TY - BOOK ID - 138553088 TI - Remedial Education Programs to Accelerate Learning for All PY - 2012 PB - Washington, D.C. : The World Bank, DB - UniCat KW - Child Labor KW - Class Size KW - Curriculum KW - Curriculum & Instruction KW - Disadvantaged Groups KW - Education KW - Education For All KW - Educational Outcomes KW - Employment KW - Ethnic Minorities KW - Higher Education KW - Human Resources KW - Literacy KW - Orphans KW - Primary Education KW - Quality of Education KW - Reading KW - Schools KW - Secondary Education KW - Social Skills KW - Teacher Training KW - Teaching and Learning KW - Textbooks KW - Universal Primary Education KW - Universities KW - Vulnerable Groups KW - Youth UR - https://www.unicat.be/uniCat?func=search&query=sysid:138553088 AB - Students from low income background often fall behind early on their education journey. Without adequate and timely support to address their learning needs they continue to perform poorly. Eventually the students lagging behind, will keep failing to learn the basic literacy and numeracy skills, and most likely will end up dropping out of school illiterate. The majority of Global Education Partnership (GPE) countries have acknowledged in their education sector plans and strategies the need to address the problem of low learning levels, and of students not going efficiently through the public education system, which has resulted in wastage of financial and human resources. Ideally interventions that aimed to improve learning of low performing students should be included in the framework of a country's educational policies in alignment with other institutional arrangements such as teacher training, curriculum, assessment, available pedagogic materials, instructional time, language of instruction (when applicable), among others. However, many of these countries are yet to draft policies that will specifically focus on helping low performers. Currently, it can be concluded that academic improvements from remedial support may help students to pass the grade or yield fast improvements, however such interventions by themselves may have not been sufficient to raise achievement at adequate levels. Remedial education programs will likely be most effective when included as part of a country's overall strategic plan to deliver quality education for all of its students. Overall, the renewed focus on low performers, many times victims of teacher neglect and other social exclusion experiences, by the means of directing programs and resources to address learning gaps is already a huge step towards achieving learning for all. ER -