USAID/HONDURAS SCHOOL-BASED VIOLENCE PREVENTION ACTIVITY Quarterly Report

FY2018 Quarter 2 – January 1, 2018 to March 31, 2018

Submission Date: April 30th, 2018

Contract Number: AID-522-C-17-00001 Activity Start Date and End Date: February 23,2017 to February 22, 2022 COR Name: Ana Rubí

Submitted by: DAI Global LLC

This document was produced for review by the United States Agency for International Development Mission (USAID/Honduras)

USAID/Honduras School-Based Violence Prevention Activity Quarterly Report #4 1

PROJECT Overview/Summary

School-based Violence Prevention Activity/ Program Name: Asegurando la Educación Activity Start Date and End Date: February 23, 2017 – February 22, 2022 Name of Prime Implementing DAI Global LLC Partner: [Contract/Agreement] AID-522-C-17-00001 Number: Name of Partners of America Subcontractors/Subawardees: Major Counterpart Organizations Geographic Coverage Tegucigalpa, San Pedro Sula, La Ceiba, Choloma, Tela (cities and or countries) Reporting Period: January 1, 2018 to March 31, 2018

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ACRONYMS AND ABBREVIATIONS

ASJ Association for a More Just Society CARSI Central America Regional Security Initiative CDCS Country Development Cooperation Strategy CED Council for School Development CLA Collaboration, Learning, and Adaptation COMDE Municipal Council for Education Development CINDE International Center for Education and Human Development CPTED Crime Prevention Through Environmental Design CREOH Comunidades con Riquezas, Educación y Oportunidades en Honduras DGDP Directorate General of Education Services DINAF Directorate for Children, Adolescents, and Families DO Development Objective EMMP Environmental Mitigation and Monitoring Plan EPPREVACEH National Comprehensive Strategy for Prevention, Protection, Reduction, and Control of Violence in Schools GIS Gender and Social Inclusion GOH Government of Honduras IR Intermediate result KM Knowledge management M&E Monitoring and evaluation MEL Monitoring, evaluation, and learning MIDEH Mejorando el Impacto al Desempeño Estudiantil de Honduras MOE Ministry of Education MTPVCE Round table for Violence Prevention in Education Centers. NGO Non-governmental organization PEC School Education Projects POA Annual Operating Plans PPP Public-Private Partnerships SBV School-Based Violence SBVP School-Based Violence Prevention SBVPA School-based Violence Prevention Activity SPS Secondary Prevention Services STTA Short-term Technical Assistance TAMIS Technical and Administrative Management Information System USAID United States Agency for International Development YSET Youth Services Eligibility Tool

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INTRODUCTION

USAID/Honduras’s School-based Violence Prevention Activity (SBVPA - known locally as Asegurando la Educación, or Asegurando) is a five-year activity that launched in February 2017, designed to achieve a two-part goal:

1) Address school-based violence (SBV) that impedes the delivery of education and its goals of access, retention, and learning; and 2) Use education and school processes to contribute to violence prevention in target communities.

Asegurando is implemented by DAI Global LLC (DAI), with support from subcontractor Partners of the Americas. The activity works from a central project office in Tegucigalpa, and two field offices in San Pedro Sula (covering San Pedro and Choloma) and La Ceiba (covering Ceiba and Tela). Together, these locations are the focus of the USAID/Honduras Country Development Strategy (CDCS) Development Objective 1 (DO1) to increase citizen security for vulnerable populations, and its Intermediate Result (IR) 1.1.2 of increasing “quality services that protect against violence.” This is part of the US State Department’s Central American Regional Security Initiative (CARSI) and the 2014 Alliance for Prosperity, a regional initiative aimed at reducing the incentives for migration. In addition, the project aligns with the Government of Honduras (GOH) 2010 Visión del País on non-violence and security, and Ley Fundamental de Educación, which highlights prevention and rehabilitation as a crosscutting issue in the national curriculum.

The project has the following four objectives: (i) Improve school ability to reduce school-based violence through creation of safe learning environments; (ii) Strengthen local networks that increase school safety; (iii) Increase the capacity of the Ministry of Education (MOE) and social protection actors to prevent and respond to SBV; and (iv) Lower risk factors and enhance protective factors for students who qualify for secondary prevention services (SPS).

ACTIVITY IMPLEMENTATION PROGRESS

Progress Overview

This section covers key achievements and status of work plan targets for the January through March 2018 reporting period. Major highlights are included in this section.

During the Annual Strategy Review (SR) session held on January 11-12, Asegurando and USAID agreed on the project’s activity strategic approach and model activities

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that informed the work plan for Year 2. Other items discussed and agreed upon include the criteria to define new school cohorts, approximate number of target schools, learning agenda approaches and cost criteria. This effort represented a critical step toward the integration of the project’s activities across its four objectives and provided critical input to reorganize its structure and reallocate programmatic resources. On January 26, Asegurando delivered the work plan for Year 2 (ending September 30, 2018) which reflects the strategies and methodologies agreed during the SR session.

The project has worked to enhance its partnership with the Ministry of Education to maintain the project’s position in the effort to support the various divisions and units of the Ministry. This was particularly important in the context of the political transition (see next section- Country Situation) in which the new administration’s agenda was generally defined and partners were identified. During Q1, the project held meetings with both the former and the new ministers and vice ministers to ensure continuity of the project’s priorities.

At the central, regional, and local levels, educators lack skills, protocols, and tools required to identify, address, prevent, and reduce violence. Asegurando and the Directorate for Professional Development have begun to develop five resource modules that will provide the conceptual framework, practical tools, and other resources educators and other stakeholders require for SBVP.

The project also continued to strengthen relationships with other key GOH agencies such as the Secretary of Prevention, as well as civil society groups, community-based organizations, and strategic counterparts. Asegurando has consolidated the Roundtable for Violence Prevention in Educational Centers (MTPVCE) to strengthen local stakeholders who contribute to SBVP and ensure that best practices in violence prevention are integrated into the MOE’s wider institutional policies and procedures. The Roundtable convenes key actors including the Ministry of Education, UNICEF, church institutions, the Ministry of Security, representatives of teacher leadership groups, and the National Direction of Childhood, Adolescence and Family (DINAF).1

The project has promoted knowledge management, enriching the process by producing a network map that encompasses all relevant activities taking place in the surrounding areas where participating schools are located. The data will be provided through a digital platform for sharing with the Ministry of Education, other GOH agencies, NGOs, and civil society organizations. This will ensure greater sustainability and the ability of all stakeholders to speak with one voice on SBVP.

The project made significant technical implementation progress since last quarter. The Annual Strategy Review Session was held in collaboration with USAID in January

1Participating Institutions included 1. Municipal Council for Educational Development of the Central District. 2. Coordinating Network of Private Institutions for Girls, Boys, Adolescents, Youth and their Rights. 3. Inter-American Development Bank IDB. 4. Honduras International Plan. 5. World Vision. 6. Ciudad Mujer (Government Institution) 7. Teachers Union of Honduras. 8. National Institute for Women. 9. Ensuring the Education activity. 10. Departmental Department of Education of Francisco Morazán.

