Empowering Learning, Enriching Lives: From Playful Beginnings to Real Progress

The Deepening Learning Crisis: Leaving a Generation Behind

Picture this: a young girl, maybe ten or eleven years old, living in a remote village where the sounds of laughter mingle with the rustling of leaves. She walks to school each day, yet the letters on the page remain a mystery, and the numbers in her textbook dance in confusion. Years have passed, but the simple joy of reading a story or solving a math problem remains elusive.

Now imagine children in a refugee camp – lives upended by conflict; their education fragmented by displacement. Placed in classrooms where lessons are light-years ahead of their understanding, they struggle to catch up. Think – years ahead of what they understand.

These are not isolated stories – they represent a silent crisis impacting millions of children worldwide, especially those in marginalized and crisis-affected communities. Education systems often emphasize grade progression and curriculum completion, sometimes overlooking the most basic question: are children actually learning?

Education ≠ Learning – Time to Reconnect

During my time as a Global Basic Education Advisor at Save the Children International, I witnessed firsthand how the quiet learning struggles of children became an urgent call to action. The COVID-19 pandemic exposed these learning gaps even more starkly: over 617 million children globally were unable to reach minimum proficiency in reading and math even though two-thirds were enrolled in school (UNESCO Institute for Statistics Fact Sheet). School closures further pushed an estimated 10–16 million children to the brink of permanent dropout (Save the Children Report, & UIS Fact Sheet 2019).

This crisis demanded a bold and innovative solution. Entering Teaching at the Right Level (TaRL) – a proven, learner-centered approach that became the cornerstone of Catch-Up Clubs (CuCs), Save the Children International 's flagship accelerated remedial learning model designed for both development and humanitarian contexts.

From Crisis to Catch-Up: The Power of TaRL

Rather than focusing solely on age or grade, TaRL meets children where they are, assessing current learning levels and tailoring instruction accordingly. This shift from curriculum-driven to learner-centered instruction enables children to grasp foundational skills before moving forward. It was about shifting the focus from simply being in school to actually learning, meeting each child where they are on their individual learning journey, whether that journey involves mastering letters and words, or grasping the core concepts of numbers and calculations.

The global learning crisis, as highlighted by the staggering statistics we've discussed, demands solutions that are not only effective but also scalable and cost-efficient. This is where the TaRL approach truly shines. Its power lies in a simple yet profound shift: moving away from a curriculum-driven model to one that is learner-centered. Instead of teaching an entire classroom at the same grade level, regardless of their actual understanding, TaRL begins by assessing each child's current learning level in foundational skills like reading and numeracy. Instruction is then tailored to meet those specific needs, ensuring that every child builds a strong base before moving on to more complex concepts.

The Global Education Evidence Advisory Panel (GEEAP), a body comprising leading experts and supported by influential organizations like the FCDO, World Bank, USAID, and UNICEF, has unequivocally recognized TaRL as a ‘Great Buy’ in the landscape of global education interventions.

"Targeting instruction by learning level, not grade... is one of the strongest, most scalable, and most cost-effective learning interventions available today."

- GEEAP 2023 ‘Smart Buys’ Report

This powerful endorsement underscores the robust evidence demonstrating TaRL's potential to drive significant learning gains, particularly for those who have fallen behind.

Co-Designing Innovative Change: The Catch-Up Club Model

As a co-designer of Save the Children’s Catch-Up Club (CuC) model, I’ve had the opportunity to witness the transformative impact of applying TaRL principles in real-world settings – led to tangible, life-changing results.

• Instructional Design: CuCs deliver tailored, leveled instruction in small groups (12–15 children), focusing on reading and numeracy through 50–60 hours of structured learning over 13 weeks.
• Global Tools: Resources such as the Catch-Up Clubs Manual and Safe Back to School Activity Guide standardize implementation across countries.
• Facilitator Development: Community volunteers as CuC facilitators, often without formal teaching backgrounds, receive training and ongoing coaching to deliver high-quality instruction.
• Holistic Support: CuCs integrate child protection, psychosocial support, and in some settings, cash assistance to remove participation barriers.
• Digital Monitoring: Real-time tools like Waliku and Kobo, alongside a global dashboard, allow for evidence-driven decision-making and cross-country comparisons.

