enrollment data for ANER 2018 is used, as in the previous release. The new release contains gender disaggregated Learning Poverty estimates. Kyrgyz Republic (same round of same assessment, same enrollment data) Kyrgyz Republic had a prior country-level estimate for Learning Poverty using NLA 2014 for grade 5 reading. This same data is used for the new country-level Learning Poverty estimates. Enrollment data for ANER 2018 is used, as in the previous release. The new release does not contain gender disaggregated Learning Poverty estimates due to missing gender disaggregated enrollment data. Luxembourg (same round of same assessment, same enrollment data) Luxembourg had a prior country-level estimate for Learning Poverty using PIRLS 2006 for grade 4 reading. This same data is used for the new country-level Learning Poverty estimates. Enrollment data for ANER 2006 is used, as in the previous release. The new release contains gender disaggregated Learning Poverty estimates. Moldova (same round of same assessment, same enrollment data) Moldova had a prior country-level estimate for Learning Poverty using PIRLS 2006 for grade 4 reading. This same data is used for the new country-level Learning Poverty estimates. Enrollment data for 2006 is used from the country team, as in the previous release. The new release does not contain gender disaggregated Learning Poverty estimates due to missing gender disaggregated enrollment data. Romania (same round of same assessment, same enrollment data) Romania had a prior country-level estimate for Learning Poverty using PIRLS 2011 for grade 4 reading. This same data is used for the new country-level Learning Poverty estimates. Enrollment data for ANER 2011 is used, as in the previous release. The new release contains gender disaggregated Learning Poverty estimates. Ukraine (same round of same assessment, same enrollment data) Ukraine had a prior country-level estimate for Learning Poverty using TIMSS 2007 for grade 4 science. This same data is used for the new country-level Learning Poverty estimates. Enrollment data for ANER 2018 is used, as in the previous release. The new release contains gender disaggregated Learning Poverty estimates. 23 Latin America & the Caribbean Addition of new assessment data There are no countries where Learning Poverty estimates were calculated for the first time. Updates to prior assessment data The Learning Poverty estimates have not changed for any country compared to the estimates in the previous release due to the availability of updated assessment data. Updates to prior enrollment data with no changes to assessment data The Learning Poverty estimates have not changed for any country compared to the estimates in the previous release due to the availability of updated enrollment data. Revision of enrollment and/or assessment data The Learning Poverty estimates have not changed for any country compared to the estimates in the previous release due to the availability of revised enrollment data. No changes The Learning Poverty estimates for the following countries have not changed compared to the previous release: Argentina (same round of same assessment, same enrollment data) Argentina had a prior country-level estimate for Learning Poverty using LLECE 2019 for grade 6 reading. This same data is used for the new country-level Learning Poverty estimates. Enrollment data for ANER 2017 is used, as in the previous release. The new release does not contain gender disaggregated Learning Poverty estimates due to missing gender disaggregated enrollment data. Belize (same round of same assessment, same enrollment data) Belize had a prior country-level estimate for Learning Poverty using PIRLS 2001 for grade 4 reading. This same data is used for the new country-level Learning Poverty estimates. Enrollment data for ANER 2001 is used, as in the previous release. The new release contains gender disaggregated Learning Poverty estimates. Brazil (same round of same assessment, same enrollment data) 24 Brazil had a prior country-level estimate for Learning Poverty using LLECE 2019 for grade 6 reading. This same data is used for the new country-level Learning Poverty estimates. Enrollment data for ANER 2017 is used, as in the previous release. The new release does not contain gender disaggregated Learning Poverty estimates due to missing gender disaggregated enrollment data. Chile (same round of same assessment, same enrollment data) Chile had a prior country-level estimate for Learning Poverty using TIMSS 2019 for grade 4 science. This same data is used for the new country-level Learning Poverty estimates. Enrollment data for ANER 2017 is used, as in the previous release. The new release contains gender disaggregated Learning Poverty estimates. Colombia (same round of same assessment, same enrollment data) Colombia had a prior country-level estimate for Learning Poverty using LLECE 2019 for grade 6 reading. This same data is used for the new country-level Learning Poverty estimates. Enrollment data for ANER 2018 is used, as in the previous release. The new release does not contain gender disaggregated Learning Poverty estimates due to missing gender disaggregated enrollment data. Costa Rica (same round of same assessment, same enrollment data) Costa Rica had a prior country-level estimate for Learning Poverty using LLECE 2019 for grade 6 reading. This same data is used for the new country-level Learning Poverty estimates. Enrollment data for 2006 from the country team is used, as in the previous release. The new release does not contain gender disaggregated Learning Poverty estimates due to missing gender disaggregated enrollment data. Dominican Republic (same round of same assessment, same enrollment data) Dominican Republic had a prior country-level estimate for Learning Poverty using LLECE 2019 for grade 6 reading. This same data is used for the new country-level Learning Poverty estimates. Enrollment data for ANER 2018 is used, as in the previous release. The new release contains gender disaggregated Learning Poverty estimates. Ecuador (same round of same assessment, same enrollment data) Ecuador had a prior country-level estimate for Learning Poverty using LLECE 2019 for grade 6 reading. This same data is used for the new country-level Learning Poverty estimates. Enrollment data for ANER 2018 is used, as in the previous release. The new release does not contain gender disaggregated Learning Poverty estimates due to missing gender disaggregated enrollment data. El Salvador (same round of same assessment, same enrollment data) 25 El Salvador had a prior country-level estimate for Learning Poverty using LLECE 2019 for grade 6 reading. This same data is used for the new country-level Learning Poverty estimates. Enrollment data for ANER 2018 is used, as in the previous release. The new release does not contain gender disaggregated Learning Poverty estimates due to missing gender disaggregated enrollment data. Guatemala (same round of same assessment, same enrollment data) Guatemala had a prior country-level estimate for Learning Poverty using LLECE 2019 for grade 6 reading. This same data is used for the new country-level Learning Poverty estimates. Enrollment data for ANER 2018 is used, as in the previous release. The new release does not contain gender disaggregated Learning Poverty estimates due to missing gender disaggregated