When Governments Get Creative : Adult Literacy in Senegal
This report summarizes lessons learned and key policy findings on the World Bank's work in education in Senegal. In 1993, Senegal established a new policy for literacy programs based on partnership between civil society and the state: the stat...
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| Format: | Brief |
| Language: | English |
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World Bank, Washington, DC
2012
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| Online Access: | http://documents.worldbank.org/curated/en/2004/07/5072681/governments-creative-adult-literacy-senegal http://hdl.handle.net/10986/10352 |
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okr-10986-103522021-04-23T14:02:50Z When Governments Get Creative : Adult Literacy in Senegal Nordtveit, Bjorn Harald EDUCATION & TRAINING ADULT LITERACY ADULT EDUCATION CIVIL SOCIETY ORGANIZATIONS VILLAGE EDUCATION COMMITTEES LANGUAGE & EDUCATION CIDA READING TRAINING MATHEMATICS EDUCATION ADULT ILLITERACY ADULT ILLITERACY RATE ADULT LITERACY AGRICULTURAL PRODUCTION BASIC EDUCATION CIVIL SOCIETY ORGANIZATIONS DROP-OUT RATES EDUCATION INDICATORS ENROLLMENT RATE GROSS ENROLLMENT LEADERSHIP LEARNING LEARNING ACTIVITIES LEARNING OUTCOMES LITERACY ACTIVITIES LITERACY CLASSES LITERACY PROGRAM LITERACY PROGRAMS LITERACY TRAINING LOCAL DEVELOPMENT PRIMARY SCHOOL PRIMARY SCHOOL ATTENDANCE PRIMARY SCHOOLING READING WRITING SKILLS This report summarizes lessons learned and key policy findings on the World Bank's work in education in Senegal. In 1993, Senegal established a new policy for literacy programs based on partnership between civil society and the state: the state ensures policy leadership, overall coordination, monitoring and evaluation; the providers (civil society organizations, such as non-profits, village associations, and language associations) implement local literacy activities; an independent contract-managing agency handles contracts and rapid transfer of funds to providers. The World Bank financed project achieved the following results, which were similar to those achieved by the Canadian International Development Agency (CIDA): about 190,000 participants, of which 87 percent were women, enrolled in literacy classes over a five-year period; capacity in government and civil society organizations improved consistently; the dropout rate averaged 15 percent (much lower than for most adult literacy programs); most participants achieved learning mastery levels for reading (although not for math). The results of the literacy training exceeded target levels. Learning outcomes systematically improved as a result of two factors: providers became more experienced; and research led to improved procedures. The report notes that weak monitoring and evaluation contributed to the following shortcomings: re-financing of low-quality providers; lack of information about impact. As a result of these problems, some of the literacy courses did not provide adequate learning for the participants. 2012-08-13T11:14:19Z 2012-08-13T11:14:19Z 2004-07 http://documents.worldbank.org/curated/en/2004/07/5072681/governments-creative-adult-literacy-senegal http://hdl.handle.net/10986/10352 English Education notes CC BY 3.0 IGO http://creativecommons.org/licenses/by/3.0/igo/ World Bank World Bank, Washington, DC Publications & Research :: Brief Publications & Research Africa Senegal |
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Digital Repository |
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Foreign Institution |
| institution |
Digital Repositories |
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World Bank Open Knowledge Repository |
| collection |
World Bank |
| language |
English |
| topic |
EDUCATION & TRAINING ADULT LITERACY ADULT EDUCATION CIVIL SOCIETY ORGANIZATIONS VILLAGE EDUCATION COMMITTEES LANGUAGE & EDUCATION CIDA READING TRAINING MATHEMATICS EDUCATION ADULT ILLITERACY ADULT ILLITERACY RATE ADULT LITERACY AGRICULTURAL PRODUCTION BASIC EDUCATION CIVIL SOCIETY ORGANIZATIONS DROP-OUT RATES EDUCATION INDICATORS ENROLLMENT RATE GROSS ENROLLMENT LEADERSHIP LEARNING LEARNING ACTIVITIES LEARNING OUTCOMES LITERACY ACTIVITIES LITERACY CLASSES LITERACY PROGRAM LITERACY PROGRAMS LITERACY TRAINING LOCAL DEVELOPMENT PRIMARY SCHOOL PRIMARY SCHOOL ATTENDANCE PRIMARY SCHOOLING READING WRITING SKILLS |
| spellingShingle |
EDUCATION & TRAINING ADULT LITERACY ADULT EDUCATION CIVIL SOCIETY ORGANIZATIONS VILLAGE EDUCATION COMMITTEES LANGUAGE & EDUCATION CIDA READING TRAINING MATHEMATICS EDUCATION ADULT ILLITERACY ADULT ILLITERACY RATE ADULT LITERACY AGRICULTURAL PRODUCTION BASIC EDUCATION CIVIL SOCIETY ORGANIZATIONS DROP-OUT RATES EDUCATION INDICATORS ENROLLMENT RATE GROSS ENROLLMENT LEADERSHIP LEARNING LEARNING ACTIVITIES LEARNING OUTCOMES LITERACY ACTIVITIES LITERACY CLASSES LITERACY PROGRAM LITERACY PROGRAMS LITERACY TRAINING LOCAL DEVELOPMENT PRIMARY SCHOOL PRIMARY SCHOOL ATTENDANCE PRIMARY SCHOOLING READING WRITING SKILLS Nordtveit, Bjorn Harald When Governments Get Creative : Adult Literacy in Senegal |
| geographic_facet |
Africa Senegal |
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Education notes |
| description |
This report summarizes lessons learned
and key policy findings on the World Bank's work in
education in Senegal. In 1993, Senegal established a new
policy for literacy programs based on partnership between
civil society and the state: the state ensures policy
leadership, overall coordination, monitoring and evaluation;
the providers (civil society organizations, such as
non-profits, village associations, and language
associations) implement local literacy activities; an
independent contract-managing agency handles contracts and
rapid transfer of funds to providers. The World Bank
financed project achieved the following results, which were
similar to those achieved by the Canadian International
Development Agency (CIDA): about 190,000 participants, of
which 87 percent were women, enrolled in literacy classes
over a five-year period; capacity in government and civil
society organizations improved consistently; the dropout
rate averaged 15 percent (much lower than for most adult
literacy programs); most participants achieved learning
mastery levels for reading (although not for math). The
results of the literacy training exceeded target levels.
Learning outcomes systematically improved as a result of two
factors: providers became more experienced; and research led
to improved procedures. The report notes that weak
monitoring and evaluation contributed to the following
shortcomings: re-financing of low-quality providers; lack of
information about impact. As a result of these problems,
some of the literacy courses did not provide adequate
learning for the participants. |
| format |
Publications & Research :: Brief |
| author |
Nordtveit, Bjorn Harald |
| author_facet |
Nordtveit, Bjorn Harald |
| author_sort |
Nordtveit, Bjorn Harald |
| title |
When Governments Get Creative : Adult Literacy in Senegal |
| title_short |
When Governments Get Creative : Adult Literacy in Senegal |
| title_full |
When Governments Get Creative : Adult Literacy in Senegal |
| title_fullStr |
When Governments Get Creative : Adult Literacy in Senegal |
| title_full_unstemmed |
When Governments Get Creative : Adult Literacy in Senegal |
| title_sort |
when governments get creative : adult literacy in senegal |
| publisher |
World Bank, Washington, DC |
| publishDate |
2012 |
| url |
http://documents.worldbank.org/curated/en/2004/07/5072681/governments-creative-adult-literacy-senegal http://hdl.handle.net/10986/10352 |
| _version_ |
1764412781973471232 |