Rights groups commends Nigeria on Literacy Day

The group says that this project, which trains teachers to use the synthetic phonics method for teaching children how to read and write, has already resulted in significant improvements in children’s literacy levels in Akwa Ibom State. Synthetic phonics is very widely used in schools across the world and is considered by many international experts […]

The group says that this project, which trains teachers to use the synthetic phonics method for teaching children how to read and write, has already resulted in significant improvements in children’s literacy levels in Akwa Ibom State. Synthetic phonics is very widely used in schools across the world and is considered by many international experts to be the best way to ensure children are taught to read and write properly.  The method contrasts with current methods found in the Nigerian English Studies Curriculum in that it involves the systematic teaching of 42 English letter sounds through culturally relevant stories and actions combined with intensive tuition on how to blend these sounds to read words.

Mrs. Naomi Foxcroft, Literacy Programme Officer for SSN, said “International Literacy Day is an opportunity for us all to remember the fundamental importance of being able to read and write.  Children have the right to grow up having learnt these skills so that they are able to become productive and happy members of society. We therefore welcome the recent call from Minister for Education Professor Ruqayyatu Ahned Rufa’I for well-meaning organisations to reposition mass literacy. We are very keen to work further with government to ensure that all Nigerian children enjoy their right to literacy.”

She continued “Despite some recent negative reports on literacy rates in Nigeria, which say that over 40 million Nigerians are illiterate, these projects show that government is taking the problem seriously and are taking great steps forward. We now call upon the Nigerian Federal government to follow the lead of these States and to review the primary school curriculum and teacher training programmes in order to centralize synthetic phonics.”