New Impact Results Show Structured Pedagogy Is Improving Literacy at Scale in Ethiopia

Sep 8, 2026 | Luminos Fund | Data, Ethiopia, Government Partnership, In the News, Teaching & Learning

In Sidama, Ethiopia, Luminos scaled a structured pedagogy program fivefold. In Tigray, it introduced the model for the first time. Luminos’ newest impact report, published for International Literacy Day, details the results from all 950 classrooms across both regions in the 2025-26 school year.

Among 10-year-olds in sub-Saharan Africa, 20 percent are out of school, and a staggering 70 percent are in schools that fail to teach them to read. Closing those gaps requires more than successful pilots: proven approaches must be designed for and sustained within government education systems.

The Luminos Fund works alongside governments to do exactly that. In Ethiopia, Luminos has partnered with regional education bureaus since 2022 to co-create, pilot, adapt, and scale a joyful, structured pedagogy approach that reaches out-of-school children and improves foundational learning.

Read the full report ↑

A new Luminos report examines what that partnership achieved in the 2025-26 school year as structured pedagogy—daily lesson plans, teacher training and coaching, and regular data collection—reached 950 government classrooms in Sidama and Tigray, and supervision shifted from Luminos and its community partners to government staff in Sidama for the first time.

Across both regions, children made strong gains in literacy and numeracy, reading on average more than twice the rate of peers in conventional classrooms by the end of the program. Of the children who completed the structured pedagogy program, 99 percent qualified to transition into Grade 3.

The 2025-26 school year marks a significant milestone: after years of close partnership, structured pedagogy is becoming a government-owned system that delivers strong literacy gains at scale—already established in one region and taking root in a second.

Key Results

Scaling Luminos’ Structured Pedagogy in Ethiopia

Since 2018, Ethiopia’s Ministry of Education has partnered with Luminos on a national strategy to reach out-of-school children: expanding accelerated learning through the government’s own Accelerated Learning Program (ALP). The program condenses Grades 1 and 2 into a single school year, enabling out-of-school and vulnerable children to catch up and rejoin their peers in conventional schools.

As the program expanded rapidly across Ethiopia’s regions, growth began to outpace the coaching and supervision needed to keep teaching quality consistent. In 2022, Luminos partnered with regional governments to layer on structured pedagogy, co-creating more than 1,400 pages of activity-based daily lesson plans in local languages and 500 pages of training manuals. The approach combines hands-on teacher training, ongoing coaching and supervision, and regular data collection. That work involved the regional education bureaus directly from the start.

“We are working closely with Luminos from the very beginning: from the planning stage when we develop materials, to reviewing them, and editing them. In all these processes, our expertise is there and the regional education bureau endorses those materials.” – Mr. Beyene Barasa, Vice President of Sidama Regional State and Head of Regional Education Bureau

Mr. Beyene Barasa, Vice President of Sidama Regional State and Head of Regional Education Bureau

Sidama piloted the approach first in 2023-24, and an evaluation involving independently administered assessments found children reading over three times as many correct words in a minute as the 2023 conventional-school average for their grade and language. Luminos and the Tigray Regional Education Bureau adapted the model for the 2025-26 school year.

Sidama: Literacy Gains at Scale

Two assumptions shadow most education programs as they scale up. First, that teaching quality slips when teachers are trained in large cohorts instead of small groups. Second, that government supervisors—who already carry heavier workloads and operate without close day-to-day support from an external partner—cannot sustain the coaching teachers need. In Sidama, the 2025-26 school year tested both: the program grew five times larger, and for the first time, government staff, not Luminos-supported coaches, supervised and coached teachers.

Children made meaningful gains in literacy and numeracy. Many who struggled to connect letters to sounds at the start of the year progressed to reading entire passages, for some their first encounter with independent reading. Oral reading fluency improved from 2 correct words in a minute at the start of the year to 23 correct words in a minute on the Early Grade Reading Assessment (EGRA). That is more than double the national average for Sidaamu Afoo reading in Grade 2, and close to the 24 words in a minute recorded the year before, when the program was running at a fifth of its current size and was still under Luminos’ direct supervision.

Numeracy gains followed the same pattern. Children began the year correctly identifying 9.5 numbers in a minute. By the end, they identified 36 numbers in a minute at 96 percent accuracy (the number of items correctly answered divided by the number of items attempted). This sharp increase in both fluency and accuracy shows that number recognition became automatic: children were not just answering faster, they were answering correctly more consistently.

