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The COVID-19 pandemic exacerbated a pre-existing learning crisis in Asia-Pacific, with the result that many countries are now grappling with low learning achievements and high drop-out rates. In half of the region's countries, less than 50 per cent of primary and lower secondary students achieve minimum learning competencies in reading and mathematics, and less than 40 per cent of students complete their upper secondary education . At the Second Asia-Pacific Regional Education Minister's Conference (APREMC-II), held in Bangkok in June 2022, Ministers of Education in the Asia-Pacific region committed to addressing the learning crisis through the Bangkok Statement 2022: towards an effective learning recovery for all and transforming education in Asia-Pacific. The Statement emphasized the importance of teachers identifying students’ learning gaps and practicing differentiated learning.

In response to country-committed priority areas for tackling the learning crisis, the UNESCO Regional Office in Bangkok (UNESCO Bangkok), with financial support from the Government of the Republic of Korea (Korea Funds-in-Trust), has initiated the project 'Addressing Students’ Learning Gaps to Ensure Quality Learning for All Children and Prevent Drop-Out in Asia Pacific'. A series of activities will be organized to support Member States to enhance the capacity of teachers by (1) developing guidelines on differentiated learning; (2) developing and rolling out hybrid training modules for in-service training on assessment for learning and differentiated learning pedagogies; and (3) supporting teacher education institutions (TEI) to review and improve their curriculum on assessment for learning and differentiated learning. 

This project supports countries’ ongoing strategies and efforts to assess and address learning needs and will build upon existing initiatives for improving teaching and learning, as well as adapt training and guidelines to each country's specific needs.

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