Most children are in school, but many are not learning. What happens inside the classroom, the interaction between teacher and student, is what truly matters. The good news is that some governments and societies are starting to recognize the problem: many countries are indeed facing a learning crisis. This blog by @CGDev experts shows a rise in mentions of “learning crisis” and “foundational learning” in national education plans. (@WorldBankGroup’s World Development Report of 2018 contributed to that). That’s a great start, as it suggests policymakers are naming the problem. But still fewer governments have the political commitment to act on it: to invest the financial and human resources, and build the implementation capacity, that real change requires. The political will is evident in many countries, provinces and cities that see human capital as critical for development, but unfortunately is lacking in many others. The other good news is that more countries are turning to evidence, adopting different versions of structured pedagogy and targeted learning interventions, approaches considered “smart buys” by the @GEEAP_ (Global Education Evidence Advisory Panel) More details here 👇 cgdev.org/blog/are-developin…