A Global Compact on Learning - Brookings Institution

APPENDIX A: CHART SUMMARIZING PRIORITIES, STRATEGIES
AND APPROACHES
Priority STRATEGY How to Achieve
1. Support quality
early childhood
development and
learning opportunities
for girls and
boys
2. Build foundational
skills in literacy
and numeracy in
the lower primary
grades
3. Support
transitioning to
and completing
secondary school
and post-primary
opportunities that
build relevant life
and labor skills
Common Strategies
1A: Extend quality
early childhood
development
opportunities,
particularly to poor
and marginalized
communities
1B: Ensure girls and boys
start school at an
appropriate age
2A: Prioritize literacy and
numeracy in the lower
primary grades
2B: Provide mothertongue-based
multilingual education
in the lower primary
grades
3A: Reduce barriers that
prevent girls and boys
from transitioning
to secondary school
and other postprimary
educational
opportunities
3B: Ensure that postprimary
education
prepares young people
for healthy lives,
productive work, and
civic participation
1: Improve the quality of
teaching
2: Build effective
assessment systems
linked to teaching and
learning
• Invest in nutrition, health, and livelihoods support
• Develop comprehensive ECD frameworks and plans
• Provide support to parents and caregivers
• Strengthen program standards, support, and professional training for
ECD educators and caregivers
• Encourage on-time entry through public policies, campaigns, and
tracking
• Develop and support multigrade and multiage teaching approaches
• Maximize the amount of time spent on learning
• Provide training to teachers in effective methods of reading
instruction and numeracy
• Provide appropriate-level reading materials to children and
communities
• Create a culture of literacy and learning
• Develop comprehensive language plan in partnership with local
community
• Address practical constraints, such as shortages of teachers and
materials in local languages
• Provide well-targeted, appropriately structured subsidies for
educationally marginalized groups
• Provide a safe environment and girl-friendly school policies
• Build social support structures to encourage ongoing learning for girls
and boys
• Offer second-chance learning opportunities
• Provide flexible post-primary models utilizing innovative modes of
delivery, such as technology
• Strengthen the link between post-primary education and improved
life and labor opportunities
• Teach transferable skills such as critical thinking, communications and
ICT
• Facilitate school-to-work and school-to-lifelong learning transitions
• Recruit and train more female teachers
• Adequately prepare teachers
• Motivate and support teachers
• Strengthen school leadership and management
• Set clear learning targets
• Monitor teaching and learning processes early and regularly
• Ensure that examinations promote national education excellence and
equity goals
• Involve teachers, parents, local communities, and schools to
understand and use information
A <strong>Global</strong> Compa c t on Learning: Taking Action on Educat i o n in Developing Countries
C e n t e r for Universal Educat i o n at Brookings
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