The projection is among the findings of , published by the World Bank, the UN Educational, Cultural and Scientific Organization () and the UN Children’s Fund ().  The figure is calculated in present value, representing roughly 14 per cent of current Gross Domestic Product (GDP).  It far exceeds the $10 trillion estimates from a year ago, revealing that the impact is more severe than previously thought. 

Loss ‘morally unacceptable’ 

The pandemic brought education systems across the world to a halt, said Jaime Saavedra, World Bank Global Director for Education.  More than 20 months later, millions of children remain shut out of school, while others may never return.  Furthermore, the report shows that in low and middle-income countries, the share of children living in “learning poverty” could jump from 53 per cent to 70 per cent.  “The loss of learning that many children are experiencing is morally unacceptable,” Mr. Saavedra. “And the potential increase of ‘learning poverty’ might have a devastating impact on future productivity, earnings, and well-being for this generation of children and youth, their families, and the world’s economies.”  The report reveals that real data is now corroborating simulations estimating that school closures resulted in significant learning losses. 

Education inequities worsen 

Regional evidence from countries such as Brazil, Pakistan, India, South Africa and Mexico detail substantial losses in maths and reading skills, sometimes roughly proportional to the length of school closures.  There was also diversity across countries, and by subject, students’ socioeconomic status, gender, and grade level.    However, evidence from across the world suggests the pandemic has exacerbated inequities in education, with children from low-income households, those with disabilities, as well as girls, less likely to access remote learning.  Additionally, younger students had less access to remote learning and were more affected by learning loss than older counterparts, especially pre-school age children.  Furthermore, the most marginalized or vulnerable students were disproportionately impacted, among other findings. 

Reopening, a priority 

Robert Jenkins, UNICEF Director of Education, called for reopening schools, and keeping them open, to “stem the scars on this generation”, while warning of the risks of inaction.  “The pandemic shut down schools across the world, disrupting education for 1.6 billion students at its peak, and exacerbated the gender divide,” he said.  “In some countries, we’re seeing greater learning losses among girls and an increase in their risk of facing child labor, gender-based violence, early marriage, and pregnancy.”  With less than three per cent of government stimulus packages allocated to education, the report underlines the need for greater funding.  Reopening schools must remain a top and urgent priority globally, while countries should implement Learning Recovery Programmes to ensure students in this generation will attain at least the same competencies as their predecessors.   At the same time, techniques like targeted instruction can support learning recovery, meaning teachers can align instruction to the learning levels of students. 

Resilient education systems 

Stefania Giannini, UNESCO Assistant Director-General for Education, underscored the need for government action.  “With government leadership and support from the international community, there is a great deal that can be done to make systems more equitable, efficient, and resilient, capitalizing on lessons learned throughout the pandemic and on increasing investments,” she said, while stressing the need to prioritize children and youth.   To build more resilient education systems for the long-term, the report calls for countries to consider taking steps such as investing in the enabling environment to unlock the potential of digital learning opportunities for all students.  The role of parents, families, and communities in children’s learning must also be reinforced.  At the same time, teachers should have support and access to high-quality professional development opportunities, while the share of education should be increased in the national budget allocation of stimulus packages.

The projection is among the findings of , published by the World Bank, the UN Educational, Cultural and Scientific Organization () and the UN Children’s Fund ().  The figure is calculated in present value, representing roughly 14 per cent of current Gross Domestic Product (GDP).  It far exceeds the $10 trillion estimates from a year ago, revealing that the impact is more severe than previously thought. 

Loss ‘morally unacceptable’ 

The pandemic brought education systems across the world to a halt, said Jaime Saavedra, World Bank Global Director for Education.  More than 20 months later, millions of children remain shut out of school, while others may never return.  Furthermore, the report shows that in low and middle-income countries, the share of children living in “learning poverty” could jump from 53 per cent to 70 per cent.  “The loss of learning that many children are experiencing is morally unacceptable,” Mr. Saavedra. “And the potential increase of ‘learning poverty’ might have a devastating impact on future productivity, earnings, and well-being for this generation of children and youth, their families, and the world’s economies.”  The report reveals that real data is now corroborating simulations estimating that school closures resulted in significant learning losses. 

