0

2015

GUIDELINES FOR IMPLEMENTATION OF

READING ENRICHMENT PROGRAM

Document for GNI staff, CDC, School’s board and children’s parent

1

CONTENTS

I. REASONS TO IMPLEMENT THE PROGRAM ................................................................ 2

II. OBJECTIVES AND OBJECTS .......................................................................................... 5

1. Objectives ....................................................................................................................... 5

2. Impacts ........................................................................................................................... 5

3. Expected Results ........................................................................................................... 5

4. The relationship with Vietnam’s education program ............................................... 5

5. Objects of impacts and benefits .................................................................................. 6

III. MAIN ACTIVITIES .......................................................................................................... 8

1. Developing library system in schools and the communes ....................................... 9

1.1 Selection and implementation of the library model suitable to schools ..................... 9

1.2 Developing a community library system .............................................................................. 11

2. Improving the ability to manage and use libraries of teachers and students ..... 12

2.1 Training teachers to participatory manage library ............................................................ 13

2.2 Building and training the student library board ................................................................ 13

2.3 Building rules of library management and use .................................................................. 15

2.4 Training students to improve skills ......................................................................................... 16

3. The movement on mobilizing the Reading Enrichment in schools ...................... 17

3.1 Seminar on Reading Enrichment in schools – families .................................................... 17

3.2 Experimenting the movements on encouraging students to read - to find out: .. 18

3.3 Organizing Reading festival ...................................................................................................... 18

4. Strengthening the involvement of community in the Reading Enrichment........ 18

4.1 Establishing core groups/ teams for the Reading Enrichment ..................................... 19

4.2 Launch the movement of library development and reading in the community .... 19

IV. DEPLOYMENT .............................................................................................................. 20

1. Deployment of the program ...................................................................................... 20

2. Steps of program implementation ........................................................................... 20

3. Roles of relevant parties ............................................................................................ 21

V. APPENDIX .................................................................................................................... 23

Logical Frame of Reading Enrichment ............................................................................ 23

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I. REASONS TO IMPLEMENT THE PROGRAM

Reading- according to the simple sense, is the interpretation of the texts to obtain the

information from the letters, pictures, diagrams, etc in the texts. However, the current process

of reading books is a complex combination including a lot of parts such as determinating

phonemics, understanding senses of a word, finding out key words, fast reading ability,

combination ability and information in which such words or such sentences contain, etc.

People considers reading as a means to obtain information and to develop knowledge

for themselves.

Research1 has shown how developing a love of reading is important for children’s life

chances. According to the OECD2,

“Finding ways to engage pupils in

reading may be one of the most

effective ways to leverage social

change”. Good reading skills closely

linked with the ability to search jobs,

increase incomes and opportunities

for advancement. Researchers in

England3 have noted that “as students

become engaged readers, they provide themselves with self-generated learning

opportunities that are equivalent to several years of education.” They also reported that

children with a positive attitude to reading are more likely to practice the reading skills they

are learning at school.

Children who hear their parents read to them every day since they are three years

old will have a varied vocabulary and more resilient than peers4. There is also evidence

that reading for pleasure can benefit children and

young people beyond the classroom and into their

adult life, in turn enriching the world around us.

Reading or taking part in social reading activities such

as reading groups help young people relax, support

learning, combat isolation and build social capital, help

develop confidence and self-esteem and promote

enjoyment and well-being5.

1 Reading for Change, Organisation for Economic Cooperation and Development, 2002.

2 OECD (Organization for Economic Cooperation and Development) 3 Guthrie J.T. and Wigfield A., Engagement and Motivation in Reading, 2000. 4 Washbrook E. and Waldfogel J., Cognitive Gaps in Early Years, The Sutton Trust, 2010. 5 Book Marketing Ltd/The Reading Partnership, Reading the Situation: Book Reading and Public Library Use, BML/The Reading Partnership, 2000

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Reading culture is reading behaviors, reading values and reading standards of each

individual, of the social community and of the managers and state management agencies

related to reading and searching information, knowledge. The behaviors, values and

standards are formed from three factors, including: Reading habit, reading hobby and

reading skills. Reading culture of each individual and of the social community is different

from each other due to their different reading habit, reading hobby and reading skills.

Reading culture associated with education – is a premiss as well as a condition to

equip and improve knowledge for students in particular and for readers in general.

