# data[].attributes.body
"In the United States, students with great teachers advance 1.5 grade levels or more over a single school year, compared with just 0.5 grade levels for those with an ineffective teacher” (Pg. 10).

“To paraphrase an old saying, policy makers may decide it is better to avoid testing and be assumed ineffective than to test students and remove all doubt. And even when they do participate in assessments, governments sometimes decline to release the learning results to the public, as happened with the 1995 TIMSS in Mexico.65 Finally, if assessments are poorly designed or inappropriately made into high-stakes tests, administrators or educators may have an incentive to cheat on them, rendering the assessment results worthless as a guide to policy” (Pg. 18-19).

# data[].attributes.body
"Students everywhere must learn how to interpret many types of written passages—from medication labels to job offers, from bank statements to great literature. They have to understand how numbers work so that they can buy and sell in mar- kets, set family budgets, interpret loan agreements, or write engineering software. They require the higher-order reasoning and creativity that builds on these foundational skills. And they need the socio- emotional skills—such as perseverance and the ability to work on teams—that help them acquire and apply the foundational and other skills." (Pg 4)

"The ultimate barrier to learning is no schooling at all—yet hundreds of millions of youth remain out of

school. In 2016, 61 million children of primary school age—10 percent of all children in low- and lower- middle-income countries—were not in school, along with 202 million children of secondary school age.24 Children in fragile and conflict-affected countries accounted for just over a third of these, a dispropor- tionate share." (Pg 8)

# data[].attributes.body
Progress like this requires a clear-eyed diagnosis, followed by concerted action. Before showing what can be done to fulfill education’s promise, this over- view first shines a light on the learning crisis: how and why many countries are not yet achieving “learning for all.” This may make for disheartening reading, but it should not be interpreted as saying that all is lost—only that too many young people are not getting the education they need. The rest of the overview shows how change is possible if systems commit to “all for learning,” drawing on examples of families, educators, communities, and systems that have made real progress. (PAGE 4)

# data[].attributes.body
"But waiting out the learning crisis isn’t a winning strategy" (pg. 27).

"In South Africa in the late 2000s, the vast majority of students in grade 4 had mastered only the mathematics curriculum from grade 1; most of those in grade 9 had mastered only the mathematics items from grade 5" (pg. 6)

# data[].attributes.body
"In the United States, a team of teacher training experts characterized professional development there as 'episodic, myopic, and often meaningless'" (pg. 22).

"The future of work will place a premium on learning" (pg. 27).

# data[].attributes.body
"If your plan is for one year, plant rice. If your plan is for ten years, plant trees. If your plan is for one hundred years, educate children." (KUAN CHUNG 7TH CENTURY BC)

"Work skill shortages are often discussed in a way that is disconnected from the debate on learning, but the two are parts of the same problem. Because education systems have not prepared workers adequately, many enter the labor force with inadequate skills." (pg. 9)

# data[].attributes.body
"Among grade 6 students in West and Central Africa in 2014, less than 45 percent reached the “sufficient” competency level for continuing studies in reading or mathematics" - pag 5

"When poor parents perceive education to be of low quality, they are less willing to sacrifice to keep their children in school—a rational response, given the constraints they face" - pag 8

# data[].attributes.body
" Education should equip students with the skills they need to lead healthy, productive, meaningful lives."- Pg.4

" But schooling is not the same as learning.9 Children learn very little in many education systems around the world: even after several years in school, millions of students lack basic literacy and numeracy skills."- {g.5

# data[].attributes.body
Schooling without learning is a wasted
opportunity. More than that, it is a great injustice:
the children whom society is failing most are the ones
who most need a good education to succeed in life. (pg. 3)

Whether as workers or members of society, people also need higher-order cognitive skills such as
problem-solving. In addition, they need socioemotional skills—sometimes called soft or noncognitive
skills—such as conscientiousness. (pg. 9)

# data[].attributes.body
"In 2007, the most recent year for which data are available, less than 50 percent of grade 6 students in Southern and East Africa were able to go beyond the level of simply deciphering words, and less than 40 percent got beyond basic numeracy" (page 5).

