Learning to read is fundamental for success in school and life. Young children must acquire basic literacy skills that will serve them as they progress in their studies and in the working world. Yet in many developing countries, too few students are learning to read during the critical first years of school. Recent estimates indicate that the average child in a low-income country is learning at about the same level as a child in the fifth percentile of a high-income country.
On September 8, the Center for Universal Education at Brookings, the Education for All-Fast Track Initiative, and the U.S. Agency for International Development (USAID) marked International Literacy Day by hosting a series of discussions on how a range of education stakeholders are addressing the challenge of improving literacy, particularly at lower primary levels, to help fulfill the promise of quality education for all.
After each panel, participants took audience questions.
Chief Technical Officer, International Development Group - RTI International
National Director for Quality Assurance Department, Ministry of Education
State Minister for General Education
Deputy Minister for Instruction, Ministry of Education
Director General, Primary Education, Ministry of Education
Director, Office of Educational Technology - U.S. Department of Education
Education Technology Specialist, Office of Education
Chief Program Officer - Room to Read
Director of Global Operations
Partner Relations Manager
Former Brookings Expert
Director, Education for All Global Monitoring Report
Principal International Technical Advisor
Senior Education Research Advisor
Senior Education Research Analyst
EQUIP 2 Director
“The 21st century has revalued these small geographies. That’s what the 21st century demands,” Katz said, noting that these days, “[w]e aren’t innovating in isolated business parks” in the suburbs.