Reading Festivals as a Route to Improved Reading Skills

What’s a great way to encourage confidence and improve reading skills?

A reading festival and competition held among the Merti and Logologo schools of Marsabit County in Kenya.

Kids practice their English reading skills in a local reading competition.

Kids practice their English reading skills in a local reading competition.

Last month, more than 80 children in primary grades showcased their reading skills in front of their peers, teachers, and parents. The festival featured reading comprehension and word pronunciation tests, as well as informal activities where the children could show off a little of their creativity. Some kids recited poems while others read local “news” features that they composed themselves. There was even a “teasing game” locally known as “mchongoano” that involves wit, imagination, and a lot of fast thinking.

The children from IIRR-supported PEP schools did comparatively well in letter and word recognition, and they also displayed a wider vocabulary range. They proudly showed off their improved comprehension skills and were able to answer analysis and application-related questions at various levels.  Two schools, Lakole and Dima Ado, finished 2nd and 4th (of 9 schools) in the Merti group and their students have been invited to read during District Education Day.

Children show off their reading skills as their fellow competitors watch.

Children show off their reading skills as their fellow competitors watch.

It’s hard to tell if the simple desire to learn- or the prospect of being the best reader around- is what’s driving these kids to improve their reading skills, but a little competition never hurts!

A “Box-full” of Ideas

It’s pretty safe to assume that being a teacher is one of the hardest jobs out there.

Now imagine being a teacher in rural Africa where there are limited resources in terms of electricity, water, classroom supplies, and books.

That’s exactly what teachers face in our Pastoralist Education Programs in Marsabit, Isiolo, and Samburu counties in Kenya.

In March, an assessment was done of local learning centers and it was found that teachers were largely ignoring pre-reading and pre-writing activities in their lessons. Not only are these types of lessons important in teaching children how to read and write, but it also helps them develop spatial perception and left-right orientation skills. What the assessment also found was that these activities were ignored not because of ineffectiveness in lesson delivery, but because the teachers had only had limited exposure to locally available materials.

These local materials would help teachers utilize the most basic lesson style: play.

It’s no secret that children learn the best when given the opportunity to play with their peers, so in May, 18 teachers of the Pastoralist Program were given a lesson in “play time”.  They learned how to incorporate language and numbers into games and activities that can be used in the classroom with brand new toys that were donated by UNICEF.

Except there was one problem.

These toys included things like puzzles, sponge balls, dominoes, puppets, construction blocks, and modeling clay.  To many kids, this is a pretty awesome box of toys, but to these teachers, it was a mostly “foreign” box of toys that they themselves didn’t understand how to play with.

So it was back to the drawing board for these teachers, and they learned how to use these toys in their lessons to ultimately improve reading and writing skills in their students.

What’s the best part of all of this? Of course the improvement in reading and writing skills is the most exciting part of new teaching methods, but these teachers got even more creative when they became inspired to make toys and learning tools out of things that were more common in their rural setting.  Things like sand, pebbles, twigs, and leaves took center stage as new learning tools, and the students AND teachers could relate to these types of toys because the materials are more recognizable in a Pastoralist lifestyle.

That’s what’s important in development; not only making things accessible to rural teachers, but making them accessible in a way that they can understand.  It doesn’t help to hand someone the fanciest, zombie-fighting, electronic, learning toy if they can’t understand the context of the zombies or even have the electricity to power it.  But handing them a locally inspired toy to help learning in a more familiar way?

That works.

A Blessing or a Curse? The Discovery of Oil in Kenya

You can almost hear the “cha-chings” upon the discovery of oil in Kenya, and while it’s “too soon for Kenyans to reach for the champagne bottle”, will it mean that Kenya will prosper from oil revenues?

The discovery of oil can mean a lot of things.  It can mean that governments have revenue to develop infrastructure, and work on other improvement projects, the promotion of agriculture, and the investment in human capital. Or, it can mean the obstruction of democracy and equitable economic growth due to a lack of transparency and accountability from the oil revenues by companies to the governments.

When Uganda discovered oil, for example, there were concerns that, considering Uganda’s role in many regional conflicts, that the revenues from oil would cause Uganda to increase military involvement far beyond the region.  There were also concerns that a variety of groups would scramble for control over the oil and its revenues.

And without a need for great explanation, Sudan has long grappled with its oil industry, and now with the recent formation of South Sudan, the tension is growing between the two nations over the oil industry, with violence as a result.

The oil revenue curse, as it goes, can create conflicts, instability, and underdevelopment.  The Brookings Institute calls it the “Natural Resources Curse”.

So now that there is oil discovered in Kenya, will instability, conflict, and underdevelopment prevail?

