Shifting at-home parenting behaviours to impact early grade reading.

Summary:

In Afghanistan, child literacy rates are 35% and 10% among Dari- and Pashto speaking 4th grade children, respectively. Whilst systemic early grade reading reforms are taking place to improve quality of education in schools, demand for reading in the home environment is low and results in children lacking any exposure to child friendly reading materials before they get to school. Current practices include low rates of parents bringing books into the home and lack of accompanied reading with children; two essential behaviours in improving literacy rates at early grades. Whilst some barriers include low adult literacy rates, other barriers are rooted in psychological and sociological factors, such as attitudes, social norms, community dynamics, which can be impacted via an SBCC approach. MAGENTA tackled this challenge, in partnership with USAID and the Ministry of Education, via a comprehensive SBCC research, design and implementation approach. By using qualitative and quantitative research approaches to gather insights, MAGENTA uncovered social and behavioural barriers present across family networks that limit childrenду»s literacy and designed an SBCC Strategy grounded in evidence from Afghan parents and teachers. The centre point of the Strategy is a nation-wide communications campaign called Iqraa Afghanistan, a national movement to encourage parents to support their children in reading, and to bring child-friendly books into the home. The campaign encompasses a variety of communication approaches, such as social media, community outreach and using high-profile Ambassadors to disseminate messages.

Background/Objectives

The ability to read is one of the most fundamental skills that a child can learn and transforms their present and future. In Afghanistan, literacy rates are one of the lowest in the world. Among 4th grade children 65% and 90% among Dari- and Pashto speaking children respectively have inadequate reading comprehension. Additionally, only 58% of Afghan youth between the ages of 15-24 are literate.

To address these low indicators sustainably, the project targeted parents as a core audience. The core aim was to increase parents support for early grade reading and thereby enhance culture in Afghan households.

Description Of Intervention And/or Methods/Design

To kick-off strategy development, MAGENTA conducted formative research to fully understand the challenge. Key Informant Interviews with subject experts were conducted to gain an understanding of barriers to improved early grade reading. MAGENTA then conducted a barrier analysis through focus group discussions with parents and teachers. The qualitative approach enabled MAGENTA to pull out psychological factors which affect the ability of parents to support their childrenду»s literacy. 
 The strategy design which followed was participatory and utilised insights from the study and from two stakeholder workshops with the Ministry of Education and education sector partners. 
 An overarching brand and campaign дуЦIqraa Afghanistanду» was designed to encourage parents to support their children in reading. The campaign centres around social media where tips for bringing reading into the home and messages from high-profile Ambassadors are shared. The social media campaign is further supported through community outreach events led by the ambassadors.

Results/Lessons Learned

Through the research process MAGENTA discovered that parents who read to their children were more likely to be literate, felt they had the self-efficacy to do so, were more likely to believe that others would approve of the practice and were more likely to believe in the importance of reading to children. Based on these findings, MAGENTA had to design an approach that acknowledged the barriers many parents face in supporting their childrenду»s education due to their own illiteracy. Using this key finding MAGENTA designed a SBCC strategy and national awareness campaign that not only addressed the immediate caregivers but also engaged extended family and community networks to support Afghan children read at home.

Discussion/Implications For The Field

Development actors are realizing that schooling is one part of early childhood development and for sustainability, early childhood development practices need continue in the home. In Afghanistan, where literacy is low across all age groups, the move to encourage reading at home is a real challenge as the parents themselves often have low literacy. To catalyse change around a very real structural issue, SBCC practitioners need to engage multiple family networks to address the low self-efficacy illiterate parents have in supporting their childrenду»s literacy and engage both children and parents on the journey to reading for leisure.

Abstract submitted by:

Laramie Shubber - Magenta Consulting

Sarah-Jean  Cunningham - Magenta Consulting