GCRI · 사회와 인간 개발
교육과 역량
교육 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.
팀이 이 주제를 따라가는 데 사용할 화면으로, 그 지표, 상태, 결정을 보여 줍니다. 이름은 예시이며 값은 설명용입니다.
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 증거 브리프 시리즈. UNESCO’s Global 교육 Monitoring Report tracks SDG 4.
- Learning disruption data.
- Evaluations of risk education.
How education and capabilities is modelled, measured and tested.
모형, 그 가정, 데이터, 불확실성을 과학자나 엔지니어가 확인할 형태로 제시합니다. 구조는 발행된 방법을 따릅니다. 제시된 값은 예시이며 결과가 아닙니다.
시스템 모형
The couplings between the systems in education and capabilities: signs of influence, a reinforcing and a balancing loop, and cross-links where stress jumps.
측정되는 것과 그 정확도.
각 지표에는 단위, 주기, 그 뒤의 출처 종류, 값에 붙을 근거 표시가 있습니다. 값은 표시하지 않습니다. 값은 프로그램이 자체 권한으로 제공합니다.
| 지표 | 단위 | 주기 | 출처 유형 | 라벨 |
|---|---|---|---|---|
| Out-of-school rate | percent of children of school age | 연간 | UIS data | 추정 |
| Learning poverty | percent of ten-year-olds unable to read and understand a simple text | 평가별 | World Bank and UIS estimates | 추정 |
| Minimum proficiency in reading and mathematics | percent of students | 평가별 | SDG indicator 4.1.1 assessments | 관측 |
| School days lost to closures | 일 | 사건별 | 교육 ministry records | 보고됨 |
| Gender parity index in enrolment | ratio | 연간 | UIS data | 공표 통계 |
| Education spending | GDP 대비 비율(%) | 연간 | UIS and budget data | 공표 통계 |
근거의 출처.
이름이 명시된 공개 데이터셋과 기관 기록으로, 각각 라이선스 등급이 있습니다. 협약에 따른 출처는 그 조건에 따라서만 사용하며 결코 재게시하지 않습니다.
| 출처 | 제공하는 것 | 라이선스 등급 |
|---|---|---|
| UNESCO 통계연구소 | Enrolment, completion, learning and spending | Open, CC BY-SA 3.0 IGO |
| UNESCO Global 교육 Monitoring Report | Analysis of progress on education goals | Public, UNESCO terms |
| International learning assessments such as PISA, TIMSS, PIRLS and regional assessments | 학습 성과 | 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) |
누가 결정하며 근거는 무엇에 쓰이는지.
Society and Human Development prepares evidence. The decisions below are taken by the authorities named, under their own rules, and never by the platform.
| 결정 주체 | 질문 | 이 페이지가 제공하는 근거 |
|---|---|---|
| 교육 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 |
이 주제가 생산하는 산출물
- Access and learning profiles by group
- Evaluations of foundational learning programmes
- Disruption and recovery analyses for crises
- Evidence notes for education planning
전문가가 묻는 질문.
- 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 시스템 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.
교육 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 시스템 shape whether workers can adapt as technology and 기후변화 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 시스템 is limited.
학교 기록
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.
연구되는 방식과 방법이 말할 수 없는 것.
Where this page’s references lead.
이 페이지를 읽을 때 기준이 되는 기구와 문서. 상태와 판은 바뀌며, 각 링크는 발행 기구로 연결됩니다.
질문과 답변.
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?
이 페이지에서 증거를 기여하십시오.
보고서 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.
- 이메일게이트웨이 GW-GCRI이 페이지에서 보내기증거, 정정, 사례, 방법, 검토, 번역 또는 프로필 입력 자료. 이 페이지의 태그가 붙어 도착하므로, 이를 담당하는 편집자가 받게 됩니다.
- Zenodo개방형 예치기탁하고 커뮤니티에 제출하기ORCID iD로 Zenodo에 직접 기록을 게시한 뒤, 그곳의 Reports 커뮤니티에 제출하십시오. 큐레이터가 검토하며, DOI는 귀하의 것으로 남습니다.
- 보고서GCRI모든 기여 방법 보기기여 유형, 각각의 검토 방식, 받게 되는 크레디트, 라이선스, 그리고 절대 받지 않는 것.
개인정보, 민감한 인프라 세부 정보, 공유할 권리가 없는 자료는 절대 보내지 마십시오. 기여물은 사용 전에 검토됩니다. 기여물을 보낸다고 해서 저작자 지위나 편집 권한이 부여되지 않으며, 후원으로 조사 결과를 얻을 수 없습니다.
방법, 데이터세트 또는 질문을 가져오십시오.
정보와 문의는 오늘부터 열려 있습니다. 문의에는 참조 번호가 부여되고 다음 단계가 안내됩니다. 신청, 결제, 컴퓨팅 할당, 등록은 해당 팀, 약관, 심사 역량이 갖추어졌을 때만 열립니다.
법률 문서.
이 사이트의 지도, 데이터와 그림은 맥락과 일반 정보로 제시됩니다. 조언, 예보 또는 경보가 아니며, 정보의 한계는 면책 고지와 데이터 고지에 나와 있습니다.