USAID MALI SELECTIVE INTEGRATED READING ACTIVITY (SIRA) Quarterly Report October 1, 2020 to December 31, 2020
Submission Date: January 30, 2021
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 07/31/2021 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) and1 its subcontractors and do not necessarily reflect the views of USAID or the United States Government. 1. PROGRAM OVERVIEW/SUMMARY
USAID Mal SIRA (Selective Integrated Reading Activity) Program Name:
Activity Start Date and End February 8, 2016 to July 31, 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
Total Estimated Cost $50,080,957 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, 2020 through December 31, 2020 Reporting Period:
January 30, 2021 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 ...... 7 1.5. Overview/Background and Objectives ...... 8 2. Activities Update by IR and Sub IR ...... 9 2.1. Planned Activities for this Reporting period by IR and Sub-IR ...... 20 2.2. Activities Achieved during this Reporting Period ...... 20 3. Actions to be taken for Activities Planned but not Achieved ...... 20 4. Challenges/Difficulties Encountered ...... 35 5. ReSilience ...... 36 6. Cross-cutting Issues ...... 36 7. Policy and Governance Support...... 39 8. Collaboration, Partnerships, communications/Events ...... 39 9. Monitoring, Evaluation and Learning ...... 39 10. Management/Staffing ...... 50 11. Risk Management and Security ...... 51 12. Planned Activities/Events for Next Quarter ...... 53 13. Annexes ...... 53
January 30, 2021 3 1.2. LIST OF ACRONYMS
AE Académie d’Enseignement (Regional Education Office) 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) DFM Direction des Finances et des Mteriels (Directorate of Finance and Material) 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) INSO International NGO Safety Organisation 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) OSA Overseas Security Advisory Council PAPEM Projet d’Appui à la Professionnalisation des Enseignants au Mali PC Pedagogical Counselor RCPC Regional Community Participation Coordinators 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 UN United Nation USAID United States Agency for International Development
January 30, 2021 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 and School to School International (STS) are pleased to submit this quarterly report for the period covering October through December 2020. As the Pandemic continues in Mali and as security and political instability linger, SIRA through careful planning and rigorous monitoring accomplished most of what was planned for this quarter. The team adopted an adaptive management approach that required us to rethink and adjust timelines, modify and sometimes postpone activities and regularly communicate with USAID, the Ministry and beneficiary communities.
The quarter welcomed the newly reopened schools that had been closed since March 2020 due to COVID- 19. The Grade two teacher training, although extremely challenging given the COVID-19 situation, was very well-received by teachers after many months of inactivity. The training reinforced learning about the Balanced Literacy approach and also provided teachers and their Grade 1 colleagues with catch-up modules so that they could complete the 2019-2020 school year successfully. Joint monitoring visits showed an enthusiastic team of school directors, teachers and students, as well as community organizations and parents who were all happy to be back in school. Grade 2 pedagogical materials were printed and distribution to the CAPs and schools started before the end of the year.
School to School International (STS) was able to finally move forward with the last EGRA training and data collection in Bamako, Sikasso and Koulikoro. Target beneficiaries in all the regions have now been fully trained. As next steps in the capacity development process, beneficiaries will analyze data and write reports for all 3 regions and the district of Bamako.
The community participation component implemented its package of activities at the community level while respecting the COVID-19 safety protocols. Communities and families were eager to restart activities. The postponed Beekunko assessment took place and data is currently being analyzed.
In relation to COVID-19, flyers explaining prevention measures for parents in Bamanankan were printed and distributed by volunteers, posters for SIRA’s first and second grade classrooms were developed, COVID-19 radio messaging was inserted into current radio contracts and new radio stations were identified. Lastly, handwashing stations were purchased and distributed to the majority of SIRA schools.
A summary of the quarter’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 FY21 focused on supporting schools and teachers after almost 6 months of school closures. - Grade 2 teachers' training. 3,784 Gr.2 teachers from SIRA’s 10 Academies in Koulikoro, Sikasso and Segou Regions and the District of Bamako were trained in two waves on the Balanced literacy approach, decodable words and gender equity : i) October 2-5, 2020, and ii) October 6-9, 2020.
January 30, 2021 5 Sessions were led by trained Pedagogical Counsellors and supervised by SIRA’s own trainers accompanied by colleagues from the three national directorates. Teachers appreciated the training and in particular, were grateful for the detailed catch-up courses covered during the training. - Certification of Pedagogical Counsellors (PC). During the Gr 2 teachers’ training, pedagogical counsellors who had not been sufficiently evaluated beforehand, were observed as they trained and rated by SIRA central trainers. The project certified 257(80%) PCs, as 66 are still in need of more training. Non-certified PCs will likely be paired with certified PCs, so as to continue improving their skills. - Printing of Gr. 2 kit. On November 13, 2020, USAID provided consent to subcontract for the printing and distribution of the Grade 2 pedagogical materials. EDC signed purchase orders with Mali-based Imprim Services for Lots 1-4 and US small business, Goetz Printing for Lot 5. All materials have been printed and distribution for the Malian printed materials is underway and on track to be completed ahead of the January 31, 2021 deadline. - Gender training. A 2-day workshop on gender equity was conducted by 5 teams of 2 trainers, from November 9-14, 2020 in SIRA’s 10 academies targeting pedagogical centers and pedagogical counsellors specialized in girls schooling. 209 ministry personnel participated:173 men (82.8%) and 36 women (17.2%). - IFM module on bilingualism and language transfer teaching. In response to the MEN’s concern about transferring from national language(s) to French, SIRA developed a guide to introduce and implement Balanced Literacy and bilingual pedagogy within the primary school curriculum. The guide focuses on pedagogy techniques which (i) ensure the students have acquired solid core skills in their mother tongue, (ii) help teachers recognize what students already know when starting to transfer and (iii) build on that knowledge for a successful transfer. The guide is accompanied by a detailed 5-day training module.
For Intermediate Result 2: Service delivery systems in early grade reading improved: - National policy for early grade reading: SIRA and the MEN were not able to advance on policy development. With the pandemic continuing and timing running short, other options to advance this activity are being explored.
- Early grade reading (EGR) data collection, analysis, and reporting systems: STS completed the Phase 3 training and data collection. Activities started in Segou with the Training of Trainers between November 2 – 3, 2020 followed by a series of 3 smaller 4-day trainings in Sikasso, Koulikoro, and Bamako between November 6 – 14, 2020. Data collection took place between November 16 – 20, 2020 followed by initial data analysis by STS. Webinars will be organized next quarter in order to finalize data analysis and reporting.
- Operationalizing the SIG-FC: The system is currently operational in its final version on the DNEN server. However, use by regional structures is still limited and monitoring was not able to take place this quarter due to COVID-19 restrictions and DNEN management changes. The Ministry’s senior administrator of the SIG-FC left and was replaced by the deputy administrator.
January 30, 2021 6 The human resources department of the Ministry of National Education in turn has sent a new IT specialist to fill the role of deputy administrator.
For Intermediate Result 3: Parent, community and private support for early grade reading increased:
- Increased access to resources and activities to reinforce SBCC Campaign Messages to support early grade reading: 14,625 radio spots were broadcasted; 91 meetings were organized with traditional communicators with 685 participants. To increase students’ and parent engagement, the project organized 1,382 literacy games sessions with 6,300 parents participating and involving 359,257 children. In addition, 1,335 Parent-Teacher exchange meetings were held, with 30,899 participants. To increase awareness of the project, community facilitators and community volunteers in collaboration with school management committee members conducted 30,848 home visits to support 114,045 parents understand their role in their children’s reading and writing learning process. The community facilitators also conducted 28,456 additional home visits to discuss SBCCC messaging with 113,629 parents.
- Establishment of new Yeelenkɛnɛ: The project identified 388 new Yeelenkɛnɛ community partners. Training for these communities is scheduled for February 2021. In addition to establishing new partners, community volunteers focused on hosting facilitation sessions in the current sites. 1,901 sessions were recorded for 44,781 children of which 51% were girls covering all 257 Yeelenkɛnɛ.
- Bɛɛkunko data collection and analysis: Data collection for BƐƐKUNKO took place from October 12 to November 11, 2020. It was carried out by the 210 community facilitators in 720 communities/schools. A total of 26,127 children from 13,528 households participated in this year’s assessment. Data analysis has been concluded and reporting is underway.
1.4. INTRODUCTION
After many months of schools being closed and activities stopped, this quarter witnessed a surge of very welcomed activity. Under IR. 1, the pedagogy component organized i) teacher training as soon as possible, which was not an easy task given the COVID-19 situation and the reopening of school, ii) school monitoring visits by joint supervision teams as well as CP-tablets to public and community schools and iii) completed printing of the much-awaited grade 2 pedagogical materials and initiated distribution to the various CAPs and schools. Under IR. 2, the institutional component saw School to School International (STS) conduct their last EGRA training and data collection. Slow progress was made in making the SIG-FC operational. Under IR. 3, the community participation component’s activities including the implementation of the SBCC campaign, home visits, general assemblies, literacy games, and Yeelenkɛnɛ where they exist, were up and running during the quarter, with extensive precautions in place. COVID-19 related activities
January 30, 2021 7 implemented to assist our communities included the distribution of flyers for parents, the development and printing of posters for grades 1 and 2, the purchase of handwashing kits and the broadcasting of radio spots.
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. The CFs and CVs are back in full swing visiting and dialoguing with parents at home as well as organizing community meetings, round table discussions and general assemblies in order to increase understanding and engagement in early grade reading, at the same time following COVID-19 precautionary measures. Community facilitators are now in the last cohort of communities and during the quarter picked up where they left off in terms of implanting 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 seems very much to have returned in full force. It is our hope that the reopening of school and returning to our support to schools and communities will keep us on track for the sustainability of activities and outcomes beyond the life of the project.
January 30, 2021 8 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. Print school materials for Gr. 2 core package for the 2020-2021 school year On November 13, 2020, USAID provided consent to subcontract for the printing and distribution of the Grade 2 pedagogical materials. In order to promote US small businesses to compete, this year’s procurement was split into two: Malian-based Imprim Services won the tender for Lots 1 to 4 and US-based Goetz Printing won the tender for Lot 5. Below is the list of materials included in this year’s procurement.
Lot Number Material Quantity Lot 1 Student reader Grade 2 167,200
Lot 2 Big book 1 grade 2 8087 Big book 2 grade 2 8087 Big book 3 grade 2 8087 Big book 4 grade 2 8087 Big book 5 grade 2 8087 Grade 2 teacher guide 8411 Lot 3 Leveled texts grade 2 (Nsiiriw 167,200 ne kelen taw) Lot 4 Student writing Notebooks 324,900 Lot 5 Student assessment booklet 8411 Alphabet Cards – Grade 2 4126
Following the signature of purchase orders, both companies printed samples for EDC’s validation, and promptly initiated printing. By the end of December, all materials for Lots 1-5 had been printed. Distribution of the Mali-printed materials is underway and scheduled to be completed before the January 31, 2021 completion date. Distribution of the US-printed material will take place next quarter.
B. Verify student enrollment numbers and ensure 1 to 1 ratio for student books; in collaboration with AEs/CAPs, redistribute and adjust as needed
During the initial distribution of grade one materials in FY20, 2,056 schools received the complete set of materials and 1,094 were targeted for redistribution because they either received too many or too few materials. Due to the school closures that resulted from teachers' strike and COVID-19, only 285 schools benefitted from our redistribution efforts in FY20. The exercise resumed during the first quarter of FY21 and an additional 856 schools received a complete set of materials through redistribution. As a result, 3,197 grade 1 classes received a complete set of Grade 1 reading materials.
January 30, 2021 9 It was also noted during recent supervision missions that all 140 schools visited had the 1 to 1 ratio of students to books.
C. 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 the continuing COVID-19 situation particularly in Bamako, 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 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.
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 As part of the certification process, CPs were observed during the Grade 2 teacher training in October 2020. As a result, we have now been able to certify 257 (80%) of PCs, 66 still are in need of more training. These figures include the cohorts of both Bamako-Right Bank and Bamako Left Bank. It should be noted that Bamako CPs had fewer training days than their counterparts in the other regions due to the late inclusion of Bamako into SIRA. If we disregard the Bamako CPs, 88% of CPs in the three other regions show competence and skills in theoretical knowledge and in practice. This represents a good base for the Ministry. In order to facilitate the improvement of their skills and further advance their profession, it will be recommended to the MEN that the non-certified CPs are often paired with certified ones when conducting training or supervision. Certificates will be delivered to certified CPs in FY21/Q3.
B. Train Gr.2 teachers in the Gr. 2 reading program, validated core package and nurturing classroom which includes gender-fair practices. 3,784 Gr.2 teachers were trained in two waves: i) October 2 - 5, 2020, and ii) October 6-9, 2020. The trainings covered the Balanced Literacy approach, decodable words, and gender equity. SIRA’s 10 Academies in three regions and the district of Bamako took part in sessions led by trained Pedagogical Counsellors. As usual, the training was supervised by SIRA’s own trainers accompanied by colleagues from the three national directorates. Due to the COVID-19 situation, the training was carefully planned and conducted under strict conditions. Each classroom had a maximum of 25 teachers, a hand-washing station was set up in front of each training room, each participant received a mask and social distancing was enforced for the duration of the training, inside and outside the training rooms, particularly during break and lunch times. Reports from
January 30, 2021 10 the supervision teams indicated a highly successful training, with a high adherence to the COVID-19 precautionary measures. Teachers were grateful for the training and were particularly grateful for the detailed catch-up courses distributed and explained during the training. See Annex 13.5 for the full report.
C.: 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 was not possible to integrate these Grade 1 Bamako teachers into the training scheduled for October 2020. Plans for a December training were however, cancelled when a significant spike in COVID-19 cases in Bamako occurred. We plan to offer this training in FY21/Q3.
D. 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) Between November 23rd and December 4th, 2020, 14 teams, composed of SIRA staff accompanied by Ministry personnel, conducted supervision visits in 140 schools in the 3 SIRA regions (Koulikoro, Segou and Sikasso). The visits focused on the implementation of the Balanced Literacy approach as well as the use of the catch-up courses covered during the October training sessions, in addition to assessing teacher and student competencies. Equipped with observation grids, the teams also had the mandate of identifying high performing teachers who master SIRA techniques. Brief visits to a sample of Bamako schools were also conducted between November 18 -19, 2020 by SIRA trainers in order to have an idea of how the catch-up program was going. Full joint monitoring visits in Bamako will take place next quarter.
For a full report on the training see Annex 13.6. In addition, detailed results of teacher and student assessments as well other data collected from the visits can be found in Section 9, Monitoring, Evaluation and Learning. E. Monitor gr 1-2 teachers' implementation of the gr 1-2 reading program using the validated gr 1 & 2 core packages (CP Tablets-SIRA)
This supervision is normally done throughout the school year, generally in two waves, from October to February and from March to May or June. The CPs are equipped with pre-loaded tablets which allow them to enter data directly into the tablet and upload the data to a server. Although this last year was disrupted, the CPs managed to visit 492 schools during this quarter, which corresponds to the end of the 2019-2020 school year. In looking at the entire school year (October 2019 – December 2020, the CP tablets were able to complete 1,054 out of the 1629 school visits (67%) originally planned for supervision. This number represents 27% of the total number of SIRA schools (1,054 schools out of 3,944) monitored by these Pedagogical Counselors. The percentage varies according to the Academy, from 10% in Bougouni to 61% for Bamako RD.
In each school monitored, the pedagogical counsellor tested 6 grade 1 students and 6 grade 2 students. Despite the fact that the school year was disrupted by teachers’ strikes and COVID-19, students demonstrated learning gains over the year, in both grade 1 and grade 2. For example, grade 2 students were able to read 25.5 words in 4 minutes from a 49-word connected text at the beginning of the school year. During the last months of the extended school year, they were able to read 30 words on average.
January 30, 2021 11 Both boys and girls demonstrated similar learning gains, indicating that the “caring classroom” approach and community mobilization around gender equity promotes a teaching model that respects girls’ rights and supports girls in school. See Section 9- Monitoring, Evaluation and Learning for more information.
F. Organize training for AE/CAP staff on gender, gender-fair activities and gender mainstreaming. A 2-day workshop on gender equity was conducted by 5 teams of 2 trainers on November 9-14, 2020 in SIRA’s 10 academies. This same workshop had already been offered to pedagogical counsellors, teachers, and directors last year, but this time targeted the Academy and CAP directors and assistant directors and pedagogical counsellors mandated to focus on girls schooling. 209 ministry personnel were trained: 173 men (82.8%) and 36 women (17.2%). This low percentage of female participants, in and of itself, demonstrates the need for this training. The overall objective was the promotion of gender equity and equality in education. In particular, the following themes were covered: key notions about differentiating between sex and gender, the importance of equality at the workplace, and the place of gender equity and equality in education. See Annex 13.7 for the full report.
Sub IR 1.3.: Teacher coaching and supervision improved
A. Train school directors on pedagogical leadership and coaching; include refresher on SIRA approach and strategies to improve reading. Due to the shortened window available for training, the bank strike and the load of work imposed on directors with school year planned to start on January 4th, this activity was postponed to mid-January 2021.
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 joint supervision visits, the supervision team was equipped with observation grids in order to observe and identify teachers demonstrating a high level of mastering SIRA techniques. A total of 340 teachers have now been identified as potential candidates for the teachers’ award for excellence. The next step consists of confirmation missions where different observers will confirm the initial observations. This is scheduled to take place next quarter.
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 The monitoring missions originally planned were not possible because of the strike, the insecurity in some of the IFM zones and the Pandemic. However, we have been assisting the MEN to create a specific training
January 30, 2021 12 module on language transfer and bilingual teaching methods. We hope to organize the monitoring missions during the next quarter in preparation for training which will make use of these training modules.
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. Draft and validate a national policy (or "approach") to early grade bilingual reading With an increase in COVID-19 cases and on-going restrictions on meetings, SIRA had to postpone the development of this policy. In addition, the heavy workload of committee members will make it difficult to complete this policy without additional assistance. Other options are being explored such as shorter 2hr sessions and/or hiring a consultant to support the process.
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 3 began with a two-day refresher Training of Trainers on November 2 – 3, 2020 for the national training team in Segou. Six national trainers and SIRA’s Monitoring and Evaluation officer from the Ségou Academy were trained. This was followed by a series of three 4-day EGRA trainings at the regional level in Sikasso, Koulikoro, and Bamako on November 6-14, 2020. STS’ Home office team developed pre-recorded videos on the various EGRA subtasks and protocols which were woven into the trainings to ensure consistency and clarity on the technical content. STS’ coordinator in Mali was the primary facilitator for each regional training, with support from 2-3 members of the national training team. Training took place as follows:
- Sikasso region (Academies of Sikasso, Bougouni and Koutiala) from November 6 to 9 with 22 participants including SIRA’s M&E officer from each academy;
- Koulikoro region (Academies of Koulikoro, Kati and Dioila) from November 9 to 12 with 21 participants including SIRA’s M&E officers from each academy;
- District of Bamako (Rive Gauche and Rive Droite Academies) from November 11 to 14 with 20 participants including SIRA’s M&E officer in Bamako. The EGRA data collection took place between November 16 – 20, 2020. Twenty-one teams across the three regions visited one school per day to administer ten EGRAs and two observation tools. Teams were made up of two EGRA enumerators and a team supervisor who administered the observation tools. Teams were supervised by the STS coordinator with support from the SIRA M&E staff. STS’ home office also
January 30, 2021 13 provided direct feedback to EGRA enumerators and sent announcements for team supervisors on the designated WhatsApp group and through text messages. In total, the groups visited 90 schools and administered EGRAs to 853 students.
