Students from low income backgroundoften fall behind early on their education journey. Withoutadequate and timely support to address their learning needsthey continue to perform poorly. Eventually the studentslagging behind, will keep failing to learn the basicliteracy and numeracy skills, and most likely will end updropping out of school illiterate. The majority of GlobalEducation Partnership (GPE) countries have acknowledged intheir education sector plans and strategies the need toaddress the problem of low learning levels, and of studentsnot going efficiently through the public education system,which has resulted in wastage of financial and humanresources. Ideally interventions that aimed to improvelearning of low performing students should be included inthe framework of a country's educational policies inalignment with other institutional arrangements such asteacher training, curriculum, assessment, availablepedagogic materials, instructional time, language ofinstruction (when applicable), among others. However, manyof these countries are yet to draft policies that willspecifically focus on helping low performers. Currently, itcan be concluded that academic improvements from remedialsupport may help students to pass the grade or yield fastimprovements, however such interventions by themselves mayhave not been sufficient to raise achievement at adequatelevels. Remedial education programs will likely be mosteffective when included as part of a country's overallstrategic plan to deliver quality education for all of itsstudents. Overall, the renewed focus on low performers, manytimes victims of teacher neglect and other social exclusionexperiences, by the means of directing programs andresources to address learning gaps is already a huge steptowards achieving learning for all.
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