New Independent Evaluations Show Extraordinary Learning Gains in 2024–25 School Year

Dec 10, 2025 | Luminos Fund | Data, Ethiopia, Ghana, In the News, Liberia, The Gambia

Around the world, millions of children are denied the chance to learn—not because they lack potential, but because crisis, poverty, or discrimination have pushed them to the margins of the education system. As The Luminos Method book reminds us, most breakthrough innovations in education occur at the outer reaches of the formal system.

New evidence from four independent evaluations of the Luminos program in Ethiopia, Ghana, Liberia, and The Gambia demonstrates this vividly. Children who entered Luminos classrooms unable to read even a single word are now reading full sentences, solving math problems with confidence, and discovering their own potential as learners.

These results reaffirm a truth at the heart of the Luminos Method: with the right approach, children on the margins can learn more, faster than anyone thought possible—and all in joyful classrooms.

Luminos Student Learning Gains in the 2024–25 School Year

During the 2024–25 school year, Luminos students made remarkable progress in literacy and numeracy. Below is a summary of our results:

Read the full report summary ↑

Ethiopia: Thriving in the Classroom Post-Conflict

The civil war in Tigray, Ethiopia, devastated the region’s education system, leaving more than 2.3 million children out of school. In response, the Luminos accelerated learning program supported vulnerable and out-of-school children to catch up on three years of missed education in safe and joyful learning environments—with transformational results.

In literacy, students in the Luminos program improved their oral reading fluency from 3 correct words per minute (CWPM) at baseline to 33 CWPM at endline. This substantial gain shows students moved from non-readers to independently reading short passages by the end of the program. Students’ math fluency also improved dramatically. By the end of the program, students completed an average of 16 of 20 addition and 12 of 20 subtraction problems in a minute—up from 4 and 2 at baseline, respectively.

To read the full summary report, click here.

Read the full report summary ↑

Ghana: Outpacing National Averages

Luminos students in Ghana made remarkable strides, reaching reading fluency levels more than nine times the national average for Grade 2 students in Asante Twi.

At the start of the program, students read an average of only 6 CWPM from a simple paragraph or story, indicating they were not yet able to read and comprehend connected text. By the end of the program, students could read short passages with an average fluency of 28 CWPM—more than 9 times the national average for Grade 2 students in Asante Twi. Students also achieved strong gains in early phonics skills, identifying an average of 51 correct letter sounds in a minute by endline. In numeracy, students made consistent progress across all subtasks with strong fluency gains in number recognition and basic arithmetic.

To read the full report summary, click here.

Read the full report summary ↑

Liberia: Leapfrog Gains in Literacy and Numeracy

In Liberia, Luminos students progressed at extraordinary speed, transforming from struggling readers to fluent ones while also more than doubling their math performance.

At the start of the program, students could read on average only 4 CWPM from a simple paragraph or story. By the end of the program, students were reading 51 CWPM, a dramatic increase of 47 CWPM from baseline, and 4.6 times the rate of their peers in conventional schools. In numeracy, students more than doubled their fluency scores on timed assessments, reflecting a strong grasp of basic number sense and early math skills. This pattern held across all subgroups, with girls performing slightly better than boys. Notably, students with no prior schooling and those who did not speak the language of instruction at home started behind but quickly caught up on foundational skills.

To read the full report summary, click here.

Read the full report summary ↑

The Gambia: Strongest Results to Date

In just one school year, Luminos students in The Gambia progressed from barely reading a single word to reading at 4.5 times the rate of their peers—the program’s highest learning outcomes to date.

At the start of the program, students had virtually no functional reading ability, with oral reading fluency scores averaging 1 CWPM. By the end, students could read short passages with an average fluency of 27 CWPM. Students also demonstrated strong fluency improvements in math, correctly identifying on average 40 numbers in a minute, and progressing from being unable to complete any subtraction items at entry to completing an average of 9 subtractions in a minute.

To read the full report summary, click here.

Conclusion

These results provide compelling evidence that the Luminos Method delivers rapid learning gains for the most vulnerable children. Independent evaluations across four countries confirm consistently strong outcomes, showing that accelerated, joyful learning can help students progress from not recognizing letters or words to reading short stories within a single school year.

