Learning outcomes among children in developing countries such as Kenya were not only low but also inequitably distributed despite increased enrollment rates.
In Kenya, less than a half (46%) of the grade 3 children could read a grade 2 level Kiswahili text (Uwezo, 2016).
Globally, 617 million children and adolescents not achieving minimum proficiency levels in reading and mathematics (UIS, 2017).
Significant proportions of children progressing from one grade to another without mastering foundational skills, referred to as ‘learning poverty’ (World Bank, 2020).