Education inequities worsen 

Regional evidence from countries such as Brazil, Pakistan, India, South Africa and Mexico detail substantial losses in maths and reading skills, sometimes roughly proportional to the length of school closures.  There was also diversity across countries, and by subject, students’ socioeconomic status, gender, and grade level.    However, evidence from across the world suggests the pandemic has exacerbated inequities in education, with children from low-income households, those with disabilities, as well as girls, less likely to access remote learning.  Additionally, younger students had less access to remote learning and were more affected by learning loss than older counterparts, especially pre-school age children.  Furthermore, the most marginalized or vulnerable students were disproportionately impacted, among other findings. 

Reopening, a priority 

Robert Jenkins, UNICEF Director of Education, called for reopening schools, and keeping them open, to “stem the scars on this generation”, while warning of the risks of inaction.  “The pandemic shut down schools across the world, disrupting education for 1.6 billion students at its peak, and exacerbated the gender divide,” he said.  “In some countries, we’re seeing greater learning losses among girls and an increase in their risk of facing child labor, gender-based violence, early marriage, and pregnancy.”  With less than three per cent of government stimulus packages allocated to education, the report underlines the need for greater funding.  Reopening schools must remain a top and urgent priority globally, while countries should implement Learning Recovery Programmes to ensure students in this generation will attain at least the same competencies as their predecessors.   At the same time, techniques like targeted instruction can support learning recovery, meaning teachers can align instruction to the learning levels of students. 

Resilient education systems 

Stefania Giannini, UNESCO Assistant Director-General for Education, underscored the need for government action.  “With government leadership and support from the international community, there is a great deal that can be done to make systems more equitable, efficient, and resilient, capitalizing on lessons learned throughout the pandemic and on increasing investments,” she said, while stressing the need to prioritize children and youth.   To build more resilient education systems for the long-term, the report calls for countries to consider taking steps such as investing in the enabling environment to unlock the potential of digital learning opportunities for all students.  The role of parents, families, and communities in children’s learning must also be reinforced.  At the same time, teachers should have support and access to high-quality professional development opportunities, while the share of education should be increased in the national budget allocation of stimulus packages.

The projection is among the findings of , published by the World Bank, the UN Educational, Cultural and Scientific Organization () and the UN Children’s Fund ().  The figure is calculated in present value, representing roughly 14 per cent of current Gross Domestic Product (GDP).  It far exceeds the $10 trillion estimates from a year ago, revealing that the impact is more severe than previously thought. 

Loss ‘morally unacceptable’ 

The pandemic brought education systems across the world to a halt, said Jaime Saavedra, World Bank Global Director for Education.  More than 20 months later, millions of children remain shut out of school, while others may never return.  Furthermore, the report shows that in low and middle-income countries, the share of children living in “learning poverty” could jump from 53 per cent to 70 per cent.  “The loss of learning that many children are experiencing is morally unacceptable,” Mr. Saavedra. “And the potential increase of ‘learning poverty’ might have a devastating impact on future productivity, earnings, and well-being for this generation of children and youth, their families, and the world’s economies.”  The report reveals that real data is now corroborating simulations estimating that school closures resulted in significant learning losses. 

Education inequities worsen 

Regional evidence from countries such as Brazil, Pakistan, India, South Africa and Mexico detail substantial losses in maths and reading skills, sometimes roughly proportional to the length of school closures.  There was also diversity across countries, and by subject, students’ socioeconomic status, gender, and grade level.    However, evidence from across the world suggests the pandemic has exacerbated inequities in education, with children from low-income households, those with disabilities, as well as girls, less likely to access remote learning.  Additionally, younger students had less access to remote learning and were more affected by learning loss than older counterparts, especially pre-school age children.  Furthermore, the most marginalized or vulnerable students were disproportionately impacted, among other findings. 

