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1、The Foundational Learning Compact Umbrella Trust Fund Transforming Education,Improving Learning Outcomes,Changing Lives Progress Report October 2023September 2024Public Disclosure AuthorizedPublic Disclosure AuthorizedPublic Disclosure AuthorizedPublic Disclosure AuthorizedTransforming Education,Imp

2、roving Learning Outcomes,Changing Lives The Foundational Learning Compact Umbrella Trust Fund Progress Report October 2023September 2024 2024 International Bank for Reconstruction and Development/The World Bank1818 H Street NW Washington DC 20433 Telephone:202-473-1000Internet:www.worldbank.orgThis

3、work is a product of the staff of The World Bank with external contributions.The findings,interpretations,and conclusions expressed in this work do not necessarily reflect the views of The World Bank,its Board of Executive Directors,or the governments they represent.The World Bank does not guarantee

4、 the accuracy,completeness,or currency of the data included in this work and does not assume responsibility for any errors,omissions,or discrepancies in the information,or liability with respect to the use of or failure to use the information,methods,processes,or conclusions set forth.The boundaries

5、,colors,denominations,and other information shown on any map in this work do not imply any judgment on the part of The World Bank concerning the legal status of any territory or the endorsement or acceptance of such boundaries.Nothing herein shall constitute or be construed or considered to be a lim

6、itation upon or waiver of the privileges and immunities of The World Bank,all of which are specifically reserved.Rights and PermissionsThe material in this work is subject to copyright.Because The World Bank encourages dissemination of its knowledge,this work may be reproduced,in whole or in part,fo

7、r noncommercial purposes as long as full attribution to this work is given.Any queries on rights and licenses,including subsidiary rights,should be addressed to World Bank Publications,The World Bank,1818 H Street NW,Washington,DC 20433,USA;fax:202-522-2625;e-mail:pubrightsworldbank.org.Cover photo:

8、iStock/monkeybusinessimagesCover and interior design:Jihane El Khoury RoedererPhoto credits:p.xxviii:borgogniels/iStock;p.12:Bartosz Hadyniak/iStock;p.26:borgogniels/iStock;p.44:zeljkosantrac/iStock;p.56:karelnoppe/iStock;p.59:World Bank;p.73:zeljkosantrac/iStock;p.80:monkeybusinessimages/iStock;p.8

9、4:World Bank;p.88:Niwat Khongpraphat/iStock;p.102:DimaBerkut/iStock;p.112:Casarsa/iStock;p.122:Bartosz Hadyniak/iStock;p.128:Riccardo Lennart Niels Mayer/iStock.ContentsAcknowledgments viiAbbreviations viiiForeword from the Global Director xProgram Managers Note xiiiExecutive Summary xvSECTION 1 Tru

10、st Fund Overview and Highlights 1Context 1FLC Overview 3FLC Portfolio Indicators 8Results Framework Highlights 10SECTION 2 Implementation Progress 13The accelerator Program 13Learning Measurement and Data 26Learning Assessment 28Learning Data Analytics 34Drivers of Learning the Global Education Poli

11、cy Dashboard 36Teachers 44Global Coach 45Coach Mozambique 46Teach-Coach SUNSET Grants 50Education Technology 56EdTech Hub 56iiiBoxesBox 2.1 Rwanda Accelerator Grant 16Box 2.2 Edo State Accelerator Grant 17Box 2.3 Kenya Accelerator Grant 18Box 2.4 Mozambique Accelerator Grant 19Box 2.5 Sierra Leone A

12、ccelerator Grant 19Education Policy Academy 59The Foundational Learning Policy Academy 61The Inclusive Education Policy Academy 67The Teachers Policy Academy 68EdTech Policy Academy 69Inclusion Support Program for Refugee Education 73The Implementation Science for Education Program 80Bangladesh Seco

13、ndary Education Program 84Early Learning Partnership 88SECTION 3 Risks and Challenges 103Risks and Challenges for the FLC Umbrella 103Risks and Challenges at the Activity Level 105SECTION 4 Looking Ahead 113Planned Activities for the FLC Umbrella 113Planned Actions at the Activity Level 113SECTION 5

14、 Trust Fund Financials 123ANNEXES 127Annex A Ongoing FLC-and ELP-Funded Activities and Projects 129Annex B:FLC Results Framework 20212027 163Annex C:UNICEF-Accelerator Transfer Out 185References 187Notes 189ivFoundational Learning Compact Umbrella Trust Fund Progress Report October 2023September 202

15、4Box 2.6 Pakistan Accelerator Grant 21Box 2.7 Senegal Accelerator Grant 22Box 2.8 Ghana Accelerator Grant 22Box 2.9 ALMA support for global and country work on learning measurement and data 29Box 2.10 Implementation of Policy Linking in Iraq 31Box 2.11 GEPD Data in Edo State,Nigeria 39Box 2.12 Imple

16、mentation of SUNSET Grants in Tanzania,Djibouti and India 51Box 2.13 Implementation of INSPIRE Grant in Burundi 77Box 2.14 Implementation of INSPIRE Grant in Chad 77Box 2.15 Implementation of INSPIRE grant in Ethiopia 78Box 2.16 Implementation of INSPIRE grant in South Sudan 78Box 2.17 Research Plan

17、s under Development in Three Target Countries:Ghana,Rwanda,and Nigeria 82FiguresFigure ES1 Key FLC Results:October 2023-September 2024 xviiFigure 1.1 Structure of the FLC Umbrella Trust Fund 4Figure 1.2 The FLC Pillars and Cross-Cutting Themes 5Figure 1.3 Activities under the FLC Umbrella Trust Fund

18、 6Figure 2.1 Core Areas for Foundational Learning Supported under the Accelerator Program 14Figure 2.2 Country-Level Support to Learning Assessment 30Figure 2.3 Dashboard Structure,Tools,and Indicators 37Figure 2.4 Core Elements and Cross-Cutting Themes of Foundational Learning in the Education Poli

19、cy Academy 61Figure 2.5 Menu of Selected Themes Tailored to Each Cohort of the Inclusive Education Policy Academy 67Figure 2.6 INSPIRE Framework 74Figure 2.7 INSPIRE Model 75Figure 2.8 Menu of Interventions to select and operationalize 75Figure 2.9 Types of Implementation Science Research at Scale 8

20、1Figure 5.1 Total Funds Committed by Development Partners as of September 30,2023($)123Figure 5.2 FLC Grants by Region as of September 30,2023($)124MapMap 1.1 The FLC Supports 76 out of 86 Countries in the World Bank Education Portfolio 7vNotesTablesTable 1.1 Indicators That Surpassed Targets As of

21、September 2024:Selected Indicators 11Table 2.1 Accelerator Program:Progress on Key Milestones 25Table 2.2 Learning Measurement and Data:Progress on Key Milestones 42Table 2.3 All Countries Receiving SUNSET Grants 51Table 2.4 Global Coach Program:Progress on Key Milestones 55Table 2.5 Coach Mozambiqu

22、e Program:Progress on Key Milestones 55Table 2.6 SUNSET Grants:Progress on Key Milestones 55Table 2.7 EdTech Hub:Progress on Key Milestones 58Table 2.8 Literacy Policy Academy Courses Offered During Reporting Period 62Table 2.9 Education Policy Academy:Progress on Key Milestones 70Table 2.10 Inclusi

23、on Support Program for Refugee:Progress on Key Milestones 79Table 2.11 Implementation Science for Education:Progress on Key Milestones 83Table 2.12 Bangladesh Secondary Education Program 87Table 2.13 Progress Update Summary for ELP 96Table 5.1 FLC Umbrella Trust Fund Financial Status as of September

24、 30,2024($)124Table 5.2 ELP Associated Trust Fund Financial Status as of September 30,2024($)125Table A.1 Ongoing FLC-Funded Activities and Projects 129Table A.2 Ongoing ELP Trust-Funded Activities and Projects 138Table C.1 Summary of UNICEF Accelerator Program Progress 186viFoundational Learning Co

25、mpact Umbrella Trust Fund Progress Report October 2023September 2024AcknowledgmentsThis progress report was prepared by Kanae Watanabe,Mabel Martnez,Priyal Gala,and Raiden Dillard,under the guidance of Halil Dundar(Practice Manager,Global Engagement and Knowledge).The team received inputs from Marya

26、m Akmal,Hanna Alasuutari,Michela Chiara Alderuccio,T.M.Asaduzzaman,Diego Luna Bazaldua,Marcela Gutierrez Bernal,Kathryn Dempsey Bullard,Marie-Hlne Cloutier,Alisa K.Arif Currimjee,Fran Beaton-Day,Amanda Devercelli,Laura Gregory,Saamira Halabi,Robert Hawkins,Ella Humphry,Gang I.Kim,Melissa Diane Kelly

27、,Changha Lee,Jessica Lowden,Sergio Venegas Marin,Magreth Paul Mziray,Lucia Jose Nhampossa,Prachi Patel,Shwetlena Sabarwal,Marla Hillary Spivack,Jayshree Thakrar,and Rana Yacoub.The team also received much-appreciated assistance from a number of World Bank country task team leaders and others too man

28、y to list here.Jihane El Khoury Roederer designed the cover,layout and some graphic assets of the report,and Datapage International Limited co-designed it.Laura Dodge copyedited the report.We would like to express our gratitude to our donorsthe Bernard Van Leer Foundation;the Bill and Melinda Gates

29、Foundation;Echidna Giving;UK Foreign,Commonwealth&Development Office(FCDO);the Hewlett Foundation;the Hilton Foundation;the LEGO Foundation;the Ministry for Foreign Affairs of Finland;Philanthropy Advisors;Porticus;Rockefeller Philanthropy;and the governments of Australia,Canada,Germany,Scotland,and

30、 the United Statesfor their generous support and contributions to the Foundational Learning Compact Multi-Donor Umbrella Trust Fund(FLC).Without them,the activities summarized in this report would not have been possible.This progress report examines the progress made by the activities under the Foun

31、dational Learning Compact Multi-Donor Umbrella Trust Fund from October 31,2023,to September 30,2024.viiAcknowledgmentsAbbreviationsAcronymDescriptionACERAustralian Council for Educational ResearchAIM-ECDAnchor Items for MeasurementEarly Childhood DevelopmentALMAAccelerating Learning Measurement for

32、ActionAMPLAssessment for Minimum Proficiency LevelsAMPL-aAssessment for Minimum Proficiency Levels for Sustainable Development Goal 4.1.1aAMPL-a+bAssessment for Minimum Proficiency Levels for Sustainable Development Goals 4.1.1a&4.1.1b AMPL-bAssessment for Minimum Proficiency Levels for Sustainable

33、Development Goal 4.1.1bCONFEMEN Conference of Ministers of Education of Francophone Countries CPDcontinuous professional developmentECDearly childhood developmentECEearly childhood educationEdoBESTEdo Basic Education Sector TransformationEiEEducation in EmergenciesERICCEducation Research in Conflict

