Thailand Learning Poverty Brief July 2021 LEARNING POVERTY: A WORLD BANK-UIS INDICA- LEARNING POVERTY IN THAILAND TOR TO HIGHLIGHT THE LEARNING CRISIS • Learning Poverty. 23 percent of children in Thailand All children should be able to read by age 10. Reading is a at late primary age today are not pro cient in reading, gateway for learning as the child progresses through school— adjusted for the out-of-school children. and conversely, an inability to read constrains opportunities for further learning. Reading pro ciency is also critical for • Learning Deprivation. Large-scale learning assess- foundational learning in other subjects. ments of students in Thailand indicate that 22 percent do not achieve the MPL at the end of primary school, In low- and middle-income countries, more than half the proxied by data from grade 4 in 2011. children cannot read and understand a simple story by the end of primary school. This learning crisis threatens coun- • Schooling Deprivation. In Thailand, 2 percent of pri- tries’ e orts to build human capital and achieve the Sustain- mary school-aged children are not enrolled in school. able Development Goals (SDGs), undermining sustainable These children are excluded from learning in school. growth and poverty reduction. Tackling the learning crisis in the foreseeable future requires For countries with very low Schooling Deprivation, the share rapid progress at a scale that has not been seen yet. To gal- of children with Learning Deprivation will be very close to vanize action on this crisis, we introduced the concept of the reported Learning Poverty. Learning Poverty (LP), a measure constructed jointly by the Notes: The LP number for Thailand is calculated using the Global Learning Assessment World Bank and the UNESCO Institute for Statistics (UIS). Database (GLAD) harmonization based on TIMSS and the MPL threshold used was level Low (400 points). For more details, please consult the GLAD and Learning Poverty reposi- WHAT IS LEARNING POVERTY? tories in GitHub. Learning Poverty means being unable to read and understand BENCHMARKING THAILAND’S LEARNING POVERTY a short, age-appropriate text by age 10. All foundational skills are important, but we focus on reading because: (i) read- Learning Poverty in Thailand is 11.1 percentage points lower ing pro ciency is an easily understood measure of learning; than the average for the East Asia and Paci c region and 8.8 (ii) reading is a student’s gateway to learning in every other percentage points lower than the average for upper middle area; and, (iii) reading pro ciency can serve as a proxy for income countries. foundational learning in other subjects. The Learning Poverty indicator allows us to illustrate Figure 1. Learning Poverty and components progress toward SDG 4’s broader goal to ensure inclusive and equitable quality education for all. It particularly high- lights progress towards SDG 4.1.1b, which speci es that all children at the end of primary reach at least a minimum pro ciency level (MPL) in reading. HOW IS LEARNING POVERTY MEASURED? The indicator combines the share of primary-aged children out-of-school who are Schooling Deprived (SD), and the share of pupils below a minimum pro ciency in reading, who are Learning Deprived (LD). By combining schooling and learning, the indicator brings into focus both “more school- ing”, which by itself serves a variety of critical functions, as well as “better learning,” which is important to ensure that time spent in school translates into acquisition of skills and capabilities. LP = SD + [(1 − SD) × LD] Source: UIS and World Bank as of May 2021. Notes: (1) Yellow circle represents Thailand; (2) Gray circles represent other countries; and, where, LP is Learning Poverty; LD , Learning Deprivation, is share of children at the end (3) Vertical lines re ect the averages of Thailand’s region and income group. of primary below minimum pro ciency, as de ned by the Global Alliance to Monitor Learning (GAML) in the context of the SDG 4.1.1b monitoring; SD , Schooling Deprivation, is the share of primary-aged children who are out-of-school, and is linked to SDG 4.1.4. All out-of-school children are implicitly assumed to be below minimum pro ciency. The data used to calculate Learning Poverty has been made possible thanks to the work of the Global Alliance to Moni- tor Learning led by UIS, which established minimum pro- ciency levels that enable countries to benchmark learning across di erent cross-national and national assessments. Thailand Learning Poverty Brief July 2021 HOW DOES THAILAND’S GENDER GAP COMPARE PRIMARY EDUCATION EXPENDITURE GLOBALLY? Primary education expenditure per child of primary educa- As in most countries, Learning Poverty is higher for boys tion age in Thailand is USD 3,566 (PPP), which is 3.1% above than for girls in Thailand. the average for the East Asia and Paci c region and 66.7% above the average for upper middle income countries. This result is a composition of two e ects. First, the share of out-of-school children is lower for boys (1.8%) than for girls (2.2%). Figure 3. Expenditure per child of primary school age Second, boys are less likely to achieve minimum pro ciency at the end of primary school (25%) than girls (18.8%) in Thai- land. Table 1 shows sex disaggregation for Learning Poverty and Human Capital Index (HCI) education components when- ever available. Table 1. Sex Disaggregation Indicators and Components Boys Girls All Source: UIS and World Bank as of May 2021. Note: Primary education expenditure per child is calculated as total expenditure on primary education divided by total number of children Learning Poverty 26.3 20.6 23.5 of primary school age. Data for Thailand is from 2013. Learning Deprivation 25 18.8 21.9 Schooling Deprivation 1.8 2.2 2 Human Capital Index 0.59 0.63 0.61 DATA AND DATA GAPS ON LEARNING AND SCHOOL- Learning-Adjusted Years of Schooling 8.4 8.9 8.7 ING IN THAILAND Source: UIS and World Bank for LP, LD and SD as of May 2021; EdStats/WDI (World Thailand administers a National Large-Scale Assessment Development Indicators) for HCI and LAYS (Learning-Adjusted Years of Schooling); The (NLSA) at the end of primary school, according to UIS SDG Full Learning Poverty database is available for download at the Development Data Hub. 4.1.1b monitoring. If this NLSA is mapped against the SDG 4 Global Pro ciency Framework using policy linking, stu- dent linking or item linking, it may be possible to monitor Figure 2. Gender Gap - Learning Poverty by Sex Learning Poverty with it in the future. Thailand participated in the following published cross- national learning assessments in recent years: TIMSS (2007, 2011, 2015) and PISA (2000, 2006, 2009, 2012, 2015, 2018). Thailand has not participated in the World Bank’s LeAP di- agnostic exercise to analyze its assessment system. To get started, contact the LeAP team. The out-of-school adjustment in Learning Poverty relies on enrollment data. Our preferred de nition is the adjusted net primary enrollment rate (ANER) as reported by UIS. This data relies both on the population census and EMIS (Educa- tion Management Information System). We use enrollment data for the year closest to the assessment year. In the case of Thailand, ANER based on EMIS data is for 2009. Notes: The de nition of NLSA does not include National Exams; LeAP: Learning Assessment Source: UIS and World Bank as of May 2021. Notes: (1) - Yellow circle represents Thailand; Platform (LeAP-team@worldbank.org). TIMSS: Trends in International Mathematics and and, (2) The closer a country is to the dotted line the smaller its LP gender gap. Science Study. PISA: Programme for International Student Assessment. For questions re- lated to the data in the brief, contact the EduAnalytics team (eduanalytics@worldbank.org). POINT OF CONTACT Thailand: Dilaka Lathapipat East Asia and Paci c: Marie-Helene Cloutier #LearningPoverty Disclaimer: The numbers in this brief are based on data harmonization e orts by UIS and the World Bank to increase cross-country comparability of learning data. Therefore, numbers may be di erent from o cial statistics reported by governments. Such di erences are due to their di erent purposes, which can be global comparison or meeting national de nitions.