The pathway to progress on SDG 4 requires the global education architecture to focus on foundational learning and to hold ourselves accountable for achieving it

Girindre Beeharry

International Journal of Educational Development, 2021, vol. 82, issue C

Abstract: Levels of reading comprehension and ability to do basic mathematics are shockingly low among primary-age children in low-income countries, despite the efforts of global education actors. This essay will argue that to make real progress on improving learning, actors in the sector need to prioritize a few key goals – in particular foundational literacy and numeracy – monitor progress to achieve them, and hold ourselves collectively accountable for improving results. Recent efforts such as the World Bank’s Foundational Learning Compact show promise but will require the support and scrutiny of other actors.

Keywords: Foundational literacy and numeracy; Global education; Global education architecture; Foundational learning (search for similar items in EconPapers)
Date: 2021
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Citations: View citations in EconPapers (3)

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Persistent link: https://EconPapers.repec.org/RePEc:eee:injoed:v:82:y:2021:i:c:s0738059321000286

DOI: 10.1016/j.ijedudev.2021.102375

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