USAID MALI SELECTIVE INTEGRATED READING ACTIVITY (SIRA) Annual Report October 1, 2019 to September 30, 2020
Submission Date: October 30, 2020
Contract Number: AID-688-TO-16-0005 under IDIQC No. AID-OAA-I-14-00053 Activity Start Date and End Date: 02/08/2016 to 02/07/2021 COR: Binta Bocoum
Submitted by: Suzanne Reier, Chief of Party Adwoa Atta-Krah, Project Director Emails: [email protected]/ [email protected]
Education Development Center Rue 209, Porte 45 Hamdallaye ACI 2000, Bamako Tel: (223) 2029 0018
Disclaimer: This report is made possible by the support of the American People jointly through the United States Agency for International Development (USAID) andJuly the 2008 Government of Mali. The contents of this report are the sole responsibility of Education Development Center, Inc. (EDC) and 1 its subcontractors and do not necessarily reflect the views of USAID or the United States Government. 1. PROGRAM OVERVIEW/SUMMARY
USAID Mali/SIRA (Selective Integrated Reading Activity) Program Name:
Activity Start Date and End February 8, 2016 to July 30, 2021 Date: Name of Prime Education Development Center Implementing Partner: [Contract/Agreement] AID-688-TO-16-0005 under IDIQC No. AID-OAA-I-14-00053 Number: Œuvre Malienne d’Aide à l’Enfance du Sahel (OMAES), Save the Children, Name of Subcontractors School to School International, Cowater Sogema
Total Estimated Cost $50,238,568 Major Counterpart Ministry of National Education (MEN) Organizations Mali: Administrative regions of Koulikoro, Ségou, Sikasso and the District Geographic Coverage of Bamako (cities and or countries)
October 1, 2019 through September 30, 2020 Reporting Period:
October 30, 2020 2 1.1. TABLE OF CONTENTS
1. Program Overview/Summary ...... 2 1.1. Table of Contents ...... 3 1.2. List of Acronyms ...... 4 1.3. Executive Summary- ...... 5 1.4. Introduction ...... 9 1.5. Overview/Background and Objectives ...... 9 2. Activities Update by IR and Sub IR ...... 10 2.1. Planned Activities for this Reporting period by IR and Sub-IR ...... 24 2.2. Activities Achieved during this Reporting Period ...... 24 3. Actions to be taken for Activities Planned but not Achieved ...... 24 4. Challenges/Difficulties Encountered ...... 50 5. ReSilience ...... 52 6. Cross-cutting Issues ...... 54 7. Policy and Governance Support...... 57 8. Collaboration, Partnerships, communications/Events ...... 58 9. Monitoring, Evaluation and Learning ...... 61 10. Management/Staffing ...... 73 11. Risk Management and Security ...... 76 12. Planned Activities/Events for Next Quarter ...... 78 13. Annexes ...... 78
October 30, 2020 3 1.2. LIST OF ACRONYMS
AE Académie d’Enseignement (Regional Education Office) AME Associations Mères/Elèves (Associations of Mothers of Students) AV Associations Villageoises (Village Associations) CADDE Cellule d’appui à la déconcentration et décentralisation de l’éducation (Unit to Support Decentralized Education) CAM Communautés d’apprentissage des Maîtres (Teacher Learning Communities) CAP Centre d’Animation Pédagogique (District Education Office) CBO Community Based Organizations (Organisations Communautaires de Base) CDA Community Development Agent (Agent de Développement Communautaire) CF Community Facilitators CGS Comité de Gestion Scolaire (School Management Committee) CP Conseiller Pédagogique (Pedagogical Counselor) CPS Cellule de Planification et de Statistiques (Planning and Statistic Office) CRPC Regional Coordinator of Community Participation CV Community Volunteers DAE Directeur de l’Académie de l’Enseignement (Director - Regional Education Office) DCAP Directeur du Centre d’Animation Pédagogique (Director - District Education Office) DNEF Direction Nationale de l’Enseignement Fondamental (National Directorate of Fundamental Education) DNEN Direction Nationale de l’Enseignement Normal (National Directorate of Teacher Education) DNP Direction Nationale de la Pédagogie (National Directorate of Pedagogy) EDC Education Development Center EGRA Early Grade Reading Assessment IDIQC Indefinite Deliverable/ Indefinite Quantity Contract IRI/IAI Interactive Radio Instruction/Interactive Audio Instruction IEP Institut pour l’Education Populaire (Institute for Popular Education) IR Intermediate Result (Résultat Intermédiaire) MEN Ministère de l’Education Nationale (Ministry of National Education) M&E Monitoring and Evaluation OMAES Œuvre Malienne d’Aide à l’Enfance du Sahel (Malian Works to Support Children in the Sahel) SBCCC Social Behavior Change Communication Campaign SC Save the Children SIG-FC Système Intégré de Gestion de la Formation Continue (Integrated System for Managing In service Training) SIRA Selective Integrated Reading Activity SMC School Management Committee STS School to School International USAID United States Agency for International Development
October 30, 2020 4
1.3. EXECUTIVE SUMMARY-
Education Development Center (EDC) and its implementing partners, Oeuvre Malienne d’Aide à l’Enfance du Sahel (OMAES), Save the Children, School to School International and Cowater Sogema are pleased to submit this annual report for the period covering October 2019 through September 2020. The year began very hopeful, leaving behind the prior year’s 5 months of teacher strikes. Start-up monitoring visits showed an enthusiastic team of school directors, teachers and students, as well as community organizations and parents who were all ready to support their children’s early education.
Starting in mid-December however, teachers went on strike again and public schools, as well as some community schools, closed. Although SIRA’s school-centered activities such as trainings and classroom visits and monitoring, had to be suspended, its community activities continued during this period of strikes. In March 2020, COVID-19 hit Mali. Almost all activities across the project’s three components (pedagogical, institutional and community participation) were suspended and only resumed starting in August. Given the sudden school closures, restrictions regarding face to face meetings and the need to social distance and respect other safety protocol, it was not possible to proceed with school-centered activities such as trainings and classroom visits and monitoring. The pedagogy component continued to offer support to the MEN for high level discussions and planning while at the same time providing continued learning for our students through interactive radio instruction (IRI) lessons developed by EDC under the USAID Mali PHARE project.
The institutional component continued to make inroads with the SIG-FC, managing to update teacher data for the database to be ready to use. School to School International (STS) continued to plan for the last EGRA training and data collection and discussed with partners, their potential collaboration for this next phase of EGRA which would help to ensure sustainability of the process.
Although the community participation component significantly cut back activities, continued book lending took place where Yeelenkɛnɛ exist, community volunteers and facilitators phoned parents when possible to monitor their continued support to children, Community Development Agents (CDA) monitored sustainability plan development by phone and the broadcasting of radio spots continued. In addition, broadcasting of Social Behavior Communications Campaign messages that emphasized the importance of early grade reading and equity in terms of boys’ and girls’ access to education, continued.
Just as activities were starting up again in August after months of suspension, Mali suffered from political unrest which ultimately led to the resignation in August of President Ibrahim Boubakar Keita and also caused additional interruptions to project implementation.
USAID’s external “mid-term” evaluation of SIRA which was carried out by the Mitchell Group and Ed Intersect, was finalized on May 21, 2020.
October 30, 2020 5 A summary of the year’s major achievements in all three intermediate result areas is provided below:
For Intermediate Result 1: Classroom Early Grade Reading Instruction Improved:
The first quarter of FY20 focused on making sure that the 2019-2020 school year was off to a good start and the last quarter focused on making sure that the catch-up period to complete the school year began well. In between, many activities were suspended due to the COVID-19 pandemic.
- Pedagogical Materials: The 2019 print procurement consisting of the Gr. 1 Core package of pedagogical materials was finalized. The 2020 print procurement consisting of the Gr 2 Core package of pedagogical materials was put out to tender. - School Monitoring Visits: From October 27- November 8, 2019 and November 18-22, 2019, 14 teams were sent to the field to monitor how well the beginning of the 2019-2020 school year started, observe teaching techniques, assist teachers, check on the state of the Teacher Learning Communities (Communautés d’apprentissage des Maîtres- CAM), identify performing teachers and conduct a rapid evaluation of students’ learning through an “invented spelling” 12test. - A second wave of monitoring visits to community schools took place from February 10-21, 2020. Twelve teams composed of SIRA trainers and Ministry staff, were sent to 122 randomly selected community schools to observe teaching techniques and assist teachers. The mission concentrated on San, as well as Koulikoro, Dioila, Bougouni and Segou as they had previously been identified to have comparatively more weaknesses. - Catch-up guides: For the start to the 2019-20 school year, SIRA developed a guide for Gr. 2 teachers to try to compensate for an almost non-existent previous school year that was paralyzed by prolonged strikes. The detailed guide consisted of activities that were organized by week and included which material to use when, comprehension questions for guided reading, writing prompts, writing suggestions as well as appropriate games to play to reinforce the basics. A similar approach was used for the recent return to the end of the 2019-20 school year, but this time with guides for both Gr. 1 and Gr. 2 students who are supposed to be completing 6 months of school they lost out on, in only 2 months. - Mini-study on the Nurturing Classroom: During the monitoring visits, SIRA trainers and MEN staff also conducted a mini study on the nurturing classroom (la classe bienveillante). The goal was to evaluate the impact of a more interactive approach to teaching and learning and the impact of a caring teacher on the general school climate. For this activity, 30 non-SIRA schools were added to the sample of SIRA schools in order to obtain a base for comparison purposes. Baseline results showed a marked difference in classroom climate. - School Director Cluster meetings: The only cluster meetings held this year took place from December 23, 2019 to January10 2020. A tremendous amount of valuable information was collected including book to student ratios and issues arising from classroom teaching. - Quarterly review/planning meetings: One set of meetings with AEs and CAPs took place from November 25 – 29, 2019 and from December 2-6, 2019 as planned. These meetings not only reviewed project activities since the last review meetings (one year prior), planned for the
1 “Invented spelling” refers to the way a child spells words phonetically that isn’t already stored in his/her memory. It’s a necessary stage to develop the proficiency as a competent and confident writer. (Ouellete, G. & Sénéchal, M. (2017). Invented spelling in kindergarten is a predictor of reading and spelling in Grade 1)
October 30, 2020 6 pedagogical counselors (CP) with tablets’ (referred to as CP/tablets) upcoming monitoring visits, but also provided an opportunity to identify key issues for each region in terms of sustainability. - Development of reference and guidance documents for the MEN: The Competency Framework (référentiel de compétences) that was created in 2009 and has since been the basis of the new 2011 curriculum and the core reference document in all trainings was revised. Whereas the initial document only covered learning progression for level 1, the revised version already shared in the FY20Q2 report includes levels 1-III in a detailed teacher user-friendly format. A detailed schedule for the language and communication domain that follows the timetable in the curriculum guidelines was also developed as no such document exists. A guidance document presenting an outline of what is needed for a successful transition from one language to another, particularly to Grade 3 was developed.
For Intermediate Result 2: Service delivery systems in early grade reading improved:
- Working group for early grade reading policy: The established working group under the National Directorate of Pedagogy (DNP) developed a framework which will provide the foundation for a policy on early grade reading (Document-cadre de la politique sur la lecture au Fondamental I). The group was able to inventory existing documents, methods and approaches and prepare an evaluation grid using the competency standards as criteria. - Local EGRA capacity building: STS completed Phase II of the USAID Mali SIRA EGRA capacity building activities in the first quarter. A third series of EGRA capacity building workshops took place including: Training of Trainers (ToT) with the nine master trainers (October 23 – 26, 2019) and an eight-day workshop (October 28 - November 6, 2019) on EGRA data analysis and report writing for all remaining SIRA regions. Reports were disseminated to 7 Academies.
- SIG-FC: Cowater Sogema organized refresher workshops on the use of the SIG-FC system from March 2- April 23, 2020 for AE and CAP staff since the original training took place in March 2019. On June 17th 2020, the teacher lists were fully integrated into the SIG-FC system. - The writing of the report of the socio-linguistic study that was conducted in July 2019 in non-SIRA schools in the linguistically complex AEs of San, Koutiala and Sikasso was finalized and submitted on March 23, 2020.
For Intermediate Result 3: Parent, community and private support for early grade reading increased:
- Extension of community participation activities to 4th cohort: activities were initially extended to 1,189 schools in 1,085 communities. However, due to the security situation in the center of the country (Academy of Segou and Koulikoro) we downsized to 1,128 schools in 1,023 communities. Spearheaded by 273 SIRA volunteers (called community facilitators) assisted by 2,556 local volunteers selected by their communities. These SIRA facilitators and community volunteers trained 108,537 parents and members of community based-organizations in the use of the family- school link booklet. They also conducted 29,738 home visits to support 101,447 parents, organized 10,948 general assemblies with 231,113 participants of whom 37% were women. - To increase awareness, the project worked with 2,409 school management committees (SMC) to produce 2,145 school report cards and school improvement plans.
October 30, 2020 7 - 117,719 children participated in 4,957 reading club sessions, of whom 47% were girls. Approximately 15,000 parents also participated in these sessions. The community facilitators also continued implementation of the Social Behavior Change Communication Campaign (SBCCC) focused on three themes: 1) the importance of children learning to read in a language they understand, 2) the importance of equity between girls and boys in terms of access to schooling, maintenance and success, and 3), the importance of parents supporting their children at home as they learn to read and being involved in the life of the school. Posters and flyers illustrating the themes of the campaign were distributed and radio spots on these, were broadcast daily..
- Establishment of new Yeelenkɛnɛ: 71 new community libraries consisting of 350 titles for early grade readers in a metallic chest, were set up in cohort 4 school communities. These libraries create a literate environment for children, provide access to books and help generate enthusiasm for reading. Prior to distribution, 373 participants including 142 newly trained volunteers, 107 previously trained volunteers and 124 newly trained community facilitators were trained during an 8-day workshop in January 2020 in the management of the Yeelenkɛnɛ. A total of 117,710 children in cohorts 1, 2 and 3 communities attended 4,957 facilitation sessions organized by community volunteers. Further, 29,751 children in cohort 4 communities borrowed a book during COVID-19.
- 4th joint monitoring mission: From March 9-20, 2020 the project conducted a joint monitoring mission to all AEs in Segou, Sikasso and Koulikoro to assess the extent to which stakeholders were implementing community participation activities sustainably and propose steps to further enhance sustainability.
- Printing and distribution of family school link booklets: 50,210 family school link booklets for grade 1 and 50,850 booklets for grade 2 were printed and distributed to cohort 4 communities. Plans to set up a revolving fund for future printing of the booklets were finetuned. A total of 116,690 parents, community members, school directors and teachers were trained on how to use the family school link booklet to help their children to learn to read and write at home.
- Preparation for the Bɛɛkunko (ASER) household assessment: 89 CRPCs and ADCs were trained to implement the Bɛɛkunko during a ToT that was held in Segou from September 14-18. 270 community facilitators participated in trainings and will collect data next quarter.
October 30, 2020 8
1.4. INTRODUCTION
As a result of lengthy teacher strikes and COVID-19, FY20, which started off on a promising note, had a challenging and unexpected second half of the year. Throughout the year, SIRA activities continued to the extent possible and the project made slow progress toward the achievement of the project’s objectives. The pedagogy component organized school monitoring visits to public and community schools, developed catch up guides, conducted a study on nurturing classrooms, continued to offer support to the MEN on developing important foundational documents and guidance on how to ensure continued learning/distance education for students through Interactive Radio Instruction (IRI) lessons developed by EDC under the USAID Mali PHARE project. The institutional component updated teacher data for the SIG-FC database. School to School International (STS) planned for the last EGRA training and data collection while seeking partners who could collaborate on this next phase of EGRA that would help to ensure sustainability of the process. The community participation component’s activities including the implementation of the SBCC campaign, home visits, general assemblies, literacy games etc. were concentrated in the first half of the year. Although these were suspended when COVID-19 hit, book lending in communities where Yeelenkɛnɛ exist continued, community volunteers and facilitators phoned parents when possible to monitor their continued support to children. Community Development Agents (CDA) monitored the development of sustainability plans by phone and the broadcasting of radio spots continued.
A summary of major activities under all IRs is provided in the sections below. 1.5. OVERVIEW/BACKGROUND AND OBJECTIVES
The goal of the 5-year USAID Mali Selective Integrated Reading Activity (SIRA) is to improve reading outcomes for Malian students in grades one and two in public and community schools in the regions of Koulikoro, Ségou, Sikasso and the District of Bamako. Through the development, production and distribution of appropriate instructional materials for students and teachers; through the training of teachers in evidence-based pedagogical practices to improve the teaching-learning of reading-writing; through the use of Bamanankan as the language of instruction and through strengthening the capacities of school directors and pedagogical support personnel in coaching and supervision, the activity improves classroom instruction so that students in the early grades acquire the basic competencies needed to become fluid and autonomous readers. Secondly, this activity works to reinforce and strengthen the Government of Mali/Ministry of National Education (MEN)’s capacity to support and manage delivery systems in a manner that fosters sustainability. The project strengthens the capacity of the MEN at the central and decentralized levels to use EGRA to evaluate student learning in reading and inform policy development and decision making. Finally, the project is working to improve the understanding and increase the involvement of parents and community members regarding early grade reading. The project’s Social Behavior Change Communication’s Campaign (SBCCC) was introduced progressively and is being implemented by a corps of SIRA volunteers called community facilitators (CFs) in collaboration with community volunteers (CVs) designated by their communities. Although up until a few weeks ago the program was limited to phone calls where possible, the CFs and CVs have now restarted visiting and dialoguing with parents at home as well as organizing community meetings, round table discussions and
October 30, 2020 9 general assemblies in order to increase understanding and engagement in early grade reading. Community facilitators are now in the last cohort of communities and strive to implant SIRA’s community approach by providing on-the-job training for local community volunteers. Continued planning for sustainability across our three intermediate result areas has always been a major component of SIRA activities. The buy-in at all levels that we had previously observed by the AEs, CAPs, and School Directors remains evident, however the on-going COVID-19 Pandemic and recent political events have posed threats over the last months. It is our hope that recent improvements in all areas will get us back on track to plan for the sustainability of project activities.
2. ACTIVITIES UPDATE BY IR AND SUB IR
IR 1: CLASSROOM EARLY GRADE READING INSTRUCTION IMPROVED
Sub IR 1.1: Student's access to evidence-based, conflict and gender sensitive, early grade reading materials increased
A: Complete distribution of the gr 1 core package and writing notebook for both grades Following Burda Education’s distribution of pedagogical materials to the 56 CAPs and 3,940 schools (3,662 directly to the schools and 278 to 3 CAPs in insecure zones subsequently distributed to schools) , and EDC’s review of all documentation including delivery notes, EDC concluded the procurement and made the final payment to Burda Education on May 8, 2020, taking into account applicable penalties for late delivery.
B: Initiating the printing process of Gr. 2 core package for the 2020-2021 school year Upon receiving USAID’s approval at the end of May to launch the procurement process, the Request for Quotations (RFQ) was published internationally and in the Malian Essor newspaper on June 17, 2020. A Simplified Request for Quotations (SRFQ) for US small businesses was also published in the US. After review of the quotes, EDC selected two vendors and a Consent to Subcontract request was sent to USAID on August 14, 2020. Given USAID’s ongoing review of the political situation in Mali, and the fact that no new contracts can be signed, the procurement was put on hold. Once USAID is able to provide consent to subcontract, EDC will proceed with procuring and distributing the materials.
C. Verify student enrollment numbers and ensure 1 to 1 ratio for student books; in collaboration with AEs/CAPs, redistribute and adjust as needed Enrollment numbers as well as quantities of books delivered to each school were obtained during the school directors’ cluster meetings at the end of December 2019/ beginning of January 2020. Based on this data, re-distribution began, but then had to stop because of teacher strikes and then the Pandemic in March 2020. Re-distribution was then planned to continue during the August teacher trainings which would be the most efficient way to carry out this operation; however, training was postponed due to another teacher strike and then the political situation until October 2020 when the redistribution will resume.
D. Work with the MEN/SIRA Technical Committee, the Directorate of Finance and Materials (DFM) and the 10 SIRA AEs/CAPs to plan for budgeting and financing the purchase of core reading packages and replacement kits as needed once the project has ended Due to COVID-19 and the restrictions imposed on face to face meetings, this work could not be achieved. However, internally, the team created a template for a document that will give the MEN technical committee and the Director
October 30, 2020 10 of Finance and Materials, a better idea of the cost and timing for purchasing the core reading packages. As this activity is an integral part of the project’s sustainability plan, SIRA will continue conversations with the MEN as soon as possible. See annex 13.5.
E. Put all documents, kits, training modules, on 3 external hard drives for the 3 Directions of the MEN As SIRA plans for more interventions in the coming months, these hard drives will be prepared in FY21.
F. Train personnel from the Division of School Manuals (DNP) Although this Division already received training in May 2019 on the overall SIRA project, MEN educational standards and guidance, the techniques of the Balanced Literacy approach, the participants asked for additional training. Due to the restrictions associated with the pandemic and the political situation, a second training could not take place as planned. Training will be planned for FY21.
Sub IR 1.2.: In-service teacher training in evidence-based early grade reading (including formative assessment) improved
A. Finalize the process of certifying pedagogical counselors (CPs) as trainers/coaches of the early grade reading program introduced by the project/ Award Certificates As of the beginning of the fiscal year, 78.4% of CPs (not including Bamako which started late) were evaluated and successfully certified by SIRA. Following the last CP training in August 2020, and after a number of CPs retired, SIRA certified 256/323 CPs (79% of all CPs) including Bamako. Leaving out Bamako, as we did last year, we have 88% of CPs certified. We are now compiling and finalizing the list and certificates that will be delivered in FY21.
B. Train new trainers from the central directorates (DNEN, DNP and DNEF) in the Grade 1 and Gr 2 reading program and use of the validated core packages. Staff from the three directorates received training in the past. Current circumstances did not allow the refresher training to take place as planned. Training will take place in FY21.
C. Train pedagogical counsellors and AE supervisors in SIRA reading program, pedagogical leadership and coaching of school directors, and 2nd grade teachers The pedagogical counsellors have been trained each year of the project. In August 5-13, 2020, 376 CPs and AE supervisors received their last training under the project. The training included techniques used in the SIRA reading program, pedagogical leadership, coaching as well as gender awareness. The training also served as the first step in cascade training where these CPs will train teachers. See annex 13.6
D. Refresher for AE/CAP directors and assistant directors on the early Grade reading program and plan for sustainability. Due to COVID-19 restrictions, this refresher training session for AE/CAP directors and their assistants was not able to take place as planned. It will take place in FY21.
E. Update training modules to strengthen teacher competencies in implementing the strategies for SIRA reading program – module CP (4 days), module directors (4 days) and module Gr. 2 teachers (7 days). The training module for CPs was developed and administered as planned. The directors’ module was developed but not implemented because the earlier than usual start of school did not allow enough time to train everyone. The Gr. 2 teachers’ module was developed, originally for 7 days, but was revised to 4 days given the limited time available for training.
October 30, 2020 11 F. Train Gr.2 teachers in the Gr. 2 reading program, validated core package and nurturing classroom which includes gender- fair practices. This training, originally scheduled as most years in September 2020, before the school year begins, had been rescheduled for August 2020 after the onset of COVID-19 and the announcement that schools would reopen in September. However, due to the political situation, it had to be further postponed and will now take place in October 2020. Given the MEN’s school schedule, time would only allow for a 4-day, instead of a 7-day training. As such, SIRA is hoping to hold the remaining 3 day-training during the next school holidays. Despite the reduction in training days given, the sessions included balanced literacy techniques, nurturing classroom techniques and gender-fair practices.
G.: Train teachers from Bamako (Grade1) that began late (integrate into Gr. Training above) Due to time and space constraints resulting from the stringent safety protocols for conducting training under COVID- 19, it will not be possible to integrate these Grade 1 Bamako teachers into the training scheduled for October 2020. We will plan to offer this training in FY21.
H. Monitor Gr 1 and 2 teachers’ implementation of the gr 1 and 2 reading program using the validated gr 1 and 2 core package. (joint supervision MEN-SIRA) Fourteen teams were dispatched during the 2019-20 school start-up monitoring visits (October 27- November 8, 2019 and November 18-22, 2019), that aimed to provide support to SIRA teachers at the beginning of the school year. These field visits included observations and provided the needed support to teachers as well as gathered other data including information on the status of the CAMs. SIRA focused on Gr 2 since these students had missed 5 months of their grade 1 school year. SIRA developed a guide to assist teachers ensure that students were ready to learn grade 2 material. The visits focused on this aspect and confirmed that the guides were being used correctly and were helping students transition into the 2nd grade curriculum. The next joint supervision visits were planned for February and March 2020, however due to teacher strikes, they were conducted in community schools only and focused on AEs that were having difficulties. For more information see point K below. Joint supervision visits will begin again in FY21/Q1 to monitor how classes are proceeding during the planned “catch-up” period.
I. Monitor gr 1-2 teachers' implementation of the gr 1-2 reading program using the validated gr 1 & 2 core packages (CP Tablets-SIRA) Monitoring and data collection by CPs using tablets started on December 2, 2019, although the majority were planned for January 2020 because of school exams and the holiday period. The monitoring period was extended through March, however, most schools were first closed due to teacher strikes and then they all closed due to COVID-19. Overall, 667 grade 1 classes and 619 grade 2 classes in 779 schools were observed out of an expected 1,490 schools (52% of the target) and 7,107 students were tested (3,558 from grade 1 and 3,549 from grade 2). 49.8% of students in grade 1 and 49% in grade 2 are girls. Since school started in mid-September, 11 CAPs (20%) were able to have their “CP Tablets” begin conducting monitoring visits even before the end of September 2020. The remainder of this selected group of schools will complete monitoring in FY21/Q1. See the Monitoring and Evaluation section for more information.
J. Monitor Gr. 1 and 2 teachers’ implementation of the Gr. 1 and 2 reading program using the validated gr 1 and 2 core package. (Cabinet and AE and CP) This activity was not able to be conducted due to teacher strikes and then COVID-19. These monitoring visits are now planned for FY21.
October 30, 2020 12 K. Provide additional support to Academy schools with poor scholastic results (Koulikoro, Bougouni, Dioila, Segou) During the November 2019 joint supervision visits, certain Academies demonstrated poor scholastic results as well as poor teacher performance. An additional supervision visit was organized to provide support to these Academies. In the meantime, teachers went on strike and it was difficult to plan to visit a sufficient number of schools just in those Academies. Since some community schools were in session, and community schools often have poor performance, community schools in San were added to the targeted Academies. Joint supervision teams were organized and sent to 120 schools. In addition, regional supervisors monitored teachers and students in an additional 49 schools in their respective Academies.
L.. Organize training for AE/CAP staff on gender, gender-fair activities and gender mainstreaming. This activity was not able to be conducted due to COVID-19 restrictions. When SIRA was finally able to begin conducting face-to-face activities, cascade trainings for CPs and teachers were the priority. This activity will be conducted in FY21/Q1.
M. Monitor a sample of school directors' support to gr 1-2 teachers through the school-based Teacher Learning Communities (Communautés d'Apprentissage des Maîtres - CAM)/ Develop an observation tool for CAM monitoring Although we were not able to directly monitor CAMs for Gr.1-2 teachers in public schools due to the strikes, we were able to obtain valuable information on the CAMs during the school directors’ cluster meetings that took place earlier in the year: 13% of school directors reported no meetings, 15% -one meeting in the course of the trimester, 39% - 2 meetings, 22% - 3 meetings and only 11% reported 4 meetings or more. In addition, overall, participation in the meetings was low. Although this information is valuable, direct observation will be very important. Once the Teacher Learning Communities start operating again, direct monitoring will take place. The pedagogy team has developed an observation tool to be able to objectively rate the functionality of a sample of the CAMs.
