Foundations First: Insights from the Global Foundational Learning Action Tracker 2025
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| Title: | Foundations First: Insights from the Global Foundational Learning Action Tracker 2025 |
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| Language: | English |
| Authors: | Anna Alejo, Emma Hamilton-Clark, Mira Kanaan, Haogen Yao, United Nations Children's Fund (UNICEF), Hempel Foundation |
| Source: | UNICEF. 2025. |
| Availability: | UNICEF. 3 United Nations Plaza, New York, NY 10017. Tel: 212-326-7000; Fax: 212-887-7465; Web site: http://www.unicef.org/education |
| Peer Reviewed: | N |
| Page Count: | 31 |
| Publication Date: | 2025 |
| Document Type: | Reports - Research |
| Education Level: | Early Childhood Education Elementary Education Grade 1 Primary Education Grade 2 Grade 3 |
| Descriptors: | Foreign Countries, Developing Nations, Foundations of Education, Grade 1, Grade 2, Grade 3, Elementary Schools, Access to Education, Educational Resources, Benchmarking, Measurement, National Surveys, Reading Achievement, Mathematics Achievement, Data Use, Evidence Based Practice, Attendance, Dropout Rate, Disadvantaged Youth, Equal Education, Social Emotional Learning, Transfer of Training, Individualized Instruction, Teacher Education, Student Welfare, Mental Health, Textbooks |
| Abstract: | Foundational learning lays the groundwork for the essential skills children need to reach their full potential. Launched by UNICEF and the Hempel Foundation in 2023, the Foundational Learning Action Tracker (FLAT) monitors government actions aimed at improving foundational learning in low- and middle-income countries. The tool is structured around the RAPID Framework developed by the Global Coalition for Foundational Learning. This report presents findings from FLAT 2025, covering a total of 124 low- and middle-income countries. First, a global survey was conducted between June to September 2025 to gather information on the extent to which countries are implementing RAPID policy actions for foundational learning. Second, data on countries' systems strengthening efforts for foundational learning were collected through UNICEF's annual internal monitoring and reporting exercise with its country offices, covering 119 countries. FLAT 2025 places a spotlight on teachers--the cornerstone of every child's right to quality education. FLAT 2025 presents new data on countries' actions to support teachers, reflecting their pivotal role in ensuring every child acquires foundational learning and the skills they need to thrive. Overall, Action Tracker 2025 finds that while most countries have maintained their efforts to support foundational learning, accelerated action at scale and stronger systems are urgently needed to drive meaningful change. |
| Abstractor: | ERIC |
| Entry Date: | 2026 |
| Accession Number: | ED680063 |
| Database: | ERIC |
| Abstract: | Foundational learning lays the groundwork for the essential skills children need to reach their full potential. Launched by UNICEF and the Hempel Foundation in 2023, the Foundational Learning Action Tracker (FLAT) monitors government actions aimed at improving foundational learning in low- and middle-income countries. The tool is structured around the RAPID Framework developed by the Global Coalition for Foundational Learning. This report presents findings from FLAT 2025, covering a total of 124 low- and middle-income countries. First, a global survey was conducted between June to September 2025 to gather information on the extent to which countries are implementing RAPID policy actions for foundational learning. Second, data on countries' systems strengthening efforts for foundational learning were collected through UNICEF's annual internal monitoring and reporting exercise with its country offices, covering 119 countries. FLAT 2025 places a spotlight on teachers--the cornerstone of every child's right to quality education. FLAT 2025 presents new data on countries' actions to support teachers, reflecting their pivotal role in ensuring every child acquires foundational learning and the skills they need to thrive. Overall, Action Tracker 2025 finds that while most countries have maintained their efforts to support foundational learning, accelerated action at scale and stronger systems are urgently needed to drive meaningful change. |
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