USAID-funded Pakistan Reading Project - Quarterly Progress Report – January 2019 – March 2019 1 USAID-FUNDED PAKISTAN READING PROJECT QUARTERLY PROGRESS REPORT: JANUARY 01 - MARCH 31, 2019

Sponsoring USAID Office: USAID/Pakistan

Cooperative Agreement Number: AID-391-A-13-00005

Grantee: International Rescue Committee (IRC)

Date of Submission: April 30, 2019

THIS REPORT IS MADE POSSIBLE BY THE SUPPORT OF THE AMERICAN PEOPLE THROUGH THE UNITED STATES AGENCY FOR INTERNATIONAL DEVELOPMENT (USAID) FUNDED PAKISTAN READING PROJECT. THE CONTENTS ARE THE SOLE RESPONSIBILITY OF THE INTERNATIONAL RESCUE COMMITTEE (IRC) AND DO NOT NECESSARILY REFLECT THE VIEWS OF USAID OR THE UNITED STATES GOVERNMENT.

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TABLE OF CONTENTS

Acronyms ...... 4

Executive Summary ...... 5

Snapshot of the Program ...... 7

Program Activities ...... 8

Component 1: Improved Classroom Learning Environment for Reading ...... 8

PRP Intervention in the Newly Merged Districts (Previously FATA) ...... 20

Component 2: Improved Policies and Systems for Reading ...... 21

Component 3: Improved Community Based Support for Reading ...... 29

Gender ...... 34

Communications and Reporting ...... 36

Monitoring & Evaluation ...... 39

Issues and Challenges ...... 47

PRP International Visitors/Consultants Visits during Q2 ...... 47

Key Meetings...... 48

Annexures ...... 49

USAID-funded Pakistan Reading Project - Quarterly Progress Report – January 2019 – March 2019 3

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ACRONYMS

AAEO Assistant Agency Education Officer M&E-IS Monitoring, Evaluation and Learning Information System ADE Associate Degree in Education MBL Mobile Bus Library AEO Agency Education Officer MEL Monitoring, Evaluation and Learning AFAQ Association for Academic Quality MOU Memorandum of Understanding AJK Azad Jammu & Kashmir MRC Material Review Committee AOR Agreement Office Representative MT Master Trainer ASI Adam Smith International MT Master Trainer B.Ed. (Hons.) Bachelors of Education (Honors) NACTE National Accreditation Council of Teacher Education BEAC Balochistan Examination and Assessment Commission NCC National Curriculum Council BECS Basic Education Community Schools NEAS National Education Assessment System BoC Bureau of Curriculum NGO Non-Government Organization C1 & C2 Cohort 1 & Cohort 2 NGOs Non-Governmental Organizations CA&DD Capital Administration and Development Division NMD Newly Merged Districts (Previously FATA) CAII Creative Associates International Inc. NOC No Objection Certificate CBCL Classroom Based Corner Library PAC Provincial Advisory Committee CMR Community Managed Reading PEAS Provincial Education Assessment System CPD Continuous Professional Development PEC Procurement Evaluation Committee CRC Curriculum Review Committee PIRs Performance Indicators Reference Sheets CRP Complementary Reading Project PITE Provincial Institute for Teacher Education CU-CSR City University Consultancy Services and Research PMP Performance Monitoring Plan CWG Communication Working Group PPP Public Private Partnership DCRD Directorate of Curriculum and Research Development PRP USAID-funded Pakistan Reading Project DCTE Directorate of Curriculum and Teacher Education PSC Provincial Steering Committee DG Director General PSC Provincial Steering Committee DoE Directorate of Education RFA Request for Application DRLP Daily Reading Lesson Plan RFP Request for Proposal E&SE Elementary and Secondary Education RFQ Request for Quotation EEF Elementary Education Foundation RIS Reading Improvement Strategy EGRA Early Grade Reading Assessment RIT Reading Instruction Time ETOs Education Training Officers RLM Reading Learning Material FATA Federally Administered Tribal Areas SBKU Sardar Bahadur Khan University FDE Federal Directorate of Education SEF Sindh Education Foundation FE&PT Federal Education & Professional Training SMC School Management Committee FGD Focus Group Discussion SMT Senior Management Team FJWU Fatima Jinnah Women University SoW Scope of Work GB Gilgit Baltistan SRP USAID Sindh Reading Program GGPS Government Girls Primary School SSA School Support Associate HEC Higher Education Commission SSV School Support Visit HoO Head of Office STEDA Sindh Teacher Education Development Authority HR Human Resources TA Technical Assistant ICP Islamabad Central Project TAC Technical Advisory Committee ICT Islamabad Capital Territory TCF The Citizens’ Foundation IFO Islamabad Field Office TEP Teacher Education Project ILF Islamabad Literature Festival TIG Teacher Inquiry Group IPEMC Inter-Provincial Education Ministers’ Conference ToRs Terms of Reference IRC International Rescue Committee TTI Teacher Training Institute IRM Institute of Rural Management USAID United States Agency for International Development KEACE Kashmir Education Assessment Center USG United States Government KP Khyber Pakhtunkhwa VMV Virtual Mentoring Video WL World Learning

USAID-funded Pakistan Reading Project - Quarterly Progress Report – January 2019 – March 2019 4 EXECUTIVE SUMMARY

The USAID-funded Pakistan Reading Project (PRP) is supporting the provincial and regional departments of education in Pakistan to improve the quality of education with a focus on improving the reading skills of over 1.3 million children in grades one and two. PRP works to achieve this goal through three key objectives: teacher training, policy reform, and community support for reading. In addition to reaching these children, PRP’s activities are designed to reach out to over 23,800 teachers in public schools and 110 teacher education institutions across 69 districts of the country.

PRP has made significant achievements on the following MSF Indicators during the quarter:

Number of primary or secondary educators who complete professional development activities with USG assistance (4.2.2 b): Face to face training is the integral part of the PRP professional development model. All teachers attend 5-day face to face training in the first year of intervention and a 3-day refresher at the start of the second year. Additionally, the project also arranges condensed trainings for newly transferred/inducted grade 1 and 2 teachers to PRP schools. During the reporting quarter, PRP provided first-year face to face training to 1,217 teachers (726 M; 491 F) in cohort 3 districts of AJK and GB and condensed training to 1,233 teachers (741 M; 492 F) in ICT, KP and Sindh. The project has, so far, trained 26,298 teachers (15,807 M; 10,491 F).

Number of administrators and officials who complete professional development activities with USG assistance: Mentors, who are selected government academic staff and teachers themselves, play an important role in the capacity building of teachers as effective reading instructors. They facilitate training of teachers, TIG meetings and school support visits. As with teachers, the project also arranges training for mentors to help them understand and carry out their responsibilities as mentors and academic supervisors toward improving reading skills. During the reporting quarter, PRP trained 637 government officials (409 M; 228 F), including 117 mentors/master trainers, 89 academic supervisors and 431 head teachers. The project has trained a total of 11,249 mentors/master trainers, academic supervisors, and head teachers (7,241 M; 4,008 F) by the end of the quarter.

Number of primary or secondary textbooks and other teaching and learning materials (RLM) provided with USG assistance: During the reporting quarter, PRP continued distribution of Reading Learning Materials (RLM) to schools. RLMs include daily reading lesson plans (DRLP), workbooks, big books, level readers, flash cards, syllable charts, library books, manuals for face to face trainings/orientations, TIG modules, and tablets. The project distributed 118,737 copies of RLM to mentors, academic supervisors, teachers, students, and other government officials. In total, PRP has distributed 5,419,354 copies of RLM by the end of March, 2019.

Number of policies, laws, regulations, or guidelines developed or modified to improve education quality, access or management: During the reporting quarter, the AJK Education Department notified the revised Scheme of Studies developed with PRP’s technical support. In Sindh, the School Education and Literacy Department (SELD) approved the new Sindhi and Urdu language curriculum

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for grades 1-5. PRP provided technical support to SELD to integrate reading into the curriculum. Also, PRP continued its technical support to the Sindh Textbook Board to develop and review the Sindhi language manuscripts for grades 1 and 2. Three policy initiatives under this indicator were successfully completed during the quarter. Since the frequency of reporting on PakInfo is annually, PRP will report the progress in the fourth quarter.

Number of parent teacher associations (PTAs) or community-based school governance structures engaged in primary or secondary education supported with USG assistance (4.2.1-a): In the reporting quarter, the document collection process was concluded in the identified schools of three selected Cohort-3 districts in KP for the purpose of awarding Community Managed Reading (CMR) grants. Work is in progress to review grant agreements and award CMR grants to 62 of the 131 target grants in these districts.

Below is a summary of two other key activities PRP carried out during the quarter:

Cohort 1 and 2 Closeout: An important milestone during this quarter was the closure of PRP interventions and operations in 32 Cohort 1 and 2 districts, based on instructions received from USAID at the start of the quarter. As part of the USAID approved closeout plan, PRP handed over all the inventory items to the approved recipients including provincial district education offices and PRP intervention schools. Coordination meetings for sustaining the reading program were also organized with the relevant provincial and district education officials in these districts. Relevant documentation as required in the USAID close out instructions will be submitted in the next quarter.

NOC for Newly Merged Districts (NMDs) – ex-FATA: The last NOC for PRP to work in the six intervention NMDs expired on June 30, 2018. PRP activities in NMDs have been put on hold since July 2018. Immediately after expiry of the NOC, the PRP consortium partner submitted an application for renewal of the NOC that is still pending with the authorities. During the reporting quarter, the PRP senior management held a series of follow-up meetings with senior government officials and other relevant stakeholders to expedite the NOC approval process. PRP received appreciation and assurances from all of the government counterparts to support the NOC renewal. Pending the NOC approval and as an interim measure, PRP developed an alternative strategy for the distribution of RLMs to teachers, teacher mentors, and over 50,000 students in NMDs using government mechanisms; this plan is being reviewed by USAID.

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Snapshot of the Program

The USAID-funded Pakistan Reading Project (PRP), implemented by the International Rescue Committee (IRC) and its partners (Creative Associates International, World Learning, and Institute of Rural Management), is supporting the provincial and regional education departments throughout Pakistan to improve the reading skills of children in grades one and two. The project will achieve this goal through three components: . Improved Classroom Learning Environment for Reading . Improved Policies and Systems for Reading . Improved Community- based Support for Reading

ANTICIPATED RESULTS . 1.3 million Grade 1 and 2 students receiving reading interventions. . 23,800 teachers in public schools with improved skills in teaching reading and conducting classroom assessments. . Improved reading policies and systems for reading. . 110 Teacher Training Institutions (colleges and universities) offering ADE and B.Ed. (Hons.) degree programs with new reading curricula. . 3,161 scholarships for ADE and B.Ed. (Hons.) students. . 23,800 tablets provided to teachers. . 13,963 classroom libraries established. . Mobile Libraries reaching out to 300 communities. . Small grants to support community-based reading initiatives. PRP is improving the quality of teaching and assessment of reading by supporting improvements to teachers’ pre-service education, providing a model for continuous professional development for in- service teachers, and making supplemental instructional materials more widely available to primary school teachers. The project’s strategy entails supporting efforts of the Government of Pakistan in each province and region to achieve these goals. PRP is promoting the adaptation and implementation of policies that promote quality teaching and will ensure the sustainability of its initiatives over time through permanent policy changes. The intervention will improve the reading instruction of 23,800 teachers and the learning and assessment of 1,300,000 grade 1 and 2 students across 7 provinces/regions of Pakistan.

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PROGRAM ACTIVITIES

This section presents key program activities during the reporting quarter under the three core components of the USAID-funded Pakistan Reading Project (PRP): 1. Improved Classroom Learning Environment for Reading 2. Improved Policies and Systems for Reading 3. Improved Community-based Support for Reading COMPONENT 1: IMPROVED CLASSROOM LEARNING ENVIRONMENT FOR READING SUB-COMPONENT 1.1: TEACHER SKILLS IMPROVED THROUGH QUALITY EDUCATION, TRAINING AND CONTINUOUS PROFESSIONAL DEVELOPMENT 1.1.1. STUDENT MATERIAL FOR READING SUPPORT

Teachers, students, and other stakeholders in the project-focused schools/districts received the specially developed reading learning material for the improvement of early grade reading in these schools. This includes daily reading lesson plans (DRLP), workbooks, big books, level readers, flash cards, and syllable charts in three languages, i.e. Urdu, Sindhi, and Pashto. The project has also developed manuals and modules for use during face-to-face trainings and Teacher Inquiry Group (TIG) meetings respectively. In addition, the project also provides books for classroom based corner libraries and tablets, which are uploaded with virtual mentoring videos, audio lessons of key sounds, and electronic versions of all RLM.

