Presidential Invited Session: Why is learning poverty high and persistent in low and middle-income countries?

Group Submission Type: Presidential Invited Sessions

Description of Session

In most countries, the right to education is enshrined in constitutions and is a visible part of all political platforms. But in most low- and middle -income countries, this right is, at best, only partially fulfilled. In some cases, low quality education leads to poor student outcomes, and in others, basic education is still not free, or the education experience is interrupted by protracted conflict.

The problem is not that we do not know how to set up a good school and a decent education system. Good examples abound. The problem is the lack of political will and an understanding of the extent of the learning crisis. A 2021 paper by the Centre for Global Development showed that policymakers underestimate the magnitude of the challenge, so it should not be a surprise that expenditures per pupil are insufficient to provide a decent education for all. According to the 2022 Education Finance Watch by the World Bank and UNESCO, annual expenditures per pupil in basic education in high-middle income countries are $1,080, which contrasts with an appallingly low $53 in low-income countries. These numbers pale compared to the $7,800 observed on average in OECD countries.

More financial resources are needed to hire and pay teachers, for infrastructure, teaching material and teachers’ professional development, digital resources, particularly in low-income countries. But there is also space for improving efficiency. For example, books, buildings, and tablets can be purchased more efficiently (in low-income countries, 30% of the goods and services line of the budget goes unspent) and in a way that avoids corruption. Technology can support systems management and help make teachers’ work more efficient and impactful.

All these inputs must be in place, but that does not guarantee anything. All these elements must be part of a coherent instructional package that ensures an effective teaching - learning process. In addition, there needs to be instructional coherence in education systems – a way for the curriculum, assessments, teacher training, and pedagogical materials to all speak to one another. In many countries where education systems are failing, this coherence is lacking, and different resources and elements that contribute to children’s learning do not speak to one another. Most likely, the most important action to improve efficiency is to ensure that those working in schools and managing the system are the best and perform at their best.

In fact, teachers and education professionals define the quality of an education system. The quality of the learning experience for a child or a young person depends mostly on the quality of the interaction with their teachers. Teachers must be able to inspire students, foster their creativity, teach them how to learn, and develop all their potential. That is not an easy job. Hence, education systems must bring the best professionals to the teaching career.

Regrettably, there are still many education systems where political criteria determines who is selected as a teacher or principal or where the teacher is deployed. When that happens, it doesn't matter how much is invested in books, technology, or buildings-- the chances of good quality education are very low. Teachers must be selected meritocratically, and they must be supported with practical training and coaching, and lesson plans where needed, giving them the tools to improve their work in the classroom constantly.

And in any process, the only way to know if the process is effective is if we know if the outcome has been achieved. The outcome of education systems is student learning, which there is still lacking data on. This requires having data to understand where students are in terms of their learning levels, attendance, and other education outcomes. Without having data, we cannot make key decisions about what policies and investments will be effective in serving the needs to students, and have their intended impact.

Having all the elements in place is a technical challenge, but at the same time it is still a political, managerial, and financial challenge. All these challenges must be addressed for learning to happen: having a strong focus on learning, supporting and motivating teachers to teach, having the political momentum and motivation, having the right financing in place, and having data to diagnose and understand the system.

Sub Unit

• General Pool

Chair

• Silvia Montoya, UNESCO Institute For Statistics

Individual Presentations

• Beyond a good technical design: management capacity, politics and resources - Jaime Saavedra, World Bank

• Ensuring Effective System Reform to End the Learning Crisis - Luis Crouch, RTI

• The Importance of Instructional Coherence in to End Learning Poverty - Benjamin Piper, Bill & Melinda Gates Foundation

• The Key Role of Data in Mobilizing Better Learning Outcomes - Mary Goretti Nakabugo, Uwezo Uganda

• Supporting Teachers to end the Learning Crisis: What Will it Take? - David K. Evans, Center for Global Development