Improving Learning Outcomes in Early Grade Reading: Integration of Curriculum, Teaching, Learning Materials, and Assessment (2013-2016) is a 3-year ambitious capacity-building project coordinated by the IBE-UNESCO and sponsored by the Global Partnership for Education (GPE) targeting to improve children's literacy levels across three West African countries. The CIES conference was an opportunity for the IBE to present and discuss the development, implementation and preliminary results of the project that shed light on the disheartening findings that today's global early reading education crisis extend far beyond issues of access.
During the research phase, the project produced two complementary studies: extensive data collection and analysis in each partner country (over 200 curricular documents analysed; 36 classroom observations; 110 interviews with teachers and school principals); and a thorough review of the latest international research in the field of early literacy. In addition to presenting the results of both studies, the final research report included evidence-based recommendations tailored to country-specific linguistic and educational contexts and needs. Findings from this two-part qualitative study has led the involved Ministries of Education to elaborate national action plans aligned with larger national curricular reforms, and to identify one common priority for action: the imperative to empower teachers to deliver effective early reading instruction.
The IBE-UNESCO has actively assisted its partners in developing targeted curricular documents supporting innovative teacher training and pedagogical practices; preparing teacher trainers to ensure the optimal use of the new curriculum materials; and in piloting and assessing their results.
The project has drawn attention to the importance of quality education as a crucial condition for children to learn to read well in early years. It also highlighted the correlation between the effectiveness of education systems and curriculum alignment with teaching materials, teacher training and assessment. In each country, actors of the larger curriculum reforms (also involved in early reading curriculum reforms) have gained a better understanding of these two key factors for educational success. By underscoring the need for all units in each Ministry of Education to work in a coordinated way and ensure that everyone understands what is involved in teaching children to read, the project has laid the grounds for the development of education systems that consistently enable positive learning outcomes for all.
Looking ahead, the IBE and its partners believe that the project will increase understanding of what is and is not working in early reading curriculum development and reforms.
Enabling Quality Instruction, Empowering Effective Early Reading Acquisition: Lessons Learned From a Three-Year Partnership with Burkina Faso, Niger and Senegal
This paper presents and discusses the development, implementation and preliminary results of an ambitious capacity -building project targeting the increase of children’s literacy levels across three West African countries, coordinated by the International Bureau of Education (IBE - UNESCO) and sponsored by the Global Partnership for Education (GPE).
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