How the SDG 4.1.1 Framework and Learning Poverty Can Help Countries Focus Their Education Policy Response to COVID-19

João Pedro Azevedo, Lead Economist, Education Global Practice, World Bank Group and Silvia Montoya, Director, UNESCO Institute for Statistics (UIS)

Most governments and development partners are working on identifying, protecting, and supporting learning of the most vulnerable members of the COVID-19 generation. In this blog, we examine how the SDG 4.1.1 framework and the concept of learning poverty are well positioned to help countries understand and act on the impacts of COVID-19 on schooling and learning.

From the minimum proficiency level to a measure of learning deprivation

In October 2018, the international community agreed to be deliberate about tracking progress in learning of students using a global standard. The minimum proficiency level (MPL)­ agreed through the Global Alliance to Monitor Learning offers a unique benchmark to help countries and development partners work together to monitor and improve learning for these students that are falling behind. The interactive visualization linked to in the image below (Figure 1) allows you to explore the data used to monitor this SDG, using both the GAML MPL as well as different minimum proficiency levels by interacting with the slider.

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