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Learning PovertyMonitoring SeriesTechnical Note5一duAnalyticsq-qndLearning PovertyUpdates andRevisionsWhafs NewApril2024
①Marie-Helene Cloutier,Koen MartijnGeven,Halsey Rogers,Sheena Fazili,Yi NingWong,Maryam Akmal,Brian Stacy,Elisabeth Sedmik,Tigran Shmis,Nguyet ThiAnhTran,Saher一一Asad,Marguerite Clarke,Julia Liberman,Victoria Levin,Horacio Alvarez,Waly Wane,MunaSalih Meky
①」号血一r Zllliex J34THE WORLD BANKIBRD“DApz0£npaJnszo_osQo0-qndalnsoosQo-qnd
①Qsoosnintegrating comparabletests in their instruments.We useAMPL-b2023results forcalculating LearningPoverty measures forKenya in the2024release.National Learning Assessment NLA with policy-linkingPakistan conductedits nationalassessment in2019for grade4students.Pakistans2019NLA waspolicy-linked in
2021.Schooling DeprivationSDThe SDcomponent out-of^school adjustmentof Learning Poverty relieson enrollment data reportedbyUNESCO Instituteof StatisticsUIS orcountry teamswhere morerelevant/recent data is available,collected throughthe populationcensus,household surveys,and theEducation ManagementInformationSystem EMIS.The preferredindicator forSD inprevious releaseshas beenthecomplement of the adjustednet primaryenrollment ANER,as reportedby UIS.Reporting of the ANERhas since beendiscontinued by UIS;however,we continueto usethe lastavailable versionOctober2020of ANERas aninterim measureto preservecomparability withprior releasesof Learning Poverty.Enrollment data for theschool yearclosest to the administrationyear of the preferredlearningassessment foreach countryis used,depending onavailability.The hierarchyfor choosingenrollmentdata isas follows:.Adjusted NetEnrollment RateANERTotal NetEnrollment RateTNERNet Enrollment Rate NERGrossEnrollment RateGER:If thegross enrollmentrate ishigher than100%,it isadjusted tobe100%There aresome exceptionsto thishierarchy.In somecases,data availableat the country levelfromsources such as householdsurveys,census data,or statisticalreports/yearbools publishedbygovernments waspreferred.This is the casefor Afghanistan,Bangladesh,China,Cote d-Ivoire,CostaRica,India,Japan,Macao,Moldova,Madagascar,and Kosovo.For Kosovo,UIS does not reportenrollmentrates and therefore countrylevel estimatesfrom the2021Annual StatisticalReport GERareused.For China,GER estimatesfrom UISsOctober2021release arebeing useddue tounavailabilityofANER data.Changes in Learning PovertyDue toChange inEnrollment DataIn the April2024release,SD estimatesbased onenrollment dataare updatedor revisedin49cases.Outof these,47cases alsosaw a change in assessment datawhereas Cote dlvoire andMadagascar didnot.More recent enrollment data on Cote dlvoire isavailable from the country team whereasMadagascarsenrollment sourcechanged from ANER to country team validated data.These changes to enrollment data shownin Table3primarily reflectthe following:.Countries whereonly enrollment year changesbut enrollment definition remainsthe same:Australia,Austria,Azerbaijan,Belgium,Bulgaria,Bahrain,Cote dlvoire,Czechia,Germany,Denmark,Egypt,Arab Rep,Finland,France,Georgia,Hong Kong SAR,China,Hungary,Ireland,Iran,Islamic Rep,Israel,Italy,Jordan,Kazakhstan7Lithuania,Latvia,Morocco,Malta,Norway,New Zealand,Oman,Pakistan,Portugal,Qatar,Russian Federation,Saudi Arabia,Singapore,Slovak Republic,Slovenia,Spain,Sweden,United Arab Emirates,United Kingdom,United States,South AfricaCountries where enrollment data changes from ANER to country team validated data andenrollmentyear alsochanges:Bangladesh andMacao SAR,ChinaCountries where enrollment data changesfrom ANERto country team validateddata for the sameenrollment year:Madagascar.Countrieswhere enrollment data is being used for the first time:Kenya,Uzbekistan andKosovo.Of these,Kenya and Uzbekistan haveassessment data available for the first time,hence theuseof enrollment data for an LPestimate.Details of these updatesand revisionsrelated to the enrollment data can be foundin the followingsection,and in the accompanyingdatabase and Learning Povertycountry briefs.Table3:Number of countries withdifferent typesof changes in enrollment data2022release vs2024releaseNo.of countries where enrollmentyear changeswith no changes to enrollment definitionNo.of countries where enrollment data changesfrom ANERto country team validateddata andenrollme4n3tyearalso changesNo.of countries whereenrollmentdatachangesfrom ANERtocountry teamvalidateddata for the sameyear1No.of countries whereenrollmentdata isbeingused for the firsttime3Country MetaDataTable4highlights thetype of changes betweenthe2022and2024releases basedon changes toassessment and enrollmentdata.The followingare definitionsof eachchange:Additions refersto newcountries addedfor whichwe previouslyhad noLearning Povertydata.The threenew additionswhich didnot havea previousLearning Poverty estimate areKenya,Kosovo andUzbekistan.In the case ofKosovo,a newLearning Poverty estimate isnow availabledue toenrollmentdata becomingavailable for the firsttime.For Kenya,the countryparticipatedin AMPL-b whereasfor Uzbekistan,the countryparticipated inPIRLS for the firsttime.Updates to assessment data:o Temporally Comparable Assessment Data includes countries for which theLearning Poverty estimatewas updated due to new assessment dataavailable from amorerecent yearusing the same assessmentas the previous release.These includethe following countries:Australia,Austria,Azerbaijan,Bahrain,Bangladesh,Belgium,Bulgaria,Czechia,Denmark,Egypt,Arab Rep,Finland,France,Georgia,Germany,Hong KongSAR,China,Hungary,Iran,Islamic Rep,Israel,Italy,Kazakhstan,Latvia,Lithuania,Macao SAR,China,Malta,Morocco,Netherlands,NewZealand,Norway,Oman,Poland,Portugal,Qatar,Russian Federation,Saudi Arabia,Singapore,Sloval Republic,Slovenia,South Africa,Spain,Sweden,United ArabEmirates,United Kingdom,United States.o NotTemporallyComparableAssessmentDataincludes countriesfor whichthe estimatewasupdateddue to availability of new data froma different assessment.These includethe following countries:Albania,Croatia,Cyprus,Jordan,Montenegro,North Macedonia,Pakistan,Serbia andTiirldye.Updates toenrollmentdata with no changesto assessment data:o EnrollmentIndicator Updateincludes countriesfor whichthere wasnochangetoassessment databut the enrollmentdefinitionchanged.This includesMadagascar whereenrollmentindicator changedfrom ANERtocountry teamvalidateddata-thecomplement ofTotal NetEnrollmentRateas reportedbyUIS.o EnrollmentYear Updateincludes countriesfor whichthere wasnochangeto assessmentdataor enrollmentdefinition buttheenrollmentyear changed.This is the casefor Cotedlvoirewhere morerecentenrollmentdata isavailablefrom the country team-theannual statisticalreport of
