Misty Sailors The University of Texas at San Antonio James V. Hoffman The University of Texas at Austin P. David Pearson University of California - Berkeley Madalo Samati Center for Creative Community Mobilization Poster presented at the annual meeting of the Literacy Research Association, Dallas, Texas

To explore the role of the community in the implementation of a large-scale, complementary reading program. Purpose of study

Read Malawi Assist the Ministry of Education, Science and Technology in addressing one of its priorities– to instill a culture of reading into its public schools Designed, developed and printed over 5,200,000 books and teacher’s guides Implemented in over 1,200 educational sites Reached 8,000 teachers and 700,000 young children

Research Questions What seem to be the most prevalent ways that communities in Malawi mobilize around their schools during a reading intervention? Are teachers’ attitudes and perceptions of their community associated with implementation levels of community mobilization? Are head teachers’ attitudes and perceptions of their community associated with implementation levels of community mobilization? What specific aspects of community mobilization can be attributed to the improvement in instructional reading practices of classroom teachers? What impact does community mobilization have on the improvement of reading achievement of learners in grades 1, 2 and 3 in those communities?

South Africa NamibiaBotswana Zimbabwe Mozambique Madagascar Malawi Zambia Angola Tanzania Democratic Republic of Congo Kenya Uganda Burundi Rwanda Gabon Rep. of Congo Somalia Ethiopia Sudan Central African Republic Cameroon Nigeria Chad Niger Egypt Libya Algeria Tunisia Morocco Western Sahara Mauritania Mali Burkina Faso Côte D'Ivoire Liberia Sierra Leone Guinea- Bissau Guinea The Gambia Senegal Malawi

Primary education (infant phase) Entry age = 6 years Grades 1-3 National primary curriculum Core textbooks Large class sizes (80:1) Lack of resources Free, but not compulsory

Community participation (Rose, 2003) Genuine participation is voluntary and spontaneous. Pseudo-participation is (at best) a consultative process. The community is kept informed of developments and are expected to accept decisions that have already been made (“sold” and “told”). Participation: Implies the ability to take part in the governance and decision making processes. All members have “equal power to determine the outcome of decisions and share in a joint activity” (p. 47).

Objective of partnership with CRECCOM Strengthen community involvement and participation towards promotion of a reading culture Served 52 schools Reached over 393,000 community members Created over 1,700 Community-based Reading Centers (served over 72,000 young children)

Methods Data sources: – Community mobilization implementation rubric – Teacher questionnaire – Head Teacher questionnaire – Student assessment

What seem to be the most prevalent ways that communities in Malawi mobilize around their schools during a reading intervention? Theater for Development Change Agent Training Mother Groups Reading Centers Volunteer Readers School Tracking Initiative Role Models

Community Based Interventions: Open Days Celebratory Accountability Competitions

Success Stories: Taking it and Running with It! Open Day Celebrations Adult Literacy Centers Bookshelves

Are teachers’ attitudes and perceptions of their community associated with implementation levels of community mobilization? Survey questions: – (#43) There is a strong culture of reading in the community in which I teach. – (#44) Parents in my community support their children in reading at home. – (#45) Parents of children in this school read often and widely. – (Collapsed variable: Community)-- Row means of reading_culture, homesupport, and parentsread

Table 1: reading culture survey question: (#43) There is a strong culture of reading in the community in which I teach. 1. Strongly Disagree, 2. Disagree, 3. Agree, 4. Strongly Agree (1)(2)(3)(4)(5)(6) IMPROVE LITERACY ACHIEVEMENT OF GIRLS COMMUNITY MOBILISED TOWARDS SUCCESSFUL IMPLEMENTATION IN SCHOOLS SCHOOLS STRENGTHENED THROUGH COMMUNITY MOBILISATION FUNCTIONALITY OF MOTHER GROUP FUNCTIONALITY OF SMC/PTA FUNCTIONALITY OF VILLAGE HEAD 2.Reading Culture (0.13)(0.12)(0.10)(0.15)(0.18) 3.Reading Culture (0.12) (0.10)(0.16)(0.17) 4.Reading Culture *0.06 (0.15)(0.14)(0.13)(0.19) 1b.standard0.00 (.) 2.standard (0.10)(0.08)(0.09)(0.12)(0.11) 3.standard (0.10)(0.08)(0.09)(0.12) Constant0.70*** 0.61***0.84***0.96*** (0.12)(0.11)(0.10)(0.15)(0.16) Observations R-squared Standard errors in parentheses ="* p<0.05 ** p<0.01 *** p<0.001"

