Pratham first started working on the Teaching at the Right Level (TaRL) approach in India in the early 2000s after field experiences, later confirmed through the ASER surveys, showed that many children were unable to read simple text or perform basic maths operations. Although more children were in school, many were not learning — a trend visible in several parts of the world as well. Flattening learning trajectories further suggested that if children don’t acquire critical foundational skills in the primary school years, it is unlikely that they will pick them up later. Consequently, these children continue struggling to cope with the subsequent curriculum.
Several causes prevent millions of children from acquiring basic reading skills, limiting future learning and job opportunities, and perpetuating cycles of poverty. These include inadequate early education, ineffective teaching practices, overcrowded classrooms, language barriers, and socioeconomic challenges. While schools aim to provide education for all, in reality, only the top-performing students are thriving, leaving those who are weaker or less prepared behind.
To address these complex challenges, there was a need to fundamentally reorient the approach to teaching foundational skills and working with government systems to ensure scalable and sustainable impact. The TaRL approach has thus been adapted as an effective, accelerated and low-cost solution across diverse contexts over the past 20 years.
The TaRL approach is designed for children who have already reached Grades 3, 4 or 5 without acquiring basic reading & math skills. In the classroom, TaRL moves away from “business as usual” practices to focus on accelerating the acquisition of foundational skills. Children are first assessed using easy-to-administer reading & math assessment tools. This helps instructors group children by their current level, across grades or within the same class. Instead of “chalk and talk" teaching practices common in most classrooms, TaRL sessions comprise fun learning activities appropriate for each learning level or group. These activities use low-cost & context-appropriate materials, and are dynamic i.e. they take place at the whole class, small group and individual levels. Assessments are conducted periodically to track children’s progress and re-group them as they advance.
At the systems level, the TaRL approach works with educators & policymakers to reorient the system towards effective learning. Policymakers are encouraged to dedicate time to teaching children basic skills; move away from age-grade structures to focus on the level of the child; and build robust mentoring systems to provide ongoing support to instructors. Mentors & master trainers — individuals who have undergone intensive TaRL training and have conducted TaRL sessions themselves — serve as “leaders of practice.” Embedding a culture of continuous improvement and strengthening measurement systems is key as well.
Since its inception in India in the early 2000s, the TaRL approach has spread to more than 20 countries across the globe and has been adapted in more than 30 languages. Outside of India, TaRL was first adapted in Sub-Saharan Africa and South Asia. Subsequently, the approach has been adapted in other contexts such as in countries in the Middle East and North Africa, and Latin and Central America. The adaptation and spread of TaRL has been driven by governments, non-profits, and educators who are keen to move the needle on the crisis of learning. Support from local as well as multinational funders has enabled the growth and scale of TaRL at local, regional and international levels.
The evidence-based nature of the approach has also been instrumental in the piloting and scaling of TaRL in new contexts. Over two decades of research and practical implementation have established a strong body of evidence supporting the effectiveness of TaRL. Since 2001, six randomised controlled trials (RCTs) conducted in India have consistently shown that TaRL improves foundational literacy and numeracy. The Global Education Evidence Advisory Panel (GEEAP) has also recognised TaRL as one of the most affordable and impactful interventions for foundational learning.
While TaRL sessions often look alike in most contexts, the designs of TaRL programs are modified to suit local realities. For instance, TaRL programs have been conducted in schools during school hours, during summer vacations, and in community settings. Pratham staff, teachers and community volunteers have been engaged as TaRL facilitators in diverse models of the approach as well. Additionally, TaRL materials are contextualised — building on texts, language, and situations that children are familiar with in their environments.
Over the years, several innovations have taken place in the TaRL approach. For instance, to address multilingual transitions in Anglophone contexts, Pratham International and Empower Learning Africa have developed the Language Learning from Familiar to Formal (L2F2) Methodology. L2F2 aims to help children strengthen their local language skills while also building their English language skills during TaRL interventions. Innovative approaches to data collection, dissemination and use, as well as to classroom management, have also been tried in different contexts.
To be effective, TaRL must be part of a broader ecosystem focused on learning for all. Start by identifying if many children in your context struggle with basic reading and math. Then, design a TaRL program suited to your local needs — decide who will teach, when sessions will happen, and how to adapt materials and assessments without compromising key TaRL principles. More information about the TaRL teaching learning methodology is available on www.flnhub.org/focus-area/teaching-at-the-right-level.
Build capacity not just for instructors, but also for mentors who are well-trained and have hands-on experience conducting TaRL sessions for at least 15–20 days. Use data and regular mentoring to track children’s progress and guide program improvements.
For any further support on the TaRL teaching learning methodology or planning a TaRL intervention, reach out to Pratham.
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