EdData II: Data for Education Research and Programming (derp) in Africa

. 
USAID can encourage government partners to 
examine the 
curriculum to determine whether the amount of instructional time for language and 
literacy instruction is adequate, and whether children have enough time to become 
proficient in the target languages for academic learning
. In Ghana, for instance, education 
authorities directed districts and schools to include 45 minutes of reading instruction as part of its 
90 minutes of language and literacy in their school timetable (USAID’s Request for Applications 
for the Partnership for Education: Ghana 
Learning
, p. 11). Various countries, such as Ghana, 
have identified the percentage of time that teachers should spend teaching and learning Ghanaian 
languages and English.
Similarly, in Kenya, a key aspect of the Primary Math and Reading (PRIMR) Initiative 
(supported by USAID and DFID) was ensuring that pupils in schools supported by the project 
had time to practice reading. A policy study produced by PRIMR for the Ministry suggested 40 
minutes as a minimum for daily reading lessons in the early grades (Bunyi, Cherotich, & Piper, 
2012). However, experience suggests that such prescriptions require clear guidelines for teachers 
and the necessary support (such as teachers’ guides and learner materials for different subjects) 
to ensure that the guidelines are appropriately followed. Moreover, the amount of time (and 
approach) being used for instruction in L1 (or other language familiar to children) and the 
teaching of, or in, additional languages will need to be evaluated over time to identify the 
appropriate approach given the specific context. 
In addition to reviewing and planning the amount of time officially available for instruction, 
USAID can further encourage reflection and support research to identify the 
actual
amount of 
instructional time taking place in schools. This is particularly important given research indicating 
that high rates of teacher and pupil absenteeism, teacher strikes, unscheduled school closures, 

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and time off task in many African countries significantly limits the amount of time children 
actually spend learning.
6
Given the potential for the lack of instructional time to undermine 
efforts to more effectively use language for instruction, USAID and partners can explore with the 
government ways to ensure that time on task is maximized. 
Finally, curriculum and materials development need to be accompanied by efforts to align the 
language(s) of assessment to those of teaching and learning. USAID can work with country 
partners to