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Education for Children and Youth Project Final Report

January 2nd, 2013 – December 31st, 2020

Submission Date: November 2020

Agreement Number: 519-A-13-0000-1 Project Start and End Dates: January 2nd, 2013 to December 31st, 2020 COR: Héctor Mátal

Presented by:

Fundación para la Educación Integral Salvadoreña (FEDISAL). Avenida Manuel Gallardo. Calle el Boquerón |Santa Tecla, La Libertad. Tel: 2523-9800

This document was produced for review by the United States Agency for International Development - El Salvador Mission (USAID/El Salvador).

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Table of Contents

Table of Contents ...... 2 List of Tables ...... 4 List of Figures ...... 5 List of Images...... 5 Acronyms ...... 6 Introduction ...... 7 I. Working Situation ...... 8 II. Generalities ...... 10 III. Work Areas ...... 11 3.1 Full Time Inclusive School (FTIS) Approach...... 11 3.2 UNICEF Safe School Approach...... 12 3.3 Gender Equity and Inclusive Approach...... 12 3.4 Focus on Science, Technology and Innovation ...... 13 IV. Intervention Model ...... 13 4.1 Objective 1: Improve educational outcomes of basic education students ...... 14 4.2 Objective 2: Increase Access to Educational Opportunities for Out-of-School Youth (OSY)...... 21 4.3 Objective 3: Purchase and Distribute School Supplies to Schools Damaged by Hurricane Ida...... 23 4.4 Objective 4: Set up a Rapid Respond Fund in Response to Natural Disasters...23 V. Main Results...... 23 5.1 Objective 1: Significantly Improve Learning of Basic Education Students ...... 23 5.1.1 Result 1A: Expand the Full Time Inclusive School (FTIS) approach to approximately 770 selected lower secondary schools to enhance academic achievement and increase ninth-grade completion, benefiting at least 157,000 students...... 33 5.1.2 Result 1B: Strengthen safe learning environment program to reduce violence at 770 schools in high-risk municipalities ...... 35 5.1.3 Result 1C: Provide incentives and scholarship to 40% of the intervened students ...... 38 5.1.4 Result 1D Develop a monitoring system to track the project activities .... 40 5.2 Objective 2: Increase access to educational opportunities for out of school youth (OSY) ...... 61 5.2.1 Result 2A: At least 21,677 out-of-school youth in the 25 targeted municipalities and their surroundings receive support to encourage them to return to school and/or complete a secondary education diploma...... 65 5.2.2 Result 2B: At least 21, 677 out-of-school youth in 25 municipalities receive community skills training to prepare for the local job market ...... 65 3

5.2.3 Result 2C: Innovative incentives/scholarships are provided to at least 21, 677 out of school youth from 25 selected municipalities and their surroundings to reduce economic hardship and allow more equal participation in educational opportunities...... 66 5.3 Objective 3: Purchase and distribute educational materials to 7 schools damaged by Hurricane Ida...... 72 5.3.1 Result 3A. Materials and equipment were purchased for damaged schools ...... 72 5.4 Objective 4: Set up a Rapid Response Fund ...... 73 VI. Key Indicator Results...... 73 6.1 Educational Indicator Results...... 74 Annex A: Summary of Indicator Progress ...... 82 Annex B. Videos produced and shared by ECYP (2013-2020) ...... 88 Annex C. Two scenarios of the Integrated Flexible Modality, Flexible Modality Reengineering ...... 89

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List of Tables Table 1. Strategic component of the intervention model ...... 14 Table 2. Intervention model components ...... 14 Table 3. Interventions implemented by proposal, educational levels, benefitted population, and implementing partners ...... 15 Table 4. Intervention delivery methods ...... 19 Table 5. Strategic proposal and interventions of technical assistance in the classroom ...... 20 Table 6. Strategic proposal and interventions of technical assistance in school management ...... 20 Table 7. Strategic proposal and interventions of technical assistance for schools ...... 21 Table 8. Strategic proposal and interventions of product and service delivery ...... 21 Table 9. Service lines and incentives of the Integral Training Program ...... 22 Table 10. Number of schools by department and municipality ...... 23 Table 11. Schools intervened by cohort, and year ...... 25 Table 12. Number of school per cohort by department and municipality...... 25 Table 13. Number of schools by educational level per cohort ...... 26 Table 14. Number of benefitted students per year by cohort*...... 27 Table 15. Number of intervened schools in PESS-focused municipalities ...... 27 Table 16. Number of schools intervened per year by cohort in PESS municipalities – Phase 1 ...... 27 Table 17. Number of schools intervened per year by cohort in PESS municipalities – Phase II ...... 28 Table 18. Number of schools intervened per year by cohort in PESS municipalities – Phase III .....28 Table 19. Number of participants per strengthening session*...... 28 Table 20. Number of participants strengthened per year ...... 29 Table 21. Number of strengthened participants by proposal and component ...... 29 Table 22. Number of participants per year by proposal/component* ...... 30 Table 23. Resources and materials delivered per cohort or component ...... 30 Table 24. Number of students benefitted through incentives and scholarships per year by cohort* .38 Table 25. Number of benefitted male students per year by cohort ...... 38 Table 26. Number of benefitted female students per year by cohort ...... 38 Table 27. Number of students supported by categories per cohort ...... 39 Table 28. Number of students benefited per incentive and scholarship interventions ...... 39 Table 29. Project publications ...... 40 Table 30. Programs transmitted live via Facebook Live ...... 41 Table 31. A summary of some studies and articles published...... 42 Table 32. Cohort 1 schools...... 45 Table 33. Number of school per department and municipality ...... 45 Table 34. Educational indicators of Cohort 1 schools ...... 47 Table 35. Cohort 2 Schools ...... 47 Table 36. Number of Cohort 2 schools per department and municipality ...... 48 Table 37. Educational indicators at Cohort 2 schools ...... 50 Table 38. Number of Cohort 3 schools ...... 51 Table 39. Number of Cohort 3 schools per department and municipality ...... 51 Table 40. Educational indicators at Cohort 3 schools ...... 53 Table 41. Cohort 4 Schools ...... 54 Table 42. Number of Cohort 4 schools per department and municipality ...... 54 Table 43. Educational indicators in Cohort 4 schools ...... 56 Table 44. Number of Components 4-6 schools ...... 57 Table 45. Number of Components 4-6 schools per department and municipality...... 57 5

Table 46. Educational indicators of Components 4 – 6 schools ...... 59 Table 47. Number of new schools...... 60 Table 48. Number of new schools by department and municipality ...... 60 Table 49. Number of OSY intervened per year by gender...... 62 Table 50. Municipalities benefitted ...... 62 Table 51. Number of benefitted OSY from PESS-focused municipalities per year by gender ...... 64 Table 52. Number of OSY completed at least 85% training in vocational and/or life skills per year by gender ...... 66 Table 53. Number of beneficiaries of the educational innovations...... 67 Table 54. Schools equipped by ECYP...... 72 Table 55. Amount of money spent by category per school ...... 72 Table 56. Resources and costs donated to José María Peralta Lagos ...... 73

List of Figures Figure 1. Lower-secondary enrollment in Cohort 1 schools ...... 46 Figure 2. Percentage of dropouts in lower-secondary and ninth grade in cohort 1 schools ...... 46 Figure 3. Passing-grade rate in lower secondary and ninth grade completion at Cohort 1 schools ...47 Figure 4. Lower-secondary enrollment in Cohort 2 schools ...... 49 Figure 5. Lower-secondary and ninth-grade dropout at Cohort 2 schools ...... 49 Figure 6. Passing-grade rate of lower-secondary and ninth-grade completion in Cohort 2 schools ..50 Figure 7. Lower-secondary enrollment in Cohort 3 schools ...... 52 Figure 8. Lower-secondary and ninth-grade dropout in Cohort 3 schools...... 52 Figure 9. Passing-grade rate in lower secondary and ninth grade completion in Cohort 3...... 53 Figure 10. Lower-secondary enrollment in Cohort 4 schools ...... 55 Figure 11. Lower-secondary and ninth-grade dropout rate in Cohort 4 schools ...... 55 Figure 12. Passing-grade rate in lower secondary and ninth grade at Cohort 4 schools ...... 56 Figure 13. Enrollment in Components 4-6 schools ...... 58 Figure 14. Upper.-primary dropout in Components 4 – 6 schools...... 58 Figure 15. Upper-primary passing grade rate at Components 4 – 6 schools ...... 59 Figure 16. Enrollment in 2019* ...... 61 Figure 17. Attendance by training area...... 70 Figure 18. Number of students who completed the job training program or not per municipality....71 Figure 19. Number of students who completed the life skills program or not per municipality ...... 71

List of Images Image 1. Interventions implemented ...... 17 Image 2. Geographical location of the municipalities of Cohort 1 schools ...... 45 Image 3. Geographical location of the municipalities of Cohort 2 schools ...... 48 Image 4. Geographical location of the municipalities of Cohort 3 schools ...... 51 Image 5. Geographical location of the municipalities of Cohort 4 schools ...... 54 Image 6. Geographical location of the municipalities of Components 4-6 schools ...... 57 Image 7. Geographical location of the municipalities of new schools ...... 60 Image 8. Coverage map of the support for OSY intervention ...... 64

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Acronyms

AGAPE AGAPE Association of El Salvador AIS Salesian Institution Association DDE Departmental Direction of Education DNEJA National Directorate of Education for Youth and Adults ECYP Education for Children and Youth Project FTIS Full Time Inclusive School Approach in El Salvador FEDISAL Foundation for Integral Education in El Salvador FUNPRES Pro Education Foundation of El Salvador FUSALMO Salvador de Mundo Foundation MINEDUCYT Ministry of Education, Science and Technology OSY Out-of-School Youth PESE Plan El Salvador Educado PESS Plan El Salvador Seguro UCA Central American University José Simeón Cañas USAID United States Agency for International Development UNICEF United Nations Children's Fund USG Government of the United States

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Introduction

This document is the final report of the Education for Children and Youth Project/ECYP financed by the Agency for International Development Cooperation/USAID in the framework of the bilateral cooperation agreement between the Government of El Salvador and the Government of the United States. The Project was under the "Partnership for Growth" strategy to support the Ministry of Education, Science and Technology/MINEDUCYT in its work to provide quality educational opportunities for children and youth in vulnerable and risk situations.

The Project was led by the Foundation for Integral Education in El Salvador /FEDISAL and its six partners specialized in working with Salvadoran children and youth: Family Health International, Pro Education Foundation of El Salvador, Salvador del Mundo Foundation, Salesian Institution Association, AGAPE Association of El Salvador and Don Bosco University. ECYP was executed for eight consecutive years from January 2013 to December 2020.

This report highlights the main contributions of the Project to the Ministry of Education through providing technical assistance and support to the student population inside and outside the regular educational system, as well as to different key stakeholders involved in the beneficiary population´s education.

This report consists of the following sections:

Section I details the educational situation before and during the Project execution.

Section II describes the Project´s scope and evolution.

Section III presents ECYP´s contribution through the intervention model designed to work with the different beneficiary populations, including the strategic actions developed additionally to contribute to the national educational strategy: Full Time Inclusive School; Safe School; Gender Equity and Inclusiveness; and Science, Technology and Innovation.

Section IV extensively describes the Intervention Model implemented for the sustainable improvement of the educational results of students in Basic Education and the increase in access to educational opportunities for out-of-school youth and the acquisition and distribution of school supplies to schools damaged by Hurricane Ida.

Section V reports the main quantitative and qualitative results (achievements) that ECYP obtained.

Section VI refers to the various goals met by the Project in the various mandatory outcome indicators approved by USAID as part of the Project's scope.

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I. Working Situation

ECYP was aimed at supporting MINEDUCYT in implementing the national educational plans from 2013 to 2020: "Plan Social Educativo" (June 2009), Plan El Salvador Educado (June 2014) and the Education Section of Plan Cuscatlán (June 2019). Specifically, ECYP supported the expansion of the Integrated System of Full Time Inclusive Schools by increasing the access of young people to educational opportunities at the national level and improving their educational results.

Between 2006 and 2009, MINEDUCYT carried out initiatives to introduce the first inclusive schools to attend to students with special needs within the "Let's Go to School framework of the Plan Social Educativo. Until 2012, MINEDUCYT continued expanding the inclusive schools approach and created the Deputy Directorate of the Integrated System of Full Time Inclusive Schools (FTIS), which was later dissolved. Later on, the FTIS approach was framed in the government program "El Salvador Adelante" from 2014 to 2019. The FTIS Integrated System was developed as a response to such problems as inequity in access, low quality of education, structural and territorial imbalance between the demand and supply of basic education, and the lack of a clear strategy in school organization and management,

In its contribution to the FTIS, ECYP supported the development of the pedagogical model of inclusive schools and provided guidance in training children and young people. ECYP focused on eliminating access barriers, promoting students´ retention, and developing youth´s life competencies. According to MINEDUCYT, by 2015, the integrated system existed in 62 municipalities of the 14 departments of the country, with a total of 1,623 schools with 14,498 teachers and 417,333 students.

ECYP was also designed and executed within the USAID national development framework, related to Goal 10 of the Partnership for Growth Program and Goal 3 of the Education Strategy. Within the Partnership for Growth framework, education is positioned to reduce citizen insecurity and improve opportunities for in and out of school youth in specific high-risk municipalities. Likewise, USAID's Education Strategy through ECYP has sought to increase equitable access to education for youth living in crisis and conflict environments.

In 2014, the El Salvador Seguro Plan/PESS was formed, and ECYP supported this plan enthusiastically. In fact, the work lines of work defined for Results 1 and 5 of PESS (see below) aligned with ECYP´s objectives and results.

PESS prioritized actions in 50 municipalities according to their high indexes of violence and criminality “to reduce the number of children, adolescents, and youth that do not study or work in the selected municipalities". It included actions such as improving the quality of education, infrastructure, and expanding the coverage of the National Plan for Prevention and Safety in Schools (PLANPREVES). Simultaneously, the plan sought to "expand the coverage of the Full Time Inclusive School Program". ECYP´s contribution to PESS began in the last quarter of 2015 in the municipality of Ciudad Delgado and gradually increased its support in other territories during the opening and expansion of the PESS phases defined by the Government.

As a result of these actions developed jointly by various actors (government, international cooperation, NGOs, private enterprises), progress was reported in a total of 765 schools in the 50 prioritized municipalities, and agreements were signed with the National Civil Police (PNC) to provide school and perimeter security.

MINEDUCYT reported the return to the formal system of a total of 4,715 children, adolescents and youth who had dropped out for various reasons by 2016. By 2017, the figure rose to 22,152 in 176 9 schools in 26 municipalities prioritized in PESS. In 2016, in the 50 municipalities prioritized in PESS, MINEDUCYT reported a total enrollment of 217,685 (231,016 in 2015) in the upper-secondary school level and a dropout rate of 6.9% (5.8% in 2015). The dropout rate at public schools was 6.8% in 2015 and 7.7% in 2016.

Another aspect that has characterized the educational setting was the formation of the National Council of Education in May 2015, which conducted a diagnosis and technical analysis of the national education system. The Plan El Salvador Educado (PESE) was created to address problems such as exclusion, inequality, and learning in a context of violence. In this sense, six challenges were defined within the plan, and ECYP worked on Challenges 1, 2 and 4: 1. Violence-free and prevention-focus schools; 2) Quality teachers; and 4) Universal twelve-grade schooling.

The National Council of Education (2018)1 reported that 149,837 individuals from 349 schools received training in coexistence skills. Within this framework, ECYP also contributed significantly to the training of teachers, principals, and students in topics such as school bullying prevention and support inclusion, creative conflict response, and promotion of healthy interpersonal relationships.

As of June 2019, the new government presented the Cuscatlán Plan in which one of its work areas is Education. This Education section defines three key strategies: Regionalization, National Educational Map and Educational Construction and Development. Some flagship programs to be executed are the Birth-Growth Project, My New School, and the Dalton Project.

At present, as a result of the international emergency of the COVID-19 pandemic, the Ministry of Education has cancelled all face-to-face activities in educational institutions from March to December 2020. At the same time, it has been designing and implementing an Educational Continuity Plan.

The continuity plan includes creating study materials, a consultation web site, a complete television channel to share content at all educational levels at different times, the use of radio, teacher training for the use of online technological tools such as Google Classroom. Considering that ECYP continued its implementation in 2020, the programmed execution was reviewed and adapted according to the work guidelines established by the MINEDUCYT for the months of March to December, maintaining objectives and results expected by the Project for that period.

1 Source: CONED report after two years of implementation of the Plan El Salvador Educado. National Council of Education 2018.

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II. Generalities

ECYP was implemented by FEDISAL together with FHI 360 - Family Health International - FHI (2013-2016), Pro Education Foundation de El Salvador - FUNPRES (2013-2020), Salvador del Mundo Foundation- FUSALMO (2013-2019), Salesian Institution Association- AIS (2013-2020), AGAPE Association of El Salvador - AGAPE (2016 - 2020), Don Bosco University (2013-2020), under the Partnership for Growth strategy.

Within this framework, USAID supported MINEDUCYT through ECYP which was aimed to: "Improve educational opportunities for 157,000 secondary school students in vulnerability and risk from 770 schools in the country and 21,677 young people, between the ages of 9 to 24 years who were out of school in high-risk municipalities 2 . Specifically, ECYP supported MINEDUCYT in expanding the Full Time Inclusive School approach and strengthening coexistence in schools and flexible modality locations in targeted territories. ECYP also supported the Plan El Salvador Seguro under the Safe School approach of the United Nations Children's Fund - UNICEF.

FEDISAL, together with its network of partners, executed interventions from 2013 to 2016 at the upper-secondary educational level (7th, 8th and 9th grades) in 677 schools located in 28 municipalities. ECYP adjusted its educational support strategies as of June 2015 in response to the Plan El Salvador Seguro.

In the last semester of 2017, USAID requested FEDISAL to expand operations to include the upper- primary educational level (4th, 5th and 6th grades). The expansion implied an adjustment in the Project´s scope to incorporate a new educational education level but the project was still projected to end in 2018.

The upper-primary level intervention involved 69 out of the 677 previously intervened and 3 schools where there had been no previous ECYP intervention, resulting in a total of 680 schools. The schools receiving upper-primary level interventions were required to be geographically located in municipalities prioritized by PESS. In addition, under the out-of-school youth support component, the age range of beneficiaries was expanded from 12 to 24 years old to 9 to 24 years old.

In the last two months of 2018, USAID again requested ECYP to expand the scope and extend the Project's completion period from December 2018 to December 2019. USAID, in this framework, added new funds of 4.4 million dollars to the initial 25 million. ECYP increased its coverage from 680 to 779 schools (2013-2019). ECYP also continued its actions aimed at the population outside the school system and increases its coverage from 15,677 young people as initially planned for 2018 to 21,677 in 2019.

A fundamental aspect that was also added to the Project Extension to 2019 was its intervention at the three technical vocational high schools (included in the 680 intervened schools) to provide academic continuity and safe spaces to the population that move from the upper-secondary to high school and to promote competencies required to facilitate their transition to the productive world.

Subsequently, USAID authorized a second extension of six months to the Project. The Project maintained the same scope as planned in December 2019 but with the new closing date of June 30, 2020. After that, USAID requested two new extensions to the Project in terms of "execution time", each one of three months. The first extension was due to the effects of the COVID19 pandemic while the second extension was to reprogram the purchase and delivery of the equipment after the

2 Up to 2018, the project goal was 100,000 young beneficiaries from 680 schools. 11 reconstruction of the Peralta Lagos school, which also suffered delays due to the COVID 19 pandemic.

ECYP set out four objectives, each with its respective expected results as follows:

a. Objective 1. Significantly improve learning of secondary students.  Result 1A: Expand the Full Time Inclusive School (FTIS) approach to approximately 770 selected lower secondary schools to enhance academic achievement and increase ninth- grade completion, benefiting at least 157,000 students in 4th, 5th, 5th, 7th, 8th, and 9th grade.  Result 1B: Strengthen safe learning environment program to reduce violence at 770 schools in high-risk municipalities  Result 1C: Provide incentives and scholarship to 40% of the intervened students.  Result 1D: Develop a monitoring system to track the project activities.

b. Objective 2. Increase educational opportunities for out-of-school youth.  Result 2A: At least 21,677 out-of-school youth in the 25 targeted municipalities and their surroundings receive support to encourage them to return to school and/or complete a secondary education diploma.  Result 2B: At least 21, 677 out-of-school youth receive community skills training to prepare for the local job market.  Result 2C: Innovative incentives/scholarships are provided to at least 21, 677 out of school youth from 25 selected municipalities and their surroundings to reduce economic hardship and allow more equal participation in educational opportunities.

c. Objective 3. Purchase and distribute educational materials to 7 schools damaged by Hurricane Ida

d. Objective 4. Create a Rapid Response Fund for natural disasters in El Salvador.

