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Publication
The State of the Global Education Crisis: A Path to Recovery
(UNESCO, Paris, UNICEF, New York, and World Bank, Washington, DC, 2021-12-10)Even before Coronavirus disease 2019 (COVID-19) hit, the world was already experiencing a learning crisis. 258 million primary- and secondary-school age children and youth were out of school. Many children who were in school were learning very little: 53 percent of all ten-year-old children in low- and middle-income countries were experiencing learning poverty, meaning that they were unable to read and understand a simple age-appropriate text at age 10. This report spotlights how COVID-19 has deepened the education crisis and charts a course for creating more resilient education systems for the future. Section one gives introduction. Section two documents COVID-19’s impacts on learning levels by presenting updated simulations and bringing together the latest documented evidence on learning loss from over 28 countries. Section three explores how the crisis has widened inequality and had greater impacts on already disadvantaged children and youth. Section four reviews evidence on learning recovery from past crises and highlights current policy responses that appear most likely to have succeeded in stemming learning losses, while recognizing that the evidence is still in a nascent stage. The final section discusses how to build on the investments made and the lessons learned during the pandemic to accelerate learning recovery and emerge from the crisis with increased education quality, resilience, and equity in the longer term. -
Publication
Managing for Learning: Measuring and Strengthening Education Management in Latin America and the Caribbean
(Washington, DC: World Bank, 2021-04-28)How can countries make sustainable gains in student learning at scale? This is a pressing question for Latin America and the Caribbean (LAC) – and the developing world more broadly – as countries seek to build human capital to drive sustainable growth. Significant progress in access has expanded coverage such that nearly all children in the region attend primary school, but many do not gain basic skills and drop out before completing secondary school, in part due to low-quality service delivery. The preponderance of evidence shows that it is learning – and not schooling in and of itself – that contributes to individual earnings, economic growth, and reduced inequality. For LAC in particular, low levels of human capital are a critical factor in explaining the region’s relatively weak growth performance over the last half century. The easily measurable inputs are well-known, and the end goal is relatively clear, but raising student achievement at scale remains a challenge. Why? We propose that part of the answer lies in management – the processes and practices that guide how inputs into the education system are translated into outputs, and ultimately outcomes. While management (and related concepts, such as institutions, governance, or leadership) is often mentioned as an important factor in education policy discussions, relatively little quantitative research has been done to define and measure it. And even less has been done to unpack how and how much management matters for education quality. In this study, we begin filling these gaps, with new conceptual and empirical contributions that can be synthesized in four key messages: (1) Student learning is unlikely to improve at scale without better management. (2) Management affects how well every level of an education system functions, from individual schools to central technical units, and how well they work together. (3) Management quality can be measured and should be measured as a catalyst for improvement. (4) Several pathways to strengthening management are open to LAC countries now, with the potential for significant results. The study elaborates on each of these messages, synthesizing recent data and research and presenting the results of six new papers written to inform this report. The target audience for the Executive Summary is policymakers across LAC (and beyond) who are seeking approaches to strengthening their systems at scale. The target audience for the study overall includes the researchers and technical advisors who work on topics related to education management in development organizations, governments, think tanks, and other institutions across LAC. -
Publication
Remarks at the Human Capital Conclave
(World Bank, Washington, DC, 2021-04-05)David Malpass, President of the World Bank, discussed the importance of investing in human capital for a green, resilient, and inclusive recovery from the Coronavirus disease crisis. He highlighted three important measures: 1) investing in people; 2) efficient expenditures and good governance; and 3) freeing up fiscal space. -
Publication
What Have We Learnt?: Overview of Findings from a Survey of Ministries of Education on National Responses to COVID-19
(Paris, New York, Washington D.C.: UNESCO, UNICEF, World Bank, 2020-10)As part of the coordinated global education response to the COVID-19 pandemic, UNESCO, UNICEF and the World Bank have conducted a Survey on National Education Responses to COVID-19 School Closures. In this joint report, we analyze the results of the first two rounds of data collection administered by the UNESCO Institute for Statistics (UIS). They cover government responses to school closures from pre-primary to secondary education. The first round of the survey was completed by Ministry of Education officials of 118 countries between May and June 2020, and the second round from 149 countries between July and October 2020. The survey instrument was designed to capture de jure policy responses and perceptions from government officials on their effectiveness, providing a systematic understanding of deployed policies, practices, and intentions to date. -
Publication
The COVID-19 Pandemic: Shocks to Education and Policy Responses
(World Bank, Washington, DC, 2020-05-07)Even before the COVID-19 pandemic, the world was living a learning crisis. Before the pandemic, 258 million children and youth of primary- and secondary-school age were out of school. And low schooling quality meant many who were in school learned too little. The Learning Poverty rate in low-and middle-income countries was 53 percent—meaning that over half of all 10-year-old children couldn't read and understand a simple age appropriate story. Even worse, the crisis was not equally distributed: the most disadvantaged children and youth had the worst access to schooling, highest dropout rates, and the largest learning deficits. All this means that the world was already far off track for meeting Sustainable Development Goal 4, which commits all nations to ensure that, among other ambitious targets, “all girls and boys complete free, equitable and quality primary and secondary education.” The COVID-19 pandemic now threatens to make education outcomes even worse. The pandemic has already had profound impacts on education by closing schools almost everywhere in the planet, in the largest simultaneous shock to all education systems in our lifetimes. The damage will become even more severe as the health emergency translates into a deep global recession. These costs of crisis are described below. But it is possible to counter those shocks, and to turn crisis into opportunity. The first step is to cope successfully with the school closures, by protecting health and safety and doing what they can to prevent students' learning loss using remote learning. At the same time, countries need to start planning for school reopening. That means preventing dropout, ensuring healthy school conditions, and using new techniques to promote rapid learning recovery in key areas once students are back in school. As the school system stabilizes, countries can use the focus and innovativeness of the recovery period to “build back better.” The key: don't replicate the failures of the pre-COVID systems, but instead build toward improved systems and accelerated learning for all students.