"In the United States, students with great teachers advance 1.5 grade levels or more over a single school year, compared with just 0.5 grade levels for those with an ineffective teacher" (page 10).

# data[].attributes.body
“To develop effective learning approaches that fit their contexts, education systems need to encourage innovation and adaptation. In many education systems, schools, and other education institutions regularly adapt to changing circumstances. Through these adaptations, innovative solutions to education challenges often emerge.” (Pg. 25)

“In 2007, the most recent year for which data are available, less than 50 percent of grade 6 students in Southern and East Africa were able to go beyond the level of deciphering words, and less than 40 percent got beyond basic numeracy.” (Pg. 5)

# data[].attributes.body
“Although the skills of Brazilian 15-year-olds have improved, at their current rate of improvement they won’t reach the rich-country average score in math for 75 years. In reading, it will take more than 260 years.” (Page 3)

"For example, it took the United States 40 years—from 1870 to 1910—to increase girls’ enrollments from 57 percent to 88 percent. By contrast, Morocco achieved a similar increase in just 11 years.” (Page 4)

# data[].attributes.body
"According to leading international assessments of literacy and numeracy—Progress in International Reading Literacy Study (PIRLS) and Trends in International Mathematics and Science Study (TIMSS)—the average student in low-income countries performs worse than 95 percent of the students in high-income countries, meaning that student would be singled out for remedial attention in a class in high-income countries." (5)

"The potential payoff is huge. When children have a growth mindset, meaning they understand their own great learning potential, they learn much more than when they believe they are constrained by a fixed intelligence." (16)

# data[].attributes.body
When grade 3 students in Nicaragua were tested in 2011, only half could correctly solve 5 + 6. ( 5)

So even in a good school, deprived children learn less. Moreover, breaking out of lower learning trajectories becomes harder as these children age because the brain becomes less malleable. Thus education systems tend to amplify initial differences. Moreover, many disadvantaged youth are not in school. Fees and opportunity costs are still major financial barriers to schooling, and social dimensions of exclusion—for example, those associated with gender or disability—exacerbate the problem. These inequalities in school participation further widen gaps in learning outcomes (10)

# data[].attributes.body
"Based on current trends, it would take Tunisia over 180 years to reach the OECD average for math and Brazil over 260 years to reach the OECD average for reading." -page 7
"15-year-old students who aspire to be teachers score below the national average on PISA in nearly all countries" - page 10

# data[].attributes.body
“In a recent assessment (Programme d’Analyse des Systèmes Éducatifs de la Confemen, PASEC, 2014) administered at the end of the primary cycle, only 5 percent of girls in Cameroon from the poorest quintile of households had learned enough to continue school, compared with 76 percent of girls from the richest quintile.” (pg 6)

“Although the skills of Brazilian 15-year-olds have improved, at their current rate of improvement they won’t reach the rich country average score in math for 75 years. In reading, it will take more than 260 years.” ( pg 3)

# data[].attributes.body
In rural India in 2016, only half of grade 5 students could fluently read text at the level of the grade 2 curriculum, which included sentences (in the local language) such as “It was the month of rains” and “There were black clouds in the sky.” page 5

Thirty percent of children under 5 in developing countries are physically stunted, meaning they have low height for their age, typically due to chronic malnutrition. page 10

# data[].attributes.body
"Good information will have a payoff only if there is enough support for prioritizing learning. "Page 24
"But where countries seriously tackle the barriers to learning for all, spending on education is a critical investment for development, especially for those countries where overall spending is currently low, as recent major studies of global education have emphasized. " page 26

# data[].attributes.body
"Schooling without learning is a wasted opportunity" (pg. 3).

"The ultimate barrier to learning is no schooling at all—yet hundreds of millions of youth remain out of school. In 2016, 61 million children of primary school age—10 percent of all children in low- and lowermiddle-income countries—were not in school, along with 202 million children of secondary school age" (pg. 8).

