Program delivery refers to the “how” of delivering foundational literacy and numeracy (FLN) programs once it is
clear what tasks will be completed, who will be responsible, and what resources will be used. Given the
advancement of research on foundational learning and the rapid changes in context in many low- and middle-income
countries (LMICs), there is often a need to develop innovative or adaptive approaches to ensure effectiveness of
reform efforts. The early period requires rapid learning and improvements to solidify learning gains, which can
then be measured and transformed into a body of evidence for effective strategies that can be used at a large
scale. Therefore, the program delivery sections in the Development Partner Resource Guide are presented in two
distinct sections: this section, which focuses on rolling out a program, with quality and adaptation of the
program based on iterative learning and feedback, and a second section on national implementation of the
successful program package or program components.
Key program delivery issues highlighted by development partners who informed the Resource Guide included
coordination, implementation processes, risk management, adaptive management of a program, and adjustment in
response to disasters and disruptions. These sections are presented below.
Education systems are large and complex, demanding a broad range of skills and carefully planned deployment of limited resources. This makes it necessary to form and maintain strong coordination between development partners, governments, and other implementers and stakeholders, with the former of particular importance.
Overview: A working paper by the Global Reading Network
Host: Science of Teaching
Description: A working paper on how to design sustainable and scalable primary grade literacy and numeracy programs, aimed at presenting an efficient and effective dual approach by applying the MOSAIC framework. The paper includes 10 case studies.
Read MoreOverview: A document for planning “whole system in the room,” or WSR, approach that brings together a large group of stakeholders to strengthen relationships, learn, solve problems, and commit to collective action.
Host: FHI 360
Description: This document describes how to organize a WSR workshop, including framing the idea, forming a steering committee, selecting stakeholders and finding funders. Additional information about how this methodology has evolved and where it has been used can be found at the SCALE+ website.
Read MoreOverview: Tools and guidance to support national actors to select strategic priorities for education reform to improve student learning.
Host: RISE Programme
Description: A set of tools to support national actors in selecting high-level strategic reform priorities to improve learning based on the latest education systems research. The user may choose to specifically focus on FLN. The tools can be used to identify misalignments in the system, strengthen policies, design programs, and conduct retrospective analysis to understand success or failure.
Read MoreProgram implementation includes two main resource categories: best practices in rolling out foundational learning reforms and how to manage program implementation.
Overview: A two-hour webinar covering implementation in a variety of programmatic contexts, with activities and indicators.
Host: FLN Hub
Description: This two-hour webinar covers the importance of implementation to programmatic success, how activities may be prioritized and selected, setting and use of different types of indicators. The webinar covers cases in multiple contexts, a variety of means to monitor outcomes. It also shares learning from expert presenters.
Read MoreOverview: A compendium of tools and resource map for teacher professional development (TPD).
Host: World Bank Group
Description: A compendium of resource guides, repositories signposting to existing resources, sample TPD materials, guides on design choice, implementation approaches, monitoring and evaluation for TPD, slides, and video guides.
Read MoreOverview: Guide to FLN programs with a focus on stakeholder engagement (decision-makers and practitioners).
Host: Delivery Associates, with support from UNICEF Foundational Literacy and Numeracy Partnership
Description: Tools that guide public sector actors to implement FLN reforms through strategic planning, stakeholder engagement, data-driven decision-making, and the establishment of systems for evaluation and iteration. The guide also includes case studies that utilize the tools.
Read MoreOverview: A framework – click through FLN context assessment resulting in tips for user. *Users must register
Host: Foundational Literacy and Numeracy Hub
Description: Framework featuring 15 generalizable criteria to support planning for FLN program implementation. Includes steps that development partners use to identify a key focus area, assess capacity, explore resources, and develop and implement, as well as gauge the degree to which it may be contextually and politically feasible to deliver an FLN program. *Users must first register and be granted access.
Read MoreOverview: Searchable database with research on technology in education for decision-making and learning.
Host: EdTech Hub (with support from UNICEF and multiple international development partners)
Description: This web page has a curated list of EdTech tools for teacher professional development, as well as guidance to support decision-makers in how to use the tools in a way that aligns with evidence.
Read MoreOverview: Professional development series on design and scale up of foundational reading programs.
Host: Science of Teaching
Description: This is a robust set of resources, originally presented as a webinar by the USAID-funded Reading within Reach (REACH) initiative, including resources from the Global Reading Network. It includes presentations, and over 61 handouts on targeted aspects of reading program design, development and scale. Topics include: 1) Conception to Scale, 2) Resources and Materials, 3) Skills and Instruction, 4) Language, and 5) Continuous Professional Development. Examples of practical information include guidance for printing and storage, teachers guide design guidance, benefits of learning in a familiar language, coaching strategies and many more.
Read MoreRisk assessment in this context relates to both technical and contextual risks to program implementation and the likelihood of success in achieving desired outcomes.
Overview: A toolkit to support the understanding of and response to complex and volatile environments (e.g., conflicts and natural disasters).
Host: Science of Teaching
Description: This toolkit is used by development partners to better design, procure, and oversee education programs in the contexts of disruption, disaster, and conflict. It can also be used by implementers for context analysis as a baseline for co-design and early program planning or as a review for contextual changes as part of adaptive program management. The analysis focuses primarily on the school community.
Read MoreAdaptive management is a process through which program circumstances, efficacy, and cost-effectiveness are regularly reviewed with an eye toward improvement and sustainability. The process normally engages multiple stakeholders and uses internal and external evidence to determine the actions that should be implemented by development partners, program managers, or other actors.
