In most countries, early education facilities and schools were partially or fully closed for more than a full school year.īased on data for 2016-2018, the participation rate of youth and adults in formal and non-formal education and training in the previous 12 months among countries of sub-Saharan Africa with data is typically about 5 per cent or less compared with a rate of over 40 per cent in Northern American and many European countries. This progress is being threatened by the COVID-19 pandemic, as schoolchildren in early childhood education and the early grades, especially from low- and middle-income countries, are the most affected by education disruption. The participation rate in organized learning one year before the official primary entry age rose steadily in the years before the COVID-19 pandemic, from 69 per cent in 2010 to 75 per cent in 2020 but with considerable variation between countries (with the rate ranging from a figure as low as 13 per cent to nearly 100 per cent). Early indications from low-income countries based on phone surveys point to a small decline in attendance upon a return to school but a larger increase in repetition, which may increase dropout rates in coming years.ĭata from 73 (mostly low- and middle-income) countries for the period of 2013-2021, indicate that about 7 in 10 children 3 and 4 years of age are developmentally on track, with no significant differences by child’s sex. It is too early to predict the effect of the COVID-19 pandemic on completion. The proportion of young people completing upper secondary school increased from 54 per cent in 2015 to 58 per cent in 2020, with completion slowing down relative to progress in the preceding five-year period. School closures have affected girls, children from disadvantaged backgrounds, those living in rural areas, children with disabilities and children from ethnic minorities more than their peers. This generation of children could lose a combined total of $17 trillion in lifetime earnings in present value. It is estimated that 147 million children missed more than half of their in-class instruction over the past two years. School closures brought on by the pandemic have had devastating consequences for children’s learning and well-being. Most education systems in the world have been severely affected by education disruptions and have faced unprecedented challenges. The COVID-19 outbreak has caused a global education crisis. Target 4.c: Globally, in 2020, over 14% of teachers are still not qualified according to national norms, with little improvement since 2015. For other facilities such as computer facilities and the provision of disability adapted infrastructure, figures are substantially lower, with around 50% of primary schools with access. In 2020, approximately a quarter of primary schools globally do not have access to basic services such as electricity, drinking water and basic sanitation facilities. Target 4.a: Basic school infrastructure is far from universal. Participation is substantially higher among youth aged 15-24 (40%-50%), compared to those aged 25-55 (only 5% for most regions). Target 4.3: Among 131 countries with data from 2017 onwards, on average approximately one in six youth and adults aged 15-64 recently participated in formal or non-formal education and training. Target 4.2: Participation rate in organized learning one year before the official primary entry age has stagnated at around 75% since 2015, still far from the target of ensuring that all girls and boys have access to quality pre-primary education by 2030. Furthermore, learning losses due to COVID-related school closures have been documented in 4 out of 5 of the 104 countries that have carried out such studies. Looking closely at reading levels at the end of primary school, for which trend data cover 34% of the world’s children, the analysis shows that global learning levels showed no progress between 2015-2019. Even before the onset of COVID19, these rates had slowed down relative to progress in 2010–15. Target 4.1: Between 20, the school completion rate increased from 85% to 87% in primary, from 74% to 77% in lower secondary and from 54% in 2015 to 58% in upper secondary education. To deliver SDG4, education systems must be re-imagined, and education financing must become a priority national investment. An estimated 84 million children and young people will still be out of school and an estimated 300 million student will still not have the basic numeracy and literacy skills they need to succeed in life. If no additional measures are taken, only one in six countries will meet SDG4 and achieve universal access to quality education by 2030. Even before the COVID-19 pandemic, the world was already off-track to achieve its education targets.
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