Today, both the trend of world

education in general and of Vietnam

in particular focus on developing

both knowledge and skills, especially

social knowledge and living skills.

Besides the learning basic

knowledge in the core curriculum

courses, readers should learn and

improve their own knowledge.

Along with the IT development, the youth have the opportunity to reach much new

knowledge. However, they also are faced with a lot difficulties in classification and selection

of information sources – which information is correct and useful for their studying and life.

Meanwhile, the relationship between adults and

the youth, especially the relationship between

parents and children tends to be neglectful. Labor

activities to earn their living take much time of the

parents, thus the parents do not have much time

for taking interest in and caring about the studying

– reading of their children. Some parents even

consider the education as the responsibility of the

schools. Thus, many children have to self-study,

self-search knowledge among vast resources of

positive and negative news. Therefore, an

appropriate orientation of purposes and

methods of reading – searching information is

very importand and necessary for the youth.

4

Nevertheless, the library system in the

community does not meet the demand

for reading books and searching

information of readers. In the communes

in the project of GNI, the library system

unevenly develop, is faced with the lack of

many facilities and management human

resources. With the limited economic

conditions, many schools and locals have

no a library, or the libraries in such schools

and locals does not satisfy the demand for

readings books and information searching of students and of the population. The No. of

books in libraries in the schools mainly response to the annual loan of textbooks of students,

and the sources of information, recreation and skill support are very limited and are rarely

updated. Thus, the students lack conditions to access to more deeper knowledge, especially

the knowledge about life skills. The knowledge, scientific literatures on production also very

limited in the community libraries. Those matters show that the right to access to

information of the students and of the people in the community is not ensured.

For 10 years of operation of the

community development project in the

locals, GNI has implemented some

activities towards Reading

Enrichment such as building and

upgrading libraries in the schools,

organizing contests of reading books or

festivals of culture – sport, etc. However,

such activities are on the basis of a small

scale, have no connection and are not

continuously maintained from year to

year, thus, the impacts and sustainability that such activities bring to the students and

to the community in the locals are not great.

For the reasons as described above, GNI in Vietnam makes plan to research and deploy

the “Reading Enrichment” program in the locals of the project in the period of 2015 – 2020.

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II. OBJECTIVES AND OBJECTS

1. Objectives

Developing reading culture in the community: development of reading habit and

reading skills for the students and for the people in the locals, towards a community with

full of knowledge and active self-improving their knowledge.

2. Impacts

The program is expected to help:

(1) The schools, families and the community take more interest in, and take more actions for

the students, and firstly, educate the reading habit and self-search information and

knowledge for the students.

(2) The students understand and well apply the rights to access to information in their

studying and training activities in the schools and in the community.

3. Expected Results

(1) Increasing the ability to access to information from the standard publications / database

for the students and for the community.

(2) Forming the reading habit and developing reading skills for the students.

4. The relationship with Vietnam’s education program

The Reading Enrichment program has a close relationship with the current Vietnamese

education system. The program contributes to the obtaining the general education objectives

in the schools.

The initial efficiency which can be seen from the Reading Enrichment program is

improving the studying results in Vietnamese (at primary schools) and Literature (at

secondary schools and high schools) of the students. Especially, the students participating

in the program when they were children (4 ~ 8 years old) have a good vocabulary and reading

ability and they adapt much more effectively to the education programs in their schools.

Increasing the confidence and ability to participate in group activities. Developing

the ability to self-study of students and helping the students to improve knowledge and

thorough understanding the knowledge which is obtained from the standard studying

courses. Therefore, through the formation of reading habit and reading skills, the students

become active objects in the Learner- Centered education program.

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5. Objects of impacts and benefits

Table 1. Objects of impacts and benefits from the Reading Enrichment

Objects Impacts and benefits

Children,

students

Objects with direct benefits

Improving opportunity to and the right to access to and exploit informations;

Developing their own knowledge and information

Understanding and much more effective implementing the right to

participate and the right to access to information

Enhancing the communication between parents and children, between

students and schools.

Library

officials,

teachers

Objects with direct benefits

Improving the skills of library management and use;

Understanding the importance of the libraries, good skill to mobilize the

participation of students, of the community in the maintenance and

development of libraries in schools.

Schools Objects with direct benefits

Upgrading libraries, adding books and materials which are usefull for both

students and teacher;

Having opportunity and ability to mobilize external force (parents,

community, GNI) to develop the education in the schools.

