Assessing literacy and numeracy competencies
Project Title: Assessment of early grade learners in literacy and numeracy Location: South Sudan Client: UNICEF Date: April 2017 – December 2017
Montrose was contracted to assess the levels of proficiency in literacy and numeracy competencies among early grade learners in South Sudan as part of the Education in Emergencies Programme (EEP).
In 2015 and 2016 the UNICEF-managed Global Partnership for Education (GPE) Programme and Room to Learn (RTL), both USAID funded projects, worked in collaboration with the Ministry of Education and Instruction (MoGEI), with technical support from Montrose and Summer Linguistics (SIL), to undertake Early Grade Reading Assessments (EGRA) and Early Grade Mathematic Assessments (EGMA) in South Sudan. The assessments were used to determine early grade learners’ proficiency in reading and mathematics and were adapted to five of the major National Languages in South Sudan. The results of the assessments revealed that the vast majority of learners who have reached the end of P3 lack reading automaticity in either national languages or English language.
The Education in Emergencies Programme (EEP), from October 2016 to October 2017, aimed to address the deficiencies in P3 learners’ ability to read in national languages and English language by providing relevant training to teachers in Jonglei, Unity, Upper Nile, Lakes, Western and Central Equatoria States of South Sudan. Teachers were to be trained to teach in National Languages using already prepared teacher training guides along with other teaching and learning materials. Montrose assessed levels of proficiency in literacy and numeracy among P3 learners that are impacted by the EEP by conducting baseline and end-line studies in EGMA and EGRA in English language and the 5 national languages of Zande, Dinka, Toposa, Nuer and Bari. The methodology used was designed to illustrate the impact of the programme on actual learning.