Despite recent investments in improving learning in lower primary, millions of children in low- and middle-income countries are completing upper primary school without the skills required for further learning. Supporting learners as they transition out of lower primary school – often at different proficiency levels, and at times learning in a second or third language – requires high-quality, evidence-driven upper primary interventions. This need has only been exacerbated by COVID-19.
RTI’s recently published Higher Grounds: Practical Guidelines for Forging Learning Pathways in Upper Primary Education recommends approaches tailored specifically to upper primary, organized into five core components: 1) Fostering teaching quality through professional development; 2) Improving pedagogy in upper primary; 3) Assessment (of, for, and as learning); 4) Teaching and learning materials in upper primary; and 5) Social and emotional learning, school climate, and prevention of school-related gender-based violence.
Join us for a conversation and hear from leading education experts as they discuss their insights and experiences, organized around the five core components identified in the new publication, and learn how this framework can be applied to future upper primary interventions. The recording will be made available once the event has concluded.
Event photo by Dian Kusuma Dewi/USAID Prioritizing Reform, Innovation, Opportunities for Reaching Indonesia’s Teachers, Administrators and Students (PRIORITAS).