Where We start Libraries
Where we are active
We create libraries in African countries where English is an official language and where access to books remains a barrier to literacy. ALP works only where there is a strong network of local community organizations that can organize donated books into sustainable libraries and ensure they are delivered to their destinations.
The African Library Project is currently active in Botswana, Ghana, Kenya, Lesotho, Malawi, South Africa, and Uganda. Within each country, we focus on specific regions where our partners are based, allowing us to distribute libraries effectively and ensure children in resource-limited communities have access to books and libraries.
Uganda
East Africa
Kenya
Known as the cradle of humankind, Kenya is home to some of the earliest evidence of human history — and today, it is also a place of growing opportunity through education. While overall adult literacy has risen steadily (now around 83%), many children still face barriers to learning, especially in rural communities (macrotrends.net). Encouragingly, youth literacy is much higher, with nearly 96% of young people ages 15–24 able to read and write, showing the impact of expanded access to schooling (theglobaleconomy.com). Yet challenges remain: while most children begin primary school, only 63% of boys and 68% of girls complete it, and just 53% continue on to secondary school (fawco.org). With limited access to books and resources, many students end up learning through memorization and repetition rather than engaging with stories and materials that build deeper understanding.
Why this matters for ALP:
For some children in Kenya, access to books is the difference between memorizing lessons and truly discovering the joy of reading and learning. ALP helps make this possible by putting age-appropriate books and resources directly into children’s hands, ensuring they are accessible in schools and communities.
Uganda is one of the world’s youngest countries, and that youth is full of promise—nearly 90% of young people (ages 15–24) are able to read and write, a testament to the gains seen in recent years (data.unicef.org). Still, the adult literacy rate—around 81% in 2022, up from 76% just a few years earlier—reminds us that the path to universal literacy is unfinished (macrotrends.net).
While access to education has expanded, many children struggle to stay in school. Recent data shows only four out of ten young children (ages 3–5) enroll in early education programs, though that’s a meaningful improvement from just two in ten a decade ago (unicef.org). Attendance remains strong through primary school—about 80% of children ages 6–12 are enrolled—but many students don’t make it to secondary school (unicef.org).
Why this matters for ALP:
For too many children in Uganda, learning to read happens without books in hand. ALP bridges this gap by partnering with local organizations to create libraries filled with age-appropriate, engaging books. These libraries give children the resources they need not just to learn, but to grow, imagine, and discover their potential.
Southern Africa
Botswana
Botswana boasts one of Africa’s strongest literacy rates—about 88% of adults (age 15+) can read and write—putting it among the most literate nations on the continent (Education Policy Data Center+2Maxinomics+2TheGlobalEconomy.com+5Wikipedia+5FRED+5(. Youth literacy is even higher, with 97% of young people (ages 15–24) able to read and write, a sign that educational access has significantly expanded (TheGlobalEconomy.com)
Yet beneath these encouraging figures lies a deeper challenge. Only 43% of children aged 4–5 access early learning opportunities, and about one in three primary students fail to grasp basic literacy skills after four to five years of schooling (Macrotrends+15brokenchalk.org+15unicef.org+15). These gaps point to critical needs not just in access, but in the quality and support of foundational education.
Why this matters for ALP:
Even with high literacy rates, many children still miss out on the deeper skills and experiences that make learning meaningful. ALP helps close this gap by not only providing access to age-appropriate books, but also by supporting professional development opportunities for teacher-librarians. Together, these resources ensure that libraries are well-used, sustainable, and truly impactful for students and their communities.
Lesotho
Lesotho educates with heart—over 82% of adults (ages 15+) can read and write, a significant increase from less than 77% a decade ago (iicba.unesco.org, theglobaleconomy.com). Youth literacy slightly trails that progress, with about 90% of young people (ages 15–24) achieving basic reading and writing skills (theglobaleconomy.com). The country also leads in gender parity in education, especially at secondary levels, where girls outnumber boys—a reflection of Lesotho’s commitment to inclusive schooling (en.wikipedia.org).
Yet beneath these gains, challenges remain. While primary education is free and compulsory, and children often spend about 10 years in school, not all learning is equal. Many students face uneven opportunities: rural schools often lack age-appropriate books, early learners may enter classrooms without exposure to print at home, and teachers are left with limited resources to support literacy instruction. These gaps mean that while children are in school, too many still struggle to build strong, lasting reading skills.
Why this matters for ALP:
In Lesotho, access to books and training creates opportunities that statistics alone can’t capture. ALP partners with local organizations to place engaging, developmentally appropriate books directly into the hands of children, while also equipping teacher-librarians with the professional support they need. This combination ensures that libraries become vibrant spaces for learning and discovery, where children can truly grow as readers.
West Africa
Ghana
Yet challenges in access and equity persist. While 92% of children complete primary school, the rate drops to 47% for lower secondary and 35% for upper secondary (data.unicef.org). Geography and income matter deeply: children in urban areas are far more likely to be literate than those in rural regions, and students from the wealthiest households are 8 times more likely to finish upper secondary school compared to those from the families affected by poverty (data.unicef.org, census2021.statsghana.gov.gh).
Why this matters for ALP:
In Ghana, expanding access to education has created opportunity—but not all children have the resources they need to succeed. LP plays a critical role by ensuring children in underserved areas have both developmentally appropriate books and professionally trained teacher-librarians. These libraries aren’t just functional; they become vibrant learning hubs where every child can grow as a reader, regardless of their background.