III. Work Areas

ECYP focused its work on two fundamental pillars: pedagogy and coexistence. For the pedagogical pillar, the MINEDUCYT Model of Full Time Inclusive Schools was determined as the basis, while for the coexistence pillar, the UNICEF Safe School Model and Positive Youth Development Model were taken as the basis. For both pillars and for the work with children and youth outside of school, ECYP applied the Gender and Inclusion Approach and the Science, Technology and Innovation Approach. The following is a brief description of the approaches to which ECYP contributed significantly.

3.1 Full Time Inclusive School (FTIS) Approach The FTIS approach proposes that schools must promote equal opportunities of access, permanence and educational exit in conditions for all. Additionally, schools must respect disability, creed, race, social and economic condition, or political option. An FTIS offers students a variety of educational opportunities for their retention so that they can work in a flexible, organized, harmonious and participatory manner while satisfying the needs and interests of the local community. The FTIS approach is committed to a relevant and quality education through the redesign of the classroom, the school and the relationship with its community. To this end, ECYP contributed with the implementation of five strategic commitments (see section 4.1. Objective 1, ECYP Intervention Model, Table 1) as follows: a) pedagogical innovations and projects, b) climate and leadership, and c) relations with the community. 12

ECYP also contributed through intervention implemented in the objectives of: a) To ensure diversity in extracurricular activities (support programs, clubs, inter-learning circles; b) To adopt flexible solutions that value the role of the school leaders as a group that operates in a solidary and shared way; c) To allow a greater integration of principals, teachers, parents, local authorities, support technicians at the central and departmental levels; and d) To generate environments in favor of learning and developing student skills.

Additionally, ECYP contributed to the expansion of the FTIS approach through the following actions: a) Strengthening the national curriculum as student-focus curriculum; b) Training in Language and Literature, Science and Technology, Family Education, Sports and Recreation, Art and Culture, and Mathematics for both teachers and students; c) Promoting collaborative work between teachers and principals; d) Providing professional development for in-service teachers; and e) Involving parents.

3.2 UNICEF Safe School Approach ECYP´s actions to promote coexistence in safe learning environments were taken from the model developed by UNICEF called Safe Learning Environments. The model establishes that a school must meet at least five basic criteria to be classified as a safe space. These five criteria detailed below were promoted by ECYP as part of the working model that underpinned the various interventions that were designed and implemented at schools: a) The school is inclusive, and it seeks to contribute to eliminating barriers that children and youth have to access different existing study opportunities as well as to provide the population with special educational needs with differentiated support strategies and methodologies. b) The school is effective for learning, that is, that the contents learned are of quality and relevant for students according to the current and globalized context and the future labor demand. c) The school is healthy and protective of children, and positive relationships and growth are permanently promoted among the school members without drug and arms trafficking, school bullying, and violence, d) The school promotes gender equity and provides real opportunities for both men and women. e) The school encourages participation from children, families and communities in different activities.

3.3 Gender Equity and Inclusive Approach According to USAID's work guidelines, programs and projects must adopt the different policies established by USAID and incorporate them into all actions. In this sense, ECYP takes up the Gender Equality and Women's Empowerment Policy (USAID-2012), which establishes that all USAID interventions are aimed at achieving three overall results: a) Reducing gender disparities in all its social, economic, political and cultural dimensions, b) Reducing gender-based violence for a healthy and productive life, and c) Increasing the capacity of women and girls to exercise their rights.

In this sense, the ECYP worked on the gender perspective as a transversal axis. ECYP defined a mandatory gender indicator in the project´s monitoring and evaluation plan (PM&E): "Teachers/tutors sensitive to the issue of equal opportunities for women and men in access to educational opportunities." ECYP incorporated the indicator in training contents and methodology and performed gender analysis in such topics as migration, school harassment, diversity in the classroom, interactions within the classroom, and classroom organization. Likewise, to work on inclusiveness, ECYP implemented interventions that directly addressed inclusion, for example: curricular adaptations, support provided to disability, psychosocial mentoring, daycare for flexible modality students with children under five years, educational services for out-of- school youth, and reinforcement for students with academic disadvantage in non-traditional 13 educational settings. Also, ECYP strengthened the educational community to promote safe environments for coexistence, meaningful learning, retention, relationships and improve educational outcomes.

3.4 Focus on Science, Technology and Innovation ECYP contributed to the proposal made by MINEDUCYT to strengthen science, technology and innovation in school to develop technical and technological competencies, make a strategic use of these tools, to stimulate creative thinking, to do research, and to promote student learning. The focus implies that principals, teachers, and students can handle key and fundamental concepts and use technological tools that would facilitate teaching and learning.

ECYP applied methodologies that promoted leadership and capacities to reach the following objectives: a) Develop collaborative work for greater effectiveness and participation; b) Support among peers to generate a culture of continuous learning and strengthening; c) Develop research based on practice-reflection-action to establish strategies and improvement for the benefit of the schools; d) Build knowledge through active learning; e) Generate autonomy, leadership and participation; f) Provide integrated technical assistance that responds to the pedagogical realities and school coexistence; and g) Respect the different rhythms and learning styles of children, youth and the educational community in general.

The intervention model designed and implemented by ECYP is detailed below.

IV. Intervention Model ECYP administered two variants of one intervention model directed to schools (Objective 1). The first variant was implemented at the lower-secondary level during phase 1 (first six years of the project, from 2013 to 2018); while the second included upper-primary and upper-secondary levels and was implemented in the second phase of the project during the project's extension (as of 2019). The variants of the model were designed and implemented considering the educational level of the population served, purpose and/or expected results, and the time provided for its execution.

Both variants of the model are based on the strategic proposals designed for the entire project (2013 to 2020), but the intervention model was modified to incorporate actions at the upper-primary and upper-secondary levels during the Project extension. In the second variant, ECYP established a new terminology to classify the Project´s designed interventions. This new terminology is called: Project components (See Section 4.1, Table 2).

For Objectives 3 and 4, no intervention models are established as such, considering that their development focused on purchasing materials to equip schools damaged by Hurricane IDA (Objective 3), and responding to possible natural disasters that could occur during the period of the Project's execution (Objective 4).

The intervention model (which includes the two variants) implemented in Objective 1 and the model executed in Objective 2 are detailed in the following sections.

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4.1 Objective 1: Improve educational outcomes of basic education students The intervention model of Objective 1 consisted of five strategic proposals where the work horizon was established in the short, medium and long term. Each proposal integrated a series of interventions (educational services that complemented, but did not substitute, the educational activities provided by MINEDUCYT). The five proposals and their corresponding interventions were distributed based on the contribution they made to each of the Project objectives and expected results (Section II. Generalities).

The intervention model focused on students served in each of the 779 benefited schools. ECYP provided strengthening to different stakeholders: principals, vice-principals, teachers, parents, officials from the Departmental Directorates of Education, Departmental Directors, and MINEDUCYT officials at different levels at the central level.

The table below lists the five proposals and their corresponding results of the Project.

Table 1. Strategic component of the intervention model PROJECT PROPOSAL CONTRIBUTION TO PROJECT RESULTS Proposal 1 Educational management based on learning and RIA, RIB, RIC work connection Proposal 2 Good teaching practices in the classroom RIA Proposal 3 Positive leaders in generating coexistence RIB, RIC Proposal 4 Coexistence and student leadership RIB Proposal 5 Technology for learning RIA Source: ECYP

As of 2019, ECYP expanded its intervention to include the upper-primary and upper-secondary levels. Instead of five proposals, ECYP used another terminology: project components. Below are the five components and their corresponding proposals. Table 2. Intervention model components PROJECT COMPONENT PROPOSAL Component 1 Educational quality and management (institutional Proposal 1 strengthening) Component 2 Active learning classrooms (pedagogical). Proposal 2 Component 3 Early school dropout detection and support Proposals 1 and 4 (prevention) Component 4 Successful career pathways Proposals 1 and 3 Component 5 Connected to education Proposal 5 Source: ECYP

In total, ECYP implemented 33 interventions, each of which was derived from each of the five strategic proposals. Below is the list of interventions, their corresponding educational levels, their corresponding proposals and implementing partners.

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Table 3. Interventions implemented by proposal, educational levels, benefitted population, and implementing partners

N. INTERVENTION IMPACTED BENEFFITTED STRATEGIC IMPLEMENTING EDUCATIONAL POPULATION PROPOSAL PARTNER LEVEL 1 Quality and Educational Management All levels Management Staff Educational FEDISAL – management FUNPRES 2 Pedagogical Proposal All levels Management Staff based on 3 Strengthening of Departmental Technical Upper Primary and Departmental Directors; learning and FEDISAL -- Teams Lower Secondary Pedagogical Technical work FUNPRES – Assistants connection FUSALMO 4 Inclusive Education Lower Secondary Management Staff; FUNPRES Teachers 5 Inclusive Education with a focus on Lower Secondary Management Staff; FEDISAL disability Teachers 6 Classroom Routines Lower Secondary Teachers FUNPRES 7 Active Methodologies Lower Secondary Teachers Good teaching FHI – 360 8 Active Learning Sequences Upper Primary Teachers practices in the FEDISAL 9 Promoting Reading with a Preventive Upper Primary and Management Staff; classroom FEDISAL Approach Lower Secondary Teachers 10 Early Dropout Detection and Support - Upper Primary and Principals FHI – 360 (Pilot in Early Warning System/Positive Youth Lower Secondary Sonsonate) Development 11 Learning Assessment Upper Primary Teachers FEDISAL 12 Psychological First Aid Lower Secondary Management Staff FUNPRES 13 Creative Conflict Resolution Lower Secondary Teachers; Students FUNPRES Strengthening of Interpersonal Relations Lower Secondary Teachers; Students FUNPRES 14 Positive leaders 15 Early Detection and Prevention of School Lower Secondary Principals; Teachers in generating FUNPRES Bullying coexistence 16 Vocational Orientation-Career and Upper Primary and Teachers; Students; FEDISAL Recreational Vacation Counseling Lower Secondary Parents 17 Vocational Mentoring Secondary Teachers; Students FEDISAL 16

18 Life Skills Upper Secondary Teachers; Students FEDISAL 19 Intermediation-Labor Connection Upper Secondary Teachers FEDISAL 20 Culture of Peace, Sport, Fair Play and Upper Primary and Teachers FUSALMO Recreational Holidays Lower Secondary Students 21 School Coexistence/Committees Lower Secondary Teachers; Students; FUSALMO Parents 22 Art and Culture Upper Primary and Teachers; Students FUSALMO- Lower Secondary FUNPRES 23 Clinical Psychological Support Lower Secondary Teachers; Students; FUNPRES Parents Coexistence 24 Psychological-Social-Educational Support Upper Primary Teachers; Students; and student FEDISAL- Parents leadership FUNPRES 25 Social-Emotional Competencies Upper Primary Parents FEDISAL 26 Psychosocial Mentoring Upper Primary and Students; FEDISAL Lower Secondary Out-of-School Youth 26 Family Education Upper Primary Teachers; Parents FEDISAL-HOPAC 27 Families/Thousands of Hands Lower Secondary Parents FEDISAL-GIZ 28 TOILETON School Students FEDISAL- 29 Digital Literacy and Virtual Communities Lower Secondary Teachers FUSALMO 30 Video Games Lower Secondary Teachers; Students FUSALMO 31 Robotics Lower Secondary Teachers; Students Technology for FUSALMO 32 Drones Lower Secondary Teachers; Students; learning FUSALMO Parents 33 Evidence-Based Programs and Initiatives MINEDUCYT MINEDUCYT Officials FEDISAL Headquarter

Source: ECYP

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All the interventions can also be seen in the image below. Image 1. Interventions implemented

School Management Pedagogical Active Proposal Methodologies

Quality and Psychological Educational Classroom Mentoring Management Early Alerts and Inclusive Routines Youth Growth Education

Psychological- Vocational Social- Mentoring Life Skills Educational Support

Thousands of Psychological Hands First Aid Social- Coexistence in Emotional Vacations Competences

Art and Clinical Drones Culture Family Psychological Education Support

Labor Intermediation Vocational Mentoring

Sports Active Monitors Learning Sequences Creative Robotics and Video Games Conflict Reading Resolution Promotion Career Counseling

Inclusive Education/Dis Learning Assessment ability Interpersonal Literacy Relations

School Coexistence Bullying Prevention Vocational and Support Counseling Outer Circle Interventions developed in Source: ECYP grades 7 to 9

Circle in the middle: Interventions developed in grades 4-6.

Inner circle: Interventions developed at the upper secondary level

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4.1.1 Objective 1: Support Strategy

ECYP sought to develop capacities in principals, teachers, students and parents to promote teaching and learning. To achieve this, for all intervened schools, ECYP defined the two following processes according to the areas of expertise of each institution to improve the pedagogical practices and coexistence and to maintain these processes over time. a. Face-to-face strengthening developed for principals, teachers, students, parents, departmental technical teams. The strengthening included individual and group exercises in creating innovative tools to be applied in the classroom and school. The process also covered some activities that required participants to work out of the face-to-face strengthening sessions as follow:  Self-study techniques to strengthen the self-learning capacity and to encourage continuous personal and professional development.  Teacher inter-learning circles or specialist networks to encourage collaborative work, pedagogical reflection among peers and to strengthen expertise.  Projects implemented through planned and integrated activities developed in the classroom and school by the strengthened participants to generate processes that improve learning and coexistence.  Peer training (knowledge multiplication/transfer) by teachers and principals strengthened by ECYP to non-strengthened population. b. Technical assistance in teaching and coexistence provided to benefitted participants consisted of the following:

 Specialized technical assistance in the classroom and school provided by specialists directed to teachers, principals, students or parents, who were previously strengthened. This type took the form of a school visit or group workshops.  Integrated technical assistance provided to principals, teachers, and student previously strengthened by the project so that these participants could share experiences, learn from peers. This process was developed collectively (workshop or groups) at schools or in external locations.  On-site technical assistance provided directly at schools where the Project´s participants worked. This type of assistance was oriented to observing and giving feedback to the trained individuals when they were in action or after they developed a process promoted by ECYP. E.g.: Processes developed in the classroom, etc.  Other types of assistance provided included telephone technical assistance, virtual technical assistance, support for teacher inter-learning circles or specialist networks, and support for departmental technical teams.

To promote these processes ECYP carried out a gradual intervention by cohorts (groups of schools). The schools intervened from 2019 (first ECYP extension) had an intervention model adjusted to be delivered in a shorter amount of time3.

Additionally, the interventions were groups into four categories as presented in Table 4.

3 The initial intervention model designed by ECYP called for three years of support per cohort; however, ECYP, in agreement with USAID and MINEDUCYT, extended the support period for each of the cohorts to ensure assimilation, integration with the Annual School Plan (to the extent possible), and sustainability of the interventions once the project ended.

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Table 4. Intervention delivery methods Group I Group II

Inclusive Education/ Disability Educational Quality and Management Vocational Mentoring Psychological-Social- Educational Support

TECHNICAL SUPPORT TECHNICAL SUPPORT IN Drones IN CLASSROOM Robotics & Video Games Active SCHOOL MANAGEMENT Methodology

Psychological-Social Mentoring Life Skills Career Counseling School Dropout – Early Digital Literacy Detection and Support

Classroom Inter- Psychological Creative School Peace, Reading Learning Pedagogical Routine personal First Aid Conflict Bullying Sports, and Assessment Proposal Early Relations Response Fair Writing Detection Play for and Culture Prevention Support Strengthening /Transfer for Departmental Teams

TECHNICAL SUPPORT SERVICE AND PRODUCT FOR SCHOOLS DELIVERY

School Evidence- Art and Culture Coexistence in School Psychological Support Social-Emotional Equipment Based Competences Programs or Initiatives Family Education – Gender and Thousands of Hands les de Manos

Group III Group IV Source: ECYP

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i. Group I Technical Support in Classroom This group included the interventions that had a final impact in the classroom and learning or coexistence for students at the upper-primary or secondary. This technical assistance in the classroom was provided directly to teachers and students.

Table 5. Strategic proposal and interventions of technical assistance in the classroom PROPOSAL INTERVENTION

Good teaching practices in the  Active Methodologies/ Learning Sequences* classroom  Reading and Writing**  Learning Assessment**  Inclusive Education *  Classroom Routines** Positive leaders in generating  Vocational Counseling coexistence  Vocational Mentoring  Psychological-Social Mentoring  Interpersonal Relations**  School Bullying Assistance**  Creative Conflict Resolution**  Psychological First Aids **  Psychological-Social-Educational Support**  Life Skills Coexistence and student leadership  Peach, Sport, and Fair Play Culture** Technology for learning  Video Games  Robotics  Digital Literacy* Source: ECYP

Notes: * These interventions had double impacts: in the classroom and in school management. ** These interventions also impacted the assistance for schools.

ii. Group II Technical Support in School Management These interventions directly impacted teaching and school management by promoting best curricular practices. The technical assistance for school management was developed directly for principals, vice principals, teachers and technical pedagogical assistants. Table 6. Strategic proposal and interventions of technical assistance in school management PROPOSAL INTERVENTION

Educational management based on  Education Quality and Management learning  Pedagogical Proposal** Technology for learning  Digital Literacy* Good teaching practices in the classroom  School Dropout Detection and Early Support/Early Alerts  Inclusive Education*  Active Methodologies* Source: ECYP Note: *These interventions are also grouped under assistance in the classroom

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** These interventions also impacted the school assistance.

iii. Group III Technical Assistance for Schools The interventions in this group had an impact on the school environment and the events involving principals, assistant principals, teachers, students and parents. The technical assistance for schools was developed for principals, teachers and pedagogical technical assistants.

Table 7. Strategic proposal and interventions of technical assistance for schools PROPOSAL INTERVENTION

Educational management based on  Pedagogical Proposal** learning and work connection Positive leaders in generating coexistence  Interpersonal Relations*  School Bullying Support*  Creative Conflict Resolution *  Psychological First Aids *  Psychological Support* Coexistence and student leadership  Coexistence (Committee)  Peace, Sports, and Fair Play Culture*  Art and Culture Technology for learning  Virtual Communities Source: ECYP Note: * These interventions are also grouped under assistance in the classroom ** These interventions also impacted the technical assistance in school management

iv. Group IV Product and Service Delivery The interventions focused on delivering resources that contributed to the Departmental Directorates of Education or the MINEDUCYT headquarter. Strategically, it is one of the most decisive since it facilitated the work with the Ministry of Education and the Departmental Directorates of Education to promote the ECYP activities. Table 8. Strategic proposal and interventions of product and service delivery PROPOSAL INTERVENTION

Educational management based on  Strengthening /Transfer for Departmental Teams learning  Equipping Schools  Pedagogical Proposal Source: ECYP Note: * These interventions are also grouped under assistance in the classroom ** These interventions also impacted the technical assistance in school management

4.2 Objective 2: Increase Access to Educational Opportunities for Out-of-School Youth (OSY)

ECYP designed and implemented various innovations to complement the OSY support model to offer new options to support this population on their return, permanence and school exit. The model included strengthening MINEDUCYT in providing educational opportunities to young people who

22 left the regular education system and who seek to be inserted into the flexible modalities of education and / or proficiency test service to accredit new grades. ECYP designed three strategic proposals to serve young people between 12 and 24 years of age, during the first five years of the project (2013- 2018), and then young people from 9 to 24 years old (as of 2019 as part of the project extension).

Proposal 1. Back to school through the flexible modalities. Through this proposal, ECYP supported children and youth who had dropped out of the regular education system with their reinsertion into the educational process through a flexible education modality: blended, virtual, accelerated, or night school. These modalities are offered and implemented by MINEDUCYT through the National Direction of Education of Youth and Adults-DNEJA for secondary students.

