[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-587974-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-587974-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","foundational-learning-action-tracker-results-for-africa-october-2025","FOUNDATIONAL LEARNING ACTION TRACKER RESULTS FOR AFRICA - OCTOBER 2025","","Foundational Learning Action Tracker (FLAT) data from 124 low- and middle-income countries assessed government progress on foundational learning across the RAPID Framework. This brief summarizes 2025 FLAT findings for 52 African countries with available data, comparing progress over time and identifying leading actions at scale and lagging indicators. Results show average progress at the Established level, with limited change since 2024, requiring decisive, system-wide action backed by policy and evidence-based investments.",{"@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-results-for-africa-october-2025/587974/",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-results-for-africa-october-2025/587974.png","ImageObject",300,407,{"name":42,"@type":43},"Bintang","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",7,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What does the FLAT measure in Africa?","Question",{"text":63,"@type":64},"FLAT monitors government actions for foundational learning across five RAPID Framework dimensions, using policy action data and systems strengthening data for African countries with available 2025 information.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How do African countries perform on average in 2025?",{"text":68,"@type":64},"Across 52 African countries, average progress is at the Established level, the third level in FLAT’s four-point rating scale.",{"name":70,"@type":61,"acceptedAnswer":71},"Which areas are leading and which are lagging indicators?",{"text":72,"@type":64},"Leading indicators include nationwide integration of social-emotional learning and broader use of assessment data. Lagging indicators include low 1:1 textbook-student ratios in early grades and limited nationwide use of assessment data in classroom 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},587974,1793136683,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,110,114,119,122,126],{"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":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},"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":33,"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":123,"preview_page_count":4},962085564381,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","FOUNDATIONAL LEARNING ACTION TRACKER RESULTS FOR AFRICA  \nOCTOBER 2025  \nIn 2025, the Foundational Learning  Action Tracker (FLAT) collected data from 124 low-and middle-income  \ncountries to monitor progress on government actions for foundational learning across the five dimensions of the RAPID Framework. This snapshot  \npresents the 2025 FLAT findings for 52 African countries with data.  \nPROGRESS AT A GLANCE  \nWith three years of data, the FLAT highlights where African countries are making strides and where greater efforts are needed to accelerate progress on foundational learning. Given the magnitude of the learning crisis in Africa – where about 8 in 10 children unable to read and understand a simple text by age 10 – patchwork solutions will not suffice. Ambitious, system-wide government action, backed by strong policies and increased investments in evidence-based interventions, is urgently needed to close these gaps.  \nLEADING INDICATORS – where progress is being achieved at scale  \n» Integration of social-emotional learning in the curriculum nationwide, reported by 50 per cent of countries in 2025 (24 per cent in 2023) .  \n» Nationwide use of assessment data to inform intervention programmes on foundational learning, reported by 56 per cent of countries in 2025 (16 percent in 2023) . Some countries may rely on school-based assessments, rather than large-scale assessments, to inform programming.  \n» Nationwide support to teachers on assessments of foundational learning, reported by 44 per cent of countries in 2025 (16 per cent in 2023) .  \n» Annual nationally representative large-scale assessment of reading and/or math in the early grades, reported by 38 per cent in 2025 (19 per cent in 2024) .  \nLAGGING INDICATORS – where progress has stalled or remains below scale  \n» 1:1 textbook-student ratio in the early grades, reported by only 31 per cent of countries in 2025 (22 per cent in 2024) .  \n» Use of assessment data to inform classroom practices in schools nationwide, reported by 38 per cent of countries (39 per cent in 2024) .  \n» Evaluated, evidence-based programme to improve foundational learning implemented at scale, reported by 25 per cent of countries in 2025 (22 per cent in 2024) .  \nNEXT STEPS – key actions needed to accelerate progress  \n» Scale evidence-based programmes (e.g., structured pedagogy, targeted instruction) and conduct evaluationsto support continuous improvement and guide resource allocation.  \n» Increase the efficiency of instruction through the provision of adequate teaching and learning materials and stronger use of assessment data to inform classroom practices.  \n» Strengthen education systems by enhancing coordination, capacity and accountability needed to sustain foundational learning policies at scale.  \nAVERAGE RATING: ESTABLISHED  \nThe FLAT combines data on policy action from the RAPID survey (with 32 responses from African countries) and data on systems strengthening from UNICEF’s internal monitoring and reporting exercise covering 51 African countries. In total, 52 African countries have available data on policy action and/or systems strengthening. Across these 52 countries, average progress on foundational learning efforts is at the Established level – the third level in FLAT’s 4-point rating scale. Overall, efforts on foundational learning have remained largely unchanged, with only about 1 in 10 African countries showing substantial increases in their FLAT ratings since 2024 – signaling an urgent need for decisive, largescale action to accelerate foundational learning.  \n| RATING SCALE |  |  |  |  | PROGRESS SINCE 2024 |  |  |\n| --- | --- | --- | --- | --- | --- | --- | --- |\n| •\u003Cbr>Not yet\u003Cbr>initiating | •\u003Cbr>Initiating | •\u003Cbr>Established | •\u003Cbr>Championing | •\u003Cbr>No data | ▲\u003Cbr>Increase | ▼\u003Cbr>Decrease | ▬\u003Cbr>No change |\n\n\n| RAPID DIMENSION | POLICY ACTION |  | SYSTEMS\u003Cbr>STRENGTHENING |  | OVERALL |  |  AFRICAN AVERAGE\u003Cbr> LEADING AFRICAN COUNTRY\u003Cbr>|  |  | |  |  |\n| --- | --- | --","cbCaioAHZ6SDWeES","https://ap.wps.com/l/cbCaioAHZ6SDWeES","pdf",1123700,"English","# Progress at a Glance\n# Leading Indicators (Achieving Progress at Scale)\n# Lagging Indicators (Stalled or Below Scale)\n# Next Steps (Accelerating Progress)\n# Average Rating: Established\n# RAPID 2025 Survey Findings","[{\"question\":\"What does the FLAT measure in Africa?\",\"answer\":\"FLAT monitors government actions for foundational learning across five RAPID Framework dimensions, using policy action data and systems strengthening data for African countries with available 2025 information.\"},{\"question\":\"How do African countries perform on average in 2025?\",\"answer\":\"Across 52 African countries, average progress is at the Established level, the third level in FLAT’s four-point rating scale.\"},{\"question\":\"Which areas are leading and which are lagging indicators?\",\"answer\":\"Leading indicators include nationwide integration of social-emotional learning and broader use of assessment data. Lagging indicators include low 1:1 textbook-student ratios in early grades and limited nationwide use of assessment data in classroom practices.\"}]","FOUNDATIONAL LEARNING ACTION TRACKER RESULTS FOR AFRICA - OCTOBER 2025 | PDF",1792063953]