34、 and Protracted Crisis EdTecheducation technologyELPEarly Learning PartnershipELRNEarly Learning Resource NetworkFCDOUnited Kingdom Foreign,Commonwealth and Development OfficeFCVfragility,conflict,and violenceFLCFoundational Learning CompactFLNfoundational literacy and numeracyFY fiscal yearGEPDGlob

35、al Education Policy DashboardGPEGlobal Partnership for EducationIBRDInternational Bank for Reconstruction and DevelopmentICTinformation communications technologyIDAInternational Development AssociationIFCInternational Finance CorporationINEEInter Agency Network for Education in EmergenciesINSPIREInc

36、lusion Support Program for Refugee Education viiiFoundational Learning Compact Umbrella Trust Fund Progress Report October 2023September 2024AcronymDescriptionITEinitial teacher educationLAISELearning Acceleration in Secondary EducationLDCLearning Data CompactLIRELearning Improvement for Results in

37、EducationLLECELatin American Laboratory for the Assessment of the Quality of EducationMINEDHMinistry of Education and Human DevelopmentMOEMinistry of EducationNGOnongovernmental organizationOECDOrganisation for Economic Co-operation and DevelopmentOLCOpen Learning CampusPASEC Program for the Analysi

38、s of Education Systems PIRLSProgress in International Reading Literacy StudyPISAProgram for International Student AssessmentRoC Reinventing our ClassroomSDGSustainable Development GoalSRGBVschool-related gender-based violenceSUNSETScaling Up National Support for Effective TeachingTIMSSTrends in Inte

39、rnational Mathematics and Science StudyTPDteacher professional developmentUKUnited KingdomUISUNESCO Institute for StatisticsUNESCO United Nations Educational,Scientific and Cultural OrganizationUNHCRUnited Nations High Commissioner for Refugees UNICEFUnited Nations Childrens FundUSAID United States

40、Agency for International DevelopmentWWHGEWhat Works Hub for Global EducationZIPzona de influncia pedaggicaixAbbreviationsForeword from the Global DirectorClimate,geopolitical,and socioeconomic crises are putting prosperity out of reach for millions across the globe,with devastating consequences for

41、developing countries.By 2030,up to two-thirds of the worlds extremely poor,half of whom are children,will live in contexts characterized by fragility,conflict,and violence(FCV).Of the 15 million refugee children and youth worldwide,more than half are not in school.Nearly half of the worlds children,

42、live in extremely high-risk countries vulnerable to impacts of climate change,with extreme weather events disrupting education systems,causing prolonged school closures,and increasing learning poverty,particularly in low-income countries.This comes on top of the global learning crisis,which continue

43、s to hinder the development of critical essential skills such as literacy,numeracy,and socioemotional skills.We know the power of educationof foundational learning.We know how skills build on themselves and have lifelong benefits for students.But the reverse is also true:crises build upon each other

44、.By not addressing the learning crisis now,we are setting ourselves up for more and deeper crises tomorrow:low growth,instability,and continued poverty.There are many pieces to solving this puzzle.First,governments must focus more on the quality of teacher recruitment and on the content of teacher t

45、raining and professional development so that teachers can be more effective.Responding to the learning crisis will take a better,bigger World Bank that is equipped with a catalytic financing platform like the FLC.The FLC is an important tool to combat the learning crisis and enable the global commun

46、ity to come together around a shared commitment to improving learning outcomes for all children.xFoundational Learning Compact Umbrella Trust Fund Progress Report October 2023September 2024Classrooms should be equipped to foster effective learning through a simple,effective curriculum that is suppor

47、ted by textbooks,learning materials,and structured pedagogy.Second,learning outcomes must be measured and tracked through learning assessments that ensure children acquire necessary foundational skills and that enable governments to adjust the curriculum to improve learning outcomes.Third,education

48、spending is insufficient;recurrent costs are very high,and many governments are also facing large debt.Governments must prioritize smarter,more effective,and efficient spending to secure better outcomes for all children.Fourth,the capacity of governments,from the central level to the district level,

49、must be strengthened to effectively implement interventions that move the needle on foundational learning outcomes.And finally,we must build resilient education systems that can adapt to challenges such as conflict,climate change,and natural disasters,ensuring children can continue learning despite

50、disruptions.The World Bank supports governments in addressing all these priority areas to address the learning crisis.Foundational learning is the basis for students learning in other subjects,in higher grades,and in their lives beyond school.Without strong foundational skills,children face a steep

51、uphill battle in school and life.In Sub-Saharan Africa,86 percent of 10 year-old children cannot read and understand a relevant text,highlighting the urgency of the global learning crisis.Ensuring that the most marginalized studentsincluding girls,children in rural and remote areas,minority groups,s

52、tudents with disabilities,and displaced studentsdevelop strong foundational skills is the first step in ensuring equitable learning opportunities for all.The Foundational Learning Compact(FLC)demonstrates the value of partnerships to achieve our collective aim of No Learning Poverty,which is also th

53、e main education indicator in the new World Bank Corporate Scorecard.By leveraging the World Banks$27.1 billion(active portfolio as of September 2024)global education portfolio,the FLC is at the forefront of transforming education systems through collaboration,data-driven solutions,and technical exp

54、ertise.Many of the initiatives that the FLC has developed and piloted have been scaled up and are now being implemented more broadly with more funding.They are also many public goods that can be used by all stakeholders.This report highlights the noteworthy interventions that are making impactand th

55、e support of the FLC was instrumental in making these a reality.Countries can and must accelerate learning.Let us continue to work together to ensure that learning poverty becomes a thing of the past,because the cost of inaction is too high.Realizing the full potential of education requires our unwa

56、vering commitment.xiForeword from the Global DirectorThrough collective action,we can ensure that every child receives the necessary skills needed to thrive and contribute to a more prosperous and equitable world on a livable planet.Lets get to work and scale up!Luis BenvenisteGlobal DirectorEducati

57、on Global PracticeSuccess for the FLC is continuing to develop knowledge,tools,and support for evidence-based interventions at the global level that have the potential to be transformative in as many countries as possible by complementing and contributing to World Bank policy dialogue and financing

58、at the country level.xiiFoundational Learning Compact Umbrella Trust Fund Progress Report October 2023September 2024Program Managers NoteWith a global footprint in 76 of the 86 countries in the World Bank education portfolio,the Foundational Learning Compact(FLC)supports the development of global kn

59、owledge,data,tools,as well as country-level analytics,technical assistance,and capacity building to transform education systems.Partner funding through the FLC leverages approximately$33.4 billion in financing,including the World Banks own International Development Association(IDA)and International

60、Bank for Reconstruction and Development(IBRD)funding.The FLC provides an invaluable platform for collaboration with our partners as we work together towards the achievement of SDG 4.Although the World Bank is the largest external financer of education in the developing world with a portfolio of 162

61、projects amounting to over$27.1 billion in 86 countries(as of September 2024),funding remains insufficient,and partnerships remain the key to achieving deeper impact.In this reporting period,the FLC Anchor has benefitted more than 23.6 million students and 3.9 million teachers and school leaders.The

62、 activities have also influenced government policies in 81 countries through evidence,data,and advisory services.The FLC has also developed nearly 86 analytical reports,tools,and notes.This has been achieved through 51 catalytic grants totaling around$25.6 million.These grants provide tailored suppo

63、rt to 38 countries and include three regional grants as well as 14 global grants for global public goods,knowledge,and initiatives.Translating our shared vision to accelerate foundational learning and transform education systems is a major lift that demands a level of investment from multilateral in

64、stitutions,governments,foundations,and theprivate sector never seen before.The FLC is proud to be a platform for collaboration for thisshared vision of learning for all children.xiiiProgram Managers NoteFLC grants at the country level leverage the World Bank-financed education program and contribute

65、 to improving government capacity to implement evidence-based interventions.Overall,these activities strengthen country dialogue with better data and knowledge and enhance implementation capacity,enabling the World Bank to work with governments to design and implement effective reforms and intervent

66、ions that improve learning,through World Bank,government,and other financing,such as Global Partnership for Education(GPE)grants.As the partnership expands,we have added three new programs to the FLC this year.The Accelerating Learning Measurement for Action(ALMA)program was launched in January 2024

67、 to increase the availability and use of quality data on the learning outcomes.Another new initiative,the Inclusion Support Program for Refugee Education(INSPIRE),supports governments to integrate refugee children into national education systems,leveraging financing from the IDA Host-Refugee Window.

68、Finally,the new Implementation Science for Education Program,launched in April 2024 in partnership with the What Works Hub for Global Education(WWHGE)at Oxford University,aims to support World Bank-financed projects with research to improve implementation at scale.Existing programs also expanded thi

69、s year.The Accelerator Program,which has influenced government focus on foundational learning in five countries in Sub-Saharan Africa has evolved into Accelerator 2.0,a program that will benefit many more countries with technical assistance on core aspects of foundational learning.The Education Poli

70、cy Academy,which started with Education Technology,has been expanded with more and updated offerings,including Learning Assessment,Literacy,and Inclusive Education Policy Academies.Governments are demanding innovative and evidence-based ideas at scale,as well as knowledge and capacity building to he

71、lp them transform education systems characterized by high learning poverty into drivers for long-term growth.These demands require resources and commitment from the education community.We hope this report will give you a glimpse into FLC activities and the potential for even more impact at scale.We

72、value your contributions,insights,and expertise.I would like to thank you,our partners for joining us in our mission to invest in people,accelerate learning,and end learning poverty.Kanae WatanabeSenior Partnership Coordinator and FLC Program ManagerEducation Global PracticeIn this reporting period,

73、the FLC Anchor has benefitted more than 23.6 million students and 3.9 million teachers and school leaders.xivFoundational Learning Compact Umbrella Trust Fund Progress Report October 2023September 2024Executive SummaryThe Foundational Learning Compact Progress Report October 2023September 2024 prese

74、nts the progress made in FLC activities and highlights from its associated trust fund,the Early Learning Partnership(ELP).It picks up where the last FLC Progress Report(World Bank 2023a)left off on October 1,2023.While most of the document will focus on the FLC Anchor Trust Fund(TF)part of the FLC M

75、ulti-Donor Umbrella Trust Fund,there is also a dedicated section for the ELP Associated Trust Fund.The report contains sections on the overview of the FLC Anchor TF,implementation progress of specific activities,risks and challenges,activities planned for the remainder of 2024 and into 2025,a specif

76、ic section for ELP,and a financial update for both the FLC Anchor and ELP TFs.It also includes annexes with updated information on all of the FLC Umbrella TF grants and an updated Results Framework for the FLC Anchor TF.hadynyah/iStockxvExecutive SummaryThe objective of the FLC is to enhance global

77、and country-level efforts to pursue systematic and sustained improvements in early childhood,primary,and secondary education resulting in better learning outcomes for all.With the support of partners,the FLC finances targeted interventions aimed to accelerate foundational learning at scale,increase