N. Conduct study on school climate (the nurturing classroom- la classe bienveillante) SIRA took advantage of joint monitoring visits in November 2019 to collect additional data for a small study on the nurturing classroom. Results indicated that there is a clear difference between SIRA and non-SIRA classes. The use of an active approach such as our Balanced Literacy approach and our series of teacher and school director trainings on positive discipline and a nurturing classroom seem to have had a positive impact on the general classroom climate. For example, SIRA teachers are much more willing to accept being corrected by students than in non-SIRA classes (82.6% for SIRA teachers vs. 0% for non-SIRA teachers.) SIRA teachers are much more apt to offer varied and stimulating activities than non-SIRA teachers (47.9% vs 6.7%). In a SIRA classroom, students are more often given the needed time to complete activities than in non-SIRA classrooms: 75% vs. 24%). Students who participate “often” and “always” in activities totaled 88% for SIRA classrooms as opposed to only 16% for non-SIRA classrooms). The final report was discussed with and submitted to USAID in FY20/Q2.
Sub IR 1.3.: Teacher coaching and supervision improved
A: Organize quarterly cluster in-service sessions with school directors The only cluster meetings for FY20 took place in December 2019/ January 2020. The information collected covered student enrollment, teacher information (number, grades, mobility, training, class composition etc.), actions implemented by directors when a change of teacher would occur, information on monitoring, coaching and leadership of directors, quantities of materials received and information on CAMs However, due to the teacher strikes and school closures due to the Pandemic, additional cluster meetings scheduled for March and June did not take place. Since training for directors is planned for the school holidays, the next cluster meetings will take place in FY21/Q2.
October 30, 2020 13 This will also be a good time to assess student enrollment numbers and whether there are adequate learning materials for each student (assuming the 2020 print procurement is authorized and completed by then).
B. Train school directors on pedagogical leadership and coaching; include refresher on SIRA approach and strategies to improve reading. As schools reopened earlier than planned, we did not have a window of opportunity to train school directors. Training is tentatively planned for FY21 during the school holidays.
C: Organize 3 quarterly review/planning meetings with AEs/CAPs including planning for sustainability The only review/planning meetings with AEs and CAPs took place in FY20/Q1 (November 25-29, 2019 for Koulikoro, Sikasso and Segou and December 2-6, 2019 for the District of Bamako). These meetings not only reviewed project activities since the last review meetings (one year prior), planned for upcoming monitoring visits for CP/Tablets but also provided an opportunity to identify key issues for each region in terms of sustainability. These discussions will provide the basis for planning specific actions to ensure sustainability of accomplishments. The next review meetings will take place in FY21/Q1.
Sub IR 1.4: Appropriate incentives for teachers implementing evidence-based programming provided
A: Identify teachers who demonstrate skill in implementing the reading program to reward with incentives. Confirm selection of teachers during validation missions in interior and in Bamako During the November 2019 joint monitoring visits as well as the February/March 2020 monitoring visits to community schools, high performing teachers were identified. We have not been able to observe teachers in classrooms since that time nor organize missions to confirm their skills. Now that schools have re-opened validation missions (combined with other missions) will begin to take place in FY21.
B: Organize one national (150 teachers) and multiple CAP-level ceremonies (during trainings) to present the incentives to teachers demonstrating skills Given the delay in identifying and confirming high-performing teachers, this activity will take place in FY21/Q2.
C: Prepare certificates for all teachers and school directors that have followed ALL SIRA training since the beginning of the project/ distribute certificates Since all trainings have not been completed this activity will be completed in FY21/Q2.
Sub IR 1.5: Pre-service training in the use of a core package for evidence-based early grade reading instruction improved
A: Conduct a follow-up visit to all IFMs in SIRA zones to assess if they have integrated modules from SIRA trainings into their teaching. Visits were not able to be carried out since IFMs were also closed due to teacher strikes and the Pandemic. However, in support of this sub-IR, and on the National Director for Pedagogy’s request, a guide for the Teacher’s Training Institute (IFM) was developed and shared with the MEN for feedback. Specifically, this extensive guide looks at an improved approach to teaching literacy and second-language acquisition methods. The module highlights the conditions necessary for a successful transfer from national language to French, a recurring problem in this type of setting. The guide will contribute to the sustainability of the SIRA model currently being used in classrooms by better preparing future teachers to use the Balanced Literacy approach. A deeper knowledge of the process would help teachers overcome the current obstacles encountered by students. The guide will be finalized next quarter and a October 30, 2020 14 derivative training module developed. As the MEN is anxious to conduct a training of trainers and subsequent trainings of IFM professors, SIRA should be able to assist when the realigned budget is approved.
IR 2: SERVICE DELIVERY SYSTEMS IN EARLY GRADE READING IMPROVED
Sub IR 2.1: Policies and standards in support of evidence-based reading instruction implemented
A. Establish a multi-actor working group or work with the Quality Commission to develop a policy for teaching early grade reading and writing to include as appropriate formative evaluation and oral assessments, Draft and validate a national policy (or "approach") to early grade bilingual reading, Disseminate the new policy during SIRA annual training sessions to teachers, school directors and other stakeholders Part of SIRA’s mandate is to support the Ministry to create a national policy for reading and writing for Gr.1 and Gr. 2. A select committee was organized by the DNP and it promptly began work on a framework document (Document- cadre de la politique sur la lecture au Fondamental I) that would eventually serve as the foundation for a policy. In a first step, the 12-member committee (including three representatives from SIRA) collected an inventory of existing documents, methods and approaches. The committee prepared an evaluation grid using the competency standards as criteria, and also established a road map. The engagement of all parties involved has been encouraging. As a result of COVID-19, however, this activity was suspended and will resume in FY21/Q1. The new Document-Cadre will unlikely be ready for dissemination during any planned trainings.
Sub IR 2.2: Early grade reading (EGR) data collection, analysis, and reporting systems improved
A: Train personnel from the selected AEs/CAPs to conduct evaluations using EGRA including sampling, test administration, analysis, report writing, and dissemination; use the results for planning and decision-making at the decentralized level EGRA Phase II - Analysis Training of Trainers (TOT) workshop Six representatives from San/Segou, one SIRA M&E staff, and two representatives from the central MEN were trained as trainers —to co-facilitate the third and final training of Phase II focused on data analysis and report writing. During the four-day training (October 23 – 26, 2019), the master trainers reviewed the goals and content for the workshop, practiced the Microsoft Excel skills that would be introduced during the computer sessions, and planned for the facilitation of their sessions and group work scheduled for October 2020. - Analysis & Report Writing Workshop An eight-day workshop with 30 participants from Sikasso, Koulikoro, and Bamako, as well as five SIRA M&E staff was held from October 28 through November 6th, 2019. The goal of the workshop was for participants to develop the skills necessary to conduct basic EGRA analyses, generate simple graphics, interpret results, draft simple reports, and draw conclusions that can inform resource allocation decisions. - Report Dissemination Alongside the local EGRA point person from the Phase II trainings, meetings with the Directeurs d'Académie d'Enseignement (DAEs) in Sikasso, Koutiala, San, Segou, Dioila, Koulikoro, and Kati were conducted. Meetings were not possible with the DAEs of Bougouni, Bamako – Rive Droite, and Bamako-Rive Gauche due to the Covid-19 pandemic. The purpose of these meetings was to review the objectives of the SIRA EGRA capacity building activity with DAEs, hand deliver and orient DAEs to the Phase II EGRA reports and discuss dissemination plans of these reports.
October 30, 2020 15 Preparation of EGRA Phase III Updating the concept note for Phase III based on lessons learned during Phases I and II. STS revised the plans for Phase III, including the series of workshops and webinars to be held, participant groups and trainers for each, workshop content, duration, and timeline. Preparation and adaption of plans for the launch of the Phase III EGRA activities. The first workshop of Phase III focuses on the administration of the EGRA tools, best practices for working with students, the adoption of proper data collection procedures, the use of tablets and the Tangerine software, and the supervision of data collection processes. This workshop was initially scheduled for March/April 2020 but was delayed due to the Covid-19 outbreak and the resulting school closures. Due to the unpredictability of the situation and the cancellation of international travel, STS devised several alternate scenarios for the execution of the Phase III activities. These efforts included equipping the STS local coordinator, through one-on-one training sessions, with skills to facilitate the Training of Trainers (TOT) with the national training team without in-person support from US-based trainers. The selected training scenario will require the STS coordinator and the national training team to co-facilitate three regional-level enumerator trainings for the participants in Koulikoro, Sikasso, and Bamako, with remote assistance from the US-based STS staff. These trainings are anticipated for next quarter, followed by a week- long EGRA data collection. Production of a series of 11 EGRA training videos for use in Phase III. STS scripted, filmed, and edited a suite of 11 short EGRA training videos to support the national training team in their facilitation and ensure consistency in the EGRA protocol trainings. These brief videos cover topics such consent and research ethics, an introduction to EGRA, administration protocols for the individual subtasks, sampling protocols, tablet troubleshooting, inclusion of children with disabilities, and Covid-19 hygiene precautions. STS also prepared session guides to accompany each video for the national trainers to refer to when showing the videos.
Sub IR 2.3: Planning and management of human resources devoted to early grade reading improved
The configuration of the SIG-FC was indeed finalized in 2019 but it appeared that one of the obstacles to the good use of the system was the lack of valid lists of teachers by the CAPs. The information was reported to the DNEN, which in September 2019 sent a request to all the concerned decentralized services asking for the CAPs to send updated lists of their teachers (using the parameters specific to the SIG-FC). In December 2019, even after a reminder from leadership at the DNEN, barely 50% of the services had sent their list and some still did not meet the criteria of the SIG-FC. As the FORMÉ project will end in 2020; a meeting between FORME and SIRA was held. Participants identified a need to build on the capacity building of personnel already trained to avoid any loss. Added to this was the need to obtain reliable lists of teachers by the CAPs. It is for this purpose that refresher trainings in the use of the SIG-FC were organized for the benefit of persons from AEs and CAPs in SIRA’s implementing areas. The trainings: Strengthened the capacities of SIG-FC users in decentralized structures; Explained and distributed the procedure manual to SIG-FC users; Reiterated the communication channel for remote support; Analyzed and updated data on teachers provided by decentralized structures. These trainings were held from March 2nd to April 23rd.
October 30, 2020 16 The trainings enabled the team to finalize the lists of teachers by CAP and to send them to EX-L-Tec for integration. On June 17, 2020, these lists were integrated into the system which is now operational. It now needs to be used correctly on a permanent basis to ensure the availability of reports. In order to do so, the DNEN is merging it’s 2 committees (Technical committee and Steering committee) into an “Organizational Committee” which will define a roadmap for the day-to-day use of the system.
Sub IR 2.4: Research agenda to support additional improvements in reading instruction implemented
Sociolinguistic study In order to provide the MEN with linguistic data to inform and facilitate the implementation of its bilingual education policy, the project designed and carried out a socio-linguistic study in 2019 in the AEs of Koutiala, San and Sikasso. A summary of the results was presented in the 2019 annual report. The final report was submitted to USAID as an annex to our FY20Q2 report. Recommendations from this study are as follows: Share the results of this study with the Ministry of National Education (centralized and decentralized levels) for a better appropriation of the linguistic map in planning for bilingual education; Take into account the supply and demand of qualified teachers, particularly for the extension of bilingual education to languages currently not being covered. Take into account study results in the recruitment of teachers in order to ensure there are enough teachers able to speak a greater number of languages; Start, as soon as possible, the extension of bilingualism in non-SIRA and Bambara schools in areas where the current potential teacher supply would meet the demand for national language instruction; Conduct sociolinguistic studies in the remaining regions, primarily in Koulikoro (for non-SIRA schools) and Kayes in order to have a complete linguistic map.
SUB IR 3. PARENT, COMMUNITY AND PRIVATE SUPPORT FOR EARLY GRADE READING INCREASED
Sub IR 3.1: Parent’s understanding and awareness of early grade reading increased
A. Organize activities at the local level to reinforce SBCC Campaign Messages to support early grade reading The implementation of the SBCC campaign, which is a key element of the community participation component is made up of a package of activities that are implemented in synergy with each other. These activities include radio spots, home visits, round tables, community fora, general assemblies and caravans. Because of the COVID- 19 restrictions regarding face to face meetings and social distancing requirements that went into effect in March, all community participation activities with the exception of the broadcasting of radio spots in support of the SBCC campaign, were suspended. 87,665 radio spots were broadcast through 28 local radio stations in Academies covered by SIRA. The radio spots continue to successfully raise awareness about the Campaign’s 3 themes (the importance of bilingual education in early grades, gender equity in terms of access and retention in school and parental support in children learning to read and write) and encouraged parents and community members to adopt practices that promote sustainability in the teaching of reading and writing.
October 30, 2020 17 Distribution of SBCCC materials The project developed, printed and distributed a total of 390,000 materials, including 13,660 A2 posters and 6,160 A1 posters, 98,000 images that were used in 375 picture toolkits and the remainder were flyers.
B. Organize workshops with traditional communicators and/or other communicators to discuss reading strategies Traditional communicators continued to play an important role in relaying key messages about the importance of early grade reading to the communities. During the year, 116 meetings were organized with 1,802 participants.
Sub IR 3.2: Parents’ ability to implement specific strategies to support early grade reading improved
A.Update and print family-school link booklet for use by parents with children in grs 1-2 of SIRA schools 50,210 family-school link booklets for grade 1 and 50,850 booklets for grade 2 were printed and distributed to the implementing partners for further distribution to cohort 4 communities. This booklet is the main tool the project offers parents to be able to support their children’s learning at home. Each year, the project has provided copies of this booklet to the new cohort of communities. However, in order to promote sustainability and get parents and community members accustomed to purchasing the booklets themselves, this year, the project is initiating a revolving fund: SIRA will give the SMC an initial batch of booklets based on the number of students enrolled in grades 1 and 2 The SMC will sell the booklets at low cost to parents (cost will be determined between the SMC and the community). The communities can use any profit made to further the advancement of the Yeelenkɛnɛ or other priority efforts to increase community participation in children’s schooling. Project staff will train members of the education commissions and the SMC to play their respective roles in ensuring the smooth running of this fund.
B.Conduct training for parents at the beginning of the school year on the use of i) "How to help your child read" and ii) family- school linkage materials to support children (by organizing meetings with parents from public and community schools) The project organized trainings during the first two quarters of the year. Parents and community members were trained on how to use the family-school link booklet to help their children learn to read and write at home. In all, 108,537 parents, community members school directors and teachers (32% of whom are women) participated in these trainings.
Sub IR 3.3: Community members' and CBO's ability to support and monitor early grade reading improved
A. Conduct mapping of cohort 4 SIRA communities to identify CBOs and community leaders able to lead efforts to support early grade reading The first activities in cohort 4 communities following the social negotiations were, community mapping (rapid assessment of CBOs and their existing resources). 1,095 villages across 243 municipalities in the regions of Koulikoro, Sikasso, Ségou and the District of Bamako covering 10 Academies (AE) and 43 Centers of Pedagogical Animation (CAP) took part in the activity. This made it possible to identify the actors and CBOs that were most capable of supporting the project by analyzing their primary activities as well as their strengths and weaknesses. This activity also contributes to guaranteeing ownership and sustainability of the project's achievements regarding early grade reading and writing. A total of 1,157 tripartite agreements were signed between the village chief, the Mayor of the Commune
October 30, 2020 18 and SIRA. The purpose of these agreements was to ensure that all parties are in agreement with SIRA activities and outlines roles and responsibilities of each signatory. The main findings of the mapping include: a) 99.6% of the municipalities surveyed have Education Commissions. However, they often do not hold meetings, use an undemocratic decision-making process, and do not support a culture of accountability. b) In total, 3692 community-based organizations have been listed in 934 villages / communities, the types of organizations are as follows: 33% - School Management Committees (SMC), 18% - parents associations (APE); 17% - Mothers Associations (AME) and 30% - traditional associations (women's associations, youth associations and other village associations). c) Based on the functionality criteria used for this study, at least 60% of the CBOs are functional with the majority being in urban areas. In terms of organizations directly linked to education, the SMC is the most functional and representative structure, unlike the APE which is gradually disappearing or losing ground since the advent of the SMC. d) Almost all of the community actors operating in the project intervention areas (cohort 4) have few skills to support children in learning to read and write and have benefited from very little training in Social Behavior Communication Change; advocacy / lobbying. and other aspects that increase the functionality of an organization. The results of this mapping exercise provide the project with important information that is needed to support these CBOs to actively participate in the support of early grade reading and writing as well as ensuring the organizations’ sustainability.
B. Implement community participation activities in support of reading-writing The implementation of community participation activities in support of reading-writing is done differently depending on the Cohort. In Cohort 1, 2 and 3 communities, where community facilitators had left the project, these activities are led by community volunteers with support from the CDAs, In Cohort 4, they are led by the community facilitator, who works in tandem with community volunteers to train them on the job to work with members of school management committees, associations of mothers of students and associations of parents of students. Below is a summary of the activities accomplishing this year: Literacy games The community facilitators and community volunteers organized 13,034 literacy games sessions in cohort 4 communities. A total of 434,153 participants of whom 50% were girls, (approximately 33 participants per session per community), took part in these sessions. In addition, approximately 32,732 parents and other interested community members (44.5% of whom were women) took part in these sessions. Parent teacher exchange meetings The three implementing partners (Save the Children, OMAES and EDC) helped school management committees, community development agents and community volunteers mobilize parents and their children's teachers to hold information-sharing meetings about promoting reading-writing in early grades. These meetings which facilitate the building of trust between parents and teachers, are one avenue through which SIRA narrows the gap between the school and the home. Discussions focused on the role of parents in monitoring students’ reading-writing progress at home, the regularity of teachers’ attendance at school, the regularity of students’ attendance, community management of schools. In total 2,838 Parent-Teacher exchange meetings were held, with 76,312 participants, 38% of whom were women. Home visits to discuss the Mansa cɛsirijala family-school link booklet and the SBCC Campaign
October 30, 2020 19 With the aim of helping parents understand their role in accompanying their children as they learn to read and write, and supporting parents to implement guidelines on how to use the family-school link activity booklet with their children at home, community facilitators and community volunteers often accompanied by SMC members, conducted 29,738 home visits this year to support 101,447 parents, 48 % of whom are women. In addition, community facilitators and community volunteers conducted 77,921 home visits to discuss SBCCC messaging with 293,528 parents (approximately 48 home visits per month per community facilitator). Hold informative meetings with the Mayors and education commissions in the 176 implementing communes In addition to supporting the community facilitators in their activities, the project’s community development agents (CDAs) also meet with village and communal authorities and actors to share information about the status of implementation of planned activities, results achieved, challenges encountered and proposed solutions. In addition, the project uses this opportunity to remind key actors about their roles and responsibilities in ensuring the project’s success. This year a total of 1,361meetings were held with Mayors responsible for education and members of the communal education commissions. A total of 6.870 people, 29% of whom were women, participated. Hold informative meetings with AEs and CAPs Collaboration with the AEs and CAPs is an important element of the community participation component. This relationship is maintained in the field by the CRPCs who meet at least once a quarter with these technical services through information-sharing sessions on the general progress of the activities, results achieved, difficulties encountered and, in an effort, to find possible solutions. This year, a total of 308 meetings were held involving 866 participants, 29 % of whom were women.
C. Identify and train community volunteers to manage Yelenkɛnɛ and other activities The project concluded the process of identifying and training 373 community facilitators and volunteers (including 142 newly trained volunteers, 107 previously trained volunteers and 124 newly trained community facilitators) to manage an additional 71 Yeelenkɛnɛ in new cohort 4 school communities. The training included becoming familiar tools needed for the management of the Yeelenkɛnɛ, the learning games handbook and the roles of the community volunteers, CRPC, CDA and community facilitators. Training took place on February17– 24, 2020 (EDC): February10- 18, 2020(SCI) and February 18-25, 2020 (OMAES).
D. Implement reading clubs and other out of school activities in support of reading (local community volunteers with support of CBOs, SIRA volunteers and CDAs) With the suspension of community participation activities in March as a result of the pandemic, the majority of Yelenkene sessions took place in cohorts 1, 2 and 3 during the first 6 months. For these cohorts, Yeelenkɛnɛ are facilitated and managed by community volunteers and School Management Committees with the support of CDAs twice a week. Thus, for the concerned 186 Yeelenkɛnɛ, 4,957 facilitation sessions were held. A total of 117,719 children (47% of whom were girls) attended. An additional 15,000 parents and other members also participated. For cohort 4: The 71 new Yeelenkɛnɛ kits (metallic trunk, books, supplies and management tools) were delivered to the communities during COVID-19, so that book lending at the very least, could continue. A total of 29,751 children (15,208 of whom were girls) borrowed a book that they read at home for about a week. The project developed a simplified guide for setting up Yeelenkɛnɛ that will be used to train new actors such as education commission members, to manage Yeelenkɛnɛ.
E. Monitor activities of SIRA community facilitators who train and work with parents and CBOs and who help local community volunteers to lead and organize Yeelenkɛnɛ and reading clubs and other community-led activities to promote reading
October 30, 2020 20 Under the coordination of the CRPCs, CDAs conducted visits to monitor the performance of community facilitators. Each month, ADCs met with their community facilitators and CRPCs also conducted monitoring visits. Over the course of the year, monitoring visits focused on community mapping and social negotiations, training parents and CBOs, data collection for Bɛɛkunko, development of school performance reports and improvement plans, the facilitation of Yeelenkɛnɛ activities and learning games from the project toolkit, the correct use of management tools for the Yeelenkɛnɛ and the SBCC Campaign. In addition, in an effort to monitor the implementation of Yeelenkɛnɛ and other related community participation activities, the implementing partners participated in the project’s 4th joint monitoring mission between March 9th and 20th to all AEs in Segou, Sikasso and Koulikoro. Sixty communities were sampled: 16 for cohort 1, 32 for cohort 2 and 12 for cohort 3. The 12 communities in Bamako were excluded this time because they were scheduled after the pandemic started. The objectives of the mission were to: -Assess to what extent stakeholders (volunteers, SMC members, communes/education commissions etc.) were implementing community participation activities sustainably and propose action steps to further facilitate the sustainability of activities; In order to enhance overall sustainability, the following recommendations were made: - recruit reservist community volunteers to assist with the yelenkene, help parents as they support their children and support communities - strengthen the capacity of SMC members and community volunteers to mobilize resources from the commune and other partners and to effectively manage the yelenkene - provide each SMC with copies of the family-school link booklet and continue to train parents and SMC members on its use - encourage communities to find ways to motivate community volunteers to support early grade reading - encourage parents to actively participate in general assemblies and discussions about their children’s learning and education - Advocate for the integration of sustainability plans in the PDSEC
F. Prepare CBOs and community volunteers to continue activities beyond the end of the project In line with the project's approach, communities through SMCs and community volunteers must ensure continuity of activities after community facilitators leave their communities in which they served. In this regard, key information was given to the communities about the project intervention and especially the presence of the community facilitator in the villages. Thus, in all the partner communities, two (2) selected community volunteers and the school management committee are involved and empowered in the implementation of the activities in order to prepare the transfer of skills to local actors. This enables them to take ownership of the activities and enhance sustainability. This has been implemented in all three earlier cohorts. For cohorts 1 and 2, community volunteers are, for the most part, continuing on with SIRA activities in the absence of the community facilitators. Lastly, the training of members of communal education commissions enabled them to develop a sustainability plan. SIRA is working with communes to implement these sustainability plans.
G. Organize each year a one-day workshop (by community development agents, community facilitators and community volunteers) with SMC and other interested community organizations on school report cards and school improvement plans including the monitoring of academic results related to the learning of reading-writing, the actual presence of teachers, and the use of USAID Mali SIRA material. The school report cards are a participatory tool which call on community members to actively participate in the management and monitoring of the performance of schools. The SMC lead the process, in collaboration with the
October 30, 2020 21 school director, grade 1 and 2 teachers, associations of mothers and fathers of students, village leadership, student representatives, the Mayor and pedagogical counselor in charge of education. Generally, two report cards are produced each year (the first one is completed at the end of the first trimester and the second, during the end of the third trimester). This year, as a result of COVID-19 and the ban on face to face gatherings, the 2nd report cards could not be developed. In all cohort 3 and 4 communities and all communities that have a community library, ADCs with the help of SMC members collected information from local education stakeholders, for school report cards. Afterwards, a general assembly was organized whereby participants evaluated the school situation as well as issues related to their children’s education, challenges and potential solutions. The solutions were converted into school improvement plans that assigned specific tasks to individual people for accountability purposes. In all, 2,145 report cards and school improvement plans were developed. As always, the process of developing school report cards energizes community members and generates significant discussion about the performance of schools and what communities can do done to further improve them. The next round of school report cards will be developed in FY21/Q2.
H. Conduct training of CDA trainers to train community volunteers to collect household reading data- ASER (BƐƐKUNKO) After updating the evaluation tools (reading tests and the booklet), a training of trainers workshop was held in from September 14-18 at the Ségou Regional Chamber of Trades in Segou for 89 CRPCs/ADCs. The objective of this training was to equip CDAs, CRPCs, representatives of partner organizations to train community facilitators to monitor and evaluate staff on the use of ASER and to ensure data collection and monitoring after its implementation. The training used a practice-oriented approach that focused on case studies, simulations and practical application in the field. At the end of the five-day workshop, the CRPCs and CDAs were prepared and ready to train. As this training was conducted during COVID-19, strict safety measures were followed.
I. Select and train (by CDA’s) community facilitators to collect household reading data (BƐƐKUNKO) After the successful ToT, the CF training in the Bɛɛkunko evaluation methodology, was organized with each partner providing the CF’s with the tools and skills necessary to carry out this evaluation. The six decentralized training sessions held September 21-28, 2020, were facilitated primarily by CDAs under the supervision and support of the CRPCs. A total of 270 community facilitators participated in these sessions, which alternated between theoretical classroom sessions, simulations and real-life applications in the field. At the end of the sessions, in addition to the training materials, a "Facilitator's Checklist for Implementing the Bɛɛkunko Evaluation" tool was provided to each CF. This is a guide for conducting the evaluation that outlines the different steps, the collection tools and the instructions to follow at each step.
J. Carry out BƐƐKUNKO data collection in households, data analysis and report writing The final report for the 2019 Bɛɛkunko was finalized and submitted to USAID in March 20, 2020. The data collection period which normally would have been held in March-April for the 2020 household-level data collection was postponed as a result of COVID-19 and is scheduled to take place in October-November 2020.
Sub IR 3.4 Parent, Community and Private Support for Early Grade Reading Increased
A.Develop public private partnerships for years 2-4 focused on community libraries The project continued to follow up with potential private sector companies about financing additional Yelenkɛnɛ. One new partner, Imprim Services, provided funds for three Yelenkɛnɛ in January 2020.
October 30, 2020 22
B.Organize an end of project symposium on public private partnerships As a result of COVID-19, this activity was postponed to next year.
CONTINGENCY PLAN FOR COVID-19 ACTIVITIES
A plan for activities related to COVID-19 was submitted in April 2020. The plan called for the realignment of funding to address specific concerns related to address issues arising from the Pandemic. The plan and associated activities were approved in August 2020 and as such, was adjusted to take into account the needs of children and families at this point in time. The main activity that was approved and took place during this period was the purchase of masks for the over 7,000 community volunteers that SIRA uses to directly interact with families and communities. The ability to purchase and distribute these masks allowed for community activities to begin again in full force. Other activities included and approved in the contingency plan are the production of posters and wash kits for schools, flyers for parents and community workers and broadcast of radio spots in additional radio stations. These activities are all in preparation and will be achieved in the next quarter.
