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Education Evaluation Services in the Democratic Republic of the Congo (DRC) The DRC 2015 Early Grade Reading Assessment, Early Grade Mathematics Assessment, and Snapshot of School Management Effectiveness— Grade 3 Report of Findings, Revised

Prepared under EdData II Technical and Managerial Assistance, Task Order No. 29 Contract Number AID-660-BC-14-00001 Strategic Objective 3 November 2016 This publication was produced for review by the United States Agency for International Development and was prepared by Jana Scislowicz, Jennae Bulat, Lee Nordstrum, Lauren Edwards, and Sarah Osborne, all of RTI International.

Education Evaluation Services in the Democratic Republic of the Congo (DRC) The DRC 2015 Early Grade Reading Assessment, Early Grade Mathematics Assessment, and Snapshot of School Management Effectiveness— Grade 3 Report of Findings, Revised

Prepared for Vindtou Lothempo, USAID/DRC Prepared by RTI International 3040 E. Cornwallis Road Post Office Box 12194 Research Triangle Park, NC 27709-2194 RTI International is a registered trademark and a trade name of Research Triangle Institute.

The authors’ views expressed in this publication do not necessarily reflect the views of the United States Agency for International Development or the United States Government.

DRC 2015 EGRA, EGMA, and SSME Grade 3 Report of Findings, Revised iii

Acknowledgments The authors want to acknowledge the important contributions of the education staff from the U.S. Agency for International Development/Democratic Republic of the Congo (USAID/DRC); the Ministry of Primary and Secondary Education and Initiation to New Citizenship (MEPS-INC, Le Ministère de l’Enseignement Primaire, Secondaire et Initiation à la Nouvelle Citoyenneté); and the National Center for Development Support and Popular Participation (CENADEP, Centre National d'Appui au Développement et à la Participation Populaire) for their leadership and participation in the 2015 Early Grade Reading Assessment, Early Grade Mathematics Assessment, and Snapshot of School Management Effectiveness. Crucial support throughout and at key points along the way was provided by Jennae Bulat, Jana Scislowicz, and Timothy Slade—International Team Leaders; Thierry Nzewo and Seraphine Kebasani—local Project Managers; Linnea Hatteberg—Project Coordinator; Lauren Edwards—Tangerine® developer; Jennifer Pressley, Marissa Gargano, and Chris Cummiskey—statisticians; Catherine Raymond and Heather Farr—editors, and Felice Sinno-Lai—document preparation. We are, of course, most grateful to the school administrators and pupils across the country who consented to participate in this study and thereby contributed important knowledge to the community of stakeholders seeking to improve education in the DRC.

iv DRC 2015 EGRA, EGMA, and SSME Grade 3 Report of Findings, Revised

Table of Contents Page

Acknowledgments .................................................................................................... iii

List of Figures ........................................................................................................... vi

List of Tables ............................................................................................................ vii

Abbreviations ............................................................................................................ ix

1 Abstract ........................................................................................................... 1

2 Background .................................................................................................... 3

2.1 Purpose of the 2015 EGRA, Early Grade Mathematics Assessment, and Snapshot of School Management Effectiveness ............................ 5

3 Evaluation Approach ...................................................................................... 6

3.1 Assessment Design .............................................................................. 6

3.2 Assessment Timeline ............................................................................ 6

3.3 Overview of SSME ................................................................................ 7

3.4 Overview of EGRA ................................................................................ 8

3.4.1 Why Test Early Grade Reading? ............................................... 8

3.4.2 Purpose of EGRA ...................................................................... 9

3.4.3 What EGRA Measures .............................................................. 9

3.4.4 The EGRA Instrument for the DRC.......................................... 10

3.5 Overview of EGMA ............................................................................. 11

3.5.1 Why Test Early Grade Mathematics? ...................................... 11

3.5.2 Purpose of EGMA ................................................................... 11

3.5.3 What EGMA Measures ............................................................ 12

3.5.4 The EGMA Instrument for the DRC ......................................... 12

3.6 Instrument adaptation process for the DRC: EGRA, EGMA, and SSME ................................................................................................. 13

3.7 Sample ............................................................................................... 14

3.7.1 Population of Interest............................................................... 14

3.7.2 Sample Methodology ............................................................... 15

3.8 Assessments ...................................................................................... 17

3.9 Demographic Information .................................................................... 18

3.10 Assessor Training and Data Collection ............................................... 20

4 Results and Findings ................................................................................... 23

4.1 EGRA Results ..................................................................................... 23

4.1.1 Pupil Demographics ................................................................ 23

4.1.2 Zero Scores ............................................................................. 28

DRC 2015 EGRA, EGMA, and SSME Grade 3 Report of Findings, Revised v

4.1.3 EGRA Results by Subtask ....................................................... 29

4.1.4 Gender Differences ................................................................. 34

4.1.5 Summary and Conclusion for EGRA Findings ......................... 35

4.2 EGMA Results—Grade 3, Katanga ..................................................... 36

4.2.1 EGMA Design ......................................................................... 36

4.2.2 Overview of EGMA Trends ...................................................... 37

4.2.3 Zero Scores ............................................................................. 38

4.2.4 Language of Response ........................................................... 38

4.2.5 EGMA Results by Subtask ...................................................... 39

4.2.6 EGMA Results by Gender ....................................................... 45

4.2.7 Mathematics Pupil Questionnaire ............................................ 45

4.2.8 Conclusion for EGMA Findings ................................................ 46

4.3 Grade 3 SSME Findings ..................................................................... 46

4.3.1 Basic School Inputs ................................................................. 46

4.3.2 Classroom Oversight and Management .................................. 53

4.3.3 Teaching and Learning Process .............................................. 59

4.3.4 Time on Task .......................................................................... 64

4.3.5 School Safety .......................................................................... 67

5 Links Between the School Context and Pupil Learning ............................ 69

6 Conclusions and Lessons Learned............................................................. 69

Annexes

Annex 1. Details on Results of Classroom Observations ..................................... 72

Annex 2. Instruments ............................................................................................... 75

Annex 3. Research Questions ............................................................................... 209

Annex 4. List of Assessors by Province .............................................................. 210

Annex 5. Sample Size Calculations ...................................................................... 214

Annex 6. Test Reliability: Cronbach Alphas by Language and Grade ............... 215

Annex 7. Regression Modeling ............................................................................. 216

Annex 8. Results of Findings Workshops and Lessons Learned ....................... 223

vi DRC 2015 EGRA, EGMA, and SSME Grade 3 Report of Findings, Revised

List of Figures Figure 1. Grade 3: Did you go to kindergarten? .......................................................... 23

Figure 2. Grade 3: Do you have non-school books to read at home? .......................... 24

Figure 3. Grade 3: How often do you read and are you read to at home each week? .......................................................................................................... 24

Figure 4. Grade 3: Do you receive help with homework at home? .............................. 25

Figure 5. Grade 3: What does your teacher do when you respond correctly? ............. 26

Figure 6. Grade 3: What happens when you respond incorrectly in class? ................. 26

Figure 7. Grade 3: What does the teacher do when a pupil does not behave well in class? ....................................................................................................... 27

Figure 8. Grade 3: Do you feel safe traveling to/from and in school? .......................... 28

Figure 9. Grade 3: Is home language the same as the language of the assessment? ................................................................................................ 28

Figure 10. Grade 3 (mother tongue): Percentages of pupils with zero scores, by province ....................................................................................................... 29

Figure 11. Grade 3 (French): Percentages of pupils with zero scores, by province ....... 33

Figure 12. EGRA Grade 3: Percentages of pupils in reading categories ....................... 36

Figure 13. Overall performance on EGMA, by subtask ................................................. 37

Figure 14. EGMA: Zero scores, by subtask ................................................................... 38

Figure 15. Example of Number Identification items ....................................................... 39

Figure 16. Item-level performance on the Number Identification subtask ...................... 40

Figure 17. Item-level performance on the Addition subtask ........................................... 41

Figure 18. Item-level performance on the Subtraction subtask ...................................... 42

Figure 19. Item-level performance on the Quantity Discrimination subtask ................... 43

Figure 20. Example of Missing Number items ............................................................... 44

Figure 21. Item-level performance on Missing Number subtask .................................... 44

Figure 22. Item-level performance on Word Problems subtask ..................................... 45

Figure 23 Performance on EGMA subtasks, by gender ............................................... 45

Figure 24. Pupil reading at home .................................................................................. 47

Figure 25. Preschool attendance .................................................................................. 48

Figure 26. Pupil–teacher ratios ..................................................................................... 49

Figure 27. Teacher training ........................................................................................... 50

Figure 28. School and classroom infrastructure and resources ..................................... 51

Figure 29. Books available in class ............................................................................... 53

Figure 30. Percent of head teachers’ years of experience ............................................ 54

Figure 31. How head teacher follows pupil progress ..................................................... 56

Figure 32. Teacher pay status ...................................................................................... 57

Figure 33. Timeliness of teacher pay ............................................................................ 58

Figure 34. School fees (and enforcement strategies) .................................................... 58

Figure 35. Pupil work in language exercise books ........................................................ 59

DRC 2015 EGRA, EGMA, and SSME Grade 3 Report of Findings, Revised vii

Figure 36. Teachers’ evaluation practices ..................................................................... 63

Figure 37. Perceptions of school safety ........................................................................ 68

List of Tables Table 1. Assessments administered by province ......................................................... 6

Table 2. EGRA instrument subtasks in DRC .............................................................. 10

Table 3. EGMA instrument subtasks in DRC ............................................................. 13

Table 4. Population of interest for the 2015 DRC baseline EGRA/EGMA .................. 14

Table 5. Sample methodology for Grade 3 and Grade 5 DRC 2015 baseline ............ 15

Table 6. Final sample counts for Grade 3 DRC 2015 baseline ................................... 16

Table 7. Means and precision estimates of the Grade 3 pupils’ ORF (mother tongue) ........................................................................................................ 17

Table 8. Assessments by province, language, and grade .......................................... 18

Table 9 Demographic information for Grade 3 pupils ................................................ 19

Table 10. Grade 3 (mother tongue): Vocabulary .......................................................... 30

Table 11. Grade 3 (mother tongue): Letter sound identification (100 items) ................. 31

Table 12. Grade 3 (mother tongue): Familiar and invented word reading..................... 31

Table 13. Grade 3 (mother tongue): ORF .................................................................... 32

Table 14. Grade 3 (mother tongue): Reading comprehension ..................................... 33

Table 15. Grade 3 (French): Vocabulary ...................................................................... 34

Table 16. Grade 3 gender difference in mean scores for French vocabulary ............... 35

Table 17. Overall performance on EGMA, by subtask ................................................. 37

Table 18. EGMA: Language of response, by subtask .................................................. 39

Table 19. Books available in school (% of pupils) ........................................................ 52

Table 20. Classroom oversight at school ..................................................................... 55

Table 21. Teacher strategies in the classroom............................................................. 60

Table 22. Teacher action and language of instruction in observed lessons (% of observed lesson segments) ......................................................................... 63

Table 23. Pupil absence and tardiness ........................................................................ 65

Table 24. Teacher absence and tardiness (% of pupils affected) ................................. 66

Table 25. Content area activities and pupil attention during observed lessons............. 67

Table 7-1. Base model of pupil reading performance .................................................. 216

Table 7-2. Model 1: Teacher characteristics ............................................................... 217

Table 7-3. Model 2: School and classroom resources ................................................. 218

Table 7-4. Model 3: Teacher actions ........................................................................... 219

Table 7-5. Model 4: Reading time ............................................................................... 220

Table 7-6. Model 5: School management.................................................................... 221

viii DRC 2015 EGRA, EGMA, and SSME Grade 3 Report of Findings, Revised

Table 7-7. Model 6: School safety ............................................................................... 222

Table 8-1. Population of interest for the 2015 DRC baseline EGRA and EGMA.......... 225

DRC 2015 EGRA, EGMA, and SSME Grade 3 Report of Findings, Revised ix

Abbreviations ACCELERE! ACCEs-Lectures-Retention and Accountability (ACCEs-LEcture-

Retention et redevabilité) ALP Accelerated Learning Program CENADEP National Center for Development Support and Popular Participation

(Centre National d'Appui au Développement et à la Participation Populaire)

cwpm correct words per minute DEFF design effect DFID United Kingdom Department for International Development DRC Democratic Republic of the Congo EdData Education Data for Decision Making EGMA Early Grade Mathematics Assessment EGRA Early Grade Reading Assessment GDRC Government of the Democratic Republic of the Congo CI confidence interval ICC intra-class correlation IEP Interim Education Plan (Plan intérimaire de l’éducation) 2012–2014 IRR inter-rater reliability MEPS-INC Ministry of Primary and Secondary Education and Initiation to New

Citizenship (Le Ministère de l’Enseignement Primaire, Secondaire et Initiation à la Nouvelle Citoyenneté)

ORF oral reading fluency SD standard deviation SERNAFOR National Training Service of the General Inspectorate of Primary and

Secondary Education (Service National de Formation [SERNAFOR] de l'Inspection générale de l'Enseignement Primaire et Secondaire)

SES socioeconomic status SMS short messaging service SSME Snapshot of School Management Effectiveness TIMSS Trends in International Mathematics and Science Study UPE universal primary education USAID U.S. Agency for International Development

DRC 2015 EGRA, EGMA, and SSME Grade 3 Report of Findings, Revised 1

1 Abstract The objective of this study was to establish a baseline assessment of early grade reading and mathematics proficiency of Grade 3 and Grade 5 pupils in the Democratic Republic of the Congo (DRC). More specifically, this study provides the U.S. Agency for International Development (USAID) and the Government of the Democratic Republic of the Congo (GDRC) with information regarding the ability of Grade 3 children to read in three of the DRC’s national languages (i.e., Lingala, Kiswahili, or Tshiluba), and those same pupils’ receptive and productive oral French skills. Other elements of the study provide insight regarding the mathematics skills of Grade 3 children in one district in Katanga. The study also provides background context and data related to key pupil, teacher, head teacher, and school variables that are hypothesized to be good predictors of pupil performance in early grade reading and mathematics.

As directed by USAID, Grade 3 pupils from four provinces (i.e., Equateur, Kasai Occidental, Kasai Oriental, and Katanga) were assessed in the three national languages and in productive and receptive oral language skills in French. These three languages are both the national languages and the language of instruction in Grade 3; therefore, all instruments were designed and administered in these languages. Grade 3 pupils were also assessed regarding their basic foundational mathematics skills. Grade 5 pupils were assessed in French.

The population of interest for the 2015 baseline Early Grade Reading Assessment (EGRA) and Early Grade Mathematics Assessment (EGMA) consisted of all Grade 3 and Grade 5 pupils who were attending public schools in the specific education sub-provinces specified by Chemonics as those participating in USAID’s ACCEs-Lectures-Retention and Accountability (ACCELERE!, ACCEs-LEcture-Retention et redevabilité) project. The population of interest equaled 3,683 schools, from which 240 schools and 12 Accelerated Learning Programs (ALPs) were sampled. Within these sampled schools, 2,400 Grade 3 pupils were sampled. Scores from a total of 2,347 Grade 3 pupils were obtained.

Reading Performance Overall, pupils’ performance across the four provinces was low on all pre-reading and reading skills measured by using EGRA. Regarding the vocabulary subtasks (administered in both the pupil’s mother tongue and French) and letter sound identification, the majority of pupils correctly responded to at least one item. However, even though the percentages of zero scores on these subtasks were low, so was actual performance. Regarding the mother tongue vocabulary items, on which subtasks the children should have been able to respond correctly to all items, only pupils in Kasai Occidental and Kasai Oriental were able to respond correctly to more than 90% of items attempted. On the Letter Sound Identification subtask, the highest mean score for letters correctly identified in the mother tongue, even after removing zero scores, was 18 letters in 1 minute. Performance on isolated word reading was even lower. The highest mean score for words read correctly, including zero scores, was 4 words in 1 minute. When excluding the large number of pupils with zero scores from the analysis, this average number increased to 14 correct words per minute. This finding suggests that pupils have not yet reached a level of fluency in word reading and word decoding that is needed to be able to read for meaning, a conclusion supported by the low proficiency demonstrated on the Oral Reading Fluency and Reading Comprehension subtasks.

These results indicate that the majority of pupils in all provinces were non-readers. Between 12% and 15% performed at the word production level. Fewer than 5% of

2 DRC 2015 EGRA, EGMA, and SSME Grade 3 Report of Findings, Revised

pupils across the provinces demonstrated an ability to read with some level of comprehension.

Regarding gender, girls and boys performed comparably across the EGRA subtasks.

The demographic questions asked of pupils can help to explain these findings. Overall, most pupils reported that they do not receive support at home to read or to perform homework, most pupils reported not having attended kindergarten, and many pupils reported classroom strategies that were punitive rather than supportive of learning. Even more critically, for most, if not all, pupils in three of the provinces (i.e., Kasai Occidental, Kasai Oriental, and Katanga), the home language of the pupils was not the language of assessment. It is likely that this language gap is a partial cause of the pupils’ low scores regarding the word and passage-reading subtasks. Although learning opportunities in earlier grades were not explored during this EGRA administration, home support for learning and positive, constructive feedback from teachers to their pupils during the learning process have both been associated with improved pupil learning performance. It is possible that the lack of support at home and in the classroom might have contributed to a lack of learning over time.

Mathematics Performance Regarding performance on EGMA, the pupils in Katanga performed reasonably well on problems that involved numbers under 20, with strengths in number identification, addition, and quantity comparison. The more conceptual Missing Numbers subtask provided a challenge and suggests that the pupils may be relying on memorization of numbers instead of learning concepts and number relationships. These results suggest that pupils are learning basic numbers and procedural tasks, but they are not exploring the relationships between mathematical operations and number properties.

Despite subtraction being a clear part of the Grade 2 objectives and curriculum, pupils’ performance in the Subtraction subtask suggest that it might not be a focus in Grade 2 classrooms. Pupils are able to identify the larger number as seen in the Quantity Discrimination subtask. Contrasting their more successful performance on this subtask versus the Subtraction subtask, the results suggest the basis of the pupils’ challenges might be related to an unfamiliarity with what the operation sign of subtraction actually signifies. Pupils’ demonstrated knowledge of the operation of addition and of the idea of quantity comparison leads one to believe that they should also be able to perform subtraction.

Pupils demonstrated an interest in learning mathematics, as well as an understanding of the most basic mathematical concepts. Strengthening the pedagogical support for teachers to develop and use more effective teaching methods could strengthen the mathematics skills of Grade 3 pupils and benefit the pupils as they progress during their studies.

Snapshot of School Management Effectiveness As previously described, school-, classroom-, and pupil-level instruments were used during the days when EGRA and EGMA were administered in order to more fully understand the context in which Grade 3 pupils are learning. These variables were used to determine whether any aspects of the school context, such as teacher characteristics (e.g., training) or teaching and learning processes (e.g., classroom management strategies), showed a statistically significant linkage with pupil outcomes. Overall, the variables that are often believed to be associated with enhanced classroom instruction and pupil learning were, in fact, not. The majority of teacher and head teacher characteristics—such as content-specific training, degrees,


and experience—were not found to predict variation in pupil outcomes. However, the models showed that several other variables, including teachers’ classroom management strategies (specifically responding to situations in constructive ways), head teachers’ use of learned management techniques, time spent reading, and fewer incidences of school violence, were all strongly associated with the likelihood of pupils reading at a higher level. These findings could inform a renewed focus on those aspects of the school environment that are shown to be associated with learning outcomes, as opposed to those that routinely are not (e.g., teacher and head teacher characteristics).

Again, the intention of this study was to establish a baseline of pupil performance in reading and mathematics before the start of the ACCEs-Lectures-Retention and Accountability (ACCELERE!, ACCEs-LEcture-Retention et redevabilité) project intervention. The overall low scores regarding reading and higher-level mathematics reflect a level of proficiency that will need to be addressed by the ACCELERE! project. In addition, this study provides important insights regarding current teacher practices and pupil behaviors that will, as it is hoped, inform the development of ACCELERE! teacher training.

2 Background1 The education system in the Democratic Republic of the Congo (DRC) is characterized by low coverage and low quality. National data indicate that on average, only 57% of the children who enter Grade 1 complete Grade 6.2 Of those children who reach Grade 6, only 49% of girls and 65% of boys will pass the primary school graduation exam, which means that less than 28% of girls and 37% of boys who start primary school will complete Grade 6 and pass the exam.

More than 30% of employed teachers in the sector lack the high school degree necessary to be certified to teach.3 The 2010 U.S. Agency for International Development (USAID) Early Grade Reading Assessment (EGRA) revealed that 68% of pupils in Grades 3 and 4 were unable to read a single word, while 91% of those who managed to read a sentence could not understand what they had read.

USAID supports the Government of the Democratic Republic of the Congo’s (GDRC’s) new education strategy goals of increasing access, equity, and retention and improving the quality and relevance of education. USAID supported the GDRC and the Ministry of Primary and Secondary Education and Initiation to New Citizenship (MEPS-INC, Le Ministère de l’Enseignement Primaire, Secondaire et Initiation à la Nouvelle Citoyenneté) to implement three major policy decisions during USAID’s fiscal year 2013:

1. Designate reading as a specific subject in the curriculum

2. Add more instructional time during the school day for reading

3. Create a National Reading Commission

As mentioned by USAID in its solicitation for this study, over the course of several months, USAID’s partners helped the 40-member National Reading Commission

1 Background section drawn in its entirety from the USAID ǀ East Africa solicitation, Education Evaluation Services in the DRC Under the EdData II BPA. (2014, March). Request for Task Order Proposal SOL-660-14-000003. 2 MEPS-INC. (2014). Sectoral strategy for education and training: 2014–2023 (Stratégie sectorielle de l’éducation et de la formation: 2014–2023). DRC. 3 MEPS-INC. (2012). Interim education plan: 2012–2014 (Plan intérimaire de l’éducation: 2012–2014). DRC.


develop a National Reading Roadmap and establish performance standards for reading in French and DRC’s four regional languages (i.e., Kikongo, Lingala, Kiswahili, and Tshiluba). With USAID’s assistance, the Reading Commission established reading performance benchmarks for Grades 1–6,4 standards for grade-level texts, and requirements for reading assessment instruments. The Reading Roadmap and Standards provide benchmarks and targets for future government and partner action to improve reading outcomes, although revisions will be needed to make them more suited to the DRC context and more language specific.

DRC is the second largest country in Africa, with 2.345 million square kilometers (equal to two-thirds of Europe). The DRC remains one of the least developed countries in the world. Riddled with instability, conflict, limited infrastructure, and low levels of educational access and outcomes, the DRC has consistently been ranked at the bottom of the Human Development Index. It is estimated that of the more than 70 million inhabitants, 15 million are of primary school age, of whom 3.5 million are out of school.5

For those in school, learning levels are extremely poor; in one region with USAID–supported activities, assessment showed that 68% of Grade 3 and 4 pupils were unable to read a single word of simple text.6

The GDRC has recently committed to abolishing school fees and creating a free universal primary education (UPE) system, similar to neighboring countries in the region. Experience from the region has shown that the abolition of school fees and the move toward UPE is likely to result in a massive increase in enrollment. This increase will severely strain the entire education system and result in an even more inadequate supply of infrastructure, teachers, and teaching and learning materials. After nearly 20 years of implementing UPE, neighboring countries such as Zambia, Malawi, Kenya, and Uganda are still struggling to build the education system capacity required to handle the increase in enrollments that followed the school fee abolition. Due to frequent conflict and instability in the DRC, capacity to implement UPE here is considered to be significantly lower than in many neighboring countries.

Regional experience has shown that low system capacity, exacerbated by rapidly rising enrollments, results in high dropout rates and stubbornly high out-of-school youth populations. To ensure that USAID/DRC does not promote an education system that increases initial enrollment to only lose pupils after 1 to 3 years, the Mission will simultaneously support access, quality, and governance of the school system.

Access to education is a crucial precondition to education impact, but access alone is not sufficient to make development gains. The most important measure of success, both for the individual child and the nation’s economic development, is the quantity and quality of a child’s learning.7 Parents, communities, and governments send children to school with an expectation of a return on their investments. Parents send their children to school with expectations of improved employment opportunities,

4 These standards and benchmarks require field testing, validation, and potential revisions. 5 Global Initiative on Out-of-School Children. (2013). National survey on the situation of out-of-school children and adolescents. Report on the MEPS-INC’s 2012 survey, prepared for the United Kingdom Department for International Development (DFID) and the United Nations Children’s Fund. 6 Good Planet Foundation. (2013). Accelerating Progress to 2015: Democratic Republic of the Congo. A report series to the United Nations Special Envoy for Global Education. April 2013 Working Paper, pg. 6. 7 Pritchett, Banerji, & Kenny. (2013). Schooling is not education! Using assessment to change the politics of non-learning. A Report of the Center for Global Development Study Group on Measuring Learning Outcomes. Center for Global Development.


income, status, and quality of life. Ministers and parliaments count on expanded education leading to economic growth, improved health outcomes, and nation building. Where learning fails to occur, parents may see limited possibilities for increased economic opportunities derived from education. They often pull their children, especially girls, out of school and invest their resources elsewhere. International evidence suggests that actual learning is more closely related to subsequent economic performance than school attendance.8

USAID conducted EGRA in DRC as part of ongoing USAID–funded activities. The results of these assessments found that children in Grades 2 and 4 struggle to identify letters of the alphabet with automaticity. On average at the end of the academic year, Grade 4 pupils could read only approximately 6 correct words per minute (cwpm) in French, and Grade 6 pupils were able to read only 19 cwpm in French, well below required levels for fluency and comprehension.9 These data substantiate that once children enter school, they are not learning the requisite competencies to successfully move through the education system.

As part of the GDRC’s efforts to reform the education sector, the MEPS-INC has developed an Interim Education Plan (IEP) for the period 2012–2014. The plan focuses on three key principles: access, quality, and governance. In the primary sector, the IEP identifies the three most pressing challenges to ensure universal access to primary education. The three challenges are: (1) reducing school fees and transitioning costs from households to the state, (2) incorporating the significant out-of-school population back into the formal school system, and (3) ensuring that girls achieve the primary school graduation certificate. In June 2012, the DRC was admitted to the Global Partnership for Education based on a positive external evaluation and formal endorsement of the IEP by the education donor group. To implement the IEP, the GDRC has committed to increasing funding for the education sector by 3.7 times, from 175 billion Congolese francs ($161 million or 8% of the national budget) in 2009 to 841 billion Congolese francs ($773 million or 15% of the national budget) by 2015.10

2.1 Purpose of the 2015 EGRA, Early Grade Mathematics Assessment, and Snapshot of School Management Effectiveness The objective of this study was to establish a baseline assessment of early reading and mathematics proficiency of Grade 3 and Grade 5 pupils in the DRC. More specifically, this study provides USAID and the GDRC with information regarding the ability of Grade 3 children to read in three of the DRC’s national languages (i.e., Lingala, Kiswahili, and Tshiluba), those same pupils’ receptive and productive oral French skills, and Grade 5 children’s ability to read in French. Other elements of the study provide insight into the mathematics skills of Grade 3 children in one district in Katanga as well as the French reading skills of Level 3 pupils in the ALPs.11 The assessments administered are summarized by location in Table 1. The study also provides background context and data related to key pupil, teacher, head teacher, and school variables that are hypothesized to be good predictors of pupil

8 Pritchett, L. (2013). The rebirth of education: Why schooling in developing countries is flailing; how the developed world is complicit; and what to do next. Center for Global Development. 9 RTI International. (2011). Improving the quality of education project (PAQUED, Projet d’Amélioration de la Qualité de l’Éducation): DRC: Baseline Report, Early Grade Reading Assessment (EGRA). Prepared for USAID and Education Development Center. 10 MEPS-INC. (2012). Interim education plan: 2012–2014 (Plan intérimaire de l’éducation 2012–2014). DRC. 11 Because the ALP sample was relatively small (12 schools), we have not disaggregated for all of the ALP details in the sections below.


performance in early grade literacy and mathematics. The research questions addressed through this activity are provided in Annex 3.

Table 1. Assessments administered by province

Location

Grade 3

EGRA SSME EGMA

Equateur Lingala French (Oral Vocabulary)

Kasai Occidental Tshiluba French (Oral Vocabulary)

Kasai Oriental Tshiluba French (Oral Vocabulary)

Katanga Kiswahili French (Oral Vocabulary)

This diagnostic information will help policymakers make data-informed decisions regarding remediation strategies that can improve the quality of instruction and pupil learning outcomes in early primary grades.

It is important to note that, while initially, the three components of the Education Data for Decision Making (EdData II) study—EGRA, Early Grade Mathematics Assessment (EGMA), and Snapshot of School Management Effectiveness (SSME)—were intended to serve as a baseline for the ACCELERE! project. However, the ACCELERE! project had not completely finalized its rollout plan—which included decisions on final intervention areas—at the time of EdData data collection. The sample was drawn based on the draft rollout plan and may not be valid as a baseline if education sub-provinces were changed after data collection was conducted.

3 Evaluation Approach

3.1 Assessment Design As directed by USAID, the Grade 3 pupils were assessed in national languages (Lingala, Tshiluba, or Kiswahili) and in productive and receptive oral language skills in French. These three languages are both the national languages and the language of instruction in Grade 3; therefore, all instruments were designed and administered in these languages. Grade 3 pupils were also assessed on their basic foundational mathematics skills. Grade 5 pupils were assessed in French. A full SSME was conducted and provides a multifaceted picture of school management practices. Management data collected through the SSME suite of instruments also includes information on pedagogical approaches; time on task; interactions among pupils, teachers, administrators, and parents; record keeping; discipline; availability and condition of school infrastructure; availability of pedagogical materials; and school safety.

3.2 Assessment Timeline The initial population of interest for the baseline EGRA and EGMA consisted of Grade 2 and 4 pupils who were attending public schools in the specific education sub-provinces specified in the Request for Task Order Proposal in May 2015.


However, given that the data from this study were going to be used as the baseline measure for the ACCELERE! project, and the ACCELERE! project’s intervention zones had not been decided at the time RTI International staff needed to draw a sample, RTI and USAID agreed to postpone the data collection until a decision about the intervention zones had been made. This delay meant that RTI staff were unable to collect data at the end of the 2015 school year, from October to December 2016. RTI staff, therefore, proposed to assess those children at the beginning of the following school year as they moved into Grades 3 and 5. Although this delay was not ideal technically, the assessment would otherwise have been of no use to the ACCELERE! project as a baseline.

3.3 Overview of SSME The SSME consists of a range of instruments that yield a quick, but rigorous and multifaceted, picture of school management and pedagogical practice in a country or region. The SSME was designed to capture indicators of effective schools that past research has shown to affect pupil learning. The resulting data are designed to enable school, district, provincial, or national administrators and donors to learn what is currently occurring in their schools and classrooms and to assess how to make these schools more effective.

Building off of the framework for the analysis of effective schools described by Heneveld and Craig,12 the SSME collects a variety of information, including information on pupil and household characteristics, basic school inputs (e.g., school infrastructure, pedagogical materials, and teacher and head teacher characteristics), and classroom teaching and learning processes (e.g., instructional content, pupil–teacher interaction, and assessment techniques). In addition, the EGRA and EGMA components of the national baseline study provide information on the achievement of learning outcomes in reading, writing, and arithmetic.

A four-person team administers the SSME during a single school day. Each of the SSME’s components is designed to elicit information from a different perspective. The SSME’s components are the Pupil Questionnaire, the Head Teacher Questionnaire, the Teacher Questionnaire, the School Inventory, Classroom Inventory, Classroom Observation (Kiswahili, Lingala, or Tshiluba reading lesson), and Classroom Observation (Mathematics). The design of the SSME aims to balance the need to include a broad mix of variables with the competing need to create a tool that will disrupt the school day as little as possible. When combined, the components of the assessment produce a multifaceted and comprehensive picture of a school’s learning environment. When the results from multiple schools in a region are compared, it then becomes possible to account for differences in school performance. The assessment instruments are presented in Annex 2. The seven SSME components are briefly discussed as follows:

1. Pupil Questionnaire: Administered to each pupil randomly selected for assessment

2. Head Teacher Questionnaire: Administered to the head teacher in each school visited

3. Teacher Questionnaire: Administered to the teachers whose pupils are selected for assessment

4. School Inventory: Administered at each school visited

12 Heneveld, W. and Craig, H. (1996). Schools count: World Bank project designs and the quality of primary education in sub-Saharan Africa. World Bank Technical Paper Number 303 (Africa Technical Department Series). Washington, DC: World Bank.


5. Classroom Inventory: Administered in each of the sampled classes

6. Classroom Observation (National Languages): Administered during reading and writing lessons in Grade 3 classrooms

7. Classroom Observation (Mathematics): Administered during mathematics lessons in Grade 3 classrooms

Because the purpose and activities of the EGRA and EGMA are somewhat less intuitive than those for the SSME, the next two subsections (2.3 and 2.4) present additional background on the EGRA and EGMA before explaining the specific components of these two instruments.

3.4 Overview of EGRA

3.4.1 Why Test Early Grade Reading? The ability to read and understand a simple text is one of the most fundamental skills a child can learn. Without basic literacy, there is little chance that a child can escape the intergenerational cycle of poverty. Yet in many countries, pupils enrolled in school for as many as 6 years are unable to read and understand a simple text. Recent evidence indicates that learning to read both early and at a sufficient rate are essential for learning to read well. Acquiring literacy becomes more difficult as pupils grow older; children who do not learn to read in the first few grades are more likely to repeat and eventually drop out, while the gap between early readers and non-readers increases over time.

Before one can assess early reading, one must understand the component skills involved in skilled reading. A powerful and influential model of the component processes involved in reading comprehension is the “Simple View of Reading.”13 According to this model, reading comprehension could be predicted by the formula Reading Comprehension = Decoding × Listening Comprehension. Thus, pupils who lack decoding skills (the ability to read words) would be classified as non-readers.

A seminal model that captures the growth of decoding, linguistic comprehension, and reading comprehension was proposed by Jeanne Chall in 1983.14 Since the original publication of Chall’s Stages of Reading Development, several studies have confirmed Chall’s model, and have made the phases “Learning to Read” and “Reading to Learn” well known among researchers and practitioners. When children are learning to read, they must learn the letters of the alphabet, learn the sounds associated with each letter, and apply this knowledge to decode (or “sound out”) new words, in addition to building a set of high-frequency sight words (such as “the” or “to” in English) that they can recognize instantly. By the end of this phase, children develop sufficient speed and accuracy in decoding and word recognition that they can read with fluency. When children read with fluency, they can read orally with the same speed and expression that they use in speech.

Recent evidence indicates that learning to read both early and at a sufficient rate, with comprehension, is essential for learning to read well. A substantial body of research documents the fact that children can learn to read by the end of Grade 2, and indeed need to be able to read to be successful in school. Importantly, children

13 Gough, P. B., and Tunmer, W. E. (1986). Decoding, reading and reading disability. Remedial and Special Education, 7, 6–10. See also Hoover, W. A. and Gough, P. B. (1990). The simple view of reading. Reading and Writing: An Interdisciplinary Journal, 2, 127–160. 14 Chall, J. (1983). Stages of Reading Development. New York: McGraw-Hill.


who do not learn to read in the early grades (Grades 1–3) are likely to fall behind in reading and other subjects, to repeat grades, and eventually to drop out.

3.4.2 Purpose of EGRA Historically, there has been very little information regarding pupil learning in the early grades in low-income countries. EGRA was developed to provide a way to measure a child’s initial reading skills. More specifically, it was constructed to assess the reading and language skills identified to be critical for becoming fluent readers who comprehend what they read. By assessing pupils’ knowledge of the alphabetic principle, decoding skills, oral reading fluency (ORF), and comprehension of written text and oral language, EGRA may inform ministries of education, donors, teachers, and parents about primary grade pupils’ reading skills. Because of its direct links with the skills critical for successful reading achievement, EGRA may assist education systems in setting standards and curricular planning to best meet children’s needs in learning to read.

EGRA, in the DRC as elsewhere, is not intended to be a high-stakes accountability measure to determine whether a pupil should move up to the next grade, nor should it be used to evaluate individual teachers. Rather, the subtasks included in EGRA can be adapted for teacher use as formative assessments. As a formative assessment, teachers can either use EGRA in its entirety or select subtasks to monitor classroom progress as a whole, determine trends in pupil performance, and adapt instruction to meet the classroom needs.

3.4.3 What EGRA Measures The EGRA instrument is composed of a variety of subtasks designed to assess foundational reading skills crucial to becoming a fluent reader. EGRA is designed to be a method-independent approach to assessment—that is, the instrument does not reflect a particular method of reading instruction (i.e., “whole language” or “phonics-based” approach). Rather, EGRA measures basic skills that a child must have to eventually be able to read fluently and with comprehension—the ultimate goal of reading. The EGRA subtasks are based on research regarding a comprehensive approach to reading acquisition across languages. These skills are described below:

• The alphabetic principle is considered essential for learning to read an alphabetic language. The alphabetic principle refers to the recognition and understanding of how the speech sounds of a language relate to units of print, such as letters. Mastering the alphabetic principle is critical for decoding, or sounding out, new and unfamiliar words.

• Fluency is often defined as the ability to orally read connected text with speed, accuracy, and proper expression. Reading fluency is considered critical for comprehension because rapid, effortless word-identification processes enable the reader to focus on the text and its meaning rather than decoding or sounding out the words.15

• Reading comprehension, considered the goal of reading, refers to the ability to actively engage with, and construct meaning from, the texts that are read.

15 National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. (NIH Publication No. 00-4769). Washington, DC: US Government Printing Office. See also Perfetti, C. A. (1992). The representation problem in reading acquisition. In P. B. Gough, L. C. Ehri, and R. Treiman (Eds.), Reading acquisition (pp. 145–174). Hillsdale, NJ: Erlbaum.


• Listening comprehension refers to one’s ability to make sense of oral language in the absence of print. Listening comprehension taps many skills and sources of knowledge, such as vocabulary knowledge, facility with grammar, and general background knowledge. Although pupils whose language of instruction differs from their home language have been found to learn to read words at the same rate as those who are learning in their home languages, nonnative speakers have been found to show greater difficulties in listening comprehension.16

EGRA measures each of the above abilities/components to assess the foundational reading skills. The skills are tested in individual subtasks and presented in order of increased level of difficulty (i.e., letter sound identification, then word reading, etc.). Because the first few subtasks are easier, EGRA can therefore measure a range of reading abilities for beginning readers. The subtasks included in the EGRA DRC instrument are described in Table 2.

3.4.4 The EGRA Instrument for the DRC The EGRA, as adapted for the DRC, is an individually and orally administered standardized assessment of beginning reading (reading-related skills in Tshiluba, Lingala, and Kiswahili). Administering the instrument in two languages to each pupil takes approximately 45 minutes.

Table 2 summarizes the EGRA national languages and French instruments and subtasks for the DRC. The languages in which pupils were assessed were specified by USAID within the solicitation.

Table 2. EGRA instrument subtasks in DRC

Subtask Skill Description:

The child is asked to…

Receptive Oral Language (3 National Languages and French)

Vocabulary …point to a common object in the environment when told the name of that object orally; …place an object in a location as instructed.

Productive Oral Language (3 National Languages and French)

Oral language vocabulary …verbally identify the name of an object when shown an image of that object on a piece of paper.

Letter Name or Sound Recognition (3 National Languages)

Knowledge of the alphabet and the names and sounds of both uppercase and lowercase letters

…say the names of letters or sounds of the letters, while looking at a printed page of 100 letters of the alphabet in random order, upper and lower cases. (Timed subtask)

Familiar Words Reading (3 National Languages)

Ability to read a randomly presented list of frequently occurring words by sight or automatically

…read a list of common words. (Timed subtask)

Non-Word Reading (3 National Languages)

Alphabetic principle (letter-sound correspondence and fluency) automatic decoding

…read a list of 50 non-words printed on a page. Words were constructed from actual orthography, but were not real words. (Timed subtask)

16 Geva, E. and Yaghoub Zadeh, Z. (2006). Reading efficiency in native English-speaking and English-as-a-second-language children: The role of oral proficiency and underlying cognitive-linguistic processes. Scientific Studies of Reading, 10, 31–58. See also Quiroga, T., Lemos-Britton, Z., Mostafapour, E., Abbott, R. D., and Berninger, V. W. (2002). Phonological awareness and beginning reading in Spanish-speaking ESL first graders: Research into practice. Journal of School Psychology, 40, 85–111.




Oral Reading (3 National Languages)

Fluency (automatic word reading in context)

…read out loud a grade-level-appropriate short story printed on a page. (Timed subtask)

Reading Comprehension (3 National Languages)

Comprehension …verbally respond to five questions that the assessor asks about the short story. (Untimed subtask)

All EGRA administrations also include a “stop” rule, which requires assessors to discontinue the administration of a subtask if a pupil is unable to respond correctly to any of the items in the first line (in the case of DRC, the first 10 syllables, the first 5 words, or the first line of the oral reading story). This rule was established to avoid frustrating pupils who do not understand the subtask or lack the skills to respond. In the case of the reading comprehension questions, pupils were only asked the questions that corresponded to the section of the text they had read within the available time.

3.5 Overview of EGMA

3.5.1 Why Test Early Grade Mathematics?

A strong foundation in mathematics during the early grades is crucial for success in mathematics in the later years. Mathematics is a skill very much in demand in today’s economy, as has been demonstrated by various economists. Most competitive jobs require some level of mathematics skill. It has also been noted that the problem-solving skills and mental agility and flexibility that children develop through mathematics transfer to other areas of life and work. Furthermore, countries’ rankings on mathematics skills are becoming a matter of political currency because of international assessments such as Trends in International Mathematics and Science Study (more commonly known by its acronym, TIMSS). Mathematics curricula for the early grades are now in agreement across most countries in terms of the skills children should have. For example, goals such as knowing and using number names, learning and understanding the values of numbers, knowing key symbols, and comparing and ordering sets of objects are skills found in many curricula, including curricula in developing countries.

3.5.2 Purpose of EGMA The EGMA was designed to provide information about basic competencies—those competencies that should typically be mastered in the very early grades and without which pupils will struggle, or potentially drop out of school. Subtasks selected for

A child working on addition problems during EGMA administration.


EGMA were drawn from extensive research on early mathematics learning and assessment and were constructed by a panel of experts on mathematics education and cognition. The conceptual framework for mathematical development is grounded in extensive research that has been conducted over the past 60 years.17 To develop the EGMA protocol, developers systematically sampled early mathematics skills, particularly those underlying number sense. These abilities and skills are key in the progression toward the ability to solve more advanced problems and the acquisition of more advanced mathematics skills.18

3.5.3 What EGMA Measures Several criteria were defined for subtasks to be included in the instrument, to support the goal of providing stakeholders—from ministries of education to aid agencies to local education officials—with the information essential to making informed changes in teacher education and support, curriculum development, and implementation:

• Represent skills that developing country and developed country curricula have determined should be acquired in early grades

• Reflect those skills that are most predictive of future performance, according to available research and scientific advice

• Represent a progression of skills that lead toward proficiency in mathematics • Target both conceptual and computational skills • Represent skills and tasks that can be improved through instruction

The EGMA is an individually administered oral test, which allows for the targeted skills to be assessed without confounding the results if individual pupils have problems with language or writing that might otherwise impede their performance. By administering the test orally, administrators can better ensure that pupils understand instructions provided in a language they know.

3.5.4 The EGMA Instrument for the DRC Table 3 summarizes the subtasks of the EGMA designed for the DRC. The EGMA portion of the pupil assessment was administered in Kiswahili or French, or in a combination of the two languages. The languages in which pupils were assessed were specified by USAID in the solicitation.

17 See, for example, Baroody, A. J., Lai, M.-L., and Mix, K. S. (2006). The development of number and operation sense in early childhood. In O. Saracho and B. Spodek (Eds.), Handbook of research on the education of young children (pp. 187–221). Mahwah, NJ: Erlbaum; Chard, D. J., Clarke, B., Baker, S., Otterstedt, J., Braun, D., and Katz, R. (2005). Using measures of number sense to screen for difficulties in mathematics: Preliminary findings. Assessment for Effective Intervention, 30(2), 3–14; and Clements, D. and Samara, J. (2007). Early childhood mathematics learning. In F. K. Lester, Jr. (Ed.), Second handbook on mathematics teaching and learning (pp.461–555). Charlotte, NC: Information Age. 18 See, for example, Baroody et al. (2006); Clements and Samara (2007); and Foegen, A., Jiban, C., and Deno, S. (2007). Progress monitoring measures in mathematics: A review of literature. The Journal of Special Education, 41(2), 121–139.


Table 3. EGMA instrument subtasks in DRC



Subtasks that assess more procedural (recall) type knowledge

Addition and Subtraction Level 1 (basic facts)

This subtask requires knowledge of and confidence with basic addition and subtraction facts. It is expected that pupils should develop some level of automaticity and fluency with these facts because they need them throughout mathematics.

…mentally solve addition and subtraction problems, with sums and differences less than 20. The problems ranged from those with only single digits to problems that involved the bridging of the 10. There were 10 items per addition and subtraction subtask. (Timed subtask)

Subtasks that assess more conceptual (application) type knowledge

Quantity Discrimination (number comparison)

This subtask requires the ability to make judgments about differences by comparing quantities represented by numbers.

…identify the larger of a pair of numbers. The number pairs used ranged from a pair of single-digit numbers to five pairs of double-digit numbers and four pairs of three-digit numbers. There were 10 items. (Untimed subtask)

Missing Number (number patterns)

This subtask requires the ability to discern and complete number patterns.

