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. . USAIDIUganda Literacy Achievement and Retention Activity Quarterly Report
April 1-June 30, 2017
Cooperative Agreement: AID-617-A-15-00009 July 30, 2017 This document was produced for review by the United States Agency for International Development. It was prepared by RTI International. , . USAIDIUganda Literacy Achievement and Retention Activity
Quarterly Report Cooperative Agreement: Al D-617-A-15-0009 Reporting period: April 1-June 30, 2017
Prepared for: USAIDIUganda United States Agency for International Development ATTN: Agreement Officer's Representative US Mission Compound-South Wing 1577 Ggaba Road, Nsambya PO Box 7856 Kampala, Uganda
Prepared by: RTI International 3040 Cornwallis Road Post Office Box 12194 Research Triangle Park, NC 27709-2194 (919) 541-6000 http://www.rti.org/
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RTI International is a registered trademark and a trade name of Research Triangle Institute.
The authors' views expressed in this report do not necessarily reflect the views of the United States Agency for International Development or the United States Government. Table of Contents Page List of Tables ...... iv List of Figures ...... , ...... v Acronyms and Abbreviations ...... vi Project Overview ...... , ...... 1 Objectives and Results ...... 1 Project Target Areas and Approach ...... ' ...... 2 Quarterly Summary of Accomplishments ...... 4 R 1: Increased capacity to deliver EGR ...... 4 R2 : Improved Retention in Primary Level...... 4 Project Management ...... : ...... 5 Challenges ...... 5 Context...... 6 Progress Towards Results ...... 8 Highlights of Monitoring and Support Supervision Data for Result 1, End of Term 12017 ...... 8 Highlights of Monitoring and Support Supervision Data for R2, End of Term 1, 2017 ...... 15 Training events completed in Q3 ...... 17 Technical Report ...... 18 R1 : Increased MoES capacity to deliver EGR ...... 18 IR 1.1: Improved planning and management of EGR ...... 19 IR 1.2: Improved reading instruction in P1 to P4 classrooms ...... 27 IR 1.3: Increased community- and household-level involvement in promoting literacy attainment ...... 31 R2 : Improved retention in primary grades ...... : ...... , ...... 35 IR 2.1: Improved capacity of MoES and education system to implement SRGBV-related policies ...... 35 IR 2.2: Schools strengthened to provide a positive and supportive school climate for learning ...... : ...... 42 IR 2.3: Strengthened community commitment and capacity to support SRGBV prevention and response programs ...... 50 Project Management...... : ...... 57 Planning and Implementation ...... 58 Collaborating, Learning, and Adapting ...... 58 M&E Activities ...... , ...... 62 Child Protection ...... 67 Human Resources (HR) : Personnel and Performance Management ...... 68 Logistics and Procurement ...... 71
USAID I Uganda Literacy Achievement and Retention Activity, April 1-June 30, 2017 iii Financial Management ...... : ...... 74 Grants Management ...... 7 5 Cost Share ...... 76 Annex A. Gantt Chart on the Progress Against the Work Plan ...... 79 Annex B. LARA's Media Coverage This Quarter ...... 110 Annex C. List of Knowledge Products ...... 111 Annex D. . Register of Meetings during Quarter 3 (April 1-June 30, 2017) ...... 117 . Annex E. Success Stories ...... 135
Li st of Tables
Table 1 . District Phase-in ...... 2 Table 2. Treatment 1, 2, and Control Schools in Clusters 1 and 2 ...... 3 Table 3. Cluster 1 FA Level of Effort ...... 8 Table 4. Cluster 2 FA Level of Effort ...... 9 Table 5. Term 1 Observed Teacher Competencies in P1, P2, and P3 Classrooms ...... 11 Table 6. Learner Performance on Selected EGR Subtasks ...... 12 Table 7. R2 Schools Reached (only C1, Treatment 2) ...... 15 Table 8. Summary Training Attendance Data· for Q3 ...... 18 Table 9. WBS 1.1.1 Planned vs. Implemented Activities in Q3 ...... 19 Table 10. Affirmative Inquiry schools from the project language groups ...... 22 Table 11 . WBS 1.1.2 Planned vs. Implemented Activities in Q3 ...... 23 Table 12. WBS 1.1.3 Planned vs. Implemented Activities in Q3 ...... : .. .26 Table 13. WBS 1.2.1 Planned vs. Implemented Activities in Q3 ...... 27 Table 14. WBS 1.2.2 Planned vs. Implemented Activities in Q3 ...... 28 Table 15. WBS 1.2.3 Planned vs. Implemented Activities in Q3 ...... 30 Table 16. WBS 1.3.1 Planned vs. Implemented Activities in Q3 ...... 31 Table 17. WBS 1.3.2 Planned vs. Implemented Activities in Q3 ...... 32 Table 18. WBS 2.1.1 Planned vs Implemented Activities in Q3 ...... 35 Table 19. WBS 2.1 .2 Planned vs. Implemented Activities in Q3 ...... 40 Table 20. WBS 2.1 .3 Planned vs. Implemented Activities in Q3 ...... 41 Table 21. WBS 2.2.1 Planned vs. Implemented Activities in Q3 ...... 43 Table 22. WBS 2.2.2 Planned vs. Implemented Activities in Q3 ...... 48 Table 23. WBS 2.2.3 Planned vs. Implemented Activities in Q3 ...... 48 Table 24. WBS 2.3.1 Planned vs. Implemented Activities in Q3 ...... , ...... 50 Table 25. Training data for Community Change Agents ...... 52 Table 26. Number of Community Members attending Journeys activities and type of activity ..... 53 Table 27. List of community Journeys distributed to the subgrantees ...... 54 Table 28. WBS 2.3.2 Planned vs. Implemented Activities in Q3 ...... 55 Table 29. Learning Agenda ...... 58 iv USA/D I Uganda Literacy Achievement and Retention Activity, April 1 -June 30, 2017 Table 30. Details of the Learning and Adaptation Efforts for R 1 ...... 60 Table 31. Details of th e Learning and Ad aptation Efforts fo r R2 .,...... 61 Table 32. Activity Monitoring Evaluation and Learning Plan (AMELP) Planned vs. Implemented Activities in Q3 ...... : ...... 62 Table 33.EGR lns'tructional Materials distributed by Grade in Q3 ...... 65 Table 34. Journeys Activity Handbooks for Teachers distributed in Q3 ...... 