All this material is printed and distributed upon review and approval of relevant provincial/regional material review committees. As of March 2019, PRP has distributed a total of I’ve found the PRP Big Books, in particular, the most captivating to secure student learning. 5,419,354 million copies of this material among This is because Big Books contain ethics based teachers, students, and other stakeholders of language learning. Students learn several key project intervention districts. During the reporting things such as life skills and social ethics, and quarter, the project distributed 118,737 copies of simultaneously enjoy doing so in a creative and engaging process of storytelling.” RLMs, including classroom-based corner libraries. In addition, the project also completed the Nilofer Bhutto, Deputy Director Planning & procurement process for the printing of grade 2 Development, Hyderabad material and issued contracts to selected vendors. The printing is in process and distribution to schools will be initiated in the next quarter; however, the project is holding back on the printing of grade 2 workbooks for cohort 1 and 2 districts, where interventions beyond March 2019 have been closed.

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The table below shows the details and types of RLMs distributed as of March 2019 in all provinces/regions except NMDs, where activities are on hold due to the delay in issuance of a No Objection Certificate (NOC).

The table below provides the details of the material distributed during the reporting quarter:

Table 1: Material Distribution Reading Learning Material (RLM) RLM distributed RLM distributed during Cumulative till Dec 2018 the reporting quarter Distribution RLMs provided to reading specialists 336 2 338 RLMs provided to mentors 57,806 363 58,169 RLMs provided to academic supervisors 69,830 7091 76,921 RLMs provided to head teachers 6,749 150 6,899 RLMs provided to teachers 3,013,317 27,261 3,040,578 RLMs provided to students of grades 1 & 2 1,874,222 6227 1,880,449 Material provided to MBL schools, research 173,953 77,464 251,417 schools, Grantees, TTIs and PITE, EEF AND library books Radio Shows 50 - 50 READ Total 104,354 179 104,533 Total till March 2019 5,300,617 118,737 5,419,354

1.1.2. TEACHER PROFESSIONAL DEVELOPMENT - IN-SERVICE TRAINING During the reporting quarter, the project concluded its interventions in cohort 1 and 2 districts and closed its offices in these areas earlier than the scheduled time, as per USAID instructions. Interventions in cohort 3 districts continued as planned. The project arranged phase II face-to-face training for project staff, mentors, teachers, head teachers, and academic supervisors in all districts with the exception of Muzaffarabad, Mirpur, Bhimber, Kotli, Hattian, Diamer and Ghanche; trainings could not take place in these districts as the approval for program interventions for these locations did not come through until February, 2019. Similarly, the interventions in NMDs remained on hold due to the unavailability of an NOC.

During the reporting quarter, teachers in the districts of AJK and GB received the first phase of face-to-face training, started attending TIG meetings, and received school support visits. In addition, teachers in cohort 3 districts of the remaining regions also continued participating in monthly TIG meetings and received classroom- based support visits from mentors and project staff.

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The section below provides details about the activities completed in all provinces/regions during Q2 of FY 2018-19.

Training of mentors: The project completed 6-day phase II face-to-face trainings for 372 mentors (262 M; 110 F) from cohort 3 districts. PRP also completed phase I training for mentors in 5 AJK districts and trained 57 mentors (27 M; 30 F). The table below provides details on the number of mentors trained during the quarter under phase II training.

Table 2: Number of phase II mentors trained during the quarter Province/Region Male Female Total Percentages Balochistan 61 36 97 97% GB (Gilgit only) 06 03 9 100% ICT 03 08 11 100% KP 56 48 104 100% Sindh 136 15 151 97% Total 262 110 372 99%

In addition, the project also held condensed trainings for 3 male mentors in Sindh, who were selected as replacements for transferred mentors.

Orientation of academic supervisors: Similarly, the project arranged a 3-day phase II orientation for 97 academic supervisors (61 M; 36 F) from cohort 3 districts. The table below provides details about the number of phase II academic supervisors oriented during the quarter.

Table 3: Number of phase II academic supervisors oriented during the quarter Province/Region Male Female Total Percentages GB 5 1 6 100% ICT 7 3 10 100% KP 23 22 45 100% Sindh 25 11 36 93% Total 61 36 97 98%

In addition, the project also arranged a phase I orientation for 12 academic supervisors (6 M; 6 F) from Kohat (KP), as interventions in this district started late as compared to other cohort 3 districts. The project also arranged orientation for 20 newly inducted supervisors (17 M; 3 F) in Sindh.

“We have a firm resolution of continuing the Training of teachers: During the reporting educational development mission. I realize that quarter, the project completed a 3-day phase II even though PRP is here to support us, yet a face-to-face training for 4,610 teachers (3,042 M; sustained and enduring difference will emerge 1,568 F) for cohort 3 districts. The table below only if we ensure that our schools receive trained teachers, our teachers receive continuous provides details about the number of teachers training and, and our children receive quality trained during the quarter. reading materials.” Agha Iftikhar Ali, Supervisor Primary Education at Umerkot Table 4: Number of teachers trained during the quarter Province/Region Male Female Total Percentages Balochistan 449 353 802 85% GB 26 48 74 98% ICT 31 139 170 95%

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KP 741 611 1,352 95% Sindh 1,795 417 2,212 88% Total 3,042 1,568 4,610 92%

Moreover, the project also held a condensed training for 422 new teachers (269 M; 153 F) in ICT, KP, and Sindh; these teachers recently joined PRP-focused schools due to transfer, posting or promotion of trained teachers.

Teachers trained through monthly TIG meetings: In addition to phase II face-to-face training, the project continued arranging monthly TIG meetings for cohort 3 teachers. In summer zone districts, most of the teachers attended three meetings and covered modules on comprehension, writing to learn, and continuous assessment. Teachers in winter zone districts were able to attend only two meetings due to winter vacations during January, 2019. The table below provides details about teachers attending monthly TIG meetings during the reporting quarter.

Table 5: Number of teachers attending monthly TIG meetings in Q2 Jan- Mar 2019 Province/Region C-3 Teachers Teachers Teachers %age of Teachers attending 3 attending 2 attending 1 Teachers Remarks Received or more TIG TIG TIG meeting attending F2F meetings meetings TIGs

Balochistan 948 498 62 365 925 (98%) Activities on NMDs 1,526 - - - - hold in GB 72 43 21 0 64 (88%) NMDs due ICT 201 107 46 22 175 (87%) to NOC issue. KP 1,934 1,073 254 568 1,895 (98%) Sindh 2,756 1,904 458 141 2,503 (91%) Total 7,437 3,625 841 1,096 5,562

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Teacher Inquiry Group (TIG) meetings

ISLAMABAD KHYBER PAKHTUNKHWA

GILGIT BALTISTAN SINDH

School Support Visits: School Support Visits are one prong of PRP’s Continuous Professional Development model. Teachers receive on-the-job support from mentors and project staff through these visits. During the reporting quarter, the project trained mentors conducted visits to 1,398 schools and provided school-based support to 2,107 teachers (1,401 M; 706 F). Similarly, the project staff (SSAs) conducted visits to 2,347 schools and provided school-based support to 3,196 teachers (1,971 M; 1,225 F). The major topic covered during school support visits was understanding the proper use of reading learning material and student assessment. The table below provides details about school support visits conducted during the quarter.

Table 6: Number of Cohort-3 schools receiving school support visits from mentors and SSAs Mentors SSAs Target Schools Teachers Target Schools Teachers Province/Region Visited Supported Visited Supported Balochistan 432 519 557 432 575 616 GB (Gilgit only) 36 45 47 36 67 70 ICT 60 66 102 60 97 137 KP 907 1,442 1,542 907 1,500 1,624 Sindh 703 1,245 2,333 703 1,259 2,357 Total 2,138 3,317 4,581 2,138 3,498 4,804

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In addition, project staff visited 778 schools and continued providing need-based support to 936 teachers (473 M; 463 F) in cohort 1 and 2 districts; as such, there is no target of school support visits in C1 & C2. The table below provides details about teachers receiving support from project staff including SSAs, district program managers, and reading quality managers during the reporting quarter.

Table 7: Number of teachers receiving school support in cohort 1&2 districts Province/Region Schools Visited in C-1 & C-2 AJK 175 Balochistan 85 GB 21 KP 209 Sindh 288 Total 778

Quarterly Review Meetings: The project arranged quarterly review meetings for mentors and academic supervisors in cohort 3 districts. The table below provides details about the number of participants in the quarterly review meetings. In Balochistan, head teachers were also part of these review meetings.

Table 8: Number of participants in the quarterly review meetings Province/ Target Meetings Male Female Remarks Region Meetings held Total Balochistan 6 1 23 10 33 Meetings in districts other than Kech were rescheduled to next quarter due to busy schedule of academic supervisors and mentors. GB 1 - - - - Rescheduled due to school exams ICT 1 1 9 10 19 KP 5 5 80 65 145 Total 13 7 112 85 197

1.1.2.4. SUSTAINABILITY PHASE FOR COHORT 1 & 2

Based on the USAID instructions, PRP concluded its interventions and operations in 32 Cohort 1 and 2 districts. The list of districts by region is “We are committed towards sustaining the activities of attached as Annex-1. As part of the the PRP after the project is over. Although we are unable to receive services of PRP in one of the division closeout, PRP handed over all the inventory of AJ&K, but with the support of PRP we arrange items to the approved recipients including trainings of master trainers of that division in other provincial district education offices and PRP districts so they can also learn the techniques and methods and implement those in their respective area. intervention schools. Prior to closing its We also believe that training of teachers is very offices in Cohort 1 and 2 districts, PRP important, that’s why we have lot of emphasis on CPD organized coordination meetings with the and we allocated funds for that in our annual budget.” relevant provincial and district education Syed Saleem Hussain Girdazi, Additional Secretary, Education Department, Government of AJK officials for sustaining the reading program

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in these districts. In these plans, the district education officials included activities like continued use of RLM, training of untrained teachers, inclusion of reading assessment in annual exams, etc. The closeout procedures also included retrieval and shifting of hard and soft copies of the project data to concerned provincial offices for safe storage. Prior to the closeout, PRP completed the following interventions in Cohort 1 and 2 districts:

Quarterly TIG Meetings: Teachers in ICT, Cohort 2 districts of Balochistan and KP attended their last quarterly TIG meeting during the quarter. The table below provides details about the number of teachers attending quarterly TIG meetings in cohort 1 and 2 districts.

Table 9: Number of teachers attended quarterly TIG meetings in cohort 1&2 districts Province/Region Number of Teachers Attended Male Female Total Balochistan 630 384 1,014 ICT 74 372 446 KP 939 1,061 2,000 Total 1,643 1,817 3,460

Quarterly Review Meetings: In addition, the project also organized last quarterly review meeting for mentors and academic supervisors in cohort 1 and 2 districts of ICT and KP. In these last and final meetings, district education officials and project staff also deliberated on developing a sustainability plan for the improvement of reading in schools after the close out of the project. In other regions as well, closeout meetings separate from quarterly one meetings were held with district education officials to talk out the close out and sustainability plan for smooth transition. The table below provides details on attendance of meeting participants.

Table 10: Number of mentors and academic supervisors attended quarterly review meetings in ICT and KP Province/ Academic Supervisors & Mentors Region Male Female Total ICT 12 27 39 KP 222 218 440 Total 234 245 479

1.1.3. TECHNOLOGY FOR IN-SERVICE CONTINUOUS PROFESSIONAL DEVELOPMENT (CPD)

PRP has been using technology to strengthen its teacher professional development interventions by providing to teachers, mentors, academic supervisors and other stakeholders pre-loaded tablets with virtual mentoring videos, audio lessons, and e-versions of PRP developed RLMs. During the reporting quarter, the project delivered 1,181 tablets to teachers, mentors, and government officials in AJK, Balochistan, GB, KP, and Sindh.

