英文【世界银行】学习贫困更新和修订

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LearningPovertyMonitoringSeriesTechnicalNote5

LearningPovertyUpdatesandRevisions

What’sNew?

PublicDisclosureAuthorizedPublicDisclosureAuthorizedPublicDisclosure

April2024

Marie-HélèneCloutier,KoenMartijnGeven,HalseyRogers,SheenaFazili,YiNingWong,

MaryamAkmal,BrianStacy,ElisabethSedmik,TigranShmis,NguyetThiAnhTran,Saher

Asad,MargueriteClarke,JuliaLiberman,VictoriaLevin,HoracioAlvarez,WalyWane,Muna

SalihMeky

Abstract

TheApril2024releaseofLearningPovertyestimatesinvolvesseveralchangestothedataunderlyingthecountry-levelLearningPovertyfigures.Thisdocumentprovidesdetailsofthekeychangesmade.Somecountry-levelestimateshavechangedorbecomeavailableforthefirsttimeduetonewlearningdatafromrecentassessments:PIRLS2021,AMPL-b(forexample,inKenya),orpolicylinkingofexistingNLAs(forexample,inPakistan).WhilesomeoftheassessmentssuchasPIRLS2021wereconductedduringthepandemic,country-levelchangesarenotlimitedtoCOVID-19relatedlearninglosses.Inseveralcountries,changesinassessmentdataareaccompaniedbychangesinenrollmentdataaswell.IntheApril2024release,country-levelestimatesofLearningPovertyareavailablefor125countries.

Acknowledgments

WethankNobuyukiTanaka,HarryAnthonyPatrinos,DiegoLunaBazaldua,AlonsoSanchez,

MichaelF.Crawford,LarsM.Sondergaard,YitongHuandYilinPanforhelpfulfeedback.Thefindings,interpretations,andconclusionsexpressedinthisreportareentirelythoseoftheauthors.TheydonotnecessarilyrepresenttheviewsoftheInternationalBankforReconstructionandDevelopment/WorldBankanditsaffiliatedorganizations,orthoseoftheExecutiveDirectorsoftheWorldBankorthegovernmentstheyrepresent.

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Introduction 6

Methodologicaloverview 7

DefiningLearningPoverty 7

Dataprotocolandsources 8

LearningDeprivation(LD) 8

PIRLS2021 9

AMPL-b(partoftheMILOinitiative) 9

NationalLearningAssessment(NLA)withpolicy-linking 10

SchoolingDeprivation(SD) 10

ChangesinLearningPovertyDuetoChangeinEnrollmentData 10

CountryMetaData 11

EastAsia&Pacific 13

Additionofnewassessmentdata 13

Updatestopriorassessmentdata 13

Updatestopriorenrollmentdatawithnochangestoassessmentdata 14

Revisionofenrollmentand/orassessmentdata 14

Nochanges 14

Europe&CentralAsia 16

Additionofnewassessmentdata 16

Updatestopriorassessmentdata 17

Updatestopriorenrollmentdatawithnochangestoassessmentdata 22

Revisionofenrollmentand/orassessmentdata 22

Nochanges 22

LatinAmerica&theCaribbean 24

Additionofnewassessmentdata 24

Updatestopriorassessmentdata 24

Updatestopriorenrollmentdatawithnochangestoassessmentdata 24

Revisionofenrollmentand/orassessmentdata 24

Nochanges 24

MiddleEast&NorthAfrica 27

Additionofnewassessmentdata 27

Updatestopriorassessmentdata 27

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Updatestopriorenrollmentdatawithnochangestoassessmentdata 29