65 Table 35. Dissemination of M&E Data in Q3 ...... 65 Table 36. Recommendations of the literacy symposium ...... 66 Table 37. Planned vs. Implemented Activities in Q3 ...... · ...... 68 . . Table 38. Staff Hired During the Quarter (April to June 2017) ...... 68 Table 39. Staff Departures During the Quarter (April to June 2017) ...... 69 Table 40. Staff Development...... 69 Table 41. STTA and International Travel ...... 70 Table 42. Anticipated STTA and Associated Travel During Q4 ...... 70 Table 43. Activity Summary Logistics and Procurement...... 71 Table 44. Financial Management Planned vs. Implemented Activities in Q3 ...... : ...... 74 Table 48. Financial Report ...... :...... 78 Table D-1. USAID Meetings ...... 117 Table D-2. The QED Group and NORC Meetings ...... 119 Table D-3. Foundational Body Meetings ...... 119 Table D-4. MoES and Other Education Stakeholder Meetings and Events ...... 119 Table D-5. District Dialogue Meetings ...... 124 Table D-6. EGR Stakeholders' Meetings and Events ..... , ...... 125 Table D-7. SRGBV Stakeholder Meetings and Events ...... 130 Table D-8. FA and PC Meetings ...... 133
List of Figures
Figure 1. Results Framework ...... 2 Figure 2. Geographic Target Area ...... 3 Figure 3. Other Teacher Instructional Practices ...... 12 Figure 4. Letter Name Sub Task (P1) Competency ...... 13 Figure 5. Word Subtask (P2) Competency ...... 13 Figure 6. Connected Text (Sentence) (P3) Competency ...... : ...... 14 Figure 7. Journeys Activities Implemented in C1 schools ...... : ...... 16
USA/D I Uganda Literacy Achievement' and Retention Activity, April 1 -June 30, 2017 v Acronyms and Abbreviations AEJ African Evaluation Journal AfrEA African Evaluation Association AME LP Activity Monitoring Evaluation and Learning Plan AOR Agreement Officer's Representative AWP annual work plan BE Basic Education (MoES unit) BEWG Basic Education Working Group c cluster CA change agent CAO Chief Administrative Officer CARA Community Awareness and Response on AIDS cc Coordinating Center CCA community change agents CCT Coordinating Center Tutor coo Community Development Officer CEDO Child Rights Empowerment and Development Organization CE GED Centre for Governance and Economic Development CLA collaboration, learning, and adapting COP Chief of Party cou Church of Uganda CPTC Core Primary Teacher College CTWG Communications Technical Working Group D&I Diversity and Inclusion DAC Day of the African Child DCOP Deputy Chief of Party DEO District Education Officer DES Directorate of Education Standards DLC Development Link Consult DU Disbursed Linked Indicator EGR early grade reading EGRA Early Grade Reading Assessment FA Field Assistant FY fiscal year GBV gender-based violence Gou Government of Uganda GPE Global Partnership for Education GPS global positioning system HR human resources IP implementing partner IR intermediate result
vi USAID I Uganda Literacy Achievement and Retention Activity, April 1-June 30, 2017 IRB institutional review board IT information technology JOYI Joy Initiatives Uganda LADA Literacy Action and Development Agency LARA USAI D/Uganda Literacy Achievement and Retention Activity M&E monitoring and evaluation MAGLIP Masaka Green Light Impact Programme MG LSD Ministry of Gender, Labour and Social Development Mo ES Ministry of Education and Sports MOU memorandum of understanding NCD Network for Community Development NCDC National Curriculum and Development Centre NORC National Opinion Research Center NTV National Television Station OPM Office of the Prime Minister ovc orphans and vulnerable children p primary PACT Proactive Approaches for Children and Community Transformation PC Program Coordinator PS Permanent Secretary PTC Primary Teacher College Q quarter R result RCT randomized control trial RFA Request for Application RTRR reporting, tracking, referral, and response SBCC social behavior change communication SCA school change agent SEL social and emotional learning SHRP USAID/Uganda School Health and Reading Program SMC School Management Committee SMS short message service SRGBV school-related gender-based violence SS support supervision STTA short-term technical assistance TOR terms of reference TOT training of trainers UKU Uganda Kids Unite
UN United Nation~ UNATU Uganda National Teachers' Union UNCST Uganda National Council for Science and Technology UNICEF United Nations Children's Fund
USAID I Uganda Literacy Achievement and Retention Activity, April 1-June 30, 2017 vii USAID United States Agency for International Development VACiS violence against children in schools WBS work breakdown structure y year
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viii USAID I Uganda Literacy Achievement and Retention Activity, April 1 -June 30, 2017 USAIDIUganda Literacy Achievement and Retention Activity
Project Overview
The United States Agency for International Development (USAID)/Uganda Literacy Achievement and Retention Activity is a five-year intervention (April 7, 2015 to April 6, 2020) that supports the early grade reading (EGR) program of the Government of Uganda. Result (R)1 focuses on improving reading instruction while R2 focuses on improving retention of early primary (P) grade pupils (i.e., P1-P4) by reducing incidents of gender-based violence (GBV) in schools. The EGR interventions include printing and distributing pupils' books and teachers' guides in English and in the local language, teacher training, post-training support supervision and monitoring, and EGR assessments. The retention (R2) activities include training teachers, community members and pupils; supporting their efforts in preventing bullying, corporal punishment, and sexual violence in schools; and implementing protection mechanisms to stop the causes of children dropping out of schools. This USAID investment is implemented by RTI International.
