World Literacy Foundation Annual Report 2011-12
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World Literacy Foundation Annual Report 2011-12



World Literacy Foundation Annual Report 2011-12 ...

World Literacy Foundation Annual Report 2011-12

Andrew Williams Jr
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World Literacy Foundation Annual Report 2011-12 World Literacy Foundation Annual Report 2011-12 Document Transcript

  • World Literacy Foundation Contents Asia Pacific & Head office 247 Flinders Lane Melbourne 3000 Victoria, Australia UK & Europe office Office 202 266 Banbury Road Oxford OX2 7DL United Kingdom North America office PO Box 44 Grandville MI 49468-0044 USA South America office Calle 103 #35 A 13 Barrio La Enea Manizales - Caldas Colombia Email Website Phone +61 3 9650 1006 Incorporated Association No A0047457E ABN 930 047 226 07 The World Literacy Foundation is an independent not-for-profit charitable body. We acknowledge education as a basic human right, and believe that literacy is the key to unlocking the door to a life of learning. Higher literacy levels enable people to overcome the barriers of poverty, disease and fulfil their potential. We are committed to effective and evidence-based practices. 03 Introduction Message from CEO Highlights 2011-12 Programs Creating Global Awareness World Literacy Summit Looking Ahead Thank You 04 06 10 12 14 16 21 worldliteracy 01. Annual Report 2011-12 World Literacy Foundation ©E3 Imagine
  • Our vision is for a world where every single child has the opportunity to receive a quality education. Only then will it be possible for poverty to be conquered once and for all. Only then can we improve the standards for millions around the globe. World Literacy Foundation at a glance The World Literacy Foundation is an independent not-for-profit charitable body, founded in Australia in 2003. We acknowledge education as a basic human right, and believe that literacy unlocks the door to a life of learning. Higher literacy levels enable people to overcome the barriers of poverty, disease and fulfil their potential. We will raise awareness of the literacy crisis and improve global literacy standards by delivering programs, conferences and the best advice. It is by bringing together governments, NGOs and educators that we will guide and inform local communities and the wider public. Promoting quality education is our primary goal. Working in partnership with local communities and organisations, we implement sustainable programs which aim to raise literacy standards and give individuals every possible chance to receive a quality education. We also stage the World Literacy Summit, a global event, which builds greater awareness of the international literacy crisis and allows participants to come together and be united in improving literacy worldwide. 02. Our vision The vision of the World Literacy Foundation is a world where every single child has the opportunity to receive a quality education. Only then will it be possible for poverty to be conquered once and for all. Only then can we improve the living standards for millions around the globe. Our mission The World Literacy Foundation is dedicated to transforming the lives of the world’s most disadvantaged children by focusing on literacy and education. Our objectives • To raise global literacy standards for men and women, boys and girls • To promote the importance of literacy • To provide a central platform for champions of literacy • To improve the teaching of literacy • To make free, basic education available for all the world’s children Our values Through our programs the World Literacy Foundation enacts the following core values: • A belief in the power of literacy as the most powerful tool we have to unlock doors and conquer poverty • A spirit of belonging, community, cooperation and active participation in the delivery of all activities • A respect for cultural differences and traditional education systems • A belief in the importance of integrating local tradition and adapting contemporary methods as a policy for improved literacy education • Empowerment of others so that they have the confidence and self- determination to make choices and achieve their personal goals • A belief in the importance of parent and community adult engagement in learning as a pathway to improving educational outcomes • A belief that all learning must be tailored to suit the environment and circumstances of individual communities • A belief that all activities must be delivered in a manner that promotes learning in an enjoyable, engaging and safe environment ©E3 Imagine 03. Annual Report 2011-12 World Literacy Foundation
  • Message from The Chairman Message from The CEO It is my pleasure to report on the achievements of the World Literacy Foundation in 2011-12. We have had a remarkable year in terms of consolidating existing programs and introducing exciting new initiatives to advance the cause of literacy. In April, we staged the inaugural World Literacy Summit. The event brought almost 250 participants from 52 countries to Oxford in the United Kingdom for a thought- provoking four days of discussion, debate and conversation surrounding literacy and its link to poverty. It was a tremendous success and was effective in not only exploring the most pressing issues relating to global literacy, but also in raising the profile of literacy around the world. As well as strengthening our collaborative partnerships with existing networks and stakehold- ers, the Summit enabled us to forge many new relationships with key international organisations. These efforts will allow our work to have a greater social impact in a larger number of communities and regions. Our resource assistance