Item history (bjohas, Sun Mar 12 2023 18:17:01 GMT+0000 (GMT))

TY - JOUR
TI - 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
AU - Beeharry, Girindre
T2 - International Journal of Educational Development
AB - 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.
DA - 2021/04/01/
PY - 2021
DO - 10.1016/j.ijedudev.2021.102375
DP - ScienceDirect
VL - 82
SP - 102375
J2 - International Journal of Educational Development
LA - en
SN - 0738-0593
UR - https://www.sciencedirect.com/science/article/pii/S0738059321000286
Y2 - 2022/09/10/20:33:50
L1 - https://www.sciencedirect.com/science/article/pii/S0738059321000286/pdfft?md5=574e55a6869284a4a1bbfa6f51664dd2&pid=1-s2.0-S0738059321000286-main.pdf&isDTMRedir=Y
L2 - https://www.sciencedirect.com/science/article/pii/S0738059321000286
KW - Foundational learning
KW - Foundational literacy and numeracy
KW - Global education
KW - Global education architecture
ER -

TY - JOUR
TI - 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
AU - Beeharry, Girindre
T2 - International Journal of Educational Development
AB - 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.
DA - 2021/04/01/
PY - 2021
DO - 10.1016/j.ijedudev.2021.102375
DP - ScienceDirect
VL - 82
SP - 102375
J2 - International Journal of Educational Development
LA - en
SN - 0738-0593
UR - https://www.sciencedirect.com/science/article/pii/S0738059321000286
Y2 - 2022/03/31/19:56:28
L2 - https://www.sciencedirect.com/science/article/pii/S0738059321000286
KW - Foundational learning
KW - Foundational literacy and numeracy
KW - Global education
KW - Global education architecture
ER -

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item.extra: KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2021.102375 2339240:UQGCU5P5 2405685:IWU8MQJ7

itemOLD.extra: KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2021.102375 2339240:MBCWCTFT 2405685:WFTBEXII

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

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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

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