# data[].attributes.body
"in Uruguay poor children in grade 6 are assessed as “not competent” in math at five times the rate of wealthy children. Moreover, such data are for children and youth lucky enough to be in school. Some 260 million aren’t even enrolled in primary or secondary school". pg. 3

his learning crisis is a moral crisis. When delivered well, education cures a host of societal ills. For individuals, it promotes employment, earnings, health, and poverty reduction. For societies, it spurs innovation, strengthens institutions, and fosters social cohesion. But these benefits depend largely on learning. Schooling without learning is a wasted opportunity. More than that, it is a great injustice: the children whom society is failing most are the ones who most need a good education to succeed in life". (pg. 3)

# data[].attributes.body
"Schooling is not the same as learning."  (Pg. 5)

"Because of this slow progress, more than 60 percent of primary school children in developing countries still fail to achieve minimum proficiency in learning, according to one benchmark. " (Pg. 8)

# data[].attributes.headline
 Nicholas                                                                                             1.	“…it is a great injustice: the children whom society is failing most are the ones who most need a good education to succeed in life (Pg. 3).”                             2.“Indonesia has registered significant gains on PISA over the last 10–15 years. And yet, even assuming it can sustain its 2003–15 rate of improvement, Indonesia won’t reach the OECD average score in mathematics for another 48 years; in reading, for 73 (pg. 7).” 

# data[].attributes.subject
 Nicholas                                                                                             1.	“…it is a great injustice: the children whom society is failing most are the ones who most need a good education to succeed in life (Pg. 3).”                             2.“Indonesia has registered significant gains on PISA over the last 10–15 years. And yet, even assuming it can sustain its 2003–15 rate of improvement, Indonesia won’t reach the OECD average score in mathematics for another 48 years; in reading, for 73 (pg. 7).” 

# data[].attributes.body
"Teacher salaries are the largest single budget item in education systems, consuming three-quarters of the budget at the primary level in developing countries." pg. 22

"Malnutrition, illness, low parental investments, and the harsh environments associated with poverty undermine early childhood learning." pg 10

# data[].attributes.body
" Every system assesses student learning in some way, but many systems lack the reliable, timely assessments needed to provide feedback on innovations. For example, is a new teacher training program actually making teachers more effective? If the system lacks reliable information on the quality of teaching and the learning of primary students—comparable across time or classrooms—there is no way to answer that question." Pg. 12

"Teachers are the most important
factor affecting learning in schools. In the United
States, students with great teachers advance 1.5 grade
levels or more over a single school year, compared
with just 0.5 grade levels for those with an ineffective
teacher." Pg. 10

# data[].attributes.body
"In 14 Sub-Saharan countries, the average grade 6 teacher performs no better on reading tests than do the highest-performing students from that grade." pg. 10

"Teacher salaries are the largest single budget item in education systems, consuming three-quarters of the budget at the primary level in developing countries." pg. 22

# data[].attributes.body
"If delivered well, education cures a host of societal ills." Pg. 3

"Well-prepared, motivated teachers do not need to operate in the dark: they know how to assess the learning of students regularly, formally and informally." Pg. 18

# data[].attributes.headline
 Imagine that a country has set student learning as a top priority and that it has in place reasonable learning metrics. It still needs to leap a major technical hurdle. 12

# data[].attributes.subject
 Imagine that a country has set student learning as a top priority and that it has in place reasonable learning metrics. It still needs to leap a major technical hurdle. 12

# data[].attributes.headline
teachers often lack the skills or motivation to be effective. Teachers are the most important factor affecting learning in schools. 10

# data[].attributes.subject
teachers often lack the skills or motivation to be effective. Teachers are the most important factor affecting learning in schools. 10

# data[].attributes.body
“Education is the most powerful weapon we can use to change the world.”

NELSON MANDELA (2003)
(pg 1)

“If your plan is for one year, plant rice. If your plan is for ten years, plant trees. If your plan is for one hundred years, educate children.”

