Why we need to invest in foundational learning

In this episode of VoxDevTalks, host Tim Phillips speaks with Benjamin Piper, Director of Global Education at the Gates Foundation and member of the Global Education Evidence Advisory Panel (GEEAP). Their conversation follows the 2025 Education World Forum (EWF) in London, and Piper discusses the persistence of the global learning crisis, its roots, the evidence-based solutions at hand, and why the time to act is now.

Piper makes a powerful case that while access to schooling has improved globally, learning outcomes remain shockingly poor—particularly in sub-Saharan Africa and South Asia.

Foundational learning: The key to real progress

A central focus of the discussion is the concept of foundational learning, i.e. ensuring every child can read, write, and perform basic arithmetic by the age of 10.

 “Foundational learning is providing the super talented, but not yet instructed well student in sub-Saharan Africa and South Asia to have those basic skills.”

He emphasises that everything in the education system depends on this base.

“In order for the building of high-quality education to work, you need a foundation of: Can you read? Can you write? Can you do basic arithmetic?”

Recent evidence shows that such programmes offer extraordinary returns. Piper cites a Centre for Global Development (CGD) analysis suggesting foundational learning investments can yield “a 30 to one return on investment,” raising lifetime earnings by 3–4%.

From evidence to action: What works in practice

One of the episode’s most compelling points is that we already know what works. Two proven interventions—structured pedagogy and targeted instruction (also known as ‘teaching at the right level’)—have demonstrated remarkable success. These are not experimental but practical solutions that can be implemented at scale.

In Kenya, the Tusome programme doubled national learning outcomes in one year. Similarly, in India, states that adopted structured pedagogy not only recovered post-COVID learning losses but reported their highest-ever grade three literacy and numeracy rates.

“The kid has a textbook or workbook… the teacher has a Teacher’s Guide… and then that teacher has support in the form of training… and classroom support in the form of coaching.”

This structured approach, built on evidence and simple in execution, is yielding extraordinary results.

Aid cuts: A disaster or catalyst?

Cuts in foreign aid loom large over the global education sector. Although Piper describes the cuts as disastrous, he argues this crisis may serve as a “catalyst for some of the innovation that I think the sector has long been overdue on.”

African ministers, he notes, are not passively awaiting help—they are prioritising foundational learning themselves.

“They felt like some of the big donors… have left them behind.”

However, their response is to innovate and take greater ownership. For philanthropists and NGOs, the opportunity lies in playing a catalytic role: supporting government leadership, facilitating local talent, and helping implement evidence-based models.

A smart investment: Boosting learning and GDP

The economic case for foundational learning is compelling. Piper delivers a powerful comparison:

“Our programmes are three times more effective at 10 times the scale for 1/100th the cost per student.”

Evidence suggests that a one standard deviation gain in literacy and numeracy can boost GDP per capita by 2%. Globally, if all children acquired basic literacy, Piper estimates it could result in over $6 trillion in GDP growth.

This makes foundational learning not only a moral imperative and a rights-based issue, but also one of the highest-return investments in development policy.

Local leadership, regional models: Scaling what works

Throughout the episode, Piper returns to the importance of local ownership. He highlights examples like the Associates in Research and Education for Development (ARED) in Senegal, which works closely with the government to adapt scientific pedagogy to the Senegalese context.

Rather than importing solutions, the Gates Foundation aims to support local pathways to scale.

“While no two countries are exactly the same, we’re actually working with those partners on the ground to showcase the scaling pathways that will not only work in their country but also be a regional exemplar.”

India’s NIPUN Bharat mission is another such model. Piper praises it for transforming foundational learning into a central plank of national education strategy. In massive states like Uttar Pradesh—home to 230 million people—learning outcomes have tripled since 2018.

A shifting relationship between donors and governments

Looking forward, Piper envisions a “different relationship” between donors and recipient countries—one that is more equitable, responsive, and locally driven.

“The ideas are flowing in the right direction. The ideas are flowing from sub-Saharan Africa and from South Asia to us.”

With the Gates Foundation’s newly announced 20-year commitment, Piper emphasises long-term partnership.

“We’ll be with these countries for the next several years, supporting them.” 

Moving forward, the Gates Foundation aims to provide strategic support that is scalable, responsive, and embedded in local realities.

Despite financial constraints, Piper remains hopeful. Ministries are already reallocating domestic budgets and working with multilaterals to sustain momentum.

“These countries are not wanting to be abandoned, but they want that to be in a different relationship where they’re at the core, they’re the ones making the decisions. And then we as philanthropy and we as technical support are in response to them. I’m as optimistic about this work as I’ve been in a long time.”

This episode of VoxDevTalks captures the shifting tides in global education: from dependence to ownership, from despair to evidence-backed optimism. The global learning crisis is far from solved—but the tools, knowledge, and commitment to tackle it are finally converging.