October 30, 2020 23
(See table beginning on the next page for the following three sub-sections)
2.1. PLANNED ACTIVITIES FOR THIS REPORTING PERIOD BY IR AND SUB-IR
2.2. ACTIVITIES ACHIEVED DURING THIS REPORTING PERIOD (PARTIALLY OR COMPLETELY)
3. ACTIONS TO BE TAKEN FOR ACTIVITIES PLANNED BUT NOT ACHIEVED (PARTIALLY OR COMPLETELY)
October 30, 2020 24
2.1. Planned activities for this 2.2. ACTIVITIES Achieved during this 3. ACTIONS TO BE TAKEN FOR No.3 reporting period4 by IR and Sub-IR Reporting Period (partially or ACTIVITIES PLANNED BUT NOT completely)5 ACHIEVED (partially or completely)
IR 1: CLASSROOM EARLY GRADE READING INSTRUCTION IMPROVED
Sub IR 1.1: Student's access to evidence-based, conflict and gender sensitive, early grade reading materials increased
Complete distribution of the gr 1 core Achieved. FY20Q1 package and writing notebooks for both grades
Partially Achieved. Procurement process for Process is now on hold waiting for ban on 1.1.1 Print school materials kit for Gr 2 Gr. 2 materials Conducted. new contracts to be lifted.
Verify student enrollment numbers for Partially Achieved. Enrollment numbers and Re-distribution to the extent possibly is Gr 1 and Gr 2 and ensure (particularly for corresponding quantities of school materials planned to continue during teacher training Gr 1, including writing notebooks for Gr were obtained during the clusters of and through CAPs in October 2020. 1.1.2 2) a 1 to 1 ratio for student books; in directors’ meetings at the end of December collaboration with AEs/CAPs, reprint (if 2019/beginning of January 2020. necessary), redistribute and adjust as Redistribution began but stopped because of needed COVID-19.
3 Activity numbers correspond to the activities planned in the Year 5 workplan. Activities from the year 4 workplan Q4 but part of this fiscal year (FY20Q1) are noted as such 4 Since this is an annual report, this column includes all activities in the Year 5 workplan and activities from Year 4 completed in FY20. 5 As this is an annual report, “this period” will cover all of FY20 (October 1, 2019-September 30, 2020)
October 30, 2020 25 2.1. Planned activities for this 2.2. ACTIVITIES Achieved during this 3. ACTIONS TO BE TAKEN FOR No.3 reporting period4 by IR and Sub-IR Reporting Period (partially or ACTIVITIES PLANNED BUT NOT completely)5 ACHIEVED (partially or completely)
Work with the MEN/SIRA Technical Partially Achieved. Although no meetings were Document will be shared and discussed with Committee, the Directorate of Finance able to take place due to COVID-19, the the Director of Finance and Materials in and Material (DFM) and the 10 SIRA pedagogic team developed a document to lay FY21. 1.1.3 AEs/CAPs to plan for budgeting and out which documents will need to be printed financing the purchase of core reading and how often. packages and replacement kits as needed once the project has ended
Not Achieved. Additional documents will be Put all documents, kits, training modules, added and all put on external hard drives 1.1.4 on 3 external hard drives for the 3 during the extension period, ensuring that all Directions of the MEN documents are included.
Not Achieved. Due to COVID-19 restrictions Train personnel from the Division of 1.1.5 training did not take place. Will take place School Manuals (DNP) in FY21.
Sub IR 1.2: In-service teacher training in evidence-based early grade reading (including formative assessment) improved
Finalize the process of certifying Achieved. 248 CPs (76%) have been certified. pedagogical counselors (CPs) as Although this activity has been achieved, 1.2.1 trainers/coaches of the early grade SIRA will continue to work with the reading program introduced by the remainder of the CPs to increase their project capacity over the following months
October 30, 2020 26 2.1. Planned activities for this 2.2. ACTIVITIES Achieved during this 3. ACTIONS TO BE TAKEN FOR No.3 reporting period4 by IR and Sub-IR Reporting Period (partially or ACTIVITIES PLANNED BUT NOT completely)5 ACHIEVED (partially or completely)
Train new trainers from the central level Not Achieved. Due to COVID-19 restrictions (DNEF, DNP and DNEN) in the gr 1 and training did not take place. Will take place 1.2.2 gr 2 reading program and use of the in FY21. validated core packages
Train pedagogical counselors and AE Achieved. This 4-day training took place in supervisors in SIRA reading program, August 2020 with COVID-19 precautions in 1.2.2.a pedagogical leadership and coaching of place. 316 CPs and 60 Academy supervisors school directors and 2nd grade teachers were trained.
Refresher for AE/CAP directors and Not Achieved. Due to COVID-19 restrictions assistant directors on the early grade training did not take place. Will take place 1.2.3 reading program and plan for in FY21. sustainability
Update training modules to strengthen Achieved. The three training modules have teachers' competencies in implementing been created. 1.2.4 the strategies of the SIRA reading program - modules CP (4 days), Directors (4 days), Grade 2 teachers (7 days)
Train gr 2 teachers in the gr 2 reading Not Achieved. Due to COVID-19 and the program, validated core package and political situation, the training could not take 1.2.5.a nurturing classroom which includes place as planned. Grade 2 teachers will gender-fair practices receive 4 days of training in October 2020.
October 30, 2020 27 2.1. Planned activities for this 2.2. ACTIVITIES Achieved during this 3. ACTIONS TO BE TAKEN FOR No.3 reporting period4 by IR and Sub-IR Reporting Period (partially or ACTIVITIES PLANNED BUT NOT completely)5 ACHIEVED (partially or completely)
Not Achieved. Due to COVID-19 and the political situation. The training could not Train teachers from Bamako (1 grade) take place as planned and will not be able to 1.2.5.b that began late (integrate into grade 2 be included in the October training. training above) Tentatively rescheduled for the December break.
Partially Achieved. Joint “start-up monitoring Joint supervision will recommence in visits” (SIRA/MEN) took place in November FY21/Q1 focusing on assessing the level of 2019 to observe how classes were “catch-up” able to be achieved in the functioning at the beginning of the school classroom as well as supporting teachers. Monitor gr 1-2 teachers' implementation year. Visits included observation as well as of the gr 1-2 reading program using the giving needed support to teachers. The first 1.2.6 validated gr 1 & 2 core packages, including reason this was partially achieved is that it was use of tablets and MP3 (Joint Supervision decided to focus only on Gr 2 since these MEN-SIRA) students had missed 5 months of their grade one school year. Secondly, additional visits could not be completed due to COVID-19 restrictions.
Partially Achieved. Data collection by CPs CP Tablets from 20% of CAPs began Monitor gr 1-2 teachers' implementation using tablets started on December 2nd, with monitoring in September when schools of the gr 1-2 reading program using the 1.2.7 the majority of visits planned for January opened. The rest will begin in October to validated gr 1 & 2 core packages (CP 2020. Of the monitoring visits planned for complete the previously planned visits and Tablets-SIRA) December, most could not be carried out to beginning visiting another sample.
October 30, 2020 28 2.1. Planned activities for this 2.2. ACTIVITIES Achieved during this 3. ACTIONS TO BE TAKEN FOR No.3 reporting period4 by IR and Sub-IR Reporting Period (partially or ACTIVITIES PLANNED BUT NOT completely)5 ACHIEVED (partially or completely) because school strikes began during the week of December 16 to 20. By March, CPs were able to visit almost half of the schools planned for monitoring (730/1598). No further follow-up could be conducted once schools closed due to COVID-19 restrictions.
Conduct study on school climate (the Achieved. Full report was completed and FY20/Q1 nurturing classroom/ “la Classe submitted in January 2020. Bienveillante”)
Monitor gr 1-2 teachers' implementation Not Achieved. Due to COVID-19 restrictions of the gr 1-2 reading program using the monitoring did not take place but will take 1.2.8 validated gr 1 & 2 core packages (Cabinet place in FY21. level and AE)
Provide additional pedagogical support to Achieved. This was completed in February Academy schools with poor scholastic 2020. Due to teacher strikes, the focus was 1.2.9 results. (Koulikoro, Bougouni, Dioila, on community schools in these targeted Segou) Academies as well as San.
1.2.10 Organize training for AE/CAP staff (Division chiefs and directors) on gender,
October 30, 2020 29 2.1. Planned activities for this 2.2. ACTIVITIES Achieved during this 3. ACTIONS TO BE TAKEN FOR No.3 reporting period4 by IR and Sub-IR Reporting Period (partially or ACTIVITIES PLANNED BUT NOT completely)5 ACHIEVED (partially or completely) gender-fair activities and gender Not Achieved. Due to COVID-19 restrictions mainstreaming training did not take place. Will take place in November 2020.
Monitor a sample of school directors' Partially Achieved. Monitoring missions support to gr 1-2 teachers through the followed up with school directors in Due to COVID-19 restrictions and strikes school-based Teacher Learning November 2019 to understand the status of monitoring did not take place. This activity Communities (Communautés CAMs. In all but a few exceptions, school will take place in FY21. d'Apprentissage des Maîtres - CAM) directors had written their action plan for the learning communities for the year and 1.2.11 had shared it with their CAP. However, it was too early in the year for directors to organize CAM sessions. Additional information about functionality of CAMs was collected at the December/January Cluster meetings.
Develop an observation tool for CAM Achieved. Tool has been developed and will
monitoring be used as soon as CAM’s restart.
Sub IR 1.3: Teacher coaching and supervision improved
Partially Achieved. One set of School director The next set of cluster meetings will take Organize quarterly cluster in-service 1.3.1 cluster meetings took place during the last place in February 2021 since Director sessions with principals. week of December, early January 2020.
October 30, 2020 30 2.1. Planned activities for this 2.2. ACTIVITIES Achieved during this 3. ACTIONS TO BE TAKEN FOR No.3 reporting period4 by IR and Sub-IR Reporting Period (partially or ACTIVITIES PLANNED BUT NOT completely)5 ACHIEVED (partially or completely) training is planned for the December school holidays.
Train school directors on pedagogical Not Achieved. Due to timing for school leadership and coaching; include refresher opening, training did not take place. Training 1.3.2 on SIRA approach and strategies to for school directors is planned for the improve reading December school break.
Partially Achieved. Review/planning meetings with AEs and CAPs took place between Due to COVID-19 restrictions the rest of th November 25-29 for Koulikoro, Sikasso these meetings could not place. The next th Organize 3 review/planning meetings with and Segou and between December 2-6 for meeting will take place FY21. 1.3.3 AEs/CAPs including planning for the District of Bamako. These meetings sustainability reviewed project activities, planned for upcoming monitoring visits for CP/Tablets and discussed key issues. No other sessions could be conducted.
Sub IR 1.4: Appropriate incentives for teachers implementing evidence-based programming provided
Identify teachers who demonstrate skill in Partially Achieved. During the monitoring As soon as monitoring starts, additional implementing the reading program to missions, trainers and observers identified teachers will be identified and/or confirmed. 1.4.1 reward with incentives. Confirm and reported teachers demonstrating selection of teachers during validation excellent teaching practice. However, this missions in interior and in Bamako
October 30, 2020 31 2.1. Planned activities for this 2.2. ACTIVITIES Achieved during this 3. ACTIONS TO BE TAKEN FOR No.3 reporting period4 by IR and Sub-IR Reporting Period (partially or ACTIVITIES PLANNED BUT NOT completely)5 ACHIEVED (partially or completely) activity could not continue due to COVID- 19 restrictions.
Not Achieved. When we have a definite list of Organize one national (150 teachers) and graduates, a national ceremony will be multiple CAP-level ceremonies (during 1.4.2 organized in Bamako. At the CAP-level, trainings) to present the incentives to ceremonies will be organized before the end teachers demonstrating skills of the 2020-2021 school year.
Not Achieved Will be done as soon as all Prepare certificates for all teachers and training has been completed and attendance school directors that have followed ALL 1.4.3 is confirmed. SIRA training since the beginning of the project
Sub IR 1.5: Pre-service training in the use of a core package for evidence-based early grade reading instruction improved
Not Achieved. Due to school strikes and Conduct a follow-up visit to all IFMs in COVID-19 restrictions these visits could SIRA zones to assess if they have not take place. They will take place in FY21. 1.5.1 integrated modules from SIRA trainings into their teaching.
October 30, 2020 32 2.1. Planned activities for this 2.2. ACTIVITIES Achieved during this 3. ACTIONS TO BE TAKEN FOR No.3 reporting period4 by IR and Sub-IR Reporting Period (partially or ACTIVITIES PLANNED BUT NOT completely)5 ACHIEVED (partially or completely)
IR 2: SERVICE DELIVERY SYSTEMS IN EARLY GRADE READING IMPROVED
Sub IR 2.1: Policies and standards in support of evidence-based reading instruction implemented
Establish a multi-actor working group or Achieved. The project sought and received work with the Quality Commission to a approval from the Minister of Education to proceed with this activity and the 12-person 2.1.16 policy for teaching early grade reading and working group was established in December writing to include as appropriate 2019. formative evaluation and oral assessments
Partially Achieved. A “Document-cadre de la The committee will begin working again politique sur la lecture au Fondamental I” is in once the COVID-19 restrictions are lifted. the process of being developed. An inventory Draft and validate a national policy (or of existing documents, methods and 2.1.2 "approach") to early grade bilingual approaches was conducted. An evaluation reading. grid was prepared using the competency standards as criteria. A road map was established however as a result of COVID- 19, the activity was suspended.
6 As discussed, USAID and EDC would like to change this policy document to a guidance note or other practical item. However, as this is a deliverable stated in the SIRA contract, it needs to remain as a policy until a formal modification is made to the contract.
October 30, 2020 33 2.1. Planned activities for this 2.2. ACTIVITIES Achieved during this 3. ACTIONS TO BE TAKEN FOR No.3 reporting period4 by IR and Sub-IR Reporting Period (partially or ACTIVITIES PLANNED BUT NOT completely)5 ACHIEVED (partially or completely)
Disseminate the new policy during SIRA Not Achieved. Once completed the new 2.1.3 annual training sessions to teachers, policy will be disseminated to teachers, school directors and other stakeholders school directors and other stakeholders.
Sub IR 2.2: Early grade reading (EGR) data collection, analysis, and reporting systems improved
Achieved. Training-of-trainers workshop held from October 23 – 26, 2019 with nine Train personnel from the selected master trainers (six representatives from AEs/CAPs to conduct evaluations using Segou and San Academies, 1 SIRA staff, 2 FY20 Q1 EGRA (Koulikoro and Sikasso regions and Central MEN). Selected staff from the 8 new District of Bamako added to Segou AEs from Koulikoro and Sikasso regions and region) (Phase II) the District of Bamako trained from October 28 -November 6, 2019 on EGRA data analysis and report writing.
Partially Achieved: The 10 Academies’ reports have been written and 7 are disseminated. Analyze and disseminate the EGRA FY20Q1 Those of Bougouni, Bamako -Left Bank and results (phase II) Bamako -Right bank have not been disseminated due to COVID 19 pandemic
October 30, 2020 34 2.1. Planned activities for this 2.2. ACTIVITIES Achieved during this 3. ACTIONS TO BE TAKEN FOR No.3 reporting period4 by IR and Sub-IR Reporting Period (partially or ACTIVITIES PLANNED BUT NOT completely)5 ACHIEVED (partially or completely)
Organize Endline EGRA evaluation (this Not Achieved. As the project has been activity will be postponed to 2021 if SIRA extended through July 2021, the Endline is granted an extension through July EGRA will take place in FY21/Q3. 2.2.1 2021.) - SOW, Update tools and procedures - Sampling (SIRA and classic)
Train personnel from the selected Not Achieved. This activity was postponed AEs/CAPs to conduct evaluations using due to the pandemic and will take place in 2.2.2 EGRA (Koulikoro, Sikasso and District of FY21/Q1 Bamako (Phase III)
Administer EGRA in a sample of schools Not Achieved. This activity was postponed in all 10 SIRA AEs and selected CAPs due to the pandemic and will take place in 2.2.3 based on random selection (if EGRA FY21/Q1 Endline is postponed, sampling should be large enough to provide reliable data).
Not Achieved. This activity was postponed Analyze the EGRA results and finalize 2.2.4 due to the pandemic and will take place in report FY21/Q1
October 30, 2020 35 2.1. Planned activities for this 2.2. ACTIVITIES Achieved during this 3. ACTIONS TO BE TAKEN FOR No.3 reporting period4 by IR and Sub-IR Reporting Period (partially or ACTIVITIES PLANNED BUT NOT completely)5 ACHIEVED (partially or completely)
Not Achieved. This activity was postponed Disseminate results at the AE level to 2.2.5 due to the pandemic and will take place in inform planning and decision making FY21/Q2
Partially Achieved. Upon meeting with Due to the COVID-19 pandemic, no training Train a team of MEN (Evaluation Division- 2.2.6 representatives of the DNP and CPS, terms could take place during this period but will DNP, CPS) staff in M and E procedures of reference for this training were developed. be planned for FY21.
Not Achieved. Activities were postponed due Include central MEN team in CP Tablet 2.2.6.a to strikes and COVID-19. Activities will monitoring activities- capacity building resume in FY21.
Not Achieved. The preparation for the Include central MEN team in Endline 2.2.6.b Endline evaluation has been postponed until evaluation - capacity building FY21.
Sub IR 2.3: Planning and management of human resources devoted to early grade reading improved
Finalize configuration of the software Achieved. All data collected in March and used for the electronic system (SIG-FC) April 2020 has been uploaded into the 2.3.1 to track teacher assignments in system during this quarter by the Canadian schools/regions, including intra and inter service provider Ex-L-Tec. school, CAP and AE mobility
October 30, 2020 36 2.1. Planned activities for this 2.2. ACTIVITIES Achieved during this 3. ACTIONS TO BE TAKEN FOR No.3 reporting period4 by IR and Sub-IR Reporting Period (partially or ACTIVITIES PLANNED BUT NOT completely)5 ACHIEVED (partially or completely)
Partially Achieved. All aspects are updated This final updating will take place in FY21. 2.3.2 Update the user's guide for the SIG-FC except those linked to the final interface.
Not Achieved. The system requires that data including identification numbers for all Publish a report on the mobility status of teachers (SIRA and non SIRA - grades 1 to 2.3.3 early grade reading teachers in SIRA 6) be entered for it to be functional. This will schools be completed in FY21. Production of reports will be possible after that.
Report to be shared with the MEN and Not Achieved. No report has been able to be 2.3.47 used to update or develop policy and written. texts on teacher assignment and transfer.
Not Achieved. Now that the data is uploaded and ready to use, monitoring is possible. In addition, capacity of staff members of the Monitor use of the SIG-FC in all SIRA AEs 2.3.5 DNED in charge of the Administration of including updating data on SIRA trainings the system and updating AE/CAP users’ capacity should take place in the next quarter.
Sub IR 2.4: Research agenda to support additional improvements in reading instruction implemented
7 This activity has been modified to include policy development as it is a contract deliverable. SIRA and USAID will discuss if this is feasible given the delays in the system being operational and the interest at the MEN for this policy. If it is not feasible, it will need to be removed through a contract modification.
October 30, 2020 37 2.1. Planned activities for this 2.2. ACTIVITIES Achieved during this 3. ACTIONS TO BE TAKEN FOR No.3 reporting period4 by IR and Sub-IR Reporting Period (partially or ACTIVITIES PLANNED BUT NOT completely)5 ACHIEVED (partially or completely)
Analyze data, prepare report and Achieved. Report was finalized and FY20 Q1 disseminate results of the sociolinguistic disseminated. study
Partially Achieved. The teachers’ questionnaire Other questionnaires will be completed in Include Gender assessment within other 2.4.1 to be included in the endline has been FY21. SIRA Endline studies updated.
Conduct final evaluation of Teachers' Postponed to FY21. 2.4.2 practices (to be included in Endline evaluation)
Update and validate the terms of Not Achieved. This study will be replaced by reference, the methodology, and tools for another socio-linguistic study. Request for 2.4.3 the Time on Task study approval will be forthcoming and study will take place in FY21.
Prepare for (sampling, selection and Not Achieved. This study will be replaced by training of researchers, etc.) and carry another socio-linguistic study. Request for 2.4.4 out data collection for the Time on Task approval will be forthcoming and study will study take place in FY21.
Analyze data, prepare report and Not Achieved. This study will be replaced by 2.4.5 disseminate results of the Time on Task another socio-linguistic study. Request for study
October 30, 2020 38 2.1. Planned activities for this 2.2. ACTIVITIES Achieved during this 3. ACTIONS TO BE TAKEN FOR No.3 reporting period4 by IR and Sub-IR Reporting Period (partially or ACTIVITIES PLANNED BUT NOT completely)5 ACHIEVED (partially or completely) approval will be forthcoming and study will take place in FY21.
Conduct a quick study to compare Not Achieved. Due to teacher strikes and student results coming from school COVID-19 school closures, this activity 2.4.7 evaluations (compositions) and results could not take place. It will take place in coming from SIRA project to see if FY21. conclusions are similar.
IR 3: PARENT, COMMUNITY AND PRIVATE SUPPORT FOR EARLY GRADE READING INCREASED
Sub IR 3.1: Parents' understanding, and awareness of early grade reading increased
Conduct Endline parents' knowledge, 3.1.1 attitudes and practices (KAP) study Not Achieved: Planned for next year regarding reading and disseminate results
Organize activities at the local level to reinforce campaign messages (home Achieved: We conducted 87,665 radio spots 3.1.2 visits, general assemblies, broadcasts of broadcasted in Academies covered by SIRA. radio spots, etc.)
Distribute support materials (posters, Achieved: We printed out and distributed 3.1.3 flyers, notebook with pictures, etc.) 390,000 campaign materials (poster and flyers)
October 30, 2020 39 2.1. Planned activities for this 2.2. ACTIVITIES Achieved during this 3. ACTIONS TO BE TAKEN FOR No.3 reporting period4 by IR and Sub-IR Reporting Period (partially or ACTIVITIES PLANNED BUT NOT completely)5 ACHIEVED (partially or completely)
Organize workshops with traditional communicators and / or other Achieved: We held over 116 meetings and communicators to discuss reading worked with over 1802 traditional 3.1.4 strategies. Traditional communicators communicators who play a vital role is play an important role in relaying key broadcasting campaign messages messages to the communities
Plan for sustainability: conduct Endline of 3.1.5 Not Achieved: Planned for FY21. efficacy of SBCC campaign implemented
Monitor the evolution of parents’ 3.1.6 Partially Achieved: This activity is continuous knowledge, attitudes and practices
Print additional family-school link Achieved: 50,210 family-school link booklets for booklet for use by parents with children 3.2.1 grade 1 and 50,850 booklets for grade 2 were in grs 1-2 of SIRA schools for 2019/20 printed school year (cohort 4)
Print family-school link booklet for all 3.2.1a SIRA schools' parents. (Parents will pay Not Achieved. This will be initiated in FY21 and SMC will establish revolving fund). for the 2020/2921 school year starting in
October 30, 2020 40 2.1. Planned activities for this 2.2. ACTIVITIES Achieved during this 3. ACTIONS TO BE TAKEN FOR No.3 reporting period4 by IR and Sub-IR Reporting Period (partially or ACTIVITIES PLANNED BUT NOT completely)5 ACHIEVED (partially or completely) January 2021 pending USAID approval of realigned budget.
Conduct training for parents on the use of i) "How to help your child read" and Achieved: 108,537 parents, community ii) family-school link materials to support members school directors and teachers (32% 3.2.2 children (by organizing meetings with of whom are women) participated in these parents from public and community trainings. schools)
Facilitate informal "training" of parents to use family-school link booklets by Not Achieved: This activity is pending on USAID 3.2.2a community volunteers and experienced approval of realigned budget. parents
Collect data on the use of family-school link material and analyze results; adapt 3.2.3 Not Achieved: This activity is planned for FY21 family-school link material and the training program for scale up
Plan for sustainability: conduct Endline 3.2.4 measurements of outcome of Not Achieved: This activity is planned for FY21 investments in parent support (comparing SIRA and non-SIRA
October 30, 2020 41 2.1. Planned activities for this 2.2. ACTIVITIES Achieved during this 3. ACTIONS TO BE TAKEN FOR No.3 reporting period4 by IR and Sub-IR Reporting Period (partially or ACTIVITIES PLANNED BUT NOT completely)5 ACHIEVED (partially or completely) communities)
Sub IR 3.3: Community members' and CBO's ability to support and monitor early grade reading improved
Achieved: A total of 1,157 agreements were Finalize mapping of SIRA communities to signed with the AEs to guarantee ownership identify CBOs and community leaders 3.3.1 and sustainability of the project's able to lead efforts to support early achievements regarding early grade reading grade reading (Cohort 4) and writing
3.3.2 Install the volunteers in their respective Achieved. All new community facilitators were From sites/villages and conduct census of gr 1 installed in their villages between October – November 2019 fy20/q1 and 2 students and their parents
Achieved: We conducted 29,738 home visits Implement community participation this year to support 101,447 parents, 48 % of activities (general assemblies, home whom are women. In addition, community 3.3.2 visits, teacher-parent dialogues, etc.) in facilitators and community volunteers support of reading (community conducted 77,921 home visits to discuss facilitators and volunteers) SBCCC messaging with 293,528 parents
October 30, 2020 42 2.1. Planned activities for this 2.2. ACTIVITIES Achieved during this 3. ACTIONS TO BE TAKEN FOR No.3 reporting period4 by IR and Sub-IR Reporting Period (partially or ACTIVITIES PLANNED BUT NOT completely)5 ACHIEVED (partially or completely)
Hold a monthly meeting with the Mayors Achieved: A total of 1,361meetings were held. A total of 6.870 people participated, 29% of and education commissions in 3.3.3 whom were women. For AEs and CAPs, a each intervention commune total of 308 meetings were held involving 866 (cohorts 1, 2, 3 and participants, 29 % of whom were women 4) and with AEs and CAPs
Identify communities where Yelenkɛnɛ Achieved: Identified 71 new communities and 3.3.4 will be established and training their trained 373 community facilitators and volunteers volunteers
Achieved: 71 Selected communities received Prepare Yeelenkɛnɛ for distribution to their distributions and 29,751 children 3.3.4.a selected communities (metal chests, (15,208 of whom were girls) borrowed a books, supplies, etc.) book that they read at home for about a week.
Achieved: The preparation and distribution of Purchase blackboards and tarpaulins for 3.3.4.b blackboards and tarpaulins was done for all reading clubs in selected communities 1,023 communities of cohort 4
Achieved: The guide was developed in June Develop a simplified guide to establish 3.3.4c 2020 and shared with USAID as annex of our new Yeelenkɛnɛ in communities FY20Q3 report
October 30, 2020 43 2.1. Planned activities for this 2.2. ACTIVITIES Achieved during this 3. ACTIONS TO BE TAKEN FOR No.3 reporting period4 by IR and Sub-IR Reporting Period (partially or ACTIVITIES PLANNED BUT NOT completely)5 ACHIEVED (partially or completely)
Train selected members of education commissions from the communes in the Not Achieved: Due to COVID 19 pandemic, 3.3.4.d SIRA regions in acquisition, this activity is postponed for next quarter implementation and management of Yeelenkɛnɛ
Implement reading clubs and other out Partially Achieved: This year 4957 sessions of took place for 117 719 children of whom 47% school activities in support of reading were girls. 3.3.5 (local community volunteers with support of CBOs, SIRA community facilitators and CDAs) including Yeelenkɛnɛ where they exist
Monitor the activities of SIRA Achieved: CDAs conducted visits to monitor community the performance of community facilitators. facilitators, local volunteers and CBOs, Each month, ADCs met with their 3.3.6 who facilitate reading clubs and other community facilitators and CRPCs also activities in the community to promote conducted monitoring visits reading including Yeelenkɛnɛ where they exist
Partially Achieved: Only one joint supervision Additional joint supervision missions will 3.3.7 Carry out quarterly joint supervision missions with all implementing partners was organized in March 2020. take place in FY21.
