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LECTURE POUR TOUS

A REVOLUTION TO GET ALL CHILDREN READING IN SENEGAL

LECTURE POUR TOUS FINAL PERFORMANCE REPORT

February 14, 2022

This publication was produced for review by the United States Agency for International
Development. It was prepared by Chemonics International Inc.
LECTURE POUR TOUS
A REVOLUTION TO GET ALL CHILDREN READING IN SENEGAL

FINAL PERFORMANCE REPORT

February 14, 2022

Contract No. AID-OAA-I-14-00055, Task Order No. AID-685-TO-16-00003

Cover photo: A Grade 2 student writes on the blackboard during a reading lesson in the
Kaolack region of Senegal. Lecture Pour Tous supported the Ministry of Education to improve
teachers’ reading instruction skills, thus helping students learn to read. (Credit: Lecture Pour
Tous/Chemonics International Inc.)

LECTURE POUR TOUS FINAL PERFORMANCE REPORT | ii

CONTENTS
ACRONYMS .......................................................................................................... iii
EXECUTIVE SUMMARY ...................................................................................... 1
PROGRAM BACKGROUND AND IMPLEMENTATION FOOTPRINT ........................ 1
THEORY OF CHANGE .................................................................................................................. 3
KEY RESULTS AND IMPACT........................................................................................................ 5
KEY LEARNING TAKEAWAYS AND RECOMMENDATIONS...................................... 16
TRANSITION AND SUSTAINABILITY.................................................................................... 22
INTRODUCTION ................................................................................................ 24
PROGRAM OVERVIEW AND FOOTPRINT ......................................................................... 24
RESULTS FRAMEWORK AND THEORY OF CHANGE................................................... 26
RESULTS AND IMPACT .................................................................................... 30
TOP-LEVEL RESULTS..................................................................................................................... 30
KEY CROSSCUTTING RESULTS AND ASSESSMENT OF IMPACT ............................. 32
CUMULATIVE RESULTS ACHIEVED ............................................................................ 32
COORDINATION............................................................................................................... 33
MONITORING, EVALUATION, AND LEARNING ................................................. 41
ASSESSMENT OF THE IMPACT OF CROSSCUTTING ACTIVITIES ................. 41
OUTCOME 1: IMPROVED EARLY GRADE READING INSTRUCTION ..................... 43
CUMULATIVE RESULTS ACHIEVED ............................................................................ 44
ASSESSMENT OF OUTCOME 1 ACTIVITY IMPACT.............................................. 58
OUTCOME 1 INDICATOR PERFORMANCE ........................................................... 58
ADDITIONAL EVIDENCE OF IMPACT IN ACHIEVING OUTCOME 1 .......... 60
OUTCOME 2: DELIVERY SYSTEMS FOR EARLY GRADE READING
INSTRUCTION IMPROVED........................................................................................................ 61
CUMULATIVE RESULTS ACHIEVED ............................................................................ 62
ASSESSMENT OF OUTCOME 2 ACTIVITY IMPACT.............................................. 72
OUTCOME 2 INDICATOR PERFORMANCE ........................................................... 72
OTHER EVIDENCE OF IMPACT IN ACHIEVING OUTCOME 2 ....................... 75
OUTCOME 3: PARENT AND COMMUNITY ENGAGEMENT IN EARLY GRADE
READING IMPROVED .................................................................................................................. 76
CUMULATIVE RESULTS ACHIEVED ............................................................................ 78
ASSESSMENT OF OUTCOME 3 ACTIVITY IMPACT.............................................. 86

LECTURE POUR TOUS FINAL PERFORMANCE REPORT | i

LESSONS LEARNED AND RECOMMENDATIONS ...................................... 90
OVERARCHING LESSONS AND RECOMMENDATIONS .............................................. 90
LEARNING AND RECOMMENDATIONS PER THE PROGRAM THEORY OF
CHANGE ........................................................................................................................................... 91
MOBILIZING AND SUPPORTING FAMILIES AND COMMUNITY FOR READING
............................................................................................................................................................... 95
INSTITUTIONALIZING READING REFORM ....................................................................... 97
ADDITIONAL LEARNING .......................................................................................................... 97
TRANSITION AND SUSTAINABILITY ......................................................... 100
ANNEX A. RESEARCH IMPACT MATRIX.................................................... 112
ANNEX B. SUCCESS STORIES ...................................................................... 119
USHERING IN A NEW ERA: SENEGAL’S NEW BILINGUAL EDUCATION MODEL
............................................................................................................................................................ 120
THE PANDEMIC AND PROFESSIONAL DEVELOPMENT ........................................... 122
TRAINING THE NEXT GENERATION OF TEACHERS ................................................ 123
DISTANCE TRAINING DELIVERS ......................................................................................... 124
COMMUNITY MOBILIZERS CONTINUE SCHOOL SUPPORT ................................. 125
BUILDING ON SUCCESS TO SUPPORT COMMUNITIES ........................................... 127
ANNEX C. INDEX OF REPORTS AND INFORMATION PRODUCTS .... 128
ANNEX D. AGGREGATE OUTCOMES AND RESULTS (MILESTONES
AND DELIVERABLES) SINCE INCEPTION ................................................. 134
ANNEX E. FINAL INDICATOR TRACKING TABLE................................... 143
ANNEX F. DIGITAL DEPOSITORY ............................................................... 144
ANNEX G. FINAL FINANCIAL SUMMARY.................................................. 146

LECTURE POUR TOUS FINAL PERFORMANCE REPORT | ii

ACRONYMS
ADSE Approche Déconcentrée de Suivi Educatif
AME Association Mères d’Elèves
AMELP Activity Monitoring, Evaluation, and Learning Plan
CAP Cellule d’Animation Pédagogique
CBO Community-Based Organizations
CGE Comité de Gestion d’Ecole
CLSP Community Literacy Support Plan
CM Community Mobilizer
CODEC Collectif des directeurs d’école
CRFPE Centre Régionaux de Formation des Personnels de l’Education
DALN Direction de l’Alphabétisation et des Langues Nationales
DEE Direction de l’Enseignement Elémentaire
DFC Direction de la Formation de la Communication
DPRE Direction de la Planification et de la Réforme de l’Education
DQA Data Quality Assessment
DRH Direction des Ressources Humaines
DRTS Direction Radiotélévision Scolaire
EGR Early Grade Reading
EGRA Early Grade Reading Assessment
ELAN Ecole et Langues Nationales en Afrique
G2G Government to Government
IA Inspection d’Académie
ICT Information and Communication Technology
IEF Inspection de l’Education et de la Formation
IFEF Institut de la Francophonie pour l’Education et la Formation
INEADE Institut National d’Etude et d’Action pour le Développement
de l’Education
INEFJA Institut National d’Education et de Formation des Jeunes
Aveugles
KAP Knowledge, Attitudes, and Practices
LEMA Local Education Monitoring Approach

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MEL Monitoring, Evaluation, and Learning
MEN Ministère de l’Education Nationale
MOHEBS Modèle Harmonisé de l’Education Bilingue du Sénégal
MPSAS Association pour le Progrès Social des Aveugles du Sénégal
M-TEW Mobile Teaching Everywhere
NGO Non-Government Organization
PAQUET Programme d’Amélioration de la Qualité, de l’Equité et de la
Transparence
PNLSE Programme national de lecture scolaire à l’élémentaire
RF MERL Rapid Feedback Monitoring, Evaluation, Research and Learning
SBCC Social and Behavior Change Communication
SIMEN Système d’Information du Ministère de l’Education Nationale
SNEB Semaine Nationale d’Education de Base
SNA Semaine Nationale de l’Alphabétisation
SSME Snapshot of School Management Effectiveness
TLM Teaching and Learning Material
UCGE Union des Comités de Gestion d’Ecole

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EXECUTIVE SUMMARY
The five-year Lecture Pour Tous program, “[Chemonics] is considered a valued partner
funded by the United States Agency for of the Ministry of Education both at central
International Development (USAID) and and regional levels. ... [Lecture Pour Tous]
plays a key role in the advances made by the
completed in December 2021, made marked
billingual education model. It has supported
improvements in early grade reading outcomes in
the ministry in bringing together key
Senegal. The initiative directly supported reform international and national parterns as well as
efforts led by the Ministry of Education (Ministère national and international experts. The close
de l’Education Nationale, or MEN) to use collaboration of staff embedded at regional
evidence-based approaches, including national education offices has been instrumental for the
languages, for reading instruction in the early implementation on the ground, in classes and
grades to increase foundational literacy. in communities.”

Implemented by Chemonics International Inc. — USAID/SENEGAL, 2020

and consortium partners, Lecture Pour Tous
achieved its three expected outcomes:

• Outcome 1: Improved early grade reading instruction in public primary schools and daaras
• Outcome 2: Improved delivery systems for early grade reading instruction
• Outcome 3: Improved parent and community engagement in early grade reading

PROGRAM BACKGROUND AND IMPLEMENTATION FOOTPRINT

The Lecture Pour Tous consortium included a diverse group of partners contributing
complementary expertise and sharing responsibilities: Chemonics International Inc., Associates in
Research and Education for Development (ARED), Cambridge Education, Plan International,
EdIntersect, SIL-LEAD, Readsters, and Scolibris. Table 1 presents each consortium member’s
role.

TABLE 1: THE LECTURE POUR TOUS CONSORTIUM

ORGANIZATION CONTRIBUTIONS AND RESPONSIBILITIES
Prime Contractor:
Chemonics International Inc. Overall program management, coordination with ministry; technical vision,
especially for evidence-based reading, teacher training and coaching; cohesion
and quality across all outcome areas; and monitoring, evaluation, and learning
Subcontractors:
ARED Expertise in mother-tongue instruction in Senegal; teaching and learning material
(TLM) development; teacher training, coaching and supervision; and parental
engagement and communications
SIL-LEAD Linguistic expertise for the development of TLMs and contributions to teacher
training and coaching
Readsters Expertise in explicit, systematic, and structured phonics instruction for
development of TLMs and curricular guidelines
EdIntersect Expertise in student assessments and related studies and monitoring; ICT
enhancements, gender equality, and inclusive learning and assessment

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 ORGANIZATION CONTRIBUTIONS AND RESPONSIBILITIES
Cambridge Education Systems strengthening, including providing communications advisory services for
the ministry, coordinating research agenda, developing standards, and
coordinating policy work and sustainability efforts
Plan International Parent and community mobilization and daara engagement
Scolibris Capacity strengthening of local TLM publishers

The program targeted Grades 1, 2, and 3 in six regions (Diourbel, Fatick, Kaffrine, Kaolack,
Louga, and Matam) using three national languages in EGR instruction (Pulaar, Seereer, and
Wolof). As illustrated in Figure 1 below, USAID and the ministry used a phased implementation
approach and provided four years of direct support to classrooms in Fatick, Kaffrine, Kaolack,
and Matam, from 2017 to 2021, and three years of direct classroom support in Diourbel and
Louga, from 2018 to 2021. In addition, Lecture Pour Tous implemented a parent and community
component in 20% of school communities randomly selected across all target regions except for
Fatick, where another USAID implementing partner was already conducting this kind of work.
However, the program also directly implemented parent and community efforts in expanded
implementation to the region of Saint-Louis and provided additional technical assistance to the
region’s education offices as they expanded key aspects of program reforms under a
government-to-government (G2G) accord between USAID and the government of Senegal.
Additionally, the program helped pilot early grade reading reforms in 64 Quranic schools, or
daaras, in all six target regions and in four inclusive education schools in three regions,
introducing Wolof materials and testing in Braille.

FIGURE 1: LECTURE POUR TOUS IMPLEMENTATION MAP

When the COVID-19 crisis caused the government of Senegal to close schools from March
through October 2020, Lecture Pour Tous swiftly shifted to support the MEN’s “Apprendre à la
maison (Learning at Home)” initiative to respond to the pandemic via radio instruction, educational
videos, and an innovative hybrid training package for teachers and school directors. Although the
ongoing public-health crisis continued to negatively affect the program’s final 21 months of
implementation, the team persevered and adapted activities and approaches as necessary to meet

LECTURE POUR TOUS FINAL PERFORMANCE REPORT | 2

as many program objectives as possible and ensure that students did not experience two “lost
years.”

THEORY OF CHANGE

To achieve the three program

outcomes noted above, Lecture Pour
Tous designed interventions around a
theory of change (see Figure 2 below)
based on USAID’s “Five T’s”
framework, which describes the core
elements essential for high-quality,
evidence-based early grade reading
reform. These elements are:

• Time spent on reading instruction,

with a minimum of one hour per
day
• Teaching in a Tongue, or language,
that the children know and
understand
• Texts, or enough teaching and
learning materials based on evidence for how children learn to read
• Teachers who are well-trained, coached, and supported
• Tests of reading skills carried out regularly at different levels and used to improve reading
instruction.

In addition to the “Five T’s”, the program included an experimental component in parental and
community (P&C) engagement in 20% of targeted school communities, based on promising prior
research indicating that carefully planned family and community engagement to support children’s
reading acquisition can significantly strengthen classroom instructional intervention.

LECTURE POUR TOUS FINAL PERFORMANCE REPORT | 3

FIGURE 2: THE LECTURE POUR TOUS THEORY OF CHANGE

LECTURE POUR TOUS FINAL PERFORMANCE REPORT | 4

Institutional strengthening provided the final pillar of Lecture Pour Tous’ strategy. The program’s
technical assistant staff, located at the central, regional, and departmental levels, approached this
through a constant, real-time, experiential, learning-by-doing “faisons ensemble” approach with
the MEN. Also, targeted capacity strengthening addressed all aspects of the theory of change:
elements the ministry itself would internalize to sustain and scale at the national level. This
included reinforcing or improving ministerial practices and updating policies and standards to
improve the MEN’s delivery systems. Together, these strategies are highly likely to significantly
increase the number of early grade students who learn to read.

KEY RESULTS AND IMPACT

Lecture Pour Tous set an ambitious target to support the government’s agenda to increase
student reading scores: at least 60% of Grade 2 students reading at grade level by the end of the
2020-2021 school year. Through early grade reading assessment (EGRA), only 0.3% of second
graders in six of Senegal’s 14 regions were reading at grade level in a language they speak and
understand in 2017, before any intervention. By the midpoint of the program, 29% of the first
program cohort of second
graders met or exceeded
this benchmark — surpassing
the midpoint goal by nearly
50% and demonstrating
historic gains after just two
years of implementation. At
endline, however, only 17.2%
of second graders could read
text at grade level, a setback
likely due to the detrimental
effects of the ongoing
COVID-19 pandemic on
Senegal’s education system
and program interventions.
Figure 3 below shows
baseline, midline, and endline
results for this measure, the
highest, overall indicator of
program performance.

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 FIGURE 3. TOP-LEVEL RESULTS: PERCENTAGE OF SECOND GRADERS DEMONSTRATING
GRADE-LEVEL READING FLUENCY AND COMPREHENSION

*EGRA administered in four of the six regions, as the program was only active in those regions at the time.

In addition to these program indicator results and despite the pandemic, Lecture Pour Tous also
greatly increased the proportion of students meeting higher benchmarks in national standards
for early grade reading in national languages provisionally established with the program’s help.
Figure 4 shows this improvement relative to the highest reading skills: oral reading fluency and
reading comprehension.

LECTURE POUR TOUS FINAL PERFORMANCE REPORT | 6

 FIGURE 4: GRADE 2 STUDENTS ACHIEVING STANDARDS AT
BASELINE, MIDLINE, AND ENDLINE

The effects of the COVID-19 pandemic devastated student learning gains and education systems
around the world, and Senegal was no exception. Program technical assistants and the ministry
expended remarkable energy and effort to rapidly pivot to high-quality alternative ways of
student learning, teacher training, instructional coaching, and program supervision to recoup as
much reading acquisition as possible. Despite these efforts, the inability to safely come to school
or meet in person hamstrung implementation.

However, final EGRA and Snapshot of School “[Lecture Pour Tous] enjoys a very good
Management Effectiveness (SSME) results strongly relationship with the ministry at central and
suggest that the more students benefited from key regional levels that allow for frank discussions
elements of the Lecture Pour Tous program the that bring out good mitigating measures and
more they were able to read. This is an important alternative solutions. ... When the COVID crisis
lesson not only for program performance, but interrupted implementation efforts in mid-
even more so because all core elements of the March 2020 and the Government of Senegal
program’s evidence-based approaches now inform closed schools, the [program] quickly
responded by adapting activities to the
two new national reforms set to expand across
emergency context to prevent learning loss
the whole country: first, the conversion of the
and continue some actvities as appropriate.”
entire elementary school system to a bilingual
model, the Modèle Harmonisé de l’Education Bilingue — USAID/SENEGAL, 2020
du Sénégal (MOHEBS), and second, a new national
reading reform encapsulated in the Programme national de lecture scolaire à l’élémentaire (PNLSE).

Overall, Lecture Pour Tous’ accomplishments are considerable, demonstrated by key results and
outputs illustrated in Figure 5 below. These results of crosscutting activities and specific
interventions to achieve each program outcome are further detailed below.

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FIGURE 5: KEY LECTURE POUR TOUS OUTCOMES AND OUTPUTS

LECTURE POUR TOUS FINAL PERFORMANCE REPORT | 8

LECTURE POUR TOUS FINAL PERFORMANCE REPORT | 9
LECTURE POUR TOUS FINAL PERFORMANCE REPORT | 10
LECTURE POUR TOUS FINAL PERFORMANCE REPORT | 11
CROSSCUTTING RESULTS

Through its inclusive, “faisons ensemble” partnership KEY ACCOMPLISHMENTS

approach, Lecture Pour Tous achieved a remarkable • From Lecture Pour Tous launch to close,
level of institutionalization of key reading reform MEN leadership viewed the program as
their own and used it to pilot key reforms
interventions within the MEN at all levels. at a large scale.
• Based partly on Lecture Pour Tous’
The high-quality technical assistance that program success, Senegal launched long-awaited
personnel delivered to the MEN, coordinated across national bilingual education reforms (the
MOHEBS).
components at the highest levels of the ministry and its
•The corresponding national reading
elementary education administration, Direction program (PNSLE) is almost entirely based
d’Enseignement Elementaire (DEE), resulted in two on the early grade reading instruction
model and reforms introduced by Lecture
major national reforms launched at the end of the Pour Tous.
program period. The first is the historic conversion of •These reforms incorporate key elements
of gender equality and inclusion, including
Senegal’s elementary education cycle to a bilingual introduction of evidence-based reading
model that introduces Senegalese national languages — materials and testing in Braille with stories,
generally one of the students’ first languages (L1) — images, and radio communications that
empower children regardless of gender,
before transitioning to French (L2) for instruction. In background, or disability.
addition, the forthcoming national reading program will
sustain and scale up the specific reading reforms Lecture Pour Tous helped generate, including
institutionalizing evidence-based reading pedagogy. At the end of its mandate, Lecture Pour Tous
assisted with integrating these elements into a revision of the national basic education
curriculum, or curriculum d’éducation de base (CEB), as well as the pre-service training courses
that will prepare all new elementary-school teachers entering the workforce.
Lecture Pour Tous also worked to mainstream
gender and inclusion throughout its activities,
ensuring the TLMs and social and behavior
change communication (SBCC) materials it
helped develop showed equal roles for all
genders and empowerment of girls, women, and
children and adults with disabilities, and people
from a diversity of cultures across Senegal. The
program also helped revolutionize early grade
reading inclusion by converting core reading
materials in national language into Braille for
students with no vision or low vision.
In addition to standard monitoring and evaluating, Lecture Pour Tous developed an innovative
learning agenda based on key learning priorities. Program technical assistants helped conduct
numerous action research studies through an inquiry and “test-learn-adapt-institutionalize”
model to inform evolving intervention design and ultimately MEN policy. Through a partnership
with the Rapid Feedback Monitoring, Evaluation and Learning (RF MERL) consortium, we
explored the effectiveness of sending teachers educational reminders via text, whether parent

LECTURE POUR TOUS FINAL PERFORMANCE REPORT | 12

and community engagement activities reinforce early grade instruction, and the most feasible
approach for coaching teachers.
OUTCOME 1: EARLY GRADE READING INSTRUCTION IN PUBLIC PRIMARY
SCHOOLS AND DAARAS IMPROVED

Thanks to Lecture Pour Tous technical assistance, the KEY TEACHING AND LEARNING
MEN improved early grade reading instruction to ACCOMPLISHMENTS
• Increased the number of second graders
nearly 30% of students reading at grade level after the reading at grade level by 30 percentage
initial two years of program implementation — up points.
from a baseline of less than 1%. A set of evidence- • Produced and distributed multiple editions
of a total of 3,119,710 early grade reading
based interventions based on the program’s theory of TLMs in three languages to teachers and
change produced multiple outputs (see box) that students in three grades.
• Developed and implemented ‘training of
drove this remarkable success: trainers’ to strengthen capacity of
inspectors and, in turn, train 5,496 school
• Highly systematic TLMs that use explicit phonics directors and 14,900 teachers.
and follow the linguistic structure of the languages • Piloted a revolutionary pre-service course
children speak and understand, with copious text on early grade reading in seven regional
teacher-training institutes, positioning it to
to allow for sufficient student practice and mastery scale nationwide.
before moving on to higher levels of reading • Introduced a new way of coaching based on
competences observation and constructive feedback,
with structured guides and tools, increasing
• Highly structured teaching and learning routines the coaching skills of 167 inspectors and
and lesson plans that follow this systematic 5,496 school directors.
approach and ensure that all children sufficiently • Conducted a randomized controlled trial of
coaching variants to address challenges with
practice skills first modeled by teachers new, cost-effective ways to help all
• Multiple modalities of training, continuous teachers.
professional development (CPD), and ongoing • Administered four EGRA assessments
(2017, 2018, 2019, 2021) to students in
reminders and motivational messaging for Grades 1 to 2 to track progress.
teachers, including in-person workshops, teacher • Introduced the Local Education Monitoring
learning circles, self-guided training modules, and Approach (LEMA) in 21 district offices for
rapid response.
push messaging via SMS and WhatsApp groups
• Coaching and supervision of teachers to support
their uptake of the new instructional practices and use of the TLMs as intended
• Criterion-referenced and statistically valid skills assessment, testing, and localized monitoring
approaches to inform classroom instruction, district-level planning and support, and MEN
policy

Additionally, our daara pilot successfully introduced early grade reading instruction in the
languages of Pulaar, Seereer, and Wolof into 64 daaras. Beyond the standard package provided
to all target primary schools (teacher training, coaching, and reading materials), Lecture Pour
Tous provided additional support to strengthen daara instructors’ classroom performance and
enhance daara directors’ ability to better support instruction and classroom management.
Studies of teacher knowledge, attitudes, and practices (KAP) at the beginning, middle, and end of
the program also demonstrate the effect of interventions on teaching practices (child-centered
approaches to ensure sufficient student practice, remediation/evaluation techniques, and real use

LECTURE POUR TOUS FINAL PERFORMANCE REPORT | 13

of time and teaching materials). After just two years of program intervention, teachers showed a
remarkable increase — 50 percentage points more time spent on teaching and learning activities
as opposed to classroom management and non-teaching activities. The analysis informed the
revision of training modules, teacher guides, and the coaching guide.

Finally, evolving program innovations in teacher pre- KEY SYSTEM ACCOMPLISHMENTS

service training and CPD have positioned the MEN to • Generated strong buy-in for reading and
continue enhancing the capacity of teachers and school bilingual education reforms among MEN
directors so they effectively deliver quality early grade staff at all levels.
• Enabled internationally recognized
reading instruction and provide adequate coaching and monitoring of student reading
supervision. These elements now inform the PNLSE performance aligned with a national early
grade reading framework and new
program document, positioned for national scale-up. standards linked to the Global Proficiency
Framework (GPF), allowing Senegal to be
OUTCOME 2: DELIVERY SYSTEMS FOR EARLY one of the first countries to report on
GRADE READING INSTRUCTION IMPROVED Sustainable Development Goal (SDG)
4.1.1.
Lecture Pour Tous helped the MEN improve delivery • Conducted 23 collaborative studies to
inform practice and policies.
systems for early grade reading instruction in multiple • Integrated early grade reading
ways (see box), including new and enhanced practices, competencies and course requirements
processes, and policies integrated at multiple levels of into the pre-service training program for
all incoming teachers.
the ministry. The program’s technical assistance
• Introduced new policy and updated
achieved this by collaborating with multiple ministerial management system to match teachers to
units to: school language of instruction.
• Introduced new evidenced-based, tested
policy for determining the appropriate
• Develop and implement a communications strategy national language of instruction for each
to explain the importance of beginning instruction in school-community.
national languages, especially for reading, and to • Introduced new timetables for a minimum
of one hour of reading instruction in
promote a culture of parental and community national languages.
support for reading • Conducted groundbreaking research with
Senegalese students that led to more
• Adopt and apply the first national standards and evidence-based policy for introducing
benchmarks for early grade reading, starting with the French as a second language (FSL) based
three initial national languages on their skills and needs.
• Supported the preparation of the PNSLE,
• Produce and disseminate research on early grade unifying educational stakeholders in
reading that informed practice and policy sustaining and scaling up reforms.
• Create an enabling policy environment to support
evidenced-based early grade reading
• Improve MEN staff’s performance of essential functions

LECTURE POUR TOUS FINAL PERFORMANCE REPORT | 14

Throughout this system-strengthening
work, Lecture Pour Tous supported
multiple MEN units at the central, regional,
and departmental levels, including notably
the DEE, INEADE, DPC, DRH, IAs, and
IEFs to help formulate new policy and
integrate new practices that will ensure
sustainability and scaling of early grade
reading reforms. Together, program staff
tracked and supported this work through
an action plan of top institutionalization
priorities linked back to the core elements
of the Lecture Pour Tous theory of change
and outlined what every key ministerial
unit needed to do to achieve a strong
foundation to advance these reforms.

OUTCOME 3: PARENT AND COMMUNITY ENGAGEMENT IN EARLY GRADE

READING IMPROVED

Lecture Pour Tous demonstrably improved family KEY PARENT AND COMMUNITY
and community engagement to support their ACCOMPLISHMENTS
children’s reading skills (see box), and the results of • Forged a critical link between schools and the
the 2018 EGRA study strongly suggest that this communities they serve to improve student
outcomes.
additional engagement in the 20% of randomly • Increased the capacity and motivation of 4,798
selected school-communities increased student school management committee, or comité de
gestion de l’école (CGE), members through 70
outcomes more than in school-communities where different orientation sessions.
programming focused primarily on classroom • CGEs reached 210, 674 parents and caregivers
instruction. The program achieved these results by through practical sessions on parenting for
reading success.
helping the MEN plan and implement a multifaceted • 210,674 parents and caregivers attended
strategy of outreach initiatives centered around discussion sessions on the importance of early
grade reading and practice at home.
enhancing existing school committee action plans to • 18,099 parents and community members
mobilize parents and communities to support early engaged in community forums promoting the
grade reading, particularly for kids who needed the MEN’s reading reforms.
• 171 radio programs reinforcing these key
most follow-up. messages were broadcast by 27 community
radio stations.
In Year 3, the program modified its community-
engagement strategy, shifting to a more viable,
localized “community mobilizer” strategy increasingly managed by CGE. Through these efforts,
the MEN increased support from parents, caregivers, community members, and other local
actors to improve early grade reading performance in 764 school-communities.

LECTURE POUR TOUS FINAL PERFORMANCE REPORT | 15

KEY LEARNING TAKEAWAYS AND RECOMMENDATIONS

Lecture Pour Tous generated

learning from multiple studies,
assessments, other action research
exercises, and monitoring — as well
as from less formal, on-the-job
experience. Below are key takeaways
and recommendations from the
program’s learning agenda and other
lessons learned.

OVERARCHING LESSONS AND

RECOMMENDATIONS

• “Faisons ensemble” is
necessary. Program technical
assistants and MEN leadership
efforts to create a shared vision of the program objectives and create a “doing it together”
approach was critical to program success. The Minister named the program “Lecture Pour
Tous” at the launching and declared that it was MEN’s program – critical to achieving several
key objectives of the current national education strategy. And without collaboration and
shared vision between ministry leadership and personnel on one side and the program’s
technical assistance staff on the other, coming together to make one team – the successes
realized would never have been possible.
• “Faisons ensemble” is hard and must evolve over time. Achieving this level of
collaboration and consistent ministerial ownership is challenging for several reasons, including
limited human resources within the ministry, competing priorities among initiatives, high-
paced donor timelines, and staff and leadership turnover. Several factors can help mitigate
these challenges. For instance, systematic review, validation, and constant updating of
planning with the MEN was critical. It was also important to remain flexible and to support
the MEN in identifying alternative activities in case of obstacles. Over time, “doing things
together” must shift to ministry personnel doing everything independently. The G2G in St.
Louis proved a good test case for this; additional, systematic performance strengthening at
both the central and decentralized levels is yet needed, as well as possible organizational
reviews of certain units where more qualified staff and additional performance incentives may
be necessary for reform success.
• Politics matter. Introducing approaches that are technically sound – i.e., that adhere to the
international and local evidence base for the most efficient ways to get students reading – is
only part of the equation. Myriad other factors affect how much or how well ministry
personnel at all levels, and other education system actors, will adopt these technical
solutions. Further analysis of the political economy of bilingual reading reform in Senegal will
be critical to reform success and the ability of continued technical assistance to effectively
contribute.

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TEACHING, LEARNING, AND SUPPORTING TEACHERS FOR READING

In relation to improving reading instruction, program learning provides the following key insights:

• Text:
o Textbooks must contain large
amounts of text at each level
of a systematic scope and
sequence to ensure that
students have enough text to
thoroughly practice and
master incremental reading
skills before moving on to
higher levels of complexity.
o Structured, systematic lesson
plans are critical to guiding
this practice, and less-
structured plans — common
in later weeks of the
program’s Grade 2 materials
— may be partially
responsible for slower progress observed in Grade 2 students.
o Multiple titles and levels of decodable readers were confusing to teachers and
administrators, and alternative ways of printing and packaging these stories could
promote their use and improve management.
o Senegal’s scholastic publishing policy requires private publishers to produce the country’s
TLMs, and assessment of local publishers’ technical and organizational capacities show
that considerable additional investment is needed for them to be ready to produce highly
technical evidence-based reading TLMs in multiple languages. Additional partnerships
among Senegalese publishers and with international publishers should help in part.

• Time:
o Teachers can make enormous gains in time on task in the classroom with the help of
structured, systematic lesson plans and structure student materials to accompany them.
o Finding time for reading lessons in national language, however, has been challenging in a
school day already full of other subjects and with many schools already fitting in multiple
grade levels and two shifts of children. Establishing a new, realistic bilingual education
timetable under the MOHEBS and PNLSE will be critical.
o Teachers and students continue to miss several days of the school year, greatly reducing
overall instructional time in the classroom. More attention to supervision and follow-up
to increase the presence of educators and learners will be important under the new
reforms.

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• Tongue — national languages,
FSL, and teacher match:
o Matching teacher skills in
national languages to the
national language of instruction
in each school-community
continues to be a challenge,
particularly in schools in the
six target regions using Pulaar
and Sereer. Furthermore,
teacher-tongue mismatches
were associated with lower
student reading performance.
The ministry’s new system to
increase these matches,
introduced with program support, will be critical as bilingual education reforms expand
across Senegal.
o Although teacher support for bilingual education was high at the end of the program and
their confidence in their abilities to teach in L1 increased, many still struggle with
instruction in national languages, especially if they do not have full mastery of the assigned
L1. Additional preparation in pre-service training and support during CPD and coaching
will be critical.
o Furthermore, higher levels of linguistic heterogeneity in certain regions of the country
will require additional attention to instructional strategies for students whose mother
tongue is not the L1 chosen for instruction in their school. This includes additional
training and support for these teachers.
o Student oral vocabulary levels in French at school entry and in the early grades in Senegal
is extremely low, even in Grade 3. Additionally, current teaching practices appear to have
no effect on French vocabulary levels. These findings from a program study were
instrumental in informing new national policy and upcoming revised curriculum for when
and how FSL will begin — changing the ministry’s plan to start French (L2) reading early
in Grade 1. Instead, the MOHEBS now adheres closer to the evidence base of delaying
reading in L2 until students first master key skills in L1 and can transfer these to L2 while
systematically learning more French vocabulary.

• Teacher training, CPD and coaching:

o Although the program was designed to provide intensive in-person training that would
taper off once teachers were supported and using the new instructional practices and
TLMs for several years, it proved impossible to avoid teachers newly assigned to Grades
1, 2, and 3 each year based on established ministry practice. This required significantly
more resources each year to train teachers new to these grades, and teachers also did
not have the chance to improve on their practice for that grade.
o Additionally, using alternative CPD methods such as distance training and teacher
learning circles, proved challenging and less effective, especially when not preceded by in-

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 person workshops. In sum,
additional investments in
multiday, in-person training
will likely improve reforms
in the six target regions and
help expand reforms to new
regions.
o The use of certain ICT tools
contributed greatly to
teacher and director CPD,
but not all, and ICT
partnerships take time and
effort. For instance, surveys
showed that teachers and
directors participating in
WhatsApp groups greatly
appreciated the exchanges and that they helped them in their work. The also appreciated
the reminders, tips, and motivational messages received via SMS. Using electronic
versions of distance training tools for teachers with multimedia features did not work
well when first introduced, but such modules may be better used when preceded by in-
person training as is being done in the 2021-2022 school year. Director and inspector use
of tablets for tracking coaching and teacher progress was very challenging when first
attempted and ultimately the ministry decided not to scale at that time; however, when
revisited at smaller scale and with adapted tools during the coaching RCT, the experience
was more positive. And scaling up of technology around coaching will need to be done
very carefully.
o Coaching proved to be one of the greatest program challenges, but alternative methods
show promise. With very high inspector-to-teacher ratios and 70% of all school directors
in the target regions themselves also classroom teachers (30% of whom teach Grades 1
and/or 2, with 12-13% the only early grade educator in their school), coaching frequency
was woefully inadequate using this base model, and quality was very uncertain. The
program-supported randomized controlled trial (RCT) of coaching variants demonstrated
the promise of other modalities, but the ministry must mobilize other resources to
pursue these and address sometimes competing interests of different system actors.