Following data collection, STS began data cleaning, weighting, and analysis to prepare the EGRA results by region. These results will be shared with the regional teams during data analysis exercises during the webinar sessions planned for January and February 2021.
Sub IR 2.3: Planning and management of human resources devoted to early grade reading improved A. Update the SIG-FC user's guide and monitor use of the SIG-FC in all SIRA AEs
SIG-FC activities did not progress during this quarter mainly due to the departure of the SIG-FC senior administrator at the Ministry who was subsequently replaced by the deputy administrator. The human resources department of the National Education Ministry hired a new IT specialist to fill the deputy’s place. in the MEN organized a briefing in order to facilitate the integration of this new person into the group of managers of the SIG-FC.
The system is currently operational on the DNEN server however use by the decentralized structures (AE and CAP) is still a challenge because guidance and leadership from the central level has been lacking. The reason for this emanates from the absence of functional technical, management and steering committees. These committees, are composed of staff from the DNEN and other technical directorates of the MEN and will finalize management tools, establish implementation strategies and supervise the technical team based in the DNEN. The reforming, training and relaunching of these committees will take place next quarter with the assistance of a change management consultant.
Sub IR 2.4: Research agenda to support additional improvements in reading instruction implemented
A. Include Gender assessment within other SIRA Endline studies- update tools The gender specialist, working with the Monitoring and Evaluation Director, updated gender questions to be included in the teacher Endline study and community participation evaluation tools
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
January 30, 2021 14 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. During this quarter, 14,625 radio spots were broadcasted through 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. These radio stations also began to broadcast COVID-19 spots. The project identified 10 new local radio station in order to broadcast messages promoting safe practices regarding COVID-19 prevention starting on January 1, 2021. More information about the other non-radio related activities can be found below in IR 3.3.
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 quarter, 91 meetings were organized with 685 participants 29.3% of them were women.
Sub IR 3.2: Parents’ ability to implement specific strategies to support early grade reading improved
A. Print family-school link booklet for use by parents with children in grs 1-2 of SIRA schools: In previous years, SIRA printed and distributed the booklets to parents for free. In order to promote sustainability and encourage parents to take ownership of procuring the booklets for their children post- SIRA, the plan is for SMCs to establish a revolving fund and for parents to pay for the booklets. The project will report on progress made in this regard next quarter.
Sub IR 3.3: Community members' and CBO's ability to support and monitor early grade reading improved
A. 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 there were no longer community facilitators, 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 conducted this quarter: Literacy games The community facilitators and community volunteers organized 1,382 literacy games sessions involving 359,257 children, 49.5% of whom were boys and 50.5% girls. In addition, approximately 6300 parents and other interested community members took part in these sessions.
January 30, 2021 15 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 to promote 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, and COVID measures and awareness. In total 1,335 Parent-Teacher exchange meetings were held, with 30,899 participants, 36% of whom were women. General Assemblies/Community meetings Establishing regular contact with beneficiary communities is essential. In order to promote the sharing of information and updates with the communities, the project conducted 2800 general assembly meetings that were attended by 73,454 participants of which 36% were women. Home visits to discuss the Mansa Cɛsirijala family-school link booklet and the SBCC Campaign 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 sometimes accompanied by SMC members, conducted 30,848 home visits this quarter to support 114,045 parents. In addition, community facilitators and community volunteers conducted 28,456 home visits to discuss SBCCC messaging with 113,629 parents (approximately 4 home visits per day per community facilitator). They took advantage of the visits to raise awareness about COVID-19, ways to prevent infection, and highlight key messages included in the radio spots.
B Hold bi-monthly (every 2 months) meeting with the Mayors and education commissions in each intervention commune (cohorts 1, 2, 3 and 4) and with AEs and CAPs 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. During this quarter, a total of 292 meetings were held with 1,438 participants, about 26% of whom were women.
January 30, 2021 16 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 and sustainable project plans. During this quarter, a total of 59 meetings were held involving 213 participants.
C. Identify and train community volunteers to manage Yelenkɛnɛ and other activities and prepare new Yeelenkɛnɛs for distribution Facilitation and management of Yeelenkɛnɛ is carried out by community volunteers trained and supported by community facilitators and CDAs. Given its importance and positive effect on the beneficiary students, the project planned the implementation of 388 new Yeelenkɛnɛ in the partner communities. The community volunteer training for these communities will be held in February 2021
D. Train trainers of education commissions in acquisition, implementation and management of Yeelenkɛnɛs followed by training of selected member of education commissions from SIRA communes. The project conducted a training of trainers from December 15 to 17, 2020 in Segou. The training’s objective was to strengthen the capacities of Regional Community Participation Coordinators (RCPCs), Community Development Agents (CDAs) and representatives of organizations by equipping them with the tools and techniques necessary to ensure that they are able to effectively train CEC members on the management and sustainability of project initiatives. The contents of this training mainly focused on Yeelenkɛnɛ, the family- school link booklet, the mobilization and management of SMCs and commune resources, the setting up and management of the revolving fund for the family-school link booklets and the review of the communes' sustainability plan. A pool of about 80 trainers (RCPCs, CDA and partner NGO leaders) were trained to provide cascade training to CEC members. The actual training will take place in January 2021.
E. Implement reading clubs and other out of school activities in support of reading (local community volunteers with support of CBOs, SIRA volunteers and CDAs) When community facilitators complete their volunteer service period and leave their villages that host Yeelenkɛnɛ, community volunteers and SMCs take over the facilitation and management of the Yeelenkɛnɛ. Sessions are normally held twice a week for a maximum of two hours each. During this quarter, a total of 1901 sessions across the 257 Yeelenkɛnɛ and all cohorts took place for 44,781 children of which 51% were girls, an average of about 24 children per session.
F. 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 Under the coordination of the RCPCs, CDAs conducted visits to monitor the performance of community facilitators. Each month, CDAs met with their community facilitators and RCPCs also conducted monitoring visits. During this quarter, monitoring visits focused on the Bèekunko data collection, the evolution of the
January 30, 2021 17 communal sustainability plans, the functionality of Yeelenkɛnɛ, the SBCC campaign, reading games and other community activities in support of reading and writing. In addition, the monitoring visits made it possible to strengthen the capacity of field agents to master the activities and their strategies, to consolidate and strengthen community commitment for the continuity and ownership of the activities post-project. It also assessed field activity progress, to identify strengths and limitations, and to find sustainable solutions for the activities.
G. Monitor sustainability plans with a view to their integration into the PDSEC; The monitoring of the sustainability plan put in place by the partner communes has mainly taken the form of field visits, meetings/meetings with members of the CEC, to examine the progress of the planned activities. Analysis of the information received from the field by the implementing partners shows that the planned activities implementation process has evolved (sharing and validation of plans with the communal councils, insertion in the PDSEC and the budget and execution). The points below provide an update on the growth of the sustainability plans during this quarter: - The number of actions carried out reached 754, i.e., 52% of the total, compared to 655 last quarter. - The total number of actions included in the PDSEC has increased from 62 to 127; - The number of plans with at least one action included in the PDSEC has increased from 25 to 53; - And the number of plans with at least one action completed increased from 233 to 263. See the full table in Annex 13.8
H. Provide on-going training to SMC members and other interested CBOs to develop the school report card, school improvement plan and monitoring school -results on learning to read, including teacher attendance and participation and use of SIRA materials As part of the report card implementing process in communities/schools, CDAs and CFs organized information and capacity-building sessions for local SMCs and CBOs on the report card process. During these sessions, discussions focused on report card objectives, the steps in the report card process, the different elements, the codes and their interpretations as well as the roles of the actors involved. These sessions helped to reinforce the stakeholder level of control during the report card process.
I. Carry out BƐƐKUNKO data collection in households, data analysis and report writing Following training of trainers and CDAs that took place last quarter, data collection for BƐƐKUNKO took place from October 12 to November 11, 2020. It was carried out by the 210 community facilitators in 720 communities/schools. Monitoring and supervision were ensured by the CDAs and the RCPCs. The field collection was completed by the partners in their respective zones. Data analysis has been completed and report writing is underway. A total of 26,127 children from 13,528 household participated in this year’s assessment.
January 30, 2021 18 Sub IR 3.4 Parent, Community and Private Support for Early Grade Reading Increased
As a result of COVID-19, no activities took place this quarter.
COVID-19 ACTIVITIES
As per the project’s plan to help mitigate the spread of COVID-19, this quarter, we were to produce and distribute posters and wash kits for schools, flyers for parents and community workers and broadcast of radio spots in additional radio stations. SIRA purchased 3,900 hand washing stations and the distribution is underway. The Mayors and members of the Education Commissions participated in the distribution to the schools. In addition, SIRA distributed COVID-19 awareness posters and flyers that were created in collaboration with Breakthrough Action, to raise awareness to parents and children in partner communities. Lastly, the project also signed additional contracts with 10 new local radio station in order to broadcast messages promoting safe practices regarding COVID-19 prevention.
January 30, 2021 19
(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)
January 30, 2021 20
2.1. Planned activities for this 2.2. ACTIVITIES Achieved during 3. ACTIONS TO BE TAKEN FOR No.1 reporting period2 by IR and Sub-IR this Reporting Period (partially or ACTIVITIES PLANNED BUT NOT completely) 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
Achieved. All materials have been printed and distribution has begun. On target for 1.1.1 Print school materials kit for Gr 2 completed distribution of Mali-printed materials by January 31, 2021.
Partially Achieved. Re-distribution continued Verify student enrollment numbers for Gr through mid-November for the Grade 1 1 and Gr 2 and ensure (particularly for Gr materials. Although all re-distribution was 1, including writing notebooks for Gr 2) a not possible, the 1,141 schools with 1.1.2 1 to 1 ratio for student books; in substantial inequities were completed collaboration with AEs/CAPs, reprint (if making a total of 3,197 schools with necessary), redistribute and adjust as complete sets of grade 1 materials. During needed joint supervision visits, all 140 schools had acceptable 1-1 ratios of students to books.
Work with the MEN/SIRA Technical Partially Achieved. Although no meetings Document will be shared and discussed with 1.1.3 Committee, the Directorate of Finance and were able to take place due to COVID-19, the Director of Finance and Materials next Material (DFM) and the 10 SIRA AEs/CAPs the pedagogic team developed a document quarter.
1 Activity numbers correspond to the activities planned in the Year 5 workplan. 2 This column includes all activities planned for this quarter (as identified in the annex of last quarter’s annual report).
January 30, 2021 21 2.1. Planned activities for this 2.2. ACTIVITIES Achieved during 3. ACTIONS TO BE TAKEN FOR No.1 reporting period2 by IR and Sub-IR this Reporting Period (partially or ACTIVITIES PLANNED BUT NOT completely) ACHIEVED (partially or completely) to plan for budgeting and financing the to lay out which documents will need to be purchase of core reading packages and printed and how often. replacement kits as needed once the project has ended
Sub IR 1.2: In-service teacher training in evidence-based early grade reading (including formative assessment) improved
Achieved. 257 PC (80%) have been certified. Finalize the process of certifying Although this activity has been achieved, pedagogical counselors (CPs) as 1.2.1 SIRA will continue to work with the trainers/coaches of the early grade reading remainder of the CPs to increase their program introduced by the project capacity over the following months.
Train new trainers from the central level Not Achieved. Due to COVID-19 (DNEF, DNP and DNEN) in the gr 1 and gr restrictions, training did not take place. 1.2.2 2 reading program and use of the validated Tentatively reprogrammed for April, 2021. core packages
Refresher for AE/CAP directors and Not Achieved. Due to COVID-19 restrictions 1.2.3 assistant directors on the early grade training did not take place. Tentatively reading program and plan for sustainability reprogrammed for May, 2021.
Train gr 2 teachers in the gr 2 reading Achieved. 3,784 second grade teachers program, validated core package and were trained for 4 days in October, 2020. 1.2.5.a nurturing classroom which includes gender-fair practices
January 30, 2021 22 2.1. Planned activities for this 2.2. ACTIVITIES Achieved during 3. ACTIONS TO BE TAKEN FOR No.1 reporting period2 by IR and Sub-IR this Reporting Period (partially or ACTIVITIES PLANNED BUT NOT completely) ACHIEVED (partially or completely)
Not achieved. The short window of time we had for training and the increased COVID- 19 cases in Bamako prevented us from Train teachers from Bamako (1 grade) that conducting this training this quarter. 1.2.5.b began late (integrate into grade 2 training Training is tentatively scheduled for April above) 2021 if conditions improve. If not, SIRA will provide more supervision and/or virtual support to these teachers.
Partially Achieved. Supervision was The complete joint supervision for 60 Monitor gr 1-2 teachers' implementation of completed for 140 schools in the three schools in Bamako will take place in the gr 1-2 reading program using the regions. However, the District of Bamako FY21/Q2. 1.2.6 validated gr 1 & 2 core packages, including only included a brief observation of 10 use of tablets and MP3 (Joint Supervision schools to assess how the “catch up” MEN-SIRA) period was going.
Monitor gr 1-2 teachers' implementation of Partially achieved. 492 schools were visited A new sample of schools will be drawn for the gr 1-2 reading program using the by CPs during this period making the total the 2020-2021 school year starting in 1.2.7 validated gr 1 & 2 core packages (CP 1,054 (67% of planned visits for the 2019- January 2021. Tablets-SIRA) 2020 school year).
Organize training for AE/CAP staff Achieved. A 2-day workshop on gender equity was conducted in November 2020 (Division chiefs and directors) on gender, 1.2.10 in the 10 academies where SIRA operates. gender-fair activities and gender 209 ministry personnel participated of mainstreaming which 17% were women.
January 30, 2021 23 2.1. Planned activities for this 2.2. ACTIVITIES Achieved during 3. ACTIONS TO BE TAKEN FOR No.1 reporting period2 by IR and Sub-IR this Reporting Period (partially or ACTIVITIES PLANNED BUT NOT completely) ACHIEVED (partially or completely)
Sub IR 1.3: Teacher coaching and supervision improved
Not Achieved. Due to the shortened window Train school directors on pedagogical available for training, the bank strike and the leadership and coaching; include refresher workload imposed on directors with the 1.3.2 on SIRA approach and strategies to start of the school year planned for January improve reading 4th, this activity was postponed to mid- January 2021.
Sub IR 1.4: Appropriate incentives for teachers implementing evidence-based programming provided
Identify teachers who demonstrate skill in Partially Achieved. Additional teachers have Confirmation missions will take place in implementing the reading program to been identified during the December FY21/Q2. reward with incentives. Confirm selection supervision visits making a total of 340 high 1.4.1 of teachers during validation missions in performing teachers. Confirmation interior and in Bamako missions will take place in the first weeks of March 2021.
Sub IR 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 Not achieved. These missions have been SIRA zones to assess if they have integrated reprogrammed for February 2021. 1.5.1 modules from SIRA trainings into their teaching.
January 30, 2021 24 2.1. Planned activities for this 2.2. ACTIVITIES Achieved during 3. ACTIONS TO BE TAKEN FOR No.1 reporting period2 by IR and Sub-IR this Reporting Period (partially or ACTIVITIES PLANNED BUT NOT completely) 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
Not achieved. With an increase in COVID- 19 cases in Bamako and on-going restrictions on meetings, SIRA had to Draft and validate a national policy (or postpone the development of this policy. In 2.1.2 "approach") to early grade bilingual reading. order to move the process along SIRA is exploring the option of hiring a consultant (with USAID approval) and working with the committee in 2hr blocks. Sub IR 2.2: Early grade reading (EGR) data collection, analysis, and reporting systems improved
Achieved. Training-of-trainers workshop was held from November 2 – 3, 2020 with seven master trainers (six representatives Train personnel from the selected from Segou and San and 1 SIRA staff). AEs/CAPs to conduct evaluations using 2.2.2 Selected staff from the 8 new AEs from EGRA (Koulikoro, Sikasso and District of Koulikoro and Sikasso regions and the Bamako (Phase III) District of Bamako were trained for 4 days from November 6 - 14, 2020 on EGRA data collection, analysis and report writing.
January 30, 2021 25 2.1. Planned activities for this 2.2. ACTIVITIES Achieved during 3. ACTIONS TO BE TAKEN FOR No.1 reporting period2 by IR and Sub-IR this Reporting Period (partially or ACTIVITIES PLANNED BUT NOT completely) ACHIEVED (partially or completely)
Administer EGRA in a sample of schools in Achieved: Data collection took place from 2.2.3 all 10 SIRA AEs and selected CAPs based November 16 – 20, 2020. on random selection
Not Achieved. Data collected has been cleaned by STS home office in order to Analyze the EGRA results and finalize 2.2.4 prepare for webinars with regional teams to report analyze data and write reports that will take place in FY21/Q2.
Not Achieved. Due to the COVID-19 Train a team of MEN (Evaluation Division- pandemic, no training could take place 2.2.6 DNP, CPS) staff in M and E procedures during this period but will be planned later in FY21.
Not Achieved. As the training (2.2.6) was not Include central MEN team in PC Tablet able to take place, this activity was also 2.2.6. a monitoring activities- capacity building postponed.
Sub IR 2.3: Planning and management of human resources devoted to early grade reading improved
Partially Achieved. All aspects are updated This final updating will take place in the next 2.3.2 Update the user's guide for the SIG-FC except those linked to the final interface. quarter
January 30, 2021 26 2.1. Planned activities for this 2.2. ACTIVITIES Achieved during 3. ACTIONS TO BE TAKEN FOR No.1 reporting period2 by IR and Sub-IR this Reporting Period (partially or ACTIVITIES PLANNED BUT NOT completely) ACHIEVED (partially or completely)
Not Achieved. Now that the data is uploaded and ready to use, monitoring is possible. Monitor use of the SIG-FC in all SIRA AEs 2.3.5 However, with staffing changes at the DNEN including updating data on SIRA trainings and COVID-19 restrictions, this activity was postponed until next quarter.
Sub IR 2.4: Research agenda to support additional improvements in reading instruction implemented
Achieved. Questionnaire to be included in Include Gender assessment within other the Teacher Endline study and the 2.4.1 SIRA Endline studies (update tools) Community participation evaluation have been updated.
2.4.3 Update and validate the terms of reference, Not Achieved. The TDR and tools will be the methodology, and tools for the Socio- updated during the next quarter. linguistic study
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
Organize activities at the local level to Achieved: Broadcasted 14,625 radio spots in reinforce campaign messages (home visits, Academies covered by SIRA. Conducted 3.1.2 general assemblies, broadcasts of radio 28,456 home visits to convey the SBCC spots, etc.) campaign messages to 113,629 people
January 30, 2021 27 2.1. Planned activities for this 2.2. ACTIVITIES Achieved during 3. ACTIONS TO BE TAKEN FOR No.1 reporting period2 by IR and Sub-IR this Reporting Period (partially or ACTIVITIES PLANNED BUT NOT completely) ACHIEVED (partially or completely)
Organize workshops with traditional communicators and / or other Achieved: Held 91 meetings attended by 685 communicators to discuss reading traditional communicators (29% women), 3.1.4 strategies. Traditional communicators play who play a vital role is broadcasting an important role in relaying key messages campaign 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’ Partially achieved: This activity is continuous 3.1.6 knowledge, attitudes and practices
Sub IR 3.2: Parents' ability to implement specific strategies to support early grade reading improved
Print family-school link booklet for all SIRA Not achieved. This will be initiated in FY21 3.2.1a schools' parents. (Parents will pay and for the 2020/21 school year starting in SMC will establish revolving fund). January 2021
Plan for sustainability: conduct Endline measurements of outcome of investments 3.2.4 in parent support (comparing SIRA and Not achieved: This activity is planned for FY21 non-SIRA communities)
January 30, 2021 28 2.1. Planned activities for this 2.2. ACTIVITIES Achieved during 3. ACTIONS TO BE TAKEN FOR No.1 reporting period2 by IR and Sub-IR this Reporting Period (partially or ACTIVITIES PLANNED BUT NOT completely) ACHIEVED (partially or completely)
Sub IR 3.3: Community members' and CBO's ability to support and monitor early grade reading improved
Achieved: Conducted 1,382 learning sessions involving 359,257 children, of whom 50.5% girls. 6300 parents attended the sessions. Implement community participation Conducted 1,335 Parent-Teacher meetings, activities (general assemblies, home visits, attended by 30,899 parents of whom 36% 3.3.2 teacher-parent dialogues, etc.) in support were women. Conducted 2,800 general of reading (community facilitators and assembly meetings attended by 73,454 volunteers) participants of which 36% were women. Carried out 30,848 home visits to support 114,045 parents in using Mansa Cɛsirijala with their children.
