[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-108818-en":3,"doc-seo-108818-105":30,"detail-sidebar-cat-0-en-105":92},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":4,"category_id":11,"category_name":12,"doc_title":13,"doc_description":14,"doc_content":15,"file_id":16,"file_url":17,"file_type":18,"file_size":19,"view_count":20,"is_deleted":4,"is_public":21,"is_downloadable":21,"audit_status":21,"page_count":22,"language":23,"language_code":24,"site_id":25,"html_lang":24,"table_of_contents":26,"faqs":27,"seo_title":13,"seo_description":14,"update_tm":28,"read_time":29},108818,2336464648746,"Skyler","https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c",8,"Research & Report","Philippine Basic Education System - Strengthening Effective Learning During the COVID-19 Pandemic and beyond","The policy brief addresses how COVID-19–driven school closures create long-term learning loss with consequences for education outcomes and children’s future economic potential in the Philippines. It highlights estimated learning poverty levels and projected lifetime earnings impacts, alongside key short-term effects on enrollment and equitable access under distance learning. Based on nationwide survey evidence, the note proposes options to expand optional in-person schooling, improve distance learning delivery, run re-enrollment campaigns, and implement high-impact learning recovery programs guided by individual assessments.","Dc los rs ru Auor ez Pub lc D iic os rls reu Authrr z d Pub lc D c os reisc os ru Auor ez   \nPhilippine Basic Education System:  \nStrengthening Effective Learning During the COVID-19 Pandemic and beyond  \nP lub licc Di c os resc os rl u Authorized Pub lc  \nPhilippines COVID-19 Monitoring Survey Policy Notes | May 2021 [wbg.org/philippines/covidmonitor](wbg.org/philippines/covidmonitor)  \nExecutive Summary  \nSchool closures and learning loss during the COVID-19 pandemic can have along-term negative impact on the current cohort of school children. Global evidence from past health and disaster-related emergencies show that the impact extends well beyond the period of the disaster or pandemic. Learning poverty—the share of 10-year-old children who cannot read and understand a simple story—for the Philippines was estimated at 69.5 percent in 2019 and is expected to rise further due to the pandemic.  \nSchool closures and long-term learning loss are also likely to affect the children’s economic potential and productivity in adulthood, thus undermining the country’s competitiveness. It is estimated that due to learning losses, an average annual earning per student will decrease by $893-1,137 (in 2017 PPP$) or a loss of present value of individual lifetime earnings by $16,287-20,752 (in 2017 PPP$) .1  \nKey short-term impacts include:  \nOverall basic education enrollment was six percent lower this year than last year, placing additional 1.6 million students out of school;  \nChildren who are enrolled face many challenges to effective learning under the current distance learning modality;  \nSuch challenges are greater for lower income households who have limited resources for better access;  \nThere is high demand for returning to in-person classes, and such demand is higher for lower income households and women; and  \nFears for viruses are still of concern among some households in the return to school.  \n§ This note was prepared by Yoonyoung Cho, Sachiko Kataoka, and Sharon Piza. The team appreciates Toby Linden, Ronald Mutasa, and Clarissa David for great comments and guidance. Special thanks go to Moira Enerva for her excellent support. Photos by Adrienne Babiera Mendoza.  \n1 Azevedo and Cloutier, forthcoming, Learning in the time of COVID.  \n1  \nBased on these findings, the note highlights the following policy options:  \nThere is an urgent need to offer in-person schooling for children whose parents want it, though this should remain optional for now given the rampant fear of the virus.  \nDelivery of distance learning must be improved–by strengthening communication between teachers and students, engaging parents/guardians actively in education, improving the quality of paper modules, providing materials for early graders in local languages, and enhancing awareness of the complementary learning platforms.  \nRe-enrollment campaigns and provision of alternative learning options can be widely carried out to address the concern that dropouts this year might not return to formal education given the extended period of school closure.  \nHigh-impact learning recovery programs are needed. Given the huge learning loss, it is essential to implement learning recovery programs based on assessments of individual students’ learning levels. These programs will be needed for virtually all students, whether they are offered in-person schooling or continuing to learn remotely.  \nNote: This policy brief is based primarily on two nationwide surveys that provided a snapshot of the education conditions and their impact on children: the High Frequency Monitoring (HFM) Household Survey carried out in December 2020; and the COVID-19 Low Income Household Panel and Economic (HOPE) Survey targeting poor and near-poor households carried out in October 2020.  \n2  \nAs of early May 2021, the Philippines is one of only two countries in the East Asia and the Pacific (EAP) Region that is yet to resume  \nin-person classes since the beginning of the COVID-19 pandemic. Some ","cbCaiaRS30Tvs5YP","https://ap.wps.com/l/cbCaiaRS30Tvs5YP","pdf",1976935,5,1,11,"English","en",105,"# Executive Summary\n## Key short-term impacts\n## Policy options\n## Survey basis and context","[{\"question\":\"What are the main consequences of COVID-19 school closures described in the executive summary?\",\"answer\":\"School closures and learning loss can extend well beyond the pandemic, increasing learning poverty and undermining children’s adult productivity and economic potential.\"},{\"question\":\"Which short-term impacts on education does the note highlight?\",\"answer\":\"It reports lower basic education enrollment, multiple challenges for effective distance learning, greater difficulties for lower-income households, high demand for returning to in-person classes, and ongoing virus-related fears.\"},{\"question\":\"What policy options does the note recommend to respond to learning loss?\",\"answer\":\"It calls for urgent optional in-person schooling for interested families, improving distance learning delivery, re-enrollment campaigns with alternative options, and high-impact learning recovery programs based on student 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