Implemented in 20 public primary schools in Kilombero District, Morogoro Region, START will help approximately 8,000 students strengthen foundational reading skills by improving access to high-quality books, supporting teachers with practical literacy instruction strategies, and creating school environments where reading becomes part of everyday life. The initiative builds on the success of Reading Tanzania, a recently completed project that demonstrated how locally relevant books and strong teacher support can significantly improve literacy outcomes.

Reading is about much more than decoding words on a page. It is the gateway to learning across every subject and a critical foundation for lifelong opportunity. Yet many children in Tanzania continue to face significant barriers to becoming confident readers. Despite strong progress in primary school enrollment, many students move through the early grades without developing sufficient reading fluency or comprehension. In some classrooms, children may encounter very little reading material beyond a small number of shared textbooks, limiting opportunities to practice and build confidence.

The challenge is not a lack of potential. It is often a lack of access. Children need engaging books that reflect their own languages, experiences, and communities. They need teachers who are equipped with effective literacy instruction strategies. They need classrooms that encourage reading, curiosity, and discussion. Most importantly, they need regular opportunities to interact with meaningful text both in school and at home.

START brings these elements together through an integrated literacy model shaped by decades of experience and evidence from Tanzania. Every participating school will receive diverse collections of locally authored and illustrated children's books, including new titles developed through the project. Functional classroom libraries, reading clubs, and book lending systems will expand children's access to books beyond traditional lessons, helping build a culture where reading is celebrated and encouraged.

Teacher development forms another cornerstone of the initiative. Grade 1-3 teachers, headteachers, and teacher librarians will engage in professional learning focused on foundational literacy, book-based instruction, and student-centred teaching practices. Through mentoring, coaching, and Teacher Learning Circles, educators will receive ongoing support to translate training into meaningful classroom practice. Experience from Reading Tanzania showed that this combination of professional development and classroom coaching contributed to stronger teaching and improved reading outcomes for students.

Because literacy development extends beyond school walls, START also invests in families and communities. Reading festivals, community literacy events, school leadership engagement, and local partnerships will help reinforce the importance of reading and encourage greater participation in children's learning journeys. By encouraging children to take books home and involving parents and caregivers in literacy activities, the project aims to create more opportunities for reading practice and enjoyment outside the classroom.

At the heart of START is a long-standing partnership between CODE and CBO. Together, the organizations combine international literacy expertise with deep local knowledge, ensuring solutions are aligned with Tanzanian priorities and designed to be sustainable. By strengthening teachers, schools, communities, and the local publishing ecosystem, START is helping ensure that more children gain the foundational literacy skills they need to thrive throughout their education and beyond.