Objectives and Results
The goal of USAID/Uganda Literacy Achievement and Retention Activity is to improve EGR and retention for 1.3 million pupils over the life of the project. The objectives of the USAID/Uganda Literacy Achievement and Retention Activity are as follows: 1. R1 focuses on strengthening the capacity of the Ministry of Education and Sports (MoES) and other educational stakeholders to deliver EGR. To this end, the project will focus on improving reading skills in three local languages (e.g., Luganda, Runyoro-Rutooro, and Runyankore-Rukiga) and English for early primary grade learners (i.e., P1-P4). 2. R2 focuses on promoting positive and supportive school climates by preventing and reducing incidents of school-related gender-based violence (SRGBV). To this end, the project works with teaching and non-teaching staff, community members and pupils to strengthen recognition, response, reporting, and referral processes within schools and to coordinate with community referral mechanisms to reduce violence against boys and girls in and ;;iround schools. The project hypothesis predicts that reducing SRGBV will increase learners' retention because they will be able to focus on their lessons and feel secure in their learning environment, enjoy quality instruction, and, thereby, improve their ability to learri to read. The results framework, provided in Figure 1, was simplified and revised during the start-up phase of the project. This framework illustrates the project's emphasis on systemic capacity building of the education system, school-level support, and community- and household-level support and participation.
USAID I Uganda Literacy Achievement and Retention Activity, April 1-June 30, 2017 Figure 1. Results Framework
Literacy Achievement and Retention Activity Framework
Activity Objective: Improved reading skills for 1.3 million pupils
I R1: Increased capacity to del;ver EGR R2: Improved retention in primary grades
Intermediate Result (IR) 1.1: Improved planning IR 2.1: Improved capacity of the education and management of EGR system to implement SRGBV-related policies IR 1.2: Improved reading instruction in P1 to P4 classrooms IR 2.2: Schools strengthened to provide a positive and supportive school climate IR 1.3: Increased community- and household for learning level involvement in promoting literacy attainment IR 2.3: Strengthened community commitment and capacity to support SRGBV prevention and response programs t t Working with and supporting existing MoES systems
Project Target Areas and Approach
The USAID/Uganda Literacy Achievement and Retention Activity works in 29 districts1 and 3, 199 schools, as highlighted in Table 1. The project began its intervention with 13 Cluster (C)1 districts in December 2015 and expanded to 15 C2 districts in December 2016.
Table 1. District Phase-in
Cluster Districts
• Mbarara • Lwengo • · Buvuma • Sheema • Ki bog a Cluster1: 14 • Kayunga districts, 1,6042 • Mitooma • Nakaseke • Mpigi schools • Rakai • Hoima • Butambala • Kyotera • Mukono
Cluster 2: 15 • lsingiro • Kanungu • Sembabule districts, 1,5953 • Rubirizi • Ntungamo • Masaka schools • Buhweju • Bukomansimbi • Luwero • Rukungiri • Kalungu • Mityana Total 3,199 • Kyegegwe • Lyantonde • Kalangala
1 Rakai district has been split into two districts as of July 2017, Rakai and Kyotera districts. This increases LARA intervention districts to 29 overall, with C1 increasing to 14 districts plus the 15 districts in C2, totaling 29 districts. 2The number of C1 schools has increased from .1,596 to 1,604 after eight private schools in Buvuma district were taken on by government. 3 The number of C2 schools has increased from 1,593 to 1,595 with the addition of one school in lsingiro and one in Mityana districts.
2 USAID I Uganda Literacy Achievement and Retention Activity, April 1- June 30, 2017 C1 and C2 districts are geographically illustrated in Figure 2.
Figure 2. Geographic Target Area
• Cluster 1 • Cluster2
D SHRP Districts c::::J GPE Districts - Literacy Achievement and Retention Activity Districts
Note: GPE =Global Partnership for Education; SHRP = USAID/Uganda School Health and Reading Program
For evaluation purposes, the USAID/Uganda Literacy Achievement and Retention Activity schools are organized in treatments as illustrated in Table 2. Treatment 1 schools have only EGR interventions, while Treatment 2 schools have SRGBV interventions combined with EGR interventions; 372 control schools have no interventions.
