Learning outcomes in low and middle-income countries are disastrously low. The task of improving foundational literacy and numeracy outcomes hinges on raising the quality of teaching and supporting the instructional decision-making of individual teachers—tens of thousands of them in many countries. Structured pedagogy programs have shown an ability to support teachers to make those individual pedagogical decisions at large scale and that those changes can have a meaningfully large impact on learning outcomes.
The Gates Science of Teaching activity is a four-year (August 2020-December 2024) grant implemented by RTI International. The overall objective of the grant is to provide data, evidence, and innovation in order to improve foundational literacy and numeracy (FLN) outcomes in Sub-Saharan Africa and South Asia.
The Science of Teaching Advisory Committee includes educational leaders and technical experts representing a range of donors and policy makers. The committee provided guidance during the process of developing the Structured Pedagogy guides, providing feedback on drafts and helping to ensure that the guide series will offer evidence-based, realistic, and actionable information to the international education community.
The main areas of focus during this grant period are:
Synthesis of the body of evidence on effectively implementing FLN programs at scale.
Generation of new evidence on how to effectively implement FLN programs in LMICs.
Dissemination of synthesis products developed and new research generated.
By:
Wendi Ralaingita and Elizabeth Marsden
By:
Alicia Herbert, Jaime Saavedra, Leanna Marr & Robert Jenkins
