Client: USAID & Creative Associates | Pillar: social development | Duration: 6 months

Thematic Areas: Education, Early Grade Reading, Child Development

Services Provided: Formative Research, Strategy and Planning, Creative Development, Stakeholder Management



Due to the lack of reading culture among Afghan families, many children have few opportunities to engage with books at home, severely limiting their literacy skills and also depriving them of the unique childhood experience of enjoying reading with family.

The Afghan Ministry of Education has launched a new Early Grade Reading (EGR) approach for public schools, but low awareness and understanding among parents and teachers of the new approach threatens to limit its success.


Our social and behavioral insight

To effectively generate social and behavioural change around reading practices, we examined the reasons why some parents read to their children more than others. Parents who read to their children:

  • Were more likely to be literate

  • Reported that they felt they had the capacity (self-efficacy) to do so

  • Believed that others would approve of reading to children

  • Believed that reading to children is important


what we did

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