enrollment data. Honduras (same round of same assessment, same enrollment data) Honduras had a prior country-level estimate for Learning Poverty using LLECE 2019 for grade 6 reading. This same data is used for the new country-level Learning Poverty estimates. Enrollment data for ANER 2017 is used, as in the previous release. The new release does not contain gender disaggregated Learning Poverty estimates due to missing gender disaggregated enrollment data. Mexico (same round of same assessment, same enrollment data) Mexico had a prior country-level estimate for Learning Poverty using LLECE 2019 for grade 6 reading. This same data is used for the new country-level Learning Poverty estimates. Enrollment data for ANER 2017 is used, as in the previous release. The new release does not contain gender disaggregated Learning Poverty estimates due to missing gender disaggregated enrollment data. Nicaragua (same round of same assessment, same enrollment data) Nicaragua had a prior country-level estimate for Learning Poverty using LLECE 2019 for grade 6 reading. This same data is used for the new country-level Learning Poverty estimates. Enrollment data for ANER 2010 is used, as in the previous release. The new release does not contain gender disaggregated Learning Poverty estimates due to missing gender disaggregated enrollment data. Panama (same round of same assessment, same enrollment data) Panama had a prior country-level estimate for Learning Poverty using LLECE 2019 for grade 6 reading. This same data is used for the new country-level Learning Poverty estimates. Enrollment data for ANER 2017 is used, as in the previous release. The new release does not contain gender disaggregated Learning Poverty estimates due to missing gender disaggregated enrollment data. Paraguay (same round of same assessment, same enrollment data) 26 Paraguay had a prior country-level estimate for Learning Poverty using LLECE 2019 for grade 6 reading. This same data is used for the new country-level Learning Poverty estimates. Enrollment data for ANER 2012 is used, as in the previous release. The new release does not contain gender disaggregated Learning Poverty estimates due to missing gender disaggregated enrollment data. Peru (same round of same assessment, same enrollment data) Peru had a prior country-level estimate for Learning Poverty using LLECE 2019 for grade 6 reading. This same data is used for the new country-level Learning Poverty estimates. Enrollment data for ANER 2018 is used, as in the previous release. The new release does not contain gender disaggregated Learning Poverty estimates due to missing gender disaggregated enrollment data. Trinidad and Tobago (same round of same assessment, same enrollment data) Trinidad and Tobago had a prior country-level estimate for Learning Poverty using PIRLS 2016 for grade 4 reading. This same data is used for the new country-level Learning Poverty estimates. Enrollment data for ANER 2010 is used, as in the previous release. The new release contains gender disaggregated Learning Poverty estimates. Uruguay (same round of same assessment, same enrollment data) Uruguay had a prior country-level estimate for Learning Poverty using LLECE 2019 for grade 6 reading. This same data is used for the new country-level Learning Poverty estimates. Enrollment data for ANER 2017 is used, as in the previous release. The new release does not contain gender disaggregated Learning Poverty estimates due to missing gender disaggregated enrollment data. Middle East & North Africa Addition of new assessment data There are no countries where Learning Poverty estimates were calculated for the first time. Updates to prior assessment data The Learning Poverty estimates for the following countries have changed compared to the estimates in the previous release due to the availability of new assessment data: Bahrain (same assessment, updated assessment year, updated enrollment data) Bahrain had a prior country-level estimate for Learning Poverty using PIRLS 2016 for grade 4 reading. There is new data for Bahrain from PIRLS 2021 for grade 4 reading. 27 Enrollment data for ANER 2018 is used compared to ANER 2016 in the previous release. The new release contains gender disaggregated Learning Poverty estimates. Egypt, Arab Republic (same assessment, updated assessment year, updated enrollment data) Egypt, Arab Republic had a prior country-level estimate for Learning Poverty using PIRLS 2016 for grade 4 reading. There is new data for Egypt, Arab Republic from PIRLS 2021 for grade 4 reading. Enrollment data for ANER 2018 is used compared to ANER 2016 in the previous release. The new release does not contain gender disaggregated Learning Poverty estimates due to missing gender disaggregated enrollment data. Iran, Islamic Republic (same assessment, updated assessment year, updated enrollment data) Iran, Islamic Republic had a prior country-level estimate for Learning Poverty using PIRLS 2016 for grade 4 reading. There is new data for Iran, Islamic Republic from PIRLS 2021 for grade 4 reading. Enrollment data for ANER 2017 is used compared to ANER 2016 in the previous release. The new release contains gender disaggregated Learning Poverty estimates. Israel (same assessment, updated assessment year, updated enrollment data) Israel had a prior country-level estimate for Learning Poverty using PIRLS 2016 for grade 4 reading. There is new data for Israel from PIRLS 2021 for grade 4 reading. Enrollment data ANER 2017 is used compared to ANER 2016 in the previous release. The new release does not contain gender disaggregated Learning Poverty estimates due to missing gender disaggregated enrollment data. Jordan (updated assessment, updated enrollment data) Jordan had a prior country-level estimate for Learning Poverty using TIMSS 2015 for grade 4 science. There is new data for Jordan from PIRLS 2021 for grade 4 reading. Enrollment data for ANER 2018 is used compared to ANER 2013 in the previous release. The new release contains gender disaggregated Learning Poverty estimates. Malta (same assessment, updated assessment year, updated enrollment data) Malta had a prior country-level estimate for Learning Poverty using PIRLS 2016 for grade 4 reading. There is new data for Malta from PIRLS 2021 for grade 4 reading. Enrollment data for ANER 2017 is used compared to ANER 2016 in the previous release. The new release contains gender disaggregated Learning Poverty estimates. Morocco (same assessment, updated assessment year, updated enrollment data) Morocco had a prior country-level estimate for Learning Poverty using PIRLS 2016 for grade 4 reading. There is new data for Morocco from PIRLS 2021 for grade 4 28 reading. Enrollment data for ANER 2018 is used compared to ANER 2017 in the previous release. The new release contains gender disaggregated Learning Poverty estimates. Oman (same assessment, updated assessment year, updated enrollment data) Oman had a prior country-level estimate for Learning Poverty using PIRLS 2016 for grade 4 reading. There is new data for Oman from PIRLS 2021 for grade 4 reading. Enrollment data for ANER 2018 is used compared to ANER 2016 in the previous release. The new release does not contain gender disaggregated Learning Poverty estimates due to missing gender disaggregated enrollment data. Qatar (same assessment, updated assessment year, updated enrollment data) Qatar had a prior