An introduction to policies, beliefs and practices about literacy education in E. Africa for preschool - adult.

2. Language and Literacy Policies,
Assumptions and Practices

 Language policies
 Language when and how -- preschool, K – 12
 Adult programs and MDGs (funding) – in Ethiopia
30,000,000 targeted. Designed as practical/everyday
approach in local language.

3. Preschool language and
literacy

Chanting, memorizing, and rote learning to acquire
English in preschool

4. English as language of
learning

A secondary student proudly reads from his English textbook

5. Literacy for Social Change:
Visual Literacy

Increasing prominence of visual literacy in public places – this one
about ―evil men‖

6. Assumptions about
Teaching and Learning


7. Funds of Knowledge

 Adult literacy
 Children – drums as multi media and conduit to
written literacy
 Women – empowerment through linking knowledge
and literacy

8. Funds of Knowledge: Empowering
Adults through Literacy

Radio station operated by solar power that broadcasts local issues
with local people including contests between high schools

9. Funds of Knowledge: Drumming
and Storytelling

Scaffolding traditional drumming to literacy

10. Women, Literacy and
Social Change

Women’s collective focussed on economic benefit of garment making

11. Literacy Materials

 Dominance of colonial materials
 Scarcity of local language materials (early through
secondary) – C-E as leading producer/supporter and
publisher in Africa but greatly limited
 Need for early literacy materials faintly on horizon – new
notion of ―emergent and early literacy‖
 Africa Storybook Project as one way forward with
challenges
 Funds of knowledge approach – e.g. drum
storytelling, home crafts (garment making, candles, soap)

12. Reading for Information

Reading newspapers in college library

13. Secondary Reading Materials

Predominance of English donated texts

14. Children’s Reading
Materials

Paucity of early literacy materials often hidden in back areas
amongst little used resources

15. Conclusions/Comment

 Global view – from the ground—in your context of
diversity
 Careful consideration of views/beliefs about
childhood/learning/teaching/literacy – a critical
position – contesting, aligning etc community beliefs
– not a neutral profession
 Importance of professional identify – you are not
alone – stronger together

16. Communities for
Literacy

A major goal for Africa is ―building a culture of reading‖.
Community libraries are pivotal to this goal.

17. Community Celebration of
Literacy

A village in Uganda gathers to celebrate literacy and learning

18. However, what is the future for
global literacy?

Note the children’s reading materials –
some local language materials above their reading levels, book on phonics,
and chart from US reading program

19. Stronger Together: Building
Professional Networks and Identity

Library education has been disbanded by the government. The CODE Ethiopia education
program is thriving by bringing groups of regions/districts in the country and identifying
leaders and mentors in each unit.

20. 