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Africa

Reading Essentials: Cognitive Science and the Gift of Fluency for All

 
Helen Abadzi, a senior education specialist at the World Bank and the Global Partnership for Education (c/o World Bank; 1987-2013), prepared a set of e-courses for the training donor and government staff.  
 
The Reading Essentials course is now available for free.  To make access rapid and open, it has been uploaded to Udemy website. Click here to access the e-course.  
 

Pan-African Reading for All (PARFA) Conference

Aug 12 2013
Aug 16 2013
Africa/Nairobi

On August 12 - 16, 2013 the University of Nairobi will host the 8th Pan-African Reading for All Conference. This year's theme is Literacy for All: Leading the Way to Literary Excellence. With special emphasis on the post 2015 Education for All agenda, the conference will involve collaborative discussion on the impact of literacy throughout Africa as well as the latest research and best practices in the field. 

Bilingual Education in Africa: An Exploration of Encouraging Connections Between Language and Girl's Schooling

Mother tongue or bilingual programmes come in various forms. The general idea is to provide at least beginning instruction and initial literacy in a language spoken by the student, i.e. the mother tongue – known as the first language or L1 – or a reasonably close second language. Few programmes deny the necessity for children to learn the official language in addition; however, this language – often known as an L2 – should ideally be taught as the second or foreign language that it is, beginning with oral skills and later developing L2 literacy on the basis of transference of skills learned first in the mother tongue.

Early grade literacy in African classrooms: Lessons learned and future directions

This transnational thematic study of early-grade literacy brings together current research findings and program outcomes in the area of early-grade literacy in African nations, to highlight lessons learned and suggest possible future direction for improving early-grade achievement in reading and writing.
 
This study represents some of the best current research on literacy in early primary grades in Africa, carried out by four non-government organizations that focus on literacy learning: Save the Children, RTI International, PRAESA and SIL International.

Fostering Lifelong, Independent Readers: Local Language Materials Development and Instructional Support

 

This is a presentation by Cory Heyman, Chief Program Officer of Room to Read, on the organization’s innovative work in supporting children’s reading across the globe. The presentation was made to the MTB-MLE Network on November 29, 2011. The presentation provides details on the principles, standards and processes that Room to Read is taking to develop local language materials that are both relevant to the context and appropriate and engaging for children’s developing reading skills.  

Research Reports on Teacher Preparation and Continuing Professional Development in Africa

Reports on research conducted by the University of Sussex in 2010 and 2011 on the effectiveness of teacher pre-service training and in-service professional development in 6 African countries.  

from the Executive Summary

The Teacher Preparation in Africa (TPA) Project, funded by the William and Flora Hewlett Foundation, was set up to fill the gap in knowledge about how the initial and continuing education of teachers impacts on the practice of teachers through studies in six African countries - Ghana, Kenya, Mali, Senegal, Tanzania and Uganda.  Because of the extreme importance of early reading and mathematics for future progress, it focuses on the preparation that teachers who teach in the lower primary grades receive and what support is available through continuing professional development (CPD) and other routes to teach these subjects.

Literacy and linguistic diversity in a global perspective: an intercultural exchange with African countries

This publication reflects the outcomes of a project which brought together experts and practitioners in the field of linguistic diversity and literacy from European and African countries with a view to taking a comparative perspective and defining possible areas of mutually enriching co-operation and exchange.

A Cross-Cultural Literacy Project for Adolescents

Jan 18 2012 12:00 pm
Jan 18 2012 1:00 pm
America/New York

Dani Abrams of CAL's Refugee & Immigrant Integration program, will discuss her Masters capstone project, Reading Across Continents. This cross-cultural literacy exchange spanned two years and incorporated adolescents and their teachers from the U.S., Nigeria, and Ghana. 

Where: 

Center for Applied Linguistics, 4646 40th St. NW, Washington, DC 20016 2nd Floor Conference Room

Contact: 

Email Olesya Warner (owarner@cal.org) to indicate that you will be attending.

Languages of Instruction: Policy Implications for Education in Africa

This synopsis report seeks to provide an overview of the issues in the debate over the “best” language of instruction (LoI) which, according to UNESCO is the mother language of the learner.  As well as to answer, on the basis of research in Africa and elsewhere, the following two questions: What is the role of mother-tongue LoI in the acquisition of both knowledge and a second language?  What are the determinants of successful LoI-policy implementation?

Optimising learning, education and publishing in Africa - The language factor

This publication presents the results of comprehensive research that assesses the experiences of mother-tongue and bilingual education programs in 25 sub-Saharan African countries in recent years.

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