Luminos remains committed to expanding this profound impact and ensuring that more children can acquire the foundational skills needed to thrive.

Fatou’s Footsteps: Thriving against the Odds in The Gambia

Jul 15, 2025 | Luminos Fund | In the News, Luminos Method, The Gambia

Every morning, Fatou eagerly takes her seat in her classroom in The Gambia, her face glowing with curiosity.

“I like to learn!” she says enthusiastically. “I want to learn to help my mother and father.” Fatou was out of school for several years, missing out on the foundational skills that every child deserves. Today, she is making up for lost time, proving that with the right support, every child—girl or boy—can thrive in school.

“I like to learn! I want to learn to help my mother and father.”

Fatou, Luminos student in The Gambia

In partnership with The Gambia’s Ministry of Basic and Secondary Education (MoBSE), Luminos is enabling out-of-school children like Fatou to catch up on joyful, foundational learning.

In her classroom, Fatou is learning to read, write, and do math through engaging, activity-based lessons that make learning come alive. Her favorite subject is math, and she enjoys helping her classmates solve problems.

Reading has unlocked new confidence in Fatou. With the support of her teacher, Oumie, she has mastered letter sounds and is now blending words with ease. “I can see that she is growing,” Oumie says proudly.

Teacher Oumie, checking Fatou and her classmates’ group work. “When students joined the program, they couldn’t identify letter sounds or numbers, but now when you assess them, they can. It makes me proud,” says Oumie.

Oumie is one of many dedicated teachers in the program, ensuring children like Fatou not only get a second chance at education, but also feel valued, supported, and encouraged to dream big.

In many communities, traditional gender norms limit opportunities for girls. Luminos is helping change that by ensuring every child has the opportunity to learn.

Girls and boys in the Luminos-supported program achieve equally strong learning gains and continue in school at the same rate. This success is rooted in a comprehensive approach to girls’ education that creates classrooms where girls thrive.

Luminos prioritizes foundational learning, challenges gender norms in teaching materials, promotes girls’ leadership, and upholds strong child protection and safeguarding standards.

Find out how Luminos addresses barriers to girls’ learning, creating inclusive classrooms where girls and boys thrive!

Explore the Girls' Education element

pages of teaching and learning materials developed in The Gambia

In Fatou’s classroom, students read original stories— written and illustrated by Luminos—that are part of more than 1,600 pages of teaching and learning materials Luminos created or revised in collaboration with the government. These stories reflect students’ lives, interests, and potential. Girls and boys alike see themselves represented, engaging in a wide range of activities and professions, and discovering that they can follow any career path.

pages of teaching and learning materials developed in The Gambia

Fatou’s teacher, Oumie, shares this vision of equality and a limitless opportunity for all Gambian children through quality education. “I want all children to be in school,” she says. “I am learning from them as they are learning from me. And we treat everyone as equals.”

For Fatou, education is more than just learning—it is a steppingstone to a brighter future and a way to make a difference in her community. “It is important because you can help your family in the future, and yourself,” she explains. Her dreams are big and bold. “I want to be a doctor to help my parents—and so that I can cure people when they are sick.”

Read this story and others from our various country programs in our 2024 Annual Report!

To learn more about our program in The Gambia, click here.

Photo credit for this story: Lena Nian for the Luminos Fund

Why Culturally Relevant Stories Matter for Literacy

Apr 2, 2025 | Luminos Fund | In the News, Teaching & Learning, The Gambia

One of the most powerful moments in a Luminos classroom is when a child sees themself in a story – through a familiar name, cherished folk tale, or setting that mirrors their own community. These moments spark joy and connection, helping children develop a strong sense of identity while reinforcing the important role of children’s books in fostering literacy, curiosity, and confidence.

For many of our students, formal school culture can feel unfamiliar or even intimidating. Differences in language and behavior can make them feel like their home life and culture are less valuable. At Luminos, we reject this notion. Instead, we create joyful classrooms where all children feel valued and accepted for who they are.

To learn more about how we value students’ cultures, see the Identity & Self-Belief element of the Luminos Method!

