Family Literacy Initiative Program- Liberia

The WE-CARE Foundation’s Family Literacy Initiative is a community-based program in Liberia that empowers parents to become their children’s first teachers, strengthens adult literacy, and improves early childhood learning outcomes. It operates in economically challenge urban and rural communities. Urban communities - Point, Caldwell, Duazon, and Neezoe and the rural communities - Nymah, Maschee, Gangaleshue and central Careysburg. The program has reached over 900 parents and their children. Objectives • Empower Parents: Train parents to actively support their children’s early literacy and school readiness. • Adult Literacy: Provide adults with basic reading, writing, problem-solving, and critical thinking skills. • Child Development: Help preschool-aged children transition from scribbling to letter recognition, sequencing, and spelling. • Community Engagement: Build stronger parent-child relationships and foster community participation in education. Target Beneficiaries • Parents in economically challenged communities who often lack formal education. • Children aged 3–5 years who are preparing to enter school. • Families in West Point, Caldwell, Duazon, Neezoe, Nymah, Maschee, Gangaleshue and central Careysburg — areas with high poverty and limited access to educational resources. Geographic Scope • Operational in four urban and peri-urban communities in Montserrado County and four rural communities in Liberia. • Directly involved with 128 families during pilot years, expanding to more than 900 parents and children. Outcomes • Parents gained confidence in teaching their children, moving from initial doubt to active engagement. • Children improved literacy skills, progressing from scribbling to letter knowledge, sounding letters, spelling names, and sequencing stories. • Adult learners developed problem-solving skills using literacy and cultural values. • Community-based home visits fostered strong relationships between coordinators, parents, and children. Lessons Learned • Home visits are critical: Weekly visits and role-play activities proved essential for building trust and reinforcing skills. • Confidence building matters: Parents initially doubted their ability but grew into capable first teachers with proper support. • Repetition and practice drive learning: Children responded best to repeated activities across five developmental domains. • Community-based training is effective: Conducting workshops within communities increased participation and sustainability. • Monitoring and mentoring sustain progress: Regular assessments and mentoring ensured consistent improvement among families. Conclusion The Family Literacy Initiative demonstrates that literacy begins at home. By equipping parents with skills and confidence, the program not only strengthens children’s readiness for school but also breaks cycles of illiteracy in Liberia’s most vulnerable communities. Its success highlights the importance of community-driven, home-based education models in contexts where formal schooling alone cannot meet the needs of families.