‘Our vision in sub‑Saharan Africa emphasizes mother tongue instruction during early-grade school years’
Mr. Alison Ziky, Associate Director of Literacy for Room to Read, South Africa, spoke with OLUFEMI TIMOTHY OGUNYEJO on the collaboration between Accessible Publishers Ltd and language experts for the realisation of Nigeria Book Literacy Adaptation Project with the technical suport from Room to Read, among other issues
Why was Accessible Publishers Ltd chosen as a partner for this initiative?
ACCESSIBLE Publishers Ltd was selected due to their strong local capabilities and capacity in publishing based on our field research exercises. Our findings revealed that Accessible Publishers Ltd has a standard and robust latest printing infrastructure, training academy, technology, well experienced staff, marketing networks and the reach coupled with their deep understanding of Nigeria’s education contexts. Made clearer by their curriculum alignment strength and logistical proficiency, they’re an ideal local anchor — effectively bridging global standards with on-ground realities.
What specific qualities or strengths did Room to Read observe in Accessible Publishers that affirmed its suitability for this partnership?
From the outset, Accessible Publishers Ltd demonstrated a rare combination of technical know-how, cultural insight, and logistical infrastructure that made them an ideal partner. Their long-standing experience in educational publishing, combined with their print production quality, curriculum alignment capabilities, and widespread distribution network across Nigeria, stood out immediately. Most importantly, they shared our vision for literacy equity in local languages.
How would you assess the level of professionalism, responsiveness, and technical capacity demonstrated by Accessible Publishers throughout the adaptation process?
Their professionalism has been exemplary. The team was proactive, responsive to feedback, and deeply committed to quality. They worked collaboratively, met tight deadlines, and showed an eagerness to understand and apply our global adaptation methodology. Their in-house training academy and digital publishing capabilities also supported an agile production process that matched international standards.
Can you speak to Accessible Publishers’ ability to meet project milestones, such as quality control, printing readiness, and alignment with Room to Read’s technical expectations?
They performed admirably across all key performance areas. From manuscript handling to illustration alignment and print preparation, their team showed exceptional attention to detail. Their internal quality assurance systems ensured that our books will not only meet developmental appropriateness standards but also visually engaging and technically sound. They were on track with each milestone and adapted quickly to emerging needs.
How effectively did Accessible Publishers manage coordination with other stakeholders, including government bodies, educators, and Room to Read facilitators?
Extremely well. They acted as a bridge between Room to Read and key national stakeholders like the NERDC and SUBEBs. Their ability to navigate local systems, facilitate communication, and build trust with various actors was vital. They made sure educators, illustrators, linguists, and policymakers were aligned and involved throughout the process.
Were there any challenges encountered during the collaboration, and how did Accessible Publishers respond or adapt?
As with any complex, multi-stakeholder project, we encountered logistical hiccups and occasional delays. However, Accessible Publishers Ltd approached these moments with a solution-driven mindset. They quickly restructured timelines when needed, allocated additional resources, and maintained open communication. Their adaptive capacity was one of their strongest assets.
Would you consider this partnership a model for future literacy projects in Nigeria or other countries? Why or why not?
Absolutely. This partnership exemplifies what effective localization and sustainable literacy development can look like. Accessible Publishers represents a scalable, context-aware model — one that other countries can emulate if they wish to integrate global standards with national curriculum and community realities.
Alison Ziky
What was your overall impression of the preparedness and professionalism of the Yoruba, Hausa, and Igbo language experts who participated in the adaptation exercise?
We were thoroughly impressed. The language experts came prepared not just linguistically, but with deep pedagogical and cultural insights. Many of them are academics, published authors, and teacher trainers — which enriched the workshop discussions and elevated the quality of the adapted materials.
How well did the language experts demonstrate their understanding of early-grade reading levels and child-appropriate language?
They showed a commendable ability to tailor language complexity to early-grade readers. They balanced accurate translation with simplified syntax and vocabulary. This required significant skill, especially when adapting abstract concepts or idioms into accessible, culturally meaningful content.
Were there specific instances where the language experts added unique cultural or linguistic value to the stories? Can you share examples?
Absolutely! In one story originally about a family gathering, the each of the language experts reimagined it within the context of their traditional celebration, complete with localized foods and attire. In the Hausa version, references to northern festivals and proverbs were incorporated authentically. These adaptations made the stories feel ‘homegrown’ while retaining their educational purpose.
How would you rate the language experts’ collaboration and openness to feedback during the versioning and adaptation sessions?
Their collaboration was exemplary. Despite differing linguistic norms, all experts engaged in dialogue, asked clarifying questions, and welcomed editorial suggestions. The respectful exchange of ideas contributed to stronger outcomes and showed the true spirit of co-creation and teamwork. It was particularly inspiring to witness their shared commitment to delivering high-quality, child-friendly materials in Nigeria’s major languages. Their openness to constructive feedback — even in areas of technical adaptation — ensured that the final versions were refined, inclusive, and developmentally sound.
Did any language expert(s) stand out for their creativity, problem-solving, or contribution to gender-sensitive and inclusive content development?
Yes, several stood out in different ways. For instance, one of the Hausa linguists creatively adapted idiomatic expressions to maintain cultural nuance without losing readability for young children. A Yoruba expert was particularly vocal in advocating for female characters to be depicted in non-traditional roles, promoting messages of equality. In the Igbo group, one academic brought in insights from child psychology to ensure the tone remained affirming and empathetic — especially in stories addressing conflict resolution or emotional intelligence.
