南亚学习评估活动追踪者

Contents List of acronymsAcknowledgmentsExecutive summary1. BackgroundRationale and regional relevancePurpose of the Learning Assessment TrackerAlignment with global and regional education goals and learning indicators2. Methodology and data sourcesAnalytical frameworkData collection and validation356881212131313 Pakistan Sri Lanka Annex 3. Detailed country evidence on large-scale assessments and use of their results Area 1. International large-scale assessment participationArea 2. National large-scale assessment implementation Acknowledgments This report was prepared by a team led by Diego Luna-Bazaldua (Senior Education Specialist, HSAE1)and Sachiko Kataoka (Senior Economist, HSAE1), building on a draft note produced by Marguerite Clarke(Lead Education Specialist, HSAE1). The team is grateful for the overall guidance and support provided by The team benefited greatly from insightful comments and technical inputs provided by Marie-HeleneCloutier (Senior Economist, WKHE1), Horacio Alvarez Marinelli (Senior Economist, HLCED), ElisabethSedmik (Economist, HMAPE), Karina Diaz (ET Consultant, WKHE1), and Shailendra Sidgel (Statistical Additional valuable inputs and country profile reviewers were provided by Ingrid Bjerke (Senior EducationSpecialist, HSAE1), Matiullah Noori (Senior Education Specialist, HSAE1), D. H. C. Aturupane (LeadEconomist, HSAE1), Saher Asad (Economist, HMAPE), Maliha Hyder (Education Specialist, HMAPE),Monica Yanez Pagans (Senior Economist, HSAE1), Toby Linden (Lead Economist, HSAE1), Laura Natalia The team would also like to acknowledge the close collaboration with counterparts from the UnitedNations Children’s Fund (UNICEF) Regional Office for South Asia (ROSA), particularly Matt Brossard, So The preparation of this report was supported by Skills Collaboration & Action for Learning andEmployability platform. The findings, interpretations, and conclusions expressed in this report are those Executive summary South Asian countries have made important progress in expanding access to education and undertaking major sector reforms.Still, the quality of education and student learning levels across theregion remain below global expectations. Today, an estimated 781percent of 10-year-olds in South Asiaare unable to read and understand an age-appropriate text. Millions of children also struggle to masterfoundational numeracy skills, which are essential for academic progression and future employability. In response to this need, the Tracker of Learning Assessment Activities in South Asia has beendeveloped as a regional public good under the World Bank’s Skills Collaboration & Action for Learningand Employability (SCALE) platform.The Tracker consolidates a comprehensive overview of nationaland international learning assessment activities across the countries of South Asia. It brings together Despite commitment to monitor learning across the region, learning assessment systems vary widelyin terms of maturity, sustainability, and technical consistency.Figure 1 summarizes the main systemic Changing technical methodologies. Frameworks, sampling, and score scaling vary across cycles. Project-based financing. Dependence on external funding affects system sustainability. Limited use of results. Findings are not systematically used for curriculum, teacher development, or 1The 78 percent figure is a regional estimate based on available data and modeling assumptions. It reflects aggregated estimates for Afghanistan,Bangladesh, Bhutan, India, Maldives, Nepal, Sri Lanka, and Pakistan. Bhutan, Maldives, Nepal, and Sri Lanka do not currently have officiallyreported learning poverty values; however, they are included using proxy or modeled estimates. The learning poverty report from2022covers in Each country profile included in the Tracker offers a diagnosis of progress and remainingconstraints, while the cross-country analysis highlights common challenges for the region, including fragmentation of efforts, reliance on external financing, limited dissemination, and insufficientmechanisms for translating assessment results into improved classroom practice. Taken together, these The primary audience of the Tracker is national and subnational policymakers, as well as managementand technical teams in government agencies responsible for assessment, curriculum development,teacher training, and education planning. For these stakeholders, the Tracker provides a consolidatedevidence base that can guide the design of more coherent, sustainable, and technically robustassessment systems. Policymakers can use the findings to clarify institutional roles and plan stable As a secondary audience, staff from development partner agencies and other research institutionswill also find the Tracker valuable, as it aims to strengthen coordination across actors, reduceduplication of efforts, and encourage the adoption of consistent technical standards across South Asia.For the World Bank, the Tracker provides a str