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.
USAID, IRA, and AIR 2009
First Principles is a guide to incorporating reading and literacy into new projects and developing effective early grades reading programs. It describes a principled approach to observing core dimensions of effective early grades reading programs, including active teaching and learning in supportive learning environments. Strategies and tools are provided to record evidence of first principles at work in local communities, schools, and classrooms.
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.
USAID
This technical brief presents the technical and logistical challenges encountered by the ACCELERE! Project during planning, forecasting, title development, publishing, printing, procuring, and distributing training and learning materials to Congolese students, teachers, directors, and inspectors and provides recommendations for future implementers on keys to a successful teaching and learning materials supply chain in DRC.
A Global Reading Network Resource 2019
Restrictive copyrights can limit how likely reading resources are to be used, shared or repurposed, which significantly diminishes the potential impact of the materials. Donors and international organizations are increasingly investing in open educational resources, as they are interested in ensuring that educational materials reach the greatest possible number of learners and that broad access to those materials is not compromised at the conclusion of programs.
All Children Reading: A Grand Challenge for Development
Four innovators funded through All Children Reading: A Grand Challenge for Development piloted solutions to improve engagement of families and communities in children's reading. This report summarizes the impact of these projects and assesses their potential for scale.
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.