Achieved: A total of 292 meetings were held Hold a monthly meeting with the Mayors with 1,438 participants, of which 26% were 3.3.3 and education commissions in each women. For AEs and CAPs, a total of 59 intervention commune (cohorts 1, 2, 3 and 4) and with AEs and CAPs meetings were held involving 213 participants
Identify communities where Yelenkɛnɛ will Partially achieved: Identified 388 new 3.3.4 be established and training their communities. Community facilitators and volunteers volunteers will be next quarter (February)
January 30, 2021 29 2.1. Planned activities for this 2.2. ACTIVITIES Achieved during 3. ACTIONS TO BE TAKEN FOR No.1 reporting period2 by IR and Sub-IR this Reporting Period (partially or ACTIVITIES PLANNED BUT NOT completely) ACHIEVED (partially or completely)
Prepare Yeelenkɛnɛ for distribution to Not achieved: Materials have been ordered 3.3.4.a selected communities (metal chests, but completion of Yeelenkene trunks and books, supplies, etc.) distribution will take place next quarter
Purchase blackboards and tarpaulins for Not achieved: Distribution will take place next 3.3.4.b reading clubs in selected communities quarter. (Yeelenkɛnɛ light)
Train the trainers (RCPC and CDA) to train the members of the educational Achieved: Trained 80 trainers to provide 3.3.4.c commissions of the communes selected in cascade training for CEC members. the SIRA zone to manage the sustainability of the project's actions
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 of Achieved: This quarter 1,901 sessions across school activities in support of reading the 257 Yeelenkɛnɛ and all cohorts took place 3.3.5 (local community volunteers with support for 44,781 children of which 51% were girls. of CBOs, SIRA community facilitators and CDAs) including Yeelenkɛnɛ where they
January 30, 2021 30 2.1. Planned activities for this 2.2. ACTIVITIES Achieved during 3. ACTIONS TO BE TAKEN FOR No.1 reporting period2 by IR and Sub-IR this Reporting Period (partially or ACTIVITIES PLANNED BUT NOT completely) ACHIEVED (partially or completely) exist
Monitor the activities of SIRA community Achieved: CDAs and RCPC’s conducted facilitators, local volunteers and CBOs, monthly visits to monitor the performance who facilitate reading clubs and other of community facilitators, community 3.3.6 activities in the community to promote volunteers and other community actors. reading including Yeelenkɛnɛ where they exist
Achieved: Advocated for the integration of Monitor sustainability plans to ensure sustainability plans in the PDSEC. A total of 3.3.8 integration into the PDSEC 127 actions from 53 plans were integrated into the PDSEC
Not achieved: Due to COVID 19 Pandemic, we only monitored the progression by Organize workshops to review progress telephone. However, the workshop in 3.3.8a on sustainability plans January 2021 for the communal education commissions will include sessions dedicated to this activity.
Provide on-going training to SMC members Partially achieved: Organized information and other interested CBOs to develop the and capacity-building sessions for local 3.3.10 school report card, school improvement SMCs and CBO members on the report plan and monitoring school -results on card process. No report cards distributed learning to read, including teacher
January 30, 2021 31 2.1. Planned activities for this 2.2. ACTIVITIES Achieved during 3. ACTIONS TO BE TAKEN FOR No.1 reporting period2 by IR and Sub-IR this Reporting Period (partially or ACTIVITIES PLANNED BUT NOT completely) ACHIEVED (partially or completely) attendance and participation, and use of this quarter SIRA materials
Monitor school communities' data collection for the school improvement 3.3.11 Not achieved: Planned for next quarter 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 results of school report card and 3.3.12 Not achieved: Planned for next quarter BƐƐKUNKO; Identify children who are performing well and document their families' practices
Achieved: 210 community facilitators carried Carry out testing on reading with out data collection in 720 3.3.15 BƐƐKUNKO and data collection in homes communities/schools, identifying 26,127 children from 13,528 households
Not achieved: Data collection completed. Verification and correction of filled 3.3.15a Verification and corrections will take place booklets next quarter.
January 30, 2021 32 2.1. Planned activities for this 2.2. ACTIVITIES Achieved during 3. ACTIONS TO BE TAKEN FOR No.1 reporting period2 by IR and Sub-IR this Reporting Period (partially or ACTIVITIES PLANNED BUT NOT completely) ACHIEVED (partially or completely)
Data entry, Treatment, cleaning of Not achieved: Data collection finalized. 3.3.15b collected data Results will be shared next quarter
Plan for sustainability: Conduct endline measurements of outcome of investments Not achieved: This activity is planned for next 3.3.17 in community and CBO support quarter (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 project Not achieved: meetings planned for next 3.4.1 and the Yeelenkɛnɛ (community libraries) quarter. to potential private partners
Maintain contact with and conduct follow- Not achieved: Follow up meetings conducted 3.4.2 up visits to potential private partners to pre-COVID. Meetings planned for next finance Yeelenkɛnɛ quarter
4: COVID-19 Contingency Activities
Achieved. Created 10 new radio Additional contracts for COVID spots partnerships to promote COVID 4.1 with radio stations in zones currently awareness in areas that SIRA wasn’t without contracts currently covering.
January 30, 2021 33 2.1. Planned activities for this 2.2. ACTIVITIES Achieved during 3. ACTIONS TO BE TAKEN FOR No.1 reporting period2 by IR and Sub-IR this Reporting Period (partially or ACTIVITIES PLANNED BUT NOT completely) ACHIEVED (partially or completely)
Partially Achieved. Appropriate existing Printing flyers for communities (families Distribution by implementing partners is 4.2 flyers in Bamanankan have been identified and community agents) ongoing and will be completed next quarter. and produced.
Partially Achieved. Appropriate posters Distribution through school directors is 4.3 Printing Posters for schools created by Breakthrough Action and SIRA planned for the next quarter. have been developed, tested and printed.
Partially Achieved: 3,930 handwashing 4.4 Handwashing stations for schools stations purchased and made available to Distribution will be completed next quarter. schools.
January 30, 2021 34 4. CHALLENGES/DIFFICULTIES ENCOUNTERED (TECHNICAL, MANAGERIAL, FINANCIAL) AND PROPOSED SOLUTIONS
IR 1. Pedagogical
The imminent end of the project in July will not allow for sufficient support throughout the school year and therefore will impact final EGRA results: As SIRA is scheduled to end on July 31, 2021, all field activities will need to stop in April to allow adequate time for close out. Consequently, support to schools through classroom supervision missions and any remaining training will need to have been completed by then. In addition, the EGRA final evaluation will need to take place in May at the latest, in order to complete data collection, cleaning, analysis and report writing before the project ends. This timing is unfortunate as students will not even have a full four months of school out of the 6-month school year. In order to address this challenge and allow for the best possible results in the EGRA endline, EDC will submit a request to USAID in January for a 3 month no-cost extension. By doing so, this would allow us to offer full support to schools through the end of the school year as well as conduct the EGRA endline in July just before school closes, offering the students the best opportunity for success.
IR 2. Delivery Systems
Despite progress made on the SIG-FC, it is still not fully operational: The SIG-FC has not been able to move forward. Although plans were underway to work with a change management consultant this quarter to establish new steering and technical committees under the auspices of the DNEN, staffing changes within the Ministry interfered. The Senior Administrator at the DNEN left during this quarter. He has been replaced by the Deputy, however an IT person completely new to the SIG-FC has now replaced the Deputy. This change of roles as well as the change in the timing of the school year made it difficult to conduct meetings that were supposed to reestablish the technical and steering committees and conduct follow-up in the field. The SIRA focal person for the SIG-FC is monitoring the situation closely and plans to conduct field visits next quarter.
IR 3. Parent/Community Participation
Motivation of volunteers is always a challenge but during the harvest, it is particularly difficult: As we see each year, this period is a busy one for everyone in the community. However, it is particularly difficult to maintain activities if the community volunteers are unavailable to facilitate learning sessions, conduct home visits and other activities. Given that community participation activities have just resumed, it is important to make sure we can get back up to speed. SIRA partners are working with communities, SMC, mayors and education commissions to encourage them to offer in-kind support to volunteers so that they are motivated January 30, 2021 35 to continue conducting community participation activities. In one community, youth are offering their assistance to community volunteers to help them during the harvest. This and other ideas for motivating volunteers throughout the year will be one of the subjects of discussion during the upcoming training of the education commissions in January.
General / Cross cutting Challenges
Increased cases of COVID-19, particularly in Bamako and surrounding areas will impact upcoming training. Starting in November 2020, COVID-19 cases began to spike in Bamako and its surrounding areas. Cases still seem to be relatively low in regional areas. However, given that a large percentage of cases are asymptomatic, the number of confirmed cases could be underreported. Given that both the school directors and the education commissions are both to be trained in January, SIRA decided to temporarily exclude Bamako and surrounding areas from the upcoming training. In addition, even for the regional training sites which will host training, stricter COVID-19 precautionary measures will be enforced. For example, training sessions will be limited to 15 instead of 25 people. In order to cope with increased training groups for the director training, SIRA decided to have one instead of two pedagogical counselor cover each training group. And for the education commissions, the training will need to be conducted in 4 waves. The challenge remains to find a solution for training Bamako based participants. If the COVID-19 situation does not improve, SIRA may need to further reduce the group size and/or pursue distance learning options.
5. RESILIENCE
(N/A)
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 topics into pedagogical training, insuring a gender balance in trainings and activities, reviewing documents to ensure gender issues are considered, or disaggregating all data collection by gender. More specifically, from November 9 -14, 2020, all SIRA partner Academies of Education (AE) and CAPs took part in gender training. The training sessions included the directors of Academies and CAPs and their deputies as well as pedagogical counselors in charge of girls' schooling, AE communication officers and the heads of sections. The training sessions were facilitated by USAID Mali SIRA project trainers, previously trained by the Gender Specialist. They were assisted by the SIRA regional supervisors based in the AE.
January 30, 2021 36 In preparation for upcoming studies, including the Gender Endline evaluation, the gender specialist has worked with the M & E team to finalize gender questionnaires to be integrated into the Endline teachers’ evaluation and the Community Participation Impact Evaluation.
6.2. Youth
(N/A)
6.3. Science Technology, Innovations and Research (STIR)
Soon after the closing of schools in March, 2020, 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 on national radio from May until the beginning of October, 2020. In total, 316 programs were broadcast on Radio Mali from Monday to Thursday each week. As noted in the M & E section of the report, during the pedagogical counselor monitoring visits and joint supervision visits, students were tested on their reading skills. Results show that students who listened to the radio programs during the school closure performed better than those that did not. This information is very encouraging in showing that distance learning can offer our students a great deal of support even when school is closed.
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)
As a result of COVID-19, restrictions regarding face-to-face meetings, and recognizing that the Pandemic has brought about financial uncertainty for individuals as well as numerous organizations, SIRA was unable to make progress on this deliverable this quarter. If conditions improve next quarter, we will see how best to resume our fundraising efforts in support of early grade reading at the community level.
6.7. Sustainability/Local Capacity Development
Sustainability is only possible if there is something positive to sustain, so it was very reassuring that after many months of schools being closed and activities being on hold, this quarter has seen SIRA and our government and community partners getting back up to speed. The results have been very encouraging for sustaining efforts after the project ends. More than ever teachers, January 30, 2021 37 directors, pedagogic counselors, community members and organizations have all been extremely enthusiastic about getting back on track. Getting students back in school, offering training and supervision, providing community learning sessions, home visits, parent – teacher meetings, etc have all been welcome and very much appreciated. SIRA has been able to conduct all of these activities while at the same time acknowledging the risks we are facing with COVID-19 and mitigating those risks by offering activities while adhering to strict precautionary measures.
As SIRA heads toward the end of the project, sustainability is the center of every activity being conducted. Our government and community partners are aware of the project end and together we are addressing challenges and planning for sustainability all along the way.
As usual, our work with the MEN at the national and decentralized level is essential for ensuring the continuity of SIRA gains in school. The certification of 257 pedagogical counselors in SIRA approaches will be key to continuing supervision and training of school directors and teachers and even being able to scale-up the approach to other classes and even other schools. At the national level, interest is high. The MEN’s cabinet had requested a meeting and presentation with SIRA to discuss the approach in light of sustaining efforts and scaling up the approach to other grades and regions. The positive impact of SIRA’s approach has been seen and the MEN wants to ensure that we can build on our successes to date. Unfortunately, we were not able to hold the meeting yet because of COVID-19, but hope to in the next quarter. Collaborating with other programs that will continue beyond the life of SIRA has also taken place. Projet d’Appui à la Professionnalisation des Enseignants au Mali (PAPEM) is a 5-year project focusing on strengthening teacher capacity through pre and inservice training. SIRA met with the project director to focus on ways that we can collaborate starting now so that SIRA outcomes could be sustained through PAPEM after SIRA finishes. The meeting was extremely useful particularly as we prepare for training in the IFMs on bilingual education and the balanced literacy approach.
At the community level, we continue to support communes and the implementation of their sustainability plans. This quarter, progress was made on many levels. The total number of plans that have at least one activity in their PDSEC more than doubled going from 25 to 53 and the overall number of activities across all PDSECs also more than doubled with an increase from 62 to 127 during the quarter. In addition, more communes now have plans, bringing the total to 325 across the 10 Academies. Each plan, on average, has 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. This is evidenced by the fact that 784 actions have already been completed and only 127 are actually included in the PDSECs.
During this quarter, the module for the upcoming training of communal authorities as well as the training of trainers was completed. The training’s focus is sustainability and will focus on the sustainability plans, the creation and management of a revolving fund for the family-link booklet and the acquisition and management of community libraries.
January 30, 2021 38 Recent results from the Pedagogical counselor’s testing of student’s reading levels while monitoring schools offered several findings that confirm our continued interest in carefully planning for sustainability. First of all, students who lived in communities with community libraries had better results than those that did not. Secondly, students that had access to the full complement of SIRA community actions (students living in Cohort 4 communities) had the best results with results diminishing with the age of the cohort, i.e. students in cohort 1, which started in 2016, had the worst results. This finding confirms our need to continue to seek out which activities are able to be sustained over time and what are the key actions that need to be in place to sustain those activities.
In order to better inform our sustainability planning, SIRA will carry out an evaluation of the impact of community participation activities in the next quarter to 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. Progress on activities specifically identified in the workplan are described throughout the report. In addition, the technical team provides valuable policy support to the MEN to ensure that quality education will be sustained after the life of the project and to help with long-term goals. As discussed in the sustainability section, the national level MEN recognizes the value of SIRA’s support over the life of the project and the gains made and will continue to discuss plans for sustainability and scale-up with SIRA through the end of the project.
This past quarter in particular was an important turning point as it focused on SIRA and our government partners getting back up and running after a long period of school closures and limited activity. School reopening and all that is associated with it – re-distribution of materials, supervision through pedagogical counselors as well as joint SIRA-MEN teams and teacher training, has allowed the collaborative work that SIRA and the MEN have known over the last five years to flourish once again.
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 were unable to hold our regular monthly in person meeting with the MEN Technical Committee for SIRA as well as the quarterly Partner meetings. We did however, send powerpoint presentations to the Technical Committee on October 13, November 10 and
January 30, 2021 39 December 11, 2020 to update them on SIRA activities. We also sent a powerpoint presentation in place of a quarterly Partner meeting on October 15, 2020.
In addition, this quarter we: -Met with the Projet d’Appui à la Professionnalisation des Enseignants au Mali (PAPEM) on December 9, 2020. As this 5-year project focuses on strengthening teacher capacity through pre and inservice training, the meeting focused on ways that we can collaborate starting now so that SIRA outcomes could be sustained through PAPEM after SIRA is over. The meeting was extremely useful particularly as we prepare for training in the IFMs on bilingual education and the balanced literacy approach. -Met with World Vision on December 3rd to meet the new country director and explore potential opportunities for collaboration.
Communications
SIRA ensured extensive collaboration with partners to capture project success. During this quarter, we:
Developed and disseminated 1 press article on teacher training, 4 success stories, 6 bi- weekly bulletins and prepared 1 annual bulletin. The article was disseminated to partners and project stakeholders.
Finalized the scope for the next SIRA film that will be produced in 2021.
Finalized a Medium story on teacher training during COVID-19 that will be published on USAID’s website next quarter.
January 30, 2021 40 9. MONITORING, EVALUATION AND LEARNING
During this quarter, the M&E team organized and managed the following activities: - CP/Tablets Supervision: relaunched when school reopened in September 2020 and conducted data analysis for the 2019-2020 school year; - Joint monitoring visits to schools: Supported design and planning and conducted data analysis; - Impact evaluation of the community participation strategy: Designed the protocol and developed tools - Preparation of school directors’ training to be held in January 2021 - Integration of various school and training databases - Analysis of schools reached by SIRA
1. Monitoring/supervision by pedagogical counselors (CP Tablets) during the 2019-2020 school year
As described in the Pedagogy section of the report, 492 schools were monitored during this quarter, bringing the total number of schools monitored during the 2019-2020 school year to 1,054 (27% of SIRA schools). As illustrated in the table below, the percentage of schools monitored across the Academies, ranges from 10% in Bougouni to 61% in Bamako Right Bank:
Table 1: Schools’ monitoring carried out by pedagogical counselors during 2019-2020 school year Monitored during schoolyear 2019- 2019 2020 Monitored Regional MoE # of 2020 (at least once) during this
office schools At least 3 times quarter Once Twice once or more
nov dec jan fev mar sep oct nov dec BAMAKO Right 3 5 19 2 0 24 15 17 8 38 63 41 15 7 Bank 103 BAMAKO Left 2 0 28 10 0 32 16 17 12 45 94 73 19 2 Bank 214 BOUGOUNI 763 21 16 34 11 0 0 0 0 0 0 79 76 3 0 DIOILA 366 9 26 8 2 0 0 15 15 12 41 70 54 15 1 KATI 684 7 60 54 34 15 0 9 48 36 93 182 102 79 1 KOULIKORO 417 36 34 33 1 2 0 24 36 19 79 122 68 46 8 KOUTIALA 125 4 17 14 1 0 1 2 2 0 4 34 30 1 3 SAN 351 9 44 22 2 7 0 9 36 19 62 106 68 34 4 SEGOU 721 19 92 23 4 24 19 31 38 16 81 223 186 31 6 SIKASSO 200 6 39 29 4 0 0 3 13 33 49 81 36 44 1 Total 3,944 116 333 264 71 48 76 124 222 155 492 1054 734 287 33
In each school, staff tested 6 grade 1 students and 6 grade 2 students. Data collected enables us to assess learning gains throughout the school year, and to explore certain factors influencing students’ learning.
