Confronting the Learning Crisis
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Washington, DC: World Bank
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Before the COVID-19 pandemic,
learning poverty, defined as the share of children younger
than 10 years of age who have not achieved minimum reading
proficiency, as adjusted by the proportion of children who
are out of school, stood at 91 percent in low-income
countries compared to 9 percent in high-income countries.
The school shutdowns implemented in response to the pandemic
aggravated learning losses while extending and deepening a
long-standing development challenge of low learning outcomes
and persistent learning poverty in the basic education
systems of low- and middle-income countries. Improving the
quality of basic education and learning outcomes for all is
a much more difficult and expensive pursuit than improving
access to education for all. The issues involved in
improving the quality of basic education are multilayered,
including social, structural, logistical, and institutional
matters that require a sophisticated analysis,
understanding, and approach. This evaluation assesses the
World Bank’s contribution to improving learning outcomes in
basic education—defined as primary and lower secondary
education— over the 2012–22 decade. It pays particular
attention to the extent to which the World Bank has adopted
a systems approach to its support for basic education as
advocated in Learning for All: Investing in People’s
Knowledge and Skills to Promote Development—World Bank Group
Education Strategy 2020 and as reinforced since the
publication of the 2018 World Development Report. Drawing on
portfolio and document analyses, interviews, country case
studies, literature, and secondary data analysis, the
evaluation identifies lessons and presents recommendations
to inform any future education sector strategy.
Palabras clave
LEARNING THEORY AND COGNITIVE DEVELOPMENT, HEALTH, NUTRITION AND POPULATION, GOOD HEALTH AND WELL-BEING, SDG 3, QUALITY EDUCATION, SDG 4, PARTNERSHIP FOR THE GOALS, SDG 17