Teaching at the Right Level Africa (TaRL Africa) is a nonprofit organization established in 2019 as a joint initiative of Pratham and the Abdul Latif Jameel Poverty Action Lab (J-PAL). The organization works with governments, education authorities, and development partners across Africa to improve children’s foundational literacy and numeracy skills.
TaRL Africa promotes an evidence-based teaching approach that helps children develop basic reading and mathematics skills according to their actual learning levels rather than their age or school grade. Through this approach, teachers assess learners, group them according to their abilities, and use targeted classroom activities to help them progress.
The organization supports governments to adapt, implement, and scale the Teaching at the Right Level methodology within their education systems. Its work includes teacher training, classroom support, learning assessments, education policy engagement, programme monitoring, and institutional capacity development.
TaRL Africa is headquartered in Nairobi, Kenya, with country teams supporting implementation in Nigeria, Côte d’Ivoire, and Zambia. Across Africa, its programmes have reached millions of children through partnerships with governments and other education stakeholders.
Mission
To support education systems across Africa to equip every child with foundational reading and mathematics skills.
Vision
A future in which every child across Africa acquires the foundational skills needed to learn, grow, and reach their full potential.
Core Areas of Intervention
1. Foundational Literacy and Numeracy
- Improving children’s basic reading and mathematics abilities.
- Helping learners develop foundational literacy skills before completing primary school.
- Strengthening children’s ability to recognize letters, read words, and understand simple texts.
- Developing basic numeracy skills, including number recognition and arithmetic.
- Providing targeted instruction based on learners’ assessed abilities.
- Supporting children who are falling behind in conventional classroom learning.
- Promoting measurable improvements in learning outcomes.
2. Teaching at the Right Level (TaRL) Methodology
- Assessing children’s actual reading and mathematics abilities.
- Grouping learners according to their learning levels rather than their age or grade.
- Developing targeted activities suited to different learning levels.
- Supporting teachers to use learner-centred instructional methods.
- Providing structured learning sessions within the school timetable.
- Regularly assessing progress and adjusting instruction accordingly.
- Adapting teaching materials to local languages and educational contexts.
3. Teacher Training and Professional Development
- Training teachers to implement the TaRL methodology.
- Strengthening teachers’ classroom management skills.
- Providing practical instruction in foundational literacy and numeracy.
- Supporting teachers to conduct learning assessments.
- Developing teachers’ ability to use assessment data to guide instruction.
- Providing mentoring and ongoing professional support.
- Promoting continuous professional development for educators.
4. Education Systems Strengthening
- Working with ministries of education to improve learning outcomes.
- Supporting State Universal Basic Education Boards (SUBEBs).
- Helping governments integrate TaRL into existing education systems.
- Strengthening institutional capacity for programme implementation.
- Supporting education policy development and planning.
- Promoting government ownership of foundational learning programmes.
- Developing sustainable approaches to scaling effective teaching practices.
5. Learning Assessment and Measurement
- Conducting assessments of children’s foundational skills.
- Monitoring learners’ progress in reading and mathematics.
- Supporting teachers to interpret and use assessment results.
- Developing systems for tracking learning outcomes.
- Strengthening education data collection and reporting.
- Using evidence to identify gaps in learning achievement.
- Supporting data-driven decisions about teaching and programme improvement.
6. Research, Evidence and Learning
- Supporting research into effective teaching methods.
- Examining the impact of TaRL programmes on children’s learning.
- Documenting lessons from programme implementation.
- Promoting evidence-based education interventions.
- Collaborating with researchers and academic institutions.
- Identifying opportunities to improve programme effectiveness.
- Sharing evidence to inform education policy and practice.
7. Education Policy and Advocacy
- Engaging government officials and education policymakers.
- Promoting the adoption of evidence-based teaching approaches.
- Supporting policy discussions on foundational learning.
- Encouraging increased attention to literacy and numeracy outcomes.
- Strengthening collaboration between education authorities and development partners.
- Supporting the integration of effective learning interventions into public education systems.
- Advocating for sustainable government investment in foundational education.
8. Programme Implementation and Scale-Up
- Supporting pilot programmes to test and refine TaRL approaches.
- Helping governments expand programmes to additional schools.
- Providing technical assistance during programme implementation.
- Developing implementation plans and monitoring frameworks.
- Supporting adaptation of teaching methods to local contexts.
- Strengthening coordination among education stakeholders.
- Promoting sustainable delivery models that can operate at scale.
9. Education Monitoring, Evaluation and Learning
- Monitoring programme implementation and school-level activities.
- Evaluating progress toward learning objectives.
- Developing programme indicators and reporting systems.
- Conducting school visits and implementation assessments.
- Identifying operational challenges and recommending improvements.
- Documenting good practices and lessons learned.
- Supporting continuous improvement through evidence and feedback.
10. Community and Stakeholder Engagement
- Engaging school administrators and teachers.
- Working with government education officials.