country-level estimate for Learning Poverty using PIRLS 2016 for grade 4 reading. There is new data for Qatar from PIRLS 2021 for grade 4 reading. Enrollment data for ANER 2018 is used compared to ANER 2016 in the previous release. The new release contains gender disaggregated Learning Poverty estimates. Saudi Arabia (same assessment, updated assessment year, updated enrollment data) Saudi Arabia had a prior country-level estimate for Learning Poverty using PIRLS 2016 for grade 4 reading. There is new data for Saudi Arabia from PIRLS 2021 for grade 4 reading. Enrollment data for ANER 2018 is used compared to ANER 2016 in the previous release. The new release contains gender disaggregated Learning Poverty estimates. United Arab Emirates (same assessment, updated assessment year, updated enrollment data) United Arab Emirates had a prior country-level estimate for Learning Poverty using PIRLS 2016 for grade 4 reading. There is new data for United Arab Emirates from PIRLS 2021 for grade 4 reading. Enrollment data for ANER 2017 is used compared to ANER 2016 in the previous release. The new release contains gender disaggregated Learning Poverty estimates. Updates to prior enrollment data with no changes to assessment data The Learning Poverty estimates have not changed for any country compared to the estimates in the previous release due to the availability of updated enrollment data. Revision of enrollment and/or assessment data The Learning Poverty estimates have not changed for any country compared to the estimates in the previous release due to the availability of revised enrollment data. 29 No changes The Learning Poverty estimates for the following countries have not changed compared to the previous release: Algeria (same round of same assessment, same enrollment data) Algeria had a prior country-level estimate for Learning Poverty using TIMSS 2007 for grade 4 science. This same data is used for the new country-level Learning Poverty estimates. Enrollment data for ANER 2007 is used as in the previous release. The new release contains gender disaggregated Learning Poverty estimates. Kuwait (same round of same assessment, same enrollment data) Kuwait had a prior country-level estimate for Learning Poverty using PIRLS 2016 data for grade 4 reading. This same data is used for the new country-level Learning Poverty estimates. Enrollment data for ANER 2016 is used as in the previous release. The new release contains gender disaggregated Learning Poverty estimates. Tunisia (same round of same assessment, same enrollment data) Tunisia had a prior country-level estimate for Learning Poverty using TIMSS 2011 for grade 4 science. This same data is used for the new country-level Learning Poverty estimates. Enrollment data for ANER 2011 is used as in the previous release. The new release contains gender disaggregated Learning Poverty estimates. Yemen, Republic (same round of same assessment, same enrollment data) Yemen had a prior country-level estimate for Learning Poverty using TIMSS 2011 for grade 4 science. This same data is used for the new country-level Learning Poverty estimates. Enrollment data for ANER 2010 is used as in the previous release. The new release contains gender disaggregated Learning Poverty estimates. South Asia Addition of new assessment data There are no countries where Learning Poverty estimates were calculated for the first time. Updates to prior assessment data The Learning Poverty estimates for the following countries have changed compared to the estimates in the previous release due to the availability of new assessment data: Bangladesh (same assessment, updated assessment year, updated enrollment data) 30 Bangladesh had a prior country-level estimate for Learning Poverty using NLA 2017 for grade 5 reading. There is new data for Bangladesh from NLA 2022 for grade 5 reading. Enrollment data for 2022 from the country team is used compared to ANER 2010 in the previous release. The new release contains gender disaggregated Learning Poverty estimates. Pakistan (different assessment, updated enrollment data) Pakistan had a prior country-level estimate for Learning Poverty using NLA 2014 for grade 4 reading. There is new data for Pakistan from NLA 2019 (policy-linked) for grade 4 reading. Enrollment data for ANER 2018 is used compared to ANER 2014 in the previous release. The new release contains gender disaggregated Learning Poverty estimates. Updates to prior enrollment data with no changes to assessment data The Learning Poverty estimates have not changed for any country compared to the estimates in the previous release due to the availability of updated assessment data. Revision of enrollment and/or assessment data The Learning Poverty estimates have changed for the following countries compared to the estimates in the previous release due to the availability of revised enrollment and/or assessment data. Afghanistan (same round of same assessment, revised enrollment data) Afghanistan had a prior country-level estimate for Learning Poverty using NLA 2013 for grade 6 reading. This same data is used for the new country-level Learning Poverty estimates, although the estimate has since been revised causing a change in learning deprivation. Enrollment data for 2016 is used from the country team as in the previous release. However, this estimate has since been revised leading to a change in schooling deprivation. The new release does not contain gender disaggregated Learning Poverty estimates due to missing gender disaggregated enrollment data. No changes The Learning Poverty estimates for the following countries have not changed compared to the previous release: India (same round of same assessment, same enrollment data) India had a prior country-level estimate for Learning Poverty using NLA 2017 for grade 5 reading. This same data is used for the new country-level Learning Poverty 31 estimates. Enrollment data for ANER 2018 is used, as in the previous release. The new release contains gender disaggregated Learning Poverty estimates. Sri Lanka (same round of same assessment, same enrollment data) Sri Lanka had a prior country-level estimate for Learning Poverty using NLA 2015 for grade 4 reading. This same data is used for the new country-level Learning Poverty estimates. Enrollment data for ANER 2018 is used, as in the previous release. The new release does not contain gender disaggregated Learning Poverty estimates due to missing gender disaggregated enrollment data. Sub-Saharan Africa Addition of new assessment data The Learning Poverty estimates for the following countries have been computed for the first time due to the availability of new assessment data. Kenya Kenya did not have a prior country-level estimate for Learning Poverty. In the new country-level update, AMPL-b 2023 data for grade 6 reading is used to compute an estimate for Learning Poverty. Enrollment data from ANER 2012 is used. The new release contains gender disaggregated Learning Poverty estimates. Updates to prior assessment data The Learning Poverty estimates for the following countries have changed compared to the estimates in the previous release due to the availability of new assessment data: South Africa (same assessment, updated assessment year, updated enrollment data) South Africa had a prior country-level estimate for Learning Poverty using PIRLS 2016 for grade 4 reading. There is new