Paper long abstract:

Low proficiency levels in literacy and numeracy are a significant occurrence in our classrooms and education systems even as the global focus shifts from access to learning for all. A significant number of learners exit primary education without foundational skills in literacy and numeracy. Globally, the UNESCO Institute for Statistics estimates that 617 million children and adolescents are not achieving minimum proficiency levels in reading and mathematics. This is echoed by evidence from Citizen-led Assessments conducted in the global south, wherein in 2015, only 56% and 46% of grade 3 children could read a grade 2 level Kiswahili text in Tanzania and Kenya respectively. This calls for immediate action to resolve the learning crisis, which, if left unattended, will inhibit not only individual growth but also their contribution to thriving economies. The PAL Network, through its membership, has adapted the Pratham inspired Teaching at the Right Level (TaRL) remedial approach to mediate the learning gaps. This approach i) establishes levels of learning through simple assessments ii) groups learners according to levels rather than age or grade and iii) offers individualized, level-based instruction to hasten acquisition of foundational literacy and numeracy skills. The Asia-Africa partnership has resulted in initiatives in countries such as Kenya and Mozambique, where the adapted approach has shown great potential in helping learners acquire the foundational skills within a short period, usually 30-50 days. Across these countries, more than half of the children moved a level higher in only ten days with more than half reading a story in 30 days. This paper explores the evolution of partnerships from Asia to Africa. We discuss what partnerships mattered most in adapting successful innovations in the various contexts and the lessons learned.

Paper Download (900 KB)