October 30, 2020 44 2.1. Planned activities for this 2.2. ACTIVITIES Achieved during this 3. ACTIONS TO BE TAKEN FOR No.3 reporting period4 by IR and Sub-IR Reporting Period (partially or ACTIVITIES PLANNED BUT NOT completely)5 ACHIEVED (partially or completely) of community participation activities in each AE
Partially Achieved: Advocated for the integration of sustainability plans in the Monitor sustainability plans to ensure PDSEC in the project’s 4th joint monitoring 3.3.8 integration into the PDSEC mission between March 9th and 20th in Segou, Sikasso and Koulikoro. Conducted follow up calls to ensure plan integration
Not Achieved: Due to COVID 19 Pandemic, we only monitored the progression by telephone. Organize workshops to review progress 3.3.8a However, the workshop for the communal on sustainability plans education commissions will include sessions dedicated to this activity.
Deliver recognition certificates to Not Achieved: We will do this at the end of 3.3.9 community volunteers (include project project cloth and T-shirts if funds permit)
Provide on-going training to SMC members and other interested CBOs to Achieved: 2,145 report cards and school 3.3.10 develop the school report card, school improvement plan and monitoring school improvement plans were developed. -results on learning to read, including teacher attendance and participation,
October 30, 2020 45 2.1. Planned activities for this 2.2. ACTIVITIES Achieved during this 3. ACTIONS TO BE TAKEN FOR No.3 reporting period4 by IR and Sub-IR Reporting Period (partially or ACTIVITIES PLANNED BUT NOT completely)5 ACHIEVED (partially or completely) and use of SIRA materials
Monitor school communities' data Achieved: 2,145 report cards and school collection for the school improvement 3.3.11 improvement plans were developed. plans and school report card and review at the end of the school year
Conduct end of year meetings with parents and interested CBOs to share Partially Achieved: led by SMC but due to results of school report card and Covid-19 the project could not finalize the 2nd 3.3.12 BƐƐKUNKO; Identify children who are report card but the first report card was performing well and document their completed at the end of the first quarter. families' practices
Achieved: A training of trainers 5-day Conduct training of community workshop was held from September 14-18. development agents to serve as trainers The training used a practice-oriented 3.3.13 for community facilitators to carry out approach that focused on case studies, BƐƐKUNKO testing on reading in homes simulations and practical application in the field
Achieved: six decentralized training sessions st th Train community facilitators to carry out were facilitated from September 21 -28 3.3.14 BƐƐKUNKO testing on reading in homes 2020 in Ségou, Koulikoro, Sikasso, Bougouni, Ouelessebougou and Dioila. A total of 270 community facilitators participated. At the
October 30, 2020 46 2.1. Planned activities for this 2.2. ACTIVITIES Achieved during this 3. ACTIONS TO BE TAKEN FOR No.3 reporting period4 by IR and Sub-IR Reporting Period (partially or ACTIVITIES PLANNED BUT NOT completely)5 ACHIEVED (partially or completely) end of the sessions, in addition to the training materials, a "Facilitator's Checklist for Implementing the Bɛɛkunko Evaluation" tool was provided to each CF.
Carry out testing on reading with Not Achieved: The current data collection was Not Achieved: The current data collection was 3.3.15 BƐƐKUNKO and data collection in put on hold due to COVID but is rescheduled put on hold due to COVID but is homes for Oct and Nov 2020 rescheduled for Oct and Nov 2020
Finalize and share BƐƐKUNKO results Not Achieved: The 2020 data collection was 3.3.16 with partners and during end of school postponed to Oct/Nov 2020 due to COVID year meetings with parents (3.3.12)
Plan for sustainability:Conduct endline Not Achieved: This activity is planned for next 3.3.17 measurements of outcome of investments in community and CBO quarter support (comparing SIRA and non-SIRA communities)
Sub IR 3.4: Public-private partnership to support early grade reading success established.
Organize meetings to present the Partially Achieved: We organized one meeting in 3.4.1 project and the Yeelenkɛnɛ (community November 2019 but then meetings were Additional meetings will be planned for FY21. libraries) to potential private partners suspended because of COVID-19
October 30, 2020 47 2.1. Planned activities for this 2.2. ACTIVITIES Achieved during this 3. ACTIONS TO BE TAKEN FOR No.3 reporting period4 by IR and Sub-IR Reporting Period (partially or ACTIVITIES PLANNED BUT NOT completely)5 ACHIEVED (partially or completely)
Maintain contact with and conduct Partially Achieved: The project team conducted 3.4.2 follow- up visits to potential private follow-up meetings with potential partners Follow-up meetings will resume in FY21. partners to finance Yeelenkɛnɛ until the arrival of COVID-19
Not Achieved: Due to COVID, the 3.4.3 Organize private partnership symposium symposium was cancelled. We will organize one in FY21.
COVID-19 Contingency Activities
Achieved. Masks were procured and Masks for community agents (locally distributed to 7,472 Community Volunteers made- 2 per volunteer) (2 each).
Partially Achieved. The 10 new radio stations have been identified, however due to current Additional contracts for COVID spots USAID restrictions we are unable to offer As soon as restrictions are lifted, we will with radio stations in zones currently these new contracts at this time. In addition, enter into contracts with these new stations. without contracts a variety of appropriate radio spots have been identified.
Partially Achieved. Appropriate existing flyers Printing flyers for communities (families in Bamanankan have been identified. Language Printing and distribution will take place in
and community agents) was reviewed and correct branding is being FY21/Q1. confirmed.
October 30, 2020 48 2.1. Planned activities for this 2.2. ACTIVITIES Achieved during this 3. ACTIONS TO BE TAKEN FOR No.3 reporting period4 by IR and Sub-IR Reporting Period (partially or ACTIVITIES PLANNED BUT NOT completely)5 ACHIEVED (partially or completely)
Not Achieved. To date, no appropriate poster for SIRA first and second grade classrooms has been identified in Mali. Breakthrough Printing Posters for schools Action (a USAID Health partner) is working on providing a possible poster. This should be achieved in FY21/Q1.
Not Achieved- handwashing stations will be Handwashing stations for schools purchased in October 2020
Masks for community agents (locally Achieved made-2 per volunteer)
October 30, 2020 49 4. CHALLENGES/DIFFICULTIES ENCOUNTERED (TECHNICAL, MANAGERIAL, FINANCIAL) AND PROPOSED SOLUTIONS
IR 1. Pedagogical
Loss in learning gains: Children (and teachers) who were out of school for 9 months will likely lose gains achieved during the beginning of the school year. Upon hearing that there would be a period of “catch-up” which started on September 14, 2020 that would continue (originally until mid-November and now confirmed until mid-December 2020), SIRA developed “catch-up” guides for teachers in 1st and 2nd grade (similar to last year after the strikes) to help them as they impart the essential lessons to students. The training of 2nd grade teachers in October 2020 will also be a great opportunity to reinforce teachers’ skills. The hope was that the IRI programs would also keep children engaged during the COVID-19-related school closures. However, given that the programs were only 30 minutes per day it would be hard to expect that even if everyone listened to the program every day that sufficient learning would be retained to make up for the gap in classroom instruction. In addition, these lessons which were for reading and writing, were not as effective because the project was unable to provide parents with the necessary written support materials due to the lengthy approval process. SIRA tried to mitigate this challenge by making the materials available via the SIRA Facebook page and a temporary website. Despite efforts made to inform the public about the content via word of mouth and radio spots, only 6% of parents accessed these materials according to our follow-up survey.
Renewed teacher strikes, COVID-19 and the political situation made planning and execution of training difficult; further intensifying the expected negative impact on training indicators this year. SIRA could not proceed with all its trainings, trained significantly fewer people than expected and offered fewer days in some cases: On June 25, 2020, the MEN announced that school would restart in September 2020 instead of the normal October start of the school year. Because SIRA trainings for CPs, teachers and directors are usually in August and September, all training now needed to take place in August. The requisite training for CPs took place in the beginning of August as planned. The teacher trainings planned immediately afterwards were postponed until October due to the renewed teacher strikes and then the political situation. Due to the MEN’s schedule, and all the COVID-19 related safety precautions, especially related to group size, SIRA could only offer a 4 day instead of a 7-day teacher training. The directors’ training will need to take place during the December holidays, although that could be difficult with the preparations for the new school year that will start in January.
IR 2. Delivery Systems
Despite progress made on the SIG-FC, it is still not fully operational: The Steering Committee housed at the DNEN is just being revived with several of its members having retired.
October 30, 2020 50 Efforts are being made to update the SIG-FC Steering Committee (whose establishment was announced in 2017); its establishment and use is essential in guaranteeing a good understanding and appropriation of the tool by the different MEN bodies and ensuring greater involvement in its management and use. In addition, updating the roadmap and users guide for the sustainability of the SIG-FC will be a great help in these efforts. The departure of Cowater Sogema as of September 30, 2020, 2 months before their planned end date, will hopefully not create significant problems given that SIRA has a competent IT specialist who has been involved in this process since the beginning, who will continue to liaise with the DNEN.
IR 3. Parent/Community Participation
Difficulty maintaining parents’ support for activities during COVID-19: Beneficiary communities (parents) did not understand why SIRA activities stopped during the pandemic and therefore it was difficult to convince them to offer the same level of support to their children for reading and writing as before. Even though SIRA activities have fully resumed, it will be important to double down on efforts to ensure that parents support their children’s schooling. As activities resumed with safety precautions, some parents did not believe that the threat still existed and COVID-19 did not appear to be a priority in the home. SIRA volunteers assured communities that SIRA was still around and that supporting their children was even more important, given school closures and the suspension of activities. Staff also explained, by telephone when possible, that it was important to adopt the safety precautions in light of COVID-19.
Reduced community participation activity in Cohort 1 and 2 communities: Because community volunteers are not remunerated, motivating them beyond their initial volunteering stint is difficult. This is a greater challenge for volunteers who have been serving since Cohort 1 and 2. SIRA believes that i) local communities must find ways to “motivate” volunteers ii) that communities ought to recognize them as important members of the community iii) that the tasks expected of volunteers must be realistic and flexible given their competing needs and responsibilities and that iv) all volunteers must be monitored and supported in their activities. To facilitate the sustainability of the contributions of volunteers in support of early grade reading post-project, SIRA continues to raise SMC’s awareness of the role they must play moving forward. After SIRA departs, communal authorities will need to take a role in supervising the SMC’ activities. This partnership will be covered in the upcoming training for communal authorities and specific ideas for ensuring this supervision will be incorporated into sustainability plans.
General / Cross cutting Challenges
Delay in receiving approval for COVID-19 proposal reduced the effectiveness of SIRA’s response to COVID-19: On April 28, 2020, USAID Mali SIRA submitted a proposal for adapted activities to better serve the urgent needs of our beneficiaries during the Pandemic. EDC received approval for the proposed activities on August 10th. Given the time sensitive nature of the pandemic, and the need to quickly address the situation, some of the activities we had initially proposed needed to be modified or were no longer pertinent by the time approval October 30, 2020 51 was received. For example, on May 4, 2020, SIRA began contributing to the national response to COVID-19 by providing the MEN with Interactive Radio/Audio Instruction (IRI/ IAI). These lessons were to be accompanied by printed support documentation that we wanted to distribute to parents, however, because we had not received USAID approval, parents and children did not have access to this important content. In the interim, EDC tried to provide parents with key content by putting on a temporary website (sira2020.com) as well as the SIRA Facebook page for easy download. However, due to the fact that most parents do not have internet access and some do not realize even when they do have internet, these sites have been accessed relatively infrequently. If parents received the printed support materials that are intended to accompany the IRI lessons, they would be more beneficial.
5. RESILIENCE
EDC launched a study across five country projects to better understand the effects of COVID- 19 on beneficiaries, as well as their resilience. The research protocol and the collection tool (translated into French) were developed by EDC’s home office and translated into Bamanankan. The study was implemented in SIRA’s intervention areas. It targeted the following categories of beneficiaries of the project:
Table 1: Sampling for the COVID19 study and the monitoring of pedagogical continuity
Numbers Numbers Numbers Sampled Targets surveyed in 1st surveyed in 2nd surveyed in Numbers wave wave 3rd wave AE Officers 10 10 10 10 CAP Officers 20 20 20 20 Schools directors 40 40 40 41 Teachers 60 60 60 67 Municipalities Officers 20 19 20 20 Traditional leaders 20 20 22 24 Students’ parents 210 206 203 190 SMC members 20 20 21 22 Total 400 395 396 394
Given the context of the COVID-19 pandemic, interviews were conducted by telephone and data captured on tablets. SIRA’s regional officers (Monitoring and Evaluation Officers and pedagogical regional “supervisors”) served as enumerators because of their extensive experience in data collection using tablets. Three rounds of data collection were carried out: 1) May 20- 25, 2, June 08- 15 and 3, July 21- 27; a fourth round of collection is scheduled after schools reopen.
Specific questions related to resilience include whether respondents feel they could: - Recover from any challenge that life presents them, - Change their primary income or source of livelihood, if needed, October 30, 2020 52 - Access the financial support they need, - Rely on support of family and friends, - Rely on the support of politicians and government when they need it, and - Prepare for any future crisis that may occur
An analysis of results from the 3 waves of data collection show that slightly more than 50% of beneficiaries agreed with three statements: they could recover from any challenge, change their primary income source, and rely on family and friends. Results were similar in both rounds of data collection. For the three other statements: Access the financial support they need, rely on the support of politicians and government when they need it, and prepare for any future crisis that may occur, only 30-35% of respondents agreed with these statements, with slightly higher responses in round two of data collection.
Table 2: Additional results of the COVID-19 study in the SIRA areas
Wave 1 Wave 2 Wave 3 % who visit markets (daily or a few times a week) 61% 61% 65% % who attend religious events (daily or a few 59% 58% 65% times a week) % who visit public places (daily or a few times a 52% Prevention 39% 45% week) % who apply "social distancing" 42% 41% 41% % who "wear a Mask" 65% 64% 73% % who are "hand washing" 91% 87% 88% % who lost their jobs 16% 10% 8% % who no longer receive transfers due to 46% 71% 80% Covid19 Impact % who receive reduced transfers due to Covid19 17% 14% 37% % affected by a major impact 46% 44% 47% % affected by minor impact 31% 38% 38% % who are able to face any challenge in life 50% 53% 61% Resilience % who are able to change their main income or 50% 52% source of income during difficult times 57%
Almost all SIRA beneficiaries (99% in each wave), are aware of the existence of the COVID-19 pandemic in Mali. However, Table 2 show that while some barriers or preventive measures are respected by a large proportion of beneficiaries (wearing masks and washing hands), others are not (avoid places of mass grouping of people -markets and religious events- social distancing). Compliance with barrier measures appears to decrease over time, as the official numbers of cases also decrease.
October 30, 2020 53 Less than half of the respondents stated that they respected social distancing when in public. As for wearing a mask, 65%, 64% and 73% (respectively in Wave 1, 2 and 3) indicated that they did so when in public. Hand washing is the measure most respected by the vast majority of respondents (it should be noted that hand washing devices were massively placed in public places making them available to the majority of the population).
The study also shows that COVID-19 had a major impact on almost half (44-47%% across waves) of the beneficiaries surveyed. 16% said they lost their jobs because of the pandemic during the first wave, compared to 10% during the second wave and 8% during the third one. The highest impact is financial, as 71% of families received transfers from abroad no longer receive these transfers because of the pandemic at the time of the first wave. This figure increased to 80% during the second round of questioning, before decreasing during the third round. However, the amount received has decreased and remains reduced for an increasingly large number of people. In terms of resilience, more than half of the respondents from waves 2 and 3 said their families can bounce back from any challenge, including by changing their source of income.
The COVID-19 impact study on project beneficiaries provided valuable information that will enable stakeholders to understand the living conditions of communities during this exceptional period. The results are available to the public, in the form of a dashboard, at the following address: https://www.covid19research.edc.org/Dashboard
6. CROSS-CUTTING ISSUES
6.1. Gender
Gender is a transversal theme included in the project’s daily work. This means that all activities take into account gender equity whether this means incorporating gender into overall pedagogical training, taking into account gender balance in trainings and activities or reviewing documents to ensure gender issues are considered.
More specifically, the Gender Specialist trained staff from OMAES (January 28 – 30, 2020 in Segou) and EDC (February 4-6, 2020 in Ouéléssebougou). (The Save the Children staff were trained in FY19). In total, 49 ADC, 7 Academy Supervisors, 1 Community Participation Coordinator and the 2 Project Officers were trained on “Gender in promoting equity between boys and girls and the integration of gender in the project”.
The Save the Children’s Adolescent Education Advisor travelled to Mali December 8-12, 2019 in part to work with the Gender Specialist and review the Gender Strategy for the project as well as plan for activities through the end of the project.
Pedagogical training modules which integrate gender equity for AE supervisors, CPs and school directors of the ten academies covered by the project were developed in April 2020. During the August 2020 training of CPs, these modules were implemented including the gender theme.
October 30, 2020 54 The first comparative study (baseline) on gender was conducted during the first 6 months of the project. The objective was to better understand the gender dynamic as it pertains to basic education, particularly in SIRA’s intervention zones. The study sought primarily to identify inequalities between sexes in teaching methods and house helps for schooling, as well as the associated risks linked to gender in terms of learning results and literacy. Following the 2016 baseline, data on gender was collected during the project’s midterm evaluation in 2018. The same questions were asked so that a comparison of the results could be made between the baseline and midline. While summaries of the results were presented to USAID last year, the midline gender report was finalized and submitted in July 2020.
In preparation for upcoming studies, including the Gender Endline evaluation, the project is reviewing and updating the gender questionnaires and tools.
6.2. Youth
(N/A)
6.3. Science Technology, Innovations and Research (STIR)
At the onset of COVID-19, USAID and the MEN called on EDC for its technical expertise in the use of innovative technology to support distance education. See section below on Policy and Governance Support for more information.
6.4. Environmental compliance/Climate Risk Management
(N/A)
6.5. Family Planning required reporting (Mexico City)
(N/A)
6.6. Private Sector Engagement/Public Private Engagement (PPP)
During this quarter, SIRA delivered 71 Yeelenkɛnɛ to villages in Cohort 4. Of these, 29 were financed by private partners’ donations.
On November 05, 2019, the project organized a third meeting with representatives of the private sector in order to encourage collaboration in support of reading, by financing the Yeelenkɛnɛ. Promises of support for the funding of the Yeelenkɛnɛ were made and individual follow-up visits were made to potential partners either attending the meeting or who were interested in supporting the project but were not able to attend. As it was the end of the year, most companies had already committed funding for 2019. Follow-up visits took place to individual companies early in 2020 but when COVID-19 hit, all visits stopped. Now that restrictions have relaxed, the team will follow-up with potential donors.
October 30, 2020 55 SIRA identified and followed up with numerous potential private sector partners who had expressed interest in funding community libraries. We were able to raise 1,050,00 FCFA this year. Unfortunately, due to the COVID-19 pandemic and restrictions on meeting and the socio- political crisis, we were unable to continue with outreach and fundraising after March 2020. Three new potential partners have been identified and will be followed up in the next quarter.
6.7. Sustainability/Local Capacity Development –
Heading towards the end of the project, USAID Mali SIRA more than ever, is focused on its goal of sustainability of project impact. Activities continue to support the MEN at the national level as well as supporting the community participation component of the project. Concerning activities related to the national level, these are described more thoroughly in the section below on Policy and Governance Support. For the community level activities, these activities consisted of 1) following up with communes to monitor progress on the sustainability plans, 2) analyzing the joint supervision mission which focused on sustainability issues and 3) conducting a reflection exercise with community agents.
Regarding the sustainability plans, SIRA staff once again followed up -this time via phone because of COVID-19-with all communes (in particular the education commissions) to review the progress of the plans and see what type of roadblocks they had in completing activities as well as integrating actions into the PDSEC. As presented previously, there are 318 plans being implemented across the 10 Academies. Each plan, on average, has 4-5 actions identified (although Bamako has 8) that would support sustainability after project- end. Although all of these activities would ideally be included in the PDSEC, some could be carried out without any financial support and therefore do not need to be formally integrated into the PDSEC to allow for implementation.
Although follow-up by phone may have offered some encouragement to the communes, we were not able to see any advancement in the sustainability plans since last quarter. However, now that visits can take place if employing COVID-19 precautionary measures and the upcoming training of communal authorities will include sustainability as the key theme, progress should be seen in the next quarter. The training will include specific activities to review plans, identify obstacles to progress and strategies for overcoming them. The creation of a revolving fund for the family- link booklet will be extensively discussed during the training and the introduction and management of this fund by the SMC carefully planned. Additionally, community libraries will be the focus of several sessions, focusing on training education commission staff to seek funding for additional libraries in their communes, introducing the libraries into the communes as well as overseeing their management by the SMC.
In order to get a better appreciation of the potential to sustain community participation activities, the joint monitoring visits conducted between March 10-24, 2020, to assess community participation activities focused on Cohort 1 and 2 communities in order to identify which activities are continuing even after the departure of community facilitators and overall reduced support. In addition, if activities are continuing, the visits helped to understand what the key factors for success are. Recommendations for each community participation component were October 30, 2020 56 developed. Some questions still remain and subsequent visits will analyze each component further.
During these missions, the teams also interviewed commune officials concerning their sustainability plans and additional support needed to be effective in sustaining these activities. Feedback included requests for additional training in the management of Yeelenkɛnɛ, capacity development for fundraising and additional support materials. The upcoming training for communal authorities will focus on these issues.
Capitalizing on the experience of our community staff (CRPCs, CDAs, FCs and volunteers) an informal survey gathered their opinions about how well community activities were working and how to ensure their sustainability. Over 1,500 people responded to the questionnaire, and the analysis is underway. Results are shared in the Monitoring and Evaluation section of the report.
A key finding that was the result of all of the above activities, is the difficulty in maintaining the participation of community volunteers over time. Although it was agreed from the beginning that they would not be paid, it is clear that some form of “motivation” must be offered by the community. In addition, expectations of their level of effort must be reasonable considering the amount of remuneration or “motivation” that they are receiving. These issues will be discussed during the training of communal authorities as well as other venues over the course of the next quarters.
Finally, an evaluation of the impact of community participation activities in the next quarter will assist in identifying which of the vast array of activities are making the most impact and should be prioritized for sustainability.
7. POLICY AND GOVERNANCE SUPPORT
USAID Mali SIRA supports the MEN to provide quality education for early grade reading. Aside from activities specifically identified in the workplan, the technical team provides valuable policy support to the MEN to ensure that this quality education will be sustained after the life of the project and to help with long-term goals.
In addition to on-going work supporting the MEN, during this period the project addressed specific challenges created by the COVID-19 pandemic. USAID Mali SIRA played a significant role and offered support to ensure that basic learning could continue at home for Mali’s young students.
Provision of IRI/IAI lessons for early grade reading.
Soon after the closing of schools, SIRA participated in a series of meetings with the MEN to find immediate solutions for continued education of students. After long debates on the best way to reach students, SIRA provided the MEN with 460 30-minute lessons created under USAID Mali PHARE. These lessons, which cover Bamanankan (Year 1) and French (Years 1-3) were broadcast October 30, 2020 57 on national radio. USAID Mali SIRA monitored the broadcasts closely to ensure that the correct programs were being broadcast. In order to make parents aware of the broadcasts, USAID Mali SIRA and USAID Mali PACEN provided ORTM and SIRA’s local radio contractors with radio spots announcing the IRI lessons and explaining how to ensure the best listening experience for their children. The discussion and interest in distance learning approaches continues and USAID Mali SIRA staff continue to be involved.
The competency standards
Known as “le référentiel de compétences », this document written by the Ministry with the technical and financial help of USAID PHARE, dated from 2009, had been used as foundation for the new 2011 elementary curriculum and needed revision. The pedagogy team did a careful, lengthy revision of this document to make it better and richer. As well, in the first document, only the level 1 learning progression had been detailed. In the up-dated referential, the three levels are now clearly detailed in a teacher user-friendly format.
Timetable for language use for each domain each year:
SIRA produced a document describing what language should be used for each learning domain. Although teachers are aware of the percentage allocated to each language per year, they are at a loss when it comes to teach what in what language. Following the curriculum guidelines regarding the timetables, the pedagogical team was able to establish a detailed schedule giving a clear correspondence between language and domains and percentages attributed to each language within each domain.
Improving IFM teaching: creating a bilingual guide
As explained in Sub IR. 1.5, SIRA developed a training guide for the Teacher’s Training Institute (IFM) that looks at an improved approach to teaching literacy and second-language acquisition methods. This guide will be finalized next quarter as well as a derivative training module to be used for future IFM trainings.
8. COLLABORATION, PARTNERSHIPS, COMMUNICATIONS/EVENTS
SIRA’s primary implementation partner is the Ministry of National Education. We continue to work closely with the MEN at the central and decentralized levels. Due to the recent COVID- 19 pandemic, we have made adjustments to ensure we follow and meet the national guidelines put in place. Aside from specific activities outlined in the workplan, the following mechanisms were put in place for formal planning and review of project activities with MEN and project partners:
October 30, 2020 58 - Established monthly meetings to review implementation, activities, workplans, and oversight review of the project with the SIRA Technical Committee, appointed by the MEN, composed of representatives of the DNEF, DNEN, DNP, CPS and the CADDE. Due to the COVID-19 pandemic, since March 23, 2020 the team started taking precautionary measures and following national guidelines on social distancing. Due to the reduction in face to face meetings, the team has actively been communicating with stakeholders virtually. - Led quarterly Partner meetings (October 17th , January 23rd , April 23rd and July 16th) including the Directors and key staff of the project’s implementing partners (OMAES, Save the Children, School to School International and Cowater Sogema) to review the project’s accomplishments, challenges and plan for the upcoming months. - Collaborated with all implementing partners including field and Bamako-based SIRA staff (AE pedagogical supervisors, AE statistics staff, Community Participation Regional Coordinators, etc.) to review implementation and develop the Year 5 workplan. - Led the annual high-level project review with all stakeholders in Bamako (November 7, 2019), including all National Directorates, academy directors of SIRA’s implementing areas and USAID to analyze lessons learned and create strategies to ensure positive results and sustainability
Additional activities include:
- Met with the new Minister of Education, Professor Mahamadou Famantan (March 12, 2020) to discuss collaboration between SIRA and the MEN for innovative approaches to education in Mali. - Participated in a EDC-hosted capacity building workshop (March 2-6, 2020) on local capacity development in Bamako that brought together staff from SIRA, OMAES, ERSA as well as staff from Malian NGOs (CRADE, GARI, SEAD, and Tassaght). - Resumed participation in the UNICEF-organized Education Cluster meetings in June 2020 - Collaborated with FORME and the DNEN on the implementation of the SIG-FC System. - Participated in the quarterly AE consultation meetings organized by FORME on the implementation of the Teacher Learning Communities (CAMs).
- Participated in a MEN organized workshop making a presentation detailing guidance to bilingual education (February 20th 2020),
Communications
SIRA ensured active participation on social media sites and extensive collaboration with partners to capture project success. During this year, we:
Developed and disseminated 19 press articles, 26 bi-weekly bulletins and 3 quarterly bulletins (December, April and July). Articles were disseminated to partners and project stakeholders and regularly published on the reputable sites and social media;
October 30, 2020 59 Finalized the scope for the next SIRA film that will be produced in 2020
Published a Medium story on USAID’s website: https://medium.com/usaid-2030/a- farmer- becomes-a-dedicated-educator-713a6bcc8785 .
Published a SIRA success story on USAID’s website in April, 2020 (https://www.usaid.gov/news-information/news/literacy-games-motivate-children-return- school ).
Until restrictions were put in place by USAID following the political events of August 18, 2020, SIRA posted regular updates on the Facebook page (USAID Mali SIRA) for the visibility of the project and the dissemination in real time of its activities: https://web.facebook.com/usaidmalisira/
Worked with various project teams to document field activities and curate success stories, for publishing on USAID Mali and EDC social networks.