Students’ results The following table summarizes average scores obtained by students in letter recognition, reading of familiar words and connected texts, by grade level (Gr. 1 or 2) and the period of the extended school year (September to December 2020).
January 30, 2021 41 Table 2: Grade 1 and 2 students’ performance throughout the 2019-2020 school year # of letters recognized (out # of familiar words read (out # of words from a connected of 27) of 10 for Gr1, 20 for Gr2) text read (out of 49)3 Gr1 Gr2 Gr1 Gr2 Gr1 Gr2 Quarter 1 (Oct ’19 - Dec ‘19) 13.2 19.2 2.7 9.9 10.5 22.8 Quarter 2 (Jan ’20 - Mar ‘20) 15.8 20.8 3.8 11.7 13.2 26.8 Catch-up period (Sep ’20 – Dec ‘20) 18.8 21.6 5.3 13.1 18.4 30.1
Although the school year was disrupted by teachers’ strikes and COVID-19, students demonstrated learning gains over the year in both grade 1 and grade 2, and for all 3 tests. For example, grade 2 students read 23 words from a 49-word connected text at the beginning of the school year. During the catch-up period, they read 30 words on average.
Both boys and girls demonstrated learning gains as shown in the table below. These results point to the contribution that the “caring classroom” approach and community mobilization activities have made in creating an environment that respects girls’ rights and encourages girls to learn. Table 3: Learning Gains by Gender # of familiar words read # of words from a # of letters recognized (out of 10 for Gr1, out of connected text read (out (out of 27) 20 for Gr2) of 49) Gr1 Gr2 Gr1 Gr2 Gr1 Gr2 All students Quarter 1 (Oct ’19 - Dec ‘19) 13.2 19.2 2.7 9.9 10.5 22.8 Quarter 2 (Jan ’20 - Mar ‘20) 15.8 20.8 3.8 11.7 13.2 26.8 Catch-up period (Sep ’20 – Dec ‘20) 18.8 21.6 5.3 13.1 18.4 30.1 Girls Quarter 1 (Oct ’19 - Dec ‘19) 13.0 19.4 2.6 10.1 10.4 23.3 Quarter 2 (Jan ’20 - Mar ‘20) 15.8 20.9 3.9 11.8 13.4 27.3 Catch-up period (Sep ’20 – Dec ‘20) 19.1 21.9 5.4 13.4 19.0 31.1 Boys Quarter 1 (Oct ’19 - Dec ‘19) 13.4 19.0 2.8 9.7 10.7 22.2 Quarter 2 (Jan ’20 - Mar ‘20) 15.8 20.7 3.8 11.5 13.0 26.4 Catch-up period (Sep ’20 – Dec ‘20) 18.5 21.3 5.3 12.8 17.8 29.2
Pedagogical continuity The MEN’s efforts to ensure pedagogical continuity partially help explain the learning gains demonstrated by students as despite school closures, students who reported having listened to IRI programs, demonstrated slightly higher results. In September, SIRA M&E staff added a few questions about IRI listenership to the testing tool that the community participation team uses with grade 1 and 2 students. Since not all electronic forms were updated, only 66% of students were able to answer these IRI questions.
In November, 55% of students reported having listened to IRI programs. The percentage does not vary according to gender nor grade. However, the proportion is higher than results from the survey on pedagogical continuity carried out in May, June, and July 2020. In May and June 2020, only 45% of parents knew that such programs were being broadcast. In July 2020, this reduced to 38%. In May, 29% of parents of grade 1 or 2 students who knew that such programs were broadcast, reported that their children listened and in June and July, the percentage rose to 35%. Table 4: Listening to IRI
3 Time allowed is 4 minutes compared to one minute with standard EGRA tool. January 30, 2021 42 May June July Nov PC monitoring # of students surveyed 1056 % of grade 1 and 2 students who reported listening to them 55% Survey on pedagogical continuity # of parents of grade 1 and 2 students surveyed 206 162 272 % of parents who knew that the MEN was broadcasting IRI programs 45% 45% 38% % of grade 1 and 2 students’ parents knowing that such programs were broadcast who 29% 35% 35% reported that their kids listened to them
According to data from community participation monitoring, most of the students who listened to programs listened to programs in Bamanankan. One third listened to programs in French. 82% of students who reported having listened to IRI programs specified that they did it regularly (more than once a week). Only 2% of students did not understand the IRI programs’ contents, 57% understood « a bit », 39% understood « a lot » and 2% understood « all the content». Students who reported having listened to these programs demonstrated higher results. The difference is not always statistically significant. Table 5: Students’ performance according to listening to IRI programs Did not listen to the IRI programs Listened to the IRI programs Statistical significance # of letters recognized (out of 27) Gr1 18.9 19.7 ** Gr2 22.0 22.4 no # of familiar words read (out of 10 for Gr1, out of 20 for Gr2) Gr1 5.2 5.7 ** Gr2 13.2 13.9 ** # of words from a connected text read (out of 49) Gr1 18.3 18.9 no Gr2 30.6 31.5 no
To explore factors impacting learning gains, we ran a multivariate analysis for each of the three tests. Below are some key results:
- For all 3 tests, students from Bamako did better than those from Koulikoro, who in turn did better than students from Segou. - Students from Sikasso did better than those from Koulikoro for letter recognition but worse for words and text reading. - For all three tests, community school students did better than public school students. - Students from urban areas did better than those from rural areas. - Girls out-performed boys in all three tests. - Results improved over the school year, especially for students who listened to IRI programs - Students from communities with Yeelenkεnε outperformed those from communities without Yeelenkεnε. - Students from schools belonging to the 4th and current cohort of community mobilization outperformed those from previous cohorts, which are currently benefitting from reduced support from the project. Cohort 4 students outperform Cohort 3 students who outperform Cohort 2 students who outperform Cohort 1 students.
January 30, 2021 43
See Annex 13.9 for the full data analysis.
Teachers’ monitoring by school directors Pedagogical counselors completed 269 forms surveying school directors. 92% were present at school, 20% were female and 3.2% reported to have never been trained by SIRA.
Table 6: Information on School Directors: Training attended; monitoring sheet received and use % of principals reporting to use the monitoring to use monitoring to have never been to have received sheet (among those sheet (among all trained by SIRA monitoring sheet Regional MEN office who received it) principals) BAMAKO RIVE DROITE 8.7% 96% 50% 48% BAMAKO RIVE GAUCHE 4.3% 78% 50% 39% DIOILA 4.5% 91% 50% 45% KATI 0.0% 80% 76% 61% KOULIKORO 3.0% 64% 90% 58% KOUTIALA 0.0% 100% 100% 100% SAN 6.3% 88% 79% 69% SEGOU 1.8% 89% 65% 58% SIKASSO 0.0% 100% 83% 83% Total 3.2% 85% 69% 58%
85% of directors reported having received monitoring sheets provided by SIRA to assist in supervising teachers. 69% of those who received the sheet used it (58% of all principals). Table 7: Monitoring Frequency (self-reported) Regional MEN office Never Once/quarter or less Twice/quarter Once/week at least BAMAKO RIVE DROITE 10.0% 50.0% 10.0% 30.0% BAMAKO RIVE GAUCHE 3.9% 38.5% 34.6% 23.1% DIOILA 38.1% 0.0% 28.6% 33.3% KATI 15.2% 6.5% 45.7% 32.6% KOULIKORO 26.3% 2.6% 31.6% 39.5% SAN 21.9% 12.5% 53.1% 12.5% SEGOU 16.3% 2.0% 55.1% 26.5% SIKASSO 0.0% 100.0% 0.0% 0.0% Total 14.3% 4.8% 61.9% 19.1%
For the purpose of indicator 11, a school director is considered to regularly monitor teachers if s/he monitored them at least twice per quarter and if s/he uses monitoring sheets that can prove it. According to that definition, 52% of directors regularly monitored their teachers. 71% reported monitoring their teachers at least twice per quarter, with or without evidence. Table 8: % of school directors reported monitoring their teachers (indicator 11) % of school directors reported monitoring % of school directors reported monitoring Regional MEN office their teachers (with the appropriate sheet their teachers with any sheet and without and with evidence) evidence BAMAKO RIVE DROITE 38.5% 57.7% BAMAKO RIVE GAUCHE 42.9% 81.0% DIOILA 47.6% 61.9% KATI 60.9% 78.3% KOULIKORO 50.0% 71.1% January 30, 2021 44 KOUTIALA 0.0% 0.0% SAN 56.3% 65.6% SEGOU 59.2% 81.6% SIKASSO 40.0% 40.0% Total 52.0% 70.9%
II. Support for joint monitoring visits
Sampling The team drew a sample for these visits from schools that had not been visited previously. Insecure areas from the 2,056 eligible schools were excluded. 140 schools were randomly selected out of the 1,952 remaining schools, for the regions of Koulikoro, Ségou, and Sikasso. Of the 140, 118 were actually visited with 22 being replaced if unavailable.
18 out of the 140 schools enroll students every two years. The remaining 122 schools enroll students every year. 69 have separate grade 1 and grade 2 classes (simple division), 52 have one class for both grade 1 and 2 students (double division), and one school has a rotation of separate grade 1 and grade 2 classes taught by a same teacher (double vacation). Two classes were closed due to the lack of teachers.
A total of 260 students’ groups exist in the visited schools, including 131 groups of grade 1 students and 129 groups of grade 2 students. 253 groups were tested using invented writing. Those 260 groups are taught by 208 teachers. 19 teachers were absent the day of the visit. 189 teachers were available, including 112 men and 77 women. 187 of them were observed during at least one lesson of guided reading and during at least one session of class news.
Classroom observation and results in invented writing were used by pedagogy team members to rate teachers’ performance on a 3-level grid: red, yellow, green. This rating is available for all the 189 teachers met. 134 school directors were also surveyed on evaluation of school performance (bulletin de performance) and teacher learning communities (CA des maîtres). The remaining 6 directors were absent the day of the visit.
Finally, 12 students per school were surveyed on their listening of IRI programs broadcasted on radio to ensure pedagogical continuity while schools were closed as a result of COVID-19: 6 grade 1 students (3 women/3 men) and 6 grade 2 students (3 women/ 3 men). Students from 252 students’ groups were surveyed.
Teachers’ performance According to the pedagogy team members’ rating, 39.4% of teachers perform well, 17.6% have great difficulties and need intensive support, and 43% need some support. Female teachers outperform male teachers (47.4% of women observed perform well compared to 33.9% of male teachers).
January 30, 2021 45 The proportion of high performing teachers varies across Academies: from 25% in the Academy of Dioïla compared to 62.50% in the region of San. However, that variation may be the result of actual differences in teachers’ performance or from the different ways that pedagogy team members rate them. For example, in the educational region of Koulikoro, no teacher is rated yellow which may imply that the supervision team may be rating differently. Teachers of 1-grade classes (simple division) outperform those who teach both grades together (double division).
Table 9: Teacher performance by variables
Red Yellow Green All 17.55% 43.09% 39.36% Gender Women 11.84% 40.79% 47.37% Men 21.43% 44.64% 33.93% Educational region BOUGOUNI 10.81% 51.35% 37.84% DIOILA 33.33% 41.67% 25.00% KATI 25.00% 33.33% 41.67% KOULIKORO 53.85% 0.00% 46.15% KOUTIALA 14.29% 50.00% 35.71% SAN 6.25% 31.25% 62.50% SEGOU 6.25% 58.33% 35.42% SIKASSO 25.00% 41.67% 33.33% Type of Class one-grade class 14.39% 43.88% 41.73% several grades-class 26.53% 40.82% 32.65%
Students’ performance Students’ performance is assessed using “invented spelling”. All students are asked to write one word on a piece of paper. All pieces are gathered and sorted according to the student’s level of encoding (hazard, semi-phonetic, phonetic, transitional, and conventional). 21.1% of grade 1 students and 26.8% of grade 2 students are at least at the transitional phase. Table 10: Students’ performance assessed using invented writing Hazard Semi-phonetic Phonetic Transitional Conventional All 45.2% 14.9% 16.0% 13.1% 10.9% Grade Grade 1 53.7% 11.8% 13.4% 4.7% 16.4% Grade 2 37.0% 17.9% 18.4% 21.2% 5.6% Gender (teacher) Women 38.9% 15.7% 16.6% 14.5% 14.4% Men 49.6% 14.3% 15.4% 12.3% 8.4% Educational region BOUGOUNI 50.3% 20.6% 18.7% 5.1% 5.4% DIOILA 40.0% 17.5% 8.1% 18.4% 16.0% KATI 49.9% 10.3% 14.2% 13.0% 12.5% KOULIKORO 53.9% 12.6% 13.1% 14.6% 5.8% KOUTIALA 40.1% 19.4% 20.2% 4.5% 15.8% SAN 40.2% 12.4% 16.6% 15.2% 15.7% SEGOU 38.5% 11.2% 16.5% 20.7% 13.0% SIKASSO 47.7% 22.3% 15.5% 11.2% 3.2% Type of Class one-grade class 43.7% 15.7% 16.1% 13.1% 11.4% several grades-class 49.2% 12.7% 15.5% 13.1% 9.4% January 30, 2021 46
Some patterns are noted. Students taught by women outperform students taught by men. Students in one-grade classes outperform students in classes where several grades have been combined. Performance varies according to Academies as well.
The table below shows that students’ level is correlated with teacher’s performance. When a teacher performs well (green), 38% of his/her students reach at least the transitional phase. Only 3% of students with a « red teacher » reach that phase.
Grade 1 Grade 2 Total Red Yellow Green Red Yellow Green Red Yellow Green Hazard 80% 58% 38% 66% 41% 18% 73% 49% 28% Semi-phonetic 10% 15% 10% 16% 19% 16% 13% 17% 13% Phonetic 4% 13% 19% 13% 17% 24% 8% 15% 21% Transitional 1% 5% 7% 6% 20% 29% 3% 13% 18% Conventional 5% 9% 26% 0% 3% 13% 3% 6% 20%
Listening of IRI programs – Pedagogical continuity Data from 1,487 students are available (including 745 girls). 36% of students reported having listened to IRI programs on national radio which is lower than the percentage measured using data collected by pedagogical counselors. Most of the students who listened to programs listened to programs in Bamanankan. 22% listened to programs in French. The listening rate does not vary across gender but varies according to the region.
Students who reported having listened to these programs demonstrated higher results. The higher the listening rate of a class, the higher the proportion of students reaching the conventional phase. Table 11: Listening of IRI programs and students’ performance Listening rate < 50% Listening rate >= 50% Random 50% 42% Semi-phonetic 16% 13% Phonetic 15% 16% Transitional 11% 14% Conventional 8% 14%
School Performance Evaluations Data are available for 133 school directors (including 17 women). 21 of them cannot say how many « school performance evaluations » were created by the school management committee (SMC). In most of cases, s/he explains s/he is not involved or invited to SMC activities.
# of school performance evaluations produced during the extended school year Oct 2019- Dec 2020 none one two do not know Total BOUGOUNI 19 6 1 2 28 DIOILA 4 5 9 KATI 14 6 6 2 28 KOULIKORO 7 1 8 KOUTIALA 4 2 2 2 10 SAN 2 3 2 3 10 January 30, 2021 47 SEGOU 12 2 6 10 30 SIKASSO 6 2 2 10 Total 68 24 20 21 133
68 directors reported that no school performance evaluations were completed since October 2019. The main reason cited is the lack of capacity/training (33.9%). 22.0% cite school closures (either due to teachers’ strikes or COVID-19). 11.9% report that the SMC does not function and another 11.9% say that the SMC has no time to spend on it.
III. Preparation for impact evaluation of the Community Participation strategy
USAID Mali SIRA is one of the first projects aiming to improve both classroom instruction as well as community participation in support of early grade reading and writing. Under the leadership of OMAES, SIRA developed a full package of inputs to foster community involvement in children’s learning. Inputs are introduced through community facilitators who develop the capacity of volunteers, parents, and CBOs. The strategy was implemented by four cohorts of communities. As each cohort is introduced, the communities benefit from intensive support during one school year. For the following years, communities and volunteers continue to implement the strategy with diminishing support from SIRA.
SIRA is preparing a comprehensive evaluation of the investment made in community mobilization in Mali. The impact evaluation’s objectives are the following: - To analyze the fidelity of the implementation of the strategy; - To measure the different components of the strategy on knowledge, attitudes, and practices of beneficiaries (parents, CBO, others); - To assess any sustainable social or behavior change after SIRA’s support is reduced - To analyze the role played by each actor in the implementation and the impact of the strategy.
The M&E team designed tools and drafted the protocol, with support of the Community Participation team. Key respondents will be the SMC, CBOs involved in education (parents’ associations, mothers’ associations, and other associations), parents of grade 1 and 2 students, volunteers, facilitators, teachers, community leaders, traditional communicators, and students. The sample will include communities from all four cohorts and will be drawn from that surveyed during the Beekunko assessment, in order to enable us to analyze the correlation between the strategy’s components and students’ results. The provisional sample size is 140 communities. Data collection is planned for the next quarter.
IV. Preparation of school directors’ training (to be held in January 2021) The M&E team supported the preparation of the school directors’ training that is scheduled for January 2021 by i) establishing a provisional list of attendees, ii) editing individual attendance sheets, iii) preparing data entry forms, iv) designing budget and scope of work for the training’s
January 30, 2021 48 supervision. A short survey tool has been developed in order to collect key information from all school directors.
V. Integration of SIRA databases Over the past 5 years, SIRA has been implementing large scale activities. In order to i) prepare final datasets and reports on final achievements, and ii) conduct further analysis, it is necessary to integrate the many existing databases created over the life of the activity. The M&E team first integrated the schools’ databases (core school database, database of school directors’ clusters, database of community participation activities). This activity demonstrated the need for a systematic identification process for each school through assignment of a unique ID. The second step required that for each training held over the life of the project, the M&E team create a database of attendees, resulting in almost 20 databases of school staff. To provide a final database of educators and school principals trained, without double counting, we need to integrate all these databases and give a unique ID to each person. While waiting for the SIG-FC to be fully operational, the M&E team started working on this, however, due to the lack of human and time resources we were unable to complete this task. it.
VI. Analysis of schools not reached by SIRA (first steps)
During the integration of the school databases and various activities, some schools reported to “have left SIRA” which raised questions for the M&E team. SIRA aims to improve reading skills of grade 1 and 2 students from all public and community schools located in Bamanankan-speaking communities, using materials in the national language. Prior programming in early grade reading highlighted that SIRA would face two main challenges to sustainably establish a new reading approach in all those schools: - Parents and communities were likely to prefer that their children learn in French; - Teachers trained in the new reading approach were likely to move to other schools/grades resulting in a waste of the efforts invested to improve their practices. SIRA developed ambitious strategies to address those two challenges. The Community Participation strategy, especially the Social Behavior Change Communication Campaign that aims to gain community support for the new reading approach, particularly learning in the national language. Activities planned under the sub-IR 2.2 related to Planning and Management of Human Resources Devoted to Early Grade Reading were intended to reduce teachers’ mobility and mitigate impact on the sustainability of SIRA’s activities.
In order to fully understand SIRA’s success in addressing those challenges, the M&E team is trying to identify schools who « left SIRA » and document those cases, following these steps: a) Identify all schools targeted by SIRA, using the MEN databases. The M&E team actually used 4 MEN databases (2010-2011, 2014-2015, 2016-2017, and 2017-2018) to create a more reliable school database. b) Identify all SIRA schools with their code in the MEN database. c) Merge both databases (SIRA and MEN).
