Seven of the 10 children in low- and middle-income countries (LMIC) are unable to understand simple texts by the age of 10, a report by the Global Union for Basic Learning states. The meaning is that such children suffer from the things that bring to poverty.
The report title is as follows: Basic Learning: What is needed and what does it work?
“Every child deserves the dignity and opportunity that basic learning brings by providing building blocks essential to all other learning, knowledge and higher-order skills. However, seven out of seven of the 10 children in low- and middle-income countries (LMIC) are unable to understand simple texts by the age of 10.
“Without this strong foundation, children are likely to repeat school years and drop out of school, which can drive the country towards a worsening health, youth unemployment rate and deeper levels of poverty.
“Evidence shows that a poorly performed education system not only costs children’s futures, but also results in the fact that children spend twice the years of the system paying twice as many times as they repeat their grades.
“Recent events such as the USAID Global Education Conference and the African Minister’s Breakfast Dialogue at the World Education Forum have highlighted the obligation to expand what works to meet the magnitude of this learning crisis.
“While there is a lot of compilation of evidence on what works at the program or activity level, such as the 2023 Smart Buys report, the global evidence of the Education Advisory Committee (GEEAP) cost-effective approaches to improving global learning, and USAID’s decade-long retrospective on early grade reading programming, is to expand these approaches within the public system.”
The report states: “Studies such as large-scale learning and scale numbers highlight the complexities associated with scaling educational interventions. Smart Purchase Reports are educated at the right level, particularly as a cost-effective strategy to strengthen LMICs, addressing debt and other financial pressures, and as a cost-effective strategy to support internal efficiency within budgets.
“Structured pedagogy interventions have resulted in significant improvements in basic literacy and numbers in countries such as Kenya, Liberia and South Africa. These interventions include a consistent package of lesson plans, learning materials, continuous teacher training and mentoring.
We listed the Kenya Tusome program as an example of successful scaling, leveraging structured pedagogy ingredients. The program’s national dashboard, implemented in 22,000 schools and supporting more than 8 million children, allows for regular data feedback loops and regular teacher training, doubles the percentage of students reaching the benchmark in English and Kiswahili within a year.
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Similarly, in Senegal, lecture pouring programs support government efforts to encourage early reading.
“More evidence is needed to understand how we provide large-scale learning to millions of children living through climate and conflict-related emergencies and prolonged crises.
It has made important enablers for successful scaling possible to include: sustainable political commitment and willingness to improve basic learning, and timely provision of high-quality lesson plans for teachers and student learning materials (with adaptability to context).
Scaling basic learning requires balancing and understanding excellent educational practices while ensuring the systematic buy-in required to implement these practices at scale.
By fostering dialogue between development partners, governments and stakeholders, the education system can be transformed together to support all children’s learning journeys and achieve lasting improvements.
Basic learning is defined as basic literacy, numerical, and transferable skills, such as socio-emotional skills that provide the basic components of all other learning, knowledge, and higher-order skills.
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