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FROM A LEARNING
TARGETTO A LEARNING
REVOLUTION
TODAY’S PRESENTATION1. Why a global Learning Poverty Target?
2. What is the state of Global Learning Poverty
3. How to act? The Learning Poverty Package
3
Why a GLOBAL POVERTY LEARNING TARGET?
Most of HCI’s gaps (distance to frontier) relate to education outcomes
Health
Education (access)
Education (learning)
Survival
7% 3% 5% 5% 3% 3%
40%
24%28% 28%
24%34%
38%61% 52% 53% 58%
53%
15% 12% 14% 15% 15% 9%
0%10%20%30%40%50%60%70%80%90%
100%
SSA LAC SAR EAP ECA MENA
This is an intermediate goal. From there, our ambition is to work with countries and development partners to bring the number to zero
What is the LEARNING POVERTY TARGET?
BY 2030, REDUCE BY AT LEAST HALF THE SHARE OF CHILDREN WHO CANNOT READ BY
AGE 10
Why focus on reading at age 10?• SDG indicator 4.1.1
• Everybody understands that children must learn to read
• Reading is a right and a crucial gateway to further schooling & learning
• Reading is the foundation upon which other skills (numeracy, science) are built
• Reading is highly correlated with other skills (e.g. math and science) & some key socio-emotional skills (e.g. self-regulation)
• Children who don’t read by late primary find it hard to catch up & risk lagging behind
0%
25%
50%
75%
100%
0 0.5 1
Lear
ning
Pov
erty
(%)
Share of 15-year-olds who fail t reach baseline proficiency (leve
7
What is the STATE OF GLOBAL POVERTY LEARNING?
If countries made progress at the same rate of the top 20% performers in their regions, they could on average REDUCE BY HALF the current learning poverty rates
Business as usual
Each country growing at rate of top 20% of their region
52
43
0
10
20
30
40
50
60
2015
2016
2017
2018
2019
2020
2021
2022
2023
2024
2025
2026
2027
2028
2029
2030
Lear
ning
pov
erty
(%)
27
9
Among low- and middle-income countries
LEARNING POVERTY(% of children who cannot read and understand
an age-appropriate story by age 10)
21%13%
51%
63%58%
87%
0%
20%
40%
60%
80%
100%
EAP ECA LAC MNA SAR SSA
Data problems in EAP
• Learning poverty is based on 6 countries (Cambodia, China, Indonesia, Malaysia, Thailand, Vietnam)
• Only Indonesia has reliable over-time data (but only to 2011)
• Data in other countries is not released or not comparable
70%
67%
60%
57%
48%
47%
28%
0% 10% 20% 30% 40% 50% 60% 70% 80%
PNG
Vanuatu
Lao PDR
Tonga
Kiribati
15 PICs/PILNA
Myanmar
What do we know about other countries ?
% of students who cannot pass minimum reading proficiency (not internationally-benchmarked)
How to ACT?The LEARNING
POLICY PACKAGE
- Early child education
- Nutrition- Stimulation
- Meritocratic profession
- Structured teacher’s career
- Continuous, school based professional development
- Effective curriculum- Books and
supportive technology
- Coaching & structured pedagogy
- All are taught at the right level
- Eliminate all types of school violence & discrimination in schools
- Students with any disability receive the right service
- Minimum Infrastructure
- Principal’s career- Clear mandates &
accountability- Merit-based
professional bureaucracy
Learners ARE PREPARED AND MOTIVATED TO
LEARN
Teachers AT ALL LEVELS ARE EFFECTIVE &
VALUED
Classrooms ARE A LEARNING SPACE
Schools ARE SAFE & INCLUSIVE
SPACES
Education systems ARE WELL MANAGED
Five pillars to help realize the promise of learning for all (from ECD to higher education)
EDUCATION APPROACH
Five pillars to help realize the promise of learning for all (at all educational levels– from ECD to higher education)
Learners ARE PREPARED AND MOTIVATED TO
LEARN
Teachers AT ALL LEVELS ARE EFFECTIVE &
VALUED
Classrooms ARE A LEARNING SPACE
Schools ARE SAFE & INCLUSIVE
SPACES
Education systems ARE WELL MANAGED
Using technology wisely
EDUCATION APPROACH
Teachers Classrooms
Applying these five pillars … a LEARNING POLICY PACKAGE
1. Ensure political & technical commitment to literacy
Learning Assessment Platform (LEAP) to enable leapfrog in Learning measurement
2. Ensure effective teaching for literacy
Detailed guidance
(scripted lesson plans)
Teach at the right level
3. Ensure access to more and
better age-appropriate
texts and readers
4. Teach children in
their mother tongue
Continuous in-school practical
pedagogical support
Management
By way of a conclusion …
• Reading is fundamental and it is a tragedy that more than half of children in low and middle income countries cannot read an age-appropriate passage by age 10
• The good news is that there is a strong body of evidence about what works to improve reading and there are countries that have made rapid improvements