Students’

families

Objects with indirect benefits

Much more thorough understanding the demand for developing and

educating of their children

Improving knowledge and opportunity to participate in education activities

in schools and familites

Enhancing the communication between parents and children.

Villages/

communes

Objects with direct benefits

Upgrading libraries, adding books and materials which are usefull for peole

in the community;

Understanding and mainly contributing to development and maintenance

of reading culture in the community.

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Figure 1. The impact of the Reading Enrichment program

to individuals, group and community

Impact to

community

Impact to groups:

Club, school, family

Impact to personal:

Students, Librarian,

TeacherTo enhance the sense of responsibility;

Forming the habit of acting and

thinking have targeted. Develop knowledge and skills

Trained on self-learning ability

Enhance communication

among members

To mobilize human and material

resources in the group

Fostering the high-quality labor resource

Enhancing understanding &

cooperation between groups, social

organizations in commune

Reducing social evils;

Strengthening Social

Welfare

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III. MAIN ACTIVITIES

Figure 2 . Reading program content

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1. Developing library system in schools and the communes

Currently, the No. of libraries in schools and the communities is limited, the quality of

library services also does not meet the demand for reading and searching information of

students, and people in the community.

Therefore, it is necessary to comprehensively upgrade and develop libraries in the

community, to create opportunity to access to facilities and basic library services for both

students, and people in the community. Two main locations are schools and libraries in

villages/ communes –the most favorable location for access to information.

1.1 Selection and implementation of the library model suitable to schools

Since the demand for readings and the current status of facilities in the projects are

different, library model will be various depending on each school/ project.

1.1.1 Library models in schools

Standard libraries: Pursuant to the

Regulation on standard libraries in high schools No.

01/2003/QĐ-BGDĐT: criteria for 1 – textbooks,

newspapers, magazines, maps, and pictures for

education, CDs and VCDs associated with

textbooks, 2 – Facilities, 3 – Profession, 4 – Activity

organization, 5 – Library management. This model

is suitable to the schools which are equipped with

libraries and basic library services.

Multifunctional friendly libraries: are the places benefiting many benefits in addition to

reading purposes to the students. The libraries should create the most favorable

opportunities for students to comprehensively develop their potentials. Such libraries are

considered as a multifunctional studying corner with a lot of activities such as reading,

researching, creating, drawing, fine arts, listening, education games, etc.

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Libraries in classes: A library/ book cabinet

in each class is an efficient way to form

reading habit and reading interest for

each student. The presence of the book

cabinet in each class corner is a reminder

for students that “you should take a book

and start reading”. The libraries in classes

support to the libraries of schools;

improve the ability to access to books and

materials for students. Libraries in classes simply contain a bookshelf, a book cabinet, or

even a book plastic container.

Outdoor Libraries: are suitable to school with

lack of functional rooms. The outdoor space is

palm-leaf huts or under the canopy of trees, even

in the classroom corridors, or under the stairs if

suitable.

Mobile libraries: are suitable to villages in

communues or circulation of books among

libraries in schools.

A school/ commune is able to implement one model or combine some models so that

such model(s) is (are) suitable to the demand and capacit of their local.

1.1.2 General requirements for libraries

Depending on the current status and the demand of schools and communes, it is possible

to choose an appropriate library model. Nevertheless, each library should meet the following

general requirements:

- Readers are easy to access.

- The libraries frequently operate.

- The libraries ensure the sufficiency of space and facilities for the use of services in-situ and

for home loan.

- Facilities and materials in the libraries are suitable to the demand and natures of the users.

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- Books, materials and equipment in the libraries are classified and managed in accordance

with standards.

- The libraries have the participation in management of the relevant parties.

1.1.3 Support activities for improving the library system

According to the survey and statistics, schools and communes are making plan for

upgrading/ supplementing books and equipment to the libraries in their locals. The expected

activities to be implemented in the period of 2015 – 2020 include:

New building/ upgrading libraries in schools: New building/ upgrading libraries in schools

is to increase the area of use and increase the No. of students using the libraries.

Developing the libraries in classroom corners: Developing book cabinets or

supplementing books and materials. Paying attention to the participation in management

and development of the book cabinets of the students and the parent associations.

