Annex J3 e - IL-685-013-12-3_EDU EGR Materials - SAIL C.pdf

EDUCATION G2G SUB ACTIVITY C

INTRODUCTION OF NEW EARLY GRADE READING INSTRUCTION USING

NATIONAL LANGUAGES IN THE REGION OF SAINT LOUIS

ACTIVITY DESCRIPTION

1. Background Senegal has achieved notable results in education over the last two decades, especially in terms of access to education. Many schools have been constructed and a significant number of children, especially girls, have been able to attend school. Despite this progress, the country is still facing important challenges in providing quality education to all of its citizens. The national primary school Gross Enrollment Rate is 88% in 2016 but the percentage dropped sharply to 56% at the middle school level.1 Additionally, a recent study on out of school children and youth notes increasing dropout rates and wide disparity among the regions in the country.

Senegal is one of many countries that has been marked by failures in the area of early grade reading. This phenomenon is more the norm than the exception as outlined by national data sets since 2010 that show that most children in the first three grades of school in Senegal are not learning to read at grade level. This is particularly worrisome given the significant body of widely accepted research establishing that children who do not learn to read in the early grades, in any language, have less chance to do so later.

These unsatisfactory results correlate with poor outcomes from other exams administered later in the academic cycle, such as those conducted under the Système National d’Evaluation des Rendements Scolaires (SNERS) and the Programme d'Analyse des Systemes Educatifs de la CONFEMEN (PASEC2). Similarly, students’ performance on Senegal’s end-of-high-school baccalaureate is frequently sub-par. This can be directly traced to the lack of high-quality reading instruction in the earliest grades of school.3

2. Major Challenges

2.1. Deficiencies in Early Grade Reading Instruction

Early grade reading is an area in the field of education that is fairly new worldwide and not well-known or extensively studied in francophone Africa. Senegalese teachers have few sources of information about how to teach early grade reading in their classrooms. Despite the Government of Senegal’s (GOS) efforts and the priority placed on reading as well as the use of local languages, there still are not enough reading materials written in national languages for students in early grades. As a result, the quality of reading instruction in most public classrooms and in the system as a whole is very poor.

1 2016 Rapport National Sur La Situation de L’Education, pp 93.

2 Conference des ministres de l’Education, des etats et gouvernements de la francophonie (CONFEMEN) et Programmes d’Analyse des Systemes Educatifs de la Confemen (PASEC).

3 Diagne, Abdoulaye, Le Sénégal sace aux défis de l’éducation, Hommes et Sociétés, June 2012, p. 50.

Using the current evidence in early grade reading4 that has been assembled over the past 20-30 years, USAID and its implementing partners have derived the “five Ts” framework5 to describe the interventions that are essential in any high-quality, evidence-based early grade reading reform. These interventions are: i) Time spent on reading instruction6; ii) teaching children to read in a language, or Tongue, that they speak and understand; iii) Texts that are decodable and leveled7; iv) Teachers who are well trained, coached, and supported; and v) Tests of reading skills that are carried out and used to improve reading instruction. The public school system in Senegal fails to meet these criteria, save for perhaps some experimental classes financed by donors. In general, very few in-class hours are spent on reading instruction. Where textbooks are available, they are also exclusively in French. Teachers have not been taught how to teach reading, and inspectors do not know how to monitor and support improved reading instruction.

2.2. Weak Delivery Systems for Early Grade Reading

Early grade reading initiatives, particularly those implemented at scale, rely on at least the following systems functions: i) the creation of an enabling policy environment for successful early grade reading; ii) the assignment and continuous professional development of teachers qualified to teach reading in early grades; iii) on-time, recurring delivery of books and texts specifically designed for the teaching of reading; iv) research, monitoring, and evaluation at the systems level to track long-term trends and results; and v) a well-defined communication strategy to build a culture of reading. The MoE has recognized these and other issues in their December 2012 strategy on using local languages in formal instruction,8 and more recently in a draft analytical document prepared by the MoE’s Direction de l’Enseignement Elementaire in February 2015.9 The document diagnoses a number of weaknesses in the education system, including the absence of a national plan for improving reading instruction, resistance to innovations from actors in the field, the monolingual character of the official reading curriculum, the time that passed before new reading manuals could be supplied to classrooms, and delays in training. In addition, inspectors’, and sometimes teachers, strikes disrupt the delivery of reading instruction. These issues have continued to result in poor reading outcomes nationwide.

Under USAID support, MoE is currently experiencing a consolidated, approved model for cost-effective, scalable reading instruction that meets international standards. Known as Lecture pour Tous (LPT), the program begun in 2017/2018 in Kaolack, Kaffrine, Matam and Fatick and will expand into Diourbel, Louga and Saint Louis in 2018/2019.

4 Allington, Richard. The Six Ts of Effective Elementary Literacy Instruction. Originally published in the June 2002 issue of Phi Delta Kappan as "What I've Learned About Effective Reading Instruction From a Decade of Studying Exemplary Elementary Classroom Teachers." Accessed at:

http://www.readingrockets.org/article/six-ts-effective-elementary-literacy-instruction.

5 Gove, et. al., pages 22-38.

6 While it is clear that a number of issues (e.g. teacher strikes and late academic year starts) affect time that children spend in the classroom, time in the context of the “five T’s” is referring specifically to the amount of time built into the official curriculum for reading instruction.

