ALIGN FOR MINIMUM PROFICIENCY (Aligning Learning Inputs to Global Norms)

The GPF outlines the minimum proficiency levels learners are expected to demonstrate at each grade level from grades one to nine. The ALIGN process involves four critical pedagogical components: Curriculum and Standards, Teaching and Learning Materials, Teacher Training, and Assessment. These components are designed to work together to ensure that learners develop the necessary skills and knowledge to meet the GPF standards. The Curriculum and Standards component involves developing a curriculum framework that defines the content to be learned in terms of clear, definable standards of what students should know and be able to do. This framework should be aligned with the GPF and should include learning domains, constructs, sub-constructs, knowledge, and skills that learners are expected to master. The Teaching and Learning Materials component involves developing teaching and learning materials that are aligned with the curriculum framework and the GPF. These materials should be designed to support teachers in delivering instruction that meets the GPF standards and should include assessments to measure learner progress. The Teacher Training component involves providing teachers with the necessary training and support to deliver instruction that meets the GPF standards. This training should include professional development opportunities that focus on pedagogical content knowledge, policy linking, and teacher content knowledge. The Assessment component involves developing assessments that are aligned with the GPF and that measure learner progress towards meeting the GPF standards. These assessments should be designed to provide accurate and reliable measures of learner performance and should be used to inform instruction and make data-driven decisions. The ALIGN process is designed to be a collaborative effort between education stakeholders, including governments, international organizations, and civil society organizations. The process involves a series of steps, including preparing for the ALIGN process, implementing the ALIGN process, and monitoring and evaluating progress. The Global Proficiency Framework defines important reading and mathematics-related knowledge and skills learners should develop in primary and lower secondary school. It outlines the minimum proficiency levels learners are expected to demonstrate at each grade level from grades one to nine. The GPF includes learning domains, constructs, sub-constructs, knowledge, and skills that learners are expected to master, as well as proficiency descriptors that describe the exact measure of performance that a student needs to demonstrate to show mastery of a skill at a specific grade level. The GPF also includes a glossary of terms that defines key concepts, including assessment framework, assessment item, curriculum, curriculum framework, curriculum standards, learning domains, learning progression, pedagogical content knowledge, policy linking, and teacher content knowledge. These terms are essential for understanding the GPF and the ALIGN process. Overall, the ALIGN process is designed to ensure that education systems align with the Global Proficiency Framework and that learners develop the necessary skills and knowledge to meet the GPF standards. The process involves a series of steps, including preparing for the ALIGN process, implementing the ALIGN process, and monitoring and evaluating progress.