Evidence based Foundational Numeracy and Literacy Interventions

The quality of education in many African countries, including Kenya,  is a significant concern. Factors such as overcrowded classrooms, poorly trained teachers, and outdated teaching methods contribute to low levels of numeracy and literacy (World Bank, 2018; Kremer et al., 2013).

Numerous studies have highlighted the persistent challenges and disparities in foundational numeracy and literacy across Africa. Research indicates that access to quality education remains a major issue, particularly in rural and marginalized communities (Osaki & Duveskog, 2019; Lewin & Sabates, 2011), also where many children are taught in languages that are not their mother tongue, which can hinder their learning outcomes (Benson et al., 2014; Trudell, 2017). Significant gender gaps in numeracy and literacy also persist in many parts of Africa and Kenya, with significantly lower levels of numeracy and literacy among girls compared to boys (UNESCO, 2019; Lloyd & Mensch, 2008).

Despite these challenges, there have been successful interventions aimed at improving foundational numeracy and literacy in Africa. These interventions often involve community engagement, teacher training programs, the use of innovative teaching methods (Abadzi, 2012; Banerjee et al., 2017) and the use of educational technology to support learning out of school (Odhiambo, et al., 2024).

Better Futures for Children supports policymakers in Kenya recognize the importance of addressing the numeracy and literacy crisis. Efforts to lobby government to increase investment in early childhood education, and promote literacy campaigns are underway in many counties