Insight note
The path to scale: navigating the scaling of structured pedagogy programmes
Heather Leigh Kayton and Michelle Kaffenberger
Abstract
Structured pedagogy programmes have emerged as an effective approach for improving foundational learning outcomes. This insight note explores some of the pathways taken when scaling structured pedagogy programmes within government education systems. We examine this process through the lens of the intellectual framework of the What Works Hub for Global Education. To illustrate the diversity of scaling pathways and how they play out in real education systems, we explore two cases. The first is Kenya’s Tusome programme, which followed a relatively straightforward progression through the framework’s components, building systematically from initial evidence to national implementation. In later years, however, it did repeat some stages of the framework. The second is Liberia’s Teacher Training Programme (LTTP II), which took a more complex path, shaped by context-specific challenges. These examples illustrate different routes taken as programmes moved towards implementation at scale, as well as the strategies that helped each programme to progress towards effectiveness.
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