Brazil
Health
A digital platform makes donating surplus medicines to vulnerable populations in Brazil easier
A monitoring and evaluation system to help develop more effective educational programmes in Morocco
- Completed project
Under its partnership with the National Initiative for Human Development (NIHD) aimed at mainstreaming preschool education in rural areas, the Moroccan Foundation for the Promotion of Preschool Education (FMPS) set up a system in 2019 to assess children’s skills with support from the NGO IDinsight. The project aims to institutionalize monitoring and evaluation within the FMPS by training its teams, in order to strengthen decision-making and its impact on education in Morocco.
Project ported by:
Context
In Morocco, only 8 to 9% of state school students in the final years of primary and middle schooling achieve satisfactory learning outcomes according to the national education programme. The findings of the National Learning Assessment Programme (PNEA) survey, conducted in 2019 by the Higher Council for Education, Training and Scientific Research (CSEFRS), shows low learning outcomes among Moroccan students, with children from low-income families being the most exposed to learning difficulties.
In this context, the country’s Ministry of National Education Preschool and Sports (MENPS) introduced a preschool education reform in July 2018 laid out in the Strategic Vision of Reform 2015-2030. A preschool development programme for rural areas was launched under Phase III of the National Initiative for Human Development (NIHD) aimed at creating 10,000 new preschool classes and upgrading 5,000 existing classes over a 5-year period.
Working jointly with the MENPS and NIHD, the Moroccan Foundation for the Promotion of Preschool Education (FMPS) is in charge of implementing this preschool programme nationwide. Its missions comprise direct management of preschool units, setting up an education system for educators and a system for monitoring and evaluation in schools.
Innovation
Within this project, the Moroccan Foundation for the Promotion of Preschool Education (FMPS) relies on the work carried out with IDInsight since 2019. It focuses on putting in place a system to monitor and evaluate student skills and strengthen the capacity of the FMPS teams. This new approach involves a more granular use of data from 9,000 schools and 150,000 children of Morocco.
This project aims to solidify and institutionalize the monitoring and evaluation system within the FMPS. To reach this objective, FID provided funding for the operational and pedagogical teams to train in:
- Designing tools for data collection for data and setting indicators.
- Data analysis, interpretation and presentation to external audiences.
FID support also gave the FMPS the opportunity to carry out a first end-of-cycle assessment for children in their final year of kindergarten, with the aim of gauging their skills before they move onto elementary school. This assessment used a mixed-methods approach. Quantitative and qualitative data was collected from a representative sample of about 29,000 children, supervised by 1,700 educators in 12 regions.
Results and lessons learned
In 2024, FID support allowed the FMPS to improve its working methods in order to more effectively monitor and improve preschool quality. Training was implemented with 107 staff trained in monitoring and evaluation and almost 669 educational supervisors in data collection and observation methods.
IDinsight provided support in implementing a system evaluating students at the end of preschool. It allowed their progress to be measured against 43 indicators covering the main areas of their development (language, motor skills, reasoning, etc.), with tools that are now digitized.
The results are encouraging: Children who followed two years of preschool achieved good results, with averages above 75%. Almost one in two children has all the skills they are expected to have when starting elementary school. Performance is better in smaller classes and multi-level teaching.
Language learning remains a key point, with results better in Arabic (around 90%) than French (around 70%), in particular in speaking. Girls generally achieved better results than boys.
Clear priorities can be established from what was learnt: strengthen students’ French language learning and speaking skills, and promote access to two years of preschool for all children. Finally, this work has also allowed areas of improvement to be identified, particularly to better tailor tools to real conditions and continue refining data analysis to better understand what contributes the most to children succeeding.
Ressources
- La Fondation Marocaine du Préscolaire. (2024)., Evaluation des acquis de l’enfant à la fin du cycle préscolaire “2023-2024”
Projects
Projects funded by FID