The oil was discovered in impoverished Turkana County, and people seem to be quite hopeful that the oil profits will help their nation overcome poverty.  Rahab Ngumba, our IIRR Kenya Country Director,  believes that “it is significant that the oil discovery was in Turkana County…it is one of the least developed in the country on all fronts” and she is hopeful that the discovery of oil can mean improvements not only  in local infrastructure and livelihoods, but for regional transportation and communication as well. One resident, the Executive Director of a local non-profit, says “that the money from oil will mean schools, networks, bursaries; it will mean everything that an ordinary Kenyan will need for their lives to move on.”

Will it?

There is always the concern that the profits from oil have a good chance of not actually trickling down to the Kenyan people, especially the Kenyans in Turkana, based simply on the history of other oil producing nations in Africa.  Nigeria and Burkina Faso have been producing oil for decades, and local populations have yet to see any real impact on their daily lives from the oil profits. As one of our Kenya staffers put it, “Oil discoveries in Africa have [transformed] from being a blessing to becoming a dreaded curse on the continent. The lost dreams in Nigeria, Angola, and Equatorial Guinea and the horrendous stories from the Niger Delta are nothing to be celebrated.”

There is also the concern that Kenya will have to account for environmental impact. That means that Kenya will also have to plan for environmental action to prevent oil-spills and environmental pollution.

Oil doesn’t have to ruin the growth of a nation, but Kenya will have to be careful about the choices it makes if it wants to truly prosper from oil revenues.  Local Kenyans are excited, as they should be, about the prospect of their families coming out of poverty in the coming decades, but let’s hope this case doesn’t become another cautionary tale of the misuse of oil revenues. From a development standpoint, Rahab says, ” We [Kenyans] need to ensure that there will be good mechanisms to bring some oil profits into local community development.”

Joseph Irungo, IIRR Kenya Field Project Manager, believes,” Kenya must tread this path with great caution and avoid the pitfalls where her more endowed peers have fallen by the wayside”.

At IIRR, we are hopeful that Kenya can transform oil revenues into meaningful community development, but so history doesn’t repeat itself, Kenya’s oil should be treated with cautious optimism.

Getting More Girls Back in School

Being a girl in a developing nation is tough. Really tough.  Girls in developing countries are limited in access to education, health care, and political participation.  Girls are likely to be married young, or die before their 5th birthday from a preventable disease like malaria or pneumonia, or denied an education because it becomes their duty to care for siblings and stay at home.  As a teenager, a girl in a developing nation is likely to have already had a child and to have contracted HIV.

And all of this happens before girls hit the age of 20.

The good news is that providing a quality education for a young girl will allow her to grow into a contributing member of society that makes decisions for herself.  When a girl is provided a quality education, she is more likely to be married, by her own choice and later in life, she is more likely to have children when she wants, and she will be able to make intelligent decisions that will benefit her, her family, and her community.

IIRR’s mission to build community capacity to overcome poverty has a lot to do with women and girls, because we too believe that one of the best ways to lift a community out of poverty is to empower the women and girls of each community that we work in.

One great IIRR success story comes out of our program in Kenya. Naibokwa Leturuka, at 14, was pulled out of school and married against her will. Naibokwa comes from a nomadic tribe in Kenya’s northern plains, the Samburu, which has been known to marry girls as young as 9 in exchange for a bride price, and does not value education for girls. Because of this, the opportunities for girls to attend and complete school are adversely affected.

Naibokwa learned of IIRR’s Pastoralist Education Program, and one day decided to enroll in school again. Despite community criticism and threats to his life, the teacher enrolled Naibokwa in school, and a year later, she has successfully completed level one. She excited to begin level two and to continue in school.

It is through these programs that IIRR is empowering girls to stay in school.  The Pastoralist Education Program is continuing to grow, and IIRR is expanding the program through teacher training and the development of learning materials in local languages.

Oh, and if you haven’t seen this video, you should probably watch it.  It’s about our Pastoralist Education Program in Ethiopia, which operates with similar goals.

Girl Power, it’s pretty awesome.

Using Mobile Phones for Farming!

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A recent agricultural conference in Addis Ababa, Ethiopia led by the International Food Policy Research Institute, the African Union Commission, the UN, and the Forum for Agricultural Research in Africa drew many committed policy makers, academics, and farmers/trade groups together to focus on the future of farming and food security. (via Voice of America)

One technology that has been gaining traction has been the linking of farmers to up-to-date market information. It is estimated that 70% of the population makes a living through agriculture and likewise, 70% of the population has mobile phone access/ownership across Africa. Using mobile phones to connect and educate farmers has been around for nearly 10 years but has now reached a level of sustainability and growth that it is being taken seriously by the private sector.