2019.Revision ofenrollment and/or assessment data:o Afghanistanhad arevision inits assessmentandenrollmentdata from thesamesourcesand years.No changesrefer tocountries thatsaw nochange inLearning Poverty estimates betweenthe2022and2024releases.No data includescountriesforwhichwe do not havea Learning Povertyestimate.Table4:Changes tocountry-level Learning Poverty estimates for2022vs2024release years2022vs2024releaseUpdates toAssessment andEnrollmentNot口„Temporally TemporallEnrollme rRevision of..y人Enrollment No.,Comparable_..nt__Enrollment No,.AwAAdditions Comparabl..Year.dat八址Assessment Indicator/Assessme changesaData0Update UpdateDataAssessment Data3Numberof4391116792This sectionprovides a country-by-country organizedby regionsoverview ofchangesto the LearningcountriesPoverty,Learning Deprivation,and Schooling Deprivation estimates for the2024release compared toestimates from the2022release.This data is alsoavailable inTable
2016.This hasbeen correctedinthecurrent releaseanddoesnotqualify asachange/revision betweenreleases.Togo hadapriorcountry-level estimatefor LearningPoverty usingPASEC2019forgrade4reading.This samedata isused forthenewcountry-level LearningPovertyestimates.Enrollment dataforANER2018isusedas inthepreviousrelease.The newrelease containsgenderdisaggregatedLearningPovertyestimates.Uganda sameroundofsameassessment,same enrollmentdataUganda hadapriorcountry-level estimatefor LearningPoverty usingNLA2014forgrade4reading.This samedata isused forthenewcountry-level LearningPovertyestimates.Enrollment dataforANER2013isusedas inthepreviousrelease.The newreleasedoesnotcontain genderdisaggregatedLearningPovertyestimatesduetomissing genderdisaggregatedenrollment data.Zambia sameroundofsameassessment,same enrollmentdataZambia hadapriorcountry-level estimatefor LearningPoverty usingAMPLB2019forgrade4reading.This samedataisused forthenewcountry-level LearningPovertyestimates.Enrollment dataforANER2013isusedas inthepreviousrelease.The newreleasedoesnotcontain genderdisaggregatedLearningPovertyestimatesduetomissing genderdisaggregatedenrollment data.North AmericaAdditionofnewassessment dataTherearenocountrieswhereLearningPovertyestimateswerecalculatedforthefirsttime.Updates toprior assessmentdataThe LearningPovertyestimatesforthefollowingcountrieshave changedcompared totheestimates inthepreviousrelease duetotheavailability ofnewassessmentdata:United Statessameassessment,updatedassessmentyear,updated enrollmentdataUnited Stateshadapriorcountry-level estimatefor LearningPoverty usingPIRLS2016forgrade4reading.There isnewdatafor United States fromPIRLS2021forgrade4reading.Enrollmentdata forANER2017isusedcompared toANER2016inthepreviousrelease.The newreleasecontains genderdisaggregatedLearningPovertyestimates.Updates toprior enrollmentdata withno changesto assessmentdataTheLearningPovertyestimateshavenotchangedforany countrycompared tothe estimatesinthe previousrelease duetotheavailability ofupdated enrollmentdata.Revision ofenrollment and/or assessmentdataTheLearningPovertyestimateshavenotchangedforany countrycompared tothe estimatesinthe previousrelease duetotheavailability ofrevised enrollmentdata.No changesTheLearningPovertyestimatesforthefollowingcountrieshavenotchangedcomparedtotheprevious release:Canada sameroundofsameassessment,same enrollmentdataCanada hadapriorcountry-level estimateforLearningPoverty usingPIRLS2016dataforgrade4reading.This samedataisused forthenewcountry-level LearningPovertyestimates.Enrollment dataforANER2016isused,as inthepreviousrelease.The newrelease containsgenderdisaggregatedLearningPovertyestimates.Estimates ofLearningPoverty,Learning Deprivation,and SchoolingDeprivationCountry-levelTable5provides theactual country-level changesinLearningPoverty.The highlightedrows indicatecountrieswhere the LearningPovertyestimateshavechanged dueto additionsor updatesto learningdata.It isimportant tobe carefulwhen comparingchangesinLearningPovertyestimates overtime,asthe estimateswill notbe comparablefor countrieswhere differentassessments areused tocalculate theestimatesacross thetwo rounds.ReleaseYear2024ReleaseYear2022Table5:Comparisonof country-level LearningPoverty estimatesacross theApril2024andjuly2022releases.Country LPLD SDAssessment Enrollment Enrollment LPLD SDAssessment Enrollment EnrollmentAssessment Assessmentestimate estimate estimateyear DeHnitionyear estimateestimateestimateyear DefinitionyearCountry CountryAfghanistan9338843-9NLA2013Team201693-
48749.6NLA2013Team2016Validation ValidationAlbania
10.27-
92.6PIRLS2021ANER
201816.q14-
32.6TIMSS2019ANER
201867.
94.
12007200767.
94.
12007200766.5TIMSS ANER
66.5TIMSS ANERAlgeriaAmericanSamoaAndorraAngolaAntiguaandBarbudaArgentina59」
58.
90.5LLECE2019ANER
201759158.
90.5LLECE2019ANER2017ArmeniaAruba
27.
219.
99.2TIMSS2019ANER
201827.
219.
99.2TIMSS2019ANER2018Australia
9.
15.83-5PIRLS2021ANER
20178.65-
53.2PIRLS2016ANER2016Austria
154.
111.4PIRLS2021ANER
201713.
32.411」PIRLS2016ANER2016Azerbaijan37-
532.67-4PIRLS2021ANER
201823.
319.25PIRLS2016ANER2016Bahamas,TheBahrain
30.
228.
81.9PIRLS2021ANER
201832.
130.
62.1PIRLS2016ANER2016CountryBangladesh
51.
252.4NLA2022Team
202258.2565NLA2017ANER2010ValidationBarbadosBelarusBelgium
8.57-7°9PIRLS2021ANER
201764511.3PIRLS2016ANER2016Belize
76.
474.
86.5PIRLS2001ANER
200176.
474.