7 A decodable text is one that new readers can decipher (or decode) by employing the phonics skills they have acquired up to that point. Leveled texts are written at a level of difficulty appropriate to the skill levels of target learners.

8 Ministry of Education of Senegal. Lettre de Politique Générale pour le Secteur de l’Education et de la Formation, 2012-2025. Dakar, Sénégal :

2012, p. 8.

9 Référentiel pour le Développement de la Lecture au Sénégal, February 2015, p. 9-10.

http://www.readingrockets.org/article/six-ts-effective-elementary-literacy-instruction

2.3. Inadequate Community Engagement

Many families are not aware of the opportunities and benefits that result from teaching children to read at an early age, or of the importance of building reading skills initially in a language that the child actually speaks and understands. Even where awareness of the importance of reading is high, individuals or communities may lack the capacity or power to make timely and appropriate decisions about education opportunities and investments. Parent Teacher Associations (PTAs), School Management Committees (SMCs), and even some community-based organizations (CBOs), are often in the same situation, lacking an understanding of what steps they should take to strengthen their children’s early grade reading results.

3. Purpose The purpose of this 3-year sub-activity (2018-2021) is to introduce new evidence-based reading instruction in order to significantly improve students’ reading outcomes in the region of Saint Louis. This sub-activity - which fully aligns with the Government of Senegal’s priorities - aims to provide training and coaching techniques to teachers, directors and inspectors who will be implementing the Saint Louis reading activity. They will learn new instructional techniques to teach reading and provide support in the early grades. The content of the training sessions will be similar to that used in other regions under LPT. This sub activity also aims to improve the delivery of adequate early grade teaching and reading materials in Saint Louis public schools.

4. Approach and Activities Approach

Lecture Pour Tous is closely working with the Government of Senegal in six regions to set up an evidence-based early grade reading approach in the education system. Learning from that experience, the MoE, through its different units will replicate the same interventions throughout the Inspection d’Academie (IA) of Saint Louis, under LPT’s technical support and advice. Two other sub activities that are complementary to SAIL (C) have been already signed i.e.: SAIL (A) acquisition of teaching and reading material; SAIL (B) Early Grade Reading Assessments

(EGRA).

Activities

This sub activity (C) will be implemented around the following activities

- Procurement and delivery of teaching and learning materials;

- Trainings in Early Grade Reading (EGR) instructions for teachers, principals, and inspectors;

- Trainings in coaching for inspectors and principals;

- Continuous assessments in the classroom;

- School supervision/teacher coaching;

- Coordination and communication;

- Monitoring and Evaluation.

5. Trainings for Teachers, Principals and Inspectors Training Methodology

Teachers training will follow a cascade approach. A national team of trainers versed in reading instructions currently exist and will train the Saint Louis regional team of trainers. The regional team will be composed of inspectors from the IA, the IEFs, the Centre Regional de Formation des Personnels de l’Education (CRFPE), and district-level inspectors from the Inspections de l’Education et de la Formation (IEFs) with additional heads of the “Collectif des Directeurs d’Ecole” (CODEC), as needed in order, to have a sufficient number of qualified trainers. The number of individuals trained by LPT will be approximately 55 for the first year, 60 for the second year, and 62 for the third year.

The national team of trainers under LPT will first provide an initial training to all those identified as potential regional trainers (MoE Central staff and Saint Louis inspectors). At the end of the training, those who have demonstrated the greatest skills and motivation will be selected as trainers of the regional team. LPT will provide guidance and supervision in those regional trainings.

Regional team trainings will take place in September of each year.

The role of the regional team of trainers will be to:

● Train teachers and school directors of targeted schools in the national languages reading model

● Train all directors on coaching and school-based supervision

● The regional training team will also liaise with pre-service institutions and the USAID

Lecture Pour Tous Reading System Liaison to prepare for the introduction of early grade reading instruction in mother tongue language (L1) into the programming of pre-service teacher training

In-Service Training of Teachers and School Directors

● The regional training team will first train directors, then teachers. In-service trainings will consist of two types: initial training (a 7-day training planned for end of September/early October of each) and refresher training (a 3-day training for end of January/early February of each year).

Teacher selection

● For the first year of the G2G roll out in Saint Louis (2018-2019), first grade (CI) teachers of public primary schools will be trained and criteria will include ability to speak the chosen language, availability and assignment to a grade 1 class. For the following year (2019-2020) grade 1 and grade 2 teachers will be reached. For the last year of implementation (2020-2021) all teachers of the first three grades will be involved.

School directors’ training

● Directors will undertake training on both coaching and supervision of teachers at the classroom and school level. The training that will be provided to school directors will cover three areas: (i) early grade reading instruction in L1 for Grades 1-3; (ii) coaching;

and (iii) supervision.

● School directors will be coaches and supervisors of teachers applying early grade reading instruction in the first three grades of primary schools. School directors will take on the role of leading and supervising the application of the new early grade reading approach at the school/classroom level. They will be supported in their role by inspectors.

The director’s role as supervisor will involve:

● Making sure that teaching and learning materials are available and used;

● Support teachers as they work with parents and communities to increase students’ support at home, whether it is by devoting more time to reading and practice every day, or explaining to parents and tutors how to take good care of textbooks and materials, etc..;

● Ensuring that teachers are spending adequate time on reading instruction (60 minutes per day);

● Determining whether teachers are applying the scripted lesson plans of the teacher guides and providing adequate remedial instruction;

● Collecting supervision and coaching data and sharing with appropriate entities.