Supplementing library equipment and facilities: The basic library facilities to be

supplemented such as chairs, tables, bookshelves, book cataloges should be suitable to

the demand of using and the natures of users (ages, height, ability to use, etc).

Supplementing books and materials: The books and materials to be supplemented should

be suitable to users (students and teachers), the reference criteria to choose books. Here

are basic criteria to choose books:

- Relating to and improving knowledge for the standard studying courses.

- Helping to actively develop knowledge and skills

- Helping to relax and providing useful information.

- Suitable to ages and the psychological characteristics by ages.

The list of books and library equipment can be referred to:

http://thietbigiaoduc2.edu.vn/tai-lieu/bao-gia-thiet-bi-52/

http://thietbigiaoduc2.edu.vn/tai-lieu/bao-gia-sach-51/

1.2 Developing a community library system

Like the support activities for the libraries in schools, the support activities for the

community libraries also include two main components: (1) Developing the community book

cabinets; and (2) Supplementing library equipment and facilities.

At present, some villages had been equiped with community book cabinets in their

own cultural houses, but the No. of and quality of books are limited and do not meet the

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demand of children and the people. The development of community book cabinets should

be discussed in village meetings.

2. Improving the ability to manage and use libraries of teachers and students

Amost schools now have no library officials or library officials are teachers, thus the

library management in schools is not methodical and there is not long-term development in

such libraries. The students and teachers – who directly use the library services still play a

passive role – only using the available services in the libraries rather than participating in

management and development of the libraries towards suitable to their own demand for use.

Therefore, besides the investment in development of facilities for the libraries, it is

necessary to improve the awareness and the skills of library management and use for both

teachers and students in schools.

The process of implementation is as following:

Includes the ability to:

Understand and follow the

rules of libraries;

Use the books and equipment

in the libraries for their own

purposes

Give feedback in order to

adjust/ change the library

services towards the current

demands.

Library using

Includes the ability to:

Make plan for frequent

operation;

Develop contents and comply

with such contents;

Audit and check the books

and equipment in libraries;

Adjust/ change the library

services towards the current

demands.

Library managing

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Table 3. Improving awareness and skills of library management and

use for teachers and students

2.1 Training teachers to participatory manage library

This activity helps the library officials and teachers understand the necessity of the

mobilizing the participation and guides them methods of mobilizing the participationof

students and teachers in the schools in the library management and development.

Objects of the training: Library officials and head teachers

Contents of the training:

- Importance of the participation of students and teachers in the management and

development of libraries

- Methods of mobilizing the participation: Process and methods of building the student

library boards, methods of building rules of library use in schools, in classes, the way to

find out demand for reading and using library services of students, etc.

- Supplementing specialized skills of material management and library equipment for the

library officials.

2.2 Building and training the student library board

For the schools with student library board (the schools under the VNEN model), head

teachers only should discuss with the board and agree the method of implementation. For

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the schools without a student library board, head teachers should vote a student library board

in classes (fixed or rotating).

Figure 4. The roles of student library board, and library officials and teachers

Table 2. Contents of training for the library board

The library board of class The library board of school

Trainer: Head teachers.

Contents of the training:

Managing the class library:

+ Recording of borrowing – returning

books;

+ Re-checking books every week;

+ Assigning the groups of the class to clean

up and arrange books in the cabinet every

week.

Contacting with the school library:

+ On behalf of the class, borrowing –

returning books/ studying tools.

Trainer: Library officials

Contents of the training:

Collecting demand for reading books

and using the library services

Building the library rules

Making the annual proposal of books

and library equipment according to

demands of the students.

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2.3 Building rules of library management and use

As stated in the clause 2.2, after building the class library board, school library board,

the head teachers and library officials of the schools will guide such boards to build rules of

library management and use. Such rules should meet the criteria:

- Such rules are built by students;

- Such rules are suitable to the current status of the schools (in terms of time, facilities,

demand of teachers and students)

- Students are able to comply with such rules.

Table 3. Requirements for building rules of library management and use

Rules of class library

management and use

Rules of school library

management and use

Trainer: Head teachers .

Objects: class library board, student in

such class

Requirements:

The rules should be Simple, students

in the class easier to understand and

implement.

The rules maybe specify behaviors of

all students in such class in regard to

the library; time of book loan, No. of

books to be borrowed.

It is possible to supplement the rules

of competition of reading books and

competition of donating books

The rules should be implemented in

the classroom activities;

The head teachers notify the Board of

parents of the rules and plan for library

development which are proposed by the

students.

