In 2009, the programme started in 34 primary schools, by the 2014-2015 school year, all (350) primary schools of the country participated in the numeracy programme and almost half of them (149) participated in the literacy one. They also train them in how to transfer knowledge to other teachers and how to support them. Members of the RLTs then act as guides to their peers in their own schools observing and monitoring their work using “fidelity tools”, gathering data, providing formative feedback to teachers and helping them improve their practice through the use of innovative learning methods and techniques.