The role of inspectors as supervisors

Inspectors have a primary role of supervision. In addition to that, they will also:

● Support school directors in their role of coaching and supervision

● Supervise targeted classes implementing the early grade instruction and help directors address immediate problems(on a quarterly basis );

● Gather the supervision form, compile information, identify issues, and find solutions to address them in close collaboration with the IAs and IEFs, the Regional Team of Trainers and Lecture Pour point of contact in Saint Louis.

Training days / duration of training

Teachers will receive a total of 10 training days (7 days of initial training in early October and 3 days as refresher session in January or February of the following year). Directors will receive 7 days initial training and 3 days refresher as well as separate 3 days training in coaching.

Inspectors will receive 10 training days (7 days on reading model and 3 for coaching).

Training for School Directors on Reading Model and for Coaching and Supervision

The regional team of trainers will initially train all directors of the target schools for seven days during the first year of implementation (September/October 2018) before the academic year starts. Directors will also receive a three-day refresher training in the middle of the school year (January) and separate three-day training on coaching (October/November).

Training for Teachers

All targeted teachers will receive initial seven-day training in September. In January of each year, the Regional Team will provide an additional three days refresher training on the curricular and materials package for early grade reading.

In addition, teachers will receive continued support through classroom coaching (by directors, at least twice per month, and by inspectors or CODEC’s heads once a trimester) and during the external CAP meetings (three times during the school year for sessions focused on early grade reading).

Trainings Table on Reading Instruction

Period Training type Trainers Targets Venue

Year 1

Sep 2018 TOT (7 days) 2 LPT national trainers

Trainers of the regional team = 9 (4 MoE Central + 5 saint Louis)

LPT Office- Dakar

Sep/Oct 2018 TOT (7 days) Trainers of the regional team =

55 Inspectors A facility in Saint Louis

Sep/Oct 2018 Initial (7 days) 55 regional Inspectors

866 Principals + 985 Teachers

Schools in Saint Louis

Jan/Feb 2019 Refresher (3 days)

55 regional Inspectors

866 Principals + 985 Teachers

Schools in Saint Louis

Year 2 Sep 2019 TOT (7 days) LPT national trainers

Trainers of the regional team = 9 (4 MoE Central + 5 saint Louis)

LPT Office- Dakar

Sep/Oct 2019 TOT (7 days) Trainers of the regional team =

60 Inspectors A facility in Saint Louis

Sep/Oct 2019 Initial (7 days) 60 Inspectors 895 Principals + 1959 Teachers

Schools in Saint Louis

Jan/Feb 2020 Refresher (3days)

60 Inspectors 895 Principals + 1959 Teachers

Schools in Saint Louis

Year 3 Sep 2020 TOT (7 days) LPT national trainers

Trainers of the regional team = 9 (4 MoE Central + 5 saint Louis)

LPT Office- Dakar

Sep/Oct 2020 TOT (7 days) Trainers of the regional team =

62 Inspectors A facility in Saint Louis

Sep/Oct 2020 Initial (7 days) 62 Inspectors 920 Principals + 2965 Teachers

Schools in Saint Louis

Jan/Feb 2021 Refresher (3days)

62 Inspectors 920 Principals + 2965 Teachers

Schools in

6. Coaching International evidence points to the importance of instructional coaching of teachers to improve teacher practices and reading outcomes. Providing individual coaching has been shown to be critical for getting teachers to integrate new instructional techniques and use new materials as intended. High frequency of coaching in the classroom has also been found to be essential for teachers to have the consistent support and follow-up necessary to correctly use materials and techniques in their classrooms.

Senegal does not have enough inspectors to cover the minimum individual coaching required in the classroom (two per month). For this reason, the coaching model promoted focuses on school director in her/his role as the teacher’s immediate, on-site and constant support for instructional practice. In turn, inspectors, supplemented for school visits by the trained CODEC’s heads at the departmental level, will play the role of coaching support agent. Each school will receive one external coaching support visit per trimester (i.e. three times per year) from an inspector or trained CODEC’s heads to support the director in her/his role as coach, by modeling good practice and “coaching the coach.” In addition, the classroom-based coaching provided by directors will be reinforced by CAP sessions at the school level facilitated by the director (when/once there is more than one teacher implementing the program in that given school) and external, cluster CAP sessions on early grade reading once a trimester, facilitated in part by inspectors and CODEC’s heads of the regional training team.

This approach is fully aligned with the national strategy for (i) improving professional development, support and supervision of teachers (ii) reinforcing the CAP inside and outside the school and (iii) reinforcing the coaching role of directors. This coaching model guarantees the ownership, and sustainability of the model since it primarily makes use of those already in the system. Given the fact that only ten days of in-service face-to-face training will be provided for teachers to introduce early grade reading instruction in LI, well-designed coaching and supervision during the school year is necessary for a successful and sustained introduction of the new approach to reading.

In the Senegalese education system, each teacher and director must work for four (4) hours a week outside of their classroom work. This time is generally used for educational and cultural activities, both inside and outside the classroom, such as internal and external CAP meetings.

Coaching and ongoing face-to-face teacher support will take place at three different levels: in the classroom, the school and the cluster network of schools.

Coaching teachers in the classroom will be provided by the school director and supported by the inspector. The director will perform a minimum of two coaching sessions per month with each teacher. Each teacher will also receive at least one visit per trimester from an inspector or trained CODEC’s heads who will work with the director to provide coaching support. Over time, inspectors and CODEC’s heads will be able to provide increase support to teachers and directors in greatest need.

