Many children in Sub-Saharan Africa are schooling but not learning. In Kenya, 3 out of 4 children in lower primary schools cannot read a grade 3 level text. Most of these children are from poor households. Often, children who miss key concepts in the early grades never have a chance to catch up, no matter how many years they spend in school. This affects further learning and subsequently inhibits their life chances hence perpetuating the endemic poverty cycle in families.
The keeping pace is premised on the infamous Teaching at the Right Level (TaRL) approach pioneered by PRATHAM in India. targets the root of the learning crisis by transforming the structures that lead to it. The approach works by dividing children (generally in Grades 3 to 5) into groups based on learning needs rather than age or grade; dedicating time to basic skills rather than focusing solely on the curriculum; and regularly assessing student performance, rather than relying only on end-of-year examinations.

The program is holistic, interactive, child-centered and focusses on the basics to improve learning for all. It seeks to accelerate basic reading and numeracy competencies of children furthest behind. It equips learners in grades 3, 4 and 5, who are left behind with the desired grade 2 reading and math competencies. This way, learners will have started the journey of reading and math and can meaningfully and independently engage in the classroom learning process.