…determine the missing number in a pattern of four numbers, one of which is missing. Patterns used included counting forward and backward by ones, fives, tens, and twos. There were 10 items. (Untimed subtask)

Addition and Subtraction Level 2*

This subtask requires the ability to use and apply the procedural addition and subtraction knowledge assessed in the Level 1 subtask to solve more complicated addition and subtraction problems.

…solve addition and subtraction problems that involve the knowledge and application of the basic addition and subtraction facts assessed in the Level 1 subtask. Pupils were allowed to use any strategy that they wanted, including the use of paper and pencil supplied by the administrator. The problems extended to the addition and subtraction of two-digit numbers involving bridging. There were five items per addition and subtraction subtask. (Untimed subtask).

Word Problems This subtask requires the ability to interpret a situation (presented orally to the pupil), make a plan, and solve the problem.

…solve problems presented orally using any strategy that they wanted, including the use of paper and pencil and/or counters supplied by the assessor. Because the focus of this subtask was on assessing the pupils’ ability to interpret a situation, make a plan, and solve a problem, the numerical values involved in the problem were deliberately small to allow for the targeted skills to be assessed without confounding problems with calculation skills that might otherwise impede performance. The problem situations used were designed to evoke different mathematical situations and operations. There were six items. (Untimed subtask).

* The Addition and Subtraction Level 2 subtasks are more conceptual than the Addition and Subtraction Level 1 subtasks because the pupil must understand what they are doing, applying the Level 1 skills. Although the Level 2 subtasks are not purely conceptual, because, with time, pupils will develop some automaticity with the items in these subtasks, they are more conceptual than the Level 1 subtasks, especially so for Grade 3 pupils.

3.6 Instrument adaptation process for the DRC: EGRA, EGMA, and SSME The RTI–developed EGRA, EGMA, and SSME instruments have been used in dozens of countries by numerous organizations. However, this does not mean the instruments are merely translated for the country in which they are to be used. Rather, the base instruments are adapted to the local context and vetted by a body of national experts from the education community in the host country. The grade-


appropriate curriculum and textbooks are analyzed and used to inform changes and adaptations made to the base EGRA, EGMA, and SSME instruments. These instruments are truly localized to fit the country in which they are to be used.

A five-day adaptation workshop was held in Kinshasa in November 2014 for respected members from the education community across the DRC. Workshop participants included participants from MEPS-INC Kinshasa headquarters selected for their expertise in early grade literacy and mathematics pedagogy, school management, and assessment; primary school instructors; experts in linguistics from the Center for Theoretical and Applied Linguistics (Centre de Linguistique Théorique et Appliquée) and the National Pedagogical University (Université Pédagogique Nationale); USAID personnel; and RTI subject-matter experts. Four experts from RTI led the reading, writing, and mathematics portions of the workshop. The reading and writing expert led the adaptation discussions for the EGRA instruments, and the mathematics expert led the adaptation process for the EGMA instruments and for the SSME instruments. Together, the workshop participants modified the base EGRA, EGMA, and SSME tools to be used during the assessment.

Because only one version of the instruments—for use at baseline—was developed, there was no need to pilot test for equating purposes. Adaptation workshop participants, however, had the opportunity to administer draft versions of the instruments at a school in Kinshasa, gaining insight into both how the instruments function and how pupils in Kinshasa are performing. Adaptation workshop participants also had the opportunity to made revisions, as needed, to ensure that the instruments could appropriately measure pupil proficiency.

The instruments were rendered into the RTI–developed Tangerine® software. The baseline assessment assessors then used tablets loaded with the Tangerine versions of the instruments to collect the data.

3.7 Sample

3.7.1 Population of Interest The population of interest for the 2015 baseline EGRA/EGMA consisted of all Grade 3 and Grade 5 pupils who were attending public schools located in the specific education sub-provinces specified by Chemonics (see Table 4). Census lists for these schools were provided by the provincial ministry representatives. It should be noted that all census lists came with varying school information and, although there was no way to assess the accuracy of the lists, some concerns were raised that questioned the completeness and accuracy of them. The sample was drawn from what was believed to be the most up-to-date and accurate list of schools. After the lists were cleaned and processed, the total population was estimated to include approximately 3,683 schools.

Table 4. Population of interest for the 2015 DRC baseline EGRA/EGMA

Province Year of

Expected Entry Education Sub-provinces* Total Schools

in Sub-province†

Equateur Year 2 Businga, Gemena 1 (Gemena), Gemena 2 (Bwamanda)

509

Year 3 Bikoro, Ingende, Mbandaka 1, Mbandaka 2 557

Kasai Occidental

Year 2 Kamuesha/Tshikapa Est, Kananga 1, Kitangua/Tshikapa Ouest, Tshikapa Centre

672


Province Year of


in Sub-province†

Year 3 Kananga 2 Kazumba Centre Kazumba Nord Kazumba Sud

581

Kasai Oriental Year 2 Kabinda I, Kamiji 46

Year 3 Mbuji-Mayi 1, Mbuji-Mayi 2, Mbuji-Mayi 3, Miabi 212

Katanga Year 1 Kamina I, Kipushi, Likasi, Lubumbashi II, Sakania

450

Year 3 Kalemie, Kasaji, Kolwezi I, Kolwezi II, Mutshatsha

483

* Education sub-provinces as indicated by Chemonics to USAID as of September 9, 2015, just before baseline data collection. Note: Education sub-provinces may have changed since baseline data collection. † Estimated.

3.7.2 Sample Methodology This sample for the 2015 baseline EGRA/EGMA was selected using a three-stage sample of schools, classrooms, and pupils. A total of 240 schools were selected with equal probability within each of the individual “Province” and “Year of Expected Entry” cohorts. Once prospective sample schools were verified, the assessment team traveled to the sample schools and randomly selected one Grade 3 classroom and one Grade 5 classroom. In each selected classroom, 10 pupils were randomly selected (see Table 5). Schools in which sufficient numbers of Grade 3 and Grade 5 pupils were not in attendance on the day of assessment were replaced by comparable replacement schools. This sample methodology provided an estimated 2,400 Grade 3 pupils and 2,400 Grade 5 pupils.

Table 5. Sample methodology for Grade 3 and Grade 5 DRC 2015 baseline

Stage Number Item Sampled Stratified by… Probability of Selection

Stage 1 Schools (240)

Province and Year of Expected Entry Equal*

Katanga–Year 1 (50) Katanga–Year 3 (30) Equateur–Year 2 (50) Equateur–Year 3 (30) Kasai Occidental–Year 2 (30) Kasai Occidental–Year 3 (30) Kasai Oriental–Year 2 (20) Kasai Oriental–Year 3 (20)

Stage 2 Classrooms (480)

Grade (3/5) Equal

Grade 3 (240) Grade 5 (240)

Stage 3 Pupils (~4,800)

No Stratification Equal

Grade 3 (2,400) Grade 5 (2,400)

* Equal probability was used for school selection because the census data provided did not contain enrollment figures.


The sample was properly weighted at each sample stage to allow for a proper representation of the schools, as well as the Grade 3 and Grade 5 teachers and pupils attending the specified educational sub-provinces (see Table 6).

Final Sample Counts and Estimates19 Data were collected October 19–December 15, 2015 in a staggered manner by province. A total of 2,347 Grade 3 pupils were assessed from 239 Grade 3 classrooms and a total of 240 schools. Please refer back to Table 5 for more details on the number of classrooms and pupils sampled by grade and gender within each “Province” or “Year of Entry” cohort. Please see the Grade 5 Report for final sample counts for Grade 5.

Table 6. Final sample counts for Grade 3 DRC 2015 baseline

Province/Year Cohort Number

of Schools Sampled Number of Grade 3

Classrooms Sampled Number of Grade 3

Pupils Sampled

Katanga/Year 1 50 49 Males: 255

Females: 223

Katanga/Year 3 30 30 Males: 159

Females: 135

Equateur/Year 2 29 29 Males: 153

Females: 128

Equateur/Year 3 31 31 Males: 161

Females: 144

Kasai Occidental/Year 2 30 30 Males: 155

Females: 146

Kasai Occidental/Year 3 30 30 Males: 169

Females: 132

Kasai Oriental/Year 2 19 19 Males: 108

Females: 83

Kasai Oriental/Year 3 21 21 Males: 96

Females: 100

The final precision estimates for each grade can be found in Table 7. We can see that 95% confidence intervals in the Grade 3 estimated mother tongue mean ORF scores are extremely closely grouped—the majority of them are under ±1.0 cwpm. A large reason for this closely grouped precision is due to the fact that many of these pupils were not able to read a single word in the mother tongue reading passage; therefore, there is very little variation among scores. For more information about how the sample sizes were calculated, see Annex 5.

It should also be noted that the mean scores in the Year 3 cohort are all higher than the Year 1 or Year 2 mean scores in each of the given provinces. For example, the

19 An additional 12 schools were selected to gather descriptive information regarding pupil performance in ALPs in two provinces: Nord Kivu and Sud Kivu—6 schools per province, 1 classroom per school, 20 pupils per classroom, with a total of 12 schools, 12 classrooms, and 120 pupils.


mean score for Equateur/Year 2 is only 0.2 cwpm; however, Equateur/Year 3 is 3.5 cwpm. There is a strong implication that the Grade 3 pupils targeted to receive the intervention in Year 3 are significantly outperforming those targeted to receive the intervention in Year 1 or Year 2 for each province. This would have had potentially important implications for midline and endline results if the educational sub-provincial levels were still the same as indicated in Table 4. However, the educational sub-provinces have changed since these data were collected.

Table 7. Means and precision estimates of the Grade 3 pupils’ ORF (mother tongue)

Province/Year Cohort

Number of Sampled Pupils Mean 95% CI SD ICC DEFF

Equateur/Year 2 281 0.2 ±0.2 1.1 0.000 1.4

Equateur/Year 3 305 3.5 ±1.8 8.2 0.176 3.6

Kasai Occidental/Year 2 301 1.8 ±0.8 5.4 0.074 2.7

Kasai Occidental/Year 3 301 3.9 ±2.1 9.1 0.217 4.5

Kasai Oriental/Year 2 191 2.6 ±1.3 6.6 0.041 0.4

Kasai Oriental/Year 3 196 2.1 ±0.8 5.3 0.028 1.7

Katanga/Year 1 478 0.6 ±0.5 2.7 0.279 2.3

Katanga/Year 3 294 1.7 ±1.3 4.9 0.193 8.3

Overall 2,347 1.9 ±0.5 5.8 0.182 4.1

Note: 95% CI = 95% confidence interval band on the estimated mean; DEFF = design effect; ICC = intra-class correlation; and SD = standard deviation.

3.8 Assessments Different assessments were administered in each of the provinces, according to the needs of the baseline and according to the language of instruction. Pupils in Katanga Province were assessed with the EGMA in addition to the EGRA, and their classrooms were also observed during a reading lesson and a math lesson. All Grade 3 pupils were assessed using EGRA in the language of instruction for that province and also participated in the French Vocabulary subtask. All grades and provinces received Classroom Observations of reading lessons, Teacher Questionnaires, and Classroom Inventories, and all schools received Head Teacher Questionnaires and School Inventories. Please see Table 8 for a more detailed list of assessments used in each province, language, and grade. These assessments were identified by USAID in consultation with RTI as being the most appropriate to assess the impact of the ACCELERE! project implementation.


Table 8. Assessments by province, language, and grade

Province, Language, Grade Pupil-Level Instruments

Classroom-Level Instruments

School-Level Instruments

Katanga, Kiswahili, Grade 3

• Kiswahili EGRA • Kiswahili EGMA • French Oral Vocabulary • Pupil Questionnaire

• Classroom Observation of Reading

• Classroom Observation of Math

• Teacher Questionnaire

• Classroom Inventory

• Head Teacher Questionnaire

• School Inventory

Equateur, Lingala, Grade 3

• Lingala EGRA • French Oral Vocabulary • Pupil Questionnaire






Kasai Occidental, Tshiluba, Grade 3

• Tshiluba EGRA • French Oral Vocabulary • Pupil Questionnaire






Kasai Oriental, Tshiluba, Grade 3

• Tshiluba EGRA • French Oral Vocabulary • Pupil Questionnaire






Test reliability information for both EGRA and EGMA can be found in Annex 6.

3.9 Demographic Information Demographic data gathered from the Pupil and Teacher Questionnaires are able to provide some background about the particular Grade 3 children and teachers that made up this sample. In some provinces, slightly more male pupils than female pupils were sampled, although the sample methodology called for them to be sampled evenly. This could be explained by higher male enrollment in the sampled schools. A large proportion of Grade 3 pupils were also overaged for their grade, with the appropriate Grade 3 age range being between 8 and 9 years.

The percentage of pupils reporting being absent from school in the week prior to the survey was between one-quarter and one-third of pupils in most provinces, but was significantly lower in Katanga. The percentage of pupils reporting being late to school in the week prior to the survey was similar to those reporting being absent, but with only a slightly lower percentage of pupils reporting being late in Katanga than in the other provinces. (The pupils reporting being absent in the week prior to the survey in all provinces mostly reported being so due to illness. The majority of pupils reporting being late for school in the prior week also reported being so due to illness.)


Overall, the percentage of Grade 3 pupils being taught by male teachers was approximately 61%, but that percentage varied widely from province to province, with only 15.6% of Grade 3 pupils in Kasai Occidental having a female teacher, and 51.7% of Grade 3 pupils in Katanga having a female teacher. The percentage of pupils who speak as their home language (i.e., the language in which they were assessed [e.g., the proportions of pupils assessed in French who were also tested in French]) also varied widely among the provinces, with more than half of the pupils in Equateur speaking the language at home, but less than 2% of pupils speaking the language at home in the other three provinces. Refer to Table 9 for more descriptive demographic information about the Grade 3 pupils sampled.

Table 9 Demographic information for Grade 3 pupils

Province Equateur Kasai

Occidental Kasai

Oriental Katanga Overall

Pupil gender

Male 53.4% 49.1% 49.1% 52.9% 51.3%

Female 46.6% 50.9% 50.9% 47.1% 48.7%

Age based on grade Underage (under 8) 4.3% 8.7% 4.2% 17.7% 9.9%

Of age (8–9) 48.1% 48.4% 41.8% 50.5% 48.2%

Overage (over 9) 47.6% 42.9% 54.0% 31.8% 41.9%

Absent last week No 75.1% 65.7% 69.2% 83.2% 73.7%

Yes 25.0% 34.3% 30.8% 16.8% 26.3%

Late to school last week

No 70.4% 75.1% 65.8% 77.4% 73.6%

Yes 29.6% 25.0% 34.2% 22.6% 26.4%

Teacher's gender Male 68.8% 58.9% 84.4% 48.3% 60.8%

Female 31.2% 41.1% 15.6% 51.7% 39.2%

Speaks language of assessment at home Lingala Tshiluba Tshiluba Kiswahili

Speaks language at home 57.6% 0.2% 1.7% 0.9% 14.2%

Does not speak language at home 42.4% 99.8% 98.3% 99.1% 85.8%

It is particularly relevant to look at how the language that pupils speak at home corresponds with the language in which they were assessed—which should be the language in which they are taught how to read and do mathematics. Many education experts agree that, assuming the presence of quality instruction, pupils learn to read


more efficiently when they learn to read first in a familiar language (Nation, 200620; Nation & Wang, 199921). Conversely, when the language used to teach reading is not the pupil’s home language or a language that she or he understands well, learning to read becomes more difficult. Because of this, knowing which languages are spoken at home provides insights into why pupils may or may not perform will on EGRAs and EGMAs.

3.10 Assessor Training and Data Collection Five international project staff spent two weeks in September 2015 training a group of 50 assessors and supervisors in Lubumbashi as well as two master trainers from the National Center for Development Support and Popular Participation (CENADEP, Centre National d'Appui au Développement et à la Participation Populaire), recruited in Lubumbashi. Of the 50 trained assessors, 44 were selected to conduct data collection based on observed performance during school practice and inter-rater reliability (IRR) results. Assessors were excluded from the assessor pool if they were unable to demonstrate adequate IRR and/or were not prompt, were not facile with using the tablets, did not demonstrate ease engaging with children being assessed, and/or were not proficient with the language of instruction. Among all assessors, including those who were eventually not selected for fieldwork, IRR percentages for EGRA ranged from 89% agreement with a correct standard (Katanga) to 94% agreement (Kasai Occidental and Oriental assessors). The IRR percentage for EGMA was 96% agreement (Katanga). The IRR percentages for SSME ranged from 89% agreement (Katanga and Equateur assessors) to 95% agreement (Kasai Occidental and Oriental). The assessors were able to attain this level of IRR; therefore, no additional reliability measures were needed during actual fieldwork. Subcontractor CENADEP’s master trainers then traveled to three venues in Mbuji-Mayi, Kanagna, and Mbandaka to train a total of 97 assessors and supervisors, 84 of whom were retained to conduct data collection in Equateur, Kasai Occidentale, and Kasai Orientale. Assessors received training on how to administer each subtask of the EGRA and EGMA, how to interact with pupils (and school staff) during the assessment, and how to properly implement the protocol for visiting the sampled schools and randomly selecting the pupils to be assessed. Assessors learned how to operate handheld electronic tablet devices loaded with the Tangerine software. This software, designed for education survey data collection, allowed assessors to gather all the data on the tablets rather than on paper, thus streamlining the data collection and data cleaning process. Assessors were trained in how to administer the tests as well as how to save and upload the finished assessments. In all, 128 assessors were trained and retained to conduct data collection in the 240 schools and the 12 ALPs. A complete list of assessors by province is provided in Annex 4.

Unfortunately, during the assessor training, difficulties were encountered with the wireless Internet devices (TP Links) that were provided for training, making it difficult

20 Nation, I. S. P. (2006). How large a vocabulary is needed for reading and listening? Canadian Modern Language Review, 63(1), 59–82. 21 Nation, P., and Wang, K. (1999). Graded readers and vocabulary. Reading in a Foreign Language, 12(2), 355–380.

Assessor training in Mbandaka.


for the assessors to upload their practice assessments for IRR ratings to be calculated. This problem was because the local network did not consistently support the G3–based devices. The issue was resolved by using assessor and presenter telephones that had the ability to connect to the Internet wirelessly. To address this issue during actual fieldwork, 32 telephones were purchased for the teams to use in place of the original TP Links.

Data collection took place from October to December 2015. Pupils were given EGRA and EGMA stimulus sheets to respond to with guidance from the assessor, and the assessors scored the pupils’ responses on the tablet. Assessors conducted Classroom Observations; completed Pupil, Teacher, and Head Teacher Questionnaires; and completed School and Classroom Inventories. (Note: Details about the results of the Classroom Observations are presented in Annex 1 of this report.) At the end of each school visit, assessors used a wireless router and modem to upload the collected data to a central server. The assessment teams planned to complete each school’s data collection in one day. Given the number of assessments, it was challenging to maintain this schedule, although all of the assessments were completed.

Once the assessors had access to the Internet, they uploaded the collected data from their tablets to the Tangerine data storage Web site. The data were downloaded daily from RTI’s offices in North Carolina and Washington, DC. The data were cleaned and monitored to be sure the assessment team was visiting the correct school and that they were collecting the expected number of observations for each school. The data were run through a series of data quality control checks. When data indicated that specific assessors were making repeated data collection errors or large errors, the field managers were notified immediately, and they, in turn, notified the supervisors so that the errors would be corrected immediately. During data collection, some major errors occurred such as some members forgetting to complete the School Inventory Questionnaire. Small errors that repeatedly occurred included assessors incorrectly using the timer during timed subtasks.

Once the data sets were checked and edited as needed, data sets were merged and final data processing procedures were conducted. These procedures included deriving additional variable, calculating the sample weights and finite population corrections, and indicating the complex sample strategy for the data analysis. This guaranteed that the complex sampled data would be representative of the population that it was meant to represent and the precision estimates (i.e., standard errors) would be appropriately calculated by taking the cluster effect into account.

Many challenges were encountered during data collection. The following list describes each challenge and how it was addressed:

• Assessors were trained in September 2015, but because the intervention zones had not yet been identified by the ACCELERE! project and verified by the assessment team, data collection was delayed, beginning in October 2015 and ending in December 2015. In some cases, the assessors waited more than one month before being deployed to the field to begin data collection. As a result, there was concern that the information obtained from the training might be less fresh and that some information would not be retained. RTI staff closely monitored the quality of data as they were collected and worked with team supervisors to ensure that data were accurate.

• In addition to administering the EGRA and EGMA instruments, the assessors observed classrooms to evaluate teacher and pupil behaviors. These observations required the assessors to note which of a variety of activities occurred at 3-minute intervals over the course of a class period. To facilitate this timing, a timer is provided within the Tangerine system. Unfortunately,


during the administration of the Classroom Observation for reading via the tablets, the timer was not visible until after the alarm sounded at the end of the third minute. To resolve this obstacle, the assessors were asked to follow the timer displayed at the bottom of the video on the tablet and to take a photograph of the video after 1 minute of observation elapsed to document the time.

• Another technologically related obstacle occurred when some members of the assessment teams experienced difficulties in sending data from schools because of insufficient Internet coverage. RTI staff worked closely with the assessment teams to identify local Internet hotpots that would allow data to be uploaded for quality checks.

• As a result of the length of time required to complete the full EGRA, EGMA, and SSME in Katanga province, there was a sense of assessor burnout that surfaced. In response, RTI provided an incentive bonus to assessors to encourage the completion of all school visits.

• Some of the schools visited were located in high security–risk areas and could not be reached. Therefore, the assessors had to quickly select replacement schools in response to these security concerns. Also, a few of the assessors became ill during data collection, including one assessor who became ill with cholera. RTI staff worked to keep each assessment team in regular contact with the in-country Team Leader so that preventive measures could be taken. In addition, a daily short messaging service (SMS) system was implemented, which worked well to inform the CENADEP Team Leader in Kinshasa of daily progress of data collection, as well as any potential risk areas. In the case of the ill assessor, the Team Leader identified the closest hospital and advised the assessment team to take the colleague there for treatment. The assessor was treated and released (fully recovered) in the following days.

An assessor practices EGRA administration in Katanga.


4 Results and Findings

4.1 EGRA Results

4.1.1 Pupil Demographics During the EGRA administration, pupils were asked a number of demographic questions in order to gain more background information to help interpret EGRA scores. Average responses by province follow.

Did You Go to Kindergarten? Overall, across the provinces, the majority of pupils reported not having attended kindergarten (Figure 1). The largest percentage of pupils (27%) reporting that they had attended kindergarten came from Katanga, while percentages of kindergarten attendance in the two Kasai regions were comparable (14% and 16% for Kasai Occidental and Kasai Oriental, respectively).

Figure 1. Grade 3: Did you go to kindergarten?

Children were also asked a series of questions regarding their level of reading engagement and practice at home.

Other than School Books, do You Have Books that You Can Read at Home? When asked if they have books other than school books at home that they can read, most pupils indicated that they do not (Figure 2). Across all provinces except Kasai Oriental, the percentages of pupils without books at home to read were comparable, ranging from 79% in Kasai Occidental to 81% and 84% in Equateur and Katanga, respectively. In Kasai Oriental, however, this percentage was somewhat lower, with 69% of pupils reporting having no reading books other than school books in the home, and 31% reporting that they do have reading books. None of the data gathered provides insights regarding why these percentages varied by province. Overall, these percentages are still too low—all pupils need reading books at home in order to practice the skills being taught in the classroom—however, the trend in Kasai Oriental is promising and should be encouraged.

79% 85% 84%72%

19% 14% 16%27%

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100%

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Equateur Kasai Occidental Kasai Oriental Katanga

No Yes Do not Know/Refused


Figure 2. Grade 3: Do you have non-school books to read at home?

How Often Each Week do You Read Aloud to Someone at Home? How Often Each Week does Someone Read Stories to You at Home? Pupils were also asked to report how often each week they read aloud to someone at home, and how often each week they are read to by someone else at home. As seen in Figure 3, well over 50% of pupils in all provinces reported never reading to or being read to at home. Between 10% and 20% of pupils reported reading to and being read to by someone at home two to three times a week, which was the most prevalent answer after “No, never.” However, few pupils reported reading aloud to someone or being read to by someone in the home daily.

Figure 3. Grade 3: How often do you read and are you read to at home each week?

81% 79%69%

84%

17% 21%31%

16%

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No Yes Do not know / Refused

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No,never

once aweek

2 to 3times aweek

Daily Do notknow /

Refused

No,never

once aweek

2 to 3times aweek

Daily Do notknow /

Refused


How often each week does someone read stories to you?

How often each week do you read aloud to someone at home?


When You have Homework, does Someone Help You with It at Home? Pupils also indicated if they have help with their homework at home, when they do have homework. Given the lack of reading engagement at home, it is not surprising that most pupils reported not receiving help at home with homework (Figure 4). Again, somewhat more pupils in Kasai Oriental reported receiving homework support at home, which aligns with pupils in that province being more engaged at home with reading. However, the fact that more than half of pupils in all provinces reported not receiving support at home to complete homework suggests a lack of engagement by parents in their children’s learning.

Figure 4. Grade 3: Do you receive help with homework at home?

What Does Your Teacher do when You Respond Well to a Question? What Does Your Teacher do When You do Not Respond Well to a Question? Given the role of teacher–pupil interaction, pupils were asked to report on teacher feedback and management strategies used in the classroom, in particular feedback given when a pupil responds correctly and when a pupil responds incorrectly. When asked about teacher responses to correct responses in the classroom, it is encouraging that most pupils (between 67% in Kasai Oriental and 84% in Katanga) reported that their teachers praise them (Figure 5). In Kasai Oriental, nearly one-third of pupils (30%) reported that they were given a reward for correct responses.

66% 65%

52%60%

31% 34%

48%

39%

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No Yes Do not know / Refused


Figure 5. Grade 3: What does your teacher do when you respond correctly?

However, when asked how their teachers respond to incorrect responses in class, the most common response in both Equateur and Katanga was that the teacher strikes the pupil (Figure 6). In Kasai Occidental and Kasai Oriental, the most common response was that the teacher simply asks another pupil, without providing constructive feedback to the first pupil that would help that pupil learn from the incorrect response. Another punitive measure of scolding the pupil was also reported by more than 10% of pupils in Equateur and Katanga. It is encouraging that at least in Equateur, more than 15% of pupils reported teachers encouraging the pupil to try again. This type of positive, constructive feedback is needed to support and foster pupil learning.

Figure 6. Grade 3: What happens when you respond incorrectly in class?

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Nothing Welcomes me Gives me areward

Other Do not know /Refused


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50%

Reasks thequestion

Encouragesthe studentto try again

Asks anotherstudent

Corrects thestudent

Scolds thestudent

Strikes thestudent

Other Do not know/ Refused



What Does the Teacher do When a Pupil does not Behave Well in Class? Given the prevalence of punitive responses to incorrect answers given, it is not surprising that pupils reported striking as a common teacher response to pupils not behaving well in class (Figure 7). Across all provinces, more than 60% of pupils reported that the teacher would strike the pupil, and up to 16% of pupils in Kasai Oriental reported that pupils would be scolded. Other punitive measures, such as asking the pupil to kneel and sending the pupil to the corner, were less frequently reported.

Figure 7. Grade 3: What does the teacher do when a pupil does not behave well in class?

Do You Feel Safe Traveling To and From School? Do You Feel Safe in School? Finally, pupils were asked about how safe they felt traveling to/from school and in school. More than 80% of pupils in Equateur and Katanga provinces reported feeling safe traveling to and from school and in school (Figure 8). This was reversed in Kasai Oriental and Kasai Occidental, where more than 80% of pupils felt unsafe traveling to/from school and in school.

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Nothing Scolds thestudent

Brings out thestudent in the

class

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Asks thestudents to

kneel

Other Do not know /Refused



Figure 8. Grade 3: Do you feel safe traveling to/from and in school?

Is the Pupil's Home Language the Same as the Language of the Assessment? Finally, assessors were asked to determine if the pupil’s home language was the same as the language of assessment. As seen in Figure 9, in Kasai Occidental, Kasai Oriental, and Katanga, for between 98% and 100% of pupils, the home language was not the language of assessment. Only in Equateur was the home language the same as the language of assessment for the majority (58%) of pupils.

Figure 9. Grade 3: Is home language the same as the language of the assessment?

4.1.2 Zero Scores The percentages of pupils unable to respond correctly to any item on each mother tongue subtask reflects relatively strong performance on the pre-reading skills of vocabulary and letter sound identification, but much weaker performance on word

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No Yes Do notknow /

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42%

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Not Same Same

Do you feel safe traveling to/from school?


identification and passage reading subtasks and reading comprehension. Figure 10 displays percentages of pupils with zero scores by province.

Figure 10. Grade 3 (mother tongue): Percentages of pupils with zero scores, by province

As seen in Figure 10, very few pupils scored zero on the mother tongue vocabulary subtasks, indicating that most pupils were fluent enough in speaking and understanding the mother tongue to correctly identify and produce simple vocabulary. Similarly, fewer than 30% of pupils across provinces scored zero on the Letter Sound Identification subtask, with fewer than 20% pupils in Kasai Oriental and Katanga scoring zero. On reading tasks of Familiar Word Reading, Invented Word Reading, Oral Reading, and Reading Comprehension, however, pupil performance dropped, with more than 70% of pupils in all provinces scoring zero on these subtasks. The results are similar in all provinces, even though in Equateur the home language was the same as the language of the assessment for the majority (58%) of pupils. It would be of interest in future studies to explore the linkage between language and these scores; unfortunately, the sample size agreed upon with USAID was not large enough for this level of analysis in this study.

4.1.3 EGRA Results by Subtask

Vocabulary Three vocabulary subtasks were used to measure oral abilities in the mother tongue. In the first, pupils were asked orally to point to various parts of their bodies, such as their mouth or their foot (Vocabulary 1). In the second, pupils were asked to place a pencil in various places relative to their bodies or other objects, such as behind the child, under a piece of paper (Vocabulary 2). In the third, expressive vocabulary task, pupils were shown pictures of common things in their environment, such as book and airplane, and asked to say the name of each (Vocabulary 3).

As seen in Table 10, although most pupils across provinces did not have zero scores, neither did most pupils excel at any of the subtasks. Even excluding those relatively few pupils with zero scores, on average pupils did not correctly respond to all vocabulary items. Pupil performance was the highest on the Vocabulary 1 subtask, and particularly so for pupils from Kasai Occidental and Kasai Oriental (7.3 and 7.8 items correct out of 8, respectively—zero scores excluded). Pupils in

0%

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Vocab (avg.) Letter ID Familiar Word Invented Word ORF Reading Comp



Katanga performed particularly poorly on the Vocabulary 2 and 3 subtasks, with mean scores (excluding zero scores) for Katanga pupils of 2.9 and 3.7 words correct, respectively.

Another way of interpreting pupil performance is to look at just those items that the pupil attempted, rather than all of the items in the subtask. While this is a more lenient approach—in that in real life pupils are expected to know all letters they encounter—taking this approach can offer a perspective into whether pupils’ scores were perhaps low because they skipped many of the letters, or if they truly did not know even the letters that they tried to identify. Across all vocabulary subtasks, pupils were administered, and thus attempted, all items. Trends in the percent correct of attempted items for these subtasks, therefore, parallel trends in mean scores, with performance on attempted items also highest for the first and second vocabulary subtasks for the first three provinces and with pupils in Katanga struggling on the second and third vocabulary subtasks.

Table 10. Grade 3 (mother tongue): Vocabulary

Province

All Scores Included Only Non-Zero Scores Included

Mean Score

Mean Number of Items

Attempted

Percent Correct

of Attempted Items

Mean Score


Attempted

Percent Correct

of Attempted Items

Vocabulary 1 (8 items)

Equateur 6.1 8 76.0 6.1 8 76.3

Kasai Occidental 7.2 8 90.2 7.3 8 90.7

Kasai Oriental 7.8 8 97.3 7.8 8 97.3

Katanga 5.9 8 74.0 6.0 8 74.8


Equateur 4.8 6 80.0 4.8 6 80.8


Kasai Oriental 4.9 6 82.3 4.9 6 82.4

Katanga 2.6 6 43.6 2.9 6 49.1


Equateur 4.8 8 59.7 4.9 8 60.9


Kasai Oriental 6.8 8 85.0 6.8 8 85.0

Katanga 3.7 8 46.1 3.7 8 46.7

Letter Sound Identification Looking specifically at Letter Sound Identification (Table 11), although the majority of pupils did not score zero, on average pupil performance was relatively weak: out of 100 letters total, on average pupil mean scores range from 9 letters (Equateur) to 12.9 letters (Kasai Occidental). Pupils attempted to identify only between 23 letters (Equateur and Katanga) and 28 letters (Kasai Occidental), and out of those letters pupils attempted, pupils were only able to correctly identify approximately one-third, with zero scores included (percent correct of attempted ranging from 30.5% in


Equateur to 37.1% in Kasai Oriental). Of course, when removing from the analysis pupils who scored zero on this subtask, mean scores improve slightly, to between 12.3 and 18.3 letters correctly identified in 60 seconds (Equateur and Kasai Occidental, respectively). This finding suggests that even in the mother tongue, pupils in Grade 3 have not yet achieved fluency with identifying the sounds of letters, despite the fact that this is a skill that pupils ideally should have mastered in Grade 1.

Table 11. Grade 3 (mother tongue): Letter sound identification (100 items)

Province


Mean Score


Attempted

Percent Correct

of Attempted Items

Mean Score


Attempted

Percent Correct

of Attempted Items

Equateur 9.0 23.0 30.5 12.3 27.7 41.5

Kasai Occidental 12.9 27.8 34.3 18.3 35.2 48.7

Kasai Oriental 11.7 26.0 37.1 14.2 29.3 44.8

Katanga 10.0 22.8 36.0 12.3 25.6 44.0

Word Reading As demonstrated by the greater prevalence of zero scores on the word reading subtasks (Figure 10), pupils overall struggled more when reading lists of words than they did when identifying letters, whether the words were familiar or invented. Table 12 shows that, on average, pupils were able to correctly identify only between 1.1 (Equateur) and 3.9 (Kasai Occidental) familiar words in the 60 seconds, and between less than one (0.7, Equateur) and 2.2 (Kasai Occidental) invented words per minute. As expected, when removing the large number of pupils with zero scores from the analysis, performance overall increases, but still not to a level that would indicate fluency with word reading.

Table 12. Grade 3 (mother tongue): Familiar and invented word reading

Province


Mean Score


Attempted

Percent Correct

of Attempted Items

Mean Score


Attempted

Percent Correct

of Attempted Items

Familiar Word Reading (50 items) Equateur 1.1 6.2 5.6 11.1 17.7 59.0 Kasai Occidental 3.9 9.7 15.8 14.1 22.1 56.9 Kasai Oriental 3.2 9.4 13.8 11.3 20.7 49.6 Katanga 2.1 7.1 12.2 11.9 16.6 67.6 Invented Word Reading (50 items) Equateur 0.7 6.1 3.7 7.1 16.5 40.5 Kasai Occidental 2.2 8.7 8.6 12.5 25.3 47.7 Kasai Oriental 1.7 7.9 6.8 11.7 25.0 47.1 Katanga 1.4 6.9 6.3 11.5 20.3 52.1


Oral Reading Fluency Reading connected text is typically easier than reading words in isolation because connected text provides cues that assist reading. Even so, scores on the ORF subtask were quite low across provinces. As presented in Table 13, overall, including the high number of pupils scoring zero, mean scores on ORF ranged from 1.3 cwpm (Katanga) to 2.6 cwpm (Kasai Occidental). On average, only approximately 10 words were attempted by pupils overall, and pupils were largely unable to correctly read the words that they did attempt, with percent correct of attempted items ranging from 8.7% (Katanga) to 12.7% (Kasai Occidental).

Removing zero scores improves overall means, as would be expected given the larger number of zero scores. However, even when zero scores are excluded, mean scores only range from 8.1 cwpm (Katanga) to 13.0 cwpm (Kasai Occidental). Considering only non-zero scores, pupils overall attempted only up to 18 words in the passage; however, even from this relatively small number of words attempted, pupils were only able to read up to 63.7% (Kasai Occidental) of those words correctly. Evidence suggests that pupils must be able to read at 45–60 cwpm in order to have the fluency and automaticity needed to comprehend what is read.22 The fact that pupils in general were not able to read connected grade-level text more fluently than 13 cwpm suggests that they have not yet reached a level of fluency that would allow them to comprehend what they read.

Table 13. Grade 3 (mother tongue): ORF

Province


Mean Score


Attempted

Percent Correct

of Attempted Items

Mean Score


Attempted

Percent Correct

of Attempted Items

Equateur 1.7 9.6 9.1 9.3 16.6 48.5


Kasai Oriental 2.2 9.7 12.4 11.1 16.5 62.9

Katanga 1.3 8.7 8.7 8.1 13.1 55.5

Reading Comprehension (5 items) The EGRA is administered such that a pupil is asked reading comprehension questions that relate to the text actually read by that pupil, and reading comprehension questions are developed to correspond with text at approximately every tenth word in the passage. Therefore, if a pupil reads approximately 10 words, that pupil should be given one reading comprehension question to answer.

Given that ORF scores that included zero scores were below 3 cwpm, it is to be expected that few pupils would have received even the first reading comprehension question. As a result, mean comprehension scores would be well below one question correct. This is the case, as shown in Table 14, with mean scores including zero scores ranging from 0.1 in three of the provinces to 0.2 (Kasai Occidental). Removing zero scores does raise overall means; however, even when zero scores were removed, pupils overall were able to answer two or fewer comprehension questions.

22 Helen Abadzi (2011) has stated that for most alphabet-centric languages, a minimum ORF rate of at least 45 cwpm is necessary to understand a simple passage given the capacity of short-term memory.


This can be attributed in part to low ORF scores, which means that pupils on average, excluding zero scores, were given two to three questions to answer. However, pupils were able to correctly answer up to 78.4% (Kasai Occidental) of the questions that corresponded with the text they could read.

Table 14. Grade 3 (mother tongue): Reading comprehension

Province


Mean Score


Attempted

Percent Correct

of Attempted Items

Mean Score


Attempted

Percent Correct

of Attempted Items

Equateur 0.1 0.4 6.1 1.5 2.1 72.6


Kasai Oriental 0.1 0.4 5.8 1.7 2.4 76.0

Katanga 0.1 0.3 2.6 1.3 2.4 64.8

Grade 3 French Vocabulary In addition to the mother tongue subtasks, pupils in Grade 3 were administered the three vocabulary subtasks in French. With the exception of pupils in Kasai Occidental on the Vocabulary 2 subtask—on which 50% of pupils scored zero—there were no more than 30% zero scores on any of the three French vocabulary subtasks (see Figure 11).

Figure 11. Grade 3 (French): Percentages of pupils with zero scores, by province

However, Table 15 shows that vocabulary mean scores overall were lower in French than they were in the mother tongue. Including zero scores, across the three subtasks, pupils were able on average to respond correctly to no more than 5 vocabulary items. In particular, pupils scored lower on the second and third vocabulary subtasks, which were theoretically more difficult than the first one. Excluding zero scores does not substantially raise scores; with zero scores excluded,

0%10%20%30%40%50%60%70%80%90%

100%

Equa

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Kasa

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iden

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Vocab 1 Vocab 2 Vocab 3


pupils averaged only 3.5 (Equateur) to 5.0 (Kasai Oriental) vocabulary items correct on the Vocabulary 1 subtask; 2.5 (Kasai Occidental) to 3.0 (Katanga) items correct on the Vocabulary 2 subtask; and 2.7 (Equateur) to 3.9 (Katanga) items correct on the Vocabulary 3 subtask.

Table 15. Grade 3 (French): Vocabulary

Province


Mean Score


Attempted

Percent Correct

of Attempted Items

Mean Score


Attempted

Percent Correct

of Attempted Items


Equateur 3.2 8 40.0 3.5 8 44.1


Kasai Oriental 5.0 8 62.2 5.0 8 62.3

Katanga 4.0 8 50.0 4.1 8 51.4


Equateur 2.1 6 35.0 2.7 6 44.6


Kasai Oriental 2.1 6 35.0 2.7 6 45.4

Katanga 2.5 6 40.9 3.0 6 49.7


Equateur 2.3 8 28.4 2.7 8 34.2


Kasai Oriental 3.2 8 40.2 3.3 8 41.6

Katanga 3.8 8 47.6 3.9 8 49.2

4.1.4 Gender Differences Per the study design, Grade 3 pupils from different provinces were assessed in different languages, with agreed-upon sample sizes not sufficient to assess gender differences within provinces. This method was considered to be acceptable because gender differences within regions were not the main focus of this baseline study. However, all Grade 3 pupils were assessed in French vocabulary, making it possible to aggregate these scores across provinces to compare gender performance. As can be seen in Table 16, there were no significant gender difference in the French mean scores.


Table 16. Grade 3 gender difference in mean scores for French vocabulary

French Vocabulary

Level Gender Mean Score Mean Number

of Items Attempted

Percent Correct of Attempted

Items

1 Boys 3.7 8 46

Girls 3.6 8 44.4

2 Boys 1.9 6 32.2

Girls 1.9 6 31.4

3 Boys 3.0 8 37.1

Girls 2.8 8 34.9

4.1.5 Summary and Conclusion for EGRA Findings Overall, pupil performance across the four provinces was low on all subtasks. On the vocabulary subtasks (mother tongue and French) and letter sound identification, the majority of pupils were able to correctly respond to at least one item. However, even though percentages of zero scores on these subtasks were low, so was actual performance. Regarding the mother tongue vocabulary items, on which subtasks the children should have been able to respond correctly to all items, only in Kasai Occidental and Kasai Oriental were pupils able to respond correctly to more than 90% of items attempted. On the Letter Sound Identification subtask, the highest mean score for letters correctly identified in the mother tongue, even after removing zero scores, was 18 letters in 1 minute. Performance on isolated word reading was even lower. The highest mean score for words read correctly, including zero scores, was 4 cwpm. When excluding the large number of pupils with zero scores from the analysis, this average number increased to 14 cwpm. This finding suggests that pupils have not yet reached a level of fluency in word reading and word decoding that is needed to be able to read for meaning, a conclusion supported by the low proficiency demonstrated on the Oral Reading Fluency and Reading Comprehension subtasks.

As depicted in Figure 12, these results indicate that the majority of pupils in all provinces were non-readers. Between 12% and 15% performed at the word production level. Fewer than 5% of pupils across the provinces demonstrated an ability to read with some level of comprehension.


Figure 12. EGRA Grade 3: Percentages of pupils in reading categories

The demographic questions asked of pupils can help to explain these findings. Overall, pupils reported not having support at home to read or to do homework, most pupils reported not having attended kindergarten, and many pupils reported classroom strategies that were punitive rather than supportive of learning. Even more critically, for most if not all pupils in three of the provinces (Kasai Occidental, Kasai Oriental, Katanga), the home language of the pupils was not the language of assessment. It is likely that this language gap is a partial cause of low pupil scores on the word and passage-reading subtasks. While learning opportunities in prior grades were not explored in this EGRA administration, home support for learning and positive, constructive teacher feedback to pupils during the learning process have both been associated with improved pupil learning performance. It is possible that the lack of support at home and in the classroom may have contributed to a lack of learning over time.

As previously indicated, a gender analysis was conducted on French vocabulary. No gender differences emerged from the analysis.

Because this baseline assessment was conducted before and independently of the ACCELERE! project intervention, no classroom or pedagogical inputs would have had an impact on these findings.

4.2 EGMA Results—Grade 3, Katanga

4.2.1 EGMA Design EGMA was designed to provide information about the fundamental competencies of mathematics, which should generally be mastered in the early primary grade years. Subtasks selected for EGMA were based on extensive research on early mathematics learning and assessment and were constructed by a panel of experts on mathematics education and cognition. The conceptual framework for mathematical development is grounded in extensive research that has been conducted over the past 60 years (e.g., Baroody, Lai, and Mix, 2006; Chard et al., 2005; Clements and Samara, 2007). To develop the EGMA protocol, developers systematically sampled early mathematics skills, particularly those underlying number sense. These abilities and skills are key in the progression toward the ability

81% 81% 80% 84%

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to solve more advanced problems and the acquisition of more advanced mathematics skills (Baroody et al., 2006; Clements and Samara, 2007; Foegen, Jiban, and Deno, 2007).

4.2.2 Overview of EGMA Trends The EGMA portion of the pupil assessment was administered in Kiswahili or French, or a combination of the two. Correct answers were accepted no matter the language the child used to respond. The EGMA instrument used in Katanga consisted of five subtasks. The overall results are summarized in Table 17 and Figure 13.

Table 17. Overall performance on EGMA, by subtask

Subtask

Number Correct per

Minute

Percent Correct of Items

Attempted Percent Correct

Percent of Zero Scores

Number Identification* 16.35 71.70% — 0.8%

Addition* 6.20 68.20% — 8.8%

Subtraction* 2.86 37.60% — 46.9%

Quantity Discrimination — — 58.64% 2.6%

Missing Number — — 26.57% 8.8%

Word Problems — — 48.94% 21.8%

* Subtasks noted with an asterisk were timed, and the means reported for these subtasks are the mean number of correct responses in terms of the number of items attempted. For all other subtasks, the means reported represent the number of correct responses in relation to the number of items.

