Effective literacy programmes and independent reading in African contexts

This article examines the social and pedagogical characteristics of literacy approaches which make independent readers in sub-Saharan Africa, as well as those which do not. Particular examples are drawn from a range of literacy initiatives carried out by NGOs and government in several African countries over the past decade. Some princples are suggested for ensuring that literacy initiatives deliver not only immediate development outcomes, but also broader development outcomes which will benefit the learner in the long term.