Harnessing Digital Technology to Accelerate Learning Recovery in Marginalized Communities

• In Event: Roundtable Session 6
  In Refereed Roundtable Session: Expectations, empowerment, and equity: EdTech in challenging environments

Proposal

The Accelerated Learning Recovery Program by School the World was developed to address the significant learning loss caused by the pandemic, particularly in rural, indigenous communities in Guatemala, Honduras, and Panama. Due to the lack of electricity and technology, remote learning was not feasible, resulting in two years of school closures and deepened learning gaps. When schools reopened in March 2022, many students were unable to perform basic academic tasks, such as reading simple texts or solving elementary math problems.
To combat this crisis, School the World created a small-group tutoring program aimed at bridging the gap for students who missed out on essential learning. The program provides accessible and equitable education to marginalized students who would otherwise not have access to learning recovery opportunities. The approach, based on the "Tutoring at the Right Level" methodology, adapts to each student's skill level through frequent assessments and flexible groupings. Tutors provide five hours of weekly instruction in math and reading over a six-month period, using playful learning techniques to engage students.
In addition to providing tutoring, teachers observe and learn the methodology, promoting sustainable change in the broader educational system. The goal is to help students achieve functional literacy and numeracy within three years. The program also works closely with local governments, particularly the Education Secretariat in Honduras and the Ministries of Education in Guatemala and Panama, which helped facilitate its implementation in 47 schools in 2022. By 2024, the program expanded to 65 schools, with continued government support and interest in scaling it further.
Key components of the program include collaboration with stakeholders, such as education officials, teachers, parents, and students. The recruitment and training of tutors is critical, with 48 tutors initially hired and trained in 2022, and an expanded group of 71 tutors in 2023-2024. Continuous support for tutors is provided through both virtual follow-ups and in-person sessions. Diagnostic evaluations revealed significant learning gaps—such as 96% of second-graders in Guatemala unable to read simple words—guiding the dynamic grouping of students to target their individual needs effectively.
The program includes ongoing monitoring and evaluation, with bi-weekly assessments allowing for the regrouping of students based on their progress. Final evaluations after six months demonstrate measurable improvements in literacy and numeracy, which have attracted additional donor funding and interest from government stakeholders to integrate the program into national education recovery strategies.
The integration of digital technology offers a transformative opportunity to enhance the program’s effectiveness and scalability. Technology can streamline assessments, automate data collection, and enable real-time adjustments to student groupings. Personalized learning experiences can be delivered through adaptive, gamified platforms that engage students while reinforcing learning.
A centralized digital dashboard would allow coordinators to monitor progress, make evidence-based decisions, and share transparent results with the community. This would strengthen community support and contribute to the sustainability of the program, ensuring students achieve functional literacy and numeracy more efficiently.

Author

• Bianca Lissette Argueta, School the World