Examples abound:

In Ethiopia, the Ethiopia Commodity Exchange (ECX) provides real-time (within 2 minutes) data on sale prices to electronic signboards in local centers, by SMS to mobile phones, on a call-in voicemail system, through newspapers, tv, and radio, and online. The farmers have been making use of this information. More than 1 million calls were made to the automated phone system last year to obtain pricing updates. It is estimated that the share of the export price that now goes back to the farmer has increased by at least 38%. Visit the exchange to see for yourself!

Recently, another mobile-phone market data initiative was announced in Ghana called “Farmer First” that is a partnership between mobile operators MTN and market data provider Esoko. In the pilots for the project, farmers reported a 40% increase in revenue due to better information allowing them to demand better prices, mvoe to a better market, or sell at the high points. Esoko has similar projects in 9 other African countries including Malawi.

M-Farm in Kenya, links farmers into a mobile network that allows them to combine their products and supply larger orders or to buy fertilizers/seeds/feed in bulk by combining their orders and paying jointly.

Cocoalink in Ghana (a partnership between The Hershey Company, Ghana Cocao Board, and World Cocoa Foundation) has added not only market data but also recently announced plans to partner with Malaria no More to use the mobile farmer network to educate people about malaria prevention and to provide donated phones to women in the 15 Cocoalink villages. The program also provides solar chargers for the phones.

What will be next?

IIRR has been working to include technology and other innovations in its work in rural communities. We are focusing our efforts on:

  • Food Security & Asset Building
  • Education for Marginalized Communities
  • Disaster Risk Reduction and Climate Change Adaptation
  • & Applied Learning to teach and build capacity of other development organizations

Can you help support our efforts? DONATE NOW!

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Please visit our website to learn more about how we support rural communities that are working to improve their lives and livelihoods.


New Photos! Disaster Risk Reduction Applied Learning Session in Garissa Kenya

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IIRR conducts Applied Learning (training sessions) for development professionals, community leaders, government officials and local leaders in Africa and Asia.

Please visit our Training Calendar to review upcoming sessions and to register -

IIRR Training Calendar

New Study to Examine Climate Change Impacts on Kenyan Pastoralists

Britain’s Department for International Development (DFID) is funding a 3-year pilot project to study the impacts of climate change on pastoralists in Isiolo County, northern Kenya. The study will be run by The Ministry for Development of Northern Kenya and Other Arid Lands along with the Arid Lands Resurce Management Project and is tasked with studying the current impacts and proposing changes that will help manage these impacts going forward. <source: Ali Abdi, The Standard, Jan 26, 2011 >

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hmmmm, sounds like Community Managed Disaster Risk Reduction (CMDRR) could be in order. IIRR’s next CMDRR courses are going to be held May 9-20 (Philippines), June 6-17 (Ethiopia), and October 24-November 4 (Uganda)

 

Unique Opportunity for Women Agricultural Scientists in Africa

AWARD Fellowships announces the 2011 Call For Applications (March 25th deadline)

The AWARD fellowship is a two-year program open to women agricultural scientists from Ethiopia, Kenya, Uganda, Ghana, Liberia, Malawi, Mozambique, Nigeria, Rwanda, Tanzania, and Zambia. There is no age restriction but you must have completed a bachelor’s degree at minimum in one of the approved agricultural majors (see AWARD’s website for details).

 

AWARD is a professional development program that strengthens the research and leadership skills of African women in agricultural science, empowering them to contribute more effectively to poverty alleviation and food security in sub-Saharan Africa.

AWARD is unique because it:

  • selects women scientists already working closely with the rural poor on tackling poverty and hunger;
  • focuses on career development, adding value to existing academic training programs;
  • nourishes the talent pipeline for agricultural R&D through carefully tailored fellowship packages for women with bachelor’s, master’s and doctoral degrees; and
  • engages with African leaders of agricultural R&D, both men and women, to raise awareness and build networks.

Upcoming IIRR Course – Value Chain Development (Aug 23-Sept 3)

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IIRR is leading an innovative effort to support local entrepreneurs in learning business skills, uncovering the value chain(s), harnessing their local economy, growing their businesses, and becoming self-sufficient. Come to the next Value Chain Course to learn about our best practices, results, key challenges, and new ideas for successful implementation of similar programs. The course will be held August 23rd – September 3rd in Kenya. This training is designed for development practitioners, local government officials, and researchers, but most likely local companies, traders, and key farmers will also attend and share.

Please visit our website for more course information and to register!

IIRR Value Chain Course Brochure