19/08/2026
Before we ask a child to catch up, do we know where they are?
A child can be in Grade 4 and still be developing foundational literacy or numeracy skills expected much earlier.
So what happens if, instead of teaching to the grade, we teach to the learner?
That’s the idea behind our Teaching at the Right Level (TaRL) pilot.
Across 23 partner schools in Nairobi, Kisumu and Machakos, 39 Fellows worked with 1,018 Grade 3 and 4 learners—first understanding their learning levels, then providing targeted support.
By Cycle 2, 73.4% progressed at least one literacy level, while 80.7% progressed at least one numeracy level.
But the most important lesson may be bigger than the numbers:
Learning gaps cannot be solved simply by moving children forward. We have to meet them where they are.
We’re still learning what it takes to make this approach work sustainably—and that learning is just as important as the results.
Because every child can learn.
The question is whether we are prepared to teach them where they are.
