Empowering Educators: A Global Workshop on Foundational Literacy

By: Aishwarya Kaple

Aishwarya Kaple, Luminos Program Analyst

And this is not just my story. Globally, UNESCO estimates that nearly 69 million teachers must be recruited by 2030 to achieve universal education. But recruitment is only the first step. When education systems are stretched thin, the teachers we do have often lack the resources they need to succeed in the classroom. Overcrowded classrooms, outdated materials, and minimal professional development are common, making it difficult for even the most dedicated educators to help their students thrive.

Today, my work at the Luminos Fund builds on those early experiences. Luminos is committed to supporting teachers and ensuring joyful, foundational learning for the most vulnerable children. This mission recently took shape in a new way through a powerful partnership between Luminos and Teach For All.

Through Teach For All’s Global Institute Academy, we delivered a three-part online workshop series: Teaching Foundational Literacy to Develop Students Holistically.

I had the privilege of co-facilitating this effort alongside Nangamso Mtsatse, an esteemed member of the Luminos Advisory Board and the Head of Foundational Learning at Teach For All. Together, we designed the series to speak directly to the needs and realities of primary school teachers and teacher trainers working in under-resourced settings across the Global South.

Workshop Series at a Glance

At Luminos, we believe how children are taught is just as important as what they are taught. We’ve seen that children learn best when they are happy—an essential truth that underpins all our work. Research shows that phonics instruction is most effective when it is systematic and explicit, and embedded in a broader instructional approach that includes oral language development, vocabulary building, and reading comprehension. This is especially critical for students who are the first in their families to attend school and learn to read.

This workshop aimed to:

1. Strengthen participants’ technical knowledge of foundational literacy;
2. Share low- or no-cost phonics instruction activities from the Luminos Method that teachers can immediately implement; and
3. Emphasize the importance of joyful learning as a core element of effective teaching.

Session 1: Building Blocks of Reading
The first session introduced the key principles of foundational literacy, emphasizing the critical role of phonics in reading comprehension. Using the Simple View of Reading (Gough and Tunmer, 1986) framework, we explored how strong early literacy skills support student agency and leadership. Participants also practiced a hands-on phonics activity from the Luminos Method designed to build phonemic awareness and strengthen letter-sound connections—an approach that has helped unlock transformational learning outcomes among Luminos students.

Session 2: From Sounds to Words
This session focused on the skill of blending, essential for early reading development. Through interactive demonstrations and breakout rooms, teachers practiced joyful, phonics-based approaches—emphasizing practical skill-building for teaching students how to decode and read simple words. These techniques are easy to implement, even in classrooms with limited materials.

Session 3: Phonics in Practice
In the final session, participants presented phonics strategies they plan to implement, many in their own languages of instruction. This peer-led exchange reinforced the relevance of the workshop, as educators showcased how they were adapting insights to fit their unique contexts.

Reflections

Throughout the series, participants’ reflections and questions underscored a shared commitment to continuous improvement. Many emphasized the value of the practical, actionable strategies shared during the workshop—strategies that met them where they are and addressed real classroom needs. While theoretical training has its place, what teachers often need most are tools they can adapt and implement right away.

That need felt especially real in my own classroom in 2015, where many of my students couldn’t read basic texts or spell their names. As a new teacher, I had passion, but not always the resources to meet their needs. With time, experience, and support, I saw them begin to thrive. Years later, many went on to pass their Grade 10 exams—becoming the first in their families to do so.

While many factors shaped their journey, their success is a powerful reminder of what’s possible when educators are empowered to build children’s foundational skills and ensure learning for all.

That’s what makes this kind of workshop so meaningful. It is a chance to turn lived experience into professional growth. For me, this series was also personal—a chance to contribute to the kind of support I once yearned for as a new teacher.

I’m grateful to Teach For All for creating this platform to equip and uplift educators—and proud to stand alongside passionate teachers and educators around the world who are lighting the path to learning for the next generation.

Aishwarya Kaple is a Program Analyst on Luminos’ Teaching and Learning team where she manages and leads various projects and processes related to the development of teaching and learning materials, program design and delivery, and fundraising. She supports country teams on project management and implementation, helping streamline and strengthen Luminos’ evidence-based teaching and learning approaches across programs. Aishwarya brings over six years of experience in education, including teaching students from disadvantaged communities as a part of the Teach for India Fellowship, working in the conflict-affected region of Kashmir, and assisting with education policy and research at the World Bank and the International Institute for Educational Planning (IIEP-UNESCO). She holds an MS in International Education and Development from the University of Pennsylvania, and a BA in Mass Media and Advertising.