Title : Early Literacy and Climate Education in Zambia, Southern Africa Country implementation : Livingstone, Zambia, Project Facilitator Background Afia Konadu Kyei is an educator originally from

Initiative Year: 2025 | Duration: Less than 6 months

Objectives/Background

Early literacy and reading participation in many primary schools are underserved with unqualified teachers. A high percentage of caregivers particularly males, are absent in their children’s literacy and reading development. Systematically the traditional method of teaching students literacy has overpowered community and caregiver engagement with children. Therefore this program is to address precedent challenges many caregivers face when offering their children academic and language support. Parents raised concerns about language difficulties, low educational background, household responsibilities and lack of access to resources as longterm blockages in offering their children quality education at home.

Therefore, the Early Literacy and Climate Education program took place in Livingstone, Zambia from July 6th to August 1st 2025. This is a pilot study to establish the early onsets of collaboration in early childhood and community development. Community is significant in strengthening the nurturing relationship between caregivers, students and teachers. It is a social process that recognizes children’s interpersonal needs and the importance of collaborative activities for experiential learning. Over the period of four weeks, caregivers were invited to the “Christian Will School” grounds Mondays and Wednesdays to intentionally read with their children. They played a role as co-existents.

Context/Target Group

This project targets adults recognized as caregivers to students at Christian Will School. This includes: grandmothers and fathers, biological, foster, step, and adopted mothers and fathers, older siblings, uncles and aunties. However, the facilitator's goal is to improve the participation of male caregivers compared to females. Aside from caregivers, teachers and the principal are target audiences.

Implementation Approach

During the four weeks, books and academic activities were provided at each session—targeted resources included afro-centric and Western books on family, self-esteem and climate change themes. Stationery was also provided during the sessions. To measure effective learning and pedagogical practices, caregivers were required to provide feedback at the end of each session and at the end of the four weeks.

Partnerships & Areas for Strengthening

As this project is in its early stages, areas to strengthen will be to support the school with books around their national language and that of Southern Africa languages (Tonga, Africans, Zulu etc..) to expand on the pedagogical principles and future phases of the project. However, there was an interest of teaching their children French. I would also hope to implement this program in Zimbabwe, Namibia and South Africa to unpack systematic barriers, make cross-sectoral changes in the elementary system and to improve teacher training. Implementing this program will strengthen dialogues in Early childhood and Education and equality among parent participation.