Trainer: Library officials

Objects: school library board

Requirements:

Building the bases on the basis of demand

of students and teachers in the schools,

and the current capacity of the school

library;

Specifying behaviors of library users;

Time of operation, and the way to use the

library services.

It is possible to supplement the rules of

competition of reading books and

competition of donating books

The principal notifies all the students of

such rules in the salute of flag.

Also, the principal notifies the Board of

parents of the rules and plan for library

development which are proposed by the

students.

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2.4 Training students to improve skills

Reading skills means the expressing of acts and thinking to bring benefits to readers, help

readers obtain much useful information in a time and conditions suitable to their demand.

The reading skills include:

Basic actions of reading: Ensuring the sanitation and safety

of the reading such as sitting position, the distance between

eyes and materials, book, etc.

Skill to orient the reading: Determining the purposes and

objectives of the reading – what reading is for, which

information should be collected?

Skill to choose books and materials for reading: Selecting

books and materials in accordance with your purposes,

objectives and abilities. Searching and choosing the sources of

materials – libraries, or searching sources such as dictionaries,

handbooks, etc and digital materials from the Internet.

Skill to analyze and summarize: Analyzing the structure of

each materials, obtaining main contents of stories –

developing the awareness of characters in stories; determining

storyline characters, theme and main content of a text.

Critical thinking skill: Ability to distinguish right - wrong

through the information in materials; analyzing and

questioning about the information which should be clarified in

the books.

Information System skill: Systematicallycontinuously

selecting materials to be read (from lower level to higher level,

from simple matter to complex matter). Comparising

information in the books to information in other sources of

information.

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Illustration skill: Using tables and diagrams (such as thinking

diagrams and charts) to present / recap ideas and information

in the texts.

Fast reading skill: Browsing the text in a short time, finding

key words to obtain the main contents of the whole texts.

Skill to consolidate and deepen the obtained information

such as recording, summing up, making notes, exchanging to

friends or workmates, etc.

Skill to apply to the practice: Drawing ideas/ experience,

lessons; comparing and applying the obtained knowledge to

proper cases in the life.

3. The movement on mobilizing the Reading Enrichment in schools

In order to form and maintain the reading habit of students, it is necessary to

implement the long-term mobilization movements which are participated in the coordination

of schools and families. The school management boards and parents associations should

agree to a proper mechanism in order to make students interested in reading in schools and

at home.

In the period of 2015 ~2020, GNI will experient the mobilization of Reading Enrichment

in the schools as following:

3.1 Seminar on Reading Enrichment in schools – families

The ultimate goal of the reading skill development are to the most effectively reading, to firmly

grasp the core contents and to apply the obtained knowledge to the reader’s life.

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The seminar can be implemented with the combinationo f parents at the beginning – end of

each semester. The schools co-operate with families to:

- Determine the current capacity and demand for reading of students

- Determine the current status of libraries and reading culture in schools and at home

- Implement support measures (what should teachers do? What should families support?.

For example, teachers assign a research group to collect information for the lessons;

parents support books or decorate libraries, etc.

- Propose the support plans for GNI: plan for development of head teachers and services

for reading, including:

Location and time of operation

Objects of service

Services (reading/ borrowing/ accessing to the Internet, etc)

Management methods (self-management, transfering, etc)

The available sources, the sources to be supplemented.

3.2 Experimenting the movements on encouraging students to read - to find out:

The schools and parents associations will agree the organization method, as following:

Projects on scientific research for students: Launching students / groups of students to

perform small projects on scientific research related to the studying programs on the basis

of information from the libraries. Rewarding the individuals/ groups with good projects.

Introducing the researches in Cultural festivals or in wall-newspapers of the schools.

Emulating in studying in order to accumulate points for book rewards;

Contests on writing comments on books; a book per week – sharing in the class/ radio

system of the schools, etc.

3.3 Organizing Reading festival

A festival of reading culture will be organized once per year for the whole students in

a schools or among the schools in the local. The methods of organization are various

depending on each creativeness and characteristics of each school. The festival will be

combined with activities of clubs, contest of drawing/writing poems/ telling stories/ playing-

act according to the topics in books, exchanging old books, rewarding books to students with

good study results, etc.

