Synthesis Case Study on Variations in the Implementation of Teaching at the Right Level Program in Nigeria

• In Event: Beyond RCTs: Developing and implementing right fit rigorous evaluation approaches toward improving children's foundational learning at scale

Proposal

Teaching at the Right Level (TaRL) Africa partners with governments across 16 countries in sub-Saharan Africa to implement the TaRL methodology—an evidence-based remedial education approach that ensures all children acquire foundational skills in literacy and numeracy. The methodology is anchored in targeted instruction that meets learners at their actual competency level, rather than their age or grade. Core principles of TaRL include regular assessment of learning levels, grouping learners according to these levels, tailoring instruction accordingly, and providing sustained monitoring and mentoring to support teachers in delivering effective lessons.

In Nigeria, TaRL was first introduced in 2018, piloted in Borno State in response to severe learning poverty, which had been deepened by years of insurgency and school disruption. The pilot demonstrated rapid learning gains, even in conflict-affected contexts, and generated strong interest from other state governments. As a result, TaRL has expanded and is now being implemented in 11 Nigerian states, each adapting the model to its context while retaining the methodology’s core components.

As part of TaRL Africa’s effort to strengthen the implementation of the TaRL methodology, it is partnering with the What Works Hub for Global Education (WWHGE) to synthesize a case study that examines how the TaRL model has been implemented and scaled in collaboration with government partners across four Nigerian states. The key learning objective for this study is to examine the different pathways to scaling TaRL in Nigeria and understand how the specific context of each state has shaped the implementation process along these journeys.

The study uses a mixed-methods design to explore how the approach has been rolled out, the challenges faced, the results achieved, and how factors such as political commitment and strong system champions influence the expansion of innovative education initiatives such as TaRL. Secondary quantitative data including government student learning outcomes data, program evaluation data, and administrative data complements our primary qualitative semi-structured interviews to form the basis of this case study analysis.

By comparing implementation experiences in multiple Nigerian states, the study generates insights into how different political, socio-economic, and security contexts influence program effectiveness. We generate key insights and recommendations to inform global education practices and policies alongside data that measures student learning outcomes – and how variations across the different states may influence these learning outcomes.

Ultimately, the case study contributes to global knowledge on embedding proven remedial education approaches into government systems. It offers actionable guidance for policymakers, donors, and practitioners seeking to close foundational learning gaps – demonstrating how a targeted, evidence-driven methodology like TaRL can be adapted and scaled to reach the most disadvantaged learners, even in fragile and conflict-affected settings.

Authors

• Hafsatu Hamza, TaRL Africa

• Daniele J Ressler, Teaching at the Right Level Africa

• Aisha Umaru Adamu