Community Engagement in Improving Early Literacy Skills in Malawi

Between 11th and 14th March, 2024, over 800 delegates flocked to Dar es Salaam, Tanzania for the East African Regional Early Childhood Conference (EARECC). This conference was organised by Africa Early Childhood Network (AFECN) and Tanzania Early Childhood Development Network (TECDEN). The theme of the conference was ‘Investing in Early Childhood: Building Human Capital along the Life Course.’ 

The conference used various strategies to engage participants, including keynote speeches, panel discussions, side sessions, booths, Q&A sessions, videos, presentations and success stories to provide insights on Early Childhood Development (ECD) issues in the region. The topics under discussion included Enhancing collaboration; Supporting children in emergencies; Strengthening systems and social protection services; Responsive caregiving and parental engagement; Professionalising ECD workforce; Male engagement; Scaling evidence-based interventions, research and sustainability; Advancing ECD governance and financing. 

I was one of the presenters for a session on parental involvement in supporting children’s literacy skills. I shared the results of my case study conducted in Dedza district, Malawi, in 2017 that aimed at exploring the use of Local/Culturally Relevant Literacy Materials (LOCRELMs) to promote Foundational Literacy among 2-5 year olds in Community Child Care Centers (CBCCs). The study was qualitative and used a CBCC checklist, interview guides, and questionnaires to collect data.

Dedza district was purposefully selected due to its high illiteracy rate among children aged 5, with at least 49% classified as illiterate by 2017. This situation necessitated interventions to enhance Foundational Literacy skills.   

The significance of early literacy in a child's life cannot be overstated. It forms the foundation of their educational journey and creates opportunities for lifelong learning. In countries like Malawi, where access to educational resources may be limited, community involvement becomes paramount. Harnessing LOCRELMs offers a promising avenue to bolster early literacy skills.

Local/Culturally Relevant Literacy Materials (LOCRELMs) are defined as indigenous play and learning materials that are developed and found in children's homes, natural environment and local culture to facilitate reading, writing, socialisation, critical thinking and comprehension of various situations.

These materials include, but are not limited to, wooden building blocks/puzzles, handmade picture/story/song books, games, number, alphabet and calendar charts, counters, etc. LOCRELMs enhance children's engagement and learning outcomes. They reflect the linguistic and cultural diversity of the community, incorporating familiar settings, characters, and traditions that serve as valuable tools for promoting language development and literacy skills among children. 

In this context, literacy is understood as a social practice that is demonstrated in everyday life and rooted in people's culture, rather than simply the acquisition of reading and writing skills.

Despite global efforts to improve literacy for all, 37% of the world's 127 million youth are still illiterate in sub-Saharan Africa. For instance, in Malawi, 79% of school-going children aged 5-10 are unable to read and write.

This is attributed to multiple factors, including limited early learning opportunities and a lack of parental involvement in literacy activities.  

The EARECC served as a platform for me to advocate for community engagement and utilisation of LOCRELMs in childcare centres. The session had diverse groups of people including university students, donors, NGOs, researchers and government representatives. I shared the results of my study which among other findings, indicated limited use of LOCRELMs at the CBCC where only 39% of literacy materials used in the home were found at the CBCC. It was interesting to share with the audience several factors that contributed to this low usage, including children’s low interest, lack of community/parental support, inadequate sustainability measures, and depletion of natural resources. 

During my presentation, I strongly alluded to previous research that highlights the crucial role of children’s motivation in education. However my study regrettably reported that the available LOCRELMs did not stimulate children’s interest due to them being poor quality, damaged and monotonous. I advocated for establishment of model CBCCs as centres of excellence in developing quality LOCRELMs. The audience also proposed a standardised tool that clearly defines and identifies common examples and strategies for promoting these LOCRELMs at a childcare centre. 

Similarly, parents reported limited involvement and motivation in developing these LOCRELMs at the centre due to the lack of proper strategies to promote this cause. The Malawi 2063 Agenda emphasises that parental involvement in Early Childhood Education (ECE) fosters ownership, sustainability, and resourcefulness. My session advocated for promoting age-appropriate parenting programmes as a strategy to enhance active participation to curb negative attitudes, beliefs, and practices which affect childcare and education. 

Aside from advocating for LOCRELMs during this conference, I also recognised that only 50% of all pre-school teachers interviewed were trained to develop LOCRELMs, which had a negative impact on the sustainability of these materials.

Government and community programmes therefore should aim at improving the quality of LOCRELMs through peer learning, material development trainings, continuous quality checks and monitoring as well as introducing education competitions. 

My session also tackled how natural disasters like flooding and climate change have negatively affected access to natural materials such as sand, stones, timber and leaves for developing LOCRELMs. The effects of climate change, including land degradation and soil erosion, inhibits opportunities for children to explore their natural environment. To address this challenge, the discussions also centered around promotion of community conservation programmes and further research on the impact of climate change on ECE. 

In conclusion, as we continue to strive for increased access to ECE across Africa, it is crucial to recognise the pivotal role of communities in promoting children's Foundational Learning to create a sustainable ecosystem where children flourish. The use of local, culturally-relevant literacy materials not only enriches young children’s education outcomes, but also contributes to the preservation and celebration of diverse cultural identities, decolonisation of ECD, and the conservation of the natural environment.  

ESSA and the Research for Equitable Access and Learning (REAL) Centre, University of Cambridge, are currently working in partnership on an Early Childhood Development (ECD) project with funding from the Conrad N. Hilton Foundation. The project focuses on understanding the ecosystem of ECD researchers and their needs in Ghana, Kenya, Tanzania, and Uganda (with desk-based research for Mozambique). 

As part of this project, we sponsored ten ECD researchers to attend the Eastern Africa Regional Early Childhood Conference (EARECC) in Tanzania in March 2024 to give them the opportunity to share their work, network and explore research collaborations.  

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