86.5PIRLS2001ANER2001Benin
55.854-
52.8PASEC2019ANER
201855.854-
52.8PASEC2019ANER2018BermudaBhutanBoliviaBosniaandHerzegovinaBotswana
50.844-
311.7PIRLS2011ANER
201250.844-
311.7PIRLS2011ANER2012Brazil
46.
945.
62.4LLECE2019ANER
201746.
945.
62.4LLECE2019ANER2017BritishVirginIslandsBruneiDarussalamBulgaria
18.27」
11.9PIRLS2021ANER
201715.
25.
210.5PIRLS2016ANER2016BurkinaFaso73-
967.
120.7PASEC2019ANER201873-
967.
120.7PASEC2019ANER2018Burundi
95.895-
56.6PASEC2019ANER
201895.895-
71.
969.87-1PASEC2019ANER
201771.
969.87-1PASEC2019ANER20174-34-30PIRLS2016ANER20164-34-30PIRLS2016ANER2016CanadaCayman IslandsCentralAfricanRepublicChad94-
492.
426.5PASEC2019ANER201694-
492.
426.5PASEC2019ANER2016ChannelIslandsChile
27.
223.
25.2TIMSS2019ANER
201727.
223.
25.2TIMSS2019ANER2017Country CountryChina
18.
218.20NLA2016Team
201618.
218.20NLA2016Team2016Validation ValidationColombia
51.
450.
22.2LLECE2019ANER
201851.
450.
22.2LLECE2019ANER2018Comoros
8682.
320.8PASEC2008ANER
20078682.
320.8PASEC2008ANER2007Congo,Dem
96.
690.
863.2PASEC2019ANER
199996.
690.
863.2PASEC2019ANER1999RepCongo,Rep
766.
410.7PASEC2019ANER
2012766.
410.7PASEC2019ANER2012Country CountryCostaRica
343331.1LLECE2019Team20063433-
31.1LLECE2019Team2006Validation ValidationCotedIvoire79-
9788.7PASEC2019Team
201982.
67821.1PASEC2019Team2014Validation ValidationCroatia3-
91.92PIRLS2021ANER20174-
52.52TIMSS2019ANER2017CuracaoCyprus
10.
28.
22.2PIRLS2021ANER20179-97-
92.2TIMSS2019ANER2017Czechia
14.
2410.6PIRLS2021ANER
201713.
8311.2PIRLS2016ANER2016Denmark
5141.1PIRLS2021ANER
20173.
62.61PIRLS2016ANER2016DjiboutiDominicaDominican77-
776.
36.1LLECE2019ANER201877-
776.
36.1LLECE2019ANER2018RepublicEcuador
65.
965.
12.4LLECE2019ANER
201865.
965.
12.4LLECE2019ANER2018Egypt,Arab
56.155-4PIRLS2021ANER
201869.
669.214PIRLS2016ANER2016RepElSalvador
69.
162.
118.4LLECE2019ANER
201869.
162.
118.4LLECE2019ANER2018EquatorialGuineaEritreaEstoniaEswatiniEtliiopia
90.
488.
714.8NLA2015ANER
201590488.
714.8NLA2015ANER2015ReleaseYear2024ReleaseYear2022Country AssessmentEnrollment AssessmentEnrollmentLPestimate LDestimate SDestimate Assessmentyear DefinitionEnrollmentyear LPestimate LDestimate SDestimate Assessmentyear Definition EnrollmentyearFaroeIslandsFijiFinland
4.83-5i・3PIRLS2021ANER
20172.61•
70.9PIRLS2016ANER2016France
6.
66.
10.5PIRLS2021ANER
20176.
96.
30.6PIRLS2016ANER2016FrenchPolynesia
30.
723.
79.1PASEC2019ANER
199730.
723.
79.1PASEC2019ANER1997GatonGambia,TheGeorgia
3512.
80.8PIRLS2021ANER2018S313-52PIRLS2016ANER2016Germany
15.
46.
49.6PIRLS2021ANER201714-45-594PIRLS2016ANER2016GhanaGibraltarGreece7-75-
52.3PIRLS2001ANER20017-75-
52.3PIRLS2001ANER2001GreenlandGrenadaGuamGuatemala
78.575-
910.8LLECE2019ANER
201878.575-
910.8LLECE2019ANER2018GuineaGuinea-
82.
777.
821.9PASEC2019ANER
201682.
777.
821.9PASEC2019ANER2016BissauGuyanaHaitiHonduras79-374-
319.5LLECE2019ANER201779-374-
319.5LLECE2019ANER2017HongKong5-41-73-7PIRLS2021ANER
20184.
21.
42.8PIRLS2016ANER2016SAR,ChinaHungary
9.25-93-5PIRLS2021ANER20175-
92.931PIRLS2016ANER2016Iceland9-
36.
82.7PIRLS2006ANER20069-
36.
82.7PIRLS2006ANER2006Country CountryIndia
56.153-75」NLA2017Team
201756.153-751NLA2017Team2017Validation ValidationIndonesia
52.849-
46.8TIMSS2015ANER
201452.849-
46.8TIMSS2015ANER2014Iran,Islamic
41.
541.
40.2PIRLS2021ANER
201735.
23510.2PIRLS2016ANER2016RepIraqIreland
2.
32.
20.1PIRLS2021ANER
20172.
32.3PIRLS2016ANER2016OIsleofManIsrael
14.
4122.7PIRLS2021ANER
201711.
792.9PIRLS2016ANER2016Italy5-
52.
82.8PIRLS2021ANER20174-
42.
12.3PIRLS2016ANER2016JamaicaCountryJapan
3.
61.
81.8TIMSS2019Team
20163.
61.
81.8TIMSS2019TNER2016ValidationJordan
62.253-419PIRLS2021ANER
201862.
55025.1TIMSS2015ANER2013Kazakhstan
10.
4931.2PIRLS2021ANER
20192.
21.
90.3PIRLS2016ANER2016Kenya79374-
518.8AMPLE2023ANER2012KiribatiReleaseYear2024ReleaseYear2022Country EnrollmentEnrollment LPEnrollment EnrollmentAssessment AssessmentLPestimate LDestimate SDestimate Assessmentyoar Definition vearestimate LDestimate SDestimateAssessmentvear Definition vearKorea,DemPeoplesRepKorea,Rep
3.
20.
82.5TIMSS2019ANER
20173.
20.
82.5TIMSS2019ANER2017CountryKosovo37-937-90PIRLS2021Team2021ValidationKuwait PIRLS
2016201651.149-434PIRLS2016ANER
201651.149-43-4ANERKyrgyz
64.
563.
81.9NLA2014ANER
201464.
563.