data for South Africa from PIRLS 2021 for grade 4 reading. Enrollment data for ANER 2017 is used compared to ANER 2015 in the previous release. The new release contains gender disaggregated Learning Poverty estimates. Updates to prior enrollment data with no changes to assessment data The Learning Poverty estimates have changed for the following country compared to the estimates in the previous release due to the availability of updated enrollment data: Cote d’Ivoire (same round of same assessment, updated enrollment data) 32 Cote d’Ivoire had a prior country-level estimate for Learning Poverty using PASEC 2014 for grade 6 reading. This same data is used for the new country-level Learning Poverty estimates. Enrollment data for 2019 compared to 2014 in the previous release is used from the country team. The new release contains gender disaggregated Learning Poverty estimates. Madagascar (same round of same assessment, updated enrollment data) Madagascar had a prior country-level estimate for Learning Poverty using PASEC 2019 for grade 4 reading. This same data is used for the new country-level Learning Poverty estimates. Enrollment data for 2018 is used from the country team compared to ANER 2018 in the previous release. The new release does not contain gender disaggregated Learning Poverty estimates due to missing gender disaggregated enrollment data. Revision of enrollment and/or assessment data The Learning Poverty estimates have not changed for any country compared to the estimates in the previous release due to the availability of updated enrollment data. No changes The Learning Poverty estimates for the following countries have not changed compared to the previous release: Benin (same round of same assessment, same enrollment data) Benin had a prior country-level estimate for Learning Poverty using PASEC 2019 for grade 4 reading. This same data is used for the new country-level Learning Poverty estimates. Enrollment data for ANER 2018 is used as in the previous release. The new release does not contain gender disaggregated Learning Poverty estimates due to missing gender disaggregated enrollment data. Botswana (same round of same assessment, same enrollment data) Botswana had a prior country-level estimate for Learning Poverty using PIRLS 2011 for grade 4 reading. This same data is used for the new country-level Learning Poverty estimates. Enrollment data for ANER 2012 is used as in the previous release. The new release contains gender disaggregated Learning Poverty estimates. Burkina Faso (same round of same assessment, same enrollment data) Burkina Faso had a prior country-level estimate for Learning Poverty using PASEC 2019 for grade 4 reading. This same data is used for the new country-level Learning Poverty estimates. Enrollment data for ANER 2018 is used as in the previous release. The new release contains gender disaggregated Learning Poverty estimates. 33 Burundi (same round of same assessment, same enrollment data) Burundi had a prior country-level estimate for Learning Poverty using PASEC 2019 for grade 4 reading. This same data is used for the new country-level Learning Poverty estimates. Enrollment data for ANER 2018 is used as in the previous release. The new release contains gender disaggregated Learning Poverty estimates. Cameroon (same round of same assessment, same enrollment data) Cameroon had a prior country-level estimate for Learning Poverty using PASEC 2019 for grade 4 reading. This same data is used for the new country-level Learning Poverty estimates. Enrollment data for ANER 2017 is used as in the previous release. The new release contains gender disaggregated Learning Poverty estimates. Chad (same round of same assessment, same enrollment data) Chad had a prior country-level estimate for Learning Poverty using PASEC 2019 for grade 4 reading. This same data is used for the new country-level Learning Poverty estimates. Enrollment data for ANER 2016 is used as in the previous release. The new release contains gender disaggregated Learning Poverty estimates. Comoros (same round of same assessment, same enrollment data) Comoros had a prior country-level estimate for Learning Poverty using PASEC 2008 for grade 4 reading. This same data is used for the new country-level Learning Poverty estimates. Enrollment data for ANER 2007 is used as in the previous release. The new release does not contain gender disaggregated Learning Poverty estimates due to missing gender disaggregated enrollment data. Congo, Rep (same round of same assessment, same enrollment data) Congo, Rep had a prior country-level estimate for Learning Poverty using PASEC 2019 for grade 4 reading. This same data is used for the new country-level Learning Poverty estimates. Enrollment data for ANER 2012 is used as in the previous release. The new release contains gender disaggregated Learning Poverty estimates. Congo, Dem Rep (same round of same assessment, same enrollment data) Congo, Dem Rep had a prior country-level estimate for Learning Poverty using PASEC 2019 data for grade 4 reading. This same data is used for the new country-level Learning Poverty estimates. Enrollment data for 1999 is used from the country team as in the previous release. The new release contains gender disaggregated Learning Poverty estimates. Ethiopia (same round of same assessment, same enrollment data) Ethiopia had a prior country-level estimate for Learning Poverty using NLA 2015 for grade 4 reading. This same data is used for the new country-level Learning Poverty 34 estimates. Enrollment data for ANER 2015 is used as in the previous release. The new release does not contain gender disaggregated Learning Poverty estimates due to missing gender disaggregated enrollment data. Gabon (same round of same assessment, same enrollment data) Gabon had a prior country-level estimate for Learning Poverty using PASEC 2019 for grade 4 reading. This same data is used for the new country-level Learning Poverty estimates. Enrollment data for ANER 1997 is used as in the previous release. The new release contains gender disaggregated Learning Poverty estimates. Guinea (same round of same assessment, same enrollment data) Guinea had a prior country-level estimate for Learning Poverty using PASEC 2019 for grade 4 reading. This same data is used for the new country-level Learning Poverty estimates. Enrollment data for ANER 2016 is used as in the previous release. The new release contains gender disaggregated Learning Poverty estimates. Lesotho5 (same round of same assessment, same enrollment data) Lesotho had a prior country-level estimate for Learning Poverty using NLA 2016 (policy-linked) for grade 6 reading. This same data is used for the new country-level Learning Poverty estimates. Enrollment data for ANER 2016 is used as in the previous release. The new release does not contain gender disaggregated Learning Poverty estimates due to missing gender disaggregated enrollment data. Mali6 (same round of same assessment, same enrollment data) Mali had a prior country-level estimate for Learning Poverty using PASEC 2012 for grade 4 reading. This same data is used for the new country-level Learning Poverty estimates. Enrollment data for ANER 2012 is used as in the previous release. The new release contains gender disaggregated Learning Poverty estimates. Mauritania (same round of same assessment, same enrollment data) Mauritania had a prior country-level estimate for Learning Poverty using PASEC 2004 for grade 4 reading. This same data is used for the new country-level Learning Poverty estimates. Enrollment data for ANER 2004 is used as in the previous release. The new release does not contain gender disaggregated Learning Poverty estimates due to missing gender disaggregated enrollment data. Mauritius (same round of same assessment, same enrollment data) 5 In the 2022 release, Lesotho’s NLA (policy-linked) had been incorrectly specified to be from 2014 instead of 2016. This has been corrected in the current release and does not qualify as a change/revision between releases. 