Foundational literacy and numeracy in rural Afghanistan: Findings from a baseline learning assessment of accelerated learning centres


Kan, Sophia ORCID: 0000-0003-3185-4845, Fahez, Mirwais and Valenza, Marco (2022) Foundational literacy and numeracy in rural Afghanistan: Findings from a baseline learning assessment of accelerated learning centres. [Report]

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Abstract

In Afghanistan, 93% of children cannot read a simple text by the age of 10. Education is not available to everyone, especially for girls and children in remote areas. A form of community-based education, called Accelerated Learning Centers (ALCs), can help close the distance barrier and meet the needs of out-of-school children and girls. In May 2021, an assessment of foundational literacy and numeracy skills of ALC students and nearby government school students was conducted. Results show that children at ALCs are learning at similar levels or better compared with children who attend government schools. This report provides insight into practices to improve education in rural areas in Afghanistan.

Item Type: Report
Divisions: Faculty of Health and Life Sciences
Faculty of Health and Life Sciences > Institute of Population Health
Depositing User: Symplectic Admin
Date Deposited: 31 Mar 2022 09:32
Last Modified: 18 Jan 2023 21:06
Open Access URL: https://www.unicef-irc.org/publications/1347-found...
Related URLs:
URI: https://livrepository.liverpool.ac.uk/id/eprint/3151819
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