Literacy and numeracy form the foundation of all learning, yet children are failing to master these critical skills, reducing the likelihood that they finish school, hold jobs and lead productive lives. FHI 360 works hand-in-hand with governments to improve learning outcomes by providing expertise on teaching and learning, policy and systems reform, family and community engagement, gender equality, and information and communication technology (ICT). Our systemic approaches and participatory methods lead to genuine ownership and lasting change.
A sense of belonging fuels achievement
Girls hear it from peers, television, parents and teachers: Math is not for girls. Consequently, girls do not develop the positive math identities — believing they can and should do math — that research says are key to their interest, participation and persistence in science, technology, engineering and math (STEM) education and careers. FHI 360 is addressing societal stereotypes and subliminal messages that affect girls’ math identity. In June, we convened thought leaders in gender, STEM and math identities, and youth development to define goals and set priorities for improving the potential for girls to achieve.
Learning methodologies that work
Where do you begin to improve education when half of primary grade 5 students hold a book upside down? Studies show learning to read in mother-tongue languages can have a profound effect on learning outcomes. Working with Nigeria’s Ministry of Education and affiliated agencies in Katsina and Zamfara states through the Reading and Numeracy Activity (RANA) pilot project, FHI 360 is building the capacity of more than 600 teachers to implement effective instruction and assessments using a Hausa-based, early grade reading approach that integrates numeracy and gender themes into materials. By working with local communities to build support for early grade reading, engaging in policy dialogue and building the capacity of the government, the project is supporting a scalable, improved system for early grade reading and numeracy across the two states.
Using a student-centered approach to strengthen education
In Equatorial Guinea, FHI 360 has worked with the government to train and improve the practices of two-thirds of the country’s primary teachers and all first grade teachers, established model primary schools, modernized the education information system and strengthened operations of the Ministry of Education and Science. Phase II of the Program for Educational Development of Equatorial Guinea (PRODEGE) is expanding active learning, an approach that focuses on student-centered learning and improving teachers’ instruction for all preschool, primary and lower secondary teachers in the country.
Math identity = Girls’ math success
National Science Foundation
Hess Corporation and the Government of the Republic of Equatorial Guinea