1. Concept Note
USAID ‘s Let’s Read Zambia mobilization campaign
By
Arnold Mumena
Cert ESL Cert ESOL Cert M&E B.A.Ed M.Ed Literacy and Learning
12th
March, 2014.
2. 1
Introduction
Zambia’s poor reading culture is as result of several factors but a failed education
system characterized by a shortage of everything except students 1
(Coombs 1969)
reigns supreme. It is difficult for schools characterized by lack of teachers, overcrowded
classrooms, lack of teaching materials and many other things too numerous to mention,
to produce literate scholars.
This concept note is divided into 3 parts. The first part the genesis of situation in
Zambia in terms of reading. The second part suggests what ought to be done and the
last part gives the implications of this. The concept note is informed by two baseline
survey reports. The first one is the 2008 Room to Read ’s Reading Room Program’s
Libraries and Reading Baseline Survey Report of Chongwe District. The other one is the
USAID’s 2012 Step-Up’s Improving Learner performance by Experiencing, Scrutinizing,
and Evaluating the realities on the ground Baseline report. The other input is from the
author’s 6 years experience as Program Manager for the Reading Room Program
and 18 years experience as a teacher of English Language and Literature.
Education policy has also had a bearing on illiteracy levels currently being experienced
in Zambia. In one sense, the language in education policy has contributed significantly
to the reading culture obtaining among scholars in Zambia. Between 1890 and 1924 the
country was under the BSA Company rule. The 3 language in education policy was
adopted when the country came under the British Colonial office. The Phelps Stokes
Commission recommended this policy of using the mother tongue in lower grades,
moving to African linguafranca in the middle grades and teaching English in upper
grades of primary school. There was nothing in this apart from perpetuating exploitation
of the Zambians. In 1927, the Advisory Board of Native Education in Northern Rhodesia
followed the Phelps Stokes recommendation; that 4 languages be used in the first four
years of primary school instead of 3. Silozi was tobe used in western province.
Icitonga/Ciila was to be used in NW Rhodesia. NE Luangwa had Nyanja and NE
Luangwa was given Icibemba. In 1930, the board decided that the teaching of English
1
Coombs, P. (1968). The World Education Crisis; a systems analysis. Oxford University Press.
3. 2
could start wherever there were qualified teachers. The mother tongue could be taught
in the first two years followed by one of the four lingufranca. English was to be taught
from grade 5 up to secondary school. In 1956 English was being taught from the second
year in primary in some African non-paying schools up to 1961. In the same year, a
member of the Legislative Council moved a motion. Debate followed and English was to
be taught from grade 2 onwards.
In 1965, UNESCO sponsored a commission which was chaired by Dr W.C Radford. It
recommended that English be used as a medium/language of instruction from the first
grade in all schools. The use of local languages was allowed in ‘unscheduled’ schools
from grade 1-4. The Radford recommendation was enacted into law in the 1966
Education Act. According to Kelly 1980, this marked the beginning of the production of
illiterate graduates from the primary schools because initial literacy was done in English;
a language completely alien to them. The number of Regional Official Languages was
increased to 7 to cater for the three tribes in North-western province which were not
fairly reoresented by the four. The three were Kikaonde, Luvale and Lunda. The 7 were
to be taught as subjects. In many urban schools, they were not even considered.
In 1977, Zambia embarked on education reforms and realized that the 1966 Education
Act was not helpful. A draft policy was submitted. It recommended the use of the 7
Zambian languages as Languages of Instruction. Teachers were free to use any familiar
language for the children in order to make teaching and learning easier. The final
document was a complete reversal of what had been agreed upon and encouraged the
1966 Act.
Educating Our Future as a government policy on Education was published in 1966. It
took note of the problems associated with English as the Language of Instruction on
page 39. It acknowledged that grade 4s failed to exhibit the expected numerical, reading
and writing skills at that level. Be this as it is, the policy does not come out strongly on
the use of the mother tongue for initial literacy skills.
4. 3
Late 90s, DFID funded the Primary Reading Program (PRP) which endeavored to
impart literacy skills in local languages in the first year using the local languages
through the New Breakthrough to Literacy. English was to be introduced in the second
year through the Step Into English (SITE). From grades 3-7, the Read On Course
(ROC) took over. The PRP only worked for as long as it was on the breast of DFID.
