Philippines Learning Poverty Brief PDF 2022

Philippines Public Disclosure Authorized Learning Poverty Brief...

Philippines Public Disclosure Authorized Learning Poverty Brief June 2022 LEARNING POVERTY: A WORLD BANK-UIS INDICA- LEARNING POVERTY IN PHILIPPINES TOR TO HIGHLIGHT THE LEARNING CRISIS Learning Poverty. 91 percent of children in Philippines All children should be able to read by age 10. Reading is a at late primary age today are not proficient in reading, gateway for learning as the child progresses through school— adjusted for the out-of-school children. and conversely, an inability to read constrains opportunities for further learning. Reading proficiency is also critical for Learning Deprivation. Large-scale learning assess- foundational learning in other subjects. ments of students in Philippines indicate that 90 per- cent do not achieve the MPL at the end of primary In low- and middle-income countries, more than half the school, proxied by data from grade 5 in 2019. Public Disclosure Authorized children cannot read and understand a simple story by the end of primary school. This learning crisis threatens coun- Schooling Deprivation. In Philippines, 5 percent of pri- tries’ efforts to build human capital and achieve the Sustain- mary school-aged children are not enrolled in school. able Development Goals (SDGs), undermining sustainable These children are excluded from learning in school. growth and poverty reduction. Tackling the learning crisis in the foreseeable future requires For countries with very low Schooling Deprivation, the share rapid progress at a scale that has not been seen yet. To gal- of children with Learning Deprivation will be very close to vanize action on this crisis, we introduced the concept of the reported Learning Poverty. Learning Poverty (LP), a measure constructed jointly by the Notes: The LP number for Philippines is calculated using the Global Learning Assessment World Bank and the UNESCO Institute for Statistics (UIS). Database (GLAD) harmonization based on SEA-PLM and the MPL threshold used was level 6. For more details, please consult the GLAD and Learning Poverty repositories in GitHub. WHAT IS LEARNING POVERTY? Learning Poverty means being unable to read and understand BENCHMARKING PHILIPPINES’S LEARNING Public Disclosure Authorized a short, age-appropriate text by age 10. All foundational skills POVERTY are important, but we focus on reading because: (i) read- Learning Poverty in Philippines is 56.4 percentage points ing proficiency is an easily understood measure of learning; higher than the average for the East Asia and Pacific region (ii) reading is a student’s gateway to learning in every other and 30.5 percentage points higher than the average for lower area; and, (iii) reading proficiency can serve as a proxy for middle income countries. foundational learning in other subjects. The Learning Poverty indicator allows us to illustrate Figure 1. Learning Poverty and components progress toward SDG 4’s broader goal to ensure inclusive and equitable quality education for all. It particularly high- lights progress towards SDG 4.1.1b, which specifies that all children at the end of primary reach at least a minimum proficiency level (MPL) in reading. HOW IS LEARNING POVERTY MEASURED? The indicator combines the share of primary-aged children Public Disclosure Authorized out-of-school who are Schooling Deprived (SD), and the share of pupils below a minimum proficiency in reading, who are Learning Deprived (LD). By combining schooling and learning, the indicator brings into focus both “more school- ing”, which by itself serves a variety of critical functions, as well as “better learning,” which is important to ensure that time spent in school translates into acquisition of skills and capabilities. LP = SD + [(1 − SD) × LD] Source: UIS and World Bank as of May 2021. where, LP is Learning Poverty; LD, Learning Deprivation, is share of children at the end Notes: (1) Yellow circle represents Philippines; (2) Gray circles represent other countries; of primary below minimum proficiency, as defined by the Global Alliance to Monitor and, (3) Vertical lines reflect the averages of Philippines’s region and income group. Learning (GAML) in the context of the SDG 4.1.1b monitoring; SD, Schooling Deprivation, is the share of primary-aged children who are out-of-school, and is linked to SDG 4.1.4. All out-of-school children are implicitly assumed to be below minimum proficiency. The data used to calculate Learning Poverty has been made possible thanks to the work of the Global Alliance to Moni- tor Learning led by UIS, which established minimum pro- ficiency levels that enable countries to benchmark learning across different cross-national and national assessments.  