Publication: Learning Recovery to Acceleration: A Global Update on Country Efforts to Improve Learning and Reduce Inequalities
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2023-07-13
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2023-07-13
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Before the COVID-19 pandemic, global learning levels were unacceptably low. In 2019, learning poverty, the share of children unable to read and understand a simple text by age 10, had reached 57 percent in low- and middle-income countries (World Bank and others 2022b). This constituted a global learning crisis. Despite significant expansion in access to schooling in most low, and middle-income countries over the past 50 years to near-universal levels for primary school, progress in improving global learning levels had stalled. This report, Learning Recovery to Acceleration: A Global Update on Country Efforts to Improve Learning and Reduce Inequalities, takes stock of what countries have done so far to recover and accelerate learning since reopening schools, and what we have learned from their experience. It follows the RAPID Framework for Learning Recovery and Acceleration, which we published with the Bill and Melinda Gates Foundation, U.K.’s Foreign, Commonwealth and Development Office (FCDO), UNESCO, UNICEF and USAID in 2022 as a menu of policy actions based on past evidence and on policies that many countries were already implementing. To a large extent, many of the policies and interventions needed to recover from the pandemic setbacks and accelerate learning are known. One lesson is clear: political and financial commitment are vital for improving learning and reducing inequality. Effective education strategies require societies’ determination to make education a priority and devote the necessary human and financial resources to end the learning crisis. Policymakers, schools, and communities must work urgently to recover learning, tackle deep-rooted systemic challenges, and build resilience to future disruptions.
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“World Bank. 2023. Learning Recovery to Acceleration: A Global Update on Country Efforts to Improve Learning and Reduce Inequalities. © World Bank. http://hdl.handle.net/10986/40012 License: CC BY-NC 3.0 IGO.”
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Publication From Learning Recovery to Education Transformation(Washington, DC, Montreal, New York, Paris, 2022-09)To explore how countries have progressed in learning recovery and longer-term education transformation, the Organization for Economic Co-operation and Development (OECD), United Nations Educational, Scientific, and Cultural Organization (UNESCO), UNESCO Institute for Statistics (UIS), United Nations Children’s Fund (UNICEF) and the World Bank have conducted the fourth round of the Survey on National Education Responses to Coronavirus disease 2019 (COVID-19) school closures (joint survey’, with responses from Ministries of Education in 93 countries. 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Furthermore, each of these analyses is complemented by a discourse of the policy implications and related measures required for longer-term education transformation to address the longstanding systemic bottlenecks, ensure future system sustainability, and achieve national, regional, and global goals, including sustainable development goal 4 on education.Publication Learning Recovery after COVID-19 in Europe and Central Asia(World Bank, Washington, DC, 2021-05-28)The vision of the Europe and Central Asia (ECA) Education Team is for education systems to empower all people to reach their full potential. In line with this vision, the purpose of this guidance note is to provide decision-makers with some recommendations and policy advice on effective ways to respond to the education losses engendered by the COVID-19 crisis. These recommendations include specific measures for mitigating learning losses and preparing for school reopening. The note also discusses the opportunity to design and implement structural reforms to make education systems more resilient and, in the process, improve students’ educational performance. Recommendations are also given for longer-term actions with the potential to transform education by strengthening learning and improving learning equity in the future.Publication COVID-19 Learning Losses(UNESCO, Paris, UNICEF, New York, and World Bank, Washington, DC, 2021-11-30)Since the beginning of the pandemic, efforts have been made to monitor both school closures (and re-opening) and the measures put in place to ensure continuity of learning. These include the Survey of Ministries of Education on National Responses to COVID-19, jointly supported by UNESCO, UNICEF and the World Bank. However, to date, no systematic evidence has been available on how students’ learning is being affected by the disruptions caused by the pandemic or on the impact of education response measures initiated by governments. This report contributes to filling this evidence gap and includes a series of simulations of potential learning losses due to COVID-19 and exploration of their longer-term implications. The analysis is based on the Enabling learning for all framework, which outlines access, engagement and enabling environment as the three crucial enablers for learning, while the simulation assumptions are informed by the evidence on school closures and governments’ education-related responses, collected through the joint survey.Publication Uganda - Moving Beyond Recovery, Investment and Behavior Change, For Growth, Volume 2, Overview(Washington, DC, 2007-09)In 2006 most of the people of Uganda, with the notable exception of those in the conflict-blighted Northern Region, enjoy a better quality of life and brighter opportunities in a stable and growing economy. Uganda's economy has bounced back beyond what could be regarded as recovery, with real incomes per person now exceeding the levels reached at Independence in 1962. The report structure is as follows: volume one synthesizes the conclusions from analysis in Volume two. In Chapter 1 of Volume two, emphasis is placed on understanding what drove past growth at macro and sector levels, and in particular, on how Uganda's firms and farms have evolved. Chapter 2 continues the retrospective of past growth in agriculture, the most important sector of the economy. The report provides a comprehensive review of growth trends in agriculture, using several data sources. The chapter provides fresh insights on recent trends in poverty and inequality. Chapter 3 presents growth diagnosis and it identifies short-term actions to remove emerging constraints to present and near-term future growth. Chapter 4 models alternative future growth paths and the impact o f alternative public investments on growth using a SAM-based CGE model. The analysis reveals there is little to be gained from 'robbing Peter to pay Paul' for example fixing infrastructure by reducing education financing. 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The questions covered four levels of education: pre-primary, primary, lower secondary and upper secondary. While the first two rounds of the survey were implemented during the periods May-June and July-October 2020, respectively, the third round was implemented during the period February-June 2021. In total, 143 countries responded to the questionnaire. Thirty-one countries submitted responses to the OECD ("OECD survey") and 112 countries responded to the UIS ("UIS survey"). Seven countries responded to both surveys. In these instances, the more complete set responses were used in analysis.
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