BENEFICIARY LEARNERS EXPANDING LITERACY INITIATIVES TO ANOTHER SCHOOL – ZAMBIA

ReachAll Zambia values reaching all children and youths through partnerships, networks and other peers beneficiaries. It is exciting that our two determined literacy clubs graduates decided to use storytelling skills, acquired through literacy clubs mentorship, by sharing the joy and benefits of these clubs to other learners at their new school. 

Edward Simataa and Recent Hampeyo, now 10th graders at their new school, began to tell their fellow learners about the tremendous impact that the Play Based Learning Literacy Clubs had on their educational and life outcomes at the previous community school. When their fellow learners expressed interest, Edward and Recent decided to take action by launching their own Play Based Literacy Club after engaging the school administration. The school administration embraced and nurtured this innovative idea from the two learners who were supported by their general learning community. This makes the school unique and stands out among many. 

Now as junior mentors, Edward and Recent (with support from their school teacher) are sharing what they learnt by empowering other learners and helping in creating safe and conducive learning environment at their new school for the benefit of all learners. Through this new literacy club it is envisaged that reading, writing, listening and interpersonal skills of members shall improve with corresponding improvement in their academic performance. 

Nalituwe School is really demonstrating the effectiveness of peer to peer learning through the newly introduced reading and writing club for improvement of learners’ educational and life outcomes. The learners are actively involved in learning. The school is now a strong support system to the club members and has committed some teachers to help the two junior club mentors in the running of the club. They are using discovery learning and guided instruction methodology using senior learners (Junior Mentors) as well as the bridging of Zambian languages and the English language sounds to accelerate learners’ reading skills. This shall break the current barriers (e.g. negative attitude) between English and local languages. The Learners with support of the school have incorporated educational games and songs to improve reading, writing and speaking. They have formulated their own club sessions’ rules and culture in order to create safe learning spaces. The school is providing awesome support which is a great motivation to the learners.

The formation of a reading club at Nalituwe School is evidence of the power and influence of storytelling which is one of the skills we build in our literacy clubs. Storytelling is transforming the school’s learning communities through generation of other learners’ interests. We value children and learners’ own stories and we sensitize teachers, parents, guardians and communities to value children and youths’ stories and their voices.

The revolutionary reading clubs are an in-depth literacy and empowerment model which provides safe spaces for joyful learning and developing social-emotional skills among learners. They are run outside school time through trained mentors. The clubs environments cultivate social-emotional development by building resilience and literacy skills together. Trained mentors create safe and supportive communities where children learn to value their own and others’ stories, become powerful readers, academic achievers, and use literacy as a guide as they learn to navigate their lives and tell their own stories. One of the clubs values is value for children’s stories and storytelling as children learn to read and write best by writing and telling stories of their own experiences.

The clubs define literacy in an inclusive manner as all the ways that we communicate with each other: Reading, Writing, Viewing, Speaking, and Listening. This is inclusive to those with hearing disabilities. They use literacy as a tool for learners to share their own stories and develop love for reading, writing and story-telling. 

Skills acquired in clubs helped teachers and school administrators to create safe, conducive and praise-centred learning environments where learners felt safe, free and had an enhanced sense of belonging. These skills also enhanced learners’ respect and support for one another through developed strengths of kindness, friendship and belonging. This led to reduced vandalism of school property, bullying and mockery from peers, and incidences of intimidating and demeaning remarks from teachers. The learning environments became supportive and safe for learners.

Learners attend weekly literacy sessions which take them through step by step interactive lessons (like read-aloud, think-aloud, listening, writing) and community building activities that are highly participatory (for team building). The sessions are conducted in both English and local language. Literacy sessions are held weekly for an hour and a half after class for joyful learning, creative play and social interaction. We target learners (both girls and boys) in grades 4 and 5 who are between the ages 11 – 14 years and also mothers of all ages in Literacy Parents Clubs in schools. 

ReachAll desires to see such sustainable ripple effect in their programming on rights holders to reach all children in Zambia. Thank you Litworld (USA) for the amazing methodology and also much thanks to Global Fund for Children (GFC) for the new Partnership with us to Educate All Kids (PEAK) Initiative in Zambia so that we may reach millions of children and youths soon. 

KEYWORDS: Literacy, Reading, Writing, Storytelling, Litclub, community school, learners, children, youths.