October 30, 2020 60 9. MONITORING, EVALUATION AND LEARNING
The main activities conducted during this year were: (i) School Monitoring by pedagogical counselors, (ii) M & E assistance to organize joint supervision, (iii) data analysis of school directors cluster sessions, (iv) data analysis from 2019 Community Participation joint monitoring visit, (v) quick study on the availability of family-school link booklets, (vi) monitoring of remote student learning, (vii) update of attendance lists for “cascade” trainings, (viii) Organization of MEN M&E staff capacity development, (ix) Reflection of the Community Participation team on their field experience.
i) School monitoring by Pedagogical Counselors
This year, school monitoring and data collection began during the first quarter and continued through the second (December 2019 to March, 2020). The planned second round of data collection could not be conducted because of school closures due to teachers’ strikes and the Covid-19 pandemic. This round of monitoring just began in September and will continue through December 2020.
Below, are some of the highlights of the results for the first trimester.
667 grade 1 classes and 619 grade 2 classes in 779 schools were observed out of an expected 1490 schools (52% of the target) and about 7107 students were tested (3558 from grade 1 and 3549 from grade 2). 49.8% of students in grade 1 and 49% in grade 2 are girls.
On the whole, despite the perpetual teachers’ strikes, the results of first grade students are positive. In grade 1, students appear to be able to read familiar words similarly to 2019. However, disparities exist between Academies (AEs). The results are better in 2020 than in 2019 in the Academies of Dioila, Koulikoro, Bougouni and Sikasso; whereas the opposite is observed in the other AEs. There are not significant differences between girls and boys in first grade.
In Grade 2, just under half of the students (45.7%) read at least 31 familiar words (in 4 minutes). On average for Grade 2 students, the results for 2020 are lower than in 2019 (where 54.7% read at least 31 familiar words). This could be explained by the fact that Grade 2 students in 2020 were doubly affected by strikes, as they had also experienced 5 months of strikes during grade 1 as well.
There are also disparities in Grade 2 performance by AEs. In 2020, the AEs of Bamako have the best results, while Dioila and San show the lowest results. As for the comparison between 2019 and 2020, the AEs of Bamako as well as Dioila and Koulikoro recorded similar trends over the two years. However, there appears to be a decrease in students’ performance for the AEs of Koulikoro, San, Ségou, Koutiala and Sikasso. Overall, the proportion of girls (46.8%) who can read at least 31 familiar words is slightly higher than that of boys (44.8%) in Grade 2.
October 30, 2020 61 For the teachers, this year’s results are satisfactory. In 2020, on average, grade 1 teachers read 124 words per minute in Bamanankan. The performance of these teachers improved significantly when comparing the results between 2018 and 2020. In fact, Grade 1 teachers in 2020 read two times more fluently than when they were in Grade 1 in 2018 (it is the same cohort of teachers, but not necessarily the same teachers).
Some recommendations from this analysis are:
Emphasize to teachers during the upcoming “cascade” training the crucial need to use the “catch-up” guides developed by the Pedagogy team;
As usual, all training and supervision must remind directors and teachers on the one hand of the best practices and techniques for overcoming the difficulties that teachers often have, and on the other hand for identifying students with difficulties and how to best help them;
AEs and CAPs will be encouraged to strengthen school monitoring by pedagogical counselors (teachers’ coaching and monitoring) even beyond that planned by SIRA.
ii) M & E assistance to organize joint supervision
The M&E team supported the pedagogical team in preparing for the MEN-SIRA joint supervision visits. Data collection took place in FY20/Q1 and included a quick study of the impact of the balanced approach in the “nurturing” classrooms.
M & E team activities included:
School sampling, including classical schools: 200 schools were sampled from which 66 SIRA schools and 34 non-SIRA schools were sampled for the quick-study.
Supervision of data collection;
Data entry and analysis.
The following are some of the key results:
Teacher performance: Performance is measured on the one hand by the observation of teaching practices in relation to the balanced literacy approach, and on the other by students’ learning outcomes measured by “invented writing”. The results showed that 81% of teachers visited in SIRA schools are performing without great difficulties (38% are high-performing and 43% are fair), and 19% have great difficulties.
The results vary greatly over AEs: the AEs which present the best performing teachers are those of San, Bamako RD, Bamako RG, Sikasso and Koutiala. Teachers in San, Sikasso and Koutiala do not present any great difficulties. San, Bamako (RD and RG) have the highest proportions of high-
October 30, 2020 62 performing teachers. Bougouni (39%), Koulikoro (25%) and Ségou (29%) have large proportions of teachers demonstrating having difficulty.
Students’ learning outcomes: Students were tested through the “invented writing” exercise. The results of this test follow the same trends as the teachers' results. AEs with the highest proportions of non-performing teachers are also the ones with the highest percentages of students at the “random” stage (which corresponds to a zero score): Koulikoro (67%), Ségou (46%) and Bougouni (41%). In addition to these AEs, Dioîla also has more than half (54%) of students at the random stage.
It thus appears that the teachers of these AE (Koulikoro, Bougouni, Ségou and Dioîla) need additional support in order to reduce the zero scores of students; this is why we then added another round of supervision for these AEs.
iii) Data analysis of school directors cluster sessions
The M&E team supported the organization of the school directors’ Cluster Meetings by contributing to the updating of the school lists by cluster. After the meetings, the team coordinated the collection of accounting documents, school directors’ questionnaires and the materials distribution questionnaire. The team then conducted data analysis, producing the following key results.
3718 out of 3941 school directors completed the questionnaires. 132,435 Grade 1 students (including 61,125 girls) and 135,992 Grade 2 students (including 63,146 girls) were accounted for.
Additional information obtained through the questionnaires is summarized below.
Pedagogical information:
Teacher mobility: 435 teachers transferred (about 6%) compared to 486 in 2018/2019, 138 teachers were displaced due to insecurity (about 2%) compared to 140 in 2018/2019, 303 teachers changed their teaching class (compared to 398 in 2018/2019) and 84 teachers were in training (compared to 87 in 2018/2019). In the event of a transfer, 56% of school directors said they would inform the CAP, 55% said they would teach the class themselves and 21% said they would group the classes.
Teaching materials: 94% of school directors said they had the complete kits of materials for teachers. However only 52% of schools reported receiving the complete kit of teaching materials for Grade 1 students. The remaining 48% received insufficient quantities for at least one category of material (Gafe 1, Graduate texts 1, Writing book). Redistribution of materials started in March with the recovery of surplus materials from 226 schools. The re-distribution to 112 schools made it possible to increase the percentage of schools that received the complete kit for students to 55%. The redistribution of teaching materials could not continue due to teachers’ strikes and school closures due to the COVID-19 pandemic. October 30, 2020 63 Leadership/coaching by school directors: 3% of school directors reported that they very rarely coach Grades 1 and 2 teachers (compared to 6% in 2018/2019), 31% do it once a month, 32% do it twice a month and 33% at least 3 times a month. School directors’ assessment of grade 1 and grade 2 teacher performance improved in 2019/2020, where 58% and 59% respectively said that their teachers master SIRA techniques, compared to 46% and 49% respectively in 2018/2019. However, in both 2019 and 2020, the main difficulty that teachers face related to teaching «Decodable words».
Teacher Learning Communities (CAM): mainly led by school directors (in 57% of schools), the Teacher Learning Community is held at least twice a quarter in 72% of schools. 13% of schools reported that they did not hold any Teacher Learning Community meetings during the quarter (compared to 15% in 2018/2019). Half of the schools reported that the Teacher Learning Community is held with other schools. The themes addressed focus on techniques of the Balanced Literacy approach, as well as lesson preparation, use and management of the registry and developing action plans. Problems encountered were mainly financial and material, as well as low teacher participation. However, teacher participation did improve slightly compared to 2019.
Community participation information:
Awareness of the community participation component: 86% of school directors are informed of the PC component’s intervention with parents and community members (compared to 61% in 2019). This improvement is largely due to the addition of Cohort 4 schools this year, which ensures that all SIRA schools now receive community participation activities. As in 2019, 97% of school directors feel that parents' adherence to the project is good or average. Only 3% of directors think parents reject the program.
Interactions between school and community: About 18% of directors reported that school-community interactions are frequent, 52%, average, and 25% and 2% rare and non- existent, respectively. There was a slight improvement compared to 2019.
Some recommendations from these data include:
• Complete the missing teaching material in the remaining 6% of schools;
• Work with the DNEN to identify strategies to improve the Teachers’ Learning Communities.
iv) Data analysis from 2019 Community Participation activities’ monitoring
Based on data collected from the monitoring of Cohort 3 community participation activities in July-August, 2019, the M and E team finalized data analysis and the report this year in quarter 2. The data were collected on the basis of a representative sample of 11,122 parents in 1,172 communities. All 10 AE’s were represented. Following are some key results.
October 30, 2020 64 Use of the family-school link booklet
The following graph shows that after cohort 3 parents were trained in December 2018, there is high usage of the family-school link booklet. We note a decline in efforts towards the end of the school year (April to June 2019).
Use of the family-school booklet: Average number of usage per monthly session 19.4 19.4 19.2 25.0 18.7 18.1 17.6 16.7 20.0 15.6 14.1 15.0 10.0 14.5 14.4 13.9 13.4 5.0 12.9 12.4 11.8 10.7 0.0 5.8
2018 (cohort 2) 2019 (cohort 3) 8
Note: For cohort 2, the months are from October 2017 to June 2018, and for cohort 3 it is from October 2018 to June 2019.
Compared to cohort 2 (2017/2018 school year activities), there was an improvement in the use of booklets by parents, possibly because recommendations from the Cohort 2 data analysis suggested making parents more aware of how to use the family-school booklets. However, the use of booklets is very different according to the Academies of Education (AE). On average, the frequency of using booklets is higher in the AEs of Bamako-Right Bank, Dioïla, Bougouni and Koutiala, with the number of uses ranging from 19 to 20 per month. The remaining AEs are below the overall average (18 uses). Overall, almost all parents, both men and women, find the booklet easy to use. 39% of the families surveyed say that it is the “father” who helps the child most at home. Next came the “brother” and “mother” in 22% and 20%, respectively. The assistance provided by the children’s “sisters” in using the booklet is relatively low (only 10%).
Parents’ awareness of messages
Parents were asked if messages from SBCC campaigns were received. Almost all of the parents (99%) said they heard the messages from these awareness campaigns. These results are similar for Cohort 3 and last year’s analysis of Cohort 2.
Three messages were included in these campaigns, namely: the importance of bilingual education, equity and gender considerations between girls and boys, and the importance of parents’ involvement in monitoring their children at school. In terms of knowledge of the first message, benefits of bilingual education, the majority of parents cited at least 3 of the 4 benefits. And, in terms of the message concerning the need for parental involvement, results showed that there is a good understanding from almost all parents (over 96%).
October 30, 2020 65 Knowledge of strategies and techniques to help children learn to read
Almost all parents (91.5%) mentioned that they can help their children read and write with the family-school link booklet. However, they cited less often that they monitored their children’s progress in school with the teacher and reduced domestic tasks for the children (respectively 52.6% and 51.7% of parents). Just less than half of the parents cited the games and songs (49.1%) as well as the availability of books (44%) as other strategies to help children learn to read.
At the AE level, it is still Kati and Koutiala who have the lowest proportions of parents in Cohort 3 who know the different strategies to help children learn to read. Games are best known by the parents of cohort 3 surveyed (at 92.7%) as a technique to learn to read. This is followed by 77% of parents citing «looking at picture books». These results are consistent with the main activities provided through the community participation component. As for the techniques “ listen to stories” and “singing songs “, a majority of parents (66.5% and 61.2% respectively) recognize these methods, but significant proportions of parents say that they cannot be considered as techniques for learning to read (respectively 11.1% and 13.7%), or say they do not know (respectively 22.4% and 25.1%). Comparing results between 2017/18 and 2018/19 seems to show that parents in Cohort 3 are somewhat more familiar with the “games” technique than those in Cohort 2. However, all other techniques seem to be more familiar to parents in Cohort 2 than those in Cohort 3.
Overall, the results showed that there is a good understanding from almost all parents (over 96%) about the need for their involvement in the monitoring of their children at school (one of the three campaigns’ messages cited above).
Activities in support of early grade reading according to the CBOs surveyed
All CBOs have established the school report card. 98% of CBOs in Cohort 3 report having participated in awareness campaigns and 87% report the existence in the community of Reading Clubs (Yeelenkɛnɛ) or learning games on reading-writing with children. Results are similar to Cohort 2. The other activities mentioned that CBOs (19%) support are parent/teacher meetings, parent training and home visits by community volunteers (CV)and Community Facilitators (CF), and monitoring the use of family-school link booklet. Almost all of the CBOs that produced a school report card also carried out all related activities: sharing student results and student/teacher absenteeism with the community; developing an action plan to improve the school’s performance; and holding a restitution meeting.
In conclusion, the data collected during the monitoring of Community Participation activities show very satisfactory results in the communities of cohort 3. Parents are made aware of the importance of learning to read and write in Bamanankan. And the result of this awareness is a level of knowledge and belief that exceeds what was expected.
October 30, 2020 66 Some recommendations from this analysis are:
- Further sensitize parents to maintain constant support for students through the use of the family-school link booklets throughout the school year;
- The CF/CV must prepare parents to continue to be involved in their children’s education even after the departure of the CF;
- Continue to make parents aware that women (mothers and sisters) can help children through the use of the family-school link booklet as well as men (fathers and brothers);
- Understand disparities in results between AEs;
- Improve the next survey to find out which aspects of the CP component are affecting parents’ opinions the most (radio spots, posters, school results, school report cards, etc.);
- Expand data collection to include other cohorts rather than just the current cohort in order to support sustainability considerations.
v) Quick study on the availability of family-school link booklets
In February, 2020, the project designed and carried out a quick study on the availability of family- school link booklets in families that currently have children in first and second grade and live in Cohorts 1, 2, or 3. Booklets had been previously distributed during the intervention year for each cohort of Community Participation but additional booklets were no longer being distributed. Having noticed that some booklets were being used by this year’s families (even though there was no distribution) we decided to conduct a small study to see how available booklets actually were. The results would help in future planning. The data collected showed the following:
The booklet is available in only 18% of families in total (26% when excluding Bamako).
There are significant differences between cohorts: the booklet is available for 20% of parents in Cohort 1, for only 9% of parents in Cohort 2, and for 26% of parents in Cohort 3.
Availability also varies widely across AEs. In Bamako, the booklet is almost no longer available, whereas in the AEs of San and Sikasso nearly half of the parents have it.
Given that older cohort communities no longer receive new booklets, it is interesting to see how parents in these cohorts obtained their booklets or why they did not have the booklets if they had previously been distributed booklets for older children when they were in first and second grade. The unavailability of booklets can be explained by the fact that some booklets are damaged or lost. Parents may have booklets either because they saved them from previous children or they may have received the booklet from another parent who received it during the CP intervention.
October 30, 2020 67 In conclusion, this study showed that the availability of booklets in families (cohorts 1, 2 and 3), where no new booklets are being disseminated, varies. Thus, for future planning, it is necessary to put in place a strategy so that the booklet is accessible to any parents that are in need of new booklets. If we are to reprint booklets, we can assume that at least18% of parents will be able to access previously distributed books.
vi) Monitoring remote student learning
This year, with the COVID pandemic, USAID Mali SIRA supported the MEN for continued learning, in particular by the provision of IAI programs for broadcast on radio Mali. A monitoring activity was organized by the monitoring and evaluation team with the following objectives:
Measure students’ accessibility to IAI broadcasts;
Measure accessibility to educational materials (IAI texts);
Assess the difficulties encountered, in order to consider possible remedies.
This monitoring was carried out in conjunction with the Covid-19 impact study on project beneficiaries, using the same sample but with different questionnaires. Three waves of data collection were carried out: 1) May 20 to 25, 2) June 08 to 15 and 3) July 21 to 27. The data from these three collections were analyzed a Powerpoint presentation summarizing results can be found in annex 13.7.
Below are some of the highlights of the results:
A large proportion of the beneficiaries of the SIRA project (61%, 60% and 56% respectively for waves 1, 2 and 3) are aware of the pedagogical continuity that takes place through Radio Mali. Parents with children in grades 1 to 4, AEs and CAPs officers, school principals and teachers are the most informed.
As a source of information, the majority of beneficiaries (during waves 2 and 3) who are informed of these radio programs stated that they received this information through Radio Mali (66% and 80% respectively for waves 2 and 3) and community radios (11% and 8% respectively for waves 2 and 3).
Few, but increasing numbers of parents with children in grades 1-4 stated that their children follow the programs: 28% during the 1st wave, 33% during the second and 37% during the third.
The majority of children who follow these programs face some difficulties according to their parents: lack of materials (texts), problems understanding, lack of concentration, etc. (see the following graph).
As the SIRA team wondered if the children were really following the appropriate programs for their classes, this information was collected in the second wave. In fact, 37% of parents said that
October 30, 2020 68 the child just follows the IAI program that is played on the radio, without worrying about whether it is the program intended for the child’s class. This figure decreased to 31% during the third round, probably due to the radio spot which was broadcast to address the misunderstanding about how to follow the IAI programs.
37% of parents said that the child follows the program alone without the assistance of a family member. Here also, this figure decreased to 12% during the third round, again probably due to the radio spot cited above.
In addition, problems understanding faced by children appear to be decreasing as shown in the following graph.
Figure 1: Children's difficulties in following Interactive Audio Instruction (IAI) radio broadcasts
Difficultés rencontrées par les enfants dans le suivi des cours
22% L’enfant manque de matériel 42% 22% L’enfant ne comprend pas 53% 45% L’enfant manque de concentration 42% 3% L’enfant n’a pas d’endroit calme 9% 20% Autre 18% 20% Non, l’enfant n’a pas difficulté 16% 5% Ne sait pas / Pas de réponse 2% 0% 10% 20% 30% 40% 50% 60% Vague 3 Vague 2 Vague 1 Access to IAI texts, available only on the internet (sira2020.com), by parents and their children is very low during both rounds. This low access is mainly due to the fact that the majority of parents do not have access (or don’t think they have access) to the internet. Even among parents who have access to WhatsApp, a large part (almost half) do not know that since they have WhatsApp, they are accessing the internet and could access websites. There are few parents who affirm to be able to access the Internet (29%, 28% and 37% in the 1st, 2nd and 3rd waves). The increase between wave 2 and wave 3 may be explained by the radio spot developed to explain students’ parents that as soon as they access to WhatsApp they are also accessing the internet and could access websites.
However, even with access to the internet, only 4% for wave 1 and 6% for waves 2 and 3 of the parents declared having accessed the site sira2020.com in order to obtain the IAI texts. For people who say they can access the Internet, and yet have not searched for the IAI texts, possible reasons could be that they think it would be expensive, they did not know that the texts are available on line, or they didn’t know how to access the site.
October 30, 2020 69 Figure 2: Parents' access to internet and to IAI texts on sira2020.com
Accès à internet et WhatsApp 100%
80% 55% 61% 56% 71% 62% 60% 72% 96% 94% 94% 40%
45% 20% 39% 43% 37% 29% 28% 0% 4% 6% 6% Vague 1 Vague 2 Vague 3 Vague 1 Vague 2 Vague 3 Vague 1 Vague 2 Vague 3 WhatsApp Accès sites web www.sira2020.com Oui Non
In addition, parents of children who do not follow the programs indicated one of the main challenges as the need for the child to complete domestic tasks. Citing “domestic tasks” as a challenge, even more so in the 3rd wave, shows that these parents may not have received all the information about that the radio program, in particular that the program is only 30 minutes and wouldn’t take her/him away from domestic chores for long. The increase in the percentage of parents who cited domestic tasks in wave 3 is unexpected and probably related to the rainy season with increased agricultural activities.
As mentioned above, based on the recommendations from the first wave of the study, the pedagogical team produced a radio spot which raises awareness and clarifies information about the programs: awareness on the importance for the student to follow the IAI broadcasts, a reminder of the importance to reduce domestic tasks to allow the child to listen for 30 minutes, and the need for someone in the family to accompany the child and guide him/her through the instructions.
In conclusion, this data collection has given us very useful information on IAI broadcasts and how to plan for future distance learning opportunities.
Additional data collection with children on Monitoring of continued learning
As part of the monitoring of continued student learning, additional data was collected directly from children. This collection took place at the same time as the second wave, from June 08 to 15, 2020.A sample of 80 children was targeted, through their parents. 76 children were interviewed, but only after 181 attempts to get in touch with them through their parents.
October 30, 2020 70 The following are some results from this data collection:
Of the 76 children surveyed, 47% said they listen to the radio. Out of all the children surveyed, 20% affirm to follow IAI broadcasts on the radio. However, for those who listen to the radio, 41.6% listen to the IAI broadcasts.
In terms of the difficulties encountered, the children also mentioned the fact of not understanding (according to 30% of those who follow the IAI) and the fact that the program is too fast for them (according to 10%).
In conclusion, these results confirm the trends observed with data from students’ parents, even if the figures are smaller with the children’s data. It should be noted that several difficulties were encountered during this data collection from children: many attempts to reach the parents (on- going need for replacements); some children were not near the parent (because the parent was outside the home); some parents gave the contact of another person in order to reach their children; the reliability of the data that children offer needs to be considered cautiously when interpretating results.
vii) Update attendance lists for “cascade” trainings
As part of the preparation for this year’s “cascade” trainings, the M&E team developed attendance lists for pedagogical counselors, school directors and teachers’ trainings. This work was done in collaboration with the CAPs who provided updated information. The team also supported the training process. After the CP training, the process was interrupted due to the teachers’ strike and then the political situation. When it will resume next quarter, the M&E team will supervise the trainings in order to assist the MEN agents with the attendance sheets, the re- distribution of the 2019 pedagogical materials and the update of the schools’ tablets.
viii) Capacity development of MEN M&E staff
In order to contribute to the sustainability of project achievements, some M&E activities have been carried out in close collaboration with the Ministry of Education (MEN), through its technical departments (the Evaluation Division of the DNP and the CPS). However, the former head of the Evaluation Division of the DNP has just retired leaving the division to a new person. In addition, at the CPS, the agent who benefited from SIRA trainings has left the CPS. Thus, the new MEN evaluation team will be the focus of capacity development efforts during this period focusing on sustaining project outcomes.
The SIRA M&E team has started the preparation of capacity building for MEN staff on SIRA monitoring and evaluation procedures in the next quarter. This will include increased involvement in the monitoring and evaluation activities of the project, as well as capacity building activities based on the needs of this new MEN team.
A first meeting took place in June 2020 with the new Head of the Evaluation Division of the DNP in order to introduce this activity as a continuation of the collaboration undertaken with his October 30, 2020 71 predecessor. He has expressed his full interest in the activity. ToR have been drafted and the first workshop is planned for December.
ix) Reflection of the Community Participation team on their field experience
The Community Participation team reflected on their field experiences to contribute to planning for sustainability of the project’s achievements.
A questionnaire was developed by the CP team and administered to 1,523 field officers. After data collection, the M&E team processed the data by codifying qualitative data into quantitative data.
Below are some of the highlights of the results:
The data collected show that CP field officers have a positive appreciation of the overall Community Participation strategy. Their main justification for this assessment is that the CP strategy has made it possible to raise awareness and mobilize the community to support children’s learning. For agents who do not have a positive assessment of the strategy (only 5% of all agents), they think that the CV/CBO/CF (Community Volunteer/Community Based Organization/Community Facilitator) still need training and awareness-raising. In addition, they think that the CV needs some form of “motivation”.
The CP agents cited several challenges they face in the field: Engagement of the community and all the actors; BCC Campaign awareness; Training and motivation of CV, Teachers’ strikes, etc.
According to CP agents, the main activities that have marked them the most in terms of success in the field are the involvement and commitment of the community and all the actors of the school to support learning to read, as well as facilitating learning games. As for the failures, they cited the refusal of some parents to use the Booklet “Mansacesirijala” and as well as their disinterest and that of some CBOs for school matters,. In addition, once again, they cite the non-motivation of CV and insufficient training of CV and CBOs.
In terms of the CP activity that contributes the most to the strengthening of children’s learning, CP agents cited « games for reading ».
Finally, to improve CP results, CP agents proposed mainly: training and motivation of the CF, CV and SMC; training of all actors in their roles and responsibilities (and in literacy and other subjects) and involving them more.
This reflection provided valuable information that will be taken into account to strengthen the sustainability of the project’s achievements.
October 30, 2020 72 10. MANAGEMENT/STAFFING
Office presence and teleworking The USAID Mali SIRA office remained open throughout the year, however a limited number of staff continued to go into the office as needed once COVID-19 precautions were put in place. Staff with individual offices would come into the office more often with staff who share offices rotating their presence. The majority of staff worked from home (telework) through August. Through a case by case approval process with EDC/HQ, most activities restarted by September and the start of school. However, most meetings between staff and partners are still conducted virtually. In order to facilitate staff’s work and ensure that staff remained reachable, the project provided them with data connection packages in order for them to have uninterrupted access to the internet. Unfortunately, connections are not always as stable as they are in the office and staff may need to come into the office to have a more reliable connection. Following EDC’s procedures during the pandemic, the SIRA office submits a schedule of who is expected to be present in the office each week, ahead of time to the home office for approval.
Quarterly Review and Planning Meetings
Prior to the pandemic, the project held its quarterly (and annual) workplan meetings just prior to the end of each quarter. The annual workplan meeting during this Fiscal Year took place in December 2020, bringing together implementing partners as well as the Bamako and field-based staff, to discuss and review previous activities, as well as prepare action plans for upcoming activities. Post COVID-19, we transitioned to virtual meetings. We used this opportunity to focus on strategies addressing educational changes in this new climate.
SIRA staff retreat
On November 12th and 13th, 2019, SIRA held a staff retreat at the Modibo Keita Memorial hall. The retreat brought together approximately 130 staff who work full time on SIRA from implementing partners (EDC, Save the Children, School to School International and OMAES). The objective was to collectively reflect on and take stock of achievements, re-energize the team ahead of the project’s last year and strengthen collaboration through team building activities. The retreat afforded colleagues the unique opportunity to strengthen relationships through team building exercises.
Changes in Staff/Management
The retreat coincided with the departure of outgoing COP, Ms. Thelma Khelghati and the arrival of the then incoming COP, Ms. Suzanne Reier in November 2019.
Mr. Abdoul Kader Dembele received a promotion from head accountant to Finance Manager. EDC requested and received approval from USAID to hire Mr. Hamidou Samake as accountant, Mr. Modibo Maiga as senior accountant, Mr. Abdoulaye Coulibaly as regional monitoring and
October 30, 2020 73 evaluation officer/Academy of San and Mr. Youssouf Tounkara as community participation agent/Bougouni.
Mrs. Aissata Sylla, communications specialist, Malamine Traore, Community participation focal point (EDC), Mr. Mamadou Bamba, monitoring and evaluation officer (Dioila), Mr. Moussa Ounteni, Monitoring and Evaluation Specialist resigned for their positions effective May 31st, July 31st, August 30th and September 30th respectively. EDC submitted approval requests to hire replacements.
Procurement of printing and distribution of grade 1 pedagogical materials
EDC obtained USAID’s Consent to Subcontract to Burda Education for the printing and distribution of grade 1 pedagogical materials. Materials for Phase 1 were to be distributed to EDC’s office and the 56 CAPs by September 2, 2019. For Phase 2, they were to be distributed to 3,682 schools by October 20, 2019. Burda Education and its subcontractor responsible for on the ground distribution, faced challenges which led to significant delays. After completion of EDC’s verification of Burda Education’s delivery slips, following a thorough review of the procurement documentation and in accordance with the terms of the purchase order, EDC imposed applicable penalties for late delivery and concluded the procurement in April 2020.
While SIRA had initiated redistribution of materials in cases where student enrollment had increased since the purchase order with Burda Education was signed, distribution had to be postponed as a result of COVID-19 and then the political situation which led to nation-wide school closures. The project plans to continue with redistribution as soon as it is possible to do so and it is safe to proceed.
