WB Report on Learning Recovery to acceleration

WB Report on Learning Recovery to acceleration

Highlights – especially those policy reforms which can help countries with model or best practices to fix their own systems by learning from each other. The points identified can be better legislated in all countries so that overall SDG regarding this education outcome is improved. Imagine the following policy directions to be part of a legislative brief.

1. “Efforts to re-enroll students relied on multidisciplinary teams, investments in data gathering and management systems, and personalized support that address children’s barriers to schooling.”
2. “Other countries have targeted OOS or chronically absent children with home visits.” Guyana
3. “(Student Active Search) program is a non-formal strategy and technology-enabled tool to identify and monitor OOS and at-risk children and youth through high-quality data. City- or municipal-level supervisors receive alerts through an app about OOS children, who in turn receive in-person family visits by community agents who work to ensure re-enrolment”. Brazil
4. “Accelerated education programs (AEPs), bridge programs, and other second chance programs offer vulnerable children a pathway into the formal school systems. These flexible programs provide access to education for disadvantaged and/or over-aged OOS children through which they can achieve a certified, equivalent level of education in a shortened time; or which serve as a bridge to guide students back into the formal system.” Congo, Nigeria, Ethiopia.
5. Tools required: “produced national guidelines, teacher guides, and a standard, condensed curriculum to be used in AEPs across different states.”
6. “Early warning systems (EWS) aim to reduce school dropout by identifying students who exhibit behaviors or academic performance that put them at risk for dropout. EWS then support them to stay in school through strategies that meet their needs.” “such as attendance, behavior, and academic performance, to allocate resources toward students with the highest risk of dropout” scale of of EWS by El Salvador, Honduras, Peru, Romania, Tanzania.
7. “Cash transfer programs (CTP) are the most common. Alleviating financial constraints through cash transfers or waiving school and examination fees has proved effective in enabling marginalized learners — including girls, learners with disabilities, and those from families living in poverty — to attend school.”
8. “Parental involvement in children’s schooling also positively influences attendance and graduation rates” “A recent longitudinal study in rural India found that students whose parents were involved in their schooling during the 2018–19 academic year.”
9. Data: “Information on student learning is needed at several levels. Teachers need daily information on student learning to plan their lessons and to identify struggling students. School leaders need information on student learning to arrange additional support for students. Authorities need information to allocate resources and design strategies for learning recovery and acceleration. Students and parents need learning information for feedback and to help keep systems accountable for results”
10. “national assessments to understand the extent of learning losses and inform learning recovery plans.”
11. “The 2022 Foundational Learning Study (FLS), which assessed the reading fluency of 83,000 grade 3 students, helped set reading benchmarks for a national reading strategy. India’s states received funding to create action plans aligned with national targets”
12. “Oral Reading Fluency were embedded in schools’ annual improvement plans for su incorporating training on classroom assessment practices in the pre-service and in-service professional development of teachers, school leaders, and coaches supplemental remediation, targeted instruction, and small group tutoring””
13. “targeted instruction programs” “teacher performance through structured pedagogy programs.”
14. “Reducing the scope and quantity of subjects to allow sufficient time for the development of foundational skills”
15. “Student mastery of foundational skills can be promoted by adjusting school timetables and calendars. When the quality of instruction is high, extending the school or extending the school calendar (by even 10 days) can positively impact student learning”
16. “. In curriculum reform efforts, teaching and learning materials need to be aligned.”
17. “Where groups of students or individuals have not been able to keep up with the content, schools can arrange a variety of additional supports such as targeted instruction, supplemental remediation, or small group tutoring.”
18. “Scaffolding teaching means providing support, guidance, and resources to better plan and deliver effective teaching.”
19. “evening remediation program using community volunteers.”
20. “leveraging university partnerships to source high-performing motivated students as instructors for an online tutoring program. The “Tutoring Online Program” had 200 volunteer university students and provided personalized tutoring to 300 students from disadvantaged backgrounds in public secondary schools”
21. “Self-guided learning also can be used to accelerate learning for children with disabilities.”
22. “Countries are investing in socioemotional learning for students — and teachers — to foster psychosocial health”
23. “Another low-cost way to support psychosocial wellbeing is through telecounselling,“
24. “By fostering political and public commitment behind a long-term vision and plan”
25. “By identifying opportunities and constraints in resources and capacity”
26. “By aligning the education system toward learning recovery and acceleration”
27. “conducted a capacity assessment of its education system and found major roadblocks to improving learning outcomes”
28. “training in interdisciplinary content creation”
