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Mentoring Teachers: What needs to change? Evidence from a qualitative research of the Teaching at the Right Level (TaRL) approach in Côte d’Ivoire.

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Most Sub-Saharan African countries have made tremendous efforts to improve access to education. However, this effort is not commensurate with the increase in learning outcomes. For instance in Côte d’Ivoire, despite mandatory schooling and high enrollment rates, many children do not acquire basic skills in the early years of schooling and are never provided with …

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If the data has issues, try programme-oriented solutions

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A teacher assesses a learner during a TaRL session in Zambia. (Photo: TaRL Africa)   As collecting and reviewing data at a large scale becomes increasingly possible, Foundational Literacy & Numeracy (FLN) programmes worldwide are turning to data to learn about programme achievements and gaps. Data — with its ability to tell a story — …

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

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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 …

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Improving Learning Outcomes at Scale: Mid Year Updates 2022

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Catch up on how we are improving learning outcomes at scale in our latest updates. While COVID-19 severely hindered learning across the continent, it also created widespread acknowledgment of the learning crisis and acceptance of the need to focus on foundational skills. With the global push for more use of evidence in education policy and …

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Transforming Education Begins with Teachers

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Mr. Batholomew Kasamika in class teaching Grade 3 learners literacy.  Photo: TaRL Africa It all began as a simple volunteer exercise in teaching Sunday School children at his local church. From helping them recite Bible verses and composing songs that would enable them to remember Bible stories. His efforts were noticed by the church leadership …

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Street Child: A tale of Resilience and Hope for Out-of-School Children in Cameroon

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Children playing at a street learning corner.  Photo: Street Child Since the beginning of the Anglophone crisis in Cameroon in 2016, which led to instabilities and displacement, children have been worst affected by school closures in the country’s Northwest and Southwest regions. The most urgent issues are a shortage of secure learning spaces and qualified teachers, …

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Bridging the Gap Program Shines a Ray of Hope for Refugee Children in Kyaka II Refugee Settlement in Uganda

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Schools recently re-opened in Uganda at the beginning of 2022, nearly two years after closing because of the COVID-19 pandemic. However, it is not only COVID-19 that has kept refugee children from accessing education in Uganda. Refugee children in Uganda also require a minimum qualification to enter the mainstream education system. Language barriers between the …

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Programme d’Enseignement Ciblé, an innovative approach to ensuring the acquisition of fundamental skills for all children

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Programme d’Enseignement Ciblé, an innovative approach to ensuring the acquisition of fundamental skills for all children Over the past decade, access to primary schooling has improved worldwide, particularly in sub-Saharan Africa. Most low- and middle-income countries have made tremendous progress in promoting schooling and now have primary school enrollment rates close to those of high-income …

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Kenya needs to focus on Foundational Learning to ensure quality education for its children

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To recover from dramatic learning losses, and to ensure quality education throughout life, there is a need for foundational learning. Currently, in low- and middle-income countries, an estimated seven out of every ten children suffer from learning poverty: they cannot read and understand a simple text by the age of ten. According to a 2021 learning assessment …

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