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SDG global indicator 4.1.1 is the percentage of students meeting a minimum proficiency level in reading and mathematics in grade 2 or 3, at the end of primary and at the end of lower secondary education. 

The impact of school closures during COVID-19 on learning could be one of the pandemic’s most costly long-term consequences.  Globally only one in three children, and one in six of the poorest children, had access to the internet.  Effects on learning will depend on school closures’ duration, remote learning modality and the extent of support to students, all of which varied greatly between and within countries.  There is also clear evidence that effects differ by socioeconomic status. 

Learning levels are particularly low in sub-Saharan Africa. All children are born to learn, yet only one in five children who reach the end of primary school on the continent achieve the minimum proficiency level required for them to continue their education and fulfil their potential. When completion and learning statistics are combined, the results show that children in Africa are around one fifth as likely as children in the rest of the world to be prepared for the future. 

All children are #Borntolearn. But so many never do. Visit our website which is dedicated to showcasing the education journeys of four school children in Africa, Godfred, Priscilla, Rougui and Pape. As part of the GEM Report Spotlight Series, this platform offers an exclusive glimpse into the lives of these young learners as they navigate their educational paths in diverse contexts.

Embark on a virtual journey as you explore the unique experiences, aspirations, and accomplishments of these remarkable children.