2010 Annual Report: Education - PartnershipsInAction

y e a r i n r e v i e w : e d u c a t i o n
learning. To help facilitate this transition, School Management Committee
members and parents also learn about their roles to become more active in
supporting children’s learning.
Schools procured practice books and mini libraries, allowing children to get
more involved in each lesson and encouraging reading outside the classroom.
In the first year, 82 percent of learners in Kenya borrowed and read books from
mini libraries. Additionally, newly established community libraries have helped
increase parental involvement by giving parents access to learning materials.
After structured coaching, parents now understand the importance of taking
an active part in their child’s education by reading with their children,
storytelling and encouraging homework. Seventy percent of the 1,200 trained
parents in Kenya and 60 percent of the 690 trained parents in Uganda are
now aware of their sons’ and daughters’ academic progress. Thanks to the
program, now teachers, committee members and parents are working together
to hold their schools accountable and to motivate their children to succeed.
With more resources and support, East African schools can begin the
transition to a supportive and fulfilling learning environment.
To encourage a reading culture, the East
Africa Quality in Early Learning Program
has set up community libraries where parents
and community members regularly
meet to play learning games with children,
learn how to read and sign out books.