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

Resource type
Journal Article
Author/contributor
Title
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
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.
Publication
International Journal of Educational Development
Volume
82
Pages
102375
Date
April 1, 2021
Journal Abbr
International Journal of Educational Development
Language
en
ISSN
0738-0593
Accessed
06/03/2021, 13:52
Library Catalog
ScienceDirect
Citation
Beeharry, G. (2021). 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. International Journal of Educational Development, 82, 102375. https://doi.org/10.1016/j.ijedudev.2021.102375