• Test:
o On-the-job capacity strengthening for the ministry unit responsible for assessment
requires the availability, commitment, and willingness of both technicians and managers.
INEADE is currently leading and engaged in so many different important initiatives with a
limited staff, rendering this quite difficult at times. Continued human and institutional
performance strengthening efforts will yet need to navigate these challenges and
potentially help the institution review its organizational capacities generally. While the
unit is already capable of so much, some additional effort is needed for INEADE to
independently conduct EGRA or similar assessments to international standards, with
particular emphasis on planning (sampling, instruments), enumerator training and data
quality assurance, full analysis EGRA data and in conjunction with SSME-like surveys

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 and/or teacher observation data, report writing, and the presentation of key findings to
different audiences.

MOBILIZING AND SUPPORTING FAMILIES AND COMMUNITY FOR READING

• Home-environment factors — whether a student has books at home or a parent who

reads — were most strongly correlated with student reading outcomes. Given this and the
positive effects on student
reading from efforts to
increase parent and
community engagement and
provide extracurricular
reading materials, additional
investment in this area is
critical — illustrating the
connection between adult
literacy and student literacy
reforms.
• School-management
committees can plan and
mobilize their own actions to
support reading. With the help
of multiple tools and training,
CGEs could integrate reading
activities into their routine action plans and identify and engage their own community
mobilizers to follow up with families. This created the critical link between classroom
instruction and practice at home, which built a culture of reading in the community and
contributed to higher student reading achievement.
• Community mobilizers are appreciated by parents and are a key component of future
sustainability of parent and community engagement in early grade reading. Schools, parents,
and students are best served by dynamic individuals living within their communities. It is
important that each school/CGE have their own community mobilizer. Communities are
more likely to independently sustain mobilizer services if they are known individuals in their
communities and they do not need to provide transportation.
• Male participation: Women (mothers, grandmothers, and aunts) constituted most of the
participants in parental and community events. Men who do participate are often older family
members who are retired and more frequently at home. The introduction WhatsApp
communications increased male participation, but continued efforts are needed to ensure
that fathers, uncles, brother, and grandfathers are increasingly supporting their children’s
learning. This could include scheduling intensive, fathers-only sessions during key points in
the year (e.g., outside of the harvest period) and encouraging the men who do attend events
to serve as advocates and mentors to their peers and help increase their attendance.

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• Working modalities: In its
original design, Lecture Pour Tous
planned to support parent and
community engagement activities
through contracts with local
NGOs and CBOs. (A limited
amount of grants under contract
did not allow other granting
mechanisms.) However, this
proved neither cost-effective nor
viable due to the ability of these
local organizations to meet
contract requirements. The
program in Year 3 thus
transitioned to working with
community mobilizers directly
from target communities. This approach allowed program staff and a corps of community
mobilizer supervisors worked closely with CGEs to identity strategies to sustain CMs after
program close-out. This said, scaling the community mobilizer approach – with training and
supervision – will take considerable investment and it may be worth revisiting partnership
with local NGOs to launch the model with new CGEs until they can independently sustain
their activity planning and work through the mobilizers.
• Parent and community engagement should be integrated into teacher, director, and
inspector trainings and tools. After receiving training on parent and community
engagement for reading and use of the home-school communication tools, teachers were
better equipped to engage with parents around student progress and achievement. Preparing
both parents and teachers in this way created an enabling environment in which they worked
together with a clear understanding and respect of each other’s roles and responsibilities and
without the misunderstandings and stigmatization of parental involvement that can otherwise
arise.
• The COVID-19 crisis presents opportunities for more inclusive engagement in the
future. Alternative working modalities during the pandemic demonstrated how low-cost
technology, such as WhatsApp and mass SMS text messages, can support parent and
community engagement, especially in urban and peri-urban areas. In these communities,
WhatsApp increased parent engagement. A hybrid approach combining traditional face-to-
face interventions and low-cost digital strategies can provide the flexibility and consistency to
maximize parent engagement and deliver quality support. WhatsApp also provided a means
of rapidly contacting parents during the crisis situations and mobilizing resources. Given that
the ministry has limited personnel dedicated to promoting parental and community
engagement, these tools could greatly amplify their reach.

INSTITUTIONALIZING READING REFORM

• Reading reform that sustains system improvements to deliver high student performance
requires many aspects of human and institutional capacity at multiple levels. Early

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 assessments and later analyses
with the many ministerial units
responsible for delivering early
grade reading reform (starting
with the DEE but also including
the DFC, INEADE, SIMEN, DPRE,
and the regional IA and
department-level IEF offices)
demonstrate that human
resources — with the right
numbers of people and profiles
needed for the work — continues
to present major challenges.
• Policy development requires
permanent coordination with
technical activities.
Institutionalizing key technical
approaches requires policymakers and managers — those who need to coordinate the
policymaking process — need to be fully linked to the technical personnel and partners
providing the inputs to these guidelines and strategies and timelines and workplans need to
be coordinated accordingly.
• Demonstrating strong results early, as Lecture Pour Tous did at program midpoint with its
first cohort of students, can powerfully accelerate policy reform. These successes provided
an important foundation for final decisions refining, validating, and launching the MOHEBS
and solidified the political will to create a new national reading program.
• Strong, sustained, and well-informed leadership is also critical to maintain the focus
required to pursue these reforms among many competing interests. Ministerial leadership at
the level of the Secretary General and DEE proved critical for the success of the program
and for launching the MOHEBS and the PNLSE — achievements even amid the global
pandemic.

TRANSITION AND SUSTAINABILITY

This report contains a final analysis of achievement based on the priority actions plan that
identified and operationalized key efforts or policies needed for the MEN to establish a solid
foundation to sustain and scale core elements of program reforms. During the program itself, the
ministry transitioned to greater autonomy and began ongoing measures required to deliver high
early grade reading performance. For instance, the ministry began taking up core reading reform
elements in the Saint Louis region starting from Year 3, with activities financed directly through
the G2G program, with modest Lecture Pour Tous technical assistance, and using already co-
developed materials and tools. In addition, the MEN has adopted new policies and guidelines
such as the protocol for establishing the national language of instruction in a school-community
and the integration of early grade reading into the pre-service training framework, and
institutionalized evidence-based practices by codifying them in the validated PNLSE. Other
sustainability efforts focused on increasing key knowledge, attitudes, and practices with new
tools and processes needed to improve ministerial personnel performance in offices essential for
delivering high-quality early grade reading instruction.

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Finally, several critical sustainability measures and further demonstration of ministerial leadership
marked the beginning of the 2021-2022 school year and the end of Lecture Pour Tous. First, the
DEE and IA and IEF offices — with purely ministerial master trainers from their national
technical team and regional technical team teacher trainers — successfully led multiple IEF-level
CPD workshops for school directors and teachers, with limited help from a small number of
program staff. Second, Lecture Pour Tous helped advise the MEN as it launched the preparatory
phase of the MOHEBS and critical early actions to jumpstart the PNSLE. This included helping
articulate the transition from pre-primary to elementary education, particularly as it relates to
early literacy, and updating standards for early grade reading in national languages, linked to
national and international policy and allowing Senegal to be among the very first countries to
report on SDG 4. And as perhaps one of the program’s most enduring legacies: Lecture Pour
Tous , , helped initiate revision of the national basic education
curriculum (CEB) for Grades 1 and 2 for both national languages and FSL, providing written
recommended scope and sequences, other guidelines, and direct advisement during initial
revision workshops. Once finalized and if the program recommendations are secured, this
revision will be a major milestone officially codifying evidence-based approaches to early literacy
that will guide all future teaching, learning, and accompanying materials across Senegal.

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INTRODUCTION
This report presents a final
performance review of the Lecture
Pour Tous program (2016-2021) to
support Senegal’s Ministry of Education
to markedly improve early grade
reading. After a program overview
presented below, the report contains
three major sections. The first details
the cumulative results achieved and
methods employed and assesses
program impact. The second section
presents key lessons learned and
recommendations. The third and final
section presents a tally of achievements
and considerations related to the
transition to greater ministerial
autonomy of reading reforms and how
core evidence-based practices will be sustained. The annexes contain notable success stories, an
index of all reports and information products produced under this contract, the full tally of
aggregate of milestones and deliverables achieved, a summary of performance indicator
performance, financial and cost analysis, and a digital depository of resources.

PROGRAM OVERVIEW AND FOOTPRINT

Through the Programme d’Amélioration de la Qualité, de l’Equité et de la Transparence (PAQUET),

the government of Senegal and MEN have committed to strengthening teaching and learning
systems for core subjects such as reading and mathematics to improve academic outcomes for
students in the early grades. To help achieve these national goals, the MEN launched the Lecture
Pour Tous initiative to significantly increase early grade reading results. USAID funded the
principal technical assistance program that supported this initiative, implemented by Chemonics
International, Inc. and a consortium of partners through an All Children Reading contract,
Lecture Pour Tous. This technical assistance program, which began in late October 2016 and ran
through the end of December 2021, sought to greatly improve reading outcomes for students in
Grades 1-3 through effective, sustainable, and scalable approaches. The program targeted three
outcomes to achieve this goal:

• Outcome 1: Early grade reading instruction in public primary schools and daaras improved
• Outcome 2: Delivery systems for early grade reading instruction improved
• Outcome 3: Parent and community engagement in early grade reading improved

To achieve these outcomes, the Lecture Pour Tous consortium included a diverse group of
partners contributing complementary expertise and sharing responsibilities: Chemonics
International Inc., Associates in Research and Education for Development (ARED), Cambridge

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Education, Plan International, EdIntersect, SIL-LEAD, Readsters, and Scolibris. Table 2 presents
each consortium member’s role.

TABLE 2: THE LECTURE POUR TOUS CONSORTIUM

ORGANIZATION CONTRIBUTIONS AND RESPONSIBILITIES
Prime Contractor:
Chemonics International Inc. Overall program management, coordination with ministry; technical vision,
especially for evidence-based reading, teacher training and coaching; cohesion
and quality across all outcome areas; and monitoring, evaluation, and learning
Subcontractors:
ARED Expertise in mother-tongue instruction in Senegal; teaching and learning material
(TLM) development; teacher training, coaching and supervision; and parental
engagement and communications
SIL-LEAD Linguistic expertise for the development of TLMs and contributions to teacher
training and coaching
Readsters Expertise in explicit, systematic, and structured phonics instruction for
development of TLMs and curricular guidelines
EdIntersect Expertise in student assessments and related studies and monitoring; ICT
enhancements, gender equality, and inclusive learning and assessment
Cambridge Education Systems strengthening, including providing communications advisory services for
the ministry, coordinating research agenda, developing standards, and
coordinating policy work and sustainability efforts
Plan International Parent and community mobilization and daara engagement
Scolibris Capacity strengthening of local TLM publishers

The program targeted Grades 1, 2, and 3 in six regions (Diourbel, Fatick, Kaffrine, Kaolack,
Louga, and Matam) using three national languages in EGR instruction (Pulaar, Sereer, and Wolof).
As illustrated in Figure 6 next page, USAID and the ministry used a phased implementation
approach and provided four years of direct support to classrooms in Fatick, Kaffrine, Kaolack,
and Matam, from 2017 to 2021, and three years of direct classroom support in Diourbel and
Louga, from 2018 to 2021. In addition, Lecture Pour Tous implemented a parent and community
component in 20% of school communities randomly selected across all target regions except for
Fatick, where another USAID implementing partner was already conducting this kind of work.
However, the program also directly implemented parent and community efforts in expanded
implementation to the region of Saint-Louis and provided additional technical assistance to the
region’s education offices as they expanded key aspects of program reforms under a
government-to-government (G2G) accord between USAID and the government of Senegal.
Additionally, the program helped pilot early grade reading reforms in 64 Quranic schools, or
daaras, in all six target regions and in two inclusive education schools in one region, introducing
Wolof materials and testing in Braille.

LECTURE POUR TOUS FINAL PERFORMANCE REPORT | 25

 FIGURE 6: LECTURE POUR TOUS IMPLEMENTATION MAP

When the COVID-19 crisis caused the government of Senegal to close schools from March
through October 2020, Lecture Pour Tous swiftly shifted to support the MEN’s “Apprendre à la
maison (Learning at Home)” initiative to respond to the pandemic via radio instruction, educational
videos, and an innovative hybrid training package for teachers and school directors. Although the
ongoing public-health crisis continued to negatively affect the program’s final 21 months of
implementation, the team persevered and adapted activities and approaches as necessary to meet
as many program objectives as possible and ensure that students did not experience two “lost
years.”

RESULTS FRAMEWORK AND THEORY OF CHANGE

The Lecture Pour Tous program was steered by the outcomes and outputs detailed in its
contractual results framework illustrated on the next page (Figure 7).

To achieve the outcomes and outputs in this results framework, Lecture Pour Tous designed
interventions around a theory of change (Figure 8, following page) based on USAID’s “Five T’s”
framework, which describes the core elements essential for high-quality, evidence-based early
grade reading reform. These elements are:

• Time spent on reading instruction, with a minimum of one hour per day
• Teaching in a Tongue, or language, that the children know and understand
• Texts, or enough teaching and learning materials based on evidence for how children learn
to read
• Teachers who are well-trained, coached, and supported
• Tests of reading skills carried out regularly at different levels and used to improve reading
instruction.

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In addition to the “Five T’s”, the program included an experimental component in parental and
community (P&C) engagement in 20% of targeted school communities, based on promising prior
research indicating that carefully planned family and community engagement to support children’s
reading acquisition can significantly strengthen classroom instructional intervention.
FIGURE 7: THE LECTURE POUR TOUS RESULTS FRAMEWORK

LECTURE POUR TOUS FINAL PERFORMANCE REPORT | 27

FIGURE 8: THE LECTURE POUR TOUS THEORY OF CHANGE

LECTURE POUR TOUS FINAL PERFORMANCE REPORT | 28

Institutional strengthening provided the final
pillar of Lecture Pour Tous’ strategy. The
program’s technical assistant staff, located at
the central, regional, and departmental levels,
approached this through a constant, real-
time, experiential, learning-by-doing “faisons
ensemble” approach with the MEN. Also,
targeted capacity strengthening addressed all
aspects of the theory of change: elements the
ministry itself would internalize to sustain
and scale at the national level. This included
reinforcing or improving ministerial practices
and updating policies and standards to
improve the MEN’s delivery systems.
Together, these strategies are highly likely to
significantly increase the number of early
grade students who learn to read.

LECTURE POUR TOUS FINAL PERFORMANCE REPORT | 29

RESULTS AND IMPACT
This section presents the results and impact of five years of Lecture Pour Tous implementation.
After an overview of top-level results achieved by the sum of all interventions, the section is
divided into subsections for crosscutting activities and each of the program’s three expected
outcomes. Each subsection provides an overview of achievements, presents cumulative results,
and then assesses impact through an analysis of performance indicators as well as other
evidence, qualitative data, and testimonials. Annex D presents the full indicator tracking table.

TOP-LEVEL RESULTS

Through its combined interventions under all three outcomes of the results framework and
other crosscutting efforts, Lecture Pour Tous greatly increased the percentage of targeted
second graders students who can read and understand grade-level text. 1

USAID and the MEN set an ambitious target for Lecture Pour Tous: at least 60% of Grade 2
students reading at grade level by the end of the 2020-2021 school year. Through early grade reading
assessment (EGRA), only 0.3% of second graders in six of Senegal’s 14 regions were reading at grade
level in a language they speak and understand at baseline in 2017, before any intervention. By the
midpoint of the program, 29% of the first program cohort of second graders met or exceeded this
benchmark — surpassing the midpoint goal by nearly 50% and demonstrating historic gains after just
two years of implementation. At endline, however, only 17.2% of second graders could read text at
grade level, likely due to the detrimental effects of the ongoing COVID-19 pandemic on Senegal’s
education system and program interventions. Figure 10 below shows baseline, midline, and endline
results for this measure, the highest, overall indicator of program performance.

In addition to these program indicator results and despite the pandemic, Lecture Pour Tous also
greatly increased the proportion of students meeting higher benchmarks in national standards
for early grade reading in national languages provisionally established with the program’s help.
Figure 9, next page, shows this improvement relative to the highest reading skills: oral reading
fluency and reading comprehension.

1
The activity-level outcome indicator for Lecture Pour Tous is defined as the percentage of learners who demonstrate reading
fluency and comprehension of grade level text by the end of two grades.

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 FIGURE 9: TOP-LEVEL RESULTS: PERCENTAGE OF SECOND GRADERS DEMONSTRATING
GRADE-LEVEL READING FLUENCY AND COMPREHENSION

*EGRA administered in four of the six regions, as the program was only active in those regions at the time.

FIGURE 10: GRADE 2 STUDENTS ACHIEVING STANDARDS AT BASELINE, MIDLINE, AND ENDLINE

The effects of the COVID-19 pandemic devastated student learning gains and education systems
around the world, and Senegal was no exception. Program technical assistants and the ministry
expended remarkable energy and effort to rapidly pivot to high-quality alternative ways of

LECTURE POUR TOUS FINAL PERFORMANCE REPORT | 31

student learning, teacher training, instructional “[Lecture Pour Tous] enjoys a very good
coaching, and program supervision to recoup as relationship with the ministry at central and
much reading acquisition as possible. Despite these regional levels that allow for frank discussions
efforts, the inability to safely come to school or that bring out good mitigating measures and
meet in person hamstrung implementation. alternative solutions. ... When the COVID crisis
However, final EGRA and Snapshot of School interrupted implementation efforts in mid-
Management Effectiveness (SSME) results strongly March 2020 and the Government of Senegal
closed schools, the [program] quickly
suggest that the more students benefited from key
responded by adapting activities to the
elements of the Lecture Pour Tous program the
emergency context to prevent learning loss
more they were able to read.
and continue some actvities as appropriate.”
— USAID/SENEGAL, 2020
KEY CROSSCUTTING RESULTS AND
ASSESSMENT OF IMPACT

To achieve Lecture Pour Tous’ three expected outcomes, the program implemented several
essential crosscutting components: coordination, gender and inclusion, communications, the
daara pilot initiative, and monitoring, evaluation, and
learning (MEL). KEY ACCOMPLISHMENTS
• From Lecture Pour Tous launch to close,
Through its inclusive, “faisons ensemble” partnership MEN leadership viewed the program as
approach, Lecture Pour Tous achieved a remarkable their own and used it to pilot key reforms
level of institutionalization of key reading reform at a large scale.
• Based partly on Lecture Pour Tous’
interventions within the MEN at all levels. In early 2017 success, Senegal launched long-awaited
when the program launched, former Minister of national bilingual education reforms (the
Education Serigne Mbaye Thiam named the program MOHEBS).
• The corresponding national reading
“Lecture Pour Tous” and announced that it was a program (PNSLE) is almost entirely based
ministerial initiative. He later proclaimed that the on the early grade reading instruction
ministry’s early grade reading reforms in Saint-Louis, model and reforms introduced by Lecture
Pour Tous.
financed through USAID’s G2G initiative, succeeded • These reforms incorporate key elements
largely due to the program’s sustained technical of gender equality and inclusion, including
assistance. introduction of evidence-based reading
materials and testing in Braille with stories,
images, and radio communications that
The Direction d’Enseignement Elementaire (DEE), led the empower children regardless of gender,
program for the MEN, and as such led coordination with background, or disability.
the other central-level directorates key to program
implementation (DALN, DFC, DPRE, DRH, DRTS, ID, INEADE, SIMEN) as well as regional and
departmental authorities (IAs, IEFs). Each structure was responsible for the technical execution
of the activities that fell within its purview, accompanied by Lecture Pour Tous’ technical
assistance team.

CUMULATIVE RESULTS ACHIEVED

The following describes results from Years 1 to 5 by crosscutting component.

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COORDINATION

One of Lecture Pour Tous’ greatest legacies is helping the MEN finalize and validate its long-
awaited bilingual education reform framework, the Modèle Harmonisé de l’Education Bilingue du
Sénégal (MOHEBS). The program greatly advanced these efforts by financing critical meetings and
recruiting experts to develop a policy document and an operational framework for the reforms,
as well as through studies that helped refine its strategies. The MOHEBS core documents, shared
with numerous stakeholders, academics, and technical and financial partners, were fully validated
in April 2021. Subsequently, Lecture Pour Tous technical assistants continued to accompany the
MEN to help launch this historic educational reform, preparing Senegal to convert its primary
education cycle to a bilingual system and serving as a basis for children learning to read in their
mother tongue (see Output 2.4 for further details on how the program supported Senegal’s
national reading program). Lecture Pour Tous helped the MEN realize these accomplishments
through successfully technical coordination of all program implementation. Key features of this
approach included:

• Staff embedded in MEN structures at both central and decentralized (regional/departmental)

levels. Based on the “faisons ensemble” principle, memoranda of understanding with the DEE
defined the roles and expectations of these staff.
• A participatory and inclusive approach to developing each year’s work plan and subsequent
quarterly planning.
• Regular technical meetings with the DEE and other directorates, as needed, to discuss the
status of planned activities, share successes, and find adequate solutions to challenges.

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• Coordination mechanisms established at the central and decentralized levels to ensure that:
1) relevant actors participated in program management, 2) interventions aligned with national
educational policy guidelines, 3) communication within the MEN around program activities
was sufficient, and 4) the program effectively monitored and supervised activity progress via
both in-person and remote means.

Regular coordination with other donor-supported initiatives allowed us to build synergies and
generate greater interest and investment in early grade reading while avoiding unhelpful overlap,
such as through feedback on the most recent Global Partnership for Education program in
Senegal. In addition, a valuable partnership with sister project USAID/Our Sisters Read (Nos
Enfants Lisent) leveraged their community mobilization networks in the region of Fatick to
increase the impact of Lecture Pour Tous’ radio programming during the COVID-19 crisis.

On December 9, 2021, Mr. Mamadou Talla, Minister of National Education, and the
USAID/Senegal Mission Director, Mr. Peter Trenchard, co-presided over a final event to
celebrate the historic impact of Lecture Pour Tous and bring it to a close. At the MEN’s new
offices in Diamnadio, the two were joined by the Secretary General, the Director of Elementary
Education, representatives of other central and regional education offices, USAID staff and other
technical and financial partners, and representatives of the Lecture Pour Tous technical
assistance team. Together, the participants surveyed the program’s quantitative and qualitative
achievements and shared testimonials. The minister emphasized that Lecture Pour Tous was the
MEN’s own program, and that beyond its immediate impact on hundreds of thousands of
students and their communities, its greatest legacy will be the MOHEBS bilingual reforms and the
new PNLSE it helped to launch. As the MEN now takes these historic reforms forward, the
evidence-based approaches, tools, and new mentalities introduced or strengthened by the
program will now be fully institutionalized and expanded nationwide.

LECTURE POUR TOUS FINAL PERFORMANCE REPORT | 34

 Lecture Pour Tous closing ceremony.

Mr. Mamatou Talla, Minister of National Education, with Mr. Peter Trenchard, USAID/Senegal Mission Director speaking to the press
following the closing ceremony of Lecture Pour Tous.

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Gender and Inclusion

Lecture Pour Tous helped the MEN promote gender equity and social inclusion in early grade
reading instruction in significant ways. Operating at full scale in six regions, the program
supported schools in both more and less isolated areas, and for students of all socioeconomic
backgrounds.

Mainstreaming gender. Lecture Pour

Tous employed a gender-
transformative approach for Grades
1-3, which mostly incorporated
children aged 6-8. It is strategic to
start promoting gender equality at
the earliest ages (well before many
girls reach adolescence and may be
subject to early marriage) across all
subject areas, including early reading.
Lecture Pour Tous’ work on gender
equality in early grade reading
instruction now serves as a model for
Senegal and the wider educational An SBCC tool produced by Lecture Pour Tous
that promotes girls’ education.
community. At the start of the
program, Lecture Pour Tous developed a Gender Plan that guided program activities in ways
that promoted gender equity and empowerment of girls and women. This guide then helped
increase gender parity in the implementation of interventions. Some key achievements include:

• Gender-sensitive images were used in all program early grade reading TLMs and all program
SBCC tools. Many existing textbooks initially reviewed by Lecture Pour Tous and ministry
gender equality staff had gender-harmful and socially exclusive images.
• The MEN staff responsible for regional communications and outreach received training on
how to create gender communication materials that promote gender equality.
• All parental and community engagement activities employed a gender-sensitive lens. The
program trained school management committee (comité de gestion d’école, CGE) members,
community mobilizers, and summer reading camp monitors to engage parents and caregivers
on gender equity. These stakeholders were thus empowered to promote girls’ education at all
community fora, debates, visits to students’ homes, and through messaging campaigns (poster,
radio).
• Both girls and boys have shown essentially equal performance improving their reading skills in
national languages, as show in EGRA midline and endline studies. This demonstrates that
attention to gender and inclusion has led to positive results for all children learning to read.

Expanding quality reading instruction to children with disabilities. To enhance social inclusion, Lecture
Pour Tous helped introduce Senegal’s first evidence-based early grade reading materials and
testing in national language with Braille students with low or no vision at two schools dedicated
to students with disabilities (see box, next page). To monitor the effectiveness of this
intervention, the program conducted two assessments.

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Promoting inclusive education.
STUDENTS From the
WITH VISION outset, Lecture
IMPAIRMENT GIVENPour Tous worked
A CHANCE to ensure
TO LEARN TO the equity of
READ

Lecture Pour Tous supported the MEN to pioneer the

use of Braille reading materials in Wolof, delivering these
books to students with low or no vision. We also
assessed Braille readers’ performance at midline and
endline, a significant step towards increasing social
inclusion in EGR instruction in Senegal.

Left: A student reading a Braille textbook by Lecture Pour

Tous, Kaolack. Bottom right: the front cover of a Grade 2
take-home booklet.

Assessment of a student reading braille, Louga, 2021.

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Communication

To share the positive results achieved through USAID investments in Senegal’s early grade
reading reforms, Lecture Pour Tous developed a robust communications and outreach strategy.
This included communications materials such as brochures, articles, photos, and videos to
increase awareness of the program’s achievements (see box). Showcasing our work in strategic
ways, the team produced numerous articles for USAID’s social media networks related to
current events in education (such as World Teachers’ Day, International Day of Education, and
other relevant days designated by United Nations Children’s Fund (UNICEF), and United
Nations Economic, Scientific and Cultural Organization (UNESCO). When the COVID-19
pandemic began, the program responded with text messaging and radio campaigns to curb the
transmission of the virus, encourage parents to support students’ reading while schools were
closed, and promote radio lesson listenership and reading clubs with physical distancing. See
Annex A for a compilation of success stories captured over the life of the program.

NUTURING A CULTURE OF READING THROUGH COMMUNICATIONS

In support of EGR instruction in national languages, Lecture Pour Tous regularly sponsored events organized by
the MEN with marketing products and exhibitions of reading materials. Events included:

• International Mother Language Day

• Semaine Nationale d’Education de Base (SNEB), or National Elementary Education Week
• Semaine Nationale de l’Alphabétisation (SNA), or National Literacy Week
• Foire internationale du Livre et du Matériel didactique de Dakar (FILDAK), an international book fair

Students perform a skit illustrating the importance of parents reading with children at home,
National Elementary Education Week, Kaolack, May 2019.

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The Daara Pilot Initiative for Early Grade Reading

Per its mandate, Lecture Pour Tous piloted EGR instruction using national languages in a limited
number of daaras — 64 in total — across all six target regions. Beginning with 18 daaras in
Kaffrine and Kaolack in 2017, the program expanded its reach to include 44 additional daaras in
the regions of Diourbel, Fatick, Louga, and Matam in 2018.

Over the three-year pilot, program technical assistance evolved to meet the unique needs of
daara stakeholders and improve learning conditions within daaras. Beyond the standard package
provided to all primary schools (teacher training, coaching, and reading materials), Lecture Pour
Tous provided additional support to strengthen daara instructors’ classroom performance and
enhance daara directors’ ability to better support instruction and improve daara management.
This support included increased supervision and supplemental training sessions for daara
instructors to revisit pedagogical approaches. See the box below for key takeaways from this
pilot initiative.

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 PROMOTING READING IN DAARAS

Key results:
• Reached 3,392 students (1,110 girls and 2,282 boys) across 86 classes
• Trained 290 (80 female, 210 male) instructors/directors in EGR pedagogy and 118 directors and resource persons
(14 female, 104 male) in coaching
• Distributed 10,379 reading materials
• At midline when daara students were tested, 38% of students demonstrated grade level competency in reading fluency
and text comprehension, 13% higher than the target of 25%.

Testimonials:
• “Thank you to those who brought us Lecture Pour Tous. Today, we have learned how to read in our mother tongue and in
French, thanks to them.” – Daara student
• “The integration of mother tongue in daaras has made it easier for students to learn to read in daaras; students today are
learning to read much faster than those who came before them and the Lecture Pour Tous program.” – Parent of daara
student, Malem Hodar IEF, Kaffrine

Takeaways:
• Stakeholders felt that the expansion of national reading reforms into daaras reaffirmed the Ministry’s commitment to
inclusive, quality education for a diverse set of students in different settings.
• Through Lecture Pour Tous’ support, daara stakeholders increased their advocacy with local government officials,
exposing the unique challenges facing daaras, especially their access to resources. Applying what they learned in
training, daara directors succeeded in securing small investments from local officials: 11% of communes provided
additional resources to daaras for school supplies, some for the first time.
• MEN inspectors noted positive changes in reading instruction in daaras, acknowledging that these types of programs
can succeed within the daara environment with the appropriate levels of support and guidance.

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MONITORING, EVALUATION, AND LEARNING

In addition to capable monitoring and archiving systems,

ACTIVITY LEARNING
which enabled the program team to learn from activity ACCOMPLISHMENTS
implementation and course-correct when necessary,
• Numerous action research studies
Lecture Pour Tous developed an innovative learning conducted to inform implementation and
agenda based on key learning priorities, which centered policy work
around improved classroom instruction, delivery • Test-learn-adapt model embedded in
program design to achieve maximum
systems, and parental/community engagement for early reading results and impact
grade reading. • Gathered and analyzed data for
performance indicators
Collaboration, learning, and adapting. The program used
real-time data, action research, and stock-taking
sessions to apply just-in-time learning to the design and adjustment of specific strategies and
activities, and to gather learning from these experiences to inform policy in Senegal and the
international community of practice. For example, the program administered SMS surveys to
teachers and school directors, carefully monitoring coaching data to identify challenges and
discuss ways to address them with the MEN. The research supported by Lecture Pour Tous
under Output 2.3 (described further below) was a major component of the program’s learning
plan, along with data gathered and analyzed for performance indicators.

Partnership with RF MERL. Lecture Pour Tous’ collaboration with the Rapid Feedback Monitoring,
Evaluation, Research, and Learning (RF MERL) consortium proved to be key to the learning
agenda. The U.S. Global Development Lab in partnership with the Bureau for Policy, Planning and
Learning, funds the RF MERL initiative. With support from RF MERL’s research team and proven
evaluation methods, Lecture Pour Tous researched multiple topics including the following:

• The functionality of ICT solutions (VPN and SMS push messages)

• Whether parent and community engagement activities reinforce early grade reading
instruction
• Early insights into the feasibility and effectiveness of alternative coaching modalities

To tackle challenges with coaching, Lecture Pour Tous designed a small randomized controlled
trial (RCT) in the final year of implementation — its promising results are summarized under
Output 1.3 below.

ASSESSMENT OF THE IMPACT OF CROSSCUTTING ACTIVITIES

Some of Lecture Pour Tous’ most significant legacies are its strong influence on the finalization of
Senegal’s harmonized model of bilingual education (MOHEBS) and its help to secure its
institutional validation in April 2021. The scope and scale of the program — implemented in all
schools in six academies — proved to be a catalyst for launching new reflections on policy
reform. Its early success proved the advantages of early grade reading in one’s first language (L1).
To move in this direction, the MEN committed itself to this major initiative by finalizing an
orientation document and developing an operational framework with a budget.

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The technical validation of the national reading program, or Programme national de lecture scolaire
à l’élémentaire (PNLSE), is even more important for the future of early grade reading in Senegal.
As further detailed under Output 2.4 below, the PNLSE aims to markedly improve reading
outcomes in primary school, with a focus on early grades, and integrates all of the most
important approaches introduced by Lecture Pour Tous, including the use of explicit, systematic,
and structured phonics as the foundation for highly effective reading instruction. The national
reading program sets the stage for the countrywide roll-out of reading reforms, including
institutionalizing evidence-based reading pedagogy into the updated basic education curriculum,
or curriculum d’éducation de base (CEB).

Despite the program’s intention to work seamlessly with ministry counterparts, certain aspects
of the approach proved challenging. In particular, when ministry staff were sometimes
unavailable, and coordination was difficult between different ministerial units. Sometimes Lecture
Pour Tous were unable to fully integrate program activities into the plans and processes of
different MEN offices. Lecture Pour Tous’ aggressive timeline at times forced activities to move
forward without high levels of ministerial engagement, particularly given that the MEN also
juggled other priorities. However, the validation of both the MOHEBS and the PNLSE now lays
the groundwork for much greater ministerial leadership of bilingual reading reforms.

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OUTCOME 1: IMPROVED EARLY GRADE READING INSTRUCTION
Thanks to Lecture Pour Tous technical KEY TEACHING AND LEARNING
assistance, the MEN improved early grade ACCOMPLISHMENTS
reading instruction to nearly 30% of • Increased the number of second graders reading at grade
level by 30 percentage points.
students reading at grade level after the
• Produced and distributed multiple editions of 3,119,710
initial two years of program early grade reading TLMs in three languages to teachers and
implementation — up from a baseline of students in three grades.
• Developed and implemented ‘training of trainers’ to
less than 1%. A set of evidence-based strengthen capacity of inspectors and, in turn, train 5,496
interventions based on the program’s school directors and 14,900 teachers.
theory of change produced multiple • Piloted a revolutionary pre-service course on early grade
reading in seven regional teacher-training institutes,
outputs (see box) that drove this positioning it to scale nationwide.
remarkable success: • Introduced a new way of coaching based on observation and
constructive feedback, with structured guides and tools,
increasing the coaching skills of 167 inspectors and 5,496
• Highly systematic TLMs that follow the school directors.
linguistic structure of the languages •
Conducted a randomized controlled trial of coaching
children speak and understand, with variants to address challenges with new, cost-effective ways
copious text to allow for sufficient to help all teachers.
•
Administered four EGRA assessments (2017, 2018, 2019,
student practice and mastery before 2021) to students in Grades 1 to 2 to track progress.
moving on to higher levels of reading •
Introduced the Local Education Monitoring Approach
competences (LEMA) in 21 district offices for rapid response.
• Highly structured teaching and learning
routines and lesson plans that follow this systematic approach and ensure that all children
sufficiently practice skills first modeled by teachers
• Multiple modalities of training,
continuous professional development
(CPD), and ongoing reminders and
motivational messaging for teachers,
including in-person workshops, teacher
learning circles, self-guided training
modules, and push messaging via SMS
and WhatsApp groups
• Coaching and supervision of teachers
to support their uptake of the new
instructional practices and use of the
TLMs as intended
• Criterion-referenced and statistically
valid skills assessment, testing, and
localized monitoring approaches to
inform classroom instruction, district-
level planning and support, and MEN
policy.

