All Children Reading: Round 2 Innovators Brochure

 

Embed or link this publication

Description

All Children Reading: Round 2 Innovators Brochure

Popular Pages


p. 1

INNOVATORS ADVANCING CHILD LITERACY

[close]

p. 2

TABLE OF CONTENTS 3 ALL CHILDREN ARE NOT READING 4 WHY FOCUS ON ALL CHILDREN READING? 5 MORE GOOD REASONS TO INVEST IN CHILD LITERACY 6 A QUEST FOR SOLUTIONS 7 ALL CHILDREN READING: A GRAND CHALLENGE FOR DEVELOPMENT 8 INFOGRAPHIC: ALL CHILDREN READING 11 GRANT & PRIZE COMPETITIONS 12 MAP: LITERACY INNOVATORS AT WORK 14 INNOVATORS: GRANT COMPETITION 30 INNOVATORS: PRIZE COMPETITIONS 30 ENABLING WRITERS 32 MOBILES FOR READING 2014-2015 34 TECHNOLOGY TO SUPPORT EDUCATION IN CRISIS AND CONFLICT SETTINGS 38 TRACKING & TRACING BOOKS 39 MOBILES FOR READING 2015-2016 40 EDUAPP4SYRIA 42 EVOKE: LEADERS FOR LITERACY 43 RESEARCH 44 PARTNERSHIP OPPORTUNITIES

[close]

p. 3

©WORLD VISION/KHAING MIN HTOO ALL CHILDREN ARE READING Around the world, nearly 58 million children are failing to learn because they are not in school.1 But access is only part of the problem. Poor quality of education hampers learning even for those in school. One-third of primary school-age children are not learning the basics, whether they have been to school or not.2 That means that of the world’s 650 million primary school age children, at least 250 million children today have not learned the basics in reading and mathematics.3 @ReadingGCD | 3

[close]

p. 4

©WORLD VISION/STEVE REYNOLDS WHY FOCUS ON ALL CHILDREN READING? Literacy unlocks human potential and is the cornerstone of development. It leads to improved health, better education, greater employment opportunities, and safer and more stable societies. Children who do not develop reading skills during early grade education are likely on a lifetime trajectory of limited educational progress and economic opportunities. Early grade reading competency is critical for continued retention and success in future grades.

[close]

p. 5

©WORLD VISION/JON WARREN Literacy not only affects the child, but the whole country as the educational achievement of a country’s population is directly correlated with its economic growth rate. With so many children’s lives and learning at stake, and progress lagging, it seems clear that non-traditional approaches are needed to increase reading outcomes—and future opportunities—for children.  Hence, the urgency and need for a Grand Challenge—to ensure our world has All Children Reading. All Children Reading: A Grand Challenge for Development, with your involvement, seeks to improve children’s reading in the early grades so they can succeed in school and have more opportunities as adults. MORE GOOD REASONS TO INVEST IN CHILD LITERACY ■ UNESCO reports that an increase in the average educational attainment of a country’s population by one year increases annual per capita GDP growth from 2 percent to 2.5 percent.4 ■ Globally, one year of school increases earnings by 10 percent, on average.5 ■ If all women completed primary education, there would be 66 percent fewer maternal deaths.6 ■ If all children in low-income countries left school knowing how to read then 171 million people could move out of poverty, which would be equivalent to a 12 percent cut in world poverty.7 @ReadingGCD | 5

[close]

p. 6

©WORLD VISION/GARY DOWD A QUEST FOR SOLUTIONS In 2011, USAID launched its Grand Challenge for Development model to engage innovators across many disciplines, locations and areas of expertise, increasing the odds of finding and accelerating revolutionary, cost-efficient advances to solve important global problems, including child literacy. The Grand Challenge for Development initiative is rooted in two fundamental beliefs about international development: ■ Science and technology, when applied appropriately, can have transformational effects ■ Engaging the world in the quest for solutions is critical to instigating breakthrough progress 6 | AllChildrenReading.org

