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The brief highlights strengthened areas such as clear FLN benchmarks and assessment-informed decisions, and identifies priorities needing acceleration, including 1:1 textbook-student ratios and evidence-based FLN programmes at scale.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/foundational-learning-action-tracker-2025-eastern-and-southern-africa/587972/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/foundational-learning-action-tracker-2025-eastern-and-southern-africa/587972.png","ImageObject",300,407,{"name":42,"@type":43},"Bintang","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",6,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is FLAT 2025 and who implements it?","Question",{"text":63,"@type":64},"FLAT 2025 is an initiative by UNICEF and the Hempel Foundation that monitors progress on government actions for foundational learning (FL) using the RAPID Framework.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How are policy action ratings calculated in FLAT 2025?",{"text":68,"@type":64},"Policy action ratings come from UNICEF’s RAPID survey responses from 16 countries, while systems strengthening ratings come from an internal monitoring exercise covering 20 countries.",{"name":70,"@type":61,"acceptedAnswer":71},"Which areas show progress and which need faster improvement?",{"text":72,"@type":64},"Strengthened areas include clear FLN benchmarks in early-grade curriculum and using assessment data for decisions and instrument design. Accelerated progress is needed for 1:1 textbook-student ratios, evidence-based FLN programmes implemented at scale, and using assessment data for classroom-level teaching practices.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},587972,1793122979,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":26,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":97,"preview_page_count":4},962085564381,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Foundational Learning Action Tracker 2025  \nEastern and Southern Africa  \nThis regional brief presents results from the Foundational Learning Action Tracker (FLAT), an initiative by UNICEF and the Hempel Foundation to monitor progress on government actions for foundational learning (FL) based on the RAPID Framework. Policy action ratings are derived from UNICEF’s RAPID survey, with responses from 16 countries, and systems strengthening ratings from its internal monitoring exercise, covering 20 countries. Overall, FLAT 2025 includes policy action and/or systems strengthening data for 21 countries in the region.  \nRegional progress at a glance  \nAreas of strengthened/sustained progress  \n• Clearly defined benchmarks for foundational literacy and numeracy (FLN) in the early-grade curriculum  \n• Use of assessment data to inform decision-making atthe policy and planning level  \n• Use of assessment data to inform design of assessment instruments  \nAreas needing accelerated progress  \n• 1:1 textbook-student ratio in the early grades  \n• Evaluated, evidence-based programme to improve FLN implemented at scale  \n• Use of assessment data to inform teaching practices at the classroom level  \nAverage regional rating: Established  \nRating scale  Not yet initiating  Initiating  Established  Championing Progress since 2024 ↑ Increase ↓ Decrease − No change  \nRAPID Dimension Policy action  \n\n| Systems\u003Cbr>strengthening | Overall |\n| --- | --- |\n\n⚫ Eastern and Southern Africa  \n⚫ Leading country in the region  \n\n| Reach every child and keep them in school | \u003Cbr>3.4 | ▬ | \u003Cbr>3.1 | ▬ | \u003Cbr>3.3 | ▬ | |  |  |  |  |  |\n| --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- |\n| Assess learning levels regularly | \u003Cbr>3.1 | ▬ | \u003Cbr>2.7 | ▬ | \u003Cbr>2.9 | ▬ |  | Zimbab | we |  |  |  |\n| Prioritize teaching the fundamentals | \u003Cbr>3.0 | ▬ | \u003Cbr>2.7 | ▬ | \u003Cbr>2.8 | ▬ |  | Angola |  |  |  |  |\n| Increase the efficiency of instruction | \u003Cbr>2.5 | ▬ | \u003Cbr>2.3 | ▬ | \u003Cbr>2.5 | ▬ |  | Botswa | na, Zim | babwe |  |  |\n| Develop psychosocial health and well-being | \u003Cbr>2.7 | ▬ | \u003Cbr>2.3 | ▬ | \u003Cbr>2.6 | ▬ |  | Botswa | na |  |  |  |\n| Overall |  |  |  |  | \u003Cbr>2.8 | ▬ |  | \u003Cbr>Botswana |  |  |  |  |\n\nSource: Updated FLAT 2024 ratings used for countries with missing 2025 data. A rating change of >=0.5 (\u003C=-0.5) is counted as an increase (decrease) .  \nRAPID 5  \nRAPID 5 is a subset of FLAT indicators identified as the five fundamental ingredients needed for FL. It is important to note that in some cases, the data were based on estimates by UNICEF Country Office/Ministry of Education staff.  \n\n| RAPID 5 Indicator | Average regional rating, based on RAPID survey |\n| --- | --- |\n| Average textbook-student ratio in the early grades |  1:1 ratio in 3 out of 16 countries with data |\n| Clearly defined benchmarks for FLN in the Grade 1–3 curriculum/policy |  Nationwide implementation in 13 out of 16 countries with data |\n| Regular nationally representative large-scale assessment of reading and/or math in the early grades (Grades 2/3) |  Administered every year in 6 out of 16 countries with data |\n| Utilization of assessment data to inform classroom practices and education policy and planning |  Nationwide use to inform both classroom practices and education policy and planning in 6 out of 16 countries with data |\n| Evidence-based programmes to improve FLN at scale |  Nationwide implementation of evaluated and evidencebased programmes in 3 out of 16 countries with data |\n\nFoundational Learning Action Tracker 2025  \nEastern and Southern Africa  \nRAPID survey regional results  \nNote: A total of 16 countries in the region responded to the survey between June–September 2025: Angola, Botswana, Burundi, Comoros, Ethiopia, Kenya, Lesotho, Madagascar, Malawi, Mozambique, Namibia, Rwanda, Uganda, the United Republic of Tanzania, Zambia and Zimbabwe.  \nREACH every child and keep them in school  \nMechanisms to collect, report and act on information on student attendan","cbCaihncTd5DH4dE","https://ap.wps.com/l/cbCaihncTd5DH4dE","pdf",159535,"English","# Regional progress at a glance\n## Areas of strengthened/sustained progress\n## Areas needing accelerated progress\n# RAPID Dimension: Policy action\n## Reach every child and keep them in school\n## Assess learning levels regularly\n## Prioritize teaching the fundamentals\n## Increase the efficiency of instruction\n## Develop psychosocial health and well-being\n# RAPID 5 indicators","[{\"question\":\"What is FLAT 2025 and who implements it?\",\"answer\":\"FLAT 2025 is an initiative by UNICEF and the Hempel Foundation that monitors progress on government actions for foundational learning (FL) using the RAPID Framework.\"},{\"question\":\"How are policy action ratings calculated in FLAT 2025?\",\"answer\":\"Policy action ratings come from UNICEF’s RAPID survey responses from 16 countries, while systems strengthening ratings come from an internal monitoring exercise covering 20 countries.\"},{\"question\":\"Which areas show progress and which need faster improvement?\",\"answer\":\"Strengthened areas include clear FLN benchmarks in early-grade curriculum and using assessment data for decisions and instrument design. Accelerated progress is needed for 1:1 textbook-student ratios, evidence-based FLN programmes implemented at scale, and using assessment data for classroom-level teaching practices.\"}]","Foundational Learning Action Tracker 2025 - Eastern and Southern Africa | PDF",1792063950]