January 30, 2021 49 d) Edit the list of public and community schools that are not in the current SIRA database. e) For each of the schools not in the SIRA database, identify the reason why they are not there. Possible reasons include:
The school does not exist anymore (definitively closed or merged to another school)
The school was voluntarily excluded from SIRA because Community is not Bamanankan-speaking It has neither grade 1 nor grade 2 classes. It is served by Food For Education It is served by Save the Children-implemented Literacy Boost
The school left SIRA because The Academy excluded it from SIRA after the momentary return to the phonics approach in 2017. The Community or school refused the new reading approach because it is opposed to their children learning in the national language or for other reasons Teachers who were trained by SIRA left schools and new teachers are not trained. The school was omitted during planning (i.e. new schools).
Steps a, b, c, d are completed and step e is planned for January 2021. The M&E team will work with pedagogical counselors and other staff in the respective Academies to confirm school status regarding SIRA and identify reasons for not participating in the project.
MANAGEMENT/STAFFING
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 which was scheduled to take place in December 2020, could not be organized. Instead, the various teams sent their contributions and action plans for upcoming activities for compilation. A face-to-face meeting with team leads was held on December 29, 2020 to finalize the plan. Distancing and prevention measures were respected.
EDC finalized its last workplan for Year 6 (February 8, 2021 to July 31, 2021). The workplan will be submitted to USAID by the due date of January 8, 2021.
Changes in Staff/Management
Ms. Aude Vescovo replaced Mr. Moussa Ounteni as Monitoring and Evaluation Specialist on November 24, 2020. January 30, 2021 50 Mr. Samuel Goita, accountant, resigned on December 31, 2020.
Procurement of printing and distribution of grade 2 pedagogical materials
On November 13, 2020, USAID provided Consent to Subcontract to Imprim Services for the printing and distribution of four lots of pedagogical materials. EDC signed a purchase order with Imprim Services for 441,570 FCFA on November 24th and distribution is scheduled to end by January 31, 2021. EDC signed a second purchase order with Goetz Printing, a small US business, for the printing of Grade 2 alphabet cards and Student Assessment booklets. These materials, which constitute Lot 5 of the print procurement, were delivered ahead of schedule on December 21, 2020 to RMR International, another US small business, who will ship them to Mali in January 2021.
Support of Home Office and International Technical Assistance
As a result of the COVID-19 pandemic, there were no trips to Mali this quarter.
10. 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 Farako), the AE of Koulikoro (the CAPs of Nara and Banamba) and the AE of Koutiala (CAP of Yoorosso) 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 areas. The distribution of pedagogical material for schools in these areas was done directly to CAPs which will subsequently be distributed to school Directors during their training in January 2021.
After COVID-19 caused a nationwide shut down of schools in Mali, schools reopened in September. EDC worked with the GoM to ensure adherence to national guidelines related to the pandemic, help prevent the spread of the virus and provide strategies and innovative solutions for continuing education during the pandemic. However, later in the quarter, COVID-19 cases were on the rise, particularly in Bamako and the surrounding areas requiring stricter precautionary measures to be put into place. As SIRA had many activities, new protocols were developed including a moratorium on in-person training sessions in Bamako and the surrounding areas. For regional training, group size was reduced from 25 to 15 participants per session.
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
January 30, 2021 51 recommendations. Where necessary, activities were suspended or modified to ensure the safety and security of all SIRA staff and partners.
January 30, 2021 52
11. PLANNED ACTIVITIES/EVENTS FOR NEXT QUARTER
See table in Annex
12. ANNEXES
13.1 Planned activities for next quarter 13.2 Financial Information 13.3 Success Stories 13.4 Disaggregation of AMEP indicators 13.5 Gr2 teachers’ training supervision report 13.6 Pedagogical joint supervision report 13.7 Workshops on gender equity report 13.8 Sustainability plans vs integration into the PDSEC 13.9 Factors explaining scores in reading subtests
January 30, 2021 53 13.1 Planned activities for next quarter
Year 6 LEAD No. ACTIVITIES ORGANIZATION Jan. Feb. Mar.
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 Distribute Year 2 Kit (teacher materials) during director trainings 1.1.1 Distribute Alphabet Card and Evaluation notebook notebooks in 2nd grade classes
Verify student enrollment numbers for Gr 1 and Gr 2 and ensure (particularly for Gr 2, 1.1.2 but including writing notebooks for Gr 1) a1 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 EDC 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 Put all documents, kits, training modules, on 3 external hard drives for the 3 1.1.4 Directions of the MEN 1.1.5 Train personnel from the Division of School Manuals (DNP) 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
Monitor gr 1-2 teachers' implementation of the gr 1-2 reading program using the 1.2.5 validated gr 1 & 2 core packages, including use of tablettes and MP3 (Joint EDC Supervision MEN-SIRA)
Monitor gr 1-2 teachers' implementation of the gr 1-2 reading program using the 1.2.6 validated gr 1 & 2 core packages (CP Tablettes-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 (Cabinet level and AE)
Provide additional pedagogical support to Academy schools in CAPs with poor 1.2.8 scholastic results. (Supervisors) Monitor a sample of school directors' support to gr 1-2 teachers through the school- 1.2.9 based Teacher Learning Communities (Communautés d'Apprentissage des Maîtres - CAM) 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 EDC Organize 2 review/planning meetings with AEs/CAPs including planning for 1.3.3 sustainability 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 EDC Confirm selection of teachers during validation missions in interior and in Bamako
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. EDC 1.5.2 Training of IFM Professors in Use of Curriculum Guide and Balanced Literacy Approach, bilinguilism and transferring between languages - (20 IFMs) Result 2 - Service delivery systems in early grade reading improved 2.1 Policies and standards in support of evidence-based reading instruction implemented Working with the multi-actor working group, draft and validate a national policy (or 2.1.1 EDC "approach") to early grade bilingual reading 2.2 Early grade reading (EGR) data collection, analysis, and reporting systems improved
2.2.2 Analyze the local EGRA results with teams via webinars and finalize report STS INT’L 2.2.3 Disseminate local results at the AE level to inform planning and decision making
2.2.5 Include central MEN team in CP Tablette monitoring activities.- capacity building EDC
2.3 Planning and management of human resources devoted to early grade reading improved
Put into place steering committees and other groups that will be responsible for the 2.3.1 continuation, functionning and management of the SIG-FC. EDC 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 Conduct Socio-linguistic Study in Koulikoro a. Develop terms of reference, the methodology, and tools for the socio-linguistic
2.4.3 study in Koulikoro EDC b. Prepare for (sampling, selection and training of researchers, etc.) and carry out
data collection for the Socio-linguistic study Result 3 - Parent, community and private support for early grade reading increased 3
Hold a final meeting to review experiences/results from the community participation 3.0.1 component
3.1 Parents' understanding and awareness of early grade reading increased Conduct Endine parents' knowledge, attitudes and practices (KAP) study regarding
reading and disseminate results a. Finalize protocol 3.1.1. STS INT'L b. Organize logistics c. Data collection d. Data entry and cleaning Organize activities at the local level to reinforce campaign messages (home visits, OMAES, EDC, 3.1.2 general assemblies, broadcasts of radio spots, etc.) SAVE Plan for sustainability: conduct Endline of efficacy of SBCC campaign implemented (although there is no baseline for this exact study, the KAP study and other internal studies will provide some baseline.), 3.1.3 a. Finalize protocol (combine with EDC 3.2.3 and b. Organize logistics 3.3.15) c. Data collection d. Data entry and cleaning e. Analysis and report writing 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 3.2.1 EDC CGS will establish revolving fund). Facilitate informal "training" of parents to use family-school link booklets by OMAES, EDC, 3.2.2 community volunteers and experienced parents SAVE
3.2.3 Plan for sustainability : conduct Endline measurements of outcome of investments in (combine parent support (although there is no baseline for this exact study, the KAP study and EDC with 3.1.3 and 3.3.15) other internal studies will provide some baseline.)
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 OMAES, EDC, 3.3.1 sessions/month/community - Cohort 3,4 and 4 sessions - cohort 2) SAVE 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) Hold bi-monthly (every 2 months) meeting with the Mayors and education 3.3.2 commissions in each intervention commune (cohorts 1, 2, 3 and 4) and with AEs and CAPs Prepare Yeelenkene for distribution to all communities (metal chests, books, supplies, 3.3.3 etc.)
3.3.4 Training volunteers from new villages where Yeelenkene will be established.
Purchase blackboards and tarpaulins for reading clubs in selected 3.3.5 communitiesn(yelenkene light)
Train education commission members in acquisition, implementation and 3.3.6 management of Yeelenkɛnɛ, development of the revolving fund, and generally how to sustain SIRA activities at the community level
Implement reading clubs and other out of school activities in support of reading (local 3.3.7 community volunteers with support of CBOs, SIRA community facilitators and CDAs)
Monitor the activities of SIRA community facilitators, local volunteers and CBOs, who 3.3.8 facilitate reading clubs (Yeelenkɛnɛ) and other activities in the community to promote reading
3.3.9 Monitor sustainability plans to ensure integration into the PDSEC
Deliver recognition certificates to community volunteers (include project cloth and T- 3.3.10 shirts if funds permit) 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 3.3.11 learning to read, including teacher attendance and participation, and the use of SIRA materials Organize a meeting in each commune to discuss with CGS project activities and how 3.3.12 to maintain them.
Monitor school communities' data collection for the school improvement plans and 3.3.13 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 3.3.14 school report card and BƐƐKUNKO; Identify children who are performing well and document their families' practices
3.3.15 Plan for Sustainabilty: conduct Engline measurements of outcome of investments in (combine community and CBO support (although there is no baseline for this exact study, the EDC with 3.1.3 and 3.2.3) KAP study and other internal studies will provide some baseline). 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 Distribute flyers for communities (families and community agents) (If funding OMAES, EDC, 4.2 permits, print and distribute additional flyers for parents of 1st grade students in the SAVE new school year). 4.3 Distribute Posters for schools 4.4 Complete distribution of 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
Invoiced to Date Balance of Obligated Outstanding Total Task Order Name Original Total Revised Total (December Unexpended Obligated Amount to Date Commitments Expenditures 2020) - Amount Estimate
Selective Integrated Reading $ 50,775,000 $ 50,080,957 $ 45,296,143 $ 41,198,240 $ 1,053,773.39 $ 42,252,014 $ 7,828,943 $ 3,044,129 Activity (SIRA)
Invoiced to Date Balance of Obligated Subrecipient Name (December 2020) Obligated Amount - Estimate Amount School-to-School International 2,011,326 1,810,100 201,226 Save the Children Federation 3,031,750 2,549,701 482,049 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 4,059,136 456,427
CRC Sogema 184,578 160,198 24,380 TOTAL 11,211,952 9,949,939 1,262,013
Projected Expenditures Prime FY21 Q2 FY21 Q3
Education Development Center 2,449,243 2,437,806
Projected Expenditures
Subcontractors FY21 Q2 FY21 Q3
School-to-School International 194,344 20,479 Save the Children Federation 288,172 65,941 Oeuvre Malienne d'Aide à l'Enfance du Sahel 306,425 77,971 (OMAES)
13.3 Success Stories
VINCENT GOITA, KOUNIANA TEACHER, IMPROVES HIS STUDENTS' READING AND WRITING SKILLS
Vincent GOITA is a teacher in Kouniana, a town located 45 km from Koutiala. He has 17 years of teaching experience, 5 of which are specifically
in 1st and 2nd grade classes. Despite his experience, he struggled with Vincent Goita teaching his classroom management. His preferred teaching method was to have students students’ memorize texts, and this made it difficult for them to learn to read and write.
In 2016, he started participating in SIRA Balanced Literacy trainings that enabled him to improve his classroom practices. Today, he has a better grasp of teaching techniques and manages his classroom in a caring
manner. As a result, his students' reading and writing skills have improved, and this despite the numerous interruptions to the school year that were caused by multiple teacher strikes and the COVID-19 pandemic.
Photo credit : Ibrahima Traore As part of the joint pedagogical monitoring visits in November 2020, SIRA tested his 63 first grade students in order to assess their reading and writing competencies: Mr. GOITA asked them to write the word CIKQLA on paper
based on how they sounded out the word.
Of the 63 students, 32, or more than half, were able to write this word according to the spelling in the dictionary (conventional stage). Only 8 “ The teacher's mastery of the
techniques of the Balanced students, or less than a third of the class, did not respect the alphabetic — M. Bassirou Sall, Literacy approach and classroom code, meaning that they wrote any letter in any order (random stage). Président du CGS. management quickly improved his Today, the majority of Mr. Goita's students master the sounds and names of students' reading and writing the letters of the alphabet, easily read short texts, write simple words and capabilities. His students know the their first names. He exclaims : "SIRA's pedagogical trainings and alphabet very well». monitoring have enabled me to correct the shortcomings that I had. I am
- Mr. Kassim Coulibaly, delighted to see my students reading and writing words chosen at random
Kouniana School Director even after a long period of school closure."
Nouhoum Dembélé, the father of a student, says: "My daughter Salimata can read the letters of the alphabet and the school-family link booklet (mansacesirijala) that the project gave us. I am so proud».
Launched in 2016 for 5 years, USAID Mali SIRA improves the teaching- learning of reading and writing in Bamanankan for 1st and 2nd grade students in public and community schools in Koulikoro, Sikasso, Ségou and the district of Bamako.
MAMA COULIBALY, KOSSABA RESIDENT, COMMITTED TO THE READING AND WRITING CAUSE.
Kossaba is located in the commune of Doumba (Koulikoro). In October 2018, when the SIRA cohort 2 started its awareness-raising activities
through the Social Behavior Change Communication Campaign (SBCCC), Mama COULIBALY during a home home visits and other activities, the community believed that bilingual visit education was causing their children's academic failures.
In August, 2019, A Yeelenkene was started in Kossaba and activities began.. Gradually, the parents of the students began to see the impact of the learning games on their children’s reading and writing level. Mama COULIBALY, a member of the communal education commission, impressed with the children’s improvement, decided to get personally involved with the Community Volunteers (CV) and the work they were doing.
Mama Coulibaly, a highly motivated woman, has played a pivotal role in Photo credit : USAID Mali SIRA providing the necessary support for successful literacy learning activities. In
addition to CVs home visits, she makes additional home visits to students to assist with their learning through the mansacèsirijala (a booklet designed to
help parents teach children to read and write at home). She regularly
participates in all activities and volunteers to facilitate activities in the absence of CVs.
Community Volunteer Tiènegue Diarra, says that "Mama Coulibaly is an
exemplary woman who deserves our recognition. She has facilitated our
work at the community level. She is determined to accompany us in all our activities because she believes that the SIRA approach is highly relevant ».
Bakari Diarra, the CGS president, also commends Mama Coulibaly on her work. He said, “The level of the children who participate in the Yeelenkεnε has improved considerably. Ms. Coulibaly is very supportive of both CVs. As a member of the education commission, this reflects the commitment of the communal authority and ensures the sustainability of the activities. We will do our utmost to ensure the success of SIRA activities».
As a result, the Kossaba community has demonstrated behavioral change through their commendable commitment to ensure their children improve their reading and writing level.
Launched in 2016 for 5 years, USAID Mali SIRA is a project to support the improvement of the teaching-learning of reading and writing in Bamanankan for 1st and 2nd year students in public and community schools in Koulikoro, Sikasso, Ségou and the district of Bamako. 13.4 Disaggregation of AMEP indicators
Indicators’ table - Progress towards FY2021 targets Activity Goal: Improved early grade (grades 1-2) reading skills in target areas 2016 2017 2018 2019 2020 2021 LOP Target Comments № Indicator Data source Target Actual Target Actual Target Actual Target Actual Target Actual Target Actual Target Actual
(Outcome) Percent of learners who No EGRA assessment in FY2020 demonstrate reading fluency and 13.7% 13.7% Baseline EGRA (strike/covid-19) 1. comprehension of grade level text at the N/A N/A 9.0% F:15.4% N/A N/A 19% Not av 19.0% Not av. 19.0% F:15.4% 3.2% Assessment Final EGRA testing will take place in May end of grade 2 with USG assistance M:12.3% M:12.3% 2021 (Standard ES.1-1)
Learners reached in FY21 Quarter 1 are those enrolled in grade 1 and 2 during (Output) Number of learners receiving the extended schoolyear Oct 2019-Dec 134,296 268,969 260,480 258,242 258,242 527,211 Project 2. reading interventions at the primary 0 0 112,164 F:60,393 236,465 F:122,205 236,465 F:119,330 236,465 F:118,643 236,465 F:118,643 585,094 F:240,848 2020. They are the same students as records level (Standard ES.1-5) M:73,903 M:146,764 M:141,150 M:139,599 M:139,599 M:286,363 those counted in FY20. School year 2020-21 will start in January 2021.
No EGRA assessment in FY2020 (strike/covid-19). Final EGRA testing will take place in May 2021. (Outcome) Average oral reading fluency We calculated a provisional actual value EGRA (correct words per minute) scores for FY21 using data from testing carried 11.7 17.2 17.2 Assessment, among grade 2 students in Baseline out by PC during their regular monitoring 3. N/A N/A 8 F: 12.2 13 N/A 18 Not av 18 F: 17.6 18 F: 17.6 annual USAID/Mali’s EGR program (SIRA) 3.5 of school. However, those figures should M: 11.4 M: 16.7 M: 16.7 monitoring of target schools for bamanankan be interpreted with caution because the SIRA schools (Custom). sample is not representative (all CAP did not visit schools as planned) and the proportion of outliers is high for time used to read the text.
Intermediate Result 1: Classroom early grade reading instruction improved
Teachers observed in FY2021 are those (Outcome) Percent of teachers that observed in FY2020, in the same achieve a score of “acceptable” or better 66.1% 68.3% 71.7% 71.7% 71.7% Classroom classes, due to the extension of school 4 on a reading instructional index that N/A N/A 55% 61.5% 60% F:68.2 65% F:68.9 70% F:70.3 70% F:70.3 70% F:70.3 Observation year 2019-2020. We will update FY21 measures the use of effective EGR M:64.4 M:67.8 M:73.1 M:73.1 M:73.1 Tool actual value in the FY21 Quarter 2 report, teaching practices (Custom). after new schoolyear will start. Activity Goal: Improved early grade (grades 1-2) reading skills in target areas 2016 2017 2018 2019 2020 2021 LOP Target Comments № Indicator Data source Target Actual Target Actual Target Actual Target Actual Target Actual Target Actual Target Actual Sub IR 1.1: Student’s access to evidence-based, conflict and gender sensitive, early grade reading materials increased During the quarter 1 of FY21, we continued materials’ redistribution started (Output) Number of primary school in FY20. Finally, 3197 schools received a classrooms that receive a complete set Project complete set of grade 1 materials during 5 of essential reading instructional N/A N/A 2,876 2949 6,063 5534 3,187 2596 3187 2168 3,187 1029 18,500 14,276 Distribution FY20 and FY21Q1 (2168+1029) materials with USG assistance Records compared to a target of 3,187. Next (Standard ES 1-11). quarter, we will report on materials distributed to grade 2 classes. During the quarter 1 of FY21, we did not (Output) Number of primary or distribute new material but adjusted FY20 secondary textbooks and other teaching Project distribution. of Grade 2 materials. 6 and learning materials (TLM) provided N/A 241,584 262,428 500,680 485,751 258,163 301,850 267,724 347,822 258,163 0 1,526,314 1,397,851 Distribution Distribution of Grade 1 materials is with USG assistance (Standard ES.1- Records expected to be completed in late January 10). 2021. Sub IR 1.2: In-service teacher training in evidence-based early grade reading (including formative assessment) improved According to attendance sheets, 3,784 grade 2 teachers attended a 4-day training in October 2020 including 1514 women. Cumulative value is calculated using the maximum annual value, in (Output) Number of primary educators Project 6646 7576 7424 3784 7576 order to avoid double counting. However, (teachers) who complete professional Records; 7 6,063 0 6063 F:2596 6,063 F:3098 6063 F:3040 3187 0 3187 F:1514 6374 F:3098 it is likely to underestimate the actual development activities with USG Attendance M:4050 M:4478 M:4384 M:2270 M:4478 number of teachers trained over the LoA. assistance (Standard ES. 1-6). Sheets During the next months, the database from all trainings held during the LoA will be integrated to provide the most accurate number of unique teachers trained.
