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WORLDREADERCREATING A CULTURE OFE-READING AROUND THEGLOBEChristina Kwauk and Jenny Perlman Robinson

WORLDREADERSincere gratitude and appreciation to Priyanka Varma, research assistant, who has been instrumentalin the production of the Worldreader case study.CREATING A CULTURE OFE-READING AROUND THEGLOBEWe are also thankful to a wide-range of colleagues who generously shared their knowledge andfeedback on the Worldreader case study, including: Beatrice Asamoah, Maria Cherono, Sarah Jaffe,Caroline Kayoro, Zev Lowe, David McGinty, Joan Mwachi-Amolo, Martine James Omondi, David Risher,Tina Tam, and colleagues in Ghana and Uganda.Lastly, we would like to extend a special thank you to the following: our copy-editor, Alfred Imhoff, ourdesigner, blossoming.it, and our colleagues, Kathryn Norris and Jennifer Tyre.The Brookings Institution is a nonprofit organization devoted to independent research and policysolutions. Its mission is to conduct high-quality, independent research and, based on that research, toprovide innovative, practical recommendations for policymakers and the public. The conclusions andrecommendations of any Brookings publication are solely those of its author(s) and do not reflect theviews of the Institution, its management, or its other scholars.Support for this publication and research effort was generously provided by the John D. and CatherineT. MacArthur Foundation and The MasterCard Foundation. The authors also wish to acknowledge thebroader programmatic support of the William and Flora Hewlett Foundation, the LEGO Foundation,and the Government of Norway.Brookings recognizes that the value it provides is in its absolute commitment to quality, independence,and impact. Activities supported by its donors reflect this commitment, and the analysis andrecommendations are not determined or influenced by any donation.Christina Kwauk and Jenny Perlman Robinson

Worldreader: Creating a culture of e-reading around the globeWorldreaderat a glanceEDUCATION LEVEL:Primary, postprimaryINTERVENTION OVERVIEW:Worldreader’s digital reading program (2010–present), implemented by Worldreader (anonprofit organization based in the U.S., Europe, and Africa) and through international andlocal partner nongovernmental organizations (NGOs), provides children and their familiesin 53 countries with immediate access to culturally and linguistically relevant digital books.By supplying schools (i.e., through its iREAD program) and libraries (i.e., through its LEAPprogram) with low-cost e-readers and tablets that are loaded with digital books and otherdigital teaching and learning materials, Worldreader aims to improve literacy skills byhelping to create a culture of reading in places with very limited access to reading materials.Outside school contexts, the organization has also developed Worldreader Mobile, a suiteof free mobile reading applications (or “apps”), with access to its digital library content. Theseapps are built for a variety of platforms (from Android to mobile web browsers) and canbe downloaded anywhere around the world. Overall, Worldreader pursues an integratedapproach that combines context-appropriate technology, digital access to 37,336 booktitles in 43 languages, teacher and librarian support, and community engagement.TYPE OF LEARNING MEASURED:Reading (functional reading and interest in reading)COST:Worldreader’s total operating budget was 3.8 million in 2014. In 2015, the cost per personof its e-reader program reached 32 (and is projected to fall to 10 per person by 2018).Its mobile app’s cost per person reached 2.27 in 2015 (and is projected to fall to 1.51 perperson by 2018). The cost of delivering each e-book (via e-readers/tablets) is 0.50 or less.In 2014, 73 percent of Worldreader’s revenue was from bilateral, multilateral, foundation,corporate, and individual contributions and grants; 23 percent was from in-kind donations;and 4 percent was from sales of its products (i.e., its BLUE Box and Book Pack programs).SIZE:Direct reach—Worldreader’s direct reach since 2010 has been 16 million people in 53countries in Africa, Asia, and Latin America, 3 million of whom are readers (defined aspeople who opened an e-book and turned to the next page).IMPACT:LOCATION:Ethiopia, Ghana, Kenya, Malawi, Nigeria, Rwanda, Sierra Leone, South Africa, Tanzania,Uganda, Zambia, and Zimbabwe; plus readers in a total of 53 countriesFOCUS OF INTERVENTION:Literacy program delivered through digital books to students, teachers, and their families4Literacy outcomes—In the iREAD 2 program in Ghana, students could read 5.3 words perminute faster in their mother tongue, performed 50 percent better at letter sound knowledgeand invented word decoding, and were 30 percent better at listening comprehensioncompared with students in control schools. Additionally, 89 percent of primary schoolstudents could read at least one word after two years of the intervention, compared with35 percent of students not in the program. Reading habits—69 percent of students reportedreading more after the intervention. Access to textbooks—iREAD students had access to140 books (including textbooks and storybooks) per student, compared with 1.2 books perstudent in control schools.5