Coaching in the school during internal CAP: this coaching will be provided by the director of each school. All early grade teachers teaching reading in LI will participate. At least once a month directors and teachers will meet in their school to discuss and resolve issues related to early grade reading program. Coaching in network of schools, external CAP: facilitated by directors (often active members of CODEC10) and the Inspectors from the IEFs (using the four hours per month for this type of professional development activity), the CAP agenda is developed each year by the Ministry of Education and may cover all subjects. Since early grade reading instruction has already been identified as a priority at the national level it will be part of the CAP annual agenda.

Professional development of coaches: directors, in their role as coach, and inspectors and trained CODEC’s heads in their role as coaching support agent, also need continuous professional development to successfully play these roles. In addition to training on coaching and supervision, at least two meetings are planned during each school year with the IAs and/or IEF.

These meetings will help bring together directors and coaching support agents and share lessons arising from pedagogy practices, how to address the issues they have faced in coaching, based on the analysis of observation tools completed during the coaching sessions and structured reflection of their coaching and coaching support practice. These meetings will also be an opportunity to identify the areas where teachers need most support.

Training Table on coaching for Inspectors and Principals

Period Training type Trainers Targets Venue

Year 1 Nov

TOT11 (3days) 2 LPT national trainers

Trainers of the regional team= 5 (4 MoE Central+ 1 saint Louis)

LPT Office- Dakar

Nov

Coaching (3days)

Trainers of the regional team= 5 pers..

55 Inspectors A facility in Saint Louis

10 Collectif des Directeurs d’Ecoles 11 Training of Trainers

Dec

Coaching (3days)

55 Inspectors 866 Principals Schools in Saint Louis

Year 2 Nov

TOT (3days) 2 LPT national trainers

Trainers of the regional team= 5 (4 MoE Central+ 1 saint Louis)

LPT Office- Dakar

Nov

Coaching (3days)

Trainers of the regional team= 5 pers.

60 Inspectors A facility in Saint Louis

Dec

Coaching (3days)

60 Inspectors 895 Principals Schools in Saint Louis

Year 3 Nov

TOT (3days) 2 LPT national trainers

Trainers of the regional team= 5 (4 MoE Central + 1 saint Louis)

LPT Office- Dakar

Nov

Coaching (3days)

Trainers of the regional team= 5 pers.

62 Inspectors A facility in Saint Louis

Dec

Coaching (3days)

62 Inspectors 920 Principals Schools in Saint Louis

7. Sub-Activity Management The Grantee shall ensure proper administration of the Activity, prudent financial management, compliance with the terms and conditions of this sub-Activity implementation letter (SAIL), and maintenance of proper documentation.

Roles and responsibilities

The Ministry of Education central units: as the technical lead of the G2G award, the Direction de l'Enseignement Elémentaire ("DEE") will coordinate and monitor the implementation of the sub-Activity in collaboration with other MoE central units such as INEADE, DALN, DFC, DRTS, DPRE, SIMEN, etc. The DEE will also provide quarterly reports to the Direction de l'Administration Generale et de l'Equipement ("DAGE") on the financial and technical execution for the Activity. The DAGE, in close collaboration with the same central units will be in charge of the overall financial management including procurement actions. The DAGE will report on the technical and financial execution of the sub-Activity.

The Ministry of Education deconcentrated units (IA, IEFs): Under the coordination and leadership of the IA, the IEFs will be responsible for implementing all the different components of this SAIL focusing on early grade reading instruction in grades 1-3 classes at the IEF levels.

The IA will manage and coordinate with the MoE central units as well the IEFs for a smooth implementation of the program in the field. The IEFs, with support from IA and MoE central units will be in charge of supervising the delivery of TLM, teacher trainings, coaching and supervision, professional development, etc. Both IA and IEFs will be responsible for data collection and management in the field.

USAID will provide funds and the appropriate technical assistance (TA) for the implementation of this SAIL through a separately financed activity implemented by Chemonics (Lecture Pour Tous, or LPT). While LPT’s TA primarily focuses on teachers, directors, and inspectors, two of their staff are also embedded in the Saint-Louis IA. In addition, USAID provides its own complementary direct TA to engage with the central Ministry of Education DAGE/DEE level.

Lecture Pour Tous: This technical assistance will use lessons learned and good practices from the other regions already implementing the program in order to support the efforts of the MoE in Saint Louis. This technical assistance may include, but is not limited to, utilizing the materials developed under Lecture Pour Tous for teacher training, coaching and reading purposes. LPT will also conduct the training of trainers and assist in teachers training as well as monitoring and evaluation (specifically data collection and management. In parallel, LPT/Chemonics, will also implement the Parent and Community Engagement component as stated in its contractual agreement. It will implement community and home support activities related to early grade reading, conduct Knowledge, Attitudes and Practices (KAP) surveys, communication and coordination activities. Chemonics, for that effect, will have to embed staff in Saint Louis for a smooth delivery of these services.

8. Logic Framework

9. Sub-Activity Monitoring and Evaluation Plan (AMELP)

Indicator Baselines and Targets

Of the nine indicators in the proposed AMELP, one (percent of learners who demonstrate reading fluency and comprehension of grade level text at the end of grade 2 with USG assistance) requires baseline measures before interventions are underway. For the others the baseline will be zero and targets are planned for each indicator.