6 In previous releases, Mali’s assessment had been incorrectly specified as NLA when it should have been PASEC. This has been corrected in the current release and does not qualify as a change/revision between releases. 35 Mauritius had a prior country-level estimate for Learning Poverty using PASEC 2006 for grade 4 reading. This same data is used for the new country-level Learning Poverty estimates. Enrollment data for ANER 2006 is used as in the previous release. The new release does not contain gender disaggregated Learning Poverty estimates due to missing gender disaggregated enrollment data. Niger (same round of same assessment, same enrollment data) Niger had a prior country-level estimate for Learning Poverty using PASEC 2019 for grade 4 reading. This same data is used for the new country-level Learning Poverty estimates. Enrollment data for ANER 2017 is used as in the previous release. The new release contains gender disaggregated Learning Poverty estimates. Senegal (same round of same assessment, same enrollment data) Senegal had a prior country-level estimate for Learning Poverty using PASEC 2019 for grade 4 reading. This same data is used for the new country-level Learning Poverty estimates. Enrollment data for ANER 2017 is used as in the previous release. The new release contains gender disaggregated Learning Poverty estimates. Togo (same round of same assessment, same enrollment data) Togo had a prior country-level estimate for Learning Poverty using PASEC 2019 for grade 4 reading. This same data is used for the new country-level Learning Poverty estimates. Enrollment data for ANER 2018 is used as in the previous release. The new release contains gender disaggregated Learning Poverty estimates. Uganda (same round of same assessment, same enrollment data) Uganda had a prior country-level estimate for Learning Poverty using NLA 2014 for grade 4 reading. This same data is used for the new country-level Learning Poverty estimates. Enrollment data for ANER 2013 is used as in the previous release. The new release does not contain gender disaggregated Learning Poverty estimates due to missing gender disaggregated enrollment data. Zambia (same round of same assessment, same enrollment data) Zambia had a prior country-level estimate for Learning Poverty using AMPLB 2019 for grade 4 reading. This same data is used for the new country-level Learning Poverty estimates. Enrollment data for ANER 2013 is used as in the previous release. The new release does not contain gender disaggregated Learning Poverty estimates due to missing gender disaggregated enrollment data. North America 36 Addition of new assessment data There are no countries where Learning Poverty estimates were calculated for the first time. Updates to prior assessment data The Learning Poverty estimates for the following countries have changed compared to the estimates in the previous release due to the availability of new assessment data: United States (same assessment, updated assessment year, updated enrollment data) United States had a prior country-level estimate for Learning Poverty using PIRLS 2016 for grade 4 reading. There is new data for United States from PIRLS 2021 for grade 4 reading. Enrollment data for ANER 2017 is used compared to ANER 2016 in the previous release. The new release contains gender disaggregated Learning Poverty estimates. Updates to prior enrollment data with no changes to assessment data The Learning Poverty estimates have not changed for any country compared to the estimates in the previous release due to the availability of updated enrollment data. Revision of enrollment and/or assessment data The Learning Poverty estimates have not changed for any country compared to the estimates in the previous release due to the availability of revised enrollment data. No changes The Learning Poverty estimates for the following countries have not changed compared to the previous release: Canada (same round of same assessment, same enrollment data) Canada had a prior country-level estimate for Learning Poverty using PIRLS 2016 data for grade 4 reading. This same data is used for the new country-level Learning Poverty estimates. Enrollment data for ANER 2016 is used, as in the previous release. The new release contains gender disaggregated Learning Poverty estimates. 37 Estimates of Learning Poverty, Learning Deprivation, and Schooling Deprivation Country-level Table 5 provides the actual country-level changes in Learning Poverty. The highlighted rows indicate countries where the Learning Poverty estimates have changed due to additions or updates to learning data. It is important to be careful when comparing changes in Learning Poverty estimates over time, as the estimates will not be comparable for countries where different assessments are used to calculate the estimates across the two rounds. 38 Table 5: Comparison of country-level Learning Poverty estimates across the April 2024 and July 2022 releases. Release Year 2024 Release Year 2022 Country LP LD SD Assessment Enrollment Enrollment LP LD SD Assessment Enrollment Enrollment Assessment Assessment estimate estimate estimate year Definition year estimate estimate estimate year Definition year Country Country Afghanistan 93.3 88 43.9 NLA 2013 Team 2016 93.4 87 49.6 NLA 2013 Team 2016 Validation Validation Albania 10.2 7.9 2.6 PIRLS 2021 ANER 2018 16.5 14.3 2.6 TIMSS 2019 ANER 2018 Algeria 67.9 66.5 4.1 TIMSS 2007 ANER 2007 67.9 66.5 4.1 TIMSS 2007 ANER 2007 American Samoa Andorra Angola Antigua and Barbuda Argentina 59.1 58.9 0.5 LLECE 2019 ANER 2017 59.1 58.9 0.5 LLECE 2019 ANER 2017 Armenia 27.2 19.9 9.2 TIMSS 2019 ANER 2018 27.2 19.9 9.2 TIMSS 2019 ANER 2018 Aruba Australia 9.1 5.8 3.5 PIRLS 2021 ANER 2017 8.6 5.5 3.2 PIRLS 2016 ANER 2016 Austria 15 4.1 11.4 PIRLS 2021 ANER 2017 13.3 2.4 11.1 PIRLS 2016 ANER 2016 Azerbaijan 37.5 32.6 7.4 PIRLS 2021 ANER 2018 23.3 19.2 5 PIRLS 2016 ANER 2016 Bahamas, The Bahrain 30.2 28.8 1.9 PIRLS 2021 ANER 2018 32.1 30.6 2.1 PIRLS 2016 ANER 2016 Country Bangladesh 51.2 50 2.4 NLA 2022 Team 2022 58.2 56 5 NLA 2017 ANER 2010 Validation Barbados Belarus Belgium 8.5 7.7 0.9 PIRLS 2021 ANER 2017 6.4 5.1 1.3 PIRLS 2016 ANER 2016 Belize 76.4 74.8 6.5 PIRLS 2001 ANER 2001 76.4 74.8 6.5 PIRLS 2001 ANER 2001 Benin 55.8 54.5 2.8 PASEC 2019 ANER 2018 55.8 54.5 2.8 PASEC 2019 ANER 2018 Bermuda Bhutan Bolivia Bosnia and Herzegovina Botswana 50.8 44.3 11.7 PIRLS 2011 ANER 2012 50.8 44.3 11.7 PIRLS 2011 ANER 2012 Brazil 46.9 45.6 2.4 LLECE 2019 ANER 2017 46.9 45.6 2.4 LLECE 2019 ANER 2017 British Virgin Islands Brunei Darussalam Bulgaria 18.2 7.1 11.9 PIRLS 2021 ANER 2017 15.2 5.2 10.5 PIRLS 2016 ANER 2016 Burkina Faso 73.9 67.1 20.7 PASEC 2019 ANER 2018 73.9 67.1 20.7 PASEC 2019 