Question

In January, I was in Ghana, at the Accra Teacher Training College. Ghana is participating in the Textbooks and Learning Materials Program. As part of the program, six American universities, minority-serving universities, have partnered with six African countries to produce and distribute 15 million primary school textbooks — that would be kindergarten through eighth grade textbooks — for African students. The Textbook program is part of President Bush's African Education Initiative, a $600 million commitment that's already helped to train more than 300,000 teachers in sub-Saharan Africa. And these textbooks, in the Textbook program, will be published in Africa. They'll be written with the help of these U.S. universities, with African educators, so that the books are Africa-centric, they're traditional, they talk about things that children who are studying them know about and live with every day. Then, last month in Pakistan, I met with teachers and students involved in UNESCO and Children Resources International programs that improve teacher training and promote family literacy. I talked with Mehnaz Aziz, the Pakistan country director for Children's Resources International. Mehnaz shared with me how over the last three years, CRI has been training teachers in new methodologies. Before, teachers lacked instructional materials, and they used rote memorization and corporal punishment. Now they have money for school buildings, teaching aids and materials, and children can learn through drama and art. Mehnaz also told me that before, parents had little involvement with their children's schools. But now mothers were coming, Mehnaz said. "It's one of the big changes. Reading — the mothers are also learning, reading books, and reading with their children." Teaching people to read and write is about more than just improving literacy skills. Another Pakistani educator, Fakhira Najib, said to me, "The students aren't just learning reading and writing. They're curious now." These are just some of the examples of the difference a commitment to education and literacy is making worldwide. These strides come at such an important time, as we witness a tide of freedom spreading across the globe. This is not a coincidence. Literacy and freedom are inseparable. Literacy is the foundation of personal freedom. Being able to read, and choosing what we read, is how we shape our beliefs, our minds, and our characters. Reading brings self-reliance and independence. For many women and their children, literacy can even mean the difference between life and death. A mother who can read can understand the label on a food container. She knows how to follow the instructions on a bottle of medicine. She's more likely to make wise decisions about her life that will keep her and her children healthy. Literacy is the foundation of economic freedom. Free markets require informed consumers, and that means consumers who can read. Wider literacy also increases economic participation, which leads to more stable and vibrant economies. When we launched the U.N. Literacy Decade in New York, we were joined by a woman from the Philippines, Pampay Usman. Growing up, Pampay didn't have the opportunity to go to school. And although she couldn't read or write, she was able to manage a small market. You can imagine how hard and frustrating her work was, because she couldn't write down the names of her customers, or the goods they bought. She had to remember their faces, and every item they purchased. The day Pampay joined an adult literacy class in her village, her life changed forever. She learned to write her name and address. She learned to read prices on groceries, and her business grew. Pampay is an example of how teaching one woman to read can lead to greater prosperity for herself and for the others who depend upon her. Literacy is also the basis of political freedom. Around the world, more and more countries are embracing democracy and liberty. But for people to participate in a democracy, they have to be educated about their country's laws and traditions, which means they have to be able to read. We saw this last October, when millions of copies of Iraq's draft constitution were printed and distributed to voters. Millions of Iraqis read their proposed charter, and then braved the threat of violence to cast their ballots. They risked their lives for a written document, language that enshrines their rights, and charts their future course for their new democracy. Literacy improves the lives of mothers and children. Literacy boosts economies. And literacy helps people make good, informed decisions about their health. Today, I'm delighted to announce that this September, during the opening of the 61st session of the U.N. General Assembly,


Name two nations where Bush is attempting to promote literacy goals. Provide evidence from the text of ways the literacy initiatives she mentions will have a direct impact in these countries.

Answer 1

- Ghana — Evidence: “In January, I was in Ghana, at the Accra Teacher Training College. Ghana is participating in the Textbooks and Learning Materials Program… six American universities… have partnered with six African countries to produce and distribute 15 million primary school textbooks… The Textbook program… will be published in Africa. They’ll be written with the help of these U.S. universities, with African educators, so that the books are Africa-centric…”
Direct impact: provision of millions of K–8 textbooks, locally published and culturally relevant materials, plus teacher training (part of the $600 million African Education Initiative that “helped to train more than 300,000 teachers”).

- Pakistan — Evidence: “Then, last month in Pakistan, I met with teachers and students involved in UNESCO and Children Resources International programs… Mehnaz shared… CRI has been training teachers in new methodologies. Before, teachers lacked instructional materials… Now they have money for school buildings, teaching aids and materials, and children can learn through drama and art.” Mehnaz: “Reading — the mothers are also learning, reading books, and reading with their children.” Fakhira Najib: “The students aren't just learning reading and writing. They're curious now.”
Direct impact: improved teacher training and methods, new instructional materials and school facilities, increased family literacy (mothers learning to read and reading with children), and enhanced student engagement.