According to attendance sheets, 3,784 grade 2 teachers attended a 4-day training in October 2020 including 1514 women. Cumulative value is calculated (Output) Number of primary school Project using the maximum annual value, in educators who complete professional 6646 7576 7424 3784 7576 Records; order to avoid double counting. However, 8 development activities on implementing 6,063 0 6063 F:2596 6,063 F:3098 6063 F:3040 3187 0 3187 F:1514 6374 F:3098 Attendance it is likely to underestimate the actual evidence-based reading instruction with M:4050 M:4478 M:4384 M:2270 M:4478 Sheets number of teachers trained over the LoA. USG assistance (Standard ES. 1-7). During next months, database from all trainings held during the LoA will be integrated to provide the most accurate number of unique teachers trained. Activity Goal: Improved early grade (grades 1-2) reading skills in target areas 2016 2017 2018 2019 2020 2021 LOP Target Comments № Indicator Data source Target Actual Target Actual Target Actual Target Actual Target Actual Target Actual Target Actual Sub IR 1.3: Teacher Coaching and Supervision Improved
(Output) Number of education Project administrators and officials who 4245 3862 3688 5495 358 5495 Records; School principals will be trained in 9 complete professional development 299 F:438 3,432 F:471 3,432 F:499 3,432 F:886 3,432 F:69 3,245 0 3,432 F:886 Attendance January 2021. activities with USG assistance M:3807 M:3391 M:3189 M:4609 M:289 M:4609 Sheets (Standard ES.1-12).
257 CP out of 323 were certified as of December 31st, because they (Outcome) Percent of pedagogical 79% 79% 80% 80% Assessment demonstrated abilities to train and counselors demonstrating abilities to 10 N/A N/A N/A N/A 65% 70% 70% 82% 75% 81% 75% F: 81% 75% 81% based on supervise teachers in reading instruction. train teachers in reading and writing 78% 79% M: 79% 79% criteria New CP were not eligible to be certified instruction (Custom). because they have not benefited from sufficient training yet.
We estimated a provisional actual value for FY21, based on data collected by pedagogical counselors. 71% of school principals surveyed during the quarter reported to coach their teachers at least (Outcome) Percent of SIRA teachers twice per quarter. 52% of school Observation 11 coached by the school director N/A N/A N/A N/A 60% N/A 65% 58% 70% 62% 70% 54% 70% 52% principals were able to show evidence by tools (Custom). showing the monitoring sheet provided by SIRA. The provisional actual value should be interpreted with caution because the sample is not representative. It will be updated in the next quarterly report.
Sub IR 1.4: Appropriate Incentives for Teachers Implementing Evidence-Based Programming Provided
(Output) Number of SIRA teachers Distribution We expect to award at least 150 teachers 12 receiving appropriate incentives N/A N/A N/A N/A 80 100 80 0 80 0 150 0 310 100 Sheet during the next quarter. (Custom)
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 321 321 Attendance College teacher professors’ training is 13 professors trained in reading-writing 0 0 182 86 0 48 F:36 38 0 192 0 268 F:36 Sheets planned for March 2021 instruction (Custom) M:285 M:285 Activity Goal: Improved early grade (grades 1-2) reading skills in target areas 2016 2017 2018 2019 2020 2021 LOP Target Comments № Indicator Data source Target Actual Target Actual Target Actual Target Actual Target Actual Target Actual Target Actual 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
The target over the LoA is already met. (Outcome) Number of laws, policies, However, we plan to work with the multi- regulations, or guidelines developed or Official MEN, actor working group in order to draft and 14 modified to improve primary grade N/A N/A 1 1 1 1 1 0 1 2 1 0 4 4 project validate a national policy (or "approach") reading programs or increase equitable records to early grade bilingual reading. That access (Custom). activity is scheduled in March 2021.
Sub IR 2.2: Early Grade Reading (EGR) Data Collection, Analysis, and Reporting Systems Improved
Project (Outcome) Number of AEs assessing Eight AE assessed reading skills during records, reading outcomes at the grade two level FY21 Quarter 1. Data analysis and 15 N/A N/A N/A N/A 2 2 8 8 6 0 6 8 8 10 assessment in the schools in their jurisdiction twice reporting will be done in January 2021, reports from during the life of the project (Custom). through webinars. AEs
Data collection has been postponed due (Outcome) Number of schools reporting to the short time between school re- grade one and two reading results to Project opening and quarter’s end. 16 288 322 967 996 967 1168 967 Not av. 967 Not av. 3,187 2,486 their communities on an annual basis records The impact evaluation of the CP strategy (Custom). will provide data for all indicators related to community mobilization.
Project 59 officers of eight AE were trained in (Output) Number of district and regional 28 69 59 69 records, assessing reading skills during FY21 education officials trained in conducting 17 N/A N/A 9 F:2 45 F:4 36 0 45 F:4 45 F:4 assessment Quarter 1. early grade student assessment M:26 M:65 M:55 M:65 reports from All of them were already trained in FY19. (Custom). AEs Cumulative value remains 69.
Sub IR 2.3: Planning and Management of Human Resources Devoted to Early Grade Reading Improved
(Outcome) Percent of teachers trained Project 18 in EGR by SIRA and still in Grade 1 or 2 N/A N/A N/A N/A 70% not av 65% 89% 60% not av 60% not av 60% 89% records, EMIS Data analysis is not completed yet. of SIRA-supported schools (Custom). records
Sub IR 2.4: Research Agenda to Support Additional Improvements in Reading Instruction Implemented
(Outcome) Number of research studies Project Data collection for the socio-linguistic 19 3 0 1 1 1 1 1 4 1 0 1 0 7 6 conducted by SIRA. (Custom)./A. records study is planned for March 2021. Activity Goal: Improved early grade (grades 1-2) reading skills in target areas 2016 2017 2018 2019 2020 2021 LOP Target Comments № Indicator Data source Target Actual Target Actual Target Actual Target Actual Target Actual Target Actual Target Actual 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
Data collection has been postponed due Parent to the short time between school (Outcome) Percent of parents who 67% 65% 65% Questionnaire/ reopening and quarter’s end. 20 demonstrate improved understanding N/A N/A N/A N/A 40% F:64% 45% F:63% 50% not av. 50% not av. 50% F:63% Interview The impact evaluation of the CP strategy and awareness about EGR. (Custom). G:68% G:66% G:66% protocol will provide information on all indicators related to community mobilization.
Sub-IR 3.2: Parents’ Ability to Implement Specific Strategies to Support Early Grade Reading Improved
(Outcome) Percent of parents or Data collection has been postponed due caregivers who report using SIRA- Parent to the short time between school 64% 70% 70% provided home-school materials to read Questionnaire/ reopening and quarter’s end. 21 N/A N/A N/A N/A 50% F:65% 55% F:69% 60% not av. 60% not av. 60% F:69% to their children or listen to their children Interview The impact evaluation of the CP strategy G:63% G:69% G:69% read to them at least twice a week. protocol will provide information on all indicators (Custom). related to community mobilization.
(Output) Number of parent teacher Data collection has been postponed due associations (PTAs) or community Annual SMC to the short time between school governance structures engaged in questionnaire/ reopening and quarter’s end. 22 N/A N/A 288 322 967 996 967 1168 967 not av. 967 not av. 3,187 2,486 primary or secondary education Interview The impact evaluation of the CP strategy supported with USG assistance protocol will provide information on all indicators (Standard ES.1-13). related to community mobilization.
Sub-IR 3.3: Community Members’ And CBO’s Ability to Support and Monitor Early Grade Reading Improved
Data collection has been postponed due (Outcome) Number of Communities with Annual SMC to the short time between school Community Based Organizations questionnaire/ reopening and quarter’s end. 23 (CBOs) and parent organizations N/A N/A 252 163 846 960 846 1,096 846 not av. 846 not av. 2,789 2,219 Interview The impact evaluation of the CP strategy supporting early grade reading protocol will provide information on all indicators (Custom). related to community mobilization. Activity Goal: Improved early grade (grades 1-2) reading skills in target areas 2016 2017 2018 2019 2020 2021 LOP Target Comments № Indicator Data source Target Actual Target Actual Target Actual Target Actual Target Actual Target Actual Target Actual Cross-cutting indicators
3,784 grade 2 teachers, including 1514 women, attended a 4-day training in (Output) Number of persons trained with October 2020 including 1514 women. USG assistance to advance outcomes Project The training included one module on 6646 7576 7424 3993 7,576 consistent with gender equality or Records; gender equity and equitable practices 24 6,063 N/A 6063 F:2596 6,063 F:3098 6063 F:3040 3187 0 3,187 F:1514 6,374 F:3,134 female empowerment through their Attendance and attitudes in the classroom. M:4050 M:4478 M:4384 M:2270 M:4,442 roles in public or private sector Sheets In addition, 209 regional and district-level institutions or organizations (GNDR-8) MoE office directors (including 36 women) were trained on gender equity in November 2020.
In FY2021, SIRA still supports the use of Project (Output) Number of innovations IAI to improve reading skills and Records; 25 supported through USG assistance N/A N/A 1 1 2 2 2 2 2 2 2 2 2 2 instructional practices as well as the use Distribution (STIR-10). of video lessons loaded on tablets to sheets improve instructional practices.
13.5 Gr2 teachers’ training supervision report
Synthèse des rapports de supervision des formations des enseignantes de 2ème année 02 au 09 octobre 2020
I. INTRODUCTION
Les activités de formation programmées en 2020 mettent fin à la série de formations destinées aux différents acteurs ( conseillers pédagogiques, directeurs d’école et enseignants) dans le cadre du renforcement de leurs capacités pédagogiques en matière d’enseignement apprentissage de la lecture-écriture.
Il s’agit spécifiquement 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 enseignants de 1ère année étaient organisé dans les chefs lieu des CAP en vue de la prise en charge des classes de 2ème année au cours de l’année scolaire 2020-2021. Ce recyclage étaient animé par les conseillers pédagogiques préalablement formés sous par les agents du MEN et de SIRA.
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 enseignants ciblés étaient formés en une ou deux sessions en fonction du nombre d’enseignants par CAP et en vue de respecter les procédures COVID- 19.
Cela a nécessité la mise en place de disposition spéciales à savoir répartir les enseignants sur des sites séparés avec un maximum de 25 enseignants par salle. Mettre en place un dispositif de lavage de mains, doter les participants en masque, renforcer les mesures d’hygiène et de distanciation dans les salles, pendant les récréations et pendant les moments de restauration.
La mise en place et le respect de ces procédures COVID-19 ont permis à SIRA de tenir les formations dans un moment relativement difficile compte tenu de l’environnement politique et sanitaire.
Pour soutenir les formations et s’assurer que les formations se passent correctement et pour appuyer les CP formateurs au besoin.
2
II. OBJECTIFS Ces supervisions avaient pour objectifs de :
Faciliter le bon déroulement des activités en appliquant les procédures COVID-19 ; Appuyer les conseillers pédagogiques formateurs dans la préparation et l’animation des sessions au besoin ; Evaluer et commenter la prestation des CP ; Formuler des recommandations en vue d’une meilleure prise en charge des élèves de 2ème année de l’année scolaire 2020-2021.
De manière spécifique, la supervision avait pour mission d’observer les animations et appuyer les CP formateurs afin de permettre aux enseignants de : 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, mots décodables); 3. Renforcer leurs capacités sur la lecture guidée des jours 1, 2, 3, 4 et 5; 4. S’approprier le plan accéléré pour les élèves de la 1ère année; 5. Être capables de créer un climat positif en classe; 6. Échanger des expériences dans la gestion des classes à double division; 7. Mettre en œuvre des stratégies plus équitables selon le genre; 8. Animer les petites histoires COVID-19 inscrites dans les guides de rattrapage de 1ère et 2ème années.
III. METHODOLOGIE
Elle consiste à se déplacer dans les centres d’Animation Pédagogique prévus pour la supervision et à observer les animations en situation réelle de classe. Au cours des visites, les superviseurs appuient si nécessaire, régulent et formulent des recommandations pour l’amélioration des enseignements/apprentissages et du suivi-appui.
Il s’agissait alors pour les équipes de :
Informer les CAPs concernés de la date de visite et selon un agenda préétabli ; Procéder à une vérification du respect des mesures anti-COVID-19 ; Echanger avec les formateurs (CP) de la présence effective des enseignants concernés ; Repartir les membres de la mission entre les salles de formation au besoin ; Observer le déroulement de la formation de manière générale ;
3 Intervenir ou appuyer les CP au besoin ;
IV. CONSTATS L’analyse et le recoupement des différentes formations font ressortir les constats ci-dessous catégorisés en points forts et en points à améliorer : 4.1. Points forts
La présence de la quasi-totalité des participants dans les différents sites de formation supervisés ; L’intérêt manifeste des participants pour la mise en œuvre des techniques de l’approche équilibrée, des mots décodables et le genre ; L’engagement des enseignants à utiliser désormais l’écriture inventée pour évaluer les apprentissages de leurs apprenants ; Préparation et beaucoup de simulations de la LG sur les cinq jours ; L’appréciation du module par les enseignants surtout le guide d’exploitation des textes de 2ème année et l’équité genre ; La présentation du référentiel revu a été beaucoup apprécié surtout la planification jusqu’en 6e année ; Les petits effectifs (groupe de 20 à 25) ont permis de prendre en charge efficacement les difficultés individuelles des enseignants dans une grande proportion ; Les plans accélérés ont été bien accueillis par les participants et largement partagés ; Les participants se sont engagés à mettre en œuvre les plans accélérés ; L’exploitation efficace des techniques dans une classe à double division, n’est plus un casse- tête ; Les precautions COVID-19 mis en place : o La disponibilité des kits de lavage des mains et de gel hydro alcoolique au niveau des sites de formation; o Le respect des mesures barrières par la disposition et l’occupation des tables bancs par les participants ; o Le respect des dispositions prises par les restauratrices sur les différents sites visités ; o Présence de main-d’œuvre pour le nettoyage des salles et le remplissage des kits de lavage des mains. Présence régulière des DCAP au niveau de plusieurs sites de formation ; Présence du chargé de suivi-évaluation pour mettre à jour les tablettes ;
4 4.2. Points à améliorés/défis:
Des absences remarquées ici et là s’expliquant par des cas de déplacement et de maladies ; Mise à disposition tardive des fonds alloués aux différents ateliers dans quelques rares cas ; Le non accès des tablettes par certains enseignants suite à l’appropriation de ladite tablette par certains directeurs ; La présence des enseignantes avec leurs enfants dans les salles gène sérieusement le bon déroulement des activités ;
V. RECOMMANDATIONS
Les enseignants de 2ème année sachant qu’ils sont à la fin du processus de formation du projet USAID/Mali SIRA ont formulé des recommandations dans plusieurs domaines :
5.1. Dotation en matériel didactique Les enseignants craignant la rupture dans la dotation en matériel didactique après le projet SIRA ont souhaité un renforcement de la disponibilité des supports au niveau de leurs écoles en ces termes : Doter les écoles en radio et clé USB ; Doter toutes les écoles SIRA en matériels et documents SIRA pour les 1ères et 2èmes années.
5.2. Extension de la formation Forts des résultats pédagogiques de SIRA, les enseignants ont souhaité une extension de la formation à tout le fondamental 1 c'est-à-dire à toutes les six premières classes. Dans le même cadre, ils souhaitent une extension de l’approche équilibrée à toutes les écoles maliennes, le renforcement de la formation et l’intensification du suivi-appui. Ces préoccupations ont été formulées en ces termes : Former tous les enseignants du fondamental 1 à l’approche équilibrée ; Développer des stratégies de pérennisation des acquis de SIRA ; Généraliser l’approche équilibrée au Mali ; Intensifier le suivi/supervision des écoles afin que les enseignants se perfectionnent d’avantage ;
5.3. Reconnaissance et certification Les enseignants ont beaucoup apprécié la stratégie de reconnaissance des enseignants performants utilisée par le projet SIRA. Aussi, ils souhaitent sa pérennisation et la reconnaissance de tous ceux quiont suivi toutes les formations SIRA et l’expriment en ces termes : Poursuivre l’identification et la reconnaissance des enseignants performants ; Attribuer des certificats de participation aux enseignants et directeurs d’école qui ont suivi les formations SIRA jusqu’à la fin du projet ;
5 VI. CONCLUSION
D’une manière générale, nous pouvons dire que cette supervision des formations des enseignants de 2ème Année en approche équilibrée, aux mots décodables et au genre s’est très bien passée. Les équipes se sont réjouies de l’entente, de l’esprit de complémentarité qui ont prévalu tout le long de ces huit jours de supervision. Elles remercient les responsables du projet pour la tenue de cet atelier tant attendu par les enseignants dans un contexte particulier en mettant à disposition tout le matériel nécessaire pour la réussite de la session. Ces missions de supervision ont permis selon les membres des équipes de renforcer et outiller les enseignants par rapport à la mise en œuvre du plan accéléré pour préparer les enfants à suivre sans grande difficulté les cours de la 2e année en 2020-2021. Cette intervention du DCAP adjoint de Bla illustre les constats des services bénéficiaires : Selon lui, nous avons une approche très sûre au regard des différents résultats d’évaluation. Il a invité les enseignants à bien profiter de cette formation, en leur rappelant que nous avons perdu beaucoup de temps à cause du COVID-19 et de la grève des enseignants. Il rappelle aussi que la formation est le lieu où poser toutes les questions pour être bien édifier.