Figure 13. Overall performance on EGMA, by subtask


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Overall, pupils performed reasonably well on the more procedural subtasks of Number Identification and Addition, but struggled with the Subtraction subtask, with nearly 50% unable to answer a single subtraction problem correctly. For the more conceptual subtasks, pupils performed reasonably well on Quantity Discrimination and Word Problems, but there was a sharp drop in performance for the Missing Number subtask. Performance on the procedural subtasks was more successful, suggesting that pupils view mathematics as the memorization of facts and procedures and not necessarily the application of a strategy to solve a problem. Procedural concepts are often able to be answered based on memorization and recall, whereas conceptual concepts require the application of a strategy to solve the problem. While it may appear pupils are successfully learning math based on number identification and simple addition problems, the need to apply strategies for solving higher level mathematical concepts means that pupils who lack conceptual skills will have limited success when attempting more complex mathematical problems.

4.2.3 Zero Scores Zero scores provide information on the percentage of pupils who were unable to answer a single item correctly in the respective subtasks. Zero score trends matched the overall results of the subtasks, with a higher percentage of zero scores in the conceptual subtasks and Subtraction, and a lower percentage of zero scores in the procedural subtasks, as seen in Figure 14. Pupils had the most difficulty providing a single correct answer in the Subtraction subtask.

Figure 14. EGMA: Zero scores, by subtask

4.2.4 Language of Response During the EGMA portion of the pupil assessment, pupils were allowed to respond in the language they felt most comfortable using, and a correct response in any language was accepted by the assessors. Assessors were trained to administer EGMA in either Kiswahili or French in order to ensure that the EGMA portion of the assessment was testing the mathematical capabilities of the pupil, without language of administration acting as a barrier to an accurate representation of the pupil’s skills. The pupils’ language of response was recorded for each subtask. Because pupils could switch languages throughout their response, assessors could select more than one language. Even though Addition and Subtraction are separate subtasks, a single

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language of response question applied to both subtasks. Table 18 shows the percentage of pupils who responded in each language, by subtask.

Table 18. EGMA: Language of response, by subtask

Subtask % French % Kiswahili % Lingala % Other

Number Identification 99.87 2.58 0.00 0.01

Quantity discrimination 96.16 11.11 0.07 0.03

Missing number 99.18 5.75 0.00 0.39

Addition/subtraction 98.27 7.76 0.00 0.37

Word problems 86.31 34.33 0.07 0.41

Pupils almost always used French to respond to the EGMA subtasks. Interestingly, the lowest percentage of pupils responding in French occurred in the Word Problem subtask, during which only 86% of pupils responded in French. However, 34% of pupils used at least some Kiswahili when responding to the word problems, more than twice the percentage of those who responded using Kiswahili in any other subtask. French appears to be the default language when solving math problems, although the increase in Kiswahili responses to the word problems may signify that Kiswahili is the language pupils use when going through daily life activities and when using math in more informal settings.

4.2.5 EGMA Results by Subtask

Number Identification

Number identification is the basic building block of mathematics. If a pupil is unable to identify numbers, they cannot progress in other aspects of mathematics. The pupil was asked to correctly identify the names of 20 numbers in this timed subtask. (Figure 15 presents an example of the types of items used in this subtask.)

Figure 16 illustrates the item-level performance on the Number Identification subtask. Overall results showed pupils performing well on this subtask. When analyzing the individual items, pupils performed very well on numbers less than 30, but as the numbers increased (higher on the number scale), fewer pupils were able to correctly identify the numbers, with less than 50% of pupils who attempted the numbers 268 and 342 being able to correctly identify those two numbers.

The challenges in identifying numbers is likely due to the curricular expectations for number knowledge. Drawing from the Grade 2 curriculum, pupils should be familiar with at least numbers 0 to 100.23 The objectives of the Grade 2 curriculum were used

23 Programme National de l’Enseignement Primaire. (2009). Retrieved from http://www.eduquepsp.cd/ programmes_scolaire/2_enseignement_primaire/ENSEIGNEMENT_PRIMAIRE_DEGRE_ELEMENTAIRE.pdf

Figure 15. Example of Number Identification items


to draw benchmarks because these pupils were assessed at the beginning of their Grade 3 school year and thus would not have achieved the Grade 3 curriculum objectives at this point in their school year.

Figure 16. Item-level performance on the Number Identification subtask

Addition and Subtraction Addition and subtraction are the fundamentals of math and provide a basis for higher level mathematical concepts such as multiplication, division, algebra, geometry, and statistics. Daily life involves addition and subtraction as one purchases goods or trades with neighbors, or reasons out other problems.

For these subtasks, pupils had 60 seconds to attempt as many of the 20 addition problems as they could, and then an additional 60 seconds to complete as many of the 20 subtraction problems as they could. They were provided a pencil and paper as well as counters to assist their calculations. They did not have to use these methods, but the option was available for them if they chose. If they did not know an answer, the assessor would mark the problem as incorrect, and the pupil would proceed to the next problem.

The Addition subtask tested pupils’ ability to solve simple addition problems that did not involve carrying the tens digit. This set of addition problems represented the foundational skills that help when adding larger numbers.

On average, pupils attempted 8.4 addition problems within the 60 seconds. The mean percent score of only the items a pupil attempted was 68.3%. The median percent score of only the items a pupil attempted was 83.3%, meaning that pupils who can add are reasonably accurate with their addition.

Figure 17 illustrates the item-level performance on the Addition subtask. The following trends are evident:

• Pupils performed best (between 64% and 85% of pupils responded correctly) on items involving addition of a single-digit number to a single-digit number.

• 86% of pupils responded correctly to the one item that involved adding two single-digit numbers to equal 10, i.e., “completing the 10.”

4 6 0 12 19 25 28 30 44 57 63 71 85 96 99 108 268 342 510 1000% Correct ifattempted 96.6 95.8 96.6 87 71.4 80.1 80 82.8 65.3 67.4 66 60.8 63.5 65.5 66.2 62 42.9 48.5 58.9 68.8

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• 79% of pupils responded correctly to items involving adding a single-digit number to 10, i.e., “adding to 10.”

• Pupils performed least well (between 26% and 79% of pupils responded correctly) to items that involved adding a single-digit number to a two-digit number, with a sum less than 20. Less than 1% of pupils even attempted the two final items in the Addition subtask (13 + 5 = ____ and 15 + 4 = ____), suggesting fluency in solving addition problems is a challenge.

• Between 59% and 80% of pupils responded correctly to items involving the addition of two single-digit numbers with a sum greater than 10.

Figure 17. Item-level performance on the Addition subtask

Overall, subtraction provided much more of a challenge for pupils than addition, with 46.8% zero scores and an average of just 5.9 problems attempted. The mean percent score of only the items a pupil attempted was 37.6%. The median percent score of only the items a pupil attempted was 20%, indicating that pupils struggled with accuracy in subtraction.

Figure 18 illustrates the item-level performance of questions attempted on the Subtraction subtask. The following trends are evident:

• Between 36% and 64% of pupils responded correctly to items involving subtracting a single-digit number from a single-digit number.

• 86% of pupils responded correctly to the one item that involved subtracting a single-digit from 10.

• Between 0% and 58% of pupils responded correctly to items involving subtracting a single-digit number from a two-digit number less than 20,

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% correctif attempted 84.54 74.9 74.05 73.09 69.89 69.82 65.34 64.51 86.24 79.35 78.52 79.32 75.45 72.03 37.17 26.76 79.61 76.91 64.96 59.09

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without bridging the ten. No pupils responded correctly to the item 19 - 15 = __, and only 0.2% of pupils attempted this item.

• Between 38% and 43% of pupils responded correctly to items involving subtracting a single-digit number from a two-digit number less than 20 involving bridging the ten.

• 80% of pupils responded correctly to the one item requiring subtracting to the answer of 10, i.e., 13 - 3 = ___.

Figure 18. Item-level performance on the Subtraction subtask

It is generally expected, and is part of the DRC Grade 2 curriculum, that pupils should have an understanding of addition and subtraction and be able to quickly and accurately respond to the items in the Addition and Subtraction subtasks. Pupils responded to the Addition subtask at a correct item-per-minute rate of 6.20, and responded to the Subtraction subtask at a correct item-per-minute rate of 2.86.

Although the accuracy for attempted items was fairly positive, particularly for addition, the fluency efforts were less than satisfactory. The substantial difference between addition and subtraction accuracy and fluency scores suggest that more time and effort is being spent on addition than on subtraction in classes. Additionally, it suggests that little time is being spent on number relationships and exploring the interrelatedness of addition and subtraction. While at this level of addition and subtraction, it is possible to memorize answers, in order to succeed at more complicated concepts, it is necessary for pupils to build the knowledge of how these operations work.

Quantity Discrimination Quantity discrimination proposes a pair of numbers, and the pupil must identify which of the pair is larger. Pupils completed two practice items before beginning this

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% correctif attempted 63.87 60.72 60.68 55.38 45.48 43.52 42.15 35.81 86.23 57.84 38.98 31.59 7.74 7.74 0 43.29 40.03 38.86 37.91 80.62

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subtask to ensure they understood the assessor’s instructions. This subtask was untimed, and there were 10 items for the pupils to respond to.

Quantity discrimination is meant to measure pupils’ abilities to compare quantities and to determine if they have a sense of the magnitude of various numbers. In early grades, this concept of magnitude and estimation serves to provide a test of reasonableness when answering problems. For example, the knowledge that addition results in a larger number and subtraction in a number smaller than at least one of the original numbers can be a helpful skill when progressing to math problems with larger and larger numbers and more complex operations, such as multiplication and division.

Figure 19 illustrates the performance on the Quantity Discrimination items. About 90% of pupils correctly identified the larger number when both numbers were under 10. Between 45% and 59% of pupils could correctly determine the larger number when both numbers were under 100. Discriminating between three-digit numbers was more of a challenge for pupils, with between 33% and 45% of pupils correctly identifying the larger number. This variation is likely because of a lower familiarity and less class time spent on larger number ranges.

Figure 19. Item-level performance on the Quantity Discrimination subtask

Missing Number The Missing Number subtask asks pupils to complete a number pattern, and items range from simple patterns, such as increasing by one, to more challenging patterns, such as counting by fives. Being able to recognize patterns in counting by ones, tens, hundreds, or fives and twos lays the foundation for more complicated mathematical concepts such as multiplication and division.

(5 3) (7 8) (14 17) (69 49) (73 75) (83 76) (98 89) (146 153) (250 150) (304 340)% correct 94.98 89.86 67.23 58.97 60.6 57.4 44.88 32.5 45.21 35.41

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For this subtask, 8.75% of pupils scored a zero. More than 50% of pupils were correctly able to identify patterns that increased by one for numbers under 20 (as seen in 2 3 4 ___ and 16 17 __ 19, illustrated in Figure 20). Around 36% of pupils were able to identify patterns that involved counting by tens or hundreds, recognizing the pattern of 3 4 5 ___ is similar to 30 __ 50 60. However, only 14% of pupils recognized a similar pattern of counting by ten when the numbers started with 340 350 360 __.

Pupils found this subtask especially challenging—even when looking at the scores of only those items attempted, pupils scored on average 31.6% correct. Pupils performed well on most procedural items that could be memorized but struggled with more conceptual items that required a deeper understanding and application of mathematical skills (Figure 21).

Figure 21. Item-level performance on Missing Number subtask

Word Problems Three word problems were asked to the pupil, each with a different underlying mathematical concept. Comprehension of word problems allows pupils to take a real-life situation and apply mathematical concepts to figure out the relationship between elements. Additionally, word problems demonstrate how math can be found outside of the classroom and allows pupils to practice using math wherever they are. The addition word problem was easiest for the pupils, with 65% of pupils providing the correct answer, similar to the successful responses seen in the Addition subtask. The other two word problems involved subtraction and division, and were more challenging for pupils, with only 42% (subtraction) and 39% (division) correctly answering (see Figure 22). Pupils likely were more successful on the subtraction word problem because they could visualize something within their daily life and have likely used that skill, even if they were unaware that it was subtraction.

2 3 4 _ 16 17 _ 19 _ 300 400500 30 _ 50 60 2 4 6 _ 340 350

360 _ 30 35 _ 45 _ 70 71 72 36 _ 32 30 2 7 _ 17

85.15 55.05 36.23 35.35 16.84 14.35 12.26 8.17 2.07 0.64

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Figure 20. Example of Missing Number items


Figure 22. Item-level performance on Word Problems subtask

4.2.6 EGMA Results by Gender Even though it appears that boys performed slightly better than girls across the subtasks (see Figure 23), the differences are not statistically significant.

Figure 23 Performance on EGMA subtasks, by gender


4.2.7 Mathematics Pupil Questionnaire A short mathematics questionnaire was administered at the end of the EGMA portion of the pupil assessment to provide some context about the pupils’ experiences with math. Of the pupils questioned, 61.4% reported they had math class every day of the week, but only 20.6% of pupils reported having a math textbook for their use. While it appears that math is indeed a focus during the daily school curriculum, the lack of appropriate materials makes the situation more challenging for both pupils and

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Kalombo has 4 mangos.His father gives him 5 more.

How many mangos does he have now?

Kasongo has 8 mangos. 3 of them are ripe.The others are not ripe.

How many of his mangos are not ripe?

Safi has 6 mangos.He must share them equally between his 3 friends.

How many mangos will each child have?

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teachers. Teachers have an additional burden in providing adequate mathematics lessons without appropriate tools for their pupils. A large majority (73.3%) of pupils reported that their teachers assigned them homework, but only 39.8% of pupils reported that someone at home helped them with their homework from time to time. On a positive note to encourage further strengthening of the math curriculum and tools, 88.8% of pupils responded that they do indeed like mathematics, perhaps indicating an interest in continuing to develop their math skills. Strengthening support for teachers in their mathematics planning and providing sufficient and adequate materials could improve pupils’ mathematics performance.

4.2.8 Conclusion for EGMA Findings In summary, pupils in Katanga performed reasonably well on problems that involved numbers under 20, with strengths in number identification, addition, and quantity comparison. The more conceptual Missing Numbers subtask provided a challenge, and suggests that pupils may be relying on memorization of numbers instead of learning concepts and number relationships. These results suggest that pupils are learning basic numbers and procedural tasks but are not exploring the relationships between mathematical operations and number properties.

Despite subtraction being a clear part of the Grade 2 objectives and curriculum, pupils’ performance in the Subtraction subtask suggest it may not be a focus in Grade 2 classrooms. Pupils are able to identify the larger number as seen in the Quantity Discrimination subtask. Contrasting their more successful performance on this subtask versus the Subtraction subtask, the results suggest the basis of the pupils’ challenges may be related to an unfamiliarity with what the operation sign of subtraction actually signifies. Pupils’ demonstrated knowledge of the operation of addition, and of the idea of quantity comparison, leads one to think they should also be able to perform subtraction.

Pupils demonstrated an interest in learning mathematics as well as an understanding of the most basic mathematical concepts. Strengthening the pedagogical support for teachers to develop and utilize more effective teaching methods could strengthen the math skills of Grade 3 pupils, and benefit the pupils as they progress in their studies.

4.3 Grade 3 SSME Findings As described previously, school-, classroom-, and pupil-level instruments were employed on the days of the EGRA and EGMA assessments in order to more fully understand the context in which Grade 3 pupils are learning, as well as to identify priority areas for school and ministry leaders to focus on. This section presents and discusses these findings. The section is organized not by individual instruments, but by the following thematic areas that have been shown elsewhere to impact upon pupils’ opportunities to learn: basic school inputs, pedagogical oversight and management, teaching and learning processes, time on task, and school safety.

4.3.1 Basic School Inputs Basic school inputs are those things—people, resources, and infrastructure—that are necessary for the proper functioning of school systems. These can be categorized in terms of inputs at the pupil level, the classroom level, and at the school level.


Pupil-Level Inputs Pupil-level inputs include the pupils themselves from the schools that were studied for this report, as well as their home environments and behaviors outside of the classroom.

In terms of pupils’ home environments, living in a household where pupils can access books other than school textbooks and where others, particularly parents, can and do read regularly, is formative in developing an early familiarity and understanding of reading. Developing readers need opportunities to practice reading, and they need literate individuals to practice with. In this regard, most pupils reported that parental literacy is common: on average, 80% of mothers and 91% of fathers were literate. Parental literacy rates were decidedly higher in Katanga (89% for mothers and 96% for fathers) and lowest in Kasai Occidental (77% for mothers and 90% for fathers). Thus, most pupils theoretically have at least one person in the home with whom they could practice reading. However, most pupils did not report having any books at home (81%, 79%, 69%, and 84% in Equateur, Kasai Occidental, Kasai Oriental, and Katanga, respectively, did not have books). Unsurprisingly, then, most Grade 3 pupils did not report reading or being read to frequently at home. As shown in Figure 24, approximately two-thirds of Grade 3 pupils reported never reading aloud at home, and the same proportion reported never being read to at home. These findings did not differ markedly by province; across all provinces, a significant proportion of pupils appear to interact with literature very infrequently outside of school. This is problematic in that time spent reading outside of school is a strong predictor of reading success in school. Advocating for greater access to books and time spent reading at home with a literate family member would therefore go some way in helping pupils develop reading skills.

Figure 24. Pupil reading at home

Grade 3 pupils were also asked if they had attended preschool, another significant predictor of early learning outcomes. As Figure 25 illustrates, very few Grade 3 pupils attended preschool. Perhaps expectedly, preschool attendance was more common among pupils in Katanga and Equateur as compared with the other provinces. Nonetheless, there is certainly room, at least in terms of pupil population, for the expansion of preschool provision, and with many studies linking attendance at

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a high-quality preschool with early learning outcomes, there is also sufficient evidence to warrant such action.

Figure 25. Preschool attendance

Classroom- and School-Level Inputs Classroom- and school-level inputs include teachers (teacher numbers and teacher characteristics), teaching and learning materials, and school infrastructure. The supply of teachers in each school visited for this report varied widely, from 3 to 34. However, the raw number of teachers employed at a given school matters less than the ratio of pupils to teachers. While these ratios differ between and within countries, a ratio of 40 pupils per teacher is often used a reference point for countries seeking a reasonable development target that ensures classes do not become overcrowded and that pupils be afforded some individual interaction and instructional time with teachers.24 Using numbers of pupils and numbers of teachers in schools, we calculated pupil–teacher ratios; these are presented in Figure 26 for each province.

24 UNESCO (United Nations Educational, Scientific, and Cultural Organization). (2014). Teaching and learning: Achieving quality for all. EFA Global Monitoring Report 2013/14. Paris: UNESCO.

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Figure 26. Pupil–teacher ratios

Although the overall average is not shown in the figure, approximately 59% of pupils were attending schools with pupil–teacher ratios higher than 40:1, and one out of every three pupils attended a school where the ratio was higher than 50:1. High pupil–teacher ratios appeared to be the norm in Kasai Oriental (45% attended schools with ratios higher than 50:1).

While having sufficient numbers of teachers in schools to instruct pupils is surely and self-evidently important, teachers’ academic backgrounds and skills are also significant. Prior schooling and training is often thought to be associated with teacher quality, and therefore most nations, including the DRC, set regulations that govern teachers’ academic backgrounds as well as their pre- and in-service training. Through interviews with teachers, it was found that most pupils’ teachers (85% on average) are holders of a Diploma of Secondary Education; higher degrees were found to be relatively uncommon.

Teachers were also asked about instructional training they had undertaken prior to and during their appointments as teachers. Specifically, they were asked whether they had taken content-based instructional training in reading or math before or during their teaching careers, and whether they had a practical classroom experience during training. These experiences were asked about because they presumably enhance teachers’ abilities to teach specific content areas (i.e., early grade reading and math) by providing content-based instructional strategies. Results are displayed in Figure 27.

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Figure 27. Teacher training

As the figure clearly shows, the most common pre-service training teachers reported having was practical classroom experience: 83% of Grade 3 pupils, on average, had teachers who had undergone practical training in a classroom prior to their teaching career, although this was decidedly less common in Kasai Oriental (51%) and Equateur (72%). Initial training in specific content areas was also relatively common: on average, 74% and 65% of pupils were taught by teachers who had undergone at least a modicum of pre-service training in reading and math, respectively. Training in math-specific pedagogy, however, was decidedly less common among pupils in Kasai Oriental (only 28% were taught by teachers with such training). In addition, continuous professional development tailored to specific content areas was less common: 47% and 45% of pupils were taught by teachers who have undertaken some amount of reading and math professional development, respectively. Again, in-service training was even less common in Kasai Oriental, where only 27% of Grade 3 pupils were taught by a teacher with reading- and math-specific continuing professional training. It is evident that levels of training in Kasai Oriental were quite low: less than one in three pupils was taught by a teacher who has been trained in content-specific pedagogy. Considering that pre-service training does not greatly influence teachers’ approaches to classroom instruction and that effective teaching requires that teachers must constantly learn and practice more effective techniques in the classroom, the level of content-specific in-service training is worrying. Katanga has been more successful, relatively speaking, in providing continuing professional training for teachers and could serve as a model for other provinces.

Both school- and classroom-level instruments were used to ascertain the availability of specific teaching and learning materials and school infrastructure that are considered to be basic provisions. Some of these classroom- and school-level inputs are highlighted in Figure 28. In terms of classroom inputs, teachers were asked whether their classroom was sufficiently sheltered such that they could teach during inclement weather. At the time of this study, the majority of pupils (73%) were taught in classrooms that were not functional in poor weather; pupils in Katanga schools, however, enjoyed slightly better classroom infrastructure (45% could continue their classes in poor weather). Although sufficient light was not found to be problematic, most pupils (73% on average) were placed in classrooms with an inadequate supply of seats for the number of pupils. Classroom inventories revealed that most pupils’ teachers had access to reading and mathematics reference manuals (73% and 64%,

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respectively), but that teacher’s guides for these subjects were less common (only 53% and 48% of Grade 3 pupils were taught by teachers with reading and math guides). There was significant inter-province variation in this regard: teachers in Katanga were much more likely to have access to the relevant teacher’s guide than their counterparts in other provinces.

Figure 28. School and classroom infrastructure and resources

At the school level, most pupils in the Kasais and Equateur attended schools without functional access to water or electricity, and more than 60% of pupils in Equateur attended schools without any toilets. In addition, most children attended schools in which major repairs were needed. From the school inventory instrument, it was reported that 67% of children attended schools with inadequate furniture, 61% attended schools in need of ceiling repairs, 60% attended schools with broken classroom walls, 51% attended schools with broken windows, and 46% of children attended schools with crumbling exterior walls. The median school needed three distinct types of repairs, and nearly one in every three schools required more than five different types of infrastructural improvements. Very few pupils attended schools with functional libraries (8% on average). The highest proportion of pupils with access to a functional library was in Equateur (17%).

While many of the above-mentioned resources and infrastructure are important aspects of a functional school and classroom, access to appropriately leveled literature and reading materials is arguably indispensable for developing pupils’ reading skills. With this in mind, several instruments obtained data on the availability of school textbooks and non-textbook reading materials in classrooms. To this end, head teachers were asked whether their school had the appropriate number of textbooks at the beginning of the school year and, if not, how long they had to wait before receiving them. Ideally, each pupil will have her or his own copy of each textbook as of the first day of the school year. As shown in Table 19, most schools were in fact in possession of the appropriate number of reading and mathematics textbooks at the beginning of the year (71% of pupils attended schools in this category), and this finding did not vary substantially by province. However, the

0%10%20%30%40%50%60%70%80%90%

100%

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Suffi

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ht

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de

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Func

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Classroom School

Per

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age

of G

r 3 p

upils



minority of schools that did not have adequate supplies of books typically had to wait a long time before receiving them, if they did at all. On average, 42% of Grade 5 pupils who did not have adequate book numbers at the start of the academic year never received them. Overall, Table 19 suggests inefficiencies in materials distribution in most provinces that need to be addressed if all pupils are to have access to teaching and learning materials and, thereby, the curriculum.

Table 19. Books available in school (% of pupils)

Response Options Equateur

Kasai Occidental Kasai Oriental Katanga Average

Institution had appropriate number of books at beginning of year

No 23 27 28 31 27

Yes 71 73 72 69 71

Do not know 6 0 0 0 2

If not, how long did they have to wait?

Never received them

52 54 12 36 39

1 year 23 0 0 3 7

10–11 months 14 8 0 7 7

8–9 months 4 0 10 2 4

6–7 months 0 0 7 1 2

4–5 months 7 0 0 0 2

2–3 months 0 35 20 21 19

1 month 0 3 51 29 21

The classroom inventory similarly determined the amount of non-textbooks available in classes for pupils to read. Approximately three in four Grade 3 pupils in Katanga, one in two pupils in Kasai Oriental, and nine in ten pupils in Kasai Occidental were in classrooms that did not have any non-textbook reading material (see Figure 29). Many more Grade 3 pupils were taught in classrooms with only a handful of other reading materials. Given average pupil–teacher ratios mentioned previously (i.e., the large numbers of pupils in a single classroom), it is a reasonable conclusion that most pupils do not have access to sufficient reading materials other than textbooks.


Figure 29. Books available in class

4.3.2 Classroom Oversight and Management This section refers to how the school is managed and instructional leadership is shown by the head teacher, as well as the characteristics of school leaders such as years of experience and academic background. Part of the head teacher’s role in the school is to create a safe teaching and learning environment conducive to pupil and professional growth and to help teachers develop enhanced classroom management techniques.

With regard to characteristics of school management, head teachers were asked about their prior education, years of experience, and training. It was found that three in four pupils attended schools where head teachers hold either a certificate (15%) or a diploma (61%) of secondary education. Higher degrees were less common. In other words, head teachers tended not to have significantly higher levels of education than teachers in their charge. Figure 30 displays the years of experience that head teachers had in four of the five studied provinces. The lines show the distribution of head teacher experience, and circles embedded within the lines indicate average years of experience for each province. As seen in the figure, head teacher experience was not extensive: more than half of pupils had head teachers with 5 years or less of experience in Kasai Oriental, 6 years or less in Kasai Occidental and Equateur, and 8 years or less experience in Katanga. On the other end of the spectrum, nearly one in four Grade 5 pupils had head teachers with more than 20 years of experience in Equateur, Kasai Oriental, and Katanga. (Note that the figure below is not disaggregated by grade.)

0

0

0

0

0

1-4

1-4

1-4

1-4

1-4

5-9

5-9

5-9

5-9

5-9

10-19

10-19

10-19

10-19

10-19

20-39

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20-39

40+

40+

40+

40+

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Equateur

Kasai Occidental

Kasai Oriental

Katanga

Avg

Percentage of Grade 3 pupils


Figure 30. Percent of head teachers’ years of experience

Head teachers were also asked whether they had undergone training specific to school-based management. Roughly equivalent proportions of Grade 5 children, on average, attended schools where head teachers had not undergone specific training related to school management (48%) as attended schools with head teachers who had received such training (52%). However, not all head teachers reported using what they had learned to aid them in managing their school: 10% admitted this during interviews. School management training appears to share an association with pupil reading achievement (to be discussed below), as measured by EGRA ORF scores, but only when head teachers use what they have learned. As such, the school management training appears to be instrumental, but only if head teachers actively employ it to more effectively manage their schools.

As instructional leaders, head teachers are also responsible for helping teachers enhance their classroom management practices. At a concrete level, this often involves checking teachers’ lesson plans, observing classroom teaching, and providing feedback to teachers about the classroom management strategies that they exhibit in classrooms. Teachers were asked about the frequency with which head teachers engaged in these types of instructional leadership behaviors, and results are tabulated in Table 20.

0%

10%

20%

30%

40%

50%

60%

70%

1-5 6-10 11-15 16-20 >20

Years of Experience



Table 20. Classroom oversight at school

Response Options Equateur Kasai

Occidental Kasai

Oriental Katanga Average

How often does the head teacher check lesson plans?

Does not check 3% 1% 1% 2% 2%

Yearly 0% 0% 0% 0% 0%

Every 2–3 months 7% 1% 0% 5% 4%

Monthly 0% 1% 0% 0% 0%

Every 2 weeks 4% 4% 0% 2% 3%

Weekly 6% 11% 16% 13% 11%

Every day 78% 82% 81% 78% 80%

How often does the head teacher observe you teach?

Never 7% 2% 0% 14% 7%

Yearly 0% 0% 0% 0% 0%

Every 6 months 1% 0% 9% 3% 2%

Every 2–3 months 21% 4% 50% 23% 19%

Monthly 13% 9% 7% 21% 14%

Every 2 weeks 10% 5% 0% 3% 5%

Weekly 35% 59% 3% 24% 36%

Every day 12% 21% 32% 10% 17%

How often does a departmental inspector visit your classroom?

Never 22% 24% 52% 13% 23%

Yearly 31% 37% 21% 47% 37%

Every 6 months 17% 24% 22% 23% 22%

Every 2–3 months 21% 11% 4% 9% 12%

Monthly 4% 1% 1% 3% 2%

Every 2 weeks 0% 1% 0% 0% 0%

Weekly 2% 0% 0% 1% 1%

As shown in Table 20, most pupils had head teachers who frequently engaged in behaviors associated with pedagogical leadership: nearly all teachers’ lessons were checked by the head teacher on a daily or weekly basis, and more than half of pupils were taught by teachers who were observed at least every two weeks. Particularly in Kasai Oriental and Katanga, a significant proportion of pupils were taught by teachers who were observed less frequently (i.e., every one to three months). The frequency with which many teachers were observed is encouraging, but only if this observation is used as an opportunity for professional learning and if the head teacher helps teachers understand how they can improve as teachers. In this regard, most pupils (95%) had teachers who received instructional guidance from head teachers after observing the classrooms, and the majority of these teachers (92%) reported this guidance to be “very helpful.” At least in terms of teachers’ perceptions, head teachers appeared to be providing some level of instructional guidance.


As instructional leaders, head teachers are also responsible for ensuring that pupils in their charge are achieving appropriate learning metrics and benchmarks. As shown in Figure 31, head teachers claimed to employ a variety of methods to keep track of pupil academic progress, and the use of methods varied across provinces. Observation and oral assessments were more common among schools in Kasai Occidental, while head teachers in Equateur relied, in part, on end-of-term exams and teacher reports more so than their counterparts in other provinces. In some provinces studied for this report, more than half of pupils attended schools in which head teachers used more than one method for keeping track of pupil progress (70% of pupils in Equateur, 76% in Kasai Occidental). This is a positive finding: pupil learning is best captured through multiple measures as opposed to relying on a single metric. In other provinces, however, such as Kasai Oriental and Katanga, head teachers of most pupils employed only one method for monitoring pupil performance (namely, some type of achievement test).

Figure 31. How head teacher follows pupil progress

Another theme over which head teachers might have little direct control, but which is nonetheless important for the functioning of the school, is the financing of teacher salaries and school fees. Nonpayment of teacher salaries (because teachers are not recognized by the government or because of lack of funds) and institutionalized school fees are problems that have characterized many schools in the DRC. Because the government, until very recently, had allocated little of the governmental budget to education, schools often found themselves with insufficient funds to operate and, in some cases, pay their teachers. Governmental spending on education has increased dramatically in the past few years, from 6.5% to 13.8%, but as much as three-quarters of education spending still comes from individual households.25 Formal fees (which often include hidden costs for uniforms and other education services) can average more than $40 per child per year, which is a substantial amount considering the average national income is less than $400 annually. The GDRC, in its IEP 2012–2014, recently committed to incrementally rolling back school fees and had planned to provide fee-free schooling for Grades 1-3

25 DFID. (2014). Overview of education in DRC. London: DFID.

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starting in 2010–2011 and in Grade 4 in 2011–2012. Against this background, the Head Teacher Questionnaire inquired about school fee practices in schools. Teachers were also asked about the timeliness of salary payments and their status as employees.

In terms of teachers’ pay status, teachers reported whether they were mechanized (formally recognized by the government as part of the teaching corps) but not paid, mechanized and paid, or not mechanized and not paid (see Figure 32). Overall, most teachers were both mechanized and paid across all provinces, but there remained substantial numbers of teachers who were either unpaid or not mechanized (or both). Indeed, 41% of pupils in Equateur were taught by teachers who were either not mechanized or not paid. Although these phenomena were less common in other provinces studied for this report, between one in four and one in three pupils were taught by such teachers. Non-payment of teachers was a significant problem, and informal conversations with teachers revealed extensive and long-standing non-payment of salaries in some locations. When asked, head teachers of most pupils’ schools (55%) asserted that the mechanization of teachers (where teachers were indeed mechanized) has had a positive impact on teacher morale, particularly in Katanga (77%). However, head teachers of schools in Kasai Occidental expressed less optimism about the mechanization of teachers and tended to report more negative impressions (45% in Kasai Occidental) and neutral impressions (23% in Kasai Occidental).

Figure 32. Teacher pay status

Even when teachers were both mechanized and paid, salary payments were often late (see Figure 33). Less than 40% of teachers reported receiving their pay on time on a regular basis, and nearly 25% reported that their salary was “almost never” or “never” on time. The remainder of mechanized, paid teachers reported variable and unpredictable salary payment. In sum, many schools clearly did not have the capacity to pay teachers, and many pupils were taught by non-recognized or unpaid staff. Such economic shortfalls and inefficiencies often lead to reliance on local financing mechanisms (i.e., school fees and teacher encouragement payments).

27%

14%

Equateur

18%

11%

Kasai Occidental

21%

Kasai Oriental

16%

9%

Katanga

Not mechanized Mechanized, not paid Mechanized, paid


Figure 33. Timeliness of teacher pay

Head teachers were asked if pupils at their schools paid fees and, in the case of non-payment, what actions head teachers took to enforce compliance. Results are shown in Figure 34. Clearly, and despite the government’s commitment to providing fee-free schooling for at least Grades 1–4, the vast majority of pupils (80%) were attending schools that still charged fees. Head teachers were still likely to enforce fee payment and tended to use two strategies when doing so: contacting parents or sending children home. Other punitive actions (e.g., withholding grades, scolding children) were uncommon.

Figure 34. School fees (and enforcement strategies)

Viewed together, these findings on school finance reveal that many head teachers continued to struggle to obtain necessary funding to run the school and pay staff. This, unsurprisingly, leads to continued reliance on school fees, despite the fact that government has made fee-free provision of education a top development priority.

20%

14%

23%

4%

13%

9%

18%

5%

9%

12%

30%

45%

61%

21%

36%

14%

14%

0%

25%

16%

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41%

20%

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0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Equateur

Kasai Occidental

Kasai Oriental

Katanga

Avg

Percentage of Gr 3 pupils

Never Almost never Sometimes Most of the time All the time Don't know/No response

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Pay fees Contactparents

Send childhome

Do nothing Withholdgrades

Scold child Give morework

Child sits incorner

If unpaid…



Evidence presented here suggests precisely the opposite: actions taken thus far have not made much of an impact on the imposition and collection of school fees.

4.3.3 Teaching and Learning Process This section describes the teaching and learning processes that take the basic school inputs previously discussed and translate them into actions of and interactions between teachers and pupils around curricular content in classrooms and schools in the DRC, as reported by pupils and teachers and as observed during classroom instruction. Specifically, this section discusses pupil work around content, teacher feedback to pupils, teachers’ instructional responses to certain classroom situations, teachers’ formal and information evaluation practices, and teaching behavior during observed reading and mathematics lessons.

During the pupil interview, Grade 3 pupils were asked whether they had their language exercise book with them and, if so, whether the assessor could look at the number of pages that had pupil work on them. Figure 35 shows these findings for four of the provinces studied for this report. It is clear that many pupils (64% on average) did not have language exercise books on the day of the assessment, and that the distribution of such exercise books differed among provinces. This suggests severe inefficiencies in distribution that could be addressed. The majority of pupils who did have language exercise books on the day of the assessment had completed or had worked on approximately one-quarter of the pages. More pages with pupil work on them was uncommon. This is likely due to the timing of data collection—relatively shortly after the commencement of the school year.

Figure 35. Pupil work in language exercise books

Also in terms of pupil work, most pupils (51% on average) reported that their teachers had assigned them homework to complete during the previous week. This practice appeared to be particularly common in Equateur (64%) and Katanga (55%). While homework itself is not a clear indicator of quality teaching, it may be beneficial for providing pupils with extra opportunities to practice and therefore concretize what they have learned in school. However, this logic may hold true only insofar as teachers for their part grade, provide feedback on, and discuss errors in pupils’ homework. To this end, assessors also determined the proportion of completed exercise book pages with teacher marking and feedback. Overall, it was found that

80%

64%

52%

54%

15%

18%

22%

25%

2%

10%

10%

8%

5%

11%

5%

1%

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5%

1%

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0% 20% 40% 60% 80% 100%

Equateur

Kasai Occidental

Kasai Oriental

Katanga

No notebook 1/4 pages 1/2 pages 3/4 pages All pages Has 2nd book


pupils who did have a language exercise book on the day of the assessment tended to have teachers who did not provide formal feedback on their work. Approximately one-half of pupils who had a language exercise book and who had completed at least some work did not receive any feedback (or marks) from their teacher. On average, only 20% of pupils received some sort of feedback from their teachers in this way.

During the pupil interview, pupils were asked about regular classroom interactions with their teachers. Specifically, they were asked how their teacher tended to respond when a pupil answered a question correctly, when a pupil answered incorrectly, when a pupil misbehaved in class, and when a pupil was late. These interactions were chosen because they provide differing opportunities for teachers to react to classroom stimuli in active and constructive ways that promote pupil engagement in learning and the classroom. Table 21 displays the proportion of pupils taught by teachers who tended to respond in an active destructive (directly engaging with the issue but in a discouraging manner), passive destructive (not directly engaging with the issue and in a discouraging manner), passive constructive (not directly engaging with the issue but in a generally encouraging manner), or active constructive (actively engaging with the issue and in an encouraging manner) way. Additionally, Table 21 shows the pupils who responded with an answer that was not listed (“Other”) or who did not know the answer or refused to provide an answer to the question. The active constructive or passive constructive ways of responding to classroom situations are better, in terms of pupil engagement and instructional quality, and tend to encourage pupil motivation and learning more than the destructive responses.

Table 21. Teacher strategies in the classroom

Behavior Category Strategy Equateur

Kasai Occidental

Kasai Oriental Katanga Average

What does the teacher normally do when…?

…a pupil answers a question correctly?

Passive destructive

Does nothing 14.6 9.8 2.7 4.6 8.5

Passive constructive

Gives pupil a reward 4.4 15.3 29.8 4.3 11.1

Allows pupil to skip chore or duty

0.3 0.8 0.1 0.1 0.4

Active constructive

Praises pupil 71.3 71.0 66.7 84.0 74.6

Other 0.1 5.0 0.2 1.2 2.1

Do not know or refused 9.4 3.2 2.9 8.1 6.1

...a pupil does not answer a question correctly?

Active destructive

Scolds the pupil 11.1 8.1 8.9 16.4 11.5

Hits pupil 28.6 19.3 18.4 25.2 23.2

Makes pupil kneel 1.2 1.4 3.1 1.0 1.4

Passive destructive

Asks another pupil 12.7 27.0 23.8 14.1 19.2

Removes pupil from class 0.4 0.8 0.5 0.2 0.5


Asks again 3.7 17.2 13.3 4.5 9.6

Active constructive

Reformulates question or explains

11.2 15.9 21.9 11.9 14.3


Behavior Category Strategy Equateur

Kasai Occidental


Encourages pupil to try again

16.3 7.6 5.4 9.5 9.9

Corrects pupil but does not scold

3.4 4.0 0.5 4.5 3.6

Other 3.8 9.2 7.5 11.9 8.6


…when a pupil misbehaves in class?

Active destructive

Scolds pupil 4.9 13.2 15.8 10.8 10.8

Hits pupil 69.6 70.5 65.0 72.8 70.4

Makes pupil kneel 6.4 1.2 0.4 4.3 3.3

Passive destructive

Nothing 7.2 13.3 2.4 2.9 7.3


Sends pupil to corner 1.6 0.9 1.0 2.5 1.6


Corrects pupil but does not scold

3.1 1.0 5.1 2.5 2.4

Other 0.9 0.2 0.3 1.2 0.7


…when a pupil is late?

Active destructive

Scolds pupil 2.4 15.3 15.3 8.5 10.1

Hits pupil 50.8 49.9 51.8 40.7 47.5

Asks pupils to kneel 11.9 6.7 4.7 12.1 9.4

Passive destructive

Nothing 11.8 14.4 5.4 6.1 10.1


Sends pupil to corner 3.9 1.7 6.3 5.1 3.8

Active constructive

Talks to pupil but does not scold

1.8 3.4 2.6 1.9 2.5

Other 2.5 5.5 3.3 11.6 6.4


At least two distinct patterns emerge from Table 21. First, teachers tended to react constructively, either passively or actively, during positive classroom interactions with pupils. For example, teachers were reportedly more likely to either praise pupils or give them rewards when pupils had answered a question correctly. These reactions are of course more appropriate than destructive responses, but they are, relatively speaking, “easy” responses because the situation at hand is already positive and constructive. More challenging classroom management strategies, however, are when the situation in the classroom is not positive but negative; these situations present teachers with difficult but important choices in keeping pupils motivated to learn and in promoting their continued engagement with lesson content. To cite an example from Table 21, when a pupil answers a question incorrectly, a teacher can choose to respond in an active destructive manner by scolding the pupil. This communicates to the pupil that the response was indeed wrong, but it does not promote continued engagement (it does not keep the pupil thinking about why the


response was wrong or how it could be corrected) and does not motivate the pupil to respond in the future. The second pattern that emerges from Table 21 is that most pupils were taught by teachers that deployed destructive classroom management strategies in response to challenging classroom situations. On average, 57% of Grade 3 pupils reported destructive teacher responses to incorrect answers given in class (compared with 37% constructive), 99% destructive responses to pupil misbehavior (compared with 2% constructive), and 83% destructive responses to pupil tardiness (compared with 3% constructive). There are indeed differences by province, but overall these patterns indicate classroom management strategies that demotivate and discourage pupil engagement.

This category of questioning resulted in high percentages of pupils who did not know or refused to answer to the questions. For example, nearly 12% of pupils did not know or refused to answer the question regarding how the teacher responds when the pupil answers a question incorrect. Pupils either did not understand the question, or they chose not to provide an answer to these particular questions.

In addition to classroom interactions, teachers were asked about how they assess pupil learning in class and how they use the results of this assessment. Pupils assessed for this report tended to be taught by teachers who used more than one method to determine pupil comprehension, such as formal tests (written and oral), questions, and homework (see Figure 36). While teachers tended to employ different assessment methods with differing frequencies across provinces, the median teacher used at least two ways of assessing their pupils, and one in three pupils was taught by a teacher who used at least three means of assessment. Such practices can provide a more holistic view of pupil learning than reliance on written exams alone. However, when asked how teachers use the results of these assessments, the vast majority of teachers reported using these findings exclusively for grading pupils (81% of pupils were taught by such teachers). Virtually no pupils were taught by teachers that used assessment results to either plan or adapt instruction to more appropriate levels. As such, teachers appeared to assess pupils more to differentiate them (i.e., give them grades) than to enhance their understanding of content.


Figure 36. Teachers’ evaluation practices

Teaching and learning processes were also directly observed during reading lessons in all provinces and in mathematics lessons in Katanga. Assessors conducting the observations spent at least 30 minutes recording teacher actions and the language of instruction. These observations were then aggregated to determine the proportion of the lesson during which teachers exhibited certain actions and the language used to teach in class (see Table 22).

Table 22. Teacher action and language of instruction in observed lessons (% of observed lesson segments)

Reading Math

Equateur Kasai

Occidental Kasai

Oriental Katanga Average Katanga

Teacher action

Speaking/talking 27.4 20.1 24.2 16.2 21.0 17.2

Writing on board 11.8 15.0 14.9 11.6 13.2 15.0

Giving an example 0.8 1.9 0.0 2.2 1.5 2.6

Leading choral repetition (class)

11.9 34.7 39.0 21.3 25.9 7.3

Asking, answering questions

3.0 14.1 11.7 23.8 14.3 21.1

Assisting pupils 0.8 0.6 2.2 0.6 0.8 0.7

Monitoring/ evaluating

38.0 5.5 4.8 16.0 16.1 32.6

Listening to pupil reading

2.5 6.2 1.4 4.8 4.3 0.1

Other 3.8 1.9 2.0 3.7 2.9 3.3

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Writ

ten

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ns

Ora

l eva

luat

ion

Inte

rrog

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ns

Hom

ewor

k

Parti

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tion

Wor

kshe

ets

End

of te

rm e

xam

End

of y

ear e

xam

Oth

er

Gra

de s

tude

nts

Eval

uate

und

erst

andi

ng

Plan

ning

Adap

ting

inst

ruct

ion

Oth

er

Measure student progress Use of results

Per

cent

of G

r 3 p

upils



Reading Math

Equateur Kasai

Occidental Kasai

Oriental Katanga Average Katanga

Language used

French 11.8 5.1 2.6 96.7 35.0 97.0

Kiswahili 0.0 0.0 0.0 2.2 0.7 2.7

Lingala 88.2 0.4 0.0 0.0 20.3 0.0

Tshiluba 0.0 94.0 96.3 0.0 43.4 0.0

Other 0.0 0.5 1.1 1.1 0.6 0.3

From Table 22, it is evident that the language of instruction changed based on province, and that the language used was uniform within the province (although Equateur had a mix of French and Lingala). Teacher actions, however, varied widely. On average in reading lessons, the most frequently observed teacher action was leading choral repetition (observed 26% of the time), followed by talking to pupils (observed 21% of the time). Other relatively common activities were monitoring pupil work (16% of the time) and posing questions to pupils (14% of the time). Averaged across all provinces, teachers were seen either talking or writing on the board in more than one-third of observation segments. These findings, however, varied across provinces. Teacher talk was more commonly exhibited by teachers in Equateur (27% of the time) and Kasai Oriental (24% of the time), and leading choral repetition was employed more often in Kasai Occidental (35% of the time) and Kasai Oriental (39% of the time). Teachers in Equateur and Katanga were much more likely than their peers in the Kasais to be observed monitoring or evaluating pupils (38% and 16% in Equateur and Katanga, respectively). Teachers in Equateur did not ask pupils questions very often at all (3% of the time). On aggregate, however, these teacher actions suggest that much of the time in reading lessons is being devoted to non-reading activities and do not allow for extended periods of pupil engagement with text, such as reading practice.