ANER 2018 Burundi 95.8 95.5 6.6 PASEC 2019 ANER 2018 95.8 95.5 6.6 PASEC 2019 ANER 2018 Release Year 2024 Release Year 2022 Country LP LD SD Assessment Enrollment Enrollment LP LD SD Assessment Enrollment Enrollment Assessment Assessment estimate estimate estimate year Definition year estimate estimate estimate year Definition year Cabo Verde Cambodia 90 89 9.3 SEA-PLM 2019 ANER 2018 90 89 9.3 SEA-PLM 2019 ANER 2018 Cameroon 71.9 69.8 7.1 PASEC 2019 ANER 2017 71.9 69.8 7.1 PASEC 2019 ANER 2017 Canada 4.3 4.3 0 PIRLS 2016 ANER 2016 4.3 4.3 0 PIRLS 2016 ANER 2016 Cayman Islands Central African Republic Chad 94.4 92.4 26.5 PASEC 2019 ANER 2016 94.4 92.4 26.5 PASEC 2019 ANER 2016 Channel Islands Chile 27.2 23.2 5.2 TIMSS 2019 ANER 2017 27.2 23.2 5.2 TIMSS 2019 ANER 2017 Country Country China 18.2 18.2 0 NLA 2016 Team 2016 18.2 18.2 0 NLA 2016 Team 2016 Validation Validation Colombia 51.4 50.2 2.2 LLECE 2019 ANER 2018 51.4 50.2 2.2 LLECE 2019 ANER 2018 Comoros 86 82.3 20.8 PASEC 2008 ANER 2007 86 82.3 20.8 PASEC 2008 ANER 2007 Congo, Dem 96.6 90.8 63.2 PASEC 2019 ANER 1999 96.6 90.8 63.2 PASEC 2019 ANER 1999 Rep Congo, Rep 70 66.4 10.7 PASEC 2019 ANER 2012 70 66.4 10.7 PASEC 2019 ANER 2012 Country Country Costa Rica 34 33.3 1.1 LLECE 2019 Team 2006 34 33.3 1.1 LLECE 2019 Team 2006 Validation Validation Country Country Cote d'Ivoire 79.9 78 8.7 PASEC 2019 Team 2019 82.6 78 21.1 PASEC 2019 Team 2014 Validation Validation Croatia 3.9 1.9 2 PIRLS 2021 ANER 2017 4.5 2.5 2 TIMSS 2019 ANER 2017 Curacao Cyprus 10.2 8.2 2.2 PIRLS 2021 ANER 2017 9.9 7.9 2.2 TIMSS 2019 ANER 2017 Czechia 14.2 4 10.6 PIRLS 2021 ANER 2017 13.8 3 11.2 PIRLS 2016 ANER 2016 Denmark 5.1 4 1.1 PIRLS 2021 ANER 2017 3.6 2.6 1 PIRLS 2016 ANER 2016 Djibouti Dominica Dominican 77.7 76.3 6.1 LLECE 2019 ANER 2018 77.7 76.3 6.1 LLECE 2019 ANER 2018 Republic Ecuador 65.9 65.1 2.4 LLECE 2019 ANER 2018 65.9 65.1 2.4 LLECE 2019 ANER 2018 Egypt, Arab 56.1 55.4 1.5 PIRLS 2021 ANER 2018 69.6 69.2 1.4 PIRLS 2016 ANER 2016 Rep El Salvador 69.1 62.1 18.4 LLECE 2019 ANER 2018 69.1 62.1 18.4 LLECE 2019 ANER 2018 Equatorial Guinea Eritrea Estonia Eswatini Ethiopia 90.4 88.7 14.8 NLA 2015 ANER 2015 90.4 88.7 14.8 NLA 2015 ANER 2015 40 Release Year 2024 Release Year 2022 Country LP LD SD Assessment Enrollment Enrollment LP LD SD Assessment Enrollment Enrollment Assessment Assessment estimate estimate estimate year Definition year estimate estimate estimate year Definition year Faroe Islands Fiji Finland 4.8 3.5 1.3 PIRLS 2021 ANER 2017 2.6 1.7 0.9 PIRLS 2016 ANER 2016 France 6.6 6.1 0.5 PIRLS 2021 ANER 2017 6.9 6.3 0.6 PIRLS 2016 ANER 2016 French Polynesia Gabon 30.7 23.7 9.1 PASEC 2019 ANER 1997 30.7 23.7 9.1 PASEC 2019 ANER 1997 Gambia, The Georgia 13.5 12.8 0.8 PIRLS 2021 ANER 2018 15.3 13.5 2 PIRLS 2016 ANER 2016 Germany 15.4 6.4 9.6 PIRLS 2021 ANER 2017 14.4 5.5 9.4 PIRLS 2016 ANER 2016 Ghana Gibraltar Greece 7.7 5.5 2.3 PIRLS 2001 ANER 2001 7.7 5.5 2.3 PIRLS 2001 ANER 2001 Greenland Grenada Guam Guatemala 78.5 75.9 10.8 LLECE 2019 ANER 2018 78.5 75.9 10.8 LLECE 2019 ANER 2018 Guinea 82.7 77.8 21.9 PASEC 2019 ANER 2016 82.7 77.8 21.9 PASEC 2019 ANER 2016 Guinea- Bissau Guyana Haiti Honduras 79.3 74.3 19.5 LLECE 2019 ANER 2017 79.3 74.3 19.5 LLECE 2019 ANER 2017 Hong Kong 5.4 1.7 3.7 PIRLS 2021 ANER 2018 4.2 1.4 2.8 PIRLS 2016 ANER 2016 SAR, China Hungary 9.2 5.9 3.5 PIRLS 2021 ANER 2017 5.9 2.9 3.1 PIRLS 2016 ANER 2016 Iceland 9.3 6.8 2.7 PIRLS 2006 ANER 2006 9.3 6.8 2.7 PIRLS 2006 ANER 2006 Country Country India 56.1 53.7 5.1 NLA 2017 Team 2017 56.1 53.7 5.1 NLA 2017 Team 2017 Validation Validation Indonesia 52.8 49.4 6.8 TIMSS 2015 ANER 2014 52.8 49.4 6.8 TIMSS 2015 ANER 2014 Iran, Islamic 41.5 41.4 0.2 PIRLS 2021 ANER 2017 35.2 35.1 0.2 PIRLS 2016 ANER 2016 Rep Iraq Ireland 2.3 2.2 0.1 PIRLS 2021 ANER 2017 2.3 2.3 0 PIRLS 2016 ANER 2016 Isle of Man Israel 14.4 12 2.7 PIRLS 2021 ANER 2017 11.7 9 2.9 PIRLS 2016 ANER 2016 Italy 5.5 2.8 2.8 PIRLS 2021 ANER 2017 4.4 2.1 2.3 PIRLS 2016 ANER 2016 Jamaica Country Japan 3.6 1.8 1.8 TIMSS 2019 Team 2016 3.6 1.8 1.8 TIMSS 2019 TNER 2016 Validation Jordan 62.2 53.4 19 PIRLS 2021 ANER 2018 62.5 50 25.1 TIMSS 2015 ANER 2013 Kazakhstan 10.4 9.3 1.2 PIRLS 2021 ANER 2019 2.2 1.9 0.3 PIRLS 2016 ANER 2016 Kenya 79.3 74.5 18.8 AMPLB 2023 ANER 2012 Kiribati 41 Release Year 2024 Release Year 2022 Country LP LD SD Assessment Enrollment Enrollment LP LD SD Assessment Enrollment Enrollment Assessment Assessment estimate estimate estimate year Definition year estimate estimate estimate year Definition year Korea, Dem People's Rep Korea, Rep 3.2 0.8 2.5 TIMSS 2019 ANER 2017 3.2 0.8 2.5 TIMSS 2019 ANER 2017 Country Kosovo 37.9 37.9 0 PIRLS 2021 Team 2021 Validation Kuwait 51.1 49.4 3.4 PIRLS 2016 ANER 2016 51.1 49.4 3.4 PIRLS 2016 ANER 2016 Kyrgyz 64.5 63.8 1.9 NLA 2014 ANER 2014 64.5 63.8 1.9 NLA 2014 ANER 2014 Republic Lao PDR 97.7 97.5 8.5 SEA-PLM 2019 ANER 2018 97.7 97.5 8.5 SEA-PLM 2019 ANER 2018 Latvia 8.4 5.7 2.9 PIRLS 2021 ANER 2017 4 0.8 3.2 PIRLS 2016 ANER 2016 Lebanon NLA- NLA- Lesotho 96.9 96.6 8.8 Policy 2016 ANER 2016 96.9 96.6 8.8 Policy 2016 ANER 2016 Linked Linked Liberia Libya Liechtenstein Lithuania 3.3 2.9 0.4 PIRLS 2021 ANER 2017 3 2.7 0.3 PIRLS 2016 ANER 2016 Luxembourg 3 1.2 1.7 PIRLS 2006 ANER 2006 3 1.2 1.7 PIRLS 2006 ANER 2006 Country Macao SAR, 7.2 4.1 3.2 PIRLS 2021 Team 2022 5.6 2.4 3.2 PIRLS 2016 ANER 2016 China Validation Country Madagascar 95.2 93.7 24 PASEC 2019 Team 2018 93.9 93.7 3.1 PASEC 2019 ANER 2018 Validation Malawi Malaysia 42 41.7 0.5 SEA-PLM 2019 ANER 2015 42 41.7 0.5 SEA-PLM 2019 ANER 2015 Maldives Mali 90.4 85.7 32.9 PASEC 2012 ANER 2012 90.4 85.7 32.9 PASEC 2012 ANER 2012 Malta 10.2 9.8 0.4 PIRLS 2021 ANER 2017 28 26.8 1.5 PIRLS 2016 ANER 2016 Marshall Islands Mauritania 94.8 92.9 25.8 PASEC 2004 ANER 2004 94.8 92.9 25.8 PASEC 2004 ANER 2004 Mauritius 40.5 38 4 PASEC 2006 ANER 2006 40.5 38 4 PASEC 2006 ANER 2006 Mexico 47.6 47.2 0.8 LLECE 2019 ANER 2017 47.6 47.2 0.8 LLECE 2019 ANER 2017 Micronesia, Fed Sts Country Country Moldova 11 8.7 2.5 PIRLS 2006 Team 2006 11 8.7 2.5 PIRLS 2006 Team 2006 Validation Validation Monaco Mongolia 39.5 38.1 2.3 TIMSS 2007 ANER 2007 39.5 38.1 2.3 TIMSS 2007 ANER 2007 Montenegro 15.8 13.1 3.1 PIRLS 2021 ANER 2018 27.1 24.7 3.1 TIMSS 2019 ANER 2018 Morocco 59.8 59.4 0.8 PIRLS 2021 ANER 2018 64.9 63.8 3.1 PIRLS 2016 ANER 2017 Mozambique 42 Release Year 2024 Release Year 2022 Country LP LD SD Assessment Enrollment Enrollment LP LD SD Assessment Enrollment Enrollment Assessment Assessment estimate estimate estimate year Definition year estimate estimate estimate year Definition year Myanmar 89.5 89.3 1.9 SEA-PLM 2019 ANER 2018 89.5 89.3 1.9 SEA-PLM 2019 ANER 2018 Namibia Nauru Nepal Netherlands 4.5 3.6 1 PIRLS 2021 ANER 2017 2.3 1.3 1 PIRLS 2016 ANER 2017 New Caledonia New Zealand 10.9 10.1 0.8 PIRLS 2021 ANER 2017 11.4 10 1.5 PIRLS 2016 ANER 2016 Nicaragua 78.9 78.1 3.7 LLECE 2019 ANER 2010 78.9 78.1 3.7 LLECE 2019 ANER 2010 Niger 90.4 85.6 33.5 PASEC 2019 ANER 2017 90.4 85.6 33.5 PASEC 2019 ANER 2017 Nigeria North 33 30 4.3 PIRLS 2021 ANER 2017 40.9 38.2 4.3 TIMSS 2019 ANER 2017 Macedonia Northern Mariana Islands Norway 4.3 4.2 0.1 PIRLS 2021 ANER 2017 6 5.8 0.2 PIRLS 2016 ANER 2016 Oman 40.6 37.8 4.5 PIRLS 2021 ANER 2018 41.8 40.9 1.4 PIRLS 2016 ANER 2016 NLA- Pakistan 79.5 70 31.8 Policy 2019 ANER 2018 77 65 34.2 NLA 2014 ANER 