78、learning measurement and data,improve teaching quality,and improve the quality of foundational learning interventionsall toward the objective of improving learning outcomes.In this reporting period,the FLC Anchor TF supported 76 countries around the world.Approximately half of these countries are in

79、 Sub-Saharan Africa,followed by Latin America and the Caribbean,South Asia,and the Middle East and North Africa.The FLC focuses its support where there is strong government ownership and need.The FLC Anchor has benefited 23.6 million students and 3.9 million teachers and school leaders through the s

80、upport of FLC global public goodscomprising 86 tools,reports,and analysesand technical assistance.FLC financed tools,data,evidence,analytical work,and technical assistance contributed to country policy dialogue in approximately 81 countries.This has been achieved through 51 Bank-executed catalytic c

81、ountry grants(totaling$25.6 million)to 38 countries,as well as three grants for regional activities(totaling$3.9 million)and 14 grants for global activities(totaling$15.6 million).The FLC has provided funding to World Bank country programs,which has enabled the provision of technical assistance to g

82、overnments to increase their ability make policy decisions and implement programs to improve foundational learning outcomes.Compared to the previous reporting period,the FLC has disbursed$12.9 million this yearwhich reflects the acceleration of implementation in the last year across all activities.T

83、he following summarizes the main results for FLC activities as of September 2024,including for the ELP.The FLC is a partnership platform that:Streamlines donor investments to maximize impact on foundational learning at a national scale.Fosters high-level policy dialogue with countries to undertake c

84、ritical reforms for foundational learning.Supports tool development,data generation,evidence,and knowledge to inform policy reforms and interventions for foundational learning.Provides deep knowledge and technical expertise to support policies and interventions to improve learning outcomes.Develops

85、global public goods,such as data and analytics,to improve the quality of early and foundational learning outcomes that can be used by the global education community.xviFoundational Learning Compact Umbrella Trust Fund Progress Report October 2023September 2024FIGURE ES1 Key FLC Results:October 2023-

86、September 2024US$33.4 BILLION CATALYZED including IDA/IBRD funding,GPE grants,co-financing,and government financing23.6 MILLION students benefitted3.9 MILLION teachers and school leaders trained76 countries and territories supported1,190 practitioners81 country policy dialogue informed 86 global pub

87、lic goodsdevelopedThe FLC Umbrella supports the following programs and initiatives:the Accelerator Program and Accelerator 2.0;Learning Measurement and Data initiatives;support for Teachers;EdTech Hub;Education Policy Academy;and the Bangladesh Secondary Education Program;new initiatives,such as Inc

88、lusive Support for Refugee Education(INSPIRE)and Implementation Science for Education(ISE);and the associated Early Learning Partnership(ELP)trust fund.Accelerator ProgramThe Accelerator Program made substantial progress this year,achieving several key milestones in participating countries.The progr

89、am continued to shape the design and implementation of World Bank-financed education projects with a strong focus on foundational learning,while advancing evidence-based instructional interventions.Below are the major achievements:Source:Visual in updated FLC brochure.xviiExecutive Summary Influence

90、 on foundational learning design and government policies.The program has influenced government sector plans and the design and implementation of World Bank-financed education operations in Mozambique,Edo State(Nigeria),Rwanda,and Sierra Leone,where foundational learning has been prioritized.National

91、 and sub-national strategies now focus on structured pedagogy and enhanced learning assessments.Support for evidence-based interventions.The program provided financial and technical support to implement structured pedagogy programs,including revising literacy and numeracy curricula,to provide textbo

92、oks and teacher guides,and to deliver intensive teacher training to enhance classroom instruction in countries such as Sierra Leone,Mozambique,and Edo State(Nigeria).Learning assessments and data systems.In Edo State,the first state-wide learning assessments was completed,enabling the government to

93、monitor progress in foundational learning.Rwanda has also prioritized learning assessments as part of its National Foundational Learning Strategy.Cross-country collaboration and knowledge exchange.The program facilitated multiple cross-country learning events,including symposiums and knowledge-shari

94、ng workshops in Rwanda and Ghana.These engagements have fostered stronger collaboration among governments and development partners.Technical and operational support to country teams.Implementation advice and support helped country teams identify and address capacity gaps,ensuring the effective desig

95、n and implementation of foundational learning programs.For example,Sierra Leone piloted a new literacy package for grade 1,which will be scaled up to grade 2 classrooms by early 2025.Orientation sessions for Accelerator 2.0.The program conducted multiple orientation sessions on Accelerator 2.0 for c

96、ountry teams.These sessions provided key operational details and outlined the types of technical assistance available under the new program.Looking ahead,the new Accelerator 2.0 program will provide grants to more countries.It will strengthen the instructional core,reinforce regional technical exper

97、tise,and foster knowledge exchange on foundational learning.These efforts will be based on evidence-driven interventions aimed at improving classroom learning quality.xviiiFoundational Learning Compact Umbrella Trust Fund Progress Report October 2023September 2024Learning Measurement and DataLearnin

98、g measurement and data is reorganized under three workstreams:(1)Learning Assessment;(2)Learning Data Analytics;and(3)Drivers of Learning under the Global Education Policy Dashboard(GEPD).The achievements this year are summarized below:Learning Assessment Policy Linking report for Rwanda and benchma

99、rking exercise in Iraq were completed.The implementation of Assessment for Minimum Proficiency Levels for Sustainable Development Goal 4.1.1b(AMPL-b)continued in Pakistan,and preparations began to implement AMPL-a and AMPL-a+b in Lebanon.Just-in-time technical assistance and support were provided to

100、 enhance learning assessment systems and activities in 13 countries:the Arab Republic of Egypt,Bangladesh,Ghana,Guyana,Malawi,Mexico,Papua New Guinea,Pakistan,the Philippines,Rwanda,Sint Maarten,Somalia,and Tunisia.Looking ahead,the new ALMA program1 was launched and the selection of the first round

101、 of country grants will be made by October 2024.Learning Data Analytics With the release of the Organisation for Economic Co-operation and Development(OECD)Programme for International Student Assessment(PISA)2022 in December 2023,the World Bank conducted analysis and disseminated results in 49 count

102、ry briefs in January 2024 and May 2024.Upon the expected release of 2023 Trends in International Mathematics and Science Study(TIMSS)data in December 2024,country briefs will be produced that will harmonize and analyze the new data.A Global Learning Poverty Update is scheduled to be released in late

103、 2026 based on recent learning outcome data.Drivers of Learning Global Education Policy Dashboard Data collection and country coverage:Collected comprehensive,actionable data on four education systems:Edo State(Nigeria),and the Balochistan,Punjab,and Sindh regions in Pakistan,bringing the total to 1

104、7 systems.Validated and disseminated results for eight additional systems:Chad,Edo State(Nigeria),Gabon,and Balochistan,Punjab,Sindh,Khyber Pakhtunkhwa,and Islamabad regions in Pakistan.xixExecutive Summary Dissemination and impact:GEPD data is being used to shape policy recommendations and inform u

105、pcoming World Bank operations,such as the Human Capital Opportunities for Prosperity and Equality(HOPE Education)in Nigeria.In Edo State(Nigeria),GEPD data identified key gaps in pedagogical skills and learners preparedness for school,prompting a renewed focus on early childhood education.In Balochi

106、stan(Pakistan),GEPD insights drove the government to focus on Early Childhood Development and Continuous Professional Development initiatives.Currently,implementation is ongoing in eight systems(Bangladesh,Central African Republic,Colombia,Lebanon,Papua New Guinea,Peru,Seychelles,and Togo).Looking a

107、head,the GEPD implementation will be completed in four more systems that are in the pipeline:Guinea,South Africa(Western Cape province),Somalia,and South Sudan.With United Nations Educational,Scientific,and Cultural Organization(UNESCO)Institute for Statistics(UIS)and the Australian Council for Educ

108、ational Research(ACER),GEPD will also be implemented in Pakistan and Sierra Leone along with the AMPL-b student assessment,which will enable countries to report on SDG 4.1.1b and generate learning poverty estimates for the first time.TeachersThe Teachers program includes Global Coach,Coach Mozambiqu

109、e,and Teach-Coach Scaling Up National Support for Effective Teaching(SUNSET)grants.In addition,a new work program on initial teacher education launched last year with FLC support forms a key part of the Teachers program.The progress and future plans are the following:Global Coach The Global Coach pr

110、ogram was concluded in January 2024 and all resources have been made publicly available.The knowledge gained from the program has contributed to the Teachers Policy Academy,which aims to enhance technical knowledge on teachers professional development(TPD)among World Bank staff and clients in order

111、to improve the quality of TPD programs.The global teachers report,“Making Teacher Policy Work,”published in November 2023(World Bank 2023b),emphasizes the need for teacher policies to be designed with a deep understanding of teachers experiences,while a subsequent report on the Coach program,release

112、d in March 2024,highlights case studies from six countries and insights on continuous professional development for teachers.xxFoundational Learning Compact Umbrella Trust Fund Progress Report October 2023September 2024Coach Mozambique The Coach Mozambique program expanded the pilot,finalizing materi

113、als for grade 2 and conducting extensive data collection for an impact evaluation.Results indicate positive changes in teacher practices and significant progress in student literacy across monitored schools.Joint monitoring sessions with coaches(pedagogical director)and monitors(cluster-school coord

114、inators(zona de influncia pedaggica(ZIP)confirmed the effective use of lesson plans and increased support for teachers,with a significant rise in both the number of assessed students and their skills from the second to third term.The third round of training for teachers and monitors,conducted in Jun

115、e 2024,enhanced pedagogical practices and feedback mechanisms.Teach-Coach Scaling Up National Support for Effective Teaching(SUNSET)grants Under the SUNSET program,24 countries received nearly$5.5 million to enhance teachers professional development through the Teach and Coach programs.The program s

116、uccessfully concluded in June 2024.The program focused on managing grant closures,evaluating outcomes,and preparing analysis on lessons learned for dissemination through various channels.Additional technical assistance was provided to SUNSET country teams,alongside documentation of achievements and

117、lessons learned,with plans for an online event to share findings.Under the grants,countries adapted and implemented the Teach classroom observation tool to gather data about quality of teaching and to inform teacher professional development efforts.From there,many countries designed or updated conti

118、nuous professional development initiatives,and in some cases leveraging Coach materials.These efforts took a range of forms,from mentoring and 1:1 coaching to online training platforms to international knowledge exchange.Analysis of lessons learned under the grant is currently underway.Looking ahead

119、,the Mozambiques Aprender+program will be expanded to 5,500 schools,grade 3 lesson plans will be finalized,and an impact evaluation will be conducted.Globally,the program will disseminate insights from Global Coach and SUNSET Grant programs,launch a study on initial teacher education,and engage in w

120、orkshops,research,and assessments to improve teacher preparation and measure teaching effectiveness.xxiExecutive SummaryEducation TechnologyThe partnership with the EdTech Hub include the Hubs provision of technical assistance to World Bank staff through the Helpdesk,the annual development of joint