Although math lessons were observed only in Katanga, it is instrumental to compare exhibited teacher actions in reading and mathematics in this province. Mathematics teachers in Katanga were less likely to employ choral repetition than reading teachers; instead, they tended to spend more time monitoring and evaluating pupils (i.e., giving pupils time to practice doing mathematics), as well as posing questions to pupils. However, they were also slightly more likely to spend more time on teacher-centric actions, such as talking to pupils and writing on the board, which are not conducive to pupils practicing mathematics.

4.3.4 Time on Task The amount of time spent reading and doing mathematics (time “on task”) matters greatly for pupil learning. Pupils need structured time to practice emerging reading skills in order to become more familiar with and to learn to decipher meaning from written text. Likewise, pupils need time to learn to think logically and mathematically, and to use mathematics to solve problems. Time away from school (i.e., absent or tardy) and time wasted during class inherently reduces the time spent on task honing these emergent skills.

During interviews, teachers were asked how many pupils were either absent or late on a typical day. These figures were then compared with total number of pupils enrolled in class to determine rates of absenteeism and tardiness in classes; these are reported in Table 23. As seen in the table, the median pupil in Equateur, Kasai Occidental, Kasai Oriental, and Katanga was taught in a class with 21%–25%


absenteeism rates, 11%–15% absenteeism, 16%–20% absenteeism, and 6%–10% absenteeism, respectively. Given average class enrollment of 64, 51, 67, and 58 pupils in these four provinces, each class had approximately 15, 7, 12, and 5 pupils absent on a given day in Equateur, Kasai Occidental, Kasai Oriental, and Katanga, respectively. When pupils were asked if they had been absent at all during the previous week, 14%, 17%, 15%, and 8% of pupils indicated that they had missed at least one day during the previous week. This amounts to a great deal of lost class time. Pupil tardiness appears to be somewhat less of a concern, with many pupils’ classes having less than a 10% rate.

Table 23. Pupil absence and tardiness

Response Options

Percentage of Pupils Equateur

Kasai Occidental


Absent 0 8% 26% 2% 19% 10%

1 to 5 3% 2% 3% 6% 2%

6 to 10 11% 13% 17% 28% 12%

11 to 15 0% 19% 11% 24% 10%

16 to 20 9% 8% 37% 0% 6%

21 to 25 30% 13% 9% 8% 9%

26 to 30 0% 0% 0% 11% 3%

31 to 35 7% 6% 15% 0% 3%

36 to 40 21% 5% 0% 0% 4%

41 to 45 0% 0% 0% 0% 0%

46 to 50 0% 2% 0% 0% 0%

>50 7% 2% 7% 2% 2%

Late 0 17% 21% 4% 28% 17%

1 to 10 41% 52% 36% 46% 38%

11 to 20 38% 23% 38% 27% 24%

21 to 30 4% 1% 22% 0% 3%

>30 0% 3% 0% 0% 0%

Teacher absenteeism and lateness was reportedly (according to head teachers) less common: most pupils were taught by teachers who regularly showed up to work and who were on time (see Table 24). Only approximately one-third of pupils attended classes for which teacher absenteeism and lateness rates were greater than 10%.


Table 24. Teacher absence and tardiness (% of pupils affected)

Response Options

% of Pupils Affected Equateur

Kasai Occidental


Absent None 63% 52% 84% 68% 64%

1 to 5 0% 5% 0% 5% 3%

6 to 10 5% 10% 0% 7% 6%

11 to 15 9% 13% 6% 8% 9%

16 to 20 15% 14% 1% 5% 9%

21 to 25 0% 0% 0% 1% 0%

25+ 8% 6% 9% 6% 7%

Late None 52% 57% 58% 70% 59%

1 to 5 0% 0% 5% 2% 2%

6 to 10 13% 7% 4% 8% 8%

11 to 15 6% 8% 29% 12% 14%

16 to 20 8% 15% 4% 2% 7%

21 to 25 6% 1% 0% 1% 2%

25+ 14% 12% 0% 4% 8%

During observed reading and mathematics lessons, assessors recorded the content area covered by teachers as well as whether most pupils were on task and paying attention. Classroom-level pupil attention ratings were obtained by noting at each observation interval during the classroom observation whether at least 50% of the pupils in the classroom were paying attention at that point in time. These findings are displayed in Table 25. In terms of pupil attention, the vast majority of pupils (96%) were in classes where at least half of the class was paying attention to the lesson at hand. While this proportion fluctuated slightly throughout observed lessons, with the number of pupils in “on-task” classes dropping below 90% in some cases, pupil attention was generally observed to be high and relatively constant. In terms of content in reading lessons, assessors distinguished between reading (aloud or silently), pupil writing, penmanship, oral comprehension, pupil discussion, work on grammar, and vocabulary. From Table 25, it is clear that most classes were engaged in either reading (mostly reading aloud) or oral comprehension, activities that would seem to have a clear link to the lesson objective (i.e., reading instruction) and to offer opportunities for pupils to engage with text. Recall, however, that teachers were observed a great deal of the time talking to pupils, writing on the board, or leading choral repetition—actions that decidedly do not provide pupils much opportunity to engage with text or practice reading for themselves. Thus, although the content during observed reading lessons was related to what teachers were supposed to be teaching, much of the pupils’ time was spent engaging in other types of activities (e.g., watching the teacher, listening to the teacher, repeating after the teacher).


Table 25. Content area activities and pupil attention during observed lessons

Focus Activity Equateur Kasai

Occidental Kasai

Oriental Katanga Average

Content (reading)

Reading aloud 39.9 43.5 43.0 29.4 38.2

Reading silently 2.0 0.5 0.1 3.4 1.7

Writing 15.5 16.9 14.3 13.3 15.2

Penmanship 0.0 0.0 0.4 0.0 0.0

Listening comprehension

35.2 28.3 32.9 28.0 30.3

Pupil discussion 0.8 1.8 1.5 0.6 1.1

Grammar 0.0 6.8 2.9 14.3 7.1

Vocabulary 0.7 0.1 0.0 8.5 2.8

Other 5.9 2.1 4.9 2.6 3.5

Content (math)

Whole numbers, counting

— — — 16.0 —

Whole numbers, operations

— — — 56.4 —

Decimals, counting — — — 1.3 —

Decimals, operations

— — — 0.0 —

Fractions — — — 1.5 —

Geometry — — — 13.4 —

Money — — — 0.7 —

Word problems — — — 7.1 —

Other — — — 3.4 —

Pupil attention

Most following the lesson

97.5 97.8 96.5 94.0 96.4

Most not following 2.5 2.2 3.5 6.0 3.6

4.3.5 School Safety Pupil safety at school is a primary concern for pupils, teachers, and head teachers in the DRC. Learning is compromised if pupils perceive that they are not safe, and teachers are less likely to provide quality instruction if they themselves perceive the school to be an unsafe place for either themselves or their pupils. Because the perception of safety is a primary need—one that imposes itself on the minds of pupils, teachers, and head teachers—assessors asked (during all three types of interviews) whether interviewees felt safe and, in cases where they did not, why that was the case. During teacher and head teacher interviews, assessors also inquired as to their perceptions of pupil safety. Results are shown in Figure 37.


Figure 37. Perceptions of school safety

Overall, more than half of pupils asserted that they felt safe at school as well as going to and from school, and most pupils attended schools where teachers and head teachers felt the same way. There were extreme differences among provinces, however—perceptions of safety were very low in both Kasai Occidental and Kasai Oriental, while perceived safety was high in Katanga and Equateur. It is worth mentioning that pupils’ perceptions of safety in the Kasais differed widely from those of their teachers and head teachers, particularly in Kasai Occidental. Such differing perceptions are problematic and suggest that teachers and head teachers are not in tune with pupil concerns.

Some teachers expressed perceptions of insecurity for themselves at school (32% of pupils are taught by teachers who do not feel safe themselves in school) while only 16% of pupils had teachers who felt that their pupils were not safe. When prompted about reasons for fearing for their own safety, teachers mentioned the overall financial situation at school (precarious), the lack and lateness of salaries, sanitation, and poor infrastructure when they considered their own safety. In other words, they held a more inclusive view of school safety that considered their position as professionals and the school as a financial institution. When teachers believed pupils were not safe in school, they tended to mention specific parts of school infrastructure such as the lack of exterior walls and broken or dilapidated buildings.

Interestingly, while approximately 70% of pupils, on average, attended schools where the head teacher asserted that pupils were safe, a higher proportion of head teachers admitted that safety was indeed a problem at their school. Head teachers, when discussing problems of school safety, tended to mention infrastructure issues such as the lack of an exterior wall or guard (49%), theft and crime at school (30%), and the area surrounding the school (15%).

Beyond perceptions of safety, most pupils in fact were attending schools that were not enclosed by an exterior wall (78%), and the walls that did exist tended not to be constructed with durable materials. More than one-half of pupils in Equateur, Kasai Oriental, and Kasai Occidental attended schools without a school guard. These

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safety features, lacking in many schools, appeared to weigh heavily on the minds of some pupils, teachers, and head teachers.

5 Links Between the School Context and Pupil Learning With the above discussion as background, it is also worthwhile exploring relationships between pupil learning, as measured by the EGRA, and the school context. Specifically, it would be worthwhile to learn whether any aspects of the school context, such as teacher characteristics (e.g., training) or teaching and learning processes show a statistically significant relationship with pupil outcomes. If so, and variation in some aspects of the teaching and learning context predicts variation in pupil reading and math outcomes, these aspects might be areas to focus attention on for school leaders and Ministry officials.

To this end, we conducted a series of regression analyses, which are presented in Annex 7. Overall, the models found that many of the variables that are often believed to be associated with enhanced classroom instruction and pupil learning were, in fact, not. The majority of teacher and head teacher characteristics—such as content-specific training, degrees, and experience—were not found to predict variation in pupil outcomes. However, the models showed that several other variables, including teachers’ classroom management techniques (specifically responding to situations in constructive ways), head teachers’ use of learned management techniques, time spent reading, and fewer incidences of school violence, were all strongly associated with the likelihood of pupils reading at a higher level. These findings could inform a renewed focus on those aspects of the school environment that are shown to be associated with learning outcomes, as opposed to those that routinely are not (e.g., teacher and head teacher characteristics).

6 Conclusions and Lessons Learned The DRC is a geographically and logistically challenging environment in which to conduct a study such as this one. Instability in provinces in the northeast make it challenging for assessors to conduct fieldwork. In addition, difficulty in accessing more rural schools further complicates data collection. This particular study faced additional challenges because the timelines did not fully accommodate the timing of the ACCELERE! project, school census data were not accurate, and technology failed at times. That said, through this study, reliable baseline data were collected and important lessons were learned that will benefit the ACCELERE! project and inform USAID and MEPS-INC in developing and implementing reading and mathematics interventions.

Overall, this study shows that pre-reading and reading skills in mother tongue languages for Grade 3 pupils and in French for Grade 5 pupils are not at the levels needed for pupils to read with comprehension at grade level. Even at Grade 5, the pupils were reading connected text at only between 10.9 and 17.7 average cwpm, with the exception of Level 3 ALP pupils, who read on average 30.1 cwpm. This rate reflects a reading speed of one word every 3 to 6 seconds (or every 2 seconds in the ALPs), which is too slow to allow for real comprehension. The ACCELERE! project will need to take these current levels into consideration when leveling instruction for pupils in the early and mid-primary grades.

As preparations are made for midline and endline data collection, the ACCELERE! project might take the following lessons learned into consideration:


• Language of Assessment. Because of differences in dialects spoken in different provinces, unplanned time needed to be spent with assessors trained for this baseline assessment to build fluency in the languages being assessed. Although RTI staff performed their due diligence by vetting assessors and were able to provide the necessary training and support to these assessors, when planning for future data collections, care should be taken to address any possible assessor language issues earlier in the process.

• Sample Selection. In this study, there was a delay in identifying implementation districts, which subsequently caused delays in sampling for the baseline and ultimately resulted in schools being sampled for the baseline assessment that may not end up receiving the ACCELERE! project intervention. Because the ACCELERE! project evaluates the baseline data and prepares for midline data collection, we recommend that the ACCELERE! project align, as much as possible, its current implementation schools with the schools tested at baseline in order to have the greatest chances of showing change in pupil performance over time. Staff supporting the ACCELERE! project will need to determine whether to continue testing (for midline and endline assessments) the students at the beginning of the school year or to move to an end-of-the-school-year testing cycle. Finally, it is important to have complete and correct census data when drawing samples for assessments. If staff supporting the ACCELERE! project need to select additional schools to test at midline and endline, then they should allow sufficient time to obtain existing census data and fill in any missing data as needed.

• Survey Administration. Technical issues arose during the assessor training with the wireless Internet devices (TP Links). This problem was because the local network does not consistently support G3-based devices. Before midline and endline assessor training (or refresher training, as needed), the network availability in every training site and in the field should be explored, and backup options for providing Internet access to assessors should be considered and acquired in advance.

• Data Collection. A number of challenges were identified and addressed during data collection. Because of the delay in identifying target zones by the ACCELERE! project, more time elapsed than was desired between assessor training and actual fieldwork, which required RTI staff and assessment team supervisors to monitor the assessors closely to ensure that no knowledge had been lost. Also, specific schools were found to be either inaccessible or unsafe, and replacement schools were identified and tested. For future data collections, each assessment team should be provided with letters of authorization and work with local authorities to secure their safety while traveling to schools to collect data. Finally, because of the length of the assessments—particularly in the district in Katanga where both the EGRA and the EGMA were administered to Grade 3 pupils—both the assessors and pupils became fatigued. The ACCELERE! project may reconsider the length of the assessments or identify ways to spread testing over a longer period of time in order to combat this issue.

Following the completion of data analysis, national and regional findings workshops were held to share the results of this study and to identify recommendations for improving progress in reading and mathematics in the lower primary grades. A list of recommendations generated in these workshops, as well as more detailed lessons learned and recommendations for future data collections are provided in Annex 8. It is hoped that the lessons learned identified in this report and the recommendations


from these workshops will assist USAID and the ACCELERE! project as they promote increased pupil learning in the DRC.


Annex 1. Details on Results of Classroom Observations

Figure 1-1. Teacher action, lesson content, pupil attention, and language of instruction in observed reading lessons, Equateur

Figure 1-2. Teacher action, lesson content, pupil attention, and language of instruction in observed reading lessons, Kasai Occidental

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Figure 1-3. Teacher action, lesson content, pupil attention, and language of instruction in observed reading lessons, Kasai Oriental

Figure 1-4. Teacher action, lesson content, pupil attention, and language of instruction in observed reading lessons, Katanga

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Figure 1-5. Teacher action, lesson content, pupil attention, and language of instruction in observed mathematics lessons, Katanga

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Annex 2. Instruments Instruments attached:

A. Grade 3 EGRA i. Kiswahili ii. Lingala iii. Tshiluba

B. Grade 3 EGMA i. French

C. SSME i. Student questionnaire (Kiswahili) ii. Student questionnaire (Lingala) iii. Student questionnaire (Tshiluba) iv. Teacher Questionnaire v. Head Teacher Questionnaire vi. Classroom Observation: Reading vii. Classroom Observation: Math viii. Classroom Inventory ix. School inventory

Grade 3 EGRA Instrument (Kiswahili)

DRC EGRA – KISWAHILI 3ème Année 1

Ukadiri wa matarafu katika masomo ya kwanza ya mafundisho ma msinji

CHETI CHA MAJIBU

Usome, kwa sauti juu, maneno inafuatayo kwa mwanafunzi kwa kupata ukubaliyo wake.

Makubaliyo inapatikana: NDIYO (Kama makubaliyo haipatikane, kumupigia mwanafunzi aksanti na kupita kwa mwanafunzi mwengine.)

A. Tarehe ya mashindano: ___(siku) / _____(m) / 2015 G. Masomo ya mwanafunzi :

Mwaka wa 3

B. Jina la upelelezi H. Masomo (Kipindi):

C. Jina la shule : I. Mwezi na Mwaka wa

kuzaliwa wa mwanafunzi

(Kama hajuwane, tia « x »)

Mwezi : Mwaka : _ Msirifu :

D. Codi pekee - shule :

E. Jamii : J Kiume ao kike cha mwanafunzi Mke

Ume F. Jimbo : K. Saa ya kwanza maulizo : h _

Mbele ya kuanza, ninataka kukuambia sababu gani niko hapa. Jina langu ni . Ninatumika ku Uwaziri wa Mafundisho.

ï Tunatafuta kujua namna gani watoto wanasoma hesabu na usomi. Tulikuchagua kwa bahati, kama mu tombola.

ï Tunataka utusaidie kwa kujua namna gani wanafunzi wanasoma hesabu na usomi. Lakini haukazishe kwa kushariki kama hautake.

ï Tutafanya michezo na herufi ya hesabu na usomi na maandiko. ï Nitatumika na saa juu ya kujua wakati ngapi utaleta majibu yako. ï Hii HAINA mashindano HABATAWEKA alama na majibu yako. ï Nitakuuliza tena maulizo ya jamaa yako, kama : lugha gani unasemaka katika jamaa

nyumbani, na jamaa yako ina vitu gani. ï SITAAndika jina lako, hakuna mwenyewe atajua majibu yako. ï Ninarudiya mara ingine haukazishwe kama hautaki, hakuna maneno.

Hasa una maulizo? Huku tayari tuanze?

3

USOMI na HESABU MWAKA WA 3

DRC EGMA et EGRA - 3ème Année - Fiche Réponses 2

Tâche 1 a. Ulizo ya chini 1. MANENO YA KUSEMA - A

Karatasi, kalamu risasi, kitabu na kifutiyo cha kalamu (une feuille de papier, un crayon, un livre et une gomme)

Kama mwanafunzi anayesita wakati wa SEGONDI 3 pita ku neno yenye kufuata.

Taarifa yoyote :

Utaambia mwanafunzi wako aonyeshe sehemu ya mwili wake na vitu vyenye ndani ya mavingira, na kutafuta kusikia kwake kwa neno ya maanga. Kusoma maneno/misemwa ambayo inaandikwa kwa efuri kubwa. Andika majibu ginsi ifwatayo:

( / ) Kuziba kila swali ambayo mwanafunzi alipa majibu mubaya. ( O ) Chapa kiviringo kama mwanafunzi anajiadibisha peke yake. A. Sehemu ya mwili :

Sura yako – ligoti yako – kisingino cha mkono yako – kidevu chako – libega yako – mkono wako – unyuzi wako – mguu wako

B. Maneno ya maanga :

Tia kalamu ya risasi, kartasi na gundi mbele ya mwanafunzi.

Tia kalamu ya risasi (rudilia kwa kila neno) : mbele yako – chini ya kartasi – myuma yako – ku udongo – juu ya kartasi – pembeni ya kartasi

Nitakuambia maneno ambayo inaonyesha vipanbe vya mwili wako. Utanionyesha sehemu gani ya mwili wako kila neno inaonyesha. Mfano, «pua yako » Kama mwanafunzi anajibu vizuri, muambie «Vizuri sana ! Tupime tena mfano. » Kama mwanafunzi hajibu vizuri, muambie «Ile ndjo pua. Tupime tena mfano. » Unionyeshe jicho lako. Kama mwanafunzi anajibu vizuri,muambie «Vizuri sana ! Tupime tena mfano. » Kama mwanafunzi hajibu vizuri, muambie « Ile ndjo jicho. Tupime tena mfano. » Unasikia ambayo nina kuambia ufanye? Tuanze.

Unaona kalamu ya risasi ? Utaitia pale nitakuambia.


Tâche 1 b: Ulizo ya chini 1. MANENO YA KUSEMA – C

Karatasi ya vichapo CS 3 ( la feuille des images CS 3)

X

Hapa ni masanamu. Uniambie jina ya kilakitu, mu kiswahili, kinacho onyeshwa katika sanamu hizi? Mfano, [onyesha ndege na kidole], ni picha la ndege. Kama unaona hii picha, utasema «ndege».

Tujizoezi. Uniambie jina lake [onyesha mbwa na kidole]. Nzuri. Ni mbwa. [Onyesha mbwa na kidole] Ni mbwa. Uniambie wanasema nini mu kiswahili kitu unaona

kwa kila sanamu ?

Kama unaona kitu haujue, pita ku sanamu iliyofuata. Uko tayari ? Basi tuanze.

Kitabu chura Gari la mabawa Bata Suruali mbuzi Kitika Ua

Kama mwanafunzi anayesita wakati wa SEGONDI 3 uweke mustari kuilizo hio, naupite ku neno yenye kufuata.

Kukatwa kwa zoezi sababu mwanafunzi hakuleta hata jibu moja ya sawa kwa mstari wa kwanza


Tâche 2: Ufahamu ya grafema

CS 4 60 secondi Kama mwanafunzi haweze

kupana jibu njema moja kwa ulizo wa mstari wa kwanza.

Kama mtoto hajibu nyuma ya SECONDI 3, muambie «Endelee » na kumpatia grafema yenye kufuata.

Taarifa yoyote : Jibu ni « nzuri » kama mwanafunzi alipana jina ao sauti (b’, d’, f’, llll) ya herufi.

( / ) Kuzima kila ulizo ambayo mwanafunzi alipana jibu mbaya ( O ) Chapa kiviringo kama mwanafunzi anajiandikiya peke yake. (] ) Nyuma ya grafema ya mwisho yenye kusomwa.

Mfano : O u t

1

2

3

4

5

6

7

8

9

10

u k A m a o n T n a (10)

j a g a i a O A i z (20)

m i u L N ny i w h a (30)

n e p N sh i n h c e (40)

i a j a i a u n a f (50)

a i A u a F n a b d (60)

v b l a y a i u n a (70)

a o a p a z a i a i (80)

K i M r D sh s n i U (90) v f a u a i n a D a (100)

Hesabu kwali ya secondi yenye kubakia iliyoandikwa ku saa ya kupima majira:

Aksanti ! Tunapashwa kupita ku kazi ingine!

Angalia kartasi ambayo inajaa herufi na mikusanyo ya herufi. Nisomee majina zao ao sauti zao. Kwa mfano, herufi hii [Kuonyesha “O” ndani ya mstari wa mifano ]inasomeka/ PO / kama ndani ya neno “KOPO”.

Tushike sasa : Unisomee muungano wa maherufi hizi [Onyesha “k” ndani ya mstari wa mifano]: Kama mwanafunzi anajibu vizuri,muambie «Vizuri sana, muungano wa herufi unasomwa /u/ kama ndani ya neno “ua”. Kama mwanafunzi hajibu vizuri, muambie: “Hapana, muungano wa herufi unasomwa / u / kama ndani ya neno “ua’’.

Sasa, tupime ingine mfano. Unisemee herufi hii: [Onyesha “t” ndani ya mstari ya mifano]: Kama mwanafunzi anajibu vizuri,muambie «Vizuri sana, herufi hizi inasomeka / te / ao / t ‘/ .

Kama mwanafunzi hajibu vizuri, muambie: “Hapana, herufi hizi inasomeka / te / ao / t ‘/. Uko tayari? Tunaweza kuendelea ? Kama ninasema “Anzeni”, onyesha kila herufi na mkono wakati unasoma. Kamata kusoma kwa mkono wa kushoto mpaka mkono wa kuume, mstari kwa mstari. Unasikia vizuri vile ninakuambia ? Tia kidole chako kwa herufi ya kwanza. Uko tayari ? Pima kusoma vizuri mbio. Anza.


Exemple : pa iko sema

1 2 3 4 5

kuku lakini Kima wao katika ( 5)

makaku somo ile moto safi (10)

tena huyu Popo moja ya (15)

ina siku yake samaki baba (20)

bwana kwa Kweli ona mama (25)

yeye kumi Sasa mkate kazi (30)

la wote wa huyu jua (35)

walimaji kama bibi Kila tatu (40)

watoto wake ni ana kiisha (45)

hawa rafiki leo na bata (50)

Tâche 3 : Usomi ya maneno ya ujami

CS 5 60 secondes Kama mwanafunzi haweze

kupana jibu njema moja kwa ulizo wa mstari wa kwanza

Kama mtoto hajibu nyuma ya SECONDI 3, muambie «Endelee » na neno yenye kufuata

Aksanti sana ! Tupite ku kazi ingine !

Nombre exact de secondes restantes indiquées sur le chronomètre :

Angalia ndani ya kartasi maneno ambayo utasoma. Hapa, kuna mifano 3. Kwa mfano, neno hii ya kwanza [Onyesha neno « pa » na kidole] inasomwa « pa ». Unaweza kusoma neno la kwanza ?

[Nyuma ya jibu lake, ao nyuma ya sekondi 3 kama jibu hakuna, muonyeshe namna ya kufanya.] Na neno hii ? [onyesha neno « iko » na kidole]. Unaweza kunisomea neno hii ?

[Nyuma ya jibu lake, ao nyuma ya sekondi 3 kama jibu hakuna, muonyeshe namna ya kufanya.] Na neno hii ? [onyesha neno « sema » na kidole]. Unaweza kunisomea neno hii ?

[Nyuma ya jibu lake, aonyuma ya sekondi 3 kama jibu hakuna, muonyeshe namna ya kufanya.]

Uko tayari ? Unasikia vile ninakuomba ufanye ? Kama ninasema “Anza”, utasoma maneno kuanzia kushoto mpaka ku mkono wa mwanaume, mstari kwa mstari. Ku mwisho wa mstari, utapita kwa mstari unafuatayo. Pima kusoma sawa mbio mbio.Uko tayari ? Anza.”


Tâche 4 : Usomi ya maneno ya kuunda

CS 6 60 secondes Kama mwanafunzi haweze

kupana jibu njema moja kwa ulizo wa mstari wa kwanza.

Kama mwanafunzi hajibu nyuma ya SECONDI 3, muambie «Endelee » na neno yenye kufuata.

Exemple : bi tok nar

1 2 3 4 5

jot net ge mit bat (5)

bun wan tit nyi ir (10)

lit ret ik kun ve (15)

run ra fut tot fon (20)

kot su osh wu lo (25)

ru ki be cot rut (30)

tun ze ken zut kut (35)

ne pat ko hin ban (40)

ich cun ho jan pi (45)

yin pu sun sut sin (50)

Aksanti sana ! Tupite ku kazi ingine !!


Angalia maneno ambayo hawaione hata. Lakini ninapenda upime kusoma. Kwa mfano, hii neno ya kwanza [Onyesha neno « bi » na kidole ] inasomekwa « bi ». Unaweza kusoma hii neno ya kwanza?

[Nyuma ya jibu lake, ao nyuma ya sekondi 3 kama jibu hakuna, nuonyeshe namna ya kufanya.] Basi neno hii ? [onyeshe neno « tok » na kidole]. Unaweza kunisomea neno hii ?

[Nyuma ya jibu lake, ao nyuma ya sekondi 3 kama jibu hakuna, muonyeshe namna ya kufanya.] Basi neno hii ? [onyesha neno « nar » na kidole]. Unaweza kunisomea neno hii ?

[Nyuma ya jibu lake, ao nyuma ya sekondi 3 kama jibu hakuna, muonyeshe namna ya kufanya.] Uko tayari ? Unasikia vile ninakuomba ufanye? Kama nina sema “Anza”, utasoma maneno kuanzia kushoto mpaka ku mkono wa mwanaume, mstari kwa mstari. Ku mwisho wa mstari, utapita kwa mstari unafuatayo. Pima kusoma sawa mbio mbio.Uko tayari ? Anza.”

DRC EGRA – KISWAHILI 3ème Année – Fiche Réponses 7

Tâche 5b : Usikilivu

Baada kutoa ulizo ku

mustari wa mwisho, ujaze.)

Kama mwanafunzi haweze kupana jibu nyuma ya SECONDI 10, rudiliya iyo ulizo na umupatiye tena SECONDI 5.

[Uweke usomi mbele ya mwanafunzi. Onesha kwa kidole mustari wa kwanza (kichua kia mambo) Kwasasa nina penda usome kwa sauti juu hadisi hii ya mtoto Pima kusoma sawa na kwa araka ; kicha, nitakupatiya maulizo kuusu ile ume soma. Wakati nasema, « uanze », soma hadisi hii vizuri kama unawezao kusoma. Kama unakuta neno ile ahufaamu, unapita kuneno ingine. Onecha kwa kidole neno ya kwanza. Uko tayari? Anza.

Hesabu kwa segondi inayobika ku saa : Auto-stop activé ?

Kwasasa, ta kuhuliza maulizo moja moja kuhusu hadisi onatoka kusoma. Jaribu kujibiya kadiri unawezao ku jibiya.

Mahulizo JIBU YA MWANAFUNZI

sawa

sisawa

Akuna jibu

Ni nani ameweza mashindano ya masomo?[Kembo]

Mama yake anamuaga nini? [kupitisha mapumziko yake kwa shangazi Safi.]

Nini shaganzi yake alimuuziya? [kinga.] Wapi Kembo anacheza na kinga yake? [Kembo anacheza na kinga ndani ya bustani.]

Nini Kembo anaendeleya kufanya? [Anaendeleya kutembeza Kinga]

[Umuelez mwanafunzi:] Aksanti sana ! Tu namaliza.

Kembo. Kembo ameweza mashindano ya masomo. 5 Mama yake anamuaga kupitisha mapumziko kwa shangazi Safi.13 Anafika kwa shangazi Safi. Yeye anamuuziya kinga. 20 Kembo anacheza na kinga ndani ya bustani. Ana anguka. Shangazi yake anakuya kumuamusha. 33 Kembo anampigiya shangazi yake aksanti na anaendeleya kutembeza kinga mu bustani. Yeye amepitisha mapumziko yake kwa shangazi. 50

Majibu sawa inaweza kuwa mu lugha ya kiswahili wala ya kifransa. Pana maulizo paka mwisho ya kistari ile mwanafunzi ileweza kuleta jibu () sawa, sisawa ao auna jibu ( O ) kutia muviringo kama mwanafunzi najiyandikiya peke yake.

Tâche 5a : Usomi ya mandishi

CS 8 60 secondes Kama mwanafunzi

haweze kupana jibu njema moja kwa ulizo katika maneno 6 ya kwanza (kicwa ca neon na mustari wa kwanza)

5

( / ) Barrez chaque item pour lequel l’élève a donné une réponse erronée. ( O ) Encerclez si l’élève s’auto-corrige. ( ] ) Après le dernier graphème lu Lorsque l’élève a terminé de lire, retirez le texte de sa possession


EVALUATION DES COMPETENCES EN LECTURE

Tâche 1A : Vocabulaire Oral

une feuille de papier, un crayon,

un livre et une gomme

Si l’enfant ne répond pas après 3 SECONDES, barrez l’item et continuez.

Instructions générales :

Vous allez demander à l’élève de montrer des parties de son corps et des objets dans l’environnement, et de vérifier sa compréhension des termes spatiaux. Lire les mots/phrases en gras. Notez les réponses de la manière suivante:

( / ) Barrez chaque item pour lequel l’élève a donné une réponse erronée.

( O ) Encerclez si l’élève s’auto-corrige.

A. Parties du corps :

ta bouche – ton pied – ton coude – ton menton – ton épaule – ton bras – ton dos – ton genou

B. Termes spatiaux: Posez un crayon et une feuille de papier devant l’élève.

Mets le crayon (répétez pour chaque mot) :

devant toi – sous la feuille de papier – derrière toi – par terre – sur la feuille de papier – à côté de la feuille de papier

Je vais te dire des mots qui désignent des parties du corps. Tu vas toucher la partie de ton corps que chaque mot désigne. Par exemple, « ton nez » Si l’élève répond correctement, dites-lui «Très bien ! Essayons encore un exemple. » Si l’élève ne répond pas correctement, dites-lui « voici le nez. Essayons encore un exemple. » Montres-moi ton œil. Si l’élève répond correctement, dites-lui «Très bien ! Essayons encore un exemple. » Si l’élève ne répond pas correctement, dites-lui « Voici l’œil.» Tu comprends ce que je te demande de faire ? Commençons.

Tu vois ce crayon ? Tu vas le poser là où je te le demande.


Tâche 1B : Vocabulaire Oral

la feuille des images CS 3

Si l’enfant ne répond pas après 3 SECONDES, barrez l’item dites-lui « Continue »

Voici des images. Dis-moi comment s'appelle ce que tu vois sur chaque image en français. Par exemple,

[montrez l'oiseau du doigt], c'est la photo d'un oiseau. Quand tu vois cette photo, tu dois dire « oiseau ». Exerçons-nous. Dis-moi comment cela s'appelle [montrez le chien du doigt]. Bien. C'est un chien. [Montrez le chien du doigt] C'est un chien. Dis-moi comment s'appelle ce que tu vois sur chaque

image en français.

Si tu vois quelque chose que tu ne connais pas, passe à l'image suivante. Tu es prêt(e) ? Alors commençons.

livre crapaud/grenouille avion canard pantalon chèvre banane fleur

Exercice interrompu parce que l'enfant n'a donné aucune réponse correcte sur la première ligne

Grade 3 EGRA Instrument (Lingala)

DRC EGRA –LINGALA 3ème Année-Fiche Réponses 1

Evaluationdes competencesdanslespremièresanneesdel’ecolefondamentale FICHE DES REPONSES

Tangela moyekoli na mongongo makasi lisakola elandi mpo nakozwa bondimi bwa ye na maloba.

Bondimi na maloba bozwami: Iyo

(Soki moyekoli moko aboyi kopesa biyano na mituna, tondo ye mpe kende epai ya moyekoli mosusu, na bosalelaka se monkanda mwa botondisi moye.

A. Dati ya momekano ____(M) / ______(s) / 2014 G.: Kelasi ya mwăna

Mobu mwa mibale

B.Nkombo ya moi-anketi H. Kelasi (sekisyo)

C.Nkombo ya eteyelo I.Sanza mpe mbúla moyekoli abótámÍ (Soki eyebani te tya

»x »)

Sanza: Mbula: _ eyebani te:

D.Elembo yoko-eteyelo

E. Sous-Division J. Moyekoli azali mobali to mwasÍ Féminin

Masculin F.Etuka K. Ngonga momekano

mobandi h _

Liboso lya kobanda, nalingi koloba na yo mpo na nini nazali awa. Nasalaka na Minisitele ya libokoli to ya makambo ya kelasi ya yambo, ya ntei mpe ya misala mya maboko.

ï Tolingi koyeba ndenge nini bana bayekolaka mituya mpe kotanga. Oponomi na nzeke, lokola na tombola.

ï Tolingi osalisa biso toyeba ndenge nini bana bayekolaka mituya mpe kotanga. Kasi osengeli koyanola na mituna na biso te soki olingi te.

ï Tokosala lisano na mituya mpe botangi na bokomi. ï Nakosalela montele moye mpo nakoyeba ngonga boni ozali kozwa na misala wana. ï Ezali momekano te, tokopesa yo bilembo te na biyano bya yo mpo na eteyelo. ï Nakotuna yo mpe mitúna mitali libota lya yo, lokola : lokota nini olobaka na libota ntango

bozali na ndako, mpe ndambo ya biloko nini libota lya yo lizali na byango. ï Nakokoma nkombo na yo te, mpe moto moko te akoyeba te biyano biye bizali bya yo. ï Na koloba na yo lisusu te otindami na makasi te mpo na mosala moye ya bomeki. Ntango

tokobanda, soki oboyi kopesa eyano na motuna moko, ezali likambo te. Malamu mingi, tokoki kobanda ?

BOTÁNGI MPO YA KELASI YA MIBALE

3

DRC EGRA -3ème Année-Fiche Réponses - Lingala 2

Tâche 1a. Vocabulaire Oral une feuille de papier, un crayon

Nakopesa yo nkombo ya biteni bya nzoto na lifalase. Ntango nalobi nkombo ya eteni yoko

ya nzoto, nalingi olakisa ngai yango na nzoto ya yo. Ndakisa, soki nalobi « zolo » nalingi olakisa ngai zolo ya yo na mosapi (mwa loboko) mwa yo.

Tomeka : zolo Malamu. Ezali zolo ya yo. [Lakisa zolo ya yo na mosapi].Tala zolo ya ngai. Lakisa ngai zolo ya yo. Tomeka na ndakisa esusu : liso Malamu. Ezali liso lya yo [Lakisa liso la yo na lmosapi ] Tala liso lya ngai. Lakisa ngai liso lya yo. Omíbongisi ? Tobanda.

Soki myekoli azomeka koyanola sima ya 3 seconde misato, leka na koma elandi

( / ) Lakisa maloba manso mazali malamu te na lisalisi lya nzete etengemi ( Ø ) Zinga biyano moyekoli abongisaki ye moko, soki osilaki kotya byango lokola elamu te.

( ] ) Salela ekonzo yoko mpo na kolakisa liloba lya suka. Mosala mokatani mpo mwana apesi eyano elamu te na molongo mwa yambo. Lakisa ngai

A. Biténi bya nzoto:

Lakisa ngai Elongi ya yo–liblng lya yo– mónk mwa yo – ebɛku ya yo – lipɛkɛ/lipeka lya yo–lobkͻ la yo–monkiki mwa yo – lokolo la yo

B. Maloba makolakisa bisika :

Tya keleyo yoko, lokasa la papyé loko mpé gome yoko liboso lya moyékoli.

Tya keleyo (zongéla (loba lisusu) mpo na liloba lyoko lyoko):

Liboso lya yo – Na nsé ya lokasa – sima ya yo – na mabelé – likolo lya lokasa – mpembeni ya lokasa

Nakolobela/nakotángela y maloba maye makolakisa biténi bya nzóto. Okolakisa ngáí eténi kání ya nzóto ya y liloba lyk lyk ekolakisa. Ndakisa, « zólo ya y » Skí moyékoli apésí ayano elámu, lobá na yĕ « Malámu míngi Eye ezali zólo ! Tómeka ndakisa esúsu.» Skí moyékoli apésí eyano elámu tέ, lobá na yĕ « Te Eye ezali zólo.» Tómeka ndakisa esúsu. Lakísa ngáí lĭso lya y ». Skí moyékol apésí eyano elámu, lobá na yĕ «Malámu míngi Eye ezalí lĭso !.» Skí moyékoli apésí eyano elámu tέ, lobá na yĕ «Te Eye ezalí lĭso. » Oyébí níní nazalí kosέngε na y osála? Tóbanda.

Omoni keleyo eye ? Okotya yango esika nakosenge yo (otya yango).


Tâche 1b. Vocabularie Oral la feuille des images CS 3

Tala bilili. Lobela ngai na lingala lolenge kani bakobengaka eye ozali komono na elili yoko yoko. Ndakisa, [lakisa ndeke na mosapi mwa loboko], tala foto ya ndeke. Ntango ozali kolakisa foto ena, osengeli koloba « ‘ndeke ».

Tomeka. Lobela ngai lolenge kani bakobengaka [lakisa mbwa na mosapi mwa loboko]. Malamu. Ezali mbwa. [Lakisa mbwa na mosapi mwa loboko] Ezali mbwa. Lobela ngai lolenge kani

bakobengaka na lingala eye ozali komono na elili yoko yoko.

Soki omoni eloko yoko oyebi te, leka na elili elandi. Omibongisi ? Tobanda.

buku logborodo mpepo/avyo Libata/lisweswe patalo ntaba Etabe/likemba lombe/fulele/fololo

Soki moyekoli apesi eyano te sima ya 3 seconde, boma koma yang ope yebisa ye a koba

Mosala mokatani mpo mwana apesi eyano elamu te na molongo mwa yambo.


Tâche 2: Connaissance des graphèmes

CS 4 60secondes/segondi 60 Soki moyekoli apesi eyano

elamu moko te na molongo mwa yambo ye bisaye atika.

Soki mwana apesi eyano te sima ya segondi 3, loba na ye « koba » na bolakisaka ye nkoma elandi.

.

Mitindo minene : Eyano ezali « elamu » soki moyekoli apesi nkombo to nkomelili (……….) ya letele.

(/) Boma eyano ebe nyoso moyekoli apesi. (O) Zinga liloba soki moyekoli

Ndakisa O n i m

1

2

3

4

5

6

7

8

9

10

o f g O m a K e k M (10)

l V n u i L a W O l (20)

e d B a o p n e b O (30)

b K n e a m K b M i (40)

e a O a m N l a j p (50)

g z a i k g N k a l (60)

O t o a y a i a m a (70)

i L a y a b o l O a (80)

s i S k S e a i u N (90) n t O n y K e B a t (100)

Motango mwa solo mwa segondi itikali na motele:

Matondi mingi ! Tokoki koleka na mosala mosusu

Tala lokasa lotondi na letele. Tangela ngai baletele yango na bopesaka nkoma to nkomelili na yango. Ndakisa, letele eye [Kotya « …o…. » na molongo ya ndakisa ] etangemaka /o/ lokola na liloba « lelo ». Tasala (tomeka) sikoyo: Tangela ngai letele liye [ Kotya « …n… » na molongo ya ndakisa]

Soki moyekoli apesi eyano elamu, loba“Malamu mingi, lisanga lya letele iye litangemaka /n/ lokola na liloba « na… »”. Soki moyekoli apesi eyano elamu te “ Te, lisanga lya letele iye litangemaka /n/ lokola na liloba « na »

Tomeka ndakisa esusu. Tangela ngai letele eye: [ Kotya « i » na molongo mwa ndakisa]: Soki moyekoli apesi eyano elamu, loba « ‘Malamu mingi, letele eye etangemaka lokola na

liloba « izali. » Soki moyekoli apesi elamu te, loba: « Te, letele eye etangemaka /i/ lokola na liloba /izali/.

Tomeka ndakisa esusu. Tangela nga lisanga lya letele liye :[Kotya « m » na molongo ya ndakisa]: Soki moyekoli apesi eyano elamu, loba:“Malamu mingi, lisanga lya letele iye litangemaka « m » lokola na liloba « mama » .Soki moyekoli apesi eyano elamu te, loba:« Te, lisanga lya letele iye litangemaka «m » lokola na liloba « mama… »”.

Toyokani ? Tokoki kokoba? Soki nalobi « banda », lakisa letele moko moko na mosapi ntango ozali kotanga yango. Tanga kobanda loboko la mwasi kino la mobali, molongo moko moko. Oyebi malamu nini nasengi yo osala? Tya mosapi mwa yo likolo lya letele ya yambo. Obongami? Meka kotanga mbangu mpe malamu. Banda.


Exemple : kasi yo lya

1 2 3 4 5

mboloko lelo babale akomi ntongo (5)

mwana mwa tata eye na (10)

izali mbandaka lya te ba (15)

ebale epayi biloko kinshasa bazali (20)

ya mya bango apesi ndako (25)

ngai lobi ye mbisi elanga (30)

akei ndenge bya enene mpe (35)

olali biso kelasi noko alobi (40)

ezali nyama ma mama mpepo (45)

bilanga mboka mwasi wa ndako (50)

Tâche 3 : Lecture de mots familiers

CS 5 60 secondes Soki moyekoli apesi eyano


Soki mwana apesi eyano te sima ya segondi 3, loba na ye « koba » na bolakisaka ye nkoma elandi

Matondi mingi, tokoki koleka na mosala mosusu.


Tala lokasa lozali na maloba maye nakotanga. Awa, ndakisa izali isato. Ndakisa, liloba liye lya yambo

[Kolakisa liloba « kasi» na mosapi mwa maboko] etangemaka« kasi ». Okoki kotanga liloba lya yambo lina ? [Après sa reponse, ou après 3 secondes dans le cas de non-reponse, montrez-lui comment faire.] Bongo liloba liye ? [[Kolakisal liloba « yo » na mosapi mwa loboko] Okoki kotanga liloba liye ? [Après sa reponse, ou après 3 secondes dans le cas de non-reponse, montrez-lui comment faire.] Bongo liloba liye ? [ kolakisa lilobat « lya » na mosapi mwa maboko]. Okoki kotanga liloba liye ?s [Après sa reponse, ou après 3 secondes dans le cas de non-reponse, montrez-lui comment faire.]

Malamu? Oyebi eloko nini nasengi yo osala ? Soki nalobi “Banda”, okotanga maloba kobanda loboko la mwasi kino la mobali molongo moko moko. Na suka ya molongo moko, okoleka na molongo molandi. Meka kotanga mbangu mpe malamu. Obongami? Banda.”