Among children who completed the program, 99 percent qualified to enter Grade 3.

Neither assumption held. Quality did not slip with large-cohort training, and coaching did not falter once government supervisors took over.

Even when trained in large cohorts, teachers delivered the program faithfully: classroom observation data showed implementation fidelity held steady throughout the year. And despite the shift to a new, government-led cadre of supervisors, 84 percent of teachers still received their targeted monthly coaching visit.

Target Met: Monthly Coaching Visits with Teachers

Figure 1. Implementation Fidelity in Structured Pedagogy Classrooms

“Foundational learning programs usually lose their quality somewhere between the pilot and the 700th classroom, and struggle most when delivery moves onto already busy government systems. In Ethiopia this year, the program did both at once—scaling fivefold while supervision passed to government staff—and the quality held. That is what the Luminos team there has achieved.”

Matthew Jukes, Luminos Senior Director of Impact

Tigray: Building Toward Government Ownership

Tigray’s first year had a different job to do. Rather than testing a government transition, it needed to lay the groundwork for one—in a region where the school system was still recovering from the recent civil war, which shut schools for years and left many children out of school altogether. Government supervisors received dedicated tools and training, while Luminos and community partner supervisors supported routine coaching visits, with responsibility gradually transferring to government supervisors.

In this first year, students made substantial gains in literacy and numeracy. Oral reading fluency increased from 0.3 correct words in a minute to 40 correct words in a minute on Luminos’ Rapid Assessment Instrument (RAI). Because the two regions used different assessment instruments, results are not directly comparable between Sidama and Tigray. Compared with the most recent available regional benchmark—Ethiopia’s 2018 national reading assessment—children in the program read at roughly two and a half times the rate of children in conventional classrooms.

In numeracy, number identification increased from 5.1 to 15.7 correct numbers out of 16, and children went from solving essentially no mental math problems at the start of the year to 15.5 in a minute by the end.

Among the children who completed the program, 99 percent qualified for Grade 3. In addition, 89 percent of teachers received their targeted monthly government supervisor visit in this very first year of implementation.

A Model Built for Scale

“When we compare the Luminos students with other conventional classes there is a big difference. One of the causes for the difference is the quality of materials.”– Mr. Beyene Barasa, Vice President of the Sidama Regional State and Head of the Regional Education Bureau.

Strong teaching and learning materials, effective teacher support, and sustained government partnership can enable a program to expand far beyond its initial scale. That is the model Ethiopia’s regional education bureaus and Luminos are building together, and the partnership continues to grow.

Oromia—Ethiopia’s largest region—will launch structured pedagogy in the 2026-27 school year, becoming the third region to adapt the approach.

“When we compare the Luminos students with other conventional classes there is a big difference. One of the causes for the difference is the quality of materials.”

Mr. Beyene Barasa, Vice President of Sidama Regional State and Head of Regional Education Bureau

Sidama and Tigray already show what’s possible: a program can grow five times larger without losing quality, and a new one can launch strong from day one.

“What distinguishes the Luminos Fund is the scientific rigor, the commitment, the flexibility, the training approach, the engagement. All, combined for better learning outcomes—and [they] are the most important reasons that every education bureau and organization should choose the Luminos model.” – Dr. Kiros Guesh, Head of the Tigray Regional Education Bureau.

Dr. Kiros Guesh, Head of the Tigray Regional Education Bureau

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Great tools should be in as many hands as possible. Our structured pedagogy materials are freely available to download.

Access our materials

The_Luminos Fund_Sidama_2025_by_Mekbib_Tadesse-6738

Teacher Toshine holds her Teacher’s Guide outside her government classroom in Sidama. (Photo: Mekbib Tadesse for the Luminos Fund)

To read the full report, click here.

To access our structured pedagogy materials in Sidaamu Afoo and Tigrinya, click here.

Oromia Signs MoU with Luminos Fund, Launching Structured Pedagogy in Government Schools

Jul 24, 2026 | Luminos Fund | Ethiopia, Government Partnership, In the News

Ethiopia is home to the Luminos Fund’s largest and longest-running program. Since 2018, the Ethiopian Ministry of Education and regional education bureaus have partnered with Luminos to expand accelerated learning as a government-led strategy for supporting out-of-school children, reaching 233,915 children in government schools implementing the Luminos Method.