Table 2. Treatment 1, 2, and Control Schools in Clusters 1 and 2
Treatment 2 Total Number of Schools Treatment 1 (EGR Cluster (SRGBV with Both EGR and Control only) interventions) SRGBV Interventions
Cluster 1 173 1,431 1,604 150 Cluster 2 328 1,267 1,595 222 Total 501 2,698 3,199 372
USAID I Uganda Literacy Achievement and Retention Activity, April 1-June 30, 2017 3 Quarterly Summary of Accomplishments
This quarterly report for the USAID/Uganda Literacy Achievement and Retention Activity covers the second quarter (Q) of Year 2 from April 1-June 30, 2017. R1: Increased capacity to deliver EGR • 94% (1,502/1,596) of C1 schools and 97% (1,553/1,595) of C2 schools were visited by Field Assistants (FAs) by the end of first term. Joint planning with Primary Teacher Colleges and the District Education Offices occurred with Coordinating Center Tutors coordinating and participating in school visits.
• 71% (1,391/1,963) of the P1 teachers, 77% (1,308/1,696) ofthe P2 teachers and 77% (1,364/1,770) of the P3 teachers who participated in EGR methodology training in January 2017 were supported in the first term as they practiced new EGR techniques.
• Implementation of the pilot social behavior change communication (SBCC) campaign focusing on improving parent's engagement in their children's reading practice started on June 19, 2017 in Ssekanyonyi Coordinating Center (CC) Mityana district. R2: Improved Retention in Primary Level Significant accomplishments this quarter included: • MoES approval was achieved through extensive coordination between the project and the MoES to move Journeys quickly through a multi-tiered MoES approval process, finalized with the signature of the Minister of Education and Sports on June 26. • Journeys was launch by Uganda's First Lady and Minister of Education and Sports and the US Arnbassador at the national ceremony of the Day of the African Child (DAC) on June 27, 2017 in lganga district.
• 2,702 people trained to facilitate the Journeys Activity Handbook for Teachers and School Staff in C2 districts. This number included 228 MoES and Primary Teacher College (PTC) trainers, plus 2,474 (1,230 men/1,244 women) school change agents).
• 1;084 head teachers (800 men/284 women) trained to lead a process of creating a positive and supportive school climate.
• 2,572 community change agents (CCAs) (1,483 men/1,089 women) trained by sub-grantees to facilitate the Journeys Activity Handbook for Community Members in C1 districts . .
• 31, 117 community members4 (14,142 men/16,975 women) were engaged by CCAs in seven different Journeys activities. Theme 1 (Understanding Safe and Caring Schools and Communities) is the most covered theme.
4 Validation of subgrantee attendance records for community Journeys meeting is pending. Figures may not be unique as some participant may attend multiple times.
4 USA/D I Uganda Literacy Achievement and Retention Activity, April 1-June 30, 2017 Project Management • Efforts continued to raise the project's credibility and research stature. This included three presentations on Early Grade Reading Assessment (EGRA) and SRGBV data.
• Financial and logistical supports response to technical needs throughout the quarter.
Challenges
The major ch13llenges encountered during 03 are summ_arized below.
• Concerns continued with language of instruction and book distribution. Language issues are complex; some issues that arise include political language preference of the area, multilingual districts, population migration, occupational migration (i.e., military or police training base), refugee settlement, teachers or head teachers' language, and multiple languages used in the home. The project has 21 schools that have changed the language of instruction from first mapping; although not a significantnumber of schools, the level of effort required by the project to logistically respond is high. The language pf instruction needs to be investigated, verified, and discussed with the school and district personnel and involves independent distribution to schools, which takes time and affects the teacher's ability to teach. This is compounded by the fact that teachers have been trained in the originally mapped language and remain without materials until redistribution. • The current Children's Act (Amendment 2016) now brings into law violations of corporal punishment with sentences of up to 3-years imprisonment or a fine . of 2,000,000 Uganda shillings. The MoES RTRR guidelines direct MoES staff (head teachers and teachers) to report all cases of corporal punishment to the police. At the project's request, the Commission of Basic Education called a meeting with the Uganda National Teachers' Union (UNATU) to discuss their perspective on the implementation of the MoES' RTRR Guidelines and . Children's Act (Amendment) 2016. UNATU acknowledged that violence against children in school (VACiS) remains widespread and a teacher is almost always responsible. UNATU mediates teacher discipline and only refers VACiS cases to the police when severe. UNATU emphasized that all recommendations must be informed by the "situation on the ground" and that the context of the school and the school community should be considered. UNATU emphasized that it is important to support the School Management Committees (SMCs), but did not elaborate on what this support should look like. Therefore, more policy discussion at the top levels of the MoES and at the USAID Mission is required to address the following key questions: What is MoES' definition of corporal punishment, sexual harassment, and violence against children? What constitutes corporal punishment under the Children's Act? How is the MoES and UNATU working together to clarify any potential discretion on what to report and to whom? What are the MoES or UNATU . procedures and timelines for managing teachers accused of perpetrating violence against children under a school's care?
