Learning Poverty : Measures and Simulations

Learning Poverty : Measures and Simulations

COVID-19-related school closures are pushing countries off track from achieving their learning goals. This paper builds on the concept of learning poverty and draws on axiomatic properties from social choice literature to propose and motivate a dis...

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Main Author: Azevedo, Joao Pedro
Format: Working Paper
Language:English
Published: World Bank, Washington, DC 2020
Subjects:
LEARNING POVERTY
PRIMARY EDUCATION
SUSTAINABLE DEVELOPMENT GOALS
SDGs
CORONAVIRUS
COVID-19
PANDEMIC IMPACT
Online Access:http://documents.worldbank.org/curated/en/232501603286799234/Learning-Poverty-Measures-and-Simulations
http://hdl.handle.net/10986/34654
id okr-10986-34654
recordtype oai_dc
spelling okr-10986-346542022-09-20T00:08:55Z Learning Poverty : Measures and Simulations Azevedo, Joao Pedro LEARNING POVERTY PRIMARY EDUCATION SUSTAINABLE DEVELOPMENT GOALS SDGs CORONAVIRUS COVID-19 PANDEMIC IMPACT COVID-19-related school closures are pushing countries off track from achieving their learning goals. This paper builds on the concept of learning poverty and draws on axiomatic properties from social choice literature to propose and motivate a distribution-sensitive measures of learning poverty. Numerical, empirical, and practical reasons for the relevance and usefulness of these complementary inequality sensitive aggregations for simulating the effects of COVID-19 are presented. In a post-COVID-19 scenario of no remediation and low mitigation effectiveness for the effects of school closures, the simulations show that learning poverty increases from 53 to 63 percent. Most of this increase seems to occur in lower-middle-income and upper-middle-income countries, especially in East Asia and the Pacific, Latin America, and South Asia. The countries that had the highest levels of learning poverty before COVID-19 (predominantly in Africa and the low-income country group) might have the smallest absolute and relative increases in learning poverty, reflecting how great the learning crisis was in those countries before the pandemic. Measures of learning poverty and learning deprivation sensitive to changes in distribution, such as gap and severity measures, show differences in learning loss regional rankings. Africa stands to lose the most. Countries with higher inequality among the learning poor, as captured by the proposed learning poverty severity measure, would need far greater adaptability to respond to broader differences in student needs. 2020-10-22T17:57:37Z 2020-10-22T17:57:37Z 2020-10 Working Paper http://documents.worldbank.org/curated/en/232501603286799234/Learning-Poverty-Measures-and-Simulations http://hdl.handle.net/10986/34654 English Policy Research Working Paper;No. 9446 CC BY 3.0 IGO http://creativecommons.org/licenses/by/3.0/igo World Bank World Bank, Washington, DC Publications & Research Publications & Research :: Policy Research Working Paper
repository_type Digital Repository
institution_category Foreign Institution
institution Digital Repositories
building World Bank Open Knowledge Repository
collection World Bank
language English
topic LEARNING POVERTY
PRIMARY EDUCATION
SUSTAINABLE DEVELOPMENT GOALS
SDGs
CORONAVIRUS
COVID-19
PANDEMIC IMPACT
spellingShingle LEARNING POVERTY
PRIMARY EDUCATION
SUSTAINABLE DEVELOPMENT GOALS
SDGs
CORONAVIRUS
COVID-19
PANDEMIC IMPACT
Azevedo, Joao Pedro
Learning Poverty : Measures and Simulations
relation Policy Research Working Paper;No. 9446
description COVID-19-related school closures are pushing countries off track from achieving their learning goals. This paper builds on the concept of learning poverty and draws on axiomatic properties from social choice literature to propose and motivate a distribution-sensitive measures of learning poverty. Numerical, empirical, and practical reasons for the relevance and usefulness of these complementary inequality sensitive aggregations for simulating the effects of COVID-19 are presented. In a post-COVID-19 scenario of no remediation and low mitigation effectiveness for the effects of school closures, the simulations show that learning poverty increases from 53 to 63 percent. Most of this increase seems to occur in lower-middle-income and upper-middle-income countries, especially in East Asia and the Pacific, Latin America, and South Asia. The countries that had the highest levels of learning poverty before COVID-19 (predominantly in Africa and the low-income country group) might have the smallest absolute and relative increases in learning poverty, reflecting how great the learning crisis was in those countries before the pandemic. Measures of learning poverty and learning deprivation sensitive to changes in distribution, such as gap and severity measures, show differences in learning loss regional rankings. Africa stands to lose the most. Countries with higher inequality among the learning poor, as captured by the proposed learning poverty severity measure, would need far greater adaptability to respond to broader differences in student needs.
format Working Paper
author Azevedo, Joao Pedro
author_facet Azevedo, Joao Pedro
author_sort Azevedo, Joao Pedro
title Learning Poverty : Measures and Simulations
title_short Learning Poverty : Measures and Simulations
title_full Learning Poverty : Measures and Simulations
title_fullStr Learning Poverty : Measures and Simulations
title_full_unstemmed Learning Poverty : Measures and Simulations
title_sort learning poverty : measures and simulations
publisher World Bank, Washington, DC
publishDate 2020
url http://documents.worldbank.org/curated/en/232501603286799234/Learning-Poverty-Measures-and-Simulations
http://hdl.handle.net/10986/34654
_version_ 1764481362731991040

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