programs saw us donate more than 100,000 books, e-readers, e-books and stationery packs to schools and communities over the past 12 months. The students who will ultimately benefit from these were identified to be in desperate need of the vital resources required to learn to read and write. By forming partnerships with local community organisations we were able to support 12 key literacy projects across five continents. Working at a grass-roots level with local organisations enables us to better equip them with effective and sustainable programs that promise to make an ongoing difference in the lives of thousands. From the release of our major report on the Economic & Social Cost of Illiteracy, the organisation of the World Literacy Summit and our con- siderable research and monitoring we strengthened our place as a key resource and clearing house for all literacy issues and best practice. We will continue to bring together all individuals and organisations involved with the literacy movement and provide the best – and most up-to-date – support. We take this responsibility very seriously. As we turn our focus to the next 12 months, there are indeed excit- ing times ahead. Not only will we continue to witness the deepening impact of our programs in the com- munities in which we work, we will welcome the opportunity to form new partnerships and introduce our proven and established programs to more communities and regions. Thank you for your support. Andrew Kay 04. 05. Annual Report 2011-12 World Literacy Foundation The last twelve months proved to be another rewarding year filled with progress and development for the World Literacy Foundation. I am very proud to be involved with an organisation that is committed to raising literacy standards, and ultimately addressing poverty in so many communities. Without adequate education, people around the world face a life of unemployment, crime, hopelessness and despair. There is a tremendous spirit of col- laboration and determination within our organisation to make a difference in the lives of millions of people. There are also many, many stories of success emerging from the many com- munities in which we have worked and partnered with local organisations. In March 2012, I worked with a number of my colleagues to compile the report The Economic & Social Cost of Illiteracy. We found that the illiteracy plague is costing the global economy more than US$1 trillion globally. The report served to highlight the worldwide tragedy of illiteracy, which ensnares people in an endless cycle of poverty and blights the global economy. The startling statistic caused many to stand up and demand that more be done to improve global literacy standards. We cannot afford to ignore those whom the report brought to light. Fortunately the difficult global eco- nomic conditions and unpredictable financial climate, which has prevailed in recent years, did not limit our ability to continue the financial growth of the WLF. The past 12 months saw a 35% boost in the Foundation’s income and we are confident that we can continue to grow each year. I must take this opportunity to make special mention of Pearson International, the major partners of the World Literacy Summit. Pearson not only provided valuable financial support which helped to support the attendance of 40 delegates from developing countries, but also contrib- uted vital practical help in organising the event. Without doubt, the Summit would not have been possible without Pearson’s support. Finally, the stakeholders, staff, volunteers, supporters and partners all deserve our thanks for their dedi- cated and tireless work during the last 12 months. Their outstanding commit- ment has been crucial to our growth as literacy champions. Well done and thank you. Dr Anthony Cree OAM
  • 61 million children of primary school age are not in school. We will not rest until this number is zero. Highlights Our impact during 2011-12: Global advocacy 70 global media appearances around the world reaching a potential audience of more than 100 million people calling for greater awareness of the literacy crisis. “The WLF strengthened its name as one of the world’s leading literacy and development bodies” Andrew Kay CEO World Literacy Foundation Linking together global literacy organisations Linking together more than 100 literacy and development organisations to help facilitate partnerships and collaboration. ”The WLF has helped us to widen our reach by linking us with many other like- minded groups” Irene Kawadwa Program Coordinator Children Reach out, Ghana Accessing resources 60,000 books, 100 e- books, 300 e-readers & 5,000 stationery packs donated to children, community groups and schools in desperate need of literacy resources. “Our Indigenous students were very happy to receive their own books” Maree Lunn Principal Argenton Public School Capacity building on the front line Funding the training of 450 teachers in 4 countries in Sub- Saharan Africa and Asia. “Thanks to the valuable support of the WLF to help our students who are training as literacy specialists” Addis Ababa SIM, Ethiopia Community programs In partnership with local organisations to support 12 key community literacy projects. “Thanks to World Literacy Foundation children in southern Mozambique are making books!” Mindy Brown Director Livro Alberto Digital lesson delivery 3,500 learn-to-read lessons delivered online. “Digital learning for the literacy sector is changing rapidly. I’m proud to be guiding the WLF in their new innovations.” Warren Smith Director Splitting Image World Literacy Summit Brought 249 participants from 52 countries for the inaugural World Literacy Summit in Oxford, United Kingdom. “Wonderful event! Awareness and changing mindsets take great commitment. The Summit organisers showed they have great passion and commitment” World Literacy Summit delegate Learning to read via Skype With a generous team of volunteers in Melbourne, Australia, we provided one-on- one literacy tutoring via Skype to school children in Nigeria. “My weekly reading session with the children in Lagos is one of the highlights of my week.” Susan Volunteer Soudan Interior Mission, Ethiopia 06. 07. Annual Report 2011-12 World Literacy Foundation
