Adapting a structured pedagogy model for Foundational Literacy remediation in Tanzanian non-formal contexts
Guide
August 2026
3 MB
This practice guide focuses on how Room to Read's programme adaptation was designed, delivered and iteratively refined through evidence-informed strategies, stakeholder engagement and contextual fitment to make the model more scalable and replicable in non-formal learning environments. By documenting these processes, the guide provides actionable insights for practitioners, funders and policymakers interested in strengthening foundational literacy where traditional school systems are limited or absent.
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Leveraging government partnerships to strengthen continuous professional development for teachers in India
Guide
August 2026
3 MB
This practice guide explores how the coaching and teacher professional development model is adapted across two different education system contexts, highlighting key design decisions, implementation strategies, and trade-offs. Drawing on work with over 80,000 teachers across two states, it offers practical insights for organisations seeking to drive instructional change by adapting and contextualizing teacher support embedded within government systems. It also highlights the role of Monitoring, Evaluation, and Learning (MEL) in informing design choices, strengthening implementation, and enabling continuous improvement at scale.
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Strengthening Middle Tier Mentoring Capacity through Government Partnership in India
Guide
August 2026
5 MB
This practice guide distils implementation lessons, challenges and field-level insights from LFE's work on middle tier strengthening across three Indian states. Anchored in a six-stage, actionable framework for operationalising and sustaining system partnerships, it offers a clear mental model for practitioners seeking to replicate and adapt similar approaches.
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Building a District-led Foundational Learning Partnership in Cape Coast, Ghana
Guide
August 2026
3 MB
This guide documents how Inspiring Teachers partnered with the Ghana Education Service (GES) to design and deliver a district-led model for foundational learning. Rather than implementing directly, Inspiring Teachers worked to strengthen existing supervision and planning structures, positioning GES as the primary implementer.
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Teachers as Thriving School Owners: Building a School Entrepreneur – Hub model in Kenya
Case Study
August 2026
5 MB
The case study unpacks how Duara Education is developing a trust-based Teacher-to-School Entrepreneur-model in Kenya, and the lessons emerging from early implementation. The case study focuses on design decisions, implementation experiences and operational realities on how the model is implemented through teachers and parental-community collective support to enable greater access to quality schooling and learning for children.
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Adapting Teaching at the Right Level (TaRL) for rural South African schools
Guide
August 2026
2 MB
Through this practice guide, Axium - as critical enthusiasts of TaRL - shares their journey with fellow practitioners looking to implement TaRL in new contexts. The guide further delves into several key considerations on adapting TaRL for rural South African classrooms, offers learning from implementation experiences and suggests "thinking points" so that fellow practitioners and policymakers can reason through them for their own settings.
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