Tâche 4 : Lecture de mots inventes

CS 6 60 secondes Soki moyekoli apesi eyano


Soki mwana apesi eyano te sima ya segondi 3, loba na ye « koba » na bolakisaka ye nkoma elandi

Ndakisa : dot kaq var

1 2 3 4 5

it tif baw yint jif (5)

fan kiw yat zuh bez (10)

lez fah un cut hoh (15)

pat keans pit wik zut (20)

net den tet tuv fiw (25)

ut tuv poh gah sot (30)

beh vanf yet gat yit (35)

ja lik lent wif don (40)

oh vet mon tah won (45)

boh ten doh pih jan (50)


Tala maloba maye mbele omono naino te. Kasi nalingi otanga mango. Ndakisa, liloba liye lya yambo [Kolakisa liloba na mosapi mwa lobokoI « dot» ] etangemaka« dot ». Okoki kotanga liloba liye lya yambo ? [Après sa reponse, ou après 3 secondes dans le cas de non-reponse, montrez-lui comment faire.] Bongo liloba liye ? [Kolakisa liloba « kaq » na mosapi mwa loboko]. Okoki kotangela ngai liloba liye? [Après sa reponse, ou après 3 secondes dans le cas de non-reponse, montrez-lui comment faire.] Bongo liloba liye ? Kolakisa liloba « var » na mosapi mwa lobokoa]. Okoki kotangela ngai liloba liye ? [Après sa reponse, ou après 3 secondes dans le cas de non-reponse, montrez-lui comment faire.]

Matondi mingi, tokoki koleka na mosala mosusu.


Tâche 5b :

Compréhension

Na nsima ya kotuna

ye motuna na lisakola ya nsuka bakisa.

Soki moyekoli epesi eyano te na 10 seconde, bandela mutuna pe pesa ye lisusu 5 seconde

Tia litangi liboso lya moyekoli Lakisa na mosapi mokoloto ya liboso. Sikawa na lingi otangela ngai na mongongo makasi lisolo lya mwana moko na nkombo Mongali Meka kotanga na lombango mpe kitoko, na nsima na kotuna yo mwa mituna na lisolo oyo otangi. Soki na lobi « banda » tanga lisolo oyo malamu na ndenge okoki. Soki omoni nkombo oyo oyebi te oleki na mosusu. Tia mosapi na nkombo ya liboso. Sika oyo obongami ? Tobanda

Koma ba seconde etikali na chronometele

Auto-stop activé?

Sika oyo na lingi na tuna yo mwa mituna na lisolo oyo outi kotanga. Meka koyanola na malamu mpenza.

mutuna Eyana ya moyekoli

malamu

malamute

eyanote

Nani azali mwana botosi? [Mongali]

Amemelaka yaya wa ye nini? [Mayi]

Mongali amoni nani na bozongi bwa ye o nzela? [nkoko moko ya mwasi.]

Asali na ye nini? [Asimbi ye na loboko.]

Bana ya nkoko wana basali nini? [Basepeli mingi na Mongali.]

[Yebisa muanaà ] Notondi yo malamu tosilisi.

Mongali Mongali azali mwana botosi. 4 Amemelaka yaya wa ye mayi na katini. 11 Na bonzongi bwa ye o nzela ya libulu, Mongali amoni nkoko ya mwasi alali na nse ya nzete. 29 Asimbi ye na loboko mpe amemi ye epai na ye. 39 Bana ya nkoko wana, basepeli mingi na Mongali. 47

( / ) Boma lokasa ya mituna oyo moyekoli apesaki eyano ya mabe (O) Zinga soki moyekoli amibongisi (l) Na nsima ya letele oyo atangi Soki moyekoli asilisi ko tanga, longola litangi liye oliboso lya ye

Biyano ya kitoko ekoki kopesama na lokota la lifalanse to mpe na lingala. Tuna mituna tii na nsuka ya mokoloto oyo mwana abakisaki. () Kitoko, kitoko te, to biyano bizali te ( O ) Zinga soki moyekoli amibongisi.

Tâche 5a : Lecture de

texte

CS 9 60 secondes Soki moyekoli alongi te na kopesa eyano moko ya kitoko na kati ya nkombo zomi ya liboso (nkoma enene mpe na lisakola ya liboso)

.




une feuille de papier et

un crayon

Si l’enfant ne répond pas après 3 SECONDES, barrez l’item et continuez


Vous allez demander à l’élève de montrer des parties de son corps et des objets dans l’environnement, et de vérifier sa compréhension des termes spatiaux. Lire les mots/phrases en gras. Notez les réponses de la manière suivante :

( / ) Barrez chaque item pour lequel l’élève a donné

une réponse erronée. ( O ) Encerclez si l’élève s’auto-corrige.










la feuille des images CS

3


Voici des images. Dis-moi comment s'appelle ce que tu vois sur chaque image en

français. Par exemple, [montrez l'oiseau du doigt], c'est la photo d'un oiseau. Quand tu vois cette photo, tu dois dire « oiseau ».

Exerçons-nous. Dis-moi comment cela s'appelle [montrez le chien du doigt]. Bien. C'est un chien. [Montrez le chien du doigt] C'est un chien. Dis-moi comment s'appelle ce que

tu vois sur chaque image en français.




Grade 3 EGRA Instrument (Tshiluba)

DRC EGRA TSHILUBA 3eme-Année Fiche Réponse –tshidimu tshibidi-Fishi wa Mandamuna 1

Ditshinka dia mamanya mu bidimu bia ntuadijilu wa kalasa ka nshindamenu FISHI YA MANDAMUNA

Suaku ubadila mulongi dimanyisha didi dilonda edi ne diyi dikole bua kupeta dianyisha diende.

Dianyisha dia mukana dipetshibua EYOWA (Pikala dianyisha dia mukana kadiyiku, kuela mulongi tuasakidila ne kuya kudi mulongi mukuabo ne amu ne

diodi dibeji edi.)

A.Dituku dia diteta: ____(j) / _______(m) / 2015 G. Tshidimu tshia kalasa ka mulongi 3ème année

B.Dina dia muenji wa anketa:

H. Kalasa/sekisiyo:

C. Dina dia tshilongelu: I. Ngondu ne tshidimu tshia diledibua dia

mulongi (Pikalabi kabiyi bimanya,

muluma anyi mukaji)

Ngondu: Cidimu: _ Kaciyi

D. Numelo ya tshilongelu:

E. Sous Division : J. Mulongi mulume anyi mukaji Mukaji

Muluma F. Polovense: K. Diba dia mbangilu wa

diteta: h _

3

DIBALA ne MAKUMI KALASA KIBIDI

Bangabanga ne kutuadija, ndi musua kukuambila kendela kanyi apa. Dina dianyi didi Ndi nkuata mudimu Tshibambalu tshia mianda ya Nkoleshelu.

ï Tudi basua kumanya mushindu udi bana balonga makumi ne dibala. Udi musungula mu mpukampuka, bu mu dinaya dia kanke.

ï Tudi tujinga se utuambuluisha bua kumanya mushindu udi bana balonga makumi ne dibala. Kadi katuena tukuenzeja ku bukole to bua kuandamuna pawikala kuyi musue.

ï Netuenza manaya ne bishiferi, a dibala ne a difunda. ï Nengangata diba didi dibatusunsa minuta bua kumanya bungi bua meba audi wenza

bua mandamuna. ï Etshi ki nditeta dia mu kalasa bua bakuela mpue pa mandamuna ebe to. ï Nenkuela kabidi makonka pa diku diebe, bu mudi aa : muakulu kayi unutu nuakula ku nzubu

kuenu , ne bintu kayi binudi nabi kuenu. ï Tshiakufunda dina diebe to ne muntu nansha umue kakumanya mandamuna ebe to. ï Ndi nkuambila tshiakabidi ne tshiena nkuenzeja ku bukole bua kuenza nanyi ditshinka edi

pawikala kuyi munanga to. Patudiamu tutuadija, pawikala kuyi ne dijinga dia kuandamuna ku lukonku, kabiena ne bualu nansha bumue to.

DRC EGRA TSHILUBA 3eme-Année Fiche Réponse –Tshiluba 2

Tâche 1 a. Manda muna akumishiku tshana une feuille de papier et un crayon

Ndi nkupesha dina dia bitupa bia mubidi mu mfualansa. Pandi ntela dina dia tshitupa tshia mubidi,, ndi musua se utshindeja pa mubidi weba tshilejelu, pandi ngamba ne « diulu », ndi musue undeja diulu diebe ne munu.

Tudibidija : diulu. Bimpe. Ndiulu diebe. [Leja diulu diebe ne munu] diulu dianyi. Ndejaku diulu diebe. Tuidikija ne tshilejelu tshikuabo :disu. Bimpe. disu diebe. [Leja disu diebe ne munu] disu dianyi. Ndejaku disu diebe. Udi pabuipi anyi ? Nanku tutuadija.

Pikala muana welakana munda mua tusunsasunsa 3 ,yaku ku muaku udi ulonda.

( / ) Leja miaku yonso idi kayiyi mimpe ne kalongo kasendame ( Ø ) Ela tshijengu pa diandamuna diebe pawikala mumane kuleja ne muaku ukavua mubi

( ] ) Ela mu tuboku bua kuleja muaku wa ndekelu

A. Ndeja:

Mpala webe–cinu cyeebe– lunkenyiibwa lwebe-Cibanga cyebe–Dikaaya dyebe–diboku dyebe–dikiki –dikasa dyebe.

Didibidija edi diajiki bualu muana kena mufila diandamuna nansha dimue dijalama pa mena a mu mulingo wa kumpala

B. Myaku misunguluka: Teeka keediyo keediyo, dibeji, kandundu ku meesu a mulongi.

Teeka keediyo(ambulula bwa mwaku ônso):

kumpala kweba–kwinshi kwa dibeji– panyima pa dibeji– panshi –pa dibeji—ku luseka lwa dibeji

Udi mumona keediyo eu anyi? Neumuteeka mwaba undi nkwambila.


Tâche 1 b: MIAKU YA KWUAMBA MUKANA PATUPU Diteta- dikesa dia 1.

la feuille des images CS 3

Tangila bimfuanyi. Ngambila dina dia tshiudi umona pa tshimfuanyi mu tshilubà.tshilejelu, [leja nyunyi ne munu], Nfoto wa nyunyu. Pudi umona foto eu, udi ne tshia kuamba ne « nyunyi ».

Tudibidija. Ngambila dina dia etshi [leja ne mbua ne munu]. Bimpe. Mbua. [Leja mbua ne munu]. Mbua. Ngambila mushindu udibo babikila tshiudi umona

pa tshimfuanyi tshionso mu tshiluba

Pawikala umona tshintu kampanda tshiudi kuyi mumanya to, pita ku tshimfuanyi tshidi tshilonda.Udi pabuipi anyi ? Nanku tutuadija.

mukanda tshibayibayi ndeka dibata mupanu ntshimbujima tshibote(a) tshilongu

Pikala muana welakana munda mua tusunsasunsa 3 ,yaku ku muaku udi ulonda. (Si l’enfant ne repond pas après 3 SECONDES, barrez l’item dites-lui « Continue »)

Didibidija edi diajiki bualu muana kena mufila diandamuna nansha dimue epela dijalama pa mulongo wa kumpala


Mudimu wa 2 : Dimanya dia tshisumbu

tshia maleta

CS 4 tunsasunsa 60 Pikala muana kayi ufila

diandamuna nansha dimue dimpe pa mulongo wa kumpala (mena anayi), muela « Tuasakidila »,jikija mudimu eu, ela katshi mu kazubu kuinshi ne yaku ku mudimu udi ulonda

Pikala muana welakana munda mua tusunsasunsa 3 ,yaku ku muaku udi ulonda

Mikenji minene: Diandamuna didi « dijalama » pikala mulongi udi ufila dina anyi « tshikuma »(b’,d’, f’, l) tshia maleta.

(/) Ela muaku onso kalongo kasendama pa muaku onso udi mulongi mufidila diandamuna kadiyi dijalama.(O) Ela muaku mu tshijengu udi mulongi mudilongoluela. (])Kunyima kua tshisumbu tshia maleta tshia ndekelu tshibala.

Exemple: O t u

1

2

3

4

5

6

7

8

9

10

U i n a E U N b u

i (10)

N j u d a L v d B n (20)

K n I Z e D M p U M (30)

Y a B N Y u i e s n (40)

I u m A i b I D g T (50)

t f n t U o N T e L (60)

o E r m w a k s I K (70)

m A S u k u A n M B (80)

a K M A m A e a u A (90) I a I u b w U d k u (100)

Bûngi bwa tusunsasunsa udi tushaala tuleeja pa diiba:

Twasakidila! Tudi mwa kupita ku mudimu mukwabo!

Les examples avec o, t na u Mona dibeji dia maleta ne bisumbu bia maleta .Mbadila maleta aa ne ungambila mena au anyi tshikuma tshiawu. tshilejelu, dileta edi [Leja “O” mu mulongu wa bilejelu] didi dibadibua /O/bu mu muaku“DIBOKO”. Tuenzaku mpidiewu: Mbadila tshisumbu tshia maleta etshi[Kuleja“ua” mu mulongu wa bilejelu]:

Pikala mulongi muandamuna bijalama, muambila «Bipita buimpe ,badi babala tshisumbu tshia maleta etshi ne/ bu mu muaku“bualu”. Pikalayi kena wandamuna bijalama , muambila ne:“To,tshisumbu tshia maleta tshidi tshibadibua

ne/ua/bu mu muaku”bualu”. Tuidikija tshikuabo mpindiewu.Mbadila dileta edi:[Leja dileta dia“t” munkatshi mua bilejelu]:

Pikala mulongi muandamun bijalama, muambila ne «Bipita buimpe ,badi babala dileta edi ne/té/anyi/t‘/. Pikalayi kena wandamuna bijalama , muambila ne:“To’’ , badi babala dileta edi ne/té/ anyi /t‘/.

Tuteta kabidi tshilejelu tshikuabo. Mbadila tshisumbu tshia maleta etshi:[Leja “u” mu bilejelu bidi mu mulongo]: Pikala mulongi muandamuna bijalama, muambila «Bipita buimpe ,badi babala tshisumbu tshia maleta etshi ne/sh/ bu mu muaku”mu”.


Tâche 3 : Lecture de mots familiers

CS 5 60 secondes Pikala muana kayi ufila



Exemple : too bidi baa

1 2 3 4 5

tshia ku muana mu ki ( 5)

to ewu bualu tatu bua (10)

pa nzolo ebi tudi wa (15)

amu adi anyi udi pombelu (20)

bia wa njila mayi pandi (25)

ne aa kuenza buloba mesa (30)

badi ne yeya midimu utu (35)

etu bintu bantu bana muntu (40)

dileta ku kalasa dileta kubadisha (45)

kalasa mua dia batu bintu (50)

Bimpe, twasakidila !Tudi mwa kupita ku mudimu udi ulonda

Tangila dibeji didi ne miaku indi nkubadila. Apa, bilejelu bidi bisatu. tshilejelu, muaku eu wa kumpala

[Kutua munu pa muaku « too » ] udi ubadibua se « ta ». Udi mua kubala muaku wa ntuadijilu eu anyi ?

[padi muana kayi muanda muna janda muna dimpe kunyima kua tusunnsa nsusa tu satu udi umuleja tshidi ye ne bua nkueza .] Kadi bua muaku eu ? [[Kutua munu pa muaku « bidi» ] Udiku mua kubala muaku eu anyi ? Muaku eu ngo wowo anyi? [ kutua munu pa muaku « baa» ].Udi mua kubala muaku eu anyi ?

Bîmpe? Udi mumanya tshintu tshindi nkulomba bua kuenza? Pandi ngamba “Banda”, udi ubala miaku bibangila ku dia bakaji mutangila ku dia balume mu mulongo umwe. Paudi ujikija mulongu umwe, upita ku mulongo udi ulonda.Teeta mwa kubala ne lukasa ne bilenga. U d i p a b w i p i a n y i ? Tuadija.”



Tâche 4 : Lecture de mots inventés

F4/5 60 secondes Pikala muana kayi ufila



C Udi mumanya cintu cindi nkulomba bwa kuenza ileejelu : gu kaq var

1 2 3 4 5

vol tit rul yul lape (5)

yat ren san ten tot (10)

ri ru wi din lat (15)

wun rol zon run dal (20)

zat nut jat zil lit (25)

ran nat zen fe kot (30)

yin ot bet min yat (35)

fon zan pul ral zot (40)

nal fet til ro tin (45)

cal ven un va dat (50)

Tangila miaku eyi iudi kuyi muanji kumona to. Kadi ndi musue bua uyibale. tshilejelu, muaku eu wa kumpala [Kutua munu pa muaku « gu » ] udi ubadibua se « gu ». Udi mwa kubala mwaku eu wa kumpala anyi ?

Muaku eu mmudiwu anyi ? [Kutua munu pa muaku « kaq »].Udi mua kumbadila muaku eu anyi? Muaku eu mmudiwu anyi ? [Kutua munu pa muaku « var »]. Udi mua kumbadila muaku eu anyi?

Mbilenga ? Udi mumanya tshintu tshindi nkulomba bua kuenza anyi ?pandi ngamba se “Banda”, udi ubala miaku ayi bibangila ku dia bakaji mutangila ku dia balume, mulongu ku umwe ku umwe. Paudi ufika ku ndekelu wa mulongo umwe, udi upita ku mulongo udi ulonda. T e e t a k u b a l a l u k a s a n e b î m p e . Udi pabuipi anyi ? Bangaku.”


Bilenga, twasakidila !Tudi mua kupita ku mudimu mukwabo!


Tâche 6a : Lecture de

texte

C8 60 secondes Pikala muana kayi

mukumbana kufila diandamuna dijalame nansha dimue pa miaku muanda mukulu, muimanyika

Tâche 6b :

compréhension

kinyima kua

mumana kuela lukonku lua mulongi mujina wa ndekelu.

pikala muana welakan munda mua tusunsasunsa 10, amhilula lukenku ne musakidila habidi tusunsasunsa 5

[teka bia kubala kumpla kua muana. Leja ne munu mulongo kua kumpala Mpindiewu ndi musuebua ubale ne diyi dikolemuanda wa muana. Enza bua ubale lukasa lukasa kakuyi tshilema, pashisha ndi nkuela nkonku bua muanda uwikala mubala Pandi ngamba”banga”bala maunda monso muwakumbana Wewa mufika pa muaku udi kuyi mumanya,tungunuka ne muaku udi ulonda.Tua muaku wa kumpala munu.Udi mudikumbaja anyi? Banga

Bûngi bwa tusunsasunsa udi tushaala tuleeja pa diiba: Didimanyila dia diba dihangula

Mpidieu, ndi nkuela nkonku mikese patshiema bualu tohia muanda uudi mubala teta kuandamuna mushindu udi ukumbanyingu

Nkonku Mandamuna a mulongi

dijalame

dibi

Kahuyi diandamuna

Ndinaya kayi didi disunkashe bonsagokaji ne bamamu ? [kanke]

Badi banaya kanke mbangangi ? [ngalula ne meta]

Badi banaya munyi ? [batutu bianza, batumpila mulu, balupe mukolo kumpala]

Bua tshinyi Meta udi uvela mputa ? [buelu Ngalula mmuthimuna tshitupa]

Bua unganyi Meta udi usanka ? [bualu watshimunyi

[ela muana :] tuasakidila ! bualu tuakujikija

Ngalula ne Meta Kanke didi dinaya didi disankisha bansongakaji ne bamamu 8. Ngalula ne Meta mbananga kunaya kanke 14. Badi batumpika mulu, batuta bianza, bakupa mikolu kumpala 22. Ngalula udi utshimuna tshitupa tshia kumpala. Meta udi umanyisha 31. Badi batungunka ne dinaya. Meta pende udi utshimuna udi ne disanka, ne udi upeta matabishi 46.

( / ) Ela kalongo kasendama pa muaku onso udi mulongi mufidila diandamuna kadiyi dijalama ( O ) Ela muaku mu tshijengu udi mulongi mudilongluela ( ] ) kunyima kua tshisumbu tshia maleta tshia ndekelu tshibala

Mandamuna majilome adi mua kuihala mu mfualansa anyi mu Tshiluba. Kuela nkanku too ne ku mulongo wa ndekelu udi muana mu kuimbaje () bjalamu, bibi anyi kahuyi diandamuna ( O ) mu tslijengu pikala mulongi mudelongo luela




une feuille de papier et

un crayon

Si l’enfant ne répond pas après 3 SECONDES, barrez l’item et continuez


Vous allez demander à l’élève de montrer des parties de son corps et des objets dans l’environnement, et de vérifier sa compréhension des termes spatiaux. Lire les mots/phrases en gras. Notez les réponses de la manière suivante:

( / ) Barrez chaque item pour lequel l’élève a donné

une réponse erronée. ( O ) Encerclez si l’élève s’auto-corrige.










la feuille des images CS

3


Voici des images. Dis-moi comment s'appelle ce que tu vois sur chaque image en

français. Par exemple, [montrez l'oiseau du doigt], c'est la photo d'un oiseau. Quand tu vois cette photo, tu dois dire « oiseau ».

Exerçons-nous. Dis-moi comment cela s'appelle [montrez le chien du doigt]. Bien. C'est un chien. [Montrez le chien du doigt] C'est un chien. Dis-moi comment s'appelle ce que

tu vois sur chaque image en français.




Grade 3 EGMA Instrument

Évaluation des compétences fondamentales en mathématiques (EGMA) 1

DRC EGRA et EGMA – 3ème Année – MATHÉMATIQUES Maths

Evaluation of skills in the early years of basic education

ANSWER SHEET

MATHÉMATIQUES – 3ème ANNÉE

L’enfant est-il (est-elle) venu(e) de la classe sélectionnée ? (Demandez le nom de son enseignant) OUI Veuillez lire, à haute voix, la déclaration suivante à l'élève pour obtenir son consentement verbal.

Bonjour. Je m’appelle « ____ » et j’habite « ____ ». Introduisez-vous très brièvement. Vous pourriez dire le nombre et âges de vos enfants ; votre sport ou émission de radio préféré(e), etc.]

1) Qu’est-ce que tu aimes faire quand tu n’es pas à l’école ? [Attendez la réponse de l’élève. S’il ou elle hésite, posez la question numéro 2. S’il ou elle semble être déjà à l’aise, passez directement au consentement verbal.]

2) Quels jeux est-ce que tu aimes jouer ? [Attendez la réponse de l’élève, puis continuez au consentement verbal.]

Avant de commencer, je voudrais te dire pourquoi je suis là. Je travaille pour le Ministère de l'enseignement primaire, secondaire et professionnel (ÉPSP) et nous essayons de comprendre comment les enfants apprennent à lire et faire les maths. Tu as été choisi au hasard, comme dans une tombola ou une loterie.

• Nous voudrions que tu nous aides avec ceci, mais tu n’es pas obligé de participer si tu ne veux pas. • Nous allons faire des jeux avec des chiffres et de lecture et d’écriture. Pour la lecture je vais te

demander de lire quelques lettres, mots, et une petite histoire à haute voix. Pour les maths, je vais te demander de compter, résoudre quelques problèmes, et faire quelques calculs.

• Je vais me servir de ce chronomètre pour savoir combien de temps tu mets pour les activités. • Ceci n’est PAS un examen et tu NE seras PAS coté pour l’école sur tes réponses. • Je vais également te poser des questions sur ta famille, comme : quelle est la langue que vous parlez

en famille à la maison, et quelles sont certaines choses que ta famille possède. • Je NE vais PAS écrire ton nom, et personne ne saura que ce sont tes réponses. • Je te répète que tu n’es pas obligé de participer à cette évaluation si tu ne veux pas. Une fois que

nous commençons, si tu préfères ne pas répondre à une question, cela ne pose aucun problème. As-tu des questions? Es-tu prêt(e) à commencer?

Consentement verbal obtenu: OUI (Si le consentement verbal n’est pas obtenu, remerciez l’élève et passer au prochain élève et utilisez ce même formulaire.)

A. Date de l’épreuve: _____(j) / _____(m) / 2015

H. Classe Parallèle: 1/A ......... ** 2/B ......... ** 3/C ......... **

4/D ............** 5/E ............** Autre .........**

B. Nom de l’évaluateur:

C. Nom de l’école :

D. Matricule de l’école : I. Âge de l’élève (Si inconnu, placez un « x »)

____________ E. Sous Division :

F. Province : J. Sexe de l’élève ** Féminin ** Masculin

G. Année d’études de l’élève : ** 3 ème année K. Heure du début

du test : __________ H ___________



Activité 1: Numération : Comptage 60 secondes Je veux que tu comptes. Je vais me servir de ce chronomètre. Je vais

te dire quand commencer et quand arrêter. Compte à partir de 1 et aussi loin que tu peux compter.

Est-ce que tu es prêt ? D’accord, commence, 1...

• Si le temps sur le chronomètre est épuisé (60 secondes).

• Si l’élève fait une erreur en comptant (comme sauter un nombre).

• Si l’élève s’arrête sur un nombre pendant 5 SECONDES.

Dernier nombre correctement énuméré par l’enfant:

Temps restant:

Langue(s) utilisée(s) par l'élève pour cette activité (Cochez toutes celles qui conviennent)

Français Lingala Tshiluba Kiswahili Autrei

Activité 2: Numération : Dénombrement Maths A-2 60 secondes Voici quelques cercles. Je veux que tu pointes ces cercles du doigt et

que tu les comptes. Je vais me servir de ce chronomètre et je te dirai quand commencer et quand t’arrêter.

Est-ce que tu es prêt ? D’accord, commence ici et compte les cercles. …[après l’exercice]…

Combien de cercles est-ce qu’il y a ?

• Si l’élève compte deux fois un cercle, s’il ou elle compte un cercle de manière incorrecte


• Si le temps sur le chronomètre est épuisé (60 secondes).

Nombre de cercles comptés par l’enfant:

Nombre de cercles dit par l’enfant:

Temps restant:



[Dites à l’élève:] Merci bien ! On peut passer à la prochaine activité !



Activité 3: Identification de nombres Maths A-3 60 secondes Voici quelques nombres. Je veux que tu pointes du doigt chaque

nombre et que tu me dises de quel nombre il s’agit. Je vais me servir de ce chronomètre et je te dirai quand commencer et quand t’arrêter.

Commence par ici. Quel est ce nombre?

• Si le temps sur le

chronomètre est épuisé (60 secondes).


• Si l’élève saute une ligne, on le fait revenir.

( / ) Incorrect ou pas de réponse. ( ] ) Après le dernier nombre lu. ( O ) On encercle si l’élève s’auto corrige.

4 6 0 12 19

25 28 30 44 57

63 71 85 96 99

108 268 342 510 1 000

Temps restant:






Activité 4A: Comparaison de nombres - Exemple Maths A-4A P1: Regarde ces nombres. Dis-moi lequel est le plus grand ?

8 4 C’est correct, 8 est plus grand que 4. Essayons un autre exemple. Le nombre 8 est plus grand. [Pointez 4] Ce nombre est 4. [Pointez 8]

ce nombre est 8. 8 est plus grand que 4. Essayons un autre exemple.

P2: Regarde ces nombres. Dis-moi lequel est le plus grand ?

10 12 C’est correct, 12 est plus grand que 10. Continuons. Le nombre 12 est plus grand. [Pointez 10] Ce nombre est 10.

[Pointez 12] 12 est plus grand que 10. Continuons.

Activité 4B: Comparaison de nombres - Exercice Maths A-4B

Regarde ces nombres. Dis-moi lequel est plus grand.

[Répétez pour chaque item. Si l’élève ne fait que pointer avec son doigt, répétez: dis-moi.]

• Si l’élève fait 4 erreurs successives.

• Si l’élève ne répond pas après 5 SECONDES.

• Si l’élève saute une ligne, on le fait revenir.

() 1 = Correct. () 0 = Incorrect ou pas de réponse. ( O ) On encercle si l’élève s’auto corrige.

5 3 5 *1* *0* 83 76 83 *1* *0*

7 8 8 *1* *0* 98 89 98 *1* *0*

14 17 17 *1* *0* 146 153 153 *1* *0*

69 49 69 *1* *0* 250 150 250 *1* *0*

73 75 75 *1* *0* 304 340 340 *1* *0* Nombre de réponses correctes:






Activité 5A: Nombre manquant - Exemple Maths A-5A P1: Voici quelques nombres. 1, 2, 4, quel est le nombre qui convient ici ?

[pointez du doigt la case vide] C’est juste, 3. Continuons. Ici, le nombre est 3. Compte avec moi. [Pointez chaque nombre du

doigt] … 1, 2, 3, 4. Ici, le nombre est 3. Continuons.

P2: Voici quelques nombres. 5, 10, 15, quel est le nombre qui convient ici ?

[pointez du doigt la case vide] C’est juste, 20. Continuons. Ici, le nombre est 20. Compte avec moi. [Pointez chaque nombre du

doigt] … 5, 10, 15, 20. Ici, le nombre est 20. Continuons.

Activité 5B: Nombre manquant - Exercice Maths A-5B Voici quelques autres nombres. [Pointez l’espace du doigt] . . . Dis-moi

quel est le nombre qui convient ici ? [Répétez pour chaque item si nécessaire]

• Si l’élève fait 4 erreurs successives.

• Si l’élève ne répond pas après 5 SECONDES.

() 1 = Correct. () 0 = Incorrect ou pas de réponse. ( O ) On encercle si l’élève s’auto corrige. 1 6 2 3 4 (5) 1 0 (69) 70 71 72 1 0

2 7 2 4 6 (8) 1 0 36 (34) 32 30 1 0

3 8 16 17 (18) 19 1 0 30 35 (40) 45 1 0

4 9 30 (40) 50 60 1 0 340 350 360 (370) 1 0

5 10 (200) 300 400 500 1 0 2 7 (12) 17 1 0





Activité 6A: Exercices de calcul (Addition) Maths A-6A 60 secondes

Objets, papier et un crayon. J'ai quelques calculs pour toi. [Glissez la main d'en haut de la page

jusqu'en bas] Voici des objets pour t’aider à compter. Tu peux les utiliser si tu

veux, mais tu n’es pas obligé. Donne la réponse à chaque problème. Si tu ne le connais pas,

passe au prochain problème. Tu es prêt? D'accord. Commence ici... [pointez du doigt le premier problème]

• Si l’élève fait 4 erreurs successives dans une section (addition) passez au prochain (soustraction). Si l’élève fait 4 erreurs successives dans la section de soustraction, passez à la prochaine tâche. • Si l’élève ne répond pas après 5 SECONDES (sans manipuler les boutons, ni écrire, ni compter sur les doigts et s’il n’a pas l’air de calculer dans sa tête).

() 1 = Correct. () 0 = Incorrect ou pas de réponse. ( ] ) Après le dernier calcul.

1 + 3 = (4) *1* *0* 7 + 4 = (11) *1* *0*

2 + 2 = (4) *1* *0* 6 + 7 = (13) *1* *0*

4 + 1 = (5) *1* *0* 3 + 11 = (14) *1* *0*

2 + 4 = (6) *1* *0* 3 + 9 = (12) *1* *0*

5 + 3 = (8) *1* *0* 8 + 11 = (19) *1* *0*

3 + 4 = (7) *1* *0* 9 + 6 = (15) *1* *0*

4 + 5 = (9) *1* *0* 10 + 5 = (15) *1* *0*

2 + 7 = (9) *1* *0* 12 + 5 = (17) *1* *0*

9 + 1 = (10) *1* *0* 15 + 4 = (19) *1* *0*

3 + 10 = (13) *1* *0* 13 + 5 = (18) *1* *0*

Temps restant:



Est-ce que l’élève a : [plusieurs réponses possibles]

** utilisé ses doigts ou des objets, ** utilisé papier et crayon, ** résolu des problèmes dans la tête




Activité 6B: Exercices de calcul (Soustraction) Maths A-6B 60 secondes

Objets, papier et un crayon. J'ai quelques calculs pour toi. [Glissez la main d'en haut de la page

jusqu'en bas] Voici des objets pour t’aider à compter. Tu peux les utiliser si tu

veux, mais tu n’es pas obligé. Donne la réponse à chaque problème. Si tu ne le connais pas,

passe au prochain problème. Tu es prêt? D'accord. Commence ici... [pointez du doigt le premier problème]

• Si l’élève fait 4 erreurs successives dans une section (addition) passez au prochain (soustraction). Si l’élève fait 4 erreurs successives dans la section de soustraction, passez à la prochaine tâche. • Si l’élève ne répond pas après 5 SECONDES (sans manipuler les boutons, ni écrire, ni compter sur les doigts et s’il n’a pas l’air de calculer dans sa tête).

() 1 = Correct. () 0 = Incorrect ou pas de réponse. ( ] ) Après le dernier calcul.

4 - 3 = (1) *1* *0* 11 - 7 = (4) *1* *0*

4 - 2 = (2) *1* *0* 13 – 6 = (7) *1* *0*

5 – 1 = (4) *1* *0* 14 - 11 = (3) *1* *0*

6 - 4 = (2) *1* *0* 12 - 9 = (3) *1* *0*

8 - 3 = (5) *1* *0* 19 - 11 = (8) *1* *0*

7 - 4 = (3) *1* *0* 15 - 9 = (6) *1* *0*

9 - 4 = (5) *1* *0* 15 - 10 = (5) *1* *0*

9 - 7 = (2) *1* *0* 17 - 12 = (5) *1* *0*

10 - 9 = (1) *1* *0* 19 - 15 = (4) *1* *0*

13 - 3 = (10) *1* *0* 18 - 13 = (5) *1* *0*

Temps restant:








Activité 7A: Problèmes - Exemple Objets, papier et un crayon.

J’ai quelques problèmes que je vais te demander de résoudre. Voici des objets pour t’aider à compter. Tu peux les utiliser si tu veux, mais tu n’es pas obligé. Écoute très attentivement. Si tu veux, je te répèterai la question. Commençons maintenant.

Il y a 3 enfants dans la classe [pause pour vérifier] Un enfant sort de la classe. [pause pour vérifier] Combien d’enfants restent-ils dans la classe? C’est juste. Il reste 2 enfants dans la classe. Essayons encore. Imagine que ces objets sont des enfants. [Prendre au moins 3 objets

pour compter]. Compte 3 enfants. Ces enfants sont dans la classe. Un enfant sort de la classe. Montre-moi avec ces objets un enfant qui sort de la classe. Combien d’enfants restent dans la classe? C’est juste. Il reste 2 enfants dans la classe. Essayons encore.



Activité 7B: Problèmes - Exercice 60 secondes pour chaque problème. Objets, papier et un crayon.

Maintenant j’ai d’autres problèmes pour toi. • Si l’élève ne répond pas après 5 SECONDES (sans manipuler les objets, ni écrire, ni compter sur les doigts et s’il n’a pas l’air de raisonner dans sa tête).

OU • Si l’élève ne donne pas de réponse au bout d’une minute

Note: Quand c’est marqué “pause pour vérification” après chaque phrase, c’est pour vous rappeler de vérifier que l’élève ait compris ce que vous aviez dit avant de continuer. Vous pouvez demander “Est-ce que tu as compris ce que je viens de dire?”

Problème 1 Kalombo a 4 mangues. [pause pour vérifier] Son père lui en donne 5 de plus. [pause pour vérifier] Combien de mangues a-t-il au total maintenant ? [Répétez une fois le problème en entier si nécessaire]

réponse

correcte: 9 *1* *0*

Problème 2 Kasongo a 8 mangues. 3 parmi elles sont mûres. [pause

pour vérifier] Les autres ne sont pas mûres. [pause pour vérifier] Combien a-t-il de mangues qui ne sont pas mûres? [Répétez une fois le problème en entier si nécessaire]

réponse

correcte: 5 *1* *0*

Problème 3 Safi a 6 mangues. [pause pour vérification] Il doit les partager également entre ses 3 amis. [pause

pour vérification] Combien chaque enfant aura-t-il de mangues? [Répétez une fois le problème en entier si nécessaire]

réponse correcte: 2

*1* *0*








Entretien sur l’environnement de l’élève

Selon le cas, écrivez la réponse de l’enfant ou encerclez le code qui correspond à sa réponse. S’il n’y a pas d’instruction spécifique, une seule réponse est autorisée. On a presque terminé ! Il nous reste juste quelques questions sur tes expériences dans le cours de mathématiques.

1 À l’école, est-ce que tu as le cours de mathématiques chaque jour ?

Oui ...................................................... *** Non ..................................................... *** Ne sait pas / pas de réponse .............. ***

2

[Si la réponse à la question précédente est « non », demandez :] Combien de jours par semaine est-ce que tu as le cours de mathématiques ?

1 jour ................................................... *** 2 jours ................................................. *** 3 jours ................................................. *** 4 jours ................................................. *** Ne sait pas / pas de réponse .............. ***

3 Est-ce que tu trouves que les mathématiques sont difficiles ou faciles ?

Difficile ................................................ *** Facile .................................................. *** Ne sait pas / pas de réponse .............. ***

4 As-tu un manuel de mathématiques? Oui ...................................................... *** Non ..................................................... *** Ne sait pas / pas de réponse .............. ***

5 L’enseignant(e) de mathématiques donne-t-il / elle des devoirs à faire à la maison ?


6

[Si la réponse à la question précédente est « oui », demandez :] Est-ce que quelqu’un t’aide à faire tes devoirs de temps en temps ?


7

Est-ce que quelqu’un t’aide en mathématiques à l’école ? Par exemple, lorsque tu as une question, est-ce que quelqu’un t’aide ?


8 Est-ce que tu aimes les mathématiques ? Oui ...................................................... *** Non ..................................................... *** Ne sait pas / pas de réponse .............. ***

[Dites à l’élève :] Merci bien ! On peut passer à la prochaine activité.

SSME Student Questionnaire (Kiswahili)

Aperçu de l'efficacité de la gestion scolaire ou SSME 1

Questionnaire des élèves, SSME

Consignes d'ordre général Commencez par avoir une brève conversation avec l'enfant pour établir un rapport ludique et décontracté (cf. exemple de sujets ci-dessous). L'enfant doit percevoir la tâche presque comme un jeu amusant plutôt que comme un examen. [Profitez de cette occasion pour voir en quelle langue l'enfant se sent le plus à l'aise.] Lisez les sections qui se trouvent dans les encadrés à voix haute et clairement.

• NE LISEZ PAS LES POSSIBILITÉS DE RÉPONSES À L'ÉLÈVE À MOINS QUE LES CONSIGNES NE VOUS DEMANDENT DE LE FAIRE.

• Attendez que l'élève réponde à chacune des questions puis choisissez la réponse qui correspond le mieux à sa réaction.

• Pour la plupart des questions, une seule réponse est autorisée. Les consignes indiquent les exceptions. • Veuillez prendre note du fait que toutes les consignes à l'attention de la personne qui pose les

questions sont en gras. Toutes les consignes qui sont à l'attention de l'équipe Tangerine sont en rouge.

Veuillez prendre note du fait que le SSME dispose également d'une banque à part qui contient des questions supplémentaires qui peuvent être utiles à votre étude. Les éléments de cette banque sont classés par instrument (c'est-à-dire, Responsable de l'école, Enseignant, Inventaire de la salle de classe, Inventaire de l'établissement). Pour ajouter un élément à un instrument clé existant, ajoutez une rangée dans la version Word de l'instrument clé, ouvrez la banque, copiez l'élément supplémentaire de la banque et collez-le dans la nouvelle ligne de l'instrument clé.

Nom de l'établissement

............................................. ********************

Numéro EMIS (Education Management Information System ou Système de gestion des informations pédagogiques) de l'établissement

............................................. ********************

Numéro de l'enseignant

............................................. ********************

Numéro de l'élève

............................................. ********************

Nom de la personne effectuant l'évaluation

............................................. ********************

Code de la personne effectuant l'évaluation

............................................. ********************

Nom du superviseur

............................................. ********************



Code du superviseur

............................................. ********************

Signature du superviseur

............................................. ********************



[À lire à haute voix à l'élève.] Jambo. Ninaitwa ____ na ninaishi _____. Ninapenda nijitambulishe kidogo.[Combien avez-vous d'enfants, quel âge ont-ils, quel est votre sport préféré, quel est votre programme de télé ou de radio préféré, etc.] 1. Unapenda kufanya nini kama hauko shuleni? [Attendez que l'élève réponde. S'il semble hésiter, posez la question 2 mais si l'élève semble à l'aise, passez au consentement oral.]2.Unapendelea mchezo gani?

Consentement oral : [Lisez clairement le texte contenu dans les encadrés à l'enfant.]

• Nitakuelezea kwa nini niko apa leo. Ninatumika kwenye kazi ya waziri ya masomo na tunapima kusikia

kwa ngnsi watoto wanajifunza kusoma na kuhesabu. Tunapendelea utusaidie. • Ulichagukiwa kwa rafla kufanya mchezo wa kusoma na kuhesabu. • Kwa kazi ya mchezo hii, nitaangalia uko na wakati gani ya kusoma na kufanya mazoezi ya kuhesabu. • Si utafiti na ile haina tokeo kwa maandiko ya shuleni. Haulazimishwe kushiriki kama hautaki kuifanya. • Nitakuuliza maswali mengine kuhusu jamii yako. • Sitaandika jina lako, kwa nginsi mtu asijue kama ni majibu yako. • Wakati tutaanza, ukitaka jibu kwa maswali ma moja, si shida. • Una maswali ya kuniuliza ? uko tayari kuanza ?

Cochez si le consentement oral a été obtenu : *ii*OUI

Si le consentement n'a pas été obtenu, posez les questions 1 à 3, remerciez l'élève(e) et terminez l'entretien.



1.

Heure de démarrage [Utilisez le système de 24 heures HH:MM

_*___:___*_

2. Date de l'entretien [JJ/MM/AA]

_*___/ _*___/ _*___

3.

[Statut de l'entretien]

Refusé Remerciez l'élève et conclure l'entretien ... 1

Effectué partiellement .............................................. 2 Terminé ..................................................................... 3

4. [S'agit-il d'une élève ?]

Non ............................................................................ 0 Oui ............................................................................. 1

5. Una myaka ngapi ?

Fourchette : 5-25 Ans ..................................................................... _____

6. Uho ndani ya darasa la ngapi ? [N.B. : Si l'élève n'est pas en 3e ou 5e, remerciez l'élève et expliquez-lui que vous n'évaluez que les classes de 3e et 5e.

Vérification de la fourchette : Les seules réponses admissibles sont « 3 » et « 5 ». Classe ................................................................. _____ Sivyo/kataa kujibu ................................................. 888

7. Ulikuwa ndani la darasa la ngapi mwaka uliopita ? [Ne vérifiez pas la réponse en demandant à l'élève s'il ou elle a redoublé]

Classe ................................................................. _____ Sivyo/kataa kujibu ................................................. 888



8.

Ni lugha gani ambayo unaongea zaidi nyumbani ?

kifransa ...................................................................... 1 lingala ........................................................................ 2 kiswahili ..................................................................... 3 Tshiluba ..................................................................... 4 Ingine (kufafanua) : ................................................... 5 __________________________________________

9.

Uliingia katika shule ya watoto ya chini ya myaka sitaao bustani ya watoto ?

Apana ........................................................................ 0 Ndiyo ......................................................................... 1 Sivyo/kataa kujibu ................................................. 888

10.

Napashwa ona buku lako la kiswahili ? [Dans l'affirmative, veuillez prendre note du nombre de pages qui ont été utilisées. Faites un commentaire positif sur le travail de l'élève. Ne faites pas de commentaires négatifs sur les notes ou les appréciations de l'enseignant. Si le cahier est plein, demandez à l'élève s'il ou elle en a un deuxième.]

Pas de cahier à disposition ........................................ 0 Dans la négative, passez à 12

Un quart des pages avec des notes ........................... 1 La moitié des pages avec des notes .......................... 2 Trois quarts des pages avec des notes ...................... 3 Toutes les pages avec des notes ............................... 4 L'élève a un deuxième cahier .................................... 5 Ne sait pas/Refuse de répondre ............................ 888

11.

[Prenez note du nombre de commentaires ou de corrections que l'enseignant effectue dans le cahier.]

Aucun ........................................................................ 0 Quelques-uns (toutes les quelques pages) ............... 1 Beaucoup (sur la plupart des pages) ......................... 2 Sur toutes les pages .................................................. 3



12.

Mwalimu wako mwanaume ao mwanamke anafanya nini kama unaweza kwa zoezi ao kwa fundisho ? [Ne lisez pas les réponses, entourez simplement tout ce qui convient.]

Hakuna ...................................................................... 0 Ananisifu .................................................................... 1 Ananipatia tuzo ......................................................... 2 Hakunipa ingine kazi ao zoezi fulani.......................... 3 Ingine (fafanua) : ....................................................... 4 __________________________________________ Sivyo/kataa kujibu ................................................. 888

13.

Mwalimu wako mwanaume ao mwanamke anafanya nini wakati haufikie mda wa kujibu kwas wali ao wakati unajibu vibaya ? [Ne lisez pas les réponses, entourez simplement tout ce qui convient.]

Anafafanua swali ....................................................... 1 Anasifu mwanafunzi ajibu tena ................................. 2 Anauliza jibu kwa mwanafunzi mwengine ................ 3 Anauliza tena swali .................................................... 4 Anaona ambayo mwanafunzi alifanya na hatamtombokea ........................................................ 5 Anatombokea mwanafunzi ....................................... 6 Anatosha mwanafunzi darasani ................................ 7 Anapiga mwanafunzi ................................................. 8 Anamtuma mwanafunzi nafasi ya pumziko .............. 9 Ingine (kufafanua) : ................................................. 10 __________________________________________ Sivyo/kataa kujibu ................................................. 888



14.

Nini ambayo mwalimu mwanaume ao mwanamke anafanya wakati mwanafunzi hajikamate mzuri ? [Ne lisez pas les réponses, entourez simplement tout ce qui convient.]