More recently, at the request of the Sidama Regional Education Bureau (REB), Luminos partnered with the region to strengthen this model by introducing a structured pedagogy approach: detailed lesson plans in local languages, teacher training, and ongoing supervision and coaching. In government classrooms, the structured pedagogy approach combines evidence-based literacy and numeracy instruction with joyful, student-centered learning, covering Grades 1 and 2 of primary school in just 10 months. The results are remarkable: students in these classrooms read at four times the rate of their peers in conventional Grade 2 classrooms.

Co-created with government from the start, the structured pedagogy model is designed to be locally led. The Tigray regional government has since adapted the model to its context for implementation in government primary schools.

In Oromia—Ethiopia’s largest and most populous region—Luminos and the regional government are now working together to bring structured pedagogy to children both in and out of school. The partnership will strengthen literacy instruction for Grade 1 students in government schools while also supporting vulnerable and out-of-school students through an accelerated learning program focused on foundational literacy and numeracy. Across both areas of work, children will benefit from the same core approach: clear daily lesson plans, trained and supported teachers, locally adapted materials, and joyful, evidence-based instruction designed to help students build strong foundational skills.

That partnership reached a formal milestone this month, when the Oromia REB and Luminos signed a memorandum of understanding (MoU), launching a shared framework for government-led structured pedagogy programs across the region.

Dr. Tolla Barrisso, Head of the Oromia REB (at right), and Dr. Alemayehu Hailu Gebre, Luminos Senior Director of Programs (at left), sign the agreement formalizing the partnership to bring structured pedagogy into mainstream Grade 1 government classrooms while strengthening accelerated learning for children who are out of school. (Photo: Oromia Regional Education Bureau)

The Launch Workshop

The MoU signing kicked off a two-day launch workshop bringing together officials from the Ministry of Education, Oromia regional and district government representatives, Luminos, and community partners. On day two, participants jointly reviewed and validated the Teacher’s Guides or ‘Playbooks’.

Mr. Shemsedin, Oromia’s Director for Primary Education, traced how the partnership with Luminos evolved in his opening remarks. After seeing the results of the Luminos Method in other regions, the Oromia REB set out to extend structured pedagogy to more children across its education system.

The Teacher’s Guides are a product of this collaboration: developed jointly by Oromia government experts and Luminos’ team and customized to the region’s context.

Mr. Shemsedin was direct about what comes next: validating the materials is one milestone, not the finish line. Teacher training is the critical next step to ensure the structured pedagogy approach is implemented with fidelity in government classrooms.

The Journey Ahead

Government partnerships that outlast a single funding cycle are built deliberately from the beginning. Luminos’ approach in Ethiopia has been to co-create with government, so that government ownership is established from the outset.

Government partnerships that outlast a single funding cycle are built deliberately from the beginning.

From Sidama to Tigray and now Oromia, regional partners have adapted and led implementation of the structured pedagogy model, with Luminos providing technical support throughout. Dr. Bultossa Hirko, Deputy Head of the Oromia REB, spoke to that ownership directly in his remarks to Ministry officials and other guests at the workshop, addressing the learning crisis, the urgency of foundational learning, and the regional government’s commitment to making foundational learning a priority.

Luminos’ journey in Ethiopia is a powerful example of how collaboration, evidence, and strong government leadership can drive meaningful and sustainable change in education.

“Unlike many education programs that rely on external funding and are difficult to sustain, this approach is built to last. It is both innovative and impactful, designed from the start to grow within government systems.”

Dr. Alemayehu (Alex) Hailu Gebre, Luminos Senior Director of Programs, Ethiopia

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.

Bridging the Literacy Gap: How the Luminos Approach to Phonics is Transforming Literacy in Low-Resourced Settings

Jan 30, 2025 | Luminos Fund | Data, In the News

By: Neha Raheel

Reading is the foundation of all education. It serves as a gateway to acquiring new knowledge, fosters critical thinking, and opens doors to lifelong learning and personal growth. Despite significant progress in improving access to schooling, nearly 7 out of 10 children in low- and middle-income countries (LMICs) cannot read a simple, age-appropriate text by the end of primary school. In my role as Associate Director of Teaching and Learning at the Luminos Fund, ensuring students learn to read is one of my main priorities.

A study I co-authored along with Dr. Kathy Rastle, Michael Crawford, and Maria Korochkina, published in Nature Human Behaviour, highlights the failure of education systems in LMICs to teach children to read.

