Category: Literacy and Numeracy

The impact of the language of instruction on foundational literacy and transitions

by Pui Ki Patricia Kwok, Nisha Thomas, Catherine Young and Ann Veitch | Jul 1, 2024 | Learning, Literacy and Numeracy

The role foundational literacy plays in successful learning outcomes of children and young people is widely recognised. Without a solid development of foundational literacy, children will encounter a wide range of challenges throughout their schooling and potentially in their life outcomes. Read More

Mapping research on Foundational Literacy and Numeracy in sub-Saharan Africa contexts – where are the publications?

by Helene Binesse and Rui daSilva | Nov 9, 2023 | Literacy and Numeracy

Ensuring the quality of learning is paramount for every child’s development and success. Yet, in Africa, one in five children of primary-school age is not enrolled in formal school, and only one in five children reaches the minimum level of proficiency by the end of primary education. Read More

The status of education in the Somali Region of Ethiopia and overcoming some of the challenges

by Abdirizak Haybe Ali | Apr 11, 2023 | Learning, Literacy and Numeracy

Despite all of the known benefits of education, the learning crisis persists across the world. In Ethiopia, lower primary in particular is extremely stunted by poor quality learning systems. Read More

Involving the community in raising children’s foundational learning outcomes: Evidence from India

by Suman Bhattacharjea, Deepak Kumar and Ricardo Sabates | Jul 18, 2022 | Early Childhood, Literacy and Numeracy

Achieving basic literacy and numeracy skills is fundamental for successful learning through the schooling cycle. Supporting children to achieve these foundational skills requires not just teachers, but multiple stakeholders working together to enable meaningful understandings and applications of these skills. But, how can multiple stakeholders work together to ensure that… Read More

Family literacy and indigenous learning ‘reimagined’ within international development policy and practice

by Catherine M Jere and Gina Lontoc | Sep 30, 2021 | 2021 UKFIET Conference, Literacy and Numeracy, Policymaking

This article was written by Catherine Jere, Associate Professor, School of International Development, University of East Anglia and Gina Lontoc, Associate Professor, Research...

How can reading by age 10 fix the learning crisis?

by Hollie Warren | May 13, 2021 | Learning, Literacy and Numeracy

This blog was written by Hollie Warren, Head of Education at Save the Children UK. It was originally published on the Save the Children website on 26 April 2021. Before the...

International Education Day – how to recover and revitalise for the COVID-19 generation?

by UKFIET | Jan 25, 2021 | Literacy and Numeracy

The third International Education Day will be marked on Monday 25th January 2021 under the dark cloud of disruption and devastation that the COVID-19 pandemic has brought to...

Tips for making textbooks and study materials more engaging

by Chris Joynes | Mar 1, 2018 | Learning, Literacy and Numeracy

This blog was written by Chris Joynes, Senior International Advisor, Education Development Trust for World Book Day The role of textbooks and study materials, regardless of...

Beyond Literacy and Numeracy: Rethinking the Curriculum – Interview with Paul Vare

by Paul Vare | Mar 2, 2017 | 2017 UKFIET Conference, Learning, Literacy and Numeracy

Interview with Paul Vare, co-convenor for sub-theme on Beyond Literacy and Numeracy: Rethinking the Curriculum What excites you about this theme? The sub-theme uses the term...

From Literacy to Literacies?

by Anna Robinson-Pant | Nov 2, 2012 | Literacy and Numeracy

Around the world, Literacy is regarded as an indisputable public good, central to all educational initiatives. As the 2006 UNESCO Global Monitoring Report on ‘Literacy for Life’...