Explore the Identity & Self-Belief element

Research shows that incorporating culturally relevant teaching improves students’ engagement and academic performance. That’s why we use locally created reading materials, along with traditional games and songs, to make lessons more familiar and accessible for children.

In Liberia, we incorporate storybooks developed by a local nonprofit Liberia Reads, featuring familiar names and contexts. In Ethiopia, teachers gather folk tales from the community and integrate them into literacy lessons.

“For out-of-school children, engaging with stories that reflect their own cultures and experiences fosters a sense of belonging, affirms their identities, and enhances their engagement in learning, leading to improved comprehension skills and a deeper love of reading.”

Neha Raheel, Luminos Director of Teaching and Learning

Luminos’ Teaching and Learning team consists of literacy experts dedicated to developing high-quality instructional materials, grounded in the latest evidence from the science of reading. Storybooks not only build literacy skills, but also help students connect with their cultures and experiences. One example from The Gambia has made a particularly meaningful impact:

Awa and the Lost Money

Awa is a young girl who is passionate about football (soccer). She dreams of owning her own football, but her family cannot afford one. One day, she discovers a 100 dalasi note (about $1.50 USD) under a bush. Despite the temptation to keep it, Awa chooses to do the right thing and returns it to its rightful owner, Mr. Ceesay. Impressed by her honesty, he rewards her with the full amount. Overjoyed, Awa buys her dream football and practices every day.

“For children who have faced barriers to education, culturally relevant stories make school feel welcoming and familiar. Seeing themselves in a book reassures them that their voices and experiences matter.”

Awa Minteh, Luminos Country Manager, The Gambia

Why Stories Like Awa’s Matter

Cultural Relevance and Connection: The story features familiar elements for Luminos children in The Gambia, including local names, currency, and a village setting. This helps students see themselves in the story, making reading more meaningful.

Luminos Country Manager, Awa Minteh, helping students as they practice reading. (Photo: Lena Nian for the Luminos Fund)

Character Development and Values: Awa’s decision to return the money reinforces important values like honesty and responsibility, helping children reflect on their choices.

Challenging Gender Norms: Awa’s passion for football empowers girls to imagine themselves in new roles and encourages all children to see reading as a way to explore their dreams. Importantly, many of our storybooks feature girls participating in activities traditionally associated with boys, helping to normalize gender equality and challenge stereotypes.

“Representation in children’s books shape how children see themselves and their potential. In many communities in The Gambia, girls are often expected to follow traditional roles. Characters like Awa help open minds to new possibilities.”

Awa Minteh, Luminos Country Manager, The Gambia

On International Children’s Book Day, Luminos celebrates the transformative power of culturally relevant storybooks to build children’s literacy skills, self-confidence, and a lifelong love of learning.

2024 Photos of the Year

Dec 16, 2024 | Luminos Fund | Ethiopia, Ghana, In the News, The Gambia

As 2024 draws to a close, we are reflecting on the remarkable learning journeys of Luminos students across Sub-Saharan Africa. Joyful learning is at the heart of all Luminos classrooms, and we’re delighted to share a few of our favorite images from the year that capture this joy.

1_Ethiopia - Teacher Fahmi with his students

Surrounded by his students in eastern Ethiopia, Luminos teacher Fahmi introduces a new interactive learning game and elicits smiles all around. “I love teaching my students through games,” Fahmi says with a smile. “The students never get tired of it, and neither do I!” (Photo by Mara Chan/Luminos Fund)

2_Ghana - Supervisor Kennedy with teacher Dwumah

In Ghana, Luminos supervisor Kennedy (right) provides feedback and coaching to teacher Dwumah (left). Kennedy offers insights on areas of strength and opportunities for improvement, informed by Luminos data dashboards. These dashboards are updated in real time with data collected during classroom observation visits like the one Kennedy just conducted. (Photo by Obeng Baah for the Luminos Fund)

Luminos students Fayze (right) and Tegest (left) have fun during a literacy activity in Ethiopia. “I love school!” shares Fayze, “It gives me joy that I’m learning now — and that I know my letters and I’m able to read!” (Photo by Mara Chan/Luminos Fund)