Worldreader: Creating a culture of e-reading around the globeBackgroundIn 2010, a 27-nation study of both lowincome and high-income countries underdiverse political regimes over a periodof 20 years pointed to the positiverelationship between scholarly culture(defined by the number of books in theparents’ home) and a child’s educationaladvantage. Specifically, it illustrated theimportance of exposing children to books,a circumstance that could give children asmuch of an advantage in their educationaloutcomes (i.e., total years of schooling)as having a university-educated ratherthan unschooled parent, and twice theadvantage as having a professionalrather than an unskilled father (Evans etal. 2010). Moreover, the study found thatgains in educational advantages were thelargest among children from the leasteducated families. In the words of thestudy’s authors, “It is at the bottom, wherebooks are rare, that each additional bookmatters most, not among the literate elite;each additional book yields more ‘bangfor your book’ among the book-poorthan among the book-rich” (Evans et al.2010). The study’s authors attributed thisrelationship to the skills and competenciesthat a scholarly culture (i.e., the presenceof books in the home) promotes—skills andcompetencies that are useful in school—or to a preference for books and readingthat makes schooling more enjoyable,or both. Either way, these explanationssuggest that exposing resource-poorchildren to books may translate intobetter educational outcomes, includinghigher levels of literacy.However, one of the greatest challengesfor improving literacy in Africa, and inmany other parts of the world, is the lack6of access to texts—specifically, due to theshortage of books, especially inexpensive,accessible, and culturally, linguistically,and age-appropriate texts for childrenwho are just learning to read. In a 2008study of 19 African countries, for instance,only Botswana had close to a 1:1 ratioof textbooks to students for all subjectsand all grades in secondary school.The other 18 countries faced serioussupply shortages, especially in noncoresubjects, for which ratios of textbooks tostudents in urban areas ranged from 1:8in Uganda and Kenya, to 1:40 in Zambia,and up to 1:100 in Mozambique. Ruralareas suffered even more, with less than5 percent of students on average in anyof the 19 countries having access to coresubject textbooks (SEIA 2008). Efforts toexpand access to books in these countriesare often costly (i.e., transportation costs,storage costs, paper/ink costs, and therisk of overprinting) and logisticallychallenging (i.e., shipping cartons of booksby sea, land, and air to remote rural areas).Yet with the explosion of the Internet,mobile phone technology, and digitale-reading devices, along with the rise ofdigital publishing, vast inequalities in accessto information are being reversed. Recentdata suggest that 80 percent of people inthe developing world now have access toa working mobile phone—this is more thanthe number of people who have access toa toilet (United Nations 2013; World Bank2016). And in the last five years, the priceof e-reading devices like the AmazonKindle have plummeted, in some casesby as much as 70 to 90 percent (or, fromapproximately 300– 500 in 2010 to 30– 150 today). Along with the ubiquityand increasing affordability of mobilephones and e-readers, the low cost ofproducing digital books and the simplifiedlogistics for delivering them to readersin remote settings makes informationand communication technology (ICT) asustainable and cost-effective strategyfor expanding access to text to millionsthroughout the developing world.1Recognizing what leveraging technologycould do for literacy globally, ColinMcElwee, the former director of marketingat ESADE Business School in Barcelona,and David Risher, a former generalmanager at Microsoft and senior vicepresident at Amazon.com, tapped into thisemerging market opportunity. In 2010,they founded Worldreader, a nonprofitorganization dedicated to addressingthe lack of appropriate books and otherreading materials in developing countriesby digitizing a variety of textbooks,storybooks, and reference materials thatcan then be accessed through e-readersand mobile phones. Worldreader’s rapidsuccess in providing more than 3 millionreaders throughout Africa, Asia, andLatin America with access to more than30,000 e-books within just five yearsprovides the context for this case study.Harnessing digital technology for literacyToday, Worldreader implements twoe-reading platforms through threemodels: (1) direct intervention andresearch projects, whereby Worldreaderfund-raises and then tests, adapts,and scales up its digital readingprogram, in collaboration