USA/D I Uganda Literacy Achievement and Retention Activity, April 1-June 30, 2017 5 • USAID expressed concern over receiving sufficient time from the project to review media materials during the Day of the African Child (DAC) event. The event planning was managed by the MGLSD with involvement of high-level government officials. As a result, the project did not have control over the shifting schedules. The multiple changes in dates, content, and confirmation of key guest challenged us to provide USAID with the required confirmed agenda two weeks in advance of the event. The project lobbied to be on the agenda, undertake a Journeys activity during the children's event, and raise the profile of USAID contributions to reduce violence in schools. There was also the MGLSD requirement that Journeys be approved by the MoES Minister prior to launch. In just three weeks before the DAC event, the MoES Gender Unit representative presented Journeys and gained approval of the BE Working Group, M&E Working Group, and Education Sector Coordinating Committee and the Minister of Education. Although this process promoted government ownership, the lack of logistical and content control during both the MoES Journeys approval process and the DAC planning stage was a challenge for us to adhere to the USAID communication guidelines. The project works with the First Lady as the Minister of Education and Sports and events involving her required the agenda control of the Office of the President. However, where possible, the project agreed to provide communication materials to USAID two weeks in advance and postpone activities until approval was secured. • There is no systematic mechanism for an annual NCDC review of the early grade reading (EGR) materials. Based on teacher and trainer feedback, corrections and clarifications to the materials are identified during the school year. Prior to NCDC approval, the EGR Teachers' Guides and Pupils Books were reviewed and revised by the two USAID EGR programs. This quarter, LARA reviewed P3 and P4 books in three languages in preparation for teacher training. At the end of 03, NCDC requested the establishment of an approval process. We note that while the NCDC's role in overseeing materials is important, correction approvals must be made within the first few weeks of 04 for the books to be printed on time. Therefore, the project is working through SHRP and the Commissioner of Basic Education to move along the process in time.
Context
During 03, some changes in the project's context occurred that influenced the environment in which it operates; including the end of the school term 1, the ongoing drought that effected pupil attendance, political decentralization, creation of new districts, and utilizing the Office of the First Lady to garner support for EGR and reducing violence in schools. • The most significant change was the MoES term schedule, which determines the timing of activity implementation. The school terms are outlined below. School Term 1 February 6 to May 5 School Term 2 May 29 to August 25 School Term 3 September 18 to December 8
6 · USAID I Uganda Literacy Achievement and Retention Activity, April 1-June 30, 2017 • The completion of Term 1 ended the project's data collection on support provided to teachers trained in January, the final training of school change agents, and makeup training for any early grade teachers who missed the January training during the term break in May. It also marked the start to C2 Joint Support Supervision and Term 2 support by project FAs. The project's major school-level activities are guided by the MoES calendar. • Some newly trained teachers were terminated by MoES after failing to present their teaching credentials during a validation exercise that took place in Term 1. In Sembabule district, 40 P1 and 45 P2 teachers were terminated. 5 The credential validation process is ongoing and the impact of the exercise will be more apparent by the end of Q4 . However, we anticipate significant disruption to early grade teaching and learning because when teachers are terminated, their classes are left without an instructor. This will certainly effect reading outcomes. The project will review teacher training needs with districts in Q4. • In addition, to validating teacher qualification, the MoES started registering pupils in primary schools. This process has taken longer than anticipated. In some areas, the drought is affecting the pupil registration process, as well as school attendance, as families relocate with cattle in Mbarara, Rukungiri, Kayungu, and lsingiro districts. This will impact learning during this year and may lead to higher repetitions for children in the early grade when families return to the area. • The Office of the Prime Minister (OPM) is continuing its investigation of Kayunga's (C2 district) Education Department. The OPM identified discrepancies in Education Management Information System data with listing of private schools in the official Government-aided school list. The OPM continued to investigate the financial disbursements to the district is based on this list to determine if governrnent funds have supported private schools in Kayunga district. The OPM has included verification in its investigation of any EGR materials that have been allocated to these private schools. The final report is expected in Q4. • From an administrative perspective, Rakai district. has now been split into two districts: Rakai district and the new Kyotera district. As a result, LARA now works in 29 districts (C1: 14, C2: 15). District personnel have been split and some new staff will be recruited . The project will need to orient new district staff. • The engagement of The First Lady of Uganda and Minister of Education and Sports, combined with the support of the USAID Mission and the participation of the US Ambassador, in project events raised the profile of USAID's contribution to the education sector in Uganda. In addition, the high-level representation demonstrates the project's ability to utilize and work with the office of the First Lady to attract attention and mobilize support for EGR and
5 A letter from Chief Administrative Officer Sembabyle to the MoES Permanent Secretary on July 7, 2017 (ref:CR/ADM/218), stated that 243 teachers failed the verification, which has led to a crisis to teaching and learning in primary schools. Of the total teachers dismissed, 85 were trained in early grade reading (40 P1 and 45 P2).
USAID I Uganda Literacy Achievement and Retention Activity, April 1-June 30, 2017 7 VACiS activities. The project looks forward to broadening and deepening this collaboration as activities continue. Systems strengthening efforts over one year have been complemented by monthly meetings with component managers within the MoES. In this reporting quarter, it was difficult to engage our component managers who have competing priorities due to the competing demands for their time with the new project. Government Country Program for Kalamoja 2016-2020, in seven districts in the Kalamoja region with lrishAid, United Nations Children's Fund (UNICEF), and the MoES. Nevertheless, communications have gone on, as needed, by telephone and email.
Progress Towards Results
Highlights of Monitoring and Support Supervision Data for Result 1, End of Term 1 2017 During this quarter, the monitoring and evaluation (M&E) team analyzed the full set of monitoring and support supervision data for first term (February 6-May 5, 2017).6 The analysis focused on a number of things, including the FA's level of effort comprising the number of schools visited by FAs by end of the first term against the total number of schools they were supposed to visit by end of the first term and what teachers and learners are able to do or not able to do during the literacy lessons. The findings are provided below. a) FA's Level of Effort for R1 Table 3 shows the number of schools per C1 district visited by FAs, lesson observations conducted, and learner checks administered to assess learners' ability to read. In C1, FA focused their Term 1 support on the P3 teachers trained in January 2017.
