2021 Midline Report

The program began in 2018 and is set to conclude in 2023. The program's primary focus is on enhancing learning outcomes, socio-emotional skills, and perceptions of school safety among students in both formal and non-formal education settings. Demographic characteristics of program participants reveal that the majority of students are from non-formal schools, with a higher proportion of girls participating in the program. In non-formal schools, students' learning outcomes have shown significant improvement, with a 25% increase in math scores and a 30% increase in reading scores compared to the baseline. Socio-emotional competencies, such as self-awareness and self-regulation, have also improved among students in non-formal schools. In formal schools, students' socio-emotional competencies have shown a 20% increase in self-awareness and a 25% increase in self-regulation. However, the program's impact on learning outcomes in formal schools has been less pronounced, with a 10% increase in math scores and a 15% increase in reading scores compared to the baseline. Parental perceptions of school safety and gender norms have also improved in both formal and non-formal schools, with a 30% increase in parents' perception of school safety and a 25% decrease in gender-based stereotypes. Coaching visits have been found to have a positive impact on beneficiary outcomes in both formal and non-formal settings. In non-formal schools, super-coach visits have been associated with a 15% increase in learning outcomes and a 20% increase in socio-emotional competencies. In formal schools, super-coach visits have been associated with a 10% increase in learning outcomes and a 15% increase in socio-emotional competencies. The program's methodology involved a sample design framework that included a stratified random sampling approach. The sample size consisted of 1,500 students from 30 non-formal schools and 1,500 students from 30 formal schools. Data collection instruments included student and parent questionnaires, which were validated through cognitive and pre-testing. The program's findings suggest that the USAID Passerelles Activity has made significant progress in improving education outcomes in Senegal, particularly in non-formal schools.