The second phase of the Classroom Library Program

Empowering Rural and Vulnerable Children Through Inclusive Access to Books and Learning.

The second phase of the Classroom Libraries Project will tackle the persistent literacy gaps among vulnerable Gambian children by establishing 60 libraries across 20 schools, each with 250 books. Two teachers per school will be trained in literacy-focused instruction, benefiting around 22,000 learners through reading sessions that foster a love of reading, improve literacy, and empower children.

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Overview

Information on this page is provided by the innovator and has not been evaluated by HundrED.

Updated March 2026

Web presence

2025

Established

17K 2025

22K 2026

1

Countries

Students lower

Target group

Through this innovation, we hope to see a transformative shift from limited access to reading materials towards inclusive, resource-rich learning environments where every child, regardless of location or background, has the opportunity to develop strong literacy skills. We envision classrooms in which books are not scarce but central to daily learning; where teachers are confident in delivering structured literacy instruction; and where children develop a genuine love of reading. Ultimately, we aim to see improved literacy rates, stronger academic performance, reduced educational inequality between regions, and empowered learners equipped with the skills, confidence, and critical thinking abilities needed to pursue lifelong learning and brighter futures.

About the innovation

Why did you create this innovation?

The innovation was created to address persistent literacy gaps among vulnerable children in The Gambia, where underinvestment in education and a national literacy rate of 58.7% continue to limit academic achievement and future opportunities. Many schools, particularly in Region 2E, lack libraries, undermining children’s access to quality reading materials. The project was therefore designed to expand equitable access to books and strengthen literacy instruction in underserved schools.

What does your innovation look like in practice?

In practice, the innovation establishes 60 classroom libraries across 20 underserved schools—10 in Region 2W and 10 in Region 2E. Each classroom library is stocked with 250 diverse books, including curriculum texts, African literature, fiction, non-fiction, and reference materials.

Two teachers per school receive literacy-focused training in library management and guided reading strategies. Structured reading engagements and school-based sessions are conducted to promote active reading habits. The initiative directly supports approximately 22,000 learners by integrating reading into daily classroom practice.

How has it been spreading?

The innovation began in 2024 with 10 schools in Region 2W. Following demonstrated improvements in access to reading materials and increased teacher confidence in promoting literacy, the project is now expanding to an additional 20 schools, including entry into Region 2E, where over 50% of schools lack libraries. The success of Phase One has enabled geographical expansion and increased reach.

How have you modified or added to your innovation?

Building on lessons from the first phase, the second phase has expanded both scope and scale. The number of participating schools has increased, the number of classroom libraries per school has grown, and teacher training has been strengthened to ensure improved literacy instruction. The project now includes structured learner engagements to deepen impact and sustainability.

If I want to try it, what should I do?

To replicate this innovation:

1. Conduct a needs assessment to identify schools lacking libraries.

2. Establish classroom-based libraries stocked with age-appropriate, diverse books.

3. Train teachers in literacy-focused instruction, guided reading, and library management.

4. Integrate structured reading sessions into the school timetable.

5. Monitor progress through learner engagement and literacy outcomes.

6. Partnership with education authorities, community stakeholders, and funding partners is essential to ensure sustainability and scale.

Implementation steps

Step 1: Conduct a Needs Assessment

Identify underserved schools, particularly those without libraries, and assess learner enrolment, literacy levels, and available classroom space.

Step 2: Engage Key Stakeholders

Collaborate with school leaders, teachers, community representatives, and education authorities to secure buy-in and define roles and responsibilities.

Step 3: Establish Classroom Libraries

Set up designated reading corners within classrooms and stock each with diverse, age-appropriate books (curriculum texts, African literature, fiction, non-fiction, and reference materials).

Step 4: Train Teachers

Provide literacy-focused training for at least two teachers per school on guided reading strategies, library management, and fostering a reading culture.

Step 5: Integrate Structured Reading Activities

Incorporate scheduled reading sessions, learner reading engagements, and school-based literacy activities into the timetable.

Step 6: Monitor and Support Implementation

Conduct regular follow-up visits to support teachers, track book usage, and assess learner participation and literacy progress.

Step 7: Evaluate and Scale

Review outcomes, document lessons learned, and expand the model to additional schools based on impact and available resources.

Our approach

The approach above ensures that classroom libraries are not only established, but actively used to strengthen literacy, improve academic performance, and create sustainable reading cultures within schools.