New literacy paper prompts call for action to reduce learning poverty

Participants at the 6th Biennial Education Evidence for Action Conference in Embu discuss strategies to translate literacy evidence into classroom reforms.

Education specialists in Embu are urging the government to implement evidence-based literacy reforms to reduce learning poverty among children.

The call comes from a new literacy paper produced by the What Works Hub for Global Education (WWHGE) with the Global Education Evidence Advisory Panel (GEEAP) and the British Council.

The paper was previewed at the 6th Biennial Education Evidence for Action Conference at the University of Embu and recommends adopting evidence-based teaching methods, strengthening teacher training and implementing targeted interventions to improve foundational literacy.

“Without foundational literacy, children are locked out of future learning opportunities,” the paper notes.

It highlights structured pedagogy, professional development for teachers and strategic partnerships as key drivers of sustainable learning improvements.

The conference, organised by Zizi Afrique Foundation, brings together education researchers, policymakers and stakeholders to translate evidence into actionable reforms.

 WWHGE convened a session titled “Strengthening the Evidence Ecosystem: Building a Roadmap for Education Reform in Kenya” to discuss moving global evidence into policy and classrooms.

The British Council’s Learning and Life for Global Education initiative also featured at the event, promoting integration of literacy, language and life skills to equip young people for employment, resilience and active citizenship.

WWHGE said it will now work with governments and partners to embed the paper’s recommendations into national reform agendas, aiming to ensure every child benefits from evidence-based literacy strategies.