Kenya, Tanzania, and Uganda

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2 Kenya, Tanzania, and Uganda Could understand The name of the dog is Puppy Grade 3

3 Kenya, Tanzania, and Uganda The name of the dog is Puppy Could not understand Grade 3

4 Rural India 46 _ 17? Could not solve Grade 3

5 Rural India 46 _ 17? Could not solve Grade 5

6 Brazil Progress in Math (PISA 15 year olds)

7 Brazil Time to reach OECD average in Math (PISA 15 year olds) OECD average 75 years

8 Brazil Time to reach OECD average in Math and Reading (PISA 15 year olds) OECD average >260 years

9 Percent of end-of primary students who meet a minimum proficiency threshold for learning in math? High income countries Upper-middle income countries Lower-middle income countries Low income countries

10 (Years of) Schooling are not the same as Learning

11 High inequalities TERCE 2012 Proportions of students from the richest and poorest quintiles students scoring at each level at the end-of- Primary

12 Immediate causes of the learning crisis How do teaching and learning break down?

13 Immediate causes of the learning crisis

14 Immediate causes of the learning crisis Non-deprived infant Infant exposed to high deprivation

15 Immediate causes of the learning crisis Non-deprived infant Infant exposed to high deprivation

16 Immediate causes of the learning crisis

17 Deeper causes of the learning crisis Why are these problems allowed to persist?

18 Deeper causes of the learning crisis Barriers to learning at scale Technical complexity Political economy Systems are stuck in a lowlearning, low-accountability, high-inequality equilibrium

19 Don t give up: Success is possible

20 Don t give up: Success is possible Sustained improvement: Republic of Korea Remarkable performance: Vietnam Profound reforms: Peru Rapid progress in reading: Liberia, Papua New Guinea, Tonga Broad-based approach to improvement: Malaysia, Tanzania

21 Countries need to take action showing that learning really matters to them

22 Assess learning to make it a serious goal

23 Source: UIS Assess learning through measurement Many countries don t know whether students are learning: Percent of countries in each region with a nationally representative learning assessment

24 Act on evidence to make schools work for all learners

25 Act to improve learning at student, classroom and school levels Ensure teachers are skilled and motivated Effective professional development Motivation and incentives Teaching to the level of the students In Liberia, training teachers to use student assessments more than doubled students reading fluency Preparing young people for jobs requires dynamic systems that link them to employers Demand-driven Flexible Effectively integrated with employers Ensure learners are prepared and motivated Investing in the early years Demand-side incentives Preparation for training Early childhood program in Jamaica led to 25% higher earnings in adulthood In India, adaptive learning software doubled students rate of learning Ensure school investments facilitate students learning from teachers Inputs and infrastructure Technology School-based decision-making

26 Align actors to make the whole system work for learning

27 Align actors by tackling technical and political barriers Opportunities for creating and sustaining strategic change Information and metrics Coalitions and incentives Innovation and agility

28 Align actors by tackling technical and political barriers Opportunities for creating and sustaining strategic change Tanzania Information and metrics School-leaving exam scores + UWEZO citizen-led assessment + Service Delivery Indicators Big Results Now in Education reform program

29 Align actors by tackling technical and political barriers Opportunities for creating and sustaining strategic change Chile Long-term negotiated reform process Confidence-building and opt-in reforms Coalitions and incentives Malaysia Lab model: Two-month exercise with all key players Planning and decision-making

30 Align actors by tackling technical and political barriers Opportunities for creating and sustaining strategic change Burundi Adaptive approach successfully distributed textbooks in post-conflict setting India Experiment showed grouping students by ability level worked Then NGO tested variants at scale (with government) Innovation and agility

31 An aligned system focused on learning

32 An aligned system focused on learning Assess learning to make it a serious goal Act to make schools work for all learners Align actors to make the whole system work for learning

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34 Additional slides

35 Jobs and higher earnings Reduced poverty Productivity and growth Poverty reduction Education has great promise, Healthier and better-educated families Resilience and adaptability Better institutions/service delivery Civic engagement and social cohesion

36 Education has great promise, but too often it doesn t deliver Education can t do it alone but it can do much better on learning

37 100 Percent of end-of primary students who meet a minimum proficiency threshold for learning in math? High income countries Upper-middle income countries Lower-middle income countries Low income countries

38 Immediate causes of the learning crisis One Laptop Per Child initiative in Brazil Textbooks in Sierra Leone

39 Align actors by tackling technical and political barriers Opportunities for creating and sustaining strategic change Principles Information and metrics Publicly available, credible, meaningful Align with political jurisdiction

40 Align actors by tackling technical and political barriers Opportunities for creating and sustaining strategic change Principles Information and communication campaigns Throughout the policy cycle Coalitions and incentives Principles Mobilize silent players Address costs of confrontation

41 Align actors by tackling technical and political barriers Opportunities for creating and sustaining strategic change Principles Learning from global evidence and high-performing parts of system Autonomy for innovation Innovation and agility Rapid feedback