GCRI · 社会と人間開発
教育と潜在能力
教育 builds the capabilities people need to lead lives they value: literacy, numeracy, skills and the confidence to participate. Many children attend school without learning foundational skills, and crises close schools and push children out. This page sets out how learning happens and is disrupted, how access and learning are measured, and what evidence serves the education authorities and agencies responsible.
Education and capabilities on the record.
Education and capabilities: how the risk develops.
Learning inequality and societal opportunity. The dossier below sets out how the risk develops, what is measured, where the data come from, how it is modelled and who decides.
Schooling is not learning
Enrolment has risen widely, but many children leave primary school unable to read a simple text. Foundational learning is the core gap.
Lost learning compounds
Children who fall behind early struggle to catch up, and school closures in crises widen gaps that persist.
Barriers differ by group
Poverty, gender norms, disability, displacement and language keep particular groups out of school or learning less.
Schools need protection
Attacks on schools, disasters and use of schools as shelters interrupt education; safe school planning reduces disruption.
Social protection and cohesion.
このテーマを追跡するためにチームが使う画面：その指標、状態、決定。名前は例であり、値はイメージです。
Social protection and cohesion
Education and capabilities · Urban ward 9 · Year 2
Coverage by quintile
Cohesion survey
| Trust in neighbours | 58 | 47 | ▼ 3 |
| Trust in local authority | 47 | 58 | ▼ 5 |
| Reported discrimination | 12 | 12 | ▲ 4 |
Education builds the capability to manage risk in every domain.
Findings are designed for the エビデンス・ブリーフ・シリーズ. UNESCO’s Global 教育 Monitoring Report tracks SDG 4.
- Learning disruption data.
- Evaluations of risk education.
How education and capabilities is modelled, measured and tested.
モデル、その仮定、データ、不確実性を、科学者やエンジニアが確認する形で示します。構造は公表された手法に従っています。描かれた値は例示であり、知見ではありません。
システム・モデル
The couplings between the systems in education and capabilities: signs of influence, a reinforcing and a balancing loop, and cross-links where stress jumps.
何を、どの程度うまく測定しているか。
各指標には、その単位、更新頻度、背後にある出典の種類、値が持つことになるエビデンスのラベルが付いています。値は表示しません：プログラムが自らの権限のもとで値を提供します。
| 指標 | 単位 | 周期 | 出典の種類 | ラベル |
|---|---|---|---|---|
| Out-of-school rate | percent of children of school age | 年次 | UIS data | 推定 |
| Learning poverty | percent of ten-year-olds unable to read and understand a simple text | 評価ごと | World Bank and UIS estimates | 推定 |
| Minimum proficiency in reading and mathematics | percent of students | 評価ごと | SDG indicator 4.1.1 assessments | 観測 |
| School days lost to closures | 日 | 事象ごと | 教育 ministry records | 報告値 |
| Gender parity index in enrolment | ratio | 年次 | UIS data | 公表統計 |
| Education spending | GDP 比（%） | 年次 | UIS and budget data | 公表統計 |
エビデンスの出所。
名前の明示された公開データセットと機関の記録。それぞれにライセンス区分があります。合意に基づく出典は、その条件のもとでのみ使用し、再公開することはありません。
| 出典 | 提供するもの | ライセンス区分 |
|---|---|---|
| UNESCO 統計研究所 | Enrolment, completion, learning and spending | Open, CC BY-SA 3.0 IGO |
| UNESCO Global 教育 Monitoring Report | Analysis of progress on education goals | Public, UNESCO terms |
| International learning assessments such as PISA, TIMSS, PIRLS and regional assessments | 学習成果 | Public results, terms per programme |
| Global Coalition to Protect Education from Attack | Attacks on education | Public, terms to check |
| Comprehensive School Safety Framework resources | Safe schools planning | Public, terms per publisher (to check) |
誰が決め、エビデンスが何に役立つか。
Society and Human Development prepares evidence. The decisions below are taken by the authorities named, under their own rules, and never by the platform.
| 誰が決定するか | 質問 | このページが提供するエビデンス |
|---|---|---|
| 教育 ministries | Where to focus on access and foundational learning | Profiles; programme evaluations |
| Education in emergencies agencies | How to keep children learning in crises | Disruption and recovery evidence |
| Finance ministries and donors | How much to invest and where | Spending and outcome evidence |
このトピックが生み出す成果物
- Access and learning profiles by group
- Evaluations of foundational learning programmes
- Disruption and recovery analyses for crises
- Evidence notes for education planning
専門家が問う問い。
- Who is in school, and who is actually learning?
- How do disasters, conflict and epidemics interrupt education, and what are the lasting effects?
- How does education change people’s capacity to prepare for and recover from shocks?
- Which interventions recover lost learning?
- How do skills システム prepare people for changing work?
Learning, disruption and capability.
Enrolment has expanded widely, but many children in school do not acquire foundational literacy and numeracy. Learning gaps follow income, gender, disability, language and location. Crises widen them: school closures interrupt learning and nutrition programmes, damaged buildings take time to rebuild, and the children most affected are usually those already behind. Learning losses can persist into adulthood as lower skills and earnings.
教育 also builds resilience. Educated households tend to have better health, more diversified livelihoods and greater ability to use warnings and information. In the capability approach, education expands the real freedoms people have to choose how to live. Skills システム shape whether workers can adapt as technology and 気候変動 alter labour markets.
Gender shapes these effects. In many settings girls are more likely to be withdrawn from school during economic stress or displacement, and to face early marriage, while boys may be pulled into work; recovery measures that ignore these differences leave gaps that persist into adulthood.
Evidence on learning.
Learning assessments
Standardised and household-based assessments measure what children learn; comparability across システム is limited.
学校の記録
Enrolment, attendance and infrastructure data from education systems; quality varies.
Impact studies
Evaluations of remedial learning, school feeding and distance learning; effects depend on context.
Limits: out-of-school and displaced children are often missing from data, and short-term test results capture only part of what education provides.
Where this page’s references lead.
このページの読解の基準となる機関と文書。状態と版は変わります。各リンクは発行機関へ移動します。
質問と回答。
What is learning poverty?
What is the capability approach?
How do crises affect education?
Does the platform design curricula?
Can remote learning replace schools in a crisis?
Why is education a risk topic?
このページからエビデンスを提供する。
報告書 is the Consortium’s quarterly publication. What you know about this subject can become evidence, a case or a correction in the next edition, credited to you and published under CC BY 4.0 where it is your own work.
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