Meaningful learning for children,inside and outside of school.
On September 21 and 22, Labedu hosted researchers and managers from eight countries for a meeting of ProLEER, a network that brings together experts focused on topics related to learning, language, and reading.
The holder of Chair 38 recounted their professional journey and reaffirmed the importance of pedagogical knowledge, the continuous professional development of teachers, and learning as foundational pillars for educational transformation.
Based on the “Learning to Study Texts” methodology, the material supports teachers and students in grades 6 through 9 at public schools across the country in improving the teaching of reading and writing.
Labedu develops and implements research-based methodologies, tested in practice and adapted to different contexts.
We support educational networks in the implementation and monitoring of continuous educator training, ensuring ownership by system stakeholders and driving transformations in the professional culture of these networks so that all children reach their learning potential.
To support actions and strategies, it is not enough to define, produce, and provide quality content. We live in a context where information is widely available, even excessively so. The question that arises is how we help educators filter and translate this knowledge into practice. In this context, Labedu relies on the following principles:
Research
The classroom is both the starting point and the destination of our research. We investigate how policies are designed, how they reach schools, and the effects they have on pedagogical practices, generating knowledge for public debate and for those involved in school management and classroom teaching.
Implementation
We value implementation as a structured learning opportunity. We work with departments of education to translate objectives into actionable steps, taking into account local knowledge and the day-to-day reality of schools, thereby creating the conditions for education systems to adopt practices that endure beyond the partnership.
Monitoring
Our monitoring is formative, not an exercise in external control. Integrated with continuous professional development, it generates information that guides decisions and adjusts processes. Technical teams, administrators, and teachers actively participate in analyzing evidence, thereby enhancing the network's capacity for self-learning.
Advocacy
Our practice gathers evidence on how educational policies are structured and the effects they produce within public school systems. We translate this experience into documents that refine diagnoses and guide decision-making, grounded in the conviction that evidence from the classroom raises the standard of policies.
to our free educational materials and content
(formal and informal) participated in our training programs.
are our partners
have been impacted by our projects
have engaged with our methodologies
