Final Performance Evaluation Of Education Priorité Qualité .

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Final Performance Evaluation of Education PrioritéQualité (EPQ)June 2015This publication was produced at the request of the United States Agency for International Development. It wasprepared independently by IMPAQ International, LLC.

FINAL PERFORMANCEEVALUATION OFEDUCATION PRIORITÉQUALITÉ (EPQ)SUBMITTED TO:SUBMITTED BY:DISCLAIMERThe authors’ views expressed in this publication do not necessarily reflect those of the United StatesAgency for International Development or the United States Government.

CONTENTSAcronyms. 1Executive Summary . 2Evaluation Purpose & Evaluation Questions . 5Project Background . 7Evaluation Methods & Limitations . 9Findings . 21Conclusions & Recommendations . 46Annexes . 53Annex 1: Evaluation Statement of Work . 54Annex 2: Data Collection Instruments. 63Annex 3: Sources of Information . 83

DFCDPREDRHEPQAgreement Office RepresentativeBulletin de Performance (School Report Card)Community Based OrganizationCentre Départemental d'Education Populaire et SportiveConseil de Gestion d'EtablissementCoordination Nationale de la Formation ContinueChief of PartyCentre Régional de l'Enseignement Technique FémininCentre Régional de Formation du Personnel de l'EducationDevelopment Credit AuthorityDirection de l'Enseignement Moyen et Secondaire GénéralDirection de la Formation et de la CommunicationDirection de la Planification et de la Réforme de l'EducationDirection des Ressources HumainesEducation Priorité VETMOYNGOOTLPPRRCRTISDPSMCSSAUSAIDWSAFaculté des Sciences et Technologies de l'Education et de la FormationFocus Group DiscussionGovernment of SenegalInspection d'AcadémieInformation and Communication TechnologyInspection de l'Education et de la FormationInspection Générale de l'Education NationaleInternational Youth FoundationKey Informant InterviewMonitoring and EvaluationMinistry of EducationMinistry of Higher EducationMinistry of Vocational and Technical EducationMinistry of YouthNon-Governmental OrganizationOpportunity to LearnPasseport Pour la Réussite (Passport to Success)Regional CoordinatorResearch Triangle InstituteSchool Development ProjectSchool Management CommitteeSchool Self-AssessmentUnited States Agency for International DevelopmentWhole School Approach1

EXECUTIVE SUMMARYThis report presents findings about the USAID-funded Education Priorité Qualité (EPQ) projectimplemented by RTI International during the period 2010 – 2014. The project aimed to improve thequality of teaching and learning in middle schools in selected regions of Senegal through the followingcomponents:1. Improved teacher professional development2. Improved school governance and management3. Improved basic competencies in French reading and math with remedial programs4. Expanded opportunities for youth education, community service and employmentThe EPQ project served approximately 264 schools and 100,000 middle-school students in six regions:Fatick, Kolda, Kédougou, Sédhiou,Tambacounda and Ziguinchor.USAID contracted with IMPAQInternational (IMPAQ) to conducta performance evaluation of theEPQ project. IMPAQ developedand implemented a primarilyqualitative study to assess EPQ’sperformance in the areas ofimplementation progress, projectmanagement and lessons learnedandsustainability.Fortheevaluation, IMPAQ conducted andPhoto: EPQ School Ziguinchor, IMPAQ Internationalanalyzed data from 28 keyinformant interviews with USAIDstaff, project staff, and key Government of Senegal (GOS) stakeholders at the national, regional, anddepartmental level as well as 18 focus group discussions with teachers, parents, and studentbeneficiaries. IMPAQ also reviewed and analyzed data from project documents.Key findings bycomponent are summarized below.1. IMPROVED TEACHER PROFESIONAL DEVELOPMENT EPQ instituted teacher performance standards and increased the percentage of female teachers.Most teachers agreed that the use of EPQ pedagogical techniques improved the quality andeffectiveness of their teaching and classroom management skills.Male and female teachers both said they benefited greatly from the pedagogical training.However, conclusions could not be reached regarding any added benefits to female teachers ofEPQ activities specifically targeted to female teachers because there were very few womenparticipating in the teacher focus groups.2