Revisionofenrollmentand/orassessmentdata 29

Nochanges 30

SouthAsia 30

Additionofnewassessmentdata 30

Updatestopriorassessmentdata 30

Updatestopriorenrollmentdatawithnochangestoassessmentdata 31

Revisionofenrollmentand/orassessmentdata 31

Nochanges 31

Sub-SaharanAfrica 32

Additionofnewassessmentdata 32

Updatestopriorassessmentdata 32

Updatestopriorenrollmentdatawithnochangestoassessmentdata 32

Revisionofenrollmentand/orassessmentdata 33

Nochanges 33

NorthAmerica 36

Additionofnewassessmentdata 37

Updatestopriorassessmentdata 37

Updatestopriorenrollmentdatawithnochangestoassessmentdata 37

Revisionofenrollmentand/orassessmentdata 37

Nochanges 37

EstimatesofLearningPoverty,LearningDeprivation,andSchoolingDeprivation 38

Country-level 38

GlobalLearningPovertyDatabase 46

References 47

Annex1 49

LearningDeprivationGapandSeverity 49

ListofTablesandFigures

Table1:LearningPovertyDataReleases 7

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Table2:Hierarchyforselectingamongmultipleassessmentsineachcountry 8

Table3:Numberofcountrieswithdifferenttypesofchangesinenrollmentdata 11

Table4:Changestocountry-levelLearningPovertyestimatesfor2022vs2024releaseyears

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Table5:Comparisonofcountry-levelLearningPovertyestimatesacrosstheApril2024and

July2022releases 39

Table6:Country-levelgenderbreakdownofLearningPoverty,LearningDeprivationGap,

andLearningDeprivationSeverity 49

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Introduction

ThisnoteispartoftheApril2024releaseofthelatestcountry-levelLearningPovertyestimates.Thedocumentdetailscountry-levelchangestotheunderlyingdatausedtoproducetheApril2024LearningPovertyreleaseandbuildsonthechangesdocumentedinthetechnicalnoteaccompanyingthe2022globalrelease.ThisisthefourthreleaseofupdatedandrevisedcountrynumberssincethelaunchoftheLearningPovertymeasureinOctober2019bytheWorldBankandUNESCO.1ThecurrentreleaseprovidesLearningPovertydatafor125countries.

Thereferenceyearofthisupdateis2019,whichisthesameasthe2022release.Thedecisiontouse2019astheanchoryearisdrivenbyassessmentdataavailability.Mostinternationalandregionalassessmentsarecarriedoutonlyevery4to6years,andusuallythereisalagofacoupleofyearsbeforethedatabecomeavailable.DatacollectionwasfurtheraffectedbyCOVID-19relatedinterruptions.Thereferenceyearisprimarilyusedtocomputewhichcountry-levelestimatesareincludedinglobalandregionalaggregates(notupdatedinthecurrentrelease)andalsoservesasananchortodeterminethechoiceofassessmenttoreportonLearningPovertyestimateswhenmultipleassessmentsareavailableforacountry.

Learningdatagapsremaininalmosthalfoftheworld.Globally,about42%ofcountries(92outof217)donotreportlearningdatathatcanbeusedforestimatingLearningPoverty(i.e.,datathatcomesfromaninternationallycomparablelearningassessmentadministeredattheendofprimarythattookplacelessthan4yearsbeforeorafter2019).InSub-SaharanAfricathisisthecaseforabout48%ofthecountries.Theneedforreliabledatameasuringlearninginameaningfulandtemporallycomparablemannerisclear.Thepoliticalandtechnicalalignmenttoachievethisobjectivehasneverbeengreater.Atthepoliticallevel,countries,donors,anddevelopmentpartnershavecometogethertosignaCommitmenttoActiononFoundationalLearningandfoundedtheCoalitionforFoundationalLearning(CFL).OneoftheCFLpillarsaimstosupportcountriestomonitorlearningprogressandimproveavailabilityoflearningdata.Todoso,partnerscommittedto(i)collatecommontoolsandofferamenuofoptionstocountriestomeasureandreportonlearning;(ii)coordinatebetweenagenciestosupportcountrieswithoutlearningdatainrollingoutbestavailableresourcesandtoolstomeasureprogressonlearning,includingthroughjointtraining;(iii)supportcountriestousedata,andshareandamplifyexistinginformationonlearningusingavailableresourcesandtools.

