ABSTRACT

The Ecole pour tous (EPT) project revealed that student learning at Niger’s schools was being hampered by shortages of learning time and learning materials, as well as low quality teaching and learning practices. The project prioritized improving basic reading, writing, and mathematics comprehension, since these skills are the basic building blocks of learning. The SMC organized these remedial activities according to students’ proficiency levels, not by their age or grade in school. Organizing activities based on students’ proficiency levels was central to implementing the PMAQ Model because most of these students already had fallen behind their grade-based curricula. The EPT project introduces a simple assessment tool composed of a series of basic math operation problems, which makes information on students’ performance in basic mathematics readily available to teachers, parents, and community members.