Like many Tanzanian communities, parental engagement in children’s academics and support for their learning at home was very low in Ruvuma regions Msindo Ward. Many primary schools had no storybooks for pupils to read at school or in their homes. As a result, first and second grade pupils’ reading abilities were very poor. Pupils had no interest in reading, and teachers did not trust pupils to take books home and bring them back the next day. Teachers thought if pupils were given books, they would either lose them or damage them.

 For Mr. Jacob Jumanne, a parent from Msindo Ward, the Parent-Teacher Partnership (PTP), supported through USAID's Tusome Pamoja (Let's Read Together) activity changed his perception on the importance of supporting his children’s academic activities, especially reading at home. With the knowledge he received from PTP members who visited his home, he now makes time to support his children with their school activities, including reading books together on weekends and holidays.

At Mr. Jumanne’s children’s school, PTP members received training on supporting home reading and book borrowing. Afterwards, parents were mobilized through PTP training and meetings. During meetings, parents and pupils were informed about the availability of storybooks and how to borrow books from the school to read at home. After these meetings, PTP members conducted routine visits to parents at their homes to share more detailed information.

“The knowledge I received made me change my behavior and set aside weekend time and holidays to sit together with my children and help them with their academics. I also read them books that I borrowed from their school on their behalf,” says Mr. Jumanne. “This has improved the reading ability of my children, and the reading culture has improved even at school. At break time they can sit with other pupils and practice reading. I can see their progress since I fully became involved in setting time with them and reading together. They are performing much better academically than before. When I am not at home, my elder daughter takes over and supports her brothers and sisters.” says Mr. Jumanne.

As a result of the students' improved academic performance, other members in the community reached out to Mr. Jumanne to learn how they can help their own children to read willingly. “I shared the knowledge I received from the PTP, and I now see my fellow friends have started to set time to help their children, too.”