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GLAD Update: June, 2022 (v3.0)

17 Feb 00:58
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GLAD Update: June, 2022 (v3.0) Latest
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The June 2022 release of Learning Poverty estimates involves several changes to the data underlying the country-level Learning Poverty figures. This repository document the code used. Some country-level estimates have changed or become available for the first time due to new learning data from recent assessments: AMPL-b 2021, TIMSS 2019, LLECE 2019, PASEC 2019, and SEA-PLM 2019. In cases where new assessment data call for a change to the Learning Poverty estimates, the corresponding enrollment data used for Learning Poverty calculations have also been updated so that the enrollment year is as close as possible to the assessment year, depending on data availability. In some cases, enrollment data has been changed due to the availability of better data, even if there is no change in learning assessment results for the country. In the June 2022 release, country-level estimates of Learning Poverty are available for 122 countries. A new global aggregate was also created, and the accompanying Global Learning Poverty Database includes the measures of GAP and SEVERITY for both Learning Deprivation and Learning Poverty, as introduced by Azevedo (2020).

The main messages of this update were part of the "The State of Global Learning Poverty: 2022 Update", a new joint publication of the World Bank, UNICEF, FCDO, USAID, the Bill & Melinda Gates Foundation, and in partnership with UNESCO, stresses that even before the pandemic, there was already a learning crisis.

The numbers of this update are also the baseline scenario of learning loss simulations presented in Azevedo, João Pedro; Akmal, Maryam; Cloutier, Marie-Helene; Rogers, Halsey; Wong, Yi Ning. 2022. Learning Losses during COVID-19: Global Estimates of an Invisible and Unequal Crisis. Policy Research Working Papers;10218. World Bank, Washington, DC. https://openknowledge.worldbank.org/handle/10986/38228.

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GLAD Update: July, 2021 (v2.0)

15 Feb 13:31
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GLAD Update: July, 2021 (v2.0)

The July 2021 release of learning poverty estimates involves several changes to the data underlying the country-level learning poverty figures. This document provides details of the key changes made. Some country-level estimates have changed or become available for the first time due to new data from recent assessments: TIMSS 2019, PASEC 2019, and SEA-PLM 2019. In cases where new assessment data call for a change to the learning poverty estimates, the corresponding enrollment data used for learning poverty calculations have also been updated so that the enrollment year is as close as possible to the assessment year, depending on data availability. The latest release, country-level estimates of learning poverty are available for 120 countries.

This release used this version of the GLAD harmonization.

What's Changed

  • [documentation] fix two broken links in README by @dianagold in #1
  • [ado_files] migrate ado folder from GLAD-Production repo by @jpazvd in #2
  • July2021 release by @jpazvd in #5
  • Develop by @jpazvd in #6

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October, 2019

17 Oct 17:16
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October, 2019

Will all children be able to read by 2030? The ability to read with comprehension is a foundational skill that every education system around the world strives to impart by late in primary school—generally by age 10. Moreover, attaining the ambitious Sustainable Development Goals (SDGs) in education requires first achieving this basic building block, and so does improving countries’ Human Capital Index scores. Yet past evidence from many low- and middle-income countries has shown that many children are not learning to read with comprehension in primary school. To understand the global picture better, we have worked with the UNESCO Institute for Statistics (UIS) to assemble a new dataset with the most comprehensive measures of this foundational skill set developed, by linking together data from credible cross-national and national assessments of reading. This dataset covers 115 countries, accounting for 81% of children worldwide and 79% of children in low- and middle-income countries. The new data allow us to estimate the reading proficiency of late-primary-age children, and we also provide what are among the first estimates (and the most comprehensive, for low- and middle-income countries) of the historical rate of progress in improving reading proficiency globally (for the 2000-17 period). The results show that 53% of all children in low- and middle-income countries cannot read age-appropriate material by age 10, and that at current rates of improvement, this “learning poverty” rate will have fallen only to 43% by 2030. Indeed, we find that the goal of all children reading by 2030 will be attainable only with historically unprecedented progress. The high rate of “learning poverty” and slow progress in low- and middle-income countries is an early warning that all the ambitious SDG targets in education (and likely of social progress) are at risk. Based on this evidence, we suggest a new medium-term target to guide the World Bank’s work in low- and middle-income countries: cut learning poverty by at least half by 2030. This target, together with the improved measurement of learning, can be an evidence-based tool to accelerate progress to get all children reading by age 10.

Main publications:

Learning Poverty (October, 2019), The World Bank and UNESCO Institute of Statistics. https://datacatalog.worldbank.org/dataset/learning-poverty

World Bank. 2019. Ending Learning Poverty: What Will It Take?. World Bank, Washington, DC. https://openknowledge.worldbank.org/handle/10986/32553

Azevedo, Joao Pedro. 2020. Learning Poverty: Measures and Simulations. Policy Research Working Paper; No. 9446. World Bank, Washington, DC. https://openknowledge.worldbank.org/handle/10986/34654

Azevedo, Joao Pedro. 2020. Learning Poverty in the Time of COVID-19: A Crisis within a Crisis. World Bank, Washington, DC. © World Bank. https://openknowledge.worldbank.org/handle/10986/34850

Azevedo, Joao Pedro; Goldemberg, Diana; Montoya, Silvia; Nayar, Reema; Rogers, Halsey; Saavedra, Jaime; Stacy, Brian William. 2021. Will Every Child Be Able to Read by 2030? Defining Learning Poverty and Mapping the Dimensions of the Challenge. Policy Research Working Paper;No. 9588. World Bank, Washington, DC. © World Bank. https://openknowledge.worldbank.org/handle/10986/35300

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