The global education crisis even more severe than previously estimated
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In our recentThe State of the Global Education Crisis: A Path to Recovery report (produced jointly by UNESCO, UNICEF, and the World Bank), we sounded the alarm: thisgeneration of students now risks losing $17 trillion in lifetime earnings in present value, or about 14 percent of todays global GDP, because of COVID-19-related school closures and economic shocks. This new projection far exceeds the $10 trillion estimate released in 2020 and reveals that the impact of the pandemic is more severe than previously thought.
The pandemic and school closures not only jeopardized childrens health and safety with domestic violence and child labor increasing, but also impacted student learning substantially. The report indicates that in low- and middle-income countries, the share of children living inLearning Poverty already above 50 percent before the pandemic could reach 70 percent largely as a result of the long school closures and the relative ineffectiveness of remote learning.
Unless action is taken, learning losses may continue to accumulate once children are back in school, endangering future learning.
Figure 1. Countries must accelerate learning recovery
Severe learning losses and worsening inequalities in education
Results from global simulations of the effect of school closures on learning are now being corroborated by country estimates of actual learning losses. Evidence from Brazil, rural Pakistan, rural India, South Africa, and Mexico, among others, shows substantial losses in math and reading. In some low- and middle-income countries, on average, learning losses are roughly proportional to the length of the closuresmeaning that each month of school closures led to a full month of learning losses (Figure 1, selected LMICs and HICs presents an average effect of 100% and 43%, respectively), despite the best efforts of decision makers, educators, and families to maintain continuity of learning.
However, the extent of learning loss varies substantially across countries and within countries by subject, students socioeconomic status, gender, and age or grade level (Figure 1 illustrates this point, note the large standard deviation, a measure which shows data are spread out far from the mean). For example, results from two states in Mexico show significant learning losses in reading and in math for students aged 10-15. The estimated learning losses were greater in math than reading, and they disproportionately affected younger learners, students from low-income backgrounds, and girls.
Figure 2. The average learning loss standardized by the length of the school closure was close to 100% in Low- and Middle-Income countries, and 43% in High-Income countries, with a standard deviation of 74% and 30%, respectively.
While most countries have yet to measure learning losses, data from several countries, combined with more extensive evidence on unequal access to remote learning and at-home support, shows the crisis has exacerbated inequalities in education globally.
As a result, these children risk missing out on much of the boost that schools and learning can provide to their well-being and life chances. The learning recovery response must therefore target support to those that need it most, to prevent growing inequalities in education.
Beyond learning, growing evidence shows the negative effects school closures have had on students mental health and well-being, health and nutrition, and protection, reinforcing the vital role schools play in providing comprehensive support and services to students.
Critical and Urgent Need to Focus on Learning Recovery
How should decision makers and the international community respond to the growing global education crisis?
Reopening schools and keeping them open must be the top priority, globally. While nearly every country in the world offered remote learning opportunities for students, the quality and reach of such initiatives varied, and in most cases, they offered a poor substitute for in-person instruction. Stemming and reversing learning losses, especially for the most vulnerable students, requires in-person schooling. Decision makers need to reassure parents and caregivers that with adequate safety measures, such as social distancing, masking, and improved ventilation, global evidence shows that children can resume in-person schooling safely.
But just reopening schools with a business-as-usual approach wont reverse learning losses. Countries need to create Learning Recovery Programs. Three lines of action will be crucial:
Finally, the report emphasizes the need for adequate funding. As of June 2021, the education and training sector had been allocated less than 3 percent of global stimulus packages. Much more funding will be needed for immediate learning recovery if countries are to avert the long-term damage to productivity and inclusion that they now face.
Learning Recovery as a Springboard to an Accelerated Learning Trajectory
Accelerating learning recovery has benefits that go well beyond short-term gains: it can give children the necessary foundations for a lifetime of learning, and it can help countries increase the efficiency, equity, and resilience of schooling. This can be achieved if countries build on investments made and lessons learned during the crisismost notably, with a focus on six areas:
It is time to shift from crisis response to learning recovery. We must make sure that investments and actions for learning recovery lay the foundations for more efficient, equitable, and resilient education systemssystems that truly deliver learning and well-being for all children and youth. Only then can we ensure learning continuity in the face of future disruption.
The report was produced as part of theMission: Recovering Education 2021,through which theWorld Bank,UNESCO,andUNICEFare focused on three priorities: bringing all children back to schools, recovering learning losses, and preparing and supporting teachers.
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The global education crisis even more severe than previously estimated