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CUMULATIVE RESULTS ACHIEVED

The following narrative describes results achieved over the five years of Lecture Pour Tous to
deliver on the four expected outputs that led to improved early grade reading instruction.

Output 1.1: Evidence-based early reading materials in Senegalese languages provided

The quality of TLMs provided to students and teachers is a
KEY TLM RESULTS
critical factor in the acquisition of basic skills. To provide
evidence-based early grade reading materials to these • Produced and distributed 3,119,710 quality
EGR TLMs for nearly all Grade 1-3
stakeholders, Lecture Pour Tous assisted the MEN to students to have their own books
develop highly systematic scopes and sequences and • Helped launch revision of the national
structured lesson plans for new early grade reading materials basic education curriculum, integrating
in three languages for students and teachers; print and evidence-based approaches for early
literacy success in L1 and FSL
distribute the TLMs at a 1:1 ratio for each teacher and child • Supported future materials align with new
for most materials; build local publisher capacity; and prepare curriculum through a TLM design package
for the development of revised national curriculum for early • Built the capacity of the MEN and local
literacy and updated TLMs for both L1 and FSL. publishers in EGR materials development

Materials for students and teachers in public schools and daaras produced and distributed. The production
and distribution of TLMs present major challenges for many educational programs. Lecture Pour
Tous was no exception, given its mandate to support the MEN in promoting reading using national
languages and evidence-based approaches not widely known or understood. Over five years, the
program helped lead an inclusive and rigorous reflection that led to a final version of a complete set
of high-quality materials for early grade reading instruction: teacher’s guides; student textbooks; take-
home books; read-aloud stories; and decodable, leveled readers. These materials were appropriate
to the cultural context, aligned with Senegal’s education policy, and infused with the science of
reading and the international evidence base demonstrating the efficiency of an explicit, systematic,
and structured phonics
approach to reading
acquisition. Together, this
TLM package represents a
substantial contribution
to the approaches
codified in the PNLSE
national reading program
and the country’s new
early literacy curriculum,
which is currently being
finalized. In all, the
program printed and
distributed 3,119,710
TLMs, which benefitted
604,402 students/learners
in 3,900 schools and 64
daaras.
Student reading a book provided by Lecture Pour Tous, Diourbel.

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The program adopted a phased approach to material production, as illustrated in Figure 11 below.
The program dedicated Years 1-2 to the design of materials for Grade 1, building consensus among
stakeholders around the advantage to early grade reading instruction in codified national languages
(L1) before transferring skills to French (L2). We then developed technical and pedagogical
specifications through a series of consultations, workshops, and technical notes. Following the same
workflow, the program developed Grade 2 materials in Year 2 and Grade 3 materials in Year 3,
which made it possible to distribute a complete set of Grade 1-3 materials to schools in Year 4.
FIGURE 11: EVIDENCE-BASED EARLY GRADE READING TLMS PROVIDED

Each year, the program took time to learn from the previous year of implementation (through
classroom observations, feedback provided by teachers and inspectors, and reviews of the
materials). As needed, the program adapted scopes and sequences, updated scripted routines,

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adjusted the rhythm of lessons to reduce RAPIDLY PIVOTING TO RESPOND
students’ cognitive overload, and refined other TO THE COVID-19 CRISIS
pedagogical and technical specifications. This When the pandemic hit Senegal in March 2020 and
enabled us to refine materials before reprinting. schools closed, Lecture Pour Tous helped the MEN
quickly and effectively respond to the COVID-19 crisis
and mitigate learning loss during school closures. Key
In Year 4, with most materials production actions included:
complete, the program also supported the MEN • Sent via Push SMS texts and radio broadcasts
to produce additional teaching supports: bilingual messages about COVID-19 prevention and the
lexicons (with more than 1,000 terms each) and importance of reading at home during school
bilingual grammar guides (study tools that closures
• 1,392 interactive EGR lessons for radio (in 3
support the teaching of Grade 3 writing that languages), broadcast via local radio
complement teacher’s guides). Also, in Years 4 • Developed parent guide to support reading at
and 5, school closures caused by the COVID-19 home
pandemic led Lecture Pour Tous to help the • Produced 9 storytelling video episodes,
MEN rapidly respond with multiple “Apprendre à broadcast on Canal Education
• Transformed existing pre-service early grade reading
la maison” distance-learning methods for students modules into self-guided distance training used
and distance training and coaching for teachers to “flip” instruction
(see box, right). • Developed innovative, multimedia self-guided
training modules for in-service CPD
Finally, the program reviewed copyrights to fully
align with Creative Commons Attribution 4.0 before handing over complete set of digital files to
the MEN. All digital files have been shared with the Global Digital Library, an effort through the
Global Book Alliance to upload and make all TLMs and leveled readers available digitally.

Capacity of MEN and Senegalese publishers on evidence-based early grade reading material
development strengthened. To address publishing capacity issues and procurement challenges (see
box below), Lecture Pour Tous mobilized experts from consortium partner Scolibris Livre
Solidaire to better understand the needs and aspirations of Senegalese publishers related to
producing early literacy TLMs. The evidence-based approach to early grade reading instruction
was new and challenging for Senegalese publishers, and the scale of book orders was
overwhelming, particularly with the program’s rapid pace of deadlines. In 2019, Lecture Pour
Tous collaborated with the DEE and INEADE to design and deliver a capacity-building plan for
Senegalese publishers that addressed their technical and operational challenges and to create the
conditions for efficient production of quality early
STRATEGIC LEGACY: “DESIGN PACKAGE”
TO JUMP-START FUTURE EDITIONS OF grade reading materials.
GRADE 1-2 MATERIALS
To inform the ministry’s next edition of TLMs for early
The program’s support to INEADE’s textbook
literacy instruction in national languages, the program publishing procurement and oversight division
helped develop and validate a “design package” with (Division de l’Edition et des Manuels Scolaires, or
ready-to-go instructions and templates for new Grade
1 and 2 materials. This package will accelerate future
DEMS) contributed in sustainable ways to the
versions of reading materials in L1 that will align with development of an operational framework for a
the MOHEBS and PNLSE for early literacy reform textbook analysis and approval system. The
expanded to the whole country. In the final weeks of
Lecture Pour Tous, program technical assistants helped
program helped develop a capacity building plan
launch the revision of the new national curriculum for staff, with short-term, medium-term, and long-
based on proposed guidelines for L1 and a framework term goals. A critical mass of MEN staff gained
document for FSL based on the international — and
national — evidence base for literacy instruction.
substantial knowledge and experience during the

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internal production of TLMs, thus becoming better able to design and evaluate publishing tenders
with higher levels of quality assurance. Thanks to USAID’s investments, Lecture Pour Tous
consortium partners ARED and SIL, who both have sustained presence in Senegal, also increased
their capacities together with a critical mass of publishers and writers, which benefits the entire
education system and learning community.

NAVIGATING AND STRENGTHENING SCHOLASTIC PUBLISHING FOR EARLY LITERACY

Senegal’s scholastic publishing policy stipulates that all textbooks be developed by the private sector through an open
bidding process. This proved to be a challenge during program implementation. National and international publishers alike
had little to no experience developing pedagogical materials in Senegalese languages, and national publishers were also
unfamiliar with the explicit, systematic, and structured phonics approach to reading. Furthermore, the program timeline
was extremely accelerated compared to industry norms for TLM development: Mere months were available to develop and
print multiple materials in three languages.

When initial calls for tender were unsuccessful due to the lack of qualified offerors, Lecture Pour Tous reached a
compromise with the MEN and USAID to establish an in-house materials production team to rapidly produce quality
reading materials while developing a capacity-strengthening program for local publishers. Following a book supply chain
analysis and local publisher needs assessment, Lecture Pour Tous delivered a series of five training sessions to 25 publishing
houses (70 individuals) as well as 12 MEN staff in 2019. The content covered all the major skills development topics
necessary to submit a valid proposal for early literacy TLMs and complete the work requirements. Skills included learning
to use SIL Lead’s Bloom book development software, a simple, open-source tool that helps craft decodable texts and
facilitates quick translation. The training also helped publishing houses consider strategic consortia and hiring practices that
could help meet serious human-resource and expertise needs.

After these hands-on training sessions, publishers expressed interest in further technical areas including decodability,
national language transcription, and early grade reading pedagogy. In response, Lecture Pour Tous helped develop a self-
training framework and kit (self-training guide, set of activities, and progress-monitoring tools), which it shared with
publishers in December 2020.

Because of the program training, some publishers may now be able to successfully bid on early literacy tenders. The
Association of Senegalese publishers has also become more vibrant and cohesive and has increased communication and
collaboration among members of a new sub-group of publishers that focus on TLMs for early grade reading instruction. All
of these advances have solidified the foundation for the considerable national reforms of the MOHEBS and PNLSE.

Output 1.2: Teachers’ skills in evidence-based early grade reading instruction improved

Quality early grade reading instruction depends on KEY TEACHING RESULTS

teachers’ confidence and skills in the classroom. To
• Improved the skills of 14,900 teachers and
help teachers improve their early grade reading
5,496 school directors through continuous
instruction skills, Lecture Pour Tous assisted the MEN professional development (in-service
to design and deliver evidence-based pre-service training) package, which included several
training and in-service CPD for teachers on the new notable ICT solutions
TLMs and instructional strategies, as well as on using • Developed, piloted, and refined pre-service
training in half of Senegal’s CRFPEs over
national languages for instruction (see box). Our three years, benefitting approximately 3,300
comprehensive training plan used system actors and student teachers positioning the country to
leveraged ICT enhancements to deliver face-to-face scale up EGR instruction training to all 14
and virtual training opportunities (especially during CRFPEs for all future teachers
• In total, 3,300 student teachers were trained
the COVID-19 pandemic). Most training tenets and in early grade reading instruction via national
approaches have been adopted in the PNLSE languages and will help sustain and scale up
framework document. the new reading instruction model.

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 School director visiting a reading lesson during a classroom observation, Diourbel, June 2021.

Improved teacher skills through in-service CPD. Training and ongoing CPD for existing teachers to
take up the reforms was a major component of Lecture Pour Tous’ technical assistance to the
MEN. Since startup, the program worked closely with ministry counterparts at the central level
(DEE, DFC) and decentralized level (IAs, IEFs) to plan and organize large-scale training sessions
on the new approaches and materials for early grade reading instruction in national languages for
Grade 1-3 teachers and their school directors. Participants benefited from modeling and
simulation sessions as well as practical exercises based on the “I do, we do, you do” direct
instruction and gradual release instructional approach (see Figure 12), with the majority of time
spent on individual student practice and constructive feedback benefitting all students.

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 FIGURE 12: THE “I DO, WE DO, YOU DO” INSTRUCTIONAL APPROACH

Teacher repeats the task Teacher asks a student to

Teacher explicitly presents with a group of students or repeat the task in front of
or demonstrates a concept the whole class, using new the class with additional
or task to the entire class examples of the same skill or examples, and confirms or
piece of knowledge corrects the skill/knowledge

The training model introduced by Lecture Pour Tous in many ways reflected this same approach,
and the structured lesson plans in the TLMs themselves: Trainers introduced new knowledge
and skills and then guided teachers in practicing these techniques and use of the TLMs. Although
Lecture Pour Tous technical staff were instrumental in helping to establish the MEN’s national
technical team of trainers for early grade reading innovations and early on served as members of
this team, over time, these master trainers became MEN personnel (generally inspectors). In
turn, the national technical team trained regional technical teams of inspectors and high-
performing school directors in each of the six regions, who then trained teachers in residential
workshops over several days — with one session at the beginning of the year and a follow-up to
refresh concepts and introduce additional content in the middle of the year.

Starting in Year 4, Lecture Pour Tous

helped the MEN to begin transitioning
away from a highly intensive in-person
training model that depended on several-
day residential workshops. Although this
type of intensive training has been shown
to be necessary in Senegal and elsewhere
when a reform is first introduced — and
for teachers who shift into new grades or
are newly transferred — it should not be
necessary long-term and is not financially
sustainable. The program training plan
always envisioned an evolution to more
localized, less intensive CPD modalities.
This shift accelerated after the
COVID-19 pandemic in March 2020,
which forced the cancellation of the Excerpt of a self-guided distance training module for teachers.
second round of in-person training for the
year. No in-person training was possible at the beginning of the 2020-2021 school year, either.

Considering these original intentions and new challenges, Lecture Pour Tous helped introduce a
new multimodal CPD plan with multimedia self-guided distance training modules (formation à
distance), in-person professional development days, the revitalization of internal (school-based)
and external (cluster-based) teacher learning circles, continual coaching, and continual SMS and
WhatsApp messaging and follow-up. After Lecture Pour Tous tested and evaluated its first CPD
plan at the end of the 2019-2020 school year, which earned praise from educators, the program
honed the tools and helped roll out the plan in the final year of implementation.

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Over time, the MEN staff that served as trainers of trainers (the national technical team) and
regional trainers developed the skills necessary to continue rolling out early grade reading
instruction training in the future.

Enhancing teacher CPD and coaching with ICT solutions. To enhance in-service training, the program
introduced multiple ICT solutions, working closely with the DEE, SIMEN, and DFC where
possible. This included:

• A public-private partnership (PPP) with the LEVERAGING PRIVATE SECTOR

telecommunications company Orange and national ENGAGEMENT FOR READING
subsidiary Sonatel that leveraged phone time, SMS, Lecture Pour Tous established an innovative PPP
and data at subsidized rates (see box). With the with Orange/Sonatel for multiple ICT-enhanced
measures to support teachers. Adapting promising
telecom’s support, the program launched a push approaches used in similar contexts, this
SMS program to send bulk text messages to partnership was the first of its kind for Senegal.
teachers, directors, and inspectors to provide Because the MEN had already begun discussions
with Orange/Sonatel and others for potential long-
training follow-up and support teacher coaching term partnerships before Lecture Pour Tous, this
and supervision. Though the program experienced PPP provided a way to test multiple aspects of the
delays establishing the PPP and eventually sought a program and hone strategies.

sustainable alternative to Orange’s Mobile Training This partnership leveraged the following:
Everywhere platform, benefits of this innovative • Subsidized texting through a network of
education actors involved in reading reforms:
partnership far outweighed challenges. inspectors, school directors, teachers, and
• Two-way messaging via the alternative Telerivet technical assistants
platform (an off-the-shelf SMS gateway), which • Free phone calls within the network that
allowed stakeholders to receive and respond to promoted communication to implement the
new reforms
messages and surveys, bolstering the program’s • Internet credit that allowed education-system
reach through follow-up and learning based on actors to access online resources to improve
quick feedback. instructional practices
• Instructional audio messages and short videos for • Subsidized rates for SMS push messaging to all
educators and for SMS-based surveys for
teachers based on scenarios developed with MEN rapid monitoring and feedback
staff. These recordings proved essential
components of the teacher CPD package. The program leveraged a minimum of a 51:49
ratio of investment from this partnership, with
the company committing the larger share.
Stakeholders expresses enthusiasm and commitment Administrative aspects of the PPP were
for using these ICT tools, suggesting that they were challenging, particularly given that the
telecommunications operator had never engaged
well-received. Surveys conducted after training on the in this way with USAID and government actors.
ICT tools indicated that education-system actors But the experience serves as an example of non-
appreciated the opportunity to learn how ICT could traditional private sector engagement that
Senegal might pursue as it expands national
enhance teacher training, coaching, and supervision. bilingual reading reforms.
Additional rapid feedback research both showed how
push messaging and other aspects served educators
and allowed the program to hone messaging and other approaches. To sustain key aspects of
these efforts for the future reforms, the program prepared an ICT transfer plan with the SIMEN
and collaborated to identify the most cost-effective ICT solutions for the MEN to continue. This
includes, for instance, expanded WhatsApp groups now that more teachers have smartphones
and access to 3G networks than when the program began, reducing the need for SMS
communications in most cases. (However, some SMS communications may still be necessary for

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the teachers and school directors in the most isolated rural areas without smartphones or 3G,
who already often need the most support.) It also includes maintaining the MEN’s Lecture Pour
Tous website with a repository of all TLMs and CPD materials, likely to be converted to a
PNLSE/bilingual reading reform website for the new national program.

Preparing the future through pre-service teacher training. Training student teachers before they enter
their classrooms is one of the most critical factors for sustaining reforms, ultimately reducing the
need for intensive CPD. Lecture Pour Tous therefore helped introduce Senegal’s very first pre-
service teacher training course for early grade reading instruction, piloting and refining new
modules in half of the country’s regional teacher training centers (CRFPE), including in Saint-Louis.

After an initial needs analysis, the team helped system actors draft training modules on reading
and expand existing modules on using national languages for instruction for CRFPEs first piloted
in Kaolack, Louga, and Saint-Louis. After an assessment of the first year of the pre-service pilot,
Lecture Pour Tous worked with MEN to refine the modules and expand the second year’s
cohort to include student teachers from all seven target CRFPEs (6 IAs from the program’s
intervention area plus Saint-Louis, G2G). For the third and final year of the pre-service pilot,
Lecture Pour Tous integrated a unit on the program’s bilingual grammar guides and lexicons. The
team also helped introduce distance learning with some of the same modules developed for CPD
(see box, next page). These proved so popular that many instructors maintained a “flipped”
model using the modules even when in-person classes resumed.

A final monitoring mission with the DFC and DEE revealed an adequate supply of teaching and
training materials in the teaching institutes; an effective implementation of the 18 pilot modules;
and a commitment from stakeholders to ensure the successful institutionalization of the
program. The draft framework document ready to be fully integrated and validated as part of the
pre-service teacher referentiel.

Student from Sibassor Elementary in Kaolack listening to an interactive radio lesson with his mother, August 2020.

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 ADAPTING A HYBRID PRE-SERVICE TRAINING APPROACH IN RESPONSE TO COVID

When the COVID pandemic hit and CRFPEs closed for 3 months, the program introduced a “flipped
classroom” approach (a blended learning model in which students complete readings at home and work on
problem-solving during class) to avoid any loss of training time and ensure pedagogical continuity.

Results:
• Instructors conducted distance training over 12 weeks while teacher training centers were closed
• Once in-person classes resumed, instructors led hands-on activities to reinforce concepts and techniques
• According to an online survey of 526 student teachers, 84% said their understanding of reading instruction
had increased or increased a lot
• Collaborative materials development process made the COVID “pivot” easier to implement
• Ministry replicated the “flipped classroom” model for other pre-service training courses during the crisis
• Moving forward, instructors will continue using a hybrid model that includes distance training because they
find it effective, and it allows time to prioritize classroom simulation

Output 1.3: Coaching and supervision of the early grade reading instruction improved

Research shows that training alone is insufficient, and that instructional coaching and teacher
supervision is critical to reinforcing and sustaining quality instructional practice, especially when
new reforms are introduced. Lecture Pour Tous thus increased the emphasis on coaching using
more constructive and collaborative approaches and at a higher frequency than had been used
previously in Senegal. As a result, many educators and administrators credit the program with
revolutionizing Senegalese instructional coaching and the relationships between teachers and
their directors and inspectors.

To improve coaching and supervision of early grade reading instruction, Lecture Pour Tous assisted
the MEN to: develop a comprehensive training plan that includes coaching; design a coaching

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 KEY COACHING RESULTS approach and observation tools integrating as many
international best practices and local contextual
• Revolutionized instructional coaching in Senegal
through new, constructive feedback methods and
factors as possible; train school directors and
criterion-referenced observation tools inspectors with the knowledge and skills needed for
• 14,900 teachers received coaching over four years their responsibilities; encourage regular classroom
of programming visits and teacher meetings; and collect data on the
• Provided multi-year training and reinforcement on evolution of teacher and student skills. When the
coaching to 5,496 school directors and 167
inspectors to provide teachers with personalized, original coaching model failed to produce the
on-the-job support frequency required to change and sustain new
• Tested coaching variants through a RCT that teacher practice, the program also helped reflect and
revealed viable alternatives to overcome inherent test new variants.
challenges in the initial base coaching model using
system actors with little time
• Tested and refined a comprehensive coaching
Based on extensive discussions with the MEN, the
program designed the coaching model using only
guide and package of tools that can continue to be
adapted for the national bilingual reforms system personnel already in schools or scheduled
to visit schools: school directors as on-site coaches
who would conduct two observation-based
sessions per month per targeted teacher, and inspectors would visit each school at least once
per quarter, and more often to coach directors who are also teachers. The program also used
SMS push messages, the phone/texting network, and WhatsApp for additional support.
However, year after year, directors struggled to coach multiple teachers twice per month, and
not all had an aptitude for coaching. Generally, inspectors rarely conducted their own coaching
visits, which was particularly problematic for the 30% of school directors who were CI or CP
teachers who needed their own coaching.

Program and MEN staff discussed several alternative ways to address these challenges. Better
planning helped but was deemed insufficient. In one early pilot, providing coaches with tablets
that featured digitized observation tools and audio-visual
aids was shown to improve coaching data transmission,
but only about 50% of coaches used the tablets at all, and
very few used them with the teachers to enhance
coaching itself. The idea of recruiting additional resource
people was rejected as too costly for the ministry to
independently sustain.

In Year 5, Lecture Pour Tous helped to design and

conduct a small-sample RCT in collaboration with
learning partner RF MERL to test the potential viability
and early relative effectiveness of alternative coaching
variants. Supplemental tele-coaching of both teachers and
director-coaches over the phone, which had been found
promising in similar contexts, was the first variant; the
second introduced supplemental in-person coaching of
teachers and director-coaches conducted by experienced
nearby school directors already organized in cluster-level Refresher training of pilot coaches, Kaolack,
March 2021.

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Two teachers interacting during a school-based teacher learning circle, Kebemer, June 2021.

collectifs des directeurs d’école (CODECs). The RCT studied the relative feasibility and impact of
both variants on teacher practice and compared to an updated standard model (see Figure 13).
FIGURE 13: COACHING VARIANTS TESTED IN THE RCT

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Before the RCT period began in earnest, the program trained the “It’s that with the tablet
experimental coaches and helped launch the new variants. Then, [and calls] I can coach a lot
RF MERL conducted “lean testing” after the first two months to of teachers. If I had to go to
refine some elements of the models. This included, for instance, schools to coach, I can’t do
changing the digital coaching platform to a case-management 6 or 7 a week, that’s not
possible. So really, it allows
solution and increasing the phone credit for tele-coaches. Then, us to really reach a lot of
after four months of implementation in the Kaolack region, the people in a period of time.”
team used mixed methods of interviews, surveys, and classroom -- District head inspector
observation to garner feedback and measure initial effects of each and experimental telecoach
variant on teacher practice. The results (see box) suggest that
both the supplemental tele-coaching and in-person CODEC coaching hold a great deal of
promise compared to the struggling standard model. And although educators generally prefer in-
person coaching, tele-coaching proved to be more cost-effective, at least in the short run.

In Year 5 at the end of the 2020-2021 school year, Lecture Pour Tous technical assistants staff
helped the DEE systematically review the experience with instructional coaching over the four
years of implementation and the results of the small-sample RCT. Although program staff have
suggested that additional testing of these or slightly adapted variants would be worthwhile at a
larger scale, the DEE has currently concluded that the standard model will remain for now.
Given that the DEE integrated instructional coaching into the PNLSE, more reflection and
planning will likely be needed for Senegal to stabilize an instructional coaching system that
consistently reaches all targeted teachers with the frequency and skill needed to introduce new
teaching methods and sustain good practice.

KEY FINDINGS FROM THE RCT ON COACHING VARIANTS

Teachers and directors who participated in supplemental tele- or in-person coaching exhibited better practices compared to
those participating in the standard model only. In some cases, teachers with added on-site coaching demonstrated better practices
than teachers with tele-coaching. However, because tele-coaching is significantly less expensive, it was found to be more cost-
effective in achieving key measures of teacher practice. For instance, tele-coaching cost approximately 83% less than supplemental
in-person coaching to achieve a 15 percentage-point increase over the standard model in the frequency of guided individual
student reading, and 64% less for an increase of 26 percentage points in the frequency of teacher use of constructive feedback to
students. Changing coaching systems is institutionally challenging, despite evidence on what works. Both variant models require at
least some additional funding, and both require “reimagining” the status quo — changes that may not benefit all actors. Given this,
the ministry has initially decided to expand the standard model and allow regional-level education offices to further explore use of
the variants as needed per their local context. With major reform goals at stake, this initial RCT suggests that further testing at
larger scale is warranted.

Output 1.4: Early grade reading assessment improved

Prior to Lecture Pour Tous, INEADE, the evaluation arm of the MEN, was already well-versed in
the implementation of national reading assessments. Building on these assets, we further
improved early grade reading assessment by helping INEADE design the country’s first
instruments for large-scale EGRA in national languages; administer baseline, midline, and endline
L1 assessments and SSME studies in a representative sample of schools (including daaras); and
analyze and share study results with policymakers and educators. In addition, Lecture Pour Tous
helped introduce the Local Education Monitoring Approach (LEMA) in all target IEFs, improving

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the capacity of local education managers to make KEY ASSESSMENT RESULTS
evidence-based decisions. Finally, the program helped • Planned and administered EGRAs at
INEADE to develop and test Senegal’s first quarterly baseline, midline, and endline to gauge
standardized assessments in early grade reading. student performance in Grades 1-2
• Piloted LEMA in all 21 target IEFs,
EGRA and SSME designed, conducted, and analyzed; results empowering local actors to make evidence-
based decisions
shared. To improve early grade reading assessment in • Developed and tested Senegal’s first
Senegal, Lecture Pour Tous accompanied the MEN at quarterly standardized evaluations for
the central and decentralized levels (DEE, DFC, reading
INEADE, DALN, ID, IAs, and IEFs) to:

• Develop EGRA instruments in three national languages (Wolof, Pulaar, and Sereer with some
tasks also in French for Grade 2) for Grades 1 and 2, and SSME questionnaires targeting
teachers, directors, and students with contextual questions
• Implement four EGRA/SSME studies (2017, 2018, 2019, 2021) to assess student reading
performance and related contextual factors

Enumerators testing a student during the endline EGRA, June 2021.

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• Develop assessment instruments in Braille and administer the tests twice with students with
low or no vision in identified inclusive schools to ensure an inclusive approach
• Disseminate results at central and decentralized levels to a wide range of stakeholders

As a result, the MEN and program technical assistants had objective and precise information on
student reading levels that informed program design and helped measure progress over time.
Additionally, INEADE and other key MEN actors have increased capacity in instrument
development, sampling strategies, Tangerine offline data collection, data cleaning and analysis, and
reporting — including establishing technical parameters for EGRA-type evaluations and
guidelines for conducting reading assessments in Grades 1-2. Finally, ministry actors used EGRA
results to develop the country’s first national norms and standards for student reading
performance (see Output 2.2 below for more).
“The [LEMA] data collected made it possible
LEMA for feasible, locally generated data for reform to set up an action plan to readjust the
supervision and management. To strengthen ministry shortcomings noted in the field, coaching
capacity at the department and regional level to track activities are planned and executed with the
implementation and effectiveness of reading reforms, support of other colleagues at the academy.”
the program supported the MEN to introduce LEMA at – IEF, Fatick
the IEF level. LEMA is an adaptation of a monitoring “Important aspects of its usefulness include:
approach known as Lot Quality Assurance Sampling an autonomous tool and transferable to other
(LQAS), which uses small sample sizes and binary activities, a random choice of students/
indicators to classify local areas as meeting or not schools, a control of the students’
meeting minimum performance standards. Prior to each achievements in L1 and of the teachings, a
review of the teaching and learning materials
of three LEMA phases (2018, 2019-20, and 2021), and an idea of the quality of its use, and an
program staff trained IEF inspectors on the approach, assessment of the skills of students and
data collection, data processing and reporting. teachers. Apart from the analysis of reading
performance, we drew other information on
For the final phase of LEMA, inspectors from two IEFs our staff (punctuality, attendance, regularity
targeted for more intensive support — Gossas and and rigor in work, etc.).”
– IEF, Bambey
Louga — collected data on learning outcomes, school
and classroom contexts, and fidelity of implementation
of key reform measures such as coaching. Supported by INEADE and program staff, these local
education managers then analyzed their monitoring data and developed reports with
recommendations that already informed IEF action plans around monitoring teacher
performance and increasing coaching activities. Lecture Pour Tous’ final report and updated
LEMA implementation manual will guide its anticipated expansion under the PNLSE and
MOHEBS reforms and overarching MEN monitoring and evaluation strategy.

Quarterly standardized evaluations for early grade reading designed and tested. As a final contribution
to the ministry’s evaluation strategy for early grade reading — beyond the program’s original
mandate — Lecture Pour Tous also helped identify a key opportunity to introduce formative
assessment into the MEN’s existing testing practices. At the end of every quarter, teachers in
elementary schools across Senegal assess every student with standardized tests linked to the
national curriculum. However, tests for Grade 1 and 2 students have not been designed to
capture early reading skills. By introducing a hybrid of group testing for oral elements and other
individual testing where needed, Lecture Pour Tous worked with INEADE and multiple other

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key offices (DEE, DALN, DFC, DPRE, DEXCO, and FASTEF) to convert existing quarterly
testing practice into a powerful tool to assess student progress against intermediary norms and
standards. After developing the instruments and training inspectors and teachers on the new
assessment protocol, the program helped the MEN pilot tests in 30 schools at the beginning of
the 2021-2022 school year. The resulting recommendations will inform the anticipated scaling of
these new standardized tests across the country under the PNLSE and MOHEBS reforms —
providing teachers, school directors, IEF, and IA education managers with criterion-referenced
assessment information each quarter. As a result, teachers can better plan review and
remediation support for students who need it, and education managers, inspectors, and coaches
can target the schools and teachers who need the most support.

ASSESSMENT OF OUTCOME 1 ACTIVITY IMPACT

This section analyzes the impact of program activities to improve early grade reading instruction
in primary schools and daaras. This includes program indicator performance and other measures
from studies, analyses, and testimonials from key stakeholders. See later sections for additional
assessment of program sustainability, including a final analysis of achievements from priority
sustainability actions and recommendations for future early grade reading work in Senegal.

OUTCOME 1 INDICATOR PERFORMANCE

As measured by performance indicators, the largest impact of program activities to achieve

Outcome 1 was felt in revolutionizing teacher practice, the availability of evidence-based TLMs
for over 600,000 students and over 14,000 teachers, and increased time for reading lessons —
all leading to improved early grade reading instruction. In turn, this improved instruction was the
primary contributing factor in achieving the goal of markedly improved student reading skills.

The Activity Monitoring, Evaluation, and Learning Plan (AMELP) contained 11 indicators to track
and evaluate achievement of Outcome 1. The program met or exceeded life of project (LOP)
targets for eight of these and came within 90% of one more, as presented in Table 3 below. And
the program greatly surpassed several indicators. For the two learning indicators (1, covered
above, and 4, below), major challenges caused by the pandemic in the last two program years
and persistent challenges with the required coaching system took their toll. Despite this, Lecture
Pour Tous significantly improved early grade reading instruction in many ways, discussed below.

TABLE 3: SUMMARY OF OUTCOME 1 INDICATOR PERFORMANCE

NO. INDICATOR LOP LOP NOTES
RESULTS TARGET
Outcome 1: Early grade reading instruction in public primary schools and daaras improved
3 Percentage of target schools allocating at least one 100% 95% The MEN adopted official
hour a day to reading instruction (Grades 1-3) timetables for reading in L1 in all
three grades that required all
schools to allocate this time.
4 Average oral reading accuracy for first grade 32 60 COVID-19 effects on training,
students (or the equivalent) after one year of reading coaching, and supervision during
instruction in a language they speak and understand the final 22 months greatly limited
program implementation.
23 Number of public and private schools receiving USG 3,718 (verified at 3,900
assistance end of Y5); 3,900

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 NO. INDICATOR LOP LOP NOTES
RESULTS TARGET
(total estimated
at the end of Y6)
Output 1.1: Evidence-based early grade reading materials in Senegalese languages provided
6 Number of primary (secondary) textbooks, and 3,119,710 2,773,750
other teaching and learning materials provided with
USG assistance
7 Percentage of classrooms in which students are using 96.3% 90%
evidence-based early grade reading materials
provided with LPT support
22 Percentage of primary-grade learners targeted for 83% 90%
USG assistance who have the appropriate variety of
decodable, leveled, AND supplementary readers in
the language of instruction with inclusive
representation of diverse populations
Output 1.2: Teachers’ skills in evidence-based early grade reading instruction improved
5 Percentage of first-, second-, and third-grade 91.1% 70% At baseline, essentially no teachers
teachers who apply the techniques and methods of applied these evidence-based
evidence-based early grade reading instruction methods. Early in the program,
this increased to 66%, then to
nearly all observed teachers.
8 Number of primary (or secondary) educators who 14,900 11,000
complete professional development activities with
USG assistance
Output 1.3: Coaching and supervision of early grade reading instruction improved
9 Percentage of early grade teachers who report 38% 50% The standard coaching model
receiving coaching with adequate frequency for the adopted by the MEN consistently
implementation of the evidence-based early grade struggled to achieve frequency
reading approach targets.
10 Number of education administrators and officials 5,663 3,450
who complete professional development activities
with USG assistance
Output 1.4: Early grade reading assessment improved
11 Ratio of targeted departments using LEMA 2 for 21/21 21/21 All IEFs in the six target regions
assessing school status of early grade reading used LEMA; the MEN and INEADE
performance will now need to fully
institutionalize the practice.

The multiple rounds of in-service teacher training, ICT-based follow-up, and some amount of
coaching and supervision — even without the intended frequency — led to high rates of
teachers observed applying the techniques and methods of evidence-based early grade reading
instruction. In keeping with the program’s theory of change, these teachers then used the newly
introduced TLMs — the explicit, systematic, structured, phonics-based lessons using national
languages, highly structured lesson plans, and ample text for student practice in school and at
home. The time for this instruction increased, with the MEN mandating a minimum of one hour
of reading instruction in L1 configured into official school timetables.