Proposal 2. Return to education through preparation for the proficiency test. ECYP supported children and young people outside of the educational system in their application for the proficiency test administered by MINEDUCYT. This proposal supported those who did not obtain a place in the flexible modality centers.

Proposal 3. Return to the regular education system. ECYP sought to help children and youth who had recently (less than four months) dropped out of school and were not over age to pursue the academic grade that corresponds to their chronological age.

4.2.1 Support strategies for children and youth out of school ECYP designed an Integral Training Program which consisted of courses and services provided by the executing partners (FUSALMO, AIS and AGAPE) to complement the educational offer of Flexible Modalities of MINEDUCYT.

The Integral Training Program was composed of educational service lines and incentives as follows: Table 9. Service lines and incentives of the Integral Training Program Service Line and Incentive PROPOSAL4 Service Line Tutoring or Reinforcement Proposals 1 and 2 Service Line Tuition Support Proposals 1 and 2 Service Line Life Skills Proposals 1 and 2 Service Line Work preparation courses Proposals 1 and 2 Incentive Incentive: Youth Extension Incentive Incentive: Food and/or Transportation Proposals 1 and 2 Source: ECYP

ECYP identified out-of-school children and youth in the identified communities, and then, the targeted population went through an enrollment and induction process prior to the Integral Formation Program. ECYP supported the population served for one to two academic years. During the first year, the benefited population had access to all the services provided in the integrated training program while in a second year, the assistance process was focused on the educational service lines, food, and/or transportation incentives.

ECYP brought the available educational services closer to the beneficiary population through field attention strategies that included both mobile and fixed centers in the communities of residence or school of the beneficiary children and youth. As a result, ECYP guaranteed a process of supervision and monitoring of the operational and technical quality of the intervention by technical personnel and

4 Proposal 3 did not include in these service lines or incentives because the Integral Training Program focused on helping OSY to return to school.

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field tutors and ensured the processes to assist and advise different facilitators and instructors of the implemented interventions.

4.3 Objective 3: Purchase and Distribute School Supplies to Schools Damaged by Hurricane Ida.

The Project applied the cost principles (eligible, reasonable, and assignable for Project achievement) requested by USAID to disburse funds allocated for the purchase of equipment and furniture for the seven educational institutions damaged by Hurricane Ida. ECYP identified the materials and resources needed by the beneficiary institutions, and then based on the technical specifications determined, carried out the necessary processes (applying competitive and transparent processes) to purchase and deliver these resources.

4.4 Objective 4: Set up a Rapid Respond Fund in Response to Natural Disasters

Through this objective, USAID made available an Emergency Fund that could be channeled through ECYP in case of a natural disaster that occurred in the country, mainly in the geographic areas served by ECYP.

V. Main Results

5.1 Objective 1: Significantly Improve Learning of Basic Education Students ECYP intervened in 779 schools and 3 national technical vocational institutes of the country, all located in 43 selected municipalities with high risk and criminal characteristics, distributed in 10 departments of the country. Out of the 779 schools, 500 (64%) of which were located in rural areas while the remaining 279 (36%) were in urban areas. The table below presents the departments, municipalities, years and schools of intervention.

Table 10. Number of schools by department and municipality

Depart- Municipality 2013 2014 2015 2016 2017 2018 2019 2020 Total* ment Ahua- Ahuachapán 39 39 39 39 9 39 chapán Atiquizaya 9 9 9 9 9 9 Cabañas Ilobasco 40 40 40 40 40 8 40 Cuscatlán Cojutepeque 13 13 13 13 13 13 San Pedro 22 22 22 22 18 7 22 Perulapán La Ciudad Arce 4 4 Libertad Colón 23 23 24 24 24 Huizúcar 4 4 La Libertad 3 3 Quezaltepequ 29 29 29 29 29 29 e San Juan 16 42 42 42 42 35 42 Opico Santa Tecla 23 23 23 23 7 23 Zaragoza 8 8 8 8 8 5 8

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La Paz Olocuilta 2 2 Zacatecoluca 13 15 15 13 15 San Miguel Chirilagua 12 12 12 12 12 Moncagua 7 7 Quelepa 2 2 San Miguel 82 82 82 82 19 1 84 San Apopa 5 5 Salvador Ciudad 24 24 24 24 2 24 Delgado Cuscatancing 5 5 o Ilopango 2 2 Mejicanos 5 5 Nejapa 16 16 16 16 16 11 2 16 Panchimalco 21 21 21 21 21 2 22 Rosario De 7 7 7 7 7 1 7 Mora San Marcos 3 3 San Martín 4 4 San Salvador 32 1 32 Santo Tomás 4 4 Soyapango 23 37 37 37 37 31 13 37 Tonacatepequ 7 7 e San Apastepeque 16 16 16 16 13 16 Vicente San Sebastián 11 11 11 11 9 11 San Vicente 21 21 21 21 21 21 Santa Ana Chalchuapa 16 32 32 32 32 28 6 33 Coatepeque 20 20 20 20 3 20 Santa Ana 41 41 41 41 41 34 17 1 47 Sonsonate Acajutla 24 24 24 24 24 Armenia 8 8 8 8 8 San Antonio 6 6 6 6 6 6 6 del Monte Sonsonate 38 38 38 38 38 24 5 38 Total 164 409 664 677 680 3 779 Source: ECYP

ECYP implemented a gradual intervention process established under a cohort and component format, as shown in Table 11.

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Table 11. Schools intervened by cohort, and year

Cohort 2013 2014 2015 2016 2017 2018 2019 2020 Total*5 Cohort 1 164 164 164 164 164 124 30 164 Cohort 2 245 245 245 245 230 23 245 Cohort 3 255 255 255 255 38 255 Cohort 4 13 13 13 13 13 Components 4- 3 3 3 6**6 New Schools***7 99 3 99 Total 164 409 664 677 680 625 203 779 Source: ECYP

The intervention time allocated to the cohorts - initially planned for three years per cohort - was a minimum of four years and a maximum of seven, depending on the intervention cohort. The number of schools per cohort by department and municipality can be found in the following table.

Table 12. Number of school per cohort by department and municipality

Department Municipality Cohort Cohort Cohort Cohort Compo New Total 1 2 3 4 nents School 4-6 Ahuachapá Ahuachapán 39 39 n Atiquizaya 9 9 Cabañas Ilobasco 40 40 Cuscatlan Cojutepeque 13 13 San Pedro 22 22 Perulapán La Libertad Ciudad Arce 4 4 Colón 23 1 24 Huizúcar 4 4 La Libertad 3 3 Quezaltepeque 29 29 San Juan Opico 16 26 42 Santa Tecla 23 23 Zaragoza 8 8 La Paz Olocuilta 2 2 Zacatecoluca 13 2 15 San Miguel Chirilagua 12 12 Moncagua 7 7 Quelepa 2 2 San Miguel 82 2 84

5 (*) Not accumalative by column. Schools are repeated every year. 6 (**) Schools that joined the 4-6 components for upper-primary education and were included in the previous cohorts. 7 (***)Schools defined for the 2019 extension that were not served between 2013-2018.

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San Apopa 5 5 Salvador Ciudad Delgado 24 24 Cuscatancingo 5 5 Ilopango 2 2 Mejicanos 5 5 Nejapa 16 16 Panchimalco 21 1 22 Rosario De 7 7 Mora San Marcos 3 3 San Martín 4 4 San Salvador 32 32 Santo Tomás 4 4 Soyapango 23 14 37 Tonacatepeque 7 7 San Apastepeque 16 16 Vicente San Sebastián 11 11 San Vicente 21 21 Santa Ana Chalchuapa 16 16 1 33 Coatepeque 20 20 Santa Ana 41 6 47 Sonsonate Acajutla 24 24 Armenia 8 8 San Antonio del 6 6 Monte Sonsonate 38 38 Total 164 245 255 13 3 99 779 Source: ECYP

Below is the number of schools by educational level per cohort.

Table 13. Number of schools by educational level per cohort

Cohort Upper- Lower- Upper-Primary Secondary Total Primary Secondary and Lower- Secondary Cohort 1 125 39 164 Cohort 2 202 43 245 Cohort 3 185 70 255 Cohort 4 (Zacatecoluca) 13 13 Components 4-68 3 3 New Schools9 97 2 99 Total 3 512 262 2 779

8 Components 4-6 were introduced to schools that had received lower-secondary interventions. 9 Interventions took place in three schools, but one school was not counted in this category because it was placed as part of Cohort 1.

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Source: ECYP ECYP benefitted 286,709 students as shown in Table 14. Between 2014 and 2017, the Project provided the greatest coverage of students.

Table 14. Number of benefitted students per year by cohort*10

Cohort 2013 2014 2015 2016 2017 2018 2019 2020 TOTAL Cohort 1 28,781 10,437 9,245 8,885 10,816 6,499 1,343 84,310 Cohort 2 32,615 10,827 10,018 12,768 8,093 1,017 84,515 Cohort 3 37,738 12,316 18,297 11,048 1,254 92,134 Cohort 4 2,536 819 782 668 5,624 (Zacatecoluca) Components 109 33 251 4-611 New Schools 17,425 2,450 19,875 TOTAL 28,781 43,052 57,810 33,755 42,809 26,455 21,707 2,450 286,709 Source: ECYP

Out of 779 intervened schools, 714 schools (92%) were aligned with the initiative and intervention phases of the Plan El Salvador Seguro. The coverage by cohort and year is shown in the following table:

Table 15. Number of intervened schools in PESS-focused municipalities

Cohort 2013 2014 2015 2016 2017 2018 2019 2020 Total Cohort 1 158 158 158 158 158 118 30 0 158 Cohort 2 0 211 211 211 211 201 22 0 211 Cohort 3 0 0 243 243 243 243 38 0 243 Cohort 4 0 0 0 13 13 13 13 0 13 Components 4-6 0 0 0 0 3 3 0 0 3 New Schools 0 0 0 0 0 0 86 3 86 Total general 158 369 612 625 628 578 189 3 714 Source: ECYP

Further information about the schools intervened by the Project within the framework of the PESS is presented in Tables 16- 18.

Table 16. Number of schools intervened per year by cohort in PESS municipalities – Phase 1

Cohort 2013 2014 2015 2016 2017 2018 2019 2020 Total Cohort 1 102 102 102 102 102 78 24 102 Cohort 2 27 27 27 27 24 5 27 Cohort 3 46 46 46 46 2 46 Cohort 4 13 13 13 13 13 Components 4-6 3 3 3

10 Only new students were counted in each year includes new students. 11 Similar to (10)

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New Schools 43 2 43 Total 102 129 175 188 191 164 87 2 234 Source: ECYP Table 17. Number of schools intervened per year by cohort in PESS municipalities – Phase II

Cohort 2013 2014 2015 2016 2017 2018 2019 2020 Total Cohort 1 32 32 32 32 32 24 4 32 Cohort 2 154 154 154 154 147 16 154 Cohort 3 121 121 121 121 26 121 Cohort 4 - Components 4-6 - New Schools 14 1 14 Total 32 186 307 307 307 292 60 1 321 Source: ECYP

Table 18. Number of schools intervened per year by cohort in PESS municipalities – Phase III

Cohort 2013 2014 2015 2016 2017 2018 2019 Total Cohort 1 24 24 24 24 24 16 2 24 Cohort 2 30 30 30 30 30 1 30 Cohort 3 76 76 76 76 10 76 Cohort 4 - Components 4-6 - New Schools 29 29 Total 24 54 130 130 130 122 42 159 Source: ECYP

The numbers of individuals strengthened by ECYP are reported in Tables 19 – 22.

Table 19. Number of participants per strengthening session*

Proposal/Component Principals Teachers MINEDUCYT Parents Vice Total Officials Principals Good inclusive 570 3,955 140 652 315 5,632 practices in the classroom Student Coexistence 654 5,970 150 2,314 648 9,736 and Leadership Educational 1,029 262 48 117 1,456 management based on learning Positive leaders in 234 2,938 346 3,411 550 7,479 generating coexistence Technology for 447 1,926 286 4 61 2,724 learning and connectivity

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Component 1: Quality 164 38 128 42 372 and educational management Component 2: Active 38 893 61 992 learning classrooms Component 3: Early 59 819 246 1,124 dropout detection and support Component 4: 24 459 14 21 518 Successful career pathways Total 3,219 17,260 1,112 6,381 2,061 30,033 *The total number per row and column is not cumulative as the same person may have attended different strengthening sessions in different years. The figure 30,033 represents the number of all participants attending all strengthening sessions offered by the Project. Source: ECYP

Table 20 below lists the number of principals, vice principals, teachers, MINEDUCYT officials, and parents strengthened by the Project per year.

Table 20. Number of participants strengthened per year

Participants 2013 2014 2015 2016 2017 2018 2019 2020 Total* Principals 28 335 324 454 311 144 174 0 1,042 Vice-Principals 51 367 244 160 148 65 142 0 861 Teachers 935 1,857 1,734 1,380 1,319 870 938 9 6,174 MINEDUCYT 13 57 29 52 48 318 0 126 416 Officials Parents 258 960 630 374 365 3,176 0 0 5,508 Total 1,285 3,576 2,961 2,420 2,191 4,573 1,254 135 14,001(*)12 Note: (*) The total number per row and column is not cumulative as the same person may have attended different strengthening sessions in different years. Source: ECYP

Table 21 summarizes the number of strengthened participants by proposal and component.

Table 21. Number of strengthened participants by proposal and component13

Proposal/Component N. of Participants 2013-2018 Educational management based on learning and work connection 3,188 Good teaching practices in the classroom 3,712 Positive leaders in generating coexistence 1,031 Coexistence and student leadership 2,398 Technology for learning 1,957

12 The 14,001 figure (overall total column) represents the number of people strengthened without repeated counts. 13The strengthened student population is excluded from this table since it is reported in Result RIC.

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Extended Component 1: Quality and educational management 360 Period Component 2: Active learning classrooms 428 2019-2020 Component 3: Early dropout detection and support 833 Component 4: Successful career pathways 378 Component 5: Education connection 99 Total 14,386 Note: The total number includes all populations benefited from the Project: principals, vice- principals, MINEDUCYT staff, teachers, and parents. Source: ECYP

Table 22. Number of participants per year by proposal/component*

Proposal/Component 2013 2014 2015 2016 2017 2018 2019 Total** Educational management 504 1822 832 - 90 414 - 3,188 based on learning and work connection Good teaching practices in 529 814 1316 1215 896 527 - 3,712 the classroom Positive leaders in - - 205 345 369 139 - 1,031 generating coexistence Coexistence and student 258 917 273 299 767 469 - 2,398 leadership Technology for learning 376 301 404 505 155 694 - 1,957 Component 1: Quality and ------360 360 educational management Component 2: Active ------428 428 learning classrooms Component 3: Early ------833 833 dropout detection and support Component 4: Successful ------368 10 378 career pathways Component 5: Education ------84 15 99 connection Total 14,386 *Participants included principals, vice-principals, teachers, and MINEDUCYT officials. One person could attend more than one area of strengthening; therefore, they cannot be added. **One person was able to attend the strengthening of an area in several years; therefore, the total does not result from the sum of all the years. Source: ECYP

The Project also delivered/donated materials and resources to promote different interventions at 779

Table 23. Resources and materials delivered per cohort or component Type Cohort Total Cohort Cohort Cohort Cohort Components New 1 2 3 4 4-6 Schools Art and Culture 176 485 674 115 1,450 Resources

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Computer Equipment 657 990 981 27 2 2,657 Sports Equipment Kit 162 243 1 406 Bookcases 43 40 67 13 3 96 262 Books 5,617 5,084 8,553 1,755 340 12,960 34,309 Spanish Books 4,346 12,659 13,416 30,421 English Books 5,994 23,310 19,869 49,173 Licenses 3,865 1,964 2,716 8,545 Teaching Material 11,890 8,200 13,120 5,330 39,770 78,310 Robotics and 44 42 54 58 198 Technology Total 32,794 53,017 59,451 7,183 460 52,826 205,731 Source: ECYP The following table shows the resources provided at the secondary education level and in schools damaged by Hurricane IDA. These are shown separately considering they are not accounted in indicator 10 of the monitoring plan, as they are not part of the delivery of resources at the basic educational level:

Table N ° 23.1 Total, resources and materials delivered within the framework of Objective 1 (Secondary Education Level and Schools damaged by hurricane IDA according to category.

Tipo de recurso Cantidad de items entregados Laboratory Equipment 676 Computer Equipment 458 Electric Equipment 409 Book or Teaching material 1756 Pedagogical Games 70 Music Equipment 297 Cooking Equipment 23 Office or educational furniture or resources 4,007 Hygiene and safety furniture 66 Psychological first aid 19 Stationery 1,875 Total Source: ECYP.

The following sections explain the contribution of ECYP to the national educational system through its intervention at 779 schools in the framework of its strategic proposals or component. Proposal 1: Educational Management Based on Learning and Work Connection /Component 1: Educational Quality and Management ECYP strengthened principals, vice principals, teachers, and parents to promote new and different educational strategies to improve learning and working environments at school and to facilitate student incorporation into educational, social and productive areas. Simultaneously, ECYP promoted decision-making to generate opportunities and strategies that would improve students' learning and skill developing and increase educational access, coverage and retention. ECYP also promoted a greater involvement and assistance by the technical pedagogical assistants of the Departmental

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Directorates of Education/Result 1A and coexistence /Result 1B implemented at school. The Project also promoted the sustainability of the Project strategies. In addition, the project strengthened MINEDUCYT officials, especially the staff of the National Directorate of Planning and the National Directorate of Prevention and Social Programs, in designing and using an evidence-based system to classify programs and initiatives. By doing so, the best educational practices can be identified and replicated or strengthened through knowledge transfer. Fundamental interventions developed as part of this commitment were Educational Quality and Management, Pedagogical Proposal, Evidence-based Classification of Educational Initiatives and Programs, Early Alerts for School Dropout Detection and Support, Methodological Transfer of the ECYP Intervention Model to MINEDUCYT officials from the Departmental Directorates of Education and the headquarter. Proposal 2: Good Classroom Practices / Component 2: Active Learning Classrooms The Project innovated classroom methodologies through the use of active methodologies and curricular adjustments to support students with special educational needs pregnancy, and minor physical or psychological diseases. ECYP worked with teachers, promoted collaborative and systemic learning among peers, created inter-learning circles, and elaborated methodological guides to facilitate students´ autonomous learning. ECYP offered technical assistance to promote students´ reading and writing. Some competencies that ECYP focused on include verbal fluency, reading comprehension, and literary creation. The project also covered learning assessment strategies and encouraged teachers to consider students´ different needs and leaning styles. ECYP helped teachers establish classroom routines that allowed a more effective use of time destined for the learning process and eliminated practices that could interfere with students´ learning. ECYP promoted the following interventions of: Inclusion (Special Educational Needs), Classroom Routines, Learning Assessment, Reading Promotion through a Preventive Approach. ECYP delivered materials (bookshelves, textbooks in Spanish and English) to promote reading Proposal 3: Positive Leaders in generating coexistence / Component 4 Successful Career Path

ECYP strengthened principals, teachers and parents in their role as counselor/mentor to promote innovative strategies and methodologies so that students learn and maintain good relationships based on dialogue, respect and coexistence. At the same time, the Project sought to train teachers to help children and young people stay in school and develop basic skills needed to facilitate their insertion into the work environment. ECYP focused its strengthening on how to respond to and support the different pedagogical, psychological, social and/or emotional problems or needs that could undermine students´ self-esteem and adaptation. Likewise, ECYP reinforced healthy relationships between peers and with the extended educational community.

ECYP focused on the design and implementation of such interventions as Career Counseling (so that teachers and instructors could support students in their vocational choices); Vocational Mentoring (to help students select a career path); Life Skills, Job Intermediation and Orientation (labor connection); Creative Conflict Response; Early Detection of and Support for School Bullying; Interpersonal Relations.

