What is foundational learning?
The basic set of skills that form the building blocks for all future learning, in three areas: Literacy— reading and writing, including the ability to read with comprehension rather than simply decode words. Numeracy— counting, arithmetic and understanding numbers well enough to use them in everyday life. Cognitive and social-emotional skills— attention, memory, self-regulation and the ability to work with others, which determine how well a child can absorb and use everything else.
higher earnings, and stronger economic participation. Literacy and numeracy are not simply educational milestones; they are among the strongest predictors of future opportunity. Pakistan illustrates the challenge. Although primary school enrollment in government schools in Gilgit-Baltistan, the mountainous region where CAI works, is relatively high compared to many other parts of the country, enrollment does not necessarily translate into learning. Nearly 40 % of third-grade students cannot perform basic arithmetic, and
1 roughly 37 % are unable to read simple sentences. The gap illustrated in Pakistan, between being enrolled in school and truly learning, highlights why foundational literacy and numeracy must remain at the center of educational efforts.
“ Foundational learning is so important to any young population— learning how to read, write and do math. And if you add in social-emotional learning, you learn, in layman’ s terms, how to be a good human being. These are what build the foundation for any society.”— Anh Pham
Measuring What Matters Most
CAI ' s community-based approach is designed to address these challenges. In the remote regions of Afghanistan and Pakistan where CAI works, getting children into school is a critical first step. Because government schools are often inaccessible, CAI partners with communities to establish local schools, convert community spaces into classrooms, recruit and support teachers, and provide books and learning materials. But access alone is not enough. What ultimately matters is whether children gain the foundational skills that allow them to learn, grow and succeed.
After establishing a community school or classroom, CAI helps create School Management Committees( SMCs) made up of parents, village elders and other local leaders. These committees oversee school operations, track attendance, and support student success. When a child stops attending classes or begins to fall behind, SMC members work directly with the family to understand and address the barriers. Accountability extends beyond enrollment and graduation rates. CAI independently measures student progress in reading, writing and basic mathematics to ensure children are gaining the foundational skills they need. When learning outcomes fall short, targeted interventions are introduced, such as additional teacher training and instructional support. By investing in teachers, school leaders and SMC members, CAI strengthens local capacity and cultivates community ownership, ensuring that progress continues long after the initial investment has been made.
The Multiplier Effect
In Anh’ s experience, foundational learning is one of the best investments in development.“ There was data that found a child who has foundational learning will earn, on average, 16 percent more income in life than a child who
2 does not. The evidence on this is pretty strong.” Anh points out that foundational learning is particularly powerful for girls. When girls gain literacy and numeracy skills, the effects extend well beyond the classroom, strengthening household incomes, improving family decision-making and increasing investment in children ' s education. The benefits can last for generations: children of educated mothers are 67 % less likely to die in infancy. 3 For girls growing up where educational and economic opportunities are scarce, foundational learning can open the door to greater confidence, independence and opportunity. Literacy enables girls and women to
4 | 2026-2027 JOURNEY OF HOPE
CENTRAL ASIA INSTITUTE