Thefollowingsectionsprovideacomprehensiveoverviewofthelatestcountry-levelLearningPovertyestimatesandreportchangesforallPartIandPartIIcountriesthathaveapriorornewLearningPovertyestimate.PastandcurrentcountrylevelestimatesareavailablebothintheLearningPovertyGlobalDatabaseandintheLearningPovertyCountry

Briefs.Thesummaryofthecurrentandpriorreleasesisasfollows:

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.TheApril2024releaseuses2019asitsreferenceyearandproducescountry-level

estimatesfor125countries,andnoglobalandregionalestimateswereupdated.

.TheJune2022releaseused2019asitsreferenceyear,producedcountry-level

estimatesfor122countries,andproducedglobalandregionalestimatesforthewholeworld(using107countries)andlow-andmiddle-incomecountries(using69countries)(WorldBank,2022).

.TheJuly2021releaseused2017asitsreferenceyear,producedcountry-levelestimatesfor120countries,andnoglobalandregionalestimateswereupdated(Azevedoetal,2021).

.TheOctober2019releaseused2015asitsreferenceyear,producedcountry-levelestimatesfor114countries,andproducedglobalandregionalestimatesforthewholeworld(using100countries)andlow-andmiddle-incomecountries(using62countries)(WorldBank,2019).

ThedatasetsfromthefourreleasescanbeaccessedonDevelopmentDataHub.

Table1:LearningPovertyDataReleases

ReleaseDate

Numberofcountries

withLearningPoverty

estimates

Globalandregionalaggregates

Anchoryearandreportingwindow*

Apr-24

125

No

2019(±4years)

Jun-22

122

Yes(107forglobaland

69forlow-andmiddle-

income)

2019(±4years)

Jul-21

120

No

2017(±4years)

Oct-19

114

Yes(100forglobaland

62forlow-andmiddle-

income)

2015(±4years)

*Theanchoryearservestwofunctions:(i)determineswhichcountriescanbeincludedintheglobalregionalaggregatecalculationsbasedonwhethertheirassessmentyearfallsinsidethereportingwindow,and(ii)whichassessmenttouseforreportingonLearningPovertyfora

countrywhenmakingdecisionsbetweenmultipleassessmentswithdifferentpriorityranksandyears.

Methodologicaloverview

DefiningLearningPoverty

TheLearningPoverty(LP)indicatorcombinestheshareofprimary-agedchildrenout-of-schoolwhoareSchoolingDeprived(SD),andtheshareofpupilsbelowtheminimumproficiencylevelinreading,whoareLearningDeprived(LD).Bycombiningschoolingandlearning,theindicatorbringsintofocusboth“moreschooling,”whichbyitselfservesavarietyofcriticalfunctionsaswellas“betterlearning,”whichisimportanttoensurethattimespentinschooltranslatesintoacquisitionofskillsandcapabilities.

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LP=SD+[(1−SD)∗LD]

whereLPisLearningPoverty;LD,LearningDeprivation,istheshareofchildrenattheendofprimarybelowminimumproficiency,asdefinedbytheGlobalAlliancetoMonitorLearning(GAML)inthecontextoftheSDG4.1.1bmonitoring;SD,SchoolingDeprivation,istheshareofprimary-agedchildrenwhoareout-of-schoolasdefinedinthecontextofSDG4.1.4.

Dataprotocolandsources

LearningDeprivation(LD)

TheLDcomponentoftheLearningPovertyindicatorreliesonlearningassessmentdata.Thiscomponentcapturestheshareofchildrenattheendofprimarywhoarebelowtheminimumproficiencylevel(MPL)forreading,asdefinedbytheGlobalAlliancetoMonitorLearning(GAML)inthecontextoftheSDG4.1.1bmonitoring.1

Ifacountryhascarriedoutmultipleassessments,theassessmentusedtoestimateLDisselectedbasedonthefollowingpreferencehierarchy:2

Table2:Hierarchyforselectingamongmultipleassessmentsineachcountry

Priorityrank1

International/regionalassessmentinreading

Forexample,globalassessmentssuchasPIRLS,orregionalassessmentssuchasLLECE,PASEC,orSEA-PLMwithreadingresults.Wherebothinternationalandregionalassessmentsareavailable,regionalassessmentsmayonlybepreferredoverinternationalonesfortemporalcomparabilitywithpastcountryestimatesorforregionalcomparability(forexample,LLECEforLAC).

