Organisation(s): World Bank; Bill & Melinda Gates Foundation; UK. Foreign, Commonwealth and Development Office; UNESCO; UNICEF; USA. Agency for International Development
Publisher(s): World Bank
Pages: 143 p. + 14 p.
The COVID-19 pandemic has caused unprecedented interruptions to schooling, and data show substantial learning losses around the world. Additionally, drop-out rates are increasing in some countries, along with early marriage, early pregnancy, child labor, and mental health issues. These effects have occurred in a context of already high learning poverty: before the pandemic, 57% of children in low-and middle-income countries were unable to read a simple text by age 10, and the rates of improvement in learning were already very slow. During the COVID-19 pandemic, after lengthy school closures and remote instruction that was less efficient than learning in schools and was provided with unequal access, the learning poverty rate could reach as high as 70%. A contextually suitable Learning Recovery Program can help recover and accelerate learning. This document introduces a framework of five policy actions to establish such a program. While the first two policy actions (i.e., reaching and keeping students in school, and assessing learning levels regularly) support an equitable recovery, including monitoring and planning, the remaining three policy actions constitute strategies to improve teaching, learning, and wellbeing. The composition of the program should be thought of as flexible - a menu of policy options - for countries to select, combine, and adapt to their context.