As a result, student reading skills increased. As demonstrated by multiple EGRA/SSME studies,

teacher knowledge of evidence-based literacy acquisition was associated with higher student
scores. Scores increased for top-line program performance for second graders and for lower-
level foundational skills for first graders.

2
The USAID/All Children Reading (Lecture Pour Tous) task order contract refers to lot quality assurance sampling (LQAS), but
this term has been replaced by LEMA, which incorporates LQAS.

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Indicator 4 under Outcome 1, measures the average oral reading accuracy in L1 that students
achieved at the end of Grade 1, calculated as the percentage of words correctly read aloud (see
Table 4). Because there was no calibrated Grade 1 text before the program helped establish one,
no baseline existed for reading Grade 1 text. However, the rate of first grader “0” scores for
letter recognition before the intervention was extremely high, suggesting serious gains when
achieving nearly 32% accuracy by 2019. The program’s second edition of Grade 1 TLMs
introduced that school year likely contributed to this impact, with the average accuracy score
considered “emerging” reader level based on provisional national benchmarks.
TABLE 4: INDICATOR 4: AVERAGE ORAL READING ACCURACY FOR GRADE 1 STUDENTS AS
THE PERCENTAGE OF WORDS READ CORRECTLY
YEAR WOLOF PULAAR SEREER OVERALL
2018* 28.3% 9.7% 28.5% 22.1%
2019 34.4% 28.1% 23.0% 31.5%
2021 18.9% 18.4% 12.5% 17.6%

*After one year of the program. This is not a pre-intervention baseline. The Grade 1 EGRA at the end of Year 2 was
administered in four of the six regions where the program was active in the first implementation phase.

ADDITIONAL EVIDENCE OF IMPACT IN ACHIEVING OUTCOME 1

Other research and monitoring provide additional evidence of program impact on early grade
reading instruction. Notably, the baseline, midline, and endline studies of teacher knowledge,
attitudes, and practices (KAP); ongoing teacher monitoring through SMS-based surveys; study of
the 2021 updated CPD plan; and the RCT of
coaching variants all show the impact of new FIGURE 14: CHANGE IN TIME ON
instructional techniques, materials, training, follow- TASK FOR EARLY GRADE READING
up, and coaching.

Just two years into implementation, the teacher KAP

midline study showed significant progress in the
application of key techniques needed to improve
reading instruction. Some of the most important
measures of impact include:

• 50% increase in lesson time observed devoted to

teaching/learning (see Figure 14)
• 44 percentage point increase in observed decoding
in reading lessons
• 50 percentage point increase in the proportion of
teachers reportedly using the “I do, we do, you do”
technique at least several times a day
• 40 percentage point increase in the proportion of
teachers reporting having students read aloud
together, either with their textbook or decodable,
leveled readers

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Lecture Pour Tous’ final learning check with RF MERL in July 2021 focused on teacher CPD and
coaching offers additional insights into how program interventions improved instruction, even
during the challenging 2020-2021 school year affected by the pandemic. Although many teachers
did not complete all self-guided distance-training modules, almost all teachers attended the
teacher professional days and found them meaningful. Furthermore, many teachers participated
in WhatsApp groups created for the new early grade reading program, where they shared
information and communicated with peers.
In most classes observed, teachers employed the early grade reading practices promoted by
Lecture Pour Tous. Teachers continued to spend very little time off-task, spending 78% of class
time on academic activities. They used the “I do, we do, you do” approach frequently, provided
constructive feedback to students, and called on students randomly to ensure inclusion of all
students regardless of gender. Student engagement was high. Also, more regular coaching was
associated with better teacher and director practice. This indicates strong improvement in early
grade reading instruction. Finally, EGRA/SSME studies at midline and endline consistently showed
a positive correlation between number of lessons taught and student scores, demonstrating that
the achievement of Outcome 1 significantly contributed to Lecture Pour Tous’ overall goal of
increasing student reading skills.
OUTCOME 2: DELIVERY SYSTEMS FOR EARLY GRADE READING INSTRUCTION
IMPROVED

Improved delivery systems to sustain the KEY SYSTEM RESULTS

early grade reading instruction achieved • Strong buy-in for reading and bilingual education
under Outcome 2 will be one of Lecture reforms among MEN staff and increased community
Pour Tous’ most enduring legacies. The engagement: Supported the Ministry’s internal and external
communication to create maximum support for EGR reforms
program achieved this through technical at all levels.
assistance to the MEN to: • Enabled internationally recognized monitoring of
student reading performance: Worked closely with
• Develop and implement a INEADE to enhance the national assessment system for EGR
communications strategy that which is now based on updated student performance
increased stakeholder understanding standards aligned with the UIS/UNESCO’s 2019 Global
Proficiency Framework (GPF). Senegal was among the first
and approval of beginning instruction African countries to participate in this pilot phase.
in national languages, especially for • Focused research conducted on language mapping of
reading, and promoted a culture of students at the school level to enable MEN to determine
appropriate languages of instruction; the knowledge, attitudes
parental and community support for and practices of teachers, MEN staff, parents and community
reading members; and students’ actual oral vocabulary mastery in
• Adopt, refine, and apply data-driven French (L2)
• National reading program defined: Supported the
national standards for early grade
preparation of the PNLSE, including a costed 5-year action
reading plan that is now being integrated into the national budget. It
• Produce and disseminate research on will act as a unifying document that will guide education
stakeholders in continuing the MEN’s EGR reforms.
early grade reading that informed
• Developing evidence-based policies to implement
practice and policy EGR reforms: Helped the MEN to develop a set of policy
documents and institutional tools in support of EGR

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• Develop new or updated policy guidelines — and a nationwide reform program — to
institutionalize evidence-based approaches for early grade reading success
• Improve ministry staff performance of essential functions linked to improving reading
Lecture Pour Tous followed the “faisons ensemble” approach throughout all activities to achieve
this outcome, working closely with the DEE, INEADE, DFC, SIMEN, DRH, and IGEF.

CUMULATIVE RESULTS ACHIEVED

The following describes system strengthening results achieved across Years 1 to 5 to deliver the
five outputs that together achieve Outcome 2.

Output 2.1: Coordination and communication about early grade reading increased

To support the early grade reading reform activities

KEY COMMUNICATION RESULTS
initiated by the MEN with Lecture Pour Tous
support, program staff helped the DFC to develop • Increased understanding of key early grade
reading concepts and support for bilingual
and implement a robust internal and external reading reforms among MEN staff via a
communication strategy. Major communication newsletter, a website, and workshops
activities were carried out within the ministry at the • Increased culture of support to early grade
central and local level and throughout the six target reading and bilingual reforms among
community members via partnership with 27
regions in collaboration with key education system community radios across all six regions
actors (IAs, IEFs, CRFPEs, schools, and CGEs). These • Rapid broadcast of distance-learning lessons
efforts elevated exchanges about early grade reading reaching approximately 88,000 students
to a new level, bolstering the effectiveness of the
program in the classroom, raising awareness around and demand for improved early grade
reading outcomes across school-communities and within the ministry itself.

Improved internal communications. With program support, the DFC carried out information,
awareness-raising and mobilization activities among MEN staff (central and decentralized level) to
improve their knowledge, attitudes and practices on the early grade reading activities
implemented by the MEN. The program supported the DFC in the planning, implementation and
monitoring of a specific action plan that included the following activities:

TABLE 5: COMMUNICATIONS ACTIVITIES CONDUCTED WITH THE MEN

ACTIVITY DESCRIPTION RESULTS
• Newsletter provided information 4 issues published and distributed
on key early grade reading reform (8,000 hard copies distributed and sent
activities and achievements. via email to all MEN staff)
Producing the newsletter “Echos LPT”
• Each issue focused on a specific Helped ensure that MEN staff knew and
theme; interviews with key understood early grade reading reforms
stakeholders were informed of program activities
• Workshops for decentralized 42 communication officers from IAs,
Strengthening technical capacities of communications staff IEFs and CRFPEs acquired technical
communication staff • Built theorical knowledge, skills to implement localized
enhanced capacities communication action plans.

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 ACTIVITY DESCRIPTION RESULTS
• Supported SIMEN to develop and More than 250 files accessible, including
manage a webpage hosted by the videos, audio material as well as
MEN website technical documents
Developing Lecture Pour Tous website
• Published information and
resources such as TLMs, distance
training modules, etc.

These internal communication activities built awareness

among MEN staff at the central and decentralized levels
around key thematic areas to support early grade reading
reforms. This involved building a consensus around:

• The benefits of learning to read in a national language

(a language that children understand and speak well)
• The importance of early grade reading as a basis for
all further learning
• The benefits of adopting an explicit, structured, and
systematic phonics approach to teach early grade
reading
• How parental and community engagement can
reinforce children’s learning activities
Results from three KAP surveys of MEN staff showed The “Echos LPT” newsletter, for which Lecture Pour
positive progress in institutional buy-in and understanding Tous provided support to the MEN to produce.
of the reforms, identifying key elements to support and enforce the reforms (teacher training
and coaching, appropriate TLMs, and regular evaluation) and understanding the role they can play
in this process.

Improved external communications.

• Lecture Pour Tous increased skills and increased ownership of the communication strategies
at central and decentralized levels. The program trained IA- and IEF-based communications
staff to master key communications techniques for practical actions such as developing a
communication plan, producing press releases, and capturing success stories. This enabled
MEN communications officers to play an active part in the development and
operationalization of the MEN’s communications strategy around early grade reading.
• Communication campaigns mobilized local actors. The program supported the MEN to
develop and implement a communications campaign to build awareness of early grade reading
and to promote ongoing reforms. This campaign created a platform for interaction between
regional authorities, parent associations, and local media around promoting early grade
reading in national languages through public activities. The program helped produce radio and
TV advertisements as well as a program launch event at the central level and in each IA, with
mobile caravans distributing brochures and posters across regional capitals.

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Work with 27 community radio stations proved key to this campaign. Through these
partnerships, Lecture Pour Tous supported the production and broadcast of radio shows on
education, focusing on key issues in early grade reading in national languages, and allowing
parents and community members to interact directly with educational experts. Relationships
built with these radio program proved invaluable when we shifted to radio programming in
response to the COVID-19 outbreak (see Output 1.1 above).

Recording session of an EEIR program in Pulaar.

TABLE 6: SUMMARY OF KEY OUTPUTS FROM OUR PARTNERSHIP WITH COMMUNITY RADIOS
ACTIVITIES DESCRIPTION RESULTS
• Interactive programs • Communities (parents, families) are
hosted by MEN agents at informed, sensitized to support children’s
decentralized levels learning to read at home.
Production and broadcast of
(inspectors, school • 6 thematic programs produced
community radio programs
directors, teachers) • 324 broadcasts and reruns aired
• Included community
participation
• Reading lessons adapted • Students continued to benefit from distance
and delivered remotely learning during school closures
Production and broadcast of
via radio as part of the • 72 programs produced in Wolof, Pulaar,
interactive educational radio
response to COVID-19 and Sereer
programs (EEIR)
initiated by the program • 1,680 broadcasts and reruns aired
• 35 community and regional partner radios

Output 2.2: National standards for early grade reading adopted and applied

Critical to scaling an evidence-based reading instruction model is a standards framework for

teacher and student performance specific to the early grades. Before Lecture Pour Tous, Senegal
did not have specific, quantified student or teacher performance standards and benchmarks for

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early grade reading, or in any learning areas using national languages, because the CEB national
curriculum only existed in French.

To fill this gap, Lecture Pour Tous supported the MEN to KEY STANDARDS RESULTS
define student performance standards for reading fluency and
• Student performance standards
comprehension for Grades 1 and 2 for the three national defined and aligned with the GPF
languages considered under the program (Pulaar, Wolof and for early grade reading
Sereer). After first helping to develop provisional standards • Teacher competency framework
for early grade reading instruction
based on endline and midline EGRA data, program technical to be integrated into the national
assistants then worked with INEADE and the DEE to update a teacher training institute
core set of standards linked to international and national framework
policy frameworks for early grade reading using rigorous
methods aligned with UNESCO’s Global Proficiency Framework (GPF). In addition, the program
worked with DEE and DFC to define teacher performance standards for teaching early grade
reading in national languages. Senegal’s investments in early grade reading are now better guided
and will yield a higher return on investment thanks to the minimum achievement standards
established after Lecture Pour Tous.

Student performance standards developed. Lecture

ADAPTED COMPETENCY DESCRIPTORS FOR
Pour Tous developed initial student EARLY GRADE READING
performance benchmarks and internationally
With Lecture Pour Tous support, the MEN:
aligned standards. Building on an initial stock- • Adapted performance descriptors for reading
taking analysis using EGRA data, Lecture Pour for Grades 1 and 2 for both French and
Tous supported the MEN to define provisional national languages
student performance benchmarks for Grades 1 • Adapted reading competency descriptors
and 2 in three languages — Wolof, Pulaar, and specific to Grade 3 in the national language and
Grade 4 for French and the national languages
Sereer — as well as reader profiles at the end of
for each of the 4 categories of performance
Grade 1 and at the end of Grade 2. The (beginner, emergent, competent, and
program worked with a national technical team performing), based in the GPF
at INEADE to develop a roadmap for testing, • Introduced a sub-category for non-readers
validating, and applying the draft reading • Reviewed technical parameters of monitoring
performance benchmarks from Year 2 onwards. student performance in reading against
UNESCO recommendations
The program updated its first student
performance benchmarks based on the results
of the baseline early grade reading and LEMA data.

Following USAID’s decision to use the GPF 3, Lecture Pour Tous and the MEN adopted the
modified Angoff approach (a widely used standard-setting technique to determine the passing
percentage for a test) to update student performance benchmarks. We supported INEADE and
DEE to accomplish the following:

3
Adopted by UNESCO in November 2019, the GPF defines the international minimum proficiency levels learners
are expected to obtain for both reading and mathematics by the end of each of year in Grades 2-6. It thus provides
detailed minimum proficiency expectations (called Global Proficiency Descriptors, or GPDs) that countries, along
with regional and international assessment organizations, can use as a foundation for linking existing and future
reading and mathematics assessments via benchmarks. This allows comparison of results from different assessments
both within and across countries, and for reporting on SDG 4.1.1.

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• Orient the national technical team on the modified Angoff method to review and develop all
student performance standards
• Train key technicians in the team to be certified to update provisional benchmarks for
Grades 1 and 2, develop performance benchmarks for Grade 3, and develop intermediate
(quarterly) benchmarks for monitoring student performance
• Adapt UNESCO/USAID GPF competency descriptors for reading to the Senegalese context
for the first two elementary levels (first
through fourth grade) in both national

Photo credit: Lecture Pour Tous

languages and French.

These efforts have positioned Senegal in a

pioneering role in the global movement for
fundamental skills standards and assessment. As a
result, Senegal is among the first African
countries to pilot adapting the GPF to its national
context and to have national assessments aligned
with international standard s report of progress
against SDG 4.1 for reading. Lecture Pour Tous
also partnered with another USAID-funded Testing of standardized quarterly assessment tools,
program, Data and Evidence for Education Ecole rurale de Thiale, Fatick, March 2020.
Programs, to continue supporting INEADE in
preparing to adapt the French reading and math components of its national exam, the Système
National d’Évaluation de Rendement Scolaire (SNERS), to align with the GPF.

The program also disseminated student performance benchmarks. Lecture Pour Tous supported
national and regional trainer teams to train thousands of teachers, school directors, and
inspectors on its provisional performance benchmarks. With the MEN, we also incorporated the
draft performance benchmarks into teacher guides and produced a booklet on the draft
performance benchmarks, which presented the roles and responsibilities of inspectors, school
directors, and teachers in the operationalization and use of provisional performance benchmarks.
As discussed under Output 1.4, the program also helped INEADE develop and test quarterly
reading assessments for the first time. Schools and administrators will thus be able to track
progress against early grade reading standards in the future.

Teacher performance standards developed. Lecture Pour Tous supported the DEE, DFC, and
DALN to develop a teacher competency framework for teaching early grade reading in national
languages. This framework, which defined the minimum instructional skills that a teacher should
have to teach reading, was the basis for the set of 18 early grade reading training modules
developed for the pre-service training pilot. Through a stock-taking exercise organized with
MEN counterparts, the program concluded that student teachers were developing the skills
described in the competency framework. The MEN is integrating the competency framework to
the national CRFPE teacher preparation framework, which marks a key step toward sustaining
early grade reading reforms. This document will also be critical for operationalizing the
MOHEBS. Teachers, inspectors, and CRFPEs are now aware of the specific skills needed to teach

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reading efficiently in national languages, and they are able to adequately deploy preparation,
supervision, and coaching to ensure that teachers adopt new practices in the classroom.

Output 2.3: Research on early grade reading in Senegal produced and disseminated

To address the need for additional, local evidence to KEY RESEARCH RESULTS
improve student reading in Senegal, Lecture Pour Tous
• 23 studies informed intervention
helped develop annual research agendas and sponsor design, implementation, and policy
studies that yielded information the MEN used to develop • The MEN is now actively engaged in
policies that improved early grade reading performance. promoting action research as a key
pillar for evidence-based education
Lecture Pour Tous supported action research and other planning and implementation
studies with two main objectives:

• Test new approaches, guide program implementation with research into specific areas, and
provide evidence for adapting implementation
• Inform policy development to promote early grade reading in national languages
The program conducted action research and other studies to inform policy development. Research
activities conducted with Lecture Pour Tous support played an instrumental role in the process
of developing evidence-based policies to improve early grade reading performance. These
activities included a study on teacher mobility, which laid the foundations for the revision of the
teacher mobility guide MIRADOR, and a language mapping protocol to determine which of the
three national languages to use in the program schools (both studies are described further under
Output 2.4 below). Another important output was a study on students’ oral vocabulary mastery
in French at school entry and in the early grades. This critical study informed the MEN’s
decisions around the most appropriate timing for introducing French as a second language in the
MOHEBS (see Lessons Learned section for key findings). These studies and research activities
systematically involved technical staff from INEADE and staff at IA or IEF levels, thus contributing
to strengthening their capacities in research design, qualitative and quantitative data collection
and analysis.

Action research informed program implementation. Lecture Pour Tous conducted studies to
measure the knowledge, attitudes and practices of MEN staff, teachers, and parents and
community members. The KAP studies, along with other monitoring and rapid feedback
research, enabled the program to assess the impact of various interventions over time and adjust
programming accordingly.

Supported the MEN in the dissemination and application of research results. Lecture Pour Tous
prepared action research briefs to help disseminate key findings of some of its most important
studies: the teacher KAP studies, the study on students’ mastery of oral vocabulary in French,
and Community KAP studies. In addition, as part of its learning agenda, Lecture Pour Tous held
webinars with MEN counterparts and the educational community to share results of these
studies. These fora supplied MEN actors with relevant and actionable information that guided the
development of critical policies that promote improved early grade reading performance.

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Photo: Conducting Teacher KAP midline survey in school Ibrahima Fall, Kaolack

Strengthened local capacities to conduct research in education. MEN staff were systematically
involved in the design and implementation of the program’s research activities. INEADE led this
workstream and is now better equipped to implement education research. For example, the
MEN in 2020 and 2021 led language mapping to select the national language of instruction in
school-communities, with no support from Lecture Pour Tous, showing that INEADE is now
able to independently train local staff at the IEF level to implement the survey protocol. For the
full accounting of major research activities supported by Lecture Pour Tous, including their key
findings and impact on policy and practice, please see Annex A.

Output 2.4: Policies in support of evidenced-based early grade reading instruction implemented

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To achieve this output, Lecture Pour Tous THE OFFICIAL SYSTEM TO MATCH TEACHER
focused on supporting the MEN to develop and TO TONGUE
update key policies that are necessary for the The MEN’s newly reconfigured teacher placement system
successful implementation of large-scale early (MIRADOR) now considers each school community’s
grade reading reforms. Through close language of instruction and teacher’s national language
skills when deciding how teachers will be deployed and
collaboration with MEN staff at the relevant transferred. Key achievements include:
central and regional levels, we helped develop • Revised guidelines for teacher placement that
critical new policy or policy guidelines in the integrates new criteria for bilingual teachers
multiple areas critical to achieving and sustaining • A user’s guide for MIRADOR that explains the
changes made and the new criteria to consider, which
high early grade reading performance (see box). allows technical staff to set up criteria for additional
national languages
Secured time for reading instruction in L1 for • New features in the MIRADOR system to account
for these criteria
targeted schools. Ensuring sufficient time for • Building skills in the platform’s new features and the
teaching and practicing reading is essential to revised form teachers complete to request new
improve student learning. We therefore assignments.
supported the MEN in adapting the timetables
for Grade 1, Grade 2, and Grade 3 to integrate a
KEY POLICY RESULTS
regular slot for reading in national languages. Lecture
Pour Tous helped adapt 35 timetables for Grades 1 • Bilingual education framework that begins
with national language instruction and
and 2, as well as 10 timetable variants for Grade 3, French as a subject only orally through
considering the specificities of each school or class Grade 1
type (multigrade class, single-grade class, double shift, • New national reading program to scale
reforms nationwide, incorporating all core
école franco-arabe, daara). The new schedules make it components introduced by Lecture Pour
much easier to implement Lecture Pour Tous’ Tous
teaching approach and allocate sufficient time for • Adapted timetables to ensure
reading. sufficient time allocation for reading
• Evidence-based protocol for selecting
the national language of instruction
Inclusive protocol adopted to choose a national language • Updated teacher deployment and
as a medium of instruction for each school. Lecture Pour mobility mechanism that incorporates
Tous supported the DEE and INEADE to develop a teacher national language and bilingual
three-step protocol (illustrated in Figure 15 below) instructional abilities for their
enabling IEF inspectors to determine which national assignment to schools
• Proposed updated guidelines for early
languages should be used in each school based on grade reading TLM supply chain
observations of student communication in schoolyards planning and management
and discussions with local communities.
FIGURE 15: THREE-STEP PROTOCOL TO SELECT L1 OF INSTRUCTION

Most common Language choice

language/lingua vetted during focus Most appropriate
franca identified by group discussions language for school-
observing students in with parents, community identified
school yard community

The protocol developed with Lecture Pour Tous support will prove instrumental in
implementing MOHEBS at the national level. As stated by the INEADE director during the

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institutional validation, the system now has a reliable tool to determine the national language or
languages to be used in each school, considering the local school communities.

Adapted teacher mobility to bilingual education needs. This policy reform process was politically
sensitive and required building consensus with teachers’ unions to avoid delays during
implementation. Lecture Pour Tous worked closely with the MEN’s Department of Human
Resources, the DRH, and in collaboration with other key stakeholders to update the teacher
mobility guide (“Guide du Mouvement”). This revision improved the overall teacher deployment
and transfer by considering the national languages mastered by the teachers. Based on the
revised guide, Lecture Pour Tous supported the reprogramming of the MIRADOR, the platform
MEN uses to manage the annual teacher mobility program.

The process of revising the teacher mobility guide inspired significant change in the way the MEN
(mainly through the DRH) and teachers unions work together. This activity smoothed
relationships between the key stakeholders, which will allow them to continue transparent
dialogues on upcoming reforms. Moreover, the revision made to the Teacher Mobility Guide and
the reprogramming of MIRADOR will be key to operationalize the MOHEBS, ensuring that
teachers assigned to a specific school have the language skills necessary to teach in the
corresponding national language.

Identified best practices and procedures for book production and distribution. Lecture Pour Tous
collected evidence to inform the development of a policy aimed at improving the planning,
budgeting, development, editing, procurement, and transport of TLMs, as well as corresponding
management systems and procedures. The program then analyzed the costs of producing,
editing, and distributing textbooks and studied the way the MEN managed budget planning,
procurement, distribution, and audit procedures for textbook acquisition. The program also
selected best practices from Lecture Pour Tous’ innovative support, notably for production,
distribution, storage, and reconditioning of textbooks at the school level.

A document capturing the conclusions of these analyses is now in the hands of the DAGE and
INEADE. The document provides the MEN with strategies to help improve the textbook supply
chain without radically changing the current national policy on school textbooks. Instead, it
strengthens this policy by identifying new methods for the planning, design, procurement, and
distribution of TLMs.

Technical assistance delivered to develop a EXPECTED RESULTS OF THE NEW NATIONAL

practical framework for improving reading READING PROGRAM
• Teachers’ knowledge and skills in reading instruction
performance. As discussed under are improved
“Crosscutting Activities” above, support to • Quality reading material in sufficient quantity is made
the MEN to develop the PNLSE via a available to teachers and students
participatory, inclusive approach, as well as a • Periodic and systematic evaluations of students’ reading
performance are implemented and lead to effective and
review of all early grade reading interventions well-calibrated remedial activities
carried out to date in Senegal, were key • The commitment of parents, the community, and local
aspects of our policy work. The national authorities is increased in favor of improving the quality
of students’ learning in reading
reading program is intended as a strategic • An institutional and normative framework for
reference document for early grade reading reading is put in place
instruction at the national level. It contains a

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description of the institutional framework and current context, and details the guiding principles
of learning to read, indicating key competences. Moreover, the document provides a clear
strategic framework (under which all education actors operate to improve reading
performance), an implementation plan, and a costed action plan to operationalize the program,
all aligned with the MOHEBS.

Output 2.5: Ministry of education staff’s performance of essential functions improved

To strengthen the MEN’s capacity to sustain and scale early KEY MINISTRY STAFF
grade reading activities, Lecture Pour Tous took a phased PERFORMANCE RESULTS
approach to performance improvement. This began with • A sustainability and scale-up plan that
helping ministry focal points from key MEN units to anchored evidence-based methods
comprehensively assess the human and institutional capacity into policy and practice
• A bilingual education policy and
of these offices to deliver early grade reading success. The comprehensive reading program that
program streamlined this component to plan priority clearly indicate roles and
actions to sustain early grade reading reforms. Then, the responsibilities, and include
monitoring frameworks to track
program helped prepare the ministry for program close-out progress
with a final sustainability plan, scale-up plan, and assessment
of achievement.

Phase 1: Assess existing capacity and needs. For the first two years of programming, Lecture Pour
Tous used a human and institutional capacity development (HICD) approach to help key MEN
offices assess their performance and identify incentives to improve delivery of early grade
reading. We helped the MEN establish an HICD framework and draft tools to assess
performance and plan for institutional and staffing capacity strengthening. Next, we helped
outline roles and responsibilities of ministerial units needed for delivering and sustaining
improved reading. In joint workshops, the program guided participants to identify any gaps, their
main causes, and appropriate solutions. Lecture Pour Tous thus assisted the first cohort of
targeted MEN directorates to develop performance improvement plans and roadmaps for
implementation and monitoring.

Phase 2: Identify priority actions to sustain early grade reading reforms. In Year 3, Lecture Pour Tous
brought together ministry actors to refine the priority actions needed to support the
sustainability and scale up of early grade reading reforms. Through working sessions, we
identified the top priorities for capacity strengthening, determined through a structured analysis
of the importance of each focus area in relation to the early grade reading reform theory of
change, as well as analysis of the capacity needs, political space, availability of human and other
resources, and the authority to address capacity building in this area. This process was adapted
from the Triple A tool used in problem-derived iterative adaptation.

A preliminary Sustainability and Scale Up Plan (SSP) drafted in Year 3 set clear targets for each
ministry directorate. Its accompanying Priority Actions Plan (PAP) defined an annual set of
actions and deliverables to achieve key performance indicators for each priority area. The
actions were linked to the program’s work plans to allow for tailored technical support from
Lecture Pour Tous and ensure that all activities were implemented with sustainability in mind.
MEN actors, guided by a task force, reviewed progress against the plan and updated priority
actions as needed. After the finalization of the MOHEBS and National Reading Program, the task

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force updated the PAP to consider specific needs of these main guiding documents for early
grade reading reforms and the bilingual approach to teaching and learning.

As part of the effort to define performance criteria specific to early grade reading delivery and
link them to the performance indicator framework of the education sector, Lecture Pour Tous
also initiated efforts with the DPRE to include targets specific to early grade reading in the annual
performance reporting of the MEN for the sector program “Programme d’Amélioration de la
Qualité, de l’Egalité et de la Transparence (PAQUET)”. In collaboration with the DEE, the DPRE
anticipates integrating early grade reading performance indicators into the ministry’s statistical
database to allow the MEN to track and publish annual outputs and outcomes, particularly on
the number of TLMs for reading distributed, the number of teachers trained on early grade
reading, and the number of children who learn to read in each of the three national languages.

Phase 3: Prepare for program phase-out. In the last year of implementation, Lecture Pour Tous
supported the MEN task force to prepare a final SSP. This updated plan sought to solidify the
evidence-based methods that Lecture Pour Tous introduced into the policies and practices of
the education system.

ASSESSMENT OF OUTCOME 2 ACTIVITY IMPACT

This section analyzes the impact of activities to improve delivery of early grade reading
instruction in Senegal. As with Outcome 1, this includes performance on program indicators as
well as other measures from studies, analyses, and testimonials from key stakeholders.

OUTCOME 2 INDICATOR PERFORMANCE

As program performance indicators indicate, activities to achieve Outcome 2 improved delivery

systems for early grade reading instruction in multiple ways. Overall, the AMELP contained six
indicators to track and evaluate performance in achieving Outcome 2, and the program met or
exceeded all but one of these targets and came within 94% of the seventh. (See Table 7.)

TABLE 7: SUMMARY OF OUTCOME 2 INDICATOR PERFORMANCE 4

NO. INDICATOR LOP LOP NOTES
FINAL TARGET
RESULTS
Output 2.1: Coordination and communication about early grade reading increased
12 Percentage of targeted MEN directorates, chefs 78.3% 83% Breakdown: Knowledge = 68.5,
de division, and regional key staff surveyed Attitudes = 99.3, Practices = 67.1
demonstrating awareness and understanding of
key themes related to early grade reading and
the national reading program
Output 2.2: National standards for early grade reading adopted and applied
13 Number of sets of early grade reading 3 35 Policy-linked and internationally
performance standards developed or and recognized student reading
validated with LPT support standards for national languages in

4The final AMELP did not have an indicator for research outputs under Output 2.3.
5
The original target was four, with the fourth set of standards for Grade 3. However, USAID eliminated this from the Lecture
Pour Tous contract as no data were available for policy-linked standards-setting for Grade 3.

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NO. INDICATOR LOP LOP NOTES
FINAL TARGET
RESULTS
Grade 1 and 2; teacher standards
for early grade reading instruction
14 Number of Senegalese government personnel 2,498 175
provided with information on student and
teacher performance standards
Output 2.4: Policies in support of evidence-based early grade reading instruction implemented
15 Number of laws, policies, regulations, or 16 10
guidelines developed or modified to support
evidence-based early grade reading instruction
Output 2.5: Ministry of Education staff’s performance of essential functions improved
16/24 Percentage of targeted MEN units demonstrating 25/43 25/43
improved performance in relation to delivery of (60%) (60%)
early grade reading instruction/percentage of US-
assisted organizations with improved
performance

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Key impacts per performance indicator measures:

• Internal communications: The program had a measurable impact on the knowledge,

attitudes and practices of ministry personnel themselves to understand and get behind the
early grade reading reforms — including sometimes controversial shifts in approach and in
the use of national languages.
• Standards: The program helped Senegal revolutionize its national framework for student
performance standards, introducing quantitative norms and benchmarks that allow decision-
makers and managers at all levels to track reading outcomes across geographies and language
groups, measure progress, and respond or increase investment where needed the most.
Creation of a national framework for reading competencies and teacher standards for early
grade reading instruction are additional impacts.
• Policies and recommended guidelines: These are among the most enduring program
impacts, as discussed above and tallied below (see box below).
• Performance and capacity among ministry personnel and offices: Through new and
reinforced knowledge of the science of reading and other evidence behind effective
instruction, new procedures, new tools, and on-the-job experience, the program improved
the performance of 25 ministerial units in relation to essential system functions needed to
get students reading. (See more under transition and sustainability.)
DELIVERY SYSTEMS FOR EARLY GRADE READING:
NEW POLICIES, PROCEDURES, AND GUIDELINES
1. Fully validated MOHEBS
2. Fully validated PNLSE
3. Directive with official timetable allocating reading instruction in L1 for all CI classrooms of different kinds in the six
target regions in the 2017-2018 school year
4. Decree on establishment of the national commission for reading
5. Directive with official timetable allocating reading instruction in L1 for all CI and CP classrooms of different kinds in the
six target regions in the 2018-2019 school year
6. Directive with official timetable allocating reading instruction in L1 for all CI, CP and CE1 classrooms of different kinds
in the six target regions in the 2019-2020 and 2020-2021 school years
7. Guidelines and updated management system for teacher deployment vis-à-vis language of instruction
8. Guidelines on coaching and strategic options for future coaching modalities and expansion
9. Teacher competency and training framework for pre-service training on EGR instruction
10. Guidelines for improved practices and procedures for book production and distribution
11. Draft protocol for standardized quarterly assessment for early grade reading
12. Provisional norms and standards for student performance in early grade reading (Grades 1 and 2)
13. Provisional teacher standards framework for early grade reading
14. Updated/new norms and standards for student performance on early grade reading (Grades 1 and 2) in three languages
linked to national and international policy
15. Protocol for the choice of national language of instruction in school-communities
16. Guide for CGEs in the promotion of early grade reading

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OTHER EVIDENCE OF IMPACT IN ACHIEVING OUTCOME 2

Per the program’s monitoring, evaluation, learning and research

HIGHLIGHTS ON FINAL
agenda, the team conducted three KAP studies of MEN staff at MINISTRY STAFF
central and decentralized levels. The comparison of results KNOWLEDGE,
between the baseline, midline, and endline surveys show positive ATTITUDES, AND
PRACTICES ABOUT
progress in terms of MEN staff buy-in and understanding of the EARLY GRADE READING
reforms, identifying key elements to support and enforce the All respondents (100%)
reforms (teachers training and coaching, appropriate TLMs, regular indicated parental and
evaluation) and understanding the role they can play in this process. community engagement as a
key ingredient for successful
reading programs. 72% of the
Endline survey results suggested that key aspects in terms of respondents recognized the
community engagement, using national languages for instruction, coaching of teachers by school
and the phonics approach to teaching reading are well understood directors as an important
measure, compared to only
and supported by MEN staff, with other progress on specific 58% at midline.
aspects such as the understanding of the school director’s role as a
pedagogical coach for teachers. The endline survey confirmed that
MEN staff generally have a good understanding of the importance of early grade reading
instruction in mother tongue, quality TLMs, trained teachers, and adequate teacher supervision;
they also generally believe that more time should be spent on reading, support the phonics
approach, and think parents and community members have an important role to play in helping
their children learn to read.

