Scaling of Teaching at the Right Level (TaRL) in Zambia

• In Event: Pathways and architecture to scale: Learning from programs working at scale to improve learning outcomes

Proposal

This panel contribution describes the scaling of Teaching at the Right Level (TaRL) in Zambia in three phases (based on Faul, 2023). The first phase involved co-creating a context-appropriate solution with the Ministry of Education (MoE) to address the learning crisis in Zambian schools. The MoE collaborated with J-PAL Africa, UNICEF, Pratham and VVOB to introduce the TaRL approach in Zambia. The MoE led a pilot study, called Catch Up, which demonstrated significant improvements in learning outcomes. The MoE decided to scale up the program based on the positive results and the feasibility of implementation, because the pilot had been executed with and through the government’s own systems.

During the second phase, the support model transformed from crafting and improving the localized design of Catch Up and direct mentoring of teachers at schools to working with zone, district and provincial leaders in delivering the program. By 2023, the rollout of Catch Up has expanded to almost 5,000 schools in 8 out of 10 provinces. The partnership continues with a focus on working with teachers and building ownership and links across all levels of the education system. In the third phase, the program has focused on sustainability and institutionalization by integrating the TaRL approach into all levels of the education system.

An enabling factor for scaling is that TaRL has shown a willingness to change course to unlock levers in education systems. One of these levers is data and teachers. TaRL empowers teachers to focus on individual student needs, using data-driven approaches, interactive teaching methods, and adaptive strategies. Teachers become central figures with the autonomy to respond to students' learning needs effectively. The program has also recognized the importance of engaging district and provincial officials to support the implementation of TaRL. Officials were selected as master trainers, and collaboration with provincial education officers helped address challenges and improve the program.
By focusing on granular, usable data that can be aggregated at various levels, TaRL also influences the generation, flow, and access of critical information within education systems. It challenges how teachers perceive themselves and how the system perceives them. It empowers teachers to focus on individual student needs, using data-driven approaches, interactive teaching methods, and adaptive strategies. Teachers become central figures with the autonomy to respond to students' learning needs effectively. This empowerment of teachers creates the necessary fertile ground for sustainable scaling of TaRL. Moreover, TaRL creates feedback loops that enable actors at different levels in the system (classroom, school, district, province etc.) to act based on the assessment data (made accessible through an online platform) and support children’s learning. Successful scaling is guided by principles and a clear purpose, but the specific actions and processes must be adaptive over time considering the unique context of each system. The TaRL scaling process recognizes the complexity of education systems and the need for adaptive approaches that prioritize data, teacher empowerment, and distributed decision-making.

Authors

• Stefaan Vande Walle, VVOB - education for development

• Devyani Pershad, TaRL Africa

• Clara García Millán, VVOB - Education For Development

• CYPRIANO Lyson Chikunduzi, VVOB - Education For Development