Sub-theme 2

Teaching, Learning and Pedagogy

Foundational learning (FL) - literacy, numeracy, and socio-emotional skills acquired in the early grades- is essential for skills development and inclusive economic growth. High-quality teaching, effective pedagogy, print-rich and AI EdTech materials (e.g., tutoring and instruction platforms) are critical to ensuring all children acquire these skills. Evidence shows that well-supported teachers using structured, evidence-based approaches, such as explicit instruction, formative assessment, and targeted instruction, can significantly improve outcomes, especially in resource-constrained settings. Structured pedagogy, through aligned materials, teacher guides, lesson plans, and coaching, helps translate the curriculum into practice. At the same time, approaches like Teaching at the Right Level (TaRL), which group students by learning level, can accelerate progress.

However, many education systems face persistent challenges in delivering high-quality instruction, including misaligned pre-service training, limited professional development, large or multi-grade classrooms, a lack of relevant materials, and overly ambitious curricula that are disconnected from students’ learning levels. In many contexts, children are also taught in languages they do not fully understand, creating an additional barrier. Teachers often receive limited coaching and are constrained by administrative burdens and rigid curricula that limit responsive, student-centered pedagogy. Addressing these challenges is critical to ensuring all children build strong foundational skills.

The FLEX 2024 Declaration for Action highlights these challenges and calls on governments and partners to accelerate progress by adapting, integrating, and scaling evidence-based approaches to improve FL, including structured pedagogy and TaRL. It also emphasizes complementary investments in teacher development, learning materials, school systems, and strong monitoring and assessment. FLEX 2026 builds on this commitment by showcasing successful system reforms and implementations grounded in data and evidence, with a focus on scaling, adaptation, and accountability to enhance classroom instruction and learning outcomes. 

Sub-theme 2 provides a platform for policymakers, practitioners, researchers, and development partners to share evidence, experiences, and practical insights on what works to improve classroom instruction, strengthen pedagogy, and support the effective scaling of foundational learning within government systems. 

Below is a brief description of each of the sub-levels under this sub-theme:

2a. Classroom instruction and pedagogy:

This sub-topic explores how teaching practices, instructional quality, and evidence-based approaches such as targeted instruction can be strengthened to improve foundational learning, particularly in contexts with diverse student needs and resource constraints. This includes applying evidence from the Global Education Evidence Advisory Panel (GEEAP) on effective literacy instruction within structured pedagogy programs, innovative approaches for remediation and targeted instruction, teaching children in the language they understand (which is key to effective comprehension), strengthening the evidence base on what works for early grade numeracy instruction, and identifying practical ways to integrate socio-emotional learning (SEL) into everyday classrooms.

2b. Teaching and learning materials:

This sub-topic explores how the design, availability, and effective use of high-quality, curriculum-aligned materials—such as textbooks, teacher guides, workbooks, leveled readers, and math manipulatives—can support teachers and improve student learning outcomes.

Throughout the sub-topic, we will also explore the role of AI and EdTech tools in improving learning outcomes by providing better support for teachers, students, and systems.