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This document is the result of an action research project initiated under the auspices of the LIRE (Learning Initiatives in Rural Education) Project, funded by the World Bank Trust Fund. Its purpose is to contribute to the improvement of school access and strengthening of educators’ capacity to deliver and support quality multi-grade education in low population density rural areas in Senegal and The Gambia.

A two-part team conducted the project: 1) the Center for International Education of the University of Massachusetts in the United States: Rebecca Paulson, M.Ed, Paul St. John Frisoli, M.Ed, Sarah Kahando, M.Ed, Alicia Fitzpatrick, MAT, MS and Karla Sarr, under the supervision of Professor Jacqueline Mosselson, Professor Gretchen B. Rossman, and Dr. Mbarou Gassama Mbaye, Ed.D, with the National Council of Negro Women (NCNW), a black women’s organization active in Senegal since 1975, is responsible for the financial management and logistics of the project, and 2) the Senegalese group, led by the LIRE Project In-Country Coordinator, Mr. Yaya Diatta, and made up of technical staff from the Directions Techniques du Ministère de l’Education (Ministry of Education Technical Office), elementary school teaching officers and teachers from the targeted regions (Podor, Kaffrine and Rufisque II), NGO resource people from the education sector (Actionaid, National Coalition for Education for All, Federation of Parent Teacher Associations, the National Commission for Girls’ Education and FAWE). They have greatly contributed to the achievement of this teacher’s guide and teaching manual.


This guide includes the following training modules:

1) Module 1 : Purpose and Background of Multigrade Teaching ;

  • Provides the context of MGCs throughout the world and Senegal and explains their relevance and efficiency.

2) Module 2 : MG Classroom Management Tools;

  • Presents teachers with various tools, techniques and their application.

3) Module 3 : MG Classroom Management Techniques;

  • Examines different techniques, their use, as well as their benefits to students and teachers.

4) Module 4 : Community as Resource; and

  • Addresses the relationship between the school and the community, local materials that can be used as teaching tools, and ways that the school can support the community and community members can contribute to student learning.

5) Module 5 : Student Learning Monitoring and Assessment.

  • Examines the meaning of concepts as well as the various implementation tools.