When DFID pulled out, things went back to where they had been before. The first 50
NReading Rooms or Libraries were established in Chongwe district in 2008 by Room to
Read Zambia. The monitoring showed that even if there were libraries with full of books
in place, pupils were unable to read. So, a literacy program was mooted in 2009. In
2010, a qualitative assessment of the PRP was undertaken. The results indicated that
only 50% of the pupils were breaking through. In 2010, Room to Read studied the PRP
and designed a literacy support program to enable pupils break through faster. The
literacy pilot was done in 30 schools in 2011. Room to Read started advocating for the
introduction of local languages as a medium of instruction at the same time. That the
country reverted to local languages as a medium of instruction is no surprise at all.
Room to Read campaigned strongly for this.
There are no readers in schools both in English and local languages. Pupils have no
books. The ministry only buys text books and ignores supplementary readers. Even
when schools have the money, buying readers is not a priority. The same culture is
replicated at home. Parents will strive to buy school text books for their children but will
never consider buying a story book. In short very few parents read if ever and one does
not expect the children to do so. In the end there are no readers even in the homes.
Pupils need a place where they can sit quietly and enjoy reading a story book. Sadly,
there are no libraries in Zambian primary schools. The building plans for the basic
schools then had provisions for libraries but these were converted into classrooms once
the schools became operational. So there is no way children can read without libraries
in place. In the suburbs, community libraries are scarce. The city of Lusaka has 4
community libraries yet the population is close to 2 million people! Even the libraries
which are there do not meet the basic standards and so qualify to be called ‘museums’.
5. 4
There is a link between Libraries and Literacy. 2
Clark and Hawkins (2011), argue that
there is a very strong relationship between reading attainment and school library use.
The library has books which interest children and it is a child-friendly space which will
help them do better at school. The library provides access to books. A clear link
emerges between increased reading enjoyment, better reading skills and a more
positive attitude towards reading. School libraries promote literacy and reading
behavior. A nation without libraries obviously has a poor reading culture.
The publishing industry also has an effect on the poor reading culture. Publishing in
Zambia is prohibitively expensive. While there are a lot of English languages from
outside, there are no local language readers on the market. Most writers have shunned
the local languages partly due to the language in education policy which highlights
teaching in the English language. If people must get to read, they have to appreciate
their culture through the local languages. This author had the privilege to be part of the
Local Language Publishing Program which began in 2011. In 2012, 5 titles were
published; 3 in chinyanja and two in Citonga. When these books were taken to the
schools which had Reading Rooms, they were an instant hit. Our monitoring visits,
always found pupils reading local language books in the libraries. There is an
advantage now because the language in education policy is in favor of local languages.
The challenges outlined above are what the Let’s Read Zambia campaign has to
overcome if it has to succeed. The next section attempts to provide what could be
done to overcome the spelt out challenges.
First, there is a need to establish libraries where children can have access to books and
other reading materials. It is either the libraries are established in schools or
communities. This author established close to 432 libraries in 4 provinces. The variants
included Classroom libraries, Shared Reading Rooms, Separate Reading Rooms and
Constructed Reading Rooms. These were done in schools and were supported for three
years. During the three year project cycle, there was ongoing book support, furniture
provision, training of teacher librarians and community members. The alternative is to
2
Clark, C., and Hawkins, L., 2011. Public Libraries and Literacy. National Literacy Trust. 68 South Lambeth Road
London SW 8 1RL.
6. 5
establish community libraries at growth points. The libraries will motivate members of
the public to start reading. In whatever way, there is a dire need to have libraries in
whatever form.
The other thing which must be done is the provision of reading material for the people.
Since the language in education policy has tilted towards local languages, more books
should be provided in the same local languages. This will provide a link between what is
being taught in school in so far as early literacy is concerned and the local language
books. Local language books will enhance the socio-cultural approach where literacy
will be viewed outside school literacy.
There will be need to engage the publishing industry so that there is a tilt towards local
language books. If children in school will find the same local language books at home,
the school/home partnerships will be enhanced to promote reading in general and
literacy in particular.
Once libraries are established and reading materials are provided, there will be need to
communicate to the people about the importance of reading. Communication may take
several forms. The rural populations are the ones facing the greatest challenges. In
these areas, song and dance can take care of this. The other medium of communication
could be the use of community radio stations to broadcast messages around reading.
