Literacy, Foundation Learning and Assessment in Developing Countries
Developing countries face distinct challenges in providing access to quality education. Educational provision also varies markedly in terms of teacher training, teaching and learning resources, school attendance, and motivation of parents, teachers and children for schooling. Against this backdrop, there is a consideration for the available evidence on foundation learning and literacy in order to identify key components for intervention that are appropriate to specific cultural and linguistic contexts.
This review does not specifically address the issue of teacher training, but it is clear that unless teachers are properly educated about the processes involved in the acquisition of foundation skills, they will be unable to develop, adapt and deliver appropriate curricula to ensure children’s attainments.