Cette brève revue de la littérature examine l'expérience mondiale en matière d'enseignement de l'écriture cursive au début de l'école primaire, ainsi que les avantages et les inconvénients que cela peut présenter pour l'acquisition de la littératie. Elle a été préparée dans le cadre du programme RELIT du Sénégal afin de conseiller le ministère de l'Éducation sur la manière de procéder à l'élaboration du programme d'enseignement de la langue nationale et à la rédaction des manuels scolaires. // This brief literature review looks at global experience with teaching cursive writing in early primary school, and the advantages and disadvantages that this may have on literacy acquisition. It was prepared as part of the Senegal RELIT program to advise the Ministry of Education on how to proceed with national language curriculum and textbook development.

Esta es una guía informativa para maestros sobre el Marco Conceptual de Lectura Reading Matters Framework de USAID. Este marco conceptual destaca 7 componentes críticos para fomentar la adquisición de lectura para todos: mentores, administradores, maestros, textos, práctica extra, evaluación regular y estándares. El marco sitúa estos componentes dentro de un sistema más amplio que, respaldado por factores que determinan el bienestar de un niño, permite lograr resultados de lectura sólidos en forma consistente e incrementar la motivación de los estudiantes para aprender a leer. Esta guía fue elaborada por el equipo técnico del Centro de Investigaciones Educativas de la Universidad del Valle de Guatemala, socio implementador de Educación Básica de Calidad para la Transición (Basic Education Quality and Transitions - BEQT, por sus siglas en inglés).

Esta es una guía informativa para maestros sobre Fondos del Conocimiento y su aplicación en el aula. Los Fondos del Conocimiento hacen referencia al cúmulo de habilidades, experiencias y conocimientos de los estudiantes adquiridos en la vida cotidiana. En esta guía se enfatiza que este tipo de referentes son significativos, pues ayudan a los maestros para aprender sobre sus estudiantes y sus hogares, para reconocer fundamentos particulares de conocimiento aplicables en un entorno escolar. Esta guía fue elaborada por el equipo técnico del Centro de Investigaciones Educativas de la Universidad del Valle de Guatemala, socio implementador de Educación Básica de Calidad para la Transición (Basic Education Quality and Transitions - BEQT, por sus siglas en inglés).

Ce blog a été écrit et publié à l'origine par la Fondation Bill et Melinda Gates et la CONFENMEN à l'occasion de la conférence « Apprendre pour Demain » à Dakar, au Sénégal (janvier 2025). Il a été publié sur le site web de la conférence (https://linktr.ee/apprendrepourdemain) et dans le répertoire de documents (https://sites.google.com/view/apprendrepourdemain/resources-ressources/others?authuser=3). Cet article décrit comment l'activité « Renforcement de la Lecture Initiale pour Tous » (RELIT, 2021-2026) de l'USAID s'est efforcée de renforcer la capacité du système éducatif à dispenser un enseignement bilingue dans les premières années de la scolarité, en s'appuyant sur une pédagogie structurée et le renforcement des capacités institutionnelles.

This blog was written for and originally published by the Bill and Melinda Gates Foundation and CONFENMEN on the occasion of the "Apprendre pour Demain" conference in Dakar, Senegal (January 2025). It was published on the conference website (https://linktr.ee/apprendrepourdemain) document repository (https://sites.google.com/view/apprendrepourdemain/resources-ressources/others?authuser=3). This article describes how USAID's “Renforcement de la Lecture Initiale pour Tous” (RELIT, 2021-2026) activity has been working to strengthen the education system’s capacity to deliver bilingual education in the early grades, with structured pedagogy and institutional capacity-building as central pillars.

Ces Success Stories ont été préparées par l'équipe du projet Renforcement de la Lecture Initiale pour Tous de l'USAID au Sénégal en 2023. SS05 '"Compréhension à l’audition et enthousiasme des élèves de CI : les premières semaines de classes de lecture en pulaar renforcent la motivation de l’enseignante Fatoumata Sané" donne l'éxperience d'une enseignante en Pulaar qui utilise les materiaux RELIT. SS07 « La co-création avec le ministère de l'Éducation aboutit à des plans de développement des capacités pour préparer le personnel à fournir aux enfants du Sénégal une éducation bilingue de haute qualité » décrit le processus collaboratif de développement des capacités du ministère à fournir une éducation bilingue durable et de haute qualité et SS08 « La cartographie linguistique de plus de 1 000 écoles renforce la capacité du personnel du ministère de l'Éducation à soutenir durablement la mise en œuvre de l'enseignement bilingue au Sénégal » décrit comment le dialogue avec les communautés a permis d'identifier laquelle des langues locales convenait le mieux à l'enseignement en classe.

