[vc_row][largeur vc_column = »1/1″][vc_column_text]

Tempérez vos attentes en matière de lecture après 2015

Par Jennifer Brookland

[/vc_column_text][/vc_colonne][/vc_row][vc_row][largeur vc_column = »2/3″][vc_column_text]Les succès des programmes de lecture en bas âge ont suscité chez certains un sentiment d'enthousiasme débridé selon lequel un changement rapide et significatif n'est pas seulement possible., mais attendu.

Les experts mondiaux de l’éducation plaident désormais pour que les indicateurs de lecture et les résultats d’apprentissage soient inclus dans la prochaine série d’objectifs de développement mondiaux.. Mais l’accord sur la nécessité d’inclure ces objectifs n’élimine pas la controverse sur ce qui peut être raisonnablement réalisé..

Des experts au 2015 Conférence sur les systèmes éducatifs comparés et internationaux reminded that while some early grade reading pilots have shown impressive success, these “hothouse” experiments have no guarantee of achieving similar results once taken to scale.

The environment matters

Parental enthusiasm, educational policies that support reading instruction and practice time and even the pace at which printers can create new materials are all factors that shape the success of pilot projects that grow up.

Not to mention circumstances that affect education systems in drastic ways, such as conflict, corruption and systemic weaknesses like poor supervision, teacher absences, and poor teacher preparation.

Karen Tietjen, Directeur technique de Creative Associates International Division de l'éducation pour le développement, pointed out that no matter how promising a pilot, results may be harder to achieve when faced with the realities of weak institutions, classes de grande taille, inefficient inspectorates and chronic underfunding.

She added a surprising factor that should be considered in setting expectations for the pace of change: Ministry of Education support. While government ownership is critical for scaling-up reading programs, it can have unanticipated consequences if turnover is high or budgets constrict.

“MOE ownership is essential to progress but it also may slow it," dit Tietjen. “As more people own it, there are more voices, more stakeholders, the political stakes get higher, and we need to factor that into our scheduling for the development and rollout of these programs.”

An honest look at reading gains

L'USAID a fait de la lecture une priorité 2011 lorsqu'il améliore les compétences en lecture des 100 millions d'enfants dans les classes primaires d'ici 2015 comme objectif un dans son stratégie éducative, et oles résultats de certains programmes de lecture en première année ont été impressionnants.

Les jeunes étudiants égyptiens qui ont participé à des programmes de lecture ont pu lire de manière significative plus de mots par minute, selon un autre panéliste à la conférence du CIES.

« Nous avons réussi à transformer des élèves de deuxième année en élèves de troisième année.," a déclaré Amber Gove, Directeur de recherche chez RTI, qui a mis en œuvre le projet égyptien. « Pour le Libéria, c’était environ le double. Nous avons transformé les élèves de deuxième année en élèves de quatrième année.

Tietjen a présenté les résultats des projets de lecture en maternelle de Creative financés par l'USAID en Yémen et Zambie-des projets dont elle a dit qu'ils étaient « très élevés » tailles d'effet in children’s listening comprehension and ability to identify sounds and letters.

Au Yémen, Par exemple, after four months of instruction under Crea­tive’s early grade reading program, first and second graders could read 16.3 mots corrects par minute, compared to students in control schools who managed just six.

Cependant, Tietjen pointed out that positive changes dropped off at more advanced skills such as word decoding, reading fluency and reading comprehension.

“We’ve had really huge increases, we’re proud of ourselves for being able to move them from where we were at baseline,” said Tietjen of the first cohort of second grade students evaluated in Yemen. “But nonetheless we’re woefully under what we could consider acceptable.”

Lower your expectations?

Taking interventions to scale is key to USAID’s efforts to achieve Goal One. It’s Tous les enfants lisent: Un grand défi pour le développement partnership continues to work toward creating cost-effective reading interventions that can be grown from classrooms to countries.

But panelists agreed from experience that promising results in small-scale projects should not lead to assumptions about anticipated success when those initiatives are scaled up.

“We’ve not really looked across all these projects to see what it would take to really move the needle on reading, said Audrey-Marie Schuh Moore, Director of Monitoring, Evaluation and Research at FHI360.

“Each project has targets, but we need a more comprehensive cross-donor look on what actually works and what really influences education outcomes.”

As more evidence is collected from reading pilots, practitioners will be able to better understand why gains that were high in a pilot may not play out in the same way when taken to scale. The duration of the project, the “dosage” students and teachers received, and the context in which the project takes place are critical variables that development organizations must tease apart when evaluating what works.

Until then, expectation management is key.

“Maybe expecting half as you move from 60 schools to several thousand might be reasonable, maybe it’s a third,” said RTI’s Gove. “I think we’ll have to let that play out and see.”[/vc_column_text][/vc_colonne][largeur vc_column = »1/12″][/vc_colonne][largeur vc_column = »1/4″][vc_widget_sidebar sidebar_id= »barre latérale-primaire »][/vc_colonne][/vc_row]