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Report on Language Mapping in the Regions of Diourbel, Louga, Matam, Fatick, Kaffrine and Kaolack

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Report on Language Mapping in the Regions of Diourbel, Louga, Matam, Fatick, Kaffrine and Kaolack REPORT ON LANGUAGE MAPPING IN THE REGIONS OF DIOURBEL, LOUGA, MATAM, FATICK, KAFFRINE AND KAOLACK LECTURE POUR TOUS Submitted: February 26, 2019 Contract Number: AID-OAA-I-14-00055/AID-685-TO-16-00003 Activity Start and End Date: October 26, 2016 to July 10, 2021 Total Award Amount: $71,097,573.00 Contract Officer’s Representative: Kadiatou Cisse Abbassi Submitted by: Chemonics International Sacre Coeur Pyrotechnie Lot No. 73, Cite Keur Gorgui Tel: 221 78585 66 51 Email: [email protected] Lecture Pour Tous - Report on Language Mapping – February 2018 1 REPORT ON LANGUAGE MAPPING IN THE REGIONS OF DIOURBEL, LOUGA, MATAM, FATICK, KAFFRINE AND KAOLACK Contracted under AID-OAA-I-14-00055/AID-685-TO-16-00003 Lecture Pour Tous DISCLAIMER The author’s views expressed in this publication do not necessarily reflect the views of the United States Agency for International Development or the United States Government. Lecture Pour Tous – Report on Language Mapping – February 2019 2 TABLE OF CONTENTS 1. EXECUTIVE SUMMARY .................................................................................................................. 5 2. INTRODUCTION ............................................................................................................................. 6 3. METHODOLOGY: Criteria used and situations identified to determine the language to use in reading education in the first three years of elementary school ................................. 7 3.1 Identification of the language to introduce according to the two stakeholder groups ...... 7 3.1.1. The language spoken by the students ................................................................................ 7 3.1.2. The language chosen by the community ........................................................................... 9 3.2. Identification of the degree of correspondence between the languages chosen by the two stakeholder groups............................................................................................................... 10 3.3. Case of schools in which the language spoken by the students does not match the language chosen by the community .................................................................................................. 12 3.4. Case of omitted schools ................................................................................................................. 12 Lecture Pour Tous – Report on Language Mapping – February 2019 3 ACRONYMS AND ABBREVIATIONS ACCT Agence de Coopération Culturelle et Technique ADLAS Association pour le Développement de la Langue Saafi APE/AME Association des Parents/Mères d’Elèves ARED Associates in Research for Education and Development CNRE Centre National de Ressources Educationnelles DALN Direction de l’Alphabétisation et des Langues Nationales DEE Direction de l’Enseignement Elémentaire DFC Direction de la Formation et de la Communication ELAN Ecole et Langues Nationales EMIL Education Multilingue IA Inspection d’Académie IEF Inspection de l’Education et de la Formation INEADE Institut National d’Etude et d’Action pour le Développement de l’Education IOF International Organization of La Francophonie LOI Language of instruction LPT Lecture pour Tous MEL Monitoring, Evaluation and Learning MEN Ministère de l'Education Nationale NGO Non-Governmental Organization PAQUET Programme d’Amélioration de la Qualité de de l’Equité et de la Transparence PDEF Programme de Développement de l’Education et de la Formation UNESCO United Nations Educational, Scientific and Cultural Organization USAID United States Agency for International Development WB World Bank Lecture Pour Tous – Report on Language Mapping – February 2019 4 1. EXECUTIVE SUMMARY In order to improve the quality of students’ education, the Government of Senegal has decided to introduce national languages in reading education in the first three years of elementary school. This decision is being supported by USAID through the program Lecture Pour Tous (LPT, Reading for All; 2016-2021). More specifically, this program supports the introduction of reading education in Pulaar, Serer and Wolof for students in the first three grades (CI, CP and CE1) in public elementary schools and daaras in seven regions of the country (Diourbel, Fatick, Kaffrine, Kaolack, Louga, Matam, Saint- Louis1). A key issue in implementing this program has been to determine which language should be introduced for reading education at each school. This information is vital for making the necessary educational and logistic arrangements for launching the program. The language will be identified by means of a three-step process as schools