THE MECHANICS OF MATCHING TEACHER TO TONGUE: SENEGAL’S NEW SYSTEM

One of the greatest challenges of an education system with multiple languages – and Senegal’s own bilingual education
reforms – is how to place teachers in schools where they will be able to teach in the national language of instruction. EGRA
scores consistently reveal that missing the mark on this match reduces teacher effectiveness and limits student performance
in reading.
Senegal’s established system protects the right of teachers to ask to be redeployed to a school in another region, based on a
set of criteria that are approved by teacher unions. This deployment process takes place every year in the summer, before a
new school year starts.
The new bilingual approach to teaching in the early grades supported by Lecture Pour Tous introduced three of the six
national languages named in the Senegalese Constitution as main medium of instruction for reading in CI, CP and CE1. All
teachers in the Lecture Pour Tous program schools were specifically trained for this new approach to teaching reading.
Making sure those trained teachers continued to be available in the program schools was one of the key challenges identified
right from the beginning of the program intervention by the DRH of the MEN.
The Ministry’s teacher deployment platform, MIRADOR, had to be reconfigured so that teachers can now indicate which of
the national language they master, and this can be taken into account when transfers to a school are asked that is already
using the bilingual approach. The Ministry can thus make sure that the school has teachers available that master the national
language of instruction and have been trained to teach reading in this language.

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 SENEGAL PIONEERS THE GLOBAL MOVEMENT FOR FOUNDATIONAL SKILL STANDARDS AND
ASSESSMENT
Late into the Lecture Pour Tous program, UNESCO adopted the GPF that defines international minimum proficiency levels
learners are expected to obtain for both reading and mathematics by the end of each year in Grades 2 to 6. The purpose of
the GPF is to provide detailed minimum proficiency expectations (called Global Proficiency Descriptors—GPDs) that
countries, along with regional and international assessment organizations, can use as a foundation for linking existing – and
future – reading and mathematics assessments via benchmarks. This allows for comparing results from different assessments
both within and across countries, and for reporting SDG 4.1.1. Further to USAID’s decision to use the GPF, Lecture Pour
Tous and the MEN adopted the Angoff approach to update student performance benchmarks for reading.
Beyond the new standards themselves, key impacts of this work include:
• New, certified capacity among members of a national technical team on using the modified Angoff method to review
and develop internationally-recognized student performance standards for reading
• New methodology for (i) updating provisional benchmarks for Grades 1 and 2, (ii) developing performance benchmarks
for Grade 3, (iii) developing intermediate (quarterly) benchmarks for standardized formative assessment of Grades 1-3
students.
• Adapted UNESCO/USAID GPF competency descriptors for reading to the Senegalese context for Grades 1 and 2 in
both national languages and French.
The effort made by the MEN with support of Lecture Pour Tous has made Senegal a pioneer in the global movement for
fundamental skills standards and assessment. Senegal is among the first African countries to do so, striving to adapt the GPF
to the national context by developing a national harmonized framework of performance descriptors for reading.
Lecture Pour Tous has also joined efforts with another USAID-funded programme, DEEP, to continue supporting INEADE
in the adaptation of the national assessment system (SNERS) to align with the GPF. This work covers reading in French and
mathematics for grades 2, 4, and 6.

OUTCOME 3: PARENT AND COMMUNITY ENGAGEMENT IN EARLY GRADE

READING IMPROVED

Lecture Pour Tous demonstrably improved family and KEY PARENT AND COMMUNITY
community engagement to support their children’s ACCOMPLISHMENTS
reading skills (see box), and the results of the 2018 • Forged a critical link between schools and
EGRA study strongly suggest that this additional the communities they serve to improve
student outcomes.
engagement in the 20% of randomly selected school-
• Increased the capacity and motivation of
communities increased student outcomes more than 4,768 school management committee, or
in school-communities where programming focused comité de gestion de l’école (CGE), members
through 70 different orientation sessions.
primarily on classroom instruction. The program
• CGEs reached 210,674 parents and
achieved these results by helping the MEN plan and caregivers through practical sessions on
implement a multifaceted strategy of outreach parenting for reading success.
initiatives centered around enhancing existing school • 210,674 parents attended discussion sessions
on the importance of early grade reading and
committee action plans to mobilize parents and practice at home.
communities to support early grade reading, • 78,099 parents and community members
particularly for kids who needed the most follow-up. engaged in community forums promoting the
MEN’s reading reforms.
Once schools were selected, regional program staff • 171 radio programs reinforcing these key
messages were broadcast by 27 community
supported IEF counterparts to conduct annual, radio stations.
participatory, school-community mapping exercises.
This information proved essential with the arrival of the COVID-19 pandemic, allowing the team

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to quickly establish mobile
networks between parents,
teachers, and school
administrators to mobilize safety
measures and distance learning
responses using radio.
In Year 3, the program modified
its community-engagement
strategy, shifting to a more
viable, localized “community
mobilizer” strategy increasingly
managed by CGE. Through these
efforts, the MEN increased
support from parents, Participatory school and community mapping process
caregivers, community members,
and other local actors to improve early grade reading performance in 764 school-communities.
The activities implemented and tools developed, from SBCC materials to a refined CGE guide
for planning effective parent and community activities to improve early grade reading, served as a
examples for MEN administrators to replicate support beyond the directly targeted areas.

Overall, the program achieved Outcome 3 through evidence-based interventions reflecting the
following logic:

IF parents and caregivers have exposure to a multi-faceted SBCC campaign that increases their
beliefs that: 1) reading success in L1 will ensure reading success in L2; 2) parents can play an
important role in ensuring their child’s reading success, even if illiterate, and 3) the two keys to
reading success are good teaching at school and practice at home

THEN demand for high-quality reading instruction will increase (Output 3.1); and

IF this demand is met with targeted community-led early grade reading activities, increased
access to extracurricular reading materials and at-home support tools that increase parents’
confidence and ability to help their children in reading (Outputs 3.2 and 3.3)

AND mechanisms are put in place to improve parent and community monitoring of student
achievement (Output 3.4)

THEN parent and community engagement around early grade reading will improve,
leading to better reading outcomes for children in grades 1-3.

Furthermore, a keen understanding of the different system actors, roles, and dynamics also
informed the program approach, as illustrated in Figure 16 below.

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 FIGURE 16: SYSTEMIC SCHOOL/COMMUNITY/ADMINISTRATION’S
APPROACH TO IMPROVE READING

CUMULATIVE RESULTS ACHIEVED

The following describes improved parent and community engagement results achieved from Years
1 to 5 across the four outputs of the program results framework.

Output 3.1: Parent and community demand for high- KEY DEMAND-SIDE RESULTS
quality early grade reading instruction increased
• Increased parental and community
expectations for reading outcomes
To increase awareness of and demand for improved
• A Community Literacy Support Plan
delivery of early grade reading instruction, Lecture Pour guiding interventions and SBCC
Tous reviewed relevant research on patterns of effective • A mini-video series documenting key
community engagement, and then developed and activities to engage parents and
implemented an SBCC campaign in collaboration with communities around EGR
local partners.

Planned, meaningful SBCC. The program’s Community Literacy Support Plan (CLSP) drew on
approaches and interventions based on lessons learned from previous and ongoing community-

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based efforts to improve early grade reading outcomes in Senegal and other similar contexts. It
identified key partners, at both the national and regional level, who play a critical role in rolling
out and sustaining parental and community activities. Its strategies and activities guided
implementation for the duration of the program and provided parents, CGEs, and community
leaders with the knowledge and evidence-based tools to encourage, improve, and monitor
students’ reading progress and teachers’ reading instruction. In line with Lecture Pour Tous’
adaptive management approach, the CLSP served as a flexible document that mirrored changing
dynamics within school communities and integrated lessons learned.

Measuring success and capturing lessons learned. The final version of the CLSP reflected
recommendations from three important research studies: the Community KAP baseline and
midline surveys, and an independent study conducted by our USAID-funded learning partner, RF
MERL. The findings of the baseline community KAP survey influenced the design of community-
based SBCC materials, and training content for CGE members and CMs. The midline survey
gauged progress towards key indicators measuring changes in knowledge, behavior and attitudes
(see Impact section below), allowing the team to further tailor parent engagement efforts to
maximize results at the community level. We engaged a local research firm, LARTES, to collect
data for these studies; IEF inspectors helped coordinate logistics and liaised with school directors
and CGE members to ensure smooth implementation. LARTES collected data from both
households in school-communities supported by Lecture Pour Tous as well as those who didn’t,
which enabled the program to systematically study the question: “Do parent and community
engagement activities (Outcome 3 activities as a whole) reinforce Lecture Pour Tous’ activities
to improve early grade reading in primary schools (Outcome 1 activities as a whole)?” Findings
are presented throughout this section of the final report.

Implementing grassroots SBCC plan. Building on USAID’s previous work in behavior change in
Senegal, the program’s grassroots SBCC plan provided a multi-faceted approach designed to
positively influence the knowledge, attitudes, and practices of parents. The plan not only included
key communication interventions to change parents’ behavior, but also introduced additional
strategies to ensure that desired behaviors were adopted. The grassroots SBCC plan went
beyond the concept of “sensitization” (awareness-raising) and used more targeted, effective
SBCC approaches that involved not only parents, but members of the broader school
community.

The community KAP baseline showed that an impressive number of parents (86%) were already
aware that they had some role to play in helping their child read. To reinforce this positive
finding, Lecture Pour Tous created a mass communication campaign coupled with more
community-led interventions to provide parents with simple strategies to contribute to their
children’s success in school.

After determining the key barriers facing families, Lecture Pour Tous developed a series of key
messages that were communicated through the mass communication campaign:

• Reading is the key to knowledge (Importance of early grade reading)

• Help me learn to read (Role of parents in learning)
• Learning to read through play (Fun, easy ways to learn how to read)

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• Household chores and
reading (Prioritizing learning
at home and equitable
distribution of chores)
• Why be ashamed?
(Strategies for illiterate
parents)
For each of these key messages,
Lecture Pour Tous created and
disseminated the following
materials:

• 13,600 colorful posters

distributed across target
schools and communities
• Short radio public service
announcements, broadcast SBCC poster to promote reading at home.
through 27 community radio
stations
• 171 different radio programs, 20-30 minutes each, broadcast over these community radio
stations and with the active participation of MEN officials, inspectors, and community leaders.

To reinforce these messages, Lecture Pour Tous strengthened the capacity of CGE members,
CMs, and other community volunteers to model the desired behaviors to parents to encourage
positive attitudes and begin to develop an intention to adopt these behaviors for themselves.
Once parents were introduced to the appropriate tools through practical parenting dialogues,
they were triggered to make an initial attempt to support their child as they read at home.
When enough change their practices, then social norms begin to shift within the community.
These interventions and successes are addressed under Outputs 3.2, 3.3 and 3.4.

Produced a mini-video series (linked here) to capture best practices in parent and community
engagement in early grade reading. In the final year of implementation, the program collected
photos and videos from CMs, Supervisors, and CGE members that captured flagship early grade
reading parent and community engagement activities. The short video series provides the MEN
with a visual representation and explanation of those parent and community engagement best
practices outlined in the CGE Guide (see Output 3.2).

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Output 3.2: Community-based early grade reading activities implemented
To achieve this output, Lecture Pour Tous
PARENT AND COMMUNITY
collaborated with local partners to organize ENGAGEMENT
community-based events and ensure a variety of Best Practices Video Series’ Titles
culturally relevant, age-appropriate reading • Introduction to Parent and Community Engagement
materials were available for students in early • How to Deliver an Effective Community Forum
• How to Conduct Home Visits to Encourage EGR
grades. • How to Deliver Practical Parenting Sessions
• How to Implement an EGR Summer Camp
Oriented CGEs to sustain parent and community • How to Establish Reading Clubs for Young Learners
engagement activities. CGEs played a central role in
Lecture Pour Tous, leading the implementation of all parent
and community engagement activities at the school-level. KEY COMMUNITY ACTIVITY
RESULTS
When the program started, the CGE model was relatively
new. Lecture Pour Tous provided significant support of CGEs • Conducted 24 CGE
throughout implementation since many schools did not yet trainings across 6 regions,
empowering 4,768 CGE
have functional CGEs with well-articulated action plans (Plan members (1,482 women
d’Action Volontariste, PAV) focused on student achievement. and 3,286 men)
• 66,600 EGR books and
Over the course of the program, we collaborated with IEF learning materials delivered
inspectors to lead yearly CGE orientation and capacity to CGEs to improve reading
environments and support
development sessions for 4,768 CGE members and CMs,
extra-curricular activities
almost a third of which were women. Sessions focused on:

• Strengthening the school action planning process

• Setting up and maintaining a functional CGE, including holding regular meetings and
establishing a dedicated bank account
• Strengthening parent capacity to support their children as they learn to read through
activities such as summer reading camps and parenting sessions
• Creating successful local partnerships (with both the private sector and civil society) to
leverage funds for early grade reading and school improvement activities
• Applying for and implementing small grants to support school and community-level activities
in support of early grade reading
Sustained CGE engagement. By compiling and updating the different training tools used with CGEs
and CMs, we helped the MEN program produce a practical CGE Guide for Parent and
Community Engagement. Developed in close collaboration with regional IEF inspectors and the

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DEE, the guide details how a CGE
can position itself effectively as a
conduit between the school and
community and, in doing so,
improve early grade reading
outcomes through targeted
interventions.

Distributed and monitored community

mobilization grants to CGEs. Lecture
Pour Tous provided a total of 759
CGEs with small grants to CGEs
to implement early grade reading
activities in their communities. This
assistance provided CGEs an
opportunity to fund early grade
reading activities in their
communities and gain experience
both managing grants and seeking
additional contributions from
communities and the private
sector. While many activities were
suspended during the COVID-19
pandemic, CGEs were able to
reach impressive numbers of
parents, caregivers, and students
through their efforts. Reading club in a school-community in Kaolack, February 2021

Over the five years of Lecture Pour Tous, CGEs conducted:

• 49 summer reading camps, reaching 1,985 children (1,113 girls).

• 16,691 parent meetings that brought together 198,456 parents and caregivers to discuss,
in small groups, the importance of their engagement in their students’ learning.
• 19,083 home visits to 40,579 parents and caregivers of struggling children, as well as
children in Grade 1, who have had a difficult time navigating their first year of schooling
during the pandemic. These one-on-one visits allowed CMs to spend quality time with these
parents, demonstrating how to effectively use Lecture Pour Tous resources and learn simple
strategies to support children’s emerging reading skills.
• 18,009 reading club sessions for students in Grades 1-3, reaching 227,777 students
(including 130,494 girls) across the six regions.
• 1,518 model reading corners created in homes and public spaces; CGEs often used these
spaces to hold student reading clubs.

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Output 3.3: At-home support to early grade learners improved

To achieve this output, Lecture Pour Tous identified and collaborate KEY AT-HOME RESULTS
with local partners to develop materials for routine, home-school • Guided more than
communication on early grade reading instruction, provide training 115,000 parents via in-
and support for parents and caregivers, and regularly review person and virtual
progress and adjust as needed. sessions to support
reading at home
• Distributed 27,500
Guided parents and caregivers to support children in early grade reading copies of a school-
at home. A key strategy in our SBCC plan was to provide parents home communications
with the opportunity to learn, in a small group setting, about tool to bridge the gap
effective approaches to support their children’s reading at home. between teachers and
These sessions were led by CMs, with the support of their CGEs, parents
using materials adapted from the USAID-funded EdData II research
project. These materials employed a cartoon format, with illustrations depicting parents and
caregivers engaging children in early grade reading support activities. Over the life of the
program, CMs delivered 9,430 practical parenting sessions across the six target regions, reaching
115,851 parents (including 27,667 men).

Demonstration of a writing game during parenting session, June 2019, Kaolack

In a creative response to the COVID-19 pandemic in Years 4-5, program staff and stakeholders
moved dialogue sessions to WhatsApp. A total of 1,626 virtual sessions reached 13,707
participants, including 4,837 men. Interestingly, women participated in these online forums at
twice the rate of men, yet men increased their level of participation when sessions shifted to a
virtual format. While parents in very rural communities were unable to participate due to

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internet connection issues and a lack
of smartphones, anecdotal evidence
indicates that this strategy has
increased the participation and
enthusiasm of parents living in urban
or peri-urban communities.

Through WhatsApp forums, CMs and

CM Supervisors were able to
accomplish several types of
interventions:

• Leveraged relationships with local

radio and television stations to
share parent dialogue sessions
Front cover of a cartoon book Lecture Pour Tous helped
• Shared SBCC radio advertisements adapt to promote reading at home.
via these networks to continue sensitizing parents on the importance of continued support
to student learning during school closures
• Collaborated with IEF inspectors and school directors to produce Public Service
Announcements about preparing for the primary school exit exam and school enrollment for
the next school year
• Conducted Q&A sessions on how to use the student workbook and access extra-curricular
reading materials during
school closures
• Parents posted videos of their
children reading out loud to
get real-time feedback on their
progress from teachers and
CMs

Where WhatsApp was

unavailable, CMs conducted
23,930 mobile phone check-ins
with parents to provide them
with school updates, information
for how to avoid contracting
COVID-19, and ideas for how to
engage their children in learning.

Bridged the home-school gap.

Findings from the Community
KAP baseline found that parent-
teacher interactions were
A teacher using Lecture Pour Tous’ home-school communication tool to explain a
infrequent and often focused on student’s progress to a parent
discipline issues, rather than

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student achievement. To overcome this disconnect, Lecture Pour Tous developed and
distributed 27,500 copies of a home-school communication tool to track student early grade
reading progress across several pre-reading and reading skills using simple visual cues and images.
Teachers shared the tool with parents every two weeks, with many parents taking advantage of
the opportunity to meet with teachers to discuss their child’s progress. CMs promoted the use
of the tool during practical parenting sessions, and modules on how to use the tool and engage
with parents were included in the program’s training packages for teachers and school directors.
Output 3.4: Parent and community monitoring of early grade reading instruction delivery
improved

To achieve this output, Lecture Pour Tous worked with local KEY COMMUNITY
partners to organize community forums to discuss how using MONITORING RESULTS
languages that students speak and understand supports early grade Parents and communities
reading acquisition, and share results of reading assessments. increased their ability to
monitor student reading
Supported CGEs to convene community forums to share best practices in performance through:
parental engagement and results of classroom-based reading • 78,099 parents and
assessments. Over the course of the program, CGEs organized community members
4,537 forums, reaching 78,099 parents and community members. engaged through 4,537
community forums
These forums served two primary functions: first, as a means of • 209 CGE exchanges
introducing Senegal’s national reading reforms and Lecture Pour organized for 2,444
Tous initiatives to the broader community and solicit their support; participants
and second, a to share student early grade reading results and
progress at critical moments during the school year. CMs and CGE
members worked together to create simple visuals, such as pie charts and graphs (see box) to

COMMUNITY MONITORING OF STUDENT READING ACHIEVEMENT

Community forums offered the opportunity for CGEs to share

student reading achievement with the community. For many, this
was the first time they had transparently shared collective results
with parents. Discussion and community action planning followed.

“The results of the pre-tests this year showed a remarkable increase in

Grade 1 student scores, something we haven’t seen before. This leads us
to believe that activities like the student reading clubs and summer
camps have truly contributed to these results.”
– School director, Bokholl primary school, IEF Dagana

“For the first time in the history of the school, student results were
shared in a way that parents could easily understand. This motivates us
and encourages us to continue supporting our children at home with
their reading.”
– Parent, Kouthia primary school, IEF Kaffrine

Student EGR performance visualized for a

community forum

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explain changes in student performance and understand a school’s overall performance compared
to other schools in the region.

Community Forums served as an effective advocacy platform to increase contributions from

local government and the private sector. Through targeted advocacy during community forums,
several CGE were able to successfully engage local officials and private sector partners to
contribute to school projects (including building renovations and new furniture).

CGE exchanges encouraged. In collaboration with the MEN actors, organize exchange
opportunities for UCGEs and CGEs to share best practices and challenges around parent and
community engagement. To encourage the sharing of best practices and lessons learned, Lecture
Pour Tous organized 221 inter-CGE and UCGE exchanges, involving 2,779 CGE members.
Though these exchanges were limited in Years 4 and 5 due to the COVID-19 pandemic, they
independently continued through inter-CGE WhatsApp forums, a testament to the importance
CGE members attributed to the connection with their peers.

ASSESSMENT OF OUTCOME 3 ACTIVITY IMPACT

This section analyzes the impact of activities to improve parental and community engagement in
early grade reading, per both program performance indicators and other measures from studies,
analyses, and stakeholder testimonials.

Outcome 3 Indicator Performance

As program performance indicators indicate, activities to achieve Outcome 3 improved parental

and community engagement in early grade reading through a comprehensive approach whose
impact surpassed expectations. Of the five AMELP indicators of Outcome 3, the program far
exceeded LOP targets for all but one and came within 95% of the other. See Table 11 below.

TABLE 8: SUMMARY OF OUTCOME 3 INDICATOR PERFORMANCE

LOP
LOP
NO. INDICATOR FINAL NOTES
TARGET
RESULTS
Outcome 3: Parent and Community Engagement in Early Grade Reading Improved
17 Number of parent teacher associations 883 793
(PTAs) or community governance structures
engaged in primary or secondary education
supported by USG assistance
Output 3.1: Parent and community demand for high-quality early grade reading instruction increased
18 Percentage of targeted households surveyed 93.5% 65%
showing demand for high-quality early grade
reading instruction
Output 3.2: Community based early grade reading activities implemented
19 Number of community-based events held to 9,534 6,325
increase students’ engagement in and
enjoyment of reading
Output 3.3: At-home support to early grade learners improved
20 Percentage of targeted households where 76% 65%
parents or other caretakers regularly
undertake activities suggested by their

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 LOP
LOP
NO. INDICATOR FINAL NOTES
TARGET
RESULTS
school/PTA to support their early grade
students’ reading acquisition
Output 3.4: Parent and community monitoring of early grade reading instruction delivery improved

21 Number of community forums held to 4,537 4,802

monitor early grade reading instruction
delivery

By program midline, Lecture Pour Tous surpassed its LOP target the percentage of targeted
households showing demand for high-quality early grade reading instruction (Indicator 18). The
2019 study of the knowledge, attitudes, and practices of parents and communities on early grade
reading instruction indicated that nearly 90% of targeted households surveyed (1,192)
demonstrated an interest in early grade reading instruction, compared to only 30% surveyed at
baseline.

Also, by 2019, the program already exceeded the percentage of targeted households where
parents or other caretakers regularly undertake activities to support their students’ reading skills
(Indicator 20). The midline Community KAP study also indicated that 76.0% of households
surveyed demonstrated an interest in early grade reading instruction, compared to only 2.2% of
households surveyed (14 of 643 of households) at baseline (2018).

Finally, Lecture Pour Tous far surpassed its LOP target for the number of community-based
events to increase students’ engagement in and enjoyment of reading (Indicator 19), and over
200,000 parents engaged in multiple other community and targeted activities to boost reading, as
detailed in the prior section.
Other Evidence of Impact in Achieving Outcome 3

Lecture Pour Tous effectively raised parents’ awareness on the importance of reading in national
languages. The Community KAP midline showed an increase of 20 percentage points (from 70%
at baseline to 90% at the beginning of Year 4) in parent’s understanding of national reading
reforms and approval of its’ goal to improve early grade reading outcomes through the teaching
of national languages.

Research with RF MERL showed a high level of confidence that the program’s community-based
interventions had positive effects on parent and child awareness of and participation in activities related
to early grade reading. The study found a 90-100% probability that the community engagement
activities had a positive impact on several outcome measures in this domain, including:
participating in forums or school meetings; awareness of the national language early grade
reading curriculum; agreement that children should learn to read in their national languages; and
child participation in community reading activities.

Poster and radio announcement campaigns had a spillover effect in non-Outcome 3 communities. Most
non-Outcome 3 communities surveyed in the study conducted with RF MERL reported hearing
about or listening to Lecture Pour Tous radio announcements. Some directors interviewed

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noted that they knew about the radio shows through WhatsApp director groups and inter-CGE
exchanges.
“Capacity building provided by Lecture Pour Tous helped us
Participating CGEs reported improved action achieve our PAV-Q [action plans]. In our school, thanks to
planning and capacity to sustain activities. When consistent communication with parents, we now have a
Lecture Pour Tous began working with CGEs school fund supplemented by parents. Each year, parents
donate 2,000fCFA to help us achieve the activities outlined
in Year 2 of the program, the majority did not in our PAV-Q.”
hold regular meetings, nor did they have – Oumar Aliou SY, CGE Secretary General, Dayane Kodiolé
action-oriented action plans, or Plans d’action primary school (Ranérou Ferlo)

volontariste axé vers la qualité (PAV-Q), focused “During COVID-19, we realized that we could forge ahead
on activities that improved student without the support of the program thanks to the training
achievement. Lecture Pour Tous helped CGE we had received. I am convinced that I will continue to
engage parents and my community in these activities, as I
shift this dynamic. An informal survey did during COVID-19.”
conducted by regional PCE liaisons showed – Alassane Demba Konaté, CM Bapalel, Matam
that over 80% of CGEs have PAV-Q that
include early grade reading activities.

There is a high likelihood that parent and community engagement activities are contributing to the
improvement of decoding skills. The 2019 midterm study with RF MERL, which compared data
from the Community KAP midline with the EGRA midline, found that there was a high likelihood
(80% probability) that the program’s community engagement interventions improved children’s
ability to read invented words by a meaningful amount. The study also found that there was a
moderate likelihood (60% probability) that they improved children’s abilities to identify correct
letter sounds, words in their native language, and French words by a meaningful amount.

Practical parenting sessions had a positive impact on parent attitudes and behaviors. Field monitoring
visits revealed that parenting sessions were very popular with parents and CGE members, and
they had an impact on how parents approached early grade reading support with their children.
The RF MERL mid-term evaluation showed that Outcome 3 parents understood that even
illiterate parents can and should help Parents telling stories to their children at home, by
children while reading at home. This is participation in practical parenting sessions
compared to non-Outcome 3
communities who continued to believe
that parents needed to be educated and
literate to provide support. The
Community KAP midline showed that
after less than a year of
implementation, parents attending
these sessions engaged in storytelling
more often than those who had not,
one of the strategies included in
parenting sessions.

Lecture Pour Tous has improved

interactions between parents and teachers.
Innovations such as the home-school communication tool have greatly increased parent-teacher
interactions, providing an opportunity for the two groups to speak meaningfully about student

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progress in early grade reading and come up with tangible actions, both in school and at home,
to improve their performance. The RF MERL mid-term study found, with a high level of
confidence, that Outcome 3 interventions had a positive meaningful effect on aspects of parent
teacher interaction, such as: teachers sending information to home about child’s reading
progress; parental beliefs that it is important to communicate with their child’s teacher; and
teachers report speaking with at least five parents about child’s reading progress in the past
month. During focus group discussions, parents, CGE members, CMs and teachers highlighted
the importance of the home-school communication tool. One school, Niokhoul Fall in Louga,
found the tool so useful, that they adapted it for additional subjects.

Grade 2 student, El Hadji Amadou Cissé School, Kaolack.

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LESSONS LEARNED AND
RECOMMENDATIONS
Lecture Pour Tous generated learning from multiple studies, assessments, other action
research exercises, and monitoring — as well as from less formal, on-the-job experience
over the course of five years. Below are key takeaways and recommendations from the
program’s learning agenda and other lessons learned.

OVERARCHING LESSONS AND RECOMMENDATIONS

• “Faisons ensemble” is necessary. Program technical assistants and MEN leadership

efforts to create a shared vision of the program objectives and create a “doing it
together” approach was critical to program success. The Minister named the
program “Lecture Pour Tous” at the launching and declared that it was MEN’s
program – critical to achieving several key objectives of the current national
education strategy. And without collaboration and shared vision between ministry
leadership and personnel on one side and the program’s technical assistance staff on
the other, coming together to make one team – the successes realized would never
have been possible.

• “Faisons ensemble” is hard and must evolve over time. Achieving this level of
collaboration and consistent ministerial ownership is challenging for several reasons:
o Limited human resources within the ministry: The number of personnel in key
units like the INEADE, DEE, DFC, and elsewhere is very limited compared to the
volume of work required for major reform efforts. Additionally, not all staff have
the technical or managerial profile required. As a result, program technical
assistants often find themselves moving forward without full input from ministry
technicians, relying instead on ministerial review and validation. While this aids
with ownership, it reduces opportunities for full learning and reaching autonomy.
o Competing priorities: MEN staff have multiple simultaneous programs and
projects, and while reading is a top priority, is it not the only one. Personnel
must constantly navigate all of their initiatives and are not available for reading
reform at all times.
o High-paced donor timelines: Aggressive timelines such as those under Lecture
Pour Tous to complete large volumes of highly technical work in a short amount
of time puts additional strain on limited ministerial resources and the ability to
consistently do everything together. These timelines can also rush decision-
making or processes that can make it hard to bring all stakeholders along and
result in frustrations.
o Staff turnover: Key ministerial leadership and other personnel such as national
directors of departments change over the duration of the program, requiring
constant relationship-building and time to get new people up to speed as relates

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 both to technical knowledge and skills and motivation to be a part of the reform
efforts.

Several factors can help mitigate these challenges. For instance, systematic
review, validation, and constant updating of planning with the MEN was critical. It
was also important to remain flexible and to support the MEN in identifying
alternative activities in case of obstacles. Over time, “doing things together”
must shift to ministry personnel doing everything independently. The G2G in St.
Louis proved a good test case for this; additional, systematic performance
strengthening at both the central and decentralized levels is yet needed, as well
as possible organizational reviews of certain units where more qualified staff and
additional performance incentives may be necessary for reform success.

• Politics matter. Introducing approaches that are technically sound – i.e., that
adhere to the international and local evidence base for the most efficient ways to
get students reading – is only part of the equation. Myriad other factors affect
how much or how well ministry personnel at all levels, and other education
system actors, will adopt these technical solutions. For instance, while school-
based teacher learning circles (CAP interne) are critical for correct teacher up-
take of new practices, school directors and teachers currently have little
incentive to hold these sessions, especially as compared to cluster-based sessions
that they are required to attend to receive their salaries. In another example,
ample evidence shows that current coaching modalities are not working and that
there are promising alternatives, but making the switch requires new
investments and new roles for system actors that might not be welcomed by all.
Finally, while other evidence strongly suggests the need to make important
changes to the national curriculum for early literacy, many important
stakeholders have not yet had the chance to fully process all of the evidence or
engage in the revision process. Further analysis of the political economy of
bilingual reading reform in Senegal will be critical to reform success and the
ability of continued technical assistance to effectively contribute.

LEARNING AND RECOMMENDATIONS PER THE PROGRAM THEORY OF

CHANGE
TEACHING, LEARNING, AND SUPPORTING TEACHERS FOR READING

In relation to improving reading instruction, program learning provides the following key
insights:

Text:
o Textbooks must contain large amounts of text at each level of a systematic
scope and sequence to ensure that students have enough text to thoroughly
practice and master incremental reading skills before moving on to higher levels
of complexity.

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 o Structured, systematic
lesson plans are critical to
guiding this practice, and
less-structured plans —
common in later weeks of
the program’s Grade 2
materials — may be
partially responsible for
slower progress observed
in Grade 2 students.
o Multiple titles and levels of
decodable readers were
confusing to teachers and
administrators, and
alternative ways of printing
and packaging these stories
could promote their use and improve management.
o Senegal’s scholastic publishing policy requires private publishers to produce the
country’s TLMs, and assessment of local publishers’ technical and organizational
capacities show that considerable additional investment is needed for them to be
ready to produce highly technical evidence-based reading TLMs in multiple
languages. Additional partnerships among Senegalese publishers and with
international publishers should help in part.

Time:
o Teachers can make enormous
gains in time on task in the
classroom with the help of
structured, systematic lesson
plans and structure student
materials to accompany them.
o Finding time for reading lessons
in national language, however,
has been challenging in a school
day already full of other subjects
and with many schools already
fitting in multiple grade levels and
two shifts of children.
Establishing a new, realistic bilingual education timetable under the MOHEBS and
PNLSE will be critical.
o Teachers and students continue to miss several days of the school year, greatly
reducing overall instructional time in the classroom. More attention to
supervision and follow-up to increase the presence of educators and learners will
be important under the new reforms.

