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does it measure?","Question",{"text":63,"@type":64},"FLAT 2025 monitors progress on government policy actions for foundational learning (FL) and includes systems strengthening, using the RAPID Framework and related indicators.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"Which regional areas show strengthened or sustained progress?",{"text":68,"@type":64},"Strengthened areas include mechanisms for collecting, reporting, and acting on student attendance and dropout information, clear FLN benchmarks in early-grade curriculum, and integration of social-emotional learning in the curriculum.",{"name":70,"@type":61,"acceptedAnswer":71},"What are the main areas needing accelerated progress in the region?",{"text":72,"@type":64},"The brief highlights the need for regular large-scale assessments of reading and/or math in early grades, better utilization of assessment data for classroom and policy decisions, and the implementation at scale of evaluated, evidence-based programmes to 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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 7 countries, and systems strengthening ratings from its internal monitoring exercise, covering 18 countries. Overall, FLAT 2025 includes policy action and/or systems strengthening data for 18 countries in the region.  \nRegional progress at a glance  \nAreas of strengthened/sustained progress  \n• Mechanisms to collect, report and act on information on student attendance and dropout  \n• Clearly defined benchmarks for foundational literacy and numeracy (FLN) in the early-grade curriculum  \n• Integration of social-emotional learning in the curriculum  \nAreas needing accelerated progress  \n• Regular large-scale assessment of reading and/or math in the early grades  \n• Utilization of assessment data to inform both classroom practices and education policy/planning  \n• Evaluated, evidence-based programme to improve FLN implemented at scale  \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⚫ Middle East and North Africa  \n⚫ Leading country in the region  \n\n| Reach every child and keep them in school | \u003Cbr>2.9 | ▬ | \u003Cbr>2.5 | ▬ | \u003Cbr>2.6 | ▬ | |  |  |  |  |\n| --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- |\n| Assess learning levels regularly | \u003Cbr>2.3 | ▬ | \u003Cbr>2.5 | ▬ | \u003Cbr>2.4 | ▬ | Egypt |  |  |  |  |\n| Prioritize teaching the fundamentals | \u003Cbr>3.0 | ▬ | \u003Cbr>2.3 | ▬ | \u003Cbr>2.6 | ▬ | Algeria | , Egypt, | Tunisia |  |  |\n| Increase the efficiency of instruction | \u003Cbr>2.8 | ▬ | \u003Cbr>2.0 | ▬ | \u003Cbr>2.6 | ▬ | Egypt |  |  |  |  |\n| Develop psychosocial health and well-being | \u003Cbr>3.0 | ▬ | \u003Cbr>1.9 | ▬ | \u003Cbr>2.4 | ▬ | Egypt |  |  |  |  |\n| Overall |  |  |  |  | \u003Cbr>2.5 | ▬ | \u003Cbr>\u003Cbr>Egypt |  |  |  |  |\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 4 out of 7 countries with data |\n| Clearly defined benchmarks for FLN in the Grade 1–3 curriculum/policy |  Nationwide implementation in 5 out of 7 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 1 out of 7 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 2 out of 7 countries with data |\n| Evidence-based programmes to improve FLN at scale |  Nationwide implementation of evaluated and evidencebased programmes in 4 out of 7 countries with data |\n\nFoundational Learning Action Tracker 2025  \nMiddle East and North Africa  \nRAPID survey regional results  \nNote: A total of 7 countries in the region responded to the survey between June–September 2025: Djibouti, Egypt, the Islamic Republic of Iran, Jordan, Lebanon, Morocco and the State of Palestine.  \nREACH every child and keep them in school  \nMechanisms to collect, report and act on information on student attendance  \nMechanisms to collect, report and act on information","cbCaimWsLRrSqQSM","https://ap.wps.com/l/cbCaimWsLRrSqQSM","pdf",153533,"English","# Regional progress at a glance\n## Areas of strengthened/sustained progress\n## Areas needing accelerated progress\n# RAPID Dimension Policy action\n## Systems strengthening\n## Overall\n# RAPID 5 and indicator overview","[{\"question\":\"What is FLAT 2025 and what does it measure?\",\"answer\":\"FLAT 2025 monitors progress on government policy actions for foundational learning (FL) and includes systems strengthening, using the RAPID Framework and related indicators.\"},{\"question\":\"Which regional areas show strengthened or sustained progress?\",\"answer\":\"Strengthened areas include mechanisms for collecting, reporting, and acting on student attendance and dropout information, clear FLN benchmarks in early-grade curriculum, and integration of social-emotional learning in the curriculum.\"},{\"question\":\"What are the main areas needing accelerated progress in the region?\",\"answer\":\"The brief highlights the need for regular large-scale assessments of reading and/or math in early grades, better utilization of assessment data for classroom and policy decisions, and the implementation at scale of evaluated, evidence-based programmes to improve FLN.\"}]","Foundational Learning Action Tracker 2025 - Middle East and North Africa | PDF",1792063963]