Neha Raheel, Luminos Associate Director of Teaching and Learning

Findings from 230 Early Grade Reading Assessment (EGRA) surveys across 48 countries, 96 languages, and over half a million students reveal that most children are not acquiring even the basic foundations of literacy.

However, bridging the literacy gap is possible. Evidence gathered over the past two decades from the science of reading suggests that all children can learn to read, provided they receive high-quality, systematic, and explicit phonics instruction. At the Luminos Fund, our approach to literacy focuses on teaching children how to decode using systematic phonics. We provide explicit instruction on the relationships between sounds and letters, enabling children to decode new words instead of simply memorizing them. This critical skill empowers children to move from learning to read to reading to learn, unlocking their full potential.

Challenges in Early Literacy: The Need for Phonics Instruction in LMICs

Decoding is the ability to translate a word from print to speech using knowledge of the relationships between letter sounds and symbols. Several studies show a clear link between reading with meaning (reading comprehension) and decoding skills. Yet, most children in LMICs struggle with basic skills, like identifying the names and sounds of letters and blending sounds to read words – essential building blocks of reading.

National curricula and assessment frameworks in LMICs often focus on reading comprehension but do not explicitly emphasize the need for systematic phonics instruction. It is not surprising, then, that even by the third year of schooling, 96% of students in our study fall below the severe-risk benchmark for identifying letter sounds. These students face a high risk of reading failure and require intensive support beyond the core curriculum.

While the study analyzes literacy scores of students in mainstream schools, the learning crisis is even more dire for the nearly 251 million out-of-school children around the globe. More than half of the world’s out-of-school children are in Sub-Saharan Africa, where prior to the COVID-19 pandemic, 86% of children could not read or understand a simple text by age 10.

The Luminos accelerated learning program helps vulnerable, out-of-school children in Sub-Saharan Africa build foundational reading and math skills. This enables them to catch up to their grade level, reintegrate into mainstream schools, and prepare for lifelong learning. Our literacy approach is centered on explicit and systematic phonics instruction, teaching children the relationship between sounds and letters and how to blend letter sounds to decode words. To ensure learning is both effective and joyful, Luminos makes phonics instruction engaging and culturally relevant by incorporating local stories, songs, games, and activities that resonate with children’s experiences. This explicit approach to literacy instruction is especially important for children who have never attended school, are the first in their families to learn to read or are learning to read in a language they do not speak at home – common challenges in the communities where we work.

Learn more about our approach to phonics instruction in the Phonics for First-Generation Readers element of the Luminos Method!

Learn More

Luminos teacher Sekou leads the class in breaking down green words into Elkonin sound boxes. (Photo by Mara Chan/Luminos Fund)

To further support instruction, Luminos uses a structured pedagogy approach, providing high-quality and contextually relevant teaching and learning materials, teacher training, ongoing support, and regular assessments of students. Additionally, external evaluators assess students’ literacy and numeracy twice during the year using EGRA and Early Grade Mathematics Assessment (EGMA).

Figure 1 from Inadequate foundational decoding skills constrain global literacy goals for pupils in low- and middle-income countries, adapted by author.

As a result of our explicit and systematic phonics approach, Luminos students consistently outperform their peers in mainstream schools. By the end of the 2023-24 school year, Luminos students in Liberia could, on average, identify 73 correct letter sounds per minute (CLSPM) and students in Ethiopia could identify 70 correct letter sounds per minute – far exceeding early literacy benchmarks for Grade 3 according to the Dynamic Indicators of Basic Early Literacy Skills (DIBELS).

Additionally, Luminos students in Liberia could correctly identify 88 letter names per minute, which is well above the Grade 2 benchmark goal of 53. According to DIBELS, students who score above the benchmark are at minimal risk of reading failure and can succeed with the core curriculum. In stark contrast, 96% of students sampled in our study on LMICs fell below this benchmark for letter sound identification by the third year of instruction.

This success demonstrates the adaptability of the Luminos program across diverse LMIC contexts, such as Liberia and Ethiopia, where a phonics-based approach continues to improve reading outcomes despite differences in writing systems. In Ethiopia, for instance, we teach in languages with alpha-syllabic writing systems, such as Sidaamu Afoo, Afaa Xonso, and Tigrinya, whereas in Liberia, we teach in English (an alphabetic writing system). These results demonstrate Luminos’ potential to drive long-term, systemic change, and provide a scalable model for improving foundational literacy. By equipping children with the skills and confidence to read, Luminos not only empowers them but also contributes to broader efforts to close the global literacy gap.