1b.Home support survey question: (#44) Parents in my community support their children in reading at home. 1. Strongly Disagree, 2. Disagree, 3. Agree, 4. Strongly Agree (1)(2)(3)(4)(5)(6) IMPROVE LITERACY ACHIEVEMENT OF GIRLS COMMUNITY MOBILISED TOWARDS SUCCESSFUL IMPLEMENTATION IN SCHOOLS SCHOOLS STRENGTHENED THROUGH COMMUNITY MOBILISATION FUNCTIONALITY OF MOTHER GROUP FUNCTIONALITY OF SMC/PTA FUNCTIONALITY OF VILLAGE HEAD 2.Home support (0.16)(0.13) (0.15)(0.19) 3.Home support-0.28* (0.14)(0.13)(0.12)(0.14)(0.17) 4.Home support (0.17)(0.14) (0.20) 1b.standard0.00 (.) 2.standard (0.10)(0.08)(0.09)(0.12)(0.11) 3.standard (0.10)(0.08)(0.09)(0.13)(0.12) Constant0.91*** 0.66***1.01***0.93*** (0.14)(0.13)(0.12)(0.15)(0.17) Observations R-squared Standard errors in parentheses ="* p<0.05 ** p<0.01 *** p<0.001"

1b.Parents Read survey question: (#45) Parents of children in this school read often and widely. 1. Strongly Disagree, 2. Disagree, 3. Agree, 4. Strongly Agree (1)(2)(3)(4)(5)(6) IMPROVE LITERACY ACHIEVEMENT OF GIRLS COMMUNITY MOBILISED TOWARDS SUCCESSFUL IMPLEMENTATION IN SCHOOLS SCHOOLS STRENGTHENED THROUGH COMMUNITY MOBILISATION FUNCTIONALITY OF MOTHER GROUP FUNCTIONALITY OF SMC/PTA FUNCTIONALITY OF VILLAGE HEAD 2.Parents Read (0.15)(0.12)(0.10)(0.14)(0.16) 3.Parents Read (0.15)(0.12)(0.10)(0.15)(0.17) 4.Parents Read (0.23)(0.18) (0.27)(0.17) 1b.standard0.00 (.) 2.standard (0.10)(0.08)(0.09)(0.12) 3.standard (0.10)(0.08)(0.09)(0.12) Constant0.66***0.78***0.57***0.86***0.96*** (0.14)(0.12)(0.10)(0.14)(0.16) Observations R-squared Standard errors in parentheses ="* p<0.05 ** p<0.01 *** p<0.001"

COMMUNITY Row means of reading_culture, homesupport, and parentsread (1)(2)(3)(4)(5)(6) IMPROVE LITERACY ACHIEVEMENT OF GIRLS COMMUNITY MOBILISED TOWARDS SUCCESSFUL IMPLEMENTATION IN SCHOOLS SCHOOLS STRENGTHENED THROUGH COMMUNITY MOBILISATION FUNCTIONALITY OF MOTHER GROUP FUNCTIONALITY OF SMC/PTA FUNCTIONALITY OF VILLAGE HEAD "COMMUNITY" (0.06)(0.05) (0.07) 1b.standard0.00 (.) 2.standard (0.10)(0.08)(0.09)(0.12)(0.11) 3.standard (0.10)(0.08)(0.09)(0.12) Constant0.85***0.70***0.58***0.76***0.78*** (0.17)(0.15) (0.20)(0.19) Observations R-squared Standard errors in parentheses ="* p<0.05 ** p<0.01 *** p<0.001"

Are head teachers’ attitudes and perceptions of their community associated with implementation levels of community mobilization? Survey questions: – Estimate the highest level of education completed by most adult members of the community – Area of need: Involving the community in supporting the school… – To what extent is lack of cooperation from the community a problem in your school? – Area of need: Motivating teachers – Area of need: using locally available materials to support learning

