Cultivating a reading generation: Collaborative efforts and multilateral partnerships in making quality books and a reading culture for children in Rwanda

• In Event: Streamlining success through system-wide efforts: Empowering every child with quality books by improving the book supply chain

Proposal

Background
Book scarcity poses a significant barrier to children's learning in Rwanda. To address this issue, international donors and the domestic government have collaborated closely, producing a substantial number of quality books including textbooks, leveled books, and storybooks. Organizations such as Save the Children have also undertaken activities to promote a reading culture among parents, children, and communities across the country.

Purpose
This study explores the strategies employed to tackle book shortages among primary school learners in Rwanda, focusing on the collaborative efforts between the government and non-government partners in two critical aspects of the BSC: title development and book use. Beyond examining the nature and characteristics of these strategies, we also analyze the factors contributing to their adoption, perceived impacts, observed challenges, and necessary support for future success.

Methods
We utilized a qualitative case study design to provide an in-depth account and analysis. Data were gathered through 25 in-person interviews and 27 focus groups, employing snowball sampling to select a diverse range of stakeholders. Participants included representatives from public institutions like the Rwanda Ministry of Education and the Rwanda Basic Education Board, development NGOs, publishing companies, independent book writers, and schools in both urban and rural settings.


Results
The study findings highlight the active engagement of education partners and communities in several initiatives such as in-house book production that aligns closely with the government's curriculum guidance, as well as the establishment of community libraries. These strategies have effectively nurtured a reading culture in Rwanda while expanding the range of age-appropriate titles available to primary learners. Notably, these partnerships have led to improved book management in schools, a more pervasive book use and reading culture, positive shifts in parents' attitudes towards reading, and enhanced literacy skills in learners.

The achievements are attributed to factors such as collaborative needs assessments for title development, guideline development, title validation, and comprehensive training of publishers, writers, school leaders, and parents. The in-house book production initiative has been instrumental in improving book quality and quantity.

Despite these successes, some persistent challenges require attention to achieve the initiated process fully. These include increasing the number of titles to achieve a 1:1 ratio in all subjects, ensuring equitable distribution of printed books to public and private schools, producing more books for children with reading disabilities, and expanding reading clubs and community libraries across all villages in Rwanda. Addressing these issues will further strengthen Rwanda’s commitment to fostering a reading generation and improving educational opportunities for all.

Conclusion
This study presents compelling evidence of the effectiveness of a robust multilateral partnership in promoting contextually relevant title development and book use in Rwanda. This strategy could be valuable for other LMICs facing similar BSC challenges, as it offers a pathway to addressing book scarcity while decolonizing the education system. At the conference, we will delve into the implications of these findings and provide comprehensive policy and practice recommendations based on our research.

Authors

• Vincent Manirakiza, University of Rwanda-College of Education

• Alphonse UWORWABAYEHO

• Jean Leonard Buhigiro, University of Rwanda

• Uwizeyemariya Aloysie, University of Rwanda - College of Education

• Jean Claude N/A Ndibwirende, University of Rwanda - College of Business and Economics

• Lydia Kabwijamu, Makerere University, Resilient Africa Network

• Jeongmin Lee, University of Notre Dame