KUAN CHUNG (7TH CENTURY BC)
(pg 1)

# data[].attributes.body
"Education is the most powerful weapon we can use to change the world" pg. 3

"Struggling education systems lack
one or more of four key school-level
ingredients for learning: prepared
learners, effective teaching, learning focused inputs, and the skilled management and governance that pulls them all together." pg. 9

# data[].attributes.body
According to leading international assessments of literacy and numeracy—Progress in International Reading Literacy Study (PIRLS) and Trends in International Mathematics and Science Study (TIMSS)—the average student in low-income countries performs worse than 95 percent of the stu- dents in high-income countries, meaning that student would be singled out for remedial attention in a class in high-income countries. pg 5

Malnutrition, illness, low parental investments, and the harsh environments associated with poverty undermine early childhood learning. pg 10

# data[].attributes.body
"But providing education is not enough. What is important, and what generates a real
return on investment, is learning and acquiring skills" (page 13)

"Although some countries are making progress on learning, their progress is typically slow. Even the middle-income countries that are catching up to the top performers are doing so very slowly" (page 27)

# data[].attributes.body
"And yet in Andhra Pradesh, India, in 2010, low-performing students in grade 5 were no more likely to answer a grade 1 question correctly than those in grade 2. Even the average student in grade 5 had about a 50 percent chance of answering a grade 1 question correctly—compared with about 40 percent in grade 2" (p. 6).

"But it’s not just poverty and conflict that keep
children out of school; the learning crisis does, too.
When poor parents perceive education to be of low
quality, they are less willing to sacrifice to keep their
children in school—a rational response, given the
constraints they face" (p. 8).

# data[].attributes.body
"Real-world complications can undermine well-designed programs, especially when
new, systemwide forces come into play.” Pg. 23

"But schooling is not the same as learning. Children learn very little in many
education systems around the world: even after several years in school, millions of
students lack basic literacy and numeracy skills.” Pg. 5

# data[].attributes.body
"Individuals already disadvantaged in society— whether because of poverty, location, ethnicity, gender, or disability—learn the least. Thus, education systems can widen social gaps instead of narrowing them." (pg 3)

"Thirty percent of children under 5 in developing countries are physically stunted, meaning they have low height for their age, typically due to chronic malnutrition. The poor developmental foundations and lower levels of preschool skills resulting from deprivation mean many children arrive at school unprepared to benefit fully from it" (pg 10)

# data[].attributes.body
"For example, it took the United States, 40 years - from 1870 to 1910 - to increase girls' enrollments from 57 to 88 percent. By contrast, Morocco achieved a similar increase in just 11 years." (pg. 4)

"Teachers are the most important factor affecting learning in schools. In the United States, students with great teachers advance 1.5 grade levels or more over a single school year, compared with just 0.5 grade levels for those with an ineffective teacher." (pg. 10)

# data[].attributes.body
"In 2016, 61 million children of primary school age- 10 percent of all children in low- and lower-middle-income countries- were not in school, along with 202 million children of secondary school age." pg. 8

"In Indonesia, 60 percent of the time in a typical mathematics class is spent on lecturing, with limited time remaining for practical work or problem-solving." pg. 10

# data[].attributes.body
"Schooling without learning is a wasted opportunity." Page 3

"The problem isn't just a lack of trained workers; it is a lack of readily trainable workers." Page 9

# data[].attributes.body
“As a result, many systems are stuck in a low learning traps, characterized by low accountability and high inequality.” (pg. 15)

“When children have a growth mindset, meaning they understand their own great learning potential, they learn much more than when they believe they are constrained by a fixed intelligence.” (pg. 16)

# data[].attributes.body
"Deprived children learn less" (Pg. 10).

“In 14 Sub-Saharan countries, the average grade 6 teacher performs no better on reading tests than do the highest-performing students from that grade” (Pg. 10).

# data[].attributes.body
“the average student in low-income countries performs worse than 95 percent of the students in high-income countries, meaning that student would be singled out for remedial attention in a class in high-income countries.” pg. 17

# data[].attributes.body
“Worldwide, hundreds of millions of children reach young adulthood without even the most basic life skills” pg.3

# data[].attributes.body
"The ultimate barrier to learning is no schooling at all-yet hundreds of millions of youth remain out of school." pg. 8

# data[].attributes.body
"The learning crisis amplifies inequality: it severely hobbles the disadvantaged youth who most need the boosts that a good education can offer." pg 6