Aligning donor investment with country priorities and effective approaches of engagement are essential for long-term impact. Over the last decade, USAID has been supporting the Government of Tajikistan (GOT) to improve literacy and numeracy skills of all primary education students. Numerous other development agencies also fund projects in the education sector, with an average total annual contribution to education of roughly (based on OECD data). The impact of these investments is less than it could be, in part because there needs to be greater alignment between the government’s priorities and development partner activities.

The research on first language learning is the premise for the Philippines Mother-Tongue-based Multi-Lingual Education (MTB-MLE) Policy which requires schools to deliver the Kindergarten to Grade 3 curriculum in the mother tongue (home language) of the school’s community (Corder, 1983; Walter & Dekker, 2011. Salmona, 2014; Yadav, 2014). Considering that the national curriculum requires children to transition to and learn in Filipino and English at the start of Grade 4, the question of mother tongue’s effect on second and third language acquisition is not academic, but central to the policy debate on MTB-MLE efficacy. The MTB-MLE policy consists of five discrete areas: curriculum, learning resources, assessment, teacher recruitment and training, and community support. MTB-MLE has proven challenging with respect to the myriad languages and dialects. Out of the 180 plus languages spoken, only 19 have been formally supported with an official orthography, standard learning resources and teacher professional development materials. In communities with non-supported languages, teachers contextualize the teaching and learning materials, often translating and adapting from the linguistically nearest mother tongue to their own. In a 2019 study on MTB-MLE, the Philippines Institute of Development Studies found inconsistent implementation across schools, including teachers’ negative attitudes toward MTB-MLE, linguistic diversity of learners and classrooms, and lack of teaching and learning materials being key factors hindering its implementation (PIDS, 2019). The Bicol Region poses a particular challenge. In an area slightly larger than Connecticut with a population of just under 4 million, thirteen different languages plus numerous dialects are spoken in the various provinces, cities and towns that dot this volcanic region (Lobel, 2019). The standard language of Central Bikol, which is the mother tongue of approximately half the population consists of six different local dialects depending on the locale. Wedged in the middle of the Central Bikol-speaking area is a cluster of five distinct languages: Rinconada, Buhi-non, Bikol Libon, West Albay Bikol, and Miraya, with only one or two municipal communities each that speak these languages. Under the USAID Advancing Basic Education in the Philippines (ABC+), RTI conducted a longitudinal study that provides new evidence on the efficacy of MTB-MLE. The study tracked the language and literacy acquisition of four groups of learners: those Central Bikol learners who are learning in a fully supported language; Buhi-non speaking learners who are learning in an unsupported language (ie, Buhi-non); Central Bikol speakers who’s language of instruction is Tagalog and Tagalog learners who’s language of instruction is Tagalog. The findings show evidence that the Central Bikol learners whose LOI is Tagalog are performing at par or worse in nearly all domains of reading in their first (Central Bikol), second (Tagalog/Filipino) and third languages (English). The findings show a flattening of their trajectory in terms of the pace of language and literacy acquisition, as well as significant equity gaps in comparison to their Tagalog peers. The evidence points toward continued support to MTB-MLE, despite the challenges in implementation.

Education being recognized as a fundamental right plays a vital role in fostering better societies and ensuring fair access to quality education. In this panel, we will explore the significance of education protests concerning pedagogy, curriculum, and theories. The Philippines Department of Education (DepEd), with support from USAIDs project Advancing Basic education in the Philippines (ABC+), has taken innovative steps to improve learning outcomes and reach marginalized communicates beyond traditional methods. The 2018 Program for International Student Assessment (PISA) revealed that Filipino 15-year-old students scored low in reading comprehension and ranked near the bottom in math and science among 79 countries. This raised concern about curriculum, teaching practice, the learning environments of Philippines schools, and in general the quality of education in the Philippines. It is important to note that over 90% of the students in the Philippines reported speaking a language at home different from the language used in instruction and the PISA test (English). Such language disparity significantly impacts PISA scores, and the Philippines’ linguistic diversity adds to the complexity. The Philippines is one of 44 nations where no single language group exceeds 50% of the total population. Estimates of the number of native Philippine languages range from 110 to 185. The adoption of Mother Tongue Based-Multilingual Education (MTB-MLE) in 2009 recognized this and explicitly emphasized the socio-cultural value of children learning in their maternal languages and put a focus on the importance of language to expanding access to education and improving learning outcomes. This panel highlights the importance of utilizing data to advocate for Early Grade Learning (EGL) and exploring alternative investment pathways beyond traditional sources.

This success story highlight the experience of one Uzbek Language Arts teacher in supporting the development of new reading materials for grades 1-4 learners. When she started working on the student textbooks and teacher guides, she found transforming Uzbekistan's approach to reading in local language challenging and rewarding, especially with the tremendous support of the international and local experts, who helped the writers to ensure international best practices guided the content and teaching methods. The result of their hard work, lead to the creation of books that inspire children to learn and develop a love of the Uzbek language.