Priorityrank2

International/regionalassessmentinreadingthatallowsstatisticallinkingwithhistoricalregionalornationalassessments.

Forexample,AMPL-bresultsforreading.

Priorityrank3

NationalLearningAssessment(NLA)inreadingthatallowslinkingwithhistoricalinternationalorregionalassessments.

Forexample,NLAthathavecompletedastatistical/policy3-orpairwise4-linkingexercise.

Priorityrank4

Internationalassessmentinasubjectotherthanreading.Forexample,TIMSSresultsforscience.

Priorityrank5

OtherNationalLearningAssessment(interimreportingonly)thatmaynothaveundergonelinkingexercisesyetbuthaveplanstodoso.

Thecurrentreportingwindowis2015-2023centeredaround2019.Assessmentsadministeredwithinthewindowarepreferred.Forexample,TIMSS2015andTIMSS2019areprioritizedoverPIRLS2011forIndonesiaandCroatiarespectivelyintheApril2024releasebecausePIRLS2011fallsoutsidethereportingwindow.Onanexceptionalbasis,

1FormoredetailsseeAzevedoetal.2021.

2ThishierarchyismostlyalignedwithwhatwasusedintheJune2022releaseexceptfortheadditionofpriorityrank3.3

/policy-linking/

4WG_GAML-10_Pairwise-Comparison-Method.pdf()

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learningassessmentsfallingoutsideofthereportingwindowarekeptgiventhelackofamorerecentassessment.ThisisthecaseforAfghanistan,Belize,Botswana,Comoros,Algeria,Greece,Iceland,KyrgyzRepublic,Lesotho,Luxembourg,Moldova,Mali,Mongolia,Mauritania,Mauritius,Romania,Thailand,Tunisia,Uganda,UkraineandYemen,Rep.

DatafromtheinternationalassessmentPIRLS2021,Kenya’sAssessmentforMinimumProficiencylevel(AMPL-b)2023,andPakistan’sPolicy-LinkedNationalLearningAssessment2021becameavailablesincethepriorrelease.Asaresult,intheApril2024countryupdate,theaverageassessmentyearwas2018,withastandarddeviationof4.7years(comparedtoanaverageassessmentyearof2017withstandarddeviationof1.6intheJune2022release).Thisnewlearningdatahasenabledupdatestosomecountry-levelLearningPovertyestimates.Thenewassessmentsare:

PIRLS2021

TheProgressinInternationalReadingandLiteracyStudy(PIRLS),implementedbyIEA,providesinternationallycomparabledataonreadingproficiencyforGrade4studentssince

2001.PIRLS2021isthefifthcycleinthePIRLSassessment,withdatacollectionhavingtakenplacebetweenAugustandDecember2021formostcountries,withsomeexceptionsthatwereaffectedbyCOVID-19relateddelays.ThePIRLS2021dataisthefirstreleaseofinternationallyandtemporallycomparablelearningdatasincetheCOVID-19pandemic’sunprecedentedschoolclosures.Comparisonsbetweenthe2016and2021datacapturechangesthatincludebutarenotlimitedtoCOVID-19relatedshockstoschoolingandlearning.Thefollowing52countrieshaveupdatedassessmentdatafromPIRLS2021:Albania,Australia,Austria,Azerbaijan,Bahrain,Belgium,Bulgaria,Croatia,Cyprus,Czechia,Denmark,Egypt,ArabRep,Finland,France,Georgia,Germany,HongKongSAR,China,Hungary,Iran,IslamicRep,Israel,Italy,Jordan,Kazakhstan,Kosovo,Latvia,Lithuania,MacaoSAR,China,Malta,Montenegro,Morocco,Netherlands,NewZealand,NorthMacedonia,Norway,Oman,Poland,Portugal,Qatar,RussianFederation,SaudiArabia,Serbia,Singapore,SlovakRepublic,Slovenia,SouthAfrica,Spain,Sweden,Türkiye,UnitedArabEmirates,UnitedKingdom,UnitedStatesandUzbekistan.

