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Strategic Objective Close-Out Report 
SO Name: The Children’s Learning Access Sustained in Senegal (CLASS) Program 
SO Number: 685-010 
Approval Date: June 30, 2003-July 12, 20061
 
Geographic Area: Senegal 
Total Cost: 
Mission Funding DA $10,875,470
ESF $175,000
Total USAID Funding $11,050,470
Principal Implementing Partners: 
Academy for Educational Development 
Research Triangle Institute, International 
Tostan 
Background: Education Challenges Addressed by SO10 
Senegal’s education system faced many challenges at the beginning of the SO 
period in 2003. These included: 
Lack of physical capacity of middle schools: Although Senegal realizes the 
importance of assuring all children a minimum of 10 years of basic education, the 
middle school system (both public and private) had the capacity to only enroll 25 
percent of the age cohort. In 2000 and 2001, over 10,000 children who succeeded 
in completing primary school and passing the exam were unable to continue their 
studies due to lack of the system’s physical capacity. There were simply not enough 
middle schools to accommodate the demand. 
Out-of-date curriculum: A review of middle school education raised fundamental 
questions about the relevance of what is taught and identifies shortcomings in the 
systems for financing schools, developing curricula, training teachers, and managing 
all levels of middle school education. As a result, in the vast majority of schools, 
learning environments were sterile, instruction was teacher centered, based on rote 
memorization, and except for the small minority who go on to high school and obtain 
the coveted baccalaureate (high school diploma), children were ill equipped for the 
next stage of their lives. 
 
Weak participation of local governments and communities in education 
management and finance: Although a decentralization law was passed in 1996 
transferring responsibility to local governments, they lacked the capacity to carry out 
 
1
 SO10 had an original completion date of September 20, 2008. However, the education program being implemented under 
SO10 transitioned into SO13 “Better Educated Youth” (July 12, 2006-September 30, 2011) to expand the program reach due to 
increased funding and to coincide with USAID/Senegal’s five year strategy cycle (2006-2011). 
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the education responsibilities transferred to them under Senegal’s decentralization 
law. There was no tradition of community involvement in education to assist with the 
management and oversight of the school, a critical weak link in the provision of 
education in rural areas. 
Summary of overall impact at SO level and IR level 
SO: The Children’s Learning Access Sustained in Senegal Program. 
Overall, the objectives of SO10 were reached. As a result of the program, access to 
middle school throughout the country increased from a total of 58,033 to 118,476 in 
USAID-supported regions (Fatick, Tamba, Kolda, and Ziguinchor), representing a 40 
percent increase in enrollment (see Table 1). 
Table 1. Middle school enrollment in USAID-supported regions2
School Year 
Region 2003/4 2004/5 2005/6 2006/7
Fatick 15606 19057 22371 25926
Kolda 17716 22372 27734 32107
Tamba 9320 12388 13907 17589
Ziguinchor 28159 31061 35837 42854
TOTAL 70801 84878 99849 118476
Interventions that addressed the curriculum taught in middle schools were also 
successful, including updating subject matter and making content more relevant to 
students’ daily lives. This clearly had an impact on quality, as student performance 
in targeted regions improved, as evidenced by the increase in the pass rate on the 
secondary school entrance exam from 56.1% during the 2003/4 school year to 
58.45% in 2006/7(see Table 2). 
 
2
 Source: “Rapport National sur la situation de l’Education” Ministry of Education, Government of Senegal (2004, 2005, 2006, 
2007) 
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Table 2. Pass rate on secondary school entrance exam3
School Year 
Region 2003/4 2004/5 2005/6 2006/7
Fatick 53.87% 46.92% 35.32% 41.41%
Kolda 58.49% 69.55% 62.02% 73.87%
Tamba 51.12% 54.25% 40.76% 44.08%
Ziguinchor 59.41% 65.22% 50.90% 61.27%
Average 56.10% 60.85% 48.83% 58.45%
Moreover, the pass rate in USAID-supported regions was consistently above the 
national average throughout the time period of the SO (see Figure 1). Despite a 
change in the method of testing between 2004 and 2006—which resulted in an 
overall drop in the pass rate—USAID-supported schools were roughly ten 
percentage points above the national average. 
 