Procurement of printing and distribution of grade 2 pedagogical materials
Upon receiving USAID’s approval at the end of May to launch the procurement process, on June 3, 2020, EDC launched an International Request for Quotation (RFQ) and a Simplified Request for Quotation (SRFQ) for US small businesses for the procurement of printed materials for the core package of pedagogical reading materials that USAID Mali SIRA will use to improve the teaching – learning of reading in grade 2. A total of 9 bids for the RFQ and 3 for the SRFQ were received on June 24, 2020. After reviewing all quotations against the requirements of the RFQ and SRFQ, EDC submitted a request for Consent to Subcontract to one Mali and one American vendor on August 17th. USAID informed EDC on September 15th that as a result of the ongoing political situation and USG’s review, it was not possible to provide consent to subcontract and that our request had been put on hold. Once we receive approval to proceed with the procurement process, we will procure and distribute the print materials.
No Cost Extension and Submission of SIRA’s realigned budget
As a result of delays in project implementation caused by COVID-19, USAID approved a 5-month No-Cost Extension that extended the project from February 7, 2021 to July 31, 2021. This change
October 30, 2020 74 is reflected in Modification # 9 that was signed on August 10, 2020. Following this No Cost Extension approval, EDC submitted a realigned budget on September 2, 2020 and is awaiting USAID approval.
Termination of Cowater Sogema’s subcontract
As of September 30, 2020, EDC terminated its subcontract with Cowater Sogema. Cowater Sogema’s subcontract was scheduled to end in November 2020. However, due to the COVID- 19 pandemic, Cowater Sogema underwent a structural reorganization which resulted in the premature termination of several staff contracts, including that of Mr. Hugues Lavoie, Cowater Sogema’s coordinator for SIRA. Because they were unable to replace Mr. Lavoie on the project, Cowater Sogema informed EDC that they would be unable to fulfill the terms of their subcontract with EDC for the remaining period of performance.
Almamy Traore, EDC’s IT/Mobile Learning Officer, has been monitoring developments regarding the SIG-FC platform with FORME and the DNEN. He will continue to play this role, which will cover some of the support that CowaterSogema would have provided during the final two months of their subcontract.
Support of Home Office and International Technical Assistance
After March 2020, travel restrictions were put in place, creating a hold on international travel due to the COVID-19 pandemic. Prior to the pandemic, technical assistance was received from the following international staff:
Name Position Organization Period Stephanie Templeton Lead EGRA Trainer School to School October 2019- Kayla Nachtsheim EGRA Trainer International November 2019 Adwoa Atta-Krah SIRA Project EDC October 2019- Director November 2019 SIRA International November 2019 EDC Stan McWest Project Coordinator Fred Bunduki SIRA Home Office EDC November 2019- Financial Analyst December 2019 December Sarah Press Education Specialist Save the Children 2019
Adwoa Atta-Krah SIRA Project EDC March 2020 Director
October 30, 2020 75
11. RISK MANAGEMENT AND SECURITY
The security situation in Mali continues to deteriorate with instability, criminality and jihadist attacks, previously confined to the north, now significantly affecting many parts of the central region and even beginning to move further south. The AE of Segou (in particular the CAPs of Niono, Macina, Sarro and parts of Farako) and the AE of Koulikoro (the CAPs of Nara and parts of Banamba) are most affected. Some schools are closed in these areas and many teachers have abandoned their posts. It is impossible to hold Community participation activities in these zones. The distribution of pedagogical material for schools was done to CAP level during the training of teachers in September 2019 in order to avoid distributions to insecure areas.
Recently, the region of Sikasso has also been affected, specifically the CAP of Yorosso in the Academy of Koutiala. EDC’s Security director organized a security assessment mission in the region and will provide us recommendations for safely caring out SIRA activities in this area.
In addition, months of political unrest and demonstrations calling for President Ibrahim Boubakar Keita (IBK) to step down, culminated in his resignation that was effective August 19, 2020. EDC shut down its offices to ensure safety of staff members.
Subsequently, a president for the transition period, Mr. Bah N’Daw, was announced on September 21st and his inauguration held on September 25, 2020. On September 27, the new Prime Minister, Mr. Moktar Ouane, was appointed.
This situation affected SIRA’s activities as USAID issued a letter on August 21st that suspended some activities and placed restrictions on public coverage of activities.
The current COVID-19 pandemic caused a nationwide shut down of schools in Mali. EDC worked with the GoM to ensure adherence to national guidelines, help prevent the spread of the virus and provide strategies and innovative solutions for continuing education during the pandemic. EDC submitted a continuity plan to USAID on March 25, 2020, which indicated how the project would operate while keeping staff and beneficiaries safe. EDC’s Director of Security for all EDC projects in Mali carefully monitored the situation and provided all projects with regular security updates. He monitored all field missions, checking daily on the teams and ensuring their safety. He periodically reviewed and updated our security plans, participated in UN, INSO and OSAC briefings, and conducted periodic trainings for staff on security issues. Project activities are planned and carried out in conformity with his security recommendations. Where necessary, activities were suspended or modified to ensure the safety and security of all SIRA staff and partners.
Between March 23rd and August 4th all missions were suspended. As the COVID- 19 situation began to improve, the project resumed implementation of the most urgent training activities. As per EDC’s procedures for requesting approval to resume activities, the COP with input from
October 30, 2020 76 involved staff, submitted a risk assessment form and plan to the home office COVID management team for each activity in order to ensure safe implementation of the activity.
October 30, 2020 77
12. PLANNED ACTIVITIES/EVENTS FOR NEXT QUARTER
See table in Annex
13. ANNEXES
13.1 Planned activities for next quarter 13.2 Financial Information 13.3 Success Stories 13.4 Disaggregation of AMEP indicators 13.5 Template for budgeting and financing SIRA materials 13.6 CP training supervision report 13.7 Monitoring of continued student learning summary result
October 30, 2020 78 13.1 Planned activities for next quarter
USAID/Mali SIRA Quarterly Planning: July, August, September (2020)
Year 5 – 2020 No. ACTIVITIES October November December W1 W2 W3 W4 W1 W2 W3 W4 W1 W2 W3 W4 Result 1 - Classroom early grade reading instruction improved 1.1 Student's access to evidence-based, conflict and gender sensitive, early grade reading materials increased 1.1.1 Print school materials kit for Gr 2 (will start as soon as we are permitted by USAID) Verify student enrollment numbers for Gr 1 and Gr 2 and ensure (particularly for Gr 1, 1.1.2 including writing notebooks for Gr 2) a 1 to 1 ratio for student books; in collaboration with AEs/CAPs, reprint (if necessary), redistribute and adjust as needed Work with the MEN/SIRA Technical Committee, the Directorate of Finance and Material (DFM) and the 10 SIRA AEs/CAPs to plan for budgeting and financing the 1.1.3 purchase of core reading packages and replacement kits as needed once the project has ended 1.2 In-service teacher training in evidence-based early grade reading (including formative assessment) improved
Finalize the process of certifying pedagogical counselors (CPs) as trainers/coaches of 1.2.1 the early grade reading program introduced by the project Train new trainers from the central (DNEF, DNP and DNEN) in the gr 1 and gr 2 1.2.2 reading program and use of the validated core packages Refresher for AE/CAP directors and assistant directors on the early grade reading 1.2.3 program and plan for sustainability
Train gr 2 teachers in the gr 2 reading program, validated core package and nurturing 1.2.5.a classroom which includes gender-fair practices
1.2.5.b Train teachers from Bamako (1 grade) that began late Monitor gr 1-2 teachers' implementation of the gr 1-2 reading program using the 1.2.6 validated gr 1 & 2 core packages, including use of tablettes and MP3 (Joint Supervision MEN-SIRA) Monitor gr 1-2 teachers' implementation of the gr 1-2 reading program using the 1.2.7 validated gr 1 & 2 core packages (CP Tablettes-SIRA)
Organize training for AE/CAP staff (Division chiefs and directors) on gender, gender- 1.2.10 fair activities and gender mainstreaming
1.3 Teacher coaching and supervision Improved
Train school directors on pedagogical leadership and coaching; include refresher on 1.3.2 SIRA approach and strategies to improve reading
1.4 Appropriate incentives for teachers implementing evidence-based programming provided Identify teachers who demonstrate skill in implementing the reading program to 1.4.1 reward with incentives 1.5 Pre-service training in the use of a core package for evidence-based early grade reading instruction improved Conduct a follow-up visit to all IFMs in SIRA zones to assess if they have integrated 1.5.1 modules from SIRA trainings into their teaching. (possibly other assistance for IFM's to replace this) Result 2 - Service delivery systems in early grade reading improved
2.1 Policies and standards in support of evidence-based reading instruction implemented
2.1.2 Draft and validate a national policy (or "approach") to early grade bilingual reading
2.2 Early grade reading (EGR) data collection, analysis, and reporting systems improved
Train personnel from the selected AEs/CAPs to conduct evaluations using EGRA 2.2.2 (Koulikoro, Sikasso and District of Bamako
Administer EGRA in a sample of schools in all 10 SIRA AEs and selected CAPs based on 2.2.3 random selection 2.2.4 Analyze the EGRA results and finalize report 2.2.6 Train a team of MEN (Evaluation Division- DNP, CPS) staff in M and E procedures
2.2.6.a Include central MEN team in CP Tablette monitoring activities.- capacity building 2.3 Planning and management of human resources devoted to early grade reading improved 2.3.2 Update the user's guide for the SIG-FC
2.3.5 Monitor use of the SIG-FC in all SIRA AEs including updating data on SIRA trainings
2.4 Research agenda to support additional improvements in reading instruction implemented
2.4.1 Include Gender assessment within other SIRA Endline studies- update tools
Update and validate the terms of reference, the methodology, and tools for the Time 2.4.3 on Task study (change to socio-linguistic study
Result 3 - Parent, community and private support for early grade reading increased 3.1 Parents' understanding and awareness of early grade reading increased
Organize activities at the local level to reinforce campaign messages (home visits, 3.1.2 general assemblies, broadcasts of radio spots, etc.)
Exchange informally on a regular basis with traditional communicators and/or other 3.1.4 communicators (griots, known effective communicators in the community) to discuss reading strategies and their support of SIRA activities (3 meetings/CDA/quarter)
Plan for sustainability: conduct Endline of efficacy of SBCC campaign implemented (as
3.1.5 there is no baseline, study will compare SIRA and non-SIRA communities)
3.1.6 Monitor the evolution of parents’ knowledge, attitudes and practices 3.2 Parents' ability to implement specific strategies to support early grade reading improved
Print family-school link booklet for all SIRA schools' parents. (Parents will pay and CGS 3.2.1a will establish revolving fund). (when realigned budget is approved by USAID) Plan for sustainability : conduct Endline measurements of outcome of investments in 3.2.4 parent support (as there is no baseline, study will compare SIRA and non-SIRA communities) 3.3 Community members' and CBO's ability to support and monitor early grade reading improved Implement community participation activities (general assemblies, home visits, teacher-parent dialogues, etc.) in support of reading (community facilitators and volunteers) Conduct community level sessions including reading games (8
sessions/month/community - Cohort 3,4 and 4 sessions - cohort 2) 3.3.2 Conduct parent-teacher sessions (2/school/quarter- cohort 3,4 and 1/school/quarter -
cohort 2 General Assembly/Community meetings (1/community/month- cohort 3,4 and
1/quarter- cohort 2 Home visits to support parents using family - school link booklet and awareness of
SBCC campaign (2/parent/quarter)
Home visit to sensitize parents on SBCC topics (2 / parent/ quarter) - cohort 3 and 4
Hold bi-monthly (every 2 months) meeting with the Mayors and education 3.3.3 commissions in each intervention commune (cohorts 1, 2, 3 and 4) and with AEs and CAPs Identify communities where Yeelenkɛnɛ will be established and training their 3.3.4 volunteers Prepare Yeelenkene for distribution to selected communities (metal chests, books, 3.3.4.a supplies, etc.) Purchase blackboards and tarpaulins for reading clubs in selected communities (when 3.3.4.b realigned budget is approved by USAID)
Train trainers of education commission in acquisition, implementation and 3.3.4.c management of Yeelenkɛnɛ (when realigned budget is approved by USAID)
Train selected members of education commissions from the communes in the SIRA 3.3.4.d regions in acquisition, implementation and management of Yeelenkɛnɛ (when realigned budget is approved by USAID) Implement reading clubs and other out of school activities in support of reading (local 3.3.5 community volunteers with support of CBOs, SIRA community facilitators and CDAs)
Monitor the activities of SIRA community facilitators, local volunteers and CBOs, who 3.3.6 facilitate reading clubs (Yeelenkɛnɛ) and other activities in the community to promote reading
3.3.8 Monitor sustainability plans to ensure integration into the PDSEC
Organize workshops to review progress on sustainability plans (during training of CEC 3.3.8a 3.3.4.d) Provide on-going training to CGS members and other interested CBOs to develop the school report card, school improvement plan and monitoring school results on 3.3.10 learning to read, including teacher attendance and participation, and the use of SIRA materials Monitor school communities' data collection for the school improvement plans and 3.3.11 school report card and review at the end of the school year Conduct end of year meetings with parents and interested CBOs to share results of 3.3.12 school report card and BƐƐKUNKO; Identify children who are performing well and document their families' practices
3.3.15 Carry out testing on reading with BƐƐKUNKO and data collection in homes
3.3.15.a Verification and correction of filled booklets
3.3.15.b Data entry, Treatment, cleaning of collected data
Plan for sustainability: conduct Endline measurements of outcome of investments in 3.3.17 community and CBO support (as there is no baseline, study will compare SIRA and non-SIRA communities)
3.4 Public-private partnerships to support early grade reading success established Organize meetings to present the project and the Yelenkɛnɛ (community libraries) to 3.4.1 potential private partners Maintain contact with and conduct follow-up visits to potential private partners to 3.4.2 finance Yelenkɛnɛ (community libraries)
4 COVID-19 Contingency Activities Additional contracts for COVID spots with radio stations in zones currently without 4.1 contracts (As soon as restrictions are lifted, we will enter into contracts with these new stations)
4.2 Printing flyers for communities (families and community agents)
4.3 Printing Posters for schools
4.4 Handwashing stations for schools
13.2 Financial Information
Education Development Center, Inc. Selective Integrated Reading Activity in Mali Contract No. AID-OAA-I-14-00053 TaskOrder No.: AID-688-TO-16-00005
Financial Report FY20 - Q4
Obligated Invoiced to Date Balance of Outstanding Total Task Order Name Original Total Revised Total Amount to (September 2020) Unexpended Obligated Commitments Expenditures Date - Estimate Amount
Selective Integrated Reading Activity (SIRA) $ 50,775,000 $ 50,238,568 $ 42,096,143 $ 39,709,347 $ 836,083.58 $40,545,430 $ 9,693,138 $ 1,550,713
Invoiced to Date Balance of Obligated Subrecipient Name (September Obligated Amount 2020) - Amount Estimate School-to-School International 2,011,326 1,726,207 285,119
Save the Children Federation 3,031,750 2,506,095 525,655
Institut pour l'Education Populaire 1,468,735 1,370,804 97,931
Oeuvre Malienne d'Aide à l'Enfance du Sahel (OMAES) 4,515,563 3,837,628 677,935
CRC Sogema 184,578 160,198 24,380 TOTAL 11,211,952 9,600,932 1,611,020
Projected Expenditures Prime FY21 Q1 FY21 Q2
Education Development Center 2,159,398 2,401,214
Projected Expenditures
Subcontractors FY21 Q1 FY21 Q2
School-to-School International 122,306 208,593
Save the Children Federation 174,363 260,000
Oeuvre Malienne d'Aide à l'Enfance du Sahel (OMAES) 266,836 243,333
13.3 Success stories
THE WOMEN OF KODIOUGOU ARE COMMITTED TO
PROMOTING EDUCATION FOR GIRLS
Kodiougou is a village located in the rural commune of Garalo (Bougouni). In 2017,
when USAID/Mali SIRA began its awareness raising and Social Behavior Change Communications Campaign (SBCCC) activities, parents in this community had little
interest in educational matters. They limited themselves to just enrolling their children in school. In addition, educating girls was perceived as an obstacle to carrying out
household chores.
SIRA enabled women to begin to take greater interest in their children's education. Women from the community discussing education issues Women from the community launched a group to support the project’s activities
N’Tarla Station: including Avec home SIRA,visits to educate un parents parent about the need d’élève to enroll their devient daughters in sensibilisateur à l’utilisationschool, monitoring children’s’du livret attendance "mansac in the clasɛs,sirijala" as well as at the Yeelenkene "I regret having been (community libraries). They would identify absentee children and track down their forced to stop my parents in order to find out the cause of their absence. studies. I don't wish * The community of Kodiougou gradually changed its views on education and what it the same for my children. I will make means to go to school. As Mr. Souleymane Samaké, Director of the village school sure they study hard. explains: "Before SIRA, student registration was low. Girls enrollment was even worse We, the parents, because of their assigned household chores. » cannot thank SIRA
enough for the tools we have been given The women’s group initiated multiple conversations with parents of the village's 1st and
and the lessons we 2nd grade students. It encouraged the use of the family-school link booklet have been taught". « Mansacɛsirijala" which when used correctly at home by parents, helped improve students’ reading and writing skills. Mrs. Minata Sangaré, a member of the group, Sanata Sangaré, praises the project: "SIRA teaches parents the techniques they need to help their Member of the
Kodiougou Women's children learn to read and write at home. Being illiterate is like living in the dark. I will Group do everything I can to enroll my children in school, make sure they are present, engaged and that stay in school».
This change in behavior of the Kodiougou community is noteworthy for different
reasons. Not only are more girls now going to school, but parents are also encouraging them to stay in school and excel in their studies.
The goal of USAID/Mali SIRA’s SBCCC is to bring about lasting behavior changes in parents and community members, in support of early grade reading.
TOGETHER, let's support and improve Children's Reading and Writing Skills!
TOGETHER, let's support and improve Children's Reading and Writing Skills!
OULADJANBOUGOU: Community Volunteer Advances Student Learning During COVID-19
Mariam Koumaré is a Community Volunteer residing in Ouladjanbougou, a village located in the commune of Boussin (Ségou). In October 2019, when the USAID/Mali SIRA Project’s 4th cohort began its Social Behavior Change Communications Campaign in the community, they observed that parents had difficulty monitoring
their children's studies.
Volunteer helps a student read With the combined efforts of Community Facilitator Amadou Togo, Community Development Agent Abdoulaye Tièmoko and Community Volunteer Mariam
Koumaré, the community awareness activities encouraged members of the School « Thanks to the Community Management Committee (SMC) and parents to get involved in home visits that Volunteers who have been working project staff had organized to help children read during the repeated teacher strikes. with the children since the beginning of the 2019-2020 In March 2020, the COVID-19 pandemic hit Mali and children could no longer school year, we don't even feel the participate in learning games nor benefit from the home-based monitoring and teachers' strike. They learn to read and write at home. In the support provided by the project. Student supervision suddenly became the sole mornings, we no longer see the responsibility of the parents. Some of them, who are illiterate and had difficulties using children wandering in the streets ». the "mansacɛsirijala"-a family-school link booklet designed to help parents teach children how to read and write at home- sent their children to Mariam Koumaré so Mahamadou Traoré, Parent of she could help them. She became the go to guide for parents who needed support. student The President of the SMC, Mamari Ballo, was so impresed with her work : « Mariam
Coumaré is courageous, she welcomes children who need help into her home. Given COVID- 19, she makes sure to respect the recommended social distancing requirements and wears a mask. I visit her from time to time to see if she needs help. I really like the SIRA approach that facilitates children's ability to read and write». Mariam’s initiative highlights the
importance of community engagement to improving children’s reading and writing
skills.
Launched in 2016 for five years, the USAID/Mali SIRA project intervenes through its Volunteer helps students read and write at home Community Participation component to improve parent and community support for reading and writing in grades 1 and 2 in public and community schools.
TOGETHER, let's support and improve Children's Reading and Writing Skills!
Improving teacher performance maximizes students’ learning in early grades
USAID/Mali SIRA’s trainings, Students academic performance has always been a major concern for parents, monitoring and provision of teachers and authorities in Mali. Reading and writing assessments over the teaching materials enabled years have shown major weaknesses. In 2009, the Early Grade Reading teachers to improve their Assessment (EGRA) that targeted 5,186 students using 6 languages at the end instruction of Balanced Literacy of grade 2, revealed that 83% to 95% of studentscould not read a single word techniques in Bamanankan, of a relevant text. Mrs. Pagnon Dao, pedagogical advisor in Bacodjicoroni which positively impacted explains: "With my 27 years of experience in teaching, I know how much students' reading and writing skils. people struggle with reading and writing». Mr. Tiémoko Dao, Director of the
Center for Pedagogical Animation (DCPA) in Koulikoro, adds: "As a syndicalist, I was opposed to teaching in Bamankan because teachers were poorly trained."
It is against this backdrop that the Government of Mali and USAID introduced USAID/Mali SIRA in February 2016 so that it could improve literacy in Bamanankan in grades 1 and 2. Each year the project organizes cascade trainings on the Balanced Literacy approach to more than 12,500 teachers and pedagogical advisors in approximately 4,000 schools. In order to further strengthen the capacity o teachers, school directors regularly provide rigorous Photo: USAID/Mali SIRA coaching and pedagogical counselors also connduct monitoring visits to Traoré Djénéba Sanogo, 2nd year, observe their teaching techniques in the classroom. Koutiala, happy to receive her award with her husband
Mr. Ousmane Koné, 2nd grade teacher, Koulikoro says: "The techniques we « I am so proud. Its my 6th year are taught are very effective. They give us guidelines to reach our goals and teaching 2nd grade and I have Traoré Djénéba Sanogo, 2nd year, better teach our students». Retired teacher and recipient of a national award for only been satisfied with my Koutiala, happy to receive her award with good performance in teaching in Bamanankan, Mr. Tianzé Coulibaly, adds: "By students since SIRA. 100% of my her husband teaching in national language, you open up the child's mind and multiply his/her students can read and write. When the language of instruction chances of understanding key concepts and succeeding in life- but it takes a was French, I was never able to good teacher. This is what SIRA is doing with quality training and monitoring». achieve that. SIRA really helps children learn and this makes our job as teahers easier. The students understand concepts quickly. With French, we always had to translate before they understood the content. SIRA prepares students for grade3 like never before.”
Mrs. Ouaka Traoré, Teacher, Grade 2 Koutiala Koko A1 13.4 Disaggregation of AMEP indicators
Total Indicators - NB: only 3 indicators Achievements Y2 Achievements Y3 Achievements Y4 Achievements Y5 Life of Disag- Results highlighted in yellow were updated in this (2017) (2018) (2019) (2020) Project Comments & Challenges N° gregates Achieved report. Targets Target Actual Target Actual Target Actual Target Actual to Date Activity Goal: Improved early grade (grades 1-2) reading skills in target areas (Outcome) Percent of learners who Total N/A N/A 9.0% 13,7% N/A N/A 19% 13.7% 14% demonstrate reading fluency and comprehension of grade level text at the 1 Female N/A N/A 15.4% N/A N/A 15.4% Will be updated at Endline end of grade 2 with USG assistance (Standard ES.1-1). N/A N/A 12.3% N/A N/A 12.3% Disaggregation: Sex Male
Total 143,990 134,296 236,465 268,969 236,465 260,480 236,465 258,242 527,211 509,938 The 2020 target is already exceeded (Output) Number of learners receiving despite missing data that will be reading interventions at the primary level 2 Female 64,752 60,393 106,338 122,205 119,330 118,643 240,848 added with the 2020/2021 school (Standard ES.1-5). year. This shows that school access is Disaggregation: Sex Male 79,238 73,903 130,127 146,764 141,150 139,599 286,363 better than what was estimated
Total N/A N/A 8 11.7 13 not av. 18 not av. not av. 18
(Outcome) Average oral reading fluency (correct words per minute) scores among This year has been marked by strikes grade 2 students in USAID/Mali’s EGR since December until March when 3 program (SIRA) target schools for Female N/A N/A 8 12.2 13 not av. 18 not av. not av. 18 schools were closed because of bamanankan (Custom). Covid19. Grade 2 Student skills Disaggregation: Sex, education region, assessment did not take place. school status
Male N/A N/A 8 11.4 13 not av. 18 not av. not av. 18
Intermediate Result 1: Classroom early grade reading instruction improved (Outcome) Percent of teachers that 4 Total 55% 61.5% 60% 66,1% 65% 68,3% 70% 71.7% 71.7% 70% achieve a score of “acceptable” or better on a reading instructional index that measures the use of effective EGR Female - - 68,2% 68.9% 70.3% 70.3% teaching practices (Custom). Disaggregation: Education region, grade, Male - - 64,4% 67.8% 73.1% 73.1% sex, school status Sub IR 1.1: Student’s access to evidence-based, conflict and gender sensitive, early grade reading materials increased
2,168 schools received a complete set of materials (68% of the target). Materials distribution was based on estimated numbers of students,which (Output) Number of primary school as seen above was underestimated. classrooms that receive a complete set of Redistribution began by collecting the 5 essential reading instructional materials N/A 2,876 2,949 6,063 5,534 3,187 2,596 3,187 2,168 13,247 18,500 surplus and providing the supplement with USG assistance (Standard ES 1-11). to schools in need. Due to the Disaggregation: N/A. Teachers' strike and the Covid-19 pandemic the process could not be finished (only 112 schools received the supplements out of 1094 in need).
We exceeded the 2020 target (Output) Number of primary or secondary because the materials were also textbooks and other teaching and learning 1,526,31 distributed to school directors who 6 materials (TLM) provided with USG N/A 241,584 262,428 500,680 485,751 258,163 301,850 267,724 347,822 1,397,851 4 received 4 types of materials (big assistance (Standard ES.1-10). books, evaluation book, framework of Disaggregation: N/A. competences, teacher's guide)
Sub IR 1.2: In-service teacher training in evidence-based early grade reading (including formative assessment) improved
(Output) Number of primary educators Total 6,063 6,646 6,143 7,576 6,063 7,424 3,187 7,576 6,374 (teachers) who complete professional Will be updated in next quarter: The 7 development activities with USG Female 2,596 3,098 3,040 3,098 cascade trainings will take place in assistance (Standard ES. 1-6). October Disaggregation: Sex Male 4,050 4,478 4,384 4,478 (Output) Number of primary school Will be updated in next quarter: The 8 educators who complete professional Total 6,063 6,646 6,143 7,576 6,063 7,424 3,187 7,576 6,374 cascade trainings will take place in development activities on implementing October evidence-based reading instruction with USG assistance (Standard ES. 1-7). Female 2,596 3,098 3,040 3,098 Disaggregation: Sex Male 4,050 4,478 4,384 4,478
Sub IR 1.3: Teacher Coaching and Supervision Improved
Total 3,432 3,862 3,432 3,688 3,432 5,495 3,432 358 5,495 3,432 Will be updated in next quarter: The 2020 figures are obtained only from (Output) Number of education the trainings of CPs; the trainings of administrators and officials who complete Schools Directors will take place later 9 professional development activities with Female 471 499 886 69 886 (December 2020) as well as the USG assistance (Standard ES.1-12). training of regional and district level Disaggregation: Sex MoE office directors and central MoE Male 3,391 3,189 4,609 289 4,609 officers.
Total N/A N/A 65% 70% 70% 79% 75% 79% 79% 75% This year's percentage includes all (Outcome) Percent of pedagogical Female N/A N/A 82% 81% Academies even Bamako which were counselors demonstrating abilities to train not included last year as Bamako teachers in reading and writing instruction 10 started the program late and we (Custom). didn't think we could include them Disaggregation: Education region, district, N/A N/A 78% 79% until now. If we don't include them Sex Male we are at 88% of CPs being certified.
