Data Access

Why foundational learning—and measuring it—matters 

Foundational learning—the ability to read with understanding and apply basic numeracy—is the gateway to all further learning. Without it, children are effectively locked out of the curriculum. Every year of schooling without learning deepens inequality and narrows life chances, compounding intergenerational poverty. Measurement makes the invisible visible: without data, inequities remain hidden, progress cannot be tracked, and policymakers cannot design interventions that reach the most disadvantaged. This is particularly urgent in Africa, where the majority of children are not learning to read with understanding by the age of 10. 

Yet, measuring foundational learning is uniquely challenging. Young children have limited attention and test-taking skills, many are non-readers—creating floor effects where large shares score zero—and communication is difficult when learners are unfamiliar with testing formats or not yet literate. Linguistic diversity adds complexity, as early-grade assessments must span multiple local languages while systems transition to colonial languages in later grades. One-on-one oral assessments, though effective, are costly and time-consuming, and while group or self-administered innovations are emerging, evidence on their reliability and cost-effectiveness remains limited. Measuring foundational learning thus faces unique technical, linguistic, and systemic challenges rarely encountered when assessing older learners.

Expanding assessment coverage

Despite all the challenges, one of the most striking developments in the past decade has been the sheer growth in foundational learning assessments across the continent. Ten years ago, only a handful of countries had any nationally representative data on early grade reading or numeracy. Today, through a combination of government-led initiatives, donor-funded pilots, and regional collaborations, most African countries have conducted some form of foundational learning assessment. The map of assessment coverage across the continent illustrates this expansion vividly. Regional programs such as PASEC have broadened their reach, while new instruments like UNICEF’s MICS Foundational Learning Skills (FLS) module have opened additional avenues for generating comparable data across countries.