with nationalgovernments, bilateral and multilateraldonors and other international NGOs; (2) a social enterprise model, wherebyWorldreader sells its technology, digitallibrary, and technical support directlyto NGOs, schools, and libraries; and (3)joint partnerships with organizationslike Camfed, Bridge InternationalAcademies, and the Office of the UN HighCommissioner for Refugees (UNHCR),whereby Worldreader helps to co-designa digital reading program using itstechnology, content, delivery methods,and by providing technical assistanceto enhance the partner organization’sreading interventions among its targetcommunities and populations.Worldreader’s first digital reading initiative,its e-reader program, targets primaryand secondary school students andcan be tailored for individual use (i.e., inclassrooms), shared use, or communitywide usage (i.e., in libraries). Its seconddigital reading initiative, its suite of mobileapps (“Worldreader Mobile”), is gearedtoward young adult readers, their families,students and the wider community—allowing Worldreader to scale up rapidlyand to increase global access to e-booksthroughout Africa, Asia, and Latin America.For both these platforms, Worldreaderworks with local and international authorsand publishers to distribute linguisticallyand age-appropriate e-reading contentfrom its library of more than 37,336 titlesin 43 languages. Although there is someoverlap between the two platforms,Worldreader’s e-readers are generallyloaded with digital textbooks, localstorybooks, and international classicssuitable for early grade readers and their7

Worldreader: Creating a culture of e-reading around the globeteachers; Worldreader Mobile has access tomost of these titles, plus health information,business and entrepreneurship books,English-language learning materials, and awide range of books covering other topics.Worldreader’s story of rapid growth isanchored by the organization’s workin harnessing ICT in digital reading forliteracy. Following an approach developedby-profit firms called the “lean” method,Worldreader developed the smallestscale version of what it wanted to do,tested it in the field, and then continuedto develop iterations of this idea on thebasis of feedback (Murray and Ma 2015).This approach allowed Worldreader to runsmall, focused experiments of its e-readerprogram, to troubleshoot problems, and toweed out ineffective ideas before investingmore time and resources in the programand scaling it up (Murray and Ma 2015).Specifically, beginning in 2010 with atwo-week trial of e-readers among 16grade 6 students in Ghana, Worldreaderconducted its first pilot study with the aimof understanding its most basic idea: theimpact of a digital reading program onchildhood literacy. This study demonstratedto the organization, its key stakeholders,and its emerging network of partners (1) thatstudents could learn to use the e-readersafter several hours of training and severaldays of practice; (2) that the e-readerssupported the process of learning to readfor new language learners, especially thebuilt-in dictionary function, which helpedreaders decipher the meaning of newwords, and text-to-speech capability,which helped readers with pronunciation;and (3) that the infrastructure alreadyin place for mobile phones could alsosupport e-readers (i.e., charging e-readerswith solar-powered car batteries, using8satellite internet via cell phone networks todownload e-books) (Worldreader 2010a).In short, the pilot test demonstrated thatdigital reading mediated by e-readers wasa promising solution for students in thedeveloping world.In 2011, with the support of the U.S.Agency for International Development(USAID), and under the aegis of the GlobalDevelopment Alliance, Worldreadercontinued to build on these promisingfindings with its next experiment: the iREAD(Impact on Reading of E-readers AndDigital content) demonstration project inGhana. Having secured agreements withboth local and international publishers,including 10 Ghanaian publishers,Worldreader was also able to digitizeand add a large number of new books,including eight textbooks, into its library.These initial agreements helped to lay afoundation of credibility for Worldreader’seventual network of more than 150partner publishers, and demonstrated toits potential future partners that digitalpublishing could be a viable businessmodel. After the seven-month iREADintervention, Worldreader found thatstudents exposed to both e-readers andto mentoring and extracurricular supporthad the greatest improvements onstandardized reading scores; that therewas a ripple effect, as students shared thebenefits of the e-readers with their familiesand friends; and that e-readers helpedto increase the exposure of Ghanaianauthors (Worldreader 2012).In 2013, with the support of an All ChildrenReading grant from USAID, the AustralianAgency for International Development,and World Vision, Worldreader expandedupon the lessons it had learned fromimplementing iREAD to