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to kick off Year 2. The initial foundation has been established and aligned with a strong technical vision. The team began to move forward in February 2018 in Cohort I and II schools. Taking advantage of the beginning of the school year, Asegurando arranged introductory meetings with school faculty to share the project strategy, objectives and activities, to generate a commitment and participation from educators and administration. The meeting agenda included the formation of the Community School Committees (Comité de Convivencia Escolar), the Professional Development Program, Docents por la Paz and examples of possible extra-curricular activities.

Building on work that began in Q1 and the discussions held during the SR session, the Asegurando team identified and submitted the names of 52 Cohort II schools to USAID after a rigorous selection process. Combined with the 14 Cohort I schools from last year, a total of 66 schools were approved to host the implementation of Year 2 activities. During this past quarter, the project also made significant progress in reviewing, selecting, and adapting methodologies for the implementation of several key activities under all four Objectives:

Under Objective I, activities in these schools included: providing extracurricular activities before and after school that promote cohesion; the development and strengthening of Community School Committees (Comités de Convivencia) that are a key stakeholder in school-based violence prevention; and, the development of the Teacher Professional Development Program (TPD). Within this framework, Asegurando developed Teachers for Peace (Docentes por la Paz) which includes the development of five curricular modules to develop the capacity of teachers from each targeted school to design and implement strategies that respond to the core and specialized packages.

Under Objective 2, Asegurando continued network building through additional social asset mapping activities. While the mapping exercise will conclude during the next quarter, findings have led the project to identify key partners and resources. For example, the project will work to ensure that target schools implement newly strengthened protocols to respond to and refer cases of violence. These protocols have been developed by the MTPVCE Roundtable under the leadership of the Inter- American Development Bank and the Ministry of Education.

Additionally, in Q1, the project initiated efforts to strengthen the Municipal Councils for Education Development (COMDEs) as critical stakeholders to strengthen local networks within the education system. Asegurando helped communities form five new committees in the Tegucigalpa area and assisted them to development action plans to prevent school-based violence. The creation of the COMDEs also contributes to fulfilling and verifying the adoption of school-based violence prevention plans that were based on the findings from the diagnostic and found to be a priority identified by the community. The committees operate within the legal framework of the Law against School Harassment (Ley Contra Acoso, 21 January 2015), of which Article 2 defines harassment, Article 4, defines who shall make up the COMDE, and article 5 lays out the COMDE’s role and responsibilities in

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numbers 1-12. Also, In the Law to Strengthen Community Participation in Public Education (Ley de Fortalecimiento a la Educación Pública y La Participación Comunitaria, 25 Abril 2011) the role of the COMDE is addressed in Article 3, number 2, Article 6 defines who shall serve on the COMDE, Article 7 lists its functions, and Article 8 lays out how the COMDE will link its coordination to the regional District Council for Education Development (CODDE).

Asegurando held a capacity building workshop in Lago de Yojoa for COMDE directors (municipal directors) from San Pedro Sula, Choloma, La Ceiba, Tela and the Central District. Although the legal framework to establish the COMDEs was established in 2011, the committees were not functioning effectively in many municipalities. In some cases, the committee had elected its membership but had not begun to fulfill its duty as laid out in the 2011 legislation. The purpose of this workshop was to reactivate these committees, and draft a one-year work plan to include monitoring of SBV by recording incidents with information from the Councils for School Development (CED) that operate on the community level. The workshop was intended for 12 municipal directors, yet over 25 attended, representing municipalities outside Asegurando’s targeted areas. For example, directors from San Buena Ventura and Santa Ana saw the workshop as a vehicle to reactivate their committee and came to the Lago de Yojoa meeting to learn about SBV and plan how to monitor and measure its prevalence in schools within their geographical influence. In the workshop, participants worked with a MOE template for the annual work plan. Asegurando staff assisted municipal directors to complete this plan and assured each municipality had included SBV monitoring.

For Objective 3, Asegurando was the catalyst in the reactivation of the MTPVCE Roundtable that is now holding its monthly meetings and promoting coordination among key actors. Asegurando leads in the development and design of the Ministry of Education’s National Comprehensive Strategy for Prevention, Protection, Reduction, and Control of Violence in Schools (EPPRAVECEH), which will incorporate many of the practices and approaches that members of the MTPVCE have implemented in their work.

Related to Objective 4, the team finalized the strategy for delivering secondary prevention services (SPS) for youth identified through screening processes, and the implementation of the referral system designed under Objective I. Students receive in-school services in some cases while others will be referred to outside government and non-governmental agencies. After some research, Asegurando confirmed cognitive-behavioral therapy (CBT) as the main package of services to be offered in schools, and explored partnerships with groups such as Catholic Relief Services (CRS) and the National Autonomous University of Honduras because of their experience with this type of intervention. Asegurando plans to move forward and establish a coordination process with the CRS Youth Pathways Project to use CBT as part of its package of secondary prevention services. In addition to the reformulation of the activities, Asegurando, in coordination with USAID, confirmed the use of the Youth Services Eligibility Tool (YSET) to guide the process of identifying youth in need of these critical services at least for this year.

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Country Situation

In the wake of the November 2017 national presidential elections, a delay in election results and reported anomalies in the electoral process sparked a political and social crisis that seriously affected project activities. While the political crisis restricted the mobility of program staff and communication with the Government of Honduras (GOH), the situation calmed significantly by late January and the President-elect Juan Orlando Hernández was recognized by the international community. The United States Embassy in Honduras reaffirmed full and continual support to the Honduran government, and Asegurando remains in close communication with government officials.

As President Hernández began his second term, new personnel were named for many key government positions relevant to the project’s objectives. On January 31, 2018, Dr. Marcial Solis was appointed as Minister of Education, with Javier Menocal, Gloria Menjivar, and Erasmo Portillo as deputy secretaries. This turnover within the MOE highlighted the need for updated approaches and the establishment of new alliances. Throughout the quarter, Asegurando continued to develop its relationship with the MOE, adapting operationally to new personnel and to the Ministry’s overall strategy. Asegurando´s staff moved swiftly to introduce and promote the project agenda and successfully establish a working agenda with the new authorities. These efforts will be bolstered during events to formally launch the project in Tegucigalpa, San Pedro Sula and La Ceiba in April.

PROJECT OBJECTIVE I: IMPROVE SCHOOL ABILITY TO REDUCE SBV

Under Objective I, program highlights included the following activities, as laid out in the Year II Work Plan.

Objective I January February March Activity 1.1 CORE and SPECIALIZED packages of interventions developed/refined and delivered to schools. Task 1.1.1: Identify and map existing programs XX XX XX that meet the requirements for inclusion in the CORE and SPECIALIZED packages Task 1.1.2: Develop new / adapt existing XX XX training materials Task 1.1.3: Implement the TPD Program for XX XX school actors.

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Task 1.1.4: Provide technical assistance to XX XX schools to implement learning and ensure necessary technical foundations are in place to support it Activity 1.2 Referral system in schools (including teachers’ ability to identify risk behaviors) developed and implemented. Task 1.2.1: Mapping existing referral systems in XX schools and design of improved protocols and systems.

