More than half of the children in low- and middle-income countries lack mastery of foundational skills. Too often, education policies are not cost-effective, context-specific, or learning-focused enough to produce meaningful change. System-level change is needed to address the deep and multi-faceted roots of learning deprivation. Moreover, that change must be designed to also work well at-scale.
NewGlobe's model addresses key shortcomings of education systems worldwide. Regarding pedagogy, our structured approach and teacher tablets enable efficient, high-quality instruction for all and allow us to monitor essential metrics like learning levels and lesson completion. The overarching instructional support that the model provides is designed to work in low-resource settings, and appropriately fit the constraints of many of our government partners. Regarding teacher support and governance, head teachers and supervisors offer frequent professional development for teachers following induction training, and through our technological platform, they ensure that teachers are present and delivering instruction when they should. On evidence-based policymaking, we frequently gather data on learning outcomes and operational performance, producing real-time insights on achievements and areas for improvement. A decade of internal and external studies validate the effectiveness of our model.
A recent study by Nobel Prize winner Michael Kremer confirms that NewGlobe has achieved learning gains among the largest ever measured in international education. In the past year, we launched and expanded large-scale government partnerships in Rwanda, Nigeria (Bayelsa, Edo, and Kwara states), and India (Manipur). Internal studies, including a forthcoming study on our Rwanda program, show that these programs have produced remarkable gains in students' learning achievement profiles and teachers' professional development and instructional practices—similar or larger in magnitude to those measured by Kremer's team in our Kenya program. NewGlobe will continue to serve existing schools and communities, and develop partnerships with new governments to expand the reach of its proven methodology.
Education systems seeking meaningful reforms should first use data-driven, research-based methods to identify their pupils’ and faculty’s strengths and areas for growth. They should invest in scripted lessons, support teachers using lessons in the classroom, and ensure systems are both effective and being used. For more information, please reach out to our Chief Academics Officer, Tim Sullivan.