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Tongue — national languages, FSL, and teacher match:
o Matching teacher skills in national languages to the national language of
instruction in each school-community continues to be a challenge, particularly in
schools in the six target regions using Pulaar and Sereer. Furthermore, teacher-
tongue mismatches were associated with lower student reading performance.
The ministry’s new system to increase these matches, introduced with program
support, will be critical as bilingual education reforms expand across Senegal.
o Although teacher support for bilingual education was high at the end of the
program and their confidence in their abilities to teach in L1 increased, many still
struggle with instruction in national languages, especially if they do not have full
mastery of the assigned L1. Additional preparation in pre-service training and
support during CPD and coaching will be critical.
o Furthermore, higher levels of linguistic heterogeneity in certain regions of the
country will require additional attention to instructional strategies for students
whose mother tongue is not the L1 chosen for instruction in their school. This
includes additional training and support for these teachers.
o Student oral vocabulary levels in French at school entry and in the early grades in
Senegal is extremely low, even in Grade 3. Additionally, current teaching practices
appear to have no effect on French vocabulary levels. These findings from a program
study (see box) were instrumental in informing new national policy and upcoming
revised curriculum for when and how FSL will begin — changing the ministry’s plan
to start French (L2) reading early in Grade 1. Instead, the MOHEBS now adheres
closer to the evidence base of delaying reading in L2 until students first master key
skills in L1 and can transfer these to L2 while systematically learning more French
vocabulary. Curricular revision is still underway, and careful attention is needed to
apply the other lessons of this study and the international evidence base for bilingual
literacy instruction.
KEY LEARNING FOR FSL AND BILINGUAL EARLY LITERACY INSTRUCTION
Study findings:
• First, second and even third graders currently have very low levels of oral vocabulary in French
• French Langue et Communication as it is currently taught results in almost no gain in children’s oral vocabulary
between first and second grade
• There is a positive and significant relationship between oral vocabulary in French and pre-reading.
• Nearly all Grade 1 students and 40% of Grade 2 students do not meet the minimum vocabulary threshold that
benefits pre-reading
• Students who benefitted from Lecture Pour Tous programming and thus received hours of decoding instruction in L1
in Grade 1 had higher decoding scores in French than those who did not
• Decoding is not currently taught systematically and explicitly in French
Implications for policy and curriculum:
• In addition to the ample evidence base indicating that students need time (usually years) to master key reading skills in
L1 before transferring them to L2, students also need time (again, years) and better teaching to learn French
vocabulary
• The Langue et Communication curriculum should be revised to teach French vocabulary explicitly, especially with
vocabulary students need for reading and for reading academically
• The Langue et Communication curriculum should be revised so that French reading is also taught with explicit,
systematic and structured phonics to transfer skills from L1 and use the same technique for L2

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Teacher training, CPD
and coaching:
o Although the program
was designed to
provide intensive in-
person training that
would taper off once
teachers were
supported and using
the new instructional
practices and TLMs for
several years, it proved
impossible to avoid
teachers newly
assigned to Grades 1,
2, and 3 each year based on established ministry practice. This required
significantly more resources each year to train teachers new to these grades, and
teachers also did not have the chance to improve on their practice for that
grade.
o Additionally, using alternative CPD methods such as distance training and
teacher learning circles, proved challenging and less effective, especially when not
preceded by in-person workshops. In sum, additional investments in multiday, in-
person training will likely improve reforms in the six target regions and help
expand reforms to new regions.
o The use of certain ICT tools contributed greatly to teacher and director CPD,
but not all, and ICT partnerships take time and effort. For instance, surveys
showed that teachers and directors participating in WhatsApp groups greatly
appreciated the exchanges and that they helped them in their work. The also
appreciated the reminders, tips, and motivational messages received via SMS.
Using electronic versions of distance training tools for teachers with multimedia
features did not work well when first introduced, but such modules may be
better used when preceded by in-person training as is being done in the 2021-
2022 school year. Director and inspector use of tablets for tracking coaching and
teacher progress was very challenging when first attempted and ultimately the
ministry decided not to scale at that time; however, when revisited at smaller
scale and with adapted tools during the coaching RCT, the experience was more
positive. And scaling up of technology around coaching will need to be done very
carefully.
o Generally, coaching proved to be one of the greatest program challenges, but
alternative methods show promise. With very high inspector-to-teacher ratios
and 70% of all school directors in the target regions themselves also classroom
teachers (30% of whom teach Grades 1 and/or 2, with 12-13% the only early
grade educator in their school), coaching frequency was woefully inadequate
using this base model, and quality was very uncertain. The program-supported
randomized controlled trial (RCT) of coaching variants demonstrated the
promise of other modalities, but the ministry must mobilize other resources to

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 pursue these and address sometimes competing interests of different system
actors.

Test:
o On-the-job capacity strengthening for the ministry unit responsible for
assessment requires the availability, commitment, and willingness of both
technicians and managers. INEADE is currently leading and engaged in so many
different important initiatives with a limited staff, rendering this quite difficult at
times. Continued human and institutional performance strengthening efforts will
yet need to navigate these challenges and potentially help the institution review
its organizational capacities generally. While the unit is already capable of so
much, some additional effort is needed for INEADE to independently conduct
EGRA or similar assessments to international standards, with particular emphasis
on planning (sampling, instruments), enumerator training and data quality
assurance, full analysis EGRA data and in conjunction with SSME-like surveys
and/or teacher observation data, report writing, and the presentation of key
findings to different audiences.

MOBILIZING AND SUPPORTING FAMILIES AND COMMUNITY FOR READING

• Home-environment factors
— whether a student has
books at home or a parent
who reads — were most
strongly correlated with
student reading outcomes.
Given this and the positive
effects on student reading from
efforts to increase parent and
community engagement and
provide extracurricular reading
materials, additional
investment in this area is
critical — illustrating the
connection between adult
literacy and student literacy
reforms.
• School-management committees can plan and mobilize their own actions to
support reading. With the help of multiple tools and training, CGEs could integrate
reading activities into their routine action plans and identify and engage their own
community mobilizers to follow up with families. This created the critical link
between classroom instruction and practice at home, which built a culture of reading
in the community and contributed to higher student reading achievement.
• Community mobilizers are appreciated by parents and are a key component of
future sustainability of parent and community engagement in early grade reading.
Schools, parents, and students are best served by dynamic individuals living within

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 their communities. It is important that each school/CGE have their own community
mobilizer. Communities are more likely to independently sustain mobilizer services
if they are known individuals in their communities and they do not need to provide
transportation.
• Male participation: Women (mothers, grandmothers, and aunts) constituted most
of the participants in parental and community events. Men who do participate are
often older family members who are retired and more frequently at home. The
introduction WhatsApp communications increased male participation, but continued
efforts are needed to ensure that fathers, uncles, brother, and grandfathers are
increasingly supporting their children’s learning. This could include scheduling
intensive, fathers-only sessions during key points in the year (e.g., outside of the
harvest period) and encouraging the men who do attend events to serve as
advocates and mentors to their peers and help increase their attendance.
• Working modalities: In its original design, Lecture Pour Tous planned to support
parent and community engagement activities through contracts with local NGOs and
CBOs. (A limited amount of grants under contract did not allow other granting
mechanisms.) However, this proved neither cost-effective nor viable due to the
ability of these local organizations to meet contract requirements. The program in
Year 3 thus transitioned to working with community mobilizers directly from target
communities. This approach allowed program staff and a corps of community
mobilizer supervisors worked closely with CGEs to identity strategies to sustain
CMs after program close-out. This said, scaling the community mobilizer approach –
with training and supervision – will take considerable investment and it may be
worth revisiting partnership with local NGOs to launch the model with new CGEs
until they can independently sustain their activity planning and work through the
mobilizers.
• Parent and community engagement should be integrated into teacher,
director, and inspector trainings and tools. After receiving training on parent and
community engagement for reading and use of the home-school communication
tools, teachers were better equipped to engage with parents around student
progress and achievement. Preparing both parents and teachers in this way created
an enabling environment in which they worked together with a clear understanding
and respect of each other’s roles and responsibilities and without the
misunderstandings and stigmatization of parental involvement that can otherwise
arise.
• The COVID-19 crisis presents opportunities for more inclusive engagement in
the future. Alternative working modalities during the pandemic demonstrated how
low-cost technology, such as WhatsApp and mass SMS text messages, can support
parent and community engagement, especially in urban and peri-urban areas. In these
communities, WhatsApp increased parent engagement. A hybrid approach
combining traditional face-to-face interventions and low-cost digital strategies can
provide the flexibility and consistency to maximize parent engagement and deliver
quality support. WhatsApp also provided a means of rapidly contacting parents
during the crisis situations and mobilizing resources. Given that the ministry has
limited personnel dedicated to promoting parental and community engagement,
these tools could greatly amplify their reach.

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INSTITUTIONALIZING READING REFORM

• Reading reform that sustains system improvements to deliver high student

performance requires many aspects of human and institutional capacity at
multiple levels. Early assessments and later analyses with the many ministerial units
responsible for delivering early grade reading reform (starting with the DEE but also
including the DFC, INEADE, SIMEN, DPRE, and the regional IA and department-level
IEF offices) demonstrate that human resources — with the right numbers of people
and profiles needed for the work — continues to present major challenges.
• Policy development requires permanent coordination with technical activities.
Institutionalizing key technical approaches requires policymakers and managers —
those who need to coordinate the policymaking process — need to be fully linked
to the technical personnel and partners providing the inputs to these guidelines and
strategies and timelines and workplans need to be coordinated accordingly.
• Demonstrating strong results early, as Lecture Pour Tous did at program
midpoint with its first cohort of students, can powerfully accelerate policy reform.
These successes provided an important foundation for final decisions refining,
validating, and launching the MOHEBS and solidified the political will to create a new
national reading program.
• Strong, sustained, and well-informed leadership is also critical to maintain the
focus required to pursue these reforms among many competing interests. Ministerial
leadership at the level of the Secretary General and DEE proved critical for the
success of the program and for launching the MOHEBS and the PNLSE —
achievements even amid the global pandemic.

ADDITIONAL LEARNING
INTEGRATING EARLY GRADE READING REFORM INTO DAARAS
The results of the daara pilot revealed several factors necessary for successful
multilingual reading reform in these schools. Key recommendations to increase the
sustainability of pilot interventions:

• Adopt the systematic and structured early grade reading approaches and teacher
coaching system within the curriculum for modern daaras.
• Accelerate the process to formalize Comités de gestion des daara to streamline
inclusive management and improve collective decisions within daaras.
• Promote a coordination mechanism to encourage regular exchanges between daara
directors so that they may easily share best practices and find solutions to challenges
related to teaching conditions and student early grade reading.
• Organize additional face-to-face meetings with daara stakeholders to share and
discuss pilot evaluation results, lessons learned and recommendations.
• Encourage daara directors and other stakeholders to pursue additional opportunities
through IEFs, including promoting the transfer of student performance from L1 to L2
through the continuation of other donor-supported reform programs or taking
advantage of accelerated learning opportunities through the DALN.
• Promote and maintain student achievement in L1 by facilitating the integration of
daara students into the formal education system through bridge programs.

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SERVING CHILDREN WITH DISABILITIES

As part of its research agenda, Lecture Pour Tous supported the MEN to gather existing
data on the incidence of disabilities among early grade learners that could impede the
development of strong reading skills. Ultimately, the research team found little
quantitative data available on incidence of disability among children in Senegal and, as far
as they could determine, no data about incidence of disability specifically among children
in Grades 1, 2 or 3. One prior study found that 49.7% of children with disabilities
surveyed do not attend school, of which 34.2% dropped out for reasons including
physical inaccessibility and absence of adapted teaching materials. Given this, there is an
urgent need to understand the prevalence of children with disabilities in Senegal and
ensure that schools are equipped to welcome them through inclusive instruction and
adaptations to the school environment. Though some tools for measuring incidence of
disability have been developed in recent years (e.g., the Washington Group/UNICEF
Module on Child Functioning and Disability), the research team did not find any
indication that these tools have been used in Senegal. Furthermore, such tools would
likely need to be adapted to the context and needs of Senegalese children, their families,
and policymakers. To improve inclusive education in Senegal specifically to promote
early literacy for all children, it will be important for the government and its partners to:

• Conduct identification, other data collection, and research: As discussed above,

data on disability among early grade learners in Senegal is extremely limited. Of the
data available, the research team found no common definition of inclusive education,
disability, or of types of disabilities and found no set monitoring and evaluation
system or criteria for inclusive education at the national, regional, or sub-regional
level. Access to and use of data at local level to ensure inclusion in primary schools
is limited at best and the understanding of who has responsibility for identifying a
student with a disability and what that entails varies. This likely results from the lack
of standardized procedural protocols and tools for conducting screening and
evaluation for disabilities at the classroom level. Senegal must adopt common
definitions for different types of disability and implement standardized identification
tools and processes to establish a solid foundation of data for decision-making.
Furthermore, the lack of comprehensive and reliable data on disability in Senegal
constitutes a major impediment to policy reform and implementation. To build a
base of reliable, valid data, it will be important for Senegal and its partners to:
o Standardize definitions and revise instruments for identification to enable more
accurate incidence data among children and youth, disaggregated by disability
type and age or grade level.
o Conduct standardized identification across the country using these updated
instruments, particularly for young children of age to be entering or attending
the early grades.
o Conduct further research to uncover the link between incidence of disabilities and
possible impediments to development of strong basic reading skills.
• Destigmatize disability: Organizations such as the Fédération Sénégalaise des Associations
de Personnes Handicapées (FSAPH) have already implemented awareness-building efforts
to destigmatize disability in Senegal. By coordinating with FSAPH and other

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 organizations of people with disabilities in Senegal, implementing partners and the
government of Senegal could reach a larger swath of the population to foster inclusion
and increase enrollment of children with disabilities in primary school. To that end, the
government and implementing partners should work with organizations of people with
disabilities to conduct campaigns to shift negative attitudes towards individuals with
disabilities and to encourage parents to enroll their children with disabilities in school.
• Train, coach, and supervise: For inclusive education to be successfully implemented in
Senegal, teachers must be trained “to instruct a wide array of learners with different
needs,” including students with disabilities (Drame, 2014, p. 79). In focus group
discussions and key informant interviews, teachers, school directors, and inspectors
expressed a desire for additional training and tools to better understand and implement
inclusive education practices. Creating and rolling-out pre-service and in-service training
modules on inclusive education for teachers, directors, and school inspectors will
improve learning outcomes for all students, not just those with disabilities.
• Develop and adapt classroom- and local-level support for students with
disabilities in all public primary schools: Adopt classroom- and other local-level
response measures following universal design for learning and assessment principles
to serve students with disabilities in their current school-communities. This has the
potential to increase the rate of enrollment and retention for early grade learners
with disabilities. While much of the effort in implementing inclusive education has
centered around designated inclusive schools, expanding these efforts to include
zero or low-cost interventions in mainstream schools will improve educational
outcomes for all students, not just those with disabilities.
• Expand inclusive TLMs: This includes developing Braille materials and testing
instruments for all other national languages of instruction and French, building on the
work Lecture Pour Tous has already done for Wolof.

Implement existing policy: Senegal has demonstrated its commitment to inclusive

education by ratifying international conventions, passing legislation, and drafting policies
in support of education for all students. However, this study indicated that further work
is required to ensure that all children build strong foundational reading schools and
receive a quality education. Senegal should focus on integrating inclusive education
policy with national language education and reading policy and should ensure that the
forthcoming national policy on inclusive education aligns with existing legislation and
international best practices.

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TRANSITION AND
SUSTAINABILITY
Table 9 below presents the final analysis of achievement based on the priority actions
plan (part of the final versions of the Sustainability and Scale-Up plan) that identified and
operationalized key efforts or policies needed for the MEN to establish a solid
foundation to sustain and scale core elements of program reforms. During the program
itself, the ministry transitioned to greater autonomy and began ongoing measures
required to deliver high early grade reading performance. For instance, the ministry
began taking up core reading reform elements in the Saint Louis region starting from
Year 3, with activities financed directly through the G2G program, with modest Lecture
Pour Tous technical assistance, and using already co-developed materials and tools. In
addition, the MEN has adopted new policies and guidelines such as the protocol for
establishing the national language of instruction in a school-community and the
integration of early grade reading into the pre-service training framework, and
institutionalized evidence-based practices by codifying them in the validated PNLSE.
Other sustainability efforts focused on increasing key knowledge, attitudes, and practices
with new tools and processes needed to improve ministerial personnel performance in
offices essential for delivering high-quality early grade reading instruction.

Finally, several critical sustainability measures and further demonstration of ministerial

leadership marked the beginning of the 2021-2022 school year and the end of Lecture
Pour Tous. First, the DEE and IA and IEF offices — with purely ministerial master
trainers from their national technical team and regional technical team teacher trainers
— successfully led multiple IEF-level CPD workshops for school directors and teachers,
with limited help from a small number of program staff. Second, Lecture Pour Tous
helped advise the MEN as it launched the preparatory phase of the MOHEBS and critical
early actions to jumpstart the PNSLE. This included helping articulate the transition
from pre-primary to elementary education, particularly as it relates to early literacy, and
updating standards for early grade reading in national languages, linked to national and
international policy and allowing Senegal to be among the very first countries to report
on SDG 4. And as perhaps one of the program’s most enduring legacies: Lecture Pour
Tous helped initiate revision of the national basic education curriculum for Grades 1 and
2 for both national languages and FSL, providing written recommended scope and
sequences, other guidelines, and direct advisement during initial revision workshops.
Once finalized and if the program recommendations are secured, this revision will be a
major milestone officially codifying evidence-based approaches to early literacy that will
guide all future teaching, learning, and accompanying materials across Senegal.

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TABLE 9: FINAL ACCOUNTING PER THE PRIORITY ACTIONS PLAN

Strengthened human and

Final outcomes at the end of
Sustainability institutional capacity Priority actions for MEN entities supported and their
Lecture Pour Tous per the
objectives endstate to be achieved/ Lecture Pour Tous responsibilities
established indicators
expected results
CROSSCUTTING ELEMENTS
The education The MOHEBS that defines the Support the finalizing The DEE actively focuses on finalizing The MOHEBS document is fully validated
system model to be followed for and refinement of the the MOHEBS, incorporating the in incorporates key elements of the
internalizes and bilingual education is validated MOHEBS framework evidence base evidence base provided by Lecture Pour
generalizes and its operational launch is document, the process The DEE, DALN, SG and DEPRE Tous
reforms planned of technical and actively promote the validation of the
promoting institutional validation, MOHEBS The MOHEBS operationalization plan is
teaching reading in and its operational The DEE leads the process to develop a available and initial actions launched
national language, planning plan to operationalize the MOHEBS
and carries them The MEN has a validated Support the The DEE actively guides the The National Scholastic Elementary
out autonomously National Reading Program development of the development of the National Reading Reading Program is fully validated and
(PNLS) framework document PNLS document, the Program document and leads the incorporates all core elements of
that guides all stakeholders and process of technical validation process Lecture Pour Tous
an initial plan for its launch and institutional
validation, and its The DEE disseminates the National The initial action plan for the PNLSE is
operational planning Reading Program document and puts available and initial actions launched
measures in place to control that the
guidelines are respected Remaining: the PNLSE document is
widely shared and respected by all actors
and partners

The basic education curriculum Develop proposed DEE plans the updating of the CEB to The DEE has proposed evidence-based
(CEB) takes into account the guidelines with scopes reflect the recommendations of the guidelines for updating the Language and
explicit, systematic and and sequences and MOHEBS and the PNLSE framework Communication component of the CEB
structured phonics approach activity timetables for document, incorporating in L1 and L2, as part of MOHEBS and
for teaching and learning reading-writing in L1 recommendations emanating from PNLSE reforms, reinforced by a webinar
reading and the bilingual for CI and CP, i.e., Lecture Pour Tous for national technical team members
Etape 1 of the Language
approach for teaching in the
and Communication
first classes of elementary
component of the CEB,

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 Strengthened human and
Final outcomes at the end of
Sustainability institutional capacity Priority actions for MEN entities supported and their
Lecture Pour Tous per the
objectives endstate to be achieved/ Lecture Pour Tous responsibilities
established indicators
expected results
school (including guidance for especially for written
teachers for the transfer communication
between L1 (national languages)
and L2 (French). Develop a framework
document for reading
and writing in L2
(French as a second
language), the Wolof
example
Concrete The MEN integrates gender Support the integration The DEE and INEADE integrate gender Gender equality and social inclusion are
elements equality and social inclusion in of gender and social equality and social inclusion in a codified as objectives in the PNLSE
promoting gender the planning and inclusion into the crosscutting way (such as by continuing
equity and social implementation of activities specifications for to ensure gender and inclusion Gender and inclusion principles are
inclusion in related to the teaching of teaching materials and principles are considered when reinforced in the technical and
education are reading in national languages; into future policies for developing EGR teaching and learning pedagogical specifications for learning
bilingual reading reform materials
incorporated into this includes efforts to combat materials; and adapting materials to
the bilingual stigma against children with braille) aiming at promoting inclusive Teaching materials for CI, CP and CE1
reading reforms disabilities and to promote EGR instruction in national languages and EGRA assessment instruments are
equal education opportunities for all children available in Braille for Wolof
for both girls and boys.
A new gender unit has been created
within the MEN which will continue to
monitor the sustainability and scaling up
of gender equity and inclusion in the
PNLSE and implementation of the
MOHEBS

LANGUAGE (TONGUE)
National languages A national policy for bilingual Support finalizing the The DEE actively focuses on finalizing The MOHEBS is validated and serves as
are used as education is validated bilingual model adopted the MOHEBS, incorporating the a key political moment that triggers
evidence base historic reforms to transform the

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 Strengthened human and
Final outcomes at the end of
Sustainability institutional capacity Priority actions for MEN entities supported and their
Lecture Pour Tous per the
objectives endstate to be achieved/ Lecture Pour Tous responsibilities
established indicators
expected results
languages of EGR in the MOHEBS and its The DEE, DALN, SG and DEPRE elementary cycle in Senegal to bilingual
instruction in the validation actively promote the validation of the education
first three grades MOHEBS
of elementary There is a validated and Support the technical INEADE and DALN actively promote The document defining the process for
school inclusive process for validation of the the validation of the guide on choosing the national language is fully
determining the L1 of established process determining the national language per validated
instruction for each school in introduced by the school
the country program for This validated protocol is integrated into
determining the L1 of the operational plan for the MOHEBS
instruction for each
school
IEFs can follow the process to Support dissemination INEADE supports the IA and IEF in the 100% of IA and IEF in the seven program
determine the national language of the guide and process of determining national and G2G regions managed the process
of their schools in their zone. capacity development languages per school of choosing the national language per
for IA and IEF levels school independently and did so for all
IA and IEF integrate the selection new schools in these regions
process into their annual planning
Remaining to verify: the number of IA
and IEF planning documents that
mention the selection process

There is a general awareness Support the completion DFC, DRTS, SIMEN and DEE use their Communication strategy for the
among agents of the education of all communication communication channels to promote program validated and completed
system, as well as politicians campaigns and help reading instruction using national
and parliamentarians, parents MEN entities integrate languages More than 8,000 copies of the "Echoes
and communities about the information about the of LPT" newsletter distributed
importance of the use of program into its Communication officers at the IA and
website, newsletter, IEF levels oversee the implementation Website for Lecture Pour Tous is
national languages, the function functional and managed by SIMEN; it
and other of regional communication strategies
of bilingual education and the now needs to be converted for PNLSE
communication tools;
most effective approaches to advocate for a and MOHEBS implementation elements;
learning and teaching reading communications

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 Strengthened human and
Final outcomes at the end of
Sustainability institutional capacity Priority actions for MEN entities supported and their
Lecture Pour Tous per the
objectives endstate to be achieved/ Lecture Pour Tous responsibilities
established indicators
expected results
component for the one issue of the newsletter ("Echoes of
MOHEBS and PNLSE LPT") has been planned mainly by DFC

The results of the final KAP studies for

the MEN, teachers, and community
show an increase in the level of
knowledge and positive attitudes related
to bilingual education

The MOHEBS operationalization plan

emphasizes important elements of
communications and community
engagement to enhance understanding
and adherence to the reforms at the
national level; the importance of this
element was emphasized by the Minister

TEXT
Early grade The MEN is able to define Reinforce the MEN’s INEADE, DEE, and the DALN will have The reference document on the
reading materials pedagogical and technical capacities to define trained technicians available to refine production of technical specifications
of high quality and specifications for reading specifications and to and stabilize the specifications for and on the editing and evaluation of
in national material in national languages evaluate EGR teaching future editions of national language educational tools is available
languages are and to manage quality control and learning materials reading materials
developed and are and the supply chain efficiently in L1 based on the INEADE and DAGE staff have the good
explicit, systematic and INEADE and DEE technicians study the practice document with proposed
available in and effectively.
structured phonics materials with the program's technicalrevisions to the evaluation grid and
sufficient quantity
approach with assistants and discuss the use of these
other procurement tools and have begun
attention to inclusion resources to identify opportunities for
and gender equality. incorporating these recommendations
DEE works with INEADE on a plan to into procurement policies and
Refine the technical and disseminate the reference document on
procedures
pedagogical how to prepare technical specifications

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 Strengthened human and
Final outcomes at the end of
Sustainability institutional capacity Priority actions for MEN entities supported and their
Lecture Pour Tous per the
objectives endstate to be achieved/ Lecture Pour Tous responsibilities
established indicators
expected results
specifications of and evaluate instructional materials for DEE and INEADE as well as members of
experimental teaching reading in national languages. the national technical team for Language
and learning materials and Communication received the "design
for CI, CP and CE1 for INEADE and DAGE review the kit" for a new edition of materials for CI
MEN and local materials with the program's technical and CP in L1; the progressions in this kit
publisher ownership assistants, and discuss the use of these will be updated according to the
resources revisions planned at the BEC
Finalize and share the
document on good DAGE and INEADE will use the "design
practices for TLM kit" to prepare final parameters and
supply chain specifications for the next procurement
management of instructional materials based on CEB
revisions
Develop a full “design
package” with ready-
to-go instructions and
templates for new CI
and CP materials that
the MEN can use to
jump-start production
in the future

Senegalese publishers are able Finalize and complete INEADE capitalizes on the training Evaluation report on the training for
to replicate and develop the initial capacity provided by LPT to prepare a training editors
evidence-based teaching and building program for plan for continued capacity
learning materials for early local publishers on EGR development of publishers The training and capacity development
grade reading in national and national language plan for national publishers (with
languages that adhere to the teaching and learning modules) is available and delivered along
materials with a publisher training evaluation
evidence-base for reading and
Support self-selected report that demonstrates growth in
all other updated pedagogical
publishers to develop a knowledge and some publisher capacity
and technical specifications,
remediation

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 Strengthened human and
Final outcomes at the end of
Sustainability institutional capacity Priority actions for MEN entities supported and their
Lecture Pour Tous per the
objectives endstate to be achieved/ Lecture Pour Tous responsibilities
established indicators
expected results
including promoting gender operational plan Support to certain publishers following
equality and inclusion accompanied by a the training series was not possible to
continuous self-training the COVID-19 interruptions
reference frame that
consolidates Lecture Remaining to see: Number of national
Pour Tous publishers who have submitted
achievements acceptable responses to calls for
proposals for the preparation and
printing of training materials

TEACHING
All classes The Ministry has a teacher Support for the The DRH updates the guidance manual The guide on teacher mobility has been
implementing mobility policy that takes into reprogramming of for the “mouvement national” to take updated and the MIRADOR has been
reading reforms account the national language MIRADOR to take into account information on the reprogrammed
and using national skills of teachers and inspectors account of national national languages spoken by the
languages have and promotes more women languages in teacher teachers Training sessions on the use of the guide
quality human within the educational system, mobility for human resources managers at the
The SIMEN updates the MIRADOR deconcentrated level have been held
resources particularly in rural areas.
based on this updated guidance manual
(directors, The most recent round of teacher
on time for the 2020/2021 teacher
teachers, (re)deployment was conducted with the
mobility round
supervisors) for new version of the MIRADOR and the
effective early new guide
grade reading
instruction The training standards for Support the drafting The DFC guides the stabilization of the A guidance document on initial reading
student teachers in all CRFPEs and implementation reference document and creates instruction in the national languages is
include a specific module on policy guidelines aimed conditions that allow all CRFPEs to available and updated for use in all the
teaching reading in the national to institutionalize and manage the training of student-teachers CRFPEs; this document contains
language and universal design scale up teacher on the teaching of reading in national modules as well as a framework of
for learning, so that all teachers training on EGR languages competencies ready to be integrated
leaving the CRFPEs have the
necessary skills to teach early

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 Strengthened human and
Final outcomes at the end of
Sustainability institutional capacity Priority actions for MEN entities supported and their
Lecture Pour Tous per the
objectives endstate to be achieved/ Lecture Pour Tous responsibilities
established indicators
expected results
grade learning (including to Prior to this point, each year the DFC into the overall reference framework for
children with disabilities in their ensures the integration of the initial all CRFPEs
classrooms) reading in the training repository of the
CRFPEs participating in the reforms and Remaining: The DFC still needs to take
The CRFPEs manage new sends a note to instruct them to regulatory measures to ensure that the
cohorts of student teachers implement it CRFPE provides training in initial reading
trained to teach Reading in in the national languages; this is already
national languages in support of provided for in the PNLSE and in the
the MOHEBS and PNLSE MOHEBS operationalization plan.

Remaining: there is also a need to ensure

deeper integration of UDL techniques
for effective instruction for all students
with and without disabilities

The FASTEF offers training Support for the The FASTEF leads in integrating Not realized: Training program showing
modules for future inspectors development, modules on EGR in national languages modules on EGR in national languages;
on teaching EGR in national sustainability and into the training program for future no work completed on this action
languages scaling up of specific inspectors
training modules for
the teaching of reading
in national languages

Coaching practices and tools Promote better IA and IEF integrates coaching into their Guide and tools on coaching methods
are integrated into standard IEF planning and annual calendar, provide trainings to available and well mastered by MEN
and school operations monitoring of coaching school directors and inspectors, and trainers
and supervision head inspectors monitor coaching to
The MEN knows how to use activities ensure regular sessions/visits Observed mentality shift towards a
ICTs to support teacher constructive approach to coaching
coaching activities Assist in developing DEE leads the effort to integrate
and testing different clearer requirements for regular Coaching was the subject of a ministerial
variants of coaching coaching of teachers – and sharing of note instructing all IEFs and RNs to

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 Strengthened human and
Final outcomes at the end of
Sustainability institutional capacity Priority actions for MEN entities supported and their
Lecture Pour Tous per the
objectives endstate to be achieved/ Lecture Pour Tous responsibilities
established indicators
expected results
The MEN has a better through a randomized coaching data – into the job description ensure the implementation of regular
understanding of coaching control trial of for school directors and inspectors coaching, especially in the year following
options coaching variants with the disruption of the pandemic
cost-effectiveness The DEE and DFC engage around the
The MEN integrates analysis learning emanating from the testing of The majority of targeted IEFs have
instructional coaching into its the coaching variants, and agree to a coaching activities integrated into their
bilingual reading reforms Assist in assessing and plan for further testing at larger scale of annual calendar but it is not certain that
preparing a document any experimental variants shown to be they will reach 75% - and the coaching
summarizing options feasible and effective in the pilot rate has remained very low
and lessons learned
from coaching and The DEE and DFC include an explicit Two coaching variants were tested,
supervision approaches component on coaching as part of the including cost-effectiveness
based on experiences PNLSE and/or operationalization of
MOHEBS Validated report of workshop covering
and testing results initial coaching variants pilot and clearly
Ensure integration of specifying the new coaching options; the
explicit objectives and new variants were found to be cost-
components into the effective
plans for the PNLSE Beyond the workshop report, a general
and MOHEBS final report on coaching serves as a
reference document for the medium and
long term

Coaching is integrated into the MOHEBS

and PNLSE operational plans

Remaining: For the MEN to plan details

of next steps for coaching,; for now, the
DEE foresees the maintenance of the
basic model as well as the option for
RNs/IEFs to introduce or further

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 Strengthened human and
Final outcomes at the end of
Sustainability institutional capacity Priority actions for MEN entities supported and their
Lecture Pour Tous per the
objectives endstate to be achieved/ Lecture Pour Tous responsibilities
established indicators
expected results
experiment with variants; it would be a
matter of securing the necessary funding
to do so. Depending on final strategic
options determined, updates still likely
needed to official job descriptions for all
those involved

TIME
Timetables ensure Reading time is monitored by Provide the DEE and The DEE and DFC take the necessary Tools available
adequate time for the school directors and DFC with tools to measure to monitor reading time and
Updated timetables available and are in
teaching reading in inspectors monitor time for time on task of teachers
reading in national place in all public elementary schools
national languages
Measures for the respect of the languages in the across the seven target regions
hourly quota and schedules are classrooms Remaining: Monitoring systems in
reinforced
implementation with inspection reports
showing respect of reading time
The timetables are updated
based on the validated
MOHEBS and the revised CEB
TEST AND STANDARDS
Student MEN staff are able to conduct Strengthen MEN's INEADE collaborates with LPT on data INEADE independently conducted EGRA
performance regular assessments of students' capacities to implement analysis of EGRA endline conducted in in St. Louis
thresholds for reading scores in national EGRA/SSME studies the 6 LPT regions
reading in national languages and use the results to and LEMA INEADE (and DEE) validated data
languages are take corrective action 2 target IEFs engage in the LEMA analysis
aligned with process from beginning to end, include
national and using data to make decisions to better 2 target IEFs collected LEMA data and
support schools for EGR instruction conduct data analysis and initiated
international decision-making with program support
policy and used
for regular Policy-linked performance Certify technicians Key INEADE and DEE agents and other The new standards and performance
standards for students in CI and within the MEN and local resource persons follow the thresholds for CI and CP students are

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 Strengthened human and
Final outcomes at the end of
Sustainability institutional capacity Priority actions for MEN entities supported and their
Lecture Pour Tous per the
objectives endstate to be achieved/ Lecture Pour Tous responsibilities
established indicators
expected results
assessments of CP are devised and validated by help them to develop training and develop the new norms established and aligned with national and
students' reading the MEN new norms and and standards international reference frameworks
skills standards according to following the required methodology
Student performance standards technical requirements INEADE leads the process for
are incorporated into course (through the Angoff presenting and facilitating full validation Remaining: institutional validation by the
materials, training modules for method) to be linked of the new standards MEN and integration into the CEB
the CRFPE and FASTEF and the to the Global competency framework and into the
updated CEB Framework modules for the CRFPEs and FASTEF

Teachers have the tools and Assist in the INEADE supports IAs and IEFs in Report on pilot of quarterly assessments
guidance to analyze the results development and piloting standardized quarterly of EGR in national languages
of the quarterly assessment and testing of new assessment for early grade reading in
to take corrective measures quarterly standardized national languages Refined tools and protocol for
assessment instruments standardized quarterly assessments of
and protocols MEN puts in place the regulatory EGR in national languages available
provisions to authorize standardized
Help develop
quarterly assessments for reading in Remaining: Regulatory provisions
intermediate
(quarterly) standards national languages adopted to scale up the new quarterly
and benchmarks to standardized testing for early grade
monitor the INEADE supports IAs and IEFs in the reading
performance of CI, CP implementation of standardized
and CE1 students for quarterly assessments for reading in Remaining: Quarterly standards fully
the standardized national languages developed and validated
quarterly assessments
PARENTAL AND COMMUNITY ENGAGEMENT
Parents and The support system for school Update Community The DEE takes the lead on updating the Updated CLSP available
communities management committees Literacy Support Plan CLSP
support children (CGE) put in place by the DEE (CLSP) Practical orientation guide available
in reading in includes measures to support The DEE takes the lead on updating the
national languages parents and communities for Share results from the practical orientation guide for CGE on The Voluntary Action Plans of CGE
Community KAP parental and community engagement show activities promoting parental and

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 Strengthened human and
Final outcomes at the end of
Sustainability institutional capacity Priority actions for MEN entities supported and their
Lecture Pour Tous per the
objectives endstate to be achieved/ Lecture Pour Tous responsibilities
established indicators
expected results
and ensure that the promotion of EGR in midline survey with The DEE has the capacity to continue community engagement activities for
children with national languages stakeholders SBCC activities reading
disabilities also
attend school, The DEE provides the Consolidate the The DEE provides support and capacity IA and IEF planning documents include
benefiting from necessary support (institutional, practical guide for CGE development for IA and IEF so that they activities to support CGE and to
interventions technical and financial) for the for implementing support CGE promote parental and community
implementation of Parental and parental and engagement for EGR in national
designed to meet
Community Engagement and community engagement IA and IEF have the capacity to support languages (IA/IEF action plans)
their needs.
SBCC activities activities for reading CGE in the promotion of parental and
community engagement (tools,
The Voluntary Action Plans of Share promising supervision, coaching)
the school management practices in parental
committees (CGE) include and community The school management committees
activities to promote reading engagement on early (CGE) integrate the support to parents
(training process and modules: grade reading in and communities for reading promotion
organization of forums, holiday national languages into their regular activities
camps, reading clubs,
management, etc.) Share approaches and
lessons learned from
SBCC work with MEN
including evidence-
informed approaches
to promote gender
equality and inclusion.