81.9NLA2014ANER2014RepublicLaoPDR97-797-
58.5SEA-PLM2019ANER201897-797-
58.5SEA-PLM2019ANER2018Latvia845-
72.9PIRLS2021ANER
201740.
83.2PIRLS2016ANER2016LebanonNLA-NLA-Lesotho
96.
996.
68.8Policy2016ANER
201696.
996.
68.8Policy2016ANER2016Linked LinkedLiberiaLibyaLiechtensteinLithuania3-
32.
90.4PIRLS2021ANER
201732.703PIRLS2016ANER2016Luxembourg
31.21-7PIRLS2006ANER
200631.21-7PIRLS2006ANER2006CountryTeamMacaoSAR,China
7.
24.
13.2PIRLS
202120225.
62.
43.2PIRLS2016ANER2016ValidationCountryMadagascar
95.293-724PASEC2019Team201893-993-73i PASEC2019ANER2018ValidationMalawiMalaysia
4241.705SEA-PLM2019ANER
20154241.705SEA-PLM2019ANER2015MaldivesMali9°-
485.
732.9NLA2012ANER20129°-
485.
732.9NLA2012ANER2012Malta
10.
29.
80.4PIRLS2021ANER
20172826.81-5PIRLS2016ANER2016MarshallIslandsMauritania
94.
892.
925.8PASEC2004ANER
200494.
892.
925.8PASEC2004ANER2004Mauritius
40.5384PASEC2006ANER
200640.5384PASEC2006ANER2006Mexico47-
647.
20.8LLECE2019ANER
201747.
647.
20.8LLECE2019ANER2017Micronesia,FedStsCountry CountryMoldova
118.
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2006118.
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538.
12.3TIMSS2007ANER200739-
538.
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15.813-13・1PIRLS2021ANER
201827.
124.73-1TIMSS2019ANER2018Morocco
59.859-
40.8PIRLS2021ANER
201864.
963.83-1PIRLS2016ANER2017MozambiqueReleaseYear2024ReleaseYear2022Country EnrollmentEnrollmentEnrollmentEnrollmentAssessmentAssessmentLPestimateLDestimateSDestimateAssessmentyoarDefinitionvear LPestimateLDestimateSDestimateAssessmentvearDefinitionvear
89.
589.
31.9SEA-PLM2019ANER
201889.
589.
31.9SEA-PLM2019ANER2018MyanmarNamibiaNauruNepalNetherlands4-
53.61PIRLS2021ANER
20172.3131PIRLS2016ANER2017NewCaledoniaNewZealand
10.
910.
10.8PIRLS2021ANER
201711.4101-5PIRLS2016ANER2016Nicaragua
78.
978.13-7LLECE2019ANER
201078.
978.13-7LLECE2019ANER
201090.
485.633-5PASEC2019ANER
201790.
485.633-5PASEC2019ANER2017NigerNigeriaNorth333043PIRLS2021ANER
201740.
938.243TIMSS2019ANER2017MacedoniaNorthernMarianaIslandsNorway
434.
20.1PIRLS2021ANER
201765.
80.2PIRLS2016ANER2016Oman
40.
637.84-5PIRLS2021ANER
201841.
840.
91.4PIRLS2016ANER2016NLA-Pakistan79-
57031.8Policy2019ANER
2018776534.2NLA2014ANER2014LinkedPalauPanama
78.
575.
213.2LLECE2019ANER
201778.
575.
213.2LLECE2019ANER2017PapuaNewGuineaParaguay77-774-
712.2LLECE2019ANER201277-774-
712.2LLECE2019ANER2012Peru44-
443.61•5LLECE2019ANER201844-
443.61-5LLECE2019ANER2018Philippines9°-99°-45SEA-PLM2019ANER
201790.
990.45SEA-PLM2019ANER2017Poland
5.
62.
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822.8PIRLS2016ANER2017Portugal
85.
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21.
119.
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733.
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914.14-4PIRLS2011ANER2011Russian
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201768.
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8.
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20172.
82.70PIRLS2016ANER2016ReleaseYear2024Country LPLDestimateSDestimate AssessmentEnrollment EnrollmentyearLPestimateLDSDestimateAssessmentEnrollmentEnrollmentAssessmentAssessmentestimate yearDefinition estimateyearDefinitionyearSintMaartenDutchpartSlovak
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316.8PIRLS2021ANER
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7.2q.61-7PIRLS2021ANER20175-43-
71.8PIRLS2016ANER2016SolomonIslandsSomaliaSouthAfrica
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57.6PIRLS2021ANER
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70.6PIRLS2021ANER
20172.
31.904PIRLS2016ANER2016SwitzerlandSyrianArabRepublicTajikistanTanzania
23.
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91.9TIMSS2011ANER
200923.
421.
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81.
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20.
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201020.
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65.
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201165.
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18.
514.151PIRLS2021ANER
201714.59-95」TIMSS2019ANER2017TurkmenistanTurksandCaicosIslandsTuvaluUganda
81.
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201381.
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27.
918.
311.7TIMSS2007ANER
200727.
918.
311.7TIMSS2007ANER2007UnitedArab
25.925PIRLS2021ANER
201732.
832.
40.6PIRLS2016ANER2016EmiratesUnited3-4304PIRLS2021ANER20173-
53.
20.3PIRLS2016ANER2016KingdomReleaseYear2024ReleaseYear2022Country AssessmentEnrollment AssessmentEnrollment EnrollmentLPestimateLDestimateSDestimateAssessmentyear DefinitionEnrollmentyearLPestimateLDestimateSDestimateAssessmentyearDefinitionyearUnitedStates9-75-544PIRLS2021ANER20174-33-
90.4PIRLS2016ANER2016Uruguay
43.643-
40.4LLECE2019ANER
201743.643-
40.4LLECE2019ANER2017Uzbekistan
32.
430.
23.2PIRLS2021ANER2018VanuatuVenezuela,RBVietNam
18.
118.10SEA-PLM2019ANER
201318.
118.10SEA-PLM2019ANER2013VirginIslandsUSWestBankandGazaYemen,Rep94-793-
517.8TIMSS2011ANER201094-793-
517.8TIMSS2011ANER2010Zambia
98.
598.
214.9AMPLB2019ANER
201798.
598.
214.9AMPLB2019ANER2017ZimbabweNote:See accompanyingdata basefor detaileddataon LearningPoverty,Learning Deprivation,and SchoolingDeprivation,including genderdisaggregated estimateswhere available.Global LearningPoverty DatabaseInthe2024release,we includeLearningPovertyestimatesfor125countries withLP dataavailable.This dataalong withthe onesfrom previousreleases isavailable inthe LearningPovertyGlobal Database.ReferencesAzevedo,Joao Pedro.