Reopening, a priority 

Robert Jenkins, UNICEF Director of Education, called for reopening schools, and keeping them open, to “stem the scars on this generation”, while warning of the risks of inaction.  “The pandemic shut down schools across the world, disrupting education for 1.6 billion students at its peak, and exacerbated the gender divide,” he said.  “In some countries, we’re seeing greater learning losses among girls and an increase in their risk of facing child labor, gender-based violence, early marriage, and pregnancy.”  With less than three per cent of government stimulus packages allocated to education, the report underlines the need for greater funding.  Reopening schools must remain a top and urgent priority globally, while countries should implement Learning Recovery Programmes to ensure students in this generation will attain at least the same competencies as their predecessors.   At the same time, techniques like targeted instruction can support learning recovery, meaning teachers can align instruction to the learning levels of students. 

Resilient education systems 

Stefania Giannini, UNESCO Assistant Director-General for Education, underscored the need for government action.  “With government leadership and support from the international community, there is a great deal that can be done to make systems more equitable, efficient, and resilient, capitalizing on lessons learned throughout the pandemic and on increasing investments,” she said, while stressing the need to prioritize children and youth.   To build more resilient education systems for the long-term, the report calls for countries to consider taking steps such as investing in the enabling environment to unlock the potential of digital learning opportunities for all students.  The role of parents, families, and communities in children’s learning must also be reinforced.  At the same time, teachers should have support and access to high-quality professional development opportunities, while the share of education should be increased in the national budget allocation of stimulus packages.

The projection is among the findings of , published by the World Bank, the UN Educational, Cultural and Scientific Organization () and the UN Children’s Fund ().  The figure is calculated in present value, representing roughly 14 per cent of current Gross Domestic Product (GDP).  It far exceeds the $10 trillion estimates from a year ago, revealing that the impact is more severe than previously thought. 

Loss ‘morally unacceptable’ 

The pandemic brought education systems across the world to a halt, said Jaime Saavedra, World Bank Global Director for Education.  More than 20 months later, millions of children remain shut out of school, while others may never return.  Furthermore, the report shows that in low and middle-income countries, the share of children living in “learning poverty” could jump from 53 per cent to 70 per cent.  “The loss of learning that many children are experiencing is morally unacceptable,” Mr. Saavedra. “And the potential increase of ‘learning poverty’ might have a devastating impact on future productivity, earnings, and well-being for this generation of children and youth, their families, and the world’s economies.”  The report reveals that real data is now corroborating simulations estimating that school closures resulted in significant learning losses. 

Education inequities worsen 

Regional evidence from countries such as Brazil, Pakistan, India, South Africa and Mexico detail substantial losses in maths and reading skills, sometimes roughly proportional to the length of school closures.  There was also diversity across countries, and by subject, students’ socioeconomic status, gender, and grade level.    However, evidence from across the world suggests the pandemic has exacerbated inequities in education, with children from low-income households, those with disabilities, as well as girls, less likely to access remote learning.  Additionally, younger students had less access to remote learning and were more affected by learning loss than older counterparts, especially pre-school age children.  Furthermore, the most marginalized or vulnerable students were disproportionately impacted, among other findings. 

Reopening, a priority 

Robert Jenkins, UNICEF Director of Education, called for reopening schools, and keeping them open, to “stem the scars on this generation”, while warning of the risks of inaction.  “The pandemic shut down schools across the world, disrupting education for 1.6 billion students at its peak, and exacerbated the gender divide,” he said.  “In some countries, we’re seeing greater learning losses among girls and an increase in their risk of facing child labor, gender-based violence, early marriage, and pregnancy.”  With less than three per cent of government stimulus packages allocated to education, the report underlines the need for greater funding.  Reopening schools must remain a top and urgent priority globally, while countries should implement Learning Recovery Programmes to ensure students in this generation will attain at least the same competencies as their predecessors.   At the same time, techniques like targeted instruction can support learning recovery, meaning teachers can align instruction to the learning levels of students. 

Resilient education systems 

Stefania Giannini, UNESCO Assistant Director-General for Education, underscored the need for government action.  “With government leadership and support from the international community, there is a great deal that can be done to make systems more equitable, efficient, and resilient, capitalizing on lessons learned throughout the pandemic and on increasing investments,” she said, while stressing the need to prioritize children and youth.   To build more resilient education systems for the long-term, the report calls for countries to consider taking steps such as investing in the enabling environment to unlock the potential of digital learning opportunities for all students.  The role of parents, families, and communities in children’s learning must also be reinforced.  At the same time, teachers should have support and access to high-quality professional development opportunities, while the share of education should be increased in the national budget allocation of stimulus packages.