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ANNEX A. RESEARCH IMPACT MATRIX
5Ts + TOPLINE FINDINGS AND POLICY IMPACT AND OTHER
RESEARCH
PC APPLICATIONS CONSIDERATIONS
School-based language • In linguistically homogenous areas, • The MEN adopted the protocol as
mapping exercise the operations research led to official process for language
(annually, 2017-2020): to quick decision-making by the selection under the MOHEBS and
determine the national school-communities PNLSE
language of instruction • In linguistically heterogeneous • IEF/IA teams took over this
(LOI) for each school. school-communities, determination process starting in 2018 and have
Employed structured was more complicated; often the now used the protocol in the 7
schoolyard observations to lingua franca of the students chosen program regions
identify the national as the LOI was not the L1 of many • Careful training and initial
language in common among parents supervision of IEF/IA teams will be
Grade 1 to 3 students, and
• Protocol for this selection process needed when introduced in new
structured focus group
is key to language policy and regions; initial adoption met some
discussions and interviews
operationalization of the new challenges
in each school-community
informed by the observation
bilingual education reform • Special attention needed as
results to arrive at a reforms move into linguistically
consensus of the L1 LOI to heterogeneous areas; policy
be adopted by the school. currently does not rule out
multiple LOIs per school
Students' oral • Student oral vocabulary levels in • Directly informed the final
vocabulary mastery in French are very low, even in CE1 bilingual model in the validated
French (2018-2019): • Current instruction in CI-CP has no MOHEBS, introducing written
study of students' actual detectable effects on French oral French in CP instead of in CI, as
oral French levels at school vocabulary was originally proposed, and oral
entry (Grade 1, CI) through French in CI.
• Findings were fundamental in
Grade 3 (CE1); based on • Should inform finalized CEB
informing the finalized when and
well-established French updates to include very different
how to introduce French as a
vocabulary frameworks and approaches to FSL informed by
second language (FSL) in the
previously established tools the findings showing no detectable
MOHEBS
to assess student oral school effects and serious need
vocabulary levels for all • The findings are also critical for the
revision of the CEB and new, for much higher oral vocabulary
three grades (CI, CP, and levels to allow for reading
CE1), as well as French pre- evidence-based approaches needed
to teach FSL, especially for • Should also inform CEB updates
reading skills for CI and CP
vocabulary and the reading to continue new oral vocabulary
and reading skills for CE1.
materials and instructional routines instruction even once written
The study also included
needed for learning to read in French begins, and the use of the
structured interviews with
French as L2 same explicit, systematic,
students, teachers, and
structured phonics approach for
parents on linguistic,
FSL as for L1
sociological and pedagogical
factors likely to influence
the skills assessed.
Teachers' reported • Teacher self-assessment of their • Informed the updated teacher
levels of French and of language abilities for instruction deployment and transfer policy
the national languages remain higher in French than in L1s, and system incorporates self-
they teach (2017, 2019, but confidence in L1 increased over declared teacher language ability
2021): Included in the the program period in national LOIs; will need careful
teacher knowledge, • Teachers know multiple L1s with application
attitudes, and practices wide variance of confidence, and • Findings led to increased L1
(KAP) studies and SSME mismatches of ability to the schools’ education and training
studies. Covered self- LOI continue incorporated into pre-service and
rankings of written and oral
• EGRA/SSME studies show some in-service training under the
language ability in French program and recommended for
correlation between teacher
and Senegalese L1s.

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 language mismatch and lower ongoing MOHEBS and PNLSE
student scores reforms
• Coaching is particularly important
for teachers teaching in an L1 LOI
in which they are less
comfortable, and for teachers in
linguistically heterogeneous
schools
Teacher knowledge, • Teacher knowledge and practice of • Informed the content and delivery
attitudes, and practices evidence-based approaches to early of pre-service and in-service
(KAP) in early grade grade reading instruction was low teacher training and training of
reading instruction before the program and increased coaches
(2017-2018, 2019, 2021 significantly after • Informed the draft teacher
supplementary • Teacher understanding and use of standards for teaching reading
research): multi-phase key approaches like “I do, we do, produced by the program and
cross-sectional study using you do” and ensuring sufficient time incorporated into the pre-service
large scale surveys of most for individual student reading document d’appui for early grade
teachers, and smaller practice and feedback to all reading instruction training
sample classroom students increased significantly • Informed refinement of teacher
observation. Classroom
• Teacher attitudes about instruction guides that maintained highly
observation used a modified
in national languages also increased, structured lesson guides in CI and
Stallings tool for very
and support for early grade reading part of CP; recommendation to
detailed insights into
reform and bilingual reform was increase structuring and possible
teacher practice throughout
nearly universal scripting of lessons for the rest of
reading lessons.
CP and for CE1
• Increased ministerial confidence in
support for national reforms
Teacher mobility study • The MEN’s MIRADOR teacher • Led to a historic updating of the
(2017): Reviewed and management tool does not take MIRADOR system to incorporate
analyzed the processes used into account the national language teacher language competencies
in the assignment and the spoken or understood by teachers and assignments based on these
transfer of the teachers, and • Teachers are very mobile, and • Led to updates to teacher
the reasons for teachers’ “social cases” (waivers based on deployment and mobility
requests for transfer, in the family reasons) lead to transfers guidelines incorporating national
context of determining during the school year and outside language competences and the
changes needed in teacher the region need for teacher greater stability,
deployment policies to
• New and less experienced teachers especially in reform contexts
support a bilingual
are deployed to the rural areas
education model. The study
looked in particular at how • 84.9% of teachers report knowing
teachers’ language the predominant language where
competencies in national they are posted, but competency
languages could be taken varies
into • More than half of directors think
account in decisions on teaching in a national language they
teacher assignments and master can encourage a teacher to
transfers. stay in his/her school, but most
teachers propose financial
incentives
Inclusive instruction • Dearth of quantitative data available • Inclusive education policies in
study: research on on incidence of disability among development need to introduce
incidence of common children and no data about standard definitions and proven
disabilities among early incidence of disability specifically tools (informed by both
grade learners in among early grade learners international best practice and
Senegal that could • No disaggregated data found by local evidence and context) for
impede the type of disability, grade, and age better incidence identification and
development of strong disaggregation
• Only 3 of 14 studies found gave
reading skills (2019): • Inclusive education policy and
definitions for the disability types
Secondary research through efforts need particular focus on
identified or the methodology or
location and analysis of the earliest grades, especially for
tool used for identification
what existing data there is,

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combined with qualitative • Government schooling for children basic literacy and other
research through key with disabilities is primarily through foundational skills
informant interviews with specialized schools, without a • In the meanwhile, key tenets of
inclusive education experts comprehensive strategy for Universal Design for Learning and
and focus group discussions effective inclusion in mainstream for Assessment can be applied
educators, ministry officials, schools now and are critical in all
parents of students with • Strong grassroots and government classrooms; teachers (as well
disabilities, and associations support for more and better action teacher educators, and other
and NGOs working on on inclusive education assessors) require training,
inclusion. coaching, and simple tools to
implement these approaches
Coaching modalities • The base model introduced for • Coaching included as a key
rapid feedback and RCT instructional coaching of teachers component of the new PNLSE
study (2019-2022): for early grade reading – using national reading program
Multiple initial analyses and inspectors and school directors to • Informed reflections of central
a small-sample RCT with provide a minimum of two coaching MEN, IA, and IEF representatives
cost effectiveness analysis sessions per teacher per month – considering pathways and
testing two alternative repeatedly failed to achieve the guidelines policy for sustaining and
coaching modalities frequency sought scaling coaching moving forward,
compared to the standard • The 30% of school directors who concluding that regions could
model. are also early grade teachers and experiment further with
cannot coach themselves were alternative modalities, and that
especially neglected, as inspectors coaching should be introduced for
rarely conducted visits other disciplines as well, especially
• When conducted, coaching to support the MOHEBS reforms
improves teacher practice • Supplemental in-person and
• Supplemental telecoaching by head telecoaching both require
inspectors at the district level and additional resources, but should
onsite coaching by CODEC be further tested and potentially
directors both improved teacher funded due to the struggles of the
practice more than the base model, base model, especially for schools
with supplemental onsite coaching directors who are themselves
the most effective in some cases early grade teachers
• Supplemental telecoaching, by • More targeting of higher-need
nature of its low cost, was found to schools and teachers – based on
be the most cost-effective of all regular data on teacher practice
modalities tested in an initial short- and student scores (from
term pilot trimester standardized tests,
LEMA, and potential digitization of
coaching data for all teachers)
would help increase efficient use
of limited resources
Study on of scholastic • The scholastic book supply chain in • Recommendations are informing
book supply chain in Senegal is one of the most balanced potential updates to the scholastic
Senegal, including the and efficient in francophone Africa: publishing policies and guidelines
costs of book production the bidding system is legible, in Senegal, with suggested new
and book reasonably regular, and transparent, tools produced by the program
transportation; book and it takes distribution into based on the study’s findings
management at the account • Informed MEN capacity
school level; and current • The system is yet unnecessarily strengthening to apply possible
MEN book supply complex, involving multiple new guidelines and procedures on
budgeting, ministries and administrative layers budget preparation, procurement,
procurement, plus donors distribution, and auditing of early
distribution, and
• Senegal has an extensive, varied, grade TLMs including textbooks,
auditing procedures teacher guides, and supplementary
and agile publishing industry, rooted
(2018): Secondary and materials
nationally but able to forge
consultative research on
international partnerships; however, • Informed the program’s national
current policies,
they have little experience in publisher capacity strengthening
procedures, and prices,
national languages and evidence- program, particularly around
especially considering
based early grade scholastic texts

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aspects particularly germane • Prevalent publishing piracy indicates navigating procurement and
to the volume of materials an imbalance between supply and formation of strategic consortia
and level of technical quality demand and the need for both • Recommendations are poised to
and specificity required to greater supply and better controls make the supply chain more
support early grade reading. in the supply chain efficient, accountable, and
Also covered dynamics of • Recommendations: streamline ultimately to improve the quality-
international funders of procurement/tender processes for price ratio of the entire TLM
TLMs and library and greater simplicity, speed, and value supply system in Senegal
reading corner for money; introduce multi-year
considerations. planning for both financial and
publishing aspects; centralize and
broaden the responsibilities of
INEADE’s Textbook Division to
increase coherence and efficiencies;
consider further devolution of
purchasing budgets after central
evaluation and accreditation
Study of local publishing • Key needs identified at the • Diagnostic study informed the
industry capacity to diagnostic stage included: five-session capacity strengthening
produce evidence-based understanding responding to program designed to directly
teaching and learning tenders, including realistic budgeting meet priority publisher needs
materials for early grade for cost proposals; understanding related to TLM production for
reading, with a focus on and responding specifically to early reading
phonics-based textbooks USAID-style tenders; organizing • Post-training analysis informed
and readers, in national publishing consortia to fill in publisher action plans that some
languages (2018, 2019): complementary competences and developed with the objective of
In its first stage, includes a resources; identifying and increasing readying themselves to
diagnostic study of capacity of authors for national successfully bid on future tenders
Senegalese publishers and language texts; identifying and for early grade reading TLMs;
needs assessment to inform increasing capacity of authors to plans to support these plans were
the program’s publishing produce texts following phonics and suspended due to the pandemic
capacity strengthening decodability; increasing the but many publishers are working
activities. Included semi- managerial and technical know-how on them themselves, including for
structured interviews with needed for scholastic texts formation of strategic consortia
publishers, publishing • Post-training, participant satisfaction within Senegal and with
associations, and key was very high, ranging from 82% for international publishers to make
informants within the MEN. the session on digital tools for them more likely to be
Following the initial graphic design and reading text successful
diagnostic, further study development) to 95% for the • Current state of national
included assessment of session on preparing proposals in publisher capacity – including
publisher satisfaction with response to tenders; however, the serious need for highly
interventions and continued sessions were too short to address experienced authors and
needs following the all of their questions and needs, or pedagogical advisors, especially
program’s first round of to allow for as much hands-on those who know the program
capacity strengthening practice as participants or trainers introduced by Lecture Pour Tous
workshops (not continued desired – suggests that additional support
due to the pandemic)
• Post-training, participating is required for publishers to
publishers also demonstrated successfully produce the
increased understanding and trust upcoming TLM editions needed
of reform initiatives for early grade per CEB revisions and other
reading and national languages, and aspects of the MOHEBS and
need for different evidence-based PNLSE reforms
TLMs; increased understanding of
tenders and requirements to be
successful, but most publishers still
did not have the resources and
experience to likely be successful;
identification and recognition of
major difficulties around resourcing,
points of vigilance, and need to
increase experience; increased

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 familiarization with the
recommended instructional
approach and the pedagogical
specifications, but much greater
understanding and practice needed
for both authors and leadership
• Conclusion: possible that at least
one publishing house will be able to
successfully bid on tenders such as
those previously released by the
program; the others may be
successful if they form effective
consortia
Time on task in early • Time spent on teaching and learning • Findings supported ministry
grade reading activities during early grade reading decisions to continue use of highly
instruction – part of the lessons rose from 38.8% at baseline structured teacher’s guides with
teacher KAP studies to 89% in the program-supported scripted lesson plans that keep
(2017, 2018, 2021): The reading lessons after just two years, teachers focused on instruction
modified Stallings with spillover effects increasing with built-in strategies that foster
observation tool allowed actual instruction and learning time student engagement and ensure
for detailed measurement of in early grade French reading critical time for individual student
how both teachers and lessons, too practice with teacher feedback
students spent their time • Endline supplemental research • Findings also supported adoption
during reading lessons. indicated persistently high levels of of the policy to secure a minimum
time on task for instruction and of one hour every day for reading
learning during national language instruction in the updated CEB
(program) reading lessons and timetables as part of the
PNLSE
• Further study required to
combine rates of teacher and
student presence with time use
during lessons to estimate actual
instructional time for reading
during the school year
Piloting of LEMA • All IEFs found the practice very • LEMA likely to be pursued under
student testing and useful and feasible given the small the PNLSE and MOHEBS reforms,
management sampling required possibly with some adjustments to
assessment protocols • Most IEFs still need additional better integrate trimester testing
with assessment of IEF capacity strengthening to conduct results (see below)
practice (2018-2021): all data analysis independently and • IAs should be brought in to
Co-development of LEMA meaning-making for management support IEFs for this (in addition
tools and multiple rounds of responses where needed to INEADE capacity
test piloting of the practice,
• Most IEFs are not yet integrating strengthening) and for IA-level
using lot quality sampling to analysis of IEF results as part of
LEMA findings into mid-year
take the temperature of the anticipated reform dashboard
management responses or annual
student reading outcomes
planning
and fidelity of program
implementation in the
department.
Piloting of new • Teachers were able to successfully • Will be integrated into updated
protocols for assessing administer the new testing evaluation policy, with new
early grade reading for protocols instruments to be adopted in all
school-level • Some updates to clarify instructions regions implementing reading
standardized testing should be made to the final guide reforms under the PNLSE rollout
(2021). Introduced and • INEADE envisions these new,
test-piloted in 15 schools in policy-linked tests (aligned with
one IEF new instruments to the national framework and
be used to better capture Global Proficiency Framework for
early grade reading reading) as a key part of a
competencies during harmonized system of reading
existing standardized testing

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 conducted every trimester assessment at all levels, with
in all public schools. results shared with stakeholders
and students receiving targeted
instruction based on their
different performance categories
Parent and community • Most parents (86%) at baseline • Baseline informed the program’s
KAP study (2017, 2019): were already aware that they had Community Literacy Support Plan,
A survey of over 600 some role to play in helping their including the grassroots SBCC
households measuring and child read, but very few (2.2%) communications campaign and all
tracking through cross- showed interest in early grade activities including the home-
sectional sampling over time reading instruction; parent-teacher school communication tool that
the knowledge, attitudes, interactions at baseline were allowed teachers and parents to
and practices of parents and infrequent and focused on discipline together track student reading
other community members issues more than outcomes progress
in the 20% of school- • At midline, parental interest in early • Findings also encouraged the IAs
communities randomly grade instruction leapt to 76.0% and and IEF offices participating in the
selected to benefit from their understanding and support of program to designate inspectors
targeted parental and reading and national language to be responsible for parental and
community engagement reforms increased 20 percentage community engagement and over
programming in five core points to 90% in 2019 time take the lead on liaising with
Lecture Pour Tous regions
• After less than a year, parents community radio stations and
plus St. Louis. The study associations around parental and
attending program sessions engaged
was conducted at baseline community engagement activities
in storytelling more often than
before program to promote early grade reading
those who had not
interventions, and again at
midline; because all • High likelihood that program
performance targets were activities improved children’s ability
surpassed at midline, no to read invented words and
endline study was moderate likelihood that they
conducted per USAID improved children’s abilities to
preference identify correct letter sounds and
read words in national language and
French
• Combined EGRA/SSME study
results in 2019 also found a 90-
100% probability that the
community engagement activities
directly increased participation in
forums and school meetings;
awareness of early grade reading
programing; agreement that
children should learn to read in
national languages; and child
participation in community reading
activities
EGRA and SSME studies • Baseline indicated that first and • Findings demonstrated historic
CROSSCUTTING

(2017, 2018, 2019 and second graders essentially could not gains in reading and strong
2021): Comprehensive read at all, with only 0.3% meeting evidence that program reforms
student reading assessment minimum standards; there were no were having measurable impact at
with cross-sectional significant differences between girls large scale
sampling over multiple years and boys, with generally minimal • Motivated ministry to pursue a
for CI and CP students with differences between languages national reading program to
multiple subtasks in Wolof, • At midline, nearly 30% of CI institutionalize all key program
Pulaar, and Serer and one students on average were reading components and plan nationwide
or two subtasks in French. with comprehension; at-home scale-up together with MOHEBS
The complement SSME factors like parental literacy and • Strong correlations between
study included structured having books available correlated home-related factors and student
questionnaire interviews the strongest with student outcomes encourage continuation
with teachers, school outcomes; some differences and expansion of parental and
directors, and students between language groups and community engagement and
geographies were observed

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around factors that could be • At endline, CI performance potential strategies including
correlated with results. dropped to 17%, very likely due to linkages to adult literacy
the pandemic. However, • Correlations between teacher and
implementation indices indicated student (mis)match to school
that more exposure to program language of instruction further
instruction positively correlated demonstrates need for careful
with student outcomes; at-home implementation of new teacher
factors were again the strongest deployment policy, teacher
correlates; teacher and student support for language use, and
language (mis)alignment with special attention in linguistically
language of instruction also diverse zones
important • Findings informed new national
standards and benchmarks for CI
and CP student reading
performance in the targeted
national languages, linked to the
GPF for national and international
reporting
MEN personnel KAP • Positive progress over time in • Findings contributed to ministry
study (2017, 2018, 2021): institutional buy-in and leadership confidence that there
A survey measuring and understanding of the reforms, was sufficient support within the
tracking through a identifying key elements to support rank and file for both historic
combination of longitudinal and enforce the reforms (teacher bilingual education reforms a
and cross-sectional sampling training and coaching, appropriate national reading program at the
over time the knowledge, TLMs, and regular evaluation) and elementary level
attitudes, and practices of understanding the role they can • Indicated that the program’s
ministry personnel at the play in this process. internal communications
central, regional (IA), and • By program midline and confirmed campaign, including the “Echos of
department (IEF) levels at at endline, MEN staff understand LPT” newsletter, likely
baseline before program well and support key reform contributed to this increase of
interventions, at program aspects including national languages knowledge of early grade reading
midline, and at endline for instruction, the phonics among ministry staff and their
related to key themes and approach to teaching reading, the support of evidence-based
evidence-based strategies importance more time for reading approaches including mother
for early grade reading, and instruction and of high-quality TLMs tongue instruction; explicit
specifically with regard to in sufficient quantities, teacher phonics, a constructive and more
the reforms introduced by training, the school director’s role frequent approach to instructional
the ministry’s Lecture Pour as instructional coach, and parental coaching; and a greater role for
Tous program and community engagement in parents in children’s learning, even
learning when parents themselves cannot
read

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ANNEX B. SUCCESS STORIES

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 ANNEX B. SNAPSHOT 1
USHERING IN A NEW ERA: SENEGAL’S NEW BILINGUAL EDUCATION
MODEL

April 2021 marked a major milestone in the history of

public education in Senegal, and for efforts to greatly
improve education quality: the adoption of a bilingual
education model that will convert the entire elementary
education cycle from a monolingual system using only
French to one where schooling begins in national
Senegalese languages. Most Senegalese children start school
knowing no French, and a Lecture Pour Tous study has
shown that student oral vocabulary levels remain low well
Final, institutional validation of into third grade. The new bilingual model is based on
the MOHEBS, chaired by the overwhelming evidence that schooling beginning in mother
Minister of Education held at
the MEN. tongue, with a second language introduced systematically
first as a subject, can greatly increase education outcomes
and a child’s feelings of self-worth.

The Ministère de l’Education Nationale (MEN) held the

institutional validation of the Modèle harmonisé
d’enseignement bilingue au Sénégal (MOHEBS) with the
participation of national directors or their representatives
from key central-level units of the ministry and the heads
of regional-level Inspections d’Académie (IAs) and
department-level Inspections de l’Éducation et de la Formation
(IEFs), as well as partners ARED and a representative of
Lecture Pour Tous leadership. Chaired by the Minister of
Education, the event was also attended by other top
ministerial leadership: the Secretary General and the
Director of Cabinet as well as two technical advisors from
the Ministry.

To open, the Minister recalled the vision of the MEN for

the improvement of school performance with the use of
national languages. He welcomed the participatory and
inclusive approach adopted throughout the design process
and urged participants to maintain this momentum in
implementation. To realize that vision, the Minister
emphasized the importance of this validation to grant an
institutional guarantee backing the MOHEBS.

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“I extend my warm The presentation prompted engaging discussions on the
congratulations to the role of MOHEBS as an anchor for cultural price, the critical
Director of Elementary need for teacher training, and the importance of
Education and her community engagement and communication. Following a
team, as well as all the lively question and answer period, the Minister stressed
experts who contributed the need to clearly define the modalities and tools of
to the reflections that implementation in order to properly assess the cost of the
led to the development reform.
of this important
document for such an The Minister valued the approach of change management in
important reform for relation to the education system, in accordance with
the Senegalese national policy guidelines. He also encouraged continued
education system.” coordination between the directorates of elementary and
-- Ministère de l’Education pre-primary education to ensure coherence, and
emphasized the importance of direct communication with
families around these changes and rigorous planning. He
concluded his remarks by reiterating his congratulations to
the DEE and to all the experts and technicians who
contributed to the realization of MOHEBS, including
Lecture Pour Tous in particular.

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ANNEX B. SNAPSHOT 2
THE PANDEMIC AND PROFESSIONAL DEVELOPMENT

Making the best of a After schools abruptly closed in March 2020 due to the COVID-
19 pandemic — and remained so until November 2021 —
difficult year with everyone knew the 2020-2021 school year would be difficult.
remote and in-person The Lecture Pour Tous program supported the ministry to
training help teachers deliver catch-up lessons to make up for lost
instructional time. Though the pandemic initially prevented
the USAID-funded program from organizing face-to-face
training, teachers could still benefit from distance training
modules and instructional coaching.
“The first distance training module came right on time,” said
Mariétou Diagne, a second-grade teacher at Ndiebel
Elementary School in Fatick. “I had been worried about how
to start my reading lessons and had asked my school director
for support. Then I received the first module the next day.”
The Lecture Pour Tous program’s distance-training modules
are self-guided, demonstrating how to teach key reading skills
such as associating sounds with letters and blending sounds at
a child’s pace. Mariétou adds, “these modules have helped me
digest important concepts and improve my teaching.”
Mariétou Diagne, 2nd grade
teacher, Ndiebel Elementary
When in-person meeting became possible, the program
School, Fatick region, Senegal, organized small teacher professional development days in
June 2021. April 2021 to reinforce distance training. Mariétou said, “I
found this face-to-face workshop to be very beneficial! My
group of teachers was able to discuss and solve problems
commonly faced when delivering reading lessons. Some things
we had tried to discuss during school-based teacher learning
circles, but we were only able to clarify our common doubts
with the bigger group at the workshop.”
Lecture Pour Tous also worked with the ministry to provide
coaching, which Mariétou found beneficial: “When teaching, we
can’t pay attention to everything we’re doing. We miss things.
When my director comes into my class, he sees things I don’t.
For example, he noted I wasn’t circulating enough throughout
my classroom to encourage students to point to words as they
read. This has helped me improve my classroom management.”
Selected to participate in a stock-taking meeting in June 2021
because of her distinguished performance and motivation,
Mariétou Diagne delivers a Mariétou helped Lecture Pour Tous reflect upon what worked
reading lesson in her 2nd grade
class, June 2021.
and what could be improved in teacher continuous professional
development for the 2021-2022 school year. This reflection will
inform the ministry’s updated teacher training plan.

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ANNEX B. SNAPSHOT 3
TRAINING THE NEXT GENERATION OF TEACHERS

Future teachers’ new Since 2017, the USAID-funded Lecture Pour Tous program has
supported Senegal’s Ministry of Education to boost reading
skills boost student scores in Grades 1 to 3 by training teachers to deliver reading
reading performance lessons in three national languages (Pulaar, Sereer, and Wolof).
To maximize results, the program has employed a dual
approach: building the instructional capacity of teachers already
teaching through in-service training, as well as training student
teachers who have yet to be certified (pre-service training).
“If we train teachers already posted to schools but ignore
student teachers, then we’ll never be able to change the
system,” said Djiby Ndiaye, director of the regional teacher
training center in Saint-Louis. Developing future teachers helps
Djiby Ndiaye, director of the
regional teacher training center,
sustain the program’s innovative approach to teaching reading.
Saint-Louis, Senegal, June 2021.
Lecture Pour Tous also assisted six other regional teacher
training centers: Diourbel, Fatick, Kaffrine, Kaolack, Louga,
and Matam. The program has helped develop the reading
instructional skills of more than 2,800 student teachers.
According to Fatimata Sow, a student teacher at the Saint-Louis
training center, the program’s training materials add tremendous
value. “The modules have helped us learn how to teach reading
in national languages, in languages children already understand.”
When training centers closed because of the COVID-19
pandemic, student teachers could continue their studies
without interruption thanks to Lecture Pour Tous’ rapid
response. The program shifted lessons to distance training and
created online learning communities via WhatsApp. “Once our
training center reopened, student teachers then had the chance
to simulate classroom instruction together, applying concepts
learned from their online training,” Djiby said.
Student teacher Fatimata Sow in
class at the regional teacher
training center in Saint-Louis,
Thinking ahead, Djiby adds, “We helped develop these
Senegal, June 2021. reading instruction training materials and are determined to
continue using them even after the program phases out.”
With USAID’s support, the ministry is launching a national
bilingual education system in which elementary students in all
of Senegal’s regions will first start learning to read in a range
of national languages they understand before shifting to
French instruction. Fatimata said, “This approach is helping
students learn to read. It should continue and even be
adapted for other languages like Jola and Mandinka.”

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ANNEX B. SNAPSHOT 4
DISTANCE TRAINING DELIVERS

10,000+ Participate in “For me, distance training is an opportunity for teachers to

train themselves. And, in turn, sending text messages and
Distance Training using WhatsApp helps inspectors like me more effectively
During COVID-19 track teachers’ progress in different schools,” according to
Pandemic Moustapha Diouf, an inspector of education in Fatick.
In March 2020, schools in Senegal closed when the COVID-19
pandemic hit. Despite unprecedented obstacles to learning,
Lecture Pour Tous continued to support the Ministry of
Education in scaling up a multifaceted, continuous professional
development (CPD) plan for teachers, school directors, and
inspectors. This plan features four components to help
inspectors such as Moustapha support schools to boost student
reading performance: (1) self-guided distance training modules;
(2) enhanced teacher learning circles at the school and the
cluster level; (3) in-person professional development days; and
(4) regular communication via SMS and WhatsApp.
Reflecting on Lecture Pour Tous CPD activities during the
pandemic, Moustapha noted, “I have worked closely with my
Moustapha Diouf, Inspector of Lecture Pour Tous counterpart to monitor distance training
Education, Fatick region, Senegal, activities. The digital copies of training modules have enabled
March 2021.
school staff to work together through teacher learning circles to
improve their classroom instruction. I have also been able to
exchange ideas on how to better support teachers with other
inspectors as well as program staff via WhatsApp.”
With the resumption of in-person learning, Lecture Pour Tous
has continued providing remote support to teachers and
directors, supplementing these critical remote CPD components
with an condensed in-person training for teachers, directors, and
inspectors in March and April 2021. “Sometimes, it’s difficult to
organize face-to-face trainings,” Moustapha adds. “We’re trying
to help teachers understand that self-guided training modules
and WhatsApp support have the same value as an in-person
workshop, and the content is also the same.”
Teacher and students from a
school under Inspector Diouf’s According to Moustapha, “Distance training should be sustained
supervision in Foundiougne, in the long term. Even without COVID, there are advantages to
Fatick, March 2021.
this model. Its ICT features allow inspectors to more effectively
monitor academic progress, especially in remote, hard-to-access
schools.” Despite the ongoing pandemic, the ministry has
recognized the opportunity to re-envision how to support
teachers and school directors in a post-COVID world.

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ANNEX B. SNAPSHOT 5
COMMUNITY MOBILIZERS CONTINUE SCHOOL SUPPORT

Volunteers help “To increase parental and community involvement, I have

taken the initiative to mentor two young people from my
organize and support neighborhood to replicate the training I received. This will
school communities allow us to keep doing activities and reach more parents to
promote reading in our community,” said Ndené Ndour, a
community mobilizer for the Senegal Lecture Pour Tous
program in Daga Silaty, Kaolack, and early grade reading
community champion.
This community-driven initiative illustrates the importance of
engaging community mobilizers to sustain early grade reading
activities and has become a reality in the communities Lecture
Pour Tous has supported. Many community mobilizers —
chosen by the community’s school management committees
to organize parent dialogues, home visits, and reading clubs
— have committed to continuing to support their
communities on a voluntary basis even after the USAID-
funded program began phasing out in February 2021. When
asked what motivates her to continue community
mobilization activities after Lecture Pour Tous, Penda Diallo
from the Diamthiewy school community in Kaolack, said:
“What we do, we do not do it for the Lecture Pour Tous
Ndené Ndour, Community program but for the good of our children and our community,
Mobilizer, Daga Silaty, Kaolack, because if our children succeed, we will reap the benefits.
Senegal, December 2020.
That is why we are still committed more than ever to
continue these parental and community involvement
activities.”
The enthusiasm of these young adults to mobilize community
support for early grade reading has reinforced a sense of
shared responsibility for children’s academic success between
the school and parents and caregivers. Community mobilizers
have helped raise parents’ awareness of what they can do to
support their children to read at home.
As an integral part of Lecture Pour Tous’ parental and
community engagement model, the community mobilizer
helps link the school management committee in the
implementation of parental and community involvement
activities. Each community mobilizer is responsible for
collaborating with the school to conduct practical sessions
Penda Diallo, community
mobilizer, Diamthiewy, Kaolack, to empower parents to guide their children in reading at
Senegal, December 2020. home, as well as work with teachers to identify struggling
readers and conduct home visits to guide their parents on
how to help.

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 To ensure sustainability, Lecture Pour Tous supported school
management committees to select and train community
mobilizers and provide them with resources, including mini
videos on the implementation of activities, a guide for training
parents, comic books to illustrate concepts to parents who
cannot read, and extracurricular reading materials.

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ANNEX B. SNAPSHOT 6
BUILDING ON SUCCESS TO SUPPORT COMMUNITIES

School Management “The Lecture Pour Tous program found us in a dynamic

mobilization of resources to ensure spending aimed at
Committee Adopts improving learning conditions for students. We not only
Lessons from Lecture received grants for our community mobilization activities, but
Pour Tous we also benefited from capacity building from the program to
learn how to manage these grants. And that is more than
helpful to us in managing the resources for which we are
striving," said Ngar Diop, treasurer of the school management
committee (Comité de Gestion d’Ecole, or CGE) of the Sine
Dieng Yabtil elementary school in the Louga region of
northern Senegal.
The CGE mobilizes local resources, including through an
initiative called “one student, one kilo of beans.” According to
Mr. Diop, growing beans is one of the rural community’s main
income-generating activities. Thus, each family reserves a
Learner performance kilogram of their bean harvest for the CGE, which targets the
improvement forum held in the right time for sale and puts the funds raised into their savings.
courtyard of Sine Dieng Yabtil
school with school management At the start of the school year in November 2020, the parents'
committee members, parents of meeting organized by the CGE provided an opportunity not
students, and other stakeholders, only to present their ambitious action plan integrating the
February 2020.
construction of an administrative unit for the school but also to
discuss the end of the grant period of the USAID Lecture Pour
Tous program, as well as its interventions for the CGE,
parents, and other community members.
According to Mr. Diop, meeting participants, in general, said
that “the Lecture Pour Tous program has worked to help
everyone grasp the fundamentals of the strategic mobilization
of parents and the community around early grade reading and
also for collaborative management of school activities."
Adding his assessment, Mr. Diop concluded, “I am personally
confident in our school’s community. Any future organization
or program interested in implementing in the education
sector will find a community organized and mobilized for the
best in terms of education for our children."

