This manual aims to provide practical guidance on the identification and selection of quality children’s reading materials for home use, and the identification or design of accompanying materials for caregivers to support children’s learning. The manual is part of the Read@Home initiative, which aims to deliver reading and learning materials to hard-to-reach homes.
This Guidance Note is designed to support government and World Bank teams in preparing accurate and complete bidding documents for books, evaluating proposals, and awarding contracts.
Access to books (textbooks, teacher’s guides, and materials for reading practice) is key to addressing learning poverty. Children need to be exposed to sufficient and appropriate text, and they need to be afforded the time and opportunity to practice reading in school and at home. Appropriate design of reading books will facilitate learning, support instruction, and promote independent learning.
Education projects funded by The World Bank procure textbooks and other teaching and learning materials through national and international tenders (bids). Documents for the tenders describe the purposes of the procurement, the qualification requirements for potential bidders, and the technical specifications of the education materials to be procured.
The World Bank’s Read@Home initiative is an unprecedented effort to get reading, learning, and play materials into homes to address the learning loss caused by the COVID-19 pandemic and widespread, pre-existing "learning poverty". Connected to the distribution and use of these materials is the question of copyright.
This Guidance Note was created for the Read@Home project to help writers, illustrators, and designers create books for young children to share with their families at home. Of course, such books may be used in schools as well. In either case, these will be enjoyable books that children will want to read, so they will learn to love reading and develop the life-long habit of reading.
The Incoterms rules have become an essential part of the daily language of trade.
Low-cost, high-quality printing of teaching and learning materials (TLM) requires well-designed and highly competitive procurement. Since 2010, Mozambique has implemented a range of measures to reduce costs over time, making its printing procurement possibly the most competitive in Africa. As a result, printed pages purchased by Mozambique cost less than half of those purchased across the channel in Madagascar.
This report is a brief introduction to the Republic of the Marshall Islands Book Supply Chain, focusing for practical reasons on the National capital, Majuro. The initiative began through the lens of human rights and particularly a child’s right to literacy in a language they understand. It was sparked by the lack of children’s books in the Marshall Islands.
This Guide to Open Licensing in World Bank Projects provides an explanation of open licensing and how to use it in World Bank and other development projects to increase access to high-quality teaching and learning materials, including textbooks and storybooks.
To teach young children to read, teachers and students need textbooks, lesson plans, and reading materials that are aligned with each other and with the science of reading. Books should also be procured at reasonable costs, and delivered to every classroom before the start of the school year.
This report addresses key issues based on recent research on language and literacy in the African context, including teacher education, and outlines key findings and recommendations for research and practice based on the review of the literature.
The Association for the Development of Education in Africa (ADEA), through its Working Group on Books and Learning Materials (WGBLM), teamed up with the Global Book Alliance (GBA) to dialogue with African book industry stakeholders about publishing and use of materials in mother-tongue languages, and to come up with a way forward.
This paper was written for the 5th IBBY Africa Regional Meeting, which was held 29 August-1 September 2019 in Accra, Ghana. The conference took as its theme: the importance of illustrations in children’s books.
This paper was written for the 5th IBBY Africa Regional Meeting, which was held 29 August-1 September 2019 in Accra, Ghana. The conference took as its theme: the importance of illustrations in children’s books.
This case study tells the story of a small Ugandan NGO’s experience using openly licensed government primers to support early primary literacy. Mango Tree Literacy Lab (MTLL) believes that African children have the right to read, write and engage with ideas in a language they know and understand.
Ubongo is a non-profit social enterprise, originating from Tanzania and with staff across Africa, which produces edutainment content for kids and caregivers. Ubongo has two main cartoon shows: Ubongo Kids and Akili and Me.
With funding from the William and Flora Hewlett Foundation, and as part of its work on the early literacy ecosystem and open licensing, Neil Butcher & Associates (NBA) is conducting research into the successful sharing of alternative content creation and distribution models that harness open licensing.
The purpose of this study is to explore the status of the creation, use and/or management of open education resources (OER) in Kenya. OER, which to a large extent depend on access to Information Communication Technology (ICT), are seen by proponents as offerring certain opportunities to improve access to and quality of education.
The Early Grade Reading Assessment (EGRA) Toolkit is intended for use by Ministry or Department of Education staff, donor staff, practitioners, and professionals in the field of education development. The document, in 12 sections, seeks to summarize a large body of research in an accessible manner.
