The World Bank-UNESCO-UNICEF report has laid out the magnitude of the education crisis, stating that present generation of students now risk losing $17 trillion in lifetime earnings in present value, or about 14 per cent of today’s global GDP as a result of COVID-19 pandemic-related school closures.
According to the new report published on Monday, the new projection reveals that the impact is more severe than previously thought, and far exceeds the $10 trillion estimates released in 2020.
It noted that in addition, “The State of the Global Education Crisis: A Path to Recovery” report shows that in low – and middle – income countries, the share of children living in Learning Poverty – already 53 per cent before the pandemic – could potentially reach 70 per cent given the long school closures and the ineffectiveness of remote learning to ensure full learning continuity during school closures.
Jaime Saavedra, World Bank Global Director for Education, said “The COVID-19 crisis brought education systems across the world to a halt,” adding that “Now, 21 months later, schools remain closed for millions of children, and others may never return to school. The loss of learning that many children are experiencing is morally unacceptable. And the potential increase of Learning Poverty might have a devastating impact on future productivity, earnings, and well-being for this generation of children and youths, their families, and the world’s economies.”
According to the report, simulations estimating that school closures resulted in significant learning losses are now being corroborated by real data.
It reads “For example, regional evidence from Brazil, Pakistan, rural India, South Africa, and Mexico, among others, show substantial losses in math and reading. Analysis shows that in some countries, on average, learning losses are roughly proportional to the length of the closures.
“However, there was great heterogeneity across countries and by subject, students’ socioeconomic status, gender, and grade level. For example, results from two states in Mexico show significant learning losses in reading and in math for students aged 10- 15.
“The estimated learning losses were greater in math than reading, and affected younger learners, students from low-income backgrounds, as well as girls disproportionately”, said the Report. (Tribune)