Philippines Learning Poverty Brief June 2022 HOW DOES PHILIPPINES’S GENDER GAP COMPARE PRIMARY EDUCATION EXPENDITURE GLOBALLY? Primary education expenditure per child of primary edu- As in most countries, Learning Poverty is higher for boys cation age in Philippines is USD 569 (PPP), which is 83.5% than for girls in Philippines. below the average for the East Asia and Pacific region and 29.5% below the average for lower middle income countries. This result is a composition of two effects. First, the share of out-of-school children is higher for boys (5.1%) than for girls (4.8%). Figure 3. Expenditure per child of primary school age Second, boys are less likely to achieve minimum proficiency at the end of primary school (91.7%) than girls (89.2%) in Philip- pines. Table 1 shows sex disaggregation for Learning Poverty and Human Capital Index (HCI) education components when- ever available. Table 1. Sex Disaggregation Source: UIS and World Bank as of May 2021. Note: Primary education expenditure per child Indicators and Components Boys Girls All is calculated as total expenditure on primary education divided by total number of children of primary school age. Data for Philippines is from 2009. Learning Poverty 92.1 89.7 90.9 Learning Deprivation 91.7 89.2 90.4 Schooling Deprivation 5.1 4.8 5 Human Capital Index 0.49 0.54 0.52 DATA AND DATA GAPS ON LEARNING AND SCHOOL- Learning-Adjusted Years of Schooling 7.2 7.8 7.5 ING IN PHILIPPINES Philippines administers a National Large-Scale Assessment Source: UIS and World Bank for LP, LD and SD as of May 2021; EdStats/WDI (World (NLSA) at the end of primary school, according to UIS SDG Development Indicators) for HCI and LAYS (Learning-Adjusted Years of Schooling); The 4.1.1b monitoring. If this NLSA is mapped against the SDG Full Learning Poverty database is available for download at the Development Data Hub. 4 Global Proficiency Framework using policy linking, stu- dent linking or item linking, it may be possible to monitor Learning Poverty with it in the future. Figure 2. Gender Gap - Learning Poverty by Sex Philippines participated in the following published cross- national learning assessments in recent years: TIMSS (2003, 2019), PISA (2018) and SEA-PLM (2019). Philippines has not participated in the World Bank’s LeAP diagnostic exercise to analyze its assessment system. To get started, contact the LeAP team. The out-of-school adjustment in Learning Poverty relies on enrollment data. Our preferred definition is the adjusted net primary enrollment rate (ANER) as reported by UIS. This data relies both on the population census and EMIS (Educa- tion Management Information System). We use enrollment data for the year closest to the assessment year. In the case of Philippines, ANER based on EMIS data is for 2019. Notes: The definition of NLSA does not include National Exams; LeAP: Learning Assess- ment Platform ([email protected]). TIMSS: Trends in International Mathematics Source: UIS and World Bank as of May 2021. Notes: (1) - Yellow circle represents Philippines; and Science Study. PISA: Programme for International Student Assessment. SEA-PLM: and, (2) The closer a country is to the dotted line the smaller its LP gender gap. Southeast Asia Primary Learning Metrics. For questions related to the data in the brief, contact the EduAnalytics team ([email protected]). POINT OF CONTACT Philippines: Sachiko Kataoka East Asia and Pacific: Marie-Helene Cloutier #LearningPoverty Disclaimer: The numbers in this brief are based on data harmonization efforts by UIS and the World Bank to increase cross-country comparability of learning data. Therefore, numbers may be different from official statistics reported by governments. Such differences are due to their different purposes, which can be global comparison or meeting national definitions.