All Children Reading Round 1 Innovators Brochure

 

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Collection of Innovations and Innovators

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COLLECTION OF INNOVATIONS AND INNOVATORS 1 A Global Competition for Innovative Solutions to Advance Readingall andchildren Literacy reading INNOVATIONS & INNOVATORS

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ALL CHILDREN READING: a grand challenge for development A GLOBAL COMPETITION FOR INNOVATIVE SOLUTIONS TO ADVANCE READING AND LITERACY COLLECTION OF INNOVATIONS AND INNOVATORS 4 5 7 9 UNDERSTANDING THE PROBLEM FINDING SOLUTIONS INNOVATIONS & INNOVATORS ALL CHILDREN READING GRAND CHALLENGE GRANT COMPETITION CHALLENGE 1: INNOVATIONS: TEACHING AND LEARNING MATERIALS 37 ALL CHILDREN READING GRAND CHALLENGE GRANT COMPETITION CHALLENGE 2: INNOVATIONS: EDUCATION DATA A Global Competition for Innovative Solutions to Advance Reading and Literacy 3 all children reading INNOVATIONS & INNOVATORS

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UNDERSTANDING THE PROBLEM EFFORTS TO INCREASE SCHOOL ENROLLMENT HAVE BEEN EFFECTIVE AROUND THE WORLD, BUT READING RESULTS CONTINUE TO LAG. Over the past ten years, primary school enrollment has increased by 42 percent in low-income countries, 74 percent across sub-Saharan Africa, and 98 percent in South and West Asia. However, at least 61 million primary school-age children remain out of school today. The enrollment gap persists, and efforts to narrow it must continue. Enrolling a child in school, however, is only one step towards improving education worldwide. Though research has shown that reading skills are the building blocks of all future learning, outcomes in reading remain low, even for those children who do go to school. In low-income countries, the majority of students do not WHY IS IT IMPORTANT TO IMPROVE READING SKILLS IN CHILDREN? Effectively addressing these high levels of illiteracy in children is a Grand Challenge for Development. acquire basic reading skills even after four years of primary school. In sub-Saharan Africa, a child with five years of education has a 40 percent chance of being illiterate. In Mali, Pakistan, and Peru, over 70 percent of children in primary grades cannot read at grade level – and these countries are not alone. People who can read enjoy better health, earn more money, participate in safer and more stable democracies, and serve their communities more effectively. If all students in low-income countries left primary school with basic reading skills, 171 million people could be lifted out of poverty – the equivalent of a 12 percent drop in world poverty. All Children Reading: A Grand Challenge for Development seeks to improve reading outcomes around the world so that children everywhere will have greater opportunities, become life-long learners, and have the ability to realize their full potential through the power of reading. It is not just about giving the gift of literacy to children, it is about equipping them with the skills to overcome poverty, improve health outcomes, increase national stability, and increase employment potential worldwide. all children reading INNOVATIONS & INNOVATORS 4

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FINDING SOLUTIONS WHAT IS A GRAND CHALLENGE? Grand Challenges for Development are about doing development differently. Defined by a problem statement, rather than specified solutions, the Grand Challenges for Development Model opens the door to inspire passionate, innovative, and intelligent approaches to solving problems that have not been effectively addressed by tradi- tional solutions. With a focus on robust, cost-effective, and scalable solutions grounded in science and technology, a Grand Challenge is an opportunity to foster new ideas, engage new actors, and advance innovative solutions from across the globe. WHAT IS ALL CHILDREN READING: A GRAND CHALLENGE FOR DEVELOPMENT? Launched in November 2011,   All Children Reading:   A Grand Challenge for Development (ACR GCD) is a multi-year partnership to find and fund innovative solutions for illiteracy and to catalyze global action around this critical issue. Grand Challenge partners include USAID, the Australian Agency for International Development (AusAID), World Vision. There are two pillars within this initiative: All Children Reading Grand Challenge Grant Competitions, which support innovative and scalable projects to improve early grade reading outcomes. The first competition focused on catalyzing innovative practices and targeting applied research for teaching and learning materials and education data that have the potential to be brought to national scale and across multiple contexts. For more information, please see www. AllChildrenReading.org The Mobiles for Reading working group is a convening mechanism intended to promote dialogue and knowledge-sharing focused on the use of mobile technology and mobile applications, broadly defined, for reading. Mobiles for Reading is engaging a variety of donors, international organizations, non-profit organizations, and private sector partners. For more information, please see www. mEducationAlliance.org. YOU TOO CAN HELP. Sharing the wonder of reading begins with YOU. We challenge YOU to answer the ACR GC’s rally cry to combat illiteracy. Nonprofit companies, corporations, non-governmental organizations and associations, research institutions, faith-based organizations, civil society and foundations, advocacy organizations, individuals – YOU – should join us to create and share innovative solutions to advance literacy in developing countries around the world. Together we can help millions of children. Visit www.AllChildrenReading.org to take on the Grand Challenge. 5 all children reading INNOVATIONS & INNOVATORS