1.1.5. REVISION OF GRADE 1 & 2 MATERIAL (URDU & SINDHI) FOR COHORT 3

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During the reporting quarter, the project completed the printing of manuals and used them during phase II face-to-face training. Similarly, printing of TIG modules 11-17 was also completed. These modules will be used during forthcoming monthly TIG meetings.

1.1.6 MATERIAL DEVELOPMENT AND PILOT TESTING IN PASHTO LANGUAGE

During the reporting quarter, the project held three monthly TIG meetings for two Pashto TIGs of Swabi district (KP). During these meetings, the teachers covered modules on comprehension, writing to learn, and Continuous Assessment. The table below provides details about teacher participation in these meetings.

Table 11: Number of teachers participated District Active Teachers attending Teachers Teacher 3 TIG meetings attending 1 TIG Remarks meeting Swabi (KP) 20 17 1 Two of twenty teachers could not attend TIG meetings due to promotion and transfer.

Likewise, 5 teachers received 2 support visits and 12 teachers received 1 school support visit from project staff during the quarter.

1.1.7 FACILITATE BALOCHISTAN GOVERNMENT IN THE DEVELOPMENT AND PILOTING OF SUPPLEMENTARY READING RESOURCES IN 4 LOCAL LANGUAGES INCLUDING BALOCHI, BRAHVI, PASHTO AND SINDHI

1.1.7.6 WORKSHOPS TO DEVELOP GRADE 2 MATERIAL IN RESPECTIVE MOTHER TONGUES

To facilitate the request of the Balochistan government, PRP planned to develop reading learning material for grade 1 & 2 in four local languages, including Brahui, Balochi, Pashto, and Sindhi. Last year PRP completed the grade 1 material package, currently in the printing process.

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Since January 2019, PRP started the development process of a grade 2 material package in four local languages. In the reporting quarter, PRP organized two workshops. The first workshop was on the development of Scope and Sequence of Grade-2 from January 14-18, 2019. Thirty-seven (37) material development committee members (27 M; 10 F) participated in the workshop. The prime objective of the workshop was to develop the outline of how to teach reading in grade 2 with the length and breadth of the content. Participants also finalized the key linguistic features and sight words for Balochi, Brahui, Sindhi, and Pashto.

The second workshop on workbook development was organized from March 25-27, 2019. A total of 36 (27 M; 9 F) individuals participated in this workshop. Those in attendance included the nominated material development committees for each language from different universities, colleges, education department, textbook board, and apex body of Balochistan participated. The objective of this workshop was to refine and finalize the content of the student workbook that was developed during the scope and sequence workshop. Participants reviewed the content per the given guidelines. PRP will finalize the draft for the final review and approval of MRC in the next quarter.

1.1.12.3 DISTRIBUTION OF CLASSROOM BASED CORNER LIBARIES BOOKS-COHORT 3 During the reporting quarter, the project completed distribution of 1,647 classroom-based corner libraries in cohort 3 schools.

1.2.4. PROVIDE SCHOLARSHIPS TO 3,161 ADE AND B. ED. (HONS.) STUDENTS Students selected for the scholarship program continued receiving installments as soon as their results were announced and their institute completed the agreed formalities. During the reporting quarter, PRP handed over scholarship installments to 58 (30 M; 28 F) students in AJK, GB, KP, and Punjab.

1.3.9: MOBILE BUS LIBRARY PROGRAM IN 50 SCHOOLS/ COMMUNITIES IN KP

After the successful completion of the MBL program in ICT “It’s such a good program, especially and Sindh, PRP initiated MBL program in KP on the request the story you read about natural disasters. I never thought to train my of KP government. The prime objective of this initiative is kids on this issue. I will share this to provide an access of reading materials to students. The information with my daughters in law MBL was formally initiated on International Women’s Day, and all family members to train their March 8, 2019) in a girls’ school in Peshawar. The District kids. I wish I could have studied this when I was young. Library Bus should Education Officer Samina Ghani - inaugurated the program come on a daily basis." and appreciated PRP efforts in improving and creating a Naseem, mother of Fozia, GGPS Cantt reading culture in KP. No 02, KP

Since its launch, the MBL has visited 5 PRP intervention schools (03 Girls, 02 Boys) and conducted scheduled reading activities, including read aloud,

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independent ,peer reading, issuance of books, etc. for 588 students (221 boys; 367 girls). 431 library books were issued to grade 1-5 students and teachers.

In addition to this, orientation sessions for the families of students, including parents, grandparents and siblings, were also conducted in which 90 family members (11 M; 79 F) participated. During these sessions, families were oriented on the importance of reading and MBL facilitators demonstrated the read aloud session. These sessions also provided them an opportunity to read stories for their children.

Table 12: Number of HT oriented in each province/region S.No Name of Schools Date of Visit Number of students Number of parents Number of Visited From - To participated in MBL participated in the teachers activities orientation session participated in the Orientation Session Boys Girls Total Male Female Total 1 GGPS Cant no 02 March 11- 6 120 126 0 20 20 08 13, 2019 2 GPS Hayatabad no March 14- 194 0 194 11 10 21 07 04 16, 2019 3 GGPS Hayatabad March 18- 0 107 107 0 10 10 20 no 01 20, 2019 4 GGPS Gulshan March 21- 0 140 140 0 39 39 14 Rehman 25, 2019 5 GPS Rural March 26- 21 0 21 0 0 0 03 Academy 28, 2019 Total 221 367 588 11 79 90 52

MBL VISITS IN ISLAMABAD AND SINDH:

The MBL in Islamabad was officially handed over to the Federal Directorate of Education (FDE) in November, 2017. During the quarter, the FDE reported that the MBL visited 12 schools across Islamabad. As per the set schedule, the MBL spends one week in each school. To date, the MBLs have visited more than 100 schools across Islamabad.

In Sindh, the MBL was handed over to the Sindh Education Foundation (SEF) in July 2018. SEF reported that the MBL visited 15 schools in the period between December 17, 2018 – March 31,

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2019 in three Sindh districts including Hyderabad (2 schools), Matiari (10 schools), and Jamshoro (3 schools). The duration of each visit was two days and around 3,400 students (K-5) were reached through this activity.

1.5. STRENGTHENING HEAD TEACHER ROLE FOR READING IMPROVEMENT

During the reporting quarter, the project initiated the second phase orientation of Head Teachers (HT) and oriented a total of 1,290 head teachers (903 M; 387 F) in cohort 3 districts of Balochistan, GB, ICT and KP. The table below provides details about the HT oriented in each province/region.

Table 13: Number of HT oriented in each province/region. Target Male Female Total Balochistan 279 94 76 170 GB 94 36 30 66 ICT 63 23 38 61 KP 632 164 160 324 Sindh 422 586 83 669 Total 1,519 903 387 1,290

In addition, 138 head teachers (85 M; 53 F) from district Kech (Balochistan) attended quarterly review meetings with mentors and academic supervisors.

1.6 SUPPORT TO SELECTED HIGH PRIORITY SCHOOLS IN SINDH

During the reporting quarter, PRP Sindh held meetings with the Education Management Organizations (EMOs) to orient representatives of 6 EMOs on extending PRP’s reading interventions to the 68 High Priority Schools (HPS) managed by these EMOs. The discussions with EMOs also focused on the roll out plan and teacher orientation schedule in the forthcoming quarter.

1.7 COHORT 3 INTERVENTIONS IN AJK

The project did not receive a No-Objection Certificate (NOC) to implement PRP’s Cohort 3 interventions in the 4 districts of AJK from Poonch division including Poonch, Bagh, Haveli, and Sudhnoti. PRP made consistent efforts and worked closely with the Departments of Education and other relevant government agencies to explore different but contextually relevant options for PRP interventions in Cohort 3 districts. In October 2018, the Secretary Elementary and Secondary Education (E&SE) AJK formally advised PRP to extend its support to the remaining schools in the existing five Cohort 1 and 2 districts including Muzaffarabad, Mirpur, Bhimber, Kotli, and Hattian. In addition, the Secretary also requested that PRP train Master Trainers from the 4 districts in which NOC is an issue, so that the education department can cascade the reading program in these districts on its own. The time remaining in LOP does not allow PRP to implement its full two-year program in these districts. Therefore, the project proposed a revised and expedited implementation strategy to accomplish its program targets in these districts based on the timeline, geographical challenges, and sustainability aspects. This revised strategy was approved by USAID during the

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reporting quarter and the project continue accordingly with reading interventions in AJK. The table below provides details about different training sessions completed during the quarter.

Table 14: Number of trainings completed in AJK during the quarter Title Target Male Female Total Training of Academic Supervisors (Phase I) 64 59 27 86 Training of Mentors/ Cluster Heads (Phase I) 60 34 22 56 Training of Head Teachers (Phase I) 242 111 123 234 Training of Teachers (Phase I) 606 292 294 5861 Training of Master Trainers- Poonch Division 120 27 30 572

TIG Meetings: Following their face-to-face training, teachers attended two TIG meetings that covered the modules on Community of Practice, Print Concept, Phonemic Awareness, and Phonics. The table below details teacher attendance in TIG meetings.

Table 15: Teacher attendance in TIG meetings Target Attended Two Meetings Attended One Meeting Male Female Male Female Male Female 305 303 282 280 20 23

Review meetings: During the quarter, the project arranged review meetings with cluster heads, academic supervisors, head teachers, and DEE/GCET staff. The table below shows details about the attendance of participants.

Table 16: Attendance of participants Title Target Male Female Total Cluster Heads 57 40 17 57 Academic 45 27 15 42 Supervisors Head Teachers 173 77 92 169 DEE/GCET staff 5 2 3 5

School support visits: During the reporting quarter, the project staff, cluster heads, DEE/GCET Staff and head teachers provided on the job support to teachers.

Table 17: Number of participants Title Teachers Supported Male Female Cluster Heads 150 75 75 Head Teachers 179 95 84 DEE/GCET staff 13 6 7 Project staff 459 250 209

Training of Poonch division master trainers: In addition, the project also arranged a 4-day training for 117 master trainers (56 M; 61 F) from two districts of Poonch division. These master trainers will

1 Twenty-two (22) teachers are already reported under cohort 1 & 2 2 Training for remaining master trainers is scheduled in early next quarter.

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later serve as resource persons to train grade 1 and 2 teachers in reading under CPD program implemented by the government of AJK in these non-project areas.

1.8 COHORT 3 INTERVENTIONS IN DIAMER AND GHANCHE

Like AJK, the project also started intervention in two districts of GB including Diamer and Ghanche. In GB, the NOC and MOU signing process took longer than anticipated and the process was completed in November 2018. The remaining time did not allow PRP to implement its full two-year program in these districts. Therefore, the project proposed a revised and expedited implementation strategy to accomplish its program targets. This revised strategy was approved by USAID during the reporting quarter and the project started its intervention accordingly in Diamer and Ghanche. The table below provides details about different trainings completed during the quarter.

Table 18: GB trainings participants during the quarter Title Target Male Female Total Training of academic supervisors (Phase I) 18 20 01 21 Training of mentors/cluster heads (Phase I) 10 07 03 10 Training of head teachers (Phase I) 218 149 13 1623 Training of teachers (Phase I) 218 180 45 225

TIG meetings: Following their face-to-face training, teachers attended one TIG meeting that covered the modules on Community of Practice and Print Concepts. The table below details the teacher attendance.