What challenges, if any, did the team face in harmonizing linguistic accuracy with developmental appropriateness across the three languages — and how did the experts help overcome them?
One major challenge was ensuring consistent reading levels across languages that differ structurally — for example, where one language uses more syllables or longer phrases to express simple ideas. The experts worked collaboratively, even across language groups, to test various alternatives, simplify expressions, and check for natural flow without sacrificing accuracy. It was a masterclass in linguistic diplomacy and pedagogical rigor.
In future projects, what roles would you see these language experts continuing to play — in training, content creation, or community engagement?
We see them as integral partners in a sustainable literacy ecosystem. Beyond this adaptation, they can lead workshops for emerging writers, mentor local illustrators, and support curriculum-based writing projects. Their linguistic knowledge and community ties also position them to be powerful literacy advocates — both in formal education settings and grassroots reading initiatives.
What are the primary goals of the Nigeria Book Literacy Adaptation Project?
The project aims to increase access to high-quality, culturally relevant storybooks in major Nigerian languages for early-grade readers. Our goals include improving reading fluency and comprehension in mother tongue, fostering a lifelong love of reading, and supporting foundational literacy skills that are critical for academic success and lifelong learning.
How does this Nigeria Adaptation project align with Room to Read’s broader literacy strategy in sub‑Saharan Africa?
Our vision in sub‑Saharan Africa emphasizes mother tongue instruction during the foundational, age-grade school years — that is, accessible, culturally grounded reading materials that support literacy. In countries like Zambia, Tanzania and South Africa, we’ve seen dramatic improvements in reading outcomes when children learn in their first language. Nigeria now becomes our latest focus in applying that proven model.
What needs assessment was conducted to inform this project in Nigeria?
We conducted a comprehensive landscape review comprising school visits, stakeholder interviews (teachers, parents, educational officials), and surveys to assess material availability in Yoruba, Hausa, and Igbo. The research confirmed a severe gap — very few age-appropriate, locally relevant storybooks exist for early learners.
How are the unique linguistic and cultural contexts of Nigeria being addressed in the book adaptation process?
Books undergo versioning: we localize language, names, idioms, settings, dresses, and even foods to match child experiences. Each translation team includes native speakers, cultural reviewers, and literacy specialists who ensure accuracy and relevance.
How does the project consider the multilingual nature of Nigerian classrooms and communities?
We intend to produce books in Yoruba, Hausa, and Igbo to reflect regional linguistic diversity. Parents and educators in mixed-ethnicity areas can encourage home language.
What criteria are used to select the books for adaptation?
Titles are chosen based on alignment with early-grade reading benchmarks, cultural adaptability, demonstration of universal values (kindness, curiosity, family, resilience), and ability to be visually localized without compromising design quality.
What does the adaptation process entail, like translation, localization, inclusive content?
It involves multiple phases: translation by native-speaker linguists, cultural adaptation by trained reviewers, graphic modifications to reflect Nigerian visuals, child-level readability checks, and a sensitivity review for inclusion.
How are gender equality and social inclusion being addressed in the adapted materials?
We ensure characters reflect diversity: girls in leadership roles, boys expressing emotion, children with different backgrounds and abilities. Language is reviewed to be neutral, and we avoid stereotypes. We also included storylines with characters that break traditional gender norms.
Are these adaptations intended for early grade readers?
The primary focus is early-grade learners. Text complexity (vocabulary, sentence structure), length, context, and illustrations are calibrated specifically for emergent readers.
What role do local educators, illustrators, and writers play in the adaptation process?
Local educators review scripts and guide the readability and relevance; illustrators contextualize scenes; writers help with cultural phrasing and idioms. Their involvement ensures authenticity and drives deeper classroom ownership.
Is Room to Read collaborating with the Nigerian Educational Research and Development Council (NERDC) or any other government agency?
Yes, we are collaborating with them through our partner – Accessible Publishers Ltd. This is evident during the flag-off ceremony held on Monday, June 16, 2025. We had NERDC, as well as State Universal Basic Education Boards (SUBEBs) across different states in Nigeria in attendance.
How many schools, communities, or learners will be reached by this project?
We are looking at different schools for a start, though it will be in phases and stages.
What is the distribution strategy for the adapted books?
Our formidable partner, Accessible Publishers Ltd, will use their marketing network and reach to do that based on available statistics and scientific method.
How will the impact of this initiative be measured and evaluated?
We are implementing baseline-endline reading assessments that measure fluency, comprehension, and motivation. Teachers report usage rates, students’ engagement, and attendance. We’ll conduct qualitative interviews with teachers and families to capture stories of change.
Are there plans to scale this initiative beyond the initial pilot or region?
Absolutely. Pending positive results, we plan to add additional states and (other) Nigerian languages in future phases.
How will local capacity be built to continue literacy work after Room to Read’s involvement ends?
We are leading capacity-building workshops for local teachers, linguists, educators, and illustrators. Our goal is to establish a self-sustaining ecosystem — including ongoing material production.
What lessons from previous projects in Africa (Tanzania, Zambia, South Africa) are being applied here?
We leverage the ‘mother-tongue instruction improves foundation skills’ evidence gained in Zambia, Tanzania, and South Africa. We adapted the versioning model, context piloting approaches, teacher-training modules, and stakeholder engagement methods that worked in those contexts.
Who are the major funders or donors supporting this initiative in Nigeria?
The project is primarily funded by foundations committed to early childhood literacy and supported by Room to Read’s global donors. Additional funding is being sought from international development agencies to support scale-up. But this Nigeria versioning project is being funded by MC2H Nigeria Project Foundation.