EPQ failed to obtain the legal authority to provide pre-service teacher training at the RegionalTraining Centers (CRFPEs).EPQ did not develop a distance education program as originally planned because the project’smain partner in this component, the DFC, could not obtain a consensus within the MOE.2. IMPROVED SCHOOL GOVERNANCE AND MANAGEMENT EPQ engaged schools in whole school development through school self-assessments,development projects and school grants, established community forums, refined anddisseminated performance standards for school principals, and strengthened managementinformation systems.Overall, stakeholders and beneficiaries found the WSA very successful, and reported a positiveimpact that in some ways exceeded expectations, embodying a whole new model of therelationship between the community and the school in Senegal.In locations where the WSA took root, the stakeholders and beneficiaries became activelyinvolved in the management of the school and in community improvement efforts. However,efforts to improve school governance floundered in communities where the principal neverbought into the idea of the WSA.Management issues arose for the EPQ project due to lack of fluid communication across andwithin levels. Had the EPQ project more effectively communicated its expectations for thedifferent actors, and done so early in the process, some of these issues might have beenresolved or at least minimized.3. IMPROVED BASIC COMPETENCIES IN FRENCH READING AND MATHWITH REMEDIAL PROGRAMS EPQ assessed teacher teaching practices, established benchmarks and adapted assessment tools,designed a teacher professional development program focused on reading and math instruction,identified and adapted existing basic skills learning materials, developed and delivered basic skillsmaterials package, provided teacher training and support for improved math and Frenchteaching, and established school camps for remedial learning.Both male and female students improved their math and French competencies throughremediation, yet girls seem to have experienced additional benefits from the remedial classes,the employability and life skills programs, and from community engagement in schoolmanagement and governance.While most teachers in the focus groups believed the remedial training had been worthwhile,some indicated that the content had been long on theory but short on hands-on guidance.Many teachers and students found the content of the remedial materials inappropriate.The main factor that respondents saw as most detrimental to the ability to implement the EPQmethodology correctly was the large number of students in many EPQ remedial classes.The timing of the remedial classes hindered many students’ abilities to participate.Teachers were not compensated for the remedial classes, and as a result, they came to seethese classes as one more additional unpaid burden and many lost motivation for the EPQproject.3

4. EXPANDED OPPORTUNITIES FO YOUTH EDUCATION, COMMUNITYSERVICE AND YOUTH EMPLOYMENT EPQ conducted a youth workforce and livelihood development needs assessment, developedstrategies to strengthen local governments’ and community organizations’ capacity to supportyouth policy and development, provided life and employability skills training, and providedbusiness and entrepreneurship skills training.The EPQ project had no formal link to the Ministry of Youth and Sport or to the Ministry ofTechnical Vocational Education, the entities to which youth organizations report to in Senegal.Departmental stakeholders, like CDEPS, reported that the project support for their activities,helped legitimize them as valid youth organizations and empowered them to more effectivelyand more widely reach needy out of school youths.Many regional and departmental stakeholders found the Passport to Success module verybeneficial and said that combining life skills training and employability programs was the mosteffective approach to teaching both, as these were complementary and mutually reinforcing.Some schools and organizations had expected more direct skill and vocational trainings and haddifficulty keeping out-of-school youths interested in attending classes that had no guarantee of ajob at the end.The majority of the training materials were in French at a level too difficult for some of thebeneficiary youths.Departmental stakeholders reported difficulties in providing remediation to out-of-schoolyouths who are very mobile.CONCLUSIONS AND RECOMMENDATIONSOverall, the project experienced mixed success at meeting its planned objectives; however, components2 and 3 of the project proved to be especially successful. The IMPAQ team offers USAID the followingrecommendations, by EPQ component, based on a careful overall consideration of our evaluationfindings. Promote better communication among government stakeholders at the earliest possible stage inimplementing the project, and continue to support such processes throughout the project’s life.Engage representatives of all beneficiary groups in the design phase to ensure buy in andsustainability of project activities.Establish a functional system of monitoring and follow-up so that when communities voice issuesand concerns about project implementation, the project is able to meaningfully andconstructively respond and follow up.Work with principals and community groups early on to overcome any initial resistance to theintroduction of the WSA by demonstrating that it benefits all groups.Make remedial education part of the national curriculum in Senegal.Develop a better mechanism to help youths transition from vocational training to employment.Provide incentives for private companies to work with vocational schools, like CRETEF, toexpand youths’ work opportunities through internships.A more detailed discussion of the results by evaluation question is located in the Findings section.4

