Every child deserves the dignity and opportunity that foundational learning¹ brings by providing the essential building blocks for all other learning, knowledge and higher-order skills. Yet nearly 7 out of 10 children in low- and middle-income countries (LMICs) are unable to understand a simple text by age 10.

Without this strong foundation, children are more likely to repeat a grade and to drop out of school, which can drive a country toward worsened health outcomes, greater youth unemployment and deeper levels of poverty.

During recent events, such as the USAID Global Education Conference and the Africa Ministerial Breakfast Dialogue at the Education World Forum, education leaders and policy makers highlighted the imperative of scaling what works to meet the magnitude of this learning crisis.

As members of the Global Coalition for Foundational Learning, we welcome the commitment to improve foundational learning, helping every child unlock their full potential.

The challenge of scaling good teaching and what works

While there are many compilations of evidence on what works at the program or activity level, such as the 2023 “Smart Buys” Report: Cost Effective Approaches to Improve Global Learning by the Global Evidence in Education Advisory Panel (GEEAP) and USAID’s Ten-Year Retrospective on Early Grade Reading Programming, the real challenge lies in scaling these approaches within public systems.

Studies such as Learning at Scale and Numeracy at Scale highlight the complexities involved in scaling educational interventions. The “Smart Buys” report spotlights structured pedagogy and teaching at the right level as cost-effective strategies for enhancing learning, especially in LMICs, supporting internal efficiencies within budgets grappling with debt servicing and other fiscal pressures.

Structured pedagogy interventions have led to notable improvements in foundational literacy and numeracy in countries like Kenya, Liberia, and South Africa. These interventions include a coherent package of lesson plans, learning materials, ongoing teacher training, and mentoring, all designed to reinforce one another.

Kenya’s Tusome program is another example of successful scaling, leveraging the ingredients of structured pedagogy. Implemented in 22,000 schools and supporting over 8 million children, the program’s national dashboard enabled regular data feedback loops and regular teacher training, doubling the percentage of students reaching benchmarks in English and Kiswahili within one year.

Similarly, in Senegal, the Lecture Pour Tous program supports the government’s efforts to boost early grade reading.

Key enablers for successful scaling

Programs like Tusome and Lecture Pour Tous highlight some important considerations for scaling within government systems, including:

1. Sustained political commitment and will for improving foundational learning
2. Timely provision of high-quality, lesson plans for teachers and learning materials for students (with adaptability to context)
3. Ongoing technical assistance to the government and support for teachers
4. Regular measurement of student outcomes for accountability and to inform programming
5. Robust policy and planning frameworks to guide the scaling process
6. Adequate financing to support implementation and sustainability.

Working at scale does not guarantee sustainability

Working at scale does not guarantee sustainability. Funding for reforms needs to be aligned with the government's budget and operating procedures. Independent or isolated donor-funded programs often lose momentum once funding ends. Gaining buy-in and leadership from the government at the outset is fundamental for achieving lasting change.

The example of Sobral, Brazil, provides a compelling case of sustained educational improvement driven by strong political will. Although not a country, the municipality of Sobral in the state of Ceará, Brazil, shares many similarities and characteristics to LMICs.

The process of transforming the education system in Sobral was entirely government-led, owned, and resourced. The approach addressed all dimensions of the educational system, ensuring that reforms were sustainable as well as inclusive, with a determination not to leave anyone behind, including children with disabilities.

India’s NIPUN Bharat Initiative is another promising example. While still early, the emphasis on system-wide engagement and political commitment is encouraging.

What the Global Coalition for Foundational Learning is doing

As a Coalition, we collectively commit to supporting and amplifying efforts to scale effective foundational learning interventions and to collaborate across Coalition, government, and nongovernment partners to address the challenges of scaling.

We have launched support mechanisms, such as the Engeza Technical Assistance Hub, a mechanism offering technical assistance on foundational learning efforts, Scaling Access and Learning in Education (SCALE), a mechanism offering technical assistance specifically around scale, and the What Works Hub for Global Education (WWHGE), a research endeavor to document effective interventions and approaches to improving learning and study the scaling of reading reforms.

We have also launched uBorabora, a mechanism to support implementation research towards improving foundational learning.

Scaling foundational learning effectively requires balancing and understanding good pedagogical practices while securing the systemic buy-in needed for implementing these practices at scale.

By fostering dialogue among development partners, governments, and stakeholders, we can transform education systems together to support every child's learning journey and achieve lasting improvements.

1. Foundational learning is defined as basic literacy, numeracy, and transferable skills, such as socio-emotional skills that provide the fundamental building blocks for all other learning, knowledge, and higher-order skills.