  • Oxford, United Kingdom- World Literacy Summit Remote Australia- 60,000 books distributed to marginalised Indigenous children Maputo, Mozambique- More than 250 children in rural areas and inner- city slums producing their own picture-story books with Livro Alberto Azerbaijan- The Write On competition is encouraging Azerbaijani students to develop their English writing skills and write their own material. 08. 09. Annual Report 2011-12 World Literacy Foundation 01 01| 02| 03| 04| Faisalabad, Pakistan- More than 350 girls and women being taught vital literacy skills at the Dona Literacy Tuition Academy Russia- Illiteracy costing Russia US$28 billion, WLF report finds Kampala, Uganda- More than 200 refugee students being taught vital literacy and life skills at the Centre of Hope Senegal- UNESCO opens 100 lit- eracy classes for women and girls in seven regions of Senegal- Dakar, Saint Louis, Diobel, Matam, Kédougou, Fatick and Tambacouta 05| 06| 07| 08| Copenhagen , Denmark- More than US$1.5 billion pledged to the Global Partnership for Education to help improve education activities globally. The money was pledged by 52 countries at the GPE pledging conference in November. Rwanda- The rate of illiteracy in the country is on the decrease compared to the previous years, according to latest figures from the Ministry of Education. Manizales, Colombia- WLF volunteers are teaching some of the most disadvantaged children from the slums on the city outskirts to read with regular Learning to Read sessions. La Gloria, Colombia- Luis Soriano, a teacher in the small town of La Gloria, Colombia, is bringing books to hundreds of children on the back of his donkeys; providing the essential material needed to learn to read. 09| 10| 11| 12| Nigeria- Government of Nigeria commits US$6.5 million to revitalise literacy programs in the country. The aim is to educate 4 to 5 million illiterate adults and 2 million out-of- school children over the next three years. New York- International Literacy Day 2011 focused on the link between peace and literacy. Global attention was focused on world- wide literacy issues and needs. Space- International Literacy Day celebrations include a video message sent from astronauts at the International Space Station, encouraging world leaders to continue efforts to improve literacy rates. Globally- A WLF investigation finds that illiteracy is costing the global economy an estimated US$1.19 trillion each year 13| 14| 02 03 04 05 06 07 08 09 10 11 12 13 14 Reaching Far and Wide in 2011-12 WLF projects Global literacy developments
  • 2011-2012 Programs One of the main causes of the literacy crisis is the lack of books and learning resources in schools and communities in developing regions. We implement a range of programs that aim to address this problem and provide schools with the vital resources they need to teach literacy sufficiently. We have received enormous support to help distribute these resources, not only from our partner communities, but also the wider community in terms of volunteers, donations and funding. We provide a range of new and preloved books and resources for children and adult students to own and share within their community. We aim to encourage them to read and learn, and ultimately remain committed to education. The past 12 months saw us provide more than 60,000 books, 100 e-books, 300 e-readers and 5,000 stationery packs to children in developing areas. Most of the children had never before had their own books. The material was carefully selected to reflect local culture, history and what might interest the children. It is truly moving to see the excitement and joy on the children’s faces when they receive their gifts. The program recognises that an experience with books and learning material in early childhood is a key factor in literacy success. It encourages children to read and also inspires parents and carers to read with their children. Our distribution of reading and writing material has been a very popular and effective program with both children and their families. We see the continued expansion of this program as the way forward for the World Literacy Foundation and the eradication of global illiteracy. We work closely with local communities and organisations to support the projects they are running and to help improve literacy standards where they live. We are committed to providing grass roots literacy support and supporting existing and new projects. We support parents, educators and Indigenous community leaders by providing: • Financial support to purchase books and literacy resources • Financial support to purchase technology to support alternative approaches to learning • Literacy support services and resources including testing and evaluation tools • Professional advice to teachers, welfare groups and parents • Networking opportunities and referral within the literacy, education and aid sectors In 2011-12, we supported 12 key community literacy projects in 10 countries including Uganda, Ethiopia, Nigeria, Uganda, Azerbaijan, Laos, Thailand, Colombia and remote areas of Australia. Have a look at the case studies throughout this report for an insight into some of these projects. The past 12 months has seen us expand our Digital