2014 Linked Palau Panama 78.5 75.2 13.2 LLECE 2019 ANER 2017 78.5 75.2 13.2 LLECE 2019 ANER 2017 Papua New Guinea Paraguay 77.7 74.7 12.2 LLECE 2019 ANER 2012 77.7 74.7 12.2 LLECE 2019 ANER 2012 Peru 44.4 43.6 1.5 LLECE 2019 ANER 2018 44.4 43.6 1.5 LLECE 2019 ANER 2018 Philippines 90.9 90.4 5 SEA-PLM 2019 ANER 2017 90.9 90.4 5 SEA-PLM 2019 ANER 2017 Poland 5.6 2.8 2.8 PIRLS 2021 ANER 2017 4.8 2 2.8 PIRLS 2016 ANER 2017 Portugal 8 5.8 2.3 PIRLS 2021 ANER 2017 6 3 3.1 PIRLS 2016 ANER 2016 Puerto Rico Qatar 21.1 19.6 1.8 PIRLS 2021 ANER 2018 35.7 33.8 2.8 PIRLS 2016 ANER 2016 Romania 17.9 14.1 4.4 PIRLS 2011 ANER 2011 17.9 14.1 4.4 PIRLS 2011 ANER 2011 Russian 3.8 1.6 2.2 PIRLS 2021 ANER 2017 3.5 0.9 2.7 PIRLS 2016 ANER 2016 Federation Rwanda Samoa San Marino Sao Tome and Principe Saudi Arabia 32.4 28.9 4.9 PIRLS 2021 ANER 2018 38.2 36.7 2.5 PIRLS 2016 ANER 2016 Senegal 68.6 58.9 23.5 PASEC 2019 ANER 2017 68.6 58.9 23.5 PASEC 2019 ANER 2017 Serbia 8.8 7.2 1.8 PIRLS 2021 ANER 2018 9.8 8.2 1.8 TIMSS 2019 ANER 2018 Seychelles Sierra Leone Singapore 3.4 3.3 0 PIRLS 2021 ANER 2017 2.8 2.7 0 PIRLS 2016 ANER 2016 43 Release Year 2024 Release Year 2022 Country LP LD SD Assessment Enrollment Enrollment LP LD SD Assessment Enrollment Enrollment Assessment Assessment estimate estimate estimate year Definition year estimate estimate estimate year Definition year Sint Maarten (Dutch part) Slovak 22.1 6.3 16.8 PIRLS 2021 ANER 2017 23.2 6.6 17.8 PIRLS 2016 ANER 2016 Republic Slovenia 7.2 5.6 1.7 PIRLS 2021 ANER 2017 5.4 3.7 1.8 PIRLS 2016 ANER 2016 Solomon Islands Somalia South Africa 82 80.5 7.6 PIRLS 2021 ANER 2017 78.9 77.9 4.4 PIRLS 2016 ANER 2015 South Sudan Spain 7.3 4.8 2.7 PIRLS 2021 ANER 2017 4.5 3.4 1.1 PIRLS 2016 ANER 2016 Sri Lanka 14.8 14 0.9 NLA 2015 ANER 2015 14.8 14 0.9 NLA 2015 ANER 2015 St Kitts and Nevis St Lucia St Martin (French part) St Vincent and the Grenadines Sudan Suriname Sweden 5.3 4.7 0.6 PIRLS 2021 ANER 2017 2.3 1.9 0.4 PIRLS 2016 ANER 2016 Switzerland Syrian Arab Republic Tajikistan Tanzania Thailand 23.4 21.9 1.9 TIMSS 2011 ANER 2009 23.4 21.9 1.9 TIMSS 2011 ANER 2009 Timor-Leste Togo 81.7 80.6 5.3 PASEC 2019 ANER 2018 81.7 80.6 5.3 PASEC 2019 ANER 2018 Tonga Trinidad and 20.6 19.7 1.2 PIRLS 2016 ANER 2010 20.6 19.7 1.2 PIRLS 2016 ANER 2010 Tobago Tunisia 65.5 65.1 1.2 TIMSS 2011 ANER 2011 65.5 65.1 1.2 TIMSS 2011 ANER 2011 Türkiye 18.5 14.1 5.1 PIRLS 2021 ANER 2017 14.5 9.9 5.1 TIMSS 2019 ANER 2017 Turkmenistan Turks and Caicos Islands Tuvalu Uganda 81.9 81.1 4.4 NLA 2014 ANER 2013 81.9 81.1 4.4 NLA 2014 ANER 2013 Ukraine 27.9 18.3 11.7 TIMSS 2007 ANER 2007 27.9 18.3 11.7 TIMSS 2007 ANER 2007 United Arab 25.9 25 1.3 PIRLS 2021 ANER 2017 32.8 32.4 0.6 PIRLS 2016 ANER 2016 Emirates United 3.4 3 0.4 PIRLS 2021 ANER 2017 3.5 3.2 0.3 PIRLS 2016 ANER 2016 Kingdom 44 Release Year 2024 Release Year 2022 Country LP LD SD Assessment Enrollment Enrollment LP LD SD Assessment Enrollment Enrollment Assessment Assessment estimate estimate estimate year Definition year estimate estimate estimate year Definition year United States 9.7 5.5 4.4 PIRLS 2021 ANER 2017 4.3 3.9 0.4 PIRLS 2016 ANER 2016 Uruguay 43.6 43.4 0.4 LLECE 2019 ANER 2017 43.6 43.4 0.4 LLECE 2019 ANER 2017 Uzbekistan 32.4 30.2 3.2 PIRLS 2021 ANER 2018 Vanuatu Venezuela, RB Viet Nam 18.1 18.1 0 SEA-PLM 2019 ANER 2013 18.1 18.1 0 SEA-PLM 2019 ANER 2013 Virgin Islands (US) West Bank and Gaza Yemen, Rep 94.7 93.5 17.8 TIMSS 2011 ANER 2010 94.7 93.5 17.8 TIMSS 2011 ANER 2010 Zambia 98.5 98.2 14.9 AMPLB 2019 ANER 2017 98.5 98.2 14.9 AMPLB 2019 ANER 2017 Zimbabwe Note: See accompanying data base for detailed data on Learning Poverty, Learning Deprivation, and Schooling Deprivation, including gender disaggregated estimates where available. 45 Global Learning Poverty Database In the 2024 release, we include Learning Poverty estimates for 125 countries with LP data available. This data along with the ones from previous releases is available in the Learning Poverty Global Database. References Azevedo, Joao Pedro. 2020. Learning Poverty: Measures and Simulations. Policy Research Working Paper;No. 9446. World Bank, Washington, DC. https://openknowledge.worldbank.org/handle/10986/34654 Azevedo, Joao Pedro; Goldemberg, Diana; Montoya, Silvia; Nayar, Reema; Rogers, Halsey; Saavedra, Jaime; Stacy, Brian William. 2021. Will Every Child Be Able to Read by 2030? Defining Learning Poverty and Mapping the Dimensions of the Challenge. Policy Research Working Paper;No. 9588. World Bank, Washington, DC.. https://openknowledge.worldbank.org/handle/10986/35300 Azevedo, Joao Pedro Wagner De; Montoya, Silvia; Akmal, Maryam; Wong, Yi Ning; Gregory, Laura; Geven, Koen Martijn; Cloutier, Marie-Helene; Iqbal, Syedah Aroob; Imhof, Adolfo Gustavo; De Andrade Falcao, Natasha; Kouame, Christelle Signo; Dahal, Mahesh; Gebre, Tihtina Zenebe; Vargas Mancera, Maria Jose. 2021. 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PASEC. 2019. “PASEC2019 international assessment.” http://www.pasec.confemen.org/evaluation/evaluation-internationale-pasec2019/ SEA-PLM. 2020. “Process Timeline.” https://www.seaplm.org/index.php?option=com_content&view=article&id=40&Ite mid= 275 UNESCO. 2021. “Technical Cooperation Group on the Indicators for SDG 4.” http://tcg.uis.unesco.org/policy-linking/ UNICEF & SEAMEO. 2020. “SEA-PLM 2019 Main Regional Report: Children’s learning in 6 Southeast Asian countries.” Bangkok, Thailand: United Nations Children’s Fund (UNICEF) & Southeast Asian Ministers of Education Organization (SEAMEO) – SEA- PLM Secretariat. https://www.unicef.org/eap/media/7626/file/SEA- PLM%202019%20Main%20Regional%20Report.pdf World Bank. 2021. “Classification of Countries.” https://elibrary.worldbank.org/doi/full/10.1596/978-1-4648-0484- 7_classification_of_countries World Bank. 2019. “Ending Learning Poverty : What Will It Take?.” World Bank, Washington, DC. © World Bank. https://openknowledge.worldbank.org/handle/10986/32553 License: CC BY 3.0 IGO. World Bank. 2018b. Poverty and Shared Prosperity 2018: Piecing Together the Poverty Puzzle. Washington, DC: World Bank. License: Creative Commons Attribution CC BY 3.0 IGO 48 Annex 1 Learning Deprivation Gap and Severity Table 6 reports the country specific learning poverty gaps and severity. The Learning Poverty Gap measure captures the depth of learning deprivation and can distinguish students that have different levels of learning deprivation. However, this measure assumes that the effort required to improve an extremely learning-deprived and a moderately learning-deprived student are equivalent. The Learning Poverty Severity measure extends the concept of the Learning Poverty Gap by incorporating the student’s initial level of learning and gives greater importance (weight) to students that are in greater learning deprivation. See Azevedo (2020) for a detailed discussion on the concepts of Learning Poverty Gap and Learning Poverty Severity. Table 6: Country-level gender breakdown of Learning Poverty, Learning Deprivation Gap, and Learning Deprivation Severity. Release Year 2024 Country Learning Poverty Learning Deprivation Gap Learning Deprivation Severity Total Female Male Total Female Male Total Female Male Afghanistan 93.3 Albania 10.2 9.7 9.5 9.8 1.7 1.6 1.8 Algeria 67.9 66.4 69.5 25.4 24.9 25.8 9.7 9.5 9.9 American Samoa Andorra Angola Antigua and Barbuda Argentina 59.1 Armenia 27.2 25.2 29.1 11.1 