The value of 62% is obtained based (Outcome) Percent of SIRA teachers on the SIRA tools completed by the coached by the school director (Custom). principals and verified by CPs. When 11 N/A N/A 60% - 65% 58% 70% 62% 62% 65% Disaggregation: Education region, grade, adding the Principals saying that they school status, urban/rural, Sex coached teachers without using SIRA's tool, we have 76%. Sub IR 1.4: Appropriate Incentives for Teachers Implementing Evidence-Based Programming Provided
(Output) Number of SIRA teachers Total N/A N/A 80 100 80 0 80 100 240 Activity postponed because of 12 receiving appropriate incentives (Custom). perpetual teachers' strike, and later Disaggregation: Education region, district, Female N/A N/A 34 0 34 by Covid-19 pandemic Sex, grade, school status Male N/A N/A 66 0 66 (public/community), rural/urban. Sub IR 1.5: Pre-Service Training in the Use of a Core Package for Evidence-Based Early Grade Reading Instruction Improved
(Output) Number of college teacher Total 0 0 182 0 86 321 38 N/A 321 268 professors trained in reading-writing instruction (Custom). The training of last year already 13 Female 36 36 Disaggregation: Sex, education region, include the target of this year IFM, specialty (psycho-pedagogy, 285 285 language). Male Intermediate Result 2: Service delivery systems in early grade reading improved
Sub IR 2.1: Policies and Standards in Support of Evidence-Based Reading Instruction Implemented
(Outcome) Number of laws, policies, regulations, or guidelines developed or We did a guidance for 1st and 2nd modified to improve primary grade 14 N/A 1 1 1 1 1 0 1 2 3 4 grade classes for "catch-up" program reading programs or increase equitable in September. access (Custom). Disaggregation: N/A.
Sub IR 2.2: Early Grade Reading (EGR) Data Collection, Analysis, and Reporting Systems Improved
(Outcome) Number of AEs assessing reading outcomes at the grade two level Will be updated in next quarter: Due 15 in the schools in their jurisdiction twice Total N/A N/A 2 2 8 8 6 10 8 to the schools closure, EGRA data during the life of the project (Custom). collection will take place in November Disaggregation: Education region.
(Outcome) Number of schools reporting Will be updated in next quarter: the grade one and two reading results to their data collection for the monitoring of 16 communities on an annual basis (Custom). 288 322 967 996 967 1,168 967 not av. 2,486 3,187 Community Participation activities Disaggregation: Education region, will take place in October urban/rural.
(Output) Number of district and regional Total N/A N/A 9 28 45 69 36 69 45 Will be updated in next quarter: Due 17 education officials trained in conducting to the schools closure, EGRA trainings early grade student assessment Female N/A N/A 2 4 4 will take place in October/November (Custom).Disaggregation: Education Male N/A N/A 26 65 65 region, sex, structure (AE/CAP). Sub IR 2.3: Planning and Management of Human Resources Devoted to Early Grade Reading Improved
(Outcome) Percent of teachers trained in EGR by SIRA and still in Grade 1 or 2 of Will be updated in next quarter: 18 SIRA-supported schools (Custom). N/A N/A 70% 65% 89% 60% 89% 60% Cascade trainings will take place in Disaggregation: Education region, district, October school type, rural/urban.
Sub IR 2.4: Research Agenda to Support Additional Improvements in Reading Instruction Implemented
(Outcome) Number of research studies The study for this year is postponed 19 conducted by SIRA. (Custom). N/A 1 1 1 1 1 4 1 0 6 7 because of Covid-19 pandemic Disaggregation: N/A
Intermediate Result 3: Parent, community and Private support for early grade reading increased
Sub-IR 3.1: Parents’ Understanding and Awareness about Early Grade Reading Increased
(Outcome) Percent of parents who Total 40% 67% 45% 65% 50% 65% 50% Will be updated in next quarter: the demonstrate improved understanding and data collection for the monitoring of 20 awareness about EGR. (Custom). Female Not yet available 64% 63% 63% Community Participation activities Disaggregation: Education region, parent will take place in October sex, rural/urban. Male 68% 66% 66%
Sub-IR 3.2: Parents’ Ability to Implement Specific Strategies to Support Early Grade Reading Improved (Outcome) Percent of parents or caregivers who report using SIRA- Total N/A N/A 50% 64% 55% 70% 60% 70% 60% provided home-school materials to read Will be updated in next quarter: the to their children or listen to their children data collection for the monitoring of 21 Female N/A N/A 65% 70% 70% read to them at least twice a week. Community Participation activities (Custom). will take place in October Disaggregation: Education region, Sex, Male N/A N/A 63% 69% 69% school status, rural/urban. (Output) Number of parent teacher associations (PTAs) or community Will be updated in next quarter: the governance structures engaged in primary data collection for the monitoring of 22 N/A 288 322 967 996 967 1,168 967 2,486 3,187 or secondary education supported with Community Participation activities USG assistance (Standard ES.1-13). will take place in October Disaggregation: N/A.
Sub IR 3.3: Community members' and CBO's ability to support and monitor early grade reading improved
(Outcome) Number of Communities with Will be updated in next quarter: the Community Based Organizations (CBOs) data collection for the monitoring of 23 and parent organizations supporting early N/A 252 163 846 960 846 1,096 846 2,219 2,789 Community Participation activities grade reading (Custom).Disaggregation: will take place in October Education region, district, urban/rural.
(Output) Number of persons trained with Total 7,240 6,646 6,063 7,576 6,063 7,424 3,187 7,576 6,383 USG assistance to advance outcomes consistent with gender equality or female Will be updated in next quarter: 24 empowerment through their roles in Female 2,828 2,596 3,098 3,040 3,098 Cascade trainings will take place in public or private sector institutions or October organizations (GNDR-8). Disaggregation: Sex Male 4,412 4,050 4,478 4,384 4,478
(Output) Number of innovations The technological innovations used supported through USG assistance (STIR- 25 N/A 1 1 2 2 2 2 by the project are MP3 players 10). (radios) and tablets. Disaggregation: N/A.
13.5 Template for budgeting and financing SIRA materials
Pérennisation et Budgétisation des kits scolaires
Les supports pédagogiques pris en compte dans ce budget sont absolument nécessaires pour la mise en œuvre de l’approche équilibrée dans les classes. Documents de référence : Fréquence de remplacement : tous les 5 ans Nom du Support Prix à l’unité (estimation) Guide de l’enseignant 999 Référentiel de compétences 585
KIT DE PREMIÈRE ANNÉE A. Par classe : les supports suivants sont destinés à l’enseignant et sont considérés essentiels Supports pédagogiques pour l’enseignant Fréquence de remplacement : tous les 2 ans Nom du Support Prix à l’unité Album 1 1 362 Album 2 1 516 Album 3 1 664 Album 4 986
Supports pédagogiques pour les élèves Fréquence de remplacement : tous les ans Nom du Support Prix à l’unité Textes de lecture (anciennement textes gradués consolidés 445 avec Gafe 1)
B. Les supports suivants sont utiles et pourraient être reproduits en fonction du budget. Ils ont été reproduits par SIRA mais sont faits pour durer : Nom du Support Prix à l’unité Enseignant élèves fréquence Cartes de l’alphabet 1 028 x Tous les 3 ans Cahier d’évaluation 785 x Tous les 3 ans
Nom du Support Prix à l’unité Textes de lecture (anciennement textes gradués) 295
KIT DE DEUXIÈME ANNÉE A. Par classe : les supports suivants sont destinés à l’enseignant et sont considérés essentiels Supports pédagogiques pour l’enseignant Fréquence de remplacement : tous les 2 ans Nom du Support Prix à l’unité Album 1 1 111 Album 2 1 235 Album 3 1 235 Album 4 1 235 Album 5 913
Supports pédagogiques pour les élèves Fréquence de remplacement : tous les ans Nom du Support Prix à l’unité Textes gradués 370 Gafe 2 347
B. Les supports suivants sont utiles et pourraient être reproduits en fonction du budget. Ils ont été reproduits par SIRA mais sont faits pour durer : Nom du Support Prix à l’unité Enseignant élèves fréquence Cartes de l’alphabet Tous les 3 ans 967 x bilingue Cahier d’évaluation 785 x Tous les 3 ans
13.6 CP training supervision report
Synthèse des formations des formateurs Conseillers pédagogiques et agents des académies d’enseignement 05-13 août 2020
I. Contexte Le Projet USAID/SIRA (Activités de Lecture Sélectives et Intégrées au Mali) est placé sous la tutelle du Ministère de l’Education Nationale. Il s’inscrit dans le cadre de l’amélioration de la qualité de l’éducation pendant la période 2016-2021. L’objectif de SIRA est d’améliorer l’enseignement-apprentissage de la lecture-écriture en bamanankan des élèves de 1ère et 2ème années dans les écoles publiques et communautaires. Donc, il contribuera de façon prioritaire à rehausser la qualité de l’enseignement- apprentissage en lecture - écriture dans les écoles fondamentales dans les régions de Koulikoro, Ségou Sikasso et du District de Bamako. La langue nationale bamanankan est le médium d’enseignement utilisé dans ces écoles concernées.
Il s’agit aussi pour le projet USAID Mali SIRA, de renforcer les capacités des agents du Ministère de l’Education Nationale dans le domaine de l’appui à l’enseignement de la lecture-écriture dans les petites classes et de sensibiliser et responsabiliser la communauté dans le cadre de leur appui en faveur de la lecture-écriture.
Pour ce faire, un recyclage des formateurs (CP) est organisé par la direction du projet USAID/Mali SIRA en collaboration avec les formateurs de la DNEF, de la DNP et de la DNEN. Ce recyclage des formateurs sera suivi par celui des enseignants de 2èmeannées et ensuite des directeurs d’école et qui seront à leur dernière activité de formation programmée par le projet.
Cette année, le Mali à l’instar des autres pays du monde entier fait face à une pandémie qui est la COVID 19. Compte tenu de ce contexte, les CP au nombre de 324 seront formés en sur deux sites différents par AE avec des groupes ne dépassant pas 25 participants, nécessitant deux vagues de formation. Les sites de formation doivent être localisés à des distances ne permettant pas le contact entre les participants des deux groupes. La première vague a concerné les académies à plus faible taux de COVID-19 (Dioïla, Bougouni, Sikasso, San et Ségou) du 05 au 08 août 2020 etles CP des autres AE (Koulikoro, Kati, Koutiala, Bamako Rive Droite, Bamako Rive Gauche) ont été formés à la suite de la première vague du 10 au 13 août 2020.
II. Objectifs A la fin de cet atelier de quatre jours, les CP devaient :
1. S’approprier les éléments essentiels de la politique nationale de l’enseignement dans les classes bilingues 2. Démontrer leur maitrise des techniques SIRA (approche équilibrée et mots décodables) 3. Renforcer leurs capacités sur la lecture guidée des jours 1, 2, 3, 4 et 5 4. S’approprier le guide d’exploitation des textes de la 2e année 5. ‘approprier le programme accéléré de rattrapage de la 1ère année 6. Être capables de créer un climat positif en classe 7. Consolider le rôle de leader pédagogique chez les DE 8. Renforcer les DE et enseignants de 2è A à gérer des classes à double division 9. Favoriser l’égalité des genres à l’école à travers les décisions prises et les activités 10. Prendre connaissances des procédures de protection (mesures barrières) contre le COVID-19 11. Etre évalués en vue de leur certification (pour ceux qui ne sont pas déjà certifiés).
III. Méthodologie Ces formations à l’instar des précédentes ont privilégié la pratique des méthodes actives et la bienveillance à travers l’utilisation des techniques d’animation telle que le brainstorming, le travail de groupe et les restitutions en plénière.
L’objectif principal étant la consolidation des techniques vulgarisées par le projet USAID/Mali SIRA à savoir l’approche équilibrée et les mots décodables, les participants ont procédé à tour de rôle à des simulations de séquence de lecture guidée et autres techniques pendant cette formation.
IV. Constats A l’issue de ces formations, des constats ont été formulés au niveau de chaque salle de formation en termes de points forts (satisfaction) et de points à améliorer (défis à relever).
4.1. Points forts L’assiduité et la ponctualité des participants; La disponibilité du matériel de formation dès le début de la formation; L’intérêt manifeste des conseillers pédagogiques pour les activités du projet USAID/Mali SIRA et leur maîtrise sans cesse croissante des techniques de l’approche équilibrée et des mots décodables; Le respect des consignes de sécurité COVID-19 (le port du masque, la gestion des pauses, usage des emballages jetables pour la restauration et le nettoyage du lieu de la formation) ; Poursuite de la certification des CP non certifiés Tous les CP non certifiés voulaient simuler dès l’annonce de la liste; Le contenu des 5 jours en LG a été hautement apprécié par les participants ; Les participants ont trouvé que le document de formation contenant tous les documents nécessaires pour la présente formation allège leur travail ; Le travail abattu par les chargés de suivi-évaluation pour la gestion des fiches de présence et de paie individualisées pour les deux groupes ; L’activité sur le transfert de L1 à L2 a été saluée; La communication permanente entre tous les sites de formateurs et entre les formateurs pour palier à toutes les confusions possibles concernant le module a été salutaire surtout pour les superviseurs ; L’amélioration notable de la capacité d’animation et de la maitrise des techniques par les CP ; La disponibilité du plan accéléré d’apprentissage a été appréciée par les participants ; L’autonomisation progressive des superviseurs en qualité de formateurs chevronnés est constatée ; La réception de la documentation complète pour animer les sessions des DE et enseignants de la 2e année par chaque CP;
2 Tous les CP ont été soumis au test d’auto-évaluation en rapport avec la COVID-19 ; Les CP sont contents de la révision du référentiel surtout la planification jusqu’en 6e année.
4.2. Points à améliorer Les activités étaient trop par rapport aux quatre jours prévus. Insuffisance de jour pour les simulations Absence des élèves afin de pouvoir faire de vrais simulations ; Les CP non certifiés ont été vu une fois seulement en simulation faute de temps ;
V. Recommandations
Donner du temps à la formation pour une bonne appropriation du module ; confondues aux activités de vérification du référentiel ; Prioriser l’observation des CP non certifiés lors de la cascade ; Inviter les CP à lire et relire le référentiel de compétences ; Continuer à expliquer aux enseignants l’utilité de l’écriture inventée pour la prise en charge des élèves en difficultés ; Rendre disponible les élèves lors des simulations afin de se sentir en situation réelle de classe;
V. Conclusion
De l’avis des formateurs, les objectifs assignés à la formation sont largement atteints malgré la contrainte de temps liée à la densité des activités prévues pour les quatre jours. D’intenses travaux de groupes et de mises en commun à travers une pédagogie active (de sous-groupes, simulations, les sketchs, des études de cas et des discussion/débats) ont permis aux conseillers pédagogiques de faire une bonne appropriation des notions relatives au Covid 19, à la maitrise des techniques pour les cinq jours, du leadership, d’une classe bienveillante, de la gestion de la double division, de l’équité genre, et l’essentiel sur le transfert L1/L2. Les CP non certifiés étaient très enthousiastes de l’opportunité qui leur a été donné pour compléter leur évaluation (voir annexe 1. De même, les programmes de rattrapage des 1ère et 2ème années ont été fort appréciés.
3 Annexes : Annexe 1 : Certification des CP Rappel : Les activités évaluées sont notées sur 50 soit un total de 100 points. Il faut alors avoir un total de 50 points pour être considéré comme certifié.
AE Koutiala 1
N° Formation formateurs Appréciations Prénoms Nom AE CAP Techniques Notes observées sur 50 Maitrise de Capacité TOTAL AE-Sikasso technique d’animation
1 Malick TRAORE Koutiala Zangasso LG 15 21 36 2 Moussa Diamoutènè Koutiala Zangasso LG 17 22 39 3 Chaka Sogoba Koutiala Koutiala LG 31 27 58 4 Moussa Coulibaly Koutiala Zangasso LG 22 24 46 5 Evariste Dabou Koutiala Zangasso LG 26 25 51 64 Aboubacar TRAORE Koutiala M’Péssoba LG 34 30 6 7 Sidi Mady COULIBALY Koutiala M’Péssoba LG 32 25 52 8 Boubacar T TRAORE Koutiala M’Péssoba LG 25 23 48 9 Fouseini DIALLO Koutiala M’Péssoba LG 23 24 47
AE Koutiala 2
N° Formation formateurs Appréciations Prénoms Nom STATUT AE CAP Techniques Notes observées sur 50 Maitrise de Capacité AE-KOUTIALA technique d’animation TOTAL CAP M’PESSOBA 1 Aboubacar TRAORE CP Koutiala M’Péssoba LG 34 30 64 2 Sidi Mady COULIBALY CP Koutiala M’Péssoba LG 32 25 57 3 Boubacar T TRAORE DE Koutiala M’Péssoba LG 25 23 48 4 Fouseini DIALLO DE Koutiala M’Péssoba LG 23 24 47
4 AE Sikasso 1
N° Formation formateurs Appréciations Prénoms Nom AE CAP Techniques observées Notes Maitrise de Capacité TOTAL AE-Sikasso technique d’animation
1 Abibou DEMBELE Sikasso Kignan LG 30 29 59 2 Yeli TRAORE Sikasso Kignan LG 18 29 47 3 Mahamadou TRAORE Sikasso Nkourala LG 32 33 65 4 Moussa SANOGO Sikasso Kléla LG 25 18 43 5 Moussa SANGARE Sikasso Nkourala LG 24 23 48 6 Ba OUSMANE Sikasso N’Kourala LG 19 22 41
AE Sikasso 2
N° Formation formateurs Appréciations Prénoms Nom AE CAP Techniques observées Notes Maitrise de Capacité TOTAL AE-Sikasso technique d’animation
1 Abdoul W. BORE Sikasso Kadiolo LG 28 18 46 2 Karounga SISSOKO Sikasso Kadiolo LG 18 10 28 3 Lassina COULIBALY Sikasso Kadiolo LG 19 09 28 4 Sabati KONE Sikasso Sikasso LG 22 16 38
AE San 1
N° Formation formateurs Appréciations Prénoms Nom AE CAP Techniques observées Notes Maitrise de Capacité TOTAL AE-San technique d’animation
1 Siaka SOGOBA San Yangasso LG 35 26 61 2 Salif DEMBELE San Yangasso LG 30 23 53 3 Jérémie KONE San Bla EG 30 24 54 4 Sibirina Z COULIBALY San Yangasso EG 26 24 50 5 Soumaila BALLO San KIMPARANA LG 33 26 59 6 Abdoulaye MAIGA San KIMPARANA EG 40 36 76 7 Assana DEMBELE San KIMPARANA LG 33 21 54
5 AE San 2 N° Formation formateurs Appréciations Prénoms Nom AE CAP Techniques observées Notes Maitrise de Capacité TOTAL AE-San technique d’animation
Tominian LG 33 34 67 1 Madi SISSOKO San Tominian LG 33 42 75 2 Moussa KEITA San San LG 33 39 72 3 Boubacar TRAORE San
AE Ségou
N° Formation formateurs Appréciations Prénoms Nom AE CAP Techniques observées Notes Maitrise de capacité VI. AE SEGOU technique animation TOTAL CAP NIONO SEGOU NIONO 32 66 Chiaka DEMBELE 1 LG 34 SEGOU NIONO 42 83 Fadji Ladji KONE 2 NC 2e A 41 SEGOU NIONO 42 84 Bourama DEMBELE 3 Jeu 42 CAP SARRO SEGOU SARRO 35 73 Olivier SARRO 4 TG 38 SEGOU SARRO 30 62 Anatole THERA 5 JEUX 32 SARRO 32 63 Aminata COULIBALY 6 LG 31 CAP MACINA 7 Diadié SYLLA SEGOU MACINA LG 32 33 65
AE Bamako RD
N° Formation formateurs Appréciations Prénoms Nom AE CAP Techniques observées Notes Maitrise de Capacité TOTAL AE-BRD technique d’animation
Torokoro LG 43 43 86 1 Diakaria DIABATE BRD
6 Torokoro LG 20 23 43 2 Fousseiny COULIBALY BRD Torokoro LG 18 23 41 3 Dramane DAO BRD Baco-Djicorni LG 46 44 90 4 Pagnon DAO BRD Kalabancoura LG 20 23 43 5 Ousmane TAMBOURA BRD Kalabancoura LG 21 23 44 6 Souleymane SANGARE BRD
AE Koulikoro
N° Appréciations Prénoms Nom AE CAP Techniques observées Notes Maitrise capacité VI. AE KOULIKORO technique animation TOTAL CAP KOULIKORO COULIBALY KOULIKORO KOULIKORO 40 76 Bia 1 (DEnouv) TG 36 KOULIKORO KOULIKORO 28 56 Youssouf KONE 2 LG 28
KOULIKORO KOLOKANI 35 68 Fodé KEITA 3 LG 33 CAP NARA 4 Fatoumata SOUMARE KOULIKORO NARA LG 25 24 49 5 Moussa DIAWARA KOULIKORO NARA NC 2e A 44 39 83
7 Annexe 2 : Liste participants
Liste des participants à l’activité de recyclage des formateurs (à actualiser après la saisie des liste de présence par suivi-évaluation) FORMATEURS SIRA ET MEN : Première vague : du 14 au 21 août 2019 N° PRENOMS NOM FONCTION-SERVICE AE CONCERNEES 1 Fatoumata KEITA Formatrice SIRA Bko RG 2 Samba DIARRA Formateur SIRA 3 Moussa OUNTENI DSE 4 Mamadou TOUMAGNON Formateur DNP 5 Moussa KONATE Formateur SIRA Dioïla 6 Mory DEMBELE Superviseur SIRA 7 Clotilde DIARRA Formatrice DNEN 8 Idrissa DOUMBIA Formateur DNP 9 Mamadou BAMBA CSE 10 Oumar TRAORE Formateur SIRA San 11 Bouacar DIABATE Superviseur SIRA 12 Siaka BAMBA Superviseur SIRA 13 Kassim TOURE Superviseur SIRA 14 Aissata TOURE Formatrice DNEF 15 Salif SOGOBA Formateur SIRA Ségou 16 Mamadou N’Faly KANTE Superviseur SIRA 17 Koni COULIBALY CSE SIRA 18 Mamadou DIALLO Formateur DNP 19 Ousmane GUINDO Formateur DNEN 20 Ibrahima TRAORE Formateur SIRA Sikasso 21 Ramatou COULIBALY Superviseur SIRA 22 Kadiatou DIALLO CSE SIRA 23 Mahamadou MAIGA Formateur DNEN
FORMATEURS SIRA ET MEN : deuxième vague : du 21 au 28 août 2019 N° PRENOMS NOM SERVICE AE CONCERNEES 1 Salif SOGOBA Formateur SIRA Bamako RD 2 Kassim TOURE CSE 3 Mamadou DIALLO Formateur DNP 4 Ousmane GUINDO Formateur DNEN 5 Moussa KONATE Formateur SIRA Bougouni 6 Aoua DIARRA Formatrice DNEN 7 Sékouba DOUMBIA Formateur DNP 8 Fassory SANGARE CSE SIRA 9 Oumar TRAORE Formateur SIRA Kati 10 Bouacar DIABATE Superviseur SIRA 11 Fanoumou A MAGASSOUBA CSE SIRA 12 Moussa SISSOKO Formateur DNEN 13 Abdramane TOURE Formateur DNEF 14 Fatoumata KEITA Formatrice SIRA Koulikoro 15 Souleymane BALAHIRA Superviseur SIRA 16 Bilagalama BERTHE CSE SIRA 17 Hamadoun CISSE Formateur DNEF
8 18 Kadary SANOGO Formateur DNP 19 Mahamadou TOUMAGNON Formateur DNP 20 Ibrahima TRAORE Formateur SIRA Koutiala 21 Mamadou DEMBELE Superviseur SIRA 22 Kadiatou DIALLO CSE SIRA 23 Salimata COULIBALY Formatrice DNEF
1. Liste des CP et des chefs de division à former : Bko RG N° Prénom Nom Structure Sexe Fonction 1 Rakiatou DIA AE F DAE 2 Modibo KONATE AE M Régisseur 3 Alidji MAÎGA AE M CDCRF 4 Hawoye MAIGA AE F CDEB 5 Moussa CISSE AE M Chef sect F 6 Abdoulaye CAMARA Banconi M CP 7 Oumar TRAORE Banconi M CP 8 Fatoumata DIARRA Banconi F CP 9 Oumar KANTE Banconi M CP 10 Kadiadia TOURE Diélibougou F CP 11 Lassina KONE Diélibougou M CP 12 Oumar Baba TOURE Diélibougou M CP 13 Salif BERTHE Diélibougou M CP 14 Ibrahima TRAORE Hippodrome M CP 15 Fatoumata B HAMIDE Hippodrome F CP 16 Mamadou DIAWARA Hippodrome M CP 17 Mahamadou S COULIBALY Hippodrome M CP 18 Mamadou DIAKITE CC M CP 19 Hamadi BA CC M CP 20 Donegué DIARRA CC M CP 21 Fadima O. TALL CC F CP 22 Mahamoudou SALL Bozola M CP 23 Diahara YATTARA Bozola F CP 24 Sitan SARRE Bozola F CP 25 Mamadou KONE Bozola M CP 26 Téné FOFANA Bozola M CP 27 Moussa MACALOU Bko Coura M CP 28 Boubacar CAMARA Bko Coura M CP 29 Alassane I BAMBA Bko Coura M CP 30 Bréhima TAMBOURA Bko Coura M CP 31 Robert CISSE Lafiabougou M CP 32 Djiguiba FOFANA Lafiabougou M CP 33 Nianankoro KOÏTA Lafiabougou M CP 34 Soro Habib MAÏGA Lafiabougou M CP 35 Abdoulaye BITIBALI Sébénikoro M CP