Asegurando moved forward with the selection and approval of 52 Cohort II schools that were added to the 14 selected in 2017 for a total of 66 intervention schools in Year 2. The Asegurando technical team continued the selection process that began in Q4, coordinating with multiple levels of the MOE and maintaining continual contact with USAID to understand priorities. A rigorous selection process to identify these 52 schools included: DO1 place-based strategy locations; areas of high violence and crime; and a strong willingness from school administrators to work on SBVP. Information was collected through site visits, The Asegurando team visits Cohort II in San Pedro Sula. Sharing project interviews with school goals often involves creative approaches and the use of free time to management, and educational promote the desired messages to students. authorities.

Schools were selected based on three primary filters: Located within or adjacent to communities defined as part of the place based strategy (PBS)2 and where the MOE intends to work on SBVP due to a decline in student performance, attendance, or

2 According to the US State Department / USAID approach for working in vulnerable urban areas in Honduras, the place-based strategy (PBS) is an empirically driven strategy for violence reduction through concentrated and well-coordinated efforts to enhance resilience in the most at-risk communities in the region.

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retention rates. Some high schools geographically located in zones outside of the PBS were included because they serve the student populations who live within the PBS communities: 1. Areas with high incidence of violence as measured through murders rates, crime rates, gang control, or other social challenges. 2. A strong commitment from school principals and educators to integrate SBVP into teaching practices and extracurricular activities, as a systemic approach to education. Asegurando submitted the proposed list of schools to USAID in January 2018 and received official approval on January 25, 2018. The distribution of the 52 Cohort II schools is as follows: 23 in Tegucigalpa, 13 in San Pedro Sula, 5 in Choloma, 6 in Tela, and 9 in La Ceiba. These schools, in addition to the 14 schools selected previously, will host Objective I activities in Year 2 of the project.

After official USAID approval, the technical team convened principals and assistant principals of the 66 schools to familiarize them with Asegurando and their important role within the project. Due to the high level of enthusiasm shown by directors at the meetings in February, participation expanded to include teachers and community leaders. The entire scope of the project was explained and discussed, and the project received the commitment required from directors, teachers, parents, and students. The project will build from these initial contact meetings to generate trust in schools and empower local educational administrators to address SBVP in the upcoming quarter.

In addition, the directors of each regional office conducted project introduction meetings with new officials at both government and non-governmental organizations, including the Municipal and District Level Education Directorate (Dirección Departamental Municipal and Distrital de Educación), Regional Training Centers of the General Directorate for Professional Development (DGDP), Community Police, GREAT, CONADEH, Specialized Services Module (Módulo de Atención Especial y Especializado ( MAIE), INAMI, USAID Implementing Partners Round Table (Mesa de Implementadores USAID), Municipal Prevention Committees (Comités Municipales de Prevención), and the municipalities in each of the five intervention cities.

Within the schools themselves a crucial component of participatory involvement is the Community School Committee (Comité de Convivencia Escolar). This committee brings together students, educators, parents and administration to address SBVP. Placing students at the core of the committee, strategies and activities to prevent violence are generated from students and parents and proposed to administration. In addition to the 14 committees from Cohort I, the Asegurando team helped establish and empower five new committees of Cohort II for the following schools: Monseñor Ernesto Fiallos No. 1, Republic of Guatemala, Instituto Hibueras, Miguel Andoni Fernández and Herman Herrera. In these five new schools, 72 people, including students, parents and teachers have established a community-based structures that develop activities to address school-based violence.

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Activity 1.1 CORE and SPECIALIZED packages of interventions developed/refined and delivered to schools.

Recreovias Asegurando identified Recreovias, a GOH-mandated monthly recreational activity that all government agencies are obliged to implement under the leadership of the National Directorate for Social Intervention (DINIS), as a platform to advance key Objective 1 strategies. More specifically, Recreovias will support the implementation of core package services including, but not limited to, improving school safety and management and promoting positive relationships. Recreovias will lead to one of Asegurando’s innovative approaches to mobilize communities toward the improvement of school facilities called “Brigada Escuela” (School Brigade) that will take place before the beginning of the next school year.

As the Recreovias activity represents the bulk of recreational activities in target schools, yet lacks a methodology and structure to promote violence prevention, the project is partnering with DINIS to transform Recreovias into a more effective and innovative vehicle to promote school and community cohesion that fosters safety awareness and learning.

Based on the meetings and planning that took place during the quarter, Asegurando will support DINIS to generate a methodology specifically focused on SBV for 66 schools through the development of guidelines, technical assistance, and the donation of art supplies and sporting equipment. DINIS will be responsible for monitoring the implementation of the methodology, which aims to increase integration and cohesion for students, parents and teachers.

CPTED As part of the strategy, the project identified the need to improve school safety in the surrounding areas by applying the Crime Prevention through Environmental Design (CPTED) methodology in close partnership with FHIS-IDECOAS. FHIS- IDECOAS regularly applies CPTED in the design of its social infrastructure interventions in vulnerable communities in Honduras. During the quarter, the project facilitated the first CPTED initiatives in La Ceiba together with FHIS- IDECOAS. The Departmental Directorate of Education in Atlántida, the Municipal and District Directorate of Education, Community Police (GREAT), and school authorities also participated.

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As part of this effort, the project conducted an exploratory inspection around the facilities in prioritized schools. The initiative identified blind spots, garbage accumulation points, and areas with low lighting that may affect the safety of students and teaching staff. In the city of La Ceiba, community actors also participated, including the Board of Trustees in the community of El Confite, representatives of the COMDE, representatives of the Municipality of La Ceiba Community Development Unit, and USAID funded initiative - Juntos en Acción por La Convivencia.

CPTED -Crime Prevention Through Environmental Design: IDECOAS FHIS, Departmental Direction of Education of Atlántida and School Authorities tour the facilities of the José Valentín Vasquez school in La Ceiba. As a part of the methodology, CPTED incorporates students’ opinion through a drawing workshop, in which students are encouraged to express themselves through art. Students from José Valentín Vasques school in La Ceiba show drawings of their ‘dream school.’ The children identified the need for playgrounds, better garbage management, flower boxes and trees to beautify the schools.

Students show drawings of their dream school from the CPTED

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Teacher Professional development As the target schools were identified, Asegurando began to develop the Objective 1 strategy, with a focus on the Teacher Professional Development Program, Teachers for Peace (Docentes por la Paz).

In February, the Asegurando team began to engage with the GOH’s National Program for Prevention, Rehabilitation, and Social Reinsertion (PNPRRS) to analyze 16 existing prevention methodologies and identify those that could be replicated in Asegurando´s participating schools. The project conducted an analysis to determine how these methodologies could respond directly to the needs identified in the school diagnostics that was begun in Year1.

With the addition of Gustavo Payan as the Senior School-Based Violence Prevention Advisor, the project made significant progress in analyzing existing evidence-based programs and methodologies to prevent school-based violence. The MOE participated actively in the identification of programs that have been implemented in Honduras.

Asegurando continued the development of the Teacher Professional Development Program (TPD) methodology through the revision and adaptation of relevant materials. Drawing from the Inter-Agency Network for Education in Emergencies (INEE), the project identified the Teachers in Crisis Context (TICC) Training Pack as a set of foundational materials that allow for contextualization, targeting specific school needs and educator competencies in conflict. In addition, a review of the national material on child protection was carried out to integrate the material in the methodology. UNICEF provided this information and delivered it directly to a meeting of Asegurando and MOE’s General Directorate for Professional Development. (DGDP) staff. Though a participatory process, Teachers interact during the professional development module that Asegurando has addresses School- Based Violence at the Regional Training Center of adopted and Tegucigalpa. The Training Module known as Docentes por la Paz is a collective effort, incorporating educators, school authorities and the contextualized the DGDP. many research components for Honduras.