Overview: A document providing practical guidance and examples of the CLA process.
Host: ACDI/VOCA
Description: This CLA Playbook created by ACDI/VOCA, incorporates CLA processes from USAID and provides and describes different parts of the CLA process in detail. These include integrating collaboration, learning and adapting into the program cycle, and creating the enabling conditions for CLA, including culture, processes and resources. Each of these elements is described in detail, with tips and use cases provided.
Read MoreOverview: A document that serves as a guide to understand and implement adaptive management.
Host: PACT
Description: This guidebook defines adaptive management, discusses how to approach it, lists the required resources, and details the processes and leadership involved. It specifies how to evaluate project complexity, develop a strategy and resource plan, and implement and evaluate the plan.
Read MoreOverview: A website including a toolkit for PDIA—an approach for organizations to iteratively solve complex problems.
Host: Harvard Kennedy School: Building State Capability
Description: This website contains information about PDIA and links to a toolkit for its implementation. PDIA is a dynamic process with tight feedback loops to develop, test, and scale effective local solutions. The PDIA toolkit can also be accessed directly.
Read MoreOverview: A document to provide guidance and support on understanding how and in what context an intervention or reform works.
Host: UNICEF
Description: This document provides information on how iterative research can be used to better understand what does and does not work in an intervention or reform, whom it benefits, and under what circumstances it is effective.
Read MoreOverview: A discussion note.
Host: Science of Teaching
Description: This discussion note provides an explanation of when to use complexity-aware monitoring approaches and summarizes the three principles of complexity-aware monitoring.
Read MoreOverview: A paper on making quick, politically informed decisions using a simplified approach to political economy analysis (PEA).
Host: The Developmental Leadership Program
Description: This paper describes how to follow two steps for more politically informed thinking. Following the prompts supports development practitioners to 1) better understand the interests of stakeholders and decision-makers and 2) determine the capacity and support they have to make changes.
Read MoreOverview: A working paper on how to use evidence to make decisions about adaptive management.
Host: ODI (funded by the Foreign, Commonwealth and Development Office [FCDO] and USAID)
Description: This working paper provides guidance and reflection questions for practitioners and development partners on how to use available evidence to make more informed decisions about adaptive management.
Read MoreAdaptability to disruption for foundational learning includes assessing the state of learning, identifying resources and barriers to learning, and funding and organizing learning in non-formal spaces.
Overview: A technical brief
Host: ACAPS
Description: This technical brief provides a detailed description of facilitated processes for bringing together experts, both in the context of a potential or active humanitarian crisis and in humanitarian operations, to identify plausible ways the crisis could develop to enable scenario planning.
Read MoreOverview: A document that serves as a guide to understand and implement adaptive management
Host: PACT
Description: This guidebook defines adaptive management, discusses how to approach it, lists the required resources, and details the processes and leadership involved. As part of how to execute adaptive management, the guidebook specifies how to evaluate project complexity, develop a strategy and resource plan, and implement and evaluate the plan.
Read MoreOverview: A searchable database with research on technology in education for decision-making and learning
Host: EdTech Hub (with support from UNICEF and multiple international development partners)
Description: This web-based database of more than 200 resources serves as an evidence base for different types of technology used in education interventions. The resources include case studies, video overviews, and working papers and are typically academic in nature. They are organized according to education levels, hardware, the purpose or objective of the intervention, and approaches that are effective in different contexts.
Read MoreOverview: A series of training modules and case studies that explain how to administer foundational literacy and numeracy (FLN) assessments
Host: FLN Hub
Description: This landing page contains modules on formative assessments for literacy and numeracy. The page includes videos and reading materials. These assessments can be administered to all children in the 5–16 age group and can be conducted both in and out of school.
Read MoreOverview: A toolkit on planning and decision-making during and after education disruptions due to crises
Host: INEE
Description: This toolkit aims to help education planners plan and make key decisions on the return to learning during and after education disruptions caused by crises, in a way that is equitable, inclusive, and builds the resilience of education systems. Also see Returning to Learning Toolkit: Advocacy Brief
Read MoreIntentional and explicit adaptive management practices should be integral to all foundational learning programs. CLA frameworks have been refined to offer valuable guidance for achieving adaptive management. For example, work plans should include scheduled “pause and reflect” sessions to allow program staff and partners to assess implementation progress and make necessary adjustments. Work plans should also clearly outline “with whom” program activities are coordinated because well-structured collaboration is essential for effective program delivery; minimizing duplication of efforts; and ensuring clear, continuous communication. In addition to outlining learning and adaptation in the program cycle, the CLA framework also describes enabling conditions for adaptation, including culture, processes, and resources.
Many disasters and disruptions to education can be predicted and prevented or mitigated through investments in preparedness. Development dollars can be used to strength national, decentralized, and local planning and preparedness for the safe and inclusive continuity of education in the case of scenarios such as natural disasters, public health emergencies, and violent conflicts. These proactive investments can reduce the harmful impacts of disaster and build government and community resilience to recover more quickly and cost effectively. For example, school safety planning and the training of education staff and learners can save lives and limit damage to learning materials and infrastructure in an emergency. Investments in disaster-resilient and contextually appropriate retrofits for school infrastructure, such lightning rods, alarm systems, reinforced roofs, and flood-control channels, are less than expensive than rebuilding schools destroyed by a disaster. Furthermore, as demonstrated by COVID-19, if a disruption forces schools to close for a significant period of time, pivoting to existing distance-learning systems is significantly cheaper than starting from zero after school closures and then remediating learning losses.