世界银行-哥伦比亚地方一级的学习贫困（英）-2023.6-16页_948kb

Learning Poverty at the Local Level in Colombia

Introduction

Learning poverty is defined as the percentage of 10-year-olds unable to read and understand a simple text, combining schooling deprivation (children out of school) and learning deprivation (students unable to meet minimum reading proficiency standards). This paper extends this concept to provide local-level estimates for Colombia, highlighting disparities in education outcomes across municipalities.

Methodology

• Schooling deprivation is estimated using 2018 Colombian census data on enrollment rates.
• Learning deprivation is derived from 2017 Saber 5 reading assessments, categorizing performance into proficiency levels.

Results

• Local-level learning poverty varies significantly: rates range from below 20% to over 90%, with high rates in areas of multidimensional poverty, large ethnic minority populations, and regions with conflict histories.
• Key factors associated with higher learning poverty include higher multidimensional poverty levels, larger indigenous and Afro-Colombian populations, and designation as Priority Development Territories (PDETs).
• Public schools show higher learning deprivation (60% vs. 30% in private schools), attributed to insufficient resources, poor infrastructure, and lack of qualified staff.
• Comparison between the 13 largest cities and the rest of the country shows better outcomes in cities, but significant disparities persist.
• Overall learning poverty in Colombia underscores the need for interventions to improve foundational learning skills, particularly in public schools.

Conclusion

The analysis emphasizes the urgent need to reduce learning poverty in Colombia by enhancing educational quality in public schools and addressing socioeconomic and regional inequalities.