Evidence of Impact

In nine countries – Afghanistan, Bangladesh, Colombia, Egypt, India, Malawi, Myanmar, Uganda, and the Philippines, CuCs have delivered powerful results:

📊 71% of children could read at least simple sentences, with 53% reaching Grade 2 reading proficiency.

📊 72% of learners advanced by at least two literacy levels.

📊 Effect sizes ranged from 0.68 to 1.03 SD, with Bangladesh showing the most significant gains.

Beyond these headline figures, the quasi-experimental evaluation in Bangladesh revealed several other key findings:

• Learning Gains: Statistically significant improvements in reading and writing.
• Confidence & Engagement: Higher levels of learner motivation and participation.
• Community Ownership: Strong local involvement in program delivery.
• Inclusivity: Reached girls, children with disabilities, and marginalized learners effectively.

More broadly, the CuC case study have highlighted its adaptability and effectiveness in diverse contexts. Key findings from these global implementations include:

• Flexibility: The CuC model can be adapted to various settings, including schools, community centers, and even homes, making it a versatile solution for reaching children in different circumstances.
• Focus on foundational skills: By prioritizing foundational literacy and numeracy, CuCs provide children with the essential building blocks for future learning.
• Use of play-based learning: CuCs often incorporate play-based learning activities, making learning fun and engaging for children.
• Caregiver involvement: Engaging caregivers in the learning process is a key component of the CuC model, reinforcing learning at home and promoting sustainability.

What TaRL Can—and Can’t—Do

TaRL gains momentum across education systems globally often seen as a promising solution to learning loss and chronic foundational gaps. It's important to set clear, realistic expectations while TaRL is not a cure-all, but when implemented thoughtfully considering context and learning needs, it can make a powerful difference for the learners who need it most.

✅ What TaRL Can Do:

• Build Foundational Literacy and Numeracy integrating Social Emotional Learning TaRL is designed to help children who are several years behind in basic reading and math skills by grouping them based on actual learning levels, not grade or age, and targeting instruction accordingly.
• Boost Educators Effectiveness It provides teachers and facilitators with practical tools to assess and respond to students’ real learning needs, often reigniting motivation and engagement in both learners and educators.
• Support the Most Marginalized TaRL works especially well for children in hard-to-reach, fragile or crisis-affected settings, including those who’ve faced prolonged school interruptions or displacement.
• Deliver Rapid, Measurable Gains With focused cycles (e.g., 30–50 instructional days), evidence shows significant learning improvements when TaRL is implemented with quality and consistency.
• Adapt to Various Delivery Models TaRL can be rolled out through schools, community centers, after-school programs, or informal learning spaces, depending on context.

❌ What TaRL Cannot Do:

• Serve as a System-Wide Fix TaRL is a targeted remedial approach; not a substitute for comprehensive education reforms or structural changes to national curricula.
• Replace Formal Curriculum It is designed to complement, not replace, regular classroom instruction. It is most effective as a bridge intervention to help learners catch up to grade level.
• Succeed Without Local Ownership Effective TaRL implementation depends on strong engagement from national education authorities, local stakeholders, and trained facilitators.
• Address All Learning Gaps TaRL focuses on foundational skills – literacy and numeracy; primarily in early to middle primary grades. It is not suited to address gaps in higher-order subjects or secondary-level content.

Scaling Challenges & Ownership Strategies

Scaling the Catch-Up Clubs model across diverse contexts came with several key challenges: varying levels of teacher capacity, limited community engagement in early stages, and the need to adapt the Teaching at the Right Level (TaRL) approach to local learning environments without diluting its core principles.

