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Progress towards SDG 4, which aims to provide high-quality education and lifelong learning opportunities for all children, was severely disrupted by COVID-19.
There’s a lot out there on how to improve educational outcomes in low- and middle-income countries. On the one hand, one may be tempted to lean into Finnish education scholar Pasi Sahlberg’s critique: “There are so many ‘facts’ now available about how to fix education, that anyone…can easily gravitate towards data that confirms what they believe, and then select sources that deliver it.”
Governments cannot tackle the growth and resilience challenge on their own. The expectation that it can generate sustained growth and resilience without the private sector is both unreasonable and unrealistic.
Five years ago, in 2018, the World Bank published its first World Development Report (WDR) on Education, Learning to Realize Education’s Promise. At its core was the belief that across the world, education was in crisis.
The vast accumulation of data by organisations has given rise to highly comprehensive digital profiles of individuals, reaching an unprecedented level of granularity. Not all of this is happening with their consent. Also, companies are collecting all kinds of data on the presumption that all data is valuable.