Teaching at the Right Level (TaRL) Initiatives at ITA
Teaching at the Right Level (TaRL) Methodology
The Teaching at the Right Level (TaRL) approach is an evidence-based pedagogical methodology designed to improve foundational literacy and numeracy outcomes, particularly for children who have fallen behind. Developed by Pratham and extensively implemented across low-resource settings, TaRL shifts away from traditional age- or grade-based instruction and instead focuses on grouping children according to their actual learning levels. ITA has been implementing the TaRL methodology in low-resource contexts across Pakistan. To date, ITA has supported thousands of children past the age of 8 years with low foundational learning levels to gain learning levels in basic numeracy and literacy.
TaRL uses assessment-driven grouping to place students based on learning levels rather than grade, enabling targeted instruction with structured, interactive activities. Frequent assessments track progress, allowing flexible regrouping. The approach emphasizes engaging, activity-based learning to make foundational literacy and numeracy more accessible. As a short-term, high-impact intervention, TaRL accelerates learning within existing school structures.
Who Benefits from TaRL?
Why TaRL?
Evaluations, Reports and Other Resources:
ITA has executed the TaRL methodology successfully as part of several initiatives, which have also been evaluated by third party organizations like OPERA (Oxford Partnersip for Education Research and Analysis) and Coffey International Development:
Foundational Learning Policies
Foundational Literacy & Numeracy Policy 2024 - 30 - Khyber Pakhtunkhawa
The Government of Khyber Pakhtunkhwa’s Elementary and Secondary Education Department (E&SED) is embarking on a significant initiative focused on the development of a comprehensive policy framework for Foundational Literacy and Numeracy. This endeavour reflects a commitment to aligning educational practices with constitutional obligations and global standards. Specifically, Article 25-A of the constitution of Pakistan enshrines the right to education for all children, a mandate that the provincial government of Khyber Pakhtunkhwa is keen to fulfil by providing free and compulsory education to children aged 5 to 16.
Early Childhood Care, Education and Foundational Learning Policy 2024
The Early Childhood Care, Education and Foundational Learning (ECCE&FL Policy) 2024 is an integrated framework initiated by the School Education and Literacy Department (SE&LD), Government of Sindh, to prioritize the holistic development of children in early years from ECE class to Grade 3.
Federal Foundational Learning Policy 2024
The Ministry of Federal Education and Professional Training (MoFEPT) is committed to creating an environment that enables every child to develop minimum proficiency in reading and mathematics during the primary schooling years with a view that reading, comprehension and numeracy skills are pivotal for a strong foundation to build all learning
metrics on.
For this purpose, MoFEPT is notifying the Federal Foundational Learning Policy (FFLP), herein after to be referred as the Policy. It builds on MoFEPT’s existing programs that inform foundational learning practices in the Islamabad Capital Territory (ICT), Gilgit-Baltistan (GB) and Azad Jammu Kashmir (AJK), identifies interlinkages with other existing policies of each administrative unit, as well as covers its role as the convener of the Inter-Provincial Education Ministers’ Conference and the Inter-Provincial Education Secretaries’ Committee