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ALL CHILDREN READING: GRAND CHALLENGE FOR DEVELOPMENT INNOVATIONS & INNOVATORS (ROUND 1) 450 TOTAL SUBMISSIONS 32 TOTAL AWARD NOMINEES 16 AWARD NOMINEES FROM DEVELOPING COUNTRIES 31% OF THE AWARD NOMINEES HAVE NEVER RECEIVED USAID FUNDING BEFORE 574,415 CHILDREN DIRECTLY REACHED BY PILOTS 32,140,000 CHILDREN REACHED AT SCALE 18,200 TEACHERS DIRECTLY REACHED BY PILOTS 4 CONTINENTS:  AFRICA, ASIA, LATIN AMERICA, AND EUROPE 20+ COUNTRIES BEING IMPACTED 7 all children reading INNOVATIONS & INNOVATORS

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ALL CHILDREN READING GRAND CHALLENGE GRANT COMPETITION CHALLENGE 1: INNOVATIONS IN TEACHING AND LEARNING MATERIALS TO IMPROVE STUDENT LEARNING Teachers and students in developing countries typically have limited access to high-quality and appropriate teaching and learning materials. Recent programs supporting the development of materials for schools, communities and homes are beginning to report positive impacts on student learning. However, the provision of textbooks in developing countries continues to be inadequate, and supplemental reading materials are even harder to find. Teachers must have access to teaching materials for classroom instruction, and children must have access to learning materials for reading practice. Children with access to textbooks score higher on reading tests, and those who report having other books at home score even higher. A study in Ethiopia found that having a textbook boosted children’s oral reading fluency by 9.6 words per minute, and having other books at home boosted their fluency by 8.3 words per minute. Innovative and affordable approaches are needed to overcome barriers to the design, production, distribution/delivery, and use of high-quality, durable and consumable materials (narrative, expository and instructional) in appropriate languages for the primary grades in developing countries. 9 all children reading INNOVATIONS & INNOVATORS

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INNOVATIONS: TEACHING & LEARNING MATERIALS ACROSS RADIO innovation Teaching Children to Read Using Low-Cost Digital Audio Players as Instructional Tools for Both Children and Teachers innovator Across Radio location applied South Sudan: Central Equatorial State (Greater Yei and Kajokeji counties) for Bari literacy; Lakes State (Rumbek) and Jonglei (Bor county) for Dinka literacy potential impact 40,000 children Children will be more successful at learning to read if they are initially taught in their mother tongue and transition later to a second language, such as English or Arabic. Research by SIL International has demonstrated that learning to read first in a “trade” or national language – if it is not the mother tongue – is not a short cut to successful reading with comprehension. Since 2008, Across Radio has provided audio-only instruction to better equip untrained primary school teachers with professional teaching skills. Teaching Children to Read Using Low-Cost Digital Audio Players as Instructional Tools for Both Children and Teachers uses a solar-powered Digital Audio Player (DAP) as a teaching tool, supporting primary school teachers who are literate in their mother tongue but untrained as reading teachers. The project uses the DAPs to develop teachers’ skills and allow them to use the player to tutor students. Additionally, children who are unable to attend school can be gathered into community groups led by a local reader. The DAP will be used as a supplementary reading tutor supported by a mobile set of books. inspiration “The success of DAPs in other areas of education – in-service teacher training, adult literacy, hygiene education of children in primary schools, motivation of communities to begin development projects, conflict mitigation in some homes, encouragement to parents to send children to school, and testimonies from people,” was the inspiration for this innovation, say project managers Rhys Hall and Stuart Houghton. all children reading INNOVATIONS & INNOVATORS 10

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INNOVATIONS: TEACHING & LEARNING MATERIALS AFRICA EDUCATIONAL TRUST innovation Enhanced Reading Skills for Somali Early Beginners innovator Africa Educational Trust location applied Somalia: Garoe - Puntland potential impact 5,000 children initially, then over 50,000 in Puntland Enhanced Reading Skills for Somali Early Beginners (SEB) will impact the way reading is taught in grades 1 and 2 by influencing the materials used, the way teachers teach, and the way teachers are trained to teach. SEB will compare two sets of approaches: 1) improving reading resources and 2) more effectively training teachers to have a positive impact on reading improvement, and then will consider whether a different approach to reading education might be necessary. inspiration “There have been a number of experimental reading programs using systematic phonics in South America and Africa including Kenya, Mali and Ethiopia,” says project manager Lucy Maina. “Evidence strongly suggests that the improvement is due to the approach. But the impact on children’s reading of an increased exposure to print as a result of the availability of reading materials must also be factored in as a potential cause.” 11 all children reading INNOVATIONS & INNOVATORS