Table 19: AJK TIG meeting teacher attendance Target Attended Meeting Male Female Male Female 184 42 182 41

PRP INTERVENTION IN THE NEWLY MERGED DISTRICTS (PREVIOUSLY FATA)

After getting NOC from the concerned authorities, PRP started interventions in the NMDs of KP (ex- FATA) from June 2017. The project activities in NMDs were implemented in two phases. In the first phase, PRP conducted the 5-day face-to-face training for teachers in Bajaur and Mohmand. Following the training, the teachers from these districts also attended up to five monthly TIG meetings. In the second phase, the 5-day face-to-face training was rolled out to teachers from the remaining four NMDs, including D.I. Khan, Khyber, Kurram, and Orakzai before the expiry of the NOC in June 2018. As a result of this two-phased intervention, PRP was able to train 1,521 teachers, 337 mentors, and access 50,588 students in the 6 NMDs. In addition to the teacher training, which was carried out across the six intervention districts, the project distributed 87,725 copies of reading

3 Remaining HT trained as teachers

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learning materials (RLMs) in the two Phase 1 districts - Bajaur and Mohmand. RLMs in the remaining four districts could not be delivered because of the expiry of the NOC.

After expiry of the NOC, PRP put its activities on hold from July 2018 onwards and immediately submitted an application for renewal of an NOC, which has yet to be issued. Since the submission of the NOC renewal application, in effort to obtain needed NOC, the project team followed up continuously and rigorously through the implementing partner. To expedite the NOC approval process, PRP senior management held a series of follow-up meetings with relevant stakeholders during January-March, 2019. Government officials that met during this period include the Additional Chief Secretary of Khyber Pakhtunkhwa, the Secretary of the Elementary and Secondary Education (E&SE) Department of Khyber Pakhtunkhwa, the Director of General Projects NMDs, the Director Education NMDs, officials of the TDP Secretariat, and other relevant government agencies. All of these officials lauded the PRP work in NMDs and assured their support to extend an NOC to complete the reading intervention. Understanding the importance of availability of RLMs to improve children’s reading skills, these senior officials have proposed that PRP work with the education officials of NMDs to distribute RLMs to grade 1 and 2 students in the six districts, preferably at the start of the academic session 2019-20. The project finds this suggestion reasonable/in the best interest of the over 50,000 children enrolled in schools in this under-served region of Pakistan. PRP has proposed a strategy for RLM distribution as an interim measure till the renewal of NOC for NMDs. Once NOC is issued, the project will re-open the district offices and resume its program activities in NMDs. This strategy has been submitted to USAID and is being reviewed.

In another development during the quarter, PRP was contacted by the Law Enforcement Agencies (LEAs) Wing Commander Kurram with a request to provide training and reading materials for its teachers in Army Public School (APS) Sadda (District Kurram). In addition, the school principal put in a verbal request to include the other two APSs in Kurram, APS Dogar and APS Parachinar. PRP would like to honor this request and arrange training for the Urdu language teachers of the three APSs in April, 2019. Although the While acknowledging that the NOC extension is still in process, PRP hopes this activity can be carried out in collaboration with the local administration and respective government agencies.

PRP is of the view that including APSs in the program will not only be beneficial for the students enrolled in these school in Kurram but may also create ownership and goodwill for the USAID- funded interventions in the NMDs among the LEAs and may help in the NOC process. The project will not need any additional funds for this activity and will remain within the allocated NMDs target in terms of schools, teachers, tablets and classroom-based corner libraries. This recommendation has been shared with USAID for their review and approval.

COMPONENT 2: IMPROVED POLICIES AND SYSTEMS FOR READING

The overall objective of Component 2 is to promote the adaptation and implementation of policies that promote quality in-service training, Urdu/Sindhi language curriculum, Urdu/Sindhi language textbooks, reading learning materials, and reading assessment. It also aims to sustain the PRP

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initiatives through public policy changes for the public education system and through involving the private sector.

SUB-COMPONENT 2.2: IMPROVED PLANNING, IMPLEMENTATION, AND MONITORING OF READING PROGRAMS

2.2.1 SUPPORT FOR THE DEVELOPMENT AND MONITORING OF READING IMPROVEMENT STRATEGIES (RIS)

2.2.1.6 FACILITATE THE IMPLEMENTATION OF RIS BY THE RELEVANT DOEs

This sub-component aims at facilitating the development and approval of Reading Improvement Strategies (RIS) and establishing a system to strengthen reading reforms in the provinces and regions by implementing the adopted RIS. These strategies serve as an overall roadmap for each province/region to achieve their self-identified goals for reading improvement. The sub-component also focuses on strengthening provincial apex institutions dealing with continuous professional development of teachers and devising strategies and plans for public private partnerships to mobilize private sectors to generate resources and support governments in their efforts to improve reading at early grades.

In previous quarters, comprehensive RISs were developed by the relevant departments and approved by AJK, Balochistan, GB, ICT, KP, and Sindh Provincial Steering Committees (PSCs). The approved RISs covered six key institutional and policy factors, i.e. reading instruction time, language curriculum, project learning materials integrated into textbook, continuous professional development, assessment, and the promoting a reading culture.

In the reporting quarter, provincial and regional education departments were persuaded by PRP to implement various components of the reading improvement strategies.  AJK: In order to review the implementation status of different components of RIS, Additional Secretary E&SE and Deputy Secretary E&SE visited the PRP office and held a detailed discussion. The updated status of in-service teacher training (CPD), training of non-PRP teachers, and the textbook development process and assessment were discussed in detail to implement the program effectively. In addition to this, the Additional Secretary directed department officials and other stakeholders to work more closely with PRP during the remaining project period to scale up and sustain PRP reading related initiatives.

 ICT: A meeting was held with Director Training, Federal Directorate of Education (FDE) to discuss RIS implementation in ICT. The following were the outcomes of the meeting: o The reading integrated sessions will be included in all FDE training schedules/manuals. o FDE nominated officials may work on the development of a test items bank based on the student learning objective available in the revised language Curriculum 2017 and textbooks for use in student assessment. o The promotion of reading culture in ICT through the use of Mobile Bus Libraries will continue. The FDE will include MBL operating costs in annual budget.

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GB: A meeting was held to discuss the possible adoption/adaption by GB public schools of Grade 1 and Grade 2 Urdu language textbooks that are currently being used in the ICT region. Six officials (M 05; F 01) participated in the meeting. The team reviewed the Urdu language textbooks of Grade 1 and 2 from various perspectives, e.g. reading skills, contextual relevance, and cultural acceptance in the context of GB. The committee also made comparisons of the books with the textbooks of Punjab Textbook Board and forwarded their recommendations to the Provincial Steering Committee for further consideration. The provincial steering committee decided to take up the case with the cabinet.

2.2.2 DEVELOP STRATEGIES TO FACILITATE PUBLIC PRIVATE PARTNERSHIPS (PPP)

2.2.2.3 CONSTITUTE AND CONDUCT MEETINGS OF PPP TASKFORCE/ COORDINATION COMMITTEE ON NEED-BASIS IN PROVINCES/REGIONS

2.2.2.5 SELECTION OF POTENTIAL PRIVATE SECTOR PLAYERS TO BUILD PARTNERSHIPS FOR INVESTMENT IN THE PROGRAMS OF PRP WITHOUT COST-SHARING

Under this sub-component, PRP examined various models of Public Private Partnership (PPP) and provided training and technical assistance to implement strategies and plans, including innovations and pilots, for PPPs throughout the country. In previous quarters, five PPP task forces were established in AJK, Balochistan, GB, KP and the NMDs. In ICT and Sindh, Education Departments nominated focal persons to coordinate and carry out PPP related activities. Similarly, the PRP PPP team successfully built 8 partnerships (without cost sharing) in Balochistan, GB, and KP.

In the reporting quarter, the following key activities were carried out under PPP:

Inter-provincial Study Tour: A delegation of 5 PPP Working Group members from the Balochistan Education Department visited Sindh under the leadership of the Additional Secretary. PRP arranged meetings for the visiting delegates with multiple stakeholders including officials from the Sindh PPP Node as well as representatives from USAID’s Community Mobilization (CMP) and Capacity Development (CD) projects, Program Management & Implementation Unit (PMIU), and Education Management Organizations (EMOs). The purpose of these meetings was to get deeper insights into Sindh’s PPP model. Moreover, the project arranged a meeting between USAID Sindh officials and the visiting delegates. The meeting deliberated upon various options for collaboration between the Government of Balochistan and USAID to promote PPP in the education sector.

PPP Balochistan Working Group Meeting with PTCL: A joint meeting of the PPP Balochistan Working Group (WG) and PTCL representatives was held in Karachi to look into the possibility of developing a partnership for sustaining PRP reading initiatives in Balochistan. During the discussion, the WG members requested the PTCL representatives to establish school libraries within public schools. Subsequently, PTCL representatives informed PRP that the proposal pertaining to school libraries would be submitted to senior PTCL management for further consideration.

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PPP Task Force Meeting in KP: PRP facilitated the Elementary & Secondary Education (E&SE) Department of Khyber Pakhtunkhwa (KP) to conduct a meeting of the PPP Task Force in Peshawar under the chairmanship of the Secretary of the E&SE Department. In total, 5 (male) officials participated in the meeting. The Advisor PPP - PRP gave a detailed presentation on potential PPP prospects in KP and the role of the government and PRP. The PPP progress brief, Situation Analysis Report, Guidebook, and copies of partnerships developed in KP were also shared with the participants. Participants were also briefed on one of the successful PPP Education Management Organization (EMO) model being practiced in Sindh. The Education Secretary appreciated PRP’s work in KP and ensured full cooperation of the Department.

Partnership with The Citizens Foundation: An MOU signing ceremony was held between the PRP and The Citizens Foundations (TCF) in Karachi for cooperation in improving the reading skills of early grade students of around 1500 TCF schools across Pakistan. The Chief of Party, Pakistan Reading Project and Vice President of TCF signed the MOU on behalf of their respective organizations. The USAID Sindh Education Office representative was also present at the ceremony.

Books Donated by Ferozesons:

The Directorate of Education, Gilgit-Baltistan received 3,000 books donated by Ferozsons Private Ltd. under the earlier signed PPP MOU. These books are ready to be distributed among the selected public schools for establishing and strengthening school/classroom libraries to promote a reading culture at the school.

Floor Mats donated by MKB Group of Industries: Distribution of floor mats provided by MKB Industries was completed in the PRP intervention schools in Peshawar and Mardan districts of KP. A total of 861 floor mats were distributed in 34 public primary schools (14 boys, 20 girls). Out of the total, 350 floor mats were distributed in 5 public primary schools of Peshawar district and 511 mats were distributed in 29 public primary schools of Mardan district on a need basis. A total of 12,820 students from 34 primary schools benefitted from this intervention.

Identification of Potential Private Partner under PPP:

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In an effort to identify potential private partner under the Public Private Partnership for complementing reading initiatives introduced under PRP, a number of American-based organizations and companies were contacted, including TRG, Chevron Caltex, Citi Bank and the Coca-Cola Company. However, Citi Bank regretted to inform PRP that their current philanthropic focus does not cover education. Responses from other organizations and companies are still being awaited. PRP hopes to schedule follow-up meetings with interested companies hopefully during the next quarter.

2.2.3 APEX INSTITUTIONS CAPACITY DEVELOPMENT THROUGH TECHNICAL ASSISTANCE

2.2.3.10 FACILITATE PROVINCIAL / REGIONAL GOVERNMENT TO IMPLEMENT THE STRATEGIC PLAN

PRP is providing technical assistance to each province to support apex institutions in developing a strategic plan that: (1) identifies PRP in-service or other CPD approaches it is willing to adopt; and/or (2) identifies other intervention areas supportive of CPD (i.e. teacher motivational framework) that are feasible, cost-effective, and could be introduced directly into their system.

CPD plans for in-service teacher training were developed in AJK, Balochistan, GB, ICT, and Sindh. In KP and the NMDs, CPD committees were notified by the respective Education Departments. In the previous quarter, the E&SE Department, KP notified the inclusion of Urdu Language subject training into Professional Development Days (PPD) of early grade teachers. Elements of PRP TIG Model were integrated into KP-CPD framework from the next academic session.

During the previous quarter, PITE – KP successfully included Urdu language into Teacher Professional Development Day (PDD). PITE also added an orientation session ‘Introduction to Urdu Curriculum 2018 (Grade I-V)’ for its master trainers. Following the orientation, master trainers conducted a PDD in the 8 districts of KP.