Another input will be reading promotion events and activities. There is the International
Literacy Day which is commemorated every year on the 8th
of September within the
period of the Literacy week. Reading tents can be mounted all over. Within the context
of the home families and communities could be oriented in the primary reading
activities. So training/ capacity building is a must. These could also be done in schools.
Reading competitions like spellathons and readerthons can be held in schools and at
growth points in the communities.
There is a human resource dimension to the Let’s Read Zambia campaign. To get as
close as possible to the community, it would be better to have Community Reading
Facilitators who would work with village reading committees and also serve as a link to
the districts. Focal point persons at the district could be DRCCs. In the schools,
7. 6
teachers, SICs and ZICs could come in handy. There is an aspect of monitoring and
support to ensure that the initiative is working. It is a huge cost but partnerships with
FBOs, CBOs, CSOs, NGOs, INGOs and other government departments could help
reduce the costs.
Rationale
Reading and literacy are essential to educational success for children. Reading is
correlated with education attainment. Zambia’s language in education policy provides
for the teaching of literacy skills in local languages. This means that children will be able
to learn how to read at an early stage. This breakthrough needs to be supported in more
ways than one. If children can learn how to read then they can read in order to learn.
In one sense the more the children read, the more they learn and therefore learning
outcomes will be easy to realize. This will eventually lead to quality education
attainment as they will become lifelong readers.
Goal
The goal is to improve learner performance through the creation of independent and
lifelong readers.
Objectives
Short term
1. Build teachers/households’ capacity to conduct primary reading activities.
2. Ensure schools/families and communities set aside time for children to read.
3. Ensure that schools/communities engage in reading promotion events
8. 7
Long term objectives
1. Create and raise reading awareness about reading in households and
communities.
2. Improved schools and communities ability to promote reading.
3. Improved children’s education attainment.
4. Creation of Lifelong readers
Implementation Approach
Both the direct and indirect implementation approaches will be employed.
Let us Read Zambia Project Strategy
1.0 Prepare and implement the Let us Read Zambia strategy
2.0 Facilitate the creation of literate environs
3.0 Facilitate the formation of partners
4.0 Facilitate the procurement and/or preparation of developmentally appropriate
reading materials
5.0 Facilitate the development of IEC materials
6.0 Enable schools, families and communities create adequate time to read
7.0 Facilitate capacity building for caregivers and teachers
8.0 Facilitate family and community engagement
9. 8
Anticipated Outcomes
Schools, Families and communities grow and sustain the reading habit
Creation of Lifelong Readers.
Creation of Independent Readers
Improved learner achievement and performance
10. 9
Appendix 1: Let’s read Zambia Logframe
Activities Outputs Outcomes
(Short-term, 1-2
years)
Outcomes
(Medium
term, 3-5
years)
Indicators
Literate
Environments
-create literate
environments
(print rich)
- xxx sites
surveyed
-xxx schools
surveyed
- xxx MOUs
signed
with schools and
communities
-xxx MOUs signed
with DEBs Offices
Schools and
communities
implementing
the Let’s read
Zambia program
- lifelong
readers
created
- 80% of the
children grow
the reading habit
-70% of the
schools
implementing
the Let’s read
Zambia program
-60% of the
communities
implementing
the Let’s read
Zambia Program
Partner
Mapping
- identify
potential
implementatio
n partners
-sign MOUs
with potential
implementatio
n partners
-village
reading
committees
formed
-xxx partners
identified
-xxx partners sign
MOUs
-partners co-
implementing
the Let’s read
Zambia program
-village
committees
implementing
the Let’s read
Zambia program
-Let’s read
Zambia
objectives
met
- 80% of the Let
‘s read Zambia
program
activities
implemented
Developmenta
lly appropriate
Reading
Materials
Publish/procur
e
developmental
ly reading
materials;
quality
children’s
literature and
materials that
are culturally
relevant and
reflect
lifeworld
activities in the
home
-level the
books
xxx materials
published/procure
d
xxx books leveled
- materials
published/
procured
- children
using
materials in
the Let’s
read
Zambia
program
100% of the
materials
published/procur
ed
100% of the
books leveled.