start iREAD 2in eastern Ghana. iREAD 2 focused itspackage of interventions on early gradereading, delivering relevant contentthrough e-readers to students in grades1 through 3, providing teachers withphonics-based literacy instruction training,creating extracurricular reading activities,and developing school and communitye-reader management systems. Thisintervention, which lasted one and a halfyears, showed that positive outcomesin reading skills development throughaccess to digital learning materials couldbe extended to children younger thanthose reached in the previous, first iREADproject. It also showed that improvedand more durable e-reader devicesthan used by Worldreader previously,along with ample student, teacher andcommunity training could help reduce thenumber of device failures (Worldreader2014b). Upon completion of iREAD 2, theprogram transitioned into communityowned projects run by individual schoolmanagement committees along withdistrict education officers. Worldreaderis building upon this work, includingengaging with the Ghanaian governmentabout scaling up its interventions in theEastern region and elsewhere in Ghana.Throughout the “lean” experimentationwith and expansion of iREAD—and asWorldreader began to form partnershipswith other country governments to adde-reading devices to their existing readingprograms, such as Kenya’s Primary Mathand Reading (PRIMR) Initiative—it becameevident to Worldreader that the costeffectiveness of providing one e-readerper student was posing a challenge for theprocess of scaling up its e-reader program(see below for more on costs). This led itsleadership to explore the effectiveness ofadding a shared model, whereby studentswould have access to a set of e-readersprovided for each classroom or via theirschool library. It also led the organizationto look toward other distribution networksfor scaling up digital reading.For instance, in 2014, after securingfunding from the Bill & Melinda GatesFoundation,WorldreaderlaunchedProject LEAP (Libraries, E-reading,Activities, and Partnership) to test the use,function, and adoption of 200 e-readersin eight public and community libraries inWestern Kenya. Although the underlyingpurpose of this pilot was to determinewhether and how e-readers might affectlibrary patronage and community readinghabits, it was also intended to extendthe organization’s scope beyond readingprograms in schools. Worldreader sawexpansion to libraries as a way to leverageother distribution networks and to furtherharness ICT for increasing access tobooks on a wider scale. Indeed, thismodel demonstrated to the organization,its stakeholders, and their partners thatWorldreader’s interventions could bescaled up at a much lower cost than itsclassroom model.2 It also stimulateddiscussions with Kenya’s national libraryassociation to scale up the programvia the country’s libraries (personalcommunication, Sarah Jaffe and JennyPerlman Robinson, September 30, 2015).Worldreader also responded to thecost of scaling up by approaching itsinterventions from a business franchiseperspective. Specifically, Worldreader’sBLUE (Building Literacy Using E-Books)Box and Book Pack programs enableother qualifying NGOs (i.e., those thatalready support or are interested insupporting schools and/or librariesin Africa), individuals, schools, and9

Worldreader: Creating a culture of e-reading around the globelibraries to purchase, for 7,000 (BLUEBox) or 4,500 (Book Pack), a kit withthe necessary equipment, contentand support needed to start a smallscale e-reading program. For example,a standard BLUE Box contains 50e-readers, each loaded with a minimumof 100 digital books, accessories, projectmanagement tools, technical assistance,professional development opportunities,and access to Worldreader’s bookcatalog to purchase additional e-books ataffordable prices. A Book Pack containseverything a BLUE Box contains, withthe exception of the e-readers, whichmust be supplied by the implementingorganization. This allows schools whichmay already have tablets from otherICT interventions, to acquire morerelevant content from the Worldreaderlibrary. To assist communities that havelimited or unreliable access to electricity,Worldreader also sells a solar chargingsolution from the company BBOX,which was tested and vetted during itsRenewable Energy for Education pilotproject in 2014, as an add-on product for 500 (Worldreader 2015c).Finally, with mass market 2G mobilephones accounting for 75 84millionsubscriptions)inAfricatoday,Worldreader saw another opportunityto expand access to books worldwideand to amplify its impact on a globalscale (TeleGeography 2015). In 2011Worldreader began a strategicpartnership with biNu, an Australianbasedmobileappdeveloperresponsible for enabling millions ofpeople in low-income countries toaccess popular apps like Facebook,Twitter, and Google from their phones.10Worldreader’s partnership with biNuspecifically centered on developing afeature phone reading app, which wouldhelp