Proposal 4: Student coexistence and leadership/ Component 3. School Dropout - Early Detection and Support The Project promoted safe learning environments and coexistence by providing technical assistance and strengthening to different actors in the educational community. ECYP established mechanisms

33 to empower students´ autonomy in their learning and coexistence with their peers, at school, and in their neighborhood. ECYP interventions sought to actively involve students in decision-making prevention of school violence. ECYP offered the following interventions: Early Alerts; Positive Youth Growth: Clinical Support; Psychological-Educational Support; Psychosocial Mentoring; Social-Emotional Competencies; Art, Culture and Sports; and Family Education. Proposal 5: Technology for learning and connectivity/ Component 5 ECYP promoted the use of technology as a tool to strengthen innovative teaching and learning and as a platform for learning among peers and for strengthening. Besides offering strengthening sessions, ECYP provided technological resources (computers, laptops, licenses) to the intervened schools and MINEDUCYT. ECYP designed a series of platforms, tools, and applications focused on students, teachers or MINEDUCYT staff. Among the interventions implemented as part of this proposal are Robotics, Drones, Digital Literacy, Mobile Applications Development; Educational Portal, Mobile Applications and Virtual Classrooms for Career Counseling, Online Vocational Mentoring Software, Software for the Evidence-Based Classification of Programs and Initiatives, and Active Learning Classrooms. The following are the achievements obtained as a result of the implemented intervention model: 5.1.1 Result 1A: Expand the Full Time Inclusive School (FTIS) approach to approximately 770 selected lower secondary schools to enhance academic achievement and increase ninth-grade completion, benefiting at least 157,000 students

Different achievements obtained as part of the project execution and through the implementation of the five strategic proposals are as follows:

Achievement 1. Schools promoting inclusive practices Teachers strengthened by ECYP improved their pedagogical practice in the classroom and school by implementing innovative strategies and methodologies that favor and promote students´ access, participation, diversity and equity. Some pedagogical practices implemented by ECYP are:

 At the beginning of the school year, teachers identified students´ specific educational and behavioral needs to prevent truancy or dropout.  Teachers promoted inclusion and gender practices that facilitate and respond to students´ different needs and learning styles. Additionally, teachers used peer learning and teamwork and peer support. Teachers also incorporated curricular adjustments for students who presented special educational needs such as difficulty in learning or adaptation, temporary or recurrent absence in school attendance, or presence of minor illnesses.  Teachers shared experiences with colleagues in their schools and/or in inter-learning circles14 of specialists in Language and Literature, Mathematics, and Natural Sciences to better address challenges in the classroom.  Teachers incorporated various forms of learning assessment that allow them to identify different advances in learning.  Schools promoted strategies to specifically support pregnant students through inclusive practices and curricular adjustments, considering that this population generally presents unfavorable conditions for continuing in school.

14 A strategy implemented by the Project so that teachers trained by ECYP, grouped by their expertise, could share experiences and learning resources to expand their knowledge and collaborate with others.

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 Schools identified students at risk of dropping out of school or with educational needs that hinder their learning. Supports included diagnosis (by psychologists, neurologists and other specialty doctors), temporary treatment (for example: clinical therapies, school reinforcement, individualized follow-up by educational psychologist) and effective delivery of Technical Aids (glasses, hearing aids) for those students who required it. As a result of the interventions, students participated actively in their learning under inclusive conditions for both men and women. They were also supported by the schools where they studied, especially by strengthened teachers and principals. Achievement 2: School promoting classroom redesign Teachers strengthened by ECYP applied innovative methodologies and used resources that promote autonomous learning, collaborative work as follows:  Teachers advised students individually or collectively for students to play a greater role in their learning process and encouraged students to search for new knowledge and learning experiences.  Teachers implemented collaborative work in the classroom, formed groups under equity criteria; organized learning spaces and times; established classroom routines, promoted active participation and teamwork while respecting different ideas and concerns, and followed up on students´ academic performance.  Teachers documented a series of evidences of applying active methodologies in the classroom through photographs, videos, checklists, products and contributions generated the students. This allowed them to identify and replicate those practices and routines that facilitate students´ learning. As a result, with the support of learning guides, textbooks, technology, families, students used and shared different resources for their active and autonomous learning in and out of the classroom. Achievement 3. Specialized teachers in inter-learning circles improved pedagogical practices and multiplied their experience Teachers trained in active methodologies and reading and writing formed inter-learning circles or networks of specialists to strengthen their pedagogical skills through the following practices  Teachers trained in active methodologies collaborated with colleagues and developed new resources for active learning such as learning and technology guides.  Teachers trained in reading and writing designed and promoted strategies to boost students´ reading comprehension. Teachers from 260 schools with basic school libraries promoted reading in more than 52,000 students.  Teachers trained in active methodologies participated in inter-learning circles or other professional development networks and applied active learning methodologies.  Lower-secondary teachers trained in active methodologies shared their experience and collaborated with their colleagues on work plans, portfolios, and memory aids.  MINEDUCYT technical assistants provided spaces, logistic conditions and/or strategies to develop and support inter-learning circles for teachers or networks of specialists. As a result, students had teachers trained to periodically incorporate various methodologies that actively promoted and facilitated their learning. Achievement 4: Quality and educational management based on the students' learning School management was promoted to improve learning and teaching environments through the following practices:

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 School principals carried out institutional diagnoses and analyses of education quality and management and prioritized elements to be addressed as part of the improvement plans.  Principals, with their teachers, periodically analyzed educational indicators (grades, enrollment, attendance, repetition) and developed strategies and practices to improve coexistence and students´ performance.  The principals strengthened by ECYP incorporated classroom support initiatives directed to teachers strengthened by ECYP and developed a portfolio of evidence of actions, strategies and processes promoted by the Project.  School authorities promoted strategies to support students´ retention and successful exit and to prevent school dropout. Some examples of such strategies include early detection of students at risk of dropping out of school, active learning methodologies, reading promotion, learning assessment, career counseling processes, and vocational mentoring.  Principals, with the support of the Coexistence and Educational Community Committees, promoted strategies to support students with learning difficulties, for example: psychological- social-educational support, clinical psychological support, social-emotional competencies, interpersonal relations, prevention of school bullying and violence, creative conflict resolution, and psychosocial mentoring.  The principals strengthened by ECYP promoted innovative pedagogical strategies (Result 1A) and coexistence (Result 1B) and developed the annual school plans, annual operational plans and/or pedagogical proposal of the Integrated Systems of FTIS approach.  School principals continued integrating the results of improved learning (Result 1A) and coexistence (Result 1B) promoted by the Project.  DDE teams were strengthened in how to provide feedback to schools to improve learning (Result 1A) and to promote coexistence. (Result IB). 5.1.2 Result 1B: Strengthen safe learning environment program to reduce violence at 770 schools in high-risk municipalities

ECYP obtained the following achievements under the framework of UNICEF´s Safe School Approach (See Section 3.1):

Achievement 1: Schools promoted strategies that fostered coexistence and a safe learning environment. Schools formed Coexistence Committees to promote strategies to improve coexistence and safe learning environments, especially through promoting interpersonal relationships, preventing bullying, and peacefully resolving conflicts. Additionally, schools implemented different actions to foster coexistence, support young people at risk of dropping out of school, and promote student participation. Some practices implemented in schools include the following:  Students, teachers, parents, vice principals and principals strengthened by ECYP played an active role in the Coexistence Committees or Student Government.  Through Coexistence Committees, schools periodically identified the causes of violence and bad interpersonal relationships and promoted actions to foster coexistence.  In support of Coexistence Committees, schools periodically organized spaces to reflect on the causes and problems generated by violence, generate ideas, and provide solutions and strategies for coexistence.  Schools collectively elaborated and implemented coexistence manuals through principals, vice-principals, teachers, parents and students thanks to the strengthening processes received by the Project in interpersonal relations; creative conflict resolution; school bullying; psychological first aid; psychological support; art, culture and sports; and social-emotional competencies.

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 Schools developed social-emotional competences in students so that students could act with emotional control in front of crisis situations, allowing them to improve their academic performance and design their life plan.  Schools strengthened by ECYP in art and culture formed more than 600 clubs to promote art (theater, music, dance and painting) as a means of preventing school violence and promoting healthy environments.  Students who formed art and culture clubs had access to a diversity of resources (tape recorders, musical instruments, costumes, puppets, paint, canvases, brushes, to promote art. In addition, some schools were awarded resources as a result of the progress made within the schools as well as the proposals submitted for the use of the resources delivered.  Schools participated in different youth meetings called EXPRESATE, in which they shared the same space (fairs, auditoriums, or sports centers) with different schools from several municipalities and demonstrated their art skills.  Schools, through Coexistence Committees, created, planned and followed up on the coexistence strategies promoted as part of the Project's Intervention Model, such as: social gatherings, walks, sports meetings, art and culture corners, forums, festivities, and recreational vacations.  Schools, in support of Coexistence Committees, permanently promoted a clean, orderly and healthy physical environment with messages that encouraged coexistence. In some schools there were so-called Coexistence Corners in which the use of these spaces was promoted as a means of encouraging and healthy dialogues and debates.  Schools, through Coexistence Committee and teachers strengthened by ECYP, generated and promoted positive discipline and non-coercive discipline systems for the classroom.  Schools strengthened by ECYP promoted through Coexistence Committees strategies of creative conflict resolution that encouraged dialogue and mediation.  Coexistence Committees, principals and Technical Teaching Assistants of the Departmental Education Directorates promoted and followed up on initiatives to support coexistence and mental health and improve the organizational climate among teachers and their families. As a result, teachers, principals, vice principals and especially students worked and studied in positive school environments that promoted healthy interpersonal relationships and healthy recreation, which allowed better teaching and learning. Achievement 2. Positive leader strategies of orientation and personalized assistance directed to students reduced school dropout and promoted educational continuity and completion. Teachers, principals, vice principals, parents and volunteers trained by the Project became positive references for students and promoted individual, collective, and vocational supports for students. These initiatives succeeded in identifying, assisting and/or referring students in difficulty and at risk of dropping out of school to promote educational continuity and reducing educational gaps though the following practices:  Teachers, principals and parents strengthened in creative conflict resolution, vocational orientation, psychological first aid, psychosocial mentoring, and clinical psychological support became and will continue being positive references for students.  Teachers, principals and parents strengthened in creative conflict resolution, career counseling carried out and will be able to continue implementing strategies to support students.  Principals and teachers promoted vocational mentoring processes provided by international staff for upper-secondary and high school students.  Teachers trained in career counseling promoted a career counseling system for students to define career paths. Students had access to vocational information such as: catalogs listing

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all 86 technical careers offered in El Salvador and a series of studies and fascicles of the labor market linked to the professional information of the educational offer. Schools had portfolios of life projects developed by students.  For more than five years, principals, teachers, parents and pedagogical technical assistants from municipalities such as Quezaltepeque systematically promoted municipal career counseling activities which attracted actors from schools, institutes, the mayor's office, the municipality and in some cases private companies. The first career counseling network was formed.  Principals, teachers and members of the Coexistence Committee promoted initiatives to identify and monitor students with special difficulties and at risk of dropping out of school, mainly due to non-attendance and/or behavioral difficulties. To this end, they incorporated mechanisms to record cases to be assisted in school and/or referred to other institutions.  Principals and teachers strengthened by ECYP promoted and supported the student leaders trained by the Project and supported them in different areas. As a result, students were part of career counseling and/or mentoring programs and had the opportunity to identify their personality traits or entrepreneurship, main vocational preferences or interests, and skills. This allowed them be better understand themselves, their strengths, or areas of improvement. Students also had at their disposal updated and relevant professional information on the national educational offer and job opportunities. The information facilitated selecting career paths and developing life projects. Achievement 3. Teachers, students, and principals used technology in management, learning and coexistence. Teachers, principals and students strengthened by ECYP used technology and internet access to promote their professional development, improve learning (Results 1A), and foster coexistence, under a science, technology and innovation approach.  Students and teachers strengthened by ECYP formed the Technological Support and Learning Committee and promoted activities that integrated technological tools and connectivity to generate active learning (Result 1A) and coexistence.  Students and teachers strengthened by ECYP and supported through the Technological Support and Learning Committees formed at least 50 robotics clubs composed of students from different schools. Some robotics clubs had students with special educational needs.  Principals strengthened in digital literacy used technological tools provided by the Project (desktops, laptops, Office365 licenses) to manage schools based on coexistence and students´ learning (Result 1A).  Principals and teachers used the educational portal and the virtual classrooms (for the latter, especially teachers) to share experiences in various educational topics (Result 1A) and coexistence.  School used educational software (basic applications) created by youth and teachers to generate, complement and share knowledge of science, social studies, language, mathematics (Result 1A) and coexistence.  Students from schools in Zacatecoluca were trained in using drones to develop knowledge and skills of basic subjects (science, social studies, geography, and mathematics) for example, to measure planted plots, draw borders on the map, and plant crops.  Students from Ciudad Delgado and Soyapango increased their skills in programming and robotics through their training at the LEGO and I4 Centers.  Female students from Santa Tecla were strengthened through a vacation camp focused on science, technology, engineering and mathematics and developed by the Central American

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Technological Institute – ITCA. The camp sought to develop their skills in mechatronics, pneumatics, programming, and robotics.  Students and teachers trained in educational robotics carried out actions to multiply knowledge in their schools.  Schools institutionalized the use of technology in teaching and learning through their Annual Educational Plan. 5.1.3 Result 1C: Provide incentives and scholarship to 40% of the intervened students

The results and achievements obtained as part of the project's execution within the framework of the Full Time Inclusive School Approach, UNICEF Safe School Approach and Science-Technology- Innovation Approach are as follows:

ECYP provided a series of incentives and scholarships to 49,553 students from 779 schools served by the Project. A distribution of the benefited population by cohort, year and gender is shown in the following table:

Table 24. Number of students benefitted through incentives and scholarships per year by cohort*

Cohorte 2014 2015 2016 2017 2018 2019 2020 Total Cohort 1 4,587 2,523 5,494 2,498 971 119 250 16,442 Cohort 2 8,526 824 6,067 2,230 10 5 17,662 Cohort 3 497 2,320 6,688 352 9,857 Cohort 4 801 89 890 Components 4-6 20 20 New Schools 4,338 344 4,682 Total 4,587 11,546 6,318 11,686 9,998 4,819 599 49,553 *Including trainings and services Source: ECYP

Of the total population served, 25,115 students were male (see Table 25) and 24,438 female (see Table 26).

Table 25. Number of benefitted male students per year by cohort Cohort 2014 2015 2016 2017 2018 2019 2020 Total Cohort 1 2,349 1,287 2,727 1,337 493 58 101 8,352 Cohort 2 4,360 465 3,090 1,130 5 3 9,053 Cohort 3 200 1,303 3,246 192 4,941 Cohort 4 406 64 470 Components 4-6 19 19 New Schools 2,143 137 2,280 Total 2,349 5,847 3,192 6,136 4,952 2,398 241 25,115 Source: ECYP

Table 26. Number of benefitted female students per year by cohort

Cohort 2014 2015 2016 2017 2018 2019 2020 Total Cohort 1 2,238 1,236 2,767 1,161 478 61 149 8,090 Cohort 2 4,166 359 2,977 1,100 5 2 8,609 Cohort 3 297 1,017 3,442 160 4,916

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Cohort 4 395 25 420 Components 4-6 1 1 New Schools 2,195 207 2,402 Total 2,238 5,699 3,126 5,550 5,045 2,422 358 24,438 Source: ECYP

The student population was benefitted from training and service by cohort and category is shown below:

Table 27. Number of students supported by categories per cohort

Cohort Training Service Training and Total Service Cohort 1 2,375 13,910 157 16,442 Cohort 2 1,720 15,799 143 17,662 Cohort 3 3,340 6,128 389 9,857 Cohort 4 287 558 45 890 Components 4-6 19 1 0 20 New Schools 322 4,357 3 4,682 Total 8,063 40,753 737 49,553 Source: ECYP

Table 28 lists interventions provided through incentives and scholarships. Table 28. Number of students benefited per incentive and scholarship interventions

Incentive and Scholarship Intervention N. of Benefitted Students Art and Culture 3,382 Psychological Support 67 Career Counseling 41,277 Medical Consultations 184 Peace Culture 887 Sports, Sports Monitors, Recreational Vacations 2,337 Software, Robotics, Video Games 1,889 Psychosocial Mentoring 63 Vocational Mentoring 50 Life Skills 555 Note: One student could receive more than one intervention. Source: ECYP

Achievement 1. Students promoted initiatives to improve learning and coexistence. Students were trained in youth expression and leadership, especially those related to student organization, coexistence, technology, sports, art and culture. They also participated in mentoring, career counseling, social-emotional competencies, and social-labor life skills, through which they promoted happy, participative, learning and training environments linked to the FTIS approach, Safe School Approach and labor market. Some implemented practices are:  Lowe-secondary student leaders trained by the Project were part of Student Organizations and promoted topics of youth interest such as: learning and technology support committees,

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robotics committees, coexistence committees, classroom committees, sports clubs, artistic clubs, classroom governments, and student governments.  Student organizations formed through the Project promoted coexistence in schools.  Student leaders trained by ECYP were part of Youth Organizations promoted by the Project and practiced peer support through collaborative work in the classroom.  Student governments at schools supported by ECYP collaborated with Student Organizations of the different classrooms and with the Councils of Students. In addition, they represented in Coexistence Committees, supporting coexistence initiatives.  With the Project´s support, lower-secondary students actively participated in extended day spaces (beyond school hours) in different initiatives focused on diversity, gender equity and fair play, for example, art, culture, sports, technology, and municipal fairs.  Student leaders trained by the Project generated and promoted actions that fosters learning and coexistence through video games or basic software, creation of robots, social coexistence activities, sports activities with a fair play approach, guided recreation, and artistic activities.  Students were strengthened in their social-emotional skills to improve their relationships with their peers and make responsible decisions.  Students actively participated in career counseling services to explore their vocational interests and trace their career path: educational continuity, employability or entrepreneurship. The latter were supported in some individual cases by international vocational mentors specialized in different topics of interest to the population served. 5.1.4 Result 1D Develop a monitoring system to track the project activities ECYP designed and implemented a system to monitor the quality, operation and compliance with the scope defined for the Project´s objectives and results of the Project, and for the concretion of the different activities and goals programmed. Based on this, ECYP periodically (monthly, quarterly, and annually) followed up on the 32 indicators that were incorporated into the Project Monitoring and Evaluation plans presented and authorized by USAID. The plans were monitored by a specialized team. The description and progress achieved for the 32 indicators defined can be seen in section VI of this document. Likewise, the Project designed an online system to register the advances achieved in each one of the defined periods. The system is closely connected to the annual planning, budgeting, authorization and expense liquidation. The monitoring was carried out in three dimensions as follows: . Main educational indicators related to schools (enrollment, retention, promotion, dropout, repetition, perception of security inside the schools), interventions, coverage of the program aimed at out-of-school youth, participants in training processes, and material provision. . Achievements obtained in each intervention and its immediate or short-term effects on the beneficiary population. . Results derived from the integrated intervention model and its contribution to the FTIS or Safe Learning Environments. ECYP also developed a series of studies, articles and Live Education programs transmitted by Facebook Live. Through those activities, ECYP could disseminate knowledge related to educational issues. The themes developed as part of this management include: Reading, Career Counseling, Labor Market, School Dropout, Costs and Migration, and Flexible Modalities. In total, ECYP produced 131 studies and articles and 10 live transmissions of the Live Education Program.

Table 29. Project publications

N° Publication Year

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1 Educational and Social Integration in Contexts of Insecurity: Rethinking the Role of 2020 the Educational Community (one study) 2 Early Grade Reading Assessment and Reading in El Salvador (one study) 2020 3 Costs of Desertion in El Salvador (one study) 2019 4 Labor Market Studies linked to the Educational Trajectory of Middle and Higher 2019 Education (86 studies). 5 Educational Financing Policies in Central America: Is a voucher system for Flexible 2019 Modalities possible in El Salvador? (one study) 6 From School to Work (one study) 2019 7 School Desertion in El Salvador (one study) 2018 8 Educational Quality of Flexible Education Modalities (one study) 9 Out-of-School Youth (one study) 2017 10 Effect of Education and Work on the Flow of Migrations in El Salvador: An Approach 2017 to Gravitational Models (one study) 11 Inclusive Education: Support for Students with Disabilities (one study) 2017 12 Integral Diagnosis of 15 Municipalities on Labor Demand and Educational 2015 Opportunities in Designing Labor Preparation Courses (15 studies) 13 Comprehensive Diagnosis of 18 municipalities on Labor Demand and Educational 2014 Opportunities in Designing Labor Preparation Courses (18 studies) 14 Quality and Educational Relevance of Flexible Education Modalities (one study) 2018 15 Systematization of the Full Time Inclusive School (one study) 2015 Source: ECYP

Refer to Table 31 for publication summaries. The Live Education transmissions addressed the following issues:

Table 30. Programs transmitted live via Facebook Live

1 Launch of the Career Counseling Service Diploma (Virtual Classrooms) 2 Launch of the Career Counseling Set: Decide Your Future 3 Launch of Labor Market Studies on Technical and Technological Educational Offer 4 Mental Care in Education 5 Vocational Mentoring Experience with Vulnerable Youth in El Salvador 6 Flexible Mode Prepare You for Your Future Job 7 Early Grade Reading Assessment and Reading in El Salvador 8 Effect of Education and Work on the Flow of Migration in El Salvador: An Approach to Gravitational Models 9 Causes of School Dropout in El Salvador 10 Policy of School Coexistence Source: ECYP

Additionally, ECYP elaborated 45 videos about the Project and disseminated them through social networks. ECYP also made some videos for internal use. The list of videos and hosting links can be seen in Annex 1.

