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  1. Foundational Learning Compact

Foundational Learning Compact (FLC)

The FLC leverages approximately $33.4 billion ), International Bank for Reconstruction and Development (IBRD), GPE grants, co-financing, and government financing. The FLC supports education initiatives in 76 countries, focusing on systemic improvements and better learning outcomes.

It also develops global public goods such as innovative tools, data, and evidence, and provides technical assistance to help countries implement evidence-based reforms and improve learning outcomes at scale.

Shape

FLC Anchor Programs and Activities
The FLC Anchor includes a range of targeted programs and activities designed to strengthen education systems and accelerate learning improvements:

Primary Education

Accelerator program

Accelerator Program

The Accelerator Program helps to strengthen the country's capacity to design and implement effective foundational learning programs to reduce learning poverty. The model includes: 

  • Developing country-specific learning targets.

  • Preparing a costed investment case to meet those targets.

  • Strengthening implementation capacity.

Launched in 2020 by the ÐÓ°ÉÂÛ̳ and UNICEF, with support from the Gates Foundation, UK¡¯s Foreign, Commonwealth & Development Office (FCDO), UNESCO Institute for Statistics, and USAID.  

The initial cohort includes Brazil (state of Cear¨¢), Ecuador, Kenya, Morocco, Mozambique, Niger, Nigeria (Edo State), Pakistan, Rwanda, and Sierra Leone. 

Building on the strengths of the original program, Accelerator 2.0 started last year. This next phase aims to further unlock progress in foundational learning by providing technical and grant support to a broader set of countries (Central African Republic, C?te d'Ivoire, Eswatini, Ghana, Liberia, Madagascar, Malawi, Republic of Congo, Rwanda, Senegal, Tanzania, and Sierra Leone).

Learning

Learning Measurement and Data Activities

The FLC supports key Learning Measurement and Data activities under three workstreams: 

  • Learning Assessment: Focuses on supporting the production of learning data through quality learning assessments and strengthening learning assessment systems. This workstream included various types of products and activates related to Policy Linking, Assessments for Minimum Proficiency Levels (AMPL), National Learning Assessments (NLA), and Cross-National Learning Assessments. 

The new Accelerating Learning Measurement for Action (ALMA) program will mainly support this workstream in Djibouti, Ghana, Guyana, Kyrgyz Republic, Lao PDR, Malawi, Mali, Nepal, Regional Carribean, Sao Tome and Principe, Somalia, and Tanzania. 

  • Learning Data Analytics: Focuses on compiling, harmonizing, and disseminating learning data, developing indicators, tools, and analytics, and supporting coordinating and delivery of data literacy capacity building with country teams and governments. 

  • Drivers of Learning: Focuses on the Global Education Policy Dashboard (GEPD). 

  • The Dashboard collects data on the practice, policy, and political level factors enabling an analysis of the de jure and de facto status of what drives learning. Specific attention is given to their impact on policy dialogue and on learning outcomes. 

  • The GEPD has been measuring, tracking, and linking the progress of key drivers of learning outcomes in basic education using three data collection instruments since 2019. 

Teachers are the most important in-school factor for student learning. To build strong systems that support the teacher career pathway, the ÐÓ°ÉÂÛ̳ has undertaken multiple initiatives to strengthen the teaching profession and raise teaching quality. 

The FLC has supported this work through the following programs:

  • The Global Coach Program: The program aims to help countries d