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INNOVATIONS: TEACHING & LEARNING MATERIALS THE ASIA FOUNDATION innovation Projetu Apprende Labarik Le (PALL) translation “Teaching Children to Read” innovator The Asia Foundation location applied Timor-Leste potential impact 1,000 children in grades 1-3 Projetu Apprende Labarik Le (PALL) will produce the first-ever authentically Timorese series of basic early literacy booklets for use by teachers and children in their mother tongues in three pilot districts. As research shows, the acquisition of basic literacy and numeracy skills is best done in a native language. Additionally, PALL will work with students’ parents to familiarize them with the importance of continued education and academic nurturing outside the classroom. inspiration “The vast majority of Timorese school children have no access to properly constructed (or maintained) school buildings, textbooks or sanitation facilities,” explains PALL project manager Susan Marx. “This – and the fact that many children who spend years in primary school cannot read even a single word simply because they are taught in languages other than their mother tongues – these are the driving forces behind this innovation.” all children reading INNOVATIONS & INNOVATORS 12

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INNOVATIONS: TEACHING & LEARNING MATERIALS CENTER FOR CIVIL INTEGRATION AND INTER–ETHNIC RELATIONS innovation Development of Bilingual Literacy in Minority Schools in Georgia innovator Center for Civil Integration and Inter-Ethnic Relations location applied Georgia:Tbilisi, Samtskhe-Javakheti, Kvemo Kartli and Kakheti regions; Akhaltskhikhe, Akhalkalaki, Ninotsminda, Bolnisi, Marneuli, Dmanisi, Gardabani,Tsalka, Sagarejo, Lagodekhi, and Telavi districts of Georgia potential impact 30,000 children Development of Bilingual Literacy in Minority Schools in Georgia (DBL) aims to supply teachers and students with sufficient teaching and learning materials so that reading competencies can advance in native and second languages, therefore making children bi-literate from an early age. It will build the capacity of ethnic minority schools by training teachers to effectively promote use of appropriate and effective teaching and learning materials for improving bi-literacy. It will ensure parental and community involvement and promote the active use of technology in the teaching-learning process. inspiration According to project manager Shalva Tabatadze, DBL is based on the successful piloting in minority schools of progressively and purposefully leveled books that acknowledge, respect and support the different learning needs of individual children. “The motivation, diligence, and devotion of the children while they were working on the texts and their interest in new types of learning material served as a good stimulator for the project team to expand efforts in providing children with innovative materials.” 13 all children reading INNOVATIONS & INNOVATORS

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INNOVATIONS: TEACHING & LEARNING MATERIALS COMTECH UNIVERSITY OF NAIROBI innovation Early Grade Reading Instruction Curriculum (EGRIC) innovator ComTech University of Nairobi location applied Kenya potential impact 240 teachers with the potential to reach 12,000 children Early Grade Reading Instruction Curriculum (EGRIC) will develop the capacity of teachers to teach reading in the primary grades using high quality, multi-genre, culturally relevant, and age-appropriate instructional materials and resources in English and Kiswahili. By enabling teachers to launch their teaching career with reading at the core of instruction, EGRIC will complement and fill an existing gap in teacher education. The proposed EGRIC program will target pre-service teachers undertaking Bachelor of Education courses in Early Childhood Education. This group of teachers will work with children in the early grades (pre-school to 3rd grade). In addition, EGRIC may be used in teacher training colleges focusing on instruction in pre-school through the 8th grade. inspiration “As a Department of Educational Communication and Technology at the University of Nairobi,” explains Hellen Inyega, PhD, “We often follow our teachers into their classrooms. Our classroom observations have increasingly convinced us to take a proactive step to help teachers give learners a head-start in reading. We have found it imperative as a teacher education college to infuse early grade reading instruction curriculum as part of our efforts to ensure teachers are comfortable teaching reading and/or using reading more meaningfully in teaching all of their subjects.” all children reading INNOVATIONS & INNOVATORS 14

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INNOVATIONS: TEACHING & LEARNING MATERIALS DRAKKAR, LTD. innovation Improving Reading and Writing Capacity in Primary Grades innovator Drakkar, Ltd. location applied Rwanda: Kigali potential impact 183,300 children Ltd Improving Reading and Writing Capacity in Primary Grades will launch an annual national writing competition for stories for children from the Junior African Writers Series (JAWS), whose winners will be published by Pearson Publishers. The stories will then be translated into Kinyarwanda (a local language in Rwanda) and printed. These materials will be developed for distribution in primary schools in Rwanda, which tend not to have access to supplementary reading materials. By increasing access to reading materials and providing training to teachers on how to use these materials, schools will have a better means for improving children’s reading skills. This intervention will also aid in the development of a children’s book market for authors, thus increasing the potential for additional materials to be created over time. inspiration “As no supplementary reading material for children is available in Rwandan schools, it is very difficult for teachers to increase the reading capacity among their students,” says Helle Dahl Rasmussen of Drakkar, Ltd. “Very few stories for children written in Kinyarwanda by Rwandans are available. We see it as very essential to be able to read in your mother tongue – especially at an early age.” 15 all children reading INNOVATIONS & INNOVATORS

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