ANNEXE Participants aux supervisions des cascades de 2ème année
N° PRENOMS NOMS SERVICE AE/CAP Intérieur CAP DE BKO
1 Mory DEMBÉLÉ SIRA AE Dioila Clotilde DIARRA DNEN Dioila Bélèko Fana Diékoro DIARRA AE Dioila 2 Fatoumata KEITA SIRA AE Koulikoro CC-Diélibg-Bozola Drissa DOUMBIA DNP Kkoro, Banamba Amadou DOUGNON AE Koulikoro 3 Souleymane BALAYIRA SIRA AE Koulikoro Rakiata DICKO DNEF Nara Nonsombougou, Mamadou SANOGO AE Kkro Kolokani, 4 Oumar TRAORE SIRA AE Kati Banconi – Bko Coura Kadary SANOGO DNP Kati-Sangarébg- Ousseye THIOYE AE Kati Baguinéda 5 Bouacar DIABATE SIRA AE Kati Abdramane TOURE DNEF Kangaba–Ouélésséb- Issouf DIADIE AE Kati Kalaban Coro 6 Ramatou COULIBALY SIRA AE Sikasso Mahamadou MAIGA DNEN Sikasso-Nièna-Kadiolo Moumouni BERTHE AE Sikasso 7 Ibrahim TRAORE SIRA AE Sikasso Hippo-Sébénikoro Sira DIAKITE DNEF Nkourala-Kignan-Kléla Alima Dao AE Sikasso 8 Mamadou DEMBELE SIRA AE Koutiala
6 Salimata COULIBALY DNEF Yorosso-Mpessoba- Zangasso, Koutiala Amadou B TRAORE AEKoutiala 9 Moussa KONATE SIRA AE Bougouni Faladié,Sogoniko- Sénou Hamadoun CISSE DNEF Bougouni- Garalo - Kolondièba Amadou KONTA AE Bougouni 10 Assitan DIAKITE SIRA AE Bougouni Aoua DIARRA DNEN Koumantou- Yanfolila Ambakirou TOLO AE Bougni 11 Samba DIARRA SIRA AE San Lafiabougou, Banankaboug- Ousmane GUINDO DNEN San, Tominian Daouda BATHILY AE San 12 Siaka BAMBA SIRA AE San Aissata TOURÉ DNEF Bla-Yangasso-Kimpana Boubacar COULIBALY AE San 13 Salif SOGOBA SIRA AE Ségou Baco Djic, Torokoro- Kalaban Coura Mamadou DIALLO DNP Niono-Barouéli Ségou Ali DIALLO AE Ségou 14 Mamadou N KANTE SIRA AE Ségou Mahamadou TOUMAGNON DNEN Farako- Macina - Sarro - Markala - Anita KAMATE AE Ségou
Nombre d’enseignants de 2ème année par CAP (liste prévisionnelle en attendant le traitement des liste de présence par Suivi-évaluation)
AE CAP Nombre d'enseignants 2e année
NARA 33
NOSSOMBOUGOU 28
KOULIKORO BANAMBA 99
KOLOKANI 62
KOULIKORO 170
BELEKO 65
DIOILA DIOILA 163
FANA 102
7 KANGABA 111
BAGUINEDA 141
KALANBANCORO 67 KATI KATI 226
OUELESSEBOUGOU 93
SANGAREBOUGOU 45
KADIOLO 7
KLELA 29
KIGNAN 33 SIKASSO N'KOURALA 11
NIENA 100
SIKASSO 24
BOUGOUNI 209
GARALO 78
BOUGOUNI KOLONDIEBA 167
KOUMANTOU 112
YANFOLILA 177
KOUTIALA 55
M'PESSOBA 50 KOUTIALA ZANGASSO 16
YOROSSO 4
BARAOUELI 103
FARAKO 42
MACINA 80 SEGOU MARKALA 118
NIONO 158
8 SARRO 75
SEGOU 130
BLA 105
KIMPARANA 60
SAN SAN 128
TOMINIAN 32
YANGASSO 27
BACO DJICORONI 18
BANANKABOUGOU 21
FALADIE 6
BAMAKO RD KALABAN COURA 19
SENOU 4
SOGONIKO 15
TOROKORO 20
BAMAKO COURA 27
BANCONI 24
BOZOLA 22
CENTRE COMMERCIAL 28 BAMAKO RG DJELIBOUGOU 25
HIPPODROME 22
LAFIABOUGOU 32
SEBENICORO 25
GRAND TOTAL : AE 10 56 3843
9
10
13.6 Pedagogical joint supervision report
SYNTHESE DES RAPPORTS DE LA SUPERVISION CONJOINTE DES ENSEIGNANTS DES ECOLES SIRA Nov- Dec 2020
I. INTRODUCTION Le programme USAID Mali SIRA (Activités Sélectives et Intégrées de Lecture au Mali) est placé sous la tutelle du Ministère de l’Education Nationale (MEN) et 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 toutes les écoles publiques et communautaires. Il contribue de façon prioritaire à rehausser la qualité de l’enseignement- apprentissage en lecture-écriture dans les écoles fondamentales des régions de Koulikoro, Ségou, Sikasso et le District de Bamako. La langue nationale bamanankan est le médium d’enseignement utilisé dans ces écoles.
Il s’agit pour USAID Mali SIRA de s’enquérir de la mise en œuvre des stratégies SIRA et au besoin appuyer les enseignants et les directeurs. De même, il fallait s’encquérir de la mise en œuvre de la stratégie de rattrapage proposée par SIRA.
Dans cette optique, une supervision a été organisée. Cette supervision s’est déroulée du 23 novembre au 4 décembre 2020 dans les écoles de l’échantillon en deux étapes.
- Première étape : les huit AE de l’intérieur du 23 novembre au 4 décembre 2020 Quatorze (14) équipes de supervision conjointe composées d’agents du MEN, de SIRA, des Académies d’enseignement et des CP se sont rendues dans les CAP couverts par le projet pour suivre et appuyer les enseignants et les directeurs d’école. - Deuxième étape : Dans les deux AE de Bamako - Un sondage dans 10 écoles s’est déroulée du Mercredi 18 et jeudi 19 novembre 2020 par 5 formateurs nationaux SIRA afin de s’encquérir de la situation de la période de rattrapage à Bamako ; - La supervision conjointe de 60 autres écoles SIRA de Bamako reste en attente à cause du report de la rentrée scolaire 2020-2021. Elle sera menée par douze (12) équipes de supervision composées d’agents du projet USAID Mali SIRA, des académies d’enseignement et des CP. Elles se rendront dans les CAP des AE de Bamako pour suivre et appuyer les enseignants et les directeurs d’école (Bko RD : 3 équipes, Bko RG : 9 équipes). -
2 II. OBJECTIFS DE LA SUPERVISION 2.1.Objectif général Appuyer la mise en œuvre des stratégies SIRA dans les classes de 1ère et 2ème année des écoles échantillons du projet USAID /Mali SIRA.
2.2.Objectifs spécifiques : Observer les animations des enseignants sur les techniques de l’approche équilibrée, Nouvelles de la classe (NC) et lecture guidée (LG) ; Vérifier l’utilisation du guide de rattrapage ; Appuyer au besoin les enseignants observés en présence de leur directeur d’école ; Se renseigner sur la mise en œuvre des activités de la communauté d’Apprentissage des maîtres (CA) ; Formuler des recommandations pour une meilleure mise en œuvre de SIRA dans les écoles ; Mesurer la performance des élèves à travers l’écriture inventée et des tests rapides de lecture; Identifier les enseignants performants.
III. CONSTATS
Chaque équipe de supervision a relevé les constats observés en termes de points forts et de points à améliorer. La synthèse des différents rapports a fait ressortir les constats ci-dessous.
3.1. Points forts
Le respect du ratio livre/élève dans toutes les écoles visitées et leur exploitation par les élèves ; Le niveau de décodage très satisfaisant de bon nombre d’élèves surtout ceux de la deuxième année dans beaucoup d’écoles visitées en dépit de la longue grève des enseignants et de la fermeture cette année des écoles pour cause de coronavirus ; La performance des élèves de 2ème année en écriture inventée, on peut citer le cas de plusieurs écoles. A titre d’exemple à Nougani, Manalo, Namissale, Fouh, Katha et Kiniéda (AE de Kati) 97 élèves sur 141 testés en 2ème année sont entre les stades phonétique et conventionnel ; L’utilisation des guides de rattrapage et des petites histoires COVID-19 par les enseignants et la facilité avec laquelle des enfants en parlent ; L’implication des Directeurs d’Académie d’Enseignement et de CAP. On peut citer le cas du DAE de Kati, du Directeur du Centre d’Animation Pédagogique de Kangaba ; La forte mobilisation des populations à commencer par des chefs de village pour leur école et en faveur du projet USAIDMali SIRA ;
3 La reconnaissance de l’apport des intrants SIRA dans l’amélioration des résultats scolaires par tous les acteurs impliqués et leur souhait de voir la pérennisation de ces acquis ; Présence effective des enseignants des classes observées ; Pratique de l’approche équilibrée par les enseignants dans les différentes écoles ; Maitrise de la technique de la lecture guidée et les nouvelles de la classe par beaucoup d’enseignants ; Participation des élèves aux activités d’apprentissage; Engagement de certains parents à laisser les enfants suivre les cours jusqu’à la fermeture officielle ; Mobilisation des CGS dans les différentes écoles visitées ; Visibilité du bulletin de performance dans certains villages ; La continuité pédagogique à travers les émissions EIR suivie par les élèves dans une partie des écoles visitées ;
3.2. Défis/Points à améliorer
La non-fonctionnalité de la Communauté d’Apprentissage des maîtres dans certaines écoles ; Les directeurs des écoles où la CA ne fonctionne pas ont des problèmes tant au niveau du coaching pédagogique que de l’engagement et de la maîtrise des techniques de l’approche équilibrée et des mots décodables. La non-disponibilité des mémoires de la CA des maîtres dans certaines écoles ; L’insuffisance et l’inefficacité du suivi de bon nombre de directeurs d’écoles ; La faiblesse de niveau des élèves de la 1ère année dans toutes les écoles visitées (AE de Kati). Plus de la moitié sinon tous les élèves des écoles visitées en 1ère année sont au stade hasard voir graphique de 1ère année ; L’insuffisance de suivi des émissions radiophoniques en lien avec la continuité pédagogique, constat quasiment général ; Absence de beaucoup d’élèves dans les écoles en milieu rural à cause des récoltes ; Accès difficile de certaines écoles dû à l’état des routes pendant cette période de fin d’hivernage ; Fermeture de certaines écoles avant la date officielle du gouvernement après les compositions ; L’EIA n’est pas du tout animée (Koulikoro) : Insuffisance d’enseignants surtout dans le CAP de Baraoueli (1 enseignant pour 4 cours à Foni, les élèves de la 2eme A de Sanando chôment depuis Novembre 2019 car l’enseignant a été muté) ; Certaines écoles fermées dans le CAP et ouvertes pour la mission (Tamani, Foni, Konkoni, Baroueli C et Bomoti) ;
4 Des enseignants ont abandonné les écoles avant les vacances (Bougouni) ;
3.3. Performance des enseignants en animation des techniques
Graphique 1 : Enseignants 1ère année
Enseignants 1ère A
Bon Moyen Mauvais 57 60 49 50 40 27 30 18 20 1010 9 9 9 9 6 5 10 4 0 4 2 4 3 4 2 2 4 3 4 1 2 3 1 2 1 0 2 0 0
Graphique 2 : Enseignants 2ème année
Enseignants 2è A
Bon Moyen Mauvais 57 60 48 50 40 23 30 18 20 14 9 8 8 5 6 9 6 6 10 4 0 4 2 3 2 1 2 3 4 4 1 2 3 1 1 0 1 1 0 0
Il est intéressant de constater qu’à l’issue des différentes formations reçues par les deux groupes d’enseignants, leur performance est quasi identique en matière d’animation des techniques de l’approche équilibrée.
3.4. Performance des élèves
5 Ecriture inventée 1èA année TOTA… 55% 13% 14% 5% 12% BRG 33% 24% 20% 12% 10% BRD 46% 24% 20% 9% 1% SIKAS… 50% 23% 13% 5% 10% SEGOU 48% 10% 19% 5% 19% SAN 57% 6% 12% 8% 17% KOUT… 44% 9% 16% 8% 23% KOUL… 60% 9% 11% 5% 15% KATI 74% 7% 8% 2% 9% DIOILA 48% 17% 14% 6% 15% BOU… 61% 16% 14% 1% 7% 0% 20% 40% 60% 80% 100% 120% Stade hasard Stade semi-phonétique Stade Phonétique
Les élèves de première année, malgré les grandes ruptures dans la continuité de l’année scolaire affichent une performance générale acceptable en écriture inventée (55% de hasard). A titre d’exemple nous pouvons citer le cas de Bamako Rive Gauche (33% de hasard). Cependant, des cas comme Kati, Bougouni et Koulikoro interpellent avec respectivement 74%, 61% et 60%.
Ecriture inventée 2è année TOTAL SIRA 38% 19% 17% 20% 6% BRG 16% 10% 25% 35% 14% BRD 21% 45% 7% 13% 13% SIKASSO 49% 22% 12% 13% 4% SEGOU 36% 15% 16% 28% 5% SAN 36% 22% 17% 18% 7% KOUTIALA 40% 24% 30% 5%2% KOULIKORO 44% 12% 13% 27% 4% KATI 37% 16% 16% 22% 9% DIOILA 48% 13% 6% 31% 2% BOUGOUNI 46% 23% 18% 8% 5% 0% 20% 40% 60% 80% 100% 120% Stade hasard Stade semi-phonétique Stade Phonétique
En 2ème année, nous pouvons remarquer un nombre réduit de stade hasard sur l’ensemble des AE (38%). Encore à ce niveau, Bamako Rive Gauche affiche une meilleure performance avec 16% de stade hasard et 49% de transitionnel et conventionnel cumulés. Ces chiffres pouvaient présager d’une excellente performance si l’école avait pu continuer normalement. A noter que les AE de BRD et BRG n’ont pas les enseignants en difficultés.
IV. RECOMMANDATIONS Les recommandations ci-dessous ont été formulées par les différentes équipes de supervision :
6 Redynamiser la Communauté d’Apprentissage des maîtres dans toutes les écoles et renforcer l’équipe CA aux mécanismes de gestion de cette stratégie ; Renforcer les directeurs d’école en leadership pédagogique et dans les techniques de l’approche équilibrée ; Suivre de très près les élèves de la 1ère année de cette année qui doivent passer pour la 2ème année en janvier 2021 en particulier à Kati, Bougouni et Koulikoro ; Accentuer les missions de suivi-appui dans les écoles et veiller à l’utilisation des documents appropriés pour chaque cours ; Demander aux enseignants mutés de ramener le matériel didactique de leur école de départ ; Sensibiliser le CGS afin qu’il s’approprie la confection et l’affichage des bulletins de performance ; Demander au Ministère et ses partenaires d’œuvre pour que le temps officiel d’apprentissage soit utilisé à bon escient.
V. CONCLUSION
Cette supervision conjointe était venue à point nommé, il a permis de s’enquérir de :
L’application des plans accélérés permettant à coup sûr de rattraper le temps perdu s’ils sont appliqués. La présence du matériel dans les écoles est à saluer.
De la nécessité de rendre suivi-appui régulier (DE, CAP, AE, SIRA) surtout dans les écoles en difficultés. Cela permettra aux enseignants d’être plus performants dans l’application des différentes techniques. La redynamisation de la CA des maitres comblera beaucoup d’insuffisances chez les enseignants donc c’est une approche à encourager. La stratégie de suivi du projet USAIDMali SIRA est bien appréciée par les autorités scolaires et les enseignants.
Au-delà de sa fonction classique de renforcement des équipes-écoles, ce suivi avait la particularité de constituer une continuité pédagogique même en dehors de sa zone de couverture car grâce à elle-même les écoles qui avaient déjà fermé leurs portes sont revenues sur leurs pas. Il a été une des rares opportunités pour les villages frontaliers, des zones difficiles d’accès ou moins visitées par les autorités de lancer leur cri de cœur et surtout de se dire que quelque part au Mali on pense au devenir de leurs enfants.
La mission a permis de maintenir les classes ouvertes car la plupart des élèves ne venaient plus à l’école à cause des travaux des récoltes et la fin des compositions.
7 En guise d’appui aux conclusions de la supervision conjointe, nous rapportons ce témoignage d’une Directrice d’école : « Moi, je ne veux pas que le projet SIRA prenne fin car SIRA m’a servi dans mon école. Le projet SIRA m’a aidé à aider les élèves à connaitre l’alphabet en Bamanankan et en français, dans un bref délai, à lire des mots en français et en bamanankan. Or on nous a dit que SIRA va prendre fin. En vérité, je voudrai que le projet SIRA revienne avec nous car en réalité, il nous a facilité le travail. Même si SIRA partait, nous nous n’allons pas abandonner cette route de performance qu’il nous a montré. Nous resterons sur cette route propre et claire qu’il nous a montré. Cependant nous voulons toujours son aide. Nous demandons donc aux autorités de faire en sorte que cette route de la lecture-écriture tracée par SIRA ait un retour vers nous pour que nous ayons davantage de compréhension. Nous saluons tout le personnel SIRA. Nous souhaitons du progrès pour ces élèves pour qui nous faisons ce travail. » Témoignage de Fatoumata TRAORE, Directrice école de Dêgnê, CAP de Baguinéda,AE Kati.
ANNEXE :
Enseignants performants AE Koulikoro : Balahira N° CAP Prénom Nom ECOLE Classe Contact 1 Koulikoro Samba Cissé Kayo B ? 76122578 2 Koulikoro Justin Arama Massala A ? 93531751 3 Koulikoro Niakoro Diarra Massala A ? 78195418 4 Kolokani Moussa Traoré Bandiougou ? 72451541 5 Koulikoro Assitan S Diarra Kayo B ? 74079837
AE Ségou : Kanté No CAP PRENOM NOM Ecole CLASSE Contact 1 Sarro Salimata Dembele Nienemou 2ème A ? 2 Macina Barima Coulibaly Nemabougou 1ère , 2ème A ? 3 Markala Amadou Dembele Dioro IV 2ème A ? 4 Ségou Sitan Coulibaly Sirakoro 1ère A ? 5 Ségou Fatimata Coulibaly Sirakoro 2ème A ?
AE Bougouni : MKonaté No CAP PRENOM NOM Ecole CLASSE Contact 1 Kolondièba Abdou Bakary Diallo Diedieni ? ?
8 2 Bougouni Sahaibou Berthé Médine ? ?
AE Bougouni : Assitan No CAP Prenom Nom Ecole Classe Contact 1 Yanfolila Nouhoum Coulibaly Bereko 2ème A 75 39 30 67 2 Yanfolila Maimouna Coulibaly Djilenfing Ecom 2ème A 74 52 00 41
AE Kati : Fatoumata N° CAP Prénom Nom Ecole Classe Contact 1 Baguinéda Fatoumata Kante Dégnè 1ère A ? 2 Baguinéda Fatoumata Traore Dégnè 2ème A ? 3 Ouélessébougou Aminata Samake Bombaya 1ère A ? 4 Ouélessébougou Moussa Doumbia Bombaya 2ème A ? 5 Ouélessébougou Mr Konimba Samake Siraba School Dagabo 1ère A ? 6 Ouélessébougou Mme Konimba Samake Siraba School Dagabo 2ème A ?
Total enseignants performants supervision conjointe novembre –décembre: 20
9 13.7 Workshops on gender equity report
RAPPORT GENERAL DE LA FORMATION DES AGENTS D’ADMINISTRATION DES AE ET CAP SIRA SUR LE L’INTEGRATION DE LA DIMENSION GENRE
I. INTRODUCTION
Du 09 au 14 novembre 2020, se sont tenues les formations des agents administratifs des différentes Académies d’Enseignement (AE) encadrées par le projet SIRA. Il s’agit des AE de Koutiala, Sikasso, Bougouni, Bamako Rive Gauche, Bamako Rive Droite, Koulikoro, Kati, Dioïla, San et Ségou. Chaque AE est composée de plusieurs Centres d’Animation Pédagogique (CAP). Les sessions de formation devaient concerner les directeurs des académies d’enseignement, leurs adjoints, les directeurs des CAP, leurs adjoints, les Conseillers à l’Orientation, les chargées de Scolarisation des Filles, les chargés de communication et les chefs de Section.
Le thème de la formation portait sur « Le genre pour promouvoir l'équité entre garçons et filles et l'intégration de la dimension genre ». L’animation des sessions de formation était assurée par les formateurs centraux du projet USAID/Mali SIRA assistés des superviseurs régionaux SIRA basés dans les AE. La Spécialiste Genre du Projet USAID/Mali SIRA a assuré la supervision générale des ateliers dans quatre zones (Bougouni, Sikasso, San et Ségou) en prenant le soin de suivre les activités d’une zone durant une journée. La formation a été condensée sur deux jours par site.
