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Ending Learning Poverty : What Will It Take (Inglês)

All children should be able to read by age 10. Reading is a gateway for learning as the child progresses through school—and conversely, an inability to read slams that gate shut. Beyond this, when children cannot read, it’s usually a clear indication that school systems aren’t well enough organized to help children learn in other areas such as math, science, and the humanities either. And although it is possible to learn later in life with enough effort, children who don’t read by age 10—or at the latest, by the end of primary school—usually fail to master reading later in their schooling career. To spotlight this crisis, we are introducing the concept of Learning Poverty, drawing on new data developed in coordination with the UNESCO Institute for Statistics. Learning poverty means being unable to read and understand a simple text by age 10. This indicator brings together schooling and learning indicators: it begins with the share of children who haven’t achieved minimum reading proficiency (as measured in schools) and is adjusted by the proportion of children who are out of school (and are assumed not able to read proficiently). The new data show that 53 percent of all children in low-and middle-income countries suffer from learning poverty. Progress in reducing learning poverty is far too slow to meet the SDG aspirations: at the current rate of improvement, in 2030 about 43 percent of children will still be learning-poor. Even if countries reduce their learning poverty at the fastest rates we have seen so far in this century, the goal of ending it will not be attained by 2030. There is an urgent need for a society-wide commitment to invest more and better in people. If children cannot read, it is clear that all education SDGs are at risk. Eliminating learning poverty is as important as eliminating extreme monetary poverty, stunting, or hunger. To achieve it in the foreseeable future requires far more rapid progress at scale than we have yet seen.

Detalhes

  • Autor

    Azevedo,Joao Pedro Wagner De, Crawford,Michael F., Nayar,Reema, Rogers,F. Halsey, Barron Rodriguez,Maria Rebeca, Ding,Elaine Yi Zhong, Gutierrez Bernal,Marcela, Dixon,Annette, Saavedra Chanduvi,Jaime, Arias Diaz,Omar S.

  • Data do documento

    2019/10/01

  • TIpo de documento

    Documento de Trabalho

  • No. do relatório

    142659

  • Nº do volume

    1

  • Total Volume(s)

    1

  • País

    Mundo,

  • Região

    Regiões Mundiais,

  • Data de divulgação

    2019/12/12

  • Disclosure Status

    Disclosed

  • Nome do documento

    Ending Learning Poverty : What Will It Take?

  • Palavras-chave

    Program for International Student; Progress in International Reading Literacy Study; data needs; teaching and learning materials; supply and distribution chains; know how; learning education; quality education system; quality of education system; high rates of employment; quality of public service; early years of school; quality early childhood education; global trust fund; self-paced learning; Teachers; share of children; home language; early grade; children and youth; years of schooling; use of technology; language of instruction; improve Education Quality; primary school age; quality and quantity; majority of children; community of practice; IS Building; literacy and numeracy; right to education; indicators of progress; Teacher Professional Development; Research and Innovation; Learning for All; wealth of nation; quality of instruction; lack of focus; effective learning outcome; lifelong learning system; leaving school; world vision; basic human right; violence in school; area of education; Early Childhood Development; impact on child; cash transfer program; provision of book; acquisition of skill; Demand For Education; alternative education program; cost of provision; Civil Service Reform; improvement of literacy; ministries of finance; universal primary schooling; secondary school student; education system reform; capacity of country; internationally comparable data; global public good; improving teacher quality; put pressure; effects of exposure; education for all; Student Learning Assessment; basic literacy skill; local capacity building; qualified teaching force; innovation and growth; global poverty target; return to investment; special education need; need of refugee; inclusive learning environment; mother tongue instruction; education delivery; emphasis on education; variety of textbook; choice of policies; special educational need; Education Development; adult literacy program; form of poverty; quality of teaching; Social Safety Nets; national education authority; costs of inaction; human capital outcomes; generation of children; use of text; commitment to literacy; age of student; special education teacher; availability of data; rapid technological change; lack of sex; human rights perspective; computer at home; political economy constraint; internationally comparable indicator; availability of book; supplementary reading material; quality of policy; economies of scale; access to textbook; lesson plan; education systems; reading skill; effective teaching; global learning; timely access; early reading; second language; monetary poverty; new technology; literacy policy; early literacy; emotional skill; population number; help child; assessment data; home environment; school system; children's needs; enrollment datum; children's development; education outcome; standard deviation; reading ability; research agenda; data gaps; reading instruction; adaptive learning; gender breakdown; assessment result; cognitive skill; reading score; Education Technology; basic skill; recent years; basic reading; learning level; literacy instruction; national language; school enrollment; reasons of ability; career progression; pedagogical quality; reading comprehension; children of ages; explicit instruction; literacy assessment; math score; assessment system; trained teacher; system improvement; global education; literacy effort; raise awareness; science score; minimum level; individual student; Social Mobility; good information; household survey; active participation; Gender Gap; book chain; gender difference; better learning; student outcome; writing system; global target; improved health; effective teacher; direct instruction; assessment program; reading outcome; Student Assessment; school career; language policy; digital skills; early warning; warning indicator; environmental factor; education goal; learning indicator; learning resource; language use; education commission; extreme poverty; student progress; blend country

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