In the reporting quarter, necessary follow up on the implementation of the CPD strategic plan was made and the following progress was made at the provincial/regional level:

 In AJK, new modules were developed to orient “I am thankful to the PRP team for arranging master trainers on revised Urdu Language capacity building sessions for the government Curriculum and Scheme of Studies. Master education officials, cluster heads, head trainers were also oriented on the Textbook teachers and teachers. PRP interventions in Development Process by the department with government schools had a visible positive impact on students’ reading skills as well as on PRP support. Meanwhile, the project made teachers’ teaching practices. As DPI, I assure efforts to develop modules on all reading skills my full support for successful implementation covered under the revised curriculum and of PRP activities in government schools”. textbooks. These modules, once developed, will Abdul Shakoor Siddiqi, Director Public Instructions (DPI), district Mirpur, Azad be available to ongoing and future teacher Jammu & Kashmir training programs under CPD.

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 In Balochistan, a detailed meeting held with Director PITE regarding approved PC1 for implementation of CPD. During the meeting, it was agreed that PPIU and PITE officials will work jointly to develop training modules for different subjects including Urdu language.

 In KP, the required RLM sets were handed over to Director PITE. Meantime, the CPD unit staff were also oriented on RLM by PRP. The project team further followed up with the Deputy Director, Academics – PITE regarding integration of the Urdu language training in professional development days. Accordingly, 4 Urdu PDD sessions were developed with technical support of PRP. These training sessions were further reviewed by the PITE and subsequently approved by the DCTE for implementation. These efforts proved instrumental to complete the TIG integration process into existing CPD model of E&SE Department.

 In GB, the Education Department initiated the required administrative steps for the establishment of a Directorate of Staff Development (DSD) for CPD of teachers.

SUB-COMPONENT 2.4: PROVISION OF LEADERSHIP AND OVERSIGHT TO THE PROGRAMS

2.4.1 PROVISION OF LEADERSHIP THROUGH NEED-BASED STEERING COMMITTEE MEETINGS 2.4.2: STRENGTHENING OF OVERSIGHT SYSTEMS THROUGH NEED-BASED ADVISORY COMMITTEE MEETINGS

The provincial/regional steering and advisory committees were constituted at the inception of the project. The purpose of the steering committees is to provide policy guidelines and to monitor the project progress in the respective provinces/regions. The advisory committees, comprising representatives from the professional bodies of education departments and universities, were established to provide necessary technical feedback during the implementation of various project activities.

During the reporting quarter, 4 Provincial Steering Committee (PSC) meetings were held, one each in AJK, Balochistan, GB, and KP respectively.

 In AJK, the PSC meeting was held in Muzaffarabad. It was chaired by the Secretary E&SE and a total of 48 (36M, 12F) officials attended the meeting. It was decided in the meeting that the Department officials would ensure continuation of reading improvement activities in cohort 1 and 2 schools as per the sustainably plan to be developed by DCRD. PRP and Department of Education will also sign an MOU for replication of the PRP CPD model in the Poonch division public schools. Regarding development of new textbooks for Grade 4 and 5, the Chairman AJK Textbook Board was given the responsibility to expedite the review and NOC process in order to ensure the availability of textbooks in the market before the start of the new academic session.

 In Balochistan, the PSC meeting was held in Quetta. The meeting was chaired by the Additional Secretary, Secondary Education Department, and attended by 23 members (21 M, 2 F). During the meeting, the Chair endorsed PRP’s cohort 1 and 2 closeout from March 31, 2019. The Additional Secretary also directed the Bureau of Curriculum to organize orientation sessions on

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the revised Urdu language curriculum in each district. The Chair further directed PITE to include the subject of Urdu into existing CPD and to train non-PRP teachers on a priority basis and re- notify Reading Instruction Time (RIT) to all schools. During the meeting, 20 tablets were handed over to the Balochistan Examination and Assessment Commission (BEAC) to conduct reading assessment in public schools.

 In GB, the PSC meeting was held in Gilgit. The meeting was chaired by the Secretary Education and attended by 14 members (all male). During the meeting, the members were briefed on Cohort 3 interventions and plans for Cohort 1 and 2 closeouts. The Secretary advised the Director General to initiate deliberations within the Department for adoption of the Urdu language textbooks currently used in the schools of Islamabad. Recommendations in this regard will be submitted to the GB government for further consideration.

 In KP, the PSC meeting was held at the Civil Secretariat in Peshawar during the reporting month. The meeting was chaired by the Special Secretary E&SE and attended by 13 officials (12 M, 1 F). The meeting discussed the project updates e.g. scaling-up of public private partnership (PPP) activities, development of early grades Urdu textbooks, implementation of CPD model, and MSI midline results. During the meeting, the Special Secretary lauded the technical support of PRP being extended to the KP E&SE Department.

During the reporting quarter, 4 Technical Advisory Committee (TAC) meetings were held in Balochistan, ICT, KP and Sindh respectively.

 In Balochistan, the Provincial Advisory Committee (PAC) meeting was held in the District Education Office, Gwadar. The meeting was chaired by the Additional Secretary, Secondary Education and attended by 15 members (14 M, 1 F). During the meeting, the Chair lauded PRP’s teacher training model and put forward suggestions to engage the District Education Office in training and follow-up activities, such as mentoring and school support. After the meeting, the PAC members also visited 3 PRP intervention schools in Gwadar.

 In ICT, the Advisory Committee meeting was held in the Federal Directorate of Education (FDE), Islamabad. It was chaired by the Director General, FDE. The Director Training, Director Schools, Director Quality Enhancement Cell, all Area Education Officers and other concerned officials of FDE participated in the meeting. A total of 18

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officials (13 M; 5 F) participated in the meeting. The agenda reviewed the ICT assessment results, cohort 1 phase out plan and integration of gender and harmony perspectives in the textbooks. Detail discussions were held on each agenda item. The participants also deliberated upon implementation of approved policy initiatives.

 In KP, the Provincial Advisory Committee meeting was held at the Civil Secretariat, E&SE Department. A total of 12 members (all male) participated in the meeting. The meeting was chaired by the Secretary, E&SE Department. During the meeting, it was shared that printed copies of Urdu Curriculum Grade 1-5 will be distributed in all public primary schools of KP. The updates of translating Urdu Curriculum into Textbooks of Grade 1-5 and its inclusion in PDD session was also shared with the forum. The Chair also nominated Senior Planning Officer as a focal person to monitor and report the printing of material and TBB production activities. Additionally, the members of PAC were also updated on the conclusion of PRP activities in cohort 1 and 2 districts.

 In Sindh, the Standing Committee meeting was held in the PRP Sindh office. The Secretary, School Education & Literacy Department chaired the meeting. During the meeting, PRP progress including the rollout of the CPD model and adoption of the PRP reading learning material; a study tour for inter-provincial reading champions was also discussed. A total of 15 (12 M; 03 F) officials attended the meeting. Subsequent to the detailed deliberations, the following decisions were made during the meeting:

o The Chair agreed to pilot the CPD Model in the six clusters, one cluster in each division. o The Chair directed the Chairman Sindh Textbook Board to sign an MOU with PRP for copyrights, reproduction, and publishing of the RLM as supplementary reading material. o The Secretary asked PRP for submission of sustainability plans to his office, so that his office can issue a letter to the directors and DEOs of PRP districts to implement the sustainability plans in their districts.

2.6: SUSTAINABILITY OF PRP POLICY INITIATIVES

2.6.3 CONSULTATIVE MEETING WITH BOC/PITE/DCRD/TEXTBOOK BOARD AND DOE FOR REVIEWING AND ADOPTING TLM

In the previous quarters, PRP provided technical assistance to BOC/PITE/DCRD/Textbook Boards and DOEs for developing new textbooks based on the revised Urdu language curriculum and to review/adopt the PRP reading learning material.

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During the reporting quarter, 2 meetings were held in Balochistan to expedite the process of textbooks development based on revised Urdu language curriculum. The following progress related to the activity was noted at the provincial/regional level:

 In AJK, 4 Urdu language textbooks (Qaida, Grade 1, 2 & 3) were approved by the Govt. of AJ&K and subsequently published by the AJK Textbook Board. These reading skills enriched textbooks will be taught in public sector primary schools across AJK from academic session i.e. 2019-20. These books are based on the framework of revised Urdu Language Curriculum 2018, reading performance standards, and PRP reading learning materials.

 In Balochistan, new Urdu language textbooks for all primary grades (Grade 1, 2, 3, 4 & 5) were published by the Balochistan Textbook Board. These reading skills enriched textbooks were aligned with the revised Urdu Language Curriculum and will be taught in classrooms from academic session 2019-20. Furthermore, the Balochistan Textbook Board also developed the Urdu Language Qaida for pre-nursery with the technical support of PRP and submitted to BOC for issuance of an NOC.

 In KP, subsequent to grant of NOC for Grade 1 Urdu language manuscripts by DCTE, the KP Textbook Board submitted all the manuscripts to Secretary E&SE for final selection of Grade-1 manuscript (including pre-primary Qaida). The Department finally selected the manuscript and the Textbook Board was informed accordingly for its printing and distribution for academic session 2019-20.

 In Sindh, the permission letter from the competent authority was received for review of Sindhi and Urdu Language Textbooks for Grade 1 and 2. Later, the revised Sindhi language textbooks for Grade-1 (Primer & Reader) and Grade-2 were submitted to the Sindh Textbook Board (STBB) for their internal review and further process. The STBB internally reviewed the draft textbooks of Sindhi Language for Grade-1 (Primer and Reader) and provided detailed feedback for incorporation. During this quarter, consultations with the STBB and DCAR were also held to discuss the review of the remaining three textbooks of Sindhi Language for Grade 2, 3, 4, 5 and six textbooks of Urdu Language for Grade 1 (Primer and Reader)-2-3-4-5.

COMPONENT 3: IMPROVED COMMUNITY BASED SUPPORT FOR READING

In the reporting quarter, the document collection process was concluded in the identified schools of selected Cohort-3 districts for the purpose of awarding Community Managed Reading (CMR) grants. The respective Cohort 1 & 2 districts were excluded from the CMR grants process after receiving the USAID instructions for the closure of Cohort 1 & 2 districts. In reduced funding scenario, a total of 62 CMR grants will be awarded of the total of 131 USAID-approved CMR grants. Moreover, in order to promote the reading culture within communities and to sensitize the Community-Based School Governance Structures (CBSGS) on their role in the improvement of children’s reading skills, multiple events were organized in which the respective communities fully participated. In doing so, Head

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Teachers, Teachers, and CBSGSs were sensitized on their roles that will ultimately contribute to improved reading skills and the sustainability of interventions in the schools.

3.1: COMPLEMENTARY READING PROJECT (CRP) GRANTS

3.1.1 COMPLEMENTARY READING PROJECT (CRP) GRANTS 3.1.1.1 THEMATIC AREAS DEVELOPMENT FOR CRP GRANTS 3.1.1.2 RFA DEVELOPMENT ON THE BASIS OF THEMATIC AREAS 3.1.1.3 RFA APPROVAL FROM USAID

Activities under these grants, including the development of Request for applications (RFAs) on thematic areas “Reading for Adolescent Girls”, “Enabling Writers Workshops” and “Education of Children with Disabilities & Special Learning Needs through Institution/University”, remained on- hold during the reporting quarter due to the anticipated funding reductions as conveyed by USAID. Based on the limited time and funding resources, PRP is focusing to complete core program activities in Cohort 3 districts.

3.1.1.4 SOLICITATIONS: CALLS FOR PROPOSALS RELEASED, 3.1.1.5 TECHNICAL REVIEW COMMITTEE MEETINGS – PROPOSAL EVALUATION, 3.1.1.6 PRE AWARD ASSESSMENT, 3.1.1.7 APPROVAL PACKAGE FOR USAID APPROVAL AND 3.1.1.8 PROJECTS AWARDED 3.1.1.9 GRANTS MONITORING:

These activities also remained on hold during the reporting quarter as the activities are linked to the above-mentioned Activities 3.1.1.1 – 3.1.1.4.

