A structured approach for learning recovery in Lebanon’s public primary schools

• In Event: Education Development, Policy and Education

Proposal

Context:

Concerted efforts and investments over the globe aim to help students recover from learning losses resulting from the COVID-19 pandemic. As of April 2020, UNESCO estimated that 91% of students enrolled in formal education were affected. In addition to learning losses caused by school closures, Lebanon is experiencing a protracted economic crisis that caused around 54,000 students to move from private to public schools in the 2020-2021 school year alone, adding pressure on the already-weak public school system (World Bank Group, 2021). A lack of devices, educational resources, and poor connectivity made digital teaching/learning a challenge during school closures, especially for the most vulnerable and marginalized students (Akar, 2021).

When schools are in session, status quo classroom practices in Lebanon are not conducive to closing learning gaps. Diagnostic and formative assessments are uncommon, making it difficult to identify students’ needs. Moreover, most teachers use textbooks to plan their lesson without understanding the curriculum progression, which poses major challenges for planning differentiated instruction.

A 2022 study conducted in Lebanon showed that students in Grades 1-6 are not acquiring literacy and math skills according to grade level expectations. Grade 2 students performed overwhelmingly poorly on all the Early Grade Reading Assessment subtasks in the three languages: Arabic, French, and English in foundational skills (alphabet knowledge, syllables, and non-words), Oral Reading Fluency and Reading Comprehension. These students performed very poorly in math as well on the EGMA subtasks (word problems, subtraction levels 1 and 2, addition levels 1 and 2, missing number, number discrimination, number identification). In math, Grade 3 students displayed weak performance in (numbers and operations, measurement and geometry), while Grade 6 students performed poorly on almost all the assessed domains (numbers & operations, measurement, geometry, algebra, and statistics). This study, in part, established the evidence and impetus for developing a nationwide plan to address learning loss.

Intervention:

A project with funding from a bilateral donor has been the driving force behind providing equitable learning opportunities for the most marginalized students in Lebanon. With the alarming learning loss in Lebanon’s primary schools, this project, in collaboration with the Center for Educational Research and Development (CRDP), developed the five-phase Learning Recovery Program (LRP) to build teachers’ capacity in applying best practices in reading and mathematics instruction and address Grades 1–6 student learning gaps. Based on the “Cycle of New Teaching and Learning”, this is a structured approach to deliver a nationwide teacher training program and in-class support. Through the LRP, teacher training is complemented by in-classroom support, which encourages a shift in teachers’ attitudes, behaviors, and pedagogical practices.

The LRP targets language (reading and writing) and math skills (conceptual understanding, procedural fluency, and problem-solving skills). The LRP aims to shift teachers’ attitudes and behaviors and adopt evidence-based approaches in their classrooms. Its main components are a curriculum that focuses on the progression from prerequisite to core skills (CRDP 1997), diagnostic and formative assessment (NCTE, 2010; Trumbull & Lash, 2013; Fullan, 2021), best practices of instructional strategies (Roe et al., 2019, Uhlig, 2002, Anton & Rorres, 2019, Brizendine, 2014), and relevant literacy and numeracy resources developed by QITABI 2.

In LRP trainings, teachers learn to use diagnostic and formative assessments to assess students on prerequisite skills, analyze assessments based on a structured rubric, and plan lessons that appropriately respond to students’ needs. Teachers of Arabic, French and English become equipped with best practices for teaching foundational and advanced reading skills - phonemic awareness, phonics, word study (sight words and vocabulary), fluency and reading comprehension techniques (National Reading Panel Report, 2000). Math teachers are introduced to the “Concrete, Pictorial, Abstract” teaching approach. Lastly, teachers are provided with supplemental literacy and numeracy materials in hard copy and digital forms. By the end of the LRP training, teachers will take an evaluation to assess their acquired knowledge.

To date, 10,773 teachers have participated in LRP trainings. To reinforce what is learned in training, MEHE coaches visited 649 teachers at least once during the 2021-2022 academic year. Coaches supported teachers to improve their lesson planning, classroom environments, instructional skills, and use of assessments.

This presentation will discuss the core skills taught in the LRP trainings and results of teacher evaluations. Examples of assessment tools and resources introduced through the LRP, as well as lessons learned and challenges from implementation in schools, will be presented.

Authors

• Eva Kozma, World Learning

• Rola Jamil Bayram, world learning

• Tharwat Abed El Sater, World Learning Inc.

• Loubna Hasan Nehmeh, CERD -Ministry of Education and Higher Education of Lebanon