Accelerating Foundational Learning through Data and Targeted Interventions: The World Bank's ALMA and Accelerator 2.0 Programs

• In Event: A Data-Driven Approach to Foundational Learning and Peacebuilding

Proposal

Learning data is essential for understanding progress in achieving FLN, and supporting countries with the right assistance to help them make progress. The World Bank is pursuing this agenda through two complementary initiatives. The Accelerating Learning Measurement for Action (ALMA) program focuses on supporting countries to systematically assess primary-level student learning outcomes, report to international learning indicators, and address existing learning data gaps. High quality learning data is essential for setting baselines, monitoring progress, and adapting interventions. At the country level, ALMA equips ministries of education with tools and training to design assessments that produce reliable data on learning outcomes. The data supported provides information on the quality of education service delivery and resulting learning outcomes that can be improved through targeted support under the Accelerator 2.0 program. The Accelerator 2.0 Program provides direct technical support to implement targeted foundational learning interventions to improve foundational learning outcomes including literacy, numeracy, and social-emotional skills. Through the Accelerator program countries identify technical gaps in foundational learning and receive support to strengthen the instructional core entailing teachers, students, and learning content. Countries access flexible grants linked to World Bank education operations, technical expertise at regional and global levels, and practical tools such as curriculum review frameworks, structured pedagogy toolkits, and implementation surveys. These resources help governments design and deliver evidence-based interventions that improve teaching quality, ensure aligned materials, and build stronger monitoring systems, with equity as a cross-cutting priority. This presentation will showcase how these program features create pathways to more equitable learning outcomes at scale, with a relevant country example.

Authors

• Gemma Joan Nifasha Todd, The World Bank

• Tengetile Tsabedze, The World Bank Group