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.
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.
Save the Children 2020
Drawing on a desk review of program reports, reviews and case stories from 2014-2018, as well as key informant interviews with Save the Children staff, this paper includes an in-depth examination of the support provided to the book sector and the ensuing achievements, challenges, and learning. It also includes forward-looking recommendations for future support to the local publishing industry in Rwanda and considerations for the replication of the Save the Children book development approach in disparate contexts.
USAID 2020
The purpose of this paper is to facilitate the implementation of Universal Design for Learning (UDL), with a particular emphasis on supporting students with disabilities to acquire literacy and numeracy skills. The paper focuses on how technology can support foundational skills acquisition for students with disabilities. The paper highlights how technologies, such as digital books, sign language video books, and free platforms like the Global Digital Library are bridging learning gaps.
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.
USAID 2019
A new paper by the Global Reading Network explores the essential components of early numeracy and literacy programs as a foundation for children's future success. "Towards the Design and Implementation of Comprehensive Primary Grade Literacy and Numeracy Programs" outlines a framework to help educators meet the standards for pedagogy and learning in designing large-scale and comprehensive literacy and numeracy programs for children in developing countries.
Global Book Fund 2016
This comprehensive resource preceded the formation of the Global Book Alliance. Among other topics, it explores the challenges related to books and book supply chains, procurement and usage of books. There are statistics and facts that support a great need for addressing access to books worldwide.
World Bank 1997
The accumulated results of empirical studies by the World Bank show that the public sector typically chooses spending on inputs such that the productivity of additional spending on books and instructional materials is 10 to 100 times larger than that of additional spending on teacher inputs (for example, higher wages, small class size).
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.
