The program aims to enhance the quality of basic education by improving the technical, administrative and management capacities of CODE's partner organizations in delivering quality education and literacy programs. Activities are designed to improve skills of teachers and librarians, better equip schools, increase access to culturally and linguistically relevant books to young readers, improve the publishing and distribution of supplementary reading materials and develop education networks.
In Canada, CODE aims to enhance the awareness among Canadian youth and public of development issues in education. CODE is the host of the Canadian Global Campaign for Education that provides a forum for debate, information sharing and discussion among Canadian civil society organizations working to achieve universal basic education in developing countries and to mobilize support for Education for All. This is achieved through research, policy dialogue and public engagement activities on aid effectiveness, governance and best practices.
This is a new feature, part of CIDA's efforts towards increasing transparency. Information will only be available for projects approved after October 15, 2011. For other projects, information on expected results is usually included in the description.
Results achieved as of the end of the project (July 2012) include: (i) training over 10,000 teachers and librarians (55% female) to teach students basic literacy concepts and skills; and (ii) procuring and distributing over three million copies of books to 7,500 schools and libraries in nine countries. As a result, over a million children each year used newly learned skills to read books that had not been available in their communities before 2006.
The program has had a strong impact on students, teachers and librarians. For example: (i) a 2012 evaluation of the Reading Ghana project concluded that nearly all children regularly read books in the 80 schools served by the project; (ii) in Tanzania, a three-year student reading assessment concluded that schools with at least one and a half years of involvement with the program outperformed control schools on all outcomes; and (iii) in Ethiopia, two schools in Oromia and eight schools in Amhara scored the highest grade in their respective regions in the National Exams.
CODE supported its partners to develop strong management structures and processes to promote and sustain a culture of learning. For example, in Mali, the Association pour la lecture, l’éducation et le développement became the key technical advisor to the Ministry of Education on school libraries. All program partners became better aware of gender-based inequalities in their organizations and in project implementation, and learned how to diminish them. CODE’s Southern partners also became national leaders in literacy for girls and boys in their countries and influential regional leaders as well.
CODE and its partners were able to sustain, increase, and diversify funding on which they depend. This has led to the emergence of new projects and programs in the countries under the program and in other countries. CODE itself started three new projects, only one with CIDA funding. For example, CODE-Ethiopia increased its revenue sources by selling books to Save the Children, and Senegal’s Bibliothèque Lecture Développement secured resources from a number of agencies including UNESCO, Israel, France and others.
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