Table 7: Textbooks/pupils ratio Indicators Target Target Provinces Baseline Baseline derived Project Indicators 2011 2011(PAD) 2013 from closing (PAD) 2013 data Equateur Indicator Three (Quality) French textbooks: Pupil ratio for Grades 3 and 4 (Equateur 0.40 0.60 1 1 0.92 Province) (Percentage, Custom) Indicator Four (Quality) French textbooks: Pupil ratio for Grades 5 and 6 (Equateur 0.20 0.30 1 1 1.37 Province) (Percentage, Custom) Indicator Five (Quality) Math textbooks: ratio for primary education for Grades 3 and 0.40 0.62 1 1 1 4 (Equateur Province) (Percentage, Custom) Indicator Six (Quality) Math textbooks: Pupil ratio for primary education for Grades 5 and 0.30 0.29 1 1 1.44 6 (Equateur Province) (Percentage, Custom) Kasai-West Indicator Three (Quality) French textbooks: Pupil ratio for Grades 3 and 4 (Kasai-West 0.40 0.64 1 1 0.72 Province) (Percentage, Custom) Indicator Four (Quality) French textbooks: Pupil ratio for Grades 5 and 6 (Kasai-West 0.20 0.40 1 1 1 Province) (Percentage, Custom) Indicator Five (Quality) Math textbooks: ratio for primary education for Grades 3 and 0.40 0.50 1 1 0.84 4 (Kasai-West Province) (Percentage, Custom) Indicator Six (Quality) Math textbooks: ratio for primary education for Grades 5 and 0.30 0.40 1 1 1 6 (Kasai-West Province) (Percentage, Custom) Number of textbooks and teacher guides distributed (Nationwide indicator) (Number, 0 0 000 Custom) In addition, the capacity of the division in charge of development of learning materials (DIPROMAD) was enhanced in preparation, definition of technical/pedagogical specifications, and distribution of textbooks. Further, DIPROMAD was provided with digital equipment that enables staff to develop distance learning program. Lastly, the project supported the development of a textbook policy and textbook distribution monitoring software. By and large the components two indicators were achieved. The Project succeeded in activating and improving school/local based in-service training program and in providing textbooks and teachers’ guides in all primary schools. Successful elements of the distance learning in-service teachers training program are ready for scale up.
Table 7: Textbooks/pupils ratio Indicators Provinces Indicators Baseline 2011(PAD) Baseline 2013 Target 2011 (PAD) Target derived from 2013 data Project closing Equateur Indicator Three (Quality) French textbooks: Pupil ratio for Grades 3 and 4 (Equateur Province) (Percentage, Custom) 0.40 0.60 1 1 0.92 Indicator Four (Quality) French textbooks: Pupil ratio for Grades 5 and 6 (Equateur Province) (Percentage, Custom) 0.20 0.30 1 1 1.37 Indicator Five (Quality) Math textbooks: ratio for primary education for Grades 3 and 4 (Equateur Province) (Percentage, Custom) 0.40 0.62 1 1 1 Indicator Six (Quality) Math textbooks: Pupil ratio for primary education for Grades 5 and 6 (Equateur Province) (Percentage, Custom) 0.30 0.29 1 1 1.44 Kasai-West Indicator Three (Quality) French textbooks: Pupil ratio for Grades 3 and 4 (Kasai-West Province) (Percentage, Custom) 0.40 0.64 1 1 0.72 Indicator Four (Quality) French textbooks: Pupil ratio for Grades 5 and 6 (Kasai-West Province) (Percentage, Custom) 0.20 0.40 1 1 1 Indicator Five (Quality) Math textbooks: ratio for primary education for Grades 3 and 4 (Kasai-West Province) (Percentage, Custom) 0.40 0.50 1 1 0.84 Indicator Six (Quality) Math textbooks: ratio for primary education for Grades 5 and 6 (Kasai-West Province) (Percentage, Custom) 0.30 0.40 1 1 1 Number of textbooks and teacher guides distributed (Nationwide indicator) (Number, Custom) 0 0 In addition, the capacity of the division in charge of development of learning materials (DIPROMAD) was enhanced in preparation, definition of technical/pedagogical specifications, and distribution of textbooks. Further, DIPROMAD was provided with digital equipment that enables staff to develop distance learning program. Lastly, the project supported the development of a textbook policy and textbook distribution monitoring software. By and large the components two indicators were achieved. The Project succeeded in activating and improving school/local based in-service training program and in providing textbooks and teachers’ guides in all primary schools. Successful elements of the distance learning in-service teachers training program are ready for scale up. 000
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