4_The Gambia - teacher Adama and students

In The Gambia, teacher Adama (center) stands in front of her brightly decorated classroom with her students (from left to right): Fanna, Fatoumatta, Babou, and Ancha. Fatoumatta, inspired by her teacher, hopes to become a teacher herself one day. (Photo by Lena Nian for the Luminos Fund)

5_The Gambia - Luminos staff member Mamadou and student

Luminos Program Manager, Mamadou Jawo, helps student Malick during class in The Gambia. In the Luminos program, students learn foundational reading, writing, and math skills. For many students, attending the Luminos program is their first time learning in a classroom. (Photo by Lena Nian for the Luminos Fund)

Students clap and sing during a joyful lesson in Ghana. Luminos lessons are interactive and engaging, with plenty of opportunities for students to practice what they are learning. Classes also include frequent opportunities for students to move as they learn, helping them stay engaged. (Photo by Obeng Baah for the Luminos Fund)

Addressing the Learning Crisis: 3 Takeaways from a Government Learning Exchange

Apr 5, 2024 | Luminos Fund | Ethiopia, Ghana, The Gambia

The Luminos Fund builds strong government partnerships based on collaboration and deep trust to scale our impact and promote systemic change. In each country, Luminos works closely with ministries of education to strengthen education systems, share best practices, and build capacity to bring joyful, transformative learning to millions of vulnerable, out-of-school children.

Leveraging this partnership ethos, Luminos and the Ethiopian Ministry of Education jointly hosted an inter-ministerial exchange visit in Addis Ababa, Ethiopia in March 2024. The visit convened a range of education leaders and experts from Ethiopia, Ghana, and The Gambia for a series of discussions on advancing foundational learning in Sub-Saharan Africa. The visit also provided an opportunity to forge the new connections necessary to develop bold responses to the challenge before us all—addressing the global learning crisis.

Despite significant progress in expanding access to the classroom in recent years, far too many children fail to learn even the most foundational skills of reading, writing, and basic math. In Sub-Saharan Africa, nearly 90% of children do not learn to read by age 10. Education systems must undergo fundamental shifts to ensure that every child develops the basic skills they need to succeed, and governments need to prioritize foundational learning.

During the inter-ministerial exchange visit, participants discussed the learning crisis in Ethiopia, Ghana, and The Gambia, and identified evidence-informed approaches that improve learning outcomes and ensure learning for all students. Here are three takeaways from the discussion:

1. The learning crisis in Sub-Saharan Africa goes beyond access

Despite commendable efforts in Ethiopia, Ghana, and The Gambia to expand education access, millions of children remain out of school, often due to a variety of socio-economic barriers including poverty, child labor, and displacement. UNESCO research suggests that children and parents’ negative perceptions of the return on investment for attending school play a considerable role in the out-of-school challenge in low-income contexts. While the rates of out-of-school children remain a key concern, the quality of education for children within the school system is equally alarming. Among 10-year-olds in Sub-Saharan Africa, 70% of children are in school but not learning (World Bank).

2. Language of instruction is a complex, but necessary factor to consider for ensuring learning for all students

Mrs. Catherine Appiah Pinkrah, Executive Director of Ghana’s Complementary Education Agency, contributes to the discussion following a presentation on the learning crisis in Ethiopia.

Luminos’ government partners in Ethiopia, Ghana, and The Gambia have each adopted strategies to account for language diversity through the expanded use of mother tongue or area language as the language of instruction. For instance, Ethiopia is an ethnically and linguistically diverse country, with over 80 languages and dialects across its different regions. The language of instruction used in each school is determined by the primary ethnic group present in each community. Students are encouraged to use their mother tongue language in classrooms first, before being introduced to additional languages including national and regional languages. However, factors such as migration and displacement, which have been exacerbated by increased conflict in recent years, further diversify communities and pose key challenges for mother tongue-based multilingual education. Ghana faces a similar challenge where many children, parents, and teachers have relocated to regions or communities where the mother tongue language is different.

3. There is need for greater government investments in foundational learning

In Ghana, the share of the education budget allocated to basic education declined from 39.2% in 2019 to 20% in 2023, with tertiary education receiving the largest proportion of funding among basic, secondary, and tertiary education levels (UNICEF). This trend is similar in Ethiopia and The Gambia. Committing to prioritizing foundational learning in the early years can be a powerful approach to tackling the learning crisis– with long-term benefits for preparing children to obtain higher-level knowledge and competencies in later years.