Table 3. Cluster 1 FA Level of Effort
Number of Number of unique Number of Total number Total number schools with teachers learner District of school of R1 schools P31esson observed checks visits observation while administered teaching
Butambala 68 68 57 57 268 Buvuma 12 12 12 12 48 Hoima 126 118 102 103 462 Kayunga 149 128 109 112 488 Kiboga 63 61 54 55 239 Lwengo 128 126 105 111 496 Mbarara 193 186 175 178 797 Mitooma 95 95 94 96 384 Mpigi 97 97 90 93 375
6 In the Q2 report, we presented support supervision data for the period February 6-March 31 , 2017, which was before the end of first term. In this report (Q3) we present support supervision data for the entire first term (February 6-May 5, 2017).
8 USAID I Uganda Literacy Achievement and Retention Activity, April 1-June 30, 2017 Number of Number of unique Number of Total number Total number schools with teachers learner District of school of R1 schools P31esson observed checks visits observation while administered teaching
Mukono 220 209 177 186 822 Nakaseke 113 10Q 93 93 416 Rakai 216 177 153 . 155 637 Sheema 116 116 110 113 488 Grand Total 1,596 1,502 1,331 1,364 5,920
By the end of first term, FAs visited 94% (1,502/1,596) of C1 schools and supported 77% (1,364/1, 770) of the trained P3 teachers. The teacher support was lower than anticipated as the goal was for FAs to reach all newly trained P3 teachers. Note that the number of P3 trained teachers (1,770) is greater than the numb~r of schools (1,596) because 173 schools have multiple streams. In case an FA visits a school with multiple streams in a particular grade level, the following procedures are followed to decide which teacher to support: • Call all the literacy teachers for a pre-observation meeting • Have a discussion with the teachers on how each has prepared to teach their lesson • Decide which teacher needs more support and observe his/her lesson • On the next visit to the school, observe a teacher in another stream The C1 FAs were supposed to administer learner checks to four P3 pupils in each school visited for a target of 6,008 learner checks. In total, 5,920 learner checks were administered, out of 6,008 expected, from the 1,502 schools visited for an overall achievement of 99% (5,920/6,008). During learner check administration, FAs trained teachers to use the assessment tool to measure their pupils' competency development. Therefore, a significant number (77%) of P3 teachers were introduced to learner checks.
Table 4. Cluster 2 FA Level of Effort
Total Number of Number of unique Number of Total number of schools with P1 teachers observed learner checks District number of school & P2 lesson while teaching administered R1 schools visits observations P1 P2 P1 P2 Buhweju 45 45 45 47 37 164 163 Bukomansimbi 73 72 70 66 60 224 215 lsingiro 172 147 144 141 122 429 398 Kalangala 23 20 14 15 12 59 54 Kalungu 43 43 43 34 35 100 109 Kanungu 81 79 77 77 78 261 260
USAID I Uganda Literacy Achievement and Retention Activity, April 1-June 30, 2017 9 Total Number of Number of unique Number of Total number of schools with P1 teachers observed learner checks District number of school & P2 lesson while teaching administered R1 schools visits observations P1 P2 P1 P2 Kyegegwe 65 58 45 39 39 161 152 Luwero 228 228 221 206 203 664 650 Lyantonde 50 50 47 39 38 110 100 Masaka 89 88 82 75 64 251 226 Mityana 130 . 129 129 110 100 372 376 Ntungamo 197 197 186 151 168 596 584 Rubirizi 51 51 51 52 46 154 155 Rukungiri 177 177 176 175 161 561 562 Sembabule 169 169 166 164 145 452 440 Grand Total 1,593 1,553 1,496 1,391 1,308 4,558 4,444
C2 FAs visited 97% (1,553/1 ,595) of the schools in their districts by the end of first term. In the schools visited, they supported 71 % (1,391/1,963) of the P1 teachers and 77% (1,308/1,696) of the P2 teachers. In P1 , FAs were supposed to administer learner checks to three pupils per school for a total of 4,659 (3 x 1,553) learner checks in the 1,553 schools visited in first term. Data indicates that 4,558 learner checks were administered out of the 4,659 expected for an overall achievement of 98% (4,558/4,659). FAs were also supposed to administer an equal number of P2 learner checks. Data indicates that 4,444 learner checks were administered out of the 4,659. expected for an overall achievement of 95% (4,444/4,659). Again, a significant number of teachers (71 % P1 and 77% P2) were introduced to learner checks. b) Teacher Performance on Selected Instructional Practices FAs use the EGR lesson observation tool to gather data on the teaching and learning processes in the early grades. The FAs observed P3 lessons in C1 and P1 and P2 lessons in C2. The tool is adjusted to match the content of the term. FAs gathered the following information: • school and teacher identification information; • pre-observation information; • validation that teacher was trained; • teacher's lesson planning; • teacher's access to materials, such as EGR teacher guide, and use of supplementary materials by teachers, such as flash cards, slates, charts, and manipulatives; • teacher's demonstration of EGR competencies; • observation of pupil use of printed materials for reading, including EGR pupil book, and the display of posters/charts with letters, words, and pictures in the classroom.