Our study in Nature Human Behaviour underscores the importance of prioritizing decoding skills through systematic phonics instruction as the foundation of literacy. Without mastering these foundational skills, ensuring that all children can read with comprehension remains a distant aspiration.

To address the learning crisis and set children on a path to lifelong learning, we call on educators, policymakers, donors, and partner organizations to focus on developing these critical skills. By adopting evidence-based methods for reading instruction, we can ensure that more children achieve key early literacy milestones, ensuring their future academic success. Together, we can give every child the opportunity to unlock the transformative power of reading and build a brighter future.

Students in The Gambia raise one finger for the first sound they hear when breaking down a word into sound boxes. (Photo by Lena Nian for the Luminos Fund)

Learn more:

Explore Luminos’ phonics-based approach to reading instruction in the Phonics for First-Generation Readers element of the Luminos Method>
Read the study published in Nature Human Behaviour, “Inadequate Foundational Decoding Skills Constrain Global Literacy Goals for Pupils in Low- and Middle-Income Countries”>

Neha Raheel is Associate Director of Teaching and Learning at the Luminos Fund, where she is responsible for the development of high-quality teaching and learning materials. She designs and delivers impactful trainings, and builds the capacity of colleagues and partners to help every child to learn. Prior to joining Luminos, Neha worked at the World Bank, where she supported the Education Global Practice team on curriculum, instruction, and learning, focusing on foundational learning. Neha is a Fulbright scholar and holds an MS.Ed in Education, Culture, and Society from the University of Pennsylvania, and a BA in Humanities from the Lahore University of Management Sciences. In 2020, she was selected as a WISE Emerging Leader, in recognition of her contributions to the field of education.

Africa Day and the AU’s Year of Education: Prioritizing Foundational Learning for a Brighter Future

May 24, 2024 | Luminos Fund | In the News

By: Kirstin Buchanan

Each year, May 25 marks Africa Day – a time to celebrate the rich culture, traditions, and diversity of the continent and its people. As a member of the African diaspora raised in the Caribbean, Africa Day is an opportunity for me to celebrate the strong cultural identity and common heritage that intricately connect us and an important reminder that together, we can lay the foundations for a brighter future.

This year, the African Union declared 2024 the “Year of Education,” calling on governments to accelerate progress toward achieving regional and global education targets.

With nearly 90% of 10-year-olds in Sub-Saharan Africa unable to read and understand a simple text, this declaration brings renewed hope for unlocking Africa’s immense potential, emphasizing the critical role of education. For the Luminos Fund, it underscores the importance of our education mission: to ensure all children have equal access to joyful, foundational learning.

Luminos student in The Gambia writes in his student workbook during class.

In The Gambia, Luminos student Ebrima practices his handwriting during class. Learning to write is a critical part of foundational literacy. (Photo: Lena Nian for the Luminos Fund)

A Day of Celebration and Reflection

Africa Day commemorates the founding of the Organization of African Unity (OAU) on May 25, 1963. Since its founding, the OAU, known today as the African Union (AU), has served as the pillar of regional cooperation, focused on achieving shared development goals and promoting peace and stability through unity. Africa Day has become a day of both celebration and reflection on the region’s progress toward these goals.

Education is a crucial piece of the puzzle on Africa’s path to continued prosperity. The Continental Education Strategy for Africa (CESA 16-25), adopted by AU heads of state and government, provides the framework for transforming education systems and equipping Africa’s youth to become agents of change for advancing the Sustainable Development Goals (SDGs). The theme for the AU’s Year of Education, “Educate and Skill Africa for the 21^st Century,” is a timely reaffirmation of these commitments. Multiple years of compounding crises, from pandemics to climate change, have reversed much of the continent’s progress in education and underscored the urgency for building more equitable education systems that are resilient to future crises.

In Sub-Saharan Africa, one in five primary-school-aged children are still out of school. Even beyond access, one in four children does not complete primary school, and most children enrolled in school are not learning. At most, only one in five children achieves the minimum proficiency level in reading upon completing primary education (UNESCO).

Prioritizing foundational learning for all children is one of the most important tools for addressing the learning crisis. With strong foundations in literacy and numeracy, children and youth are empowered to access a world of knowledge and ideas that will enable them to build higher-order skills and unlock pathways to improved livelihoods. For the most marginalized children, the ability to read, write, and do math builds belief in their own potential, resulting in the confidence and motivation to succeed in future learning environments.

