Publications

Ce document fournit les statistiques et fréquences clés des orthographes wolof, seerer, pulaar, joòla et mandingue parlées au Sénégal.

Les onglets sont classés par langue. Les premiers onglets intitulés « Statistiques » fournissent la fréquence en % de chaque graphème de la langue dans les textes sourcés localement, ainsi que les 150 mots les plus fréquents en première année (CI) et en deuxième année (CP). L'onglet « mots décodables » fournit une liste de mots décodables basée sur une progression des graphèmes en fonction de leur fréquence.

Cet ensemble de données peut être utilisé par les éducateurs et les chercheurs pour concevoir des tests de lecture/écriture et du matériel d'alphabétisation basés sur les propriétés des langues.

This document provides key statistics and frequencies for the Wolof, Seerer, Pulaar, Joòla and Mandinka orthographies spoken in Senegal.

The tabs are labelled by language. The first tabs labeled "Statistics" provide the frequency in % of each grapheme of the language in locally sourced texts, along with the 150 most frequent words in Grade 1 (CI) and Grade 2 (CP). The tab "mots décodables" provides a list of decodable words based on a grapheme progression based on frequency.

This dataset can be used by educators and researchers alike to design literacy assessments and literacy material that is based on the language's properties.

In recent years, several textbook distribution and track and trace systems have been piloted to assist local supply systems in ensuring that education materials reach schools at the last mile. Through this World Bank-funded initiative, John Snow, Inc. (JSI) and subcontractor World Education, Inc. (WEI), built on this global knowledge base by identifying a set of best practices in textbook delivery monitoring in low and middle-income countries. At the same time, the WB understands that context is vital in ensuring a successful supply chain monitoring system, so these best practices will have to be easily adaptable to different situations. To this end, WB funded JSI/WEI to implement the Track and Trace (TnT) project to support five target countries (Cameroon, El Salvador, Sudan, Niger and Senegal) in understanding these best practices and adapting them to their own contexts by developing locally-owned supply chain monitoring systems to ensure delivery of textbooks to the schools supporting children from families that need them most.

The Final Country Report describes the process of developing a supply chain monitoring system for teaching and learning materials (TLMs) distribution to schools in Niger.

The Terms of Reference and Track and Trace Design Document are available in French.

In recent years, several textbook distribution and track and trace systems have been piloted to assist local supply systems in ensuring that education materials reach schools at the last mile. Through this World Bank-funded initiative, John Snow, Inc. (JSI) and subcontractor World Education, Inc. (WEI), built on this global knowledge base by identifying a set of best practices in textbook delivery monitoring in low and middle-income countries. At the same time, the WB understands that context is vital in ensuring a successful supply chain monitoring system, so these best practices will have to be easily adaptable to different situations. To this end, WB funded JSI/WEI to implement the Track and Trace (TnT) project to support five target countries (Cameroon, El Salvador, Sudan, Niger and Senegal) in understanding these best practices and adapting them to their own contexts by developing locally-owned supply chain monitoring systems to ensure delivery of textbooks to the schools supporting children from families that need them most.

The Final Country Report describes the process of developing a supply chain monitoring system for teaching and learning materials (TLMs) distribution to schools in Cameroon.

The Terms of Reference and Track and Trace Design Document are available in French.

In recent years, several textbook distribution and track and trace systems have been piloted to assist local supply systems in ensuring that education materials reach schools at the last mile. Through this World Bank-funded initiative, John Snow, Inc. (JSI) and subcontractor World Education, Inc. (WEI), built on this global knowledge base by identifying a set of best practices in textbook delivery monitoring in low and middle-income countries. At the same time, the WB understands that context is vital in ensuring a successful supply chain monitoring system, so these best practices will have to be easily adaptable to different situations. To this end, WB funded JSI/WEI to implement the Track and Trace (TnT) project to support five target countries (Cameroon, El Salvador, Sudan, Niger and Senegal) in understanding these best practices and adapting them to their own contexts by developing locally-owned supply chain monitoring systems to ensure delivery of textbooks to the schools supporting children from families that need them most.

The Final Country Report describes the process of developing a supply chain monitoring system for teaching and learning materials (TLMs) distribution to schools in Senegal.

The Terms of Reference and Track and Trace Design Document are available in French.

The Reading Comprehension Group (formerly known as the Reading Comprehension Special Interest Group) developed this interactive guide to promote uptake of literacy activities that strengthen children’s social-emotional learning skills and listening/reading comprehension skills, in the heart of communities through community libraries. The objective of this guide is to help teachers, volunteer teachers and librarians, and community leaders set up libraries where there are none and promote the use of community libraries that already exist via activities that engage the full community. This guide also provides community librarians ways to encourage children to read, to build children’s listening and reading comprehension and social and emotional skills, and to help parents and caregivers learn how they can support their children’s literacy.

A colorful and interactive practical resource. The guide includes key considerations for establishing new community libraries, lays out key tips for implementing Universal Design for Learning principles through community libraries, and provides suggestions for types of no-tech, low-tech, and high-tech materials and resources that may be useful in libraries depending on the rural, peri-urban, or urban context of the libraries and their access to different types of technologies.

The guide also includes several suggestions for how community libraries can conduct community outreach to promote a culture of reading and learning and to stimulate children’s motivation to read. The guide offers a reader-friendly definition of SEL and the 5 SEL skills highlighted in the CASEL framework and provides a series of SEL activities librarians can facilitate to support children in strengthening their SEL skills. Starting on page 30, the guide offers a series of suggested questions librarians can discuss with children that allow them to deepen their understanding of a story while practicing key skills that support listening/reading comprehension and social-emotional learning at the same time.

Finally, the guide wraps up with additional SEL and comprehension related activities for children, brief guidance on how librarians can engage caregivers in their children’s learning, and a series of annexes, including tools to help children find books at their reading level and support inclusion in libraries and a case study on a successful community library approach in Zambia.

The 100 First Children’s Books guideline offers recommendations for “first collection” of children’s literature. It is intended for Read@Home and other early reading programs involved in the development and/or selection of books to support children’s pre-reading and early reading skills.

To support the development of the books suggested in the guideline, Read@Home has also created a series of InDesign templates for designers. Each template contains two parts:
• An InDesign Master Template in the proper trim size, with pre-created parent pages for ease of use.
• A PDF Users’ Guide to aid designers working with the templates.

Comic Template
• This template includes panel layouts for sequential storytelling.
• Its user guide also includes more detailed information about developing comic books, as their process is more complex than standard narrative books.

Important Notes
The trim sizes for these templates were selected by Blue Tree Group.
• They are based on cost-effectiveness for offset print runs of 10k+, on coated paper for the brightest color
reproduction.
• Print runs between 2500 and 10k are generally printed in a sheet machine with no cut-off feed, thus trim size
also plays a minor role in cost.
• Print runs under 2500 are generally most affordable when printed digitally on-demand, thus trim size is a less critical cost factor.

Suggestions about procurement, cover and paper weight, and other helpful topics are available at the Early Literacy Resource Network.