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Hướng dẫn định hướng Triển khai chương trình Phát triển Văn hóa đọc - Bản tiếng Anh
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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
2
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
3
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.
5
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.
6
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.
7
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
8
III. MAIN ACTIVITIES
Figure 2 . Reading program content
9
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.
10
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.
11
- 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
12
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
13
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
14
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.
15
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.
16
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.
17
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.
18
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”.
20
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.
21
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;
22
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