Learning the joy of reading
	A UNESCO reading-for-all project in Uganda focuses on teaching reading more effectively

Not even the brass band leading the passing wedding procession could attract 12-year-old John Seguya’s attention. John was busy reading a storybook. An hour earlier, he had done a crossword puzzle and flicked through a picture book.

John is one of thousands of Ugandan school children currently benefiting from the country’s Reading for All Programme initiated by UNESCO, the International Reading Association and other partners. Launched in 1999, the programme aims to promote critical thinking in the teaching of reading and to help children to access information. “The whole programme is about turning Uganda into a reading nation,” says James Tumusiime, chairman of Uganda’s National Book Trust, another partner in the programme.

“Reading in African primary schools is poor,” says Winsome Gordon, chief of UNESCO’s Section for Primary Education. Primary school teachers in many parts of Africa are incapable of detecting reading difficulties and of taking the necessary remedial action, she says.

Teacher-training sessions encourage use of the mother tongue and involving older siblings and parents to assist young learners with reading and writing in the language spoken at home. Such training sessions have taken place in the teacher colleges in Shimoni, Bushenyi, Canon Apollo and Canon Lawrence.

“We found the aspect of engaging in play acting to learn to read quite enriching” recalls Richard Ahimbisibwe, 28, who was trained at the Bushenyi training college.

Teaming up with the Uganda Library Association, the programme also organizes reading camps during which children are brought together to engage in poetry, song and dance, and provided with books, drawing and painting materials. “These camps are full of the things children love: stories, games, flights of fancy and pictures of places,” says Erisam Magara, Chairman of the Uganda Library Association, adding that later children associate these delights with books. Five such reading camps have been organized in different districts.
Enthusiasm for this Reading for All Programme has led to the creation of the Book Development Council of Uganda to build capacity in textbook production. “We target authors, publishers, printers, book suppliers and distributors,” says Anastazia Nakkazi, Secretary-General of the Uganda National Commission for UNESCO.

Despite the success of the programme, all is not rosy. “A lack of committed teachers is frustrating efforts to achieve reading for all,” says Yunia Obua-Otoa of the International Reading Association. “We need to train many more teachers” she says. Obua-Otoa also sees the need for a library in every primary school to enhance children’s reading. The lack of reading materials in the mother tongue makes this challenge even more acute.
A similar programme has started in the United Republic of Tanzania and the ultimate aim is that children like John in other African countries can also experience the joy of reading.

Contact: Winsome Gordon, UNESCO Paris Education,
E-mail: w.gordon@unesco.org