Reporting of Performance Indicator Data Reporting of performance indicator data will be done through multiple channels including:

1. Ad-hoc reports generated at any time from the MoE database (and, for some indicators)

2. Quarterly Reports: updates for those indicators intending to be reported quarterly

3. Annual Reports: with the data and analyses from the past year

4. Annual Performance Review Conferences: held together with key MEN counterparts at the national and regional levels, and in advance of biannual USAID/Senegal-MoE Steering Committee meetings

The Saint Louis IA and IEFs will be collecting data on a continuous/ongoing basis according to the implementation of activities in the work plan. This will allow the regional team to keep a close watch on and facilitate review of data during the collection process. This will allow staff to quickly identify possible errors and make adjustments as needed. The tools will also encourage communication among coaches, school directors and teachers to review and use collected data.

The MoE central units mainly the DPRE , LPT staff and USAID will participate in strengthening the data collection tools and methods, as needed through DQAs or trainings.

The DEE will produce quarterly reports detailing implementation progress against the approved work plan, progress against intended results using performance monitoring and other available data, learning generated by collaborative review of available data, and adaptations identified to improve activity effectiveness. The quarterly report will provide details about any challenges encountered in the implementation that may result in delays in achievement of intended results and solutions proposed to address those challenges where appropriate. Quarterly and other performance reports will form the foundation for documentation of priority performance information about the Saint Louis roll out and will be shared with all relevant stakeholders in order to ensure informed understanding of the program learning from available data and effective participation in activity adaptive management processes. All reports will be presented in draft form to the GATR before final submission. Once approved, reports for subsequent quarters will be used to document any changes in results and data reported in previous reports.

The DPRE, in collaboration with DEE, DAGE and IA and IEFs M&E specialists will be responsible for overseeing the production of the Monitoring, Evaluation and Learning (MEL) reports on time, and in a high-quality, and policy-relevant manner, with the purpose of providing required information for effective learning and management decision-making by stakeholders.

DPRE maintains the program’s internal indicator database, and will ensure internal program management data is stored, analyzed, and disseminated over the life of the G2G program.

Progress reports will be shared with relevant counterparts to support MoE internal reporting system within the PAQUET.

In order to check on progress and fidelity of implementation, USAID and MoE central units will collaborate on frequent site visits (at least once per quarter). USAID may also decide to conduct an independent site visit, if deemed necessary, in consultation with the DEE and or DAGE.

10. Indicators Table

No Indicator Frequency Year 1 target/ Baseline

Year 2 target Year 3 target Means of verification

Outcome:

Improved students early grade reading performance in the Saint Louis IA

1 Percent of learners who demonstrate reading fluency and comprehension of grade level text at the end of grade 2 with USG assistance (F)

Y1-Y3 TBD N/A 55% EGRA endline report

Output 1:

Improved early grade reading instruction in public primary schools in the IA of Saint Louis

2 Number of learners reached in reading programs/interventions at the primary level (F)

33885 66529 98619 Annual reports

3 Percent of target schools allocating at least one hour a day to reading instruction

Annual 80 95 95 Quarterly reports

Sub output 1.1:

Teachers skills in early grade reading instruction improved in the saint Louis IA

4 Number of primary school educators who complete professional development activities with USG assistance (F)

Annual 931 1899 2903 annual reports

5 Percent of first, second and third grade teachers who apply the techniques and methods of evidence-based early grade

Annual 50 60 70 Quarterly, supervision reports

Annual reading instruction

Sub output 1.2:

Evidence based early grade reading materials in Senegalese languages provided in the Saint Louis IA

6 Number of primary textbooks, and other teaching and learning materials provided with USG assistance

(F) (disaggregated by materials: textbooks, kits, guides…)

Annual 106164 208848 311189

Annual reports

Output 2:

Improved delivery systems for early grade reading instruction in the IA of Saint Louis

7 Number of education administrators/officials who complete professional development activities with USG assistance (F)

Annual 867 894 921 Annual reports

Sub Output 2.1:

Coaching and supervision of early grade reading instruction improved in the IA of Saint Louis

8 % early grade teachers who report receiving adequate coaching and supervision for the implementation of evidence-based early grade reading approach

Quarterly 50 60 70 Quarterly reports

Sub Output 2.2:

Coordination and communication about early grade reading increased in the IA of Saint Louis

9 Number of accountability events organized around the G2G program by the MoE (central and deconcentrated levels)

Quarterly 4 4 4 Quarterly reports

This agreement will take an active and collaborative adaptive management approach. Targets for the subsequent years will be revised based on a review of the performance data (for teacher training as well as coaching), taking into consideration changing circumstances and lessons learned. At the end of each school year (around June/July), annual reviews will be held to discuss progress. Challenges will be jointly identified and recommendations will be made. It will also be an opportunity to assess the various indicators targets and, if necessary, to adjust them for the years to come. This annual review, which is under the DEE’s responsibility will be held at the IA level, involving the essential stakeholders such as DAGE, DALN, DFC, INEADE, DPRE, etc. as well as the IA and IEFs. USAID will participate actively in this session.

In addition, coordination meetings will be held on a monthly basis, either at the central or decentralized level, to discuss progress and challenges and means to overcome those. In addition to that, comité de pilotage sessions will be held at the national level, chaired by the DEE and at the regional level, chaired by the IA. Target revision proposals may come from these comité de pilotage in collaboration with USAID.

