Children need a strong foundation in learning to succeed in their education and life. Yet, by the age of 10 years, nearly 9 out of 10 children in SSA cannot do basic mathematics. There is an urgent need to learn from success stories like the Ganitha Kalika Andolana (GKA) program in India to accelerate results in numeracy to ensure that every child is ready to succeed at school. This findings brief (one of six from the Numeracy at Scale study) discussed the key successes from the program to provide policy makers and development practitioners with evidence-based strategies for improving instruction and learning in numeracy

This report presents case studies of five remote training activities conducted by USAID-funded and RTI-implemented programs: the Advancing Basic Education Project (ABC+) in the Philippines, the Malawi Early Grade Reading Improvement Activity (MERIT), Read Liberia, Okuu Keremet! in the Kyrgyz Republic, and the Uganda Literacy Achievement and Retention Activity (LARA). The case studies seek to apply a more process-based and learning-oriented approach, drawing from the MEL-Tech Framework, to understand technology-supported remote teacher training introduced in response to COVID-19.