Learning losses from COVID-19 could cost this generation of students close to $17 trillion in lifetime earnings
World Bank-UNESCO-UNICEF report lays out the magnitude of the education crisis
WASHINGTON, 6 December 2021—This generation of students now risks losing $17 trillion in lifetime earnings in present value, or about 14 percent of today’s global GDP, as a result of COVID-19 pandemic-related school closures, according to a new report published today by the World Bank, UNESCO, and UNICEF. The new projection reveals that the impact is more severe than previously thought, and far exceeds the $10 trillion estimates released in 2020.
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 percent before the pandemic – could potentially reach 70 percent given the long school closures and the ineffectiveness of remote learning to ensure full learning continuity during school closures.
“The COVID-19 crisis brought education systems across the world to a halt,” said Jaime Saavedra, World Bank Global Director for Education. “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 youth, their families, and the world’s economies.”
Simulations estimating that school closures resulted in significant learning losses are now being corroborated by real data. 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.
Barring a few exceptions, the general trends from emerging evidence around the world align with the findings from Mexico, suggesting that the crisis has exacerbated inequities in education:
- Children from low-income households, children with disabilities, and girls were less likely to access remote learning than their peers. This was often due to lack of accessible technologies and the availability of electricity, connectivity, and devices, as well as discrimination and gender norms.
- Younger students had less access to remote learning and were more affected by learning loss than older students, especially among pre-school age children in pivotal learning and development stages.
- The detrimental impact on learning has disproportionately affected the most marginalized or vulnerable. Learning losses were greater for students of lower socioeconomic status in countries like Ghana, Mexico, and Pakistan.
- Initial evidence points to larger losses among girls, as they are quickly losing the protection that schools and learning offers to their well-being and life chances.
“The COVID-19 pandemic shut down schools across the world, disrupting education for 1.6 billion students at its peak, and exacerbated the gender divide. In some countries, we’re seeing greater learning losses among girls and an increase in their risk of facing child labor, gender-based violence, early marriage, and pregnancy. To stem the scars on this generation, we must reopen schools and keep them open, target outreach to return learners to school, and accelerate learning recovery," said UNICEF Director of Education Robert Jenkins.
The report highlights that, to date, less than 3 percent of governments’ stimulus packages have been allocated to education. Much more funding will be needed for immediate learning recovery. The report also notes that while nearly every country in the world offered remote learning opportunities for students, the quality and reach of such initiatives differed – in most cases, they offered, at best, a rather partial substitute for in-person instruction. More than 200 million learners live in low- and lower middle-income countries that are unprepared to deploy remote learning during emergency school closures.
Reopening schools must remain a top and urgent priority globally to stem and reverse learning losses. Countries should put in place Learning Recovery Programs with the objective of assuring that students of this generation attain at least the same competencies of the previous generation. Programs must cover three key lines of action to recover learning: 1) consolidating the curriculum; 2) extending instructional time; and 3) improving the efficiency of learning.
In terms of improving the efficiency of learning, techniques like targeted instruction can help learning recovery, which means that teachers align instruction to the learning level of students, rather than an assumed starting point or curricular expectation. Targeted instruction will require addressing the learning data crisis by assessing students’ learning levels. It also necessitates additional support to teachers so that they are well-equipped to teach to the level of where children are, which is crucial to prevent losses from accumulating once children are back in school.
“We are committed to supporting governments more generally with their COVID response through the Mission Recovery plan launched earlier this year,” emphasized Stefania Giannini, UNESCO Assistant Director-General for Education. “With government leadership and support from the international community, there is a great deal that can be done to make systems more equitable, efficient, and resilient, capitalizing on lessons learned throughout the pandemic and on increasing investments. But to do that, we must make children and youth a real priority amidst all the other demands of the pandemic response. Their future – and our collective future – depends on it.”
To build more resilient education systems for the long-term, countries should consider:
- Investing in the enabling environment to unlock the potential of digital learning opportunities for all students.
- Reinforcing the role of parents, families, and communities in children’s learning.
- Ensuring teachers have support and access to high-quality professional development opportunities.
- Increasing the share of education in the national budget allocation of stimulus packages.
This report was produced as part of the Mission: Recovering Education 2021 by which the World Bank, UNESCO, and UNICEF are focused on three priorities: bringing all children back to schools, recovering learning losses, and preparing and supporting teachers.
UNICEF works in some of the world’s toughest places, to reach the world’s most disadvantaged children. Across more than 190 countries and territories, we work for every child, everywhere, to build a better world for everyone.
UNICEF’s Regional Office for South Asia (ROSA) works with UNICEF Country Offices in Afghanistan, Bangladesh, Bhutan, India, the Maldives, Nepal, Pakistan and Sri Lanka to help to save children’s lives, defend their rights, and help them fulfil their potential. For more information about UNICEF’s work for children in South Asia, visit www.unicef.org/rosa and follow UNICEF ROSA on Twitter and Facebook.
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