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(SIRA) Quarterly Report October 01, 2018 to December 31, 2018

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(SIRA) Quarterly Report October 01, 2018 to December 31, 2018 USAID/MALI SELECTIVE INTERATED READING ACTIVITY (SIRA) Quarterly Report October 01, 2018 to December 31, 2018 Submission Date: January 30, 2019 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: Thelma Khelghati, Chief of Party Education Development Center Rue 209, Porte 45 Hamdallaye ACI 200, Bamako Tel: (223) 2029 0018 Email: [email protected] July 2008 1 1. PROGRAM OVERVIEW/SUMMARY USAID Mali/SIRA (Selective Integrated Reading Activity) Program Name: Activity Start Date And End February 8, 2016 to February 7, 2021 Date: Name of Prime Implementing Education Development Center Partner: AID-688-TO-16-0005 under IDIQC No. AID-OAA-I-14-00053 [Contract/Agreement] Number: Institut pour l’Education Populaire, Œuvre Malienne d’Aide à l’Enfance du Name of Subcontractors Sahel, Save the Children, School to School International, Cowater Sogema Total Estimated Cost $50,238,635.59 Major Counterpart Ministry of National Education Organizations Mali: Administrative regions of Koulikoro, Ségou, Sikasso and the District Geographic Coverage of Bamako (cities and or countries) October 1, 2018 through December 31, 2018 Reporting Period: January 2019 2 1.1. TABLE OF CONTENTS 1. Program Overview/Summary .......................................................................... 2 1.1. Table of Contents ........................................................................................... 3 1.2 List of Acronyms ............................................................................................... 4 1.2. Executive Summary ....................................................................................... 5 1.3. Introduction ....................................................................................................... 7 1.4. Overview/Background and Objectives .................................................... 7 2. activities update by IR and Sub Ir ............................................................. 8 2.1. Planned activities for this reporting period by IR and Sub-IR ...... 17 2.2. Achieved during this Reporting Period ................................................ 17 3. ACTIVITIES PLANNED BUT NOT ACHIEVED ................................... 17 4. CHALLENGES/DIFFICULTIES ENCOUNTERED AND PROPOSED SOLUTIONS ................................................................................................... 28 IR 1. Pedagogical................................................................................................................................ 28 IR 2. Delivery Systems ..................................................................................................................... 29 5. Resilience (NOT APPLICABLE) ....................................................................... 29 6. Cross-cutting issues ........................................................................................... 29 7. Policy and Governance Support .................................................................. 31 8. Collaboration, partnerships, communications/events ................................. 31 9. MONITORING, EVALUATION AND LEARNING.................................... 32 10. Management/staffing ....................................................................................... 33 11. Risk management and SEcurity .................................................................... 34 12. PLANNED ACTIVITIES/EVENTS FOR NEXT QUARTER .................... 34 13. Annexes ............................................................................................................ 35 January 2019 3 1.2 LIST OF ACRONYMS AE Académie d’Enseignement (Regional Education Office) APE Association des Parents d’Elèves (Association of Parents of Students) AME Association des Mères d’Elèves (Association of Mothers of Students) CADDE Cellule d’appui à la déconcentration et décentralisation de l’éducation (Unit to Support Decentralized Education) CAP Centre d’Animation Pédagogique (District Education Office) CBO Community Based Organizations (Organisations Communautaires de Base) CDA Community Development Agent (Agent de Developpement Communautaire) CDCRF Chef de Division Curricula Recherche et Formation (Head of the Division of Curricular Research and Training) CDEB Chef de Division de l’Education de Base (Head of the Division of Basic Education) CGS Comité de Gestion Scolaire (School Management Committee) CNPV Centre National de Promotion du Volontariat (National Center for the Promotion of Volunteerism) CP Conseiller Pédagogique (Pedagogical Counselor) 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) Resources EDC Education Development Center FEN National Federation of Education (Federation de Education Nationale) FENAREC Federation of Education, Sports, Arts, Research and Culture, Fédération de l’Education, des Sports, des Arts, de la Recherhce et de la Culture IDIQC Indefinite Deliverable/ Indefinite Quantity Contract IEP Institut pour l’Education Populaire (Institute for Popular Education) IFM Institut de Formation des Maîtres (Teacher Training College) IR Intermediate Result KAP Knowledge, Attitudes and Practices MEN Ministère de l’Education Nationale (Ministry of National Education) OMAES Œuvre Malienne d’Aide à l’Enfance du Sahel (Malian Works to Support Children in the Sahel) RFQ Request for Quotations SBCC Social Behavior Change Communication 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 SNEC Syndicat National de l’Education de Base SNGP Sub National Governance Program STS School to School International SYNEB Syndicat National de l’Education de Base SYNEFCT Syndicat National des enseignants Fonctionnaires des Collectivités Territoriales SYNTEC Syndicat National des Travailleurs de l’Enseignement Privé Catholique UNICEF United Nations International Children’s Education Fund USAID United States Agency for International Development January 2019 4 1.2. EXECUTIVE SUMMARY Education Development Center and its implementing partners, Oeuvre Malienne d’Aide à l’Enfance du Sahel (OMAES), the Institute for Popular Education (IEP), Save the Children, School to School International and Cowater Sogema are pleased to submit this quarterly report for the period covering October 1 through December 31, 2018. The beginning of the quarter coincided with the opening of the 2018-19 school year and the third year that teachers from the first cohort will be implementing the project’s strategies to improve the teaching-learning of reading-writing. It will be the second year for teachers in the second cohort1. There was intense activity throughout the quarter in all three intermediate result areas as indicated in the summary below: For Intermediate Result 1: Classroom Early Grade Reading Instruction Improved - Schools opened for the 2018-19 school year on October 1st. Grade (gr) 1 and 2 teachers implemented the SIRA approach to improving the teaching-learning of reading-writing using the validated core package for grades 1 and 2. The grade 2 validated kit was printed and distributed on time so that by October 28th, all schools in the SIRA AEs had received their materials. From October 21-November 3, seventeen joint central Ministry of National Education (MEN) and SIRA pedagogical training teams conducted supervision/support missions to a representative sample of 230 schools. In the vast majority of schools visited, classes were effectively in session and gr 1 and 2 teachers were applying the SIRA reading program strategies. Overall, teachers appeared much more assured and at ease in their use of the techniques and instructional materials. - In Bamako, a three-day refresher training was organized for 199 new gr 1 teachers during the December 2018 school vacation. These teachers had been trained for the first time in September 2018. The trainings focused on the balanced literacy and decodable words strategies and on use of the interactive audio programs and provided teachers with an opportunity to address any difficulties they were having. - The cluster system for school directors, piloted last year in the Regional Education Office (Académie d’Enseignement – AE) of Bougouni, was expanded to all ten SIRA AEs. The purpose of the cluster system is to enable nearby schools to share resources and establish a network for mutual support as they implement the approach and strategies introduced by SIRA to improve student learning gains in reading-writing. A two-day workshop was held for 449 Director Coordinators in November to orient them to the expectations of the SIRA school director cluster system. The Director Coordinators then organized two meetings with school directors in their cluster, one in late November and the second in December. Over 3900 school directors participated in the meetings. The school directors were very appreciative of this opportunity to discuss implementation issues related to SIRA and share their strengths and weaknesses. - - The results of the mid-term evaluation of grade 2 student
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