- Project Report
Teacher-Centered interventions to improve the quality of Catch Up implementation in Zambia
- February 24, 2026
- 10:57 am
SECTOR
PROJECT TYPE
DOI
Location
BEHAVIORAL THEME
OVERVIEW
This report examines how teacher-centered behavioral interventions can improve the quality of the Catch Up program in Zambia, a differentiated learning initiative based on the Teaching at the Right Level (TaRL) approach. From September 2022 to December 2024, Busara, TaRL Africa, and VVOB studied how feedback and behavioral supports influence teachers’ performance, reflection, and effort when delivering Catch Up lessons. The findings show that on-demand feedback can help teachers reassess their actions and improve implementation quality.
Research Questions
- Can providing teachers with feedback improve their effort, reflection, and self-efficacy when implementing Catch Up?
- What behavioral drivers influence how teachers deliver differentiated learning lessons?
- Which interventions can improve the quality of Catch Up implementation in Zambia?
Methods
The research used mixed methods including interviews, large-scale phone surveys, co-design workshops, and lab-in-the-field experiments with teachers in Eastern, Southern, and Lusaka provinces. In the experiments, 398 teachers participated in structured decision-making games simulating classroom grouping tasks to test how feedback and recognition influenced behavior and performance.
THEMATIC AREAS
Key Findings
- On-demand feedback caused teachers to reflect on their performance and replay tasks to correct mistakes.
- Teachers with greater knowledge of the Catch Up program showed higher attention and performance scores.
- Accessing teaching manuals was positively correlated with better performance in the experimental tasks.
- Teachers often lack structured feedback and recognition, which can reduce motivation and confidence.
- Behavioral tools such as feedback systems and reminders can improve how teachers deliver Catch Up lessons.
Implications for Policy & Development
- Education systems should integrate structured feedback mechanisms to support teachers implementing Catch Up.
- Training programs should strengthen teachers’ knowledge of the program using differentiated approaches.
- Behavioral nudges can encourage consistent use of teaching manuals and other instructional resources.
- Policymakers should consider balancing local flexibility with centralized support to ensure all teachers receive the tools and guidance needed to deliver quality lessons.