Corona pandemic and child learning poverty
School closures as a result of the Corona Covid-19 pandemic carry the risk of pushing another 72 million children of primary school age into learning poverty and means they are unable to read and understand a simple text when they are ten. This came in two new reports issued recently, in which the World Bank developed a new vision for learning and the associated investments and policies, including educational technology that countries can implement today to achieve that vision.
The Corona pandemic
deepens the global learning crisis that already exists, as it could raise the percentage of primary-school-age children in low- and middle-income countries who suffer from learning poverty from 53 to 63 percent, as well as exposing this generation of students to the risk of losing about Ten trillion dollars of their future income over a lifetime, an amount equal to about 10 percent of global GDP.
The new report, "Achieving the Future of Learning .. From Poverty of Learning to Learn for Everyone Everywhere," charts a vision for the future of learning that can guide countries today with regard to their investments and policy reforms adapted so that they can build education systems that are more equitable, effective and resilient. In the face of challenges as it ensures that all children receive their education feeling cheerful, committed, and have a goal to strive for inside and outside school.
The accompanying report, entitled "Reimagining Human Links ... Technology and Innovation at the World Bank," presents the new approach of the World Bank to direct investments in educational technology, as technology can really act as a tool to make education systems more resilient in the face of catastrophic shocks, such as the Corona pandemic, And helping to re-imagine the way education is provided.
Without urgent measures, the current generation of students may not be able to realize their full potential and potential to earn potential income, and countries will lose the essential human capital to continue economic growth in the long term. The fact that more than half of the children all over the world suffer from learning poverty is something we do not accept, and therefore we cannot continue business as usual in the provision of education. Through insightful and bold action, policymakers and stakeholders around the world can turn this crisis into a boon for developing education systems so that all children can learn with joy, commitment, and a goal to pursue everywhere.
The new report, "Achieving the Future of Learning .. From Poverty of Learning to Learn for Everyone Everywhere," charts a vision for the future of learning that can guide countries today with regard to their investments and policy reforms adapted so that they can build education systems that are more equitable, effective and resilient. In the face of challenges as it ensures that all children receive their education feeling cheerful, committed, and have a goal to strive for inside and outside school.
The accompanying report, entitled "Reimagining Human Links ... Technology and Innovation at the World Bank," presents the new approach of the World Bank to direct investments in educational technology, as technology can really act as a tool to make education systems more resilient in the face of catastrophic shocks, such as the Corona pandemic, And helping to re-imagine the way education is provided.
Without urgent measures, the current generation of students may not be able to realize their full potential and potential to earn potential income, and countries will lose the essential human capital to continue economic growth in the long term. The fact that more than half of the children all over the world suffer from learning poverty is something we do not accept, and therefore we cannot continue business as usual in the provision of education. Through insightful and bold action, policymakers and stakeholders around the world can turn this crisis into a boon for developing education systems so that all children can learn with joy, commitment, and a goal to pursue everywhere.
The Corona pandemic has caused two tremendous shocks:
School closures have kept most students out of schools globally, the number peaked in April 2020, reaching 1.6 billion students, and nearly 700 million students are still out of school today. . The negative impact of the unprecedented global economic downturn on household income has also increased the risk of dropping out of school. Marginalized groups are likely to recede and become more lagging behind. Girls face increased risks, including early marriage, during the pandemic. Children with disabilities, ethnic minorities, refugees, and displaced populations are also less likely to have access to distance learning materials that suit them and return to school after the pandemic subsides.
In response to the Coronavirus pandemic, education systems have been forced to rapidly implement innovative measures in distance learning and at scale. To reach the largest possible number of children and youth, education systems have resorted to multimedia, distance learning approaches and combine educational resources available over the Internet with radio, television, and mobile devices, as well as printed educational materials for the neediest groups. However, massive digital divides - from communication to digital skills - and inequality in the level of parental support and home learning environments all deepen inequality in learning.
Effective measures are taken today to reduce the large and growing learning losses, and recovery efforts and rebuild stronger, are required and more urgent than ever, in order to steadily accelerate the acquisition of basic skills and 21st-century skills for every child. There is a window of opportunity to build on the lessons learned from the Corona pandemic and rebuild an equitable system, where all schools and families have the conditions and support for learning, which is effective, as teachers and schools are equipped to support each student at the level he needs, and it is also considered to be able to withstand In the face of difficulties with the availability of education services, which are well managed to ensure the continuation of the learning process: between the school on the one hand, and the home and society on the other hand.
In response to the Coronavirus pandemic, education systems have been forced to rapidly implement innovative measures in distance learning and at scale. To reach the largest possible number of children and youth, education systems have resorted to multimedia, distance learning approaches and combine educational resources available over the Internet with radio, television, and mobile devices, as well as printed educational materials for the neediest groups. However, massive digital divides - from communication to digital skills - and inequality in the level of parental support and home learning environments all deepen inequality in learning.
Effective measures are taken today to reduce the large and growing learning losses, and recovery efforts and rebuild stronger, are required and more urgent than ever, in order to steadily accelerate the acquisition of basic skills and 21st-century skills for every child. There is a window of opportunity to build on the lessons learned from the Corona pandemic and rebuild an equitable system, where all schools and families have the conditions and support for learning, which is effective, as teachers and schools are equipped to support each student at the level he needs, and it is also considered to be able to withstand In the face of difficulties with the availability of education services, which are well managed to ensure the continuation of the learning process: between the school on the one hand, and the home and society on the other hand.