Antonio Guterres was speaking at the  Remembering the horrors of the Second World War and the genocides in Rwanda, Bosnia and Cambodia, he argued that “denial of historical or scientific facts creates a vacuum of truth that is too easily exploited by the voices of intolerance and hate.”  “There is always room for debate around opinions. There is no room for debate around facts. We need to make lying wrong again”, Mr. Guterres said. 

Global event 

Convened by The UN Educational, Scientific and Cultural Organization () and the UN Office of the Special Adviser on the Prevention of Genocide (), the event is part of the implementation of the    The one-day event gathers Heads of State and Government, and Ministers of Education, to endorse global commitments to address hate speech, both on and offline, through more effective education measures. 

Social Media 

Opening the Conference, Mr. Guterres said that “social media provides a global megaphone for hate”, with lies and misinformation spreading around the world “at the touch of a button.”  “A dubious webpage or anonymous post can call into question decades, even centuries, of work, thought, study and careful analysis by scientists, historians or other experts”, he argued.  Noting that racist, intolerant and extremist views “can spread like wildfire”, Mr. Guterres pointed to the consequences, such as pushing citizens further apart, undermining democratic ideals and, ultimately, endangering lives.   “Too many people are dying from because they were convinced that accepting the vaccine was the wrong thing to do”, he said.  

Solutions 

For the Secretary-General, this conference is about discussing ways in which education can help fight back against disinformation and hate speech.  “When we enrich the soil of knowledge with true expertise, with facts, science and historical accuracy, hatred cannot take root”, he explained.   Mr. Guterres believes that critical thought is not simply about “thinking for yourself”, but about “having the tools and skills needed to properly assess theories and facts.”  “And to tilt the scales in favour of authorities and experts who have spent a lifetime studying, assessing and thinking about these issues, by publicly and privately expressing support”, he added.   Noting that educators, teachers and administrators are the first line of defence, he asked the Ministers of Education participating in the event to be ambitious.   “We need to emerge from this conference with bold, concrete solutions on how we can, individually and collectively, step up the fight against hate speech”, he urged.   Appealing to the inclusion of all groups, such as young people, social media companies, governments and political parties, Mr. Guterres concluded by saying that “hatred is a danger to everyone, and so fighting it must be a job for everyone.” 

Legal response not enough 

According to the UN, hate speech is on the rise worldwide, with the potential to incite violence, undermine social cohesion and tolerance.   It can also cause psychological, emotional and physical harm based on xenophobia, racism, antisemitism, anti-Muslim hatred and other forms of intolerance and discrimination.  Speaking at the Conference, Director-General, Audrey Azoulay, reminded that “this hatred is not new.”  “What has changed more recently is the influence and magnitude of social media platforms, which have become an echo chamber that amplifies hate speech”, she said.  For Ms. Azoulay, “the legal response is essential, but it is not enough.”  “We must also mobilize education, because it is through education that we develop critical thinking and deconstruct prejudices”, she explained.  The Director-General also said that UNESCO stands ready to support its Member States, for instance by developing policy recommendations for educational authorities all over the world. 

Antonio Guterres was speaking at the  Remembering the horrors of the Second World War and the genocides in Rwanda, Bosnia and Cambodia, he argued that “denial of historical or scientific facts creates a vacuum of truth that is too easily exploited by the voices of intolerance and hate.”  “There is always room for debate around opinions. There is no room for debate around facts. We need to make lying wrong again”, Mr. Guterres said. 

Global event 

Convened by The UN Educational, Scientific and Cultural Organization () and the UN Office of the Special Adviser on the Prevention of Genocide (), the event is part of the implementation of the    The one-day event gathers Heads of State and Government, and Ministers of Education, to endorse global commitments to address hate speech, both on and offline, through more effective education measures. 

