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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

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  • Beeharry, Girindre

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.

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  • Beeharry, Girindre, 2021. "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," International Journal of Educational Development, Elsevier, vol. 82(C).
    • Handle: RePEc:eee:injoed:v:82:y:2021:i:c:s0738059321000286
    DOI: 10.1016/j.ijedudev.2021.102375
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    References listed on IDEAS

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    1. United Nations UN, 2015. "Transforming our World: the 2030 Agenda for Sustainable Development," Working Papers id:7559, eSocialSciences.
    2. Peter Darvas & Shang Gao & Yijun Shen & Bilal Bawany, 2017. "Sharing Higher Education's Promise beyond the Few in Sub-Saharan Africa [Enseignement supérieur et équité en Afrique subsaharienne]," World Bank Publications - Books, The World Bank Group, number 27617, December.
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    Cited by:

    1. Nicolai, Susan & Jordan, Katy & Adam, Taskeen & Kaye, Tom & Myers, Christina, 2023. "Toward a holistic approach to EdTech effectiveness: Lessons from Covid-19 research in Bangladesh, Ghana, Kenya, Pakistan, and Sierra Leone," International Journal of Educational Development, Elsevier, vol. 102(C).
    2. Jailobaeva, Kanykey & Jailobaev, Temirlan & Baialieva, Gulsaadat & Ismanbaeva, Rakhat & Kirbasheva, Dilbara & Adam, Marc-Antoine, 2023. "Empowering parents and promoting school and teacher accountability and responsiveness: Case of Kyrgyzstan," International Journal of Educational Development, Elsevier, vol. 103(C).

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