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ALMATY, 5 August 2020 – The COVID-19 pandemic can have a negative and lasting effect on schooling and human capital, economic and social progression in Central Asian countries, where schoolchildren and academics make up almost a part of the general population.World Bank experts warned today in an online briefing for regional media: the crisis threatens to deprive this generation of long-term income, as it pushes a giant proportion of Central Asian academics to functional illiteracy: inability to read, write and do math at the mandatory point to be productive, the World Bank says.
Before the pandemic, education in Central Asia already suffered from low degrees of learning, as countries struggled to end learning poverty, provide equivalent opportunities for handicapped students, and promote inclusion. Students in the region scored 1.5 years below the European average, meaning that an average student in Central Asia was one year old and a share of his peers in Europe. Many academics in the region also scored particularly in functional literacy, according to the OECD Program for International Student Assessment (PISA).
Inequality in learning is of particular concern, as the gap between academics from diverse sources of income widens widens due to a number of factors, adding differential access to distance learning for teachers and academics, training assistance, access to home training and learning materials, and family education contributions at home.According to PISA, in Kazakhstan, young people from the poorest families were one year of their peers, while in the Kyrgyz Republic deficient academics were 2.5 years old.
The COVID-19 pandemic has even more exacerbated disabilities, with school closures affecting already marginalized groups, adding academics from socioeconomicly disadvantaged backgrounds, students with disabilities and minorities.
“The COVID-19 pandemic is such a destructive blow to schooling and learning that we will feel the negative effects for decades to come, adding $ 44 billion in economic losses in Central Asia itself, and this is not ours. maximum pessimistic scenario, “he said. Ayesha Vawda, Senior Education Specialist at the Central Asia Global Event. “Central Asian countries have temporarily moved to provide emergency learning through multiple channels and modes. The time has come for governments to respond in a way that lays the foundation for the new formula education: a high-quality formula. , resistant and equitable “.
During the briefing, the World Bank under pressure that education will have to be at the forefront of national recovery plans in Central Asia.Countries should protect school budgets, the quality of distance education, allow the flexibility of curricula to focus on skills and competencies rather than knowledge, provide teachers with effective diagnostic and training recovery and testing methods, and increased instructional time to enable recovery from learning losses.
As students become more aware of each child’s learning and learning loss, recovery plans will want to expand.Particular attention should be paid to academics who have suffered maximum school closures.Countries also want to expand virtual skills among academics., young and tevery oneers and encouraging oneer-student interaction on other distance education platforms to better satisfy the desires of persistent crises.
“The World Bank in Central Asia and around the world has placed a specific emphasis on education and the strengthening of human capital, understanding very well that these investments pay the largest dividends,” said Lilia Burunciuc, Regional Director of the World Bank for Central Asia., we have adapted 3 school projects in the region to respond to COVID: Kazakhstan, the Kyrgyz Republic and Uzbekistan.Through these projects, we were able to mobilize help for distance and emergency education.For example, in Kazakhstan, this includes tracking distance education.and offer of virtual appliances for rural teachers.”
Notes to editor
The World Bank Group is the largest funder of education in emerging countries.We are running education programs in more than 80 countries and are committed to helping countries achieve SDG 4, which requires quality education and lifelong learning opportunities for all through 2030.
The World Bank’s global schooling practice provides countries with data and resources around the world on the reaction of schooling to the COVID-19 crisis.The schooling team works to get countries to manage and address the current crisis and advise on large-scale distance learning at The Bank supports systemic school reform to ensure that when young people return to school, schools can provide the environments needed to ensure that young people learn.