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Asegurando met with DGDP and other education officials to formalize and consolidate the body of information and draft a work plan. Following this workshop, the DGDP assigned 12 technical staff from their Regional Training Centers to participate in the process. These facilitators will also be responsible for conducting the professional development sessions selected from each of the 66 participating schools.

Next, Asegurando and DGDP representatives participated in a workshop with the USAID/ EDC project, From Readers to Leaders (De Lectores a Líderes) and the Materials for Reading Project (Materiales de Lectura) to share curriculum points related to prevention in education so that each project used the same content and language within their curriculum design as it relates to prevention and specifically to violence prevention.

To finalize the curriculum, the Asegurando team worked continuously with DGDP staff over a one-week period to complete Module I while staff worked simultaneously with participating schools to identify teachers who fit the profile to participate in the professional development program. The project will launch this module with teachers in all the 66 schools in the upcoming quarter.

Activity 1.2 Referral system in schools (including educator’s ability to identify at-risk behaviors) developed and implemented.

In 2017, the Inter-American Development Bank (IDB), together with the Roundtable and the MOE, produced a guide on addressing violent situations within schools; “Guías y Herramientas Didácticas para la Implementación de los Comités de Convivencia Escolar / Protocolo Integral de Atención Educativa.” (Guides and Tools for the Implementation by Community School Committees/ Integrated Protocol for Education.) During this quarter, Asegurando began to review this material with the goal of integrating it into upcoming workshops and school activities.

Additionally, the project worked with the MOE to analyze the SBVP and examine the different referral components and create a plan to integrate components in referral systems. Asegurando led a workshop with 16 government organizations that participate in SBVP activities to see how they will fit into the referral systems.

PROJECT OBJECTIVE II: STRENGTHEN LOCAL NETWORKS THAT INCREASE SCHOOL SAFETY

Under Objective II, the project continued to consolidate relationships supportive of strengthening the school networks as described below.

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Objective II January February March Activity 2.1 Establishment of social asset network. Task 2.1.1 Map of network partners XX XX XX Task 2.1.2 Support key actors in the development of the XX XX XX network Task 2.1.3 Technical support to selected organizations to XX XX XX lead networks Activity 2.2 Capacity of network and network members to respond to schools’ needs increased. Task 2.2.1 Develop protocols for coordination and XX XX XX collaboration as a network and with the schools Task 2.2.2 Coordinate with MOE and other relevant entities XX XX XX to provide assistance to network actors Activity 2.3 Relationship between schools and communities strengthened. Task 2.3.1 Organize and host community/school events XX XX XX

Activity 2.1 Establishment of social asset network.

The context in which schools are located strongly influences the daily functioning and safety of the school community. In this quarter, Asegurando continued to identify the network partners that make up this environment through field visits. Staff also sent out an electronic form to community organizations to identify the location and nature of their work, and held workshops and consultations with key actors and service providers involved with SBVP. A second round of consultations was completed at the local, municipal, and national levels, as well as a meeting to map the SBVP initiatives of the organizations that make up the Roundtable for Violence Prevention in Educational Centers (Mesa Temática de Prevención de Round table in Tegucigalpa, sharing knowledge and political advocacy Violencia en Centros Escolar). that strengthens its visibility in government institutions.

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Subsequently, the collected information was compiled for publication on a digital platform, which is transferable to the MOE and other stakeholders. This stakeholder mapping directly connects with Objective 4 as it will establish the network of actors that will be integrated to the referral system.

Originally scheduled to be completed in March, the final product of the mapping will be delivered in April to include actors and activities at the municipal level. Findings from the mapping exercise have already yielded positive results such as the identification of the guide and protocols that will be used under Activity 1.2 (see section above).

In addition to mapping the network, Asegurando continued to build relationships among these network actors. Many of the identified actors are potential members of the Councils for School Development (CEDs), District Educational Development Councils (CODDEs), or municipal education councils (COMDEs). These are examples of comprehensive community participation that can contribute to the improvement of educational indicators—including school performance, retention rates, dropout rates, accessibility, and monitoring of SBV cases in each municipality—by bringing together different actors at the municipal, district, or school level.

The previous quarter, Asegurando worked with the MOE to launch regular monthly COMDE meetings in each of the five intervention cities. This work continued in this quarter through planning meetings with the MOE to outline the work of these groups for 2018, that will include the incorporation of school-based violence prevention indicators in the COMDES located in the areas where Asegurando is operating. The project held additional meetings separately with representatives from each COMDE, and conducted diagnostic visits to the CODDEs and CEDs.

2.2 Capacity of network and network members to respond to schools’ needs increased

Asegurando continued capacity-building activities with the COMDEs through workshops in each municipality to present the project and indicators and tools for monitoring the prevention of school-based violence. These workshops also included the dissemination of the technical guidelines of the strategy for the COMDE annual work plans. The annual work plans define the main interventions in each municipality to address all educational indicators, including those related to SBV. This will help to ensure the proper monitoring of SBV cases throughout the year.

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MOE designated technical liaisons from the central level to accompany Asegurando team members for the development of preventative community actions in each region. Technical coordination with the Dirección de Participación Comunitaria and the Sub-Dirección de Prevención y Rehabilitación Social continued at the national, departmental, and municipal level.

Activity 2.3 Relationship between schools and communities strengthened. Coordination continued with the Dirección de Participación Comunitaria and the Direcciones Municipales de Educación for the selection and formation of the Consejos de Desarrollo Escolar COMDE Workshop in El Lago de Yojoa. The project generates capacity (CEDs), which will serve as among municipal actors, presenting the project and indicators and tools crucial network leads throughout for monitoring the prevention of school-based violence. project objectives.

PROJECT OBJECTIVE III: INCREASE CAPACITY OF MOE AND SOCIAL PROTECTION ACTORS TO RESPOND TO SBV

Under Objective III, the project worked to enhance the MOE and other social protection actors’ capacity in SBVP. Progress in key areas is outlined in detail within the activities listed below.

Objective III January February March Activity 3.1 Capacity of MOE to develop, implement and monitor guidelines and protocols for SBV increased. Task 3.1.1: Assess existing guidelines and XX protocols in the MOE focused on the prevention of SBV Task 3.1.2: Provide technical assistance XX XX XX and support to MOE to develop and implement guidelines and protocols

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Activity 3.1 Capacity of MOE to develop, implement and monitor guidelines and protocols for SBV increased.

Asegurando has actively supported the MOE in drafting the first national strategy for school-based violence prevention – the National Comprehensive Strategy for Prevention, Protection, Reduction, and Control of Violence in Schools (EPPREVACEH). During this period, Asegurando commissioned a consultant to provide specialized technical assistance to the MOE’s three SBVP commissions to help design of the national strategy that will include clear guidance on SBVP and response protocols.

