Assessment-Informed Instruction in Nigeria: Bridging the Gap Between Teaching and Learning
Introduction In Nigeria, as in many parts of sub-Saharan Africa, the foundational literacy and numeracy (FLN) crisis remains acute. Despite years of schooling, far too many children are unable to read or perform basic calculations. According to the World Bank’s Learning Poverty Report (2022), nine out of ten children in sub-Saharan Africa cannot read a […]