SUB-COMPONENT 3.2: COMMUNITY ENGAGEMENT 3.2.2 COMMUNITY-MANAGED READING (CMR) GRANTS FOR KHYBER PAKHTUNKHWA

3.2.2.5 COLLECTION OF APPLICATION AND RELATED DOCS FROM GOVERNMENT APPROVED SCHOOLS AND CONDUCT PRE-AWARD ASSESSMENT

In the last reporting quarter, PRP shared the Community Managed Reading (CMR) grants package with the KP E&SE Department and secured approval on the school selection criteria and school list. In addition to that, PRP also initiated document collection from the identified schools. However, the document collection process took more time because of the expiry of old PTCs and the induction of new ones. After the election of new PTCs, PRP was able to complete paperwork in Peshawar, Mansehra, Mardan, D.I. Khan, Upper Dir and Haripur districts.

In the reporting quarter, based on USAID instructions regarding early closure of Cohort 1 & 2 districts, the districts including Peshawar, Mansehra and Mardan districts were excluded from the CMR grants. The documentation process continued in Haripur, D.I. Khan, and Upper Dir. The document review process for Haripur was completed and the work was in progress on the review of documents for D.I. Khan and Upper Dir districts.

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Due to possible funding reductions, a total of 62 CMR grants are planned to be awarded in the identified districts of KP region out of the total of 131 USAID approved CMR grants.

3.2.2.6 PROPOSALS EVALUATION

In the reporting quarter, a meeting of the Grants Review Committee (GRC) comprising 5 male members was convened at PRP Islamabad on February 02, 2019. CMR grants activities and timelines for Haripur were shared with the GRC. GRC thoroughly reviewed, evaluated and scored the grant applications based on the established evaluation criteria. GRC will be reconvened to evaluate grant applications for D.I. Khan and Upper Dir CMR applicants in the next quarter.

3.2.2.7 GRANT AWARD

Based on the approval of GRC, 24 CMR grant agreements for Haripur were signed and dispatched to the district office for counter signatures by the applicant PTCs. Implementation of grant activities will be initiated in the upcoming quarter following countersigning of the agreements by PTCs.

3.4 ENGAGING FAMILY/COMMUNITY MEMBERS TO PROMOTE EARLY GRADE READING

3.4.1: IDENTIFICATION OF COMMUNITIES FOR CONDUCTING READING RELATED EVENTS AND 3.4.2: COMMUNITY ENGAGEMENT EVENTS CONDUCTED

During the reporting quarter, PRP identified the communities to conduct reading related events and conducted various community events to engage families and communities to promote reading at the school and community levels. These events included poster drawing competitions, story reading/telling activities, solving reading puzzles, coloring pictures and making words and sentences. The events were attended by parents, students, teachers, PTC/SMC/PTSMC members and respective education officials; they highly appreciated the PRP initiatives for promoting reading culture in the communities.

The table below shows the number of events conducted and the number of participants in each region:

Table 20: Number of Community Events and Participants

Community Engagement Events Region # of Events No. of Participants Male Female Total AJK 13 415 503 918 Balochistan 7 352 387 739 ICT 1 17 76 93 KP 11 716 526 1,242 Sindh 14 893 834 1,727 Total 46 2,393 2,326 4,719

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Community Event at GGPS Tarnawa, District Haripur Community Event at IMS (I-V) F-8/2, Islamabad

3.5 ENGAGING COMMUNITY BASED SCHOOL GOVERNANCE STRUCTURES (CBSGS) TO IMPROVE READING IN SCHOOLS

3.5.1 IDENTIFICATION OF ACTIVE COMMUNITY BASED SCHOOL GOVERNANCE STRUCTURES (CBSGS) AND 3.5.2 ORIENTATION OF HEAD TEACHER AND TEACHERS

During the reporting quarter, active community based school governance structures (CBSGSs) were identified and the head teachers and teachers were oriented by the project staff to engage PTCs/SMCs in reading interventions and possible activities that could be conducted at the school and community level such as telling stories to children at their houses on regular basis, reading quizzes, parents reflections on reading initiatives, word building games, exhibition of student creations, household items labeling, were discussed during the meetings. Head teachers and teachers were oriented through these meetings. In total, 936 school parent bodies were engaged during the reporting quarter. This includes 103 in AJK, 54 in GB, 19 in ICT, 588 in KP and 172 SMCs in Sindh.

3.5.2 ORIENTATION OF HEAD TEACHER AND TEACHERS

During the reporting quarter, orientation meetings were held in 856 schools (AJK - 86, Bal - 153, ICT - 20, KP - 429 and Sindh - 168) to discuss the themes for upcoming community events.

3.5.3 FIRST ORIENTATION MEETING OF CBSGS

During the reporting quarter, PRP organized first orientation meetings of CBSGS in 522 PRP intervention schools. The head teachers and teachers conducted the meetings with CBSGSs in which they explained the reading interventions being implemented and the reading learning material provided by the project. The major purpose of these meetings was involving the parents to promote reading culture inside and outside the school. The table below shows the number of parent teacher bodies and participants engaged in these meetings.

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Table 21: Number of CBSGS Meetings and Participants by Region Regions Schools No. of Participants Male Female Total AJK 42 295 85 380 Balochistan 109 532 238 770 ICT 16 44 93 137 KP 236 1,447 898 2,045 Sindh 110 772 206 978 Total 513 3,090 1,520 4,310

PTC meeting No. 1 at GGPS Mujahid Nagar, D. I. Khan

3.5.4 CBSGS EVENT/MEETING

Following the orientation meetings facilitated by PRP, CBSGSs across 124 schools conducted school based events in which a total of 4,264 SMC members, teachers and parents participated. Various reading activities such as storytelling, solving reading puzzles, poster drawings, word building games, reading competitions, PRP developed Reading & Learning Material (RLM) stalls, PRP read aloud activities displayed etc. were carried out during these events to raise awareness among parents, teachers and students on reading habits and their benefits. The table below provides region-wise number of schools and participants.

Table 22: Number of SMC Events and Participants by Region Regions Schools No. of Participants Male Female Total AJK - - - - Balochistan 32 400 309 709 ICT 03 14 69 83 KPO 59 1308 850 2,158 Sindh 30 962 352 1,314 Total 124 2,684 1,580 4,264

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PTC Meeting No. 2 at GPS MC, District Karak PTC Meeting No. 2 at GPS Jabbar, District Kohat

GENDER

During the reporting quarter, PRP distributed gender materials including posters and brochures to cohort 3 teachers, arranged an orientation session, processed for hiring a gender consultant for the Gender Unit Sindh Education and Literacy Department (SE&LD), and celebrated International Women`s Day across the PRP intervention regions. PRP also participated and presented in the 10th Implementing Partners’ (IP) meeting organized by USAID’s Gender and Performance Management Unit (PMU); PRP shared its accomplishments, experiences, and gender integration work carried out by the project.

4.2.3 DISTRIBUTION OF BROCHURE AND POSTERS ON GIRL FRIENDLY APPROACH (COHORT 3)

During the reporting quarter, a total of 183 sets of gender brochures and posters were distributed to PRP-trained teachers and mentors of cohort 3 to use in classroom/schools in Balochistan and Sindh. The posters contain various gender equality related messages. The purpose of providing such materials is to raise teachers’ awareness with regard to the equal rights of girls and boys, as well as to introduce gender friendly teaching practices in schools.

4.4.2 ORIENTATION SESSION One gender orientation session was conducted with members of the ICT Advisory Committee in FDE Islamabad. The session was chaired by the Director General FDE and attended by 12 (8 M; 4 F) officials. PRP presented findings of the pre- and post-gender review and analysis of grade 1 and 2 textbooks. Participants were informed that women’s representation in grade 1 Urdu textbooks has increased in content from 33 to 49 percent, in illustrations from 14 to 47 percent, and in leading roles from 27 to 44 percent. Grade 2 textbooks have seen similar gains. The presentation highlighted PRP’s technical support provided in integrating reading and gender in textbooks.

4.7 TECHNICAL SUPPORT TO GENDER EQUITY UNIT (GEU), DEPARTMENT OF EDUCATION, GOVERNMENT OF SINDH.

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During the reporting quarter, PRP advertised and interviewed various candidates for the position of gender consultant for GEU at Sindh Education and Literacy Department (SE&LD). It is expected that the selected candidate will be on board in April, 2019. The key objective of this technical support is to strengthen the Government of Sindh’s efforts to promote the work of GEU by developing a strategic plan for gender integration in education.

OTHER ACTIVITIES

PROMOTING PRP’s GENDER INTEGRATION EXPERIENCES

PPR presented in the 10th Implementing Partners’ (IP) workshop organized by USAID’s Gender and Performance Management Unit (PMU) in Islamabad on March 20, 2019. PRP was the only IP given the opportunity to present on the successful experiences of gender integration within the project. PRP made a presentation to share its accomplishments, experiences, and gender integration work carried out by the project. PRP also highlighted gender equitable outcomes of material integration. There was a lot of appreciation and acknowledgement of PRP’s work by the workshop participants.

INTERNATIONAL WOMEN’S DAY 2019

PRP celebrated International Women’s Day across Pakistan. PRP’s senior management paid tribute to women fellows and stakeholders and shared its vision by highlighting PRP’s incredible efforts for girls’ education in Pakistan. On women’s day, PRP also rejoiced its impactful work of supporting governments in developing gender inclusive text books. PRP arranged numerous activities across all the provinces/regions under the “think equal, build smart, innovate for change” theme through painting competitions, speeches, and presentations about gender equality in education; these activities were attended by PRP staff members, government officials, teachers, students, parents, and others.

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Sindh Balochistan

NMD

COMMUNICATIONS AND REPORTING

Branding and Marking: During the reporting quarter, the Communications Department ensured the branding and marking of all materials developed. Moreover, support was provided in the form of branded stationery, standees, banners, and certificates for different activities and events including the Karachi Literature Festival and the Hyderabad Literature Festival in Sindh, the Mother Tongue Languages Literature Festival in Islamabad, and the Enrolment campaign with the Government in Balochistan.

5.2 MEDIA/EVENTS/SOCIAL MEDIA

. Hyderabad Literature Festival: PRP participated in the Hyderabad Literature Festival (HLF) held from January 11-13, 2019 at the Hyderabad Club. This year, PRP’s district teams from Jamshoro, Matiari, and Tando Allah Yar organized a stall at the festival. The PRP RLM was displayed at the stall. Visitors took great interest in reading related activities arranged by PRP. These visitors included students, teachers, parents, district education officials, publishers, and community members. Many participants appreciated PRP’s work in promoting reading in Pakistan, particularly in the regional languages.

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. Mother Languages Literature Festival: PRP participated in the 4th Mother Tongue Languages Literature Festival from February 16-17 held at Lok Virsa in Islamabad.

. Karachi Literature Festival: PRP participated in the 10th Karachi Literature Festival (KLF) form March 1-3, 2019 at Beach Luxury Hotel, Karachi. The PRP stall showcased the RLM. A significant number of children were engaged through a variety of activities. Visitors from the publishing industry and academia expressed interest in collaborating with the project for their schools. Many requested to obtain RLM for their children and schools. PRP distributed to children mini storybooks in Urdu, Sindhi, and Pashto languages as well as stationery.

. Balochistan Enrollment Campaign: During the reporting period, PRP actively participated in enrollment campaigns in multiple districts of Balochistan in collaboration with the local government department to create awareness about education and to encourage parents to send their children to school.

5.2.2 PRINTED AND ELECTRONIC PROMOTION AND MEDIA COVERAGE OF PROJECT INITIATIVES

PRP in Print and Electronic Media: During the month of March, PRP Sindh organized Community Engagement Events in multiple districts of Sindh which were covered by 30 different local and

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regional newspapers. Three regional TV channels also gave coverage to PRP activities held during the community events. The major purpose of these events was to highlight the performance of government schools, motivating and encouraging parents to support schools and a reading culture in their surroundings as well as encouraging teachers and students about their efficient work under PRP. Several teachers were awarded souvenirs/ gifts; students and their parents who performed in the events were given gifts for participation and encouragement.

5.2.3 SOCIAL MEDIA

Social media posts were featured by USAID Pakistan and Creative Associates for the event titled "International Women's Day, 2019" in Islamabad during the month of March, 2019.

