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

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Basic writing of materialsProcedure for writingThe process of writing materials was very thorough, so thatmaterials were of high quality and would enable children to learnmore effectively across the curriculum. This in turn would enableschool leavers to benefit from the educational, social, economic anddemocratic opportunities and rights to which literacy helps to giveaccess.For the initial literacy course, which is in the Zambian languages,the writing was first of all done in English. The core vocabularyand the key sentences were written in English and then translatedinto the local languages. The teacher’s guide on methodologieswas written in English with examples for all the languages. Thetranslation was based on concepts in each language so that it madesense, and considered the differences in each society, and ensuredthat materials were relevant to the environment in which childrenlive.The Rainbow readers, which support the literacy courses forchildren’s reading, were either adapted from English into Zambianlanguages or written as new stories by Zambian writers. However,the same stories were in both Zambian languages and English.The writersThe team of writers comprised Zambian teachers, head-teachers,college lecturers, inspectors, curriculum specialists, provincial anddistrict in-service providers based at resource centers and consultantswith the support from DFID and the Ministry of Education. Sinceteachers were able to speak English, discussions and instructionswere in English during the writing workshops, but as the writersworked in groups they gave examples in their local languages andfound appropriate vocabulary to use. This was to ensure that thematerials were written by Zambians for the Zambian children andwere relevant to the environment and society in which the children9. THE STRATEGIES 49
live. For example, the word “mtengo” means “bush” in one languageand “stick” in another language. Teachers were careful in the waythey phrased sentences for children.Classifi cation of materialsThe materials were classified according to the following categories:Course materials• Teachers’ guides:These are books that provide guidelines for teachers on theliteracy methodology. There is one teachers’ guide for everycourse. The New Breakthrough to Literacy teacher’s guide is inEnglish with examples in all seven Zambian languages. The restof the teacher’s guides were written in English, because they wereto be used by teachers who understand the English language.• Learners’ activity books:These are pupils’ books with activities for the teacher to give tochildren to do individually, in pairs or groups. The activities in thebooks are graded and given according to the level or ability of thechild. For Grade 1 New Breakthrough course these were writtenin the Zambian languages. But for Grade 2 Step In To Englishliteracy course they were written in English.• Conversation posters:These are pictures showing people in action. Teachers use them toelicit the core vocabulary. Two posters with four different pictureswere designed for the literacy in Zambian languages for Grade 1and literacy in English for Grade 2.• Rainbow readers:These are readers graded from the simple to most difficult. Thereis a set of about 130 copies in every classroom. They are part ofthe class library. In Grade 1 these are in the Zambian languages, inGrade 2 the same stories were written in English, and for Grades3 -7 the sets were written in English and Zambian languages.ZAMBIA’S PRIMARY READING PROGRAM (PRP):50 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 and 42: as for teachers. It is essential fo
Page 43 and 44: Classifi cation of the coursesThe m
Page 45: The Basic School Curriculum Framewo
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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