- Encouraging collaboration between schools and communities.
- Supporting communication with parents and caregivers.
- Building partnerships with local and international education organizations.
- Promoting shared responsibility for children’s learning.
- Encouraging local ownership of foundational learning initiatives.
Geographic Reach
TaRL Africa operates across sub-Saharan Africa through partnerships with governments and education stakeholders.
In Nigeria, the organization supports government-led implementation in multiple states, working with State Universal Basic Education Boards and Ministries of Education. Its Nigerian programmes include both government-financed partnerships and initiatives supported by development partners.
Its reported areas of engagement in Nigeria include:
- Kaduna State: Government-led implementation and integration of TaRL into education systems.
- Kebbi State: Foundational learning programmes and teacher professional development.
- Kano State: Support for foundational literacy and numeracy.
- Lagos State: Expansion of TaRL, including reading instruction in Yoruba alongside English and mathematics.
- Borno State: Foundational learning initiatives supported through government and development partnerships.
- Adamawa State: Education support and TaRL implementation.
- Yobe State: Foundational learning programmes.
- Zamfara State: Support for government-led TaRL implementation.
- Sokoto State: Foundational learning initiatives.
- Katsina State: Support for foundational literacy and numeracy.
- Jigawa State: Education system strengthening and foundational learning.
- Niger State: TaRL implementation support.
The Federal Capital Territory serves as the organization’s national coordination and administrative base in Nigeria. The exact scope and intensity of activities vary by state and programme.
Target Beneficiaries and Stakeholders
TaRL Africa’s work primarily benefits:
- Primary school children who have not mastered foundational reading skills.
- Learners experiencing difficulties with basic mathematics.
- Children who are behind their expected learning levels.
- Teachers and classroom facilitators.
- Head teachers and school administrators.
- State Universal Basic Education Boards.
- Ministries of Education and government education agencies.
- Education policymakers and planners.
- Education researchers and academic institutions.
- Parents, caregivers, and local communities.
- Civil society organizations and development partners.
Partnerships and Collaboration
TaRL Africa collaborates with government institutions, education authorities, research organizations, and development partners to improve foundational learning outcomes.
The organization was established as a joint initiative of Pratham and the Abdul Latif Jameel Poverty Action Lab (J-PAL). Its work also involves partnerships with Ministries of Education, State Universal Basic Education Boards, and other stakeholders responsible for delivering basic education.
In Nigeria, TaRL Africa works with state education authorities and collaborates with UNICEF to support government-led implementation in several states. It also contributes to broader efforts to strengthen education policy, teacher development, learning measurement, and evidence-based programme delivery.
Careers and Opportunities
TaRL Africa offers professional opportunities in education systems strengthening, foundational learning, research, programme management, and technical assistance. Recruitment needs vary according to programme activities, country operations, and organizational priorities.
Potential career areas include:
- Education and Learning: Education Officers, Foundational Learning Specialists, Literacy Specialists, Numeracy Specialists, and Education Programme Officers.
- Teacher Development: Teacher Training Officers, Teacher Mentors, Pedagogy Specialists, and Professional Development Coordinators.
- Programme Management: Programme Officers, Project Managers, Programme Coordinators, and Implementation Leads.
- Monitoring and Evaluation: Monitoring and Evaluation Officers, Measurement Specialists, MEL Officers, and Data Analysts.
- Research and Evidence: Research Assistants, Research Associates, Education Researchers, and Learning Specialists.
- Policy and Government Engagement: Education Policy Officers, Government Partnerships Officers, and Education Systems Specialists.
- Curriculum and Content Development: Curriculum Specialists, Learning Materials Developers, Hausa Language Specialists, Numeracy Content Associates, and Literacy Content Associates.
- Data and Information Management: Data Management Officers, Education Data Analysts, Information Management Specialists, and Dashboard Support Personnel.
- Capacity Building: Training Facilitators, Capacity Development Officers, and Technical Assistance Specialists.
- Communications and Advocacy: Communications Officers, Advocacy Specialists, Content Writers, and Knowledge Management Officers.
- Finance and Operations: Finance Officers, Accountants, Procurement Officers, Logistics Personnel, and Administrative Officers.
- Human Resources: Human Resources Officers, Recruitment Specialists, and People and Culture Personnel.
Important: These are potential career categories based on the organization’s work, not confirmation of current vacancies. Applicants should review individual recruitment announcements for qualifications, experience, location, and application requirements.
Focus Areas – TaRL Africa
Foundational Literacy • Foundational Numeracy • Teaching at the Right Level • Teacher Training • Education Systems Strengthening • Learning Assessment • Research and Evidence • Education Policy • Programme Implementation • Monitoring and Evaluation • Data-Driven Decision-Making • Curriculum and Content Development • Government Partnerships • Teacher Mentoring • Primary Education • Learning Outcomes • Capacity Building • Education Innovation • Institutional Strengthening • Children’s Learning