121、knowledge products,and the World Banks provision of strategic guidance through its participation on the Hubs Executive Committee and Strategic Advisory Board.Progress is listed below:Since the launch of the Helpdesk in April 2020,World Bank staff has made 48 active requests for support.The Helpdesk

122、provides relevant and just-in-time knowledge services,such as document reviews,expert consultations,curated list of resources,and topic briefs,in response to questions that governments have about EdTech policy and program design and implementation.Looking ahead,the EdTech Hub will continue increasin

123、g engagement with World Bank country teams through its helpdesk and collaborate on joint projects,including content development for the EdTech Policy Academy in October 2024.It will also support the development of Sierra Leones National Digital Learning Strategy,expected to be completed in early 202

124、5.Education Policy AcademyBuilding on the lessons from the EdTech Policy Academy,the World Bank has expanded its offerings under the Education Policy Academy and established it as a core training program for World Bank teams and governments counterparts to build knowledge and capacity to design and

125、implement effective education policies and programs.Education Policy Academy activities are partially supported by the FLC,and this year they focused on five thematic areas:foundational learning,inclusive education,teachers,education technology,and early childhood education(featured under the ELP se

126、ction).Program achievements include the following:The Foundational Learning Policy Academy incorporated and expanded upon the previous Literacy Policy Academy.The online Literacy Policy Academy introduced participants to the science of reading and to policies that promote effective early grade readi

127、ng at scale in six modules.The Advancing Foundational Teaching and Learning event,held in Accra,Ghana in May 2024,offered training to all World Bank education staff working in SSA in foundational learning.This included effective curriculum development,teacher training,and the provision of quality in

128、structional resources.The event also included two learning modules on classroom and large-scale assessment,paired with country cases from regional staff and insights from practitioners and policymakers from Ghana.xxiiFoundational Learning Compact Umbrella Trust Fund Progress Report October 2023Septe

129、mber 2024 The Inclusive Education Policy Academy(IEPA)was expanded to include Malawi,which completed Phase 1 of IEPA in June 2024.Malawi joined Rwanda and Zambia in IEPA Phase 2,which was launched with World Bank country teams and government counterparts.An in-country workshop is being planned to ta

130、ke place in Rwanda in February 2025.The Teachers Policy Academy built capacity around the fundamentals of teacher policy and high-quality in-service teacher professional development.A pilot 2-day workshop was conducted customizing the content of the“Teachers:Strengthening Continuous Professional Dev

131、elopment”course to Moroccos specific context.The EdTech Policy Academy in Spring 2024 focused on“Strategies to Support Teacher Capacity Building through Technology,”with 48 participants from the ministries of education in Georgia,Moldova,Jordan,and the Philippines.The micro-course format allowed par

132、ticipants to engage with the content at their own convenience.Looking ahead,the Education Policy Academy as a program will focus on increasing accessibility and engagement through new self-paced modules,bite-sized content,and more face-to-face courses.All courses were migrated to the World Bank Open

133、 Learning Campus,ensuring a consistent user experience and improved tracking of progress.In the next year,each policy academy has specific next steps.The Literacy Policy Academy will conduct training events in Colombia and the Central African Republic,with additional materials translated for Lusopho

134、ne countries.The Teachers Policy Academy will roll out new professional development modules,expand course delivery,and develop content on initial teacher education.The Inclusive Education Policy Academy will hold a workshop in Rwanda(to be confirmed)in early 2025,launching Phase 3 by June 2025.The E

135、dTech Policy Academy will assess current EdTech policies and implementation strategies during the planned October 2024 session,helping countries prioritize actionable steps for advancing their goals.The updated Learning Assessment Policy Academy will build on field experiences in Ghana and develop l

136、earning data analytics content,including for ALMA grantees.Inclusion Support Program for Refugee Education(INSPIRE)This is a new global initiative launched in February 2024,in collaboration with UNHCR,to support governments in the inclusion of refugee children in host country education systems.INSPI

137、RE supports host countries strengthen and implement policies,reinforce system capabilities for integrating refugee children into national education systems through country grants.At the global level,the program generates policy and operationally relevant knowledge and lessons on refugee xxiiiExecuti

138、ve Summaryeducation and convenes global events to advance the agenda on refugee education.Achievements to date include the following:A Guidance Note on Refugee Inclusion is currently being drafted to help World Bank teams and governments to design and implement programs to incorporate refugee childr

139、en into national school systems.A global knowledge event is being planned at Wilton Park in the United Kingdom(UK)to bring together governments that have committed to host refugee children in their education systems with experts,refugee advocates,and partners to support the development of refugee in

140、clusion plans.Phase 1 countries have been selected and implementation has begun in four countries(Burundi,Chad,Ethiopia,and South Sudan)to provide technical support to governments to developing refugee inclusion plans,as well as designing and implementing programs.Looking ahead,INSPIRE will prioriti

141、ze the global dissemination of its Guidance Note on refugee inclusion,with knowledge-sharing webinars planned on key topics to ensure broad access.In addition,the program will continue providing just-in-time technical assistance to countries as needed,offering ongoing support for refugee education e

142、fforts.A new round of country grants will also be awarded,expanding the programs reach and supporting additional countries in implementing refugee inclusion initiatives.Implementation Science for Education(ISE)ProgramThis new program,developed in April 2024 in partnership with the What Works Hub for

143、 Global Education at Oxford University,supports the delivery of evidence-based reforms and programs to improve foundational learning at scale,while developing resources and knowledge on implementation science in education.Achievements to date include the following:Phase 1 countries have been selecte

144、d,research design is underway,and baseline data collection will begin soon.The team has seen strong uptake and interest from country teams.Looking ahead,the ISE Program will focus on finalizing research plans for Phase 1 countries and selecting data collection firms to implement these plans.Baseline

145、 results from these Phase 1 countries will be compiled to assess initial findings and inform future efforts.Additionally,the program will conduct a call for proposals to identify and select Phase 2 countries,laying the groundwork for the next phase of research and implementation.xxivFoundational Lea

146、rning Compact Umbrella Trust Fund Progress Report October 2023September 2024Bangladesh Secondary Education ProgramThis program is the one activity in the FLC Anchor on secondary education.Progress is summarized below:The program delivered evidence-based research that informed programs benefitting st

147、udents and teachers.The“Reinventing Our Classroom”intervention reduced teacher absenteeism and improved classroom management and student behavior.Advisory services have supported the government with a teacher need assessment mapping,and technical assistance has been provided to address school-relate

148、d gender-based violence(SRGBV)and mental health,aiming to reduce dropout rates and improve student retention.Surveys were conducted to gain insights on green skills and technical assistance was provided on the topic.Looking forward,the program will focus on disseminating evidence generated to enhanc

149、e outreach and influence on policy.The program will also assist the Ministry of Education in achieving targets for learning loss recovery and dropout prevention through the Learning Acceleration in Secondary Education(LAISE)program,as well as provide technical assistance for piloting blended learnin

150、g and supporting vocational and technical education for at-risk students in secondary schools.Early Learning PartnershipThe Early Learning Partnership(ELP)trust fund leverages the World Banks global presence,access to policymakers,and technical expertise to enhance early learning opportunities and o

151、utcomes for children worldwide.It supports World Bank teams in advocating for ECD investments,designing effective policies,and implementing impactful programs through three main workstreams:catalytic country grants,high-value analytical work and special initiatives,and capacity building.Achievements

152、 to date include the following:The ELP made significant strides in enhancing early learning opportunities globally.Key achievements include the approval of 136 catalytic grants totaling$27.7 million between 2022 and 2024,and the implementation of ECD measurement tools in 36 countries.It is estimated

153、 that since 2015,ELP has now leveraged more than$4 billion in increased funding for early childhood development through IDA,IBRD,GPE,and domestic resources.xxvExecutive Summary The ELPs capacity building initiatives,including the Early Childhood Policy Academy and Early Years Fellowship,have engaged

154、 400+policymakers,partners and World Bank staff to create solutions,innovate and share cross-country knowledge to expand access to quality early learning and childcare to foster improved early learning and childcare systems.These efforts have contributed to stronger policy dialogue,better quality in

155、terventions,and stronger early childhood systems.The Invest in Childcare initiative,launched by ELP,has catalyzed tremendous growth in the World Banks portfolio of analytical and operational work.The team has responded to more than 100 requests from country teams and clients for technical assistance

156、 and catalytic finance in 2024.A recently completed portfolio review shows that the number of World Bank projects with childcare activities has increased from 8 in 2017 to 152 in 2024.The initiative has been key to meeting and exceeding the IDA20 Policy Commitment on childcare,which was to support 1

157、5 countries to expand access to quality,affordable childcare(16 reached so far),and to ensuring childcare has a strong institutional anchor within the newly released World Bank Gender Strategy.Over the next year,the ELP will continue to support region-and country-based teams with technical assistanc

158、e,catalytic grant funding(both Recipient-and Bank-Executed),high quality guidance and cutting-edge analytical work,and opportunities for capacity building and cross-country exchange.The program will complete its second global cohort of the Early Childhood Policy Academy focused on Investing in Child

159、care,and it will extend its offering of self-paced courses on the Education Policy Academy.Additionally,ELP will continue to provide guidance on scaling parenting interventions and support the ReadHome initiative,focusing on book development and caregiver engagement.Efforts to measure childcare qual

160、ity are also underway to strengthen program effectiveness in early childhood education and care.xxviFoundational Learning Compact Umbrella Trust Fund Progress Report October 2023September 2024 Africa Studio/Adobe StockxxviiExecutive SummaryWe need to do much more to develop foundationalskills like l

161、iteracy,harness technology advances and provide training for skills that are needed in growing economies.Thisis a mission critical at the World Bank.Ajay Banga,President,World Bank 2024 Generation Unlimited Global Leadership CouncilxxviiiContextFoundational skillsliteracy,numeracy,and socioemotional

162、 skillsare the bedrock of a childs education.The focus on foundational learning is grounded on the notion that basic literacy,numeracy,and socioemotional skills are not only valuable on their own,but also serve as an essential building block for more advanced learning and skills.Ensuring foundationa

163、l learning for all also contributes to sustainable development,inclusive growth,gender equality,national cohesion,peace,and prosperity,while also supporting progress on all other Sustainable Development Goals(SDGs).While governments have made efforts to increase total education spending over the pas

164、t decade,low-income countries still lack sufficient funding to overcome their learning crisis.SECTION 1 Trust Fund Overview and HighlightsIn this sectionThe Foundational Learning Compact(FLC)Progress Report October 2023September 2024 presents the progress made in FLC activities and highlights from i

165、ts associated trust fund,the Early Learning Partnership(ELP).Section 1 provides an overview of the FLC Trust Fund that includes the context,structure,objectives,pillars,cross-cutting themes,and key activities,alongside a summary of FLC Anchor portfolio indicators and highlights from the Results Fram