The annual work planning sessions will be used to incorporate any adjustment that might come from those decision-making sessions.

11. Monitoring events

Event Frequency Venue

Coordination meeting Every month DEE or IA

Steering Committee meeting Bi-annual DEE

Annual review Once per year Facility in Saint Louis

Supervisions Quarterly Field trip

12. Risk Management

The Stage 2 Risk Assessment done for the MoE in 2016 identified three critical risks: delays in planning and procurement, lack of adherence to open competition in recruitment, and insufficient financial resources for implementation of information technology procedures. The procurement risk is addressed in SAIL A through a robust training program on the national procurement system to strengthen it and purchase of equipment and software package to facilitate procurement actions.

The risk associated with lack of adherence to open competition mainly affects MoE central units.

For this activity, the central level has designated G2G POCs at each level involved. The DEE is the direct technical coordinator and the DAGE is the coordinator of financial operations. Saint Louis IA and IEFs, the direct implementers of this activity, are less affected by this risk. Key management positions in all IAs and IEF are filled according to a rigorous competition process.

The staff involved in the operations in the field (notably, inspectors, school directors and teachers) are civil servants. The IA and IEFs have support offices in charge of teachers coaching and professional development, planning, M&E, HR, etc. Capacity building through ongoing implementation of the activity is an important outcome anticipated through the G2G approach.

LPT staff will be embedded in the Saint Louis IA to transfer skills and to ensure fidelity of implementation for all outcomes under this activity. LPT staff will also provide planning and implementation support both at the MoE central and in Saint Louis.

The risk associated with insufficient resources for implementation of IT procedures does not directly affect the implementation of the Saint Louis roll-out. The different units involved in implementing this activity have the adequate technology to carry out their essential functions.

USAID has identified some gaps in terms of equipment. Some of these needs are addressed in SAIL A and this SAIL C has also budgeted for equipment to address these gaps.

Financial monitoring of this activity may be challenging for Saint Louis IA staff. To address this issue, USAID EDU and OFM staff will do an assessment of their financial management capacity before the beginning of the implementation, to evaluate the potential risks and plan for mitigation measures as needed. To mitigate program risks, USAID and MoE will discuss contingency plans that will be documented in the management plan and monitored as part of implementation.

13. Deliverables

The grantee will submit the following deliverables for approval within the number of days specified after the signature of the SAIL:

- Final work plan for year 1 (30 days)

- Final budget for year 1 (30 days)

- AMELP (45 days)

- Implementation Plan (45 days)

- Risk Management Plan (Contingency Plan) (90 days)

- The Grantee must submit an electronic copy of quarterly and annual performance reports.

Annual reports must be due 90 calendar days after the sub-Activity year and quarterly reports must be submitted 30 days after the reporting period. The final performance report is due 90 calendar days after the expiration or termination of this SAIL. In order to integrate into mission reporting and analysis, reports must be submitted by the last day of the month following each quarter, and should be copied to dakarreporting@usaid.gov.

- Quarterly and annual financial reports (as defined in Annex 3)

- Quarterly and annual performance reports (as defined in Annex 3)

- Other deliverables jointly agreed upon in the work plan

Before starting the activities each year, final work plan and budget for the year in question will be prepared by the MoE and validated jointly with USAID.

ACCORD G2G POUR L’EDUCATION

SOUS-ACTIVITE C

INTRODUCTION D’UNE NOUVELLE METHODE D’ENSEIGNEMENT DE LA

LECTURE DANS LES PREMIÈRES CLASSES DU CYCLE D’ÉTUDES PRIMAIRES A

L’AIDE DES LANGUES NATIONALES DANS LA RÉGION DE SAINT LOUIS

DESCRIPTION DE L’ACTIVITÉ

1. Contexte

Au cours des deux dernières décennies, le Sénégal a accompli des résultats notables dans le domaine de l’éducation notamment en ce qui concerne l’accès à l’éducation. De nombreuses écoles ont été construites et beaucoup plus d’enfants, y compris des filles, ont accès à l’école.

Malgré ce progrès le pays fait toujours face à des défis importants pour fournir une éducation de qualité à tous ses citoyens. Le taux brut de scolarisation, qui était de 88% en 2016 à l’élémentaire, chute à 56% au niveau de l’enseignement moyen1. En outre, une étude récente sur les enfants et les jeunes non scolarisés note une augmentation des taux d’abandon scolaire ainsi que de grandes disparités entre les régions du pays.

Le Sénégal est l’un des nombreux pays marqués par des échecs dans la pratique de la lecture dans les premières classes du cycle d’études primaires. Ce phénomène est plus la norme que l’exception, si l’on en juge par les données enregistrées depuis 2010 et qui indiquent que la plupart des enfants des trois premières classes du cycle d’études primaires n’apprennent pas à lire selon leur niveau. Ceci est particulièrement inquiétant compte tenu de l’existence de recherches largement acceptées selon lesquelles, les enfants qui n’apprennent pas à lire dans les premières années de leur scolarité, quelle que soit leur langue, ont moins de chance de le faire plus tard.

Ces résultats insatisfaisants sont corrélés par les résultats insuffisants enregistrés lors d’autres examens administrés plus tard dans le cycle académique, tels que ceux menés dans le cadre du Système national d’évaluation des rapports scolaires (SNERS) et du Programme d’analyse des systèmes éducatifs de la CONFEMEN (PASEC2). De même, la performance des élèves au baccalauréat reste souvent en deçà des attentes. Ce phénomène est directement attribuable au manque d’instruction de qualité en lecture dans les premières années du cycle d’études primaires3.