Table 3: community education Survey question: Estimate the highest level of education completed by most adult members of the community 1. completed secondary or higher, 2. completed primary, 3. attended some primary school but did not completed, 4. did not attend primary school at all (1)(2)(3)(4)(5)(6) IMPROVE LITERACY ACHIEVEMENT OF GIRLS COMMUNITY MOBILISED TOWARDS SUCCESSFUL IMPLEMENTATION IN SCHOOLS SCHOOLS STRENGTHENED THROUGH COMMUNITY MOBILISATION FUNCTIONALITY OF MOTHER GROUP FUNCTIONALITY OF SMC/PTA FUNCTIONALITY OF VILLAGE HEAD 2.community education level (0.36)(0.25)(0.29)(0.37)(0.29) 3.community education level * * (0.31)(0.22)(0.25)(0.32)(0.25) Constant * (0.28)(0.20)(0.23)(0.29)(0.23) Observations R-squared Standard errors in parentheses ="* p<0.05 ** p<0.01 *** p<0.001"

Table 4: need community support area of need: Involving the community in supporting the school: 1. No help needed, 2. Some help needed, 3. Most help needed (1)(2)(3)(4)(5)(6) IMPROVE LITERACY ACHIEVEMENT OF GIRLS COMMUNITY MOBILISED TOWARDS SUCCESSFUL IMPLEMENTATION IN SCHOOLS SCHOOLS STRENGTHENED THROUGH COMMUNITY MOBILISATION FUNCTIONALITY OF MOTHER GROUP FUNCTIONALITY OF SMC/PTA FUNCTIONALITY OF VILLAGE HEAD 2.community needs support (0.39)(0.29)(0.32)(0.41)(0.34) 3.community needs support (0.32)(0.24)(0.26)(0.34)(0.28) Constant0.70*0.72**0.54*0.88**0.75** (0.29)(0.22)(0.24)(0.31)(0.25) Observations R-squared Standard errors in parentheses ="* p<0.05 ** p<0.01 *** p<0.001"

Table X: lack cooperation To what extent is lack of co- operation from the community a problem in your school? 1. Not a problem, 2. A minor problem, 3. A major problem (1)(2)(3)(4)(5)(6) IMPROVE LITERACY ACHIEVEMENT OF GIRLS COMMUNITY MOBILISED TOWARDS SUCCESSFUL IMPLEMENTATION IN SCHOOLS SCHOOLS STRENGTHENED THROUGH COMMUNITY MOBILISATION FUNCTIONALITY OF MOTHER GROUPFUNCTIONALITY OF SMC/PTA FUNCTIONALITY OF VILLAGE HEAD 1b.lack_cooperation0.00 (.) 2.lack_cooperation (0.22)(0.16)(0.18)(0.23)(0.22)(0.19) Constant0.55**0.73***0.61***0.73*** 0.80*** (0.17)(0.13)(0.14)(0.18)(0.17)(0.15) Observations R-squared Standard errors in parentheses ="* p<0.05 ** p<0.01 *** p<0.001"

Table X: teachers need motivation area of need: Motivating teachers: 1. No help needed, 2. Some help needed, 3. Most help needed (1)(2)(3)(4)(5)(6) IMPROVE LITERACY ACHIEVEMENT OF GIRLS COMMUNITY MOBILISED TOWARDS SUCCESSFUL IMPLEMENTATION IN SCHOOLS SCHOOLS STRENGTHENED THROUGH COMMUNITY MOBILISATION FUNCTIONALITY OF MOTHER GROUPFUNCTIONALITY OF SMC/PTA FUNCTIONALITY OF VILLAGE HEAD 1b.need_motivation_teachers0.00 (.) 2.need_motivation_teachers (0.62)(0.48)(0.51)(0.67)(0.63)(0.54) 3.need_motivation_teachers (0.58)(0.44)(0.47)(0.62)(0.59)(0.50) Constant (0.57)(0.43)(0.46)(0.61)(0.58)(0.49) Observations R-squared Standard errors in parentheses ="* p<0.05 ** p<0.01 *** p<0.001"

Table X: materials are needed area of need: using locally available materials to support learning: 1. No help needed, 2. Some help needed, 3. Most help needed (1)(2)(3)(4)(5)(6) IMPROVE LITERACY ACHIEVEMENT OF GIRLS COMMUNITY MOBILISED TOWARDS SUCCESSFUL IMPLEMENTATION IN SCHOOLS SCHOOLS STRENGTHENED THROUGH COMMUNITY MOBILISATION FUNCTIONALITY OF MOTHER GROUPFUNCTIONALITY OF SMC/PTA FUNCTIONALITY OF VILLAGE HEAD 1b.need_materials0.00 (.) 2.need_materials (0.26)(0.21)(0.23)(0.29)(0.28)(0.24) 3.need_materials (0.30)(0.25)(0.27)(0.33)(0.32)(0.28) Constant0.79**0.61**0.48*1.08***0.75**0.58** (0.22)(0.18)(0.19)(0.24) (0.20) Observations R-squared Standard errors in parentheses ="* p<0.05 ** p<0.01 *** p<0.001"

