Systems Implications for Core Instructional Support Lessons from Sobral (Brazil), Puebla (Mexico), and Kenya
This paper highlight 5 tips that may be beneficial to other countries or situations
Abstract
In recent years, the expansion of education systems has led to unprecedented numbers of children attending school. However, there remains a learning crisis globally, and 6 out of 10 children and adolescents are not meeting minimum proficiency levels in reading and mathematics. The scale of this crisis requires bold, transformative changes to education systems. While there have been advances in know-how on specific learning interventions, the challenge now is in moving crucial parts of education systems so that all young people, at a minimum, are literate and numerate by the time they leave primary school.
This document highlight five tips that may be beneficial to other countries or situations:
- Focus on just a very few achievable indicators, foregrounding foundational learning, for a country emphasising learning.
- Use data to drive both initial “wake-up” and stock taking but also to support teaching as the process goes along.
- Emphasis on the teaching by the teachers who are already in place.
- Provide strong motivation through support that works.
- Use tight management so there is some degree of centralism and prescriptiveness as to pedagogy and other inputs, but after having iterated and adapted to context.
This research is part of the ‘Research on Improving Systems of Education’ programme
Citation
Crouch, L. 2020. Systems Implications for Core Instructional Support Lessons from Sobral (Brazil), Puebla (Mexico), and Kenya. RISE Insight Series. 2020/020. https://doi. org/10.35489/BSG-RISE-RI_2020/020
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