Asegurando conducted a desk review of an existing body of materials, including the Guía y Herramientas Didácticas para la Implementación de los Comités de Convivencia Escolar, Protocolo Integral de Atención Educativa en el Marco de la Ley contra el Acoso Escolar, and Guía Metodológica y Conceptual para la Prevención de Violencia Escolar—in order to effectively integrate lessons learned from their implementation into the strategy. During the review, the team paid special attention to the conceptual framework and protocols of the Law Against School Harassment.

Asegurando is an active participant in the Roundtable for Violence Prevention in Educational Centers, sharing knowledge and political advocacy that strengthens its visibility in government institutions. In this quarter, Asegurando facilitated meetings and workshops with these organizations. This engagement contributed to the information for the social asset network mapping process. The Roundtable also served as a platform to share progress and collect feedback for the development of the national strategy.

This quarter, 16 organizations participated in the Roundtable, including the Central District’s COMDE, the Red Coordinadora de Instituciones Privadas Pro las Niñas, Niños, Adolescentes, Jóvenes y sus Derechos (COIPRODEN), The Inter-American Development Bank (IDB), Plan International Honduras, Save the Children, UNICEF, Child Fund, Caritas, the Norwegian Council, Asociación Compartir, World Vision, Ciudad Mujer, Sindicato de Profesores de Honduras, Instituto Nacional de la Mujer (INAM) and the Dirección Departamental de Educación de Francisco Morazán. In the upcoming quarter, the focus will be on finalizing these products with the MOE and other relevant stakeholders.

Finally, Asegurando held various high-level meetings with both the former and the new Minister of Education, as well as with the office of the First Lady to ensure continued close partnership with the GOH and the MOE during the transition period. For example, Asegurando arranged a meeting between USAID Mission Director, the USAID Education Team Leader, the in-coming Minister of Education,

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the First Lady, and key project staff to solidify the partnership and identify key priorities.

PROJECT OBJECTIVE IV: LOWER RISK FACTORS AND ENHANCE PROTECTIVE FACTORS FOR STUDENTS THROUGH SPS

Asegurando worked closely with USAID to refine its approach to identifying and referring high-risk students, using the networks and resources developed in Objectives I-III this past quarter.

Objective IV January February March Activity 4.1 Package of secondary prevention models adapted, refined, and implemented in schools with targeted beneficiaries. Task 4.1.1: Selection, adaption and application XX XX of secondary prevention screening tools Activity 4.2 Implement referral systems for care and treatment services and establish feedback loops

Task 4.2.1: Implement referral systems. XX XX

During the reporting period, Asegurando incorporated approaches to Objective IV implementation re-defining the main sub-components as:

1. Secondary Prevention Services (SPS). Working within the education system to create and deliver a functional system of SPS within selected schools. 2. Referral Systems. Strengthen the educational community’s knowledge of relevant resources and referral mechanisms for SBV cases.

To institutionalize these activities and sustain the results over time, the model will implement secondary prevention services (SPS) only in select education centers, based on their capacity to house the services internally and integrate them into the school environment. A review of schools’ capacity to take on and manage SPS has been carried out. Additionally, all target schools will implement a referral system to identify and work with secondary prevention service providers outside the school. Implementation will begin in the third quarter of 2018.

Activity 4.1 Package of secondary prevention models adapted, refined, and implemented in schools with targeted beneficiaries.

After several discussions with USAID´s Education office and DO1 team, it was decided that Asegurando will apply the Youth Service Eligibility Tool (YSET) that Proponte Más is implementing in Honduras to identify high-risk youth in schools and

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define SPS eligibility of children and youth between the ages of 9 and 16. This group correlates well with Asegurando target age group.

Proponte Más will conduct a YSET workshop in April for Asegurando, DINAF, Child Prosecutor’s Office, National Police, MOE project staff. The content of the workshop will include an examination of the (1) eligibility profile, (2) the YSET tool and its application, and (3) a data analysis technique. Proponte Más support is part of DO1 project collaboration efforts. Subsequently, Asegurando’s team and partners will provide a YSET training to counselors and guidance departments in May to identify signs and symptoms that precede SPS the referral process.

Activity 4.2 Implement referral systems for care and treatment services and establish feedback loops. The project will support schools to establish referral systems for students with special needs that schools cannot address internally. The referral system will identify local partners through the Social Asset Map (objective II). Initial design of referral networks and mechanisms began during this quarter (as detailed under Objective I), with the aim of fostering convergence between the supply and demand of services available to school communities. Asegurando seeks to reinforce referral practices and actions that are currently implemented in some of the intervention schools. For example, in the Desarollo Juvenil school in Tegucigalpa, at-risk youth with substance abuse problems are referred to the Honduran Institute for the Prevention of Alcoholism, Drug Addiction and Drug Dependency (IHADFA) in Tegucigalpa. Under the premise of identifying existing referral systems, the project will collect experiences from different teachers in all schools of intervention, through exchanges and workshops.

IMPLEMENTATION CHALLENGES AND LESSONS LEARNED

Due to the increase and the complexity of program implementation activities and changes of the education authorities, it has been challenging to get the various educational bodies on the central and local levels to reach a consensus on agendas without affecting the educational dynamic and class schedules. While the Education Departments are decentralized entities with autonomy in planning, decision-making, and resource allocation, the Directorate General for Professional Development (DGDP) is a centralized unit that coordinates training at a national level and is not connected to departmental or district agendas. This disconnection and autonomy of entities generate conflict in the management of educational agendas and schools often feel overwhelmed by competing actions. To address the lack of coordination, Asegurando has aligned its interventions with the Central Educational Project (PEC) where schools establish their programmatic activities during the school year. Asegurando has also fostered good communication and working relations with other implementing partners, and meets periodically with them to align planning so that project activities do not compete with one another.

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Implementing standardized interventions (CORE packages) in a diverse group of schools is posing additional challenges to the implementation of activities. Each site has unique challenges, dynamics, and local culture, as well as different levels of institutional capacity at the community, municipal, and state level. Due to this diversity, it has been challenging to maintain a balance between the adaptation and standardization of program activities during the design and implementation of the project. The diversity of school environments requires customized interventions targeted for each particular school. Also, institutes such as the Instituto Hibueras with an average student population of 1,098 coming from all sectors of Comayagüela, lack the community base and sense of belonging to enable the intervention of activities such as the Recreovias that require very local community ownership. Also, due to the high number of people transiting through the school, school authorities and community members have limited control of the school enrollment. Schools with a higher number of students will require an intervention primarily focused in the school. In these cases, schools will become the base for community empowerment and integration whereas existing community structures such as CEDs will be less relevant.

MEL PLAN ADVANCEMENTS

Asegurando submitted a revised MEL plan to USAID in Q1. During the quarter, the M&E team continued working on the design and development of measurement tools and analyzing information to set appropriate targets while keeping in close contact with USAID. Several instruments were completed and the remaining will be submitted no later than June 9, 2018. This date has been set to assure the proper review and transfer of tools and key information based on context indicators and the completion of technical strategies that are under development (e.g. the gender and social inclusion are due to USAID in early May).

During this period, a pilot project for the implementation of the baseline for indicators 1 and 1.1. was conducted and the sampling distribution for selected students was calculated for each school, taking into consideration the following criteria:

 Confidence level: 95%  Standard error: 5%  Survey application in all schools in Cohorts I and II  Determination of the sample size of each stratum (School)  Random selection of two grades per school

The following table indicates the number of teachers, students, and parents to be surveyed per school. The baseline for these two indicators will be completed in April 2018.