Book club for learners in Grades 758 CGEs have benefited from grants and capacity building in
1-3 organized by the school the management of these funds and in community
management committee, Louga mobilization activities around the teaching and learning of
region, September 2020
early grade reading in the six intervention regions. And this
CGE commitment to sustainability after Lecture Pour Tous
demonstrates a positive sign for the future.

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ANNEX C. INDEX OF REPORTS AND
INFORMATION PRODUCTS
Table 10 includes the reports program’s contractual deliverables. Table 11 includes the
complete list of technical reports that were submitted with Lecture Pour Tous’
quarterly and annual reports.

TABLE 10: CONTRACTUAL DELIVERABLES

CONTRACTUAL DELIVERABLES

Technical and Work Plans, Period and Other Reports

F.6.1. Training Plan

F.6.2 Research Plan

F.6.3 Community Literacy Support Plan

F.6.4 Community Mobilization Grants Program Manual

F.6.5 Sustainability and Scale-up Plan

F.6.6 Annual Work Plans (including annual budget)

F.6.7 Activity Monitoring, Evaluation and Learning Plan (AMELP)

F.6.8 Data for Reporting Under Foreign Assistance Objectives

F.6.9 Environmental Mitigation and Management Plan (EMMP)

F.6.10 Gender Plan

F.6.11 Quarterly Performance Reports

F.6.12 Financial Reports – Quarterly Expenditure and Projection

F.6.13 Financial Reports – Quarterly Accruals Reporting

F.6.14 Annual Performance Reports

F.6.15 Short-term consultant reports, technical briefs and reports, special and external reports

F.6.16 Ad Hoc Reports and Communications

F.6.17 Reporting for Participant Training

F.6.18 Required data on Program Costs

F.6.19 Geo-spatial Data

F.6.20 Inventory

F.6.21 Final Performance Report

F.6.22 Final Summary Report for Public Distribution

F.6.23 Disposition of Assets and Close-Out Plan

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 TABLE 11: TECHNICAL REPORTS

YEAR 1, QUARTER 2

Atelier de Saly

Atelier de Validation

Atelier SBCC

Désignation Equipe Technique

Note Technique et Modèle Harmonisé

Table Ronde

YEAR 1, QUARTER 3

EGRA Training Workshop Report(April 2017)

Regional Orientation Workshop (May 2017)

Departmental Consultations Report (May 2017)

Daara Selection Criteria

Draft Policy Gap Analysis (final revised to be submitted in October)

YEAR 1, ANNUAL REPORT

Policy Stocktaking and Recommendations for a Policy Framework

YEAR 2, QUARTER 1

Rapport General de l’Atelier sur les Normes de Performance des Elèves (November 2017)

Visites des écoles élémentaires de Ndiafatt Seereer et de Guédel Mbodj (November 2017)

Notes sur le voyage d’étude au Mali auprès du projet de Lecture de l’USAID / Mali SIRA(November2017)

Note Conceptuelle Réseaude partage des Bonnes Pratiques

Contacts Membres Réseaude Partage des Bonnes Pratiques

Proposition de Normes Provisoires en Fluidité pour la Lecture Texte Continue en LN

YEAR 2, QUARTER 2

Cahiers de Charges

EGRA Light Questionnaire Directeur

Protocoles D’Administration des Tests

Senegal EGRA Light

Questionnaire Enseignant(e)

Fiches des Réponses de l’Elève

Homologation de staff Lecture pour Tous

Note Technique sur l’Elaboration des Plans d’Amélioration des Performances

Consultation Complémentaire sur la mobilité des enseignants

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Plans d’Amélioration des Performances

Plan de Communication Pour un Changement Social et de Comportement en Faveur de la Lecture

Planifications des Activités Régionales de Communication

Référentiel de Compétences des Enseignants

Rapport CAP – Baseline

Utilisation des Outils de Lecture Pour Tous

YEAR 2, QUARTER 3

Analyse technique EGRA Lite et seuils de performance

Evaluation of Observation Items for Coaching Activity

Plan de Communication Pour Un Changement Social et de Comportement en Faveur de la
Lecture
Etat d’évolution de la production du matériel didactique (an 2)

Rapport Atelier de production des contenus du support de communication du MEN

Rapport d’Evaluation Radios Communautaires

Rapport technique relatif à l’évaluation des emplois du temps

Référentiel harmonisé

YEAR 2, ANNUAL REPORT

Teacher Knowledge, Attitude, and Practice (KAP) Survey

Community Knowledge, Attitude, and Practice (KAP) Survey

Findings and Application to Improve Project Performance

YEAR 3, QUARTER 1

Rapport de l’atelier de révision des seuils de performances en lecture des élèves

Rapport de l’atelier sur les paramètres techniques

Rapport etude chaine d'approvisionnement

Rapport general lancement campagne communication

YEAR 3, QUARTER 2

Study of the Supply Chain for School Books in Senegal

LECTURE ECRITURE - Document d’appui à la formation des élèves-maîtres en lecture-écriture- Wolof

LECTURE ECRITURE - Document d’appui à la formation des élèves-maîtres en lecture-écriture- Seerer

LECTURE ECRITURE - Document d’appui à la formation des élèves-maîtres en lecture-écriture- Pulaar

Notes Rencontre de validation technique

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 YEAR 3, QUARTER 3

Rapport de supervision des classes LPT

Activite 2 livrable 2.2 Rapport d’exécution session 1

Plan raffiné d'actions prioritaires _Document stabilisé

Strategie et actions prioritaires pour assurer la durabilite

Tableau Directions Acquis et experiences

Tableau IA & IEF acquis et expériences institutionnelles et techniques

Compte rendu rencontre USAID-MEN-LPT du 15 avril

Compte rendu rencontre USAID-MEN-LPT du 200619_revu 100719

CR validation 16 mai

YEAR 3, ANNUAL REPORT

Activité 1 livrable 1.1 Plan de renforcement détaillé

Echantillonnage des écoles et daaras

Formulaire de travail

LPT 90 Day Post Distribution Audit_1.1&1.3

Présentation résultats enquête qantitative par IA-IEF

Printing and Distribution of Student and Teacher Materials Public Schools Daaras

Questionnaire 1 - Matériels didactiques 1.1

Questionnaire 2 - Matériels coaching 1.3

Senegal LPT Midline Prelim Results

YEAR 4, QUARTER 1

Activité 4 livrable 4.2 c_ Rapport d’exécution Session 3 INFOGRAPHIE

Activité 5 livrable 5.2 a_ Rapport d’exécution Session 4

Activité 6 livrable 6.2 a_ Session 5 Rapport d exécution

Activité 6 Livrable 6.3 a_Rapport final plan de renforcement édition Sénégal 2019 V2

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Bilan plan de renforcement 2019 avant session 5

LPT_Ministry KAP Midline Report_ French

LPT_Ministry KAP midline report_FR

YEAR 4, QUARTER 2

French Oral Vocab Study Slide Deck

EGRA Brochure

2020 CLSP Update

COVID-19 Response Plan Q&A

SSP Slide Deck

Supervision visit mission report shared w/ IEFs and IA

Program Major Innovations Brochure

Concept note on student reading competitions

YEAR 4, QUARTER 3

COVID Response Plan

Radio programming/lesson scripts

Parent Guide (radio programming)

COVID awareness messages

Study of Incidence of Disability Among Early Grade Learners in Senegal

Reference Document for Interactive Radio Lessons

COVID Newsletter/Facebook Articles

"Innovations majeures du programme Lecture Pour Tous"

Catalogue of materials produced by LPT

SMS Survey

YEAR 4, ANNUAL REPORT

Recommendations pour le MEN

YEAR 5, QUARTER 1

Rapport évaluation et documentation leçons apprises et recommandations Pilote daara LPT

Rapport évaluation et documentation leçons apprises et recommandations Pilote daara_LPT

Questionnaire des élèves-maîtres

Questionnaire des formateurs

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Résultats du Sondage en ligne

Résultats Pré-test vs post-test

YEAR 5, QUARTER 2

Note de synthèse CLSP

YEAR 5, QUARTER 3

Rapport sur l'atelier de capitalisation DPC

LEMA (ADSE)

JP activity report

EGRA activity report

CGE guide
CAP MEN (waiting on final version from CE)
YEAR 5, QUARTER 3

Apprendre à lire-écrire en français langue seconde au sénégal1 : Le cas des élèves wolophones

Développement Professionnel Continu des Enseignants

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ANNEX D. AGGREGATE OUTCOMES
AND RESULTS (MILESTONES AND
DELIVERABLES) SINCE INCEPTION
TABLE 12: PROJECT YEAR 1

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 TABLE 13: PROJECT YEAR 2

Milestone/Deliverable Quarter Completed

Outcome 1: Early Grade Reading Instruction in Primary Schools and Daaras Improved
Output 1.1 Evidence-based early grade reading materials in Senegalese languages provided
Materials for students in public schools and daaras (Grade 1, Cohort 1- first Quarter 1
edition)
Materials for teachers in public schools and daaras (Grade 1, Cohort 1- first Quarter 1
edition)
Printing and distribution of student and teacher materials to public schools Quarter 4
and daaras (Report)
Validated technical and pedagogical specifications for Grade 1 and 2 Quarter 2
materials to be developed for 2018-2019
Materials for students in public schools and daaras (Grade 1, second edition) Quarter 4
Materials for teachers in public schools and daaras (Grade 1, second edition) Quarter 4
Materials for students in public schools and daaras (Grade 2, first edition) Quarter 4
Materials for teachers in public schools and daaras (Grade 2, first edition) Quarter 4
Output 1.2 Teachers’ skills in evidence-based early grade reading instruction improved
Training materials for training of trainers and teachers (Cohort 1, round Quarter 1
two)
Training of trainers- Cohort 1, round two Quarter 2
Training of trainers- Cohort 2, round one Rescheduled for Quarter 1, Year 3
Training of teachers and school directors in public schools and daaras Quarters 1 and 2
(round one and two)
Printing and distribution of training materials for teacher training (Reports, Activity completed. Report
for October and January trainings) forthcoming (Quarter 1, Year 3)
Output 1.3 Coaching and supervision of early grade reading instruction improved

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Training materials and tools for (master) trainers, coaching and supervision Quarter 1 and 2
(Cohort 1, rounds one and two)
Training of (master) trainers and coaches - Cohort 1, round one Quarter 1
Training of (master) trainers and coaches- Cohort 1, round two Quarter 2
Technical assistance for coaching & supervision Completed for Y2, Quarters 2-3
Printing and distribution of training materials for coaching and supervision Activity completed. Report
(Report) forthcoming (Quarter 1, Year 3)
Output 1.4 Early grade reading assessment improved
Updating and creation of assessment tools (for both LEMA and EGRA Lite) Quarter 2
Technical assistance to INEADE/MEN for assessment administration (both Quarter 3
LEMA and EGRA Lite)
Outcome 2: Delivery Systems for Early Grade Reading Instruction Improved
Output 2.1 Coordination and communication about early grade reading Increased
Launch of external mass communications on the National Reading Program Rescheduled for Quarter 1, Year 3
Output 2.2: National standards for early grade reading adopted and applied
Support to the development of national standards for early grade reading Quarter 1
(progress report)
Draft student reading performance standards Quarter 1
Roadmap to field test, finalize and validate student performance standards Quarter 1
and develop teacher performance standards
Output 2.3: Research on early grade reading in Senegal produced and disseminated
Report(s) on teacher attitudes, practices, and skills in early grade reading Activity completed. Report
(Baseline Report) forthcoming (Quarter 1, Year 3)
Mapping of the ‘language in common’ of students and teachers in grades one Quarter 3
to three (Reports)
Study of teacher mobility in the primary grades (Report) Quarter 1
Study of students’ actual oral vocabulary mastery in French at school entry Rescheduled for Quarter 2, Year 3
and in the early grades, as well as teachers’ mastery of French and the
relevant Senegalese language(s) (Report)
Output 2.4: Policies in support of evidence-based reading instruction implemented
Support to the MEN for developing or updating key policies in support of Ongoing
early grade reading
Initial regulatory measures that specify the number of hours in the academic Quarter 1
timetable allocated to early grade reading
Regulatory measures to formalize a system for coaching and supervising Rescheduled for Year 3
teachers
CRFPE amendment/official guidelines Rescheduled for Quarter 1, Year 3
Regulatory measures to manage teacher mobility Quarter 4
Output 2.5: Ministry of Education staff’s performance of essential functions improved
Support to the MEN for targeted capacity building to improve early grade Ongoing
reading service delivery
Capacity Building Plan and Capacity Assessment Tools (including updates to Ongoing
tools)
Performance Improvement Plans for first cohort of priority units, Quarter 2
incorporating the latest validated versions of the respective roles and
responsibilities and key performance indicators of the units concerned
Summary report following annual evaluation of the performance Rescheduled for Quarter 1, Year 3
improvement plans for the first targeted units
Outcome 3: Parent and Community Engagement in Early Grade Reading Improved
Crosscutting activities

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Local NGO subcontractor selection and orientation for Kaffrine, Kaolack Quarter 3 (Replaced with
and Matam community mobilizer activity)
Community Knowledge, Attitudes and Practices (KAP) baseline study report Quarter 1
Local NGO subcontractor selection and orientation for Diourbel, Louga and Quarter 4 (Replaced with
St. Louis community mobilizer activity)
Regional parent and community engagement action plan finalized Quarter 2/Quarter 4
Output 3.1: Parent and community demand for high-quality early grade reading instruction increased
Community-Level Social Behavior Change Communication (SBCC) plan and Quarter 1
materials finalized
Social and behavior change communications (SBCC) campaign (SBCC Ongoing
Campaign, noted in Quarterly Report)
Output 3.2: Community-based early grade reading activities implemented
Launch grants program with selection of first awardees Quarter 2
Extra-curricular early grade reading materials distributed to first target Quarter 2
communities
Community-based events (Quarterly Report) Ongoing (beginning in Quarter 1)
Output 3.3: At-home support to early grade learners improved
Teacher/director training module on effective parent and community Quarter 1
engagement finalized
Tool for home-school communication finalized Quarter 3
Training and support to at-home reading activities (Quarterly Report) Ongoing
Output 3.4: Parent and community monitoring of early grade reading instruction improved
Community engagement guide for maintaining early grade reading activities Quarter 2
during periods of disruption produced
Community organization and capacity building (Quarterly Report) Ongoing

TABLE 14: PROJECT YEAR 3

Milestone/Deliverable Quarter Completed

Output 1.1: Evidence-based early grade reading materials in Senegalese languages provided
Materials for students in public schools and daaras (Grade 1, Cohorts 1 Quarter 1
and 2; Grade 2, Cohort 1)
Materials for teachers in public schools and daaras (Grade 1, Cohorts 1 Quarter 1
and 2; Grade 2, Cohort 1)
Printing and distribution of student and teacher materials to public schools Quarters 1 and 2
and daaras (report)
Validated technical and pedagogical specifications for Grade 3 materials to Quarter 2
be developed for 2019-2020
Finalizing the report and dissemination of findings on the study to improve Quarter 2
the textbook supply chain
In-house development of the Grade 3 teacher's guide, student textbook & Quarter 2, 3, and 4
student take-home book
Capacity Building Plan for Publishing Houses (finalized plan) Quarter 3
Output 1.2: Teachers' skills in evidence-based early grade reading instruction improved
Training materials for training of trainers and teachers Quarters 1, 2 and 4
Training of trainers (noted in Quarterly Report) Quarters 2 and 4
Training of teachers and school directors in public schools and daaras Quarters 1, 2 and 3
(noted in Quarterly Report)
Printing and distribution of training materials for teacher training Quarters 2 and 3
(Reports, for October and March trainings)

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Development of pre-service teacher-training modules on early grade Quarter 2
reading instruction for Grades 1 and 2
Piloting the pre-service teacher training module in the CRFPEs of Kaolack, Quarters 2, 3, and 4 (ongoing)
Louga, and Saint Louis
Output 1.3: Coaching and supervision of early grade reading instruction improved
Training materials and tools for (master) trainers, coaching and Quarter 1 and 4
supervision
Training of (master) trainers and coaches (noted in Quarterly Report) Quarters 1, 2, and 3
Technical assistance for coaching and supervision (noted in Quarterly Quarters 1, 2 and 3
Report)
Printing and distribution of training materials for coaching and supervision Quarters 1 and 2
(Report)
Preparation for and implementation of pilot of SMS push messages and Quarters 1, 2, and 3
VPN "flotte lecture" network
Development of audio and video supports to use for in-service and pre- Quarters 2 and 3
service trainings and CAPs
Preparation for alternative ICT platform (Telerivet) Quarters 3 and 4
Output 1.4: Early grade reading assessment improved
Updating of assessment tools (for both LEMA and EGRA midline) Quarter 2
Technical assistance to INEADE/MEN for assessment administration (both Quarters 3 and 4
LEMA and EGRA midline) (noted in Quarterly Reports)

Milestone/Deliverable Quarter Completed

Output 2.1: Coordination and communication about early grade reading increased
Midline Ministry KAP study Quarter 4
Output 2.2 National standards for early grade reading adopted and applied
Updated draft student performance benchmarks for Grade 1 Quarter 2
Output 2.3 Research on early grade reading in Senegal produced and disseminated
Study on teachers’ knowledge, attitudes, practices and skills in early grade Quarter 4
reading instruction (midline)
Mapping of students’ dominant language/national language of instruction Quarter 3
chosen by communities for any new schools introduced in 2019-2020
Study of students’ actual oral vocabulary mastery in French at school entry Quarter 3
and in the early grades, as well as teachers’ mastery of French and the
relevant Senegalese language(s)
Output 2.4: Policies in support of evidence-based reading instruction implemented
Guidelines on the choice of the language to be used for teaching early grade Quarter 3
reading
Administrative Note on the National Reading Framework Quarter 3
Output 2.5: Ministry of education staff’s performance of essential functions improved
Performance improvement plans for Cohort 1 Quarter 1
Support to the MOE for targeted capacity building to improve All quarters (ongoing)
early grade reading service delivery
Capacity Building Plan (updated Priority Actions Plan for Performance Quarter 4 (ongoing with additional
Improvement for Sustainability and Scaling) updates)

Milestone/Deliverable Quarter Completed

Output 3.1: Parent and community engagement in early grade reading improved
Updated Community Literacy Support Plan (CLSP) Ongoing updates; to be finalized in
Quarter 1, Year 4
Regional parent and community engagement plans finalized Quarter 1
Updated grassroots SBCC materials and implementation plan Quarter 1

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KAP midline assessment report Quarter 4: Data collection
complete; report rescheduled for
Quarter 1, Year 4
Output 3.2: Community-based early grade reading activities implemented
Community mobilizer and department-level selection and orientation (for Quarter 2
all 6 regions)
Launch second community mobilization grants cycle Quarter 3
Extra-curricular early grade reading materials distributed to target Quarter 1: Distributed in 158
communities communities (cohort 1); remaining
activities delayed to Quarter 1 Year
4
Community-based events (Quarterly Report) Quarters 1, 2, 3 and 4
Output 3.3: At-home support to early grade learners improved
Teacher/director training module on effective parent and caregiver Quarter 2
engagement refined and delivered
Home-school communication tool introduced in Outcome 3 schools Quarter 3
Training and support to at-home reading activities Quarters 1, 2, 3 and 4
Output 3.4: Parent and community monitoring of early grade reading instruction improved
Regional and departmental Parent and Community Best Practices Quarter 3
Networks established
Community engagement guide for maintaining early grade reading activities Quarter 2
during periods of disruption produced
Community organization and capacity building (Quarterly Reports) Quarters 1, 2, 3 and 4

TABLE 15: PROJECT YEAR 4

Milestone/Deliverable Quarter Completed

Output 1.1 Evidence-based early grade reading materials in Senegalese languages provided
Printing and distribution of student and teacher materials to public Quarter 3
schools and daaras (for 2019-2020: 90-day post-distribution audit)
Technical note on the evaluation of current Grade 1 and 2 materials Quarter 3
to inform the next editions
Develop “story time” videos in collaboration with Division de la Radio- Quarter 3
Télévision scolaire (DRTS), to be broadcast on television
Develop and air light/quick-touch radio lessons Quarter 4
Materials for students in public schools and daaras
(For 2020-2021: Grade 1, 2nd edition and Grade 2, 1st edition
Quarter 4
[further corrected versions]; Grade 3, 1st edition [corrected
version])
Output 1.2 Teachers’ skills in evidence-based early grade reading instruction improved
Adapted CPD materials and resources (including overall distance Ongoing
learning plan) to remotely support teachers during crisis
Output 1.3 Coaching and supervision of early grade reading instruction improved
N/A
Output 1.4 Early grade reading assessment improved
N/A

Milestone/Deliverable Quarter Completed

Output 2.1: Coordination and communication about early grade reading increased

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Promotional video on early grade reading achievements as Ongoing, to be completed in
supported by Lecture Pour Tous Quarter 1 of Year 5
Output 2.2 National standards for early grade reading adopted and applied
N/A
Output 2.3 Research on early grade reading in Senegal produced and disseminated
Report on teachers’ knowledge, attitudes, and practices in early Quarter 2
grade reading instruction – midline

Study of the identification and incidence of disabilities that could Quarter 3

impede the development of strong reading skills – report

Output 2.4: Policies in support of evidence-based reading instruction implemented

Support to the MEN for developing or updating key policies in Ongoing
support of early grade reading
Output 2.5: Ministry of education staff’s performance of essential functions improved
Sustainability and Scale up Plan – updated Quarter 2
Support to the MEN for targeted capacity building to improve Ongoing
early grade reading service delivery

Milestone/Deliverable Quarter Completed

Output 3.1: Parent and community engagement in early grade reading improved
Updated Community Literacy Support Plan (CLSP) Quarter 2
Community KAP midline report disseminated to MEN and Quarter 4
community stakeholders
Social and behavior change communication (SBCC) campaign Completed
(grassroots level)
Output 3.2: Community-based early grade reading activities implemented
Community-based events Suspended in Quarter 3 due to
COVID-19
Output 3.3: At-home support to early grade learners improved
Training and support to at-home reading activities Suspended in Quarter 3 due to
COVID-19
Output 3.4: Parent and community monitoring of early grade reading instruction improved
Training and support to at-home reading activities Suspended in Quarter 3 due to
COVID-19

TABLE 16: PROJECT YEARS 5 AND 6

Achieved Milestone/Deliverable Completed Date
Output 1.1 Evidence-based early grade reading materials in Senegalese languages provided
Printing and distribution of student and teacher materials to public Quarter 1
schools
(For 2020-2021: pre-distribution and immediate post-distribution
audit report)
Printing and distribution of student and teacher materials to public Quarter 3, report forthcoming
schools Quarter 4

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(For 2020-2021: 90-day post-distribution/final audit report, which
includes the one-year post-distribution audit for materials
distributed in Year 3 and Year 4)
Suggested curricular guidelines for reading and writing for Grades 1 Quarter 1, Year 6
and 2 in L1 and L2
Reprinting as needed and distribution (to IEFs only) of student and Quarter 1, Year 6
teacher materials for students in public schools
(For 2021-2022: Grade 1, 2nd edition and Grade 2, 1st edition
[further corrected versions])
Output 1.2 Teachers’ skills in evidence-based early grade reading instruction improved
Materials (revised, training, and printing and distribution of materials Quarter 1
– in-service for 2020-2021 academic year (as needed per updated
modalities) – Series 1 of 2
Training of [master] trainers – in-service, for 2020-2021 academic Quarter 1
year (using updated modalities) – national technical team only
Training of teachers and school directors in public schools – in- Quarter 1 (ongoing)
service, for 2020-2021 (using updated modalities)
Printing and distribution of training materials for teacher training – Quarter 1 (ongoing)
in-service, for 2020-2021
(Pre-distribution and immediate post-distribution audit report –
ongoing)
Training materials for training of [master] trainers and teachers – Quarter 1
in-service, for 2020-2021 (as needed per updated modalities)
Materials (revised, training, and printing and distribution of materials Quarter 3
– in-service for 2020-2021 academic year (as needed per updated
modalities)
– Series 2 of 2
Training of teachers and school directors in public schools – in- Quarter 3
service,
for 2020-2021 (using updated modalities)
Printing and distribution of training materials for teacher training – Quarter 3
in-service, for
2020-2021
(Pre-distribution and immediate post-distribution audit report –
ongoing)
Training materials for training of [master] trainers and teachers – Quarter 3
in-service, for
2020-2021 (as needed per updated modalities)
Output 1.3 Coaching and supervision of early grade reading instruction improved
Training materials and tools for coaching and supervision materials Quarter 1
– revised for 2020-2021 academic year
Training of [master trainers] and coaches/supervisors – for 2020- Quarter 1 (ongoing)
2021 academic year
Printing and distribution of coaching and supervision training Quarter 1 (ongoing)
materials and tools – for 2020-2021 academic year
(Pre-distribution and immediate post-distribution audit report –
ongoing)
Training of [master trainers] and coaches/supervisors – for 2020- Quarter 3
2021 academic

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year
Printing and distribution of coaching and supervision training Quarter 3
materials and tools
– for 2020-2021 academic year
(Pre-distribution and immediate post-distribution audit report –
ongoing)
Output 1.4 Early grade reading assessment improved
Technical assistance to INEADE/MEN for assessment administration Quarter 1 (ongoing)
(2021 LEMA)
Technical assistance to INEADE/MEN for assessment administration Quarter 1 (ongoing)
(EGRA endline administration)
Updating and creation of assessment tools (for 2021 LEMA) Quarter 3
Quarter 3
Technical assistance to INEADE/MEN for assessment administration Quarter 3
(2021 LEMA)
Technical assistance to INEADE/MEN for assessment administration Quarter 3
(EGRA endline administration)

Achieved Milestone/Deliverable Due Date

Output 2.1: Coordination and communication about early grade reading
Programmatic information available on MEN website Ongoing
Ministry KAP endline survey results Quarter 3
Output 2.2 National standards for early grade reading adopted and applied
N/A
Output 2.3 Research on early grade reading in Senegal produced and disseminated
Dissemination of action research results Ongoing
Output 2.4: Policies in support of evidenced-based early grade reading instruction
implemented
N/A
Output 2.5: Ministry of education staff’s performance of essential functions
improved
N/A

Achieved Milestone/Deliverable Completed Date

Output 3.1: Parent and community demand for high-quality early grade reading
instruction increased
Parent and Community Engagement Best Practice mini-video series Quarter 3
Output 3.2: Community-based early grade reading activities implemented
Parent and Community Engagement Practical Guide for CGEs finalized Quarter 3
Output 3.3: At-home support to early grade learners improved
Training and support to at-home reading activities. Ongoing
Output 3.4: Parent and community monitoring of early grade reading instruction
delivery
CGEs complete sustainability plans and action steps Quarter 3

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ANNEX E. FINAL INDICATOR
TRACKING TABLE
The final indicator tracking table is included separately as Annex E.

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ANNEX F. DIGITAL DEPOSITORY
Deliverable required for DEC upload DEC Document ID
Communications Strategy PA-00Z-3D2
Year 1 Annual Work Plan (Oct 2016-Sept 2017) PA-00T-7X6
Year 2 Annual Work Plan (Oct 2017-Sept 2018) PA-00T-852
Year 3 Annual Work Plan (Oct 2018-Sept 2019) PA-00T-MNB
Year 4 Annual Work Plan (Oct 2019-Sept 2020) PA-00Z-3DG
Year 5 Annual Work Plan (Oct 2020-July 2021) PA-00Z-3DK
Extension Period Work Plan (July 2021-Dec 2021) PA-00Z-3DM
90-Day Post-Distribution Audit: Printing and Distribution of Student and PA-00Z-3H5
Teacher Materials to Public Schools and Daaras (2017-2018)
90-Day Post-Distribution Audit: Printing and Distribution of Student and PA-00Z-3H4
Teacher Materials, Training Materials for Coaches and Supervisors
(2018-2019)
90-Day Post-Distribution Audit: Printing and Distribution of Student and PA-00Z-3GZ
Teacher Materials to Public Schools and Daaras (2019-2020)
Pre- and Immediate Post-Distribution Audit: Student and Teacher PA-00Z-3H3
Materials to Public Schools and Daaras (2018-2019)
Pre- and Immediate Post-Distribution Audit: Training Materials for PA-00Z-3H2
Teachers and Coaches/Supervisors (2018-2019)
Pre- and Immediate Post-Distribution Audit: Student and Teacher PA-00Z-3H1
Materials to Public Schools and Daaras (2019-2020)
Pre- and Immediate Post-Distribution Audit: Training Materials for
Teachers and Coaches/Supervisors (2019-2020)
Pre- and Immediate Post-Distribution Audit: Student and Teacher PA-00Z-3GX
Materials to Public Schools and Daaras (2020-2021)
Pre- and Immediate Post-Distribution Audit: Training Materials for PA-00Z-5N6
Teachers and Coaches/Supervisors (2020-2021)
Pre- and Immediate Post-Distribution Audit: Student and Teacher PA-00Z-6BC
Materials to Public Schools and Daaras (2021-2022)
Year 1 Annual Performance Report (Oct 2016-Sept 2017) PA-00T-7X8
Year 2 Annual Performance Report (Oct 2017-Sept 2018) PA-00X-335
Year 3 Annual Performance Report (Oct 2018-Sept 2019) PA-00X-336
Year 4 Annual Performance Report (Oct 2019-Sept 2020) PA-00Z-69S
Final Performance Report Pending final approval
Final Summary Report for Public Distribution Pending final approval
Community Mobilization Grants Program Manual PA-00T-MN9
Early Grade Reading Assessment (EGRA) Baseline Report and French PA-00Z-3GW
Executive Summary
EGRA Baseline Data (Year 2 Quarter 1) PA-00Z-6B9
EGRA CI Analysis Report PA-00X-14P
EGRA Midline Report and French Executive Summary PA-00Z-3GV
EGRA Midline Data (Year 3 Quarter 4) PA-00Z-6BD
EGRA Endline Report (2021) – English PA-00Z-6BF
EGRA Endline Report (2021) – French PA-00Z-6BG
EGRA Endline Data (2021) PA-00Z-6BH
2019 Local Education Monitoring Approach (LEMA) Report PA-00Z-3GT
Community KAP Baseline Report PA-00X-33D
Community KAP Baseline Study Data (Year 2 Quarter 3) Baseline Report Uploaded
Community KAP Midline Report PA-00X-33C

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Community KAP Midline Study Data (Year 3 Quarter 4) Midline Report Uploaded
Community KAP Endline Study Data N/A
Ministry KAP Baseline Report PA-00X-339
Ministry KAP Midline Report – French PA-00Z-3G9
Ministry KAP Midline Report – English PA-00X-33B
Ministry KAP Midline Study Data (Year 3 Quarter 4) Midline Report Uploaded
Midline Report on Teacher Attitudes, Practices, and Skills in Early Grade PA-00Z-3G8
Reading Instruction (Teacher KAP Midline Study Report) – French
Midline Report on Teacher Attitudes, Practices, and Skills in Early Grade PA-00Z-3G7
Reading Instruction (Teacher KAP Midline Study Report) – English
Baseline Report on Teacher Attitudes, Practices, and Skills in Early PA-00X-337 / PA-00X-14R
Grade Reading Instruction (Teacher KAP Baseline – Version A)
Baseline Report on Teacher Attitudes, Practices, and Skills in Early PA-00X-338
Grade Reading Instruction (Teacher KAP Baseline – Version B)
Study on Teacher Mobility in the Primary Grades PA-00X-14S
Study of Incidence of Disability Among Early Grade Learners in Senegal PA-00Z-6B6
Study of students’ actual oral vocabulary mastery in French at school PA-00X-33F
entry and in the early grades, as well as teachers’ mastery of French and
the relevant Senegalese languages(e)s – French
Study of students’ actual oral vocabulary mastery in French at school PA-00Z-3G6
entry and in the early grades, as well as teachers' mastery of French and
the relevant Senegalese language(s) – English
Book Supply Chain Study Report – French PA-00Z-3G5
Book Supply Chain Study Report – English PA-00Z-3G4
Report on Language Mapping in the Regions of Fatick, Kaffrine, and PA-00T-MNH
Kaolack
Report on Language Mapping in the Regions of Diourbel, Louga, Matam, PA-00T-MNJ
Fatick, Kaffrine, and Kaolack
Activity Monitoring, Evaluation, and Learning Plan (AMELP) PA-00Z-3G3
Environmental Mitigation and Management Plan (EMMP) PA-00T-7X1
Research Plan PA-00T-7X5
Community Literacy Support Plan – Year 1 PA-00T-7WW
Training Plan PA-00T-7NM
Gender Plan PA-00T-7NN
Updated Community Literacy Support Plan – Year 4 PA-00Z-3G2
Revised Activity Monitoring, Evaluation, and Learning Plan (AMELP) PA-00Z-5MZ
Final Sustainability and Scale-up Plan PA-00Z-3G1
Progress Report on Developing Performance Standards PA-00Z-3FZ

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ANNEX G. FINAL FINANCIAL SUMMARY
Expenditures Through Total Projected
Line Item Original Task Order Value Revised Extension Value
December 31, 2021 Expenditures
Salary and wages $10,080,419 $8,161,284 $7,962,380 $7,962,379
Consultants $212,500 $1,477,876 $1,494,205 $1,509,708
Travel, transportation, per diem,
$1,684,763 $656,429 $2,395,707 $2,395,707
and misc.
Allowances $1,702,781 $3,292,125 $1,495,431 $1,518,181
Other direct costs $3,402,557 $5,187,892 $5,513,855 $5,636,441
Equipment and supplies $1,069,036 $1,426,324 $1,326,161 $1,326,160
Subcontracts $20,674,829 $18,594,249 $18,091,312 $18,255,211
Grants under contract $610,000 $371,965 $326,382 $326,382
Other training and conferences $9,428,381 $12,932,711 $12,517,112 $12,517,111
Indirect costs $18,154,167 $16,702,615 $16,670,526 $16,718,588
Subtotal $67,019,432 $68,803,470 $67,793,070 $68,165,872
Fixed fee $4,078,141 $4,194,103 $4,194,103 $4,194,103
Total $71,097,573 $72,997,573 $71,987,173 $72,359,975*
*These are the final numbers as of February 14, 2022. Additional amounts may be billed to USAID over the next several months.

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U.S. Agency for International Development
1300 Pennsylvania Avenue, NW
Washington, D.C. 20523
Tel.: (202) 712-0000
Fax: (202) 216-3524
www.usaid.gov

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