AMPL-b(partoftheMILOinitiative)

TheMILO(MonitoringImpactsonLearningOutcomes)initiativehasallowedcountriestomeasuretheimpactofCOVID-19onlearningwhilealsoallowingreportingagainstSDG

4.1.1bbenchmarksthroughtheAssessmentsforMinimumProficiencyLevelsforSDG4.1.1b(AMPL-b).TheassessmentcoverssixcountriesinAfrica–BurkinaFaso,Burundi,Côted’Ivoire,Kenya,Senegal,andZambia.TheprojectwasimplementedtoprovideawayforcountriestomeasurelearningprogressagainstSDG4.1.1bpriortoandduringtheCOVID-19pandemic.AMPL-btestschildreninthesubjectsofreadingandmathematicsingrades5-7,dependingonthecountry.TheassessmentmaterialwasderivedfromtheUIS’sGlobalItemBank,whichisasharedrepositoryofassessmentquestionsforreadingandmathandfollowscloselytheGlobalProficiencyFrameworkbenchmarksagreedbycountriesanddevelopmentpartnersaspartofSDG4.1.1monitoring.Nationalassessmentsalsohavetheoptionof

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integratingcomparabletestsintheirinstruments.WeuseAMPL-b2023resultsforcalculatingLearningPovertymeasuresforKenyainthe2024release.

NationalLearningAssessment(NLA)withpolicy-linking

Pakistanconducteditsnationalassessmentin2019forgrade4students.Pakistan’s2019NLAwaspolicy-linkedin2021.

SchoolingDeprivation(SD)

TheSDcomponent(out-of-schooladjustment)ofLearningPovertyreliesonenrollmentdatareportedbyUNESCOInstituteofStatistics(UIS)orcountryteamswheremorerelevant/recentdataisavailable,collectedthroughthepopulationcensus,householdsurveys,andtheEducationManagementInformationSystem(EMIS).ThepreferredindicatorforSDinpreviousreleaseshasbeenthecomplementoftheadjustednetprimaryenrollment(ANER),asreportedbyUIS.ReportingoftheANERhassincebeendiscontinuedbyUIS;however,wecontinuetousethelastavailableversion(October2020)ofANERasaninterimmeasuretopreservecomparabilitywithpriorreleasesofLearningPoverty.Enrollmentdatafortheschoolyearclosesttotheadministrationyearofthepreferredlearningassessmentforeachcountryisused,dependingonavailability.Thehierarchyforchoosingenrollmentdataisasfollows:

.AdjustedNetEnrollmentRate(ANER).TotalNetEnrollmentRate(TNER)

.NetEnrollmentRate(NER)

.GrossEnrollmentRate(GER):Ifthegrossenrollmentrateishigherthan100%,itisadjustedtobe100%

Therearesomeexceptionstothishierarchy.Insomecases,dataavailableatthecountrylevelfromsourcessuchashouseholdsurveys,censusdata,orstatisticalreports/yearbookspublishedbygovernmentswaspreferred.ThisisthecaseforAfghanistan,Bangladesh,China,Coted-Ivoire,CostaRica,India,Japan,Macao,Moldova,Madagascar,andKosovo.ForKosovo,UISdoesnotreportenrollmentratesandthereforecountrylevelestimatesfromthe2021AnnualStatisticalReport(GER)areused.ForChina,GERestimatesfromUIS’sOctober

2021releasearebeingusedduetounavailabilityofANERdata.

ChangesinLearningPovertyDuetoChangeinEnrollmentData

IntheApril2024release,SDestimatesbasedonenrollmentdataareupdatedorrevisedin

49cases.Outofthese,47casesalsosawachangeinassessmentdatawhereasCoted'IvoireandMadagascardidnot.MorerecentenrollmentdataonCoted’IvoireisavailablefromthecountryteamwhereasMadagascar’senrollmentsourcechangedfromANERtocountryteamvalidateddata.