[close]

p. 7

ALL CHILDREN READING: A GRAND CHALLENGE FOR DEVELOPMENT All Children Reading: A Grand Challenge for Development, a partnership between USAID, World Vision and the Australian Government, leverages science and technology to source, test, and disseminate scalable solutions to improve children’s early grade reading in developing countries. Round 1, launched in 2011 funded 32 early grade literacy innovators working in 22 countries with a focus on teaching and learning materials and education data. Launched in 2014, Round 2 has four components—grant competition, prize competitions, research and partnerships—and seeks technologybased innovations to improve early grade reading outcomes in developing countries, with three focus areas: 1. Mother tongue instruction and reading materials: Promoting the creation and delivery of reading materials in languages children express and understand 2. Family and community engagement: Providing technologies, approaches, and content to help families and communities in low-resource settings support early grade literacy 3. Children with disabilities: Enhancing early grade reading outcomes for learners with disabilities. UNESCO states that most children with disabilities in developing countries are not attending school, and there is “no inclusion of those with physical, emotional or learning disabilities within the education system.”8 Fifty percent of the world’s out-of-school children live in communities where the language of instruction in school is rarely, if ever, used at home.9 An analysis of data from 22 developing countries and 160 language groups revealed that children who had access to instruction in their mother tongue were significantly more likely to be enrolled and attending school, while a lack of education in a first language was a significant reason for children dropping out.10 @ReadingGCD | 7

[close]

p. 8

Sourcing technology-based solutions through innovative grants, prizes, partnerships, and research to improve child literacy. INNOVATION IS RECIPROCAL Literacy is a global challenge. Through All Children Reading, innovators and communities around the world work interdependently to develop and test solutions to advance child literacy. PRIVATE COMPANIES & STARTUPS UNIVERSITIES, RESEARCH & INVENTORS FAITH COMMUNITIES & LEADERS SCHOOLS & TEACHERS AREAS OF FOCUS 1 Mother tongue instruction and reading materials 2 Family and community engagement 3 Children with disabilities 8 | AllChildrenReading.org CHALLENGE OPPO Grants Spur and foster technology-based innovations to address gaps and barriers that perpetuate low literacy levels.

[close]

p. 9

WANTED: INNOVATORS, SOLVERS & PARTNERS It takes a variety of stakeholders to solve global challenges. All Children Reading: A Grand Challenge for Development Partners (USAID, World Vision and the Australian Government) invite the engagement of companies, non-profits, and individuals to improve child literacy. YOU! HERS LIBRARIES GOVERNMENTS NGOS FAMILIES & COMMUNITIES ORTUNITIES Prizes Solicit the development of specific products, approaches, or applications that complement grant innovations and fill voids in addressing child literacy. RESEARCH Through rigorous, independent research, we seek to identify and analyze the e ects of technology on literacy rates to optimize the allocation of resources, inform decisions, and enhance solutions. @ReadingGCD | 9

[close]

p. 10

©WORLD VISION/JONATHAN GOMES

[close]

