Releases: worldbank/LearningPoverty
Country Update: April 2024 (v4.0)
Abstract
The April 2024 release of learning poverty estimates involves several changes to the data underlying the country-level learning poverty figures. This document provides details of the key changes made. Some country-level estimates have changed or become available for the first time due to new data from recent assessments: PIRLS 2021, policy linking and AMPL-b. In cases where new assessment data call for a change to the learning poverty estimates, the corresponding enrollment data used for learning poverty calculations have also been updated so that the enrollment year is as close as possible to the assessment year, depending on data availability. In the latest release, country-level estimates of learning poverty are available for 125 countries.
Full Changelog: v3.0...v4.0
Global Update: June, 2022 (v3.0)
Global Learning Poverty Update
The June 2022 release of Learning Poverty estimates involves several changes to the data underlying the country-level Learning Poverty figures. This repository document the code used. Some country-level estimates have changed or become available for the first time due to new learning data from recent assessments: AMPL-b 2021, TIMSS 2019, LLECE 2019, PASEC 2019, and SEA-PLM 2019. In cases where new assessment data call for a change to the Learning Poverty estimates, the corresponding enrollment data used for Learning Poverty calculations have also been updated so that the enrollment year is as close as possible to the assessment year, depending on data availability. In some cases, enrollment data has been changed due to better data availability, even if there is no change in learning assessment results for the country. In the June 2022 release, country-level estimates of Learning Poverty are available for 122 countries. A new global aggregate was also created, and the accompanying Global Learning Poverty Database includes the measures of GAP and SEVERITY for both Learning Deprivation and Learning Poverty, as introduced by Azevedo (2020).
The main messages of this update were part of the "The State of Global Learning Poverty: 2022 Update", a new joint publication of the World Bank, UNICEF, FCDO, USAID, the Bill & Melinda Gates Foundation, and in partnership with UNESCO, stresses that even before the pandemic, there was already a learning crisis.
The numbers of this update are also the baseline scenario of learning loss simulations presented in Azevedo, João Pedro; Akmal, Maryam; Cloutier, Marie-Helene; Rogers, Halsey; Wong, Yi Ning. 2022. Learning Losses during COVID-19: Global Estimates of an Invisible and Unequal Crisis. Policy Research Working Papers;10218. World Bank, Washington, DC. https://openknowledge.worldbank.org/handle/10986/38228.
What's Changed
- [UPDATE-04] 04 updates for LP-2022 by @ARAZA13 in worldbank/LearningPoverty-Production#104
- [serce2019_1] Added LD for LLECE2019 by @yining-w in worldbank/LearningPoverty-Production#105
- Rawlatest by @jpazvd in worldbank/LearningPoverty-Production#106
- ADD LLECE in the SERCE and TERCE scales to RAWFULL by @jpazvd in worldbank/LearningPoverty-Production#107
- UPDATE 01, 02, 03, 04 and 08 by @jpazvd in worldbank/LearningPoverty-Production#108
- Added Metadata on each update by @jpazvd in worldbank/LearningPoverty-Production#109
- Preflist by @jpazvd in worldbank/LearningPoverty-Production#110
- Adjust 02 by @jpazvd in worldbank/LearningPoverty-Production#111
- [2pgrs-2022] fixing dynamic text for China by @jpazvd in worldbank/LearningPoverty-Production#112
- Lp 2022 update rawlatest by @jpazvd in worldbank/LearningPoverty-Production#113
- Lp 2022 update embargoed by @jpazvd in worldbank/LearningPoverty-Production#114
- Lp 2022 update embfix by @ARAZA13 in worldbank/LearningPoverty-Production#116
- Lp 2022 pref1205 by @jpazvd in worldbank/LearningPoverty-Production#117
- Lp 2022 publish by @ARAZA13 in worldbank/LearningPoverty-Production#118
- Enrollment year metadata by @jpazvd in worldbank/LearningPoverty-Production#119
- [LP-2022-UPDATE] 0324 export WDI by @jpazvd in worldbank/LearningPoverty-Production#120
- Ddh update by @yining-w in worldbank/LearningPoverty-Production#122
- Ado popwgt by @jpazvd in worldbank/LearningPoverty-Production#123
- Ad opopweight by @jpazvd in worldbank/LearningPoverty-Production#124
- [technicalpaper] version control by @jpazvd in worldbank/LearningPoverty-Production#126
- Develop by @jpazvd in worldbank/LearningPoverty-Production#127
- Update lpv_metadata.csv by @SheenaF17 in worldbank/LearningPoverty-Production#128
- Lp 2022 update by @jpazvd in worldbank/LearningPoverty-Production#129
- Develop by @jpazvd in worldbank/LearningPoverty-Production#130
New Contributors
- @yining-w made their first contribution in worldbank/LearningPoverty-Production#105
- @SheenaF17 made their first contribution in worldbank/LearningPoverty-Production#128
Full Changelog: v2.0...v3.0
Contributors
Assets 2
Country Update: July, 2021 (v2.2)
This release fixes a minor bug in the code which prevented TASK 03_EXPORT_TABLES from running properly.
No numbers were changed as a result of this fix.
Results from TASK 01_DATA and TASK 02_SIMULATION remained the same.