166、ework.Subsequent sections include implementation progress of activities,including outputs,risks and challenges for the FLC and for individual activities as well as mitigation measures,outlook for planned activities for the remainder of 2024 and into 2025,a financial update,as well as annexes with up

167、dated grant information,projects supported,and the updated Results Framework.Sarah Farhat/World Bank1SECTION 1 Trust Fund Overview and HighlightsLow-and lower-middle-income countries face a particularly challenging“double jeopardy:”their financial resources are both scarce and often misallocated.Alt

168、hough increased investment enhances educational performance,particularly in low-income countries,inefficient use of available funds restricts this impact.To improve educational outcomes,governments must enhance the efficiency of current spending by optimizing public financial management,strengthenin

169、g governance,and ensuring more effective resource allocation,particularly focused on evidence-based interventions that improve foundational learning outcomes.Despite the urgent need to accelerate the attainment of learning outcomes,national commitments have largely overlooked its urgency and the bro

170、ader learning crisis(Alonso et al.2023).While there is evidence of what works,progress in implementing evidence-based interventions and improving learning outcomes remains slow.Global education stakeholders can support governments to recover learning losses,focus on acceleration,and ultimately impro

171、ve foundational learning and reduce inequalities.This lack of progress in improving foundational learning is especially concerning in regions like Sub-Saharan Africa,where the situation remains critical.Current estimates indicate that nearly nine out of 10 children in Sub-Saharan Africa are in learn

172、ing poverty,meaning that they cannot read and comprehend a simple text by age 10.This region also faces significant challenges in access and retention,with over 25 percent of school-aged children still out of school,according to recent United Nations Childrens Fund(UNICEF)figures.In addition,climate

173、 change is having a significant impact on education systems,particularly in low-and middle-income countries.Increasingly frequent and severe climate-related events,such as floods,droughts,and heatwaves,are disrupting schooling,leading to prolonged closures and learning losses.For example,students in

174、 low-income countries that experienced a climate related school closure between January 2022 and June 2024 lost an average of 45 days of schooling,compared with just six days in high-income countries according to the recent World Bank report Choosing Our Future:Education for Climate Action(Sabarwal

175、et al.2024).Ensuring that education systems are resilient and adaptable to these climate risks is essential for safeguarding both current and future learning outcomes.There is growing momentum on foundational learning,which can be leveraged alongside climate resilience efforts to implement evidence-

176、based strategies at scale.Now is the time to agree on a forward plan for securing foundational learning for all children.Numerous countries are successfully implementing evidence-based interventions,supporting teachers,and As climate change increases the frequency of extreme weather events,more freq

177、uent school closures will result in learning losses.Worldwide,education is the single strongest predictor of climate change awareness.A year of education increases pro-climate beliefs,behaviors,and green voting.Studies show that climate education for children also increases climate concerns among pa

178、rents.However,we need to strengthen climate education in schools.Our World Bank education programs increasingly include components focused on strengthening climate education.Luis Benveniste,Global Director,Education Global Practice,World Bank2Foundational Learning Compact Umbrella Trust Fund Progres

179、s Report October 2023September 2024measuring learningkey drivers of educational improvementwith the support of the FLC.The path forward involves a blend of immediate,scalable solutions and long-term strategic investments in education systems to ensure every child not only attends school but also gai

180、ns essential literacy,numeracy,and social-emotional skills.Over the past four years,the Foundational Learning Compact(FLC)has served as the World Banks primary instrument for collaboration with global education partners to support governments in improving foundational learning.This FLC progress repo

181、rt covers from October 2023 through September 2024.While this progress report primarily focuses on the FLC Anchor trust fund,it also provides a dedicated section on the ELP.FLC OverviewThis section outlines the FLCs structure,governance,management,objectives,pillars,themes,and activities,and summari

182、zes key portfolio indicators and updates on the results framework.Structure,Objectives,Pillars,and Cross-Cutting ThemesThe FLC remains an important mechanism to support governments in pursuing foundational learning outcomes at scale.Established in August 2020,the FLC operates as an umbrella multi-do

183、nor trust fund,pooling contributions from donors to fund evidence-based interventions focused on improving early childhood,primary,and secondary education.Aligned closely with the World Banks education priorities,particularly foundational learning,the FLC concentrated its efforts on areas such as le

184、arning acceleration,learning measurement,teacher capacity building,education technology,and promoting inclusion of children with disabilities and refugee children.The report describes how the FLC strategically leverages the World Banks own education portfolio($27.1 billion as of September 2024),whic

185、h includes funding from the International Development Association(IDA)and International Bank for Reconstruction and Development(IBRD)funding,covering 162 projects across 86 countries.By catalyzing the World Banks own financing,the FLC enables partners to support impact at scale through national educ

186、ation systems.lemlangedesgenres/Adobe Stock3SECTION 1 Trust Fund Overview and HighlightsThe FLC Umbrella Trust Fund is centered around its Anchor multi-donor trust fund,with the ELP Trust Fund contributing to the FLCs overarching development objectives.2 Figure 1.1 illustrates the current program ar

187、chitecture.The FLC Anchor is governed by the FLC Partnership Council,comprising all donor partners and managed by the FLC Program Management Team under the leadership of the World Banks Global Director for Education.FIGURE 1.1 Structure of the FLC Umbrella Trust Fund FLC Umbrella Trust FundFLC Partn

188、ership CouncilDONORS:Bill&Melinda Gates Foundation,UK Foreign,Commonwealth&Development Office(FCDO),LEGO Foundation,Ministry for Foreign Affairs ofFinland,the Government of ScotlandFLC Anchor Trust FundFOCUS:Primary and secondary education and education systemsFOCUS:Early childhoodELP Associated Tru

189、st FundDONORS:Bernard Van Leer Foundation,Bill&Melinda Gates Foundation,Echidna Giving,UK Foreign,Commonwealth&Development Office(FCDO)Hewlett Foundation,Hilton Foundation,LEGO Foundation,Philanthropy Advisors,Porticus,Rockefeller Philanthropy,and Governments of Australia,Canada,Germany,US FLC Umbre

190、lla Trust Fund Program Management4Foundational Learning Compact Umbrella Trust Fund Progress Report October 2023September 2024The Annual Partnership Council(PC)meetings have been organized since April 2021,with the fourth PC meeting taking place on May 24,2024.Hosted by FCDO,it provided an update on

191、 activities and work plans for the FLC for FY24-FY25.The Results Framework was revised and updated to reflect the following:(1)new funding as new programs have joined the FLC,and(2)the evolution of existing programs.The meeting noted that an independent evaluation of the FLC(including ELP)would be l

192、aunched in 2025.Structurally,the FLC is organized around three core pillars:measurement,evidence-based policies and systemic reforms,and capacity building.3 Furthermore,it emphasizes five cross-cutting themes:gender,climate,education technology(EdTech),inclusion,and fragility,conflict,and violence(F

193、CV)(see figure 1.2).FIGURE 1.2 The FLC Pillars and Cross-Cutting ThemesLeverage World Bank lending,policy dialogue,and operational knowledgeMeasurementsCapacitybuildingEvidence-basedpolicies andsystemic reformsGenderClimateEducation technologyInclusionFragility,conflict,and violenceActivitiesThe FLC

194、 Anchor encompasses a set of targeted programs and activities that aim to improve learning outcomes.These include:Accelerator Program,which has expanded to Accelerator 2.0 to benefit more countries with foundational learning.Learning Measurement and Data activities,which focus on(1)Learning Assessme

195、nts,(2)Learning Data Analytics,and(3)Drivers of Learning.Support for teachers is provided through programs like Global Coach,Coach Mozambique,and the Teach-Coach Scaling Up National Support for Effective Teaching(SUNSET)grants.EdTech Hub to support governments and country teams to tackle incorporati

196、on of education technology.Education Policy Academy,which has been expanded and updated to cover foundational learning(including learning assessment and literacy),inclusive education,teacher support,education technology,and early childhood education.Bangladesh Secondary Education Program.Two new ini

197、tiatives:the Inclusive Support for Refugee Education(INSPIRE)to support government to incorporate refugee children in national education systems;and the Implementation Science for Education(ISE)to support implementation research at scale to inform operations.Figure 1.3 maps the FLC activities by edu

198、cation level and those under the ELP associated trust fund.Progress by activity are discussed in section 2.5SECTION 1 Trust Fund Overview and HighlightsFIGURE 1.3 Activities under the FLC Umbrella Trust FundFLC Anchor activities are supporting 76 countries around the world.As map 1.1 shows,nearly ha

199、lf of these countries are in Sub-Saharan Africa,followed by Latin America and the Caribbean,South Asia,and the Middle East and North Africa.The FLC concentrates its support where there is strong government ownership and a clear need.Reflecting this priority,countries such as Bangladesh,Burundi,Cabo

200、Verde,Cameroon,Central African Republic,Chad,El Salvador,Eswatini,Ethiopia,Ghana,Lebanon,Morocco,Mozambique,Niger,Nigeria,Pakistan,Rwanda,Senegal,Sierra Leone,Somalia,Tanzania,and Togo each received support through three or more FLC activities.Activities under the FLC Umbrella Trust FundEARLY CHILDH

201、OOD DEVELOPMENT(EARLY LEARNING PARTNERSHIP)Invest in ChildcareParenting and CaregivingECD MeasurementReadHomeECD in FCV SettingsEngaging PolicymakersEarly Years FellowshipPRIMARY EDUCATION(FOUNDATIONAL LEARNING COMPACT)Accelerator ProgramLearning Measurement and DataGlobal CoachCoach MozambiqueTeach

202、-Coach SUNSET grantsEdTech HubEducation Policy Academy Inclusion Support to Refugee Education(NEW)Implementation Science(NEW)SECONDARY EDUCATION(FOUNDATIONAL LEARNING COMPACT)Bangladesh Secondary Education Program6Foundational Learning Compact Umbrella Trust Fund Progress Report October 2023Septembe

203、r 2024MAP 1.1 The FLC Supports 76 out of 86 Countries in the World Bank Education Portfolio12345Number of activities supportedin countries by the FLCThe darker theshade,the moreactivities are beingimplemented inthe countryIBRD 46842|DECEMBER 2024Middle East and North Africa:Algeria Teach,Teach-Coach

204、 SUNSET Grants;Comoros Education Policy Academy;Djibouti Teach,Teach-Coach SUNSET Grants;Arab Republic of Egypt Learning Measurement and Data;Iraq Learning Measurement and Data;Jordan Teach,Education Policy Academy Lebanon Learning Measurement and Data,GEPD,Teach;Morocco Teach,Teach-Coach Sunset Gra

205、nts,and Education Policy Academy Europe and Central Asia:Armenia Teach,Teach-Coach SUNSET Grants;Bulgaria Teach;Georgia Education Policy Academy;Kosovo Teach;Moldova Education Policy Academy;Romania Teach,Teach-Coach SUNSET Grants;Uzbekistan Teach,Teach-Coach SUNSET Grants South Asia:Afghanistan Tea

