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Making smart and effective investments in people's education is essential to develop the human capital with which extreme poverty will end. The strategy focuses on addressing the learning crisis, end learning poverty and help young people acquire the advanced cognitive, social-emotional, technical and digital skills they need to thrive in today's world.

The lives of young children, students, and youth have been disrupted by COVID-19. The global education crisis has been worsened by the disruptions caused by the Pandemic in societies and economies, in ways never seen before.

The generation of the worst educational crisis of the last century is one of the many dramatic effects of the Pandemic. Between February 2020 and February 2022, schools were fully closed for in-person learning for 141 days on average. In South Asia and Latin America and the Caribbean, the lockdowns lasted more than 200 days.

It was already clear that there was a global learning crisis before COVID-19. The learning poverty indicator (i), created by the World Bank and the United Nations Educational, Scientific and Cultural Organization (Unesco) Institute for Statistics and released in 2019, provides data A simple, yet serious, measure of the magnitude of this learning crisis: the proportion of 10-year-olds who cannot read or understand a short, age-appropriate text.

In low- and middle-income countries, the percentage of children affected by learning poverty (i) – which was already 57% before the pandemic – could reach 70% due to prolonged school closures and the widening digital divide that reduced the effectiveness of distance learning during such closures and jeopardized the achievement of the SDG 4 targets. Since the start of the COVID-19 Pandemic, face-to-face instruction has lost an estimated 2 trillion hours, a number that continues to increase.

Learning losses have been suffered by children and youth during the Pandemic.

The damage has been very pronounced based on the data from a variety of countries. Learning losses are caused by school closings, reflecting the limited effectiveness of distance learning.

The effects of school closings go beyond learning.

This generation of children could lose $21 trillion in lifetime income in the current value, or the equivalent of 18% of the GDP, which is a marked increase from the estimated $17 trillion loss in 2021.

The catastrophe of inequality was caused by COVID-19.

There was a great disparity in access to and use of distance learning during school closings in most countries. Children from disadvantaged households were less likely to benefit from remote learning due to a lack of electricity, devices and support from their caregivers. There were significant barriers to participation in distance learning activities for girls, students with disabilities and younger children.

463 million children were unable to access remote learning during school closings.

The mental health of children was also affected by the risks of violence and child labor. The situation is more serious for girls, who are more vulnerable to situations of violence. Children with disabilities, ethnic minorities, refugees and displaced populations are less likely to resume their studies after a crisis.

The youngest children were hardest hit by school disruptions. In many countries, preschools were closed longer and there wasn't much support for distance learning activities.

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