The ability to read and write is the gateway to all other learning, yet many education systems across the world are failing to deliver the basics. In Sub-Saharan Africa, only 1 in 10 students who enrol in secondary school have reached the minimum level of proficiency in basic reading and mathematics[1]. This limits opportunities for primary school leavers who enter secondary education without the skills needed to engage with more sophisticated curricula in lower secondary school. It also poses a challenge for secondary school teachers, who are tasked to deliver a subject-specific curriculum, while simultaneously supporting students to catch up with foundational skills.

Given low levels of learning at the primary level, it is critical that secondary education systems provide opportunities for adolescents to develop their literacy skills. Strong reading and writing skills are critical at this stage in an adolescent’s life, marked by accelerated cognitive and socio-emotional development. As the curriculum expands and the demand for critical thinking increases, strong literacy skills empower students to navigate complex subjects, participate in relevant discussions, and develop independence.

PEAS exists to expand access to inclusive, quality secondary education where all students are supported to develop essential skills. Our schools serve marginalised children in rural communities in Uganda and Zambia, most of whom would not otherwise have access to secondary school. PEAS’ innovative approach to literacy learning builds on 15 years’ experience of running quality secondary schools and supporting young people with lower prior learning to catch up. We take a whole-school approach to promoting literacy, while identifying and targeting students that need additional support to access the wider curriculum.

Over the last 15 years, we’ve developed key insights into what works when it comes to supporting adolescents low prior learning catch up on foundational literacy in rural, remote areas.

  1. Embed a whole-school, multi-pronged approach to literacy.

Supporting learners to catch up requires a multi-pronged approach. At PEAS, we deliver this through our “Literacy Across the Curriculum” Programme, which integrates literacy development into all subjects. This includes establishing reading sessions and literacy-focused lessons, and training teachers to reinforce strong reading and writing practices regardless of their subject area. This approach ensures a consistent focus on literacy throughout the school.

Our whole-school approach is research-based and aligns with successful international models. It emphasises key components like fluency, vocabulary and comprehension to help students achieve reading and writing competence. By embedding these practices across the curriculum we support students to develop the skills they need to succeed in school and beyond.

  1. Draw on technology to help teachers help their students.

Secondary school teachers play a pivotal role in supporting learners to catch up, but many lack specialised training in literacy education. To address this, PEAS uses low-resource digital technology to enhance literacy teaching without replacing it. We use existing ICT lab and an offline software called Kolibri, allowing for cost-effective, personalised learning.

Kolibri enables students to engage with content that matches their literacy level. PEAS has developed contextually relevant lessons covering skills from foundational literacy to more advanced levels. We use assessments to identify specific needs and target support where it’s most needed. This tech-assisted approach empowers students to take charge of their learning while giving teachers the flexibility to focus on those who need the most support.

  1. Target groups with additional barriers

PEAS is committed to ensuring our literacy approach is accessible and impactful, particularly for marginalised groups. We train teachers to deliver inclusive, learner-centred lessons following “PEAS Top 10 Teaching Practices”, a set of ten guiding principles for quality and inclusive teaching. A recent external evaluation identified teachers’ “learner-centred approach” as a distinctive area of PEAS’ expertise (Jigsaw, 2021).

We also appoint support Senior Women Teachers (SWT) in every school to support female students’ physical and emotional well-being. SWTs receive specialised training in safeguarding, child protection, and gender-specific counselling. An external evaluation found that engaging with Senior Woman Teachers increased girls’ odds of developing reading and writing skills by 264% (Jigsaw, 2021).

 

If you’re interested in finding out more about PEAS’ Literacy Approach contact info@peas.org.uk. If you would like to support our work to empower adolescents with essential literacy skills, please contact partnerships@peas.org.uk.

 

[1] UNESCO (2019) Meeting Commitments: Are countries on track to achieve SDG 4? Fact Sheet.

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