206、ch;Bangladesh GEPD,Teach,Bangladesh Secondary Education Program;India Teach,Teach-Coach SUNSET Grants;Nepal Teach,Teach-Coach SUNSET Grants,EdTech Hub;Pakistan Accelerator,Learning Measurement and Data,GEPD,Teach,Teach-Coach SUNSET Grants Latin America and the Caribbean:Brazil Teach,Teach-Coach SUNS

207、ET Grants;Colombia Teach,GEPD;El Salvador Teach,Education Policy Academy;Guyana Learning Measurement and Data;Haiti Teach;Honduras Teach,Teach-Coach SUNSET Grants;Mexico Learning Measurement and Data,Teach,Teach-Coach SUNSET Grants;Peru GEPD,Teach;Sint Maarten Learning Measurement and Data;Uruguay T

208、each West Africa:Benin Education Policy Academy;Burkina Faso Education Policy Academy;Cameroon Teach-Coach SUNSET Grants,Education Policy Academy;Cabo Verde Teach-Coach SUNSET Grants,Education Policy Academy;Central African Republic GEPD,Teach,Teach-Coach SUNSET Grants,Education Policy Academy;Chad

209、GEPD,Teach,Education Policy Academy,INSPIRE;Cte dIvoire Teach;Democratic Republic of Congo Teach;Gabon GEPD,Teach;The Gambia Education Policy Academy;Ghana Accelerator,Learning Measurement and Data,Education Policy Academy,ISE;Guinea Education Policy Academy;Guinea-Bissau Education Policy Academy;Li

210、beria Teach,Education Policy Academy;Mali Education Policy Academy;Mauritania Education Policy Academy;Niger Accelerator,Teach,Education Policy Academy;Nigeria Accelerator,Learning Measurement and Data,Education Policy Academy,ISE;Senegal Accelerator,Teach,Education Policy Academy;Sierra Leone Accel

211、erator,Teach,Education Policy Academy;Togo GEPD,Teach,Education Policy Academy East Africa:Angola Teach,Education Policy Academy;Burundi Teach,Teach-Coach SUNSET Grants,Education Policy Academy,INSPIRE;Eswatini Teach,Teach-Coach SUNSET Grants,Education Policy Academy;Ethiopia Teach,Education Policy

212、Academy INSPIRE;Kenya Accelerator,Education Policy Academy;Madagascar Teach,Education Policy Academy;Malawi Learning Measurement and Data,Education Policy Academy;Mozambique Accelerator,Coach,Teach,Education Policy Academy;Rwanda Accelerator,Learning Measurement and Data,Education Policy Academy,ISE

213、;So Tom and Prncipe Teach,Education Policy Academy;Seychelles GEPD;Somalia Learning Measurement and Data,Teach,Teach-Coach SUNSET Grants;South Africa Education Policy Academy;South Sudan Education Policy Academy,INSPIRE;Tanzania Teach,Teach-Coach SUNSET Grants,EdTech Hub,Education Policy Academy;Uga

214、nda Education Policy Academy;Zambia Education Policy Academy;Zimbabwe Education Policy Academy East Asia and Pacific:China Teach;Indonesia Teach,Teach-Coach SUNSET Grants;Kiribati Teach,Teach-Coach SUNSET Grants;Mongolia Teach;Papa New Guinea Learning Measurement and Data,GEPD;Philippines Teach,Educ

215、ation Policy Academy;Tuvalu Teach,Teach-Coach SUNSET GrantsSource:Designed by the World Bank FLC program management team,with the support of the World Bank cartography team and the reports designer,October 2024.IBRD46842.7SECTION 1 Trust Fund Overview and HighlightsFLC Portfolio Indicators This sect

216、ion summarizes the main results of the FLC Anchor TF from October 1,2023,to September 30,2024.During the reporting period,FLC activities and outputs,including 86 tools,reports,analyses,and technical assistance,have benefitted around 23.6 million students and 3.9 million teachers and school leaders i

217、n 76 countries.Evidence,data,tools,capacity building,and technical assistance funded by the FLC have contributed to policy dialogue in approximately 81 countries.To date,the FLC Anchor has awarded 51 World Bank-executed catalytic country grants(totaling$25.6 million)to 38 countries,three grants for

218、regional activities(totaling$3.9 million),and 14 grants for global activities(totaling$15.6 million).The FLC has provided funding to World Bank country programs,enabling the provision of technical assistance to help governments increase their capacity to deliver foundational learning.Grants have bee

219、n awarded on a rolling basis or through call for proposals depending on the amount of funding based on country need and government ownership.The high number of requests for support,which far exceed funding,reflects the high level of interest from governments in the targeted and evidence-based suppor

220、t provided through the FLC.During this reporting period,the FLC disbursed$12.9,which reflects the acceleration of implementation,new funding,and several closing programs.The substantial disbursement reflects the intensive and targeted technical support provided with FLC funding,which has supported t

221、he development of global knowledge and been critical in helping countries implement specific interventions proven to improve foundational learning outcomes.Yongyuan Dai/iStock8Foundational Learning Compact Umbrella Trust Fund Progress Report October 2023September 2024FLC by the NumbersPortfolio Indi

222、cators for the FLC Anchor TF(October 2023-September 2024)US$33.4 BILLION in financing catalyzed through the FLC Anchor Trust Fund$25.6 MILLION for 38 country grants$19.5 MILLION for 3 regional and 14 global grantsBeneficiaries Total:27.5 millionStudents:23.6 millionTeachers&school leaders:3.9 millio

223、nNumber of beneficiaries supported through FLC grantsAccelerator:5.7 million students(Kenya:2,465,315,Mozambique:535,000,Niger:106,726,Nigeria Edo State:257,260,Rwanda:1,938,510,Sierra Leone:400,000)Education Policy Academy:581 practitioners(online),609 practitioners(in-person)Teach/Coach SUNSET gra

224、nts:17.7 million students,more than 3.9 million teachers,more than 23,000 pedagogical leaders Actual figures(direct and indirect)at grant closingCoach Mozambique:481 school leaders,1,879 teachers,and 83,500 studentsBangladesh Secondary Education Program:10,603 students 1,025 teachers INSPIRE:529,000

225、 refugee students,24,000(Burundi),405,446(Chad),and 100,000(South Sudan)7676 countries of Bank portfolio supportedNumber of countries supported by FLC activitiesAccelerator:9 countries Learning Measurement and Data Learning Assessment:13 countries Learning Measurement and Data Drivers of Learning(GE

226、PD):12 countries Teach:51 countries Teach-Coach SUNSET grants:24 countriesEdTech Hub:2 countries Education Policy Academy:43 countries INSPIRE:4 countries Implementation Science:3 countries Bangladesh Secondary Education Program:1 country8181 country policy dialoguesNumber of countries in which poli

227、cy dialogue has been informed by FLC supportAccelerator:9 countriesLearning Measurement and Data Learning Assessment:5 countries Learning Measurement and Data Drivers of Learning(GEPD):4 countries Teach-Coach:60 countriesEducation Policy Academy:43 countries Bangladesh Secondary Education Program:1

228、countryINSPIRE:4 countries8686resources developedNumber of tools,materials,and reports developed with FLC supportAccelerator:5 outputsLearning Measurement and Data Learning Assessment:3 outputsLearning Measurement and Data Learning Data Analytics:49 PISA briefs+1 reportLearning Measurement and Data

229、Drivers of Learning(GEPD):9 outputsTeach-Coach:7 tools and reportsEdTech Hub:3 outputsEducation Policy Academy:8 outputsBangladesh Secondary Education Program:2 toolsSources:Results Framework,project documents,and input from teams.9SECTION 1 Trust Fund Overview and HighlightsResults Framework Highli

230、ghts The Results Framework has been updated to reflect the evolution of the FLC Umbrella Trust Fund.This evolution includes the following elements:(1)the closing of some programs such as the Global Coach Program,and the Teach-Coach SUNSET Grants and the revision of the corresponding indicators;(2)th

231、e overachievement of several indicators;(3)the expansion of programs,such as the Education Policy Academy and Accelerator programs that will require modifications to existing indicators and new targets;and(4)new programs,such as the Inclusion Support Program for Refugee Education,and Implementation

232、Science for Education Program that will have corresponding new indicators.Nineteen of the indicator targets have been surpassed and one indicator has been achieved during the last reporting period,which account for nearly 65 percent of the indicators in the Results Framework.The rest of the indicato

233、rs are on track to be achieved in the next three years.Table 1.1 shows how the Accelerator Program,Learning Measurement and Data activities,Teachers Program,and Bangladesh Secondary Education Program have results that have exceeded their targets.More details in annex C.Several indicators related to

234、the Teachers activities will be updated to reflect the relevance of other activities.For example,the indicator Teacher policies or programs changed or informed has been updated to enable the inclusion and tracking of just-in-time support to countries that is informing projects with teacher support i

235、nterventions and reforms,which had not been captured previously.The indicator Increased country capacity for evidence-based policy or program design and monitoring based on measurement interventions will include the Implementation Science for Education Program going forward as activities contribute

236、to this indicator.We are also introducing four new or modified indicators to track new activities,namely the expanded Education Policy Academy,the Inclusion Support Program for Refugee Education,and Implementation Science for Education Program.The new indicator Technical assistance delivered to gove

237、rnments to improve capacity for implementation at scale will be informed by the Implementation Science for Education Program.There is a modified indicator that will be used to capture Policymakers participating in the Education Policy Academy across all the policy academies.To capture policy reforms

238、 resulting from the Inclusive Education Policy Academy,there is a new indicator inclusive education policies/strategies/programs emphasizing gender equality and/or disability inclusion informed by participating Inclusive Education Policy Academy countries.Finally,the new indicator Number of refugee

239、childrenand youth whose inclusion in national education system is supported(disaggregated)will be informed by the Inclusion Support Program for Refugee Education.Finally,two indicators will be dropped after this reporting period.The indicator Investment Cases that outline costed plan to meet foundat

240、ional learning targets will be dropped because this instrument is no longer being required under Accelerator 2.0.The indicator Technical assistance to World Bank country programs on design and implementation of Teach-Coachrelated activities provided will be dropped because the target has been reache

241、d and the program is finished;a new indicator will be introduced next year based on the new Teachers Program.10Foundational Learning Compact Umbrella Trust Fund Progress Report October 2023September 2024TABLE 1.1 Indicators That Surpassed Targets As of September 2024:Selected IndicatorsIndicatorCurr

242、ent value (September 2024)Target(December 2023/2024)Accelerator ProgramFoundational learning targets developed by Accelerators and adopted publicly by government6 accelerators5Learning Measurement and DataNumber of large-scale learning assessments implemented or enhanced to increase their internatio

