Instruction tailored to students’ learning levels improves literacy (Indonesia)

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In rural, remote areas of Indonesia, getting indigenous children to school is a struggle: almost 50 per cent of over 5-year olds in remote areas of Papua Province have never attended school, compared with 5 per cent in urban areas. Even when these children go to school, only 6 per cent of early grade students in Papua Province acquire reading skills. These low levels of enrolment and learning are likely linked to poorly trained teachers, teacher and principal absenteeism, insufficiently contextualised curricula and school being undervalued by students and parents.

In response, UNICEF launched the Early Grade Literacy (EGL) programme in July 2015 to improve the skills and creativity of teachers and to help schools provide a better learning environment adapted to the needs of students, with the ultimate goal of improving students’ reading and comprehension skills in schools, especially targeting indigenous children. Tailored instruction, a pedagogical approach which modifies curriculum and classroom practices to support children in their learning, is a vital component of EGL, providing individualised support to marginalised children.