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.
This report recommends that since technology will not replace reading in the near future, it is imperative to use the technology to enhance it. Reading on paper will always remain important and enjoyable and this means that the printed book will never lose its value and importance. It is fundamental that parents, teachers and other stakeholders come together to cultivate and nurture a love of reading especially among children and assist in making reading a lifetime habit
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.
USAID/RTI International, 2015
This guide advances global efforts toward greater gender equality and inclusiveness in education by providing guidance on how to develop and evaluate materials that are free of bias and that promote equality and inclusiveness of all marginalized, disadvantaged, and underrepresented groups.
World Development, 2018
This piece documents the Kenya Primary Math and Reading Initiative, a randomized controlled trial that evaluated the benefits of (1) teacher PD and teacher instructional support and coaching; (2) revised student books in literacy and numeracy, at a 1:1 ratio, added to PD and instructional support; and (3) structured teacher lesson plans added to student books, PD, and instructional support.
World Bank Group 2020
GBA partner the World Bank recently released a report. In it, the authors describe how the COVID-19 pandemic has exacerbated existing inequities which they called a “crisis within a crisis,” because of the sharp increase in students now living in “learning poverty,” that is, without school and/or appropriate learning experiences.
RTI International 2016
This report provides a detailed description of the current supply of early-grade reading materials in African languages in the following 11 countries in sub-Saharan Africa: the Democratic Republic of the Congo (DRC), Ethiopia, Kenya, Malawi, Mali, Mozambique, Nigeria, Senegal, Tanzania, Uganda, and Zambia.
USAID 2012
This report presents the baseline findings on the baseline (2012) status of Kiswahili, English, and maths skills for children in Class 1 and 2 in 220 schools randomly selected from the 500 PRIMR schools. Findings include greater reading fluency for children with access to books - results were consistent for both English and Kiswahili.
