世界银行-新冠肺炎学校关闭、学习损失和代际流动（英）-2023.3-37页_729kb

The research investigates the longer-term inequality implications of COVID-19 by examining school closures, learning losses, and their impact on intergenerational educational mobility.

Global simulations show that school closures led to reduced learning-adjusted years of schooling, with significant declines in both absolute and relative intergenerational mobility.

In high-income and upper-middle-income countries, absolute mobility could decline by up to 9 percentage points, while in low-income countries, the decline is smaller but still concerning given pre-pandemic trends.

The effects are uneven: poorer socioeconomic groups experience disproportionate learning losses, exacerbating existing inequalities and worsening inequality of opportunity.

Simulation results highlight that without remedial interventions, COVID-19 school closures could reverse gains in mobility and contribute to long-term poverty and inequality, emphasizing the need for targeted education recovery policies.