Rapid Production Model: A CLA Approach to Early Grade Reading Material Development

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Author(s):
Zohal Atif, Susan Ayari
Institution(s):
Date Published:
December 6, 2017
Contribution:
Community Contribution

Afghan Children Read is a USAID-funded primary education project designed to improve equitable access to education in Afghanistan. The envisioned outcome of the project is to build the capacity of the Ministry of Education (MoE) to provide an evidence-based early grade reading (EGR) program (in Dari and Pashto) in both formal and Community-Based Education (CBE) schools for students in Grades 1-3. The project implemented a Collaborating, Learning and Adapting approach to address the challenges of working in a rapidly changing security environment while building the capacity of its primary stakeholder – the MoE.

The use of a Rapid Production Model (RPM) embraced the CLA process to produce student materials and teachers guides based on well proven EGR research method. The Project worked with key departments of the MoE to write and edit student textbooks and activity books, and teacher manuals and assessment guides for Grades 1 and 2 in both Dari and Pashto in only five months. The model advanced MoE’s knowledge of essential EGR foundational research and built the capacity of participating individual’s pedagogical techniques, thus demonstrating a sustainable impact. Using the CLA approach also meant the inclusion of the Ministry’s provincial and directorate offices, thus ensuring capacity building at all levels of the MoE. As a result, Afghan Children Read completed successful material development and built the capacity of the MoE within a remarkably short span of time.

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