What specific aspects of community mobilization can be attributed to the improvement in instructional reading practices of classroom teachers? OBJECTIVE 1: improve literacy achievement of girls improved OBJECTIVE 2: community mobilized towards successful implementation in schools OBJECTIVE 3: schools strengthened through community mobilization Functionality of mother group Functionality of SMC/PTA Functionality of village head

(1)(2)(3)(4)(5)(6)(7) EYES_posttestHANDS_posttestWRITING_posttestDISPOSITIONAL_posttestTEXT_VARIETY_posttestCURRICULAR_posttestACTIVE_TEACHING_posttest EYES_1pretest-0.18 (0.13) IMPROVE LITERACY ACHIEVEMENT OF GIRLS (6.25)(7.14)(4.34)(0.21)(0.22)(0.20)(0.36) 1b.standard0.00 (.) 2.standard * (9.83)(10.61)(6.11)(0.18)(0.24)(0.20)(0.26) 3.standard (10.68)(12.86)(5.67)(0.18)(0.19) (0.37) HANDS_1pretest-0.10 (0.19) WRITING_1pretest-0.03 (0.14) DISPOSITIONAL_1pretest0.01 (0.14) TEXT_VARIETY_1pretest-0.03 (0.14) CURRICULAR_1pretest0.07 (0.19) ACTIVE_TEACHING_1pretest-0.06 (0.16) Constant80.37***39.87*** ***2.35***2.45**-0.28 (7.64)(7.14)(4.96)(0.50)(0.40)(0.67)(0.35) Observations46 Standard errors in parentheses ="* p<0.05 ** p<0.01 *** p<0.001"

(1)(2)(3)(4)(5)(6)(7) EYES_posttestHANDS_posttestWRITING_posttestDISPOSITIONAL_posttestTEXT_VARIETY_posttestCURRICULAR_posttestACTIVE_TEACHING_posttest EYES_1pretest-0.18 (0.14) COMMUNITY MOBILISED TOWARDS SUCCESSFUL IMPLEMENTATION IN SCHOOLS (12.06)(12.33)(5.73)(0.33)(0.32)(0.39)(0.65) 1b.standard0.00 (.) 2.standard (10.13)(10.56)(5.98)(0.16)(0.22)(0.18)(0.26) 3.standard (11.22)(13.51)(5.61)(0.19)(0.18)(0.20)(0.37) HANDS_1pretest-0.11 (0.19) WRITING_1pretest-0.02 (0.13) DISPOSITIONAL_1pretest0.02 (0.13) TEXT_VARIETY_1pretest-0.08 (0.14) CURRICULAR_1pretest0.04 (0.17) ACTIVE_TEACHING_1pretest-0.04 (0.15) Constant76.44***37.99** ***2.29***2.25**-0.80 (10.13)(10.11)(5.51)(0.49)(0.41)(0.63)(0.59) Observations46 Standard errors in parentheses ="* p<0.05 ** p<0.01 *** p<0.001"

EYES_posttestHANDS_posttestWRITING_posttestDISPOSITIONAL_posttestTEXT_VARIETY_posttestCURRICULAR_posttestACTIVE_TEACHING_posttest EYES_1pretest-0.18 (0.14) SCHOOLS STRENGTHENED THROUGH COMMUNITY MOBILISATION * *0.63 (8.42)(6.67)(8.37)(0.13)(0.21)(0.15)(0.46) 1b.standard0.00 (.) 2.standard (10.51)(10.27)(6.04)(0.15)(0.22)(0.19)(0.27) 3.standard (11.33)(13.17)(5.07)(0.18)(0.19)(0.20)(0.36) HANDS_1pretest-0.10 (0.20) WRITING_1pretest0.00 (0.11) DISPOSITIONAL_1pretest0.08 (0.12) TEXT_VARIETY_1pretest-0.04 (0.14) CURRICULAR_1pretest0.13 (0.18) ACTIVE_TEACHING_1pretest0.03 (0.15) Constant80.36***48.00*** ***2.40***2.21**-0.68 (8.50)(8.12)(7.08)(0.41)(0.42)(0.63)(0.40) Observations46 Standard errors in parentheses ="* p<0.05 ** p<0.01 *** p<0.001"