Dr. Belay Hagos Hailu (center), Associate Professor of Education and Director of the Institute of Educational Research at Addis Ababa University, and Luminos Adivsory Board Member, shakes hands with Dr. Alemayehu Hailu Gebre (right), Luminos Senior Director of Programs in Ethiopia. (Photo by Mekbib Tadesse for the Luminos Fund)

At Luminos, we believe equipping children with foundational learning skills is essential to unlocking a child’s full potential. The Luminos program teaches children to read, write, and do math – to learn how to learn – through a joyful, structured pedagogy that meets children where they are in their learning journey. In just one school year, Liberian children enrolled in the Luminos program learn 90% of what the average Liberian will learn in their lifetime.

If the international development community is to address the urgent learning crisis facing children, effective collaboration and coordination between stakeholders is essential. Through partnerships with governments, Luminos distills effective teaching and learning strategies within education systems, in alignment with the national education priorities in each country. Indeed, a key objective of the African Union’s declaration of 2024 as the Year of Education, under the theme “Educate an African fit for the 21st Century: Building resilient education systems for increased access to inclusive, lifelong, quality, and relevant learning in Africa,” is to galvanize collective action towards achieving Sustainable Development Goal 4 (SDG4) across the continent.

This exchange visit was a timely effort to not only share best practices, but also to advocate for effective and proven solutions to ensure learning for all children.

Students’ Welfare in the Center: Creating Safe, Inclusive, and Healthy Environments

Nov 16, 2023 | Luminos Fund | Ethiopia, Ghana, Liberia, Luminos Method, The Gambia

In a Luminos classroom in Ghana, students gather in a circle around the Luminos Program Coordinator, Suwaida Aziz. Students eagerly raise their hands to answer questions as Suwaida leads the class through “Your Promise,” a story for Luminos students to help them understand their rights and what to do if they have any concerns. Today, students listen to the story of Alpha, a child who has learning difficulties and sometimes mixes up his numbers.

“Can we learn if we have trouble writing?” Suwaida asks the class, prompting a series of hands to fly in the air. This short story about Alpha emphasizes inclusive learning and celebrating children’s unique differences.

At Luminos, we have the privilege of supporting vulnerable children every day through our catch-up education programs in Sub-Saharan Africa and the Middle East. In just one year, the Luminos program helps formerly out-of-school children learn how to read, write, and do math through a joyful, activity-based curriculum. At the heart of our mission is a firm commitment to protect children from harm. In the Luminos program, we have a zero tolerance policy for abuse of any kind. Students’ well-being is a top priority. Not only is it a fundamental right of all children, but it also helps them to learn effectively.

Topics Covered in “Your Promise,” a Story for Luminos Students About Safeguarding

Corina leads a Child Protection and Safeguarding Liberia

Corina Wornee leads a session for students on their rights. (Photo: Mara Chan/Luminos Fund)

“We not only teach and support students, but we also train and engage teachers, parents, and community members to ensure all students have a safe and inclusive environment and experience joyful learning,” says Corina Wornee, Luminos Global Safeguarding Lead and Liberia Senior Program Manager.

“By including the entire community, we ensure that everyone is more mindful of the well-being of their children. And Luminos is ensuring that learning is happening in a safe, joyful, and welcoming environment.”

Luminos takes a three-fold approach to ensure our student’s well-being: 1) safeguarding students’ welfare through extensive child protection training, 2) creating inclusive classrooms, and 3) supporting students’ health.

1. Safeguarding Student’s Welfare

We prioritize the well-being of our students by ensuring that staff are well-trained, students are educated about their rights, and there is a well-defined process to address any concerns. In all Luminos program locations, staff and teachers receive child protection and safeguarding training created by local and international specialists.

In these training sessions, we thoroughly review the Luminos Child Protection and Safeguarding Policy, covering topics such as child rights, classroom management, types of abuse, inclusive and gender-responsive teaching, and safeguarding with parents and the community. These sessions are designed to be interactive, providing teachers with frequent opportunities to apply new knowledge through case studies and role plays.