USAID Pakistan Facebook: http://tinyurl.com/y4xjkuog

Creative Associates International Twitter: https://twitter.com/1977Creative/status/1104063334960250880

5.2.4.1 WEBSITE UPDATES Continued content updates including job postings, tender posting, and events gallery updates on the project website.

5.3.4 SUCCESS STORIES Three success stories developed on prescribed USAID format are being submitted with this QPR as Annex-II.

5.3.5 NEWSLETTERS (WEEKLY UPDATES) PRP circulated 10 weekly e-newsletters to its mailing list of donor, partners, and stakeholders; weekly updates, in the form of pertinent bullet points, were shared regularly with USAID.

5.3.6 PHOTOGRAPHY/VIDEOGRAPHY OF PROJECT ACTIVITIES . Continued photo bank management, provided photographic support for the Karachi Literature Festival (KLF), the Hyderabad Literature Festival (HLF), the Mother Tongue Languages Literature Festival (MTLF), International Women's Day, the MBL inauguration ceremony in KP, and Community Engagement events in Cohort 3 districts. . 20+ photographs were also submitted to USAID during this reporting quarter. . A Short video was developed on Rafia Kiran, a PRP trained teacher in district Tando Allah Yar whose persuasive performance in her school encouraged parents in her community to send their children in school, resulting in increased enrolment. The video was submitted to USAID for feedback/approval.

5.4.1 MONTHLY, QUARTERLY AND ANNUAL REPORTING . PRP produced and submitted one quarterly report for the first quarter of FY17-18.

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5.4.2 EVENTS CALENDAR . PRP submitted one quarterly events calendar to USAID in this quarter.

5.5 OUTREACH AND ADVOCACY

In the reporting quarter, PRP participated in community engagement activities across PRP to promote literacy and to improve the reading skills of students. PRP also participated in KLF, MTLF and HLF, where PRP RLM was displayed and multiple reading activities were organized. During these events, PRP stalls were visited and appreciated by a large number of visitors including government officials, teachers, students, and community members. Moreover, the project staff in Balochistan participated in enrollment campaign activities organized by the Department of Education across a number of districts to promote education. In addition, multiple social media posts were shared on different USAID and CAII social media forums to promote PRP.

OTHER ACTIVITIES USAID Communications Working Group Meetings: The PRP team from KP and the Central Office participated in the 2-day regional USAID Communications Working Group (CWG) meetings held in Islamabad during the reporting period.

MONITORING & EVALUATION

6.3.3 – REVIEW AND UP GRADATION OF ONLINE M&E-IS ON NEED BASIS

During the quarter, M&E-IS is updated with new and revised tools. All M&E data of cohort 1 &2 after closure of program activities was consolidated and locked. New tools to capture the data of community events and PTC/SMCs were developed for data entry. Changes have been made in the district level dashboard to present student performance tracking data on a quarterly basis. Regional and district teams utilized dashboard data in monthly program review meetings.

6.3.5 – TRAINING OF COMPONENT BASED FOCAL STAFF ON M&E During the reporting quarter, four sessions were conducted by provincial/regional M&E teams to train/orient fifty (50) PRP district staff members on project close out requirements for cohort 1 & 2 districts and consolidation of data in hard and soft form. 28 male and 22 female staff members participated in the sessions.

6.3.6 – SUPPORT TO PROJECT STAFF IN TRACKING PROGRESS AGAINST WORK PLAN & PMP Central and regional M&E staff members remained engaged in validating and consolidating progress against PRP work plan, data collection on PMP indicators, reviewing and posting project activities’ data along with evidences on M&E-IS. Individual meetings/telephone calls were made to track progress against the work plan matrix on an as needed basis.

6.3.7-8 – UPDATES ON USAID INFO AND TRAINET

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The USAID PakInfo system has been updated for quarter 1, (Oct-Dec 2018) on all quarterly reporting indicators. Similarly, training data on TraiNet system has been completed till December, 2018. Discussions were held with AOR on PakInfo indicator reporting and re-alignment of project targets. It was agreed that PRP will make necessary changes in the MEL plan in the third quarter to align targets in MEL plan with PakInfo indicators. The changes are necessitated due to the early closure of cohort 1&2 districts and a possible funding reduction by USAID.

6.4.1 DESIGN AND CONDUCT SURVEYS AS PER MEL AND WP

Enrolment Data Collection PRP conducted the student enrolment survey in selected districts of GB and AJK. Due to NOC issues, PRP activities for cohort 3 could not be started in AJK and GB and therefore data could not be collected at the start of the academic year. With a revised approach of implementation, PRP is working in the same districts of AJK with additional schools and teachers. The remaining schools of the same districts were taken up as cohort 3 intervention schools. The enrolment of grade 1 of 2018 will be reported to USAID with next years’ annual enrolment.

Province/ Regions Grade 01 Boys Grade 01 Girls Total Grade 01 Azad Kashmir 2351 2241 4592 Bhimber 461 565 1026 Hattian 328 159 487 Kotli 541 547 1088 Mirpur 313 375 688 Muzaffarabad 708 595 1303 Gilgit Baltistan 3833 993 4826 Diamer 3244 356 3600 Ghanche 589 637 1226 Grand Total 6184 3234 9418 Survey on Reading Focused Courses

During the quarter, a survey to examine the implementation of reading focused courses offered by partner Teacher Training Institutes (TTIs) was conducted. The survey was done to report on following custom indicators. The data was collected through administering standard questionnaires in 73 TTIs located in Cohorts 1, 2 and 3 districts across 7 regions. As part of the survey, details of pre- service trainees who opted for reading focused courses in B.Ed. (Hons.) between Jan 17 - Dec 2018 and also details for those who had passed these subjects were collected from TTIs. 1.1.3-f Number of TTIs that integrate reading courses into the pre-service training of ADE and B.Ed. programs 1.1.3-g Number of institutions offering specialized reading courses in B.Ed. Hons program 1.1.3-h Proportion of pre-service trainees receiving minimum passing grade in new reading courses offered by the institutions Findings:

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 Out of 73 TTIs surveyed, 19 TTIs are not offering ADE or B.Ed. (Hons.) programs. 17 of the reading courses were in KP, where PITE has started its own induction program. The remaining two are in ICT and AJK respectively.  70% of the surveyed TTIs are offering reading focussed courses in their ADE program  Out of 73 TTIs surveyed, B.Ed. (Hons.) program in being offered in 48% TTIs  Out of 35 TTIs offering B.Ed. (Hons.) program, 54% TTIs are offering specialized reading courses developed by PRP in collaboration with HEC.  544 students have opted for specialized reading courses in their B.Ed. (Hons.) program till December 2018.  148 students have successfully completed their reading courses up till December 2018. The rest are still enrolled in different semesters. Region wise details are as under:

Region wise details of Survey Results # of Students Opted # of Students Passed Specialized Reading by Dec 2018 Courses by December 2018 Province/ # of TTIs # of # of TTIs # of TTIs Male Female Total Male Female Total Regions TTIs not TTIs offering offering any surv offerin offerin B.ED specialized eyed g ADE g (hon) reading or B.Ed readin program focus B.Ed. (Hon) g ADE courses in Progra course B.Ed hons. ms s AJK 7 1 2 6 3 10 32 42 0 0 0 Balochistan 15 11 3 2 NMDs 4 0 3 0 GB 4 3 1 1 7 15 22 4 14 18 ICT 2 1 1 0 1 KP 23 17 3 6 1 5 10 15 5 10 15 Sindh 18 18 16 11 126 339 465 25 90 115 Total 73 19 38 35 19 148 396 544 34 114 148

6.4.2 – DESIGN AND CONDUCT RESEARCH STUDIES Research on classroom-based libraries on students’ reading outcomes During the quarter, qualitative data was collected for the corner libraries research study by PRP trained enumerators. In this regard, 16 enumerators (8 M, 8 F) were trained by the research team to collect data. The data was collected through observing 21 TIGs and during 58 school support visits in the KP districts of D.I. Khan, Haripur, Karak and Upper Dir. The study was initiated in Q3 of FY 2018- 19 to identify cost-effectiveness of classroom-based libraries on teachers’ instructional practices and students’ reading outcomes. The findings will be shared after the end line study planned in Nov-Dec 2019.

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6.5.7 ASSESSMENT MIDLINE INCLUDING REVIEW OF ASSESSMENT TOOLS, FINALIZATION OF REPORTS AND DISSEMINATION OF FINDINGS FOR PASHTO During the reporting quarter, the project team conducted a 4-day enumerators training to conduct Pashto Midline study on February 11 to 14, 2019 in Peshawar. In total, 9 enumerators (6 M, 3 F) were trained on eight basic reading tasks i.e. orientation to print, phonemic awareness, letter name knowledge, letter sound knowledge, familiar words reading, non-words reading, passage reading, its comprehension, and listening comprehension. In addition, the enumerators were also trained on teacher’s questionnaires and classroom observation tools. The training was full of peer practice, mock exercises, and task wise IRR (Inter Rater Reliability) for quality data collection at the field level. The data collection of Pashto Midline was done in 32 schools (16 M, 16 F) during February 15 to 25, 2019. In total 935, students (431 Boys, 530 Girls) were assessed in both grades. In total 472 students were assessed in grade 1 (239 Boys, 233 Girls) and 463 students were assessed in grade 2 (235 Boys, 228 Girls). Furthermore, teacher classroom observations of 55 teachers (28 M, 27 Female) for their Pashto reading practices in Pashto classrooms were carried out. The following are the initial results of the Pashto midline study in comparison to baseline for Grade 1 students who received PRP intervention.

Baseline 2018 Midline 2019 Task Intervention Non- Intervention Non- Intervention Intervention

(N=239) (N=219) (N=245) (N=227) Orientation to Print 2.88 2.98 3.42 2.29 Phonemic Awareness 3.43 3.2 4.74 2.57 Letter Name Recognition (CLPM) 27.29 25.68 32.81 21.44 Letter Sound Knowledge (CLSPM) 7.44 4.58 21.16 8.37 Familiar Word Reading (FWPM) 7.15 6.2 17.40 5.55 Non-Word Reading (NWPM) 4.73 3.54 11.23 3.38 Oral Reading Fluency (ORF) 7.7 5.4 17.04 4.95 Reading Comprehension 0.29 0.15 0.92 0.14 Listening Comprehension 1.27 1.26 1.49 1.20

Findings: The above table shows positive trends and an increase in mean score of intervention school students in all tasks where as in non-intervention schools it shows negative trends in almost all tasks except letter sound knowledge. It is observed that there is an almost 9 CWPM increase in Pashto passage reading by students who received PRP intervention. The number of zero scorers or non-readers have also decreased in PRP intervention schools whereas the number of zero scorers have increased in non-interventions schools.

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6.5.11 ESTABLISHMENT OF BASELINE OF RESEARCH ON EFFECTIVENESS OF DIFFERENT ARMS OF PRP CPD MODEL PILOTING OF ASSESSMENT TOOLS, FINALIZATION OF REPORTS AND DISSEMINATION OF FINDINGS FOR C3 (KP REGION ONLY)

In the previous year PRP initiated the baseline of the variation study to assess the effectiveness of different arms of the PRP CPD model in Cohort 3 districts of KP including D.I. Khan, Haripur, Karak, and Upper Dir. Grade 1 students were assessed using Early Grade Reading Assessment (EGRA) during April-June 2018. Furthermore, an EGRA report was prepared and findings were shared with USAID. Necessary tools were developed to measure qualitative elements of the PRP CPD model in PRP cohort 3 districts. Tool included measures to observe the process of Teacher Inquiry Group (TIG), School Support Visits (SSV), Focus Group Discussion (FGDs) tools to evaluate experiences related to reading in the home, schools and community for students, teachers, and Reading Quality Associates (RQAs). Data collectors were trained using FGD tools and FGDs were conducted in which students, teachers, and RQAs participated during the previous quarter. In the reporting quarter, PRP conducted SSVs and TIG process monitoring in these districts in selected schools. Sixteen enumerators (8 M; 8 F) were trained on the SSV and TIG observation tools during February 27 - March 2, 2019 in Peshawar. Process monitoring data collection was carried out in the field during March 4 - March 19, 2019. In total, 21 TIGs (10 M; 11 F) and 58 SSVs (32 M; 26 F) were observed by these trained enumerators. A baseline report for quantitative and qualitative data will be prepared in the next quarter for further sharing with USAID.

