The TaRL Approach

Teaching at the Right Level (TaRL) is a holistic approach to improving foundational skills, and each component is essential to its success.

This page explains the components of the TaRL approach, which shifts the focus of education systems from schooling for all to learning for all. Each component works together to ensure that children’s learning is at the centre of every decision and action in the educational ecosystem.

TaRL is more than a teacher training programme. It works best when education actors throughout the system are aligned in promoting the goals of ensuring all children master foundational skills. Programme teams work closely with each other to ensure that TaRL is designed as a cohesive, well-monitored programme.

SET UP & BUILD CAPACITY OF IMPLEMENTATION TEAMS

ASSESS THE CHILDREN

ADAPT & IMPLEMENT CLASSROOM METHODOLOGY

COLLECT DATA TO EFFECTIVELY TROUBLESHOOT AND LEARN AND ENHANCE THE APPROACH

The different components of the TaRL approach are:

Implementation Teams

Programme Teams support the design and implementation of TaRL.
Mentors support instructors to implement TaRL.
Instructors assess children and use TaRL methods and tools to teach reading and mathematics.

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Assessment

Assessment is at the core of the TaRL approach. By testing children one-on-one, instructors understand the specific learning needs of each child. Instructors use these assessment results to create manageable groups of children with similar learning needs and use level-appropriate activities to help children learn. The assessment process also allows instructors and mentors to track improvements and keeps the whole system focused on the child’s learning progress.
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Classroom Methodology

TaRL is flexible to children’s learning needs, allowing them to grasp foundational skills before moving on to more complex concepts. In most education systems, children are grouped according to age when they begin school and are expected to progress at a similar pace through a set curriculum. During TaRL time, classes are rearranged according to basic learning level, and TaRL teams create activities and materials suited to children’s needs, rather than adhering to a linear curriculum.
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Measurement and Monitoring

While assessment focuses on the child, monitoring covers both the learner (through the review of assessment data) and the instructor (through ongoing support and training). Implementers build continual tracking and feedback into TaRL program design. TaRL mentors often play the additional role of monitor, collecting classroom observation data. This information is used to inform practice at the classroom and school level and is aggregated to identify problems and successes at higher levels, as well as to inform programme design.
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What are the TaRL Models?

Several TaRL models have been rigorously evaluated: after school, during school; in short bursts of activity or for an hour a day over a longer period; and with government teachers, volunteers or low-paid tutors as TaRL instructors.

Explore the TaRL Models

Have questions about the TaRL approach? Schedule a meeting with a member of the TaRL Africa team!

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