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Paper short abstract:
Despite years of schooling, learners progress and even exit primary schools without the foundations of reading and math, limiting their participation in learning. Evidence shows that it is possible to equip a significant proportion of learners with the said skills within a relatively short time.
Paper long abstract:
The ongoing curriculum reforms in Kenya are anchored on the need to equip learners with skills needed for work and life. The focus on competencies across learning levels follows up on the learning gaps identified over the years through assessments such as Uwezo and SACMEQ. Learners progress or exit primary cycles without the foundations essential for learning. When these learners progress across grades or transit into higher levels of learning, they record greater challenges such as irregular attendance or even drop out. The Accelerated Learning Program, an intervention targeted at learners in middle school, who lack foundational literacy and numeracy has shown a positive correlation between low learning levels and absenteeism.
Our efforts on access and learning for all MUST prioritize those at greater risk of falling behind, by i) adopting strategies that attempt to level the playing field, and ii) equipping learners with the requisite foundational literacy and numeracy skills. Since 2018, several initiatives targeting learners without foundational skills have been conducted across 12 counties in Kenya. Member organizations from the Regional Education Learning Initiative (RELI) implemented 8 programs across 213 schools, reaching over 24, 000 learners. Results from these initiatives shows that it is possible to support a significant proportion of those farthest behind to acquire basic skills within a relatively short time.
These innovations have primed 'level-based' learning by conducting assessments to establish the learning levels and designing sessions responsive to the needs of individual children. Irrespective of age or grade, learners of similar learning levels are grouped together and engaged in interactive learning activities. This way, they are supported to acquire foundational skills, without which attainment of SDG 4 remains an elusive dream.
Experience and evidence gathered through implementation echoes the message that 'inputs alone' have not succeeded in promoting learning for all. In Kenya for instance, the proportion of those reading at story level in Bungoma county in 2018 had reduced to 43%, compared to 50% in 2015. This calls for formulation and adoption of policies and pedagogical approaches that appeal to learning needs for all learners. What then do we need to adjust moving forward? Where is the lapse?
This paper identifies and shares reflections that can further shape policy conversations and actions in light of children farthest behind.
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