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Pakistan Reading Project
COUNTRIES: Pakistan
DURATION: 07/01/2013 - 08/31/2019
FUNDER: USAID
PARTNER: International Rescue Committee
CONTACT: [email protected]
DURATION: 07/01/2013 - 08/31/2019
FUNDER: USAID
PARTNER: International Rescue Committee
CONTACT: [email protected]
Program Description
The Pakistan Reading Project aims to improve the reading skills of 1.3 million children in grades one and two across the country.
In July of 2013, the U.S. Agency for International Development awarded World Learning, in partnership with a consortium of international and local partners led by the International Rescue Committee, $164.7 million to implement the seven-year Pakistan Reading Project. This goal is supported by the mutually-reinforcing components of teacher continuous professional development, systems and policy reform, and the engagement of communities to re-establish a culture of reading in the country.
Program Goals
- Improve the reading skills of 1.3 million children in Pakistan.
- Develop teachers’ reading education skills through training and continuous professional development.
- Establish a culture of reading in Pakistan.
World Learning leads the implementation of all project activities in Gilgit-Baltistan (GB) and in Azad Jammu Kashmir (AJK) and is responsible for the technical leadership of PRP’s scholarship activities. This includes administering 3,659 scholarships to Pakistani students studying to earn either two-year associates degrees in education or four-year bachelor of education degrees in select Pakistani universities or Teacher Training Institutes (TTIs).
In addition, World Learning will collaborate with 110 TTIs to strengthen reading and reading assessment training for pre-service teachers by facilitating the development of a reading curriculum for the associates’ and bachelors’ degree programs, training pre-service teachers on the use of teaching and learning materials developed by PRP, and strengthening linkages between practicum schools and PRP intervention schools. The project works closely with Ministry of Education officials, provincial governments, university faculty, the Higher Education Commission (HEC), and the National Accreditation Council for Teacher Education (NACTE) to ensure all TTIs obtain accreditation of their teacher education programs and revised reading specialization curricula.
