News and Ideas (14)
Link Community Development, Uganda (LCDU) works with teachers, communities, parents, and the Ministry of Education to better understand how best to improve literacy levels and to implement the government policy, of mother-tongue instruction. Learning outcome are raised through context-specific strategies and learning innovations. As a result, teachers adapt tasks based on the needs of the students, create locally accessible learning materials, children’s writing and reading have improved, and trust between the community and school has also increased. This is the story of Patience Angela, who, a result of LCDU’s intervention, has developed high competence in reading and writing, segmenting words in Runyoro, constructing words from clusters of sounds and reading with understanding.
Madrasa Early Childhood Programme- Kenya’s (MECPK) reading for Comprehension (RFC) innovation, implemented in the Mombasa Kilifi, and Kwale counties of costal Kenya is an early learning innovation which supports the use of local languages, engagement of community stakeholders, peer learning processes, adaptation of ICTs and the use of creative and artistic modalities, in the promotion of a reading culture, through mobile libraries and a teacher mentoring system. As a result, reading scores of children have increased, both reading and assessment methodology has improved, with an increased trust from parents on the teachers. This is the story of Madam Fatuma Shighi Maliso who has rekindle her joy for teaching, with a revived faith in her students at Taqwa school, a direct outcome of MECP-K’s RFC innovation.
Improving early grade literacy in coastal Kenya
With a new series of innovative approaches to early learning, TrustAfrica hopes to improve the basic educational experiences of young learners so that they have what they need to succeed in school.
