Zambia's Primary Reading Program (PRP) - Global Partnership for ...

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SummaryThis case study is about the Zambia Primary Reading Program,which is a success story and an example of an initiative that placesgreat importance on achieving access and quality learning in basiceducation schools. This has been achieved by implementing thefollowing activities.Implementation of effectiveliteracy coursesThe program highlights the literacy courses that have beenimplemented in order to improve the reading and writing levelsof our children in schools so that they learn more effectively in allsubjects across the curriculum. This is achieved by implementing:• Zambian New Breakthrough to Literacy, which uses theseven local languages to teach initial literacy skills in Grade 1.Oral English Pathway 1 is also introduced. About 6,500 teachershave been given a six-day training program for these two courses.There is one hour per day for teaching literacy and two 30-minuteperiods per week for teaching oral English.• Step In To English literacy course that builds on the Grade1 work using familiar materials and methods. Oral English iscontinued through the Pathway 2 course; 6,500 teachers will betrained for seven days by February, 2004. There is one hour per dayfor teaching literacy and half an hour per day for oral English.• The Read On course, which develops reading and writing inEnglish and Zambian languages through a daily literacy hour forGrades 3-4 and a literacy half hour for Grades 5-7. Ten thousandteachers will be trained in Read On literacy course by February2004.Apart from training, all teachers are equipped with Teachers’Guides, and each class is supplied with a kit containing pupils’books and charts.SUMMARY 15
Methodologies that contribute to accessand quality learningThe case study focuses more on how the methods used in thePrimary Reading Program have helped to improve learning in othersubjects through:• Continuous assessment procedures that are built into all theliteracy courses. It allows a teacher to plan and provide activitiesthat should improve learning.• Provision of a monitoring system that makes the teachers’ lessonstransparent. Now teachers are always ready to learn and supportone another and get external support.InclusivenessCross-cutting issues such as HIV/AIDS, gender and life skills areincluded in the books that are developed and storybooks that supportthe literacy courses. Teachers are trained on how to cater for mildcases of Special Education Needs in their classrooms. For example,a child who is partially deaf should sit in front of the classroom, andthe teacher should directly look at the child when talking.Encouraging resultsThe reading and writing tests were conducted in 1999 before theprogram started and were repeated in 2002.The following was the mean performance in Zambian language (SeeTable on following page). Results are according to reading bands(0-24) which specify how far a Grade 1 or 2 learner is expected toread.ZAMBIA’S PRIMARY READING PROGRAM (PRP):16 IMPROVING ACCESS AND QUALITY EDUCATION IN BASIC SCHOOLS
Page 2 and 3: Zambia’s Primary Reading Program
Page 4 and 5: African ExperiencesCountry Case Stu
Page 6 and 7: Table of contentsList of acronyms..
Page 8 and 9: 15. Bibliography ..................
Page 10 and 11: ForewordThe study conducted by the
Page 12: AcknowledgementThe author wishes to
Page 17 and 18: Teams. Zones and schools have the o
Page 19 and 20: 1. IntroductionEducation systems ne
Page 21 and 22: 2. HistoryThere are 4000 primary sc
Page 23 and 24: 3. Context of departureDescription
Page 25 and 26: Develop a system for provision of s
Page 27 and 28: 4. Research findingsA number of res
Page 29 and 30: 5. Towards a language policyThe res
Page 31 and 32: 6. The language policyThe recommend
Page 33 and 34: In order to achieve this, there wil
Page 35 and 36: in the use of these materials, whic
Page 37 and 38: and mathematical skills and in prob
Page 39 and 40: The existing UNICEF supplementary r
Page 41 and 42: as for teachers. It is essential fo
Page 43 and 44: Classifi cation of the coursesThe m
Page 45 and 46: The Basic School Curriculum Framewo
Page 47 and 48: live. For example, the word “mten
Page 49 and 50: eading more books and writing about
Page 51 and 52: 2000: New Breakthrough to Literacy
Page 53 and 54: Therefore, head teachers explained
Page 55 and 56: • Pupils in Grade 2 were asked to
Page 57 and 58: Results obtained and classified acc
Page 59 and 60: 10. Presentation of the results1999
Page 61 and 62: the Ministry of Education under the
Page 63 and 64:
11. Results of the programThe score
Page 65 and 66:
Capacity buildingTraining for Zone
Page 67 and 68:
• Team work among teachers and mi
Page 69 and 70:
oll out nationwide and to be sustai
Page 71 and 72:
Annex 1: Indicators of access and q
Page 73 and 74:
Annex 2: Report on reading, dictati
Page 75 and 76:
Grade Bands: These are the expected
Page 77 and 78:
Table 12. Grade 6 PRP and Non PRP s
Page 79 and 80:
ConclusionThe performance shown in
Page 81 and 82:
h) There is a need to increase secu
Page 83 and 84:
Annex 4: Follow-up to the baseline
Page 85 and 86:
The writing testRemark there is no
Page 87 and 88:
d) For the ZL test Allocate the mar
Page 89 and 90:
c) For the writing about the pictur
Page 91 and 92:
Annex 5: Monitoring book for thetea
Page 93 and 94:
____________ Teacher_______________
Page 95:
African Experiences - Country Case
Page 98 and 99:
Four ad hoc groups have been set up
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