conference
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Africa Knows! It is time to decolonise minds
Accepted Paper: G42-05.
To panel G42.
Title of paper:
A call to action: designing from the 'farthest-behind-first' lens
Short abstract paper:
Long abstract paper: Our efforts on access and learning for all MUST prioritize those at greater risk of falling behind, by i) adopting strategies that attempt to level the playing field, and ii) equipping learners with the requisite foundational literacy and numeracy skills. Since 2018, several initiatives targeting learners without foundational skills have been conducted across 12 counties in Kenya. Member organizations from the Regional Education Learning Initiative (RELI) implemented 8 programs across 213 schools, reaching over 24, 000 learners. Results from these initiatives shows that it is possible to support a significant proportion of those farthest behind to acquire basic skills within a relatively short time. These innovations have primed 'level-based' learning by conducting assessments to establish the learning levels and designing sessions responsive to the needs of individual children. Irrespective of age or grade, learners of similar learning levels are grouped together and engaged in interactive learning activities. This way, they are supported to acquire foundational skills, without which attainment of SDG 4 remains an elusive dream. Experience and evidence gathered through implementation echoes the message that 'inputs alone' have not succeeded in promoting learning for all. In Kenya for instance, the proportion of those reading at story level in Bungoma county in 2018 had reduced to 43%, compared to 50% in 2015. This calls for formulation and adoption of policies and pedagogical approaches that appeal to learning needs for all learners. What then do we need to adjust moving forward? Where is the lapse? This paper identifies and shares reflections that can further shape policy conversations and actions in light of children farthest behind.
* This conference took place from December 2020 to February 2021 * |