Hawafanye kitu.......................................................... 0 Anasifu mwanafunzi lakini lakini hakumutombokee..1 Wanatombokee mwanafunzi .................................... 2 Wanamtosha mwanafunzi darasani .......................... 3 Wanampiga mwanafunzi ........................................... 4 Wanamtuma mwanafunzi pembeni .......................... 5 Wanaambia mwanafunzi apige magoti ..................... 6 Ingine (kufafanua) : ................................................... 7 __________________________________________ Sivyo/kataa kujibu ................................................. 888

15.

Ulipata mazoezi za nyumbani ambayo ulifanya juma jana ?

Hapana ...................................................................... 0 Ndiyo ......................................................................... 1 Sivyo/kataa kujibu ................................................. 888

16.

Mwalimu wako mwanaume ao mwanamke aliangalia zoezi ya nyumbani ya mwisho ambayo ulifanya ?

Hapana ...................................................................... 0 Ndiyo ......................................................................... 1 Sivyo/kataa kujibu ................................................. 888

17.

Wakati una mazoezi ya nyumbani, kuna ule ambaye anakusaidia nyumbani ?

Hapana ...................................................................... 0 Dans la négative, passez à la question 19

Ndiyo ......................................................................... 1 Sivyo/kataa kujibu ................................................. 888



18.

Kama ni ndiyo, nani ambaye anakusaidia kufanya mazoezi zako nyumbani ? [Entourez tout ce qui s'applique.]

Kaka/dada ................................................................. 1 Mama/baba ............................................................... 2 Tate ............................................................................ 3 Ingine (kuffanua) : ..................................................... 4 __________________________________________ Sivyo/Kataa kujibu ................................................. 888

19.

Ulikula kitu kidogo mbele ukuje shuleni leo ?

Hapana ...................................................................... 0 Ndiyo ......................................................................... 1 Sivyo/Kataa kujibu ................................................. 888

20.

Unakuja namna gani shuleni ? [Ne lisez pas les réponses, entourez simplement tout ce qui convient.]

Ninakuja kwa miguu, miye peke ............................... 1 Ninakuja kwa miguu, ninasindikizwa na kaka ao na dada ........................................................................... 2 Ninakuja kwa miguu, nikisindikizwa na rafiki wa darasani ..................................................................... 3 Ninakuja kwa miguu, nikisindikizwa na mtu mkubwa wa jamaa ......................................................................... 4 Ninakamata gari ao nyingine ya matembezi ya watu wote miye peke ......................................................... 5 Ninakamata gari ao nyingine ya matembezi ya watu wote, nikisindikizwa na mtu mkubwa wa jamaa....... 6 Je viens à vélo/moto ................................................. 7 Ingine (kufafanua) .................................................... 8 __________________________________________ Sivyo/Kataa kujibu ................................................. 888

21.

Unajisikia vizuri wakati unaenda shuleni na wakati unarudia ?




22.

Unajisikia vizuri wakati uko shuleni ?


23.

Wazazi wako wanalipa makuta za masomo katika shule hili?


24.

Nini ambayo kiongozi wa shule anafanya wakati jamaa yako hailipe makuta ya shule ? [Ne lisez pas les réponses, entourez simplement tout ce qui convient.]

Hafanye kitu .............................................................. 1 Ananifukuza kuenda nyumbani ................................. 1 Ananitombokea ......................................................... 1 Hanipatie alama ........................................................ 1 Ananipa kazi shuleni .................................................. 1 Ananiambia nikae pembeni ....................................... 1 Ananipiga ................................................................... 1 Ingine(kufafanua) ..................................................... 1 Sivyo/Kataa kujibu ................................................. 888

25.

Kuna wakati haukufike shuleni juma jana ? Kama ndiyo, kwa nini haukufika ? [Ne lisez pas les réponses, entourez simplement tout ce qui convient.]

Hapana, sikusindia ..................................................... 0 Dans la négative, passez à la question 26

Ndiyo, kwa sababu nilikuwa mgonjwa ...................... 1 Ndiyo, kwa sababu nilikuwa na kazi ya kufanya nyumbani ................................................................... 2 Ndiyo, kwa sababu nilikuwa na yakufanya na wandugu ya jamaa .................................................................... 3 Ndiyo, kwa sababu sikupate makuta ya tiketi ao makuta yangu ya tiketi ilifika nyuma ...................................... 4 Ndiyo, kwa sababu ya wakati mbaya ........................ 5 Ndiyo, kwa sababu kuliku lazima .............................. 6



Ndiyo, kwa sababu kulikuwa shida ya kuenda shuleni7 Ndiyo, kwa sababu ni vigumu kukuwa shuleni ......... 8 Ndiyo, kwa sababu nililamuka nyuma ya saa ............ 9 Ndiyo, kwa sababu sikupate nguo yangu ao kwa sababu nguo yangu haikukuwe tayari busubui ................... 10 Ndiyo, kwa sababu walimu wanaume/wanawake na wanafunzi wengine wananikamata vibaya shuleni . 11 Ndiyo, kwa sababu ya mambo mengine (kufafanua) :12 __________________________________________ Sivyo/Kataa kujibu ................................................. 888



26.

Ulifika nyuma juma jana? Kama ndiyo, juu ya nini ulifika nyuma ? [Ne lisez pas les réponses, entourez simplement tout ce qui convient.]

Apana, sikufika nyuma juma jana ............................. 0 Dans la négative, passez à la question 27

Ndiyo, kwa sababu nilikuwa mgonjwa ...................... 1 Ndiyo, kwa sababu nilikuwa na kazi ya kufanya nyumbani ................................................................... 2 Ndiyo, kwa sababu ninapashwa kuangalia ndugu moja wa jamii ..................................................................... 3 Ndiyo, kwa sababu sikupata makuta ao nginsi ilikuwa nyuma ........................................................................ 4 Ndiyo, kwa sababu wakati mbaya ............................. 5 Ndiyo, kwa sababu ya lazima .................................... 6 Ndiyo, kwa sababu ni vigumu kuenda shuleni .......... 7 Ndiyo, kwa sababu nililamuka nyuma ....................... 8 Ndiyo, kwa sababu ni vigumu kukuwa shuleni ......... 9 Ndiyo, kwa sababu sikuone nguo yangu ao sababu nguo yangu haikukuwe tayari busubui ................... 10 Ndiyo, kwa sababu walimu wanaume/walimu wanawake na wanafunzi wengine wananikamata vibaya shuleni .......................................................... 11 Ingine (kufafanua) .................................................. 12 __________________________________________ Sivyo/Kataa kujibu ________________________ 888



27.

Nini ambayo mwalimu mwanaume ao mwanamke anafanya wakati mwanafunzi anafika nyuma ? [Ne lisez pas les réponses, entourez simplement tout ce qui convient.]

Hafanye kitu .............................................................. 0 Anaongea na mwanafunzi lakini hakumutombikea .. 1 Anatombokea mwanafunzi ....................................... 2 Anamtosha mwanafunzi nje ya darasa ..................... 3 Anampiga mwanafunzi .............................................. 4 Anamtuma mwanafunzi pembeni ............................. 5 Anamuambia mwanafunzi apige magoti .................. 6 Ingine (kufafanua) : ................................................... 7 __________________________________________ Sivyo/Kataa kujibu ................................................. 888

28. Turu ya mwisho ambayo ulipata alama mzuri kwa mashindano ao zoezi ya nyumbani shuleni, wazazi ao wenye anakusaidiaka wanaona kama unatumika vizuri ?


29.

Nyuma ya vitabu vya masomo, una vitabu vingine ambavyo unasoma nyumbani ?


30.

Kila posho, mara ngapi unasoma kwa sauti kubwa kwa mtu mwengine nyumbani ?

Hapana, hata ............................................................. 0 Mara moja kwa juma ................................................. 1 Mara 2 kwa 3 kwa juma ............................................ 2 Siku zote .................................................................... 3 Sivyo/Kataa kujibu ................................................. 888



31.

Ndani ya juma, kuna mtu ambaye alikusomea kitabu nyumbani ? Kama ndiyo, mara nyingi?

Hapana, hata ............................................................. 0 Dans la négative, passez à la question 32

Mara moja kwa juma ................................................. 1 Mara 2 kwa 3 kwa juma ............................................ 2 Siku zote .................................................................... 3 Sivyo/Kataa kujibu ................................................. 888

J'aimerais maintenant de poser quelques questions sur ta famille. 32.

Muna moto wa umeme nyumbani?

Hapana ...................................................................... 0 Ndiyo ......................................................................... 1

33. Jamii yako ina radio ? [Montrez les images qui conviennent, le cas échéant.]

Hapana ...................................................................... 0 Ndiyo ......................................................................... 1

34. Jamii yako ina televisio ? [Montrez les images qui conviennent, le cas échéant.]

Hapana ...................................................................... 0 Ndiyo ......................................................................... 1

35. Jamii yako ina gari ? [Montrez les images qui conviennent, le cas échéant.]

Hapana ...................................................................... 0 Ndiyo ......................................................................... 1

36. Jamaa yako ina kinga ? [Montrez les images qui conviennent, le cas échéant.]

Hapana ...................................................................... 0 Ndiyo ......................................................................... 1

37. Jamii yako ina mafiga kati ya nyumba ? [Montrez les images qui conviennent, le cas échéant.]

Hapana ...................................................................... 0 Ndiyo ......................................................................... 1

38. Jamii yako ina ordinatere ? [Montrez les images qui conviennent, le cas échéant.]

Hapana ...................................................................... 0 Ndiyo ......................................................................... 1



39. Jamii yako ina frigo? [Montrez les images qui conviennent, le cas échéant.]

Hapana ...................................................................... 0 Ndiyo ......................................................................... 1

40. Jamaa yako ina telefoni ? [Montrez les images qui conviennent, le cas échéant.]

Hapana ...................................................................... 0 Ndiyo ......................................................................... 1

41.

Msarani gani ambayo jamii yako inatumikisha nyumbani ? [Lisez les possibilités de réponses à voix haute. Montrez les images qui conviennent, le cas échéant.]

Hakuna musarani ...................................................... 0 Musarani ambayo iko na chumba katika nyumba .... 1 Musarani ambayo iko na fasi ambako maji inapita kutoka nje .................................................................. 2 Musarani ambayo iko na fsi ya kutosha maji ndani ya nyumba ...................................................................... 3 Ingine (kufafanua) : .................................................. 4 __________________________________________ Sivyo/Kataa kujibu ................................................. 888

42.

Namna gani jamii yako inapiga chakula nyumbani ? Jamii yako inatumikisha mara nyingi... ? [Lisez toutes les possibilités à voix haute. Montrez les images qui conviennent, le cas échéant.]

Hapana ...................................................................... 0 Makuni kwa mafiga ................................................... 1 Furu ya makuni kwa mafiga ...................................... 2 Mafiga ya umeme ...................................................... 3 Mafika (mafuta) ......................................................... 4 Ingine (kufafanua) : .................................................. 5 __________________________________________ Sivyo/Kataa kujibu ................................................. 888



43.

Maji ambayo mnatumikisha juu ya usafi ao kunawa nyumbani inatokea wapi ? D'un/une... ? [Lisez les possibilités à voix haute. Montrez les images qui conviennent, le cas échéant.]

Hapana ...................................................................... 0 Bahari kubwa ao maji ya chemchem ........................ 1 Kisima (shimo) ao birika sawa vile chemchem ya maji2 Tuyo/bulala ku nyumba sawa vile chemchem ya maji3 Gari kubwa birika sawa vile chemchem ya maji........ 4 Ingine (kufafanua) : .................................................. 5 __________________________________________ Sivyo/Kataa kujibu ................................................. 888

44.

Mama yako anajua kusoma ?


45.

Baba yako anajua kusoma ?


46. Saa ya mwisho wa maongeo [Utilisez le sy

_*___: ___*_

Merci beaucoup !

SSME Student Questionnaire (Lingala)

Aperçu de l'efficacite de la gestion scolaire ou SSME 1

Questionnaire des elèves, SSME

Consignes d'ordre general Commencez par avoir une brève conversation avec l'enfant pour etablir un rapport ludique et decontracte (cf. exemple de sujets ci-dessous). L'enfant doit percevoir la tâche presque comme un jeu amusant plutôt que comme un examen. [Profitez de cette occasion pour voir en quelle langue l'enfant se sent le plus à l'aise.] Lisez les sections qui se trouvent dans les encadres à voix haute et clairement.

• NE LISEZ PAS LES POSSIBILITES DE REPONSES À L'ELÈVE À MOINS QUE LES CONSIGNES NE VOUS DEMANDENT DE LE FAIRE.

• Attendez que l'elève reponde à chacune des questions puis choisissez la reponse qui correspond le mieux à sa reaction.

• Pour la plupart des questions, une seule reponse est autorisee. Les consignes indiquent les exceptions. • Veuillez prendre note du fait que toutes les consignes à l'attention de la personne qui pose les

questions sont en gras. Toutes les consignes qui sont à l'attention de l'equipe Tangerine sont en rouge.

Veuillez prendre note du fait que le SSME dispose egalement d'une banque à part qui contient des questions supplementaires qui peuvent être utiles à votre etude. Les elements de cette banque sont classes par instrument (c'est-à-dire, Responsable de l'ecole, Enseignant, Inventaire de la salle de classe, Inventaire de l'etablissement). Pour ajouter un element à un instrument cle existant, ajoutez une rangee dans la version Word de l'instrument cle, ouvrez la banque, copiez l'element supplementaire de la banque et collez-le dans la nouvelle ligne de l'instrument cle.


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Numéro matricule SECOPE de l'établissement

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Numéro matricule SECOPE de l'enseignant

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Nom du superviseur

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Code du superviseur

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Mbote, nkombo na ngai ………….mpe nafandi na _____. Nalingi komiyebisa. 1. Nini olingaka kosala ntango ozali na eteyelo te/kelasi te ? 2. Lisano nini olingaka (kosana) ?

Consentement oral : [Lisez clairement le texte contenu dans les encadres à l'enfant.]

• Nakoyebisa yo mpo na nini nazali awa lelo.Nasalaka na Minisitele etali biteyelo ya nse, ya ntei mpe ya

misala mya maboko mpe tozali koluka koyeba ndenge nini bana bayekolaka kotanga mpe (kosala) mituya. Tolingi osalisa biso.

• Toponaki yo lokola na tombola mpo na lisano lya kotanga mpe ya kosala mituya. • Na lisalisi lya lisano lina, nakokoka koyeba ngonga boni osengeli na yango mpo na kotanga mpe kosala

(misala mya) mituya. • Ezali mpo na komeka mayele ma yo te mpe ekosala na eloko yoko te mpo na bilembo okozwa kelasi.

Osengeli mpe koboya kosalisa biso soki osepeli te. • Nakotuna yo mpe mituna misusu etali libota lya yo. • Nakokoma nkombo na yo te, na yango moto moko te akoyeba biyano biye okopesa. • Ntango tokobanda, soki oboyi kopesa eyano na mituna misusu, ezali likambo te. • Ozali na mituna mya kotuna ngai? Obongami mpo tobanda ?





1.

Heure de démarrage [Utilisez le système d

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3.

[Statut de l'entretien]

Refuse Remerciez l'élève et conclure l'entretien ... 1

Effectue partiellement .............................................. 2 Terminé ..................................................................... 3


Non ............................................................................ 0 Oui ............................................................................. 1

5. Ozali na mbula boni ya mbotama ?

Fourchette : 5-25 Ans ..................................................................... _____

6. Ozali na kelasi nini ? [N.B. : Si l'élève n'est pas en [classe évaluée], remerciez l'élève et expliquez-lui que vous n'évaluez que les classes de [classes évaluées]

Vérification de la fourchette : Les seules réponses admissibles sont « 3 » et « 5 ». Classe ................................................................. _____ Ayebi te/Aboyi kopesa eyano ............................... 888

7. Mbula eleki ozalaki na kelasi nini? [Ne vérifiez pas la réponse en demandant à l'élève s'il ou elle a redouble]

Classe ................................................................. _____ Ayebi te/Aboyi kopesa eyano ............................... 888



8.

Lokota to monoko nini olobaka mingi na ndako?

lifalase ....................................................................... 1 lingala ........................................................................ 2 kiswahili ..................................................................... 3 tshiluba ...................................................................... 4 Lokota losusu to monoko mosusu (koyebisa yango polele) : ...................................................................... 5 __________________________________________

9.

Otangaki na « école gardienne »?

Te ............................................................................... 0 Iyo .............................................................................. 1 Ayebi te/Aboyi kopesa eyano ............................... 888

10.

Nakoki komona kaye na yo (ya lingala) to esika okomaka? [Dans l'affirmative, veuillez prendre note du nombre de pages qui ont étéutilisées. Faites un commentaire positif sur le travail de l'élève. Ne faites pas de commentaires négatifs sur les notes ou les appréciations de l'enseignant. Si le cahier est plein, demandez à l'élève s'il ou elle en a un deuxième.]


Un quart des pages avec des notes ........................... 1 La moitié des pages avec des notes .......................... 2 Trois quarts des pages avec des notes ...................... 3 Toutes les pages avec des notes ............................... 4 L'élève a un deuxième cahier .................................... 5 Ne sait pas/Sans réponse ...................................... 888

11.


Aucun ........................................................................ 0 Quelques-uns (toutes les quelques pages) ............... 1 Beaucoup (sur la plupart des pages) ......................... 2 Sur toutes les pages .................................................. 3



12.

Molakisi wa yo asalaka nini soki oyanoli malamu na motuna ?

Eloko yoko te ............................................................. 0 Apesaka ngai longoniya/akumisaka ngai .................. 1 Apesaka ngai mbato .................................................. 2 Alingaka te nazali mosala mwa kelasi mwa makasi to mosala mwa kelasi mosusu bakopesa ...................... 3 Eyano esusu (koloba yango polele) : ......................... 4 __________________________________________ Ayebi te/Aboyi kopesa eyano ............................... 888

13.

Nini molakisi wa yo asalaka ntango okoki kopesa eyano te na motuna moko to ntango opesi eyano elamu te. [Ne lisez pas les réponses, entourez simplement tout ce qui convient.]

Atunaka motuna ndenge mosusu to alimbolaka motuna malamu ...................................................................... 1 Alendisaka moyekoli azongela kopesa eyano ........... 2 Atunaka moyekoli na mosusu ................................... 3 Atunaka lisusu motuna mwango ............................... 4 Abongisaka eyano ya moyekoli kasi asilikaka na ye te …………………………………………………………………5 Asilikaka na moyekoli ................................................ 6 Abimisaka moyekoli na kelasi.................................... 7 Abetaka moyekoli ...................................................... 8 Atindaka moyekoli na suka ya kelasi ......................... 9 Eyano esusu (loba yango polele) : ........................... 10 __________________________________________ Ayebi te/Aboyi kopesa eyano ............................... 888



14.

Nini molakisi asalaka soki moyekoli azali na ezalela elamu te? [Ne lisez pas les réponses, entourez simplement tout ce qui convient.]

Asalaka eloko te ........................................................ 0 Abongisaka moyekoli kasi basilikaka na ye te ........... 1 Asilikaka na moyekoli ................................................ 2 Abimisaka moyekoli na kelasi.................................... 3 Abetaka moyekoli ...................................................... 4 Atindaka moyekoli na suka ya kelasi ......................... 5 Afukamisaka moyekoli (atindaka moyekoli afukama)6 Eyano esusu (loba yango polele) : ............................. 7 __________________________________________ Ayebi te/Aboyi kopesa eyano ............................... 888

15.

Ozwaki misala mya kelasi mposo eleki?


16.

Molakisi wa yo atalaki mosala mwa kelasi mwa suka opesaki ye ?


17. Ntango ozalaka na misala mya kelasi ya kosala na ndako, ozwaka lisalisi lya moto mosusu?

Te ............................................................................... 0 Dans la negative, passez à la question 19

Iyo .............................................................................. 1 Ayebi te/Aboyi kopesa eyano ............................... 888



18.

Soki iyo, nani asalisaka yo mpo na kosala misala mya yo mya kelasi na ndako ? [Entourez tout ce qui s'applique.]

Ndeko-mobali/ndeko-mwasi ..................................... 1 Mama/tata ................................................................ 2 Nkoko ........................................................................ 1 Moto mosusu (loba yango polele) : .......................... 1 __________________________________________ Ayebi te/Aboyi kopesa eyano ............................... 888

19.

Olyaki mwa eloko yambo ya koya na eteyelo lelo ?

Te ............................................................................... 0 Iyo .............................................................................. 1 Ayebi te/Oboyi kopesa eyano ............................... 888

20.

Ndenge nini oyaka na eteyelo. ? [Ne lisez pas les réponses, entourez simplement tout ce qui convient.]

Nayaka na mokolo, ngai moko .................................. 1 Nayaka na makolo, elongo na ndeko wa ngai wa mobali to ndeko na ngai wa mwasi ...................................... 2 Nayaka na makolo elongo na moninga wa kelasi ..... 3 Nayaka na makolo, elongo na mokolo moko wa libota lya ngai……………………………………………………………………..4 Nazwaka bisi to motuka mosusu ya letangai moko .. 5 Nazwaka bisi to motuka mosusu ya leta, elongo na mokolo moko wa libota lya ngai ............................... 6 Je viens à vélo/moto ................................................. 7 Eyano mosusu (loba yango polele) ........................... 8 __________________________________________ Ayebi te/Aboyi kopesa eyano ............................... 888

21.

Ozalaka na kimya ntango okendeke eteyelo mpe ntango ozongaka na ndako?




22.

Ozalaka na kimya na eteyelo ?


23.

Libota lya yo lifutaka mosolo mwa moyekoli na eteyelo eye ?


24.

Eloko nini Dikitele asalaka ntango libota lya yo likoki kofuta mosolo mwa boyekoli te ? [Ne lisez pas les réponses, entourez simplement tout ce qui convient.]

Asalaka eloko yoko te ................................................ 0 Azongisaka ngai na ndako ......................................... 1 Asilikaka na ngai ........................................................ 2 Apesaka ngai bilembo to bilete te ............................. 3 Apesaka ngai misala mingi na eteyelo ...................... 4 Atindaka ngai nakende kofanda na suka ya eteyelo. 5 Abetaka ngai .............................................................. 6 Eyano esusu (loba yango polele) .............................. 7 Ayebi te/Aboyi kopesa eyano ............................... 888

25.

Ozangi kelasi mposo eleki ? Soki iyo, ozangaki mpo na nini ? [Ne lisez pas les réponses, entourez simplement tout ce qui convient.]

Te, nazangi te ............................................................ 0 Dans la negative, passez à la question 26

Iyo, nazalaki kobele/nabeleki .................................... 1 Iyo, nazalaki na mosala( mwa kosala) na ndako ....... 2 Iyo,nasengelaki kobatela (kokengele) moi-libota lya ngai moko .................................................................. 3 Iyo, nazangaki motuka to motuka moyaki sima ........ 4 Iyo, likolo lizalaki malamu te (mbula) ........................ 5 Iyo, mpo na likambo lyoko lya mbalakaka ................ 6 Iyo, kokende eteyelo ezalaki likama .......................... 7



Iyo, kozala na (kati ya)eteyelo ezali likama makasi ... 8 Iyo, nalamukaki noki te ............................................. 9 Iyo,nasengelaki kobatela (kokengele) bandeko ba ngai babali mpe basi ....................................................... 10 Iyo, namonoki (inifome) elemba ya ngai te to (inifome) to elamba ya ngai ezalaki malamu te na ntongo .. 110 Iyo, Molakisi mpe bayekoli basusu banyokoloko ngai na eteyelo ................................................................... 121 Iyo, mpo na ntina esusu (loba yango polele) : ...... 132 __________________________________________ Ayebi te/Aboyi kopesa eyano ............................... 888



26.

Mposo eleki okomaki sima ?Soki iyo,mpo na nini okomaki sima? [Ne lisez pas les réponses, entourez simplement tout ce qui convient.]

Te, Mposo eleki nakomaki sima ................................ 0 Dans la negative, passez à la question 27

Iyo, nabeleki/nazalaki kobele .................................... 1 Iyo, nazalaki na mosala( mwa kosala) na ndako ....... 2 Iyo, nasengelaki kobatela(kokengele) moi-libota lya ngai moko .................................................................. 3 Iyo, nazangaki motuka to motuka moyaki sima ........ 4 Iyo, likolo lizalaki malamu te (mbula ........................ 5 Iyo, mpo na likambo lyoko lya mbalakaka ............... 6 Iyo, kokende eteyelo ezalaki likama .......................... 7 Iyo, kozala na (kati ya) eteyelo ezali likama makasi .. 8 Iyo, nalamukaki noki te ............................................. 9 Iyo, nasengelaki kobatela (kokengele) bandeko ba ngai babali mpe basi ....................................................... 10 Iyo, namonoki (inifome) elemba ya ngai te to (inifome) to elamba ya ngai ezalaki malamu te na ntongo .. 101 Iyo, Molakisi mpe bayekoli banyokoloko ngai na eteyelo .................................................................. 112 Iyo, mpo na ntina esusu (loba yango polele) : ...... 123 __________________________________________ Ayebi te/Aboyi kopesa eyano ............................... 888



27.

Molakisi asalaki nini soki moyekoli ayei sima ? [Ne lisez pas les réponses, entourez simplement tout ce qui convient.]

Asalaka eloko yoko te ................................................ 0 Asololaka na moyekoli kasi asilikaka na ye te ........... 1 Asilikaka na moyekoli ................................................ 2 Abimisaka moyekoli na kelasi.................................... 3 Abetaka moyekoli ..................................................... 4 Atindaka moyekoli na suka ya kelasi ......................... 5 Afukamisaka moyekoli (atindaka moyekoli afukama)6 Eyano esusu (loba yango polele) : ............................. 7 __________________________________________ Ayebi te/Aboyi kopesa eyano ............................... 888

28.

Mbala ya suka ozwaki bilembo kitoko na misala mya kelasi, baboti ba yo to moto oyo atalaka makambo ma yo ba/(a)yebaki te osalaki malamu ?


29.

Longola buku ya kelasi, ozali na buku isusu okoki kotanga na ndako ?


30.

Na mposo yoko mbala boni atangaka na mongongo makasi liboso lya moto mosusu na ndako ?

Te, mokolo moko te .................................................. 0 Mbala yoko na mposo ............................................... 1 Mbala 2 to 3 na mposo ............................................. 2 Mikolo minso ............................................................. 3 Ayebi te/Aboyi kopesa eyano ............................... 888



31.

Na mposo, moto moko atangelaka yo buku na ndako ?Soki iyo, mbala mingi?

Te, mokolo moko te .................................................. 0 Dans la négative, passez à la question 32

Mbala yoko na mposo ............................................... 1 Mbala 2 to 3 na mposo ............................................. 2 Mikolo minso ............................................................. 3 Ayebi te/Aboyi kopesa eyano ............................... 888

J'aimerais maintenant de poser quelques questions sur ta famille. 32.

Bozali na lotiliki na ndako ?

Te ............................................................................... 0 Iyo .............................................................................. 1

33. Libota lya yolizali na radio ? [Montrez les images qui conviennent, le cas échéant.]

Te ............................................................................... 0 Iyo .............................................................................. 1

34. Libota lya yo lizali na televizyo? [Montrez les images qui conviennent, le cas echeant.]

Te ............................................................................... 0 Iyo .............................................................................. 1

35. Libota lya yo lizali na vwatili ? [Montrez les images qui conviennent, le cas échéant.]

Te ............................................................................... 0 Iyo .............................................................................. 1

36. Libota lya lizala na nkinga to velo ? [Montrez les images qui conviennent, le cas échéant.]

Te ............................................................................... 0 Iyo .............................................................................. 1

37. LIbota lya yo lizali na kuku na kati ya ndako? [Montrez les images qui conviennent, le cas échéant.]

Te ............................................................................... 0 Iyo .............................................................................. 1

38. Libota lya yo lizali na odinatele ? [Montrez les images qui conviennent, le cas échéant.]

Te ............................................................................... 0 Iyo .............................................................................. 1

39. Libota lya yo lizali na filigo ? [Montrez les images qui conviennent, le cas échéant]

Te ............................................................................... 0 Iyo .............................................................................. 1

40. Libota lya yo lizali na telephone (ya ndako)? [Montrez les images qui conviennent, le cas échéant.]

Te ............................................................................... 0 Iyo .............................................................................. 1



41.

Libota lya yo lisalelaka lolenge nini la zongo na ndako ? [Lisez les possibilites de reponses à voix haute. Montrez les images qui conviennent, le cas échéant.]

Zongo ezali te ............................................................ 0 Zongo ya libulu libanda lya ndako ............................. 1 Zongo ya mai na libanda lya ndako ........................... 2 Zongo ya mai na kati ya ndako .................................. 3 Lolenge losusu la zongo (loba yango polele) : .......... 4 __________________________________________ Ayebi te/Aboyi kopesa eyano ............................... 888

42.

Ndenge nini libota lya yo lilambaka bilei na ndako? Libota lya yo lisalelaka... ? [Lisez toutes les possibilités à voix haute. Montrez les images qui conviennent, le cas échéant.]

Te ............................................................................... 0 Nkoni (mpo na kolamba) ........................................... 1 Lituka lya nkoni (mpo na kolamba) ........................... 2 « cuisnière »ya lotiliki to ya gazi (mpo na kolamba) . 3 Une cuisinière a pétrole ............................................ 4 Lolenge losusu la lituka (loba polele) : ..................... 5 __________________________________________ Ayebi te/Aboyi kopesa eyano ............................... 888

43.

Mai maye bosalelaka mpo nakosukola biloko to komisukola bino moko mautaka wapi na. ? [Lisez les possibilites à voix haute. Montrez les images qui conviennent, le cas échéant.]

Te ............................................................................... 0 Ebale to liziba ............................................................ 1 Libulu lya mai............................................................. 2 Pompi ........................................................................ 3 Motuka mokabolaka mai........................................... 4 Lolenge losusu (loba yango polele) : ........................ 5 __________________________________________ Ayebi te/Aboyi kopesa eyano ............................... 888



44.

Mama wa yo ayebi kotanga ?


45.

Tata wa yo ayebi kotanga ?

Ye ............................................................................... 0 Iyo .............................................................................. 1 Ayebi te/Aboyi kopesa eyano ............................... 888

46.

Heure de fin de l'entretien [Utilisez le système de 24 heures HH:MM]

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Merci beaucoup !

SSME Student Questionnaire (Tshiluba)


Questionnaire des élèves SSME

Consignes d'ordre général Commencez par avoir une brève conversation avec l'enfant pour établir un rapport ludique et décontracté (cf. exemple de sujets ci-dessous). L'enfant doit percevoir la tâche presque comme un jeu amusant plutôt que comme un examen. [Wenza dîba edi mushindu wa kumona mu muakulu kaayi mudi muâna wakula mupeepele.] Lisez les sections qui se trouvent dans les encadrés à voix haute et clairement.

• NE LISEZ PAS LES POSSIBILITÉS DE RÉPONSES À L'ÉLÈVE À MOINS QUE LES CONSIGNES NE VOUS DEMANDENT DE LE FAIRE.

• Attendez que l'élève réponde à chacune des questions puis choisissez la réponse qui correspond le mieux à sa réaction.

• Pour la plupart des questions, une seule réponse est autorisée. Les consignes indiquent les exceptions. • Veuillez prendre note du fait que toutes les consignes à l'attention de la personne qui pose les

questions sont en gras. Toutes les consignes qui sont à l'attention de l'équipe Tangerine sont en rouge.

[Ikala mumanya etshi ne SSME udi kabidi ne tshibutshilu ku luseka cidi ne nkonku ya pamutu idi mua kuambuluisha bua tshiudi wenza.Maalu adi mu tshibutshilu etshi adi malongolola ku mukanda ne ku mukanda wa ditshinka(mbuena kuamba ne, Mulombodi wa tulaasa (tshilongelu), Mulongeshi,Dibadika dia kalaasa ne kalaasa, Dibadika dia Tshilongelu ne Tshilongelu).Bua kusakidila bualu ku mukanda wa menemene udiku, kumbaja mulongo mu Word wa mukanda menemene, unzulula tshibutshilu, tentula bualu buambikila bua tshibutshilu ne bulamika mu mulongo mupiamupia wa mukanda menemene.


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Numéro matricule SÉCOPE de l'établissement

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Numéro matricule SÉCOPE de l'enseignant

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Nom du superviseur

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Code du superviseur

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[À lire à haute voix à l'élève.] Muoyi weba’u. Dîna dyanyi ndi ____ ne ndi musombela mu _____. Nênjinga mua kudileeja kakesa kuudi

. [Combien avez-vous d'enfants, quel âge ont-ils, quel est votre sport préféré, quel est votre programme de télé ou de radio préféré, etc.] 1.utu wenza tshinganyi pautu kuyi mu kalaasa ? [Attendez que l'élève réponde. S'il semble hésiter, posez la question 2 mais si l'élève semble à l'aise, passez au consentement oral.] 2. Manaya kaayi autu musua kunanya?

Consentement oral : [Lisez clairement le texte contenu dans les encadrés à l'enfant.]

• Ndi nkumvuija kendela kanyi apa leelu. Ndi nkuata mudimu mu Tshibambalu tshidi tshiomekela

mianda ya nkoleshelu ne tudi tuteeta bua kumanya mushindu udi bâna balonga mua kubala ne kuenza makumi. Tudi ne dijinga dia se utuambuluishe.

• Udi musungula mu mpukampuka bua kunaya manaya a dibala ne a makumi. • Ne manaya aa, nêmmona bûngi bua meba audi wenza bua kubala ne kuenza makumi.

• Etshi ki Nditeeta dia mu kalaasa bua bakuela mpue pa mandamuna ebe. Kuena muenzeja ku bukole nansha paudi kuyi musua kuandamuna

• Nênkuela kabidi makonka pa diiku diebe, bu mudi a nunku. • Tshiakufunda dîna diebe to ne muntu nansha umue kakumanya mandamuna ebe. • Patudiamu tutuadija, pawiikala kuyi ne dijinga dia kuandamuna ku lukonku, kabiena bienza bualu

nansha bumue to. • Udi ne nkonku ya kungela anyi? Udi pabuipi bua tutuadija anyi ?





1.

Heure de démarrage [Utilisez le système de 24 heures HH:MM]

_*___:___*_


_*___/ _*___/ _*___

3.

Statut de l'entretien

Refusé Remerciez l'élève et conclure l'entretien ... 1

Effectué partiellement............................................... 2 Terminé ..................................................................... 3


Non ............................................................................ 0 Oui ............................................................................. 1

5. Udi ne bidimu bûngi munyi ?

Ntanta : 5-25 Ans ..................................................................... _____

6. Udi mu kalaasa kaayi? [N.B. : Si l'élève n'est pas en [classe évaluée], remerciez l'élève et expliquez-lui que vous n'évaluez que les classes de [classes évaluées]

Vérification de la fourchette : Les seules réponses admissibles sont « 3 » et « 5 ».

Classe ................................................................. _____ Kena mumanya to / Mubenga kuandamuna ......... 888

7. Uvua mu kalaasa kaayi tshidimu tshishale ? [Ne vérifiez pas la réponse en demandant à l'élève s'il ou elle a redoublé]

Classe ................................................................. _____ Kena mumanya to / Mubenga kuandamuna ......... 888



8.

Muakulu kayi uudi wakula misangu mivule ku mbelu?

mfwalansa ................................................................. 1 dingala ....................................................................... 2 tshisawudi .................................................................. 3 angele ........................................................................ 4 muakulu kayi mukuabo (utela dîna): ......................... 5 __________________________________________

9.

Utuku mubuele mu kalaasa ka bâna ba dibeele anyi mu tshilaminyinu tshia bâna anyi?

To ............................................................................... 0 Eyowa ........................................................................ 1 Kena mumanya to / Mubenga kuandamuna ......... 888

10.

Ndiku mua kumona kaye keebe ka didifundila bualu anyi? [Dans l'affirmative, veuillez prendre note du nombre de pages qui ont été utilisées. Faites un commentaire positif sur le travail de l'élève. Ne faites pas de commentaires négatifs sur les notes ou les appréciations de l'enseignant. Si le cahier est plein, demandez à l'élève s'il ou elle en a un deuxième.]


Un quart des pages avec des notes ........................... 1 La moitié des pages avec des notes .......................... 2 Trois quarts des pages avec des notes ...................... 3 Toutes les pages avec des notes ............................... 4 L'élève a un deuxième cahier .................................... 5 Ne sait pas/Refuse de répondre ............................ 888

11.


Aucun ......................................................................... 0 Quelques-uns (toutes les quelques pages) ............... 1 Beaucoup (sur la plupart des pages) ......................... 2 Sur toutes les pages .................................................. 3



12.

Ntshinganyi tshidi Mulongeshi webe mulume anyi mukaji udi wenza dîba diudi umanya bimpe ku nkonku anyi dilongesha? [Ne lisez pas les réponses, entourez simplement tout ce qui convient.]

Nansha bualu bumue ................................................ 0 Ungela kalumbandi .................................................... 1 Umpesha matabiishi .................................................. 2 Ungambila bua tshienji dinyoka anyi devuala mufila3 Tshikwabo tshintu (utsheele) : .................................. 4 __________________________________________ Kena mumanya to / Mubenga kuandamuna ......... 888

13.

Tshidi mulongeshi webe mulume anyi mukaji wenza pa tshiibidilu ntshinganyi dîba diudi kuyi ukumbana bua kuandamuna ku lunkonku anyi dîba diudi wandamuna bibi? [Ne lisez pas les réponses, entourez simplement tout ce qui convient.]

Udi wela lukonku munga mushindu anyi ulummvuija1 Udi ukankamika mulongi bua kuteeta tshiakabidi kuandamuna .............................................................. 2 Udi wela mulongi mukuabo lukonku ........................ 3 Udi welulula lukonku ................................................ 4 Udi ulongolola mulongi, kayi umutandisha to .......... 5 Udi utandisha mulongi .............................................. 6 Udi upatula mulongi mu kalaasa ............................... 7 Udi ukuma mulongi ................................................... 8 Udi usombesha mulongi mu ditumba ....................... 9 Bualu bukuabo (ubuamba) : .................................... 10 __________________________________________ Kena mumanya to / Mubenga kuandamuna ......... 888



14.

Nntshinyi tshidi mulongeshi mulume anyi mukaji wenza pa tshiibidilu padi mulongi kayi ne ngenzelu mulenga ? [Ne lisez pas les réponses, entourez simplement tout ce qui convient.]

Keena wenza bualu nansha bumue ........................... 0 Udi ulongolola mulongi, kayi umutandisha to…………1 Udi utandisha mulongi .............................................. 2 Udi upatula mulongi mu kalaasa ............................... 3 Udi ukuma mulongi ................................................... 4 Udi usombesha mulongi mu ditumba ...................... 5 Udi ulomba mulongi bua atua binu ........................... 6 Bukuabo bualu (ubuamba) : ...................................... 7 __________________________________________ Kena mumanya to / Mubenga kuandamuna ......... 888

15.

Uvua ne midimu ya kuenza lumingu lushaala anyi ?


16. Mulongeshi weba mulume anyi mukaji uvua mutangila midimu webe wa ndekeelu uuvua mupingaja anyi ?


17. Paudi ne midimu ya kuenza, kudi muntu udi ukuambuluisha bua kuyenza ku nzubu anyi ?

To ............................................................................... 0 Dans la négative, passez à la question 19

Eyowa ........................................................................ 1 Kena mumanya to / Mubenga kuandamuna ......... 888



18.

Piikala muitabe ne mmomu, udi ukuambuluisha bua kuenza midimu yo kuanza ku nzubu nnganyi ? [Entourez tout ce qui s'applique.]

Muaneetu wa balume / muaneetu wa bakaji ........... 1 Maamu/ taatu ........................................................... 2 Nyinka (Kaku) ............................................................. 1 Mukuabo muntu ( kumuteela dîna) : ........................ 1 __________________________________________ Kena mumanya to / Mubenga kuandamuna ......... 888

19.

Udiku mudia kantu kumpala kua kulua mu kalaasa leelu anyi ?


20.

Udi ulwa munyi mu kalaasa pa tshibidilu? [Ne lisez pas les réponses, entourez simplement tout ce qui convient.]

Ndi ndua ku makasa, nkayanyi .................................. 1 Ndi ndua ku makasa, mushindikija kudi muanetu wa baluma anyi wa bakaji ............................................... 2 Ndi ndua ku makasa pamue ne mulongi nanyi wa mu kalaasa keetu ............................................................. 3 Ndi ndua ku makasa, mushindikija kudi muntu mukulumpa wa diiku dyanyi ...................................... 4 Ndi ngangata mashinyi a bisa anyi mushindu mukuabo wa luendu bua bantu bônso nkayanyi ............................ 5 Ndi ngangata mashinyi a bisa anyi mushindu mukuabo wa lwendu bua bantu bônso, mushindikija kudi muntu mukulumpa wa mu diiku .......................................... 6 Mushindu mukuabo (uwamba) ................................ 7 __________________________________________ Kena mumanya to / Mubenga kuandamuna ......... 888

21.

Kuena umvua bôwa paudi uya mu kalaasa ne paudi upinguluka anyi?




22.

Kuena umvua bôwa mu kalaasa anyi ?


23.

Diiku dyebe didi difuta mfualanga ya kalaasa mu tshilongelu etshi anyi ?


24.

Dileketeele mukaji anyi mulume udi wenza tshinyi paudi wewe kuyi mufute mfualanga ya kalaasa ? [Ne lisez pas les réponses, entourez simplement tout ce qui convient.]

Kena wenza bualu nansha bumue ............................ 1 Udi umpingaja ku nzubu ............................................ 1 Udi untandisha ......................................................... 1 Kena ungela mpueanyi umpeesha bilete .................. 1 Udi ungenzeja mudimu wa bûngi mu tshilongelu ..... 1 Udi unsombesha mu ditumba ................................... 1 Udi unkuma ............................................................... 1 Dyandamuna dikwabo (udyamba) ........................... 1 Kena mumanya to / Mubenga kuandamuna ......... 888

25.

Udi mushaala mu kalaasa lumingu ludi lupite kunyima anyi ? Piikalaye muambe ne mmomu, uvua mushaaladile tshinganyi ? [Ne lisez pas les réponses, entourez simplement tout ce qui convient.]

To, tshivwa mushaale ................................................ 0 Dans la négative, passez à la question 26

Eyowa, bualu mvua nsaama ...................................... 1 Eyowa, bualu mvua ne mudimu wa kwenza ku mbelu2 Eyowa, bualu mvua ne tshia kutangila umwe wa mu diiku dianyi ......................................................................... 3 Eyowa, bualu tshivua ne mushindu wa lwendu to anyi uvua mulwa ne lujooku ............................................. 4 Eyowa, bua kuulu kubi ............................................... 5 Eyowa, bua bualu bua tshimpitshimpi ...................... 6



Eyowa, bualu bivwa njiu munene bua kuya mu kalaasa 7 Eyowa, bualu bivwa njiu munene bua kuikala mu kalaasa ................................................................................... 8 Eyowa, ndi mujuke ku tulu ne lujooku ..................... 9 Eyowa, bualu mvua ne tshia kutangila bâna beetu ba balume ne ba bakaji ................................................ 10 Eyowa, bualu tshivwa mumone tshilamba tshianyi tshia kalaasa anyi tshilamba tshanyi tshia kalaasa katshivua pabuipi mu dinda to ................................................ 11 Eyowa, bualu balongeshi ne balongi bakwabo badi bangangata bibi mu kalaasa .................................... 12 Bualu bukuabo (ubuamba) : .................................... 13 __________________________________________ Kena mumanya to / Mubenga kuandamuna ......... 888



26.

Udi mufike kunyima lumingu lupite anyi ? Piikalaye muitabe ne eyowa, bua tshinyi uvua mufike kunyima? [Ne lisez pas les réponses, entourez simplement tout ce qui convient.]

To, tshiena mufika kunyima lumingu lupita .............. 0 Dans la négative, passez à la question 27

Eyowa, mvua nsaama ................................................ 1 Eyowa, bualu mvvua ne mudimu wa kuenza ku mbelu 2 Eyowa, bualu mvua ne tshia kutangila bena mu diiku dyanyi ........................................................................ 3 Eyowa, bualu tshivwa ne mushindu wa luendu to anyi uvua muluane lujooku ............................................... 4 Eyowa, bua kuulu kubi ............................................... 5 Eyowa, bua bualu bua tshimpitshimpi ...................... 6 Eyowa, bualu bivua njiu minene bua kuya mu kalaasa7 Eyowa, bualu bivwa njiu munene bua kwikala mu kalaasa ................................................................................... 8 Eyowa, ndi mujuke ku tulu ne lujooku ...................... 9 Eyowa, bualu mvua ne tshia kutangila bâna beetu ba balume ne babakaji ................................................. 10 Eyowa, bualu tshivua mumone tshilamba tshianyi tshia kalaasa anyi tshilamba tshinyi tshia kalaasa katshivua pabwupi mu dinda to .............................................. 11 Eyowa, bualu balongeshi ne balongi bakuabo badi bangangata bibi mu kalaasa .................................... 12 Eyowa, bua bualu bukuabo (ubuamba) .................. 13 __________________________________________ Kena mumanya to / Mubenga kuandamuna ____ 888



27.

Tshinganyi tshidi mulongeshi wenza pa tshiibidilu padi mulongi ufika ne lujooko mu kalaasa? [Ne lisez pas les réponses, entourez simplement tout ce qui convient.]