EVALUATION PURPOSE &EVALUATION QUESTIONSEVALUATION PURPOSEUSAID/Senegal contracted IMPAQ International, LLC to conduct a performance evaluation of the EPQproject. The IMPAQ team designed a primarily qualitative approach to investigate the project’s progressin achieving its objectives, explore implementation barriers and solutions, and identify lessons learnedand recommendations to guide future MOE and USAID programming. Using data from projectdocuments, key informant interviews and focus group discussions, IMPAQ researchers systematicallyanalyzed the data to identify recurrent patterns or themes pertaining to each of the evaluationquestions. The results of the qualitative analysis are presented in this report.EVALUATION QUESTIONSThe key evaluation questions are presented in Exhibit 1. The evaluation questions, as originally listed inthe Statement of Work (SOW), were refined and reorganized in light of subsequent developments anddiscussions with USAID.1.2.3.4.5.Exhibit 1: Revised Evaluation QuestionsOriginal Evaluation QuestionsFinal Evaluation QuestionsImplementation ProgressTo what extent is the project on track to1. To what extent did the project meet itsmeet overall objectives by the end of theoverall objectives?agreement?Have girls and boys benefited from the2. Have female/male students and female/maleproject equally or differentially and howteachers benefited from the project equally ordoes the progress made compare to thedifferently and how does the progressexpected project outcomes?compare to the expected project outcomes?In what ways and to what extent do the3. To what extent and in what ways dowhole school and teacher preparationstakeholders and beneficiaries perceive a) theapproaches contribute to the achievementwhole school approach and b) the teacherof project objectives?preparation approach to have been usefulgiven that the project has ended?What additional support is deemednecessary to achieve the expected results?Project ManagementHas each of the project components and its 4. Have the project components and theiractivities been well managed at the national,activities been well managed at the national,regional and local levels?regional and local levels?5

6. Have the roles and responsibilities of the5. Were the roles and responsibilities clear tokey stakeholders been adequatelyarticulated and carried out?7. What lessons have been learned about howkey stakeholders and were they carried outcorrectly?6. What was intended and what was actuallyto successfully engage and work withRegional Training Centers?done regarding the Regional Training Centers?What key lessons and recommendations canbe drawn?Lessons Learned and Sustainability8. To what extent are the models tested in7. What were the gaps? Where did the projectpilot regions ready to be scaled up in allfall short? What key lessons andregions of the country?recommendations can be drawn?9. What are the prospects of sustaining project 8. What can be learned from the models thatbenefits in the long run?can be useful given USAID’s new educationstrategy in Senegal for 2011–2015?9. What are the short and medium-termbenefits?6

