Enhancing Literacy through Community-Driven Reading Corners in Southern Madagascar

• In Event: Unlocking Literacy: The Power of Book Corners and Libraries in Transforming Reading Culture

Proposal

Madagascar, particularly the Deep South, faces significant educational challenges due to widespread poverty, climate shocks, and limited resources. The Androy region is notably affected, with 97% of the population living in poverty and 48% of children aged 5-15 not completing primary school, compared to the national rate of 20% (UNICEF. Rapport MICS EAGLE Madagascar). Furthermore, 76% of adults in Tsihombe and Beloha have no formal education, and 80% of teachers in Madagascar are community-hired with little to no formal training (Teachers for all, 2023). These conditions severely impact school outcomes, contributing to low enrollment, high dropout rates, and poor educational attainment.
In response to these challenges, our integrated US-funded project has focused on enhancing learning outcomes, especially in literacy. The project has distributed hundreds of books in Malagasy to schools to establish 'reading corners.' These corners provide students with engaging materials to practice reading and have been integrated into the daily routines of schools. The project also provides ongoing training and support to teachers on how to effectively use these reading corners, ensuring that students benefit from these resources daily. Additionally, the project has audio-recorded the books and integrated listening comprehension questions to support both students’ and teachers’ literacy skills.
The project's success extends beyond material distribution and teacher training. A key reason for the frequent access to these reading corners is the community’s recognition and support of their value. Unlike past book distribution initiatives where books were often locked away, this project has seen increased use and access due to community mobilization and sensitization. Many communities have independently built structures for children to read during recess, after school hours, during extracurricular Teaching at the Right Level (TARL) sessions, and when teachers are absent for administrative duties.
This presentation will explore the multiple uses of reading corners and how the project mobilized the community, teachers, and school directors to generate engagement and excitement to achieve the project's educational objectives both inside and outside the classroom. Additionally, we will share findings from a qualitative study on the perceived impact of reading corners on student engagement and reading improvement, as well as ASER (Annual Status of Education Report) results from the TARL program.
Participants will learn about effective strategies to create sustainable reading habits and improve literacy outcomes in resource-limited settings, emphasizing the importance of community involvement in educational initiatives.

Author

• Justine Manuella MALAZAMANANA, FHI360