GCRI · 社会与人类发展
教育与能力
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: 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.
团队跟踪该主题时会使用的界面：其指标、状态与决策。名称为示例，数值仅作示意。
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 |
How education and capabilities is modelled, measured and tested.
模型、其假设、数据和不确定性，以科学家或工程师会核查的形式呈现。结构遵循已发表的方法。所取数值仅为示意，不是研究发现。
系统模型
The couplings between the systems in education and capabilities: signs of influence, a reinforcing and a balancing loop, and cross-links where stress jumps.
衡量什么，以及衡量得如何。
每个指标都注明其单位、频率、背后的来源类型以及数值将附带的证据标签。此处不显示数值：数值由计划依据其自身权限提供。
| 指标 | 单位 | 节奏 | 来源类型 | 标签 |
|---|---|---|---|---|
| Out-of-school rate | percent of children of school age | 年度 | UIS data | 估算 |
| Learning poverty | percent of ten-year-olds unable to read and understand a simple text | 每次评估 | World Bank and UIS estimates | 估算 |
| Minimum proficiency in reading and mathematics | percent of students | 每次评估 | SDG indicator 4.1.1 assessments | 观测 |
| School days lost to closures | 天 | 每个事件 | 教育 ministry records | 已报告 |
| Gender parity index in enrolment | ratio | 年度 | UIS data | 已发布统计 |
| Education spending | 占 GDP 的百分比 | 年度 | UIS and budget data | 已发布统计 |
证据来自何处。
具名公共数据集与机构记录，各自注明许可类别。依协议获得的来源仅按其条款使用，绝不再次发布。
| 来源 | 它提供什么 | 许可类别 |
|---|---|---|
| UNESCO 统计研究所 | 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 | 学习成果 | 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) |
由谁决定，以及证据服务于什么。
Society and Human Development prepares evidence. The decisions below are taken by the authorities named, under their own rules, and never by the platform.
| 谁来决定 | 问题 | 本页面服务的证据 |
|---|---|---|
| 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 |
该主题产生的产出
- Access and learning profiles by group
- Evaluations of foundational learning programmes
- Disruption and recovery analyses for crises
- Evidence notes for education planning
专家提出的问题。
- 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 系统 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 系统 shape whether workers can adapt as technology and 气候变化 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 系统 is limited.
学校记录
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.
阅读本页时所对照的机构和文件。状态和版本会变化；每个链接都指向发布机构。
问题与解答。
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?
从本页贡献证据。
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