You are here
Basic Education
There is a global learning crisis. More than half of the world’s school-aged children - 617 million - are not learning. Moreover, around 1 in 4 children and youth live in countries affected by crisis where their learning is interrupted.
Save the Children’s goal is that all children attend good quality inclusive basic education and demonstrate relevant learning outcomes.
To achieve this we work with schools, families and communities to ensure that children learn to read and write within the first three years of primary education in safe and happy learning spaces. This means having enough spaces for children to learn, and that those spaces are physically safe, support children’s well-being, promote active learning, and engage parents and communities. Additionally, we work with donors, governments, and other stakeholders to ensure policy and practice explicitly address barriers to learning, and factors driving exclusion from and within basic education.
Save the Children defines basic education as the compulsory years of education in a particular country. In addition to this, Save the Children focuses on alternative, accelerated and remedial education, which may not be defined as ‘compulsory’ but which is critical in providing learning opportunities to the most deprived and marginalised children.
Explore the library for more education resources.
Photo: Save the Children
-
RecommendedEducation Cannot Wait
Persistent underfunding of education, coupled with inadequate capacity has combined to form a toxic cocktail that is denying far too many children the opportunity to learn. Reaching the children who are educationally left behind because of this mix of neg
-
RecommendedFinancing Learning for Every Last Child
Sustainable Development Goal 4 commits the world to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.” World leaders have promised to ensure every girl and boy will learn from a quality education. If th
-
RecommendedEnding Education and Child Poverty in Europe
Children across Europe tell us that what poverty means for them is going to school on an empty stomach, being stressed because parents can’t pay the rent, spending winter in cold homes and schools, not having enough money to buy a book and not daring to h
-
Attacks on Education in Afghanistan
This GCPEA briefing paper examines the increasing rates of children who are out of school in Afghanistan, despite the government's efforts to expand quality education. The ongoing conflict, increasing insecurity, and, specifically, attacks on education ar
-
Boostons la Lecture et Boostons les Mathématiques Manuel
Literacy Boost is an innovative, evidence-based approach to improving literacy learning outcomes, and is increasing the reading skills of underperforming children in a growing number of program sites across the globe. The toolkit is a useful resource to a
-
Best Practices for Inclusive Education for Children with Special Education Needs in Albania
Albania has made remarkable progress regarding legislation and policies for Inclusive Education and is developing positive practices in cooperation with non-government parties. The primary and secondary legislation is being implemented, and an infrastruct
-
The Future of Learning and Technology in Deprived Contexts
This report addresses the future of basic education, Information and Communication Technologies (ICT) use in deprived locations, and the use of ICTs in primary school learning in 2020 and 2025, especially in deprived contexts. It draws on research evidenc
-
IDELA: Fostering Common Solutions for Young Children
Evidence about the importance of learning opportunities in early childhood has been mounting in recent years, culminating with the inclusion of pre-primary education in the Sustainable Development Goals (SDG). Despite the known benefits, global investment
-
The Foundations of Tanzanian Teaching: Training for educators in core teaching competencies
Poor quality teaching underpins the global crisis in child learning. Teachers in low-income and crisis-affected settings are often encouraged to improve the quality of their classroom instruction through training supplied by civil society organisations. T
-
EiE DNH & CSE Analysis Checklist
This tool is to be used as a checklist when assessing the design and implementation of Emergency Education Programmes.
-
SCI Myanmar & Me
The Media and Me curriculum is a collection of eight sequential lessons geared towards children 11-17 years old. The curriculum focuses on teaching children about media literacy, information pathways, and rumor. Each lesson is composed of content and acti
-
Coaching Guide: A training for instructional supervisors
In the diverse contexts where Save the Children (SC) and World Vision (WV) work, the people who are charged with supporting teachers in the classroom are often themselves poorly equipped to do so and, perhaps relatedly, largely absent from this role. A c