p. 11

GRANT AND PRIZE COMPETITIONS Multiple grant and prize competitions are available throughout Round 2 of All Children Reading. The grant competition was designed to spur and foster technology-based innovations to address gaps and barriers that perpetuate low literacy levels. Prize competitions solicit the development of specific products, approaches, or applications that complement grant innovations and fill gaps in addressing child literacy. Twelve winners, representing the most promising, creative, and impactful solutions were selected from a competitive process that elicited 213 proposals from 50 countries. All Children Reading has launched the following prize competitions and more are anticipated. ■ ENABLING WRITERS A competition to spur the development of software solutions that allow authors to easily create and export texts in mother tongue languages. ■ GLOBAL DIGITAL LIBRARY The exploration of an early grade reading materials “repository” to up/download and print materials to improve access, particularly to local language reading materials, for early grade school children in developing countries. ■ MOBILES FOR READING The challenge for this category of the Big Ideas@Berkeley competition is to develop novel mobile technology-based innovations to enhance reading scores for early grade children in developing countries. ■ TRACKING AND TRACING BOOKS A global competition seeking an easy-to-use technology to enable stakeholders to know which books are being provided to students, have the ability to track books in transit, and trace them to their classroom destination. ■ TECHNOLOGY TO SUPPORT EDUCATION IN CRISIS AND CONFLICT SETTINGS A challenge to source ideas for innovative, technology-supported approaches for children to maintain access to basic education despite disruptions experienced during crisis or conflict. ■ EDUAPP4SYRIA The development of a smartphone application that can build foundational literacy skills in Arabic and improve psychosocial wellbeing for Syrian refugee children aged five to 10. ■ SIGN ON FOR LITERACY Seeking innovative solutions the provide deaf children a foundation of sign language. ■ BOOK BOOST: ACCESS FOR ALL CHALLENGE Incentivizing innovative, more cost efficient and transformative processes to encourage content creation actors to reduce the cost of production of quality, accessible mother tongue print and digital children’s book titles. Visit www.AllChildrenReading.org, or sign up for our eNewsletter, to hear of new prize competition announcements! @ReadingGCD | 11

[close]

p. 12

LITERACY INNOVATORS AT WORK GRANT COMPETITIONS I 9 12 E 32 14 HJ 18 19 20 30 ROUND 1 (2011-2013) 1 Across Radio 2 Africa Educational Trust 3 American Institutes for Research 4 The Asia Foundation 5 Center for Civil Integration and Inter-Ethnic Relations 6 ComTech University of Nairobi 7 Drakkar, Ltd. 8 Eco-Development 9 Ecole Supérieure d’Infotronique d’Haïti 10 Education Development Center, Inc. 11 FHI 360 12 Friends of Matènwa, Inc. 13 Georgia State University 14 Human Network International 15 Initiative Africa 16 Lubuto Library Project, Inc. 12 | AllChildrenReading.org 17 Molteno Institute for Language and Literacy 18 Olinga Foundation for Human Development 19 Open Learning Exchange (OLE) Ghana 20 Perkins International 21 PlanetRead 22 PRAGYA 23 Pratham Education Foundation 24 Save the Children Malawi 25 Save the Children Sri Lanka 26 Sesame Workshop Initiatives India 27 Step by Step Benevolent Foundation 28 Urban Plant Mobile 29 Whiz Kids Workshop 30 Worldreader 31 World Education, Inc. 32 YMCA Senegal 13 17

[close]

p. 13

5 27 G 14 2 1 15 29 28 76 14 11 24 14 16 A D 3 21 22 23 26 B L 8 25 31 F 10 K 4 C ROUND 2 (2014-2017) A Agora Center B Benetech C Catholic Relief Services D Creative Associates E Institute for Disabilities Research and Training, Inc. École Nationale Supérieure des Mines de Rabat F Kampuchean Action For Primary Education G Little Thinking Minds H Oeuvre Malienne d’Aide à l’Enfance du Sahel I Qué Funciona para el Desarrollo, A.C. J Réseau d’Acteurs pour le Renouveau de l’Education K Resources for the Blind, Inc. L Sesame Workshop Initiative India Pvt. Ltd. @ReadingGCD | 13

[close]

