The role of policy interventions in improving childhood literacy in district Mansehra, Pakistan

Literacy in childhood forms the basis of educational successes and the long-term socio-economic development of a society. The purpose of this research is to investigate ways in which policy intervention contributes to student performance as measured by the level of literacy among selected primary school students. Using a qualitative case study methodology, data was gathered via structured interviews with 15 participating teachers of primary schools and five local education officers and focus group discussions (FGDs) with parents. Thematic analysis of the data revealed five key themes. Results reveal strengths that reveal the benefits of phonics-based curriculum reforms are well evidenced but only slow by poor implementation by teachers resulting from poor training and materials. Socio-economic differences came out clearly as major barriers, whereby parents’ support and printed materials impacted literacy levels. Teacher training was pointed out as critical, about the fact that teachers needed to be trained continually. There was evidence that technological interventions had been effective. In sum, the study finds that integrated policy models that focus on socio-economic disparities, school funding, professional development of teachers, and parents’ participation are relevant in enhancing literacy levels in the developing world.