Active Teaching and Learning Approaches in Zambian schools.

The Active Teaching and Learning Approaches (ATLAS) framework is a child‑centered, competency‑based model designed to strengthen foundational learning and Early Childhood Development. It equips teachers with practical, learner‑focused strategies that improve literacy, numeracy, and inclusive participation, while utilising cost-effective, locally resourced teaching and materials to ensure sustainability. ATLAS pursues clear objectives: enhancing teacher capacity through both pre‑service and in‑service training, improving literacy and numeracy outcomes, promoting inclusivity for children with diverse learning needs, fostering safe environments through child protection, and influencing national education policy to embed learner‑centered pedagogy into systems. These objectives ensure that teachers are not only equipped with technical skills but also empowered to create classrooms that are participatory, inclusive, and responsive to the needs of all learners. The initiative directly benefits early grade learners by improving literacy, numeracy, and participation in safe, inclusive classrooms. It also empowers teachers and student teachers with practical pedagogical skills, while promoting the utilization of cost-effective, locally resourced teaching and learning materials. Ministries and education institutions gain from adopting ATLAS as a scalable model that strengthens accountability and sustainability. Geographically, ATLAS has been mainstreamed into selected teacher education colleges and universities across Zambia, with implementation in ChildFund‑supported schools in Lusaka, Central, Eastern, and Southern Provinces. Its design allows replication across Zambia and Sub‑Saharan Africa through policy advocacy and partnerships with governments and stakeholders. Outcomes include measurable improvements in literacy and numeracy achievement, strengthened teacher capacity in inclusive pedagogy, and increased community ownership of education outcomes. Complementary interventions such as the provision of solar lamps and books, the construction of classrooms and ablution blocks, support to participatory school governance, and the establishment of safe water points have further enhanced access to safe and enabling learning environments. Lessons learned highlight the importance of embedding ATLAS into teacher training institutions for sustainability, mobilising communities to strengthen accountability, and combining pedagogy with infrastructure and safeguarding to create holistic learning environments. Policy advocacy has proven critical in ensuring ATLAS is institutionalised and scaled, advancing equitable access and sustainable improvements in foundational learning.