3
 Source: “Rapport National sur la situation de l’Education” Ministry of Education, Government of Senegal (2004, 2005, 2006, 
2007) 
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Figure 1. Pass rate on secondary school entrance exam (USAID-supported 
regions vs. national average)4
 
The teacher training component of the program improved the teaching cadre 
throughout the country, particularly as it relates to student-centered teaching 
methodologies and an emphasis on critical thinking skills. The management of 
middle schools in the country benefited as well. Principals and school management 
committees became accountable for the results of the school, and budgets that were 
previously cloaked in secrecy became transparent for parents and community 
members. Community forum events also marked a shift in the power dynamics 
between those who manage the school and its respective stakeholders. 
Some of the challenges encountered included a lack of funds/resources, legal 
barriers, lack of planning capacity and technical understanding of how to address 
priority needs. Nonetheless, through this SO, USAID has pioneered an approach to 
middle school that has made a significant contribution to increasing access, 
improving quality of teaching and learning, and fostering greater participation and 
accountability by communities and government. 
IR 1: Increased physical capacity of middle schools. 
The achievement of this IR was: 
 The construction and renovation of 30 middle schools throughout Senegal. 
 Through community forums, an increased awareness of communities of the 
importance of middle schooling, especially for girls. 
 
4
 Source: “Rapport National sur la situation de l’Education” Ministry of Education, Government of Senegal (2004, 2005, 2006, 
2007) 
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IR 2: Improved teaching and learning environment in middle schools. 
The achievement of this IR was: 
 At least 70% of teachers completed in-service training requirements in 
targeted regions (Fatick, Tamba, Kolda, and Ziguinchor). 
 At least 90% of school directors were certified as meeting established skill 
standards in targeted regions (Fatick, Tamba, Kolda, and Ziguinchor). 
IR 3: Increased participation of local governments and communities in 
education management and financing. The achievement of this IR was: 
 90% of public and private middle schools created a school management 
committee in targeted regions (Fatick, Tamba, Kolda, and Ziguinchor). 
 90% of middle schools implemented a school project in business plan in 
targeted regions (Fatick, Tamba, Kolda, and Ziguinchor). 
Significant changes in the Results Framework during the life of the SO 
This SO was approved on June 30, 2003. No major changes were made to the 
results framework during the life of the SO (see attached Results Framework 
schematic). 
Summary of activities used to achieve the SO and their major outputs 
The activity implemented under this SO was the Projet d’Appui a l’Enseignement 
Moyen (PAEM), implemented by the Academy for Educational Development and 
Research Triangle Institute, International, in conjunction with Tostan, a local non￾governmental organization. Highlighted results follow. 
INCREASED ACCESS TO BASIC EDUCATION, ESPECIALLY FOR GIRLS AND 
VULNERABLE CHILDREN 
 Built, renovated and equipped 30 model rural middle schools. 
 Strengthened Ministry of Education and local community capacity to monitor 
middle school construction. 
 Mobilized communities to support education. 
 Increased capacity of Ministry personnel and local organizations to facilitate 
community mobilization. 
 Improved policies to support the promotion and retention of female teachers 
and other female leaders. 
 Trained and supported female teachers. 
 Supported 300 female secondary students for a three year period as part of 
the USAID/SONATEL Scholarship program. 
Over 21,000 stakeholders (parents, school management committee members, 
students, educators) benefited directly from USAID-sponsored training and 
community mobilizations activities. 
IMPROVED QUALITY OF EDUCATION IN SUPPORTED SCHOOLS 
 Information-sharing on quality education through Cercles de Qualité. 
 Established performance standards for middle school teachers and principals. 
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 Established standards for schools (Normes de Collège). 
 Dramatically increased access to student textbooks and teacher manuals. 
 Increased access to reference, leisure and educational books and learning 
materials for teachers and students (providing over 300 books to 120 middle 
schools). 
 Increased access to science and other pedagogic resources by teachers and 
teacher trainers. 
 Increased access to and capacity to use information and communication 
technology equipment and software, including benefiting from a partnership 
with Microsoft for access to training resources and reduced costs for Office 
and Encarta software for schools. 
 Improved student access to and use of computer technology. 
 Assessed student performance in key subjects and skills. 
 Supported policy and curriculum changes in teaching math, science and 
technology. 
 Improved teachers’ instructional practices in math, science and other key 
areas. 
 Improved instructional practices through cross-disciplinary lesson planning. 
 Improved instructional practices through classroom observation. 