6.6 FORMATIVE ASSESSMENT (STUDENT PERFORMANCE TRACKING) OF STUDENTS

6.6.4 FORMATIVE ASSESSMENT/STUDENT PERFORMANCE TRACKING CARRIED OUT In this reporting quarter, PRP conducted student performance tracking assessment for grade 1 students in cohort 3 districts in both Urdu & Sindhi languages in 564 schools and assessed 3,286 students. PRP visited 361 host schools (where PRP TIG meetings are held) and 203 Member schools (where no TIGs are held.) Student Performance Tracking (Cohort 3) Province HOST SCHOOL MEMBER SCHOOL Grand Total Girls Boys Grand Total Balochistan 38 35 73 207 205 412 GB 14 12 26 84 68 152 ICT 13 24 37 142 109 251 KP 61 108 169 526 451 977 Sindh-Sindhi 235 24 259 490 1004 1494 Total 361 203 564 1449 1837 3286

Urdu (in all provinces, except Sindh) and Sindhi (only in Sindh) students were assessed on orientation to print, familiar word reading, passage reading & reading comprehension tasks. Sindhi students were also assessed in letter sound recognition and non-word reading tasks. PRP teams also executed SPT in cohort 1 & 2 districts for Urdu & Sindhi languages for grade 2 students and assessed listening comprehension, familiar word reading passage reading & reading

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comprehension skills. Sindhi students were evaluated in familiar word reading and reading comprehension orientation to print tasks. A total of 659 schools were visited and 3,579 students were assessed on these tools.

6.6.5 DISSEMINATION OF RESULTS WITH STAKEHOLDERS - PROGRESS MONITORING DATA RESULTS

After the results are calculated, they will be shared with relevant stakeholders, including USAID, government officials at provincial and district levels, in the upcoming quarter. The table shows provincial/regional level raw mean score results for grade 1 students for cohort 3 districts only.

Region Orientation to Familiar Passage Reading Comprehension Print Word Reading (% correct) (% correct) Reading (ORF) (CWPM) Balochistan 4.1 18.3 21.8 1.1 GB 4.7 30.9 38.5 2.3 ICT 4.7 25.7 27.7 1.9 KP 4.2 26.1 32.1 1.9

Following table shows % of grade 1 zero scorers in each task for each province/region

Region Orientation Familiar Passage Reading to Print Word Reading Comprehension Reading Balochistan 1.94 21.4 21.8 39.3 GB* 0.0 0.0 0.66 5.3 ICT 0.0 8.7 16.7 29.4 KP 0.31 3.8 3.99 24.4

*In GB SPT-02 was not carried out due to commencement of annual exams and winter vacations. Only 12 students were assessed in 2 schools The following table shows progress or gains made by students in familiar word reading, passage reading & reading comprehension tasks for province/region where two rounds of student performance tracking has been carried out. Round 2 was carried out between Nov – Dec 2018, while Round 3 was carried out between Jan – March 2019.

Region Familiar Word Gains Passage Gains Reading Gains Reading Reading Comprehension (CWPM) (ORF) (% correct) Round Round Round Round Round Round 02 03 02 03 02 03 Balochistan 17.1 18.3 1.2 15.1 21.8 6.7 0.67 1.13 0.46 ICT 22.9 25.7 2.8 16.6 27.7 11.1 0.97 1.86 0.89 KP 22.7 26.1 3.4 20.5 32.1 11.6 1.21 1.94 0.73

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The below table shows raw mean score of Sindhi students for Grade 1 Orientation Letter Sound Non Word Familiar Oral Reading Reading to Print Knowledge Reading Word Fluency Comprehension (CNWPM) Reading 4.1 53.3 14.4 23.9 26.4 1.7 Following table shows progress or gains of subtasks for Sindhi language in the last two rounds of assessment for grade 1 in Sindh province. Letter Sound Knowledge Familiar Word Reading Round 02 Round 03 Gains Round 02 Round 03 Gains 28.4 53.3 24.9 10.1 23.9 13.8

Students Performance tracking results have been shared with government officials in Provincial Advisory Committee meetings in ICT & Baluchistan province. Also, district based results were shared with government officials of Kharan, Noshki district government officials Balochistan team. The district authorities appreciated PRP for sharing the findings with them. They requested that district teams share the results for each school for further compliance and improvement at the school level. They also suggested to convene meetings with relevant government officials to develop strategies to improve weak areas as per the performance standards.

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OTHER ACTIVITIES

 PRP distributed 20 tablets to CEO-BEAC for student assessment, an initiative for sustainability of student assessment. Further Add. Secretary appreciated the efforts of PRP in the overall capacity building of BEAC staff and requested Balochistan Examination and Assessment Commission (BEAC) to start the assessment process in Balochistan where PRP will provide technical support in this regard.  The Assessment Coordinator AJK met with the staff of DCRD and provided support in the development of a 35 question reading testing for grade 1 and 2. Subject Specialist DCRD, who was already trained by PRP on development of assessment tool, drafted the paper. The model paper was finally approved and notified by the Directorate of Curriculum, Research & Development. The model paper was further disseminated to all districts for its implementation in annual exams; doing so is success towards the sustainability of the assessment initiative at the regional level.  The Assessment Specialist also shared MSI 2017 results of KP province with the Provincial Steering Committee (PSC) 13 officials (12 M, 1 F). The Special Secretary took a keen interest in the study results and appreciated the significant improvement in different reading skills of the students.  The assessment team Sindh provided support to the Sindh Education Foundation (SEF) to introduce student assessment in 5 districts of their schools. They trained 16 staff (9 M, 7 F) on Tangerine-based data collection. Furthermore, 4 tools (2 Sindhi, 2 Urdu) on SRP provided Tangerine server for grade 1 & grade 2.

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ISSUES AND CHALLENGES

Early closure of project interventions in cohorts 1 & 2 Pre-scheduled closure of the project interventions in cohort 1 & 2 and uncertainty about future funding have created unrest and anxiety among the staff.

Cross border security situation The cross border security situation between India and Pakistan affected the program intervention for a week or so in the border districts of AJK.

NOC for NMDs PRP activities in NMDs have been put on hold after expiry of the last NOC in June, 2018. Immediately after expiry of the NOC, the PRP consortium partner submitted an application for renewal of the NOC and is following up rigorously with relevant government authorities. The NOC is still pending.

Frequent transfer and promotion of PRP trained teachers: Frequent transfers/promotion of trained teachers particularly in KP, is continuously adding more to the work of district staff.

PRP INTERNATIONAL VISITORS/CONSULTANTS VISITS DURING Q2 No. Name In-country Citizenship Purpose of Visit/Remarks Title Travel Dates Organization Arrival/ Departure 1. Kimberly A. Smith, Feb 27-Mar 3, USA Islamabad: Dr. Smith’s SOW included Technical Advisor - 2019 technical programmatic quality scan; Reading, IRC systematic review of project data; school and cluster observations--classroom/ parent associations + TIGs and community engagement groups and ongoing PRP activities. However, Dr. Smith could not complete her SOW as she had to be evacuated due to escalating tension at the Pakistan-Indian border.

2. Farhan Sial, 11 - 15 Mar, Pakistani Kenya: Participated in IRC’s Global/Regional Security Coordinator, 2019 Safety and Security Training in Kenya. International Rescue Committee

3. Sharoon Shoukat, 11 - 15 Mar, Pakistani Kenya: Participated in IRC’s Global/Regional Senior Security 2019 Safety and Security Training in Kenya Officer, International Rescue Committee

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KEY MEETINGS

Meetings with USAID and other Stakeholders in Islamabad January 15: COP and DCOPs Program and Operations met with Daman Bozdar, AOR for general updates and to discuss eventual new funding scenarios.

January 30: COP, DCOP Program and Mr. Daman Bozdar, AOR met with Mr. Rafique Tahir, Joint Education Advisor, Federal Ministry of Education and Professional Training, and discussed PRP updates.

February 6: COP, DCOPs Program and Operations met with Daman Bozdar AOR for general updates and to discuss cost share.

February 13: Senior MEL Advisor and M&E team met with Daman Bozdar, AOR USAID Pakistan to review PakInfo and conduct DQA.

February 21: COP, DCOPs Program and Operations met with the AOR to review the progress on submission of the Cohort 1 & 2 closeout, reduced budget options and NOC for working in the NMDs.

March 20: Senior MEL Advisor and Director Gender met with USAID Officials at the Implementing Partners Meeting at Serena Hotel, Islamabad.

March 20: COP and DCOPs Program and Operations held three different meetings in Peshawar - with Secretary, E&SE Department, the Director General, Directorate of Projects, Merged Districts and Coordinator TDP - to discuss NOC for working in the NMDs.

March 28: The Head of Office KP and NMDs met with USAID Officials at the Implementing Partners Meeting (DO 1) on March 28 in Islamabad.

PRP Azad Jammu & Kashmir Meetings

The PRP AJK team held several meetings with education officials to share schedule for cohort-3 face- to-face trainings. Moreover, a meeting was held with Additional Secretary E&S Education and Deputy Secretary to discuss implementation of CPD Plan. Meeting with Director, Directorate of Education Extension (DEE) also held to discuss way forward for finalizing sustainability plan for the continuity of reading interventions in cohort 1 and 2 schools keeping in view the closeout by PRP.

PRP Balochistan Meetings

The PRP Balochistan team held a series of meetings with education officials to discuss key matters including: Public Private Partnership (PPP) initiatives, enrolment campaigns, and the continuous professional development model.

PRP Gilgit-Baltistan Meetings

The PRP GB team held a series of meetings with education officials and Secretary Education to

USAID-funded Pakistan Reading Project - Quarterly Progress Report – January 2019 – March 2019 48

discuss closure of cohort 1 and 2 and disposition of inventory. A meeting with Deputy Directors, Ghizer, Hunza and Nagar was held to discuss the sustainability plan for continuation of the PRP intervention to improve reading at early grades. The team also met with the Director of Education, Baltistan to discuss the sustainability plan and its implementation at school level.

PRP ICT Meetings

The PRP ICT team held a meeting with Joint Secretary Education and oriented him on PRP activities and progress in ICT.

PRP Khyber Pakhtunkhwa Meetings

The PRP KP team held a meeting with Secretary, Elementary, and Secondary Education regarding the conclusion of PRP in Cohort 1 and 2 districts.

PRP Sindh Meetings

The PRP Sindh team held a series of meetings with education officials and Secretary Education to discuss key matters including: PRP closeout, its sustainability plan, head teachers, teachers and mentors' training venue permission & their relieving. Similarly, the PRP senior management team met with the USAID Education office team to review PRP’s strategy to extend its support to the government’s high priority schools in SPEP/SRP districts.

PRP NMDs Meetings

The PRP NMDs team held meetings with Special Secretary Elementary and Secondary Education, KP to brief him on the status of the project as well as planned activities in erstwhile NMDs. Head of office NMDs, met with the Special Secretary E&SE KP and submitted the NOC documents for onward negotiation with the relevant authorities. The Special Secretary assured provision of every possible support in extension of IRM NOC. Similarly, PRP NMDs team along with PRP senior management met with Secretary Education KP, Director General Projects NMDs, and Coordinator TDP Secretariat to share project status and to get the status of IRM NOC for NMDs.

ANNEXURES

Annex 1: List of Cohort 1 and 2 Districts Annex 2: Work Plan Matrix for Q2 (Jan-Mar 2019) Annex 3: MEL Matrix for Q2 (Jan-Mar 2019) Annex 4: Success Story (First Person) - A Mentor's Journey (Charsadda, KP) Annex 5: Success Story- I Dreamed. I Believed. I Did. (Matiari, Sindh) Annex 6: Success Story-Measuring Learning Outcomes with FDE (Islamabad)

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