Op-ed

Learners practice a literacy activity in small groups during a TaRL session. Photo: TaRL Africa Learning outcomes for children in early grades are poor despite ambitious education reforms in the country, such as the free primary education act and the introduction of the competency-based curriculum (CBC). Reports show that while the COVID-19 pandemic contributed to …

Kenya needs to invest in advancing literacy and numeracy skills in early grades. Read More »

Learners practice reading in small groups during a TaRL classroom session.  Photo: TaRL Africa Even before the onset of the COVID-19 pandemic, children globally reported poor foundational reading and maths skills. Most children in Sub-Saharan Africa, including Nigeria, also experienced this learning crisis that worsened due to prolonged school closures and other disruptions to the …

To Improve Learning Outcomes in Nigeria, a Commitment to Foundational Learning cannot be Overemphasized Read More »

A TaRL classroom in Kenya. Credit TaRL Africa Many children in sub-Saharan Africa who are enrolled in primary school do not learn the most basic literacy and numeracy skills. These skills include reading, writing, and performing simple mathematics like additions and subtraction. Emerging data shows that this inequality in learning has been further exacerbated by …

OPINION EDITORIAL: PRIORITIZE TEACHING TO CHILD’S LEARNING LEVEL Read More »