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Literacy Boost: Baseline study for the community component Prepared for Save the Children Rwanda MAY 2014 Table of Contents Executive Summary ......................................................................................................................... 3 Chapter 1: Introduction .................................................................................................................. 4 Chapter 2: Methodology ................................................................................................................. 5 2.1 Research Questions and Tools ......................................................................................................... 5 2.2 Sampling Strategy ................................................................................................................................ 6 2.3 Literature Review and Research Tool Design ............................................................................ 7 2.3.1 Focus Group Discussion Design ......................................................................................................... 8 2.3.2 Semi-Structured Interview Design .................................................................................................... 9 2.3.4 Observational Reports Design ............................................................................................................. 9 2.4 Piloting Research Tools ................................................................................................................... 10 2.5 Data Collection ................................................................................................................................... 10 2.6 Analysis ................................................................................................................................................. 11 Chapter 3: Results .......................................................................................................................... 13 3.1 Available Reading Resources and Opportunities in Gicumbi and Key Drivers .......... 13 3.1.1 Communities Providing Reading Resources and/or Opportunities ............................. 14 3.1.2 Types of Reading Resources Provided .......................................................................................... 14 3.1.3 Types of Reading Opportunities Provided ................................................................................. 25 3.1.4 Drivers of the Availability or Lack of Reading Resources and/or Opportunities ... 26 3.2 Children’s Reading Practices & Perceptions of Reading In and Out School ................. 28 3.2.1 Time Spent Reading Outside School .............................................................................................. 28 3.2.2 Time Available for Reading Outside School ............................................................................... 29 3.2.3 Reported Exposure and Access to Different Reading Resources Outside School .... 31 3.2.4 Reported Exposure to Reading Opportunities and Story-Telling Outside School .. 32 3.2.5 Feelings Associated with Reading and Enjoyment of Reading ......................................... 33 3.2.6 Perceptions of the Value/Importance of Reading ................................................................... 36 3.3 Attitudes & Perceptions of Key Stakeholders ......................................................................... 38 3.3.1 Stakeholders’ Perceptions of Prevailing Attitudes Towards Reading and Literacy in their Communities ........................................................................................................................................ 38 3.3.2 Stakeholders’ Perceptions of the Literacy Boost Program ................................................... 42 Chapter 4: Conclusion and Entry Points ................................................................................ 44 Appendices ....................................................................................................................................... 49 2 Executive Summary Save the Children Rwanda subcontracted Laterite Ltd., a Kigali-based research firm, to conduct a baseline assessment of the community component of the Literacy Boost program. The study was conducted in 2 cells for each of 9 randomly selected sectors in Gicumbi district. Research tools included 18 focus group discussions with P1-P3 students, 25 semi-structured interview with government officials and teachers, and 9 observational reports of available reading materials and resources in each of the selected sectors. This study focuses on three main categories of research questions: (i) the availability of reading resources and opportunities outside the planned activities of the Literacy Boost project and the drivers of this availability; (ii.i) children’s current reading practices and (ii.ii) their prevailing attitudes/perceptions of reading outside school; and (iii) the attitudes and perceptions of key stakeholders relating to the Literacy Boost intervention, including community members’ beliefs about reading. Key findings are outlined below. Availability of Reading Resources and Opportunities: All 9 of the sampled sectors provide some form reading resources and/or opportunities outside of the Literacy Boost planned activities. Reading resources are mainly supplied through public libraries, which are typically located in or near sector offices. All of the selected sectors have a public library that can be accessed for free, but less than half of these public libraries contain books targeted to primary school children other than schoolbooks. Reading opportunities outside of school mainly target adults through adult literacy classes at churches or local government offices; there are few such opportunities that target children. Children’s Reading Practices & Perceptions of Reading In and Out of School: Less than half of the interviewed children report that they spend time reading outside of school. When they do read, it is typically related to schoolwork. We find few differences when disaggregating these results by gender, age, or sector. They report that they have little free time available for reading outside of school. Children are more likely to associate positive feelings with reading than negative feelings. Often they attribute these feelings to a belief that reading will improve their performance at school and contribute to creating future opportunities for them. Attitudes and Perceptions of Key Stakeholders: When asked about the prevailing attitudes towards reading in their communities, teachers and community leaders describe a culture in which literacy is highly valued for its practical uses in day-to-day tasks and in securing a better future for children. However, they report that many parents do not have the time or resources to support their children’s efforts to learn to read. Most of them perceive the current low levels of reading for leisure in their communities to result from a combination of unavailability of reading materials and lacK of interest.. When asked for their opinion on the planned activities in the Literacy Boost community component, a large majority of respondents are positive about the ideas of book banks, parent gatherings, and reading camps/buddies. However, some foresee challenges, mainly related to parental attendance. 3 Chapter 1: Introduction The Literacy Boost program is an initiative of Save the Children aimed at strengthening 5 core reading skills and supports reading practices both inside and outside schools. The project is structured around 3 components – rigorous assessments, teacher training focused on the five core skills, and community action - to identify reading gaps and demonstrably improve children’s reading skills. The project is funded by Comic Relief and will be implemented locally in partnership with Umuhuza, a Rwandan NGO. Save the Children’s program is premised on providing a continuum of services for children ages 0-9 focused on supporting learning outcomes and early grade literacy. In order to ensure that children have the skills, support and materials necessary to exercise their right to read, Save the Children focuses on 4 main pillars, of which Literacy Boost is one. 1. Closing the gap in early years services: through (i) a comprehensive family learning program which worKs with parents to support the physical, cognitive, social/emotional and expressive development of their children through age appropriate play and interaction; and (ii) First Read, a combination of book gifting and peer support designed to provide parents with skills, confidence and materials to aid the development of emergent literacy 2. Improving the teaching of reading in early primary: this is the core of the Literacy Boost program that focused on 3 main program elements: (i) using assessments to identify gaps and measure improvements in the five core reading skills; (ii) training teachers to teach national curriculum with an emphasis on core reading skills; and (iii) mobilizing communities to support children’s reading. 3. Developing a culture of literacy and reading: by creating opportunities outside of the classroom for children, parents and communities to enjoy reading by giving parent’s the knowledge and confidence to support their children’s learning, provide regular, facilitated opportunities for children to read and increasing availability of books outside the school. 4. Creating a rich literate environment: by improving the availability, accessibility

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