Explore ECED-FLN Policy Documents

Browse ECED-FLN reports, policy papers, and resources from across Africa.

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PDF 2026
Middle Tier for Foundational Learning

This research note examines the role of subnational middle-tier personnel and structures in scaling, supporting, and sustaining foundational literacy and numeracy reforms across low- and middle-income education systems.

foundational learning education policy teacher professional development
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Administrator · 0.59 MB 2
PDF 2026
The Effect of Learner Engagement on Teachers' Delivery of the Curriculum in Limpopo Province, South Africa

This study investigates how learner engagement influences teachers' instructional strategies and curriculum delivery in a rural South African secondary school. Using qualitative methods, it highlights the challenges of resource-constrained environments and the importance of learner-centred pedagogies.

South Africa teacher professional development pedagogy
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Administrator · 0.21 MB 2
PDF 2026
Capitalising on Classroom Pluralism: Culturally Responsive Pedagogy and Learner Competency Outcomes in Africa

This article explores how culturally responsive and sustaining pedagogy can leverage linguistic and cultural diversity to improve learner competency outcomes and foster inclusive education across African classrooms.

inclusive education culturally responsive pedagogy teacher professional development
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Administrator · 0.32 MB 2
PDF 2025
Exploring Teachers' Perceptions of Self-Regulated Learning in Primary Schools: Insights from Intermediate-Phase Teachers in South Africa

This study investigates intermediate-phase primary school teachers' knowledge and beliefs regarding self-regulated learning (SRL) in South Africa. Findings indicate that while teachers value SRL, limited training and knowledge hinder its effective implementation, highlighting a need for targeted professional development.

foundational learning primary education South Africa
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Administrator · 0.97 MB 2
PDF 2024
Digital Technologies for Inclusive Education: Recommendations for Promoting an ICT-Based Learning Environment for Resource Centres and Schools

Developed under a UNESCO project focused on Africa, this publication provides actionable recommendations for establishing ICT and AI-driven learning environments to support inclusive education and accessibility for students with special educational needs and disabilities.

inclusive education artificial intelligence Africa education
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Administrator · 1.76 MB 2
PDF 2024
Transforming Foundation Phase Life Skills Teachers' Use of Learning and Teaching Support Materials Towards Sustainable Development of Teaching

This study investigates how Grade 3 Life Skills teachers in South Africa utilize learning and teaching support materials (LTSMs) to improve pedagogical practices and learner performance. It highlights challenges such as resource shortages and overcrowded classrooms, offering recommendations for teacher professional development.

early childhood education life skills South Africa
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Administrator · 0.62 MB 2
PDF 2024
Creating Indoor Learning Areas to Implement the Early Childhood Care and Education Curriculum in South Africa

This study explores rural early childhood care and education (ECCE) teachers' experiences in designing indoor learning environments aligned with South Africa's National Curriculum Framework. It highlights collaborative teacher learning and challenges assumptions regarding rural educators' capacity to foster holistic child development.

holistic child development South Africa teacher professional development
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Administrator · 0.6 MB 2
PDF 2024
Implementing Play Pedagogies Within Rural Early Childhood Development Centres: Practitioners’ Views

This study explores the perspectives and challenges of early childhood development practitioners regarding the implementation of play-based pedagogies in rural South African schools. Findings highlight resource constraints and a need for professional development to support holistic child development.

early childhood development play-based learning holistic development
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Administrator · 0.56 MB 2
PDF 2024
Hands-On Learning Innovation Case Study: Rahmat High School, Afghanistan

This case study details a Schools2030 project in Afghanistan implementing student-centred, hands-on learning strategies using local materials. It highlights measurable improvements in foundational literacy, numeracy, science, and 21st-century skills.

foundational learning literacy numeracy
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Administrator · 0.78 MB 2
PDF 2024
Disability Studies in Inclusive Education

This open-access textbook focuses on disability-inclusive education and teacher empowerment in Africa. It provides frameworks and practical strategies for educators to foster inclusive learning environments for children with disabilities.

inclusive education teacher professional development African education
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Administrator · 6.36 MB 2
PDF 2024
Framing Pre-Service Teacher Preparation in Africa from Global STEM Education Practices

This study uses a systematic literature review to examine contemporary global STEM education practices and their application to pre-service teacher preparation in Africa. The findings highlight key considerations for policy, instruction, and professional development to build effective STEM teacher training models across the continent.

education policy Africa education teacher professional development
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Administrator · 0.36 MB 2
PDF 2023
Can the Middle Tier Drive Foundational Learning at Scale?

This policy brief examines the critical role of subnational 'middle-tier' education actors in driving foundational literacy and numeracy at scale in low- and middle-income countries. It highlights how instructional leadership, targeted capacity building, and coaching systems can leverage middle managers to improve learning outcomes.

foundational learning education policy instructional leadership
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Administrator · 0.23 MB 2