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USAID/APRENDER A LER (Learn to Read): Mozambique Early Grade Reading Project

Dates: 2012-2016

Country: Mozambique

Client(s): USAID/Mozambique

Services: Assessment, Capacity Building, Curriculum Development, Teacher Training

Expertise: Basic Education for Children and Adults


Since 1992, following a long colonial period, a 10-year war for independence, and 16 years of civil war, Mozambique has been rebuilding and improving its educational system, and access to primary education has expanded rapidly. Between 2003 and 2007, the number of children in primary school increased from 3.3 million to 5.3 million at an average growth rate of 8 percent per year. This rapid expansion has placed a large burden on an already struggling system resulting in double and triple shift schools, too few qualified teachers, and countless other challenges for school and district managers.

With funding from the United States Agency for International Development (USAID), and in response to USAID’s “All Children Reading” Strategy, World Education is implementing the USAID | Aprender a Ler (ApaL) – Learn to Read – project which runs from 2012 to 2016. The primary focus of the project is to improve reading outcomes for students in grades 2-3 in over 1,000 urban and rural schools in the Zambézia and Nampula provinces through a two-fold approach: increasing the quality of reading instruction through in school coaching, teacher training, and distribution of reading instruction materials; and increasing the quantity of reading instruction by strengthening school management practices to maximize the value of instruction time in schools. This comprehensive approach emphasizes institutional capacity building at school, district, and provincial levels by working side by side with the Ministry of Education.

To achieve these goals, USAID | Aprender a Ler is: 1) working to train over 5,000 teachers in early grade reading instruction and over 1,000 school directors in school management practices to increase classroom reading time; 2) developing high-quality reading and instructional materials for students and teachers; and 3) designing and adapting summative and formative assessment instruments to measure improvements in reading ability, instruction quality, and school management skills.

World Education’s constant focus on working closely with local Mozambican counterparts has helped contribute to long-term program sustainability. Now in its final year of implementation, the program has scaled-up to reach more teachers, children, and schools across the country.

Learn more about Aprender a Ler's learning tools and watch a video that highlights how the program is both improving the quality and increasing the quantity of reading instruction in grades two and three

 

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