Literacy

TTL aides Lusaka schools with literature

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. 

EDC to Begin Early Literacy Program in Rwanda

IDD | EDC | Rwanda map w/flag

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.

Building a Strong Foundation for Literacy in Rwanda

IDD | EDC | Publication

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.

Results

L3 Partner Reports

IDD | EDC | Publication

Final reports detail the activities of Literacy, Language, and Learning (L3) Initiative partners, Concern Worldwide and Voluntary Service Overseas (VSO).

Report/Study

USAID L3 Endline FARS and MARS Endline Report

IDD | EDC | Publication

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.

Report/Study

The role of the Literacy, Language and Learning Initiative’s (L3) Community Libraries in promoting a culture of reading in Rwandan communities

IDD | EDC | Publication

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.

Report/Study

Vernacular Evaluation Report: A Cost-Effectiveness Study of ICT in Zambian Community Schools

IDD | EDC | Publication

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.

Report/Study

Early-Grade Literacy in Rwanda: Taking Stock in 2016

IDD | EDC | Publication

 Rwanda has made commendable efforts to improve basic education, including literacy in the early grades. Students are learning to read and write in Kinyarwanda, and they are acquiring the language skills to read and write in English. The Ministry of Education’s Rwanda Education Board and its development partners have laid a firm strategic and policy foundation for continuing to raise literacy rates.

Report/Study

Rwanda Reads

Media Outlet: 
USAID

Over the last few years, Rwanda has expanded primary school education to all students. Now, with the help of donors like the U.S. Agency for International Development (USAID), Rwanda is focusing on improving the quality of its education system — especially in the teaching of primary school literacy — so that all children achieve the learning necessary to succeed in school and to escape poverty.

PAQUED Final Evaluation Report

The findings from this study show that experimental teachers’ knowledge of how to teach reading and writing is more closely aligned with sound literacy instruction than their IAI-only and control counterparts. Experimental teachers’ practice also changed significantly within a year of using the reading program. As a result, the performance of the students of these experimental teachers in key reading skills like letter identification and fluency showed 3 dramatic differences in comparison to their control counterparts.