 Innovations introduced like summer day camps, weekend workshops, after 
school clubs and open library days to build school/community linkages and 
ensure that school infrastructure and resources benefited students and the 
broader community all year. 
 Partnered with schools to co-finance quality improvement programs as part of 
school improvement plans, thus supporting school clubs, school based 
teacher training and summer camps. 
More than 12,000 educators were trained to use various tools and strategies related 
to improving education quality. Additionally, community, departmental, regional and 
national workshops were held to share these tools and practices, which were made 
available for public use. 
IMPROVED MANAGEMENT AND GOVERNANCE IN THE EDUCATION SYSTEM 
 Improved education data collection and analysis. 
 Facilitated and supported dialogue on key policy issues. 
 Delivered training and professional development of teachers via decentralized 
school support teams. 
 Reviewed and improved school codes of conduct. 
 Increased school management committee capacity to manage school 
materials and equipment. 
 Improved school management committee capacity to understand and use 
data on student performance and learning. 
 Built school and school management committee capacity for transparent, 
results-based budgeting and financial management. 
 Improved capacity of regional and departmental educational personnel to train 
school management committees. 
 Supported the development, implementation and review of School 
Improvement Plans. 
 Promoted public meetings on school improvement and the use of school 
funds. 
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 Utilized radio for community mobilization and good governance. 
Over 11,000 stakeholders from the central Ministry to members of local school 
councils participated in capacity strengthening and community awareness-raising 
interventions. 
Prospects for long-term sustainability of impact and principal threats to 
sustainability 
The prospects for long-term sustainability of impact are good in view of the 
substantial progress made under the SO. USAID/Senegal has pioneered an 
approach to middle school education that is assuming greater importance and 
priority in educational development throughout Africa. A great deal of progress has 
been made within a short time in developing and implementing the middle school 
model. This middle school model includes fundamental changes to the physical 
infrastructure of the school and how the school relates to the community. Newly 
constructed middle schools were designed with input from the Ministry of Education 
and community stakeholders. The physical structure includes separate bathrooms 
for girls and boys, access ramps for the disabled, and an enclosed wall to distinguish 
school grounds from other land. In terms of how the school relates to the community, 
the middle school model introduced the concept of the “whole-school approach” to 
school management. Community forums are held regularly so that parents are 
informed about the school budget, progress on school improvement plans, and test 
results. Through these innovations, USAID/Senegal has created an interest and 
awareness in a broad range of stakeholders from the central to the school levels. It 
has introduced new ideas at all levels about governance, transparency and 
accountability and that schooling requires the involvement of government and 
community. Through this understanding, the delivery of education can become a 
more mutually satisfying and interactive process for both the government and the 
community. 
Under this SO, USAID/Senegal has trained relevant staff in all the regions of 
Senegal to use the tools and resources that it has developed. There are 
experienced, expert trainers, training module developers, community mobilization 
facilitators, and trained planning agents who can now be called upon to share their 
expertise with their colleagues in other regions. Local communities have the tools 
and resources needed to maintain a quality learning environment. Local leaders, 
community activists, parents and students must now ensure that these resources are 
kept in good condition for the use of more students in the years to come. Regional 
and departmental Ministry staff are key partners in ensuring local sustainability. The 
success of the middle school students who are currently enrolled in rural middle 
schools throughout Senegal will be the best lever for the sustainability of the system 
and the improvements introduced by the project – when every student excels, the 
schools they leave will certainly endure. 
Nonetheless, the continuation of these successes will depend on the support by the 
Ministry of Education to school management committees, schools and communities. 
The principal threats to sustainability are the weak institutional capacity of the 
Ministry of Education, particularly in rural areas, and the continued concentration of 
power and resistance to decentralization of the management of resources for 
education from Dakar to the regions. 
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Lessons learned 
 Infrastructure investments, especially in isolated rural communities, serve as a 
catalyst for rallying the whole community around the school. Once a rural 
