5,000 Children in Madagascar Are Writing with Correctbook

The start of a long-term partnership with UWS Madagascar 

Last year, we launched a new project together with UWS Madagascar. Today, 5,000 children are using a Correctbook in their classrooms every day. 

This project marks the beginning of a long-term collaboration. We are not only providing reusable writing materials, but also investing in sustainable improvements in education through the Joy of Writing approach. 

From Slates to Reusable Notebooks 

In many schools across Madagascar, children still work with slates and chalk. While these tools have been used for generations, they come with clear challenges. 

  • Slates and chalk wear out quickly and need regular replacement.
  • Parents cannot always afford these recurring costs.
  • Mistakes feel permanent and highly visible. 

With the introduction of Correctbook, this changes fundamentally. Students can practise freely, erase mistakes, and try again. This lowers the barrier to writing and helps build confidence. 

Ravo, a student in grade T2 at EPP Antongo, shares: 

“I really like this notebook because you can erase everything you write. It helps me work faster and redo my exercises when I make mistakes, like additions and subtractions. I would love to keep using it in the next grades, so I won’t need to use the slate anymore.” 

Joy of Writing: More Than Just Materials 

This project is not only about distributing notebooks. We combine reusable learning tools with teacher training so that Correctbooks can be used effectively in daily lessons. 

The Joy of Writing Program brings together two key components. 

Reusable learning infrastructure 

Each learner receives a durable Correctbook set consisting of a notebook, pen, and refills. 

This enables: 

  • Unlimited practice space
  • Immediate correction and rewriting
  • More writing moments per lesson
  • Lower long-term costs for schools
 

Integration into classroom practice 

Teachers received a soft online onboarding in which they learned how to integrate writing more effectively into their lessons. 

They learned how to: 

  • Integrate short and frequent writing exercises into existing lessons
  • Use peer review and group writing activities
  • Create rapid feedback loops
  • Build a safe learning environment where mistakes are part of learning 

The program is not a separate curriculum. It strengthens what schools are already teaching. 

What Are We Seeing in the Classroom? 

The first signals from the field are very promising. 

Lower costs and less dependence on chalk 

School principal Federico Gilbert explains: 

“Since the introduction of Correctbooks, our expenses have decreased. We no longer need to distribute chalk to students. Before, we sometimes had to cover these costs ourselves when parents could not afford it.” 

Higher motivation and participation 

Education Officer Puissance observed several classrooms and noticed clear differences. 

“Students are clearly more motivated. They write more, participate more actively, and teachers can correct their work more easily. The material is durable and truly facilitates teachers’ work.” 

 

Teacher Sandramalala also sees improvement. 

“The students are very happy to use Correctbooks. They help improve their handwriting.” 

Challenge: Not Enough for Everyone Yet 

At the same time, this project also shows how large the need is. 

In several classes there are still not enough Correctbooks for every child. This creates inequality during lessons. Some students can work with a Correctbook, while others must wait or return to using slates. 

Schools are also requesting expansion to higher grades such as 7th, 8th, and 9th grade. This is particularly relevant for mathematics lessons where students need frequent opportunities to practice. 

This confirms something fundamental. When writing becomes accessible, the demand for learning opportunities grows. 

Next Year: Measuring Impact and Scaling Up 

After one year we will evaluate the impact together with UWS Madagascar. 

We will look at questions such as: 

  • Has writing frequency increased?
  • What changes do we see in motivation and participation?
  • What does this mean for learning outcomes?
  • What is the optimal implementation ratio per classroom? 

Based on these insights we will decide whether and how to scale further. 

Our ambition is clear. We want to grow from a successful pilot into a sustainable and scalable partnership that reaches thousands more children. 

Why This Matters 

Worldwide, hundreds of millions of people still cannot read or write. In many contexts the issue is not motivation, but access to learning materials that allow students to practice. 

When writing is scarce, learning is limited. 
When writing becomes possible every day, opportunities grow. 

With this project in Madagascar, we take another concrete step toward our mission. We want to make writing joyful and accessible again and strengthen learning through practice. 

 

To be continued.