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Donor funding has helped enroll in school most children of low-income countries. However,students get little schooling and few opportunities to encode and consolidate information.Many fail to learn and automatize the small units needed for more complex skills, such asreading. As a result, many children remain illiterate and drop out in the early primarygrades. However, donors and governments often focus on the socioeconomic difficulties ofthe very poor and have limited insights on how to teach students who get no academicpreparation before grade 1. Furthermore, staff experiences with middle class schools maypromote complex instructional methods and raise unrealistic expectations regarding theperformance of the very poor. In principle cognitive scientists could provide technicalassistance and conduct research on issues relevant to learning for the very poor. Inpractice, however, essential memory functions needed to explicate the knowledge gapshave little value added in high income countries and receive less attention in academia.Few cognitive scientists are sufficiently exposed to them, while education faculties similarlydo not teach them. The question arises how to engage cognitive scientists in internationaldevelopment. There is a need for intellectual leadership in this field. New avenues ofcollaboration are needed between those who research learning and those who plan theeducation of the very poor

Education for All in Low-Income Countries: A Crucial Role for Cognitive Scientists