The PAL Network’s Evidence for Action Forum, held from 25–27 November 2025 in Nairobi, was designed as a South-South exchange aimed at transforming learning data into practical action for improving foundational learning outcomes. This forum brought together policymakers, education practitioners, civil society organizations, and key partners to reflect on the current state of foundational learning in the Global South. Participants co-created evidence-based strategies to ensure that all children are learning effectively. A central focus of the 2025 forum was the official launch and discussion of findings from the PAL Network’s common assessments, marking a significant milestone with “PAL@10” to commemorate ten years of the network’s impactful work on citizen-led assessments. The forum also highlighted the network’s influence on advancing education equity and policy. The event emphasized cross-country comparability, evidence uptake, and the need for collaboration between public and private institutions to strengthen data-informed decision-making in education.
During the International Common Assessment of Numeracy and Reading (ICAN–ICAR) panel discussion, IID CEO Syeed Ahamed highlighted a critical concern from Bangladesh’s learning reality. He shared that although many Bangladeshi families invested heavily in private tutoring and private schooling, many children still fell short of basic reading and numeracy proficiency. He noted that the education system often demanded more from families than it delivered for children and emphasised the need to use learning evidence more directly to inform reforms, accountability, and support for learners.
The panel was moderated by Armando Ali, CEO of PAL Network, and brought together perspectives from across the Global South to explore learning gaps and opportunities for action based on ICAN–ICAR findings. Speakers included Anabel Velasquez (MIA, Mexico), Mary Goretti Nakabugo (Uwezo, Uganda), and Rokhaya Cissé (LARTES, Senegal), whose reflections connected diverse country realities while reinforcing the importance of shared learning and locally grounded solutions.
The delegation from Bangladesh also included Dilruba Ahmed, Director of the National Academy for Primary Education (NAPE), and Kazi Ferdous Pevel, Senior Joint Director. Their participation helped strengthen the bridge between international evidence and institutional learning, supporting the process of bringing key ICAN–ICAR insights back to national stakeholders.
In a hub-focused discussion in Nairobi, South Asian partners reflected on shared learning challenges and agreed that regional cooperation could help countries compare patterns, learn from what works, and build stronger collective advocacy for foundational learning. It was also noted that this journey could expand by engaging South Asian countries that are not currently part of the PAL Network through partnerships, shared learning platforms, and joint evidence-to-action initiatives, helping the region build a broader coalition around foundational learning and accelerate progress together.
Following the forum, next steps were reaffirmed to move from global findings to locally useful action. A key priority is preparing a Bangladesh country report that translates ICAN–ICAR results into deeper national and sub-national analysis. The report will be used to support advocacy and collaboration with government institutions, education agencies, and development partners, so that evidence informs policy choices, programme design, and classroom practice. There was also a strong emphasis on using learning data more regularly and consistently over time, so progress can be tracked and learning recovery efforts respond to real gaps rather than assumptions.