Promoting context-relevant evidence for quality learning outcomes in a digital society

• In Event: Envisioning foundational literacy and numeracy in the 21st century

Proposal

Promoting context-relevant evidence for quality learning outcomes in a digital society: A bibliometric analysis of foundational literacy and numeracy research in sub-Saharan Africa
Abstract
A child's capacity to read with comprehension and carry out basic arithmetic, known as Foundational Literacy and Numeracy (FLN), forms the essential basis for future education and skills development, as emphasised in the African Union’s Agenda 2063. However, despite its critical importance, FLN is often overlooked in educational policy and investment in sub-Saharan Africa (SSA). Consequently, many children in the region experience poor learning outcomes and are at least five times less likely to acquire fundamental skills compared to their peers in other regions (UNESCO, 2022).
Despite progress in recent years in having access to basic education, concerns around poor learning outcomes are still prevalent across most African nations. In Senegal, for instance, while the gross enrolment rate in primary school is around 84% and circa 60% of children enrolled in primary school reached grade 6 in 2020, a high learning poverty rate persists, with 74% of children unable to read and understand a simple text by age 10 (World Bank, 2019). In Ghana, early grade assessments indicated that 77% of Grade 2 students were unable to read even a single word (USAID, 2018). Similarly, in Kenya and Tanzania, assessments by the Usawa Agenda (Uwezo, 2021) and the Tanzania-National Examinations Council (National Examinations Council, 2022), respectively, reported poor learning outcomes.
Addressing low learning outcomes requires data and evidence that is grounded in the context of the problem. In the African context, this implies promoting the visibility and accessibility of education research by Africa-based researchers. Unfortunately, local research on FLN is difficult to access and is often disregarded in African policy debates. These observations motivate our work to promote the uptake and use of FLN evidence generated in sub-Saharan Africa. Our presentation draws on lessons learned exploring the field of FLN research in four African countries, focusing on the dynamics of knowledge production, funding characteristics, most and least covered research areas, and collaboration patterns.
Specifically, the first part of our presentation discusses insights from the analysis of FLN research published by Africa-based researchers from 2010 to 2023 – as captured in our digital African Education Research Database (AERD). We draw on rigorous bibliometric analysis of research in international databases (e.g., Scopus, Web of Science) and locally published and unpublished research outputs focusing on four African countries: Senegal, Ghana, Kenya and Tanzania. It will highlight the overall research outputs from these countries and the gaps therein, as well as inequities imbedded in research production. In the second part, we will discuss some of the issues addressed by Africa-based researchers around use of technology to enhance FLN of children in the four countries.

We will conclude by sharing recommendations for stakeholders including policymakers, funders and practitioners to leverage technology to enhance FLN of children in sub-Saharan Africa.

Authors

• Samuel Asare, Education Sub-Saharan Africa

• Laté Ayao Lawson, Education Sub-Saharan Africa