Social Media 

Opening the Conference, Mr. Guterres said that “social media provides a global megaphone for hate”, with lies and misinformation spreading around the world “at the touch of a button.”  “A dubious webpage or anonymous post can call into question decades, even centuries, of work, thought, study and careful analysis by scientists, historians or other experts”, he argued.  Noting that racist, intolerant and extremist views “can spread like wildfire”, Mr. Guterres pointed to the consequences, such as pushing citizens further apart, undermining democratic ideals and, ultimately, endangering lives.   “Too many people are dying from because they were convinced that accepting the vaccine was the wrong thing to do”, he said.  

Solutions 

For the Secretary-General, this conference is about discussing ways in which education can help fight back against disinformation and hate speech.  “When we enrich the soil of knowledge with true expertise, with facts, science and historical accuracy, hatred cannot take root”, he explained.   Mr. Guterres believes that critical thought is not simply about “thinking for yourself”, but about “having the tools and skills needed to properly assess theories and facts.”  “And to tilt the scales in favour of authorities and experts who have spent a lifetime studying, assessing and thinking about these issues, by publicly and privately expressing support”, he added.   Noting that educators, teachers and administrators are the first line of defence, he asked the Ministers of Education participating in the event to be ambitious.   “We need to emerge from this conference with bold, concrete solutions on how we can, individually and collectively, step up the fight against hate speech”, he urged.   Appealing to the inclusion of all groups, such as young people, social media companies, governments and political parties, Mr. Guterres concluded by saying that “hatred is a danger to everyone, and so fighting it must be a job for everyone.” 

Legal response not enough 

According to the UN, hate speech is on the rise worldwide, with the potential to incite violence, undermine social cohesion and tolerance.   It can also cause psychological, emotional and physical harm based on xenophobia, racism, antisemitism, anti-Muslim hatred and other forms of intolerance and discrimination.  Speaking at the Conference, Director-General, Audrey Azoulay, reminded that “this hatred is not new.”  “What has changed more recently is the influence and magnitude of social media platforms, which have become an echo chamber that amplifies hate speech”, she said.  For Ms. Azoulay, “the legal response is essential, but it is not enough.”  “We must also mobilize education, because it is through education that we develop critical thinking and deconstruct prejudices”, she explained.  The Director-General also said that UNESCO stands ready to support its Member States, for instance by developing policy recommendations for educational authorities all over the world. 

Antonio Guterres was speaking at the  Remembering the horrors of the Second World War and the genocides in Rwanda, Bosnia and Cambodia, he argued that “denial of historical or scientific facts creates a vacuum of truth that is too easily exploited by the voices of intolerance and hate.”  “There is always room for debate around opinions. There is no room for debate around facts. We need to make lying wrong again”, Mr. Guterres said. 

Global event 

Convened by The UN Educational, Scientific and Cultural Organization () and the UN Office of the Special Adviser on the Prevention of Genocide (), the event is part of the implementation of the    The one-day event gathers Heads of State and Government, and Ministers of Education, to endorse global commitments to address hate speech, both on and offline, through more effective education measures. 

Social Media 

Opening the Conference, Mr. Guterres said that “social media provides a global megaphone for hate”, with lies and misinformation spreading around the world “at the touch of a button.”  “A dubious webpage or anonymous post can call into question decades, even centuries, of work, thought, study and careful analysis by scientists, historians or other experts”, he argued.  Noting that racist, intolerant and extremist views “can spread like wildfire”, Mr. Guterres pointed to the consequences, such as pushing citizens further apart, undermining democratic ideals and, ultimately, endangering lives.   “Too many people are dying from because they were convinced that accepting the vaccine was the wrong thing to do”, he said.  

Solutions 

For the Secretary-General, this conference is about discussing ways in which education can help fight back against disinformation and hate speech.  “When we enrich the soil of knowledge with true expertise, with facts, science and historical accuracy, hatred cannot take root”, he explained.   Mr. Guterres believes that critical thought is not simply about “thinking for yourself”, but about “having the tools and skills needed to properly assess theories and facts.”  “And to tilt the scales in favour of authorities and experts who have spent a lifetime studying, assessing and thinking about these issues, by publicly and privately expressing support”, he added.   Noting that educators, teachers and administrators are the first line of defence, he asked the Ministers of Education participating in the event to be ambitious.   “We need to emerge from this conference with bold, concrete solutions on how we can, individually and collectively, step up the fight against hate speech”, he urged.   Appealing to the inclusion of all groups, such as young people, social media companies, governments and political parties, Mr. Guterres concluded by saying that “hatred is a danger to everyone, and so fighting it must be a job for everyone.” 