A brief summary of the main contents and findings obtained as part of some of the studies and articles is as follows:

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Table 31. A summary of some studies and articles published Article/Study Summary Educational The study indicates that a corrected voucher system may contribute to improving the quality of education and equity mechanisms in Financing the educational system of El Salvador. This system should be accompanied by a review of the financing of the flexible modalities, Policies in content modification and a more modern and efficient governance, as well as an urgent change in the structure and management of Central the traditional flexible modalities. America: Is a voucher In the short term, the study suggests the following points: a) An annual increase of a gradual nature in the budget allocation for system for hybrid modality (for now) for a high school voucher test, b) A strengthening, modernization and professionalization of the National Flexible Directorate of Education for Youth and Adults, and c) Adoption of a computer system sufficient to support all management of the Modalities flexible modality system. possible in El Salvador? In the medium term, the study proposes the following actions: a) Change in the governance and management of the flexible modality system, b) Enact the Law on Compulsory Primary Education to begin with and then, after a few years, the Law of Compulsory Dr. Víctor San Secondary Education, c) Gradually allocate at least 1.5 points of the GDP to the education sector in a period of no more than 5 years, Martín d) Design a teaching program that recognizes quality and seniority and foster primary and secondary teacher training, e) Update Ramírez 2019 and train practicing teachers on curricular reform. Early Grade The article, "Early Grade Reading Assessment and Reading in El Salvador," is based on the Early Grade Reading Assessment study, Reading conducted in 2018 by FEDISAL through the Education for Children and Youth Project. Assessment and Reading in The article presents a series of itineraries and work techniques to be implemented by teachers in response to two aspects: a) Deficits El Salvador reported in the Early Grade Reading Assessment study (deficit in sound decoding, difficulty in reading comprehension and inferential) and b) Contribution to the reduction of school failure linked to the deficiency in reading comprehension (repetition and dropout). Manuel Fernando Main work paths proposed in the article are: a) Strengthening the learning of the sound of letters in real communication contexts, b) Velasco Increasing vocabulary by incorporating new words, c) Formulating literal, inferential and critical questions, d) Generating greater 2020 fluency in reading, and e) Designing spaces that promote reading, for example, reading corners.

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Educational The study "Social integration from education in contexts of insecurity" conducted through ECYP/USAID with support from the and Social University Jose Simeón Cañas - UCA investigates how gang presence and insecurity influence the functioning of public schools, their Integration in integration into the surrounding community, and education. Contexts of Insecurity: The main results derived from the study are: a) the urgent need to permanently work on the quality of the relationship established Rethinking the between the teacher and students, b) the need to implement discipline practices, permanent dialogue with students and parents who Role of the show undesirable behavior, and c) Interventions of external actors to support the educational processes organized by NGOs, Educational municipalities, local churches, companies, etc. are important for schools with few educational resources. In some cases they Community supplement the scarce resources available to schools and have become important to promote more attractive and relevant educational processes. Phase 3: Research on The study also presents a series of recommendations for developing an educational policy: a) Promote a positive and safe environment Education in for learning at school. b) Strengthen the family participation model, and c) Consolidate the role of external institutions in supporting Risk Situations the school.

UCA 2019-2020 From School The "From School to Work" study analyzed the transition process from school to work for young people in El Salvador. to Work According to the study, transitions to the labor market are not easy in El Salvador since many young people are not guaranteed stable Kevin Montes employment upon completion of their studies at the secondary level. Among the most unfavorable scenarios was that of women, who are less likely to enter the labor market (29.2%) than men (57.5%). Another important factor found to hinder the transition to the labor 2019 market is that many young people come from low-income households. The probability of transition decreases as poverty conditions worsen, especially among young people living in rural areas.

The importance of education is also highlighted since it was shown that the probability of successfully transitioning to work is greater among those who graduated from upper-secondary school compared to those who dropped out before completing it: 53.3% of young people who complete upper-secondary education are employed in a stable and/or satisfactory job while those who dropped out fall to 39.8%.

Based on the above, the study provides the following solutions: a) Implement educational policies to reduce the percentage of school dropouts, b) Promote life skills with a focus on equal rights for men and women, c) Develop vocational orientation programs to increase enrollment, retention, and completion of secondary school, and d) Create economic and educational programs to reduce the gaps among young people in poverty and increase schooling levels to facilitate successful transitions to the labor market.

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Costs of The study of "Costs of Desertion in El Salvador" provides an estimate of the long-term costs generated by school dropouts. The study Desertion in El reports that this problem limits future development in terms of social and economic costs. The study also points out that, dropout Salvador levels are higher in the secondary education. It indicates that education is the key to future opportunities in higher education, labor market and life quality. Diana Contreras This study also shows an estimate of the future income flow for a person who dropped out and the difference between those who 2019 finished their studies. An individual who dropped out during the lower-secondary level will receive (in their productive cycle) an estimated $36,923.04 less in income. Someone who abandons without finishing upper secondary education will receive an estimated $18,572.40 less in income compared to those who do. The total net cost to the country because of dropout is estimated at $297.40 million accumulated over a period of 42 years ($7.1 million annually), while the group of dropouts as a whole will lose an estimated $794.40 million over their productive cycle.

The study concludes that the completion of upper-secondary is important, since, according to the results, the cost of dropping out will be higher if they drop out in this level. However, it is important to achieve higher levels of schooling, since the better-trained the labor force is trained to develop in high-productivity jobs, the higher their salaries and the greater the value added they generate to El Salvador's economy. Source: ECYP

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5.1.5 School statistics by cohort This section presents the results obtained by each of the 4 cohorts and component developed according to the main indicators measured by the Project.

Cohort 1 Table 32. Cohort 1 schools

General Information Cohort number 1 Starting year 2013 Total number of schools 164 Cohort1 Breakdown Cohort 1 schools 125 Components 4-6 schools 9 Schools during the extension period 26 Schools under Components 4 – 6 and during extension 4 Total 164 Source: ECYP Table 33. Number of school per department and municipality

Department Municipality Number of Schools La Libertad San Juan Opico 16 Zaragoza 8 San Salvador Nejapa 16 Soyapango 23 Santa Ana Chalchuapa 16 Santa Ana 41 Sonsonate San Antonio del Monte 6 Sonsonate 38 Total 164 Source: ECYP

Image 2. Geographical location of the municipalities of Cohort 1 schools

Source: ECYP

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Figure 1. Lower-secondary enrollment in Cohort 1 schools

35,000 28,781 27,971 30,000 26,233 24,820 23,225 25,000 22,142 20,000 15,000 10,000 5,000 0 2013 2014 2015 2016 2017 2018

Source: ECYP based on information published by MINEDUCYT

Enrollment in cohort 1 schools in the period 2013 to 2018 experienced a downward trend: the 2018 data reflects a decrease of 23.1% from that reported in 2013. The enrollment of this group of schools represents 8.4% of the student community enrolled in public lower-secondary schools in El Salvador by 2018.

Figure 2. Percentage of dropouts in lower-secondary and ninth grade in cohort 1 schools

Source: ECYP based on information published by MINEDUCYT

The dropout rate from Cohort 1 schools during 2013-2018 decreased slightly. The dropout rates of 9th grade and lower-secondary of those schools was similar to that of the whole country (4.8% and 6.1%) respectively.

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Figure 3. Passing-grade rate in lower secondary and ninth grade completion at Cohort 1 schools

Source: ECYP based on data published by MINEDUCYT

The percentage of students passing lower-secondary grades and ninth grade in Cohort 1 schools increased in 2013-2018. In 2018, the percentage of students passing lower-secondary grades and ninth grade in the country was 89.8% and 93.1% respectively, similar to those in Cohort 1 schools.

Table 34. Educational indicators of Cohort 1 schools

Indicator Year Lower- Lower- Ninth-Grade Ninth-Grade Secondary Secondary Percentage Percentage Percentage Percentage Changed Changed Overage 2013 14.0% 13.2% 2014 13.4% -4.1% 12.9% -2% 2015 13.2% -1.7% 12.1% -6% 2016 13.3% 0.9% 12.2% 0% 2017 13.8% 3.3% 12.4% 2% 2018 13.4% -2.9% 12.3% -1% Repeated 2013 7.1% 3.2% 2014 7.4% 3.4% 3.4% 5% 2015 6.7% -8.8% 2.7% -21% 2016 7.4% 10.0% 4.7% 76% 2017 5.5% -25.7% 2.9% -37% 2018 6.0% 9.7% 2.3% -21% Failed 2013 6.7% 3.6% 2014 6.1% -8.0% 3.1% -12% 2015 5.9% -4.3% 2.6% -17% 2016 4.4% -24.7% 1.9% -26% 2017 5.7% 28.1% 2.7% 39% 2018 5.5% -3.4% 2.4% -9% Source: ECYP based on data published by MINEDUCYT

Cohort 2 Table 35. Cohort 2 Schools

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General Information

Cohort number 2 Starting year 2014 Total number of schools 245 Cohort 2 Breakdown Cohort 1 schools 202 Components 4-6 schools 20 Schools during the extension period 22 Schools under Components 4 – 6 and during extension 1 Total 245 Source: ECYP

Table 36. Number of Cohort 2 schools per department and municipality

Department Municipality Number of Schools Ahuachapán Atiquizaya 9 Cabañas Ilobasco 40 Cuscatlán Cojutepeque 13 San Pedro Perulapán 22 La Libertad Quezaltepeque 29 San Juan Opico 26 San Salvador Panchimalco 21 Rosario De Mora 7 Soyapango 14 San Vicente Apastepeque 16 San Sebastián 11 San Vicente 21 Santa Ana Chalchuapa 16 Total 245 Source: ECYP based on information published by MINEDUCYT

Image 3. Geographical location of the municipalities of Cohort 2 schools

Source: ECYP

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Figure 4. Lower-secondary enrollment in Cohort 2 schools

40,000 33,822 32,615 35,000 30,637 28,718 30,000 26,517 25,433 25,000 20,000 15,000 10,000 5,000 0 2013 2014 2015 2016 2017 2018

Source: ECYP based on data published by MINEDUCYT

Enrollment in Cohort 2 schools from 2013 to 2018 decrease by 24.8%. Enrollment in this group of schools represents 9.6% of the student community enrolled in public lower-secondary schools nationwide in 2018.

Figure 5. Lower-secondary and ninth-grade dropout at Cohort 2 schools

Source: ECYP based on data published by MINEDUCYT

The percentage of dropouts from cohort 2 schools in the 2013-2018 period declined. The national dropout rate was higher in 2018: 4.8% for ninth grade and 6.1% for lower secondary level.

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Figure 6. Passing-grade rate of lower-secondary and ninth-grade completion in Cohort 2 schools

Source: ECYP based on information published by MINEDUCYT

The percentage of lower-secondary students passing grades in the period 2013-2018 increased from 87.7% to 91.8% and in ninth grade from 91.4% to 94.4%. In 2018, the percentage of passing students in lower education and ninth grade in the country was 89.8% and 93.1% respectively. As can be seen, in both levels there is a difference in favor of ECYP schools.

Table 37. Educational indicators at Cohort 2 schools

Indicator Year Lower- Lower- Ninth-Grade Ninth-Grade secondary secondary Percentage Percentage Percentage Percentage Changed Changed Overage 2013 11.7% 10.7% 2014 11.2% -4.7% 10.6% -1% 2015 10.9% -2.0% 10.4% -2% 2016 11.4% 4.4% 9.9% -5% 2017 10.7% -6.6% 9.5% -5% 2018 10.9% 2.0% 10.6% 12% Repeated 2013 4.6% 2.1% 2014 4.6% -1.1% 1.9% -10% 2015 4.2% -8.3% 1.6% -15% 2016 4.0% -5.0% 2.0% 22% 2017 2.8% -30.6% 1.5% -25% 2018 3.0% 7.8% 1.3% -16% Failed 2013 4.5% 2.1% 2014 3.3% -27.1% 1.4% -31% 2015 3.5% 5.2% 1.6% 8% 2016 3.0% -14.5% 1.2% -22% 2017 3.0% 1.7% 1.5% 27%

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2018 2.9% -2.7% 1.4% -12% Source: ECYP based on data published by MINEDUCYT

Cohort 3 Table 38. Number of Cohort 3 schools

General Information Cohort number 3 Starting year 2015 Total number of schools 255 Cohort 3 Breakdown Cohort 1 schools 185 Components 4-6 schools 32 Schools during the extension period 35 Schools under Components 4 – 6 and during extension 3 Total 255 Source: ECYP Table 39. Number of Cohort 3 schools per department and municipality

Department Municipality Number of Schools Ahuachapán Ahuachapán 39 La Libertad Colón 23 Santa Tecla 23 San Miguel Chirilagua 12 San Miguel 82 San Salvador Ciudad Delgado 24 Santa Ana Coatepeque 20 Sonsonate Acajutla 24 Armenia 8 Total 255 Source: ECYP based on information published by MINEDUCYT

Image 4. Geographical location of the municipalities of Cohort 3 schools

Source: ECYP

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Figure 7. Lower-secondary enrollment in Cohort 3 schools

45,000 40,307 39,328 37,738 40,000 35,162 32,643 35,000 31,300 30,000 25,000 20,000 15,000 10,000 5,000 0 2013 2014 2015 2016 2017 2018

Source: ECYP based on information published by MINEDUCYT

Enrollment in Cohort 3 schools from 2013 to 2018 decreased by 22.3%. The enrollment of this group of schools represents 11.8% of the student community enrolled in public third-level schools nationwide in 2018.

Figure 8. Lower-secondary and ninth-grade dropout in Cohort 3 schools

8.0% 6.6% 6.8% 6.7% 6.9% 7.0% 6.0% 4.5% 4.8% 5.0% 5.4% 4.0% 5.0% 4.9% 4.9% 3.0% 2.0% 3.3% 3.3% 1.0% 0.0% 2013 2014 2015 2016 2017 2018 DesertoresLower secondary 3° ciclo DesertoresNinth grade 9° grado dropout completion dropout

Source: ECYP based on information published by MINEDUCYT

The percentage of dropouts from Cohort 3 schools remained relatively stable between 2013 and 2016, thereafter falling to 4.8% for the lower-secondary level and 3.3% for 9th grade students. In relation to the national data, this percentage at the ninth grade level is the same (4.8%), while in lower secondary it is lower (compared to 6.1%) in favor of the project schools of this cohort.

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Figure 9. Passing-grade rate in lower secondary and ninth grade completion in Cohort 3

Source: ECYP based on information published by MINEDUCYT

From 2013 to 2018, the percentage of lower secondary students passing grades increased from 88.4% to 91.6% and ninth grade from 92.0% to 94.8%. Compared to the national educational data, in 2018, the percentage of passing grades at the lower-secondary level and ninth grade was 89.8% and 93.1% respectively. As it can be seen, both data represent that the percentage of passing was slightly higher in ECYP schools than the national average.

Table 40. Educational indicators at Cohort 3 schools

Indicator Year Lower- Lower- Ninth-Grade Ninth-Grade Secondary Secondary Percentage Percentage Percentage Percentage Changed Changed Overage 2013 12.3% 11.3% 2014 12.3% 0.5% 11.2% -1% 2015 11.9% -3.1% 10.5% -6% 2016 12.0% 0.3% 10.6% 1% 2017 11.4% -4.5% 9.7% -9% 2018 11.3% -1.1% 10.7% 11% Repeated 2013 5.7% 2.7% 2014 5.1% -10.3% 2.0% -24% 2015 5.1% -0.2% 2.1% 4% 2016 4.2% -17.4% 1.8% -16% 2017 2.9% -30.9% 1.5% -18% 2018 4.0% 37.1% 1.8% 20% Failed 2013 5.0% 2.6% 2014 5.2% 4.7% 2.8% 9% 2015 4.5% -14.3% 1.9% -32% 2016 3.7% -18.0% 2.1% 7% 2017 3.9% 7.2% 2.0% -3% 2018 3.6% -7.8% 1.9% -8% Source: ECYP based on information published by MINEDUCYT

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Cohort 4 Table 41. Cohort 4 Schools General Information Cohort number 4 Starting Year 2016 Total number of schools 13 Cohort Breakdown Cohort 4 and new schools 13 Total 13 Source: ECYP

Table 42. Number of Cohort 4 schools per department and municipality

Department Municipality Number of School La Paz Zacatecoluca 13 Source: ECYP

Image 5. Geographical location of the municipalities of Cohort 4 schools

Source: ECYP

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Figure 10. Lower-secondary enrollment in Cohort 4 schools

3,500 3,011 2,885 2,703 3,000 2,536 2,350 2,500 2,268 2,000 1,500 1,000 500 0 2013 2014 2015 2016 2017 2018

Source: ECYP based on information published by MINEDUCYT

Enrollment in Cohort 4 schools from 2013 to 2018 decreased by 24.3%. The enrollment of this group of schools represents 0.9% of the student community enrolled in public lower secondary schools nationwide in 2018. It is worth clarifying that this is the cohort with the lowest number of schools (13).

Figure 11. Lower-secondary and ninth-grade dropout rate in Cohort 4 schools

Source: ECYP based on information published by MINEDUCYT

In relation to national data of 2018, the national ninth grade dropout is 0.2% lower (4.8%), while that of third cycle is 0.7 % lower (6.1%).

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Figure 12. Passing-grade rate in lower secondary and ninth grade at Cohort 4 schools

Source: ECYP based on information published by MINEDUCYT

The national passing-grade rates for the lower-secondary level and ninth grade were 89.8 percent and 93.1 percent respectively.

Table 43. Educational indicators in Cohort 4 schools

Indicator Year Lower- Lower- Ninth-Grade Ninth-Grade Secondary Secondary Percentage Percentage Percentage Percentage Changed Changed Overage 2013 14.1% 10.9% 2014 14.6% 3.1% 14.1% 29% 2015 12.8% -12.5% 9.8% -30% 2016 14.0% 10.0% 12.6% 28% 2017 12.9% -7.8% 10.5% -16% 2018 14.0% 8.0% 13.1% 25% Repeated 2013 6.7% 3.1% 2014 5.7% -14.8% 1.5% -51% 2015 5.6% -1.7% 2.0% 34% 2016 4.0% -28.7% 2.1% 3% 2017 3.8% -4.9% 1.2% -44% 2018 4.5% 17.6% 2.3% 94% Failed 2013 3.6% 0.8% 2014 4.7% 32.4% 0.8% 6% 2015 2.9% -39.2% 1.4% 75% 2016 3.8% 32.5% 2.6% 82% 2017 2.2% -42.1% 0.9% -65% 2018 2.0% -10.3% 1.4% 47% Source: ECYP based on information published by MINEDUCYT

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Components 4°-6° Table 44. Number of Components 4-6 schools

General Information Number of Component Components 4-6 Starting year 2017 Total number of schools 72 School Breakdown Components 4-6 schools 72 Total 72 Source: ECYP

Table 45. Number of Components 4-6 schools per department and municipality

Department Municipality Number of Schools Ahuachapán Ahuachapán 6 Cabañas Ilobasco 6 Cuscatlán Cojutepeque 6 La Libertad Colón 10 Quezaltepeque 8 La Paz Zacatecoluca 2 San Miguel San Miguel 12 San Salvador Ciudad Delgado 8 Soyapango 8 Sonsonate Sonsonate 6 Total 72 Source: ECYP based on information published by MINEDUCYT

Image 6. Geographical location of the municipalities of Components 4-6 schools

Source: ECYP based on information published by MINEDUCYT

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Figure 13. Enrollment in Components 4-6 schools 16847 18000 15857 14732 16000 13902 13028 14000 12696 12000 10000 8000 6000 4000 2000 0 2013 2014 2015 2016 2017 2018

Source: ECYP based on information published by MINEDUCYT

From 2013 to 2018, enrollment in Components 4 – 6 schools decreased by 24.6%. Upper primary enrollment in this group of schools represented 4.6% of the student community enrolled in public lower-secondary schools nationwide in 2018. It should be noted that the Project´s intervention at the upper-primary level began in 2018, considering that initially the Project did not have that level as part of its initial scope. Figure 14. Upper.-primary dropout in Components 4 – 6 schools

6.0% 5.1% 4.7% 5.0% 4.5% 4.4%

4.0% 2.6% 3.0% 2.3%

2.0%

1.0%

0.0% 2013 2014 2015 2016 2017 2018

Source: ECYP based on information published by MINEDUCYT

Compared to the national data in 2018, the percentage of upper-primary dropouts in public schools was 3.9%, that is, 1.3% higher than that in schools in this component of ECYP.