significantly expand Worldreader’sreach to a broader population beyondstudents and teachers. In keeping withits “lean” approach, Worldreader startedwith a basic book reader that biNu hadalready built, which contained onlybooks that were in the public domain,such as “A Tale of Two Cities” by CharlesDickens. Worldreader populated thisapplication with local and relevantbooks—the combination of app andthe right books was sufficient to testthe platform. After the beta versionrevealed high user demand (thousandsof biNu users came into the Worldreaderapp), Worldreader and biNu formalizedtheir partnership and began to makeimprovements in the mobile reading appfor an official launch in 2012 (personalcommunication, Christina Kwauk andZev Lowe, June 7, 2016).Worldreader has continued to build off itswork with biNU on feature phones, andcurrently has reading apps available onAndroid, Windows Phones and mobile webbrowsers. In 2015 a strategic partnershipwith Opera, a Scandinavian Web browserdeveloper and creator of the Operamini-browser for mobile phones, allowedthe organization to develop its mobileweb browser app and promote it onOpera’s “speed dial” in certain countries.This made Worldreader’s library moreaccessible in an increasingly crowdedapp market and catalyzed even furtherWorldreader’s impact on digital reading.In fact, Worldreader Mobile plays a crucialrole in Worldreader’s scale-up strategy;the organization’s goal to reach 15 millionpeople by 2018 includes reaching 14 millionpeople via its mobile reading platform.Impact and evidence of successOne advantage to using mobile phoneapps is that Worldreader has been ableto track the reading behaviors of its usersthrough the apps’ back ends. Based onthese data, Worldreader has consistentlyincreased the number of people readingon its e-reader and mobile platforms. In2014 alone, 531,099 more people werereached than in 2013 (Worldreader2014a). By June 2015, Worldreader hadreached 5.6 million users (since 2010)in 53 countries across Africa, Asia, andLatin America; by the end of 2015 thisnumber went up to 16 million, largely dueto the Worldreader Mobile app beingfeatured on Opera’s speed dial (personalcommunication, Christina Kwauk and ZevLowe, April 8, 2016).In the classroom, Worldreader’se-reading solutions have helped toimprove teachers’ capacity by providingthem with access to books andsupplemental teaching materials thatthey did not have previously. Accordingto teachers participating in the iREADGhana Study (2011–12), this access hasgiven them a greater range of resourcesto draw upon while planning theirlessons, improving the overall quality ofthe content covered in class. E-readershave also saved them time from havingto search through the limited books intheir schools’ libraries or from havingto pay to use internet cafes to conductbackground research. They have alsobeen able to “push” textbook materialsand supplemental learning materials tostudents’ e-readers without having toworry about access to the material forall students or burdening students withextra costs (Worldreader 2013).Worldreader’s e-reader programs havealso appeared to help improve thequality of classroom instruction timeand to increase reading opportunitiesfor students. Because e-readers gave allstudents access to the text, teachers havebeen able to more effectively engagestudents in lessons—which, accordingto teachers, has helped increasestudents’ retention of concepts, in turnincreasing their confidence and improvingtheir overall educational experience(Worldreader 2012). For instance, teachersreported being able to teach studentsthe importance of supporting their ideaswith specific facts and evidence by citingthe sources of their responses to readingcomprehension questions from content ontheir e-readers. Teachers have also beenable to extend reading opportunities forstudents beyond class time by assigningreading homework. In the past, the taskof assigning homework was mired inlogistical difficulties—either there werenot enough textbooks for students to takehome to complete assignments, or schoolsdid not allow students to take textbookshome, period. But because each studentwas assigned their own e-reader—in theiREAD Ghana Study—for the first time,students had reliable access to booksfor both academic and personal use.According to teachers, this had the addedeffect of improving students’ preparationfor class, allowing teachers to covercontent from the syllabus at a faster pace(Worldreader 2012).Students in the iREAD 2 program, in turn,responded that the e-reader made theirclasses more interesting and educational—no doubt due to the 140 books and11