9 36 Assitan SARRA Sébénikoro F CP 37 Lassine TRAORE Sébénikoro M CP 38 Seydou BERTHE Sébénikoro M CP
2. Liste des CP et des chefs de division à former : Dioila
N° Prénom NOM Structure Sexe Fonction 1 Brehima DAO AE M DAE 2 Moustaph DOUMBIA AE M CDCRF 3 Ibrahima Diek DIARRA AE M CDEB 4 Ibrahima OYAYITT AE M Agent 5 Amara DIALLO AE M Agent 6 Fodé SOUMANO AE M Régisseur 7 Tiébakuy KONE Dioïla M CP 8 Soumaila DIAWARA Dioïla M CP 9 Mariam BAMBA Dioïla F CP 10 Bakary SANGARE Dioïla M CP 11 Magnele DIARRA Dioïla F CP 12 Ousmane TOGOLA Dioïla M CP 13 Adama CAMARA Dioïla M CP 14 Nama KEITA Dioïla M CP 15 Mountari TOGOLA Dioïla M CP 16 Modibo BERTHE Dioïla M CP 17 Nialen KANTE Fana F CP 18 Cheick M. B DIAKITE Fana M CP 19 Benjamin DEMBELE Fana M CP 20 Dénis T. COULIBALY Fana M CP 21 Djigui MARIKO Fana M CP 22 Karim SANGARE Fana M CP 23 Kamano BERTHE Béléco M CP 24 Bakary TRAORE Béléco M CP 25 Béma DAO Béléco M CP 26 Haoua BERTHE Béléco F CP 27 Salif COULIBALY Béléco M CP 28 Seydou KANE Béléco M CP
3. Liste des CP et des chefs de division à former : San N° Prénom Nom Structure Sexe Fonction 1 Yanago DOUMBO DAE M DAE 2 Daouda BATHILY AE M CDCDRF 3 Boubakar COULIBALY AE M CDEB 4 Seydou BERTHE AE M REGIS 5 Cheick Oumar DEMBELE AE M Chef section 6 Issa TRAORE AE M Chef section
10 7 Cheick Oumar DIALLO San M CP 8 Yacouba TRAORE San M CP 9 Jean Marie DEMBELE San M CP 10 Mahalmoudou MAÏGA San M CP 11 Ami Ginette BOUARE San F CP 12 Diakaridia KONATE San M CP 13 El Hadj CISSE Tominian M DCAP 14 Bintou ARAMA Tominian F CP 15 Amadou DEMBELE Tominian M CP 16 Victorien DEMBELE Tominian M CP 17 Modibo DEMBELE Tominian M CP 18 Poromoubè BAYA Tominian M CP 19 Youssouf DIARRA Tominian M CP 20 Habib DAKOUO Kimparana M CP 21 Assana DEMBELE Kimparana M CP 22 Soumaila BALLO Kimparana M CP 23 Abdoulaye MAÏGA Kimparana M CP 24 Siaka KONE Kimparana M CP 25 Fatoumata TRAORE Kimparana F CP 26 Soumana TRAORE Yangasso M CP 27 Siaka SOGOBA Yangasso M CP 28 Nika MOUNKORO Yangasso M CP 29 Salif DEMBELE Yangasso M CP 30 Sibirina Z COULIBALY Yangasso M CP 31 Karamoko SOGOBA Yangasso M CP 32 Kadiatou TRAORE Bla M CP 33 Daniel DAOU Bla M CP 34 Amadou BALLO Bla M CP 35 Ousmane TRAORE Bla M CP 36 Dramane TIEMANA Bla M CP 37 Gérémie KONE Bla M CP
4. Liste des CP et des chefs de division à former : Ségou N° Prénom Nom Structure Sexe Fonction 1 Itous Ag Ahmed IKNANE AE M DAE 2 Mamadou A. TOURE AE M CDCRF 3 Drissa O SYLLA AE M CDEB 4 Karim MARICO AE M REGIS 5 Aly DIALLO AE M Chef sect 6 Adama DIARRA AE M Chef sect 7 Djibril COULIBALY Ségou M CP 8 Aminata MALLE Ségou F CP 9 Bréhima TRAORE Ségou M CP
11 10 Fatoumata OUSMANE Ségou F CP 11 Mahalmoudou MAIGA Ségou M CP 12 Dougoukolo DEMBELE Ségou M CP 13 Sadio CAMARA Barouéli M CP 14 Yacouba COUMARE Barouéli M CP 15 Youssouf KINE Barouéli M CP 16 Kadidia OUATTARA Barouéli F CP 17 Toumassé DEMBELE Barouéli M CP 18 Salif TOGOLA Barouéli M CP 19 Facoro COULIBALY Markala M CP 20 Pierre DIARRA Markala M CP 21 Oumou GUEYE Markala F CP 22 Ousmane Y MAIGA Markala M CP 23 Oumar TRAORE Markala M CP 24 Mamadou L. KEITA Markala M CP 25 Modibo TRAORE Niono M DCAP 26 Mariam KOÏTA Niono F CP 27 Fadji Ladji KONE Niono M CP 28 Souleymane SOUMOUNOU Niono M CP 29 Bourama DEMBELE Niono M CP 30 Mamadou SYLLA Niono M CP 31 Issa COULIBALY Niono M CP 32 Siaka COULIBALY Niono M CP 33 Chaka DEMBELE Niono M CP 34 Diadié SYLLA Macina M CP 35 Aminata TRAORE Macina F CP 36 Issa N SAMAKE Macina M CP 37 Goma COULIBALY Macina M CP 37 Baréma BOUARE Macina M CP 38 Boubacar DIALLO Macina M CP 39 Karim SACKO Sarro M CP 40 Aminata COULIBALY Sarro F CP 41 Bacoroba DIARRA Sarro M CP 42 Olivier KOÏTA Sarro M CP 43 Anatole THERA Sarro M CP 44 Moussa Y. TRAORE Sarro M CP 45 Fatoumata COULIBALY Farako F CP 46 Cheick M DIAWARA Farako M CP 47 Cheickna SYLLA Farako M CP 48 Bréhima DOUMBIA Farako M CP 49 Abdoulaye DIANE Farako M CP 50 Tiéfing FANE Farako M CP
12 5. Liste des CP et des chefs de division à former : Sikasso N° Prénom Nom Structure Sexe Fonction 1 Sinaly TOGOLA AE Sikasso M DAE 2 Ibrahima SISSOKO AE Sikasso M Régisseur 3 Alimata DAO AE Sikasso F CDEB 4 Moumine BERTHE AE Sikasso M CDCRF 5 Sory Ibrahim SAMBA AE Sikasso M CSF 6 Bouréima BERTHE AE Sikasso M CSEF 7 Abdoul W BORE CAP Kadiolo M CP 8 Fatoumata DIARRA CAP Kadiolo F SCOFI 9 Lassina Coulibaly CAP Kadiolo M CP 10 Fatogoma Zié KONE CAP Kadiolo M CP 11 Karounga SISSOKO CAP Kadiolo M CP 12 Boubacar TRAORE CAP Kadiolo M CP 13 Abibou DEMBELE CAP Kignan M CP 14 Maïmouna DOUMBIA CAP Kignan F SCOFI 15 Awa SANOGO CAP Kignan F CP 16 Diakaridia TRAORE CAP Kignan M CP 17 Yéli TRAORE CAP Kignan M CP 18 Rachette DEMBELE CAP Kléla F CP 19 Aguibou KONE CAP Kléla M CP 20 Aoua SANOGO CAP Kléla F SCOFI 21 Lamine SANOGO CAP Kléla M CP 22 Moussa SANOGO CAP Kléla M CP 23 Idrissa T TRAORE CAP Kléla M CP 24 Seydou BENGALY CAP Niena M CP 25 Toubéné Salif DIALLO CAP Niena M CP 26 Alimatou TRAORE CAP Niena F SCOFI 27 Nouhoun TRAORE CAP Niena M CP 28 Awa DIARRA CAP Nkourala F SCOFI 29 Bréhima DIARRA CAP Nkourala M CP Langue 30 Younoussa MALLE CAP Nkourala M CP 31 Mahamadou TRAORE CAP Nkourala M CP 32 Moussa SANGARE CAP Nkourala M CP 33 Ba Ousmane DEMBELE CAP Nkourala M CP 34 Maïmouna OUATTARA CAP Sikasso F SCOFI 35 Sabati KONE CAP Sikasso M CP Langue 36 Nampé SANOGO CAP Sikasso M CP 37 Cheick TRAORE CAP Sikasso M CP 37 Ahmed TRAORE CAP Sikasso M CP 38 Cheick TRAORE CAP Sikasso M CP
13 6. Liste des CP et des chefs de division à former : Bko RD
N° Prénom Nom Structure Sexe Fonction 1 Zaliatou TOURE AE F DAE 2 Abdoulaye DIALLO AE M CDCRF 3 Mme Ba Aissata Coulibaly AE F CDEB 4 Bakary KOUYATE AE M Chef sect F 5 Bouréima DICKO AE M Chef section 6 Balla KEITA AE M Régisseur 7 Dramane BARRY Sénou M CP 8 Lasséni COULIBALY Sénou M CP 9 Aïssa COULIBALY Banankabg F CP 10 Kadidia CAMARA Banankabg F CP 11 Amadou DAO Banankabg M CP 12 Ramata DOUMBIA Banankabg F CP 13 Yessa TOLO Faladiè M CP 14 Amadou COULIBALY Faladiè M CP 15 Modibo DOUMBIA Faladiè M CP 16 Fatoumata BERTHE Faladiè F CP 17 Fatoumata ASCOFARI Sogoniko F CP 18 Lassana MARIKO Sogoniko M CP 19 Diakaridia DIARRA Sogoniko M CP 20 Fatoumata Z SOULEYMANE Sogoniko F CP 21 Adama BAGAYOGO Kalabancoura M CP 22 Halimatou MAIGA Kalabancoura F CP 23 Ousmane TAMBOURA Kalabancoura M CP 24 Souleymane SANGARE Kalabancoura M CP 25 Myriam MAIGA Bacodjicoroni F CP 26 Mamadou SIDIBE Bacodjicoroni M CP 27 Pagnon DAO Bacodjicoroni F CP 28 Sékou SISSOKO Bacodjicoroni M CP 29 Diakaridia DIABATE Torokoro M CP 30 Dramane DAO Torokoro M CP 31 Noé THERA Torokoro M CP 32 Fousseyni COULIBALY Torokoro M CP
7. Liste des CP et des chefs de division à former : Bougouni N° Prénom Nom Structure Sexe Fonction 1 Lamine TRAORE AE M DAE 2 Ambakirou TOLO AE M CDCRF 3 Amadou KONTA AE M CDEB 4 Broulaye BERTHE AE M Chef sect 5 Cheick Oumar DIARRA AE M Chef sect
14 6 Adama DIARRA AE M Régisseur 7 Abou DIAKITE Bougouni M CP 8 Sénébou DIA Bougouni F DE 9 Djibril SAMAKE Bougouni M CP 10 Issa Sitan DIAKITE Bougouni M CP 11 Fatoumata KONE Bougouni F CP 12 Lamine SANOGO Bougouni M CP 13 Chiaka KONE Bougouni M CP 14 Soungalo KONE Bougouni M CP 15 Yacouba KONE Bougouni M CP 16 Salim SAMAKE Bougouni M CP 17 Abdoul TOGOLA Yanfolila M CP 18 Mamadou DAGNOKO Yanfolila M CP 19 Mamadou CISSE Yanfolila M CP 20 Bréhima COULIBALY Yanfolila M CP 21 Issa SANGARE Yanfolila M CP 22 Ténéma SAMAKE Yanfolila M CP 23 Seybou DIAKITE Yanfolila M CP 24 Modibo KEITA Yanfolila M CP 25 Zoumana DIARRA Yanfolila M CP 26 Djélika TOGOLA Yanfolila F CP 27 Alfousseini MAÏGA Koumantou M CP 28 Assétou SEREME Koumantou F CP 29 Gnagna TOURE Koumantou F CP 30 Jean KONE Koumantou M CP 31 Aboubacar Lok DIALLO Koumantou M CP 32 Fatoumata BOUARE Koumantou F CP 33 Aboubacar S DIALLO Kolondièba M CP 34 Kassoum SANGARE Kolondièba M CP 35 Kadiatou GUINDO Kolondièba F CP 36 Kankou KONE Kolondieba F CP 37 Solomane Fomba Kolondieba M CP 37 Tingolo COULIBALY Kolondièba M CP 38 Brahiman SAMAKE Garalo M CP 39 Ousmane MARIKO Garalo M CP 40 Mamadou BENGALY Garalo M CP 41 Drissa SYLLA Garalo M CP 42 Abdramane DOUMBIA Garalo M CP 43 Afouchata DIALLO Garalo F CP
8. Liste des CP et des chefs de division à former : Kati N° Prénom Nom Structure Sexe Fonction
15 1 Diakaridia COULIBALY AE/ Kati M DAE 2 Ousseye THIOYE AE/ Kati F CDEB 3 Issoufi DIADIE AE/ Kati M CDCRF 4 Moussa TOGOLA AE/ Kati M chef.section 5 Tidiani DOUKARA AE/ Kati M chef.section 6 Sega COULIBALY AE/ Kati M Régisseur 7 Sékou O DIAKITE Syndicat M SNEC 8 Oumou CAMARA Syndicat F SNEC 9 Boba TRAORE Syndicat M SNEC 10 Fousseyni TRAORE Kati M CP 11 Moussa Balla COULIBALY Kati M CP 12 Mamadou SINAYOKO Kati M CP 13 Alou KONARE Kati M CP 14 Adama COULIBALY Kati M CP 15 Abdramane OUATTARA Kati M CP 16 Kadidia COULIBALY Kati F CP 17 Cheick AT TRAORE Kati M CP 18 Adama SANGARE Kati M CP 19 Arouna Gnama TRAORE Kati M CP 20 Mamary NIARE Kangaba M CP 21 Yacouba ATCH Kangaba M CP 22 Mariam B COULIBALY Kangaba F CP 23 Patalou GUINDO Kangaba M CP 24 Sétigui BAGAYOKO Kangaba M CP 25 Bouré dit Sanou-Oulé DEMBELE Kangaba M CP 26 Souleymane COULIBALY Baguineda M CP 27 Adama KOUYATE Baguineda M CP 28 Boubacar TRAORE Baguineda M CP 29 Minata COULIBALY Baguineda F CP 30 Mamadou MARIKO Baguineda M CP 31 Ibrahim Ag AYOUBA Baguineda M CP 32 Adiaratou BAGAYOKO Baguineda F CP 33 Mady SISSOKO Baguineda M CP 34 Moussa KEITA Ouéléssébougou M CP 35 Modibo COULIBALY Ouéléssébougou M CP 36 Bréhima DIAWARA Ouéléssébougou M CP 37 Haby DIARRA Ouéléssébougou M CP 37 Yaya KANE Ouéléssébougou M CP 38 Boubacar S DIAKITE Ouéléssébougou M CP 39 El Hadj Youba BABY Sangarbgou M CP 40 Abdoulaye KEITA Sangarbgou M CP 41 Mamoudou COULIBALY Sangarbgou M CP 42 Korotoumou DOUMBIA Sangarbgou M CP
16 43 Abou N’DAOU Sangarbgou M CP 44 Mahamadou SACKO Sangarbgou M CP 45 Siméon SAMAKE Kalabancoro M CP 46 Aly GUISSE Kalabancoro M CP 47 Nanko KOROMA Kalabancoro M CP 48 Kadiatou FANE Kalabancoro F CP 49 Fatoumata MAHAMANE Kalabancoro F CP 50 Lamine TOURE Kalabancoro M CP
9. Liste des CP et des chefs de division à former : Koulikoro N° Prénom Nom Structure Sexe Fonction 1 Moctar Ould OUMERA AE/Koulikoro M DAE 2 Denis DABOU AE/Koulikoro M Régisseur 3 Abdoul Wahab DIARRA AE/Koulikoro M CDCRF 4 Mamadou SANOGO AE/Koulikoro M CDEB 5 Malick SADOU AE/Koulikoro M Chef/section 6 Moumouni SAMAKE AE/Koulikoro M Chef/section 7 Aminata HAÏDARA Kkoro F CP 8 Mariam BERTHE Kkoro F CP 9 Issa TRAORE Kkoro M CP 10 Founé SACKO Kkoro F CP 11 Sidi KONE Kkoro M CP 12 Gaoussou KEITA Kkoro M CP 13 Ousmane DAMA Kkoro M CP 14 Almamy KONE Kkoro M CP 15 Moussa DIAWARA Nara M CP 16 Nouhoum BAMBA Nara M CP 17 Alou SANGARE Nara M CP 18 Fadiala DEMBELE Nara M CP 19 Makan TOGOLA Nara M CP 20 Fatoumata SOUMARE Nara F CP 21 Noumouké SISSOKO Kolokani M CP 22 Danzé DIARRA Kolokani M CP 23 Fodé KEITA Kolokani M CP 24 Adama D COULIBALY Kolokani M CP 25 Moussa BALIANDO Kolokani M CP 26 Takimady KEITA Kolokani M CP 27 Sidi DEMBELE Banamba M CP 28 Mamadou DIAMOUTENE Banamba M CP 29 Mahamadou GOÏTA Banamba M CP 30 Fanta DIAKITE Banamba F CP 31 Halimata SENOU Banamba F CP 32 Soungo COULIBALY Banamba M CP
17 33 Demba BOLLY Nonsombg M CP 34 Cyprien LOUA Nonsombg M CP 35 Basséry DIALLO Nonsombg M CP 36 Salif CAMARA Nonsombg M CP 37 Cheick A Kader HAIDARA Nonsombg M CP 38 Fabien TRAORE Nonsombg M CP
10. Liste des CP et des chefs de division à former : Koutiala N° Prénom Nom Structure Sexe Fonction 1 Mahamar Alasso MAIGA AE Koutiala M DAE 2 Awa GOITA AE Koutiala F Régisseur 3 Nampouna COULIBALY AE Koutiala M CDEB 4 Bréhima SANOGO AE Koutiala M CDCRF 5 Samou COULIBALY AE Koutiala M Chef sect 6 Modibo COULIBALY AE Koutiala M Chef sect 7 Chaka SOGOBA CAP Koutiala M CP 8 Samba COULIBALY CAP Koutiala M CP 9 Aramata DEMBELE CAP Koutiala M CP 10 Idrissa TRAORE CAP Koutiala F DE 11 Abdoul Aziz TOURE CAP Koutiala M CP 12 Diakalia TRAORE CAP Koutiala M CP 13 Adama BALLO CAP M'pessoba M CP 14 Sidi Mory COULIBALY CAP M'pessoba M CP 15 Aboubacar TRAORE CAP M'pessoba M CP 16 Fousseni DIALLO CAP M'pessoba M CP 17 Conseiller Remplaçant CAP M'pessoba M CP 18 Aichata OUATTARA CAP M'pessoba F SCOFI 19 Mariam BADADERE CAP Yorosso F SCOFI 20 Dramane DEMBELE CAP Yorosso M CP 21 Salia GOÏTA CAP Yorosso M CP 22 Amadou Yaya GOÏTA CAP Yorosso M CP 23 Siaka KONE CAP Yorosso M CP 24 Brahima OUATTARA CAP Yorosso M CP 25 Evariste DABOU CAP Zangasso M DE 26 Noumoutié MARIKO CAP Zangasso M DE 27 Moussa COULIBALY CAP Zangasso M CP 28 Moussa DIAMOUTENE CAP Zangasso M CP 29 Malick TRAORE CAP Zangasso M CP 30 Soungalo TRAORE CAP Zangasso M CP
Total participants AE : 60 Total participants CP : 324 Totaux participants : 384
18 13.7 Monitoring of continued student learning summary result
Ministère de l’Education Nationale
Suivi de la continuité pédagogique (Radio Mali) dans les zones SIRA : Résultats 1re, 2e et 3e vague de collecte
Dans le contexte de la pandémie Covid-19 Plan de la présentation
1. Contexte et Objectifs du suivi 2. Méthodologie 3. Résultats du suivi de la continuité pédagogique 4. Conclusion 5. Défis et perspectives Contexte du suivi
Face à la situation sanitaire liée au COVID-19, le gouvernement Malien a pris plusieurs mesures dont la fermeture de toutes les écoles. Cela a nécessité la mise en place d’une continuité pédagogique à travers l’appui des partenaires dont le projet USAID/Mali SIRA.
Continuité pédagogique au Mali : Disponibilité des émissions EIR pour le programme, mais pour un enseignement en classe (un lecteur/radio, un enseignant et les élèves en face) Avec l’urgence liée à la fermeture précipitée des écoles, il a été convenu d’utiliser ces émissions directement pour une diffusion à la Radio Mali depuis le lundi 04 mai 2020 Ces émissions passent chaque semaine du lundi au jeudi de 9H55 à 11H55 pour les élèves des classes de 1re à la 3e année pour les écoles classiques et des classes de 1re à la 4e année des écoles curriculum. Objectifs du suivi
L’objectif est de faire le suivi de la continuité pédagogique de la Radio Mali, à travers les questions suivantes :
1. Mesurer l’accessibilité des élèves à la continuité pédagogique ; 2. Mesurer l’accessibilité aux supports pédagogiques (en ligne) ; 3. D’apprécier les difficultés rencontrées, afin d’envisager d’éventuelles remédiations. Méthodologie
Méthode de collecte : • Collecte de données par téléphone, • Saisie dans des tablettes via l’application KoBo
Identification et formation des enquêteurs : • Enquêteurs formés : les 8 Chargés de suivi-évaluation (CSE) et les 8 Superviseurs de la pédagogie du projet
Collecte des données : • 1re vague : du 20 au 25 mai 2020 • 2e vague : du 08 au 15 juin 2020 • 3e vague : du 21 au 27 juillet 2020 LES RÉSULTATS Question 46a : Etes-vous au courant des cours d’enseignement qui passent à la Radio Mali ?
% des bénéficiaires au courant de la continuité pédagogique
Parent d’élève Respectivement, 61%, 60% et Membre d'une OCB 56% des bénéficiaires du projet Leader communautaire
SIRA sont au courant de la Enseignant
continuité pédagogique qui se Directeur d’école déroule à travers la Radio Mali, Agent Collectivité locale lors de la 1re , 2e et 3e collecte. Agent CAP
Agent AE
0% 20% 40% 60% 80% 100% Wave 3 Wave 2 Wave 1 Question 46a2 : Par quel canal avez-vous eu cette information ?
Canal d'information de la continuité pédagogique
5% Les sensibilisations via la radio Via un ami ou quelqu’un de la communauté 12% 5% nationale (80%) et les radios Via le directeur de l’école ou un enseignant 3% 8% communautaires (11%) ont Via l’AE ou le CAP 8% beaucoup aidé à atteindre une 5% Staff de SIRA : volontaires, facilitateurs, autres 1% grande proportion des parents 8% Radio communautaire (via les spots) 11%
d’élèves. 80% Radio Mali 66% 6% Autre 9%
Vague 3 Vague 2 Question 46b : Avez-vous un ou des enfants dans une des classes suivantes dans une école publique ou communautaire : 1re, 2e, 3e année ou 4e curriculum ?
Vague 1 Vague 2 Vague 3
Enfants 1A, 2A Nombre % Nombre % Nombre %
1A et/ou 2A 136 34% 162 41% 272 69%
3A et/ou 4A* 23 6% 30 8% 35 9%
Pas d'enfants 236 60% 204 52% 87 22%
Total 395 100% 396 100% 394 100% Question 46c : Votre enfant / vos enfants suivent-ils les cours d’enseignement qui passent à la Radio Mali ?
De 28% à la vague 1, le pourcentage des (Question 46d) : A quelle fréquence les parents ayant affirmé que leurs enfants enfants suivent-ils les cours à la radio ? suivent les émissions d’apprentissage à la Radio Mali, est passé à 37% à la vague 3.
Vague 3 37% 58% 5% Vague 1 Vague 2 Vague 3
Nombre % Nombre % Nombre % Vague 2 49% 48% 3% 33% 37% Oui 45 28% 63 65 64% 62% Non 113 71% 123 108 Vague 1 40% 49% 11% Pas de 1 1% 6 3% 2 1% réponse 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 100% 100% 3 à 4 fois par semaine 1 à 2 fois par semaine Pas de réponse Total 159 100% 192 175 Question 46e : Votre enfant (ou vos enfants) a-t-il des difficultés avec ce type de cours à distance ? Si oui, quelles sont-elles ?
A la première vague, la difficulté liée à la Difficultés rencontrées par les enfants dans le suivi des cours compréhension est inattendue, car les 22% L’enfant manque de matériel premières leçons sont sensées être déjà vues en 42% classe ! 22% L’enfant ne comprend pas 53% Cependant cette difficulté semblent être en 45% L’enfant manque de concentration train de diminuer au fil du temps, probablement 42% 3% L’enfant n’a pas d’endroit calme grâce aux sensibilisations faites dans ce sens. 9% 20% Autre Des questions qui se sont posées à la 1re vague et 18% 20% prises en compte dans les vagues 2 et 3 : Est-ce que Non, l’enfant n’a pas difficulté 16% l’enfant suit réellement les émissions EIR qui lui sont 5% Ne sait pas / Pas de réponse destinés selon sa classe et la langue d’enseignement ? 2% Est-ce qu’il suit les émissions tout seul ou quelqu’un de 0% 10% 20% 30% 40% 50% 60% la famille l’assiste-t-il afin de le guider à travers les Vague 3 Vague 2 Vague 1 consignes ? Comment les enfants suivent-ils les cours à la radio?
(Question Q46d2): Votre enfant suit-il les cours (Question Q46d3) : Est-ce qu’un membre de adaptés à leur niveau ou suivent-ils simplement la famille suit les émissions avec l’enfant et le les cours qui passent à la radio sans cibler une guide à travers les consignes ? partie ?
Vague 3 58% 29% 12% Vague 3 65% 31% 5%
Vague 2 43% 21% 37%
62% 37% 2% Vague 2 0% 20% 40% 60% 80% 100%
Oui, quelqu’un suit l’enfant et le guide à travers les consignes 0% 20% 40% 60% 80% 100% Oui, quelqu’un suit l’enfant, mais se contente seulement d’écouter avec lui Il suit le cours approprié Il suit juste le cours qui passe Pas de réponse Non, personne ne suit l’enfant, il suit le cours tout seul Comment les enfants suivent-ils les cours à la radio?
Qui suit l’émission radio avec l’enfant ? 50% 50% 46%
40% 35% 32%
30%
20% 12% 8% 9% 10% 5% 3% 2%
0% Le père La mère Le grand frère Autre Autre membre de la personne famille Vague 2 Vague 3 Accès à internet, WhatsApp et au site sira2020.com
Faible accès des parents (ayant des enfants dans Accès à internet et WhatsApp les classes concernées) aux supports textes des 100% émissions EIR : seulement 4% ont accès au site
www.sira2020.com à la vague 1, et 6% aux 80% 55% 56% vagues 2 et 3. 61% 62% 71% 72% 60% Si à la vague 1, 44% des parents qui ont accès à 96% 94% 94%
WhatsApp ne savaient pas qu’ils peuvent avoir 40% accès aux sites web, à la 3e vague ce chiffre est 45% 43% passé à 20%. Cette réduction peut être due aux 20% 39% 37% 29% sensibilisations menées pour aider les parents à 28% 6% 6% comprendre comment accéder à internet. 0% 4% Vague 1 Vague 2 Vague 3 Vague 1 Vague 2 Vague 3 Vague 1 Vague 2 Vague 3 Cependant, cela n’a pas amélioré l’accès au site WhatsApp Accès sites web www.sira2020.com sira2020.com ! Cette question pourrait être
approfondie à une éventuelle vague 4 de Oui Non collecte. Question 46f : Si votre enfant ne suit pas les cours à la radio, quelles sont les raisons ?
Le problème des tâches domestiques Les raisons qui explique le fait que les enfants ne montrent que le parent n’a pas cerné suivent pas les cours comment allaient se dérouler les émissions 10% Pas d’appareil radio disponible qui ne durent que 30 minutes pour l’enfant ! 32% Cela a été pris en compte dans les spots de Les enfants sont occupés à faire 49% sensibilisation diffusés après la vague 1. d’autres tâches à domicile 29% 6% La couverture radio n’est pas stable L’augmentation du % de parents citant les dans la zone 11% « tâches domestiques » à la 3e vague est Les horaires de passage des cours ne 10% inattendue ! Probablement liée à la saison des conviennent pas 7% pluies avec les activités agricoles. 32% Autre Autres raisons : L'enfant ne comprend pas les 35% 0% 10% 20% 30% 40% 50% cours, pas de possibilité d'assister l'enfant, manque d’estime pour les EIR … Vague 3 Vague 2 Vague 1 Utilisation des résultats et Conclusion
Certaines questions ont été approfondies (entre les deux premiers vagues) pour mieux comprendre les problèmes rencontrés par les parents : le suivi approprié des cours, l’assistance données à l’enfant, etc. Un nouveau spot a été rédigé après l’obtention des résultats de la vague 1, mais diffusé après la vague 2. La 3e vague permet de voir certaines améliorations : l’accès aux émissions EIR s’est légèrement amélioré; les difficultés liées à la compréhension des élèves semblent diminuer; l’assistance d’un membre de la famille pour guider l’enfant; les parents semblent comprendre mieux comment accéder aux sites web. Défis et leçons apprises
Contexte de grèves perpétuelles des enseignants depuis le mois de décembre : Certains parents perdent l’estime qu’ils ont pour l’offre éducative, d’où leur réticence pour cette continuité pédagogique.
Contexte socio-économique : Il est difficile, voire impossible, d’atteindre certains enfants (manque d’appareil radio dans la famille, ou problème de couverture radio).
Les textes des émissions EIR n’ont pas pu être imprimés pour les élèves.
D’où l’importance du rattrapage des cours prévu en septembre-octobre. SIRA a mis à la disposition des enseignants un programme de rattrapage.
Pour l’évaluation de l’efficacité des émissions EIR sur les apprentissages des élèves, le suivi des écoles par les CP va intégrer une question pour identifier les élèves ayant suivi les émissions EIR pour les comparer aux autres élèves.
Si une 4e vague de collecte est organisée, certaines questions seront approfondies pour davantage d’information.