Kena wenza bualu nansha bumue ............................. 0 Udi wakula nende, kadi kayi umutandisha to ........... 1 Udi untandisha .......................................................... 2 Udi upatula mulongi mu kalaasa ............................... 3 Udi ukuma mulongi ................................................... 4 Udi utuma mulongi mu ditumba ............................... 5 Udi wambila mulongi bua atua binu ......................... 6 Dyandamuna dikuabo (udyamba) : ........................... 7 __________________________________________ Kena mumanya to / Mubenga kuandamuna ......... 888

28. Musangu wa ndekeelu uuvua mupete mpue mimpe ku kontolola anyi ku midimu ya kuenza mu kalaasa, baledi beebe anyi muntu udi muangata bujitu buebe uvua mumanya ne uvua mulonge bilenga anyi ?


29.

Pa kumbusha mikanda ya mu kalaasa, udiku ne mikanda iudi mua kubala ku nzubu anyi ?


30.

Munkatshi mua lumingu, misangu bûngi kaayi iutu ubadila muntu mukuabo ne dîyi dikole ku nzubu?

To, kashidi .................................................................. 0 Musangu umue ku lumingu ....................................... 1 Misangu mitwa ku 2 anyi 3 ku lumingu ................... 2 Matuku ônso.............................................................. 3 Kena mumanya to / Mubenga kuandamuna ......... 888



31.

Munkatshi mwa lumingu , muntu kampanda utu ukubadila mikanda ku nzubu anyi ? Piikalaye muambe ne eyowa, misangu mivule anyi ?

To, kashidi .................................................................. 0 Dans la négative, passez à la question 32

Musangu umue ku lumingu ...................................... 1 Misangu mitua ku 2 anyi 3 ku lumingu ................... 2 Matuku ônso.............................................................. 3 Kena mumanya to / Mubenga kuandamuna ......... 888

Nênjinga kukuela mpindieu nkonku mikese idi itangila diiku diebe. 32.

Nudi ne nzembu ku mbelu anyi ?

To ............................................................................... 0 Eyowa ........................................................................ 1

33. Diku diebe didi ne tshisanji tshia aladyoo anyi ? [Montrez les images qui conviennent, le cas échéant.]

To ............................................................................... 0 Eyowa ........................................................................ 1

34. Diku diebe didi ne tshisanji tshdi tshi leja bindidimbi anyi ? [Montrez les images qui conviennent, le cas échéant.]

To ............................................................................... 0 Eyowa ........................................................................ 1

35. Diku diebe didi ne mashinyi a mashinyi a kuendela anyi ? [Montrez les images qui conviennent, le cas échéant.]

To ............................................................................... 0 Eyowa ........................................................................ 1

36. Diiku diebe didi ne dikalu anyi ? [Montrez les images qui conviennent, le cas échéant.]

To ............................................................................... 0 Eyowa ........................................................................ 1

37. Diiku diebe didi ne tshikuku munda mua nzubu anyi ? [Montrez les images qui conviennent, le cas échéant.]

To ............................................................................... 0 Eyowa ........................................................................ 1

38. Diiku diebe didi ne tshiamua tshia kufunda natshi kikanda anyi ? [Montrez les images qui conviennent, le cas échéant.]

To ............................................................................... 0 Eyowa ........................................................................ 1



39. Diiku diebe didi ne tshiamua tshitu tshilama mashika ( firko )anyi ? [Montrez les images qui conviennent, le cas échéant.]

To ............................................................................... 0 Eyowa ........................................................................ 1

40. Nudi ne kamua ka kuakula nako anyi ? [Montrez les images qui conviennent, le cas échéant.]

To ............................................................................... 0 Eyowa ........................................................................ 1

41.

Nkumba wa mushindu kayi unudi nubuela ku nzubu ? [Lisez les possibilités de réponses à voix haute. Montrez les images qui conviennent, le cas échéant.]

Kakuena nkumba ....................................................... 0 Nkumba muikala ne tshiina tshia bunyawu pambelu 1 Nkumba ne tshipuekeshelu tshia mâyi pambelu ...... 2 Nkumba ne tshipuekeshelu tshia mâyi mu nzubu.... 3 Diandamuna dikuabo (diamba) : .............................. 4 __________________________________________ Kena mumanya to / Mubenga kuandamuna ......... 888

42.

Mushindu kayi udi diku diebe dilamba biakudia ku nzubu ? Utu ulamba ne tshinganyi pa tshiibidilu ? [Lisez toutes les possibilités à voix haute. Montrez les images qui conviennent, le cas échéant.]

To ............................................................................... 0 Nkunyi ya kapya bua tshikuku ................................... 1 Fuulu wa tshikuku ..................................................... 2 Ditshiua dya nzembu anyi dya kaze bua tshikuku ..... 3 Mbabula (makala) ..................................................... 4 Mukuabo mushindu (uteela) __________________ Kena mumanya to / Mubenga kuandamuna ......... 888



43.

Mâyi anudi nusukula nau bintu anyi nowa ku nzubu, adi afumina kwepi ? Ku... ? [Lisez les possibilités à voix haute. Montrez les images qui conviennent, le cas échéant.]

To .............................................................................. 0 Musulu munene anyi ku kasulu bu mfuki wa mâyi .. 1 Tshiina anyi tshipanza bu mfuki wa mâyi .................. 2 Mulonda ku nzubu bu mfuki wa mâyi ....................... 3 Kaminyo ka mâyi bu mfuki wa mâyi .......................... 4 Kukwabo (kuleeja) : .................................................. 5 __________________________________________ Kena mumanya to / Mubenga kuandamuna ......... 888

44.

Mamuebe udi mumanya kubala anyi ?


45.

Tatuebe udi mumanya kubala anyi ?


Dîba dia ndekelu wa muyiki [Utilisez le système de 24 heures]

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46 Twasakidila wa bûngi!

SSME Teacher Questionnaire

Photographie de l'efficacité de la gestion scolaire (SSME) - Enseignants 1

Questionnaire des enseignants, SSME

Consignes d'ordre général

• Les enseignants sélectionnés pour cet entretien DOIVENT IMPÉRATIVEMENT enseigner les mathématiques, le français ou une langue officielle congolaise (Lingala, Kiswahili ou Tshiluba) au groupe d'élèves qui fait l'objet de l'étude. N'interrogez PAS d'enseignants qui n'enseignent pas au moins UNE de ces matières aux enfants de ces classes.

• Demandez à l'enseignant(e) de répondre à chacune des questions à l'oral, comme dans un entretien.

• NE LISEZ PAS LES POSSIBILITÉES DE RÉPONSES À L'ENSEIGNANT(E) À MOINS QUE LES CONSIGNES NE VOUS DEMANDENT DE LE FAIRE.

• Attendez que l'enseignant(e) réponde à chacune des questions puis choisissez la réponse qui correspond le mieux à sa réaction.

• Pour la plupart des questions, une seule réponse est autorisée. Les consignes indiquent les exceptions.

• Veuillez prendre note du fait que toutes les consignes à l'attention de la personne qui pose les questions sont en gras. Les consignes qui sont à l'attention de l'équipe Tangerine sont en rouge.



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Nom du superviseur

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Code du superviseur

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Formulaire de consentement de l'enseignant(e) (à lire à voix haute à l'enseignant(e)) Bonjour, je m'appelle ___________________________. Mes collègues et moi travaillons avec CENADEP et le Ministère de l'enseignement primaire, secondaire et professionnel (ÉPSP) pour mener des évaluations des compétences en lecture et en mathématiques des élèves de troisième et cinquième année dans des établissements ciblés. Cela inclut une Évaluation de la lecture ou EGRA (Early Grade Reading Assessment) et une Évaluation des compétences en mathématiquess ou EGMA (Early Grade Mathematics Assessment).

• Le but des parties de l'étude qui portent sur l'EGRA et de l'EGMA est d'évaluer les compétences en mathématiques et en lecture des élèves. Dans le cadre de nos recherches, nous recueillons également des informations sur la gestion des établissements scolaires pour en savoir plus sur les conditions et les pratiques qui peuvent avoir un effet sur la lecture et les compétences en mathématiques des élèves.

• Cet établissement a été sélectionné au hasard pour participer à cette étude. Votre participation est très importante mais vous n'êtes pas tenu(e) de participer à l'étude si vous ne souhaitez pas le faire.

• Si vous acceptez de participer à cette étude, je vous poserai quelques questions sur vos

activités normales à l'école. Cela devrait prendre environ 15 à 20 minutes.

• Votre nom ne sera PAS inscrit sur le formulaire et ne sera mentionné nulle part dans les données du sondage. Les résultats combinés de l'EGRA et de l'EGMA effectuées dans de nombreux établissements scolaires seront remis au projet EdData, CENADEP, au Ministère de l'enseignement primaire, secondaire et professionnel et à d'autres acteurs du secteur éducatif. Ils utiliseront les résultats pour identifier les domaines dans lesquels un soutien supplémentaire peut être nécessaire pour améliorer la lecture et les compétences en mathématiques dans les classes du primaire. Les informations fournies lors des entretiens avec les enseignants seront anonymes et ne seront pas soumises à l'établissement. Elles seront plutôt combinées avec les résultats du sondage de nombreux autres établissements.

• Nous pensons que vous ne courez aucun risque en participant à cette recherche.

• Vous ne profiterez pas à titre personnel de la participation à cet entretien. Toutefois, vos réponses seront utilisées pour aider à soutenir l'amélioration de l'apprentissage de la lecture et des mathématiques dans les classes du primaire en République Démocratique du Congo.

• Si vous avez des questions sur cette étude, n'hésitez pas à contacter :

CENADEP 081-206-6915 • Encore une fois, vous n'êtes pas obligé(e) de participer à l'étude si vous ne souhaitez pas le

faire. Une fois que nous aurons commencé, si vous préférez ne pas répondre à certaines questions, ce n'est pas un problème. Souhaitez-vous participer à l'étude ?

Consentement donné par l'enseignant(e) (entourez la réponse qui convient pour indiquer que le consentement a été donné) : OUI NON Si le consentement n'a pas été obtenu, posez les questions 1 à 3, remerciez l'enseignant(e) et terminez l'entretien.

1.

Heure de démarrage [Utilisez le

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_*___/ _*___/_*___

3.

[S'agit-il d'un ou d’une enseignant(e) ?]

Un enseignant ................................................... 0 Une enseignante ............................................... 1 Ne sait pas/Sans réponse ............................. 888

4.

Quelle est votre langue maternelle ?

français ............................................................. 1 lingala ............................................................... 2 swahili ............................................................... 3 tshiluba ............................................................. 4 Autre (précisez) : .............................................. 5 _____________________________________ Ne sait pas/Sans réponse ............................. 888

5.

Quel est votre niveau d’études ?

Diplôme de l'enseignement secondaire ............ 1 Diplôme supérieur ............................................. 2 Master ............................................................... 3 Doctorat ............................................................ 4 Autre (précisez) : .............................................. 5 _____________________________________ Ne sait pas/Sans réponse ............................. 888

6.

Quelle est votre qualification d’enseignement ?

Diplôme de l'enseignement secondaire ............ 1 D4A D4N .......................................................... 2 D6A D6N .......................................................... 3 Graduat G3 ....................................................... 4 Autre (précisez) : .............................................. 5 _____________________________________ Ne sait pas/Sans réponse ............................. 888



7.

Pour ce qui est des salaires, êtes-vous mécanisé(e) et payé(e) ?

Non mécanisé ................................................... 0 Mécanisé(e) et non payé(e) .............................. 1 Mécanisé(e) et payé(e) ..................................... 2 Ne sait pas/Sans réponse ............................. 888

8.

Typiquement, comment recevez-vous votre salaire ?

Ne le reçoit pas typiquement ............................. 0 Le reçoit à l’école .............................................. 1 Le reçoit en personne à la banque ................... 2 Le reçoit automatiquement dans son compte bancaire ............................................................ 3 Ne sait pas/Sans réponse ............................. 888

9.

Êtes-vous payé(e) à temps ?

Jamais .............................................................. 0 Presque jamais ................................................. 1 Parfois .............................................................. 2 La plupart du temps ......................................... 3 Tout le temps ................................................... 4 Ne sait pas/Sans réponse ............................. 888

10. Au cours de votre formation initiale, avez-vous été formé(e) à la didactique de la lecture ?

Non ................................................................... 0 Oui .................................................................... 1 Ne sait pas/Sans réponse ............................. 888

11.

Avez-vous déjà suivi une formation continue portant sur la didactique de la lecture ?

Non ................................................................... 0 Dans la négative, passez à la question

14 Oui .................................................................... 1 Ne sait pas/Sans réponse ............................. 888



12. Pensez-vous que vous avez été en mesure d'utiliser ce que vous avez appris lors des formations continues sur la didactique de la lecture dans votre classe ?


13. Au cours de votre formation initiale, avez-vous été formé(e) à la didactique des mathématiques ?


14. Avez-vous suivi une formation continue de quelque sorte que ce soit sur la manière d'enseigner les mathématiques ?



15. Pensez-vous que vous avez été en mesure d'utiliser ce que vous avez appris lors des formations continues sur l'enseignement des mathématiques dans votre classe ?


16.

Lors de votre formation initiale, avez-vous des stages pratiques dans une classe ?


J'aimerais maintenant vous poser quelques questions sur votre classe et les élèves que vous avez cette année.

17. Dans cette classe et pendant ces heures-ci, faites-vous cours à des élèves de plusieurs classes/niveaux en même temps ?




18.

Combien y a-t-il de garçons inscrits dans cette classe ?

Fourchette : Champs pouvant accepter un nombre à trois chiffres au cas où le nombre serait supérieur à 99. Vérification de la fourchette : Si le nombre est >200, demandez à la personne effectuant l'évaluation de confirmer le nombre Garçons ....................................................... ***** Ne sait pas/Sans réponse ............................. 888

19.

Combien y a-t-il de filles inscrites dans cette classe ?

Fourchette : Champs pouvant accepter un nombre à trois chiffres au cas où le nombre serait supérieur à 99. Vérification de la fourchette : Si le nombre est >200, demandez à la personne effectuant l'évaluation de confirmer le nombre Filles ............................................................ ***** Ne sait pas/Sans réponse ............................. 888

20. Combien de garçons de votre classe redoublent cette année ?

Garçons ....................................................... ***** Ne sait pas/Sans réponse ............................. 888

21. Combien de filles de votre classe redoublent cette année ?

Filles ............................................................ ***** Ne sait pas/Sans réponse ............................. 888

22. Lors d'une journée typique, combien y a-t-il d'absents ? Nous définissons « absent » comme étant un élève qui n’est pas en classe pour toute la journée.

***** Ne sait pas/Sans réponse ............................. 888

23. Lors d'une journée typique, combien y a-t-il de retardataires ? Nous définissons « retardataire » comme étant un élève qui arrive au moins 15 minutes après le début du premier cours.

***** Ne sait pas/Sans réponse ............................. 888



24.

Lorsqu'il fait mauvais temps, êtes-vous en mesure de continuer à enseigner dans votre salle de classe ?


Je souhaiterais désormais vous poser quelques questions sur l'encadrement que vous recevez de la part du Responsable de l'école ou du Responsable adjoint.

25.

Est-ce que le Directeur/la Directrice de l'école ou son adjoint contrôle vos fiches de préparation de leçons et votre journal de classe?


28 Oui .................................................................... 1 Ne sait pas/Sans réponse ............................. 888 Si l'enseignant(e) ne sait pas ou refuse

de répondre, passez à la question 27

26.

Si oui, combien de fois au cours de l'année scolaire est-ce que les plans de leçon sont contrôlés ?

Une fois par an ................................................. 1 Une fois tous les six mois .................................. 2 Une fois tous les 2 à 3 mois .............................. 3 Une fois par mois .............................................. 4 Une fois toutes les deux semaines .................... 5 Une fois par semaine ........................................ 6 Tous les jours ................................................... 7 Ne sait pas/Sans réponse ............................. 888



27.

Lorsque vous avez besoin d'aide en pédagogie, à qui vous adressez-vous ? [Ne lisez pas les possibilités de réponses, entourez simplement tout ce qui convient.]

Je n'ai jamais besoin d'aide .............................. 0 Il n'y a personne à qui demander de l'aide ........ 1 J'organise des réunions avec les autres enseignants ...................................................... 2 Je discute de temps à autres avec les autres enseignants ...................................................... 3 Le Directeur/Directrice de l'école....................... 4 Responsable adjoint ......................................... 5 Je cherche conseil auprès du Directeur/ la Directrice pédagogique ou du spécialiste de la matière en question .......................................... 6 Autre (précisez) : .............................................. 7 _____________________________________ Ne sait pas/Sans réponse ............................. 888

28.

Pendant l'année scolaire, est-ce que le Directeur/la Directrice de l'école ou son adjoint observe vos cours, si oui souvent ?

Jamais .............................................................. 0 Une fois par an ................................................. 1 Une fois tous les six mois .................................. 2 Une fois tous les 2 à 3 mois .............................. 3 Une fois par mois .............................................. 4 Une fois toutes les deux semaines .................... 5 Une fois par semaine ........................................ 6 Tous les jours ................................................... 7 Ne sait pas/Sans réponse ............................. 888

29.

Après une observation du Directeur/la Directrice, est-ce qu'il ou elle vous donne son avis sur la manière d'améliorer votre enseignement ?





30.

Si oui, est-ce que ses conseils sont utiles ?

Pas du tout utiles .............................................. 0 Un petit peu utiles ............................................. 1 Ni utiles ou inutiles ............................................ 2 Quelque peu utiles ............................................ 3 Très utiles ......................................................... 4 Ne sait pas/Sans réponse ............................. 888

31.

Depuis l'année scolaire passée, est-ce que un inspecteur du Ministère (ÉPSP) est venu vous inspecter ? Si oui, souvent ?

Jamais .............................................................. 0 Dans la négative, passez à la question

32 Une fois par an ................................................. 1 Une fois tous les six mois .................................. 2 Une fois tous les 2 à 3 mois .............................. 3 Une fois par mois .............................................. 4 Une fois toutes les deux semaines .................... 5 Une fois par semaine ........................................ 6 Ne sait pas/Sans réponse ............................. 888



Je souhaiterais maintenant vous poser quelques questions sur la manière dont vous évaluez et suivez les progrès de vos élèves.

32.

Comment mesurez-vous les progrès scolaires de vos élèves ? [Ne lisez pas les possibilités de réponses, entourez simplement tout ce qui convient.]

Contrôles écrits ................................................. 1 Évaluations à l'oral ............................................ 2 Interrogations .................................................... 3 Dossiers et autres projets ................................. 4 Devoirs à la maison .......................................... 5 Débat/participation ............................................ 6 Fiches de travail ................................................ 7 Évaluation de fin de trimestre ............................ 8 Évaluation de fin de l’année .............................. 9 Autre (précisez) : ............................................ 10 _____________________________________ Ne sait pas/Sans réponse ............................. 888

33.

Comment est-ce que vous utilisez les résultats des évaluations orales et écrites dans votre enseignement ? [Ne lisez pas les possibilités de réponses, entourez simplement tout ce qui convient.]

Notation des élèves dans le cahier ou fiche de cotes ................................................................. 1 Évaluation de la compréhension qu'ont les élèves de la matière ..................................................... 2 Planification d'activités pédagogiques ............... 3 Adaptation de l'enseignement de manière à mieux répondre aux besoins des élèves ...................... 4 Autre (précisez) : .............................................. 5 _____________________________________ Ne sait pas/Sans réponse ............................. 888

34.

Dans votre classe, combien de parents/personnes suivent les devoirs des enfants à domicile ?

Aucun ............................................................... 0 Quelques-uns ................................................... 1 La plupart .......................................................... 2 Tous ................................................................. 3 Ne sait pas/Sans réponse ............................. 888



35. Dans l'ensemble, êtes-vous satisfait(e) de la participation des parents au travail scolaire de leurs enfants ?


36. Dans quelle classe vous attendez-vous à ce que les élèves lisent couramment (décoder et comprendre) des textes courts et simples ? [Ne lisez pas les possibilités de réponses, notez simplement les réponses de l'enseignant(e).]

Classe 1 ou première primaire ......................... 1 Classe 2 ou deuxième primaire ....................... 2 Classe 3 ou troisième primaire ........................ 3 Classe 4 ou quatrième primaire ou classe supérieure ......................................................... 4 Ne sait pas/Sans réponse ............................. 888

37.

Dans quelle classe vous attendez-vous à ce que les élèves écrivent des textes courts et simples ? [Ne lisez pas les possibilités de réponses, notez simplement les réponses de l'enseignant(e).]

Classe 1 ou première primaire ......................... 1 Classe 2 ou deuxième primaire ....................... 2 Classe 3 ou troisième primaire ........................ 3 Classe 4 ou quatrième primaire ou classe supérieure ......................................................... 4 Ne sait pas/Sans réponse ............................. 888

J'aimerais maintenant vous poser quelques questions sur la sécurité à l'école. 38.

Vous sentez-vous en sécurité à l'école ? (sur le plan sanitaire, le plan social, le plan financier, le plan politique, au plan de l’environnement physique, …).

Non ................................................................... 0 Oui .................................................................... 1 Si oui, passez à la question 41

Ne sait pas/Sans réponse ............................. 888

39. Dans la négative, veuillez expliquer.

_____________________________________

40. Vous sentez-vous en sécurité lorsque que vous vous rendez à l'école et lorsque vous repartez ?




_____________________________________



42.

Pensez-vous que les élèves sont en sécurité à l'école ?




_____________________________________

44.

Au cours de la semaine passée, combien de fois avez-vous été témoin de violence physique entre les élèves de votre établissement ?

Aucune (0 fois) ................................................. 0 1 fois ................................................................. 1 2 à 3 fois .......................................................... 2 Une fois par jour .............................................. 3 Plus d'une fois par jour ..................................... 4 Ne sait pas/Sans réponse ............................. 888

45.

En cas de dispute ou de combat entre élèves de votre classe, comment gérez-vous la situation ? [Ne lisez pas les possibilités de réponses, entourez simplement tout ce qui convient.]

Je ne fais rien/je ne fais pas attention à ce qui se passe ................................................................ 0 Je communique avec la direction ...................... 1 Je communique avec les parents ...................... 2 Je parle aux élèves qui se disputent et je tente de leur donner des conseils ................................... 3 Je donne davantage de travail/devoirs à la maison aux élèves qui se disputent .................. 4 Je discipline les élèves qui se disputent ............ 5 J’applique le règlement scolaire………………………………6 J'ai recours au châtiment corporel..................... 7 Autre (précisez) ............................................... 8 _____________________________________ Ne sait pas/Sans réponse ............................. 888

46. Heure de fin de l'entretien [Utilisez le système de 24 heures HH:MM]

***** : *****

Merci beaucoup !

SSME Head Teacher Questionnaire

Photographie de l'efficacité de la gestion scolaire (SSME) – La Direction 1

Questionnaire pour le Responsable de l'école, SSME


• Demandez au responsable de répondre à chacune des questions à l'oral, comme dans un entretien.

• NE LISEZ PAS LES POSSIBILITÉES DE RÉPONSES AU RESPONSABLE DE L'ÉCOLE À MOINS QUE LES CONSIGNES NE VOUS DEMANDENT DE LE FAIRE.

• Attendez que le Responsable de l'école réponde à chacune des questions puis choisissez la réponse qui correspond le mieux à sa réaction.

• Pour la plupart des questions, une seule réponse est autorisée. Les consignes indiquent les exceptions.

• Si le Responsable de l'école n'est pas disponible, effectuez l'entretien avec son adjoint. • Veuillez prendre note du fait que toutes les consignes à l'attention de la personne qui pose les

questions sont en gras. Les consignes qui sont à l'attention de l'équipe Tangerine sont en rouge.



......................................................... ********************


......................................................... ********************

Numéro matricule SÉCOPE du Responsable de l'école

......................................................... ********************


......................................................... ********************


......................................................... ********************

Nom du superviseur

......................................................... ********************

Code du superviseur

......................................................... ********************


......................................................... ********************



Formulaire de consentement du Responsable de l'école (à lire à voix haute au Responsable de l'école)

Bonjour, je m'appelle ___________________________. Mes collègues et moi travaillons avec CENADEP et le Ministère de l'enseignement primaire, secondaire et professionnel (ÉPSP) pour mener des évaluations des compétences en lecture et en mathématiques des élèves de troisième et cinquième année dans des établissements ciblés. Cela inclut une Évaluation de la lecture ou EGRA (Early Grade Reading Assessment) et une Évaluation des compétences en mathématiquess ou EGMA (Early Grade Mathematics Assessment).

• Le but des parties de l'étude qui portent sur l'EGRA et de l'EGMA est d'évaluer les compétences en mathématiques et en lecture des élèves. Dans le cadre de nos recherches, nous recueillons également des informations sur la gestion des établissements scolaires pour en savoir plus sur les conditions et les pratiques qui peuvent avoir un effet sur la lecture et les compétences en mathématiques des élèves.

• Cet établissement a été sélectionné au hasard pour participer à cette étude. Votre participation est très importante mais vous n'êtes pas tenu(e) de participer à l'étude si vous ne souhaitez pas le faire.

• Si vous acceptez de participer à cette étude, je vous poserai quelques questions sur vos

activités normales à l'école. Cela devrait prendre environ 15 à 20 minutes.

• Votre nom ne sera PAS inscrit sur le formulaire et ne sera mentionné nulle part dans les données du sondage. Les résultats combinés de l'EGRA et de l'EGMA effectuées dans de nombreux établissements scolaires seront remis au projet EdData, au CENADEP, au Ministère de l'enseignement primaire, secondaire et professionnel et à d'autres acteurs du secteur éducatif. Ils utiliseront les résultats pour identifier les domaines dans lesquels un soutien supplémentaire peut être nécessaire pour améliorer la lecture et les compétences en mathématiques dans les classes du primaire. Les informations fournies lors des entretiens avec les enseignants seront anonymes et ne seront pas soumises à l'établissement. Elles seront plutôt combinées avec les résultats du sondage de nombreux autres établissements.

• Nous pensons que vous ne courez aucun risque en participant à cette recherche.

• Vous ne profiterez pas à titre personnel de la participation à cet entretien. Toutefois, vos réponses seront utilisées pour aider à soutenir l'amélioration de l'apprentissage de la lecture et des mathématiques dans les classes du primaire en République Démocratique du Congo.

• Si vous avez des questions sur cette étude, n'hésitez pas à contacter :

CENADEP 0821-206-6915

• Encore une fois, vous n'êtes pas obligé(e) de participer à l'étude si vous ne souhaitez pas le faire. Une fois que nous aurons commencé, si vous préférez ne pas répondre à certaines questions, ce n'est pas un problème. Souhaitez-vous participer à l'étude ?

Consentement donné par le Responsable de l'école (entourez la réponse qui convient pour indiquer que le consentement a été donné) : *OUI* Si le consentement n'a pas été obtenu, posez les questions 1 à 3, remerciez le Responsable de l'école et terminez l'entretien.



1. Heure de démarrage [Utilisez le sys de 24 heures HH:MM]

_*___: _*___:


_*___/ ___*_ / _*___

3. Quel poste occupez-vous dans cet établissement ?

Le Responsable de l'école ................................ 1 Responsable adjoint ......................................... 2

4. Est-ce que [le Responsable de l'école/son adjoint] est une femme ?


5. Depuis combien de temps êtes-vous Responsable de l'école/adjoint(e) ?

Ans .......................................................... _____ Ne sait pas/Sans réponse ............................. 888

6.

Quel est le diplôme le plus élevé que vous avez obtenu ?

Certificat d'études secondaires ......................... 1 Diplôme de l'enseignement secondaire ............ 2 Graduat ............................................................ 3 Licence ............................................................. 4 Diplôme supérieur............................................. 5 Master .............................................................. 6 Doctorat ............................................................ 7 Autre (précisez) ............................................... 8 ______________________________________ Ne sait pas/Sans réponse ............................. 888

7.

Avez-vous suivi une formation spéciale en management (gestion)? Si oui, êtes-vous en mesure d'utiliser cette formation en management (gestion)?

Non ................................................................... 0 Oui, mais je ne utilise pas ce que j'ai appris au cours de ma formation ..................................................... 1 Oui, j'utilise ce que j'ai appris au cours de ma formation ......................................................................... 2 Ne sait pas/Sans réponse ............................. 888



8. Depuis le début de l'année scolaire en cours, est-ce que l'école a été fermée ou y a-t-il eu des jours où il n'y a pas eu cours pendant les périodes de cours normales (en dehors des vacances et jours fériés) ?

Non ................................................................... 0 Dans la négative, passez à la question 10

Oui .................................................................... 1 Ne sait pas/Sans réponse ............................. 888

9.

Si oui, au cours du mois passé, combien de jours est-ce que l'école a été fermée ou est-ce qu'il n'y a pas eu cours ?

Fourchette : 23 jours (nombre maximum de jours dans un mois de 31 jours) Nombre de jours .................................. ***** ***** Ne sait pas/Sans réponse ............................. 888

10.

Si oui, quelle était la raison de la fermeture de l'école ? [Entourez tout ce qui s'applique.]

Mauvais temps ................................................. 1 Inquiétude quant à la sécurité des élèves ......... 2 Violence, conflit ................................................ 3 Pas assez d'enseignants .................................. 4 Pas assez d'argent ........................................... 5 Jour férié, fête ................................................... 6 Autre (précisez) ............................................... 7 ___________________________________________ Ne sait pas/Sans réponse ............................. 888

11. Est-ce que votre école utilise la vacation ? (Ca veut dire, par exemple, qu’un groupe des élèves est enseigné avant midi, et une autre est enseigné l’après-midi.)


12.

Quand est-ce que l'année scolaire a commencé cette année ? (JJ/MM/AA)]

Fourchette : les dates doivent se situer dans le calendrier scolaire indiqué ***** / ***** / ***** Ne sait pas/Sans réponse ............................. 888



13. À quelle heure commencent les cours de votre établissement ? [Utilisez le système de 24 heures HH:MM]

_*___: _*___: Ne sait pas/Sans réponse ............................. 888

14. À quelle heure se termine votre journée ? [Utilisez le système de 24 heures HH:MM]

_*___: _*___: Ne sait pas/Sans réponse ............................. 888

15. [Calculez la durée d'une journée scolaire et vérifiez ensuite auprès du Responsable de l'école/adjoint:] Cela veut donc dire que votre journée scolaire dure « x » heures et « y » minutes. C'est bien cela ? [Utilisez le système de 24 heures HH:MM]

Heures ***** Minutes ***** Ne sait pas/Sans réponse ............................. 888

16. Les jours où vous avez des réunions générales ou des pauses, combien de temps leur est alloué ?

Temps alloué aux réunions générales ***** Temps alloué aux pauses ***** Ne sait pas/Sans réponse ............................. 888

17.

Combien y a-t-il de garçons actuellement inscrits dans cet établissement ?

Vérification de la fourchette : si le nombre est >200, demandez à la personne effectuant l'évaluation de confirmer le nombre Nombre de garçons ............................. ***** ***** Ne sait pas/Sans réponse ............................. 888

18.

Combien y a-t-il de filles actuellement inscrites dans cet établissement ?

Vérification de la fourchette : si le nombre est >200, demandez à la personne effectuant l'évaluation de confirmer le nombre Nombre de filles ................................... ***** ***** Ne sait pas/Sans réponse ............................. 888

19. Combien d'enseignants (hommes) travaillent actuellement dans cet établissement ?

Nombres d'enseignants (hommes) .............. ***** Ne sait pas/Sans réponse ............................. 888



20. Combien d'enseignantes (femmes) travaillent actuellement dans cet établissement ?

Nombres d'enseignantes ............................. ***** Ne sait pas/Sans réponse ............................. 888

21. Au cours de cette année scolaire, combien d'enseignants de 3eme et 5eme année travaillent dans cet établissement ?

Nombre d'enseignants de 3eme année ....... ***** Nombre d'enseignants de 5eme année ....... ***** Ne sait pas/Sans réponse ............................. 888

22. Combien d'enseignants étaient absents hier (ou le dernier jour de cours en date) ?

Nombre d'enseignants absents .................... ***** Chiffre indisponible ........................................... 0 Ne sait pas/Sans réponse ............................. 888

23. Combien d'enseignants sont actuellement en congé ou combien d'entre eux sont excusés et peuvent être absents ?

Nombre d'enseignants en congés ou autorisés à être absentes ***** Ne sait pas/Sans réponse ............................. 888

24. Combien d'enseignants sont arrivés en retard ce matin (au moins 15 minutes après la sonnerie) ?

Nombre d'enseignants retardataires ............ ***** Ne sait pas/Sans réponse ............................. 888

25.

Comment les enseignants reçoivent-ils leurs salaires ?

Ils les reçoivent à l’école ................................... 1 Ils les reçoivent en personne à la banque ........ 2 Ils les reçoivent automatiquement dans leur compte bancaire ............................................................ 3 Autre (à préciser)…………………………………………………….4 Ne sait pas/Sans réponse ............................. 888

26.

En ce qui concerne les salaires des enseignants, est-ce que votre établissement est mécanisé ?





27.

Dans cet établissement, combien d'enseignants sont mécanisés et payés ?

Nombre d'enseignants mécanisés et payés . ***** Dans la négative, passez à la question 30


28.

À votre avis, quel impact est-ce que la mécanisation du rendement des enseignants ?

Un impact négatif ............................................. 0 Pas d'impact .................................................... 1 Un impact positif .............................................. 2 Ne sait pas/Sans réponse ............................. 888

29.

Que faites-vous d'une classe dont l'enseignant est absent ? [Ne lisez pas les possibilités de réponse, marquez simplement les réponses du Responsable de l'école/adjoint. Entourez tout ce qui s'applique.]

Je laisse les élèves s’occuper seules................ 1 Je donne cette classe à un(e) autre enseignant(e) 2 Je rassemble tous les élèves dans une seule classe ......................................................................... 3 J'appelle un enseignant supplémentaire ........... 4 Je laisse les élèves rentrer chez eux ................ 5 J'envoie les élèves jouer dehors ....................... 6 Je répartis les élèves entre les autres classes .. 7 Autre (précisez) ............................................... 8 ______________________________________ Ne sait pas/Sans réponse ............................. 888

30.

Que faites-vous lorsque vous n'êtes pas du tout satisfait(e) de la performance de l'un de vos enseignants ? [Ne lisez pas les possibilités de réponses, entourez simplement tout ce qui convient.]

Je ne fais rien ................................................... 0 Je résous le problème directement avec l'enseignant(e) ......................................................................... 1 J'envoie une lettre à l'enseignant(e) .................. 2 Je soumets le problème à la hiérarchie ............. 3 J'envoie l'enseignant(e) suivre une formation supplémentaire ................................................. 4 Autre (précisez) ............................................... 5 ______________________________________ Ne sait pas/Sans réponse ............................. 888



31.

Comment est-ce que les enseignants de cette école réagissent lorsque les élèves se comportent mal ? [Ne lisez pas les possibilités de réponses, entourez simplement tout ce qui convient.]

Les enseignants ne font rien ............................. 0 Ils corrigent l'élève mais ne le grondent pas ..... 1 Ils grondent l'élève ............................................ 2 Ils font sortir l'élève de la classe ....................... 3 Ils frappent l'élève ............................................. 4 Ils envoient l'élève au coin ................................ 5 Ils demandent à l'élève de se mettre à genoux . 6 Ils renvoient l’élève à la maison ........................ 7 Autre (précisez) : .............................................. 8 ______________________________________ Ne sait pas/Sans réponse ............................. 888

32.

Que font les enseignants de cette école quand les élèves arrivent en classe en retard ? [Ne lisez pas les possibilités de réponses, entourez simplement tout ce qui convient.]

Les enseignants ne font rien ............................. 0 Ils corrigent l'élève mais ne le grondent pas ..... 1 Ils grondent l'élève ............................................ 2 Ils font sortir l'élève de la classe ....................... 3 Ils frappent l'élève ............................................. 4 Ils envoient l'élève au coin de la classe ............ 5 Ils demandent à l'élève de se mettre à genoux . 6 Ils renvoient l’élève à la maison ........................ 7 Autre (précisez) : .............................................. 8 ______________________________________ Ne sait pas/Sans réponse ............................. 888



33.

Quelle est la politique de l'école en matière de châtiment corporel ?

Le châtiment corporel n'est pas autorisé ........... 0 Seul le Responsable de l'école peut avoir recours au châtiment corporel ........................................... 1 Les enseignants peuvent avoir recours au châtiment corporel dans la salle de classe ........................ 2 Autre (précisez) ............................................... 3 ______________________________________ Ne sait pas/Sans réponse ............................. 888

J'aimerais maintenant vous poser quelques questions sur les frais scolaire. 34. Est-ce que les élèves qui sont

inscrits dans cet établissement paient des frais scolaires (minerval plus frais d’encouragement, frais techniques, les enseignants supplémentaires, les livres/documents, frais de location de manuels scolaires, frais de motivation)?



35.

Que faites-vous normalement lorsqu'un élève ne peut pas payer les frais requis en temps voulu ? [Ne lisez pas les possibilités de réponses, entourez simplement tout ce qui convient.]

Je ne fais rien ................................................... 0 Je renvoie l'élève à la maison ........................... 1 Je gronde l'élève ............................................... 2 Je ne lui donne pas de notes ou de bulletin ...... 3 Je donne davantage de travail à l'élève à l'école4 Je demande à l'élève de s'asseoir dans un coin 5 Je recours au châtiment corporel ...................... 6 Autre (précisez) ............................................... 7 ______________________________________ Ne sait pas/Sans réponse ............................. 888



J'ai désormais quelques questions à vous poser sur les registres et les ressources de l'établissement.

36.

Comment savez-vous que les élèves font des progrès scolaires ? [Ne lisez pas les possibilités de réponse, marquez simplement les réponses du Responsable de l'école/adjoint.]

J'observe les cours ........................................... 1 J'effectue le suivi des résultats des élèves aux tests de niveau donnés par la direction ........................ 2 J'évalue les élèves à l'oral moi-même ............... 3 Je vérifie les devoirs des élèves moi-même ...... 4 Les enseignants me fournissent des rapports sur le progrès des élèves ........................................... 5 Je passe en revue les évaluations de fin de trimestre ....................................................................... ..6 Je reçois un retour d'information de la part des parents ......................................................................... 7 Je reçois un retour d'information de la part des conseillers éducatifs ......................................... 8 Autre (précisez) : .............................................. 9 ______________________________________ Ne sait pas/Sans réponse ............................. 888

37. Au début de l'année scolaire passée, est-ce que votre établissement disposait du nombre adéquat de manuels scolaires pour vos élèves, conformément à la politique du Ministère en vigueur en la matière ?



38.

Dans la négative, combien de temps après le début de l'année scolaire passée avez-vous reçu les manuels que vous manquaient ?

Nous ne les avons jamais reçus ....................... 0 Plus d’une année .............................................. 1 1 an .................................................................. 2 10 à 11 mois ..................................................... 3 8 à 9 mois ......................................................... 4 6 à 7 mois ......................................................... 5 4 à 5 mois ......................................................... 6 2 à 3 mois ......................................................... 6



1 mois ............................................................... 8 2 semaines ou moins ........................................ 9 Ne sait pas/Sans réponse ............................. 888

39.

Dans l'ensemble, êtes-vous satisfait(e) du niveau de soutien que la Comité de parents d'élèves offre à l'école ?

Non ................................................................... 0 Oui .................................................................... 1 Il n’y a pas une telle Association à l’école ......... 1 Ne sait pas/Sans réponse ............................. 888

40. Dans l'ensemble, êtes-vous satisfait(e) de la participation des parents au travail scolaire de leurs enfants ?


41.

Au cours de l'année passée, combien de fois est-ce que votre établissement a été inspecté ou a reçu une visite de soutien de la part d’un inspecteur du Ministère ?

Jamais .............................................................. 0 Une fois ............................................................ 1 Plus d'une fois par mois .................................... 2 Une fois par mois .............................................. 3 Une fois par semaine ........................................ 4 Ne sait pas/Sans réponse ............................. 888

J'aimerais maintenant vous poser quelques questions sur la sécurité à l'école. 42.

Est-ce que la sécurité à l'école est un problème dans votre établissement ?



43. Si oui, veuillez expliquer.

______________________________________



44.

Vous sentez-vous en sécurité dans votre établissement ?




______________________________________

46.

Pensez-vous que les enseignants sont en sécurité à l'école ?




______________________________________

48.

Pensez-vous que les élèves sont en sécurité à l'école ?

Non ................................................................... 0

Oui .................................................................... 1 Si oui, passez à la question 50



______________________________________

50.

Au cours de la semaine passée, combien de fois avez-vous été témoin de violence physique entre les élèves de votre établissement ?

Aucune (0 fois) ................................................ 0 1 fois ................................................................. 1 2 à 3 fois .......................................................... 2 Une fois par jour ............................................... 3 Plus d'une fois par jour ..................................... 4 Ne sait pas/Sans réponse ............................. 888

51. Donnez un conseil principal pour améliorer la sécurité des élèves à l'école.

______________________________________



52. Heure de la fin de l'entretien [Utilisez le système de 24 heures HH:MM]

_*___: _*___:

Merci beaucoup !

SSME Classroom Observation: Reading

Observation en classe de lecture

Collecte de données préalable à l'observation 1. Quelle langue est censé être utilisée pendant cette leçon? (une seule réponse possible)

français

kiswahili

lingala

tshiluba

Observation en salle de classe Heure de démarrage [utilisez le système de 24 heures HH:MM] ____ Heure de fin de l'observation [utiliser le système de 24 heures HH:MM] ________:________

3 6 9 12 15 18 21 24 27 30

Contenu de la leçon/but ou l’objet de la leçon (une seule réponse possible)

Lecture à voix haute (textes)

Lecture en silence (textes)

Production d’écrits

Graphisme

Compréhension a l’audition

Temps de parole aux élèves

Grammaire/analyse d’orthographe

Discussion de vocabulaire

Autre

Pourcentage des élèves qui suivre la leçon (une seule réponse possible) La plupart des élèves suivent la leçon (plus que 50%)

La plupart des élèves ne suivent pas la leçon (moins que 50% suivent la lecon)

Action de l'enseignant(e) (une seule réponse possible)

Parle/explique

Écrit au tableau

Montre un exemple aux élèves

Fait répéter toute la classe entière

Fait répéter les élèves individuellement

Pose des questions aux élèves

Répond aux questions des élèves

Aide les élèves

Suit et évalue les élèves

Lit aux élèves

Autre

Observation en salle de classe Heure de démarrage [utilisez le système de 24 heures HH:MM] ____ Heure de fin de l'observation [utiliser le système de 24 heures HH:MM] ________:________

3 6 9 12 15 18 21 24 27 30

Langue utilisée au moment dans la classe (une seule réponse possible)

français

kiswahili

lingala

tshiluba

Autre (langue nationale)

Éléments utilisés au moment dans la classe (cochez tout ce qui s’applique)

Manuel de l’enseignant

Le tableau

Manuel de lecture de l’élève

Cahier d’exercices de lecture de l’élève

Cahier

Cartes de l’alphabet

Ardoise

Autre

Pas d’element

Questions à poser à la suite de l'observation 2. Est-ce que l'enseignant(e) explique clairement l'objectif de la leçon ? (Cochez tout ce qui s'applique)

L'enseignant(e) n'a pas enoncé l'objectif de la leçon.

L'enseignant(e) a écrit l'objectif de la leçon au tableau.

L'enseignant(e) a enoncé l'objectif de la leçon.

L'enseignant(e) a expliqué l'objectif de la leçon.

L'enseignant(e) a discuté de l'objectif de la leçon avec les élèves.

3. Est-ce que les eleves ont-ils posé des questions a l’enseignant(e) au cours de la lecon (par exemple, des questions de clarification, sur un autre sujet, etc.) ? (une seule réponse possible) Oui

Non

SSME Classroom Observation: Math

Observation en classe de maths

Collecte de données préalable à l'observation 1. Quelle langue est censé être utilisée pendant cette leçon? (une seule réponse possible)

français

kiswahili

lingala

tshiluba

Observation en salle de classe Heure de démarrage [utilisez le système de 24 heures HH:MM] ________:________ Heure de fin de l'observation [utiliser le système de 24 heures HH:MM] ________:________

3 6 9 12 15 18 21 24 27 30

Contenu de la leçon/but ou objet de la leçon (une seule réponse possible)

Nombres entiers, compter

Nombres entiers, calculer

Decimaux, compter

Decimaux, calculer

Fractions

Géométrie

Argent (monnaie)

Problèmes sous forme d"énoncés

Autre

Pourcentage des eleves qui suivre la lecon La plupart des eleves suivent la leçon (plus que 50%)

La plupart des eleves ne suivent pas la leçon (moins que 50% suivent la lecon)

Action de l'enseignant(e) (une seule réponse possible)

Parle/explique

Écrit au tableau

Montre un exemple aux eleves

Fait répéter toute la classe entière

Fait repeter les eleves individuellement

Pose des questions aux élèves

Répond aux questions des élèves

Aide les élèves

Suit et évalue les élèves

Lit aux élèves

Autre

Observation en salle de classe Heure de démarrage [utilisez le système de 24 heures HH:MM] ________:________ Heure de fin de l'observation [utiliser le système de 24 heures HH:MM] ________:________

3 6 9 12 15 18 21 24 27 30

Langue utilisée au moment dans la classe (une seule réponse possible)

français

kiswahili

lingala

tshiluba

Autre (langue nationale)

Éléments utilisés au cours de la leçon (cochez tout ce qui s'applique)

Manuel de l'enseignant

Le tableau

Manuel de maths de l'élève

Cahier d'exercices de maths de l'élève

Cahier

Ardoise

Pas d’éléments

Autre

Questions à poser à la suite de l'observation 2. Est-ce que l'enseignant(e) explique clairement l'objectif de la leçon ? (Cochez tout ce qui s'applique)

L'enseignant(e) n'a pas enoncé l'objectif de la leçon.