We also involve parents and community members as a holistic part of our child safeguarding strategy. Relevant topics are addressed in initial meetings with parent engagement groups before the school year starts and are woven into monthly meetings that teachers hold with parents throughout the year. Luminos strives to ensure all parents have a clear understanding of our safeguarding policy and their roles, and that they feel that the Luminos team respects their culture and rights to guide their child.

Finally, we make sure our students are educated about their rights so that they can build the confidence and skills to help protect themselves and their peers. Lessons are delivered throughout the year through a narrative format, using “Your Promise.” Lessons are reinforced throughout the year.

Download "Your Promise" in full!

2. Inclusive Classrooms

All children learn best when they are happy. Ensuring all students feel included and able to fully participate in class is essential for providing a joyful learning experience. To that end, we prioritize inclusion in every facet of the Luminos program, from teacher recruiting and training to classroom instruction. Reinforcing the belief that all children are capable of learning is critical. We also train teachers in gender-responsive teaching and work with parents to support girls’ learning by addressing gender-related topics in our parent engagement meetings. Our pedagogy intentionally includes using multiple techniques to engage students and present information in a variety of ways, maximizing learning for all students, regardless of background and learning needs.

Luminos students in the Konso zone of Ethiopia eat their hot lunch

Luminos students in Konso, Ethiopia, enjoying their hot lunch. (Photo: Michael Stulman/Luminos Fund)

3. Healthy Students

We recognize that good health supports students in having enjoyable and successful learning experiences. Health information is often limited in the communities where we work, so Luminos integrates some health education into our daily curriculum. Topics include common diseases, hygiene, nutrition, the human body, and substance abuse, among others. In places where there is significant food insecurity, Luminos also provides a free hot lunch to our students, helping them stay healthy, concentrate better on their lessons, and serving as an additional incentive for enrollment and attendance.

Through this three-fold approach, we prioritize our students’ safety and well-being, allowing them to fully engage in our classrooms and experience joyful learning firsthand.

“Placing student welfare at the center of everything we do is part of Luminos’ DNA,” Corina notes. “It is only after ensuring students feel safe and included that joyful learning can occur, allowing students to build foundational reading, writing, and math skills.”

To learn more about Luminos’ approach to making learning joyful in our classrooms, explore the full Joyful Learning element of the Luminos Method!

“Placing student welfare at the center of everything we do is part of Luminos’ DNA. It is only after ensuring students feel safe and included that joyful learning can occur, allowing students to build foundational reading, writing, and math skills.”

Corina Wornee, Luminos Global Safeguarding Lead and Liberia Senior Program Manager

Melvina listens during a child protection session in class

Melvina, a Luminos student in Liberia, chants along with her peers during a lesson on child rights using an early version of “Your Promise.” (Photo: Mara Chan/Luminos Fund)

New Independent Evaluations Show Extraordinary Learning Gains in 2024–25 School Year

Luminos Student Learning Gains in the 2024–25 School Year

Read the full report summary ↑

Ethiopia: Thriving in the Classroom Post-Conflict

Read the full report summary ↑

Ghana: Outpacing National Averages

Read the full report summary ↑

Liberia: Leapfrog Gains in Literacy and Numeracy

Read the full report summary ↑

The Gambia: Strongest Results to Date

Conclusion

Fatou’s Footsteps: Thriving against the Odds in The Gambia

pages of teaching and learning materials developed in The Gambia

pages of teaching and learning materials developed in The Gambia

Why Culturally Relevant Stories Matter for Literacy

Awa and the Lost Money

Why Stories Like Awa’s Matter

2024 Photos of the Year

Addressing the Learning Crisis: 3 Takeaways from a Government Learning Exchange

1. The learning crisis in Sub-Saharan Africa goes beyond access

2. Language of instruction is a complex, but necessary factor to consider for ensuring learning for all students

3. There is need for greater government investments in foundational learning

Students’ Welfare in the Center: Creating Safe, Inclusive, and Healthy Environments

1. Safeguarding Student’s Welfare

2. Inclusive Classrooms

3. Healthy Students

Recent Posts

Categories

Archives