Learning poverty: Share of Male Children at the End-of-Primary age below minimum reading proficiency adjusted by Out-of-School Children (%)
This indicator brings together schooling and learning. It starts with the share of children who have not achieved minimum reading proficiency and adjusts it by the proportion of children who are out of school. The data used to calculate Learning Poverty has been made possible thanks to the work of the Global Alliance to Monitor Learning (GAML) led by the UNESCO Institute for Statistics (UIS), which established Minimum Proficiency Levels (MPLs) that enable countries to benchmark learning across different cross-national and national assessments. For more information please see Azevedo, Joao Pedro; et al. 2021. Will Every Child Be Able to Read by 2030? Defining Learning Poverty and Mapping the Dimensions of the Challenge. Policy Research Working Paper;No. 9588. World Bank, Washington, DC. World Bank. https://openknowledge.worldbank.org/handle/10986/35300