Literacy program. We have found that students can acquire vital literacy and numeracy skills up to 40% more quickly when using a computer than without. Children around the world gravitate towards technology. If we can make learning entertaining and fun, it follows that children will be motivated to attend school and work hard. The growth of fast internet services and the increased use of smart phones are providing opportunities to open our work and programs to far wider markets. Today in Africa alone, there are more than 500 million mobile phones in circulation. By embracing this boom in phone and computer, we are able to reach more people than was possible ever before. We are also provided with a very cost-effective link to the global literacy community. We acknowledge that the future of education and learning is becoming more and more reliant on digital technology. Great efforts need to be made to ensure remote communities are not left behind. If we make effective use of the advantages created by new technologies, then we will have a crucial tool to help improve world literacy rates. Accessing literacy resources In Uganda, like many countries in sub-Saharan Africa, low literacy levels are matched by poverty. One-third of the population is living on less than US$1.25 a day. The Centre of Hope in Kampala believes that education will defeat poverty. They run an adult education centre for refugees forced to flee rural areas to escape war and conflict. They provide vital life skill training including English as a second language, computer skills and preparation for job interviews. WLF helped the Centre of Hope purchase computers, classroom materials and take-home literature for the 200 refugee students. After conflict, war and poverty, hundreds of students now have real hope for the future. Partner Case Study 1: Centre of Hope, Uganda 10. 11. Annual Report 2011-12 World Literacy Foundation Building Digital Communities Working with local communities ©E3 Imagine
  • Creating Global Awareness In 2012, we released our report, The Economic & Social Cost of Illiteracy. It provided a snapshot of the worldwide literacy crisis by putting a monetary figure on cost of illiteracy in a number of countries globally. Overall, the literacy plague was found to be costing the global economy US$1.19 trillion. The social cost was represented by the welfare and unemployment benefits, and social programs related to health, crime and poverty. We found that the effects of illiteracy are very similar in both developing and developed countries in terms of poverty, unemployment, social exclusion, crime and long-term illness. The findings were reported in almost 50 media outlets in 10 different countries. It proved to be an effective tool in helping to give literacy the attention it quite rightly deserves, and highlighting the importance of all people gaining a thorough understanding of reading and writing skills. Our research and monitoring of literacy activities around the globe continues to show a strong focus on best practise in literacy teaching and delivery, as well as measurement of learning outcomes. As a key global body for literacy we continue to be called upon for instruction, advice and guidance. Through future research and reporting we will continue to provide a strong evidence base for why universal literacy is fundamental for an individual and country’s success. Advocacy and Media With the World Literacy Summit, The Economic & Social Cost of Literacy report, the launch of our new programs and expansion of our existing programs, the WLF has been able to build global awareness of literacy needs within the media. Our media appearances throughout the year reached a potential audience of more than 100 million people. We see the need to implement targeted advocacy as essential to ensure that literacy is part of broader education policy discussions. We believe that these discussions include pre-literacy health, family involvement and student accessibility. Our CEO, Andrew Kay and Chairman, Dr Anthony Cree, have also urged for a greater focus on literacy. They have undertaken a range of public speaking engagements and provided advice to educational institutions and governments. We believe that one of the most important methods of improving edu- cation standards around the world is to spread the word about the importance of literacy. The more people that agree that education is the most important tool that we have to fight poverty, the greater chance we have of making a life-changing difference to the 774 million people who are illiterate. International Literacy Day On 8 September each year, the world observes International Literacy Day as a time to focus attention on worldwide literacy issues and needs. The day also serves as an opportunity to remind the international community of the status of literacy rates and standards. In 2011 we focused on the link between literacy and peace. On International Literacy Day we unite with other educators to call upon world leaders to do more to improve literacy around the globe. In 2011, we were able to use media interviews and events raise public awareness of the poor literacy rates in countries stricken by conflict. These included Afghanistan, Libya, Iran, Iraq and Sudan. Research and reporting Partner Case Study 2: Livro Aberto Biblioteca de Crianças, Mozambique 12. 13. Annual Report 2011-12 World Literacy Foundation ©E3 Imagine Livro Aberto Biblioteca de Crianças is a children’s library and literacy centre in southern Mozambique. The centre provides access to books and resources for children to help them read, write and develop their communication skills. Livro Aberto also has a mobile library which they take to extremely under-resourced communities. Without it, they would not have access to reading material As part of their program, they help children make their own books that they can keep and enjoy. The children contribute their own words and pictures on pages within the books. Early in 2012 the World Literacy Foundation partnered with Livro Aberto to help support the book production program. By helping to provide what they needed to print the books, we were able to secure the future of this wonderfully effective literacy program. More than 250 children in poor, rural and inner-city areas of Maputo are now deriving great pleasure from producing their own stories and pictures. They are sharing the books with their friends and families and have a huge sense of pride in what they have created. Through the creation of these books, both children and adults are widening their horizons!