PROJECT BACKGROUNDUSAID Senegal in collaboration with the Research Triangle Institute (RTI) and its partners implementedthe Education Priorité Qualité (EPQ) initiative in close collaboration with Senegal’s Ministry of Education(MOE). The four-year project was designed to build on and strengthen previous United StatesGovernment investments in middle school expansion, particularly the 7-year Projet d’Appui àl’Enseignement Moyen (PAEM), by expanding the focus from education access to improvement in thequality of education. The project’s efforts to improve education quality was carried out according to thefollowing four components:1.2.3.4.Improved teacher professional developmentImproved school governance and managementImproved basic competencies in French reading and math with remedial programsExpanded opportunities for youth education, community service and employment.Additionally, in 2011, the EPQ obtained supplemental funding from USAID/DC to implement an inclusiveeducation add-on activity to include youths with disabilities.The EPQ project servedapproximately 264 schoolsand 100,000 middle-schoolstudents in six regions:Fatick, Kolda, Kédougou,Sédhiou, Tambacounda andZiguinchor (see Exhibit 2).Exhibit 2: EPQ Intervention AreasTo better align with theUSAID education strategy,USAID/Senegal asked EPQto close activities in Fatickand Tambacounda in 2013in order to focus activitiesfor the last year of theproject in the conflict/fragileregions of Senegal: Kolda,Kédougou, Sédhiou andZiguinchor (RTI International, 2014).By working closely with the MOE, the private sector and local organizations, the EPQ team strived tobuild local ownership of the project to ensure sustainable improvements. Exhibit 3 presents the EPQResults Framework.7

Exhibit 3: EPQ Results Framework8

EVALUATION METHODS &LIMITATIONSMETHODOLOGYOur design, which is summarized in Exhibit 4, combined (1) a review, analysis and synthesis of projectdata and documents; and (2) a qualitative rapid-assessment approach using key informant interviews(KIIs), focus group discussions (FDGs) and on-site observations at a total of six selected project sitesacross three departments and three targeted regions.9

Exhibit 4: Evaluation estions1. To what extentis the project ontrack to meetoverall objectivesby the end of theagreement? 2. Have girls andboys benefitedfrom the projectequally ordifferently andhow does theprogress madecompare to theexpected projectoutcomes? 3. In what waysand to what extentdo the wholeschool and teacherpreparationapproachescontribute to theachievement ofproject objectives? To what extentdid the projectmeet its overallobjectives?Havemale/femalestudents andmale/femaleteachersbenefited fromthe projectequally ordifferently andhow does theprogresscompare to theexpectedprojectoutcomes?To whatextent, and inwhat ways, dostakeholdersandbeneficiariesperceive thatthe a) wholeschool and theb) teacherpreparationapproaches willIllustrativeIndications orEvaluation Sub-QuestionsAssessmentCriteriaI. Implementation Progress To what extent do stakeholders view the objectives as Actual ashaving been met? How do these views differ by projectcompared tocomponent?expectedoutcomes fortargeted regions,and by site,projectcomponent andgender How do stakeholder views vary by gender? Actual ascompared toexpectedoutcomes fortargeted regions,and by site,projectcomponent What differences exist across regions and sites inimplementation of the whole school and teachertraining approaches? What have been the barriers to implementation? Howhave these been addressed and to what level ofsuccess? Has gender (of the students and teachers) played arole? If so, how? How do various stakeholders view the whole schooland teacher training approaches? How do these viewsvary?10 Variations inperceivedsuccessesDataSource/Collection Methods Project records Partner performancemonitoring data(if possible)Key informantinterviews(Dakar andproject sites)Focus groupsProject recordsKey informantinterviews(Dakar andproject sites)Focus groups Project records Key informantinterviews(Dakar andproject sites)Sampling/Selection Criteria Purposive projectsite selection perthe criteria listed inSection 3.Data AnalysisMethod Systematicthematic crosscase analysis ofqualitative data Descriptivestatistics (ifpossible)* Documentsynthesis Purposive project Systematic Purposive project Systematicsite selection perthe criteria listed inSection 3.site selection percriteria listed inSection 3 Purposive selectionof key informantsand focus groupparticipants inDakar and atproject sitesthematic crosscase analysis bygender ofqualitative data Descriptivestatistics (ifpossible)*thematic crosscase analysis ofqualitative data

4. What additionalsupport is deemednecessary toachieve theexpected results?be useful in thefuture, giventhat the projecthas ended? What were thegaps? Where didthe project fallshort? What keylessons andrecommendationsca

The key evaluation questions are presented in Exhibit 1. The evaluation questions, as originally listed in the Statement of Work (SOW), were refined and reorganized in light of subsequent developments and discussions with USAID. Exhibit 1: Revised Evaluation Questions Original Evaluation Questions Final Evaluation Questions Implementation Progress

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