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.
Hans Zell, 2019
Publishing in Africa: Where are we now? An update for 2019.
This research seeks to provide a broad round-up of the current situation of the book industry in Africa today (primarily that in English-speaking sub-Saharan Africa), together with a brief review of the work and activities of the various organizations and associations that have been supportive of African publishing over the years.
Sonia Languille, 2015
The Scramble for Textbooks in Tanzania
In 2014, the Chama Cha Mapinduzi (CCM) government in Tanzania decided to discontinue the market-based system for textbook provision that was established in the early 1990s and revert to full state control Drawing on the theory of political settlements and the literature on Tanzania’s industrial politics, the article examines the political economy of textbook provision in this country in order to generate new insights into the relations between the educational, political, and economic spheres. It shows how donor ideology and practices, while subjecting textbooks to generic market principles, also promoted the interests of Western publishing corporations. It then argues that the distribution of power within the state, and the ambiguous relations between the CCM ruling elites, bureaucrats, and the capitalist class, prevented the consolidation of a textbook industrial policy geared towards supporting the local publishing industry. Finally, the article explores elites’ diverse corrupt practices to capture public funding for textbooks at the national and local levels. Under Tanzania’s country-specific political settlement, the textbook sector, far from primarily serving educational goals, has indeed been reduced to a vast site of primitive accumulation.
HakiElimu, 2021
The Education We Want: A Critical Analysis of the Education and Training Policy (ETP) 2014, Issues, and Recommendations
The report offers insights into the kind of education required to prepare citizens to cope with the demands of the 21st Century and the complexity of the world. It identifies policy issues in 21 key domains covering a full spectrum of education provision. It makes several recommendations for an approach of education we want, based on the local reality of education in Tanzania, international experiences, and best practice from the high-performing education system of similar and different economic, political and educational contexts.
Soma Book Cafe 2020
Soma Book Café is a readership promotion space and innovative co-creation hub for literary expression and multimedia storytelling approaches. This case study looks at how the organization Soma contributes to the creation of a reading culture by promoting reading for pleasure and literary expression, and how Soma has become a hub for readership-related information and a center of literary activities.
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.
