Dominica leads her students in a lesson on social studies.

Dominica Chelatan (24) displays a rare trait, she has a photographic memory of her childhood. Her recollection of her upbringing speaks to the survival tactics she developed, living in a culture that had little regard for a girl child.

She was born into a large traditional Pokot family of twenty children. Her father was a village elder who was respected in the community. His words were like commands and nobody dared to disobey him. The sad thing is, he had no regard for education.

Two-hundred-and-fifty million children across the globe are not learning basic literacy and numeracy skills. Of these, 57 million children—a disproportionate number of whom are from disadvantaged backgrounds, live in conflict-afflicted countries, are disabled, or are girls—aren’t enrolled in school at all. Technology through programs like All Children Reading: A Grand Challenge for Development (ACR GCD) is empowering great progress in reaching children across the globe with needed literacy resources, from development to delivery. ACR GCD is a partnership of USAID, World Vision, and the Australian Government

Mobile apps, computers, and solar energy are commonplace in the U.S., but World Vision is using this same technology to transform remote communities around the world.

Regatu said she never dreamed she would be able to read and understand a story on her own. That is, until World Vision implemented a Literacy Boost program near her home in the Oromia Region of Ethiopia.

Regatu (pictured in the middle) began regularly attending a weekend reading club with two of her sisters and her brother. The club reinforces and supplements the lessons they learn at school.