II. LES OBJECTIFS DE L’ATELIER
a) Objectif général : promouvoir l'équité entre garçons et filles et l'intégration de la dimension genre b) Objectifs spécifiques : - Familiariser les participant(e)s avec l’approche Genre ; - Définir les concepts-clés relatifs au Genre ; - Susciter chez les participant(e)s une plus grande aptitude à faire bénéficier les filles et les garçons, ainsi que les enfants défavorisés de l'égalité des chances et à les encourager à étudier dans un environnement sûr et respectueux.
1
PLAN Module I : Quelques notions-clés du genre 1. Différences entre Sexe et Genre 2. Définition des terminologies, notions et concepts liés au Genre 3. L’Égalité entre les femmes et les hommes : l’importance dans le travail 4. Les rapports sociaux du genre
Module II : Genre et Éducation Principaux enjeux et défis liés au Genre
III. ACTIVITES
Module 1 : Quelques notions-clés du genre 1. Différences entre Sexe et Genre
Activité 1 : Pourquoi s’intéresser au Genre Activité 2 : Sexe et Genre Comment participants perçoivent-ils la différence entre sexe et genre. Grille à remplir : pour chacune des affirmations suivantes, notez s’il s’agit d’une conception liée au Sexe (S) ou au Genre (G) 2. Définition des terminologies, notions et concepts liés au Genre
Mots ou concepts Définitions et interprétations clés
Sexe Désigne les différences biologiques entre homme et femme. Les différences sont universelles et sont déterminées à la naissance. Ex : les organes génitaux masculins et féminins
Genre Identité sociale qui définit des caractéristiques, comportements, attitudes et/ou valeurs liés aux hommes et aux femmes. Le genre décrit et explore les différences sociales et non-biologiques entre les hommes et les femmes.
2
Le genre est une construction sociale (Ce qu’être une « femme » ou un « homme ») définie et renforcée par la société : le milieu, la culture, l’ethnie, le temps, les classes sociales, etc. Le genre est dynamique et CHANGEABLE : les hommes peuvent faire la cuisine ou s’occuper des enfants et les femmes peuvent occuper des positions de pouvoir
Genre et Relations hommes/femmes dans les activités de développement. développement Rôles spécifiques des uns et des autres
Equité Traitement équitable/juste des individus de manière à assurer l’égalité des résultats. Cela peut se faire par une implication de mesures compensatoires afin de réduire les inégalités. Désigne le fait que les femmes et les hommes doivent être traités de façon juste et profiter de chances égales.
Egalité Toutes les personnes ont un droit égal à la même protection et au même bénéfice de la loi, quelles que soient les circonstances. L’égalité signifie que les femmes et les hommes ont le même statut et jouissent pleinement de leurs droits
Egalité des chances Cela s’explique par le fait que les femmes et les hommes partent ensemble avec des chances, en matière d’accès à l’emploi, aux services et aux ressources, au partage, en plus de l’égalité de traitement par les employeurs et fournisseurs de services
Egalité des genres Fait référence à une situation où les femmes et les hommes jouissent complètement des mêmes conditions de réalisation de leurs droits humains et de leurs potentialités et sont capables de contribuer équitablement au développement national du point de vue politique, économique, sociale et culturelle et de bénéficier équitablement des résultats obtenus. L’égalité des genres implique un processus continu de suppression systématique des causes de discrimination afin d’offrir aux femmes et aux hommes les mêmes opportunités.
Parité Quota, pourcentage selon un consensus
Besoins pratiques Les besoins pratiques sont des nécessités immédiates dans un contexte donné. Il s’agit généralement de solutions à des problèmes liés à l’accès à l’eau potable, au logement, au revenu, aux soins de santé, par exemple. Les besoins pratiques ne remettent pas en question la structure inégale des relations entre les hommes et les femmes, la division du travail ou le partage traditionnel du pouvoir.
3
Ce sont des besoins liés aux sphères dont les femmes sont les principales responsables. Ce sont des besoins d’existence.
Besoins stratégiques Les besoins identifiés comme nécessaires pour la transformation des relations inégales existant entre les hommes et les femmes. Accélèrent le renforcement du pouvoir des femmes et facilitent la transformation sociale de base, condition nécessaire pour assoir l’égalité des genres
Intérêts stratégiques Les intérêts stratégiques ont trait à la situation des femmes par rapport à celles des hommes au sein de la société. Ils varient selon le contexte et sont reliés à la répartition du travail, des ressources et du pouvoir entre les femmes et les hommes. Le besoin de réformes politiques et législatives pour assurer l’égalité constitutionnelle des femmes ; les droits de reproduction ; la participation à la politique ; l’action contre la violence faite aux femmes, etc.
Discrimination Mesures à l’intention d’un groupe particulier visant à éliminer, à positive prévenir ou à compenser les désavantages résultant des attitudes, comportements et structures existants
Discrimination Traitement différent et préférentiel donné aux individus sur la base sexuelle de leur sexe
Accès et contrôle des L’état de subordination des femmes peut limiter leur accès aux ressources ressources et bénéfices ainsi que le contrôle qu’elles exercent sur ces ressources et avantages. Dans certains cas, les femmes peuvent avoir accès aux ressources mais n’exercer sur elles aucun contrôle. Les femmes peuvent ainsi s’assurer que les ressources et les bénéfices sont distribués de façon équitable entre les hommes et les femmes
Analyse comparée Examen de toute différence de condition, de besoins, de taux de selon le sexe participation, d’accès aux ressources et au développement, de gestion du patrimoine, de pouvoir de décision et d’image entre les femmes et les hommes par rapport aux rôles qui leur sont assignés en raison de leur sexe
Culture L’ensemble des attributs/éléments distinctifs, spirituels, matériels, intellectuels et émotionnels qui caractérisent une société ou un groupe social
Dimension d’égalité Caractéristique propre à toute question ayant trait à l’égalité
Ecart de genre Ecart entre les femmes et les hommes dans tout domaine en termes de degré de participation, d’accès, de droits, de rémunération ou d’avantages, de niveau de participation, d’accès aux ressources, aux droits, aux salaires, aux avantages, etc.
4
Etude du genre Désigne l’étude des relations et des inégalités déterminées socialement entre et parmi les femmes et les hommes. C’est une étude des « préjugés sur le genre » qui perpétuent les inégalités de genres dans tous les secteurs
Théorie du genre Thèse expliquant la construction de l’identité sexuelle à partir de facteurs non biologiques. En mettant en lumière cette distinction entre « nature » et « culture », la théorie du genre a contribué à démanteler des mythes solidement enracinés sur la différence entre les sexes et sur les fonctions et les valeurs attribuées à chacun d’eux. Elle a en outre attiré l’attention des historiens sur la manière dont ces images et ces représentations furent créées.
3. L’Égalité entre les femmes et les hommes : l’importance dans le travail
Activité 3 : Les trois types de travail Demander aux participants de citer leur fonction et 2 types de tâches qu’ils font en dehors de leur fonction professionnelle. Inscrire les réponses sur un Padex séparé en 2 colonnes « hommes » « femmes » Puis distribuer la feuille ci-dessous avec les 3 types de travail qui sont généralement reconnus dans Genre et Développement : travail de Production, travail de Reproduction, travail en Communauté
Activité 4 : La journée de 24h
Demander à chaque participant d’établir son emploi du temps d’une journée typique de sa vie. Prendre 2 exemples de femme et 2 exemples d’homme. Avec les participants, l’animateur décide si c’est une activité de Reproduction, de Production ou de Communauté (les jeux, divertissements, regarder la télé, rendre visite à un ami, prendre le thé dehors, etc., tout cela entre dans le travail en Communauté.) Étudier les différences entre hommes et femmes.
L’utilisation de cet outil donne conscience de la répartition du travail selon les hommes, les femmes, les filles et les garçons, ainsi que de la valeur et de l’ampleur du travail des femmes et des hommes et de la façon dont les garçons et les filles interagissent et contribuent au bien-être du foyer.
5
A propos des stéréotypes du genre - Qu’est-ce qu’un préjugé ? - Qu’est-ce qu’un stéréotype ?
4. Les rapports sociaux du genre
Les femmes et les hommes (les filles et les garçons) ont le plus souvent un statut différent au sein de la famille, dans la communauté et dans la société. Pour remplir leurs rôles, ils utilisent des ressources différentes (naturelles, économiques, politiques et sociales). Il arrive que l'appartenance à un sexe ou l'autre empêche les individus de jouer le rôle qu'ils voudraient jouer et d'accéder aux ressources nécessaires à ce rôle. Les femmes en particulier, doivent surmonter des difficultés pour accéder à certaines ressources et/ou les contrôler. De plus, leur contribution sociale et économique est souvent sous-estimée. Il est donc important d’analyser « les relations de genre » dans le cadre des actions de développement ; cela revient à considérer la répartition et l'organisation des rôles, des responsabilités, des ressources et les valeurs attachées aux hommes ou aux femmes, afin d'identifier les différences et les inégalités qui les séparent et de déterminer leurs intérêts, possibilités, contraintes et besoins respectifs en termes de développement. Contrairement aux différences biologiques entre les sexes, les rapports sociaux de genre dépendent du contexte. Ils varient d'un pays à l'autre, d'une région à l'autre dans un même pays (différences entre la ville et la campagne, par ex.), mais aussi d'une famille à l'autre. Les rapports sociaux de genre ne sont pas figés. Même dans les cultures traditionnelles, ils évoluent avec la situation économique, juridique, politique ou environnementale. Certaines de ces évolutions sont voulues et favorisent l'égalité : nombre de pays ont par exemple entrepris d'éliminer toute discrimination entre les sexes dans leur législation. Il arrive aussi que des mesures soient prises pour perpétuer ou accroître les disparités (en Arabie Saoudite, les femmes n'avaient pas le droit de conduire). Les changements ne sont pas toujours voulus et peuvent aller dans un sens ou dans l'autre : Positifs : comme par exemple dans certains pays où beaucoup de femmes travaillent (même si leur employeur ne se soucie que de ses intérêts économiques et n'a que faire du pouvoir social des femmes et si les conditions de travail sont souvent douteuses) tirant ainsi de leur activité un revenu monétaire non négligeable qui leur permet d'améliorer leur statut au sein de la famille. Négatifs : comme par exemple dans certains pays de l'Est où la libéralisation des marchés a engendré un chômage élevé parmi les hommes qui, privés de leur place et de leur statut traditionnel à la tête de la famille, tendent à exprimer leur malaise et à affirmer leur masculinité en recourant à la violence domestique. Les rapports entre hommes et femmes évoluent souvent lentement, mais parfois aussi très vite: Au Rwanda, le génocide de 1994 et la disparition massive des hommes ont donné aux femmes un nouveau statut et de nouvelles responsabilités.
6
Dans certaines régions qui connaissent une très forte émigration masculine, les femmes sont amenées à assumer de nouvelles tâches et responsabilités. Les rapports sociaux de genre sont croisés avec d'autres rapports sociaux. Les femmes ne sont pas toutes égales et les hommes ne sont pas tous égaux : l'âge, la classe sociale, l'appartenance ethnique, la religion déterminent également les activités et les responsabilités des femmes et des hommes, ainsi que leur statut, leurs chances et les contraintes auxquelles ils/elles doivent faire face. Les rapports sociaux de genre sont des rapports de pouvoir. Qu'elles soient privées (famille, mariage, etc.) ou publiques (religion, école, marché du travail, etc.), les institutions reflètent et contribuent à maintenir les rapports sociaux hommes-femmes. C'est pourquoi les tentatives visant à modifier ces rapports, en vue d'instaurer l'égalité, sont souvent perçues comme des menaces pour les «traditions» et pour la culture. S'il est difficile de gagner des batailles dans la promotion de l'égalité, il est extrêmement facile d'en perdre. D'innombrables sociétés de par le monde en appellent au retour des valeurs traditionnelles, y compris à la soumission des femmes, parce qu'elles se sentent «menacées» par des forces ou des idées «étrangères ». Ainsi le genre se distingue des caractéristiques déterminées biologiquement (liées au sexe) des hommes et des femmes. Il fait référence aux rôles et responsabilités construits par la société et attribués aux femmes et aux hommes dans une culture et un espace donnés. Ils subissent l’influence des perceptions et des attentes découlant de facteurs culturels, politiques, environnementaux, économiques, sociaux et religieux, et aussi des coutumes, de la loi, de la classe sociale, de l’ethnicité et de préjugés individuels et institutionnels. Les attitudes et les comportements des genres sont appris et peuvent être modifiés, contrairement aux caractéristiques qui sont liées au sexe, définis à la naissance et qui ne peuvent pas changer.
Module II : Genre et Education
Activité 5 :
Mettre les participants en petits groupes Demander à chaque membre du groupe de parler de ses propres expériences en matière d’objectifs scolaires personnels : comment les a-t-il poursuivis et atteints ? Demander aux autres membres du groupe de poser des questions sur les contraintes, l’accès, les stratégies utilisées, les buts et le soutien de la famille ou de la communauté. En faisant référence à la journée de 24h, comment peut-on libérer les garçons et les filles pour qu’ils puissent consacrer plus de temps à leurs études. Exercice : Faire remplir la grille. Pour chaque obstacle, les participants proposent une solution ou une action. À la fin de l’activité, faire un recensement des solutions proposées
7
Activité 6 : Les cinq scénarios
Faire 5 groupes et donner une bande dessinée à chaque groupe. Ils doivent lire la scène, la comprendre et écrire un texte pour faire une saynète. Après quelques temps d’élaboration, on fait jouer les saynètes. Mise en commun : o Qu’avez-vous vu ? o Quel est le message derrière la saynète ? o Êtes-vous d’accord avec l’interprétation du groupe ? o Auriez-vous géré la situation autrement ? o Où est l’injustice ?
Activité 7 : Analyse d’un livre de lecture classique pour enfants. Les participant(e)s doivent former 5 groupes de travail Analyser le livre Mamadou et Bineta et déterminer : - Combien de fois apparaissent le garçon ? et la fille ? - Quels types d’activités font l’un et l’autre ? - Quel est le choix des mots utilisés pour les filles et pour les garçons ? - Quelles conclusions tirez-vous ?
Les enjeux liés au Genre au niveau du pays - Caractéristiques/faits observables au Mali. - Catégories d’enjeux à considérer - Facteurs déterminants pour les enjeux
La méthodologie d’animation de ces sessions a consisté à réfléchir sur les consignes en travaux de groupe et la mise en commun en plénière. Certaines notions ont été projetées, lues et commentées.
IV. CONSTATS
a) Les points positifs : - Présence de tous les participants, - Très grande productivité des participants, - Respect des mesures barrières, - Salle de formation confortable, - Restauration sans reproche.
8
b) Les points à améliorer : - Paiement prévu des perdiems après l’activité et par Orange money.
V. NOMBRE DE PARTICIPANTS PAR ZONE
KOULIKORO : Hommes = 19 ; Femmes = 3 DIOILA : Hommes = 12 ; Femmes =2 SAN : Hommes = 16 ; Femmes =5 SEGOU : Hommes = 22 ; Femmes = 5 BKO RG : Hommes = 21 ; Femmes = 5 BKO RD : Hommes = 13 ; Femmes = 5 SIKASSO : Hommes = 19 ; Femmes = 2 KOUTIALA : Hommes = 14 Femmes = 3 KATI : Hommes = 20 ; Femmes = 3 BOUGOUNI : Hommes = 17 ; Femmes = 3
TOTAL HOMMES 173 FEMMES 36 Au terme des deux vagues, les agents administratifs des CAP et AE formés dans les dix sites, sont au nombre de 209 dont 173 hommes et 36 femmes. Cela donne un pourcentage de 82,77% d’hommes et 17,22% de femmes
Effectif total Hommes Femmes 173 soit 36 soit 209 82,77% 17,22%
VI. CONCLUSION Ces sessions de formation se sont bien déroulées. Les participants tout le long des deux jours ont été ponctuels et assidus.
9 13.8 Sustainability plans vs integration into the PDSEC
Sustainability plans vs integration into the PDSEC
Plans avec au Actions Plan avec au Nbre Action Nbre Total Actions Nb de % de moins 1 moyen moins 1 Académie d'actions moyen/ d'actions insérées dans plan/AE réalisation action réalisée action dans Planifiées plan réalisées les PDESC réalisée /plan le PDESC Kati 46 230 5 131 57% 46 3 3 4 Dioila 23 117 5 65 56% 22 3 4 12 Bougouni 32 157 6 93 59% 25 3 3 8 Kkro 28 127 4 54 43% 27 2 4 12 San 51 237 4 124 52% 48 2 13 24 Ségou 63 259 4 113 44% 37 2 17 62 Sikasso 36 144 4 75 52% 16 2 0 0 Bougouni 18 90 5 36 40% 15 2 9 5 Koutiala 22 88 4 60 68% 21 3 0 0 Bko RG 4 32 8 21 66% 4 5 0 0 Bko RD 2 16 8 12 75% 2 6 0 0 Ensemble 325 1497 57 784 52% 263 3 53 127
13.9 Factors explaining scores in reading subtests
Factors explaining scores in reading subtests
Letters recognition Familiar words reading Connected text reading Coef. Std. Err. t P>t Coef. Std. Err. t P>t Coef. Std. Err. t P>t Distance from CAP to school 0.004 0.003 1.700 * 0.001 0.002 0.730 ns -0.001 0.006 -0.110 ns Region (Ref: Koulikoro) Bamako 1.209 0.247 4.900 *** 0.902 0.181 4.970 *** 2.642 0.531 4.980 *** Segou -1.069 0.181 -5.920 *** -1.348 0.133 -10.160 *** -3.819 0.389 -9.830 *** Sikasso 0.654 0.209 3.130 *** -0.619 0.153 -4.040 *** -0.973 0.449 -2.170 ** School status (Ref : public school) Community school 0.817 0.181 4.510 *** 0.623 0.133 4.680 *** 1.163 0.389 2.990 *** Area (Ref: rural area) Urban area 1.045 0.302 3.460 *** 0.755 0.222 3.400 *** 0.441 0.650 0.680 ns Gender (Ref: boy) Girl 0.266 0.141 1.880 * 0.249 0.104 2.400 ** 0.982 0.304 3.230 *** Grade (Ref: Grade 1) Grade 2 4.350 0.141 30.780 *** 7.674 0.104 73.900 *** 12.437 0.304 40.900 *** Period (Réf: Quarter 1, oct19-dec19) FY21-Quarter 2 (jan20-mar20) 1.648 0.194 8.500 *** 1.002 0.142 7.040 *** 2.051 0.417 4.920 *** FY21-School resume (sept20-dec20) without having listened to IRI 3.369 0.198 17.050 *** 2.209 0.145 15.220 *** 5.904 0.425 13.890 *** FY21-School resume (sept20-dec20) when having listened to IRI 4.722 0.236 20.040 *** 3.109 0.173 17.950 *** 7.504 0.507 14.800 *** Cohort of CP (Ref: Cohort 4) Cohort 1 -1.112 0.308 -3.610 *** -1.313 0.226 -5.800 *** -3.613 0.663 -5.450 *** Cohort 2 -0.971 0.184 -5.290 *** -0.948 0.135 -7.030 *** -2.550 0.395 -6.450 *** Cohort 3 -0.795 0.180 -4.430 *** -0.529 0.132 -4.010 *** -1.211 0.387 -3.130 *** Yeelenkεnε (Ref: no Yeelenkεnε) The village has a Yeelenkεnε 1.945 0.273 7.120 *** 0.681 0.201 3.390 *** 2.458 0.588 4.180 *** Constant 14.246 0.261 54.620 *** 3.299 0.192 17.210 *** 12.734 0.561 22.690 ***