EYES_posttestHANDS_posttestWRITING_posttestDISPOSITIONAL_posttestTEXT_VARIETY_posttestCURRICULAR_posttestACTIVE_TEACHING_posttest EYES_1pretest-0.18 (0.14) FUNCTIONALITY OF MOTHER GROUP (5.97)(6.62)(3.86)(0.16) (0.32) 1b.standard0.00 (.) 2.standard (9.93)(10.51)(5.88)(0.18)(0.22)(0.19)(0.28) 3.standard (10.95)(13.19)(5.03)(0.19)(0.18)(0.20)(0.38) HANDS_1pretest-0.12 (0.20) WRITING_1pretest0.01 (0.14) DISPOSITIONAL_1pretest0.04 (0.14) TEXT_VARIETY_1pretest-0.04 (0.13) CURRICULAR_1pretest0.09 (0.19) ACTIVE_TEACHING_1pretest-0.03 (0.14) Constant79.52***45.11*** ***2.23***2.27**-0.50 (8.17)(8.59)(6.12)(0.53)(0.37)(0.66)(0.41) Observations46 Standard errors in parentheses ="* p<0.05 ** p<0.01 *** p<0.001"

(1)(2)(3)(4)(5)(6)(7) FUNCTIONALITY OF SMC/PTA EYES_posttestHANDS_posttestWRITING_posttestDISPOSITIONAL_posttestTEXT_VARIETY_posttestCURRICULAR_posttestACTIVE_TEACHING_posttest EYES_posttestHANDS_posttestWRITING_posttestDISPOSITIONAL_posttestTEXT_VARIETY_posttestCURRICULAR_posttestACTIVE_TEACHING_posttest EYES_1pretest-0.17 (0.14) FUNCTIONALITY OF SMC/PTA (7.53)(7.45)(5.01)(0.09)(0.22)(0.14)(0.20) 1b.standard0.00 (.) 2.standard (10.33)(9.86)(5.82)(0.15)(0.22)(0.19)(0.27) 3.standard (11.27)(12.94)(5.13)(0.18)(0.17)(0.19)(0.38) HANDS_1pretest-0.13 (0.20) WRITING_1pretest-0.06 (0.15) DISPOSITIONAL_1pretest-0.03 (0.13) TEXT_VARIETY_1pretest-0.04 (0.12) CURRICULAR_1pretest0.05 (0.20) ACTIVE_TEACHING_1pretest-0.07 (0.16) Constant85.69***52.90*** ***2.22***2.51***-0.03 (9.42)(8.94)(7.95)(0.45)(0.42)(0.64)(0.29) Observations46 Standard errors in parentheses ="* p<0.05** p<0.01*** p<0.001"

(1)(2)(3)(4)(5)(6)(7) EYES_posttestHANDS_posttestWRITING_posttestDISPOSITIONAL_posttestTEXT_VARIETY_posttestCURRICULAR_posttestACTIVE_TEACHING_posttest EYES_1pretest-0.20 (0.15) FUNCTIONALITY OF VILLAGE HEAD * * (5.10)(7.45)(4.71)(0.17)(0.21)(0.18)(0.33) 1b.standard0.00 (.) 2.standard (10.91)(9.86)(7.52)(0.17)(0.21)(0.17)(0.29) 3.standard (11.98)(10.85)(6.25)(0.18)(0.20)(0.19)(0.40) HANDS_1pretest-0.23 (0.18) WRITING_1pretest0.02 (0.16) DISPOSITIONAL_1pretest-0.11 (0.15) TEXT_VARIETY_1pretest-0.03 (0.15) CURRICULAR_1pretest0.06 (0.19) ACTIVE_TEACHING_1pretest-0.06 (0.15) Constant81.59***44.52*** ***2.53***2.96***0.53 (10.34)(10.51)(7.52)(0.66)(0.41)(0.65)(0.43) Observations44 Standard errors in parentheses ="* p<0.05 ** p<0.01 *** p<0.001"

What impact does community mobilization have on the improvement of reading achievement of learners in grades 1, 2 and 3 in those communities? No measurable impact, however lots and lots of anecdotal evidence (e.g. Sailors, Hoffman, Wilson, Villarreal, Peterson & Chilora, 2013)

Discussion Communities implement! Communities implement because they want what is best for their children! Why did we not have stronger findings related to community? – Sensitivity of instrumentation? – More time for implementation? – More funding to strengthen the implementation?