Raising Literacy from 20 Percent to 80 Percent? A Science-Based Strategy for GPE Partner Countries
Governments and donors have been working hard to develop efficient learning programs and resolve the learning crisis. Scientific lessons have already been implemented in a few countries. Global Partnership for Education (GPE) gave technical advice...
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| Format: | Working Paper |
| Language: | English en_US |
| Published: |
World Bank, Washington, DC
2013
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| Online Access: | http://documents.worldbank.org/curated/en/2013/05/18042893/raising-literacy-20-percent-80-percent-science-based-strategy-gpe-partner-countries http://hdl.handle.net/10986/16247 |
| Summary: | Governments and donors have been working
hard to develop efficient learning programs and resolve the
learning crisis. Scientific lessons have already been
implemented in a few countries. Global Partnership for
Education (GPE) gave technical advice to Cambodia and the
Gambia on reading (also on math); the reading pilots
resulted in very satisfactory outcomes and expressions of
appreciation by governments. Not surprisingly, other GPE
partner countries have directly requested technical advice.
With sharp messages and close coordination, the current
mountain of problems can be reduced to a molehill in five
years. Basic reading can be taught efficiently and quickly,
by the middle of grade one. If such an outcome seems
unbelievable, it is only because reading is taught through
models tailor-made for certain western European languages.
Students are to learn basic reading in local languages
within the first 100 days of grade one. At the same time,
they will learn the official language orally. In grade two
they will receive a bridging course to transition eventually
to the formal language. The many older illiterate students
are to be remediated through the same 100-day program
('literate school in 100 days') and similarly
receive a bridging course to the official language. One
issue that is often voiced by government officials is that
language of instruction for early grade reading is
desirable, but students should exit early and not spend
years studying in a local language. Given the need for basic
literacy, it is certainly possible to follow the policy
option that government's desire. In higher-income
countries, students get exposed to print before school, so
they progress fast in automaticity and text interpretation.
Commensurately, the poor are expected to progress quickly
into meaning and content. The early learning failure in low
income countries is due to missing 'low level'
building-block skills. |
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