About us

Gupar Danjuma Hosea

Founder and CEO Center for Literacy Development in Africa (CLDA)

Literacy is defined as the ability of a person (child or adult) to read, write, understand, and apply knowledge to the benefit of the person and/or society at large. My earliest experience in primary school was of children that struggled with literacy. Some of us could not read until we were in primary five, while others, up until they finished primary and secondary schools, could not read and write well. This challenge has persisted to date in our primary and even secondary schools. It is estimated that in some parts of Sub-Saharan Africa, over 80-95% of primary school children can’t read even one simple word in a storybook. The consequences of not laying this important foundation of literacy will affect the development of our entire education system and society at large. Unfortunately, despite the fact that many African children have access to primary school education; the quality of education that emphasizes literacy in the early grades is still far-fetched. One of the greatest challenges that I have seen in the few years that I have been teaching is the fact that many schools want to teach children how to read, but don’t have the skills or the ability. Despite the great importance that is attached to early grade literacy, I am disturbed that there is no agreed approach and effort towards teaching literacy in our primary school systems, unlike the developed countries. There is no sense of direction in the rudiments and pedagogies of teaching and writing in our schools. These, of course, have significantly contributed to the fact that many young African children of over 80-95% finish primary schools with poor literacy skills. The above challenges, among many others, spark my desire to embark on research, to be a voice for the African child. To me, the ability to read and write is a fundamental human right for every young child.
I graduated in 2008 from the College of Education, Gindiri, and started teaching in 2009 as a classroom teacher. I managed a nursery/primary school as a head teacher and, in addition, taught Primary 1 for five (5) years from 2010-2014.
In the few years of my teaching experience, I discovered that many Nigerian children were struggling with literacy. As a result, many pupils or students cannot read or write with efficiency. This became a burden on me. In 2011, I met a Canadian in Jos, Marlene Wiebe, and later an American, Adrienne Lillo, who were missionaries in Nigeria. Together, we developed a phonics curriculum (The Phonics READING Adventure [TPRA]), which was published in 2014 by ACTS Bookshop. I have been promoting the materials and training teachers in the schools that are using the curriculum. This is happening in several states in Nigeria.
In order to improve and develop my training skills, I completed an MA in Early Childhood through the University of Roehampton, London (UK) with a specialty in early grade literacy. My title of my thesis was, ‘Why Nigerian Children Struggle with Literacy; the Challenges of Teachers Pedagogies and Inadequate Instructional Materials.’
On the 1st day of August 2019, The Phonics READING Adventure Africa Ltd was incorporated under the Companies and Allied Matters Act 1990. However, in order to achieve the goal and vision of literacy empowerment, the program is now registered as an NGO as the Center for Literacy Development in Africa (CLDA) on 14-02-2020 with RC No: 144206. The Center for Literacy Development in Africa is currently the publisher of The Phonics READING Adventure materials.

 

The Phonics READING Adventure Curriculum CLDA Program of Instruction

By Marlene E. Wiebe

Why the name TPRA – The Phonics READING Adventure? Did you notice that READING is capitalized? This emphasis is to reflect the motto which states Hosea’s dream for literacy: `Rebuilding a Culture of Reading’. To accomplish this, we have chosen to use phonics as the main teaching tool and have sought to make learning the skills to read an adventure for the children through the use of fun and challenging manipulatives and written materials.

 

Literacy Empowerment

 

  • To empower confident and effective teachers of literacy
  • To provide effective materials together with training and support
  • To transform pupils into better listeners, speakers, READERS and writers

 

2004

Marlene and her husband, Rudy (Canadians), began the privilege they have had to date to come alongside and enhance education on the Jos Plateau in Nigeria. As Marlene conducted reading and Bible clubs for young children in 2005 to 2011, her heart was stirred by their challenge in English literacy.

2011

In God’s providence, a workshop on Christian Education brought Hosea and Marlene to meet in Jos. Their shared concern for literacy and their kindred spirit brought them together regularly. During this time they were introduced to an American home-schooling systematic phonics curriculum which got them very excited. They purposed to enlarge their understanding of phonics and other aspects of literacy.

Hosea’s mental wheels began to turn and he declared to Marlene that they should team up to write a culturally appropriate phonics curriculum to improve both the teaching skills of teachers through explicit lesson plans and, as a result, the literacy skills of beginning readers. Marlene began to write sample lessons while Hosea as a headmaster and teacher began to field test phonics skills with both teachers and children starting with the 2012-2013 academic year.

Publishing of TPRA

2014

Marlene and Rudy arrived back in Nigeria in March to meet with Hosea’s urgent request that they begin writing a phonics curriculum. He felt so keenly the need for the material as soon as possible! For the next five months they worked non-stop together with a colleague, Adrienne Lillo, who advised them throughout and also began to write stories to give the children practice and pleasure in reading.