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TABLE 1: Detail of students to be surveyed per school Student Wome Populatio Men Total Wome n School Men n (Sampl (Sampl n (Sampl (two e) e) e) grades) La Ceiba 2,875 2,927 5,802 1,115 1,182 2,297 Claudio Barrera 284 264 548 117 109 226 Gustavo Adolfo 17 13 30 14 11 25 Alvarez Martínez Jose V. Vásquez 69 77 146 31 35 66 La Ceiba 143 148 291 65 67 132 Manuel Bonilla 586 505 1,091 111 96 207 Marcio Rene Espinal 100 82 182 44 36 80 Cardona Marco Antonio 33 40 73 21 25 46 Ponce Marco H Fajardo, 71 184 255 33 86 120 Técnico Miguel Paz Barahona 76 59 135 35 27 62 Rafael Pineda Ponce 100 114 214 40 45 85 Ramon Montoya 75 72 147 48 46 94 Choloma 646 703 1,349 259 286 545 Éxitos de ANACH 79 71 150 31 28 59 José Trinidad 77 90 167 32 38 70 Cabañas La Fraternidad 68 102 170 29 43 72 Manuel Pagán 128 119 247 55 51 107 Lozano Marcia Carolina Gale 124 129 253 44 45 89 Oswaldo López 138 143 281 49 51 100 Arellano República de 32 49 81 19 29 49 Venezuela Municipio del 3,158 3,278 6,436 1,025 1,043 2,069 Distrito Central 15 de Septiembre 54 50 104 33 30 63 4 de Junio 77 109 186 33 47 80 Abelardo R. Fortín 393 501 894 91 116 207 Alejandro Alvarenga 55 51 106 34 32 66 Daniel Casco 58 51 109 29 25 54 Desarrollo Juvenil 35 29 64 23 19 41 Estado de Israel 85 75 160 39 34 73 Felipe de Borbón 117 92 209 52 41 92 Herman Herrera 59 55 114 29 27 55 Molina

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Hibueras 118 86 204 45 33 78 Instituto San José del 391 325 716 101 84 186 Pedregal Jaime Romero 166 181 347 73 80 153 Zuniga José María Casco 94 118 212 34 43 77 José Ramón Villeda 39 37 76 23 22 45 Morales Luis Pasteur 45 44 89 29 28 57 Miguel Andonie 114 130 244 48 54 102 Fernández Monseñor Ernesto 51 50 101 12 12 23 Fiallos No. 1 Rafael Pineda Ponce 256 289 545 44 50 94 Ramón Montoya 170 190 360 41 46 88 Cerrato Rep. Federal de 10 5 15 9 5 14 México República de 35 26 61 25 19 44 Guatemala Saul Zelaya Jiménez 219 292 511 72 96 168 Superación San 517 492 1,009 107 101 208 Francisco San Pedro Sula 2,598 2,563 5,161 753 740 1,493 Alex Edgardo Alaniz 112 135 247 40 49 89 Lagos Altagracia Sánchez 179 188 367 48 51 99 Carlos Alberto 72 88 160 28 35 63 Rivera Ramos Carlos Roberto 69 67 136 36 35 71 Flores Copantl 109 88 197 62 50 113 Fidelina Cerros 44 30 74 25 17 41 Jerónimo Sandoval 76 75 151 42 41 83 Sorto José Antonio Peraza 121 121 242 38 38 76 Jose Trinidad Reyes 655 626 1,281 104 99 203 Lempira 102 153 255 34 51 85 Modesto Rodas 92 68 160 45 34 79 Alvarado Padre Claret 193 162 355 30 25 54 Perfecto Hernández 161 170 331 42 44 86 Bobadilla Primero de Febrero 133 167 300 35 44 79

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Tecnológico de Administración de 359 292 651 104 85 188 Empresas (INTAE) Yankel Rosenthal 121 133 254 40 44 83 Tela 299 315 614 184 197 381 Antonio Jose Coello 35 40 75 21 24 46 Benjamín Munguía 38 35 73 27 25 52 John F. Kennedy 65 34 99 33 17 50 Lempira 15 25 40 11 18 29 Maestros Jubilados 33 40 73 20 24 44 Marco Aurelio Soto 26 46 72 16 28 44 Policarpo Bonilla 56 66 122 31 37 68 Triunfo de la Cruz 31 29 60 25 23 49 TOTAL 8,148 8,304 16,452 2,754 2,817 5,570

COLLABORATING, LEARNING, AND ADAPTATION (CLA)

The process of Collaboration, Learning and Adaptation (CLA) for the project began by identifying the main stakeholders and network partners in the local educational system. CLA involves collaborating and sharing lessons learned and best practices among those stakeholders, and ensuring that Asegurando and key partners, such as the MOE, and SPS providers, can adapt those lessons to their everyday activities.

During this reporting period, Asegurando made significant progress promoting CLA. The desk review for EPPREVACEH examined a number of violence prevention initiatives and protocols, including those implemented by the MOE, MTPVCE Roundtable, NGOs, churches, the Secretariat of Security, teacher representatives, and the Directorate for Children, Adolescents, and Families (DINAF). The best practices will be synthesized and incorporate into EPPREVACEH.

ICT During the reporting period, an Information and Communication Technologies (ICT) expert conducted an assignment to determine the potential digital and ICT methods that can improve the project’s implementation. Exploratory activities carried out in March with the Asegurando team and different units of the MOE and other stakeholders identified opportunities, possible user roles, and concrete action plans with initial ICT proposals. Actors that participated in the analysis process included: The Sub-directorate of Community Participation; General Sub-directorate for Education for Prevention and Social Rehabilitation; and the Regional Center of Permanent Teacher Training. USINIEH, The Unit of the National Educational Information System of Honduras working in four schools of intervention to address the needs and possible technological solutions that could streamline MOE´s and USAID/Honduras School-Based Violence Prevention Activity Quarterly Report – FY2018 Q2 24

Asegurando’s implementation. As a result, 15 possible applications to address the needs of the different instances were identified, including electronic platforms such as an interactive kit to share all content developed for social media, email, WhatsApp, video, images and digital contents such as, Infographics, DOCX, PDF, etc. (Reference: http://getpinry.com), for the communications unit, as well as a training in Digital Strategy for SEDUC, using tools for Social Media Listening and newsfeeds (RSS) collectors. (Reference: https://mention.com/en/for-schools/, https://www.google.com/alerts.) Among other potential opportunities and actions, the expert identified the need for support in a dashboard of automated information for the visualization of data from the tests carried out with the YSET (Objective 4). The expert also proposed linking the map of local actors with the educational centers, in such a way to strengthen the school support network and improve the teacher professional development through technology.

INTEGRATION OF CROSSCUTTING ISSUES AND USAID FORWARD PRIORITIES

Gender and Social Inclusion

USAID provided feedback on the gender analysis submitted as part of initial project deliverables in June 2017. Asegurando submitted its revised Gender and Social Inclusion (GSI) Analysis on February 18, 2018. Approval of the document from then- Acting USAID COR Ana Carolina Rubi was issued on March 6, 2018.