2020.LearningPoverty:Measures andSimulations.Policy ResearchWorkingPaperjNo.
9446.World Bank,Washington,DC.https:〃openknowledge,worldbank.org/handle/1o986/34654Azevedo,Joao Pedro;Goldemberg,Diana;Montoya,Silvia;Nayar,Reema;Rogers,Halsey;Saavedra,Jaime;Stacy,Brian William.
2021.Will EveryChild BeAble toRead by2030Defining LearningPoverty andMapping theDimensions of the Challenge.PolicyResearch WorldngPaper;No.
9588.World Bank,Washington,DC..https:〃openknowledge,worldbank.org/handle/1o986/353ooAzevedo,Joao PedroWagner De;Montoya,Silvia;Akmal,Maryam;Wong,Yi Ning;Gregory,Laura;Geven,Koen Martijn;Cloutier,Marie-Helene;Iqbal,SyedahAroob;Imhof,AdolfoGustavo;De AndradeFalcao,Natasha;Kouame,Christelle Signo;Dahal,Mahesh;Gebre,Tihtina Zenebe;Vargas Mancera,Maria Jose.
2021.LearningPovertyUpdates andRevisions:Whats New.LearningPovertyMonitoring Series;No.
1.World Bank,Washington,DC,Boston College,TIMSSPIRLS InternationalStudy Center.
2016.aTIMSS2019User Guidefor theInternationalDatabase.https://timss
2019.org/international-database/Boston College,TIMSSPIRLS InternationalStudy Center.
2021.TIMSS2019User Gtiidefor theInternationalDatabase.”Confemen.
2014.“PASEC2014:Education SystemPerformance inFrancophone Sub-SaharanAfrica.Conference desministres deFEducation desEtats etgouvernements delaFrancophonie Competenciesand LearningFactors inPrimary Education.”https:〃www.pasec.confemen.org/wp-content/uploads/2015/12/RE Pasec2oi4GB web2i.pdfConfemen.
2019.“PASEC2019:Qualite desSystemes Educatifeen AfriqueSubsaharienneFrancophone.Performances etEnvironnement defenseignement-Apprentissage auPrimaire.https:〃www.confemen.org/wp-content/uploads/2O2o/i2/RapportPDsec2CH9Web.pdfDirectorate ofPrimary Education,Monitoring andEvaluation Division.
2018.“The NationalStudentAssessment2017Grades3and
5.”4eco4bi_3o64_4id3_9ac7_9b778ao2ei7b/The%2oNational%2oStudent%2oAssessment%2o%2O2oi7%2oBook%2oi.pdfFrancesco Awisatiand FrancoisKeslair.
2014.REPEST:Stata moduleto runestimations withweightedreplicate samplesand plausible values,Statistical SoftwareComponentsS457918,Boston CollegeDepartment ofEconomics,revised06Jan
2020.IEA.
2019.Trends in International Mathematicsand ScienceStudy2oig.vKevin Macdonald,
2008.PV:Stata moduleto performestimation withplausiblevalues,Statistical SoftwareComponents S456951,Boston CollegeDepartment ofEconomics,revised03Feb
2019.PASEC.2019“PASEC2019international assessment，http，/www・SEA-PLM.
2020.“Process Timeline.”https:〃contentview=articleid=4QIte mid=275UNESCO.
2021.Technical CooperationGroup on the Indicatorsfor SDG4・“UNICEFSEAMEO.
2020.“SEA-PLM2019Main RegionalReport:Childrens learning in6Southeast Asiancountries.Bangkok,Thailand:United NationsChildrens FundUNICEFSoutheast AsianMinisters ofEducation OrganizationSEAMEO-SEA-PLMSecretariat,https:〃www.ucicef・oag/eap/media/7626/file/SEA-PLM%2O2oi9%2oMain%2oRegional%2oRepoit.pdfWorld Bank.
2021.Classification ofCountries.”-7_classification_ofLcountriesWorld Bank.
2019.Ending LearningPoverty:What WillIt Take.”World Banl,Washington,DC.©World Bank.https:〃加/10986/32553License:CC BY
3.0IGO.World Bank.2018b.Poverty andShared Prosperity2018:Piecing Togetherthe PovertyPuzzle.Washington,DC:World Bank.License:Creative CommonsAttribution CCBY
3.0IGOAnnex iLearning DeprivationGapand SeverityTable6reports thecountry specificlearning povertygaps and severity.TheLearningPoverty Gapmeasure capturesthe depthof learningdeprivationand candistinguish studentsthat havedifferent levelsof learning deprivation.However,this measureassumes that the effortrequiredto improvean extremelylearning-deprived anda moderatelylearning-deprived studentare equivalent.TheLearningPoverty Severitymeasureextends theconcept of the LearningPoverty Gapby incorporatingthe studentsinitial levelof learningand givesgreater importanceweight tostudentsthat arein greaterlearningdeprivation.See Azevedo2020foradetailed discussionon theconcepts ofLearningPovertyGap andLearningPoverty Severity.Table6:Country-level genderbreakdown ofLearningPoverty,Learning DeprivationGap,andLearning Deprivation Severity.Release Year2024Country----------------------------------------------------------------------------------------------------------------------------------------------------------------------------LearningPovertyLearning DeprivationGap Learning Deprivation SeverityTotal Female Male Total Female Male Total Female MaleAfghanistan93-3Albania
10.29-79-
59.81-
71.
61.8Algeria
66.
469.525-
424.
925.89-79-59-
967.9American SamoaAndorraAngolaAntiguaand BarbudaArgentina59-1Armenia
27.
225.
229.
111.
110.
611.
52.
11.
92.2ArubaAustralia
916.
911.
111.
811.
112.
225232.6Austria
15.07-4737-
41.
01.
00.9Azerbaijan37-
533.
840.815-
514.
616.13-
93.
30.
222.
133.
418.
915.
620.
75.
84.
06.
751.
249.
154.2BangladeshBarbadosBelarusBelgium
8.
57397848.
38.
41.
21.
21.2Belize
76.473-
479.
629.
928.
231.
612.
411.2B-5Benin55・8B-7B-7B-
72.
82.
82.8BermudaBhutanBoliviaBosnia and
12.7ii-
713.
62.
82.33・iHerzegovinaBotswana
50.
844.257-
715.
813.817・
43.84-53Brazil
46.9British VirginIslandsBruneiDarussalamBulgaria
18.
217319.
012.
212.
312.
22.
6252.6Burkina Faso73-973973-915-
515.
215.
93.
83.
64.1Burundi
95.895-995-
718.
819.
218.
34.24-
44.0Cabo VerdeCambodia
90.