God graciously enabled them by early August to publish the following:

An Introduction to The Phonics READING Adventure

  • Adventure 1 to 5 teachers’ manuals and pupil workbooks
  • 40 Adventure Companion Readers

The books were published by ACTS (Africa Christian Textbooks) and were ready for use in September. Helpful teaching tools were also produced: a pocket chart, a magic bag, patterns for large drill charts, a CD of letter sounds and two DVDs on teaching the drill charts. And so Hosea began to introduce TPRA by word of mouth and at workshops. Five schools adopted TPRA and became part of the pilot project to field test the curriculum.

2015 to 2017

Due to Rudy’s health challenges, the Wiebes made only a three week visit to Nigeria in 2015 and sadly have not been able to return. However, through computer and Skype, God has graciously enabled them to continue working for the cause of literacy from their home in Toronto, Canada. Hosea diligently, tirelessly and ably has continued to promote TPRA, to give numerous workshops and to add to the number of schools using the curriculum. Hosea has passed on feedback from schools using TPRA to Marlene who then worked hard to improve the teacher and pupils manuals that were written in 2014. Adrienne Lillo and Marlene enjoyed preparing more companion readers and Adrienne beautifully illustrated them all. Marlene was delighted to have completed the written work on TPRA just before her 70th birthday!

In preparation for the new school year beginning in September 2016, ACTS published:

  • 8 series of Drill Charts (teaching aids) to cover Adventure 1 – 7
  • Second Edition of An Introduction to The Phonics READING Adventure
  • Adventure 6 and 7 teachers’ manuals and pupil workbooks

In preparation for the new school year beginning in September 2017, ACTS published:

  • Additional Adventure Companion Readers – now 48 in total
  • Second Edition of Adventure 1 to 5 teachers’ manuals and pupil workbooks
  • A poster advertising The Phonics READING Adventure curriculum

2018

We are encouraged that more than 50 schools have adopted TPRA. Regular texting and Skyping with Hosea keeps us happily connected. Pray for Hosea as he so carefully and prayerfully fulfils his roles on the ground on behalf of TPRA while we are in the background coaching and praying!

2019

In order to improve and develop his literacy and training skills, in June 2016 Hosea began an Online degree through University of Roehampton, London (UK) and in April 2019 he was awarded a Master of Arts in Early Childhood with Merit.

Heartfelt thanks to the special people and organizations who contributed to the preparation and printing of TPRA to make Hosea’s dream come to fruition.

2020

On the 14-02-2020, The Phonics READING Adventure (TPRA) was incorporated as a non-profit organization; Center for Literacy Development in Africa (CLDA). With Hosea as the Managing Director, he is ably guided by the following Board members:

  1. Dr. Barnabas Iliya Gwaivangmin Board Chairman
  2. Linda Noeber Dawam
  3. Philemon Amos Damulem
  4. Samuel Kwamkur Vondip
  5. Victor Nga Dangyang
  6. Daspan Noah

Praise be to God! May He receive the glory!

 

We believe that the economic empowerment of many people depends on their literacy capacity

FACTS

  • Globally, over 800 million people are illiterates
  • On average, those that are illiterate earn only 35% on average less than those that are literate.
  • It is estimated and observed that over 2 billion people globally have great difficulty with reading even a sentence in English.
  • It is also estimated that in some parts of Sub-Saharan African countries, over 80-90% of primary school children cannot read even one simple word in a storybook.
  • Many African children of over 80% finish primary schools with very poor literacy skills.
  • Unfortunately, illiteracy equals poverty

 

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Our focus is literacy development in both rural and urban settings especially targeting the vulnerable in the society such as out of school children, orphans, children in IDP Camps, and many others that are in public schools who cannot read and write. Magnis

The aims and objectives of the Organization are:

  1. To provide free training for teachers on the pedagogies of reading development
  2. To provide effective literacy instructional materials in nursery and primary schools
  3. To empower effective teachers of reading in nursery and primary schools
  4. To promote a reading culture in nursery and primary schools through literacy campaigns and advocacies
  5. To transform students into better listeners, speakers and READERS.

 

We believe that the economic empowerment of many people depends on their literacy capacity

FACTS

  • Globally, over 800 million people are illiterates
  • On average, those that are illiterate earn only 35% on average less than those that are literate.
  • It is estimated and observed that over 2 billion people globally have great difficulty with reading even a sentence in English.
  • It is also estimated that in some parts of Sub-Saharan African countries, over 80-90% of primary school children cannot read even one simple word in a storybook.
  • Many African children of over 80% finish primary schools with very poor literacy skills.
  • Unfortunately, illiteracy equals poverty

 

  • We hope to train 1000 teachers in Nigeria in 2021
  • Rent of facility ($749.47)
  • Hummer Bus NGN 8,000,000.00 $21,052.6 USD
  • 6 computers 2,368.4 USD
  • 4 printers 57 USD
  • Staff for 12 months 9,789.47 USD

 

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