Foundational Literacy and Numeracy in Rural Afghanistan: Findings from a Baseline Learning Assessment of Accelerated Learning Centres

Autor/inn/en	Kan, Sophia; Fahez, Mirwais; Valenza, Marco
Institution	UNICEF Office of Research – Innocenti (Italy); United Nations Children’s Fund (UNICEF), Afghanistan
Titel	Foundational Literacy and Numeracy in Rural Afghanistan: Findings from a Baseline Learning Assessment of Accelerated Learning Centres
Quelle	(2022), (64 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Foreign Countries; Rural Areas; Numeracy; Literacy; Access to Education; Community Education; Out of School Youth; Educational Improvement; Academic Achievement; Females; Elementary Education; Reading Skills; Mathematics Skills; Gender Differences; COVID-19; Pandemics; School Closing; Teacher Shortage; Instructional Materials; Parent Participation; Teacher Education; Elementary School Students; Institutional Characteristics; Student Characteristics; Teacher Characteristics; Distance Education; Afghanistan + Suchen Sie Ihr Suchwort? Ausland; Rural area; Ländlicher Raum; Rechenkompetenz; Alphabetisierung; Schreib- und Lesefähigkeit; Education; Access; Bildung; Zugang; Bildungszugang; ; Gemeinschaftserziehung; Nachbarschaftserziehung; Teaching improvement; Unterrichtsentwicklung; Schulleistung; Weibliches Geschlecht; Elementarunterricht; Reading skill; Lesefertigkeit; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Geschlechterkonflikt; School closings; Schule; Schließung; Schließung (von Schulen); Lehrermangel; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Elternmitwirkung; Lehrerausbildung; Lehrerbildung; Distance study; Distance learning; Fernunterricht
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. (As Provided).
Anmerkungen	UNICEF Office of Research - Innocenti. Via degli Alfani 58, 50121, Florence, Italy. Tel: 39-055-20330; Fax: 39-055-2033220; e-mail: florence@unicef.org; Web site: https://www.unicef-irc.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01