Connectivity for poor households is a priority. These students do not have access to the internet, and, often, their parents or guardians do not have the necessary schooling level or the time to help them in their learning process. Most students living in households with incomes under the poverty line in the developing world, roughly the bottom 80% in low-income countries and the bottom 50% in middle-income countries, do not have the minimum conditions to learn at home. There is a real need to address the remaining and lingering losses due to school closures because of COVID-19. Reversing learning losses at home and at school We now have the tools to incorporate these advances into the teaching and learning system with AI, ChatGPT, MOOCs and online tutoring.Ģ. Early grade reading, using the pedagogical suggestion by the Early Grade Reading Assessment model, has improved learning outcomes in many low- and middle-income countries. Inputs like micronutrients, early child stimulation for gross and fine motor skills, speech and language and playing with other children before the age of three are cost-effective ways to get proper development. It can also help ensure that children learn to read at the proper age so that they will be able to acquire foundational skills to learn during the primary education cycle and from there on. Policies considering neuroscience can help ensure that students get proper attention early to support brain development in the first 2-3 years of life. Neuroscience should be integrated into education policies To help improve on these four fronts, we see four supporting trends:ġ. The second and more worrisome deals with the fact that there is little attention given to empirical evidence when designing education policies. Examples of countries where ministers last less than one year on average are plentiful. One is the short tenure that top officials have when leading education systems. It is difficult to understand the continued focus on non-evidence-based policies when there is so much that we know now about what works. Decision-makers are not implementing evidence-based or pro-equity policies that guarantee solid foundations Globally, teachers for science, technology, engineering, and mathematics (STEM) subjects are the biggest shortfalls.Ĥ. In addition, in many countries teachers are formally trained and as such qualified, but do not have the minimum pedagogical training. In Sub-Saharan Africa, for example, the percentage of trained teachers fell from 84% in 2000 to 69% in 2019. Low quality teaching is a huge problem and getting worse in many low- and middle-income countries. There is an inadequate supply of high-quality teachers It can be the foundation for emotional wellbeing and learning throughout life one of the best investments a country can make.ģ. And remember that ECCE is not only preparation for primary school. According to UNESCO, only a minority of countries, mostly high-income, were making timely progress towards SDG4 benchmarks on early childhood indicators prior to the onset of COVID-19. Countries are not paying enough attention to early childhood care and education (ECCE)Īt the pre-school level about two-thirds of countries do not have a proper legal framework to provide free and compulsory pre-primary education. This generation could lose around $21 trillion in future salaries, with the vulnerable students affected the most.Ģ. Some argue that learning poverty may be close to 70% after the pandemic, with a substantial long-term negative effect in future earnings. Several analyses show that the impact of the pandemic on student learning was significant, leaving students in low- and middle-income countries way behind in mathematics, reading and other subjects. More dramatic is the case of Sub-Saharan Africa with a rate even higher at 86%. Low quality instruction is a major constraint and prior to COVID-19, the learning poverty rate in low- and middle-income countries was 57% (6 out of 10 children could not read and understand basic texts by age 10). The learning crisis was made worse by COVID-19 school closures Unfortunately, we think the four biggest problems facing education today in developing countries are the same ones we have identified in the last decades.ġ. We focused on neuroscience, the role of the private sector, education technology, inequality, and pedagogy. In 2022, we published, Lessons for the education sector from the COVID-19 pandemic, which was a follow up to, Four Education Trends that Countries Everywhere Should Know About, which summarized views of education experts around the world on how to handle the most pressing issues facing the education sector then.
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