087.
592.69-
99110.
71.2Cameroon
71.
971.
272.
720.
721.
120.
36.
16.55・8Canada
433.
84.
810.
210.
210.
21.
81.81-9CaymanIslandsCentralAfricanRepublicChad94-495-
393.
626.Q
28.
126.
18.
99.
88.4LearningPovertyLearning DeprivationGap Learning Deprivation SeverityRelease Year2024CountryTotal Female Male Total Female Male Total Female MaleChannel IslandsChile
27.
226.
727.6B-
712.
514.
73.
02.63-5China
18.2Colombia
51.4Comoixs
86.0Congo,Dem
96.
696.
996.
323.
424.
222.
76.87-i
6.4RepCongo,Rep
70.
065.
574.
219.
018.41955・i4-95-3Costa Rica
34.079-
978.
980.
723.
223.
423.
16.97-
06.8Cote dlvoireCroatia3-
96.
97.
06.
90.
80.
90.9CubaCuracaoCyprus
10.
29.
111.
410.
510.
410.
72.
12.
02.1Czechia
14.
28.27-
78.
61.
21.1i・3Denmark5-i
4.
16.
28.
58.
38.7i-
31.
21.4DjiboutiDominicaDominican
77.7RepublicEcuador
65.9Egypt,Arab
56.
125.123・
526.69-
78.
710.6RepEl Salvador
69.1EquatorialGuineaEritreaEstoniaEswatiniEthiopia
90.4Release Year2024CountryLearning PovertyLearning DeprivationGap Learning Deprivation SeverityTotal Female Male Total FemaleMale TotalFemale MaleFaroeIslandsFijiFinland4・
83.
66.
09.
28.89-4i-
51.
41.6France
6.65-47-
910.
09.
610.
31.
81.61-9FrenchPolynesiaGabon30-
728.
433.
09.
810.
69.21-71•91-5Gambia,TlieGeorgia13-59-
717.
212.
010.
812.
62.
52.
12.7Germany15-
49.29-
98.
61.
41.6i・3GhanaGibraltarGreece7-75-i
10.
39.
88.
410.
31.
61.2i-7GreenlandGrenadaGuamGuatemala
78.5Guinea Guinea-
82.
784.
181.
322.
722.
622.87-47-47-4Bissau GuyanaHaitiHonduras79-3Hong Kong5-
410.2IO.99-
71.
92.
01.8SAR,ChinaHungary
9.
27.
810.
510.
710.
011.
22.
11.
82.2Iceland9-37-
411.27-97-
38.
11.
10.
91.1India
56.155-257-5Indonesia
52.
850.
754.
821.
921.
821.97-57-
47.6Iran,Islamic
41.537-
520.
720.
021.17-i
6.87・2Rep45LearningPovertyLearningDeprivationGap LearningDeprivation SeverityReleaseYear2024CountryTotal FemaleMale TotalFemaleMaleTotalFemaleMaleIraq IrelandIsleof Man
2.
32.
22.
510.
712.
09.
82.
02.4i-7Israel
14.
412.
011.
712.
22.
42.225Italy5-55-
45.
67.87-
77.
81.
11.
11.1JamaicaJapan
3.
62.75・o
8.
47.
88.7i・
31.21-4Jordan
62.257-
966.
826.
323.
029.
010.
68.
412.5Kazakhstan
10.47-4B-
410.
49311.
01.
91.
62.1Kenya79377-
481.0KiribatiKorea,DemPeople sRepKorea,Rep3・23-33・
28.69-97-51-70-9Kosovo37-
932.
943.
216.
214.94-33-74・8173」Kuwait
51158.
322.
919.
625.
68.
36.
110.144Kyrgyz
64.5RepublicLao PDR97-797-
398.
113.
613.
413.
82.
22.22・3Latvia
8.
46.
010.79-
58.
6991.
81.
42.0LebanonLesotho
96.9LiberiaLibyaLiechtensteinLithuania3-
32.14-47-97-
58.
11.
11.
01.2Luxembourg
3.
02.
03.85-
76.
05.
60.
60.
60.5Macao SAR,7-
26.99-
110.
89.
811.
62.1i-72・5ChinaMadagascar
95.
225.
024.
325.
66.97-5LearningPovertyLearningDeprivationGap LearningDeprivation SeverityReleaseYear2024CountryTotal FemaleMaleTotalFemaleMaleTotalFemaleMaleMalawiMalaysia
42.034-
449.
86.
35.
66.
90.7o-
50.8MaldivesMali
90.
490.
490.6Malta
10.29-
410.
811.
511.
611.
52.
22.
32.2MarshallIslandsMauritania
94.8Mauritius
40.
547.6MexicoMicronesia,FedStsMoldova
11.
08.
88.
59.0i-
31.4MonacoMongolia39-
538.
340.
517.
016.
517.
44.64-44-9Montenegro
15.
811.
811.
512.
0252.
42.6Morocco
59.
853365.
824.
422.
226.
08.
97.69-9MozambiqueMyanmar
89.59-
38.
99.
61.
11.
11.2Namibia NauruNepal4-53-
15.
88.
08.57-
71.1i-
31.0NetherlandsNew Caledonia
8.
812.
912.
011.
912.
12.
42.32・5New Zealand
10.9Nicaragua
78.9Niger
904100.
090.
726.
026.
225.
7848.
58.3NigeriaNorth Macedonia
3329.
336.
916.615・
517.
64.
64.
05.0ReleaseYear2024Country----------------------------------------------------------------------------------------------------------------------------------------------------------------------------LearningPovertyLearningDeprivationGap LearningDeprivation SeverityTotalFemaleMaleTotalFemaleMaleTotalFemale MaleNorthernMarianaIslandsNorway34-
35.
68.
68.
28.
81.
41.2i・5Oman
40.
620.
618.
022.
56.9二
8.15Pakistan79-
580.
178.6PalauPanama
78.5Papua NewGuineaParaguay77-7Peru44-4Philippines
90.
989.
792.
110.69-
711.
41.
41.
21.6Poland
5.
64.
66.49-
46.
410.91-
70.
72.2Portugal
8.
06.
98.99-
58.
110.31-
51.
81.1Puerto Rico吁Qatar
21.
116.
925.
214.
216.
43.
8334.25Romania17-
916.
119.
614.
014.
613.63-23-531Russian
3.87-57-
37.
81.
01.
11.0FederationRwandaSamoaSan MarinoSaoTome andPrincipeSaudi・Arabia
4332.
426.
715.
815.
016.43-93-
74.1Senegal
68.
664.
972.
413.
112.9B-
42.
72.
62.8Serbia
8.
87610.
010.811-
710.
22.