29. “building up specialized expertise in education ministries and related entities Before scaling up, the country garnered feedback from school surveys and student assessment data and allowed for adjustments”
30. Summary: REACH ” Identifying and re-enrolling out-of-school (OOS) children through direct outreach, including home visits, house-to-house surveys, and technologies aimed at identifying out-of-school children and providing support to integrate them in school. • Providing second chance and reintegration education opportunities for over-aged children and youth, including by strengthening and expanding accelerated education programs and bridging programs that provide an alternative path to certification or integration in formal schooling for chronically OOS, vulnerable populations. • Identifying and tracking at-risk students through early warning systems (EWS) and investing in education management information systems (EMIS) that make EWS possible. Building schools’ capacity to use data for targeted interventions to prevent dropout. • Using cash transfers and grants to tackle financial barriers to schooling and improve retention, including conditional and unconditional cash transfers targeted at families with students at greatest risk of dropout. • Engaging parents, families, and communities through mobile technologies or in-school events aimed at improving their involvement in children’s education, a positive predictor of educational attendance, attainment, and achievement”
31. ACCESS: “Implementing regular assessments to monitor learning at the system level and using data to plan recovery and acceleration strategies and allocate resources. • Providing learning data to schools optimized for usability, such as learning dashboards and school report cards, and assessment tools to measure learning. • Supporting teachers’ use of continuous classroom assessment practices to provide feedback to all students and inform instruction through professional development. • Investing in data systems to improve availability, reporting, and use of learning data by strengthening data portals, communicating learning data tailored to different audiences, and maintaining clarity on the purpose of assessments”
32. ASSESS: “Implementing regular assessments to monitor learning at the system level and using data to plan recovery and acceleration strategies and allocate resources. • Providing learning data to schools optimized for usability, such as learning dashboards and school report cards, and assessment tools to measure learning. • Supporting teachers’ use of continuous classroom assessment practices to provide feedback to all students and inform instruction through professional development. • Investing in data systems to improve availability, reporting, and use of learning data by strengthening data portals, communicating learning data tailored to different audiences, and maintaining clarity on the purpose of assessments”
33. PRIORITIZE: “Ensuring sufficient time for core content and foundational skills. Curricula can be adjusted to ensure that adequate instructional time is devoted to build the foundational skills to develop higher level knowledge and skills. • Aligning teaching and learning materials with expected learning outcomes. Adjustments to curricula to bolster foundational skills are strengthened when reinforced in teaching and learning materials, teacher training, and assessment practices”
34. INCREASE: “Scaffold teaching with coordinated supports to educators such as aligned guides, teaching and learning materials, and training. As part of a structured pedagogy package, these can help teachers to plan systematic and engaging instruction, to make the best use of instructional time, and to continually assess with appropriate follow-up. • Providing a range of additional and alternative supports to help struggling students or groups of students to catch up. Supports include targeted instruction, supplemental remediation, and small group tutoring.”
35. DEVELOP: “Fostering psychosocial health to prevent problems. Schools can play a vital role in youth’s psychosocial health. They can prevent issues from escalating by (a) reducing the stigma around psychosocial health, (b) communicating about available resources, and (c) fostering students’ socioemotional skills. • Screening for early detection of psychosocial health issues. By regularly screening to detect whether a student is struggling with psychosocial health issues, schools can help prevent these issues from escalating. • Intervening to help students with psychosocial health issues. Education systems can help students who are dealing with psychosocial health issues by (a) building mental health and psychosocial support (MHPSS) capacity at the school level, (b) putting in place referral systems, and (c) investing in teachers’ socioemotional competencies.”
36. CONCLUDE:”Fostering political and public commitment behind a long-term vision and plan. Political commitment to combat the learning crisis after the onset of the COVID-19 pandemic has been shown through broad recognition of the severity of the learning crisis and the development of a multiyear, multi-initiative response. • Identifying opportunities and constraints in resources and capacity. Once they had developed their plans for learning recovery and acceleration, countries assessed the unique needs of their education systems, alongside their resources and capacity, and acted to fill gaps. • Aligning the education system toward learning recovery and acceleration. Efforts to pull education systems out of the learning crisis exist within broader systems that, typically, are poorly aligned with learning. Sustainable recovery and acceleration programs have been built around a coalition of aligned actors, coherent with other components of the education system, and have enabled continuous iteration during implementation.”