Leading Improvements in Foundational Literacy and Numeracy: Evidence and Learning from School Leaders’ use of Lead FLN program in Sierra Leone

• In Event: Role of School Leaders in Improving Foundational Literacy and Numeracy (FLN): Learnings from Rwanda, Sierra Leone, and India

Proposal

Foundational literacy and numeracy are essential for success in school and beyond. Children who acquire foundational skills are set up well to read, understand numbers, and access and enjoy everything that school has to offer - but millions of children are not getting the foundational literacy and numeracy skills that they need. Lead FLN is a collection of evidence-informed FLN guidance and strategies for school leaders. Lead FLN guides school leaders on what FLN is, why it is important, how they can support FLN programs, and what they can do to independently improve foundational learning even without an outside FLN program in their schools.

We assessed the implementation fidelity and effectiveness of the Lead FLN program in Sierra Leone with two partners, EducAid and NYAF. GSL and partners tested two program delivery modalities for Lead FLN. First was a blended professional learning where school leaders received access to asynchronous learning materials and videos hosted online, along with in-person learning and reflection sessions. Second was a workbook and workshops-based model where school leaders were provided with physical workbooks embedded with QR codes linked to optional digital elements, along with in-person learning and reflection sessions.

The program was implemented for over a year (2024-2025) across six districts in Sierra Leone. We utilized an A/B testing design where both partners implemented the Lead FLN program in 25 schools each in addition to their ongoing teacher-led FLN program. These schools were compared with 25 other schools, each for both partners, where schools only received the teacher-led FLN program.

A baseline and endline student learning assessment of foundational numeracy and literacy skills was conducted with more than 6000 students in Grades 2-5, in addition to surveys with school principals and teachers teaching Maths and English in all the schools. We also conducted qualitative research in six schools across both partners to gain a more descriptive perspective of principals and teachers on the program’s fidelity and effectiveness. While we continue to analyze the student assessment and survey data, preliminary findings from qualitative research and field visits suggest that focusing on a few core practices, such as classroom observation/feedback and teacher progress meetings, works well. In schools where uptake was higher, headteachers consistently talked about putting both practices in place, especially classroom observations followed by feedback. Teachers also noticed the shift and appreciated receiving constructive feedback in the past year. Headteachers reported that video-based training on tablets was easier to remember and engage with compared to manuals, highlighting the importance of accessible, digestible content for sustained learning. We also learnt that while challenges like lack of teaching materials and unpaid teachers remain, participants were generally open to change and eager for recognition, such as certificates of participation.

Authors

• Gautam Anand, Global School Leaders

• Dewi Susanti, Global School Leaders