Legal response not enough 

According to the UN, hate speech is on the rise worldwide, with the potential to incite violence, undermine social cohesion and tolerance.   It can also cause psychological, emotional and physical harm based on xenophobia, racism, antisemitism, anti-Muslim hatred and other forms of intolerance and discrimination.  Speaking at the Conference, Director-General, Audrey Azoulay, reminded that “this hatred is not new.”  “What has changed more recently is the influence and magnitude of social media platforms, which have become an echo chamber that amplifies hate speech”, she said.  For Ms. Azoulay, “the legal response is essential, but it is not enough.”  “We must also mobilize education, because it is through education that we develop critical thinking and deconstruct prejudices”, she explained.  The Director-General also said that UNESCO stands ready to support its Member States, for instance by developing policy recommendations for educational authorities all over the world. 

Antonio Guterres was speaking at the  Remembering the horrors of the Second World War and the genocides in Rwanda, Bosnia and Cambodia, he argued that “denial of historical or scientific facts creates a vacuum of truth that is too easily exploited by the voices of intolerance and hate.”  “There is always room for debate around opinions. There is no room for debate around facts. We need to make lying wrong again”, Mr. Guterres said. 

Global event 

Convened by The UN Educational, Scientific and Cultural Organization () and the UN Office of the Special Adviser on the Prevention of Genocide (), the event is part of the implementation of the    The one-day event gathers Heads of State and Government, and Ministers of Education, to endorse global commitments to address hate speech, both on and offline, through more effective education measures. 

Social Media 

Opening the Conference, Mr. Guterres said that “social media provides a global megaphone for hate”, with lies and misinformation spreading around the world “at the touch of a button.”  “A dubious webpage or anonymous post can call into question decades, even centuries, of work, thought, study and careful analysis by scientists, historians or other experts”, he argued.  Noting that racist, intolerant and extremist views “can spread like wildfire”, Mr. Guterres pointed to the consequences, such as pushing citizens further apart, undermining democratic ideals and, ultimately, endangering lives.   “Too many people are dying from because they were convinced that accepting the vaccine was the wrong thing to do”, he said.  

Solutions 

For the Secretary-General, this conference is about discussing ways in which education can help fight back against disinformation and hate speech.  “When we enrich the soil of knowledge with true expertise, with facts, science and historical accuracy, hatred cannot take root”, he explained.   Mr. Guterres believes that critical thought is not simply about “thinking for yourself”, but about “having the tools and skills needed to properly assess theories and facts.”  “And to tilt the scales in favour of authorities and experts who have spent a lifetime studying, assessing and thinking about these issues, by publicly and privately expressing support”, he added.   Noting that educators, teachers and administrators are the first line of defence, he asked the Ministers of Education participating in the event to be ambitious.   “We need to emerge from this conference with bold, concrete solutions on how we can, individually and collectively, step up the fight against hate speech”, he urged.   Appealing to the inclusion of all groups, such as young people, social media companies, governments and political parties, Mr. Guterres concluded by saying that “hatred is a danger to everyone, and so fighting it must be a job for everyone.” 

Legal response not enough 

According to the UN, hate speech is on the rise worldwide, with the potential to incite violence, undermine social cohesion and tolerance.   It can also cause psychological, emotional and physical harm based on xenophobia, racism, antisemitism, anti-Muslim hatred and other forms of intolerance and discrimination.  Speaking at the Conference, Director-General, Audrey Azoulay, reminded that “this hatred is not new.”  “What has changed more recently is the influence and magnitude of social media platforms, which have become an echo chamber that amplifies hate speech”, she said.  For Ms. Azoulay, “the legal response is essential, but it is not enough.”  “We must also mobilize education, because it is through education that we develop critical thinking and deconstruct prejudices”, she explained.  The Director-General also said that UNESCO stands ready to support its Member States, for instance by developing policy recommendations for educational authorities all over the world.