1O USAID I Uganda Literacy Achievement and Retention Activity, April 1-June 30, 2017 Below is a presentation of key highlights of selected teacher competencies related to the literacy hour (reading and writing).
Table 5. Term 1 Observed Teacher Competencies in P1, P2, and P3 Classrooms
Proportion of teachers demonstrating a particular practice. Instructional practices
P1 P2 P3
Teacher conducted a 30-minute reading lesson 35% 33% · 44% Teacher has appropriate language teacher's guide 96% 98% 99% Learners read from textbook/printed material 46% 51% 74% Teacher taught lesson as indicated in lesson plan 73% 68% 81% Teacher conducted the lesson in local language 91% 89% 95% Teachers who exhibit all the five instructional practices7 13% 14% 33%
Overall P1, P2, and P3 teachers are more likely to conduct the lessons in local language which is in compliance with the thematic curriculum. Further, most teachers in all the three grades had an appropriate teacher guide. There is an improvement from 02 to 03, where the aggregate number of teachers who demonstrate all the five instructional practices have increased from 9% to 13% of P1 teachers, 8% to 14% of P2 teachers, and 24% to 33% of P3 teachers, which is a positive progress towards our annual target of 46% (Performance Review System). However, one challenge we observed was teachers struggling to conduct the reading lesson within the 30 minutes as stipulated in the thematic curriculum. The project staff, during next term, will emphasize with the teacher during the pre-observation meeting adherence to the timetable while teaching literacy lessons and review the steps in the teacher guides to support teacher pacing the lesson. Results of the support supervision data further indicated that, on average, P3 teachers were one week and one day behind the content they should have been teaching, while P1 and P2 teachers were behind by 3 and 4 days, respectively. This lag affects their ability to complete the content of Term 1 before the term ends. The main reasons cited for the deferment were public holidays, illness of the teachers leading to teacher absenteeism, and the delay of the learners to report for the new school term. In addition to the observed teacher competency, FAs monitored other teacher behavior (see Figure 3. Between 72% and 76% of all the teachers observed from P1 - P3 were consistently planning for their lessons. This allows teachers to organize all the materials they need and generally be prepared to deliver the lesson in a systematic and effective way. Between 63% and 67% of the observed teachers from P1-P3 used supplementary materials in their lessons. P2 had the greatest proportion of teachers (57%) with records of learners' progress in the Continuous Assessment
7 The indicator presents data on reading lessons where all the following 5 practices were observed: Teacher conducted a reading lesson for 30 minutes; teacher used appropriate language teacher guide; learners read from printed material; teacher taught the lesson as indicate in the lesson plan and the lesson was conducted in the local language
USAID I Uganda Literacy Achievement and Retention Activity, April 1-June 30, 2017 11 and Monitoring form, while P3 had the least (11 %). Recording of learners' progress is very important in tracking the learners' competence development, so this will be an area of emphasis by the FAs while supporting the teachers in Term 2.
Figure 3. Other Teacher Instructional Practices
Other teacher instruction practices
• Pl • P2 • P3
57%
Teacher uses supptementar,• RB:ords lecrners progress in CAM Evidence of consstent fe$0n maerels form planning
C) Learner Performance on Selected EGR Subtasks (Learner checks) The learner check is a tool used to assess learners to understand their reading abilities in the local language. The tool is composed of various subtasks, which are administered to learners in different grades. All the subtasks in the learner checks· are untimed. Table 6 summarizes the subtasks administered in each grade, the foundational skills they measure, and how learners demonstrate these skills.
Table 6. Learner Performance on Selected EGR Subtasks
Grade Foundational Reading Subtask Pupil Demonstrates by Assessed Skill
Letter names P1 & P2 Alphabetic principle Identifying the correct letter names Syllables P1 & P2 Phonemic awareness Segmenting words into phonemes or syllables Words P1, P2, & P3 Word recognition Reading correct words in random order Connected text P1,P2,&P3 Oral fluency Reading connected text with accuracy and speed
The FAs administered learner checks to 4,558 P1 pupils in 1,553 C2 schools in Term 1. One of the subtasks in this tool was letter name identification to assess learners' understanding of the alphabetic principle-one of the foundational skills on which children's reading development is dependent. In this subtask, P1 learners were given a total of 10 letters and asked to identify the names of those letters correctly in the local language (Figure 4).
12 USAID I Uganda Literacy Achievement and Retention Activity, April 1-June 30, 2017 Figure 4. Letter Name Sub Tas k (P1) Competency Percent of Pl learners identifying 5 or more letter names in loca l language
• Baseline (Th ird term 2016) • First term (2017)
77% 72% 63%
46% 37% 31%
Luganda Runyankore/Ru~ga Runyoro/Rutooro
The baseline measured C1 P1 at the end of the year after having been exposed to two terms of EGR instruction. The baseline was compared to C2 P1 after one term of EGR instruction. In C1 cohort, 63% of Luganda learners, 72% of Runyankore-Rukiga learners, and 77% of Runyoro-Rutooro learners could identify at least 5 out of 10 words correctly after three terms of exposure to the EGR methodology. In C2 cohort, after one term of exposure to the EGR methodology, 46% of Luganda learners, 37% of Runyankore-Rukiga, and 31% of Runyoro-Rutooro learners could identify at least 5 out of 10 words. This demonstrates good progress for the P1 learners in C2 . The variations between learners' performance in Term 3 2016 and Term 1 2017 could be as a result of the difference in the duration.for which the learners have been exposed to the new EGR instruction, i.e., learners assessed in third term had had a longer period of exposure than learners assessed in first term. With increased exposure to the new instruction, the performance of learners assessed in first term this year is likely to improve by third term. The FAs administered learner checks to 4,444 P2 pupils in 1,553 C2 schools in Term 1. The P2 learner checks included the word recognition subtask, which is used to test the ability of learners to correctly recognize written words. We focused our analysis on word recognition because P2 learners are expected to be able to read simple words in their local language. In this subtask, each learner was given a total of six grade-level appropriate words and were asked to read those words. The baseline for this subtask was taken from the learner checks administered to P2 learners in C1 schools in Term 3 2016. At baseline, 61 % of learners in Luganda could read three or more words, Runyankore-Rukiga learners were at 64%, and Runyoro-Rutooro learners were at 53% (Figure 5).
