This five-week learning journey from September 1 – October 14, 2025, covered the elements of quality in early learning settings, how to set up a quality assurance system, how to support the workforce, and how to prioritize quality early learning services over the short- and medium-term. Throughout the learning journey, policymakers and World Bank teams had the opportunity to learn from country examples and to share their country’s experience of strengthening quality. Over the last two sessions, country delegations identified and shared one short-term priority to strengthen their quality assurance system and strategies to overcome anticipated barriers to realizing that goal.

Agenda | Ordre du jour [PDF]

Session 1

Independent Reading | Lecture indépendante [PDF]

Session 2

Framing presentation | Présentation de cadrage [PDF]

Case Study - El Salvador [PDF]

Case Study - South Africa [PDF]

Session 3

Framing presentation | Présentation de cadrage [PDF]

Case Study - Bangladesh | Étude de cas - Bangladesh [PDF]

Case Study - Morocco | Étude de cas - Maroc [PDF]

Session 4

Framing presentation | Présentation de cadrage [PDF]

Session 5

Country priorities presentation | Présentation des priorités du pays [PDF]

LEAP’s second in-person Practitioner Program event—delivered with LSI, UNESCO IIEP, and Global School Leaders—was held November 5–7, 2025, in Addis Ababa, Ethiopia, bringing together 100+ policymakers from 14 countries. Building on a June session on learning data and a virtual early childhood series, LEAP convenes senior policymakers from low and middleincome countries to share solutions for the foundational learning crisis.

The program covered the full teacher pipeline (attraction, preparation, deployment, support) and key school leadership policies, with sessions on initial teacher education, induction, and continuous professional development informed by crosscountry reforms. The final day highlighted how effective leaders influence instruction, data use, and operations to improve foundational learning—core to education systems that equip all children with skills for employability and productivity.

Participant Workbook / Cahier du participant [PDF]

Agenda / Ordre du jour [PDF]

Day 1 / Jour 1

Combined presentations / Présentations combinées [PDF]

Day 2 / Jour 2

Combined presentations / Présentations combinées [PDF]

Day 3 / Jour 3

Combined presentations / Présentations combinées [PDF]

Case Studies / Études de cas

• Bahrain: Strategic Investments in a National Teachers College to Improve Teaching and Learning in Public Schools / Bahreïn : Investissements stratégiques dans une école normale nationale pour améliorer l'enseignement et l'apprentissage dans les écoles publiques

• Morocco: Improving Teacher Effectiveness through Enhanced Teacher Education, Attraction, and Selection / Maroc : Améliorer l'efficacité des enseignants grâce à une meilleure formation, un meilleur recrutement et une meilleure sélection

• Viet Nam: Transforming Teacher Education Over Three Generations / Viet Nam : Transformer la formation des enseignants sur trois générations

• Zambia: “Shaking the Rust Off”: Reforming Initial Teacher Education with a Focus on Foundational Literacy / Zambie : « Se débarrasser de la rouille » : réformer la formation initiale des enseignants en mettant l'accent sur l'alphabétisation de base

Through a combination of virtual events and self-paced online learning from February 12 – April 22, 2026, this series examined structured pedagogy as a practical approach to strengthening classroom instruction for foundational learning. Participants explored structured pedagogy as a coherent instructional system, examining different country reform pathways and deep-diving into literacy policies and interventions. The program comprehensively covered the core drivers of instructional change, including the design of high-impact teaching and learning materials (TLM) and effective teacher training and coaching strategies. Ultimately, the series highlighted how to align, integrate, and implement these components at the system level, supporting participants in identifying priority actions to optimize their educational reforms.

Agenda | Ordre du jour [PDF]

Session 1

Framing presentation / Présentation de cadrage [PDF]

Case Study - Côte d'Ivoire | Étude de cas - Côte d'Ivoire [PDF]

Session 2

Pre-reading | Lecture préalable

Framing presentation | Présentation de cadrage [PDF] 

Case Study - Senegal | Étude de cas - Sénégal [PDF]

Session 3

Framing presentation | Présentation de cadrage [PDF]

Case Study - Inspiring Teachers | Étude de cas - Enseignants inspirants [PDF]

Session 4

Framing presentation | Présentation de cadrage [PDF]

Case Study - Cambodia | Étude de cas - Cambodge [PDF]

Case Study - Sierra Leone | Étude de cas - Sierra Leone [PDF]

Case Study - Bringing It All Together | Étude de cas - Rassembler le tout [PDF]

This virtual series on Designing Schools for Better Learning at Scale took place from June 2–16, 2026 and was aimed at energizing country delegations to maximize the educational impact of their infrastructure investments. Grounded in the World Bank's RIGHT+ framework, the series equipped participants with the skills to identify Physical Learning Environment challenges and opportunities within their own country contexts, prioritize coherent portfolios of interventions for maximum educational impact, and plan and execute investments at scale using EMIS, sound data governance, and policy alignment. Participants also had the opportunity to connect with an international community of peers for ongoing mutual support and collaboration.

Agenda | Ordre du jour [PDF]

Session 1

Framing presentation | Présentation de cadrage [PDF] 

Case Study - Philippines [PDF]

Session 2

Framing presentation | Présentation de cadrage [PDF] 

Session 3 

Framing presentation | Présentation de cadrage [PDF]

Case Study - Ukraine | Étude de cas - Ukraine [PDF]