ThesechangestoenrollmentdatashowninTable3primarilyreflectthefollowing:

.Countrieswhereonlyenrollmentyearchangesbutenrollmentdefinitionremainsthesame:Australia,Austria,Azerbaijan,Belgium,Bulgaria,Bahrain,Coted'Ivoire,

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Czechia,Germany,Denmark,Egypt,ArabRep,Finland,France,Georgia,HongKongSAR,China,Hungary,Ireland,Iran,IslamicRep,Israel,Italy,Jordan,Kazakhstan,Lithuania,Latvia,Morocco,Malta,Norway,NewZealand,Oman,Pakistan,Portugal,Qatar,RussianFederation,SaudiArabia,Singapore,SlovakRepublic,Slovenia,Spain,Sweden,UnitedArabEmirates,UnitedKingdom,UnitedStates,SouthAfrica

.CountrieswhereenrollmentdatachangesfromANERtocountryteamvalidateddataandenrollmentyearalsochanges:BangladeshandMacaoSAR,China

.CountrieswhereenrollmentdatachangesfromANERtocountryteamvalidateddataforthesameenrollmentyear:Madagascar

.Countrieswhereenrollmentdataisbeingusedforthefirsttime:Kenya,UzbekistanandKosovo.Ofthese,KenyaandUzbekistanhaveassessmentdataavailableforthefirsttime,hencetheuseofenrollmentdataforanLPestimate.

Detailsoftheseupdatesandrevisionsrelatedtotheenrollmentdatacanbefoundinthefollowingsection,andintheaccompanyingdatabaseandLearningPovertycountrybriefs.

Table3:Numberofcountrieswithdifferenttypesofchangesinenrollmentdata

2022releasevs2024release

No.ofcountrieswhereenrollmentyearchangeswithnochangestoenrollmentdefinition

43

No.ofcountrieswhereenrollmentdatachangesfromANERtocountryteamvalidateddataandenrollmentyearalsochanges

2

No.ofcountrieswhereenrollmentdatachangesfromANERtocountryteamvalidateddataforthesameyear

1

No.ofcountrieswhereenrollmentdataisbeingusedforthefirsttime

3

CountryMetaData

Table4highlightsthetypeofchangesbetweenthe2022and2024releasesbasedonchangestoassessmentandenrollmentdata.Thefollowingaredefinitionsofeachchange:

.AdditionsreferstonewcountriesaddedforwhichwepreviouslyhadnoLearningPovertydata.ThethreenewadditionswhichdidnothaveapreviousLearningPovertyestimateareKenya,KosovoandUzbekistan.InthecaseofKosovo,anewLearningPovertyestimateisnowavailableduetoenrollmentdatabecomingavailableforthefirsttime.ForKenya,thecountryparticipatedinAMPL-bwhereas

forUzbekistan,thecountryparticipatedinPIRLSforthefirsttime..Updatestoassessmentdata:

oTemporallyComparableAssessmentDataincludescountriesforwhichtheLearningPovertyestimatewasupdatedduetonewassessmentdataavailable

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fromamorerecentyearusingthesameassessmentasthepreviousrelease.Theseincludethefollowingcountries:Australia,Austria,Azerbaijan,Bahrain,Bangladesh,Belgium,Bulgaria,Czechia,Denmark,Egypt,ArabRep,Finland,France,Georgia,Germany,HongKongSAR,China,Hungary,Iran,IslamicRep,Israel,Italy,Kazakhstan,Latvia,Lithuania,MacaoSAR,China,Malta,Morocco,Netherlands,NewZealand,Norway,Oman,Poland,Portugal,Qatar,RussianFederation,SaudiArabia,Singapore,SlovakRepublic,Slovenia,SouthAfrica,Spain,Sweden,UnitedArabEmirates,UnitedKingdom,UnitedStates.

oNotTemporallyComparableAssessmentDataincludescountriesforwhichtheestimatewasupdatedduetoavailabilityofnewdatafromadifferentassessment.Theseincludethefollowingcountries:Albania,Croatia,Cyprus,