In Sub-Saharan Africa, Luminos is helping out-of-school children get a second chance at education. I fondly remember one of my first experiences entering a Luminos classroom in Ethiopia – students’ faces lit up with joy as they practiced counting play money through a song, sung to the tune of a local nursery rhyme. Throughout the room, an array of colorful artwork, including numbers and the letters of the alphabet, bring life to the otherwise barren thatch and bamboo walls. By focusing on joyful, foundational learning, we provide children with a safe and inclusive environment where they can feel comfortable and enjoy the learning process. This, in turn, helps develop a love of learning in students that continues well beyond their time in the Luminos program.

Indeed, this was the experience of Luminos alumna, Degnesh, who is now proudly enrolled in grade 4 at her local government school. After many years out of school, Degnesh enrolled in the Luminos catch-up program in 2021. There, she built foundational reading, writing, and math skills, as well as her love for learning. “When I entered the Luminos classroom, I could not identify letters,” says Degnesh. “Now I’m reading at home and at school. The program made me love education.”

Luminos alumna Degnesh outside her classroom holding her school books.

Luminos alumna, Degnesh, says, “I was sad to leave [the Luminos program], but at the same time, I was very proud of myself. Now I have the attitude that I can achieve anything I want.” (Photo: Michael Stulman/Luminos Fund)

Beyond the individual impacts, strong foundational learning systems serve as the cornerstone for building flourishing societies by promoting productive citizenship, sustainable development, gender equality, improved health, social cohesion, and stability. In the words of the United Nations Deputy Secretary-General, Amina J. Mohammed, “Investing in education is the greatest investment we can make in our common future, in peace, and sustainable development, and particularly in gender equality.”

A Critical Inflection Point

Addressing the learning crisis has long been an expressed priority for African governments. Many governments have endorsed the Commitment to Action on Foundational Learning, a global initiative launched at the 2022 United Nation’s Transforming Education Summit (TES), signaling their commitment to ensure foundational learning for all children and advance progress toward SDG 4 targets. The AU’s declaration of 2024 as the Year of Education presents an opportune, yet critical moment for governments to further build on these commitments and prioritize foundational learning in national policy agendas.

African governments and ministries of education can chart a path to a brighter future for generations to come by investing in strengthening education systems. While this takes many forms, evidence-based strategies include prioritizing implementation of structured pedagogies and instructional methods, ongoing teaching development and coaching, and robust monitoring and evaluation.

In addition to strong political leadership, substantial collaboration will be required.

SDG 4: Quality Education

Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.

Targets:

4.1 Free primary and secondary education
4.2 Equal access to quality pre-primary education
4.3 Equal access to affordable technical, vocational and higher education
4.4 Increase the number of people with relevant skills for financial success
4.5 Eliminate all discrimination in education
4.6 Universal literacy and numeracy
4.7 Education for sustainable development and global citizenship
4.8 Build and upgrade inclusive and safe schools
4.9 Expand higher education scholarships for developing countries
4a Increase the supply of qualified teachers in developing countries

Education leaders and experts from Ethiopia, Ghana, and The Gambia during an inter-ministerial exchange facilitated by Luminos in Ethiopia. (Photo: Mekbib Tadesse for the Luminos Fund)

Through my experience at Luminos, I have learned that there is power in unity – no one country can solve the learning crisis alone. This notion of strength in unity was the impetus for a recent inter-ministerial exchange facilitated by Luminos, which 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. This power in unity is also the very pillar on which the African Union was formed.

This Africa Day, let us celebrate the unity and collaboration that has paved the way for the continent’s progress to date. Let us also unite in our commitment to work together to unlock the light of learning in every child through joyful, foundational learning, so they may bring to fruition the AU’s aspirations to transform Africa into the global powerhouse of the future.

Kirstin Buchanan

Kirstin Buchanan is the Communications Manager at the Luminos Fund, where she develops and executes strategic communications initiatives to amplify the organization’s impact in bringing education to the world’s most vulnerable children. She leads storytelling, content creation, and promotion across key Luminos digital channels – including social media, the website, and the newsletter – ensuring Luminos’ mission resonates with diverse audiences. Kirstin also oversees outreach and engagement with the Luminos Fund Advisory Board.

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