[/av_heading] [av_image src=’http://palnetwork.org/wp-content/uploads/2018/06/Mexico.jpg’ attachment=’12177′ attachment_size=’full’ align=’right’ styling=” hover=” link=” target=” caption=” font_size=” appearance=” overlay_opacity=’0.4′ overlay_color=’#000000′ overlay_text_color=’#ffffff’ animation=’no-animation’ admin_preview_bg=”][/av_image] [av_textblock size=” font_color=” color=” av-medium-font-size=” av-small-font-size=” av-mini-font-size=” admin_preview_bg=”] Participants from Nicaragua, Venezuela and El-Salvador participated in an exposure visit to citizen-led assessments in Xalapa, Mexico, between the 19 – 24 March 2018. The activity was hosted by Medicion Indipendiente Aprendijazes (MIA), the Citizen-Led Assessment (CLA) initiative in Mexico, with support from the PAL Network secretariat. The visit aimed to induct members on key processes of citizen-led assessment approach, in a bid to adapt the model to their individual country contexts.
The participants first had a chance to understand about interventions carried out by MIA. MIA uses results from the assessment to carry out interventions in sampled communities. Children’s learning levels are first identified and thereafter placement is done accordingly to assist them catch up with the rest of the pupils. This instructional approach is borrowed from Pratham’s Teaching at the Right Level (TaRL) model. For the MIA intervention, Parents are involved from the onset of the program, where they are sensitized on their children learning levels and necessary support needed at home. The sensitization happens after the baseline assessment.
After going through all components of the CLA approach in a classroom set up, a field practical was conducted, where participants practiced activities learned. This provided a chance for them to experience first-hand how CLAs are conducted. The first task was to identify the sampled enumeration area, sample households with children and assess all those aged 7-16 years. This was a critical component of the induction as participants had a chance to reflect on similarities and differences contexts hence think of how to adapt the process to their country.
The presence of the team from Nicaragua made the visit unique, since they had already piloted the approach in their country named Valoración Intersubjetiva del Aprender (VIdA) hosted by Aprendizajes Basados en Actitudes Cooperativas en Red (ABACOenRed). The pilot was conducted in the state of Esteli, reaching 600 homes and assessing 702 children. The exposure enabled them to share their experiences and clarify issues that emerged during the pilot process.
At the end of the visit, the participants had a lot to ponder. Imperative was to develop a plan for CLA uptake and in the case of Nicaragua, the scale-up strategy. Filled with enthusiasm and positivism, participants went home hoping to have processes started within six months, with support from the PAL Network.
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