In Rwanda, Save the Children collaborated with education ministries, publishing industry stakeholders, schools, book sellers and libraries in order to strengthen existing systems and increase output and availability of quality local language children’s books. This ‘whole chain’ approach addresses every step of a book’s journey from authorship to child and emphasizes the need for sustainable, profitable industries which will guarantee availability of local-language, contextually relevant reading materials to support a culture of reading in the long term.
Developed by the Reading Comprehension Interest Group, this innovative guide is crafted to address the crucial need for enhancing children's engagement in reading and Social Emotional Learning (SEL) practices. It serves as a comprehensive toolkit aimed at empowering teachers, librarians, and community leaders to foster literacy and SEL skills in children through the nurturing environment of community libraries.
The Nigeria Book Supply Chain Analysis was commissioned to inform the work of the GBA as well as that of USAID Nigeria, the Nigeria Federal Ministry of Education, and other key development partners. The analysis was conducted in 2022 and focuses on the states of Adamawa, Sokoto, and Ebonyi and the cities of Ibadan and Abuja. The Nigeria SCA Addendum presents Market Analysis Book Survey (MABS) and Market Analysis Focus Group Discussion (MAFGD) reports that probe deeper into the status of essential reading books in the Nigerian education system.
The Grenada Book Supply Chain Analysis was commissioned to inform the work of the GBA as well as that of USAID/Eastern and Southern Caribbean, the Grenada Ministry of Education, Youth, Sports and Culture, and other key development partners. The analysis was conducted in 2022.
This document outlines the details of accessible digital textbooks (ADT), its benefits, and the ways it can be implemented in countries across the world. This initiative uses a universal design for learning that enhances the need for books like ADT not just for students with disabilities, but all students.
UNESCO 2020
This paper argues that innovative curriculum, textbooks and pedagogy should promote students’ ability to flourish in rapidly changing times. They should facilitate approaches to teaching and learning that prepare both teachers and learners to respond to uncertainty. Such approaches recognize the abiding value of both cognitive and affective learning and acknowledge the need for both conceptual mastery and open-ended learning.