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Figure 15. Upper-primary passing grade rate at Components 4 – 6 schools

100.0% 98.0% 95.1% 95.3% 96.0% 92.3% 94.0% 92.0% 92.0% 91.5% 92.0% 90.0% 88.0% 86.0% 84.0% 82.0% 80.0% 2013 2014 2015 2016 2017 2018

Source: ECYP based on information published by MINEDUCYT

In 2018, the percentage of upper-primary students passing grades in public schools was 93.1%, which is slightly less than the percentage reported for this group of project schools. Table 46. Educational indicators of Components 4 – 6 schools Indicator Year Upper-Primary Upper-Primary Percentage Percentage Change

Overage 2013 9.1% 2014 8.8% -4.0% 2015 9.1% 3.3% 2016 8.8% -2.9% 2017 9.1% 3.8% 2018 7.0% -23.7% Repeated 2013 5.1% 2014 5.0% -3.1% 2015 4.7% -6.3% 2016 4.1% -12.4% 2017 2.1% -48.0% 2018 3.1% 46.0% Failed 2013 3.5% 2014 3.6% 3.0% 2015 3.5% -4.1% 2016 3.0% -11.7% 2017 2.5% -17.2% 2018 2.1% -17.7% Source: ECYP based on information published by MINEDUCYT

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New Schools Table 47. Number of new schools Type of Cohort Extended/New Starting year 2019 Total number of schools 203 Source: ECYP based on information published by MINEDUCYT

Table 48. Number of new schools by department and municipality Department Municipality Number of Schools Ahuachapán Ahuachapán 9 Cabañas Ilobasco 8 Cuscatlán San Pedro Perulapán 7 La Libertad Ciudad Arce 4 Huizúcar 4 La Libertad 3 Santa Tecla 7 La Paz Olocuilta 2 Zacatecoluca 13 San Miguel Moncagua 7 Quelepa 2 San Miguel 19 San Salvador Apopa 5 Ciudad Delgado 2 Cuscatancingo 5 Ilopango 2 Mejicanos 5 Nejapa 2 Panchimalco 2 Rosario De Mora 1 San Marcos 3 San Martín 4 San Salvador 32 Santo Tomás 4 Soyapango 13 Tonacatepeque 7 Santa Ana Chalchuapa 6 Coatepeque 3 Santa Ana 17 Sonsonate Sonsonate 5 Total 203 Source: ECYP based on information published by MINEDUCYT

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Image 7. Geographical location of the municipalities of new schools

Source: ECYP

Figure 16. Enrollment in 2019* 30,000 25,000 24,486 20,000 23,277 15,000 10,000 5,000 5,198 0 Segundo ciclo Tercer ciclo Bachillerato

*Upper-primary and lower-secondary schools constituted 187 schools while upper-secondary 16. Source: ECYP based on data published by MINEDUCYT

In 2019, enrollment in the new schools was 52,961 students: 44% (23,277) were upper-primary students, 46.2% (24,486) lower-secondary, and 9.8% (5,198) upper-secondary.

5.2 Objective 2: Increase access to educational opportunities for out of school youth (OSY)

ECYP supported a total of 25,519 out-of-school youth (13,739 female and 11,780 male) between the ages of 9 and 24 in their back to school. Of these 13,739 were female and 11,780 were male. ECYP implemented the "Integrated Support Care Program" especially designed to assist young people who left formal education for various reasons, such as being over-aged, pregnant, with children under five years of age, and working. This program was linked to the Strategic Proposals designed and promoted by the Project to increase access to educational opportunities for young people who dropped out of school and wished to continue their studies and develop basic skills and abilities to gradually enter the labor market.

The following table reports the number of youth served by ECYP per year by gender.

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Table 49. Number of OSY intervened per year by gender

Year Female Male Total 2013 340 212 552 2014 3409 2750 6,159 2015 2541 2155 4,696 2016 2816 2603 5,419 2017 1582 1279 2,861 2018 2429 1818 4,247 2019 250 339 589 2020 422 684 1,106 Total 13,789 11,840 25,629 Benefitted students came from 79 municipalities located in 11 departments and 41 out of the 79 municipalities were part of the territories targeted by the Plan El Salvador Seguro-PESS in Phases I, II and III. Source: ECYP Table 50. Municipalities benefitted

N° Municipality PESS-Focused PESS Phase Municipality 1 Acajutla Yes Fase III 2 Ahuachapán Yes Phase II 3 Apastepeque No No 4 Apopa Yes Phase II 5 Armenia Yes Phase III 6 Atiquizaya Yes Phase III 7 Ayutuxtepeque Yes Phase III 8 Candelaria De La Frontera No No 9 Chalchuapa Yes Phase II 10 Chiltiupán No No 11 Chinameca No No 12 Ciudad Arce Yes Phase III 13 Ciudad Delgado Yes Phase I 14 Coatepeque Yes Phase III 15 Cojutepeque Yes Phase I 16 Colón Yes Phase I 17 Comasagua No No 18 Concepción De Ataco No No 19 Cuisnahuat No No 20 El Carmen No No 21 El Refugio No No 22 El Rosario No No 23 Guazapa Yes Phase III 24 Ilobasco Yes Phase II 25 Ilopango Yes Phase III 26 Izalco Yes Phase II 27 Jiquilisco Yes Phase I 28 Juayua No No

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29 Jujutla No No 30 Jutiapa No No 31 La Libertad Yes Phase III 32 Mejicanos Yes Phase I 33 Moncagua No No 34 Nahuizalco Yes Phase II 35 Nejapa Yes Phase III 36 Oratorio De Concepción No No 37 Ozatlan No No 38 Panchimalco Yes Phase III 39 Quelepa No No 40 Quezaltepeque Yes Phase II 41 Rosario De Mora No No 42 San Bartolomé Perulapía No No 43 San Esteban Catarina No No 44 San Francisco Menéndez No No 45 San Isidro No No 46 San Jorge No No 47 San José Guayabal No No 48 San José Villanueva No No 49 San Juan Nonualco No No 50 San Juan Opico Yes Phase II 51 San Julián No No 52 San Lorenzo No No 53 San Martín Yes Phase Ii 54 San Matías No No 55 San Miguel Yes Phase II 56 San Pablo Tacachico No No 57 San Pedro Nonualco No No 58 San Pedro Perulapán No No 59 San Salvador Yes Phase I 60 San Sebastián No No 61 San Sebastián Salitrillo No No 62 San Vicente Yes Phase II 63 Santa Ana Yes Phase I 64 Santa Cruz Michapa Yes Phase III 65 Santa Tecla Yes Phase III 66 Santiago Nonualco Yes Phase II 67 Sonsonate Yes Phase I 68 Sonzacate No No 69 Soyapango Yes Phase I 70 Suchitoto No No 71 Tacuba No No 72 Tecoluca Yes Phase III 73 Tejutepeque No No 74 Texistepeque No No 75 Tonacatepeque Yes Phase III 76 Turín No No 77 Usulután Yes Phase II 78 Zacatecoluca Yes Phase I 63

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79 Zaragoza Yes Phase III Source: ECYP

ECYP served 19,225 young people in PESS-focused municipalities as can be seen from Table 51 below. Although the Plan El Salvador Seguro initiative was supported by ECYP from 2015, the table shows all the PESS-focused municipalities where the Project had interventions.

Table 51. Number of benefitted OSY from PESS-focused municipalities per year by gender Year Female Male Total 2013 340 212 552 2014 2,919 2,359 5,278 2015 1,957 1,574 3,531 2016 2,019 1,737 3,756 2017 1,213 884 2,097 2018 1,743 1,184 2,927 2019 209 221 430 2020 223 431 654 Total 10,623 8,602 19,225 Source: ECYP

Image 8. Coverage map of the support for OSY intervention

Source: ECYP

The Integrated Training Program included a certification process for 50 teachers teaching flexible education modalities to strengthen their skills to work with out-of-school population and provided training to teachers, MINEDUCYT and DDE officials, and technical staff of the flexible modality implementers. ECYP also developed supplementary materials for the five basic subjects (mathematics, language and literature, science, health and environment, social studies) and English. Additionally, ECYP designed a total of 37 materials: 12 upper-primary modules and 25 secondary modules. The materials (5000 copies) were delivered to DNEJA and the Youth Institute.

ECYP worked jointly with municipal governments, government entities, USAID project implementation partners, private companies (Walmart), and other institutions specialized in working with at-risk populations in the country (Plan International, Glasswing, and Catholic Relief Services).

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5.2.1 Result 2A: At least 21,677 out-of-school youth in the 25 targeted municipalities and their surroundings receive support to encourage them to return to school and/or complete a secondary education diploma.

Achievement 1. ECYP assisted 25,519 OSY in their back to school at the secondary education level.

ECYP developed a series of actions to support OSY. The Project supported MINEDUCYT and DDE's employees in opening flexible modality branches in the different areas attended by ECYP, located in the 79 benefited municipalities. In some cases when students were minors, ECYP organized consultation sessions with parents to discuss the importance of completing education. Interventions also included the support service to obtain and deliver documents required by DNEJA (birth certificate and academic certificate).

Proposal 1. Return to secondary education through flexible modalities

Achievement 2. ECYP helped 10,512 students with their return to education through flexible modalities (blended, online, intensive or evening) Of the 25,519 young people who benefited from ECYP, 10,512 received support to reinforce their knowledge through an induction course prior to the start of the flexible modalities. This course sought to provide them with some basic knowledge to start the academic year enrolled, facilitate the gradual adaptation of students, and generate or reactivate study habits and support to organize schedules and individual study days.

Proposal 2: Return to secondary- level education through proficiency test preparation

Achievement 3. ECYP served 4,857 youth through the proficiency test service.

The Project supported 4,587 youth who took the proficiency test. ECYP provided expert tutors in core subjects (math, language, natural and social sciences) and in some cases also English language to prepare young people for the test. The project also organized post-test academic reinforcement for students who failed one of the subjects on the test for a second or third time.

Achievement 4. 6,842 young people passed a grade at the secondary level through a flexible modality or proficiency test.

Of the 15,099 youth enrolled in the flexible education or proficiency test preparation modalities, a total of 6,842 passed the proficiency test. It should be noted that ECYP could not obtain the results of the proficiency test for a group of students served in the last months of ECYP implementation.

Proposal 3. Back to the regular school system ECYP encouraged young people who recently dropped out of the regular educational system to consider their return to school. One of the interventions offered under this proposal was psychosocial mentoring, which was proven to be effective with young people, especially in Soyapango and Zacatecoluca. 5.2.2 Result 2B: At least 21, 677 out-of-school youth in 25 municipalities receive community skills training to prepare for the local job market

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Achievement 5. ECYP strengthened 17,765 youth in life skills and 17,246 in vocational competencies.

The young people who were supported by ECYP to attend a flexible modality or take the proficiency test were also supported with such incentives such as labor preparation, that is, technical vocational courses (mechanics, computer, electricity, bakery, cosmetology) given in the flexible modality sites or other spaces close to their places of residence. The courses strengthened their technical skills that contributed to the increase of their employability in the labor market. Young people also benefited through life skills courses through which they increased those skills needed to adequately perform in different life areas.

Within this framework, a total of 17,765 youth took life skills courses and 16,246 vocational competences courses, and it is often that they took both courses. A total of 15,897 students (8,605 female and 7,292 male) completed at least 85% of the training time as can be seen from Table 52 below.

Table 52. Number of OSY completed at least 85% training in vocational and/or life skills per year by gender

Year Female Male Total 2013 270 167 437 2014 2,665 2,117 4,782 2015 1,733 1,463 3,196 2016 812 811 1,623 2017 814 690 1,504 2018 1,818 1361 3,179 2019 206 241 447 2020 287 442 729 Total 8,605 7,292 15,897 Source: ECYP

It is important to point out that the life and vocational skills courses made the project´s support program more attractive even though the priority was aimed at strengthening life and vocational competencies that would allow them to be potential candidates for hiring.

5.2.3 Result 2C: Innovative incentives/scholarships are provided to at least 21, 677 out of school youth from 25 selected municipalities and their surroundings to reduce economic hardship and allow more equal participation in educational opportunities.

Achievement 6. ECYP provided 25, 519 out-of-school youth with inclusive incentives as part of their return to school. Out-of-school youth services also sought to eliminate social and/or economic barriers to education. In this sense, ECYP delivered food to the 25,519 youth beneficiaries. The food was provided in each and every one of the intervention days and allowed the youth served to have the minimum conditions for better learning (not being hungry, having energy, or feeling healthy). ECYP also organized transportation service for those students who lived far from the learning sites.

Another innovative incentive given to the population outside of school was the youth outreach days. ECYP provided recreational spaces to 4,704 youths to reinforce their values and social or life skills in the groups (teamwork, improvement of interpersonal relationships, and decision making). These

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Achievement 7. ECYP designed and tested educational innovations to be used by MINEDUCYT as out-of-school youth assistance options

ECYP provided two important technical assistance processes to MINEDUCYT through the National Directorate of Youth and Adults.

a. Design and implement three educational innovations aimed at the school dropout population

In 2018 ECYP, with the support of the Salesian Institution Association, the Salvador del Mundo Foundation and the AGAPE Association of El Salvador, designed three educational innovations ("I gain access", "I advance" and "Better Skills, More Opportunities”) for 118 young people from Zacatecoluca, Sonsonate, Acajutla and San Miguel. The innovations sought to improve the academic results of this population and provide them with basic competencies demanded by the labor market. A distribution of young people by type of service provided and implementing partner is shown in Table 53.

Table 53. Number of beneficiaries of the educational innovations

Service Line AIS FUSALMO AGAPE Total “I gain “I advance” “Better Skills, More access” Opportunities” Life Skills 53 0 40 93 Work Readiness 53 25 40 118 Youth Extension 53 25 0 78 Food and Transportation 53 25 40 118 Induction Course 53 25 0 78 Proficiency Test 0 0 40 40 Support for Educational Enrollment 53 0 0 53 Source: ECYP

As part of the innovations, ECYP proposed improvements in identifying OSY, delivering resources, and including services to increase access to education for youth and facilitate the administrative and operational management of each innovation.

In addition, ECUP strengthen tutors to ensure proper implementation and methodological monitoring of learning processes. These tutors, specialists in each of the subjects, supported the young people through the design and execution of the tutorials and academic reinforcement, through the use of the flipped classroom approach, the use of learning guides and active methodologies. These support and reinforcement processes were offered in flexible schedules and according to the needs presented by the young people.

ECYP also made available a classroom library with supplementary textbooks, tablets and internet so that young people could research topics of their interest. In fact, 46% of the students indicated the importance and contribution that this type of resources (library) gave them in their performance. Another important element was the implementation of gradual evaluations (30%, 30% and 40%) to students, through which they had the opportunity to earn their grade, through exercises and project presentations.

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The project provided seed capital to two groups of young people who completed their training in labor preparation. This support was provided in kind (set of tools) with a value of $500.00 dollars, per group formed so that the young people could have the necessary tools to continue developing the skills acquired during the training.

ECYP offered daycare services for children in the work sites located in Zacatecoluca, Sonsonate and Acajutla so that young people with minor children (usually under five years old) could leave their children in the care of a qualified nanny and dedicate themselves completely to their studies since 42% of the population indicated that they considered support necessary. Also, ECYP provided food and/or transportation services, considering that 54% of the population indicated that this support could definitely contribute to improve their school performance.

Initially only 11% of the youth served through the flexible modalities had as a goal to finish high school, but after the interventions 56% male participants and 64% female participants considered finishing high school. Another important fact was that 36% of the youth (men and women) supported by the ECYP indicated that at the end of their high school studies they were considering continuing their technical studies or higher while initially only 0.8% had this as part of their future plans. This change was also more evident for women with 62% since, according to the records, initially none showed as a life goal to continue studying.

Finally, of the 53 young people served, 95% of the population passed the grade.

b. Develop the reengineering of the flexible modalities of education

In 2018, USAID through ECYP provided technical and financial support to carry out, together with DNEJA, an Evaluation of the different Flexible Modalities as a strategy to improve the intervention designed for out-of-school youth and adults in El Salvador. This research resulted in a Proposal for Reengineering Flexible Modalities that was led by ECYP. The Reengineering Proposal focused on improving the educational assistance offered to the young and adult population in response to their needs and interests of the population directly served. The proposal also covered the services of the administrators and executors who offer such services. Its main purpose was to bring the services and some contents taught in the traditional education system closer to the flexible modality students. Later the proposal covered managing flexible modalities and designing a new modality: the Integrated Flexible Modality (IFM). In this context, the Integrated Flexible Modality, in addition to academic training, also took up such aspects as job training, life and work skills training, use of technology, supervision, and the design of a tool to manage and control information about the support of this population. The above is framed in articles 28, 29 and 30 of the General Education Law, chapter VII, referring to Adult Education. 15

15 Art. 28.- Adult education shall normally be offered to persons whose ages do not include the population eligible for compulsory education. It shall maintain supplementary formal education programs, as well as non-formal education programs aimed at job training.

Art. 29.- Adult education has the following objectives: a) To replace levels of systematic schooling that were not achieved in their time; b) To complete and perfect formal educational levels and work training; and, c) To permanently update people who require it through various educational modalities.

Art. 30.- Adult Education, due to its diversity of fields, shall assume the teaching modality that best allows the achievement of its objectives and shall have its own model of design, development and curricular administration, which shall be based 68

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The Integrated Flexible Modality, since it is a new modality, had its own creation and implementation agreement drawn up by the MINEDUCYT in 2020. It was designed to offer educational services in three detailed components: academic, job training, and life and work skills training. Furthermore, it offered additional support such as food, transportation and school packages to the population served. In this sense, young people and adults who may opt for this modality will have the opportunity to have a more relevant training, which will provide them with additional tools necessary to meet the demands of a globalized society. The curricular structure adopted in this modality consists of three components (see below): Academic Component: The component comprises of six modules (independent from each other), and each module responds to one of six subjects: Language and Literature; Natural Sciences; Social Studies; Civics; Mathematics and English. Each one developed in a sequential way. These modules needed to be implemented by certified Flexible Modality specialists per subject and institutions certified by the DNEJA. Life and Work Skills Component: Through the design we have sought to develop life and work skills for young people and adults for them to achieve greater success in the globalized and rapidly changing world. To this end, ECYP adapted the Youth Institute's proposal which combines life skills and employability training to form motivated, responsible, productive and reliable young people. This training module consists of 30 hours. For the execution of this module, the design requires facilitators certified by DNEJA. Labor training component: This component lasts for 80 hours and consists of various training courses offered by different implementers according to the technical areas regulated by MINEDUCYT. The modules provide students with quick work preparation to improve their economic situation in a short time and thus ensure their study permanence and continuity.The courses are selected so that the content can be relevant and of interest to students. For the execution of these modules, the design requires that the institutions and instructors are certified by the implementers and/or MINEDUCYT in the technical area. This modality will attend the secondary education level, using an integrated approach of law, human development, gender, experiential and inclusive. In turn, the pedagogical model used requires methodologies such as the flipped classroom that promote self-learning. Also, the professionals responsible for guiding the educational process must possess the scientific and pedagogical skills that allow them to perform an educational service consistent with the modality approach. This this implies training on the management of the integrated model.