2. Défis majeurs

2.1 Insuffisances dans l’enseignement de la lecture dans les premières classes du cycle d’études primaires

1 2016 Rapport national sur la situation de l’éducation, pp 93.

2 Conférence des ministres de l’Education, des Etats et gouvernements de la francophonie (CONFEMEN) et Programmes d’analyse des Systèmes éducatifs de la Confemen (PASEC).

3 Diagne, Abdoulaye, Le Sénégal sace aux défis de l’éducation, Hommes et Sociétés, juin 2012, p. 50.

La lecture dans les premières classes du cycle d’études primaires est une spécialité assez récente à travers le monde. Elle est peu connue et n’a pas fait l’objet de recherches approfondies en Afrique francophone. Les enseignants sénégalais disposent de peu de sources d’information sur les méthodes d’enseignement de la lecture dans leurs classes. Malgré les efforts du gouvernement du Sénégal (GdS) et la priorité accordée à la lecture et à l’utilisation des langues locales, il n’y a toujours pas suffisamment de matériel de lecture dans les langues nationales pour les élèves des premières années. Pour cette raison, la qualité de l’enseignement de la lecture dans la plupart des classes est insuffisante.

Se servant des données actuelles sur la lecture4 dans les premières classes du cycle d’études primaires rassemblées au cours des 20-30 dernières années, l’USAID et ses partenaires d’exécution ont défini le cadre5 de « cinq T » pour décrire les interventions essentielles dans toute la réforme de la qualité de la lecture dans les premières classes du cycle d’études primaires.

Ces interventions se présentent comme suit: i) le temps (Time) consacré à l’enseignement de la lecture6; ii) enseigner aux enfants à lire dans une langue (Tongue) qu’ils parlent et comprennent;

iii) avec des textes décodables et gradués7; iv) des enseignants (Teachers) bien formés, entraînés et soutenus; et v) des tests de compétences en lecture effectués et utilisés pour améliorer l’enseignement de la lecture. Le système scolaire public au Sénégal ne répond pas à ces critères, à l’exception peut-être de certaines classes expérimentales financées par des donateurs. En général, très peu d’heures de cours sont consacrées à l’enseignement de la lecture. Lorsque des manuels sont disponibles, ils sont également exclusivement en français. Les enseignants n’ont pas appris à enseigner la lecture et les inspecteurs n’ont pas toujours les compétences requises pour suivre et soutenir l’amélioration de l’enseignement de la lecture.

2.2 Insuffisance des systèmes de soutien à l’enseignement de la lecture

Les initiatives relatives à la lecture dans les premières classes du cycle d’études primaires, en particulier celles mises en œuvre à grande échelle, reposent au moins sur les fonctions systémiques suivantes: i) un contexte stratégique propice au renforcement de la lecture dans les premières classes du cycle d’études primaires; ii) affectation et perfectionnement professionnel continu d’enseignants qualifiés pour enseigner la lecture; iii) livraison à temps et régulière de manuels et de textes spécialement conçus pour l’enseignement de la lecture; iv) recherche, suivi et évaluation au niveau des systèmes pour suivre les tendances et les résultats à long terme; et v) stratégie de communication bien définie pour ériger une culture de la lecture. Le ministère de l’Éducation a reconnu ces points, entre autres, dans sa stratégie de décembre 2012 sur l’utilisation des langues locales dans l’enseignement formel8, et plus récemment dans

4 Allington, Richard. The Six Ts of Effective Elementary Literacy Instruction. Publié à l'origine dans le numéro de juin 2002 de Phi Delta Kappan sous le titre « What I’ve Learned About Effective Reading Instruction From a Decade of Studying Exemplary Elementary Classroom Teachers » Peut être consulté à l’adresse suivante : http://www.readingrockets.org/article/six-ts-effective-elementary-literacy-instruction.

5 Gove, et. al., pages 22-38.

6 S’il est clair qu’un certain nombre de questions (p. ex. les grèves d’enseignants et le début tardif de l’année scolaire) influent sur le temps que les enfants passent en classe, le temps dans le contexte des « cinq T » fait spécifiquement référence au temps consacré à l'enseignement de la lecture dans le programme officiel 7 Un texte décodable est un texte que les nouveaux lecteurs peuvent déchiffrer (ou décoder) en utilisant les compétences phonétiques qu'ils ont acquises jusqu'alors. Les textes nivelés sont rédigés à un niveau de difficulté correspondant au niveau de compétence des apprenants cibles.

8 Ministère de l’Education du Sénégal. Lettre de politique générale pour le secteur de l'éducation et de la formation, 2012-2025. Dakar, Sénégal:

2012, p. 8.

http://www.readingrockets.org/article/six-ts-effective-elementary-literacy-instruction l’ébauche d’un document analytique préparé par la Direction de l’Enseignement élémentaire du MEN en février 20159. Le document diagnostique un certain nombre de faiblesses dans le système éducatif, notamment l’absence d’un plan national d’amélioration de l’enseignement de la lecture, la résistance aux innovations par les acteurs sur le terrain, le caractère monolingue du programme de lecture officiel, le temps qui s’écoule avant que les manuels de lecture n’arrivent dans les salles de classe et les retards dans la formation. En outre, les grèves des inspecteurs, et parfois des enseignants, perturbent l’enseignement de la lecture. Ces problèmes se sont constamment traduits par des résultats insuffisants en lecture à l’échelle du pays.