school is built, its very presence decreases the communities’ need to spend 
time and energy, several times a year, in providing and maintaining temporary 
structures for their children’s schooling. The physical presence of a school 
frees parents and the community and allows them, finally, to be able to 
address other issues like maintaining girls in school, ensuring teachers’
attendance and performance, and planning for improvements that can directly 
impact on student scholastic results. 
 The principal is the prime driver of school development including school 
management, teacher motivation and support, school management committee 
effectiveness and community participation. The most cost effective, practical 
and feasible means to improve the quality of teaching is by enhancing the 
capacity of the school principal to serve this role. 
 Vacataires’ (unqualified teachers) motivation and enthusiasm is also a 
powerful resource for school improvement. Vacataires tend to be more 
receptive to change and eager for new ideas and guidance and actually enjoy 
their students and teaching. This combination of enthusiasm and commitment 
can foster the political will of communities and other school management 
stakeholders to invest more resources in school improvement. 
 Mothers and fathers, even if illiterate, want to be more involved in decision￾making about their children’s education and future. Having parents participate 
in school management councils, community forums and other governance 
bodies allows them to find simple and relevant ways to make a difference. 
 Community mobilization campaigns are inexpensive but powerful ways to 
engage the community around topics such as transparent school 
management, and decreasing student dropout rates. 
 Government officials, education officers and departmental agents benefit from 
strategies and resources that allow them to interact directly with rural 
communities and to maintain frequent contact with isolated school staff. 
Summary of Performance Indicators Used 
There were two performance indicators at the SO level, namely: 
Indicator 1: Number of middle school students (girls and boys); 
Indicator 2: Pass rate on secondary school entrance exam (girls and boys). 
Concerning the first indicator, given the scarcity of donors involved in expanding 
access to middle schools, the number of middle school students gave us a good 
picture of the demand for middle school education services as well as the output of 
our implementing partners. As stated earlier, the number of middle school students 
in targeted regions increased from 70,801 to 118,476 (40% increase). As an activity, 
the construction and/or rehabilitation of 30 schools contributed to freeing up spaces 
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in non target regions where students originating from the regions used to be 
accommodated and providing access opportunities to more students from the target 
regions. 
Concerning the second indicator, as a proxy for quality, it was the best measure of 
how our programs improved education inside the classroom. Throughout the life of 
the SO, the pass rate on the secondary school entrance exam in USAID-supported 
regions (Fatick, Tamba, Kolda, and Ziguinchor ) increased from 56.1% to 58.45%. It 
also incorporated program contributions to pre- and in-service training for teachers 
and principals throughout the country. Moreover, it also accounted for the process of 
nationwide curriculum reform. 
Evaluations and special studies 
USAID Reports and Assessments: 
 USAID/Senegal Annual Report: 2003, 2004, 2005 
 USAID/Performance Planning and Report: 2006 
Partner Evaluations: 
 DevTech Systems, Inc, “Midterm assessment of the USAID/Senegal middle 
basic education program” by Karen Tietjen and Diane Prouty-Harris. July, 
2006 
 Universite Cheikh Anta Diop de Dakar, « Determinants des apprentissages 
dans l'education primaire au Senegal » by Abdoulaye Diagne, Ismael Kafando 
and Moussa H. Ounteni. January, 2006 
 Universite Cheikh Anta Diop de Dakar, « Pourquoi les enfants quittent-ils 
l'ecole ? : un modele hierarchique multinomial des abandons dans l’education 
primaire au Senegal » by Abdoulaye Diagne, Ismael Kafando and Moussa H. 
Ounteni. January, 2006 
 Cornell and Clark Atlanta Universities, “Progression through School and 
Academic Performance in Senegal: Descriptive Survey Results” by Christelle 
Dumas, Sylvie Lambert, David E. Sahn, and Leopold Sarr. July, 2004 
Instrument Close-out Reports 
A report was produced on the completion of PAEM on November 30, 2010. The life 
of activity was August 5, 2003 through September 30, 2010. 
Key Contacts 
USAID/Senegal 
Phone: +221 33 869-6100 
Fax +211 33 869-6101 
Pape Sow 
USAID/Senegal Education Team Leader 
Phone: +221 33 869-6100 x3530 
Email: psow@usaid.gov
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Mouhamed Gueye 
USAID/Senegal Education Specialist 
Phone: +221 33 869-6100 x3515 
Email: mgueye@usaid.gov
Local and International Partners 
Tostan 
BP 29371 
Dakar- Yoff 
Senegal, West Africa 
Email: info@tostan.org
The Academy for Educational Development 
1875 Connecticut Avenue NW 
Washington, DC 20009 USA 
Phone: 202-884-8000 
Fax: 202-884-8400 
Research Triangle Institute, International 
3040 East Cornwallis Road 
Post Office Box 12194 
Research Triangle Park, NC 27709-2194 
Phone: 919-541-6000 
Fax: 919-541-5985 
E-mail: listen@rti.org