With funding from the William and Flora Hewlett Foundation, and as part of its work on the early literacy ecosystem and open licensing, Neil Butcher & Associates (NBA) convened a small workshop, which brought together key players in early literacy in Africa.
Every citizen has the right to education and culture. Their books must reflect their values and culture and must be relevant to their living circumstances. Only skilled local authors can address such needs.
Openly licensed resources are ‘free’ to access, but there are significant creation, adaptation, production, and use costs. The long-term sustainability of local-language publishing requires that these costs be met fairly, using financial models that will enable people to establish, grow, and maintain effective content creation organizations.
This presentation was created for the Association for the Development of Education in Africa (ADEA) workshop in Nairobi on National Book and Reading Policies for Africa from 17th to 19th June 2019. The presentation addresses issues related to the cost of storybook creation and adaptation of storybooks.
Quality education should be delivered in the language spoken at home. However, this minimum standard is not met for hundreds of millions, limiting their ability to develop foundations for learning. By one estimate, as much as 40% of the global population does not have access to an education in a language they speak or understand.
Every citizen has the right to education and culture. Their books must reflect their values and culture and must be relevant to their living circumstances. Only skilled local authors can address such needs.
National language policy mandates use of the language of the catchment area as the medium of instruction in Grades 1 to 3; in practice, however, English is used extensively as the medium of instruction even in Grade 1 classrooms. The national education agendas are motivated by economic progress and social advantage.
Given the complicated and dynamic language situation, the role of language in Indian education has been at the centre of both debate and controversy. The central issue in the last hundred and fifty years has been the medium of instruction. There is evidence to show that before the British rule there was a vigorous system of indigenous education with provision for both sectarian and secular education.
This page provides information on Language Education Policies for numerous countries.
The Language in Education Policy is based on recognition of cultural diversity and the promotion of multilingualism. This policy support the additive multilingualism approach. The Language in Education Policy specifically recognizes diversity beyond language, by supporting languages used for religious purposes, and South African Sign Language.
Section 29(2) of the Constitution provides that every learner has the right to receive a basic education in the language of his or her choice, where this is reasonably practicable. This right is an important recognition of equality and diversity, and the need to depart from a history in which education – and language in education, in particular – was used as a vehicle to implement and strengthen apartheid.
This chapter explores language policy-making processes in the Indian context, implementation issues and the place and role of English in school education. Language in education policy derives from the Indian Constitution which guarantees linguistic rights to all citizens; most importantly, members of minority groups (both religious and linguistic) are granted a special right to be educated in their mother tongue.
In 2006, when the Hewlett Foundation started the Quality Education in Developing Countries initiative, one of the initiative’s goals was to help answer precisely this question. From 2007 to 2013, combining resources with co-funding from the Bill & Melinda Gates Foundation, the Foundation supported eleven school-level approaches to improving early learning, accompanied by ten rigorous evaluations.
This presentation was delivered delivered on 22 May, 2019 at the 3rd African Library & Information Association (AfLIA) Conference and 5th African Library Summit, held at the Weston Hotel in Nairobi, Kenya. The theme of the conference was ‘African libraries creating the Africa we want and achieving the Sustainable Development Goals’.
The library is an institution that meets people’s information needs. This has been its role historically: providing a place for people to visit, ask questions, and access and use information resources. In doing so, libraries have long enabled people of all ages to learn and improve their lives. Public libraries have the particular role of meeting community-specific requirements.
This report assessed school- and community-based reading. The Stanford-led team conducted a randomized control trial of a literacy intervention in Rwanda to determine whether programs aimed at families and communities had an impact on children's reading --above and beyond-- the traditional approach of training teachers.
A Creative Commons guide on how to share resources and creativity, but also maintain a sustainable organization.
This is a PowerPoint presentation on Mango Tree’s methodologies for teaching literacy to young children in Northern Uganda.
Approximately 25 different languages are spoken in South Africa, of which 11 have been granted official status in terms of section 6 of the Constitution (Act No. 108 of 1996), on the grounds that their usage includes about 98% of the total population.
No one would dispute that South African schools are performing below expectations. Diagnosis of the reasons for the inefficiency of South African schools, compared with more poorly resourced systems in the Southern and Eastern African subcontinent, is the first step to improving the quality of learning outcomes.