  • World Literacy SUMMIT After years of ambition and planning, April 1-4 2012 saw us host the inaugural World Literacy Summit in Oxford, United Kingdom. The Summit saw 249 participants from 52 countries converge on Oxford for four days of discussion and debate. 69 speakers delivered presentations in 36 individual plenary and breakout sessions. They explored the most pressing issues that are facing global literacy today. The Summit provided a unique platform for champions of literacy to come together and begin valuable discussions. Representatives came from UNESCO, UNICEF, Global Partnership for Education, and Brookings, as well as many smaller organisations working on their own projects in their own countries. The 2012 World Literacy Summit provided us with an important opportunity to improve the lives of millions of people, helping them move from a world of poverty, to literacy, to a future of greater health and economic prosperity. The Event A brief summary of the Oxford Declaration To address the state of literacy worldwide, the quality of education must be a global development priority. In order to raise the profile of literacy and learning on the international agenda, the delegates of the World Literacy Summit 2012 call for: 1. Leadership and collaboration across all national and global levels 2. Increased and more effective financing for quality education programs through partnership 3. Targeted advocacy to ensure literacy is part of broader education policy discussions 4. Improved measurement of learning outcomes 5. Strong evidence base for why universal literacy is fundamental to an individual’s and country’s success The four priority areas in which the Oxford Declaration pledges a collective investment: 1. Improve teaching, curriculum and instructional materials 2. Support monitoring, effective assessment systems for literacy programme improvement 3. Increase gender and socio-economic equity in literacy levels 4. Respect cultural differences The Declaration was a call to action. By signing the document, delegates pledged to: • Work in partnership • Be active, innovative, forward thinking and focused on commitments to world literacy as a global priority • Ultimately improve the lives of millions of children and adults 14. 15. Annual Report 2011-12 World Literacy Foundation Oxford Declaration The landmark conclusion of the World Literacy Summit was the Oxford Declaration. Delegates were asked to outline the key action points required to improve global literacy standards. They contributed throughout the conference via face-to-face interviews and an interactive web forum. The Oxford Declaration is now being used as an instrument to break down the barriers between government, business, non-governmental organisations, educational institutions and the world’s citizens in an effort to promote greater literacy. The Declaration is providing impetus to fund, plan, operate and measure literacy initiatives. You too – whether you are an individual or an organisation – can now add your name to the list of signatories supporting the Oxford Declaration. Please visit Pearson UK Educators’ Strand The Pearson UK Educators’ Strand was held in parallel with the World Literacy Summit. It saw 70 teachers and publishers explore the critical issues affecting children’s literacy in the UK. The event was jointly organised by the WLF and Pearson, which also acted as the primary business partner of the World Literacy Summit. Participants were privileged to hear from four of the UK’s foremost literacy experts: Brenda Bigland, Tanya Byron, Julia Donaldson and Pie Corbett. They each discussed their vision, views and latest techniques for children’s literacy in the UK. “My colleague and I highly enjoyed the day at Oxford, it was fabulous!” one of the participants said. “All the speakers were first class and we took so much away with us. We’re still buzzing!” Colombia’s literacy problems are not confined to the city slums. Luis Soriano decided he needed some help to bring desperately needed books and resources to children in the remote Magdalena area. Luis founded Fundación Biblioburro, or Donkey Library, where he delivers books to underprivileged children by donkey. For the past ten years, Luis has saddled up his donkey, loaded a selection of books, and set off on a long journey into the hills and across fields to small villages. Every day he and his donkey are eagerly awaited by children eager and excited to learn. Partner Case Study 3: Fundación Biblioburro, La Gloria, Colombia It is an 8 hour round trip for Luis and his donkey, however his only concern is to give children who have no access to books the opportunity to learn. He says he just wants to foster an educated generation of local children. Spurred by Luis’ efforts, WLF is now supporting his mobile library venture to bring more books to the underprivileged children across remote areas of Magdalena.