Countries can chart their own path through a political commitment to implement investments and reforms in five pillars that include the following:
Preparing students and motivating them to learn, with an increased focus on the full development of the child and supporting the continuity of learning outside the school walls, in addition to better preparation through the provision of quality for the pre-school stage. School, early stimulation, and proper nutrition. The effectiveness of teachers, their appreciation, and their willingness to assume an increasingly complex role in which technology supports them to teach students of various educational levels. This requires a merit-based career path and ongoing support through practical training that focuses on teaching quality. Educational resources, including effective curricula and hybrid learning methods, to support pedagogical practices that allow teaching to every student at the level they need. Schools provide safe and inclusive spaces for all, with a school-whole and outside approach to prevent violence, address its causes, and leave no child behind. Good management of educational systems with school principals working to stimulate more effective educational methods and educational systems that are efficient and proficient in managing the use of technology, data, evidence, and evidence
Here an important question arises:
What are the basic principles that should guide reform efforts in the future of education, where policies that fall under each of these pillars achieve the best value for public money and are also subject to expansion and sustainability? While there is no single path towards the future of learning, high-performing education systems share some general principles as follows: Pursuing structured reform supported by political commitment and a comprehensive, government-wide approach that focuses on providing learning for all children, and focusing relentlessly on achieving equity. Inclusion and acting on the basis of evidence and evidence, focusing on results, ensuring the necessary financial commitment, as well as making smart investments in educational technology.
Through these five pillars, countries can effectively harness the power of educational technology that includes hardware, software, digital content, data, and information systems to support and enrich teaching and learning, and improve education management and availability. As noted in the Bank's new report, “Reimagining Human Relationships ... Technology and Innovation at the World Bank,” educational technology can create new connections between teachers, students, parents, and broader communities to create educational networks. Investments in educational technology can pay off if education ministries make sure that they: are integrated into broad and sustainable policies and programs that enable schools and education systems to provide distance learning by combining student attendance personally with the use of educational media, directed to support teachers who are prepared to understand methods and means Distance learning and customizing the teaching method to match the personal needs of students inside and outside the school, directed towards assessing to ensure that learning actually occurs and using data to develop early warning mechanisms to identify and assist children at risk of dropping out or being late.
For its part, the World Bank's global education practices sector has intensified its support for client countries. Overall, the World Bank is supporting COVID-19 response investments in 62 countries that cover the entire education cycle from early childhood to higher education. The total of the bank’s new financing commitments in the field of education during the past fiscal year reached 5.2 billion dollars, the largest number ever, and the bank expects to add another 6.3 billion dollars this year. The World Bank supports the appropriate and cost-effective use of educational technology to expand access to and improve learning for all students. So far, the efforts of the World Bank have benefited more than 400 million students, or about a third of students, and 16 million teachers, or nearly a quarter of the workforce of teachers in the countries that currently deal with the bank.
Overall, the World Bank Group, which is one of the largest global sources of financing and knowledge for developing countries, is implementing rapid and large-scale measures currently to help these countries strengthen their efforts to respond to the Corona pandemic. The group supports healthcare interventions, works to ensure the flow of vital supplies and devices, and helps private sector organizations to continue operating and maintain their employees. It also provides up to $ 160 billion in financial resources over the 15 months ending in June 2021 to help more than 100 countries protect the poor and most vulnerable, support businesses, and boost economic recovery. This includes $ 50 billion in new resources from the International Development Association (IDA) in the form of grants or very concessional terms, in addition to $ 12 billion for developing countries to finance the purchase and distribution of Corona vaccines.
Through these five pillars, countries can effectively harness the power of educational technology that includes hardware, software, digital content, data, and information systems to support and enrich teaching and learning, and improve education management and availability. As noted in the Bank's new report, “Reimagining Human Relationships ... Technology and Innovation at the World Bank,” educational technology can create new connections between teachers, students, parents, and broader communities to create educational networks. Investments in educational technology can pay off if education ministries make sure that they: are integrated into broad and sustainable policies and programs that enable schools and education systems to provide distance learning by combining student attendance personally with the use of educational media, directed to support teachers who are prepared to understand methods and means Distance learning and customizing the teaching method to match the personal needs of students inside and outside the school, directed towards assessing to ensure that learning actually occurs and using data to develop early warning mechanisms to identify and assist children at risk of dropping out or being late.
For its part, the World Bank's global education practices sector has intensified its support for client countries. Overall, the World Bank is supporting COVID-19 response investments in 62 countries that cover the entire education cycle from early childhood to higher education. The total of the bank’s new financing commitments in the field of education during the past fiscal year reached 5.2 billion dollars, the largest number ever, and the bank expects to add another 6.3 billion dollars this year. The World Bank supports the appropriate and cost-effective use of educational technology to expand access to and improve learning for all students. So far, the efforts of the World Bank have benefited more than 400 million students, or about a third of students, and 16 million teachers, or nearly a quarter of the workforce of teachers in the countries that currently deal with the bank.
Overall, the World Bank Group, which is one of the largest global sources of financing and knowledge for developing countries, is implementing rapid and large-scale measures currently to help these countries strengthen their efforts to respond to the Corona pandemic. The group supports healthcare interventions, works to ensure the flow of vital supplies and devices, and helps private sector organizations to continue operating and maintain their employees. It also provides up to $ 160 billion in financial resources over the 15 months ending in June 2021 to help more than 100 countries protect the poor and most vulnerable, support businesses, and boost economic recovery. This includes $ 50 billion in new resources from the International Development Association (IDA) in the form of grants or very concessional terms, in addition to $ 12 billion for developing countries to finance the purchase and distribution of Corona vaccines.