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

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• Child-centered methodology;• Catering to different ability groups;• User-friendly;• Catering to both rural and urban people;• Including continuous assessment tasks and activities in theteaching/learning materials.The vocabulary for Grade 1 initial literacy was based on fourthemes: the home, the school, the town and the farm. Six sets of thecore vocabulary in each of the seven Zambian languages were to becompleted by the end of the year. There are nine sentences based onthe core vocabulary for each set, which children should be able toread and write:For example – Icibemba language: Set 1: mwana (baby); lila (cry);temwa (like); maayo (mother); sopo (soap); taata (father); tii (tea);yaama (uncle); capa (wash); nwa (drink); buuka (wake up).Sentences based on the core vocabulary for Set 1:• umwana alelila (The baby is crying)• umwana naabuuka (The baby has woken up)• umwana aalitemwa bamaayo (The child likes mother)• bamaayo baleecapa na sopo (Mother is washing using soap)• bataata balitemwa umwana (Father likes baby)• bayama balitemwa umwana (Uncle likes baby)• bayaama balenwa tii (Uncle is drinking tea)• bamaayo balitemwa ukunwa tii (Mother likes drinking tea)• umwana talenwa tii (The baby is not drinking tea)The key sentences build on one another, and children learn a newword or words in each sentence.After the children learn to read and write the core vocabulary and thekey sentences, then they learn to write and read other sentences oftheir own and those written by their friends.The literacy course for English has similar core vocabulary based onthe “the family, at school, at the station and at the farm.”9. THE STRATEGIES 45
Classifi cation of the coursesThe ministry’s policy, Educating Our Future, guided the PrimaryReading Program in the development of the literacy courses:“The ministry’s first priority for lower and middle basic educationis to ensure that pupils master essential literacy and numeracyskills”(No. 5, page 45);“Officially English will be used as the language of instruction, butthe language used for initial literacy learning in Grades 1-4 willbe one that seems best suited to promote meaningful learning bychildren”(No. 8, page 45).The literacy strategy was to develop five courses based on thecurriculum described above but classified according to theappropriate grade level as follows:• Zambian New Breakthrough to Literacy: A course that usesthe seven familiar Zambian languages to teach initial literacyskills in Grade 1. It is taught for one hour everyday.• Pathway 1: A Grade 1 oral language course that provides learnerswith sufficient English language to support literacy in English inGrade 2. It is taught for half an hour twice a week.• Step In To English: A Grade 2 English literacy course thatdevelops literacy skills in English by building on the initialliteracy developed though Zambian languages in Grade 1. It istaught for one hour every day.• Pathway 2: A Grade 2 oral language course. It teaches oralEnglish language to provide learners with sufficient language tosupport English literacy. It is taught for half an hour every day.• Read On course: A course that develops literacy skills in Englishand Zambian languages in Grades 3-7. It is taught for an hourevery day in Grades 3 and 4 but taught for two and half hours aweek in Grades 5-7.The literacy courses introduced do not replace the learning ofEnglish and Zambian languages. They are additional subjectstime tabled separately from English and Zambian languages (locallanguages).ZAMBIA’S PRIMARY READING PROGRAM (PRP):46 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 15 and 16: Methodologies that contribute to ac
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: as for teachers. It is essential fo
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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