Le ministère de l’Éducation, avec l’appui de l’USAID, est en train d’expérimenter un modèle consolidé et approuvé pour un enseignement de la lecture qui soit rentable et évolutif et qui réponde aux normes internationales en la matière. Ce programme, appelé Lecture Pour Tous (LPT), est mis en œuvre depuis 2017/2018 dans les régions de Kaolack, Kaffrine, Fatick et Matam et sera élargi aux régions de Diourbel, Louga et Saint Louis en 2018/2019.

2.3 Engagement communautaire inadéquat

De nombreuses familles ne sont pas conscientes des opportunités et avantages liés à l’enseignement de la lecture aux enfants à bas âge, ou de l’importance de renforcer les capacités en lecture dans une langue que l’enfant parle et comprend réellement. Même lorsque l’importance de la lecture est bien comprise, les individus ou les communautés peuvent ne pas avoir la capacité ou le pouvoir de prendre des décisions opportunes et appropriées sur les possibilités d’éducation et d’investissements. Les associations de parents d’élèves (APE), les comités de gestion de l’école (CGE), et même certaines organisations communautaires de base (OCB), sont souvent dans la même situation, ne comprenant pas les mesures à prendre pour renforcer les résultats de lecture des enfants.

3. But

Le but de cette sous-activité de trois (3) ans (2018-2021) est d’introduire une nouvelle méthode d’enseignement de la lecture basée sur des données probantes afin d’améliorer de façon significative les résultats en lecture dans la région de Saint Louis. Cette sous-activité, qui est alignée aux priorités du gouvernement du Sénégal, vise à pourvoir des techniques de formation et d’encadrement aux enseignants, directeurs et inspecteurs de l’éducation qui seront chargés de mettre en œuvre la sous-activité dans la région de Saint Louis. Ils apprendront de nouvelles techniques d’enseignement de la lecture dans les premières classes du cycle d’études primaires.

Le contenu de leurs sessions de formation sera similaire à celui utilisé dans le cadre de LPT.

Cette sous-activité vise également la mise à disposition de matériel adéquat d’apprentissage de la lecture pour les premières classes des écoles primaires publiques de Saint Louis.

9 Référentiel pour le développement de la lecture au Sénégal, février 2015, p. 9-10.

4. Approches et activités

Approche

Lecture Pour Tous travaille en étroite collaboration avec le gouvernement du Sénégal dans 6 régions du pays pour mettre en place, dans le système éducatif, une approche de la lecture dans les premières classes du cycle d’études primaires basée sur des données probantes. S’inspirant de cette expérience, le ministère de l’Education, à travers ses différentes entités, répliquera les mêmes interventions dans l’Inspection d’académie de Saint-Louis avec l’encadrement et l’appui techniques de LPT. Deux autres sous-activités complémentaires à la Lettre d’exécution de sous-activité ou LESA (C) ont été déjà approuvées. Il s’agit de la LESA (A) sur l’acquisition de matériel de lecture et de la LESA (B) relative à l’évaluation des compétences en lecture (EGRA).

Activités

La mise en Cette sous-activité (C) comprend les interventions suivantes :

- Acquisition et livraison du matériel de lecture;

- Formations des enseignants, directeurs d’écoles et inspecteurs à l’enseignement de la lecture dans les premières classes du cycle d’études primaires;

- Formations des inspecteurs et directeurs d’école à l’encadrement des enseignants;

- Evaluations continues en classe;

- Supervision / encadrement des enseignants;

- Coordination et communication;

- Suivi et évaluation.

5. Formation des enseignants, directeurs et inspecteurs

Méthodologie de formation

L’approche « en cascade » sera utilisée dans le cadre de la formation des enseignants. Une équipe nationale de formateurs rompus à l’enseignement de la lecture est actuellement en place.

Cette équipe formera l'équipe régionale de formateurs de Saint Louis qui sera composée d’inspecteurs de l’Académie de Saint-Louis, des Inspections de l'Education et de la Formation (IEF), du Centre régional de formation des personnels de l'éducation (CRFPE), d’inspecteurs de district des IEF et de responsables du Collectif des Directeurs d'Ecole (CODEC), si nécessaire, afin d’avoir un nombre suffisant de formateurs qualifiés. Le nombre de personnes formées par LPT sera d’environ 55 la première année, 60 la deuxième année et 62 la troisième année.

L’équipe nationale dispensera d’abord une formation initiale à tous ceux qui ont été identifiés comme des formateurs régionaux potentiels (personnel du MEN et inspecteurs de la région de Saint-Louis). À la fin de la formation, les personnes ayant démontré le plus de compétences et de motivation seront sélectionnées pour faire partie de l’équipe de formation régionale.

La formation de l’équipe régionale se déroulera chaque année au mois de septembre.

L’équipe régionale de formation aura pour rôle de :

● former les enseignants et les directeurs d’écoles ciblés au nouveau modèle de lecture dans les langues nationales;

● former tous les directeurs d’école à l’encadrement et la supervision intra-école ;

● travailler en collaboration avec les institutions de formation initiale et LPT pour préparer l’introduction de l’enseignement de la lecture à l’aide des langues nationales dans la planification de la formation initiale des enseignants.

Formation continue des enseignants et des directeurs d’école

L'équip…