The updated document lays the foundation for the development of a comprehensive gender strategy. Recommendations coming out of the analysis look at targeted ways in which gender and inclusion can be integrated as a crosscutting issue across the project’s overall approach, with a focus on ensuring these topics are part of pre- service and in-service teacher development programs, referral services, and school protocols and norms for prevention and response. Critical takeaways from the Gender and Inclusion Analysis that Asegurando should include but not limited to:

1. Gender and social inclusion have not been integrated into professional development programs. 2. The majority of teachers and school directors is female. 3. Programs that integrate gender tend to focus on women and girls while work on masculinities is only just emerging in Honduras. 4. Gender-based violence (GBV) is widespread and often considered acceptable. 5. Materials on gender, diversity, and related topics have been developed and piloted by NGOs, yet they have not been released by the MOE. 6. Several fora exist that are addressing violence but it is unclear if they are addressing the dimensions associated with gender and social inclusion.

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7. There is a dearth of official data, including sex-disaggregated data and data on specific populations such as LGBTI people.

This revised version of the GIS Analysis was largely developed by Gender and Social Inclusion Specialist Mary Ellen Duke, who compiled secondary data, reviewed data previously collected by the project, and conducted key informant interviews and focus group discussions. International consultant Jill Meeks is scheduled to arrive in Honduras in early April to develop the GIS strategy, conduct a half-day GIS workshop to Asegurando staff, and participate in key sessions of the USAID Education in Crisis and Conflict (EICC) training. To respond to the holistic vision for gender and inclusion, Asegurando will assign a staff person to oversee project activities in this area next quarter.

Finally, Senior Technical Adviser Gustavo Payan collaborated with Mariella Ruiz- Rodriguez, USAID Education Team Leader, and technical staff from the EDC From Readers to Leaders (De Lectores a Lideres) project, in the preparation of a Round Table presentation for the Comparative and International Education Society (CIES) Conference held in March 2018. The Round Table highlighted the coordination and collaboration between the two implementing partners with an emphasis on gender and teacher professional development.

Sustainability Mechanism

Asegurando seeks the sustainability of its interventions by: i) fostering alliances with the public and private sector, ii) promoting policy, iii) institutionalizing project actions, and iv) generating local capacity of partners. Specifically, the project is collaborating not only with the Ministry of Education but with other actors in both the public and private sector who are either working on violence prevention or providing services that will ultimately benefit the quality of education. For example, the project is establishing alliances with municipalities for the establishment of permanent offices for COMDEs and seeking to improve the curricula of Recreovias so that the methodology contains a violence prevention component.

Through the development of the EPPREVACEH, Asegurando is supporting the establishment of a national violence prevention framework in the education sector, which will help ensure effective institutional support for school-level implementation. Additionally, the implementation of the TPD Program through the Regional Training Centers aims to institutionalize a SBVP curriculum and in turn, increase teachers’ capacity to identify, address and respond to SBV, not only in Asegurando’s intervention schools, but throughout the national education system. Finally, through a grants mechanism, Asegurando will strengthen the capacity of local partners in violence prevention through the provision of tools for effective management.

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Environmental Compliance

Asegurando submitted the supplemental section on the Environmental Mitigation and Monitoring Plan (EMMP) Analysis on February 1, 2018 and final approval of the EMMP was granted on February 9, 2018. With the approved EMMP, Asegurando will ensure environmental compliance in its activities through the proper planning of its grants. Additionally, to ensure the adherence to environmental standards, Asegurando project staff participated in USAID’s Environmental Compliance Workshop held in Lago de Yojoa from February 12-16, 2018. As there is no environmental specialist within Asegurando, the project also coordinates certain actions with the Environmental Specialist from GEMA in order to maximize resources.

Public Private Partnership (PPP) Reports

The establishment of private-public partnerships is a priority for the project in 2018. Under USAID Office of Education’s leadership, various implementers participated in a series of gatherings on the topic, beginning with an initial call that took place on February 28, 2018. USAID will work directly with the private sector, showcasing the Education portfolio and the different areas of opportunity in which the private sector can invest. After the first meeting, Asegurando committed to providing a PPP strategy that would outline project plans to engage with the private sector. Subsequently, Director of Technical Operations David Medina met with USAID Director of Education Mariella Ruiz to exchange ideas on the creation of the strategy.

On March 16, 2018, Asegurando presented the PPP strategy to the other USAID IPs, which is summarized in the following stages: • Identify of needs by school and by implementer. • Create a list of potential partner companies. • Conduct due diligence process with the identified companies. • Hold events with companies to share the needs of the USAID Education office. • Carry out field visits to intervention schools with private sector representatives. • Produce a communication campaign to generate key messages and work with the private sector, showing education as an investment priority to improve the security and economic stability of the country. • Follow-up to the establishment of strategic alliances.

The strategy was approved by both USAID and other implementers, resulting in the development of a work plan that Asegurando is now leading. During this quarter, Asegurando identified needs in the intervention schools, prioritizing actions that can be taken by the private sector. One example is the construction of safer bathrooms in the Jaime Romero Zuniga School, located in the Alto de Los Pinos community in Tegucigalpa. To date, Asegurando has negotiated a donation of to move the

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bathrooms to a more secure location, which will be carried out next quarter once due diligence processes have been completed.

Asegurando will hire a consultant to support the establishment of future PPP partnerships under the supervision of the Director of Technical Operations.

MANAGEMENT AND ADMINISTRATIVE ISSUES

This quarter DAI completed the hiring and onboarding of a new Chief of Party Craig Davis. Craig has worked with several USAID funded projects in Africa, Middle East, and South Asia. His managerial and operational experience will help ensure strong project implementation and coordination. Similarly, Asegurando gained approval for Gustavo Payan as Senior Technical Advisor. Mr. Payan, who will also serve as Technical Deputy Chief of Party, will move to Honduras during the next quarter.

Additionally, in February three home office experts visited Honduras to support the project. Senior Procurement Specialist Bianca Verrilli helped the team draft a procurement plan. Senior Contracts Manager Michelle Gibboney trained the team on DAI’s grants regulations and processes. And Senior Business Systems Analyst and TAMIS administrator Neil Enett customized both technical and grants modules in TAMIS to ensure a more efficient documentation of project activities.

In February, the project obtained the resolution for ISV (sales tax) exoneration, an initial requirement for moving forward with the exoneration process. The Finance team is taking the necessary steps to ensure completion of the exoneration, including the hiring of a legal firm to help with the required documentation and legal process.

In human resources, the team continued reviewing staffing needs and team structure changes to support the new project strategy and increased volume of activities. A new organizational chart to reflect these changes and project needs is being updated.

PLANNED ACTIVITIES FOR NEXT QUARTER INCLUDING UPCOMING EVENTS

Asegurando will launch the project in Tegucigalpa, San Pedro Sula, La Ceiba, and Choloma in the next quarter. The completion of the Gender and Social Inclusion Strategy will strengthen the project’s technical approaches to tackle gender based violence and discrimination,

In addition, the following activities are planned by Objective.