L'enseignant(e) a écrit l'objectif de la leçon au tableau.

L'enseignant(e) a enoncé l'objectif de la leçon.

L'enseignant(e) a expliqué l'objectif de la leçon.

L'enseignant(e) a discuté de l'objectif de la leçon avec les élèves.

3. Est-ce que les eleves ont-ils posé des questions a l’enseignant(e) au cours de la lecon (par exemple, des questions de clarification, sur un autre sujet, etc.) ? (une seule réponse possible) Oui

Non

SSME Classroom Inventory

Photographie de l'efficacité de la gestion scolaire (SSME) 1

Inventaire de la salle de classe, SSME


Veuillez prendre note du fait que toutes les consignes à l'attention de la personne qui effectue l'évaluation sont en gras. Les consignes qui sont à l'attention de l'équipe Tangerine sont en rouge. Veuillez prendre note du fait que le SSME dispose également d'une banque à part qui contient des questions supplémentaires qui peuvent être utiles à votre étude. Les éléments de cette banque sont classés par instrument (c'est-à-dire, Responsable de l'école, Enseignant, Inventaire de la salle de classe, Inventaire de l'établissement). Pour ajouter un élément à un instrument clé existant, ajoutez une rangée dans la version Word de l'instrument clé, ouvrez la banque, copiez l'élément supplémentaire de la banque et collez-le dans la nouvelle ligne de l'instrument clé.


................................................ ********************


................................................ ********************


................................................ ********************


................................................ ********************


................................................ ********************

Nom du superviseur

................................................ ********************

Code du superviseur

................................................ ********************


................................................ ********************



1.

Heure de démarrage [Utilisez le systèm

_*___:_*___

2.

Date d'observation [JJ/MM/AA]

Fourchette : La date ne doit pas être antérieure ou postérieure aux dates de collecte _*___/___*_/___*_

3. Combien de garçons sont présents dans cette classe au moment de l'observation ? [Demandez à tous les garçons de se lever et comptez-les.]

Vérification de la fourchette : Si le nombre est >200, demandez à la personne effectuant l'évaluation de confirmer le nombre Nombre de garçons ........................ __________

4. Combien de filles sont présentes dans cette classe au moment de l'observation ? [Demandez à toutes les filles de se lever et comptez-les.]

Vérification de la fourchette : Si le nombre est >200, demandez à la personne effectuant l'évaluation de confirmer le nombre Nombre de filles .............................. __________

5. Pour déterminer le nombre de manuels scolaires de lecture disponibles veuillez demander aux élèves de prendre leurs manuels de lecture et de les montrer en les levants. [Si cela est nécessaire, demandez à ce que les manuels de lecture soient sortis du placard et distribués aux élèves « comme d'habitude ». Note : Confirmez que chaque élève lève qu’un manuel scolaire, au maximum.]

Nombre de manuels de lecture disponibles ............................................................. **********

6. Veuillez demander aux élèves de prendre leurs manuels de maths et de les montrer en les levants. [Si cela est nécessaire, demandez à ce que les manuels de maths soient sortis du placard et distribués aux enfants « comme d'habitude ». Note : Confirmez que chaque élève lève qu’un manuel de maths, au maximum.]

Nombre de manuels de maths disponibles ............................................................. **********



Est-ce que les élèves disposent de fournitures suivantes ? [Donnez le nom de chacun de types de fournitures un à un en demandant aux élèves de les montrer.] 7.

Nombre d'élèves disposant d'un cahier d'exercices en lecture

Vérification de la fourchette : Si le nombre est >200, demandez à la personne effectuant l'évaluation de confirmer le nombre **********

8.

Nombre d'élèves disposant d'un cahier d'exercices de maths


9.

Nombre d'élèves disposant d'un stylo à bille


Les observations suivantes portent sur l'environnement de la salle de classe et l'enseignant(e)

10.

Combien de livres/livrets autres que des manuels scolaires sont disponibles pour que les élèves puissent les lire ?

Aucun ............................................................... 0 1-4 .................................................................... 1 5-9 .................................................................... 2 10-19 ................................................................ 3 20-39 ................................................................ 4 40+ ................................................................... 5

11. Est-ce que les travaux des élèves sont affichés au mur ?

Non ................................................................... 0 Oui .................................................................... 1

12. Est-ce que des supports pédagogiques sont affichés au mur ?

Non ................................................................... 0 Oui .................................................................... 1



13. Est-ce que le nombre de sièges est suffisant pour les élèves présents ? [Voyez s'il y a des élèves assis par terre ou si plusieurs élèves sont assis sur un siège conçu pour un seul élève.]

Non ................................................................... 0 Oui .................................................................... 1

14.

Est-ce que l'enseignant(e) dispose des fournitures suivantes ? [Entourez tout ce qui s'applique.]

Tableau à craie ................................................. 1 Craie pour le tableau ....................................... 2 Crayon/stylo ...................................................... 3 Cahier ............................................................... 4 Manuel de référence de lecture ........................ 5 Guide de l'enseignant de lecture ....................... 6 Manuel de référence de maths ......................... 7 Guide de l'enseignant de maths ........................ 8

15.

Est-ce que l'enseignant(e) dispose d'un cahier pour les plans de leçons ?

Refuse/Ne dispose pas d'un cahier pour les préparations des leçons .................................... 0 En cas de refus ou s'il n'y a pas de

cahier pour les préparations des leçons, passez à 18

Oui .................................................................... 1

16. [Demandez à consulter le cahier de préparations des leçons de l'enseignant(e).] Est-ce que le cahier pour les préparations des leçons contient des leçons préparées par l'enseignant(e) ?

Non ................................................................... 0 Dans la négative, passez à 18

Oui .................................................................... 1

17. Est-ce que la préparation de leçon la plus récente a été signée par le Responsable de l'école ?

Non ................................................................... 0 Oui .................................................................... 1

18. Est-ce que la salle de classe est bien éclairée de manière à ce que les élèves et l'enseignant(e) puissent voir le tableau et leurs documents ?

Non ................................................................... 0 Oui .................................................................... 1



19. Heure de la fin de l'entretien [Utilisez le système de 24 heures HH:

_*___:_*___

SSME School Inventory


Inventaire de l'établissement, SSME

Consignes d'ordre général Veuillez prendre note du fait que toutes les consignes à l'attention de la personne qui pose les questions sont en gras. Toutes les consignes qui sont à l'attention de l'équipe Tangerine sont en rouge. Veuillez prendre note du fait que le SSME dispose également d'une banque à part qui contient des questions supplémentaires qui peuvent être utiles à votre étude. Les éléments de cette banque sont classés par instrument (c'est-à-dire, Responsable de l'école, Enseignant, Inventaire de la salle de classe, Inventaire de l'établissement). Pour ajouter un élément à un instrument clé existant, ajoutez une rangée à la fin de la version Word de l'instrument clé, ouvrez la banque, copiez l'élément supplémentaire de la banque et collez-le dans l'instrument clé.


................................................ ********************


................................................ ********************


................................................ ********************


................................................ ********************

Nom du superviseur

................................................ ********************

Code du superviseur

................................................ ********************


................................................ ********************



1.

Heure de démarrage [Utilisez le système de

_*___:_*___

2.

Date d'observation [JJ/MM/AA]

Fourchette : La date ne doit pas être antérieure ou postérieure aux dates de collecte _*___/___*_/___*_

3. Est-ce que les bâtiments et les environs de l'établissement sont propres et ordonnés ?

Non ................................................................... 0 Oui .................................................................... 1

4. Des réparations importantes sont-elles nécessaires ?


Oui .................................................................... 1

5.

Si oui, indiquez tous les types de réparations nécessaires. [Entourez tout ce qui s'applique.]

Fenêtres cassées .............................................. 1 Toiture ou plafond ............................................. 2 Murs des classes .............................................. 3 Murs extérieurs délabrés ................................... 4 Cour de récréation ............................................ 5 Mobilier ............................................................. 6 Autre (précisez) ................................................ 7 ______________________________________

6. Est-ce que votre établissement dispose d'une source d'électricité ? Si oui, est-ce qu'elle fonctionne aujourd'hui ?


Oui, mais elle ne fonctionne pas aujourd'hui ..... 1 Oui et elle fonctionne aujourd'hui ...................... 2



7.

De quelle source d'eau potable dispose l'établissement ?

Aucune.............................................................. 0 Si l'établissement n'a aucune source

d'eau potable, passez à 9 Puits .................................................................. 1 Eau filtrée/fontaine ............................................ 2 Eau fraiche ........................................................ 3 Eau traitée ........................................................ 4 Autre (précisez) ................................................ 5 ______________________________________

8. Est-ce que la source d'eau potable fonctionne bien ? [C'est-à-dire, est-ce que l'eau est disponible lors de votre visite d'aujourd'hui ?]

Non ................................................................... 0 Oui .................................................................... 1

9. Combien de toilettes ou latrines en état de fonctionnement y a-t-il ? [Des toilettes en état de fonctionnement sont des toilettes qui peuvent être utilisées, s'il s'agit de toilettes équipées d'une chasse d'eau, le mécanisme de la chasse d'eau fonctionne.]

Fourchette : 1-99 [Si le nombre est >20, demandez à la personne effectuant l'évaluation de confirmer le nombre] Toilettes ***** S'il y en a 0, passez à 13

10. Sur les toilettes/latrines en état de fonctionnement, combien (le cas échéant) sont réservées uniquement aux filles ?

Fourchette : 1-99 [Si le nombre est >20, demandez à la personne effectuant l'évaluation de confirmer le nombre] Toilettes *****

11.

Est-ce que les toilettes ou latrines sont propres ?

Pas du tout propres ........................................... 0 Quelque peu propres ........................................ 1 Très propres ..................................................... 2

12.

Y a-t-il un téléphone en état de fonctionnement ? [Entourez tout ce qui s'applique.]

Aucun ............................................................... 0 Oui, il y a une ligne fixe ..................................... 1 Oui, le Responsable de l'école dispose d'un téléphone portable ............................................ 2 Autre (précisez) : ............................................... 3 ______________________________________



13. Y a-t-il un centre documentation ou une bibliothèque dans l'établissement ? Si oui, est-ce que les élèves l'utilisaient lors de la visite ?

Non, il n’y a pas de centre de documentation/ bibliothèque ...................................................... 0 Dans la négative, passez à 14

Oui, mais les élèves ne l'utilisaient pas ............. 1 Oui et les élèves l'utilisaient .............................. 2

14. Y a-t-il une cour de récréation ?

Non ................................................................... 0 Oui .................................................................... 1

15.

L'école se trouve-t-elle clôturée ? Si oui, est-ce que c’est fait avec les matériaux durables.


Oui, mais ce n’est pas fait avec les matériaux durables ............................................................ 1 Oui, et c’est fait avec les matériaux durables .... 2

16. Y a-t-il une sentinelle ?

Non ................................................................... 0 Oui .................................................................... 1

17. Heure de la fin de l'entretien [Utilisez le système de 24 heures HH:MM]

_*___:_*___


Annex 3. Research Questions 1. How well can Grade 3 children read in the three national languages in Equateur,

Katanga, Kasai Occidentale and Kasai Orientale? How strong are these same pupils’

skills in receptive and productive oral French?

2. How well can Grade 5 children read in French in Equateur, Katanga, Kasai Occidentale

and Kasai Orientale?

3. How strong are the mathematics skills of pupils in Grade 3 in Katanga?

4. How safe do pupils, teachers, and head teachers perceive their schools to be in

Equateur, Katanga, Kasai Occidentale, and Kasai Orientale? What factors contribute to

children and teachers feeling safe at school?

5. Which pupil, teacher, head teacher, and school variables are predictive of pupil

performance on EGRA and EGMA?

6. How strong are the mathematics and reading skills of a small sample of pupils in

Accelerated Learning Programs (ALPs) in North and South Kivu?


Annex 4. List of Assessors by Province Equateur

Number Name Sex

1 Bompongo B. Female

2 Basango L. Male

3 Basele M. Male

4 Bokwala B. Male

5 Bokwala N. Male

6 Bongambe B. Male

7 Booto M. Male

8 Boulu L. Male

9 Ebeke I. Male

10 Ekumbaki S. Male

11 Ikwa L. Male

12 Isaikulu B. Male

13 Ishomba E. Male

14 Iyambe B. Male

15 Kazumba B. Female

16 Kuayeno M. Male

17 Lombo B. Male

18 Lonia E. Male

19 Mantoko M. Male

20 Matela M. Female

21 Mbombo S. Female

22 Mfuru N. Male

23 Bofumbo C. Male

24 Mpety K. M

25 Mpumbu B. Female

26 Mulumba N. Male

27 Ndjoku E. Female

28 Ndowe N. Male

29 Sengaki L. Female

30 Sombodi K. Female

31 Totsuake S. Male

32 Walay Y. Male


Kasaï Occidental

Number Name Sex

1 Bantu M. Male

2 Bombesha N. Female

3 Bukasa N. Male

4 Ditutu D. Male

5 Kabamba G. Male

6 Kabasele B. Male

7 Kabasubabu N. Male

8 Kabongo M. Male

9 Kalamba T. Male

10 Kalombo B. Male

11 Kankonde K. Male

12 Kanku M. Male

13 Kapajika K. Male

14 Kari B. Male

15 Kayembe N. Male

16 Kwete K. Female

17 Laba L. Male

18 Mafuta M. Male

19 Mande B. Male

20 Mbombo M. Female

21 Mbuyi M. Male

22 Mukengeshayi B. Male

23 Muyaya M. Male

24 Mvidie K. Female

25 Nanshakale M. Male

26 Ngalamulume M. Male

27 Ntumba K. Male

28 Ntumba M. Female

29 Shoko L. Male

30 Tshilenga T. Male

31 Tshiyoyo T. Male

32 Wubanewenu T. Male


Kasaï Oriental

Number Name Sex

1 Buatala K. Male

2 Elie E. Male

3 Kasedwe A. Male

4 Kabedi L. Female

5 Kalombo K. Male

6 Kanyinda M. Male

7 Kitengie K. Female

8 Malunga N. Male

9 Mbiya B. Female

10 Mpiana C. Male

11 Mpuekela N. Female

12 Muboyayi M. Female

13 Mudimbi T. Male

14 Muembo M. Male

15 Mukonkole M. Female

16 Mutoba M. Female

17 Ndjibu K. Male

18 N'gandu M. Male

19 Ntumba M. Male

20 Tshiyoyo M. Female


Katanga

Number Name Sex

1 Amisi F. Male 2 Binemo S. Male 3 Bongo B. Male 4 Indako K. Male 5 Ivungo I. Male 6 Kabala T. Male 7 Kabuya N. Male 8 Kabwe L. Male 9 Kadima K. Male 10 Kaj K. Female 11 Kalonga M. Male 12 Kapepula M. Male 13 Kasongo K. Female 14 Kasongo M. Male 15 Katongola Y. Male 16 Kiwanuka W. Male 17 Limbisa N. Male 18 Makwa M. Female 19 Mbenga M. Male 20 Mbidiamambu M. Male 21 Mbuyi T. Male 22 Mokondoko B. Male 23 Muipatayi M. Male 24 Mumba M. Female 25 Mutombo H. Male 26 Mwamaye N. Male 27 Ngoie M. Male 28 Ngoy L. Male 29 Nkulu M. Male 30 Ntumba K. Male 31 Ntumba K. Male 32 Ntumba M. Female 33 Nyembo I. Male 34 Onombe U. Male 35 Simbi M. Male 36 Tshibangu K. Male 37 Tshibengu M. Male 38 Tshikez R. Male 39 Tshimanga K. Male 40 Tshitamba K. Male


Annex 5. Sample Size Calculations The final sample size calculations were run to obtain a precision of estimate of ±5.0 correct words per minute (cwpm) in the oral reading fluency by grade, province, and year of expected entry into the intervention. These calculations were only for pupils in Grades 3 and 5. Pupils attending the Accelerated Learning Program (ALP) schools were not considered in this sample size calculation because only a descriptive understanding of these pupil performance was desired.

Table 5-1 shows the assumptions used to obtain approximately 300 (rounding up from 288) pupils per grade, province, and year. It should be noted that we increased the sample size of for Katanga in Year 1 (n = approximately 500) because that was the only province expected to receive treatment during Year 1. Kasai Oriental in Year 2 (n = approximately 200) had a smaller sample size because it was expected that these results would be combined with Kasai Occidental in Year 2. Kasai Oriental in Year 3 (n = approximately 200) had a smaller sample size for the same reason. The equations used to calculate the sample size for pupils by grade and province/year of cohort intervention year are presented in Table 5-1.

Table 5-1. Assumptions and estimates used to come up with approximately 300 pupils by grade, province, and year of entry into the intervention

Description Variable Estimate

Zα-score [2 sided alpha=0.05]

Z= 1.96

Population size [Estimated total number of schools in each province/cohort]

N= 1,000

Common standard deviation σ= 18 Desired 95% band width ω= 5

Intra-class correlation (0.0–1.0) ICC= 0.25 Cluster size (10 Grade 3 + 10 Grade 5 pupils) m= 20 Accuracy rate AR= 1 Completion rate (Adjust for some schools with a low number of Grade 3 or Grade 5 pupils in class]

CR= 0.95

Design effect DE= 5.75 Sample size needed n= 288

(26) Where: (27)

26 Cochran, G. (1977) Sampling Techniques. 3rd Edition. Pages 23–28. John Wiley & Sons Inc.: New York. Dixon, W.J., and Massey, F.J. (1983). Introduction to Statistical Analysis. 4th Edition. McGraw-Hill. 27 Kish, L. (1995). Survey Sampling. John Wiley & Sons Inc.: New York.

𝐷𝐷𝐷𝐷 = 1 + 𝐼𝐼𝐼𝐼𝐼𝐼 ∙ (𝑚𝑚− 1)


Annex 6. Test Reliability: Cronbach Alphas by Language and Grade

The research team conducted an assessment of internal consistency to evaluate reliability. Internal consistency is an appropriate and standard classical evaluation approach for cross-sectional data. When combined with item-level evaluative psychometric methods, internal consistency provides insight regarding item and/or subtask functioning. Internal consistency (Cronbach, 1951) is the average correlation of all possible half-scale divisions and is frequently provided in published assessment psychometrics. The range of the internal consistency statistic is from zero to one, where higher values are desired and a value of zero indicates inconsistency of measurement. As a general guideline, Cronbach’s alpha should be at least 0.70 for adequacy, and coefficients closer to 1 indicate a good assessment (Aron, Aron, and Coups, 2013).

The Cronbach’s alpha coefficient was calculated by using the Stata analytics software, which produced Table 6-1, for the percent scores of the reading and the mathematics subtasks. The reading subtasks included Letter Sound, Familiar Word, Invented Word Reading, Oral Reading, and Reading Comprehension. The mathematic subtasks included Number Identification, Quantity Discrimination, Missing Number, Addition, Subtraction, and Word Problems.

Overall, the subtask scores show great reliability statistics (Cronbach’s alpha of at least 0.80), with an alpha score of 0.90 or better in all of the languages in reading and an alpha score of 0.845 in mathematics.

Table 6-1. Overall Cronbach’s alpha coefficient for reading (by grade and language) and mathematics subtasks

Language Grade n

Cronbach Alpha

Reading Mathematics

Lingala 3 586 0.911 Not applicablea

Ciluba 3 989 0.918 Not applicablea

Kiswahili 3 772 0.909 0.845

French 5 2,326 0.93 Not applicablea

a “Not applicable” appears in this cell because pupils were not assessed in EGMA.


Annex 7. Regression Modeling To explore the linkages between variables, a regression model was created that attempts to explain some of the variation seen in pupil outcomes by controlling for a number of variables. The outcome variable used was oral reading fluency (ORF) in the Early Grade Reading Assessment (EGRA). The distribution of pupil scores (i.e., many zero scores) was such that the outcome variable was binary for both Grade 3 and 5. For Grade 3, the outcome was either a pupil scored or did not score a zero. For Grade 5, the outcome was either a pupil performed lower than the top 25% or did not. A single model was fitted for both Grade 3 and 5 pupil results rather than a separate model for each grade because this resulted in better model-fit statistics.

After pupil ORF scores were recoded as binary for Grade 3 (zero score = 0, non-zero score = 1) and Grade 5 (bottom 75% of scores = 0, top 25% of scores = 1), a base model of control variables was fitted to the outcome variable. After testing various demographic variables, the final base model retained pupil grade (Grade 3 or Grade 5), sex, age, a wealth index (socioeconomic status [SES]), and maternal literacy as control variables.28 The final base model is shown in Table 7-1.

Table 7-1. Base model of pupil reading performance

Variable Sub-category Odds Ratio p-test t-test Grade Grade 3 (ref) 1.00

Grade 5 1.76*** 0.000 5.36 Sex Male (ref) 1.00

Female 0.53*** 0.001 −3.53 Age Overage (ref) 1.00

Not overage 1.32+ 0.059 1.90 SES

1.21+ 0.075 1.79

Mother’s literacy

1.48** 0.004 2.94

* = significant at 0.05 level; ** = significant at 0.01 level; *** = significant at 0.001 level; + = marginally non-significant.

Binary (or logistic regression) results can be read as odds ratios. Essentially, odds ratios describe the increase in likelihood in group membership associated with an increase in the independent variable. In this case, it is the likelihood of getting a non-zero score (for Grade 3 pupils) and scoring the top 25% of readers (for Grade 5 pupils). Odds ratios greater than 1.00 indicate a higher likelihood of being in the higher performing reader category. As seen from the base model, pupils in Grade 5 were 1.8 times more likely to be in the higher performing group. This is logical because the binary outcomes were different for each grade (non-zero score or not for Grade 3 and top 25% or not for Grade 5), and there were more top 25% pupils in Grade 5 than there were non-zero scores in Grade 3. Thus, it is important to control for this variable in the model. Female pupils were significantly less likely than their male counterparts to be in the higher performing groups. Pupils with literate mothers were 1.5 times more likely than their peers with non-literate mothers to be among the higher performing group. These controls represent linkages between pupil reading

28 Provinces were not statistically significant in the base model; therefore, they were not retained as control variables. This is because of the way in which the cut-points for the Grade 5 outcome variable were determined. For each province, the cut-point was placed just below the top 25% of ORF scores. Thus, being in a specific province does not predict any variation in group membership (top 25% or not) because children across provinces have an equal chance of being in the top 25% (namely, 25% chance).


outcomes and demographic variables that are, for the most part, outside of school control. Thus, they are held constant in future models.

Once the base model was set, six subsequent models were tested that relate to the school context sections and that test relationships between specific variables and pupil reading performance. The six models are as follows: (1) teacher characteristics (basic school inputs), (2) school and class resources (basic school inputs), (3) teacher actions (teaching and learning process), (4) reading time (time on task), (5) school management (classroom oversight and management), and (6) school safety (school safety). For each of these models, several variables were added to the base model to determine whether these independent variables could explain any variation in pupil outcomes.

Model 1 (see Table 7-2) tested whether teachers’ initial or continued content-specific pedagogical training, practical in-service teaching, pupil–teacher ratios, or teacher absenteeism helped to explain some of the variations observed in pupil reading outcomes, as measured by the EGRA ORF. These variables (i.e., more teacher training, fewer pupils per teacher, and teachers showing up to work) are often expected to lead to enhanced classroom instruction. Out of all of these teacher characteristic variables, however, only the pupil–teacher ratio showed a statistically significant linkage with pupil ORF. However, the linkage was not in the direction that one would expect: pupils in classes with higher pupil–teacher ratios were very slightly (1.01 times) more likely to be in the higher performing reading group. This finding is a counterintuitive, but the linkage to pupil outcomes is weak. Overall, this model suggests that teacher characteristics such as numbers of teachers and pre-service training (even content-specific training) do not help to explain any of the variation observed in pupil outcomes. This is not the same as stating that these characteristics do not matter; perhaps the road from pre-service training to pupil learning is rather long and indirect.

Table 7-2. Model 1: Teacher characteristics

Variable Sub-category Odds Ratio p-test t-test

Grade Grade 3 (ref) 1.00




1.21+ 0.075 1.79

Mother’s literacy

1.48** 0.004 2.94 Initial reading training No (ref) 1.00

Yes 0.95 0.785 −0.27 Continued reading training No (ref) 1.00

Yes 1.01 0.966 0.04 Pre-service classroom teaching No (ref) 1.00

Yes 1.13 0.516 0.65 Pupil–teacher ratio (Continuous) 1.01** 0.010 2.61 Percent of teachers absent (Continuous) 0.96 0.954 −0.06



The second model tested whether pupils in schools with more resources (i.e., fewer repairs needed, adequate numbers of language exercise books, adequate numbers of books at the beginning of the year, sufficient number of seats, and ratios of textbooks to pupils) were more likely to perform well on the EGRA ORF. As can be seen in Table 7-3, the only resources that helped to explain pupil reading outcomes were language exercise books (and pupil work within them) and the ratio of textbooks to pupils. In terms of language exercise books (and pupil work within them), pupils who had an exercise book on the day of the assessment and who had worked on more pages (three-fourths or all pages) than their peers were more likely to be in the higher performing reading group. In other words, pupils who had exercise books and used them frequently were more likely to read more fluently than their peers. Marginally significant was the ratio of mathematics textbooks to pupils, an indicator of classroom resources. Most pupils found themselves in classrooms that had less than one textbook for every pupil; therefore, the pupils had to share textbooks with their classmates. However, pupils in classes with higher proportions of textbooks were more than 1.5 times more likely to be in the higher performing reading group. Taken together, these findings suggest that the availability and frequent use of classroom-level resources may matter for pupil reading ORF, whereas other school-level resources do not explain variation in pupil reading (e.g., pupils in schools that are in need of repairs or that have an inadequate number of seats are not at a disadvantage compared with their peers).

Table 7-3. Model 2: School and classroom resources



Grade 5 1.76*** 0.000 5.36

Sex Male (ref) 1.00

Female 0.53*** 0.001 −3.53

Age Overage (ref) 1.00

Not overage 1.32+ 0.059 1.90

SES

1.21+ 0.075 1.79

Mother’s literacy

1.48** 0.004 2.94

Repairs needed 1.0 0.462 0.74

Language book and pupil work Does not have (ref) 1.00

¼ pages with work 1.13 0.355 0.93

½ pages with work 1.31 0.177 1.35

¾ pages with work 1.92* 0.014 2.48

All pages with work 1.64* 0.048 1.99

Pupil has second book 1.39 0.532 0.63

Adequate books Yes (ref) 1.00

No 1.14 0.542 0.61

Sufficient number of seats No (ref) 1.00

Yes 0.98 0.929 −0.09

Ratio of reading textbooks to pupils (Continuous) 1.48 0.138 1.49

Ratio of math textbooks to pupils (Continuous) 1.50+ 0.099 1.66



The third model tested whether specific actions by teachers—namely the use of in-class assessment and resultant data, classroom management strategies, feedback to pupils, and assigning homework—were associated with higher reading performance among pupils. It can be theorized that teachers who use more than one means of assessing pupils and have more than one use of assessment data (other than just grading pupils) might be more sophisticated, pedagogically speaking, and therefore might be more likely to engage in ambitious instructional practices. Likewise, providing pupils with feedback (comments in language book) on their work might signal to pupils that their work matters and might give pupils information about how they are doing. Teachers’ reactions to positive or negative situations in class can be categorized as destructive (passive or active) or constructive (passive or active). The constructive (passive or active) classroom management strategies are more likely to encourage pupil motivation and engagement in the lesson.

Findings from this third model (Table 7-4) suggest that teachers’ classroom management strategies were associated with pupil reading outcomes. Specifically, pupils with teachers who tended to react in a neutral or constructive way to classroom situations were approximately 1.5 times more likely to be in the higher performing reading group. This finding indicates that the classroom management decisions and moves made by teachers in the class were associated with pupil learning. In addition, pupils who were assigned homework during the previous week by their teachers were 1.6 times more likely to be in the higher performing reading groups. This finding is interesting, given that there has been no confirmed linkage, across many studies, between homework assigned at the primary level and pupil achievement, but the linkage here might be due to the fact that homework is less common in the DRC than in other contexts.

Table 7-4. Model 3: Teacher actions






1.21+ 0.075 1.79

Mother’s literacy

1.48** 0.004 2.94 Ways teacher uses evaluation results 1.15 0.452 0.75 Ways teacher measures learning 1.02 0.798 0.26 Teachers’ classroom management strategies Destructive (ref) 1.00 Neutral 1.59** 0.002 3.09 Constructive 1.51** 0.008 2.68 Teacher comments in language book No language book (ref) 1.00 None 1.17 0.296 1.05 Some (every few pages) 1.25 0.101 1.64 Many (on most pages) 2.09+ 0.052 1.95 On all pages 0.97 0.948 −0.07 Homework in the past week No (ref) 1.00 Yes*** 1.60*** 0.000 4.19



The fourth model tested whether more time spent reading at home and at school was associated with pupil learning. Table 7-5 shows these results, which are uniformly associated with higher reading performance. Pupils with access to reading books at home were 1.8 times more likely than their peers without such access to be in the higher performing group. Pupils who read aloud at home were also more likely than pupils who never read aloud to be in the higher performing group—pupils who read even one time per week were 1.8 times more likely to be in the higher performing group, those who read two to three times per week were 2.1 times more likely to be in the higher performing group, and those who read daily were 3.6 times more likely to be in the higher performing reading group. Finally, pupil absenteeism was linked with lower reading outcomes—pupils who were absent during the previous week were more likely to be in the lower performing reading groups, all else held constant. In summary, the time spent reading (both at home and at school) was related to pupil reading performance.

Table 7-5. Model 4: Reading time



Grade 5 1.76*** 0.000 5.36

Sex Male (ref) 1.00

Female 0.53*** 0.001 −3.53


Not overage 1.32+ 0.059 1.90

SES

1.21+ 0.075 1.79

Mother’s literacy

1.48** 0.004 2.94

Reading books at home No (ref) 1.00

Yes*** 1.75*** 0.000 4.34

Read aloud at home No, never (ref) 1.00

Once a week*** 1.81*** 0.000 3.63

2–3 times a week*** 2.13*** 0.000 5.03

Daily*** 3.57*** 0.000 6.23

Absent in the past week No (ref) 1.00

Yes* 0.77* 0.028 −2.21

* = significant at 0.05 level; ** = significant at 0.01 level; *** = significant at 0.001 level; + = marginally non-significant

Model 5 tested whether aspects of school management, such as head teacher experience, degrees, and training, as well as oversight of teachers’ lesson plans and classroom observation, were associated with pupil reading performance. The implication is that more experienced and highly trained head teachers could be better placed to serve as instructional leaders in their schools, and this, in turn, may help teachers to teach more effectively. However, Table 7-6 shows that instructional leadership, such as reviewing teacher lesson plans and the frequency of classroom observation by head teachers, was not at all associated with pupil reading performance. Higher degrees were found to be associated with pupil reading performance, but the numbers of head teachers with this degree classification were too small and resulted in an unstable estimate. The only head teacher characteristic


that was associated with pupil reading achievement was whether the head teacher had received management training and professed to using that training in school. Pupils with such head teachers were 1.5 times more likely to be in the higher performing reading group. Interestingly, pupils with head teachers who had received similar training, but did not use what they had learned in the school setting were not more likely to be in the higher performing group.

Table 7-6. Model 5: School management



Grade 5 1.76*** 0.000 5.36

Sex Male (ref) 1.00

Female 0.53*** 0.001 −3.53


Not overage 1.32+ 0.059 1.90

SES

1.21+ 0.075 1.79

Mother’s literacy

1.48** 0.004 2.94

Head teacher experience 1.02 0.089 1.71

Head teacher degree Diploma Secondary (ref) 1.00

Certificate of Secondary 1.46 0.083 1.74

Graduate 0.80 0.335 −0.97

Higher degree** 0.45** 0.001 −3.24

Other 1.10 0.841 0.20

Management training No (ref) 1.00

Yes, but do not use 0.70 0.051 −1.96

Yes, I use what I learned* 1.53* 0.047 1.99

School fees Yes (ref) 1.00

No 0.75 0.145 −1.46

Head teacher looks at plans Once a year (ref) 1.00

Once every 2 to 3 months 0.95 0.956 −0.05

Once a month 4.45 0.060 1.89

Once every 2 weeks 3.33 0.186 1.33

Once a week 2.18 0.309 1.02

Every day 2.88 0.142 1.47

Head teacher observes teaching Never (ref) 1.00

Once a year 0.69 0.669 −0.43

Once every 6 months 0.73 0.695 −0.39

Once every 2 to 3 months 0.61 0.535 −0.62

Once a month 0.57 0.473 −0.72

Once every 2 weeks 0.57 0.521 −0.64

Weekly 0.66 0.595 −0.53

Every day 0.68 0.625 −0.49



The final and sixth model fitted on ORF attempted to test whether factors of school safety—both perceptions and observable school characteristics—were associated with pupil learning (Table 7-7). We could hypothesize that pupil reading performance might be adversely effected by the presence of violence and fear. Although many teachers and head teachers focused on exterior walls and school guards as important aspects of school safety, these factors were not found to be associated with pupil reading performance. Perceptions of safety, either pupils’ or teachers’, were also not found to be associated with reading outcomes. Rather, the only aspect of school safety found to be associated with pupil reading performance was the incidence of violence in schools. Pupils in schools where violent incidences occurred were less likely to be in the higher performing reading group as compared with pupils in schools with no observed violent incidences.29

Table 7-7. Model 6: School safety



Grade 5 1.76*** 0.000 5.36

Sex Male (ref) 1.00

Female 0.53*** 0.001 −3.53


Not overage 1.32+ 0.059 1.90

SES

1.21+ 0.075 1.79

Mother’s literacy

1.48** 0.004 2.94

Exterior wall No (ref) 1.00

Yes, but not durable 1.36 0.265 1.12

Yes, durable 2.37 0.072 1.81

Sentinel (guard) No (ref) 1.00

Yes 0.65 0.138 −1.49

Pupil feels safe traveling to and from school No (ref) 1.00

Yes 0.87 0.358 −0.92

Pupil feels safe at school No (ref) 1.00

Yes 0.96 0.815 −0.23

Teacher thinks pupils are safe at school No (ref) 1.00

Yes 1.06 0.695 0.39

Teacher sees violence between pupils 0 times (ref) 1.00

Once* 0.59* 0.015 −2.46

2 to 3 times 0.73 0.126 −1.53

Once a day 1.10 0.816 0.23

Greater than once a day 0.55 0.099 −1.66

* = significant at 0.05 level; ** = significant at 0.01 level; *** = significant at 0.001 level; + = marginally non-significant

29 Although more frequent violent incidences (more than once per week) were not associated with lower pupil performance, this may be because relatively few teachers indicated such frequencies of violent behavior between pupils.


Annex 8. Results of Findings Workshops and Lessons Learned

After the data analysis for this study was completed, a national-level findings workshop was held in Kinshasa on May 3–4, 2016. Participants in this workshop included staff from the ACCEs-Lectures-Retention and Accountability (ACCELERE!, ACCEs-LEcture-Retention et redevabilité) project and the Empowering Adolescent Girls to Lead Through Education (EAGLE) project. Workshop participants also included representatives from the U.S. Agency for International Development (USAID) and the Ministry of Primary and Secondary Education and Initiation to New Citizenship (MEPS-INC, MEPS-INC, Le Ministère de l’Enseignement Primaire, Secondaire et Initiation à la Nouvelle Citoyenneté).

Subsequent regional findings workshops were held in May and June 2016 in Bukavu, Gome, Kananga, Lubumbashi, Mbandaka, and Mbuji Mayi. Participants in the regional findings workshops included representatives from the provincial-level MEPS-INC, public school coordinators, the head of provincial educational division, and staff from civil society organizations.

The final activity of each of the workshops was structured so the participants could make recommendations for future progress in reading and arithmetic for children in the lower primary grades. Participants were organized into groups where they discussed issues emerging from the findings and generated the following recommendations:

• Language of Instruction: Conduct further investigation regarding the language spoken in a pupil’s home as compared with the language of instruction to inform strategies that can be taken to minimize the impacts on performance outcomes when the language spoken at home is not the same as the language of instruction.

• Teacher Training, Support, and Development: Recommendations to improve the quality of instruction included the following:

− Prepare teacher training sessions that apply positive classroom discipline practices

− Focus efforts on in-service teacher trainings, irrespective of teacher qualifications and experience

− Closely monitor teachers’ practices and routinely provide feedback to them (by principals and/or head teachers, inspectors, and committees of parents)

− Provide refresher teacher training

− Organize exchanges between teachers from different provinces to share best practices

− Establish an ongoing program of interscholastic competition with prizes to encourage teachers to improve the quality of their performance

− Restore teaching units and central-level oversight, formerly conducted by the National Training Service of the General Inspectorate of Primary and


Secondary Education (Service National de Formation [SERNAFOR] de l'Inspection générale de l'Enseignement Primaire et Secondaire).30

• Family Support: Recommendations to increase family support included the following:

− Encourage parental involvement in providing assistance with or reviewing homework

− Train members of parent committees to conduct school monitoring visits

− Ensure that every pupil has additional reading materials at home.

• School Environments: Recommendations to promote better learning outcomes in schools included the following:

− Reduce class sizes to a manageable number of pupils per class per national policy

− Implement free primary education in all schools

− Create and build more public schools

− Equip teachers with sufficient teaching materials, posters, and training manuals

− Provide better salaries for teachers

− Ensure that every pupil has reading textbooks in class.

In addition, through this study, the following lessons learned and recommendations for subsequent data collection in DRC under the ACCELERE! project were identified.

Sample Lesson Learned: The initial population of interest for the baseline Early Grade Reading Assessment (EGRA) and Early Grade Mathematics Assessment (EGMA) consisted of Grade 2 and 4 pupils who were attending public schools located in the specific education sub-provinces specified in the Request for Task Order Proposal in May 2015. However, given that the data from this study were to going be used as the baseline measure for the ACCELERE! project, and the ACCELERE! project’s intervention zones had not been decided at the time RTI International staff needed to draw a sample, RTI and the U.S. Agency for International Development (USAID) agreed to postpone the data collection until a decision about the intervention zones had been made. This delay meant that RTI staff were unable to collect data at the end of the 2015 school year, from October to December 2016. RTI staff, therefore, proposed to assess those children at the beginning of the following school year as they moved into Grades 3 and 5. Although this delay was not ideal technically, the assessment would otherwise have been of no use to the ACCELERE! project as a baseline.

In addition, to select a sample, a total population of schools was needed. Census lists were requested and obtained from provincial ministry representatives. However, these census lists were often incomplete, which required RTI to review all of lists to determine accuracy. After the lists were cleaned and processed, the total population was estimated to include approximately 3,683 schools (see Table 8-1).

30 SERNAFOR is the central oversight agency for primary and secondary teachers. For more information about SERNAFOR, see http://fr.allafrica.com/stories/200907290932.html

http://fr.allafrica.com/stories/200907290932.html


Table 8-1. Population of interest for the 2015 DRC baseline EGRA and EGMA

Province Year of


in Sub-province†

Equateur

Year 2 Businga, Gemena 1 (Gemena), Gemena 2 (Bwamanda)

509

Year 3 Bikoro, Ingende, Mbandaka 1, Mbandaka 2 557

Kasai Occidental

Year 2 Kamuesha/Tshikapa Est, Kananga 1, Kitangua/Tshikapa Ouest, Tshikapa Centre

672

Year 3 Kananga 2 Kazumba Centre Kazumba Nord Kazumba Sud

581

Kasai Oriental

Year 2 Kabinda I, Kamiji 46

Year 3 Mbuji-Mayi 1, Mbuji-Mayi 2, Mbuji-Mayi 3, Miabi 212

Katanga Year 1 Kamina I, Kipushi, Likasi, Lubumbashi II, Sakania 450

Year 3 Kalemie, Kasaji, Kolwezi I, Kolwezi II, Mutshatsha 483

* Education sub-provinces as indicated by Chemonics to USAID as of September 9, 2015, just before baseline data collection. Note: The education sub-provinces may have changed since baseline data collection. † Estimated.

Following the section of the sample of schools to assess and during actual fieldwork, it became apparent that it was too difficult to travel to some rural schools. Therefore, replacement schools—schools that were determined to be similar demographically—were selected for assessment.

Recommendations: Ideally, the implementation districts and schools will be identified before sampling for baseline assessment must occur. In this study, there was a delay in identifying implementation schools, which caused delays in sampling for the baseline and, ultimately, resulted in schools being sampled for the baseline assessment that may not end up receiving the ACCELERE! project intervention. As the ACCELERE! project evaluates the baseline data and prepares for midline data collection, we recommend that its staff align as much as possible their current implementation schools with the schools tested at baseline in order to have the greatest chances of showing change in pupil performance over time.

Having had the implementation districts and schools identified in advance would have also allowed baseline fieldwork to occur in mid-2015 as intended, rather than at the beginning of the following school year. Staff supporting the ACCELERE! project will have to determine whether it will continue testing pupils—for midline and endline assessments—at the beginning of the school year of if it wants to move to an end-of-school-year testing cycle.

Finally, it is important to have complete and correct census data when drawing samples for assessments. If the ACCELERE! project has a need to select additional schools to test at midline and endline, then project staff should allow sufficient time to obtain existing census data and fill in any missing data as needed.

Assessor Training Lesson Learned: Unfortunately, during the assessor training, difficulties were encountered with the wireless Internet devices (TP Links) that were provided for training, making it difficult for the assessors to upload their practice assessments for inter-rater reliability ratings to be calculated. This problem was because the local network did not consistently support the G3–based devices. The issue was resolved


by using assessor and presenter telephones that had the ability to connect to the Internet wirelessly. To address this issue during actual fieldwork, 32 telephones were purchased for the teams to use in place of the original TP Links.

Recommendation: Before midline and endline assessor training (or refresher training, as needed), the network’s availability in every training site and in the field should be explored. Back-up options for providing Internet access to assessors should be considered and acquired in advance.

Data Collection Lesson Learned: Immediately following the assessor training, a pilot data collection took place. Throughout the course of the pilot, teams recognized that it was challenging to meet the schedule—one day of data collection per school to assess 10 pupils on EGRA and EGMA. Recommendation: Based on this experience, if an effort involves collecting data for both EGRA and EGMA simultaneously, then RTI staff would recommend an additional day per school for midline and endline data collection. Lesson Learned: Assessors were trained in September 2015, but because the intervention zones had not yet been identified by the ACCELERE! project and verified by the assessment team, data collection was delayed, beginning in October 2015 and ending in December 2015. In some cases, the assessors waited more than one month before being deployed to the field to begin data collection. As a result, there was concern that the information obtained from the training was less fresh and that some information was not retained. Recommendation: RTI staff recommend that the amount of time between the assessor training and the data collection be reduced to no more than two weeks to ensure maximum information retention and to avoid some possible availability concerns resulting from down time. Lesson Learned: In addition to administering the EGRA and EGMA instruments, the assessors observed classrooms to evaluate teacher and pupil behaviors. These classroom observations required the assessors to make note of which of a variety of activities occurred at 3-minute intervals over the course of a class period. To facilitate this timing, a timer is provided within the Tangerine® system. Unfortunately, during the administration of the Classroom Observation for reading via the tablets, the timer was not visible until after the alarm sounded at the end of the third minute. Recommendation: To resolve this obstacle, the assessors were asked to follow the timer displayed at the bottom of the video on the tablet and to take a photograph of the video after 1 minute of observation elapsed to document the time. Should this obstacle occur in the future, this solution can be followed again. In addition, the assessors could be provided with and trained on how to use separate stopwatches. Lesson Learned: Another technologically related obstacle occurred when some members of the assessment teams experienced difficulties in sending data from schools because of insufficient Internet coverage. Recommendation: Planning for similar connectivity challenges in future data collection efforts should ensure that proper back-up options are in place and incorporated into the assessor training. Lesson Learned: As a result of the length of time required to complete the full EGRA, EGMA, and Snapshot of School Management Effectiveness (SSME) in Katanga province, there was a sense of assessor burnout that surfaced. Recommendation: In response, RTI staff provided an incentive bonus to assessors to encourage the completion of all school visits. Similar bonuses for future


assessments should be considered, especially if the length of the assessment remains the same. Lesson Learned: Some of the schools visited were located in high security risk–areas. Therefore, the assessors had to quickly select replacement schools in response to these security concerns. Recommendation: RTI staff recommend establishing contact with community leaders and/or the local police force before a data collection visit occurs in order to mitigate potential security concerns for visiting assessors. Also, RTI staff recommend that future data assessors be provided with a form of identifiable T-shirt, hat, and/or a badge to make their presence more visible to avoid potential security issues. Lesson Learned: A few assessors became ill during data collection, including one assessor who became ill with cholera. Recommendation: RTI staff recommend that each assessment team keep regular contact be kept with the in-country Team Leader so that preventive measures can be taken in cases of sickness or security threats. A daily SMS system was implemented, which worked well to inform the National Center for Development Support and Popular Participation (CENADEP, Centre National d'Appui au Développement et à la Participation Populaire) Team Leader in Kinshasa of daily progress of data collection, as well as any potential risk areas. In the case of the ill assessor, the Team Leader identified the closest hospital and advised the assessment team to take the colleague there for treatment. The assessor was treated and released (fully recovered) in the following days.

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