• The goal of reducing learning poverty by half by 2030 is therefore ambitious but realistic
EXTRA SLIDES
EAST ASIA AND PACIFIC REGIONAL SNAPSHOT:
heterogeneity in population, di &
Tens of millions of childrenin school but not learning
29countries and economies
of the world’sschool-age
children
20 millionpublic school teachers
7/10of the world’s top educational systems
Regional snapshotThe East Asia and Pacific region is home to:
26%
Population size
Large heterogeneity in the region
• China, Indonesia, Philippines, & Vietnam make up ~90% of primary students
• Small countries challenges of scale
Spending
0
20
40
60
80
100
Lao
PDR
Cam
bo…
Mya
n…
Phili
ppi…
Indo
ne…
Vie
t…
Chi
na
Mon
go…
Thai
land
Primary education completion rate
217
553
553
1,055
1,130
1,447
4,309
8,430
0 2,000 4,000 6,000 8,000 10,000
Cambodia
Lao PDR
Timor-Leste
Fiji
Viet Nam
Indonesia
Malaysia
High income EAP
70%
67%
60%
57%
48%
28%
0% 20% 40% 60% 80%
PNG
Vanuatu
Lao PDR
Tonga
Kiribati
Myanmar
% of students who cannot pass minimum reading proficiency
Government expenditure on primary education per pupil constant 2014 PPP US
EAP Schools can be more inclusive to realize every child’s potential
10.8
7.8
12.1
10.9
8.6
12.6
L ao PDR Papua New Guinea
Thai land
Expected Years of School, Female Expected Years of School, Male
.. Yet, some EAP countries are still gender- imbalanced in terms of school access ….
Girls have tremendous potential in East Asia – girls consistently outperform boys in East Asia. In reading, they are one year of learning ahead of boys—a pattern consistent with that of the OECD on average.
In Lao PDR, Lao-Tai (ethnic majority) malestudents living in rural areas are four times morelikely to have attended school than their male non-Lao-Tai counterparts.
In China, the rate of school dropouts among children with disabilities aged between 6 and 17 years old is 35%, and more than half of these children never go to school
Three country groups among low-and middle-income EAP countries
Above-average systems Below-average systems Emerging systems
• China• Vietnam
• Indonesia• Malaysia
• Philippines• Thailand
• Cambodia
• Fiji• Lao PDR• RMI
• Micronesia
• Mongolia
• Myanma
r• PNG• Samoa• Solomon
Islands
• Timor-Leste
• Tonga• Vanuatu
Source: Growing Smarter: Learning & Equitable Development in East Asia Pacific
• Successful in learning & access
• Challenges: equity (especially urban/rural and ethnicity), teacher quality & ECE
• Successful in access• Challenges: important
learning gaps, need to prioritize basic education spending, need to improve teaching
• Generally do collect learning data, but data are not shared or used for policy reform
• Challenges in access & especially low learning levels
• Challenges in geography and scale for Pacific Islands
Note: countries in bold have Learning Poverty data
Above-average systems
A successful story in terms of learning …
82%98%
China Vietnam
% of children who achieve minimum proficiency by late stage of primary school
Despite this:
• Equity is an important challenge• In China, worst performing county has
more than 70% of students at the lowest proficiency level vs. almost 0% in best performing county
• Overall teacher quality still needs improvement
• Only 1/3 of ECE teachers in Yunnan, China have teacher certificates
• Remaining gaps in early childhood education, especially for the poor
• Access to preschool in Vietnam is only 57% for low-income households vs. 88% for high-income ones
49%
66%
Below-average systems
The Philippines
Indonesia
• Some attempts to reform but have misalignment issues
• Indonesia increased teacher salary without proper monitoring of their performance. This resulted in limited improvement in learning
• Not prioritizing basic education in public spending despite the large gap in the sub-sector
• In Malaysia, per student spending on tertiary education (in PPP dollars) is much higher than even in Japan and Korea
• Feedback loop is missing from formative classroom assessment
• The Philippines is not effective in informing instruction with data from formative classroom assessment
Important learning gaps remain
% of children who achieve minimum proficiency by late stage of primary school
Emerging systems
• Basic conditions are not in place for learning
• Lao People’s Democratic Republic, only 32% of schools have handwashing facilities and only 29% have working electricity
• Difficulties getting all students to school• In Cambodia, the gap in access to
preschools by the richest and poorest quintiles is 31 percentage points
• A general lack of information or data to guide policy change