243、nal comparability and likelihood to report on international learning indicators.9 country/education systems6Global Education Policy Dashboard implemented in selected countries/systems17 country/education systems13Teachers ProgramImplementation of Teach in selected countries/systems51 country/educati

244、on systems40Bangladesh Secondary Education ProgramScalable teacher training platforms and networks piloted82 narongchaihlaw/Adobe Stock11SECTION 1 Trust Fund Overview and HighlightsIn a world in turmoil,speed,scale,and impact spell success.In fact,we have no choice.Because making the kind of progres

245、s the world needs collective action and a sense of urgency.Anna Bjerde,Managing Director of Operations,World Bank12SECTION 2 Implementation Progress THE ACCELERATOR PROGRAM Activity OverviewThe Accelerator Program was launched in 2020 by the World Bank in partnership with UNICEF,the Bill and Melinda

246、 Gates Foundation,FCDO,UIS,and USAID to strengthen country capacity to design and implement effective foundational learning programs to reduce learning poverty.The program focuses on countries committed to the agenda of improving foundational learning.4 The Accelerator Program introduced a methodolo

247、gy to help selected countries with strong political will to set foundational learning targets,develop a costed foundational learning plan(Investment Case),and target technical assistance to identified areas of technical capacity need.Through these activities,the program influenced the design of IDA-

248、financed operations by sharpening the focus on foundational learning,intensifying the national focus on foundational learning outcomes,and strengthening coordination among partners.Building on the strengths of the original program,Accelerator 2.0 started at the end of the reporting period.This next

249、phase aims to further unlock progress in foundational learning by providing technical and grant support to a broader set of countries in Sub-Saharan Africa to implement evidence-based interventions that improve classroom instruction.Examples of such interventions In this sectionThis section provides

250、 implementation progress for each activity and includes context and recent updates,followed by implementation progress and outcomes achieved at the global and country level,as well as outputs and resources developed during the reporting period.13SECTION 2 Implementation Progressinclude structured pe

251、dagogy programs that encompass evidence-aligned literacy and numeracy curricula,quality textbooks with aligned teacher guides,and practical and skills-based teacher training and support.Assessments will be supported under the Accelerating Learning Measurement for Action(ALMA)program,which is describ

252、ed in section 2.Figure 2.1 depicts how these core areas for foundational learning are supported under the Accelerator Program.FIGURE 2.1 Core Areas for Foundational Learning Supported under the Accelerator ProgramTEACHINGCURRICULUMASSESSMENTSLANGUAGE OF INSTRUCTIONTEXTBOOKS andTEACHING&LEARNING MATE

253、RIALSSYSTEM SUPPORT FOR INSTRUCTIONAL COHERENCEFOUNDATIONALLEARNING14Foundational Learning Compact Umbrella Trust Fund Progress Report October 2023September 2024THE ACCELERATOR PROGRAM Progress and Outcomes The first phase of the Accelerator Program has continued to achieve notable implementation re

254、sults during the reporting period.Generally,the program has successfully:Raised the level of focus of foundational learning at the national level Influenced government sector plans and strategies to focus on effective foundational learning program design and implementation Influenced governments foc

255、us on measuring foundational learning outcomes more regularly and reliably Influenced the design and implementation of World Bank-financed education programs to include an evidence-based,technically robust interventions for foundational learning Strengthened collaboration among donor partners at bot

256、h local and headquarters levels Generated interest from additional countries to join the programThe Accelerator Program has leveraged nearly$2.4 billion in financing across participating countries.It has informed policy dialogue,as well as World Bank,government,and Global Partnership for Education-f

257、inanced projects in Ghana($218.7 million),Kenya($306 million),Mozambique($499 million),Niger($140 million),Nigeria(Edo)($293 million),Pakistan($522 million),Rwanda($200 million),Senegal($100 million),and Sierra Leone($106.6 million).After the coup in Niger in 2023,the country grant for Niger was rea

258、llocated to Senegal and Ghana.Accelerators like Edo State(Nigeria),Rwanda,and Sierra Leone have made significant progress in putting education systems on evidence-based pathways to improve foundational learning outcomes.For example,in Edo State,Nigeria,the program provided intensive technical suppor

259、t to government counterparts to design and implement the first state-wide learning assessment,enabling the state government to monitor and report on learning progress.In Sierra Leone,the program supported the development of a curricular package that includes high quality teaching and learning materi

260、als for foundational literacy,which was a priority activity under the Zero Learning Poverty Plan.In Rwanda,the program elevated the prioritization of foundational learning through the National Foundational Learning Strategy,which now guides activities in the sector.The program has also supported qua

261、lity in-service teacher training,textbooks,and teaching and learning materials reviews,and a track-and-trace pilot to ensure timely textbook delivery.Key lessons learned from countries that successfully improved foundational learning outcomes under the Accelerator Program feature the importance of f

262、lexibility,instructional focus,and country-specific support.Lessons highlight the need for a more agile approach to supporting the design and implementation of World Bank-financed projects,rather than strictly adhering to the methodology of“target-setting+investment case+strengthening implementation

263、 capacity.”Key activities that focus on the instructional core and coherence are more effective in improving learning outcomes.Grant amounts should be linked to country-specific activities,and there is a need for greater regional and country-based expertise to enhance project design and implementati

264、on.Additionally,the administrative burden of transferring funds to UNICEF did not yield clear benefits for the programs overall impact.Boxes 2.1 to 2.8 provide a summary of country implementation progress in Rwanda,Nigeria(Edo State),Kenya,Mozambique,Sierra Leone,Pakistan,Senegal,and Ghana.This is f

265、ollowed by implementation of the global Accelerator Program.Table 2.1 at the end of the Accelerator section presents the progress to date of key milestones of the program across these countries.15SECTION 2 Implementation ProgressBOX 2.1 Rwanda Accelerator GrantThe Accelerator Program in Rwanda is gu

266、iding national and donor investments in foundational learning and helping improve accountability for results.Leveraging a sizable World Bank-financed basic education portfolio of$200 million,the program focuses on improving policy dialogue,partner coordination,instructional quality,and learning meas

267、urement.The program has supported Rwanda with the following:Policy dialogue and coordination.Rwandas first National Strategy for Foundational Learning,supported by the program,continues to guide investments to improve learning outcomes.The program has also supported the establishment of platforms fo

268、r coordinating foundational learning activities,including the Foundational Learning Steering Committee and the National Foundational Learning Symposium.The most recent symposium(March 25-26,2024)brought together government and development partners to discuss instructional quality,evidence-based curr

269、icula,effective teaching and learning materials,and foundational learning program implementation.Instructional quality.To improve classroom instruction,the program has supported the development of revised textbooks and teacher guides for primary grades P1P3(Kinyarwanda,English,and math).It has also

270、introduced more efficient textbook procurement practices and supported the development of a track-and-trace system to improve textbook delivery.Furthermore,the program has strengthened teacher professional development by providing quality in-service training to 24,000 uncertified teachers that focus

271、ed on enhancing their pedagogical skills and improving foundational literacy and numeracy instruction.Learning measurement.The program continues to strengthen the national learning assessment,the Learning Achievement in Rwandan Schools(LARS),and its alignment with the Global Proficiency Framework(GP

272、F).A Policy Linking exercise is improving the alignment of the national assessment with the GPF.The Accelerator Program in Rwanda leverages a basic education portfolio of$200 million,including a remedial education program that will expand to 2,500 schools and train 24,000 uncertified teachers.ranple

273、tt/iStock16Foundational Learning Compact Umbrella Trust Fund Progress Report October 2023September 2024THE ACCELERATOR PROGRAM BOX 2.2 Edo State Accelerator GrantIn Edo State,the Accelerator Program has helped shift attention towards foundational learning outcomes and enhanced accountability for lea

274、rning through specific reading targets for early grades.The Accelerator grant in Edo State leverages$293 million in financing and is focused on policy dialogue and coordination,instructional quality,and learning measurement.Specifically,the Accelerator Program has supported Edo State with the follow

275、ing:Policy dialogue and coordination.The Edo State Learning Agenda:Learning to Read is an abridged version of the Investment Case supported by the Accelerator Program.It outlines Edo States plans to improve foundational learning with specific reading targets that the government aims to achieve and a

276、 series of actions to achieve them.In addition to setting out the path,it continues to help shift the public dialogue towards improving foundational learning outcomes.Instructional quality.The Accelerator Program has supported the technical analysis of lesson plans for early grade reading,evaluating

277、 their alignment with the curriculum and the science of reading,and enhancing the government capacity to design new lesson plans and implement existing ones in-house.In parallel,to improve teacher performance,the program is supporting the Edo State with the development of a teacher performance-based

278、 management system.Data.Accelerator technical assistance strengthened government capacity to design and implement the states first ever learning assessment to measure,monitor,and report on learning progress.The program supported the development of the state-wide learning assessment.It provided conti

279、nued support for assessment through:(1)analysis of results and preparation for future rounds,(2)standard-setting to determine proficiency thresholds,(3)strengthening policy around institutionalization of learning assessment,and(4)strengthening government capacity to conduct future rounds of assessme

280、nt and use data for decision-making.Furthermore,the Accelerator Program supported the implementation of the Global Education Policy Dashboard to enable the government to identify gaps in the sector that can be addressed to improve education outcomes.Management Information System.The program supporte

281、d the design of a comprehensive Basic Education Management Information System that includes data at the school,student,and teacher levels.The system aims to help the state monitor education targets and key metrics in real time,including data collected through classroom observation tools.Edo States f

282、irst-ever learning assessment,backed by a$293 million World Bank project,is enhancing instructional quality and driving national attention to foundational learning.17SECTION 2 Implementation Progress Teacher performance and training.An expert review of existing lesson plans resulted in specialized t

283、raining for national lesson plan developers to improve their approach to instructional practices for reading.To improve teacher performance in the classroom,the program supported the development of an index of quality teaching practices and a teacher assessment for pedagogical and content knowledge

284、skills.These efforts are expected to reshape the way the government selects,trains,and supports teachers in the classroom.BOX 2.3 Kenya Accelerator GrantThe Accelerator Program supported Kenyas School-Based Teacher Support Initiative(SBTSi),and lessons have informed the implementation of the World B

285、anks Kenya Primary Education Equity in Learning Program(KPEEL)program($306 million),as well as the preparation of the new secondary education program.Since SBTSis inception in 2021,grade 1-3 teachers and other essential stakeholders continue to receive comprehensive school-level support through four

286、 key components of the initiative,including capacity building training at national,county,and sub-county levels,cluster-based peer support meetings and activities,in-school peer support from fellow teachers,and support visits from Curriculum Support Officers,Quality Assurance Support Officers,and Su

287、b-County Directors of Education(SCDE).Following recommendations from the evaluation of SBTSi and consultations with the government,a strategy has been designed to integrate information and communication technology through the setup of a central repository for the School-Based Teacher Support Initiat

288、ive and onboarding teachers onto the Learning Management System.An evaluation of SBTSi conducted in 2023 indicated that while SBTSi has provided much-needed continuous professional development by offering localized support,integrating a digital component is essential to augmenting existing operation

