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Envisioning foundational literacy and numeracy in the 21st century

Mon, March 24, 9:45 to 11:00am, Palmer House, Floor: 3rd Floor, Cresthill

Group Submission Type: Formal Panel Session

Proposal

Abstract
Introduction
Foundational literacy and numeracy (FLN) skills are crucial for children's academic success and lifelong learning (Nayak, 2024; Ball et al., 2014). Recent studies indicate the prevalence of poor performance in early-grade literacy and numeracy, highlighting the need for improved teaching methods and assessment strategies (Dash, 2024). Global statistics indicate that 53% of 10-year-olds in low and middle-income countries cannot read and understand a simple story (UNICEF, 2022). Further evidence suggests that several children receive instruction for years but fail to develop FLN skills and are therefore at risk of not achieving the desired learning outcomes (UNESCO, 2012; Kim et al., 2020). These challenges persist more in developing countries due to low-quality education as well as limited access to educational resources compounded by constrained opportunities for culturally meaningful foundational learning opportunities (Ball et al., 2014). To address these challenges, targeted interventions including play-based learning, teacher training, targeted instruction (both structured and unstructured) and family involvement, which have been taken up previously, should be strengthened through leveraging opportunities created by digital technologies (Vasoya & Vansdadiya, 2023).
Digital technologies present opportunities to enhance learning through gamification, reinforcing basic skills while developing pattern recognition and search strategies (Morey et al., 2016). The use of educational technology provides possibilities for facilitating learning in various conditions, improving the quality of education by enabling access to resources unrestricted by time and distance (Mustafa & Suryadi, 2022). The future of FLN education is evolving, necessitating a focus on cross-curricular approaches, real-life applications and the use of technology (Deribanova et al., 2023). However, the field faces challenges in evidence generation and policy impact (Carpentieri, 2019). Therefore, the effective integration of technology requires careful consideration, including collaborative multi-faceted approaches, which combine technological adaptations in schools and at home (Darwanto et al., 2022), as well as evidence-based research, in order to optimize gains in leveraging digital technologies to foster FLN (Novita & Herman, 2021).
As part of the roadmap, researchers propose a focus on generating evidence with an emphasis on what works in leveraging digital technologies to foster FLN particularly in sub-Saharan Africa as taken up in this panel.
About the Panel
This panel brings together four engaging presentations on foundational literacy and numeracy that delve into teacher pedagogies, FLN interventions, FLN research outputs, and promising possibilities from a spectrum of different programs and studies, with an emphasis on leveraging digital technologies to foster FLN in sub-Saharan Africa. The panel chairperson will introduce the panel's theme, emphasizing the importance of examining FLN through a digital technology lens. The chairperson will then outline the objectives and structure of the panel, setting the stage for the individual presentations.
Objectives
The objectives of the panel are: (1) To illuminate opportunities presented in foundational literacy and numeracy in both research and practice and (2) To explore the use of technology in foundational literacy and numeracy and propose a theory of change (3) To highlight the need for more data and evidence from sub-Saharan Africa in global education policy and practice discourse.
Presentation 1: "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"
Presenters: Dr. Samuel Asare and Dr. Laté Lawson
This presentation will paint a picture of evidence generation in Foundational Literacy and Numeracy in sub-Saharan Africa by drawing 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.
Presentation 2: "Developing Readers Study: Designing a Structured Intervention to Support Learners Furthest Behind in Classrooms in Kenya"
Presenter: Dr. Fridah Kiambati
This presentation will discuss the design and implementation of foundational literacy interventions and share lessons and findings from the design phase of the Developing Readers' Program (DRP), a structured remediation program implemented in Kenya.
Presentation 3: "Napenda Kusoma Literacy Program in Kirinyaga County, Kenya"
Presenter: Dr. Lydia Chege
This presentation will discuss a unique project ‘Napenda Kusoma’ whose ideas are borrowed from Sobral in Brazil. It is a government-led initiative, driven by the teachers who desire to change the trajectory of FLN in their county. It commits all children to be reading by Grade 3.
Presentation 4: "LEADNOW digital teacher training and coaching platform: Compounding teacher professional development efforts through EdTech for delivery of foundational literacy and numeracy in Kenya."
Presenter: Mercy Munialo
This presentation will discuss the bespoke digital teacher training and coaching toolkit which embeds modules targeted to improving delivery and integration of edtech in building foundation literacy and numeracy efforts in Kenya.
Discussion and Q&A:
Following the presentations, the panel chairperson will call on the panelists to engage in a discussion about the common themes and divergent practices observed across the studies and the opportunities created by digital technologies in FLN. In addition, the panel chair will lead the panelists and the participants to envision a desirable future of FLN and propose a theory of change. The session will conclude with a Q&A segment, allowing the audience to interact with the panelists and delve deeper into the topics presented.
Keywords: Foundational literacy and numeracy, Technology in foundational learning, Comparative Education, sub-Saharan Africa.

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Chair

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