To address these challenges, we prioritized early and ongoing co-creation with teachers and local education officials particularly during the identification of learners following the initial learning assessment. Rather than applying a top-down model, we embedded participatory training that empowered teachers to adapt content and pedagogy while aligning with core TaRL principles based on learners’ actual levels. This approach fostered strong ownership and professional pride among educators, positioning them as key drivers of the model’s success.

The most essential strategy that made this possible was the regular coaching visits and learning circles facilitated by assigned CuC coaches/mentors. These coaches often experienced local educators provided on-site, hands-on support to teachers, reinforcing instructional practices, troubleshooting challenges in real time, and fostering peer learning. Learning circles created a safe, reflective space for teachers to share successes, adapt strategies, and stay motivated – building a strong sense of collective purpose and ongoing professional development.

On the community front, we worked with parent groups, local leaders, and school management committees to build trust and shared accountability. Through regular learning-sharing events and simple tools to track children’s progress, communities began to see visible, data-backed improvements – strengthening their investment in the model’s continuity.

Additionally, we adopted a “train-the-trainer” approach, cultivating local champions who could mentor others. This decentralized capacity allowed the CuC model to grow sustainably without over-reliance on external support.

Strategies for Scaling with Integrity

To maximize TaRL’s impact, especially as it enters national policy discussions or sector recovery plans, it’s crucial to build a shared understanding across partners and stakeholders. Here are some strategies:

1. Develop Clear Messaging and Tools Create concise, accessible briefs or fact sheets explaining what TaRL is – and isn’t. These materials should be tailored to different audiences, from policymakers to practitioners.
2. Clarify the Target Group Reiterate that TaRL is best suited for children in early to middle primary grades who have fallen behind in foundational learning. Overextending its scope can reduce its effectiveness.
3. Position Technical Partners Strategically Identify and empower education actors with deep TaRL implementation experience to lead technical guidance, training, and adaptation processes in-country.
4. Encourage Co-Design with Local Authorities Promote a participatory approach where education ministries, teachers, and community actors co-develop TaRL models that align with national curricula and learner needs.
5. Address Misconceptions Openly Host sector-wide dialogues or technical roundtables to align understanding, correct misinformation, and ensure TaRL is applied in the right contexts.
6. Demonstrate Impact Through Pilots Support the launch of scalable, well-monitored pilots that can generate local evidence and build confidence among decision-makers and funders.

🧩 Scaling with Soul: What Fuels My Passion for This Work

Since transitioning from my recent leadership role – cut short by the early closeout of the USAID-supported Higher Secondary Education Activity, I’ve found myself reflecting on what truly lasts in learning. For me, it’s not just the policies or programs, but the people, the purpose, and the profound impact of helping children reconnect with learning.

Designing, implementing, and scaling CuCs applying TaRL principles wasn’t just a job for me – it became a part of who I am. This work lives in me like a second heartbeat, as cherished and fiercely protected as a child. Every step – training passionate facilitators, learning alongside brilliant researchers, or building trust with generous, mission-aligned donors – has deepened my belief in the power of community-driven solutions.

I often think of the mothers and caregivers in rural Bangladesh who stepped forward as volunteer educators not because they had formal training, but because they refused to let their children be left behind. I hold close the snapshots from our global dashboard: real-time learning progress blinking to life from remote villages, crowded refugee camps, and conflict-affected communities. These aren’t just data points – they’re stories of resilience, possibility, and hope.

They remind me why this work still fuels me – and why it always will.

What I've Learned

Remedial learning isn’t a backup plan – it’s a bold, forward-looking strategy rooted in evidence and driven by a deep, unwavering belief in every child’s potential. It’s not about catching up to a system that left them behind – it’s about restoring their right to learn, to thrive, and to dream again.

We don’t need to wait for perfect conditions. With thoughtful, human-centered design, courageous local leadership, and proven, adaptable approaches like Catch-Up Clubs and TaRL, we can reignite learning in the places it’s flickered out. We can return hope to classrooms and to the children who’ve waited far too long to be seen, heard, and taught in ways that truly work for them.