3rd Quarterly Report: January - March 2009

Program staff focused on laying the groundwork for new teacher professional development activities to be launched in the coming school year. Major accomplishments of the period include completing the standards framework for student performance in reading and writing, continuing research and analysis of data from the study on current teaching practices and learning opportunities in reading and writing in elementary school classrooms, and designing and implementing a study on current practices in teaching reading in Mali's teacher training colleges. The standards framework for student performance in reading and writing was developed in February with the help of colleagues from the DNEB/DEN and the CNE. This document captures the system's expectations of its enrollees in both reading and writing at all grade levels and serves as a cornerstone for the program's technical work and the Ministry's planned reinforcement of students' reading and writing skills. Developing this document was a challenge due to differing philosophies among Malian educators regarding language instruction and limited access to recent research on reading and writing development. Program staff also continued research and analysis of data from the study on current teaching practices and learning opportunities in reading and writing in elementary school classrooms. Additionally, a study on current practices in teaching reading in Mali's teacher training colleges was designed and implemented. The study aimed to identify effective teaching practices and provide recommendations for improving reading instruction in teacher training colleges. The program also made progress in developing instructional materials for elementary-level teachers and students. Grade 3-4 radio programs were broadcast, and Grade 3 cassettes were distributed to pilot schools. The process of producing scripts for Level 1 radio programs continued, and the results of a feasibility study on establishing a dedicated radio frequency for educational programming were presented to the Ministry of Education and the Ministry of Communications and New Technologies. Furthermore, the program made progress in improving systems for student evaluation. The adaptations of Grade 2, 4, and 6 Early Grade Reading Assessment (EGRA) instruments in French were finalized, and the adaptations of Grade 2 and 4 EGRA instruments in Arabic for use in medersas were completed. Enumerators were trained, and nationwide data collection was launched in a representative sample. Longitudinal research studies were also conducted, and researchers were trained to implement baseline studies. The program also received support from consultants and home office staff during this period. Sylvaine von Mende, the PHARE Reading and Pedagogy Specialist, took up permanent residence in-country beginning January 6, 2009. Helen Boyle from EDC Home Office and Wendi Ralaingita from RTI provided technical assistance to the program. Overall, the Road to Reading program made significant progress in improving the quality of instruction for grades one through six and in developing instructional materials and systems for student evaluation. The program's efforts aim to reinforce literacy and numeracy skills among students in Mali and improve the overall quality of education in the country.