Appropriate
IEC Materials
- develop
appropriate
thematic IEC
Materials
- xxx appropriate
thematic IEC
Materials
developed
Appropriate
thematic IEC
Materials
developed
-families
and
Communiti
es
80% of the
families and
Communities
sensitized about
11. 10
-distribute
appropriate
thematic IEC
Materials
-xxx appropriate
thematic IEC
Materials
distributed
Appropriate
thematic IEC
Materials
distributed
sensitized
about Let’s
read
Zambia
-schools
sensitized
about Let’s
read
Zambia
Let’s read
Zambia
80% of the
schools
sensitized about
Let’s read
Zambia
Adequate
Reading Time
-hold school
meetings
- hold family
and
community
meetings
xxx school
meetings held
xxx family and
community
meetings held
-school and
family and
communities
meetings held
-schools
ensure that
reading
time is set
aside for
the children
- families
and
communitie
s ensure
that time to
read is
available
for the
children
80% of the
schools ensure
time is set aside
for the children
to read
80% of the
households
ensure that time
to read is
available for the
children
Caregiver/Edu
cator/CRFs
Professional
development
in Primary
Reading
Activities
-hold training
workshops
xxx caregivers,
xxx teachers and
xxx CRFs trained
in primary reading
activities
-caregiver,
teachers and
CRFs trained
- schools
and
households
implementi
ng primary
reading
activities
80% of the
schools
conducting
primary reading
activities with
the children
80% of the
households
conducting
primary reading
activities with
the children
Family &
Community
Engagement
:Organize
events,
campaigns,
and meetings
with parents,
communities,
schools, local
organizations,
businesses,
and the
government
departments
regarding
reading.
-organize
events
-organize
campaigns
-organize
meetings
-stage reading
and literacy
events
- Stage drama
and song
community
thematic
sensitization
performances
-Undertake
Community
Radio
Broadcasts
-xxx events
organized with
families and
communities,
schools, local
organizations,
businesses and
government
departments
regarding reading
-xxx campaigns
organized with
families and
communities,
schools, local
organizations,
businesses and
government
departments
-events,
campaigns,
meetings, drama
and song
thematic
sensitization
performances,
community radio
broadcasts,
spellathons,
readerthons
held.
Families
and
communitie
s engaged
in reading
activities
80% of the
families and
communities
promoting
reading in the
households and
the communities
at large.
80% of the
children grow
the habit/culture
of reading
12. 11
- Hold
Spellathons
-Hold
Readerthons
around reading
-xxx meetings
organized with
schools, families
and communities,
schools local
organizations,
businesses and
government
departments
around reading.
Xxx community
radio broadcasts
made
-xxx spellathons
held
-xxx readerthons
held
8. Capacity
Building,
Monitoring ,
Research,
Evaluation
and Reporting
-Conduct
Capacity
building for
Monitoring &
Support
Training for
Community
Reading
Facilitators
(CRFs), SICs,
ZICs, DRCC
-develop
monitoring
tools
-write Monthly
activity reports
-write Annual
reports
-write donor
reports
-xxx SICs, ZICs,
DRCCs, CRFs
trained
-xxx monitoring
tools developed
-xxx monthly
activity reports
written
-xxx annual
reports written
- xxx donor reports
written
-trainings
conducted
-monitoring tools
developed
-reports written
-monitoring
and
support
visits
conducted
-reports
written
-100% of Let ‘s
read Zambia
Indicators
collected
-100% of the
monitoring and
support visits
conducted
100% of the
reports meet the
deadlines
9. Innovation -identify
retired civil
servants
-employ ICTs
-establish
community
libraries
-launch book
campaigns
-xxx retired civil
servants identified
-xxx ICTs
employed
-xxx community
libraries
established
-xxx book
campaigns
launched
-cadre of retired
civil servants
identified
-ICTs employed
-community
libraries
established
-book
campaigns
launched
-retired civil
servants
involved in
primary
reading
activities
-ICTs used
in
monitoring
and
support
-schools,
families
and
communitie
s use
-70% of the
retired civil
servants helping
children with
reading
-60% of the
schools, CRFs,
families and
communities
employ ICTs in
monitoring and
support
-50% of the
community
libraries
established
14. 13
References
Clark, C. (2007) Why families matter to Literacy National Literacy Trust
Clark, C. (2010) Linking School Libraries and Literacy National Literacy Trust
Close , R (2001) Parental Involvement and Literacy Achievement
Coombs, P. (1968) The World Education Crisis; a systems analysis. Oxford University
Press.