  • Looking Ahead 2012 & BeyonD Following on from the success of the inaugural event, the World Literacy Summit will now become a regular fixture in our diaries. It will be held every second year in Oxford, United Kingdom. The next full Summit will take place in 2014. By returning to the scene of the Oxford Declaration, we will provide regular targets for literacy champions. We will also strengthen the community that was built at our first event. In alternate years, we plan to take the World Literacy Summit to different parts of the world. These events will give delegates a greater insight into how individual countries, with different cultural backgrounds, are tackling their own literacy issues. It will also allow for a more comprehensive exploration of the specific factors impacting upon literacy in the particular region. Conferences and events The World Literacy Foundation will continue to act as a central clearing house for news, issues, best-practice and resources related to literacy. We will provide a platform that will bring together all champions of literacy and encourage a shared approach to the problems that we all face. The resources and information we provide will focus on committed action surrounding the four priority areas of the Oxford Declaration: • Improving teaching, curriculum and teaching materials. • Supporting monitoring and effective assessment systems for literacy improvement. • Increasing gender and socio- economic equity in literacy levels • Respecting cultural differences, integrating local tradition and adapting contemporary methods as a policy for improving literacy education. By taking this route, we will be on the right path to eradicating illiteracy once and for all. Global expansion With our head global office located in Melbourne, Australia, the World Literacy Foundation will seek to introduce a North American division in the next twelve months. World Literacy Foundation North America will possess its own independent board and office, and will complement the global head office. Ensuring a physical presence in the US and North America is the next logical step for the Foundation. The expansion will open up wider opportunities for strengthening our relationships with organisations and supporters in the Americas. It has been a landmark year for the World Literacy Foundation. We have been very grateful for the support from partners, sponsors and foundations which have shared our vision to improve literacy standards globally. If we can build upon the support we are receiving we are confident that we will continue to grow and be able to introduce even more people to the advantages of reading and writing. We will not rest until every child has the opportunity to receive free and quality education. Only when the world’s population is given the chance to learn to read and write, will we be able to improve living standards for millions and conquer poverty once and for all. 16. 17. Annual Report 2011-12 World Literacy Foundation The gender gap in literacy is still a matter of huge concern in developing countries. An educated female population is essential for increasing productivity and economic growth. The Dona Literacy Tuition Academy in the city of Faisalabad in Pakistan provides literacy tuition to local girls free of charge. With the help of WLF, they have been able to stock the Academy with new books, stationery and equipment. Now, the teachers are encourag- ing more than 350 girls to read and write. In a country where women are not given the opportunities made available to men, many of the Dona students are now dreaming of becoming doctors, engineers and lawyers. Like the boys, they are learning that reading and writing opens the door to a future. Partner Case Study 4: Dona Education system for young girls, Pakistan ©E3 Imagine ©E3 Imagine Platform for literacy news & issues Together we can do more
  • 18. 19. Annual Report 2011-12 World Literacy Foundation Poso, on the Indonesian island of Sulawesi, is still recovering from communal violence that arose from religious tension. Many families were forced to seek safety in the jungle. The Mosintuwu organisation is sup- porting the peace process, and helping families recover from the struggles as a result of the conflict. Many programs are run for the population to come together as one to speak and fight for their economic, social, cultural, political and civil rights. To help the process, the organisation introduced Project Sophia, a mobile library that moves from village to village providing children books to read. The initiative has reached more than a thousand children across 23 villages. Children from countless villages regularly visit the mobile library to read together in a safe learning environment. Since forming a partnership with WLF, Project Sophia has been