Brasil só deve dominar Leitura em 260 anos, aponta estudo do Banco Mundial Relatorio Banco Mundial _Learning

OVERVIEW
Learning to realize
education’s promise
“Education is the most powerful weapon we can use to change the world.”
NELSON MANDELA (2003)
“ If your plan is for one year, plant rice. If your plan is for ten years, plant trees.
If your plan is for one hundred years, educate children.”
KUAN CHUNG (7TH CENTURY BC)
Schooling is not the same as learning. In Kenya,
Tanzania, and Uganda, when grade 3 students were
asked recently to read a sentence such as “The
name of the dog is Puppy,” three-quarters did not
understand what it said. 1 In rural India, just under
three-quarters of students in grade 3 could not solve
a two-digit subtraction such as 46 – 17, and by grade
5 half could still not do so. 2 Although the skills of
Brazilian 15-year-olds have improved, at their current
rate of improvement they won’t reach the richcountry
average score in math for 75 years. In reading,
it will take more than 260 years. 3 Within countries,
learning outcomes are almost always much worse
for the disadvantaged. In Uruguay, poor children in
grade 6 are assessed as “not competent” in math at
five times the rate of wealthy children. 4 Moreover,
such data are for children and youth lucky enough to
be in school. Some 260 million aren’t even enrolled in
primary or secondary school. 5
These countries are not unique in the challenges
they face. (In fact, they deserve credit for measuring
student learning and making the results public.)
Worldwide, hundreds of millions of children reach
young adulthood without even the most basic life
skills. Even if they attend school, many leave without
the skills for calculating the correct change from a
transaction, reading a doctor’s instructions, or interpreting
a campaign promise—let alone building a
fulfilling career or educating their children.
This learning crisis is a moral crisis. When delivered
well, education cures a host of societal ills.
For individuals, it promotes employment, earnings,
health, and poverty reduction. For societies, it spurs
innovation, strengthens institutions, and fosters
social cohesion. But these benefits depend largely
on learning. Schooling without learning is a wasted
opportunity. More than that, it is a great injustice:
the children whom society is failing most are the ones
who most need a good education to succeed in life.
Any country can do better if it acts as though learning
really matters. That may sound obvious—after
all, what else is education for? Yet even as learning
goals are receiving greater rhetorical support, in
practice many features of education systems conspire
against learning. This Report argues that countries
can improve by advancing on three fronts:
• Assess learning—to make it a serious goal. This
means using well-designed student assessments
to gauge the health of education systems (not
primarily as tools for administering rewards and
punishments). It also means using the resulting
Overview | 3