In terms of the learning assessment, the proposal designed by ECYP-DNEJA calls for continuous and systematic assessment in three dimensions: diagnostic, formative and summative with special emphasis on formative evaluation. The proposal also promotes a certification test of learning skills, in addition to the various activities required to gradually gain a grade. At the same time, it provides reinforcing for those students who fail. Two tables that briefly explain the two scenarios designed for the implementation of the integrated flexible modality are in the annexes.

Additionally, to ensure that the design of the Flexible Modality Reengineering was functional and relevant, ECYP-DNJEJA piloted the Integrated Flexible Modality in the second semester of 2019. This piloting tested two of the three components (life skills and job training)16. More participants on educational policies, on the doctrinal framework of the national curriculum and on the characteristics and interests of the students. 16 The third component could not be tested in its design due to the short time EYCP and MINEDUCYT had to implement the pilot. The participants received the regular academic services offered by MINEDUCYT, but not the new elements of the Integrated Flexible Modality. 69

70 were between 15 and 19 years of age (59%) and 41% between 20 and 24 years old. More than half of the participants were female (50.7%) and almost half of the participants were not working (47.9%).

At the beginning, the number of students initially enrolled was 299; however, only 246 students attended at least the first two sessions and of these 246 students, 181 completed the pilot, that is, 74% of the actual enrollment or 60% of the initial enrollment.

Drop-out reasons may have resulted from students´ time conflict since most of them were also studying in Flexible Modes; students' lack of knowledge about the experience; or the closure of operations for two weeks due to bad weather. However, this dropout rate can and should be improved with the design of more effective retention mechanisms supported by performance agreements that encourage retention and motivate implementers to develop appropriate. Thus, when MINEDUCYT implements the program, all these drawbacks must be considered to improve the experience.

The following table report attendance, continuity or abandonment of the pilot participants by training area:

Figure 17. Attendance by training area

Source: ECYP based on data reported by AGAPE

AGAPE offered various program to match diverse interests of the students. By far, the training courses with higher retention are those offering quick undertakings and not so complex competences, for example, gastronomy, cosmetology or waiting tables. On the contrary, courses with higher dropout rates were related to jobs that required manual skills and specialized knowledge, for instance, automotive mechanics and computer maintenance and repair.

Of the 181 students who completed the process, 170 students (57%) passed the pilot program, considering that the requirements to pass the course were that the students had to attend and comply with at least 80% of the course activities. The following figure shows how many students attended 80% or more of the sessions of both training lines, and how many students did not meet this requirement.

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Figure 18. Number of students who completed the job training program or not per municipality

100 83 80 71 67

60 45 44 40 30 33 22 24 14 20 12 9

Percentagehoursof 0 San Miguel San Salvador Sonsonate Sonzacate

80% Less than 80% Total

Source: ECYP based on data reported by AGAPE

Figure 19. Number of students who completed the life skills program or not per municipality

100 83 74 80 67 60 45 44 30 33 40 22 24 14 20 9 9 0 Percentagehoursof San Miguel San Salvador Sonsonate Sonzacate 80% Less than 80% Total

Source: ECYP based on data reported by AGAPE

Some conclusions that can be drawn from the pilot are as follows:

The perseverance of the young people in the pilot: There was a significant drop in the number of participants in general; however, more than 60% of the women persevered in their studies, and they were more motivated than their male counterparts. It is possibly because the job training program offered professions traditionally more related to female areas such as gastronomy or cosmetology.

Labor training options in the service and entrepreneurship sector: When analyzing the preferences of students for the labor training offer, not only in El Salvador but in all Latin America the service sector is growing exponentially. The young people also prefer tourism, leisure services, gastronomy, and cosmetology. However, it is also true that the service sector in El Salvador has not grown as rapidly as that in the rest of Latin America and the Caribbean, where the contribution of services to the economy of the countries exceeds 60% while in El Salvador it is only 31%. Personal entrepreneurship is one of the most important sectors among young Latin Americans: 40% of young people seek to create a personal enterprise. This issue is seen among the young people served by ECYP: 2 out of every 10 students in the pilot program wanted to have their own business. They studied and trained for that purpose because they valued education as a means of social, economic, family and personal promotion.

Positively perceived teaching services: The pedagogical work of the tutors of both components (labor training and work and life skills) was well evaluated 95%. Students considered what they learned from the program very useful to them at that moment and in the future. Several students projected themselves in the work training they were receiving.

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5.3 Objective 3: Purchase and distribute educational materials to 7 schools damaged by Hurricane Ida

5.3.1 Result 3A. Materials and equipment were purchased for damaged schools

USAID through ECYP supported the equipment of seven schools that were damaged by Hurricane Ida, which were previously reconstructed also with USAID support. Of the seven schools equipped, six were equipped by 2016, while the seventh school was equipped in 2020 when it was completely rebuilt by USAID. Table 54. Schools equipped by ECYP

School Equipped Department Municipality San Sebastián Abajo La Paz Santiago Nonualco Francisco Lima La Libertad Jayaque Ojo de Agua Huizúcar, La Libertad Pedro Pablo Castillo La Libertad Nuevo Cuscatlán Adrián García San Vicente San Esteban Catarina Margaritas I and II Quezaltepeque, La Libertad Source: ECYP

The equipment of the six schools cost $405,856.66, consisting of office and school furniture, kitchen furniture, computer equipment, musical instruments, anatomical models, laboratory equipment, stationery supplies, maps and posters, educational games and books by Salvadoran authors. Below are the amounts invested for the six schools that benefited in 2016, for which a total of 1,824 students were beneficiaries from this donation.

Table 55. Amount of money spent by category per school

EQUIPMENT San Francisco Ojo de Pedro Las Adrián TOTAL CATEGORY Sebastián Lima Agua Pablo Margaritas García Abajo Castillo I y II Office, School $9,662.30 $43,085.00 $10,946.00 $56,594.80 $17,914.50 $45,429.00 $183,631.60 Furniture Kitchen $3,350.00 $10,591.00 $2,685.00 $11,710.00 $4,122.00 $10,591.00 $43,049.00 Furniture Computer $10,884.04 $23,216.56 $10,072.53 $23,216.56 $10,884.04 $23,216.56 $101,490.29 Equipment Musical $4,297.50 $4,297.50 $4,297.50 $4,297.50 $4,297.50 $4,297.50 $25,785.00 Instruments Anatomical $2,750.00 $2,750.00 $2,750.00 $8,250.00 Models Laboratory $14,574.51 $ 5,099.69 $29,674.20 Equipment Stationery $3,145.19 $3,286.15 $3,286.15 $9,717.49 Supplies Maps, Posters $653.80 $ 678.80 $,253.10 $2,585.70 Teaching $207.90 $ 207.90 $217.90 $633.70 Games

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Books by $342.56 $ 347.26 $349.86 $1,039.68 Salvadoran authors TOTAL $28,193.84 $102,864.02 $28,001.03 $103,088.97 $37,218.04 $106,490.76 $405,856.66 Source: ECYP

In the case of José María Peralta Lagos (the seventh school equipped by ECYP in 2020), the resources and equipment amounted up to $125,000,000 dollars. USAID invested kitchen and bakery furniture, information equipment, musical instruments, anatomical models, supplies for science and electricity laboratories, stationery, literary works and educational games, fire extinguishers, first aid supplies and garbage for recycling. A total of 475 high school students will be benefited. The following is a detail of the amounts invested by donated resources category:

Table 56. Resources and costs donated to José María Peralta Lagos

RESOURCE CATEGORY José María Peralta Lagos, Quezaltepeque, La Libertad Furniture $45,862.00 Kitchen and Bakery Furniture $8,002.50 Computer Equipment $32,578.50 Musical Instruments $4,930.05 Anatomical Models $2,219.45 Science Laboratory Supplies $5,935.60 Electrical Laboratory Supplies $16,359.87 Stationery, Literary Works and Teaching Games $2,994.73 Fire Extinguishers $1,250.30 First Aid Equipment $1,435.00 Recycling Dumpsters $3,432.00 TOTAL $125,000.00 Source: ECYP

5.4 Objective 4: Set up a Rapid Response Fund

The fund was not used because the country did not present a natural disaster that would imply the need to use the available funds from 2013 to 2020 a phenomenon that could be considered. Therefore, in agreement with USAID, the funds foreseen to attend the emergency were reprogrammed to develop other lines of work that would contribute to the objectives 1 and 2 of the Project.

VI. Key Indicator Results

This section describes the main indicators used for project monitoring and evaluation during the 2013-2019 implementation period. The initial monitoring plan consisted of a total of 32 standard indicators, defined and approved by USAID. These indicators are divided into four areas: objective indicators, purpose indicators, school support component indicators, and out-of-school youth support component indicators.

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Some indicators were expanded (to include upper primary, for example) and in other cases some targets were modified according to different factors that arose during project implementation. Annex A details the goals and final results of each indicator by fiscal year and cumulative total that reflects the final level achieved by project as a result of the interventions implemented. 6.1 Educational Indicator Results

6.1.1 Objective Indicators The indicators are aligned with the project's overall objective: To increase access to education youth in high-risk areas of El Salvador. G1A. Gross lower-secondary enrollment rate in high-risk municipalities This indicator measures the ability of the education system to provide access to students at a specific educational level in a specific age group. The data will estimate the Project's contribution to educational opportunities for third-cycle students at the municipal level. Total project goal: 97.0%. Result obtained: up to 103.0% (Non-cumulative indicator) The maximum rate reached corresponds to the year 2014, and, as it is higher than 100%, it indicates that, for that year, the lower-secondary student population enrolled (regardless of age) was greater than the population of young people of the age to attend the lower-secondary education (13, 14 and 15 years). During the project's execution period, the rate was around 83.0% (reported in 2016. G1B. Net lower-secondary enrollment rate in high risk municipalities This indicator examines and analyzes the level of access to educational opportunities for youth at risk. It analyzes the relationship between the number of students living in high crime municipalities and those who qualify for the particular grade level. Total project goal: 68.6%. Result obtained: Up to 68.6% (Non-cumulative indicator) Unlike the gross enrollment rate, the net enrollment rate is calculated among the student population enrolled at the effective ages for enrollment in lower-secondary education, i.e., 13, 14, and 15 years. For this reason, the results reported exclude those outside this range. A maximum rate of 68.6% indicates that approximately 7 out of every 10 young people enrolled in the lower-secondary level are at the ideal age to study, while the remaining age denotes overage and early (premature) age to be enrolled at that level. The minimum rate reported was 61% in 2018. G2. Number of municipalities offering educational programs for at-risk youth The indicator measures the number of cumulative municipalities with high rates of crime and violence selected for Project implementation per year. Due to the high crime rate, municipalities have unsafe environments for youth in schools. These municipalities were selected from a classification of 54 USAID municipalities at the national level and from the 50 high rate municipalities selected by MINEDUCYT. This indicator measured whether project activities reached the key municipalities identified by the Partnership for Growth to reduce violence in the country. Total project goal: 28 municipalities Result obtained: 30 municipalities (with the incorporation of the new schools)

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6.1.2 Purpose Indicators

The indicators are aligned with the purpose of the project: To improve educational opportunities for in-school and out-of-school youth (9-24 years old) in municipalities with high levels of violence.

P1A. Number of enrolled lower-secondary students receiving USG support in selected municipalities This indicator measures the level of project purpose and shows how the activities designed by the Project improved access to and quality of secondary education in the schools selected for Project implementation. It also shows how project activities are creating educational opportunities for youth in the educational system. The analysis is done under the assumption that youth who continue their education from primary to secondary school and complete secondary education will be less vulnerable to participation in gang membership and other forms of organized crime.

Total project goal: 120,000 Result obtained: Up to 100,024 in one year (Non-cumulative indicator). However, in a cumulative calculation exercise, incorporating new lower-secondary youth for each year, and considering that the project installed interventions in consecutive years, it is estimated that the total number of youth served is 242,306 students.

Number of enrolled upper-primary students receiving USG support in the selected municipalities This indicator was created under the same assumptions as the purpose indicator P1. From the beginning of the actions designed and installed at the upper-primary level from the end of 2017.

Total project goal: N/A Results obtained: 13,028 in 2018 and 23,132 in 2019. Total: 35,45417.

P1B. Number of students enrolled in formal non-traditional study programs supported by the USG. This indicator measures the level of purpose achieved by the project. It shows how project activities created educational opportunities for youth. It assumes that youth who have educational opportunities or who complete secondary education will be less vulnerable to involvement in gangs and other forms of organized crime.

Total project goal: 12,154 Result obtained: 12,249

Number of students from the technical vocational schools benefited from USG support This indicator was included because project actions were initiated at three National Technical Vocational schools in 2019, under the logic and justification of the previous indicators, but at the high school level. Also, seven educational institutions damaged by Hurricane Ida.

Total project goal: 5,500 Result obtained Objective 1: 5,198 Result obtained Objective 3: 475 Total: 5,675

17 There is a difference when adding up the students served in the years 2018 and 2019 taking into account that this exercise is not cumulative. In 2018 a group of 72 schools were supported with grades 4-6, while by 2019, the number of schools supported rose to 190, and some schools were new while others not. 75

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P2. Dropout rate in the lower-secondary level in the selected municipalities The dropout rate indicator was used to analyze the improvement of the quality of education in secondary schools during project implementation. The project measured the schools' ability to improve students' educational opportunities to complete the lower-secondary level.

Total project goal: 10%. Result obtained: Up to 4.6% (Non-cumulative indicator)

The result represents the lowest rate, which was reported in 2018. The rate varied between this value and 12% (reported in 2014 and 2015), which corresponds to the first years of the project's intervention in the schools. The lowest rate means that, of the total number of students enrolled in the third cycle at the beginning of the school year in the project's municipalities, 4.6% left school before the end of the school year.

P3A. Rate of repeaters in lower-secondary schools in selected municipalities This indicator informs and verifies whether the objectives have been achieved. The repetition rate is a key indicator for analyzing and projecting student performance and system efficiency. It is an important indicator that shows the improvement of educational results in lower-secondary schools.

Total project goal: 5.6%. Result obtained: Up to 3.4% (Non-cumulative indicator)

The result means that, of the total number of lower-secondary students enrolled, 3.4% were repeating grades. According to data from MINEDUCYT, the repetition rate at the lower-secondary level in 2014 and 2017 ranged between 3.1% and 4.7%, which indicates that, compared to the project's rate, it remained within the same range as the national rate (3.4% was the lowest rate and 7.3% the highest).

6.1.3 Objective 1: Significantly improve learning of lower-secondary students

GR1.1 Number of school structures supported

This indicator measures support for school governance structures (e.g., co-existence committees, school boards) as an important way to promote capacity building at the local and community levels. Such structures promote opportunities for democracy in action and improve local ownership, accountability, stability and quality of education within each school and within the framework of the integration of prevention actions carried out in an integrated manner in each territory.

Total project goal: 677 Result obtained: 677

GR1.2 Number of teachers trained

This indicator measures the number of teachers/educators and paraprofessionals who have successfully completed the training program designed by ECYP to contribute to and expand the service of teaching in U.S. government-supported schools.

This indicator helps measure the capacity of teachers/educators to generate greater access to educational opportunities and provide a quality education to school youth in a safe learning environment.

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Total project goal: 4,500 Result obtained: 4,174 Achieving 93% in the fulfillment of the total goal established for the project.

GR1.2.1 Number of lower-secondary teachers who have completed professional development activities to teach students with special educational needs

This indicator contains the same justification as the previous indicator, with the delimitation of teachers strengthened in the attention of students with special educational needs, with the objective of developing curricular adaptations and improving their teaching processes in the classroom.

Total project goal: 187 Result obtained: 174

GR 1.3 Number of textbooks and teaching materials distributed

Measured the number of textbooks, as well as other teaching and learning materials (hereinafter TLM) provided with USAID assistance. Increased availability of teaching materials (English and Spanish textbooks, national educational offerings brochures, labor market brochures to develop career counseling processes, among others), coupled with adequate and good quality learning contribute to developing a better learning environment, better quality of education, and improved learning outcomes.

Total project goal: 168,551 Result obtained: 186,501

GR.1.4 Number of MINED directors and officers successfully supported by USG It measures the number of education officials or managers of education programs, funds, or institutions who receive training in aspects of their current positions, including areas such as quality assurance management and learning or support for the reintegration of conflict-affected youth into formal or non-formal education systems (Goal 3) such as pedagogical and administrative training.

Total project target: 2,850 Result obtained: 3,198

GR1.5B Number of educational actors accessed virtualized instructional content As part of the project's extension (as of 2019), it refers to the number of educational actors who access the contents of the virtual classroom developed under the active learning classrooms component of the schools in 2019 (instruction on reading, active methodologies and learning assessment).

Total project goal: 300 Result obtained: 301

Early warning system designed and in operation The extension of the project developed an alert system used for the early detection of cases of students likely to drop out of the educational system, implemented by teachers under component 3: Early Detection and Support for Dropouts.

Total project goal: System implemented Result obtained: System implemented in 185 schools that were served during the project's extension period.

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GR.1.5 Number of schools using Information and Communication Technology thanks to the USG support

It measures the use of Information and Communication Technologies that have the potential to be interventions that can overcome some of the traditional barriers and challenges to education associated with access and use of technology. In this indicator, the term Information and Communication Technologies is used to include all existing and new forms of technology designed to share and transfer information through, for example, the provision of technological resources such as computers, laptops, drones, access licenses for the use of software or programs.

Total project goal: 677 Result obtained: 677

Intermediate Result: Result 1A. The Full Time Inclusive School (FTIS) approach extended to 677 selected schools to improve learning outcomes for lower-secondary students and increase the number of students graduating from 9th grade, benefiting at least 100,000 students in grades 7, 8, and 9

R1A.1: Number of schools implementing FTIS with USG support This indicator refers to the number of schools supported by the U.S. government that meet at least 3 of the following 5 criteria related to the Full Time Inclusive School (FITP) approach. These are listed below:

Criterion 1: Process Indicator 1- Schools promote inclusive teaching practices Criterion 2:  Process indicator 5- Third cycle students promote initiatives for the improvement of coexistence and learning at school.  Process indicator 8- Teachers, students and directors use technology in the processes of management, learning and coexistence Criterion 3: Process indicator 2- Schools promote the redesign of the classroom Criterion 4: Process indicator 6- The school's coexistence committee promotes strategies that improve school coexistence and foster a safe learning environment. Criterion 5: Process indicator 3- Teachers' inter-learning circles by specialty facilitate the improvement of pedagogical practice and multiply their experience.

Total project goal: 677 Result obtained: 677

R1A.2. Ninth grade passing rate The indicator measured the total number of students passing the ninth grade related to enrollment. The ninth grade completion data measures the program's success in retaining students throughout the lower-secondary education.

Total Project Goal: N/A Result obtained: Up to 97.9% (Non-cumulative indicator)

The range was between 80.6% (minimum reported in 2013) and the maximum already indicated, which indicates that, of the total number of young people enrolled at the beginning of the school year in ninth grade, 97.9% successfully passed.

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R1A.3 Number of students benefited in USG-supported schools (direct + indirect) This indicator measures total enrollment from the 677 schools benefiting from project implementation. It was calculated from the total enrollment and includes all the benefited students (direct and indirect beneficiaries). The direct beneficiaries include students enrolled in 7th, 8th, and 9th grades, who benefit from USG funds, while the indirect beneficiaries include students enrolled in the rest of the educational levels (students who are not at the lower-secondary level). Total project goal: 520,124 Result obtained: Up to 258,655 in one year (Non-cumulative indicator)

Intermediate Result: Result 1B: Safe learning environments strengthened in schools to reduce violence in high-risk municipalities in the 677 schools that have been included in Result 1A above

R1B.1. Number of schools supported by the USG that meet safe learning environment criteria (PPR indicator) The indicator measures the sum of the total number of schools supported per year that met at least 3 out of 5 criteria related to the UNICEF safe learning environment model: Inclusive school, effective for learning, healthy and protective of children, promotion of gender equity, encourages the participation of children, families and communities, which was taken up by the Project for the definition of safe environments.

