Learning crisis: a point of concern

201

The UNESCO Institute for Statistics (UIS) has released a report on progress towards SDG target 4.1 on relevant and effective learning outcomes. The data find that 387 million primary age children and 230 million adolescents around the world are not achieving minimum proficiency in reading and mathematics. The largest number of these children live in Sub-Saharan Africa, where nearly nine out of ten children between the ages of 6 and 14 will not meet minimum reading and math proficiency levels. Two-thirds of children who are not learning are in school but unable to meet minimum proficiency levels, which UNICEF suggests represents a “learning crisis”.

UIS Director Silvia Montoya described the data on SDG target 4.1 as “a wake-up call for greater investment in the quality of education.”

UIS identified three common problems that contribute to these statistics: lack of access, with children who are out of school having no to little chance of reaching minimum proficiency levels; failure to retain every child in school and ensure he or she remains on track; and a lack of quality education. UIS Director Silvia Montoya Director described the data as “a wake-up call for greater investment in the quality of education.”