TaRL Africa

From Ed•sy•clopedia

TaRL Africa is an implementer organization and non-governmental organization with its team based predominantly in Nigeria.

Key information

Full form name: Teaching at the Right Level Africa

Intended impact: To help children develop basic reading and mathematics skills, opening doors to a brighter future.[1]

Countries/areas where the organization is active:

Website: https://www.teachingattherightlevel.org/

Email: info@teachingattherightlevel.org

Organization leader(s): Titus Syengo (Managing Director)

Partner/funder organizations: J-PAL, Pratham, USAID

Theory of change and its relation to education systems

TaRL Africa was born from a partnership between Pratham and J-PAL, in recognition of the fact that many eduacation systems in the African continent are not well designed to address the needs of students who may be the first in their families to attend school or who enter the school system without having gained early-learning skills during early childhood.

To address this challenge, TaRL Africa either directly implements learning camps or partners with local governments to implement its flagship Teaching at the Right Level approach. The approach is made up of several components which work together to improve learning outcomes. Each aspect of the approach is essential, and the full approach has the potential to provide all children with foundational skills. TaRL Africa's approach includes four key components:[2]

  1. Implementation teams: Program Teams support the design and implementation of TaRL. Mentors support instructors to implement TaRL. Instructors assess children and use TaRL methods and tools to teach reading and mathematics.
  2. Assessment: instructors test children one-on-one to understand the specific learning needs of each child. Instructors use these assessment results to create manageable groups of children with similar learning needs and use level-appropriate activities to help children learn. The assessment process also allows instructors and mentors to track improvements and keeps the whole system focused on the child’s learning progress.
  3. Classroom methodology: During TaRL time, classes are rearranged according to basic learning level, and TaRL teams create activities and materials suited to children’s needs, rather than adhering to a linear curriculum.
  4. Measurement and monitoring: While assessment focuses on the child, monitoring covers both the learner (through the review of assessment data) and the instructor (through ongoing support and training). Implementers build continual tracking and feedback into TaRL program design. TaRL mentors often play the additional role of monitor, collecting classroom observation data. This information is used to inform practice at the classroom and school level and is aggregated to identify problems and successes at higher levels, as well as to inform program design.

TaRL Africa's work relates to education systems in that it recognizes that systems, despite having high enrolment figures, may not be coherent for learning and driving high educational attainment among children. It uses an innovative, evidence based, easy-to-implement approach that drives significantly better outcomes than 'business as usual' activities.

See also

External links

References