289、s.Following the recommendations and in consultation with the government,a strategy has been designed to integrate information communications technology(ICT)by setting up a central repository for the School-Based Teacher Support Initiative and onboarding teachers onto the Learning Management System(L

290、MS).The roll out of the customized LMS aims to be a dynamic tool,fostering content sharing,storage,and information management.The Accelerator work in Kenya has been leveraging the$306 million primary education project,as well as a new secondary education operation grounded in the governments Nationa

291、l Education Sector Strategic Plan 202226.18Foundational Learning Compact Umbrella Trust Fund Progress Report October 2023September 2024THE ACCELERATOR PROGRAM BOX 2.4 Mozambique Accelerator GrantAccelerator activities outlined in the Investment Case have informed Mozambiques Partnership Compact(and

292、corresponding GPE grant),as well as a new World Bank human capital investment project in the pipeline.The program leverages the$299 million Improving Learning and Empowering Girls in Mozambique Project and the$200 million Mozambique Human Development Integrated Project,with a focus on improving poli

293、cy dialogue and coordination and instructional quality.Mozambique continues to build on the support provided by the program on the following fronts:Policy dialogue and coordination.The development of the Investment Case has resulted in greater alignment across the government and key partners toward

294、an evidence-based approach to reach the learning targets.Instructional quality.The program has provided technical support for the design and implementation of a literacy package with lesson plans,teacher training,and coaching focused on classroom practice,as well as the use of learning assessments t

295、o guide the teaching process(through the Aprender+Program).The Accelerator in Mozambique leverages$499 million from the Improving Learning and Empowering Girls in Mozambique Project and the Mozambique Human Development Integrated Project.BOX 2.5 Sierra Leone Accelerator GrantThe Sierra Leone Acceler

296、ator Program has supported the implementation of a revised curricular package(decodable textbooks,teacher guides,and supplementary materials)to improve foundational literacy.The program leverages around$106.6 million in project financing from the Sierra Leone Free Education Project to accelerate the

297、 acquisition of foundational literacy for children in grades 1 and 2,while improving coordination among key partners on foundational learning efforts.The Accelerator grant is also leveraging$44.9 million from GPE to UNICEF for foundational learning for numeracy and literacy for grades 3 and 4.The pr

298、ogram has supported Sierra Leone with the following:The Accelerator Program in Sierra Leone leverages over$106 million in project financing for the Sierra Leone Free Education Project to accelerate the acquisition of foundational literacy for children in grades 1 and 2.Accelerator-financed technical

299、 assistance has been a game-changer in early grade reading.19SECTION 2 Implementation Progress Policy dialogue and coordination.The priorities identified in the Zero Learning Poverty Plan continue to inform the countrys focus on foundational learning.The program has been instrumental in generating a

300、lignment among actors on the importance of foundational skills,as well as accompanying interventions and reforms.Instructional quality.The program is supporting the development of evidence-aligned teaching and learning materials for grades 1-2 and providing high-quality teacher training with a focus

301、 on phonics.The development of the literacy package is led by the National Technical Team for Literacy,which has been working on materials design with literacy experts.The package for grade 1 includes evidence-aligned student textbooks and workbooks,teacher guides,supplementary materials,and formati

302、ve assessments.The program promotes a structured pedagogy approach that includes training teachers on essential skills in phonics-based reading instruction,English language teaching methodologies,and reading and writing strategies.The materials for grade 1 have been piloted,and by January 2025 every

303、 grade 1 classroom across Sierra Leone will be equipped with these improved materials.Results from the pilot will be used to inform the national scale up including implementation for grade 2.Teacher training.The Accelerator support is helping to design the training for the new teaching and learning

304、materials and adapting the continuous teacher professional development software(used in classrooms to observe lessons and provide feedback regarding pedagogy)to include literacy.kehinde/Adobe Stock20Foundational Learning Compact Umbrella Trust Fund Progress Report October 2023September 2024THE ACCEL

305、ERATOR PROGRAM BOX 2.6 Pakistan Accelerator GrantThe Pakistan Accelerator Program triggered a national spotlight on foundational learning,with federal and provincial governments making a coordinated effort to prioritize interventions that matter for improving reading.The Accelerator Program has supp

306、orted Pakistan with the following:Policy dialogue and coordination.The Investment Case to improve foundational learning continues to enhance coordination of foundational learning activities across federal and provincial levels.The program has supported the development of foundational learning polici

307、es in all four provinces and in the Islamabad Capital Territory.This is accompanied by the development of a coordination body at the federal level,the Foundational Learning Hub,a one-stop-shop of science of learning information and tools to bring together key government counterparts and development

308、partners and align on foundational learning activities.Instructional quality.Several key interventions to improve foundational learning are underway,with provincial governments introducing reading hours,teacher training on content knowledge,and a package of improved teaching and learning materials,a

309、s well as supplementary reading materials aligned with the curriculum(with efforts underway to adapt the content for Sindh and Balochistan).The country has also piloted a parental engagement strategy,sending prompts to parents phones to encourage them to practice reading with their children.In addit

310、ion,the program is supporting a holistic review of different elements of the foundational literacy and numeracy ecosystem,including private sector,textbook publishing,and learning measurement initiatives across provinces.Data and evidence.The Accelerator Program also funded the Global Education Poli

311、cy Dashboard(GEPD),which has been implemented,along with the Assessment of Minimum Proficiency Level aligned with SDG 4.1.1b(AMPL-b),to get data on learning and key drivers of learning.The GEPD data has been validated with key provincial counterparts and is being used to inform World Bank and other

312、governmental programs,as well as dialogue with partners.See the GEPD subsection.The Accelerator Program in Pakistan leveraged$522 million from the Catalyzing Learning in Pakistan through Analytics Project.21SECTION 2 Implementation ProgressBOX 2.7 Senegal Accelerator GrantThe Accelerator Program inf

313、luenced the design of an IDA-financed education operation in Senegal to include elements critical to the instructional core to support foundational learning programs.The program has prioritized the development and procurement of high-quality teaching and learning materials,including teachers guides(

314、now available in five languages),textbooks,and alphabet charts.A language mapping to understand dominant spoken languages for each public primary school in the three key regions has been completed.Lessons from these interventions,as well as complementary activities financed by the ReadHome program w

315、ill be documented in an upcoming report.In parallel,efforts are underway to train literacy specialists across the country to support teachers and foundational reading efforts.Engagement with government is underway to identify implementation processes.The program leverages the$100 million Project for

316、 Improvement of Education System Performance.BOX 2.8 Ghana Accelerator GrantThe Accelerator Program has supported a diagnostic analysis of key constraints to foundational learning.The initial phase focused on identifying key constraints and bottlenecks to improving foundational learning outcomes.In

317、conjunction with technical support to strengthening the national learning assessment system,the program supported an in-depth review and analysis of the existing foundational literacy programs,including curriculum,teaching methodologies,assessment practices,and system-level support.Based on the diag

318、nostic,some key areas of focus include resolving distribution bottlenecks to ensure that the teaching and learning materials reach schools,reviewing and assessing the quality of available teaching and learning materials and literacy and numeracy trainings for teachers,and evaluating the differential

319、 learning approach implemented in the World Bank-financed project.Findings from the diagnostic is informing the design of the Additional Financing to the GALOP program.The program leverages the$218.7 million Ghana Accountability for Learning Outcomes Project,which aims to improve the quality of educ

320、ation in basic schools.22Foundational Learning Compact Umbrella Trust Fund Progress Report October 2023September 2024THE ACCELERATOR PROGRAM At the global level,the Accelerator Program activities focused on three objectives.These were(1)fostering cross-country learning,(2)disseminating technical inf

321、ormation and resources,and(3)facilitating technical and operational support for country teams,as detailed in the following subsections.An additional objective was the distilling of the lessons from the first phase of the Accelerator Program to inform the design of Accelerator 2.0.Fostering cross-cou

322、ntry engagements Support to country and regional foundational learning events.Part of the success of the Accelerator lies in fostering dialogue around foundational learning at the country level.Some Accelerator countries are convening their own country or regional events to bring the dialogue closer

323、 to their context.One example is the biannual Symposiums on Foundational Learning organized by the government of Rwanda.The Global Accelerator Program has supported these convenings by identifying and inviting relevant technical speakers,promoting the events to other Accelerators for learning purpos

324、es,and providing technical inputs to the programfor example for the use of data and evidence on interventions that move the needle for foundational learning.Learning session with the Africa Accelerators for the Foundational Literacy and Numeracy Hub.The Global Program facilitated a learning session

325、on the Accelerator Program on November 15,2023,during which Accelerator Program teams from Mozambique,Nigeria(Edo State),and Sierra Leone shared updates on program activities and lessons from the field.The session also included government representatives from Edo State and Sierra Leone.Advancing Fou

326、ndational Teaching and Learning Knowledge Exchange in Ghana.The Accelerator Program,Education Policy Academy,and the World Banks Africa regional education teams organized a three-day Advancing Foundational Teaching and Learning event in Ghana on May 28-30,2024.The event was designed to build the cor

327、e technical knowledge of World Bank staff in order to provide more focused technical support to governments to raise foundational learning outcomes.Disseminating technical information and resourcesOne-stop-shop on foundational learning.To make relevant resources easily accessible to country teams,th

328、e Accelerator Global Program developed a one-stop-shop intranet page.Aimed at World Bank staff working on foundational learning,the page enables easy access to technical resources,sample terms of reference for key activities,and other useful resources to facilitate progress on foundational learning

329、at the country level.Facilitating technical and operational support for country teamsSupport to country activities.As countries sought technical expertise to fill capacity gaps for foundational learning,the Accelerator Program identified and facilitated collaboration with quality technical experts.F

330、or example,the Ghana team was connected to a specialized literacy expert for its diagnostic work on identifying key constraints to foundational learning.The Accelerator Program provided continuous support to country teams to facilitate procurement of relevant technical expertise.This has entailed wo

331、rking together to develop and review terms of reference for different types of technical support,as well as developing a roster of literacy and numeracy experts.Accelerator 2.0Accelerator 2.0 was recently launched.The Accelerator Program hosted multiple orientation sessions for country teams to diss

332、eminate 23SECTION 2 Implementation Progressinformation about Accelerator 2.0 to explain the change in design.The sessions shared technical information about the types of technical assistance focused on improving foundational learning outcomes that will be supported under the new phase of the program

333、.There was significant interest from country teams,as evidenced in the applications for Accelerator 2.0.Grant selection was taking place at the end of the reporting period.First Cycle(2021-2023)EdoBESST Programme,Supported by WorldBankBenin City|January 2024EDO STATE LEARNING ASSESSMENT SYSTEMS AND STRATEGYMATHEMATICS AND READING COMPREHENSION PRIMARY 3,PRIMARY 6,AND JUNIOR SECONDARY 3Outputs and