Jordan,Montenegro,NorthMacedonia,Pakistan,SerbiaandTürkiye..Updatestoenrollmentdatawithnochangestoassessmentdata:

oEnrollmentIndicatorUpdateincludescountriesforwhichtherewasnochangetoassessmentdatabuttheenrollmentdefinitionchanged.ThisincludesMadagascarwhereenrollmentindicatorchangedfromANERtocountryteamvalidateddata–thecomplementofTotalNetEnrollmentRateasreportedbyUIS.

oEnrollmentYearUpdateincludescountriesforwhichtherewasnochangetoassessmentdataorenrollmentdefinitionbuttheenrollmentyearchanged.ThisisthecaseforCoted’Ivoirewheremorerecentenrollmentdataisavailablefromthecountryteam–theannualstatisticalreportof2019.

.Revisionofenrollmentand/orassessmentdata:

oAfghanistanhadarevisioninitsassessmentandenrollmentdatafromthesamesourcesandyears.

.NochangesrefertocountriesthatsawnochangeinLearningPovertyestimatesbetweenthe2022and2024releases.

.NodataincludescountriesforwhichwedonothaveaLearningPovertyestimate.

Table4:Changestocountry-levelLearningPovertyestimatesfor2022vs2024releaseyears

2022vs2024release

UpdatestoAssessmentandEnrollment

Additions

Temporally

Comparable

Assessment

Data

Not

Temporall

y

Comparabl

e

Assessmen

tData

Enrollme

nt

Indicator

Update

Enrollment

Year

Update

Revisionof

Enrollment

/Assessme

ntData

No

changes

No

dat

a

Number

of

countries

3

43

9

1

1

1

67

92

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Thissectionprovidesacountry-by-country(organizedbyregions)overviewofchangestotheLearningPoverty,LearningDeprivation,andSchoolingDeprivationestimatesforthe2024releasecomparedtoestimatesfromthe2022release.Thisdataisalsoavailablein

Table5.

EastAsia&Pacific

Additionofnewassessmentdata

TherearenocountrieswhereLearningPovertyestimateswerecalculatedforthefirsttime.

Updatestopriorassessmentdata

TheLearningPovertyestimatesforthefollowingcountrieshavechangedcompared

totheestimatesinthepreviousreleaseduetotheavailabilityofnewassessmentdata:Australia(sameassessment,updatedassessmentyear,updatedenrollmentdata)

Australiahadapriorcountry-levelestimateforLearningPovertyusingPIRLS2016forgrade4reading.ThereisnewdataforAustraliafromPIRLS2021forgrade4reading.EnrollmentdataforANER2017isusedcomparedtoANER2016inthepreviousrelease.ThenewreleasecontainsgenderdisaggregatedLearningPovertyestimates.

HongKongSAR,China(sameassessment,updatedassessmentyear,updatedenrollmentdata)

HongKongSAR,Chinahadapriorcountry-levelestimateforLearningPovertyusingPIRLS2016forgrade4reading.ThereisnewdataforHongKongSAR,ChinafromPIRLS2021forgrade4reading.EnrollmentdataforANER2018isusedcomparedtoANER2016inthepreviousrelease.ThenewreleasedoesnotcontaingenderdisaggregatedLearningPovertyestimatesduetomissinggenderdisaggregatedenrollmentdata.

MacaoSAR,China(sameassessment,updatedassessmentyear,updatedenrollmentdata)

MacaoSAR,Chinahadapriorcountry-levelestimateforLearningPovertyusingPIRLS2016forgrade4reading.ThereisnewdataforMacaoSAR,ChinafromPIRLS2021forgrade4reading.Enrollmentdatafor2022fromtheeconomy’s2021censusreportisusedcomparedtoANER2016inthepreviousrelease.ThenewreleasecontainsgenderdisaggregatedLearningPovertyestimates.

NewZealand(sameassessment,updatedassessmentyear,updatedenrollmentdata)

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NewZealandhadapriorcountry-levelestimateforLearningPovertyusingPIRLS2016forgrade4reading.Thereisnew