02.
11.9SeychellesSierra LeoneSingapore3-
42.
14.
611.19-7u-
72.01-523LearningPovertyLearningDeprivationGap LearningDeprivation SeverityReleaseYear2024CountryTotal FemaleMaleTotalFemaleMaleTotalFemaleMaleSint Maarten」Dutch part13Slovak Republic
22.
120.
623.
612.
912.
72.
82.92-77-
2847.
68.
71.
21.0i・3SloveniaSolomonIslandsSomalia
82.077-
186.639644-
721.
115.925533-7South AfricaSouthSudanSpain7-
36.67-
98.
38.
78.
01.
21.1Sri Lanka
14.8St KittsandNevisSt LuciaStMartinFrench partStVincent andtheGrenadinesSudanSurinameSweden5-
34.
26.
49.
18.69-
51.41-5SwitzerlandSyrian ArabRepublicTajikistanTanzaniaThailandTimor-Leste
23.
420.
526.
315714.
616.
64.
13.64-4Togo
81.
781.
482.
023.
223.
12336.97-
06.9TongaLearning PovertyLearningDeprivationGap LearningDeprivation SeverityReleaseYear2024CountryTotal FemaleMaleTotalFemaleMaleTotalFemaleMaleTrinidad and
20.
616.724-
915.
413.
816.
54.
03.24-5TobagoTunisia
65.
561.
169.
630.
127.
931.9B-
511.
914.8Turkiye
18.
516.
620.
413.
012.013-
72.
92.63・2TurkmenistanTurks andCaicosIslandsTuvaluUganda
81.9Ukraine
27.
926.
329.
413.
212.
813.
63.
02.93-1United Arab
25.
921.
430.
723.
120.
225.
18.
16.49-4EmiratesUnited3-
42.84-i
10.09-
910.
11.
81.6i-9KingdomUnited States9-
79.
010.413・
313.213-5333Uruguay
43.6Uzbekistan
32.
415.
013.
615.
93.83・
24.2VanuatuVenezuela,RBViet Nam
18.
115.
820.34-44-34-
50.
30.304Virgin IslandsUSWestBank andGazaYemen,Rep94-794-
594.
852.
048.254-533-
329.435-
998.5ZambiaZimbabweNote:Gender breakdowns,and gapandseverityestimates areunavailable for countries withno microdata.58LearningPovertyMonitoring SeriesTechnicalNote5LearningPovertyUpdates andRevisions WhatsNewworldbank.orR鳞UMSCOi THEWORLDBANK•tAVttrictIBRD•IDAIntroductionThis noteis partoftheApril2024release ofthe latestcountry-level LearningPovertyestimates.The documentdetails country-level changestotheunderlying dataused toproduce theApril2024LearningPovertyrelease andbuilds onthe changesdocumented inthe technicalnoteaccompanying the2022global release.This is the fourthrelease ofupdated andrevised countrynumberssince thelaunch ofthe LearningPovertymeasurein October2019by theWorld BankandUNESCO.1The currentrelease providesLearningPovertydatafor125countries.The reference year ofthis updateis2019,which isthesameas the2022release.The decisiontouse2019as theanchor year is drivenby assessmentdata availability.Most international andregional assessments are carried out onlyevery4to6years,and usuallythere isa lagof acoupleof years before thedata becomeavailable.Data collectionwas furtheraffected byCOVID-19related interruptions.The reference yearisprimarily used tocomputewhich country-levelestimates areincluded inglobal and regional aggregatesnot updatedinthecurrent releaseandalso serves as ananchor todetermine thechoice of assessment toreport onLearningPovertyestimateswhen multiple assessmentsare available fora country.Learning datagaps remainin almosthalf ofthe world.Globally,about42%ofcountries92outof217donotreport learningdata thatcan beusedforestimating LearningPoverty i.e.,datathat comesfrom aninternationally comparable learning assessmentadministered atthe end ofprimary thattook placeless than4yearsbeforeor after
2019.In Sub-Saharan Africathis isthecase forabout48%ofthecountries.The needfor reliabledata measuringlearninginameaningftd andtemporally comparablemanner isclear.The politicaland technicalalignmentto achievethis objectivehas neverbeen greater.At thepolitical level,countries,donors,anddevelopment partnershave cometogether tosign aCommitment toAction onFoundationalLearning andfounded theCoalition forFoundational LearningCFL.One ofthe CFLpillarsaims tosupport countries to monitorlearning progressand improveavailabilityoflearningdata.To do so,partners committedto icollate commontools andoffer amenu ofoptions tocountriesto measureand reporton learning;ii coordinatebetween agenciesto supportcountrieswithout learningdatainrolling outbest available resources and tools tomeasureprogress on learning,including throughjoint training;iii supportcountriesto use data,andshare andamplify existinginformation on learning usingavailableresourcesandtools.The followingsections providea comprehensiveoverview ofthe latestcountry-level LearningPovertyestimates andreport changesfor allPert Iand PartII countriesthat haveaprioror newLearningPovertyestimate.Past andcurrent countrylevel estimatesareavailableboth intheLearning PovertyGlobal Databaseand intheLearningPoverty CountryBriefs.The summaryofthe currentand prior releases isas follows:The April2024release uses2019as itsreference yearand producescountry-levelestimates for125countries,and noglobal andregional estimateswere updated.The June2022release used2019as itsreference year,produced country-level estimatesfor122countries,and producedglobal andregional estimatesforthewhole worldusing107countries andlow-and middle-income countriesusing69countries WorldBank,
2022.The July2021release used2017as itsreferenceyear,produced country-level estimatesfor120countries,and noglobal andregional estimateswere updatedAzevedv etal,202The October2019release used2015as itsreferenceyear,produced country-level estimatesfor114countries,and producedglobal andregional estimatesforthewhole worldusing100countries andlow-and middle-income countriesusing62countries WorldBank,
2019.The datasetsfromthefour releasescan beaccessed onDevelopment DataHub.Release DateNumber ofcountries GlobalandregionalAnchor yearandaggregates reporting window*with LearningPovertyestimates2019±4yearsApr-24NoJun-22125Yes107for globaland2019±4years69for low-and middle-122income120Jul-21No2017±4yearsOct-19114Yes100for globaland2015±4years62for low-and middle-income*The anchoryearserves twofunctions:i determineswhich countriescanbeincluded inthe globalregional aggregatecalculations basedon whetherTthaebirleas1s:eLssemarennitnyegaPrfoavllserintysidDeatthaeRreelpeoarsteinsg window,and iiwhich assessmenttousefor reportingonLearningPoverty foracountrywhen makingdecisionsbetween multiple assessments withdifferent priority ranks andyears.Methodological overviewDefiningLearning PovertyTheLearningPovertyLP indicatorcombines the share ofprimary-aged childrenout-of1schoolwho areSchooling DeprivedSD,andtheshare ofpupils belowthe minimum proficiency levelin reading,who areLearning DeprivedLD.By combiningschooling and learning,the indicatorbringsinto focusboth“more schooling,n whichby itselfservesavariety ofcritical functionsaswell as“better learning；which isimportant toensure thattime spentinschooltranslates intoacquisitionof skillsand capabilities.LP=SD+[1-SD*LD]where LPis LearningPoverty;LD,LearningDeprivation,istheshare of children atthe endofprimary belowminimumproficiency,as definedby theGlobal Allianceto MonitorLearningGAML inthe contextoftheSDG
4.
