Teachers and Basic Education in East Asia and Pacific

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.

Key Factors Affecting Student Learning

1. Lack of access to quality education
2. Inadequate teacher training and support
3. Insufficient resources for schools
4. Language barriers
5. Learning poverty

The Role of Education Technologies

• Increased use of online learning platforms
• Integration of technology in teaching methods
• Digital divide and access to technology
• Educational apps and tools for personalized learning

The Political Economy of Education Reform

• Influence of government policies on education
• Allocation of education budget
• Teacher unions and their impact on reforms
• Public-private partnerships in education

Recommendations for Strengthening Teaching and Improving Learning

1. Invest in teacher training programs
2. Provide ongoing support and professional development for teachers
3. Ensure equitable distribution of resources to schools
4. Promote multilingual education to address language barriers
5. Implement targeted interventions to reduce learning poverty
6. Close the digital divide and increase access to technology
7. Encourage collaboration between government, teachers, and stakeholders

SDGs, Targets, and Indicators

1. SDG 4: Quality Education

   • Target 4.1: By 2030, ensure that all girls and boys complete free, equitable, and quality primary and secondary education leading to relevant and effective learning outcomes.
   • Indicator 4.1.1: Proportion of children and young people (a) in grades 2/3; (b) at the end of primary; and (c) at the end of lower secondary achieving at least a minimum proficiency level in (i) reading and (ii) mathematics, by sex.

2. SDG 8: Decent Work and Economic Growth

   • Target 8.2: Achieve higher levels of economic productivity through diversification, technological upgrading, and innovation, including through a focus on high-value-added and labor-intensive sectors.
   • Indicator 8.2.1: Annual growth rate of real GDP per capita.

Analysis

The issues highlighted in the article are related to the quality of education and its impact on economic growth in middle-income East Asian and Pacific countries. Specifically, the article mentions the learning deficits experienced by these countries even before the COVID-19 pandemic, with learning poverty reaching as high as 90% in some countries. This aligns with SDG 4, which aims to ensure quality education for all.

Based on the content of the article, the following targets can be identified:

1. Target 4.1: By 2030, ensure that all girls and boys complete free, equitable, and quality primary and secondary education leading to relevant and effective learning outcomes. This target is relevant because it addresses the issue of learning deficits and the need for quality education.
2. Target 8.2: Achieve higher levels of economic productivity through diversification, technological upgrading, and innovation, including through a focus on high-value-added and labor-intensive sectors. This target is relevant because it emphasizes the connection between education and economic growth.

The article does not explicitly mention any indicators related to these targets. However, Indicator 4.1.1 can be used to measure progress towards Target 4.1. It measures the proportion of children and young people achieving at least a minimum proficiency level in reading and mathematics. Indicator 8.2.1 can be used to measure progress towards Target 8.2. It measures the annual growth rate of real GDP per capita.

SDGs, Targets, and Indicators

SDGs	Targets	Indicators
SDG 4: Quality Education	Target 4.1: By 2030, ensure that all girls and boys complete free, equitable, and quality primary and secondary education leading to relevant and effective learning outcomes.	Indicator 4.1.1: Proportion of children and young people (a) in grades 2/3; (b) at the end of primary; and (c) at the end of lower secondary achieving at least a minimum proficiency level in (i) reading and (ii) mathematics, by sex.
SDG 8: Decent Work and Economic Growth	Target 8.2: Achieve higher levels of economic productivity through diversification, technological upgrading, and innovation, including through a focus on high-value-added and labor-intensive sectors.	Indicator 8.2.1: Annual growth rate of real GDP per capita.

Behold! This splendid article springs forth from the wellspring of knowledge, shaped by a wondrous proprietary AI technology that delved into a vast ocean of data, illuminating the path towards the Sustainable Development Goals. Remember that all rights are reserved by SDG Investors LLC, empowering us to champion progress together.

Source: openknowledge.worldbank.org

 

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