COVID-related school closures risk pushing an additional 72 million primary school-aged children into learning poverty. This means that the children are unable to read and understand a simple text by age 10, according to two new World Bank reports released weekend.
The reports outline a new vision for learning and the investments and policies, including on education technology, that countries can implement today to realize this vision.
The pandemic is amplifying the global learning crisis that already existed: It could increase the percentage of primary-school-age children in low- and middle-income countries living in learning poverty to 63 per cent from 53 per cent, and it puts this generation of students at risk of losing about $10 trillion in future lifetime earnings, an amount equivalent to almost 10 per cent of global GDP.
The new report, Realising the future of learning: From learning Poverty to Learning for Everyone, Everywhere, lays out a vision for the future of learning that can guide countries today in their investments and policy reforms so that they can build more equitable, effective, and resilient education systems and ensure that all children learn with joy, rigour, and purpose in school and beyond the school walls.
The accompanying report, Reimagining Human Connections: Technology & Innovation at the World Bank, presents the World Bank’s new approach to guide investments in education technology so that technology can truly serve as a tool to make education systems more resilient to catastrophic shocks like COVID-19 and help in reimagining the way education is delivered.
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“Without urgent action, this generation of students may never achieve their full capabilities and earnings potential, and countries will lose essential human capital to sustain long-term economic growth,” said Mamta Murthi, World Bank Vice President for Human Development, in today’s launch event. “Having over half of the children worldwide in learning poverty is unacceptable, and so we cannot continue with business as usual in education delivery. Through visionary and bold action, policymakers and stakeholders around the globe can turn this crisis into a boon to transform education systems so that all children can truly achieve learning with joy, rigour, and purpose, everywhere.”
The COVID-19 pandemic has brought two massive shocks. School closures have left most students on the planet out of school—1.6 billion students at the peak in April 2020, and still almost 700 million students today. The negative impact of the unprecedented global economic contraction on family incomes has increased the risk of school dropouts. Marginalized groups are likely to fall further behind. Girls are facing an increased risk of adolescent pregnancy and early marriage during the pandemic. And children with disabilities, ethnic minorities, refugees, and displaced populations are less likely to access suitable remote learning materials and to return to school post-crisis.
In responding to the pandemic, education systems have been forced to rapidly implement innovations in remote learning at scale. To reach as many children and youth as possible, they have used multi-modal remote learning approaches that combine online resources with radio, TV, mobile, as well as printed materials for the most vulnerable. However, the huge digital divides – from connectivity to digital skills – and inequalities in the quality of parental support and home learning environments is amplifying learning inequality.
“Effective action today to mitigate large and mounting learning losses, recover, and rebuild stronger is needed more urgently than ever to accelerate the acquisition of foundational skills and, increasingly, 21st-century skills for every child,” said Jaime Saavedra, World Bank Global Director for Education. “There is a window of opportunity to build on the lessons of the pandemic and to build back a system that is equitable, where all schools and homes have the conditions and support for learning; that is effective, where teachers and schools are equipped to support each student at the level she needs; and that is resilient, with education services that are well-managed and ensure continuity in the learning process between the school and the home and community.”
Countries can chart their own path with a political commitment to carry out investments and reforms in five pillars that ensure that: Learners are prepared and motivated to learn—with a stronger emphasis on whole-child development and support to learning continuity beyond the school, as well as better preparation through quality preschool, early stimulation, and nutrition.
Secondly, Teachers are effective and valued—and ready to take on an increasingly complex role supported by technology that enables teaching students of diverse learning levels. This requires a meritocratic career path and continuing support through practical training that focuses on the quality of instruction.
Thirdly, Learning resources, including an effective curriculum and blended learning, supporting pedagogical practices that ensure that every student is taught at the level she needs.
