International Development Grant
Reading Kenya
Project Number: CA-3-A035541001
Status: Closed
Country/Region:
Maximum Contribution: $3,073,518.00
Start Date: January 21, 2014
End Date: June 30, 2018
Duration: 4.4 years
Project Description
The project aims to improve primary school children's reading and writing performance in Kajiado County by drawing on Canadian expertise and leadership in literacy development and multilingual education. To this end the project is strengthening the professional development of 490 teachers to better teach reading and writing in both English and local languages; promoting school libraries and working with local publishers to provide over 90 000 quality books in English and local languages; and building the capacity of writers and illustrators to produce new quality and relevant children's books in Maasai language including titles that further gender equality. The evidence collected through this project will contribute to the Government of Kenya's efforts to develop of a robust teacher in-service and certification program.
Expected Results
The expected intermediate outcomes for this project include: (1) improved reading and writing performance for approximately 30 000 girls and boys in 70 target schools; (2) enhanced literate environments in project schools including books and literacy aids that further gender equality; and (3) increased integration of mother-tongue instruction and literacy development in national and county education plans and policies.
Progress & Results Achieved
Results achieved as of the end of project (June 2018) include: (1) 70 targeted schools were equipped with a library; (2) 168 850 books have been purchased published and distributed 49 415 of which are Maa language books; (3) 70 teacher librarians have been trained to manage libraries and promote reading and writing; (4) 350 teachers have completed participation in all three sets of training in Reading Kenya's instructional teaching strategies; (5) 25 teacher trainers and 100 teachers have successfully received certification; (6) 1 264 parents community leaders and teachers from 20 schools participated in community gender sensitization sessions; (7) 62 local writers were trained in writing workshops and 14 new Maa manuscripts were published; and (8) 338 trainers teachers and writers have benefitted from gender equality workshops. These results have contributed to the improvement of reading and writing skills of youth. They have also contributed to the integration of mother-tongue instruction and literacy development in national and county education plans and policies.
Key Information
Executing Agency:
CODE
Reporting Organization:
Global Affairs Canada
Program:
WGM Africa
Last Modified:
September 19, 2025
Development Classifications
DAC Sector:
Aid Type: Project-type interventions
Collaboration: Bilateral
Finance Type: Aid grant excluding debt reorganisation
Selection Mechanism:
Pre-APP