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Survey of Children's Reading Materials in African Languages In Survey of Children's Reading Materials in African Languages in Eleven Countries – Final Report EdData II: Data for Education Research and Programming (DERP) in Africa MAY 2016 This publication was produced for review by the United States Agency for International Development. It was prepared by RTI International. Cover photo: Students read materials during a language lesson in South Africa through the USAID Integrated Education Program (IEP). Photo by Melinda Taylor. RTI International. 2015. Survey of Children’s Reading Materials in African Languages in Eleven Countries – Final Report. Washington, DC: U.S. Agency for International Development. The views expressed by the authors at RTI International do not necessarily reflect the views of the United States Agency for International Development or the United States Government. Acknowledgements This Survey of Children's Reading Materials in African Languages in Eleven Countries would not have been possible without the collaboration and generous offers of time and information from many individuals and representatives from businesses and educational institutions in the 11 sub-Saharan African countries that constitute the focus of this research. The members of the 11 country research teams, identified below, traveled far and wide—notwithstanding floods, demonstrations, and elections—to gather the data that inform this report. The country teams worked diligently with training and support from blueTree Group Kenya to identify thousands of available reading materials, and the individuals and representatives they contacted in country provided them with useful information in a frank, collaborative, and collegial manner. This made it possible for the teams to gain valuable insight regarding the current situation of reading material publishing and distribution in the education sector and to begin to understand some of the related socio-economic and political factors. Additionally, representatives of development agencies and members of the non-governmental organization (NGO) communities active in education regularly welcomed the country teams and freely provided information, sample reading materials, and their perspectives regarding priority issues and opportunities in the sector. The authors of this report want to specifically acknowledge the important contributions of some of the many people who made this research study and document possible: Catherine Powell Miles and Dr. Koli Banik of the U.S. Agency for International Development (USAID) Bureau for Africa Education Division and Dr. Penelope Bender of the USAID Bureau for Economic Growth, Education, and Environment, who made this study possible and provided leadership and direction throughout, as well as thoughtful feedback on the survey design, instruments, and draft reports. Their significant inputs to this survey and the resulting report provided excellent guidance and support to the team. blueTree Group Kenya and Maggie de Jongh-Abebe, who managed the local country teams and logistics, provided training to 11 country teams and valuable input to the report, along with blueTree Group’s Roel de Haas and Maureen Nyanchoka, who both contributed oversight and helped to ensure team operations. Rudy Klaas of SIL International, whose contribution to this project went beyond his role as Country Coordinator of the field research effort in Senegal. He provided tireless support to other teams and helped to troubleshoot obstacles along the way. Werner Kappus, an external Consultant, who contributed technology support to ensure that the electronic data collection efforts proceeded smoothly across all countries. The many Field Researchers, Country Coordinators, and Local Consultants who located and recorded information about the thousands of titles included in this survey: DERP in Africa—Reading Materials Survey Final Report iii Democratic Republic of the Congo: Michel Otto (Country Coordinator), Joseph Disengomoka, and Jose Cyunza; Ethiopia: Mesfin Derash (Country Coordinator), Getenet Mammo, and Yehualeshet Desalegn; Kenya: Professor Kimani Njogu (Country Coordinator), Gladys Mainga, and John Omare; Malawi: Professor Pascal Kishindo (Country Coordinator), Ivy Nthara, and Dr. Winston Kawale; Mali: Souleymane Sangare (Country Coordinator), Violet Diallo, and Yoby Guindo; Mozambique: Dr. David Langa (Country Coordinator), Mateus Orlando, and Felix Tembe; Nigeria: Omobola Lana (Country Coordinator), Professor Andrew Haruna, Professor Chinyere Ohiri-Aniche, and Professor Harrison Adeniyi; Senegal: Rudy Klaas (Country Coordinator), Amadou Gueye, and Mame Diare; Tanzania: Dr. Ernesta Mosha, Leonard Ilomo, and Aminieli Muwanga; Uganda: Margaret Nankinga (Country Coordinator), Pamela Batenga (Country Coordinator), Sam Andema, and Ttendo Mutale; and Zambia: Dr. Mildred Wakumelo and Shadreck Kondala. The overall research survey was led by RTI International staff, drawing on the contributions of a broad team led by Karon Harden and Ana Robledo as the principal researchers. Technical input, data analysis, and other direct support were provided by Joe DeStefano, Amy Mulcahy-Dunn, Michelle Ward-Brent, Anna Dick, Amber Gove, Jennifer Pressley, Christina N’tchougan-Sonou, Alison Pflepsen, Peggy Dubeck, Catherine Henny, and Scott Kipp. Their guidance, research design, and document reviews, survey rendering, and data analyses were complemented by the work of Heather Farr, Gail Hayes, Maria Ashbaugh, and Sonja Douglas, who handled the design, graphics and maps creation, and formatting and editing. Finally, this work could not have succeeded without the cooperation and contributions of the publishers, NGOs, faith-based organizations (FBOs), and individuals who came forward to provide materials for inclusion in the study. iv DERP in Africa—Reading Materials Survey Final Report Table of Contents Page Executive Summary ........................................................................................................ 1 1 Introduction ........................................................................................................... 8 1.1 Objectives .................................................................................................. 8 1.2 Background ................................................................................................ 9 2 Methodology ....................................................................................................... 11 2.1 Target Content ......................................................................................... 11 2.2 Survey Instrument .................................................................................... 12 2.3 Country Teams ........................................................................................ 13 2.4 Training and Support for Data Collection ................................................. 14 2.5 Sampling Strategy ................................................................................... 14 2.6 Data Collection ........................................................................................ 17 3 Language in Education Policy and Implementation ............................................ 17 4 Findings and Discussion ..................................................................................... 24 4.1 Availability of EGR Materials in African Languages ................................. 24 4.1.1 Total Titles .................................................................................... 24 4.1.2 Languages .................................................................................... 24 4.1.3 Types of Materials ......................................................................... 27 4.2 Usefulness of Available Materials for EGR Development ........................ 30 4.2.1 Pedagogical Components of Textbook-related Materials .............. 30 4.2.2 Level ............................................................................................. 32 4.2.3 Illustrations .................................................................................... 35 4.2.4 Content: Themes, Familiarity, Appropriateness, and Representation .............................................................................. 36 4.3 Feasibility of Reusing, Adapting, and Reproducing Available Titles ........ 39 4.3.1 Copyright, Restrictions, and Permissions ...................................... 39 4.3.2 Medium ......................................................................................... 42 4.4 Landscape of the Production of Children’s Reading Materials in African Languages ................................................................................... 43 4.4.1 Primary Producers of Materials in African Languages and Historical Evolution of Production .................................................. 43 4.4.2 Price .............................................................................................. 45 DERP in Africa—Reading Materials Survey Final Report v 5 Conclusions ........................................................................................................ 47 References .................................................................................................................... 50 Glossary ........................................................................................................................ 57 Annexes Annex A. Summary of the Reading Materials Survey in the DRC ........................... 60 Annex B. Summary of the Reading Materials Survey in Ethiopia
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