able to expand its reach. Now the library is able to assist hundreds more disadvantaged children in 17 new villages across the island of Sulawesi. Lian Gongali, founder of the Mosintuwu organisation, hopes that the library can help children can achieve their dreams and make themselves a better generation ‘one book at a time’. Partner Case Study 6: Project Sophia, Poso, Indonesia Like many developing countries, literacy standards in India are cause for concern. With a national literacy rate of 74% (65% for women), India has the largest illiterate population in the world. In 2012, WLF teamed up with Literacy India to assist their programs aimed at improving the literacy standards in the country. Based on their three main objectives, Education, Empowerment and Employment, Literacy India assist disadvantaged children and women by offering innovative methods in literacy teaching. Various programs are implemented by the organisation for more than 2,500 children and women across different regions of India. Through our partnership, functional literacy training is being provided to 30 women and girls who had never before had the opportunity to attend school. Thanks to their regular classes and evaluations, the students have already begun to take promising steps towards learning to read and write. It is a small step but the work is gathering pace. Indraani Singh, the CEO of Literacy India says he is confident that all 30 women will complete the class with the functional literacy skills needed to open up countless more opportunities. Partner Case Study 5: Literacy India, Bijwasan, India Education is the most powerful weapon we can use to change the world - Nelson Mandela ©E3 Imagine
  • As one of a team of dedicated volunteers, Paula Correa is teaching some of Colombia’s most underprivileged children to read in the slums on the outskirts of Manizales, Colombia. Such is their poverty and isolation, many children in the area do not regularly attend school. Paula and her team set them simple homework and encourage them to read in their own time. They report encouraging progress and take great delight in the enjoyment the children are beginning to show in reading. Sadly, because of discrimination, many of Colombia’s minority Indigenous groups do not have access to literacy support and basic education. The Learning to Read program seeks to counter this: providing active education support to the disadvantaged children. Partner Case Study8: Manizales, Colombia Write On is a creative writing competition for Azerbaijani students. They gather for one hour and make their choice from one of three topics. Among this year’s entrants were older women and teenage girls who have not had the opportunity to go to university. The competition encourages written language skills and critical thinking in English, the second language for Azerbaijanis. 450 students took part in the 2011 competition and prizes of English- Azeri dictionaries were awarded to the winners by WLF. We also helped to publish the publication of student essays into book form. One of the winners was Fairuza who lists swimming, drawing, dancing, singing and reading among her interests. She never had much confidence in her writing ability but after the Write On Competition, Fairuza decided she wanted to write her own novels one day. She is particularly interested in what she has read about America. She thinks it is important that Americans and Azerbaijanis understand each other’s cultures. Partner Case Study 7: Write On Competition, Azerbaijan We would not have been able to achieve what we have this year without the dedication of our supporters and our community and financial partners. Thank you for your continued commitment to the WLF and to improving literacy around the world. It has been a very exciting and rewarding year, and we look forward to working together with you for many years to come! A special thank you to: Aboriginal Literacy Foundation, Budding Reader, Centre of Hope, DONA, E3 Imagine, Fantastic Phonics, Ferris State University, Fundación Biblioburro, Global Partnership for Education, Literacy India, Livro Aberto, Pearson, Pearson Foundation, Project Sophia, Splitting Image, Story Play... and many more! Thank YOU Governance InternationalBoard Chairman Dr Anthony Cree OAM, CEO, Aboriginal Literacy Foundation Deputy Chairman John Campbell Director, Teletech Pty Ltd Treasurer David Perrin Director, Perrin Consulting Group Chairman North America Dr Donald Green Vice Chancellor & Dean Ferris, Grand Rapids University Chairman United Kingdom Keith Hutchence Broadcaster & Journalist Board member Jill Thompson Literacy Educator, Ballarat College Board member Peter Ma Director, Chi Fat International Chief Executive Officer Andrew Kay 20. 21. Annual Report 2011-12 World Literacy Foundation ©E3 Imagine