Work

The pathway to progress on SDG 4 requires the global education architecture to focus on foundational learning and to hold ourselves accountable for achieving it

Year: 2021

Type: article

Abstract: Levels of reading comprehension and ability to do basic mathematics are shockingly low among primary-age children in low-income countries, despite the efforts of global education actors. This essay will argue that to make real progress on improving learning, actors in the sector need to prioritize a few key goals – in particular foundational literacy and numeracy – monitor progress to achieve them, and hold ourselves collectively accountable for improving results. Recent efforts such as the World Bank’s Foundational Learning Compact show promise but will require the support and scrutiny of other actors.

Source: International Journal of Educational Development

DOI: 10.1016/j.ijedudev.2021.102375

Author: Girindre Beeharry

Institution: Gates Foundation

Language: English

Topic: Poverty, Education, and Child Welfare

Subfield: Safety Research

Field: Social Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: hybrid

Estimated APC paid: $2,732