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OBJECTIVE I The TPD program training will begin in April 2018 with the rollout of Module 1 to 150 teachers from 66 schools. Three educators from each school will attend the two-day workshop and they will be responsible for the professional development of their colleagues. Module I addresses school-based violence by recognizing the crucial role and responsibility teachers have in preventing violence. First, teachers and counselors are encouraged to openly discuss violent incidents in school. Often educators remain silent when an incident occurs if they know or suspect it to be gang related. Then, Asegurando staff and MOE pedagogical experts help teachers to analyze their situation and generate tailored proposals that will help defuse tensions and manage conflict in the classroom and on school premises before it becomes violent. The module includes a session for the three teachers from each school to plan the professional development in their school that includes content delivery and logistics.

The professional development program will be strengthened with the incorporation of Doorways Modules.3 In addition, activities will begin directly with students, including the launch of Recreovias and the CPTED methodology in selected schools. Additional Community Fairs for Peace Building will be conducted to continue to integrate parents and the community in SBVPA.

Training and support to schools in strengthening referral protocols and procedures will also begin in the next quarter, after the revision, and adaptation of protocols is completed. As part of these activities, a workshop is planned with central MOE officials, followed by workshops at the departmental and municipal level and the introduction of these guides and protocols in each of the 66 schools.

Further, Asegurando will begin the process of delivering social-emotional learning (SEL) and psycho-social support (PSS) activities for students of the 66 target schools and the contextualization of the Doorways program to tackle school-related gender- based violence.

OBJECTIVE II Asegurando will continue to strengthen the capacity of the COMDE and the Education Development Committees (CED) through a process of training and empowerment that leads to the implementation of school projects on the prevention of violence. Top priorities include the integration of the COMDEs with the Roundtables for Violence Prevention in each of the five municipalities, piloting the first open council meetings that will focus on the prevention of school-based violence and training activities through GREAT in alliance with the Community Police and the Transit Police.

OBJECTIVE III Asegurando will convene a workshop with officials from the MOE, the Secretariat of Security, and other governmental and non-governmental organizations to prepare

3 https://www.usaid.gov/documents/1865/doorways-training-manual-school-related-gender-based- violence-prevention-and-response. USAID/Honduras School-Based Violence Prevention Activity Quarterly Report – FY2018 Q2 29

the action plan for the dissemination of the Strategy for Prevention, Protection, Reduction, and Control of Violence in Schools (EPPREVACEH). Subsequently, the project plans to collaborate on the introduction of EPPEVACEH with the education authorities and municipalities in each of the five intervention cities and conferences to integrate the protocols and guidelines with officials from the MOE and in partnership with the directors, teachers, students, and parents of the selected schools.

OBJECTIVE IV The scheduled training with the MOE, DINAF, National Police, and Asegurando project staff on the YSET Eligibility Tool to identify youth for secondary prevention services in the schools will position the project well to implement referral system activities in the upcoming quarter. Key planned activities to operationalize outcomes from this workshop include:  A SPS introduction workshop with the counselors and guidance departments from the 16 secondary educational centers where they will begin to implement secondary prevention actions.  Empowerment of the MOE and teachers in the use of YSET, followed by the rollout of the tool in schools.  Campaigns to familiarize directors, teachers, and parents on the subsequent referral process of eligible students to service institutions, beginning to use the network for referrals and attention to school-based violence.  Sharing of lessons learned between the counselors and guidance departments of the schools that already have experience with crisis care to generate guidelines and action criteria that can be rolled out to the remaining schools.

HOW IMPLEMENTING PARTNER ADDRESSED A/COR COMMENTS FROM THE LAST QUARTERLY OR SEMI-ANNUAL REPORT

Asegurando la Educación has taken several steps to address COR comments on the last quarterly report. As part of this, the project has developed the current structure for development and submission of quarterly materials, laid out as per the key areas required within the Asegurando contract. Each objective and its core tasks and objectives are clearly laid out and addressed in each section of the report. In addition, concerns about need for clarity of technical vision has been refined for the overall project strategy. The project’s consolidated approach is reflected in this and the forthcoming quarterly report.

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ANNEX A: OBJECTIVE 4 DESIGN

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ANNEX B: FINANCIAL MANAGEMENT

Current Quarter Expenditures Next Quarter Projections Remaining

Expended to July 2018 – Line Item Contract Total Remaining Jan Feb Mar FY18/Q2 Apr May Jun FY18/Q3 Date (3/31/18) Feb 2022 Salary and

Wages Fringe

Benefits Overhead

Travel

Allowances

ODCs

Procurement

Subcontracts - Grants

TEC

Indirect Costs

Fixed Fee TEC +

Fixed Fee

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BUDGET SUMMARY Avg Local Currency Exchange Rate Approved Budget Expended - inception through March 2018 Forecast Q3 FY18 Average Monthly Burn Rate Since Inception Average Monthly Burn Rate for Q2 FY2018 Projected Average Monthly Burn Rate for Q3 FY 2018 Required monthly burn rate to exhaust ceiling – July 2018 to Feb 2022

Variance Analysis Although DAI was able to provide USAID with highly refined and ambitious projections for this quarter in the last quarterly report, there is a variance to report on between planned versus actual expenses in Q2 of FY2018. The project Work Plan for Year II includes a budget for the period January – September 2018; as a result, the planned monthly burn rate for that period was . In the reported quarter, the project spent for an average actual monthly burn rate of , representing percent of the target rate.

The main reason for this discrepancy is the launch of the project’s grants mechanism, which is currently behind schedule. The projections in Q2 included an in-kind grant for the Ministry of Education (MOE) of about , focused on supporting the MOE in improving its capacities to sustain and improve a Training of Trainers (TOT) permanent teacher training program, organize the Committees of School Coexistence in the intervention schools, and support the work of the MOE educational units to activate and support the Municipal Education Committees (COMDEs). If the grant had been approved and disbursed in Q2, the actual burn rate would have increased to , which would have exceeded the target burn rate. The grant component is expected to be operational in Q3 of FY2018.

Cost Savings DAI continued this quarter to realize cost savings related to our shared project platform in Honduras, where four USAID-funded projects share office space, security services, office cleaning and maintenance, and other routine expenses, reducing the costs to the US government by consolidating these expenses. Asegurando will continue to monitor the financial impact of cost-sharing going forward and will collaborate with other DAI projects to reduce costs to the US government wherever possible.

Improving Project Technical and Financial Performance The project has implemented the Teamwork online tool to improve technical and financial performance. This management tool allows project management to improve teamwork within the project; track completion of the important technical tasks that impact project

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technical and financial outputs; identify delays and their causes; and implement additional actions to overcome obstacles. The project expects to significantly improve both technical and financial performance in Q3.

Required data on program costs and ingredients technical and financial performance

This quarter, the project accounting team continued the work of classifying all project expenditures according to USAID/Education Cost Capturing guidance per the categories established for the project. The total expenditures to date for each category are summarized below.

Total Spent to Date by Task* Task Total Spent through March 2018 101 – Management and Operations 102 – Monitoring & Evaluation 201 – Teacher Training 202 – Training Development 203 – Training Implement 301 – Policy and Capacity Development 302 – Host Government Capacity/Policy 401 – Parents and Community Involvement: Development 402 - Parents and Community Involvement: Implementation 501 – Safe Schools and Infrastructure 502 – Safe Schools and Infrastructure: Development 503 – Safe Schools and Infrastructure: Implementation *Please note that the figures in the table above reflect unburdened project costs

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