are enrolled in the program: the first identification step was completed in 2017 (second year of the program) in 487 schools in the regions of Fatick, Kaffrine and Kaolack; the second occurred in 2018 (third year of the program) and is covered in this memo; and the third will be carried out in 2019. The objective of this study is to determine the language (Pulaar, Serer or Wolof) that will be used to teach reading in the first three grades of the schools chosen for the third year of the LPT program in the regions of Diourbel, Louga, Matam, Fatick, Kaffrine and Kaolack. Various tools have needed to be constructed and administered to different stakeholders in order to obtain the information necessary for this process. These tools, which were constructed by the National Institute for Action and Study in the Development of Education (INEADE), are (i) an observation chart on interactions between students during recess to identify which language(s) they use in their daily life and master orally, and (ii) community interviews to collect opinions on which national language should be introduced in schools. The study was carried out in March 2018 in 2,263 elementary schools. According to analyses of the study data, in the vast majority of schools (98%), the students speak the language that was chosen by the community. In this “ideal” situation, one language was able to be identified: Pulaar in 491 schools, Serer in 329 schools and Wolof in 1,391 schools. For the other 152 schools, it was not possible to select one language for three reasons: (i) the language chosen by the community is not the language spoken by the majority of students, but instead is the language spoken only by a minority of students (43 schools); (ii) the language spoken by students is not the language chosen by the community (87 schools); and (iii) the students and community speak or chose a language not covered by the LPT program (22 schools). For these schools, as well as the 136 schools that were not included in the study, the IEFs (National Education Inspectorates) and the focal points of the LPT program in the regions were then called on to decide, according to each situation, based on the information collected during the study and employing their knowledge of the region, which language should be introduced in reading education, or whether the communities should be consulted again. In total, of the 2,499 schools expected to enter the LPT program in the 2018-2019 school year, one language was identified for 2,494 schools: Pulaar for 541 schools, Serer for 366 and Wolof for 1,587. However, there remained 5 schools for which the communities chose a language not covered by the LPT program (4 Soninke and 1 Bambara). 1. The Saint-Louis region only receives technical support from the LPT program, while the other regions receive both technical and financial support. Lecture Pour Tous – Report on Language Mapping – February 2019 5 2. INTRODUCTION In order to improve the quality of students’ education, the Government of Senegal has decided to introduce national languages in reading education in the first three years of elementary school. This decision is being supported by USAID through the program Lecture Pour Tous (LPT, Reading for All; 2016-2021). More specifically, this program supports the introduction of reading education in Pulaar, Serer and Wolof for students in the first three grades (CI, CP and CE1) in public elementary schools and daaras in seven regions of the country (Diourbel, Fatick, Kaffrine, Kaolack, Louga, Matam, Saint-Louis2). A key issue in implementing this program has been to determine which language (Pulaar, Serer or Wolof) should be introduced for reading education at each school. This information is vital for making the necessary educational and logistic arrangements (in terms of training and deploying teachers, reading materials, etc.) for launching the program. The national language will be identified by means of a three-step process as schools are enrolled in the program: the first identification step was completed in 2017 (second year of the program) in 487 schools in the regions of Fatick, Kaffrine and Kaolack;3 the second occurred in 2018 (third year of the program) and is covered in this memo; and the third will be carried out in 2019. Therefore, the objective of this study is to determine the language (Pulaar, Serer or Wolof) that will be used to teach reading in the first three grades of the schools chosen for the third year of the LPT program in the regions of Diourbel, Louga, Matam, Fatick, Kaffrine and Kaolack. Various tools have needed to be constructed and administered to different stakeholders in order to obtain the information necessary for this process. These tools, which were constructed by the National Institute for Action and Study in the Development of Education (INEADE), are (i) an observation chart on interactions between students
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