10.6 11.5 2.1 1.9 2.2 Aruba Australia 9.1 6.9 11.1 11.8 11.1 12.2 2.5 2.3 2.6 Austria 15.0 7.4 7.3 7.4 1.0 1.0 0.9 Azerbaijan 37.5 33.8 40.8 15.5 14.6 16.1 3.9 3.6 4.1 Bahamas, The 49 Release Year 2024 Country Learning Poverty Learning Deprivation Gap Learning Deprivation Severity Total Female Male Total Female Male Total Female Male Bahrain 30.2 22.1 38.4 18.9 15.6 20.7 5.8 4.0 6.7 Bangladesh 51.2 49.1 54.2 Barbados Belarus Belgium 8.5 7.3 9.7 8.4 8.3 8.4 1.2 1.2 1.2 Belize 76.4 73.4 79.6 29.9 28.2 31.6 12.4 11.2 13.5 Benin 55.8 13.7 13.7 13.7 2.8 2.8 2.8 Bermuda Bhutan Bolivia Bosnia and 12.7 11.7 13.6 2.8 2.3 3.1 Herzegovina Botswana 50.8 44.2 57.7 15.8 13.8 17.4 3.8 3.0 4.5 Brazil 46.9 British Virgin Islands Brunei Darussalam Bulgaria 18.2 17.3 19.0 12.2 12.3 12.2 2.6 2.5 2.6 Burkina Faso 73.9 73.9 73.9 15.5 15.2 15.9 3.8 3.6 4.1 Burundi 95.8 95.9 95.7 18.8 19.2 18.3 4.2 4.4 4.0 Cabo Verde Cambodia 90.0 87.5 92.6 9.9 9.1 10.7 1.3 1.2 1.5 Cameroon 71.9 71.2 72.7 20.7 21.1 20.3 6.1 6.5 5.8 Canada 4.3 3.8 4.8 10.2 10.2 10.2 1.8 1.8 1.9 Cayman Islands Central African Republic Chad 94.4 95.3 93.6 26.9 28.1 26.1 8.9 9.8 8.4 50 Release Year 2024 Country Learning Poverty Learning Deprivation Gap Learning Deprivation Severity Total Female Male Total Female Male Total Female Male Channel Islands Chile 27.2 26.7 27.6 13.7 12.5 14.7 3.0 2.6 3.5 China 18.2 Colombia 51.4 Comoros 86.0 Congo, Dem 96.6 96.9 96.3 23.4 24.2 22.7 6.8 7.1 6.4 Rep Congo, Rep 70.0 65.5 74.2 19.0 18.4 19.5 5.1 4.9 5.3 Costa Rica 34.0 Cote d'Ivoire 79.9 78.9 80.7 23.2 23.4 23.1 6.9 7.0 6.8 Croatia 3.9 6.9 7.0 6.9 0.8 0.9 0.9 Cuba Curacao Cyprus 10.2 9.1 11.4 10.5 10.4 10.7 2.1 2.0 2.1 Czechia 14.2 8.2 7.7 8.6 1.2 1.1 1.3 Denmark 5.1 4.1 6.2 8.5 8.3 8.7 1.3 1.2 1.4 Djibouti Dominica Dominican 77.7 Republic Ecuador 65.9 Egypt, Arab 56.1 25.1 23.5 26.6 9.7 8.7 10.6 Rep El Salvador 69.1 Equatorial Guinea Eritrea Estonia Eswatini Ethiopia 90.4 51 Release Year 2024 Country Learning Poverty Learning Deprivation Gap Learning Deprivation Severity Total Female Male Total Female Male Total Female Male Faroe Islands Fiji Finland 4.8 3.6 6.0 9.2 8.8 9.4 1.5 1.4 1.6 France 6.6 5.4 7.9 10.0 9.6 10.3 1.8 1.6 1.9 French Polynesia Gabon 30.7 28.4 33.0 9.8 10.6 9.2 1.7 1.9 1.5 Gambia, The Georgia 13.5 9.7 17.2 12.0 10.8 12.6 2.5 2.1 2.7 Germany 15.4 9.2 9.9 8.6 1.4 1.6 1.3 Ghana Gibraltar Greece 7.7 5.1 10.3 9.8 8.4 10.3 1.6 1.2 1.7 Greenland Grenada Guam Guatemala 78.5 Guinea 82.7 84.1 81.3 22.7 22.6 22.8 7.4 7.4 7.4 Guinea- Bissau Guyana Haiti Honduras 79.3 Hong Kong 5.4 10.2 10.9 9.7 1.9 2.0 1.8 SAR, China Hungary 9.2 7.8 10.5 10.7 10.0 11.2 2.1 1.8 2.2 Iceland 9.3 7.4 11.2 7.9 7.3 8.1 1.1 0.9 1.1 India 56.1 55.2 57.5 Indonesia 52.8 50.7 54.8 21.9 21.8 21.9 7.5 7.4 7.6 Iran, Islamic 41.5 37.5 45.0 20.7 20.0 21.1 7.1 6.8 7.2 Rep 52 Release Year 2024 Country Learning Poverty Learning Deprivation Gap Learning Deprivation Severity Total Female Male Total Female Male Total Female Male Iraq Ireland 2.3 2.2 2.5 10.7 12.0 9.8 2.0 2.4 1.7 Isle of Man Israel 14.4 12.0 11.7 12.2 2.4 2.2 2.5 Italy 5.5 5.4 5.6 7.8 7.7 7.8 1.1 1.1 1.1 Jamaica Japan 3.6 2.7 5.0 8.4 7.8 8.7 1.3 1.2 1.4 Jordan 62.2 57.9 66.8 26.3 23.0 29.0 10.6 8.4 12.5 Kazakhstan 10.4 7.4 13.4 10.4 9.3 11.0 1.9 1.6 2.1 Kenya 79.3 77.4 81.0 Kiribati Korea, Dem People's Rep Korea, Rep 3.2 3.3 3.2 8.6 9.9 7.5 1.3 1.7 0.9 Kosovo 37.9 32.9 43.2 16.2 14.9 17.3 4.3 3.7 4.8 Kuwait 51.1 44.1 58.3 22.9 19.6 25.6 8.3 6.1 10.1 Kyrgyz 64.5 Republic Lao PDR 97.7 97.3 98.1 13.6 13.4 13.8 2.2 2.2 2.3 Latvia 8.4 6.0 10.7 9.5 8.6 9.9 1.8 1.4 2.0 Lebanon Lesotho 96.9 Liberia Libya Liechtenstein Lithuania 3.3 2.1 4.4 7.9 7.5 8.1 1.1 1.0 1.2 Luxembourg 3.0 2.0 3.8 5.7 6.0 5.6 0.6 0.6 0.5 Macao SAR, 7.2 6.9 9.1 10.8 9.8 11.6 2.1 1.7 2.5 China Madagascar 95.2 25.0 24.3 25.6 7.2 6.9 7.5 53 Release Year 2024 Country Learning Poverty Learning Deprivation Gap Learning Deprivation Severity Total Female Male Total Female Male Total Female Male Malawi Malaysia 42.0 34.4 49.8 6.3 5.6 6.9 0.7 0.5 0.8 Maldives Mali 90.4 90.4 90.6 Malta 10.2 9.4 10.8 11.5 11.6 11.5 2.2 2.3 2.2 Marshall Islands Mauritania 94.8 Mauritius 40.5 Mexico 47.6 Micronesia, Fed Sts Moldova 11.0 8.8 8.5 9.0 1.3 1.3 1.4 Monaco Mongolia 39.5 38.3 40.5 17.0 16.5 17.4 4.6 4.4 4.9 Montenegro 15.8 11.8 11.5 12.0 2.5 2.4 2.6 Morocco 59.8 53.3 65.8 24.4 22.2 26.0 8.9 7.6 9.9 Mozambique Myanmar 89.5 9.3 8.9 9.6 1.1 1.1 1.2 Namibia Nauru Nepal Netherlands 4.5 3.1 5.8 8.0 8.5 7.7 1.1 1.3 1.0 New Caledonia New Zealand 10.9 8.8 12.9 12.0 11.9 12.1 2.4 2.3 2.5 Nicaragua 78.9 Niger 90.4 100.0 90.7 26.0 26.2 25.7 8.4 8.5 8.3 Nigeria North 33.0 29.3 36.9 16.6 15.5 17.6 4.6 4.0 5.0 Macedonia 54 Release Year 2024 Country Learning Poverty Learning Deprivation Gap Learning Deprivation Severity Total Female Male Total Female Male Total Female Male Northern Mariana Islands Norway 4.3 3.0 5.6 8.6 8.2 8.8 1.4 1.2 1.5 Oman 40.6 20.6 18.0 22.5 6.9 5.2 8.1 Pakistan 79.5 80.1 78.6 Palau Panama 78.5 Papua New Guinea Paraguay 77.7 Peru 44.4 Philippines 90.9 89.7 92.1 10.6 9.7 11.4 1.4 1.2 1.6 Poland 5.6 4.6 6.4 9.4 6.4 10.9 1.7 0.7 2.2 Portugal 8.0 6.9 8.9 9.5 8.1 10.3 1.5 1.1 1.8 Puerto Rico Qatar 21.1 16.9 25.2 15.5 14.2 16.4 3.8 3.3 4.2 Romania 17.9 16.1 19.6 14.0 14.6 13.6 3.2 3.5 3.1 Russian 3.8 7.5 7.3 7.8 1.0 1.1 1.0 Federation Rwanda Samoa San Marino Sao Tome and Principe Saudi Arabia 32.4 26.7 40.3 15.8 15.0 16.4 3.9 3.7 4.1 Senegal 68.6 64.9 72.4 13.1 12.9 13.4 2.7 2.6 2.8 Serbia 8.8 7.6 10.0 10.8 11.7 10.2 2.0 2.1 1.9 Seychelles Sierra Leone Singapore 3.4 2.1 4.6 11.1 9.7 11.7 2.0 1.5 2.3 55 Release Year 2024 Country Learning Poverty Learning Deprivation Gap Learning Deprivation Severity Total Female Male Total Female Male Total Female Male Sint Maarten (Dutch part) Slovak 22.1 20.6 23.6 12.9 13.1 12.7 2.8 2.9 2.7 Republic Slovenia 7.2 8.4 7.6 8.7 1.2 1.0 1.3 Solomon Islands Somalia South Africa 82.0 77.1 86.6 39.6 33.7 44.7 21.1 15.9 25.5 South Sudan Spain 7.3 6.6 7.9 8.3 8.7 8.0 1.2 1.3 1.1 Sri Lanka 14.8 St Kitts and Nevis St Lucia St Martin (French part) St Vincent and the Grenadines Sudan Suriname Sweden 5.3 4.2 6.4 9.1 8.6 9.5 1.4 1.3 1.5 Switzerland Syrian Arab Republic Tajikistan Tanzania Thailand 23.4 20.5 26.3 15.7 14.6 16.6 4.1 3.6 4.4 Timor-Leste Togo 81.7 81.4 82.0 23.2 23.1 23.3 6.9 7.0 6.9 Tonga 56 Release Year 2024 Country Learning Poverty Learning Deprivation Gap Learning Deprivation Severity Total Female Male Total Female Male Total Female Male Trinidad and 20.6 16.7 24.9 15.4 13.8 16.5 4.0 3.2 4.5 Tobago Tunisia 65.5 61.1 69.6 30.1 27.9 31.9 13.5 11.9 14.8 Turkiye 18.5 16.6 20.4 13.0 12.0 13.7 2.9 2.6 3.2 Turkmenistan Turks and Caicos Islands Tuvalu Uganda 81.9 Ukraine 27.9 26.3 29.4 13.2 12.8 13.6 3.0 2.9 3.1 United Arab 25.9 21.4 30.7 23.1 20.2 25.1 8.1 6.4 9.4 Emirates United 3.4 2.8 4.1 10.0 9.9 10.1 1.8 1.6 1.9 Kingdom United States 9.7 9.0 10.4 13.3 13.2 13.5 3.0 3.0 3.0 Uruguay 43.6 Uzbekistan 32.4 15.0 13.6 15.9 3.8 3.2 4.2 Vanuatu Venezuela, RB Viet Nam 18.1 15.8 20.3 4.4 4.3 4.5 0.3 0.3 0.4 Virgin Islands (US) West Bank and Gaza Yemen, Rep 94.7 94.5 94.8 52.0 48.2 54.5 33.3 29.4 35.9 Zambia 98.5 Zimbabwe Note: Gender breakdowns, and gap and severity estimates are unavailable for countries with no microdata. 57 58 Learning Poverty Monitoring Series Technical Note 5 Learning Poverty Updates and Revisions What’s New? worldbank.org 59