What's Changed
Full Changelog: v2.1...v2.2
Contributors
Assets 2
Country Update: July, 2021 (v2.1)
Abstract
The July 2021 release of learning poverty estimates involves several changes to the data underlying the country-level learning poverty figures. This document provides details of the key changes made. Some country-level estimates have changed or become available for the first time due to new data from recent assessments: TIMSS 2019, PASEC 2019, and SEA-PLM 2019. In cases where new assessment data call for a change to the learning poverty estimates, the corresponding enrollment data used for learning poverty calculations have also been updated so that the enrollment year is as close as possible to the assessment year, depending on data availability. In the latest release, country-level estimates of learning poverty are available for 120 countries.
Citation
URI
http://hdl.handle.net/10986/36082
What's Changed
Full Changelog: v2.0...v2.1
Contributors
Assets 2
Country Update: July, 2021
Abstract
The July 2021 release of learning poverty estimates involves several changes to the data underlying the country-level learning poverty figures. This document provides details of the key changes made. Some country-level estimates have changed or become available for the first time due to new data from recent assessments: TIMSS 2019, PASEC 2019, and SEA-PLM 2019. In cases where new assessment data call for a change to the learning poverty estimates, the corresponding enrollment data used for learning poverty calculations have also been updated so that the enrollment year is as close as possible to the assessment year, depending on data availability. In the latest release, country-level estimates of learning poverty are available for 120 countries.
Citation
URI
http://hdl.handle.net/10986/36082
What's Changed
- July2021update by @jpazvd in #6
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- [01] Update code for Pref 1108
- July 2021 Update
- Anchor Year 2017
- Pref 1108
- [011] updating data in folder 011
- [04] updating do-files and markdown files in 04 folder
- [02] updating .do files in 022 programs
- [03] updating do-files in folder 032
- [05] updated files in 052
- Updated files in 052
- Revised Excel Template
- [DOC] Update Metadata Pref 1108
Co-authored-by: Maryam Akmal maryam.akmal@gmail.com
Co-authored-by: yining-w yiningw@uchicago.edu
Co-authored-by: Alison Gilberto 77172077+aglbts@users.noreply.github.com
Co-authored-by: Ahmed Raza ahmedraza777@hotmail.com
New Contributors
- @nbreznau made their first contribution in #4
- @maryam-akmal made their first contribution in #6
- @yining-w made their first contribution in #6
- @aglbts made their first contribution in #6
- @ARAZA13 made their first contribution in #6
Full Changelog: v1.1...v2.0
Contributors
Assets 2
PRWP No. 9588: March, 2021
Abstract
Will all children be able to read by 2030? The ability to read with comprehension is a foundational skill that every education system around the world strives to impart by late in primary school—generally by age 10. Moreover, attaining the ambitious Sustainable Development Goals (SDGs) in education requires first achieving this basic building block, and so does improving countries’ Human Capital Index scores. Yet past evidence from many low- and middle-income countries has shown that many children are not learning to read with comprehension in primary school. To understand the global picture better, we have worked with the UNESCO Institute for Statistics (UIS) to assemble a new dataset with the most comprehensive measures of this foundational skill set developed, by linking together data from credible cross-national and national assessments of reading. This dataset covers 115 countries, accounting for 81% of children worldwide and 79% of children in low- and middle-income countries. The new data allow us to estimate the reading proficiency of late-primary-age children, and we also provide what are among the first estimates (and the most comprehensive, for low- and middle-income countries) of the historical rate of progress in improving reading proficiency globally (for the 2000-17 period). The results show that 53% of all children in low- and middle-income countries cannot read age-appropriate material by age 10, and that at current rates of improvement, this “learning poverty” rate will have fallen only to 43% by 2030. Indeed, we find that the goal of all children reading by 2030 will be attainable only with historically unprecedented progress. The high rate of “learning poverty” and slow progress in low- and middle-income countries is an early warning that all the ambitious SDG targets in education (and likely of social progress) are at risk. Based on this evidence, we suggest a new medium-term target to guide the World Bank’s work in low- and middle-income countries: cut learning poverty by at least half by 2030. This target, together with the improved measurement of learning, can be an evidence-based tool to accelerate progress to get all children reading by age 10.
Database
Learning Poverty (October, 2019), The World Bank and UNESCO Institute of Statistics.
Other Related Publications
World Bank. 2019. Ending Learning Poverty: What Will It Take?. World Bank, Washington, DC.
What's Changed
- Develop by @dianagold & @jpazvd in #1
- Develop by @dianagold & @jpazvd in #3
Full Changelog: v1.0...v1.1
Contributors
Assets 2
Report: October, 2019
Abstract
In recent years, it has become clear that many children around the world are not learning to read proficiently. As a major contributor to human capital deficits, the learning crisis undermines sustainable growth and poverty reduction. To spotlight this crisis, we are introducing the concept of Learning Poverty, drawing on new data developed in coordination with the UNESCO Institute for Statistics.
Citation
World Bank. 2019. Ending Learning Poverty: What Will It Take?. World Bank, Washington, DC.
Database
Learning Poverty (October, 2019), The World Bank and UNESCO Institute of Statistics.
Other Related Publications
Azevedo, Joao Pedro. 2020. Learning Poverty: Measures and Simulations. Policy Research Working Paper; No. 9446. World Bank, Washington, DC.
Full Changelog: https://github.com/worldbank/LearningPoverty/commits/v1.0