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The State of Global Learning Poverty: 2022 Update The World Bank, UNESCO, UNICEF, USAID, FSDO, Bill and Melinda Gates Foundation, 2022, 77 p., Open Access
Population and Development Review ( IF 10.515 ) Pub Date : 2022-11-28 , DOI: 10.1111/padr.12534


Education is widely recognized as a top development priority by researchers and policy makers. Education raises human capital, incomes, employability, and economic growth and equips students with the skills they need to lead healthy, productive, and meaningful lives. Families around the world make great sacrifices to keep their children in good schools, and governments everywhere invest massively in education systems. Since the 1950s, low- and middle-income countries (LMICs) have made substantial progress in raising schooling levels. For example, net primary enrollment in Africa rose from 30% in 1950 to over 90% in 2015. All other continents have achieved near universal enrollment.

Despite these past gains, “The State of Global Learning Poverty: 2022 Update” persuasively argues that LMICs face an unprecedented learning crisis. This alarming finding is based on an assessment of country and regional trends from 2000 to 2022 in a new indicator called “learning poverty,” which measures the share of 10-year-old children who cannot read a simple text with comprehension. According to these statistics, more than half of all 10-year-old students are illiterate despite near universal enrollment. The gap is mostly due to a lack of learning among pupils in school and is largest in sub-Saharan Africa where fully 87% are not able to read at age 10. Not only are learning rates low, progress made before 2015 has reversed. The LMICs learning poverty rate declined pre-2015 but then rose to 57% in 2019. Since 2019, the COVID epidemic has made matters substantially worse with learning poverty rising to 70% in 2022. The prospects are slim for attaining SDG 4 to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all” by 2030.

The second half of the report is devoted to proposals for recovering from the COVID shock and accelerating learning performance. Five interventions are recommended: (1) Reach every child and keep them in school; (2) assess learning levels regularly; (3) prioritize fundamentals; (4) increase efficiency of instruction; and (5) develop psychosocial health. Implementing these options requires high-level political commitment and substantial new funding. The magnitude of the challenge and the urgency for a speedy response has led to the creation of a global coalition of the World Bank, UNESCO, UNICEF, FCDO, USAID, and the Bill & Melinda Gates Foundation, which sponsored this report. The coalition's aims are to collaborate, to speak with one voice in closing the learning gap, to build evidence for effective interventions, and to provide financial and technical advice. They have a difficult task ahead. —J.B.



中文翻译:

全球学习贫困状况:2022 年更新世界银行、联合国教科文组织、联合国儿童基金会、美国国际开发署、FSDO、比尔和梅琳达·盖茨基金会,2022 年,77 页,开放获取

教育被研究人员和政策制定者广泛认为是最重要的发展重点。教育可以提高人力资本、收入、就业能力和经济增长,并使学生具备过上健康、富有成效和有意义的生活所需的技能。世界各地的家庭都为让孩子上好学校做出巨大牺牲,各国政府都对教育系统进行了大量投资。自 1950 年代以来,低收入和中等收入国家 (LMIC) 在提高教育水平方面取得了实质性进展。例如,非洲的小学净入学率从 1950 年的 30% 上升到 2015 年的 90% 以上。所有其他大陆都已接近普及入学率。

尽管过去取得了这些成就,但“全球学习贫困状况:2022 年更新”令人信服地指出,中低收入国家面临着前所未有的学习危机。这一令人震惊的发现是基于一项名为“学习贫困”的新指标对 2000 年至 2022 年国家和地区趋势的评估,该指标衡量无法理解阅读简单文本的 10 岁儿童的比例。根据这些统计数据,尽管近乎普及入学,但所有 10 岁学生中仍有一半以上是文盲。这种差距主要是由于学生在校学习不足,在撒哈拉以南非洲地区最大,那里有 87% 的人在 10 岁时无法阅读。不仅学习率低,2015 年之前取得的进展已经逆转。中低收入国家的学习贫困率在 2015 年前有所下降,但在 2019 年上升至 57%。自 2019 年以来,

报告的后半部分专门讨论从 COVID 冲击中恢复和加速学习绩效的建议。建议采取五项干预措施:(1) 覆盖每个孩子并让他们留在学校;(2) 定期评估学习水平;(3) 优先考虑基本面;(4) 提高教学效率;(5) 发展社会心理健康。实施这些方案需要高层的政治承诺和大量的新资金。挑战的严重性和快速响应的紧迫性促使世界银行、教科文组织、联合国儿童基金会、FCDO、美国国际开发署和比尔及梅琳达·盖茨基金会建立了一个全球联盟,该基金会赞助了本报告。该联盟的目标是合作,以一种声音来缩小学习差距,为有效干预建立证据,并提供财务和技术建议。他们面前有一项艰巨的任务。—JB

更新日期:2022-11-28
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