Institutionalizing the core components of foundational learning programmes in government education systems

• In Event: Demystifying System strengthening: Measuring, embedding, and sustaining education reform at scale

Proposal

Teaching at the right level and structured pedagogy are evidence-backed approaches that have successfully helped millions of children in South Asia and Sub-Saharan Africa to master foundational literacy and numeracy skills (Banerjee et al., 2017; Angrist & Meager, 2023; Piper & Dubeck, 2022). While there has been substantial research to show these approaches can improve learning, there has been less research about which individual components of the programme package are most critical when implementing at scale and integrated in government systems.
When designing and planning for large scale implementation, there is a tendency to adapt or eliminate programme components to reduce cost. This is particularly true when a government begins implementing a programme previously implemented by a non-governmental organisation and must fit programme costs into their existing budget. However, if critical components are eliminated, the at-scale programme could fail to achieve intended impact.
Furthermore, sustained implementation at scale requires institutionalizing these approaches into government systems. This may require adaptations to the components and strengthening of existing government systems and personnel roles to achieve and sustain intended impacts.
This paper presents findings on the core components of teaching at the right level and structured pedagogy programmes at the classroom level, pedagogical support level, and institutionalization level. The classroom level core components require strengthening teacher instructional practices to improve the learning experience for students. Pedagogical support core components involve strengthening the training and coaching provided to teachers, typically by strengthening the middle tier of the bureaucracy to provide greater instructional support. Finally at the institutionalization level, core components include government guidelines on integration into the school calendar and prioritization in resources and government officials’ time. Some core components differ across teaching at the right level and structured pedagogy approaches, particularly at the classroom and institutionalization levels. But they also have many core components in common, particularly in the focus on embedding and strengthening the pedagogical and support structures that facilitate greater learning.

Author

• Michelle Kaffenberger, What Works Hub for Global Education, University of Oxford