Learning “Loss” and Learning “Gain” in Primary School Years

Abstract

The COVID-19 pandemic led to a sudden and prolonged closure of schools globally. While it was well known that there was a “learning crisis” for elementary school children, at least in countries of sub-Saharan Africa and in South Asia, the COVID-19 related school closures have deepened concern that “learning loss” is inevitable and likely to be substantial. Much of the existing research on “learning loss” is connected to what children lose in summer holidays. This literature is largely from the United States and other western countries. There are also analyses of the long run impact of disasters on children’s learning levels in developing countries (for example, the recent Andrabi et al RISE Working Paper on the aftermath of the Pakistan earthquake is a good example of such work). In India, as well as globally, there is widespread concern that economic hardships faced by families will have consequences for children’s schooling in terms of disruption and discontinuities. In addition, the worry about “learning loss” is shared by households, communities, and governments. The fact that basic learning levels were worryingly low before the COVID crisis and that further “learning loss” may be significant adds to the deepening concern about an already inequitable situation widening divides: disadvantaged children suffering further disadvantage. As we look forward to reopening schools and to start planning for what to do immediately after schools open, many questions come to mind: Is there data about “learning loss” and “learning gain” available for India that can guide our planning? This research is part of the ‘Research on Improving Systems of Education’ programme