The Urgency of Evidence-Based Instruction in African Education
Dr. Benjamin Piper, a member of the Global Education Evidence Advisory Panel (GEEAP) and a representative of the Gates Foundation, has emphasized the need for African countries to adopt evidence-based instruction to improve literacy rates among children. His remarks were made during the 2025 Triennale Association for the Development of Education in Africa (ADEA Triennale), held in Ghana.
The event focused on the theme: “Strengthening Evidence Systems and Use: Pathways to Improving Foundational Learning Outcomes in Africa.” Dr. Piper highlighted that data shows seven out of ten children in low and middle-income countries are unable to read with understanding. This alarming statistic underscores the urgent need for action.
According to estimates from UNESCO, four out of five children aged 10 in Africa cannot read and comprehend a simple text. Dr. Piper stressed that learning to read is fundamental to human dignity, freedom, and development. Literacy serves as the foundation for all learning and significantly expands opportunities throughout life.
Challenges in Policy Implementation
Dr. Piper pointed out that poor policy implementation by policymakers and the lack of appropriate teaching methods by educators contribute to this global crisis. He explained that to make progress, countries must focus on three priority areas:
- Aligning instruction with evidence
- Explicitly, systematically, and comprehensively teaching all reading skills
To develop these skills, children need to be explicitly taught oral language skills, phonological awareness, systematic phonics instruction, reading fluency, reading comprehension strategies, and writing skills.
Launch of a New Report
During the event, the report titled “Effective Reading Instruction in Low- and Middle-Income Countries: What the Evidence Shows” was launched. This report identifies the key skills pupils must learn and what teachers must learn to effectively support the acquisition of literacy.
A study analyzing data from early grade reading assessments (EGRAs) involving over 500,000 students across 48 LMICs in 96 languages revealed the depth of the crisis. It showed that after three years of schooling, over 90% of students cannot identify letter names or sounds or read simple words at expected levels.
Investing in Proven Methods
Dr. Piper emphasized the importance of investing in proven reading methods during children’s early school years. This approach could likely reduce the need for expensive remedial programs later, decrease grade repetition, and lower dropout rates. He also highlighted the need to support teachers with practical tools, high-quality teaching materials, and ongoing professional development.
Tailoring Instruction to Student Needs
Dr. Piper stated that instruction must be tailored to meet students at their current learning level, ensuring that struggling readers receive foundational support before moving to advanced skills. For those struggling, specific adaptations can include individualized or small-group support, multi-sensory approaches, and accessible instructional materials.
Call to Action for Policymakers
He urged education policymakers to promote evidence-based instruction by making a national commitment, choosing appropriate languages of instruction, delivering explicit, systematic, and comprehensive reading instruction, adapting instruction to language characteristics, and focusing on effective implementation to enable more children to become skilled readers.
Dr. Piper encouraged countries to visit the Global Education Evidence Advisory Panel webpage for more details on the report.
About the GEEAP
The GEEAP is an independent, multidisciplinary panel of leading global experts in education evidence and policymaking. It is co-hosted by the UK’s Foreign, Commonwealth & Development Office (FCDO), UNICEF, and the World Bank.