In August, USAID Time to Learn Zambia (TTL) donated learning and teaching materials, along with clothing to students of the St. Patrick’s School in Lusaka. TTL supports community schools, which enroll the most economically disadvantaged children who struggle with both psychosocial and academic issues.
The U.S. Agency for International Development has awarded EDC $22 million over five years to assist the Ministry of Education in Rwanda in creating new national standards for literacy and numeracy. EDC will implement the Literacy, Language, and Learning Initiative, to be known as L3, which also aims to improve education in grades 1 to 4.
EDC’s basic education programs in low-resource contexts support the development of learners who can use language to explain and analyze the world around them and who have the foundational skills to think critically and solve the range of problems they will encounter in school and life. Integration of early literacy and mathematics instruction promotes the development of thinking and decision-making skills and lays the foundation for later success. The Literacy, Language and Learning (L3) Initiative’s effort to bridge literacy and math in Rwandan primary education is one promising example.
The USAID Huguka Dukore activity is a 5-year (December 9, 2016-December 8, 2021) youth employment program that will provide 40,000 out-of-school youth, including 34,000 new youth and 6,000 Akazi Kanoze alumni, with market-relevant employability skills and pathways to new or better employment. Huguka Dukore will build upon and scale up successfully proven Akazi Kanoze interventions, across at least 19 districts (of 30 total) countrywide using innovations that will invite more youth to participate in Rwanda?s continued economic growth.
Results and Lessons Learned from the L3 Initiative
The Literacy, Language, and Learning (L3) Initiative was a five-year project funded by United States Agency for International Development (USAID) and implemented in Rwanda between August 2011 and January 2017. L3’s strategic objective was to strengthen teaching and learning, so that children leave primary school with solid literacy and numeracy skills. This executive report summarizes the activities of the project, recommendations and lessons learned.
This report presents results of the endline literacy and mathematics assessments conducted in October 2016. The results of the endline are compared with the baseline, which was conducted in October 2014 at the beginning of the L3 intervention.
The USAID-funded Literacy, Language and Learning Initiative (L3) Community Libraries (CLs) aims to put books in the hands of children, parents and community members. L3, working closely with community partners, establishes libraries across the country in the most rural and lowest-income communities, where there are few opportunities to access rich and enjoyable reading materials. Volunteers, community-based civil society organizations, churches, and other partners mobilize and organize communities to manage and use libraries well.
Vernacular is a set of reading activities that Zambian primary students can complete using android tablets. The software is designed to be customized with local language, artwork and sound recordings, at very little cost, so it can be rolled out in other Bantu languages within both Zambia and sub-Saharan Africa. Vernacular represents an excellent tool to improve literacy, as it provides learners with the opportunity to practice their reading skills, receive immediate feedback, and also watch their peers do the same, at low cost per user.