A new teaching approach transforms learning
In Sudan, the Teaching at the Right Level (TaRL) programme is improving learning and building confidence for conflict-affected children
At an alternative learning centre in Dongola, Sudan’s Northern State, Al-Hassan, a Grade 3 pupil, arrives early to learn – among the first every day.
In the classroom, he participates actively, often engaging with his teachers and classmates. He quietly reads numbers and letters on the small cards in his hands, then slowly attempts to construct simple words with the letter cards.
While these may seem basic for a child his age, the progress Al-Hassan has made today is remarkable. It is a result of the newly introduced ‘Teaching at the Right Level’ (TaRL) methodology.
The approach, recently introduced in alternative learning centres supported by UNICEF in partnership with the Ministry of Education, is benefiting hundreds of children whose learning has been disrupted by the ongoing war.
When he first arrived at the Alternative Learning Programme (ALP) centre, Al-Hassan faced significant learning challenges. He could not identify letters, read, or even write sentences. Numbers were also a problem, and solving basic numeracy problems was an uphill task.
Concerned about his poor academic performance, which had translated into disruptive behaviour, Oshek his teacher from day one, frequently contacted the parents.
But with the introduction of the TaRL teaching methodology, pupils are now active participants in the classroom rather than passive listeners. Lessons are delivered through interactive learning sessions and group activities, with continuous encouragement from teachers.
In a country where millions of children continue to face disruptions in education, the approach is providing more than academic support; it restores confidence, motivation, and hope.
The TaRL pedagogy focuses on improving foundational learning for pupils through child-centred and activity-based approaches that help children regain confidence and strengthen their connection to education
Today, Al Hassan is learning faster and more effectively. As he continues engaging in class activities, he is gaining new skills, knowledge, and building his confidence.
Each lesson attended is a step towards better learning not only for him but also for his classmates.
At home, his parents are encouraged by his progress and have promised him a reward when he completes his examinations.
“I was starting to worry about my son,” Al-Hassan’s father explained.
“I had decided to withdraw him and take him to work with me. But now he wakes up every day because he wants to go to school.”
Aisha finds her voice
In another classroom, Aisha always sat quietly in one corner. She never spoke a word throughout the lessons. What her teacher did not know was that Aisha was struggling with comprehension.
She struggled to recognize letters and numbers and was shy to speak up or even ask for help.
The TaRL programme is now helping Aisha learn effectively, as well as find her voice.
Her enthusiasm for learning has since become visible. Every day, she begins by helping her teacher organize learning materials and prepare the classroom before lessons start. Through this simple exercise, she engages with her teacher, often asking questions and seeking clarification on what she does not understand.
Step by step, Aisha has learned to identify letters, form words, and solve simple addition and subtraction problems.
At home, she is also helping her younger brothers and sisters with their homework.
Building foundations and restoring learning
The TaRL pedagogy focuses on improving foundational learning for pupils through child-centred and activity-based approaches that help children regain confidence and strengthen their connection to education.
By creating supportive learning environments, teachers and mentors delivering the TaRL programme are not only supporting children to improve academically; they are also helping them rebuild hope for their future.
More than 600 teachers and facilitators have been trained in Kassala, River Nile, Red Sea, and Northern states, contributing to significant improvement in:
- Basic literacy and numeracy skills;
- Student engagement and attendance; and
- Inclusive learning through continued mentorship.
With support from the European Union, UNICEF is rolling out the TaRL initiative, reaching more than 9,700 learners in 184 ALP centres.
Today, thanks to the TaRL programme, children like Al Hassan and Aisha can read a story and count, something they were previously unable to do.
