Opportunity 6: Implementation Experience


A million happy faces: Nal’ibali talks about the success of World Read Aloud Day 2018

We were so excited by the fact that Nal’ibali mobilised South Africans to read to 1 294 345 children on World Read Aloud Day this year, that we asked them to tell us how they did it:    You have seen an 80% increase in the number of children who were read to on World Read […]

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Posted on 16 Mar 2018

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Volunteer-driven literacy programmes in schools: why parents and teachers join, and why they stay

The degree to which children acquire language skills is a strong predictor of future academic success, educational attainment, employment and income.  In fact, reading is a powerful tool to tackle poverty and inequality: when children read for pleasure, it has a greater effect on their educational achievement than their family’s socio-economic status. There is thus […]

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Posted on 30 Sep 2016

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Four key elements of an effective learning environment and practical strategies to achieve it in a rural environment

Axium Education is an NPO based in Zithulele, in the rural Eastern Cape. For the past two years, DGMT has supported three of its educational programmes: the Community Reading Programme (in-school early literacy support for Grade R-3), the MasaKHANe programme (after-school Maths and English support for Grade 6-9) and the Ekukhuleni programme (after-school/weekend Maths, Science […]

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Posted on 15 Aug 2016

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The Karnataka Learning Partnership: what data can do

  Imagine: A parent is trying to decide whether to send her child to the preschool at the end of her street, or the one in a nearby neighbourhood. She’s heard the faraway preschool is better, but it also has higher fees, and she’s not quite sure what “better” means. An NGO is planning a […]

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Posted on 23 Nov 2015

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From hub-and-spoke to classroom libraries: lessons from Akshara

India and South Africa could learn a lot from each other, particularly when it comes to education. Both have made great strides with primary school enrolment over the last few decades, but still struggle with the quality of learning outcomes – with a significant proportion of children in upper primary school who essentially cannot read. […]

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Posted on 16 Oct 2015

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Yes, we can: the ‘how to’ of creating school libraries that support self-directed approaches to learning.

The Bookery facilitates the development of support structures in under-resourced schools to create an optimal environment to deliver sustained literacy programmes. Their goal is to see school libraries as spaces that engender creativity, learning, critical thinking, literacy development and a desire to explore knowledge. To date, they have supported the establishment of forty school libraries. […]

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Posted on 19 Feb 2015

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Developing the Shine Centre Model as a social franchise – key considerations

The Shine Centre delivers a literacy model aimed at Grade 2 and 3 second language children who are learning to read and write in English. In this brief, they reflect on the challenges of sharing their model with other organisations, while at the same time protecting the integrity of the Shine ‘brand’. Read the article here.

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Posted on 11 Sep 2014

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Nal’ibali Reading for Enjoyment Campaign

The Nal’ibali Reading for Enjoyment Campaign is a campaign with a difference. It starts from the premise that stories – oral and written – are as important for literacy development as the more technical aspects of learning to sound or spell out words, write neatly and do grammar. In this learning brief, campaign co-ordinator PRAESA, takes a critical […]

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Posted on 11 Sep 2014

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Mother-infant booksharing: Stellenbosch University shares their implementation experience

Research from economically developed countries suggests that book sharing between a caregiver and an infant may be especially effective as a means of promoting infant cognitive and language development. There has, however, been little work on the impact of promoting booksharing with infants in low and middle income settings.  For this reason the Stellenbosch University […]

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Posted on 7 Oct 2013

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Learning from experience – Building a Monitoring and Evaluation system for FunDza

The FunDza Literacy Trust aims to improve reading for pleasure and access to interesting books for “book poor” teens and young adults from poor communities.  In early 2013, FunDza commissioned a literature review to investigate the current practice of measurement and evaluation in the fields of literacy and mobile learning to inform aspects of their […]

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Posted on 31 May 2013

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