4. Strengthening the involvement of community in the Reading Enrichment

The library management in the locals, at present, almost is unilateral – schools/ villages

self-manage and self-implement the annual development plan, without the involvement or

19

support of relevant parties such as students, parents association, organizations or social

unions (Youth Union, Women association, etc). Therefore, the library services have not been

abundant, the quality of equipment and books in the libraries have been poor, not suitable

to the current demand of readers, then such libraries attract less No. of people to use, books

and equipment at such libraries are easy to loss or degrade due to the low awareness of

library protecting and developing of the readers.

4.1 Establishing core groups/ teams for the Reading Enrichment

The core core groups/ teams for the Reading Enrichment: are the people who

frequently assist the schools/ villages to manage and develop the libraries.

+ In the schools: Developing Board of student and schools support in library management.

All members of the board may be parents association, Youth Union.

+ In villages: Youth Union, Women Association, etc will appoint their representative to

manage and develop the libraries.

Such groups/ teams are the bridge among students – schools – community in the Reading

Enrichment. Depending on the objectives and initiatives of such groups/ teams, the groups/

teams can propose an appropriate operation program, movement of Reading Enrichment.

4.2 Launch the movement of library development and reading in the community

The movements are launched by the schools, groups/ teams of Reading Enrichment in

the locals. The methods of implementation are various depending on the demand and current

status of the community. For example, Mobilizing families to contribute books / materials in

order to establish a general book cabinet in the cultural housing. Mobilizing the movements

“family’s reading books”, or “Reading books to children”.

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IV. DEPLOYMENT

1. Deployment of the program

In order to ensure the efficiency of the program deployment and monitoring, in the period

of 2015 ~ 2020, the program will be experiend in 1 ~ 3 schools/ locals of the project. Based

on the results on annual program implementation, GNI and the Committee for Reading

Enrichment, Project management board and the schools will agree the next operation plans

(enlarging or remaining the locals of program implementation; form of operation and roles

of relevant parties, etc).

Figure 5. The process of implementing the Reading Enrichment Program

in the period of 2015 ~ 2020

2. Steps of program implementation

Table 4 is the extected time for deploying specific activities of the “Reading

Enrichment” program of GNI in the locals. The steps will be designed and adjusted to be

suitable to all units.

1. Statistics of current status

+ Demands of

students and of

the community.

+ The current

human resources

2. Making plans

+Developing

facilities -

services.

+ Mechanism of

organization –

operation.

+Objects of

benefits

3. Experienting

+ Developing

libraries in some

schools and

communies.

+ Training

students and

library officials

+ Movements on

reading

enrichment

4. Ajusting, maintaining and developing

+ Evaluating

efficiency.

+ Developing

library networks

+ Enhancing the

participation of

families and the

community in the

reading

enrichment

development for

students.

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Table 4. Steps of implementing the Reading Enrichment program

in the period of 2015 ~2020

No. ACTIVITY DURATION

1 Surveying the current status and demand of the

community

11/2015

2 Making plan for Reading Enrichment in conformity with

the current status of the locals

12/2015

3 Making plan for supporting schools 1/2016

4 Upgrading libraries in the schools 1~3 / 2016

5 Training the library officials and head teachers to

manage and use libraries

3 ~4/ 2016

6 Training the library board 3 ~4/ 2016

7 Developing and implementing the rules of library

management and use

4~5/2016

8 Extracurricular activities for Reading Enrichment 4~12/2016

9 Periodical implementing, monitoring and technical

supporting

1 ~ 12/2016

10 Evaluating at the end of years and making plan in the

future

12/2016

11 Contiuing upgrading the libraries 2017 ~2018

21 Training students to develop the reading skills 2017 ~2020

22 Mobilizing to develop the reading culture in the

community

2017 ~2020

23 Assessing the quality of the program 11/2020

3. Roles of relevant parties

Table 5. Roles of the relevant parties in the deployment of the Reading Enrichment program

in the period of 2015 ~2020

Units Roles

Project management

board

Surveying the current status of demand and facilities in schools,

villages

Assisting the units to make plan and implement the plans

Monitoring and evaluating the efficiency of activities;

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Department of

education & training

Schools

Arranging officials in charge to frequently operate the libraries in

schools;

Making plan for developing of library and organizing –

implementing the movements on the Reading Enrichment;

Co-operating with GNI and parents association to maintain and

strenghtn the reading movements.

