The Reading for Children program exemplifies the Aga Khan Development Network’s approach to sustainable development and innovation. It began in the Kyrgyz Republic with one woman’s idea to instill in children a love for books and reading.
Before Burulai Aitikulova joined the Aga Khan Foundation in Kyrgyzstan as a Program Officer, she was a teacher. She saw firsthand how, when Kyrgyzstan became independent of the Soviet Union in 1991, classrooms had no Kyrgyz-language books for children. All books for new readers were in Russian. So at the Aga Khan Foundation she focused on working with Kyrgyz authors and illustrators to produce story books in the local language to make stories that were meaningful to new readers. The collaboration would also reinvigorate local culture.
“Education is my passion,” says Burulai. “I always feel strong and confident as an educator, and I enjoy working with children. When I see children’s eyes full of interest in what I’m doing with them and that they like it, I don’t feel time passing.”
Burulai discussed her idea with others at the Foundation. They proposed three avenues for Reading for Children:
- Increase access to quality storybooks through mini-libraries
- Encourage parents and other caregivers to read with their children
- Nurture Kyrgyz storytellers and engaging them to write and publish new books for young readers
That model has grown beyond storybooks and early-childhood development to create materials that reach higher-grade children in primary and secondary grades. “All this means that the model will sustain itself and continue within the education system after the project reaches its end,” says Burulai.
In 2010, when conflict along ethnic lines flared up in southern Kyrgyz Republic reflecting deep-seated tensions, the program translated story books into other local languages, and created new titles that addressed the issues of diversity and pluralism. Those publication lines continued with support from UNICEF and the U.S. Agency for International Development. The Kyrgyz government bought thousands of books and distributed them in schools across the country. The program continued to grow, spawning animated TV series and book clubs.
Adaptable to Local Culture
From 56 mini-libraries used by 16,000 children in country, the program has spread to 15 other countries across Africa and Asia. Beyond fostering a love of reading in young children, the program has also yielded dividends for their families and communities. As the program took root, communities began to notice the benefits for older siblings as well as parents and caregivers. The libraries are now more widely used by older children and adults as they reinforce their own literacy skills. Adults, particularly mothers and grandmothers, are demanding literacy classes. Older siblings are often seen reading with younger children, with a parent or caregiver, and reading alone.
People got excited about the connection between local storytelling culture and the mini-libraries too. Educators made visits and saw the reading program at work. Development colleagues from other countries said, “We’d like to take that idea and adapt it to our context.” With support from the Marshall Foundation and in collaboration with rural development colleagues, AKF received a grant to test mini-libraries in India, Mali and Tajikistan.
“It amazes me that our Reading for Children project has become a model for other AKF Education Programs,” Burulai adds.
Different communities adopted the literature focus in their own way. In India, the program has grown to include support for a literary festival in Jaipur. In West Africa, AKF arranged funding for mini-libraries and story books in Mali, which has a strong oral literature tradition but low reading capacities among primary school students. In Mali the program adapted traditional stories as books for new readers including The Adventure of Soundjata, a story central to Malian culture.
It all goes back to fostering a love for connecting young readers through stories, says Burulai: “For me, the image that comes to mind is children enjoying the materials we created and developed: colorful story books and an animated TV series full of joy, reaching every family in the country.” The nationally broadcast series takes the love of reading to a new platform, and has been acclaimed by the Center for Education Innovations.
Reading for Children Across the Aga Khan Development Network
This program has grown from one woman’s idea to a robust initiative spanning 15 countries, creating over 800 mini-libraries and hubs for young readers. It shows how communities get excited about adapting a good idea. Across all countries we have seen:
- Increased access to age-appropriate books
- Increased parental awareness about the importance of reading with children
- Increased confidence and interest among parents and caregivers in their abilities to support their children’s learning
- Improved parent-child relationships
- Numerous early childhood development and primary school teachers report that children are ‘doing better’ than those who do not participate in the program
- Reading becomes a regular family activity and in urban areas a replacement for watching television or playing video games.
Reading for Children is simple, flexible and beneficial for the entire community, transforming how family members interact with one other, developing a thirst for books and learning, and nurturing a culture of reading.
Learn more about the Reading for Children program here.