Worldreader: Creating a culture of e-reading around the globe12textbooks to which they each had accesson their e-readers, compared with the1.2 textbooks students each have accessto in control schools (Republic of GhanaMinistry of Education 2013; Worldreader2013). It also appears that the e-readerimproved students’ interest in reading,or what Worldreader calls inspirationalreading—“reading that engages theimagination, builds knowledge about theworld, and ignites a passion for learning”(Worldreader 2010a, 4).In terms of more traditional measuresof reading outcomes, the results of anindependent evaluation of iREAD 1 foundthat primary students (grade 4) whoreceived e-readers plus a full package ofsupport interventions (including activitybased learning, extracurricular readingactivities and support, and teachertraining and support) improved theirliteracy scores by 15.7 percent afterseven months, compared with controlstudents, who improved by 8.1 percent.A randomized evaluation of iREAD 2found that these reading gains couldeven be observed among youngerchildren (grades 1–3). Specifically, theseresults indicate that by the end of theintervention, 41 percent of grade 3 iREAD2 students could read above the minimumproficiency level of 45 correct words perminute in English, compared with 13.4percent of students in the control group.Students in the iREAD 2 program alsoimproved their reading comprehensionscores in both their mother tongue andEnglish by more than 50 percent. Lowperforming students in iREAD schoolswere also significantly affected; theproportion of iREAD 2 students whocould not read a single word in theirmother tongue fell from 64.6 percent to8.9 percent (Worldreader 2014b).Furthermore, the results illustrated thatthough boys in control schools performedtwice as well as their female counterparts,there was equal improvement by iREAD 2boys and girls, narrowing the gender gapin reading fluency (Worldreader 2014c).Indeed, these results were a welcomerelief, as one potential risk of leveragingtechnology for development is that theseinterventions often further perpetuategender inequalities by benefitingthose who already have access to thetechnology, in this case males. But in thecase of found that, on average, femalesread six times more per month on mobilephones than do males (UNESCO 2014).The organization is further examiningthe reasons for this finding, but theoriesinclude the fact that the mobility andprivacy of digital reading—and perhapstechnology in general—drive girls andadolescent women to read more. (SarahJaffe and Zev Lowe, interview by JennyAlexander and Jenny Perlman Robinson,March 12, 2015).effective solution to the shortage of booksand local-language reading material on amuch larger scale.Finally, Worldreader Mobile has alsodemonstrated positive outcomes increating a culture of reading throughoutthe developing world. Like Project LEAP,however, whether Worldreader Mobile ishaving a direct impact on improving literacyremains to be studied. Nonetheless, thesheer number of people reached throughthe app (3 million) is an indication thatmobile reading is a promising solutionto increasing people’s access to readingmaterial, especially for girls and women,as mentioned above. And the fact thatmore than 70 percent of Worldreader’sthe publishers Worldreader works withare located in Africa and India meansthat the content people are reading ismore likely to be locally relevant, and thatthe platform is opening a market for localauthors and local publishers.The positive impact of e-readers onteachers, students, and the classroomenvironment was also observed in publicand community librariesWorldreader,another study conducted jointly byUNESCO, Nokia, and Worldreader. Theresults from an internal evaluation ofProject LEAP in Kenya demonstrated athreefold increase in library visits overthe course of 8 months. In addition, due inpart to the rapid expansion of the libraries’collections, 84 percent of library patronssurveyed reported reading more after thee-reader program began (Worldreader2015b). Although its direct impact onliteracy has yet to be evaluated, thispilot demonstrated, along with the costestimates noted above, that the e-readercould become an efficient and cost-13

Worldreader: Creating a culture of e-reading around the globeTimeline of key events2009Colin McElwee and David Risher together start Worldreader.2010Worldreader begins a trial with e-readers in Ghana, after which theGhanaian Ministry of Education grants the organization permissionto extend its work across the country.Worldreader launches the iREAD project, in partnership with USAID’sGlobal Development Alliance and the Ghana Education Service;monitoring and evaluation of its e-reader literacy program begins.Worldreader begins to secure agreements with local andinternational publishers to digitize local reading material.2011Worldreader expands to Kenya through its first WorldreaderPrograms partner, which leads to the development ofWorldreader’s turnkey product for future partners.2012Worldreader expands to Uganda, Rwanda, and Tanzania throughpartners using Worldreader’s turnkey product.Worldreader’s digital library triples in size (to 1,200 books), withe-book donations from new international publisher partners.2013Worldreader expands to Malawi, South Af

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