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Fixing the Foundation

Author

Listed:
  • Rythia Afkar
  • Tara Béteille
  • Mary E. Breeding
  • Toby Linden
  • Andrew D. Mason
  • Aaditya Mattoo
  • Tobias Pfutze
  • Lars M. Sondergaard
  • Noah Yarrow

Abstract

Countries in middle-income East Asia and the Pacific were already experiencing serious learning deficits prior to the COVID-19 pandemic. COVID-related school disruptions have only made things worse. Learning poverty -- defined as the percentage of 10-year-olds who cannot read and understand an age-appropriate text -- is as high as 90 percent in several countries. Several large Southeast Asian countries consistently perform well below expectations on adolescent learning assessments. This report examines key factors affecting student learning in the region, with emphasis on the central role of teachers and teaching quality. It also analyzes the role education technologies, which came into widespread use during the pandemic, and examines the political economy of education reform. The report presents recommendations on how countries can strengthen teaching to improve learning and, in doing so, can enhance productivity, growth, and future development in the region.

Suggested Citation

  • Rythia Afkar & Tara Béteille & Mary E. Breeding & Toby Linden & Andrew D. Mason & Aaditya Mattoo & Tobias Pfutze & Lars M. Sondergaard & Noah Yarrow, 2023. "Fixing the Foundation," World Bank Publications - Books, The World Bank Group, number 40332.
    • Handle: RePEc:wbk:wbpubs:40332
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