• Many emerging EAP systems don’t have national assessments
Learning data generally missing at end of primary. Based on the results from Early Grades Reading Assessments (EGRA), the level of learning poverty is high
69.6%
67.3%
60.0%
56.8%
47.9%
28.4%
0.0% 20.0% 40.0% 60.0% 80.0%
PNG
Vanuatu
Lao PDR
Tonga
Kiribati
Myanmar
% of students who cannot pass minimum reading proficiency according to EGRA
EDUCATION APPROACH
PILLAR 1: LEARNERS ARE PREPARED AND MOTIVATED TO LEARN
Expanding access to Early Childhood services but only with quality …• Engage parents, families &
communities, especially in pre-literacy activities
• Coordinate health, nutrition, stimulation and education interventions
• Prioritize quality interaction: Play-based, child-centered, developmentally appropriate curricula & pedagogy
EAP INNOVATIONS
Indonesia: Community Managed Play Based Activities- Bridged achievement gaps between
richer and poorer children- Benefit-cost ratio of around 1.3 to 4.3
Mongolia: Home Based programs- To reach remote places- Local teachers train parents to use
program guide book
whole-of-government APPROACH
- Social protection for cash transfers- Governance to ensure flow of funds to
non-state actors- Health interventions for caregivers and
children
PILLAR 2: TEACHERS ARE EFFECTIVE & VALUED
Select & support teachers better• Professionalize the career
• Rigorous filtering system & meritocratic appointment
• Meritocratic & competency-based promotion
• Provide continuous, structured & practical coaching
EAP INNOVATIONS
Shanghai: Teacher Collaboration- Teachers are not promoted unless they
work collaboratively- Mentors promoted only if mentees
improve
Vietnam: Teacher Clusters- Play prominent role in introducing new
techniques and supporting teachers
WHOLE-OF-GOVERNMENT APPROACH
- Governance on civil servant teacher selection and appraisal policies
- Digital on effective monitoring of teacher attendance
PILLAR 3: CLASSROOMS ARE AN EFFECTIVE LEARNING SPACE
Use latest research into learning to design interventions and spaces
• Structured lesson plans to build teacher competence before moving to greater autonomy.
• Use assessments to feed into classroom practice
• Ensure every child has a textbook by intervening in book production chain
• Promote collaborative learning as core pedagogical practice
• Build technical capacity at regional level to support Pacific Island
EAP INNOVATIONS
Pacific Early Age Readiness and Learning (PEARL)- Structured lesson plans using mother
tongue instruction- Improved student performance by more
than 0.5 years of learning in one year intervention
Adaptation of TEACH and CLASS tools in Guangdong, China to improve teaching practices in classrooms
WHOLE-OF-GOVERNMENT APPROACH
- Governance to tackle textbook procurement monopoly and corruption
- Country Unit to overcome political resistance to use of mother tongue
PILLAR 4: SCHOOLS ARE SAFE AND INCLUSIVE SPACES
Ensure cost-effective, safe, and inclusive schools
• Costed school-infrastructure plans aiming at closing the national gap
• Cost-effective, climate-resilient, flexible, & accessible schools–based on min school building standards
• Child-friendly, safe & confidential mechanisms to report/address violence
• Training stakeholders on inclusive & non-discrimination practices
EAP Must Do More
Much more work is needed in EAP programs
Rates of sexual assault and violence in schools are high, but still largely a taboo subject
WHOLE-OF-GOVERNMENT APPROACH
- Social development on effective dialogue on sexual violence and assault in schools
- Environment, social development, energy, transport on climate resilience of schools and use of school infrastructure for disaster response
PILLAR 5: EDUCATION SYSTEMS ARE WELL MANAGED
Build core competency of central and sub-national governments• Meritocratic selection and
promotion• Professionalize the role of principal
with skills and authority• Invest in higher education to build
future cadre of education leaders• Use and publish data for feedback• Deploy technology for smart
management• Increase accountability in both
public- and private-sector providers
EAP Innovations
Indonesia: Ministry of Religious Affairs project- Enhanced capacity to measure learning
and use assessment data- Building cadre of female principals to
overcome system imbalances
Vietnam is adopting a competency-based curriculum with clearly defined learning goals aligned from grades 1-2
WHOLE-OF-GOVERNMENT APPROACH
- Governance on civil servant selection and appraisal policies
- Digital on technology for smart management