Core group of

Reading Enrichment

in schools

Assisting and monitoring the Reading Enrichment in schools and

villages;

Making plan for Reading Enrichment together with schools,

villages;

Encouraging students to self-study and self-read at home.

Core group of

Reading Enrichment

in villages

Arranging officials in charge to frequently operate the libraries in

the community;

Mobilizing the movements on reading books and developing

libraries in the community

Good Neighbors

International (GNI)

Supporting fund for library development & movements on

reading books;

Supporting to train and develop the skills of library management

and use, the reading skills for both students and teachers;

Supporting to provide technical consultancy in the library

management and development.

The program should be closely co-operated among GNI and units, associations in the locals.

Library board of

classes

•Head teacher

Library

board of

school•Librarian

School•Education Department

•Board of school

CDC

Core group of RE in

vilages

Core group of RE in

school

V. APPENDIX

Logical Frame of Reading Enrichment

Purpose Developing reading culture in the community: development of reading habit and reading skills for the students and

for the people in the locals, towards a community with full of knowledge and active self-improving their knowledge.

Content Detailed description Indicators Indicators definition Nguồn dữ liệu

Outcome 1

Increasing children's access to

sources of publications and

databases which are formal

and guaranteed quality

% of children in the school can

access to a library in the school

and community

Access library: Using the

books and library

equipment in the

frequency and quality

consistent with the needs

of children

1. Test of GNI on habits and

reading comprehension

capacity of students

2. Questionnaires for the

families, students and

schools

Output 1.1

Community library system is

developed meet information

demand of children and the

people.

No. of libraries established

The No. of books, library

equipment;

No. of services at the library;

No. of librarians

No. of library users

1. Report of GNI Activity

2. Local reports and statistics

Activity

1.1.1

Establish/ Developing school

library system

Activity

1.1.2

Establish/ Developing

commune library system

24

Activity

1.1.3

Launching the movement to

support the development of

reading culture in schools

Output 1.2

Ability in management and

using library of children and

the people being improved

No. of training courses;

No. of student are trained;

No. of librarian and teacher are

trained

1. Report of GNI Activity

2. Local reports and statistics

Activity

1.2.1

Training librarian and teacher

to participatory manage

library

Activity

1.2.2

Establish the student library

board at classes and school

Activity

1.2.3

Training on using and

managing library for students

Outcome 2

Former reading habbit and

develop reading skills for

children

% of student who meet reading

standard

% of student have the time to

read ≥ 30 minutes per day and

use central library ≥ 2 times per

week

% of students regularly use the

library

% of family care to the children's

reading

* Reading standard: of

male/ female acccording

to OECD standards

* Care to the reading:

have words and actions to

encourage the reading

1. Test of GNI on habits and

reading comprehension

capacity of students.

2. Questionnaires for the

families, students and schools

25

Output 2.1 Reading skill of student is

improved

No. of training courses;

No. of student are trained

1. Report of GNI Activity

2. Local reports and statistics

Activity

2.1.1

Training on reading skill for

students

Output 2.2

Movements in developing

reading culture was held at

the school

Number movement launched per

semester;

People join the movement

1. Report of GNI Activity

2. Local reports and statistics

Activity

2.2.1

Piloting the movement to

encourage students to read -

self learn

Activity

2.2.2 Organizing Reading festival

Output 2.3

Movements in developing

reading culture was held at

commune

Number movement launched per

year;

People join the movement;

No. of books / equipment was

donated to library

1. Report of GNI Activity

2. Local reports and statistics

Activity

2.3.1

Establish core group of

Reading Enrichment

Activity

2.3.2

Launching the movement to

build school library and

community libraries

Reading makes my eyes shine as lights all miles - Cao Ba

Quat, Vietnam poet – patriot - Culture celebrity

I don’t believie in the kind of magic in my book. But I do believe

something very magical can happen when you read a good book

– J.K Rowling, British writer - screenwriter

At the moment that we persuade a child, any child, to cross that

threshold, that magic threshold into a library, we change their lives

forever, for the better - Barack Obama, United State of American

President

Every man who knows how to read has it in his power to magnify

himself, to multiply the ways in which he exists, to make his life full,

significant and interesting - Aldous Huxley English Writer - philosopher

The more that you read, the more thing you will know. The more

that you learn, the more places you’ll go- Dr Seuss American Writer - director