Learning crisis persists in Southeast Asia—UNICEF

MANILA, Philippines —  The United Nations Children’s Fund (UNICEF) says Southeast Asia continues to face a learning crisis, with one in every two Grade 5 children still unable to read at the expected level.

Citing the Southeast Asia Primary Learning Metrics (SEA-PLM) 2024 regional report, UNICEF noted that despite years of COVID-related school closures—which affected an estimated 70 million children across the region—and other disruptions such as climate-related disasters, children’s reading abilities remain largely unchanged from 2019 levels. Mathematics performance, meanwhile, shows only modest improvement.

The study found that overall learning progress has stalled, with children from disadvantaged socioeconomic, linguistic, and geographic backgrounds continuing to trail behind their peers.

Covering six countries, the report provides the first post-pandemic snapshot of children’s learning in Southeast Asia. It assessed Grade 5 learning outcomes in the Philippines, Cambodia, Lao PDR, Malaysia, Myanmar, and Vietnam.

“Too many children in our region are still being left behind, unable to read or count at the level they need to thrive,” said June Kunugi, UNICEF regional director for East Asia and the Pacific.

“Without foundational literacy and numeracy skills, children are unable to progress to higher levels of education and eventually to meaningful work and a future of dignity and choice. And when children are left behind, entire communities and economies suffer,” she added.

According to the report, while reading skills have stagnated since 2019, children’s math skills have improved. However, 19 percent of Grade 5 students in the region still possess math abilities equivalent only to a Grade 3 level.

“Foundational skills are the cornerstone of every child’s future. As evidence continues to highlight persistent disparities across our region, ensuring that every child can read with comprehension and do basic math must remain a regional policy priority,” said Southeast Asian Ministers of Education Organization (SEAMEO) Secretariat Director Datuk Dr. Habibah Abdul Rahim.

“SEA-PLM evidence provides countries with critical insights to identify learning gaps early, understand what drives them, and take action where it matters most,” she added.

The report underscores how learning gaps mirror existing social and economic divides.

Among the notable findings:

•Children from the lowest socioeconomic groups perform significantly worse than wealthier peers.

•Those who do not speak the language of instruction at home show lower proficiency in both reading and math.

•Rural learners consistently lag behind their urban counterparts.

•Girls outperform boys in reading across all countries, with the gap widening in several contexts.

•In mathematics, boys and girls perform at more comparable levels.

“A child’s family income, gender, or the language they speak at home should never determine their right to learn,” Kunugi stressed. She urged governments to prioritize foundational learning by investing in early childhood education, catch-up programs for those falling behind, and ensuring digital learning that is safe, inclusive, and accessible.

Habibah emphasized that addressing the scale and urgency of the learning crisis requires strong political will.

“Only with decisive leadership and whole-of-government commitment can foundational learning remain a sustained priority and deliver lasting gains for every child in the region,” she said.