Total project goal: 770 Result obtained: With the incorporation of the extension schools, the number of schools was extended to 779 - nine more than initially considered. It is estimated that at least 96% of the schools met the established criteria, equivalent to 748 schools.

R1B.2 Percentage of students who feel safe at school This indicator measures the student's perception of feeling "safe" within the schools attended. It measures the progress schools have made in creating conducive teaching environments and safe learning spaces. Whereas students who have a perception of being unsafe in their environment do not retain what they learn as much as students who feel they are in a safe environment. This indicator serves as a proxy for decreasing violence in school communities.

Total project goal: 80%. Result obtained: Up to 90.1% (non-cumulative)

Victimization and aggression rate This index measured the student's level of feeling of having been "victimized or attacked" within their school, for example through bullying practices, beatings received, among others. The index completes the perception of violence that a student may have of the school he or she attends. It also shows the progress schools have made in creating conducive environments for teaching and safe learning spaces.

Total project goal: 57%. Result obtained: Up to 53.1% (non-cumulative)

Given that the intervention schools are located in sectors with high concentrations of vulnerability in which situations and acts of violence frequently occur, the ECYP sought to reduce these through processes and interventions that promote coexistence and security for learning in the third cycle of basic education. The results obtained are positive, in the sense that it shows a lower percentage of

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Result 1C: Innovative incentives or scholarships provided to at least 40,000 (40% of 100,000) students to reduce financial constraints for low-income juniors in the 677 schools included in Result 1A above.

R1C. Number of students in beneficiary schools who have received scholarships or incentives The indicator measures the number of students who received additional educational services (which are free) of 1 hour or more to support low-income students in their academic achievement and coexistence in regular schooling in selected municipalities. These scholarships and/or services include activities such as career counseling, life skills counseling, seminars, summer camps, career fairs, and arts and sports events that focus on fair play.

Total project goal: 40,000 Result obtained: 49,553 (not accumulated) Result obtained: 61,720 (accumulated)

R1C.2 Number of schools receiving incentives The indicator measures the number of schools that have students receiving incentives and/or scholarships to continue their high school education out of the total 677 schools supported by the Project. This indicator helped measure the effectiveness of the use of incentive programs for students who were about to drop out of school for economic reasons or due to unsafe situations in the schools.

Total project goal: 300 Results obtained: Up to 769

Result 1D: Develop a project operational monitoring system that supports monitoring of project goals and activities and reporting of student educational indicators

The indicator measures the progress made in the preparation of the Operational Monitoring System which is part of the Project Information System.

Total Project Goal: System Implemented Result obtained: System implemented

6.1.4 Objective 2: Increase educational opportunities for out-of-school youth

Result 2A: At least 21,677 out-of-school youth in the 25 targeted municipalities and their surroundings receive support to encourage them to return to school and/or complete a secondary education diploma

R2A.1: Number of out-of-school youth supported to return to formal education with USG support The indicator measures the total number of out-of-school youth receiving educational assistance, services and/or academic support to return to formal education before or during official enrollment. Students' academic attendance was at least 1 hour or more, to support and motivate them to continue their formal studies, and academic support to pass the proficiency test for continued study in flexible school settings.

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Total Project Goal: 21,677 Result obtained: 25,208

R2A2 Number of out-of-school youth earning a secondary-education degree with USG support

The indicator measures the number of officially enrolled youth who completed lower and/or upper secondary school. These are the newly enrolled students who graduated from lower or upper secondary school and obtained a diploma certifying the earned grade. This indicator measures the Project's contribution to engaging out-of-school youth in educational activities to improve their future opportunities and prevent youth from participating in gangs.

Total project goal: 3,039 Result obtained: 6,842

Result 2B: At least 23,150 out-of-school youth in the 25 selected municipalities or surrounding areas have received training programs with a community-based approach and preparation for the job market. R2B1 Number of out-of-school youth trained in life skills or labor market readiness courses It measures the number of out-of-school youth who participate in short-term courses as part of the training programs developed for the Project. The training program contains: 1) life skills courses, 2) preparation for the workforce or as it is known, job readiness. Having completed at least 85% of each training course

Total project goal: 21,677 Result obtained: 16,880

Result 2C: Innovative incentives or scholarships provided to at least 23,150 youth outside the educational system in 25 selected municipalities to reduce the economic problem of low-income youth outside the educational system who are able to participate equally in educational opportunities

R2C.1 Number of out-of-school youth receiving scholarships or incentives to return to formal education This indicator measures the number of out-of-school youth who receive scholarships or incentives to return to formal education, training programs/short courses. It will include training scholarships and all incentives such as payment for transportation fees and provision of daily meals.

Total project goal: 21,677 Result obtained: 22,505

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Annex A: Summary of Indicator Progress

Indicators Table_ 2013 – 2019 Project Name: EDUCATION FOR CHILDREN AND YOUTH Contract or Agreement Number: 519-A-13-00001 Implementing Partner: FEDISAL Approved Date: Adjustment for FY2015 as target for PPR_2015 for standard indicators OBJECTIVE INDICATORS Objective: Increase access to education for youth in high-risk areas of El Salvador Total 2013 2013 2014 2014 2015 2015 2016 2016 2017 2017 2018 2018 2019 2019 No. Indicator Project Total Target Result Target Result Target Result Target Result Target Result Target Result Target Result Goal G1A. Gross lower- secondary enrollment Not 1 97.0% 118.0% 99.1% 99.5% 103.0% 97.0% 101.0% 97.0% 83.0% 92.0% 84.0% 97.0% 90.7% rate in high risk accumulative municipalities G1B. Net lower- secondary enrollment Not Not Not 64.2% 67.7% 68.6% 68.2% 65.0% 63.7% 65.0% 63% 66.0% 61% 66.0% ** 2 rate in high risk 66% calculated calculated accumulative municipalities G1B. Net upper-primary enrollment rate in high N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A Not 2A N/D N/A * ** risk municipalities accumulative

G2. Number of municipalities offering 3 28 8 8 13 18 25 27 27 28 27 28 27 28 28 30 30 educational programs for at-risk youth

Not considered in the 2019 monitoring plan

Considered only in the 2019 monitoring plan

* Target not defined

** Impossible to calculate because of the lack of statistics from MINEDUCYT

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PURPOSE INDICATOR Purpose: Improve educational opportunities for in-school and out-of-school youth (9-24) in municipalities with high levels of violence Total N 2013 2014 2015 2016 2017 2018 2019 Proje 2013 2014 2015 2016 2017 2018 2019 o Indicator Targe Targe Targe Targe Targe Targe Targe Total ct Result Result Result Result Result Result Result . t t t t t t t Goal P1A. Number of enrolled Not lower-secondary students 120,0 28,54 35,61 56,44 100,0 100,0 94,60 91,00 49,14 84,08 27,00 4 62,767 100,024 91,236 24,486 accumula receiving USG support in 00 0 3 9 00 00 8 0 1 3 0 tive selected municipalities Number of enrolled Not upper-primary students 4a N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A 14,84 13,02 - 23,132 accumula receiving USG support in 4 8 tive selected municipalities P1B. Number of students

enrolled in formal non- No 5 12154 99 60 1,405 2,902 6,945 4,514 1,900 8,167 3,833 4,082 No 0 No data 12,249 traditional programs of data (101%) study with USG support Number of students from the technical vocational Not 5a schools who have 5500 N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A 5500 5,673 accumula benefited from USG tive support P2. Lower-secondary Not 6 dropout rate in the 10% 4% 5% 4% 12% 12% 12% 10% 7.7% 10% 7.04% 10% 4.6% 5.0% ** accumula selected municipalities tive Upper-primary dropout Not 6a rate in selected 3.2% N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A 3.2% ** accumula municipalities tive P3A. Lower-secondary 7 grade-repeating rate in the 5.6% 4.8% 7.3% 4.7% 5.9% 5.6% 6.0% 5.6% 5.2% 5.6% 4.98% 5.6% 3.4% selected municipalities

Not considered in the 2019 monitoring plan

Considered only in the 2019 monitoring plan

* Target not defined ** Impossible to calculate because of the lack of statistics from MINEDUCYT

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SCHOOL SUPPORT COMPONENT INDICATORS Total 201 2014 2015 2016 2017 2018 2019 No 3 2013 2014 2015 2016 2017 2018 2019 Indicator Project Targe Targe Targe Targe Targe Targe Total . Tar Result Result Result Result Result Result Result Goal t t t t t t get GR1.1 Number of school governance 8 677 0 0 165 165 415 410 665 643 677 1000 121 121 677 structures supported

GR1.2 Number of teachers successfully 9 4,500 330 429 820 1,100 1,830 2252 330 429 820 1,100 1,830 2252 330 429 4,174 trained (93%)

GR1.2.1 Number of teachers who have completed professional 174 9.1 development activities 187 N/A N/A N/A N/A N/A N/A N/A N/A 65 63 122 111 (93%)* for teaching students with special education needs. GR 1.3 Number of textbooks and teaching 21,75 107,0 106,1 107,0 10,42 29,00 52,131* 186,501 10 168,551 199 165 0 500 00 79 00 0 7,300 7,505 2,175 9,601 0 * (111%) aids distributed GR.1.4 Number of MINEDUCYT 3,198 directors and officers 11 2,850 200 192 450 450 830 698 507 618 280 266 90 469 1,097 505 (112%) successfully supported by USG GR1.5B Number of educational actors N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A 301 35 300 300 301 accessing virtualized N/A (100.3%) instructional content

Not considered in the 2019 monitoring plan

Considered only in the 2019 monitoring plan

* Target not defined

** Impossible to calculate because of the lack of statistics from MINEDUCYT

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SCHOOL SUPPORT COMPONENT INDICATORS No Total 2013 2013 2014 2014 2015 2015 2016 2016 2017 2017 2018 2018 2019 2019 Indicator Project Targe Targe Targe Targe Targe Targe Targe Total . Result Result Result Result Result Result Result Goal t t t t t t t Early alerts system N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A 36 designed and in 1 N/A 1 1 100% operation GR.1.5 Number of schools using Information and 677 12 677 0 0 165 0 410 409 410 376 250 245 49 49 Communication (100%) Technology with the support of USG Intermediate Result: Result 1A. The Full Time Inclusive School (FITS) approach extended to 677 selected schools to improve learning outcomes for lower-secondary students and increase the number of students graduating from 9th grade, benefiting at least 100,000 7th, 8th, and 9th grade students. R1A.1: Number of schools implementing 677 13 677 0 0 0 0 165 380 410 380 600 611 66 66 FTIS with USG (100%) support R1A.2. Ninth grade Not 80.64 14 passing rate N/D 70.0% 70.1% 81% 70.2% 84.0% 81.0% 93.0% 85.0% 95.0% 85.0% 97.9% accumulativ % e R1A.3 Number of students served in Not 99,54 100,4 98,14 183,8 339,9 203,3 200,0 222,9 475,0 222,9 200,0 15 USG-supported 520,124 258,655 accumulativ 0 86 8 82 28 27 00 57 00 57 00 schools (direct + e indirect) Intermediate Result: Result 1B: Safe learning environments strengthened in schools to reduce violence in high-risk municipalities in the 677 schools that have been included in Result 1A above R1B.1. Number of schools supported by 17 USG that meet safe 770 0 0 0 0 125 119 360 334 230 213 10 13 190 185 96%* learning environment criteria

Not considered in the 2019 monitoring plan

Considered only in the 2019 monitoring plan * Weighted average

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SCHOOL SUPPORT COMPONENT INDICATORS Intermediate Result: Result 1B: Safe learning environments strengthened in schools to reduce violence in high-risk municipalities in the 677 schools that have been included in Result 1A above Total 2013 2014 2015 2016 2017 2018 2019 2013 2014 2015 2016 2017 2018 2019 No. Indicator Project Targe Targe Targe Targe Targe Targe Targe Total Result Result Result Result Result Result Result Goal t t t t t t t R1B.2 Percentage of Not Not students who feel safe 18.1 80% 46.0 46.00 46.0 88 66.7 reporte 67.0 86.4 70.0 86.4% 80.0 90.1 accumu at school % % % % % % % % % d lative Victimization and Not Not aggression rate 53.1 18.2 57% N/D 60% N/D 75% 68% reporte 67% 13% 55% 65% 50% accumu % d lative Result 1C: Innovative incentives or scholarships provided to at least 40,000 (40% of 100,000) students to reduce financial constraints for low-income lower-secondary students of the 677 schools in Result 1A above. R1C. Number of students in 58,674 beneficiary schools 12,00 10,45 10,50 11,58 11,84 15,00 19 57,877 N/D 0 10,000 17,125 9,000 8,126 927 3,032 (101.4 who have received 0 0 0 3 0 0 %) scholarships or incentives R1C.2 Number of 20 schools receiving 300 0 0 0 0 300 0 300 596 300 472 300 446 0 190 779 incentives Result 1D: Develop a Project Operational Monitoring System that supports monitoring of Project goals and activities and reporting of student educational indicators R1D.1: Percentage of Monitoring and 100% 40% 20% 100% 75% 100% 90% 100% 100% 100% 100% 100% 100% 100% 100% 100% Evaluation System Completion

Not considered in the 2019 monitoring plan

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INDICADORS OF COMPONENT 2: SUPPORT FOR OUT-OF-SCHOOL YOUTH Result 2A: Provide assistance for at least 23,150 out-of-school youth in the 25 identified municipalities (and surrounding areas) to return to school or complete secondary education with a diploma Total 201 2013 2015 2016 2017 2018 2019 No Proje 3 2014 2014 2015 2016 2017 2018 2019 Indicator Res Targe Targe Targe Targe Targe Total . ct Tar Target Result Result Result Result Result Result ult t t t t t Goal get R2A.1: Number of out- of-school youth assisted 21,67 10,00 14,27 25,208 22 to return to formal 60 60 4,750 2,655 9,260 7,000 6,250 4,465 0 4,087 6,000 1,274 7 0 7 (116%) education with USG support R2A2 Number of out-of- No No school youth earning a 6,842 23 3,039 N/D 0 N/D reporte 1,076 report N/D 3,610 635 3,232 602 3,039 secondary education (225%) d ed degree with USG support Result 2B: At least 23,150 out-of-school youth in the 25 selected municipalities or surrounding areas have received training programs with a community-based approach and preparation for the job market. R2B1 Number of out-of- school youth receiving 21,67 16,880 24 training in life skills or N/D 60 N/D 4,750 1,076 2,630 635 2,828 602 2,469 N/D 3,344 6,000 799 7 (76%) labor market preparation courses Result 2C: Innovative incentives or scholarships provided to at least 23,150 youth outside the educational system in 25 selected municipalities to reduce the economic problem of low- income youth outside the educational system who are able to participate equitably in educational opportunities R2C.1 Number of out-of- school youth receiving 21,67 10,00 14,27 22,505 25 scholarships or incentives 60 60 4,750 4,750 9,260 7,000 6,250 4,465 N/D 3,763 6,000 1,274 7 0 7 (104%) to return to formal education

Not considered in the 2019 monitoring plan

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Annex B. Videos produced and shared by ECYP (2013-2020) 2016: 1. Robotics: https://www.youtube.com/watch?v=hOnfyg3ZALM 2017: 1. 2017 Achievements: https://youtu.be/RDvBtzoVJTU 2. XPRESATE: https://youtu.be/H3wihFvw3Xs 3. Art and Culture: https://youtu.be/3UlHjIu7IxM 4. USAID-CONNA: https://youtu.be/z8N7sPj9Pfk 5. CENTRO i4: https://youtu.be/zBMxeGVD8bw 6. Flexible Modalities #2: https://youtu.be/jLhV8VIbv6Y 7. Flexible Modalities #1: https://youtu.be/mpemuLc2T-0 8. ECYP Activities #2: https://youtu.be/CSV-b3OLcvA 9. Launching Zacatecoluca: https://www.youtube.com/watch?v=fhJ5pYa0FgQ&feature=youtu.be 10. ECYP Activities #1: https://www.youtube.com/watch?v=hWD7m2k7ip4&feature=youtu.be 11. Recreational Vacations: https://www.youtube.com/watch?v=vla9R77ZUds&feature=youtu.be

2018: 1. Work with Evidence: https://youtu.be/fyW4dedCoAw 2. Flexible Modalities: https://youtu.be/65eI1UzYjH0 3. Don't stop: https://youtu.be/niUvRUnc3zk 4. Add to education, Leadership: https://youtu.be/HhRFHhlcMQo 5. Add to education, Reading: https://youtu.be/ljUHP8y09r0 6. Add to Education, Innovation: https://youtu.be/8mxAP8nXTGI 7. ECYP Data 2018: https://youtu.be/i9PL2WM5C3k 8. Hi I'm Oliver: https://youtu.be/sP1xw7R__BI 9. Hello I am Peter: https://youtu.be/t15MEQJU9pA 10. Hello I am Cony: https://youtu.be/xFJswsVqlq0 11. Hello I am Oscar: https://youtu.be/40tH50HrTIQ 12. Hi I'm Daniela: https://youtu.be/WNsqs1QlAV4 13. Live Education #2: https://youtu.be/bS3Jm2RnSoo 14. Live Education #1: https://youtu.be/nwjjPLLOhO8 15. Educational Inclusion: https://youtu.be/A-u9rCw_nsM 16. We are Orientation: https://youtu.be/rN6KGDzEWfA 17. We are Robotics: https://youtu.be/CyYXJII2kWE 18. Don't stop #2: https://youtu.be/38_3qVCMR90 19. Don't stop #1: https://youtu.be/81IEBRXcWQw 20. Thank you Teachers: https://youtu.be/b3_WwFM5ffg 21. I am Who I Am: https://youtu.be/b8OwAP_LNvU 22. USAID Transforms: https://youtu.be/x0Ss3jkxtv0 23. Peter -Women's Day: https://youtu.be/xEiYOrEnOd0 24. Lucia Carranza -Women's Day-: https://youtu.be/m8BBGR0rqrU 25. Coexistence #10: https://youtu.be/VD3Y6FrlXLE 26. Women breaking the mold: https://youtu.be/x4jYEPe4Eeo 27. Education #10: https://youtu.be/0E39OkwnFQc 2019: 1. We are Education - Song . https://youtu.be/byEsBmYIDzA 2. Happy Teacher's Day: https://youtu.be/fmPz9h-R4BQ 3. We are Women: https://youtu.be/NDoCSD9Oh7U 4. Newspaper or Sport..: https://youtu.be/dd7uXHdrLzs 5. Get inspired : https://youtu.be/oqtpSPkUzc4 6. Science: https://youtu.be/Ph5is1khFL4 88

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Annex C. Two scenarios of the Integrated Flexible Modality, Flexible Modality Reengineering Scenario 1 Aspect Scenario 1 Curricular Components Academic, life and work skills and job training Training Days Monday to Friday. Hourly Load by Component Total:1,070 Academic: 960 hours Life Skills: 30 hours Job Training: 80 hours Not Face-to-Face Hourly Load 120 hours Modules to be Studied 7 are fixed, with a maximum of 11 Academic Component:6 Life Skills Component:1 Work Component: Maximum 4 modules, but depending on the number of hours required by each selected module Module Sequence Module 1: Language Module 2: Science Module 3: Social Module 4: Civics Module 4: Mathematics Module 5: English Educational Material Self-study modules for the academic component Module for the development of skills for life and work (teaching). Modules for work training component. Process Methodology Integrated Evaluation Methodology Integrated

Scenario 2 Aspect Scenario 1 Curricular Components Academic, life and work skills and job training Training Days Saturday and Sunday Hourly load by component 480 hours Academic: 370 hours Life Skills: 30 hours Job Training: 80 hours Not Face-to-Face Hourly Load 360 hours in total Academic Component:300 hours Life Skills Component:20 hours Job Training Component: 40 hours Educational Model Module with 3 components Modules to be Studied 7 are fixed, with a maximum of 11 Academic component:6 Life skills component:1 Work component: Maximum 4 modules, but depending on the number of hours required by each selected module Module Sequence Module 1: Language Module 2: Science Module 3: Social 89

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Module 4: Civics Module 4: Mathematics Module 5: English Educational Material Self-study modules for the academic component Module for the development of skills for life and work (teaching). Modules for work training component. Process Methodology Integrated Evaluation Methodology Integrated

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