1.1b monitoring;SD,SchoolingDeprivation,istheshare ofprimary-aged childrenwho areout-of-school as defined inthe contextofSDG
4.
1.
4.Data protocoland sourcesLearningDeprivation LDTheLD componentoftheLearningPovertyindicator reliesonlearningassessmentdata.Thiscomponent capturestheshareofchildrenattheendofprimary whoare belowthe minimumproficiencylevel MPLfor reading,asdefinedby theGlobal Allianceto MonitorLearningGAML inthe contextoftheSDG
4.
1.1b monitoring.2If acountry hascarriedoutmultipleassessments,theassessmentusedtoestimateLDisselected basedonthefollowing preferencehierarchy:345Table2:Hierarchy forselecting amongmultipleassessmentsin eachcountryInternational/regional assessmentin readingFor example,global assessments suchasPIRLS,or regional assessmentssuchas LLECE,PASEC,orSEA-PLM withreading results.Where bothinternationalandregional assessmentsareavailable,Priority rank1regional assessmentsmay onlybe preferredover internationalones fortemporal comparabilitywithpast countryestimates orfor regionalcomparability forexample,LLECE forLAC.International/regionalassessmentin readingthat allowsstatistical linking with historicalregionalPriority rank2or nationalassessments.For example,AMPL-b resultsfor reading.National LearningAssessment NLAinreadingthat allowslinkingwithhistorical internationalorPriority rank3regional assessments.For example,NLA thathave completeda statistical/policy^-or pairwise4-linking exercise.Priority rank4International assessmentinasubject otherthan reading.For example,TIMSS resultsfor science.Other NationalLearningAssessmentinterim reportingonly thatmay nothave undergonelinkingPriority rank5exercises yetbut haveplans todoso.The currentreporting windowis2015-2023centered around
2019.Assessments administeredwithinthe windoware preferred.Forexample,TIMSS2015and TIMSS2019are prioritizedoverPIRLS2011for Indonesiaand Croatiarespectively intheApril2024release becausePIRLS2011falls outsidethe reportingwindow.On anexceptional basis,learning assessmentsfalling outsideofthereportingwindoware keptgiven thelack ofa morerecentassessment.This isthecasefor Afghanistan,Belize,Botswana,Comoros,Algeria,Greece,Iceland,Kyrgyz Republic,Lesotho,Luxembourg,Moldova,Mali,Mongolia,Mauritania,Mauritius,Romania,Thailand,Tunisia,Uganda,Ulraine andYemen,Rep.Data fromthe internationalassessment PIRLS2021,Kenyas Assessmentfor MinimumProficiencylevel AMPL-b2023,and PakistansPolicy-Linked NationalLearningAssessment2021became availablesince thepriorrelease.As aresult,intheApril2024country update,theaverage assessmentyear was2018,with astandard deviation of
4.7years comparedto anaverageassessmentyearof2017with standarddeviationof
1.6inthe June2022release.This newlearningdata hasenabled updatesto somecountry-level LearningPovertyestimates.The newassessmentsare:PIRLS2021The ProgressinInternationalReading andLiteracy StudyPIRLS,implemented byIEA,2For moredetails seeAzevedo etal.
2021.3This hierarchyis mostlyaligned withwhat wasused intheJune2022release exceptfortheaddition ofpriorityrank
3.45WG_GAML-10_Pairwise-Comparison-Method.pdf unesco.orgprovides internationallycomparable dataon readingproficiency forGrade4students since
2001.PIRLS2021isthefifth cycleinthePIRLS assessment,with datacollection havingtaken placebetweenAugust andDecember2021for mostcountries,with someexceptions thatwere affectedbyCOVID-19related delays.The PIRLS2021dataisthefirstrelease ofinternationally andtemporallycomparablelearningdata sincethe COVID-19pandemics unprecedentedschoolclosures.Comparisons betweenthe2016and2021data capturechanges thatinclude butare notlimitedtoCOVID-19related shocksto schoolingandlearning.The following52countries haveupdatedassessmentdatafromPIRLS2021:Albania,Australia,Austria,Azerbaijan,Bahrain,Belgium,Bulgaria,Croatia,Cyprus,Czechia,Denmark,Egypt,Arab Rep,Finland,France,Georgia,Germany,HongKongSAR,China,Hungary,Iran,Islamic Rep,Israel,Italy,Jordan,Kazakhstan,Kosovo,Latvia,Lithuania,MacaoSAR,China,Malta,Montenegro,Morocco,Netherlands,NewZealand,NorthMacedonia,Norway,Oman,Poland,Portugal,Qatar,RussianFederation,SaudiArabia,Serbia,Singapore,SlovakRepublic,Slovenia,SouthAfrica,Spain,Sweden,Tiirkiye,UnitedArabEmirates,UnitedKingdom,UnitedStatesandUzbekistan.AMPL-b partoftheMILO initiativeTheMILO MonitoringImpacts onLearning Outcomesinitiative hasallowed countriestomeasure theimpact ofCOVID-19onlearningwhile alsoallowing reportingagainst SDG
4.
1.1bbenchmarks throughthe Assessmentsfor MinimumProficiency Levelsfor SDG
4.
1.1b AMPL-b.The assessmentcovers sixcoxmtries inAfrica-Burkina Faso,Burundi,Cotedlvoire,Kenya,Senegal,and Zambia.The projectwas implementedto providea wayforcountriesto measurelearningprogress againstSDG
4.
1.1b priorto andduring theCOVID-19pandemic.AMPL-b testschildreninthesubjects ofreading andmathematics ingrades5-7,depending onthecountry.The assessmentmaterial wasderived fromthe UISsGlobal ItemBank,which isa sharedrepositoryofassessmentquestions forreading andmath andfollows closelythe GlobalProficiencyFramework benchmarksagreed bycountries anddevelopment partnersas partofSDG
4.
1.1monitoring.National assessmentsalso havethe optionof。
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