p. 14

AGORA CENTER, THE UNIVERSITY OF JYVÄSKYLÄ Jyväskylä, Finland | Research Institution INNOVATION Using mobile reading game, GraphoGame™, to assist struggling students and certify Zambian teachers in local language literacy instruction required by the National Literacy Framework LOCATION IMPLEMENTED Eastern Province, Zambia CHALLENGE Research has shown that teaching and reading in a child’s mother tongue language lays a strong foundation for learning to read and makes it easier for them to learn a national language later. In 2013, the Government of Zambia released the National Literacy Framework which requires early grade teachers to teach in local languages. Many teachers in Zambia were educated in English and therefore lack information and pedagogical training in literacy instruction in local languages. SOLUTION GraphoGame™ Teacher Training Service (GG-TTS) GraphoGame™, a literacy game for children researched in 20 countries, will be used as a sustainable, cost-effective mobile intervention to improve teacher in-service training and support student’s basic reading skills. GG-TTS allows teachers to self-study information on the implementation of the new local language curriculum and practice correct literacy instruction pedagogy. Upon completion, teachers will receive certification demonstrating that they can implement the new National Literacy Framework, are able to identify students who are struggling with basic reading skills and can use GraphoGame™ to support their instruction. GraphoGame™ adapts to individual performance and is currently available in Cinyanja, offering customized reading support for students in the Eastern Province. PROJECT REACH Approximately 540 students in 30 schools COLLABORATORS/PARTNERS Center for the Promotion of Literacy in Sub-Saharan Africa (CAPOLSA) at the University of Zambia FOCUS AREA Mother tongue instruction & reading materials Continuous Professional Development (CPD) should include the latest developments in the use of technology in education. Technology such as GraphoGameTM can help teachers improve their phonemic awareness, which will help them effectively impart literacy skills to learners. For in-service CPD, it will be important to effectively train model teachers to demonstrate to their fellow teachers how they can use GraphoGameTM for their own benefit and for the benefit of their learners. GraphoGameTM is not only about the learners, it should be used to benefit both learners and teachers. Dr. Jacqueline Jere-Folotiya Lecturer in the Department of Psychology at the University of Zambia, GraphoGameTM researcher 14 | AllChildrenReading.org agoracenter.jyu.fi/projects/acr

[close]

p. 15

BENETECH Palo Alto, California USA | Non-profit INNOVATION Delivering accessible, grade-level reading books to children who are blind/low vision by adding Marathi human-narrated audio capabilities to stories that can be read on lowcost audio devices in conjunction with Bharati braille LOCATION IMPLEMENTED Pune, Maharashtra, India CHALLENGE Mother tongue language instruction is optimal for early reading acquisition, in both braille and audio, among students who are blind/low vision. It is a challenge to deliver accessible books in mother tongue languages where no text-to-speech (TTS) engine exists to read these books aloud, and the cost of creating a high-quality TTS engine is extremely high. In Maharashtra India, classrooms lack accessible reading materials that allow students to learn at their own pace through various modalities: braille reading, print reading, and/or listening. SOLUTION Bookshare India This innovation makes reading materials accessible to children in Pune, India through the development and launch of a pilot project focused on adding Marathi human-narrated audio capabilities to Bookshare, the world’s largest digital accessible library and Benetech’s flagship Global Literacy initiative. Primary school students who are blind/low vision will be provided with accessible Marathi educational content that can be listened to on low-cost audio devices while they simultaneously read braille. Since a TTS engine is not available in Marathi, this fills a critical gap by providing students with the ability to have a multimodal learning experience using hard-copy braille texts combined with human-narrated audio for storybooks in Marathi. Teachers will be trained to use the Bookshare platform and schools will be visited weekly by a local “Story Uncle” to encourage reading and inspire students. PROJECT REACH Three schools, nine teachers, and more than 70 students with the potential for expansion to students across Maharashtra State COLLABORATORS/PARTNERS Pratham Books University Research Co. LLC Access Braille Xavier’s Resource Centre for the Visually Challenged FOCUS AREA Mother tongue instruction & reading materials Children with disabilities Most of the world’s primary school students who are blind face almost insurmountable odds in learning to read. The capabilities that we will develop and test for impact in this project, allowing us to provide specialized books in their mother tongue languages that are optimal for early reading acquisition, will allow us to costeffectively take Bookshare to scale in many least developed countries around the world, benefitting those who need it most. Kristina Pappas Bookshare International Program Manager, Global Literacy, Benetech benetech.org @ReadingGCD | 15

[close]

Comments

no comments yet