Figure 5. Word Subtask (P2) Competency
USAID I Uganda Literacy Achievement and Retention Activity, April 1-June 30, 2017 13 Percent of P2 learners reading 3 or more words in local language
• Baseline (Third term 2016) • First term (2017)
64% 61% 53% 46% 48%
26%
Luganda Runyankore/Ru~ga Runyoro/Rutooro
Overall, as shown in Figure 5, the performance of the P2 learners in Term 1 2017 across the three languages is still below the baseline values. However, the most positive thing about this performance is that within only a few months of exposure to the new instruction (at most, three months), the proportion of P2 learners who could read three or more words in Term 1 across the three languages was not far from the baseline values. For P3, learner checks were administered to 5,920 P3 learners in 1,502 C1 schools. This subtask was used to measure whether P3 learners are able to read grade-level connected text accurately. The learners were asked to read a total of five sentences. Findings show that overall, between 53% and 64% of the learners were able to read at least three sentences correctly (Figure 6). This is an indicator that a large number of pupils can read connected text. Since this is the first time we are administering learner checks to P3 pupils, these results will form our baseline for future comparisons. The next round of data collection on this subtask in C2 schools will happen in Term 2.
Figure 6. Connected Text (Sentence) (P3) Competency
Percent of P3 learners reading 3 or more sentences
• Below 2 sentences • 3 sentences and above
64% 60% 53% 47% 40% 36%
Luganda Runyankore/Rukiga Runyoro/Rutooro
14 USAID I Uganda Literacy Achievement and Retention Activity, April 1-June 30, 2017 Highlights of Monitoring and Support Supervision Data for R2, End of Term 1, 2017 The M&E team analyzed the monitoring and support supervision data for Term 1 focusing on the FAs level of effort supporting school change agents to evaluate the number of C1 schools that are implementing Journeys activities. Highlights from M&E team's data analysis are below. _ d) Schools Reached by FAs for R2 (only C1_, Treatment [T]2) Support supervision activities under R2 were carried out in C1 schools since R2 interventions had not yet been rolled out in C2 schools. In Term 1 (February 6 to May 5, 2017), FAs covered 89% (1,269/1,431) of Treatment 2 schools in C1. Our target was to reach 100% ( 1 ,431) of the schools and link with at least one of the three trained change agents. FAs did not reach 162 schools and their 486 school change agents. The M&E team printed a list of the 162 schools not reached and shared it with the project PC. These schools will be prioritized for Term 2. The FA supported 71% (2,673/3,768) of the school change agents (SCAs). 85% of schools visited by the FAs had all three trained SCAs present. In some schools change agents were absent or unavailable on the day of the FA visit or had been transferred. 15% of SCAs had transferred or left the schools. Of the schools visited, 66% (840/1 ,269) had started implementing Journeys activities while 34% (429/1 ,269) had not (Table 7). We need to focus on these schools, as the SCAs were trained iri May 2016 and then participated in two cluster learning events (August 2016 and May 2017). The schools that had not started implementing Journeys activities by the time of the visit in Term 1 will be targeted first during support supervision in Term 2. FAs will review plans with change agents, observe a Journeys activity, and debrief using the evaluation tools in the activity handbook. The M&E team will carry out a small action research to determine how to activate these school change agents.
Table 7. R2 Schools Reached (only C1, Treatment 2)
Total Number Schools that Schools that Total number of of R2 Total have started have not number of R2 schools schools number implementing started SC As Districts expected to visited ofSCAs Journeys implementing supported be reached (Feb 6- trained in activities Journeys (Feb 6- May (Feb 6- May May s, May 2016 activities 5, 2017) 5, 2017) 2017)
Butambala 68 64 195 113 22 42 Buvuma 12 12 37 30 12 0 Hoima 98 89 293 208 62 27 Kayunga 149 117 449 265 98 19 Kiboga 63 60 185 135 51 9 Lwengo 128 98 359 186 68 30 Mbarara 177 172 527 393 79 93 Mitooma 73 71 219 173 51 20
USAID I Uganda Literacy Achievement and Retention Activity, April 1-June 30, 2017 15 Total Number Schools that Schools that Total number of of R2 Total have started have not number of R2 schools schools number implementing started SC As Districts expected to visited ofSCAs Journeys implementing supported be reached (Feb 6- trained in activities Journeys (Feb 6-May (Feb 6-May Mays, May 2016 activities 5, 2017) 5, 2017) 2017)
Mpigi 78 75 212 140 50 25 Mukono 203 169 490 371 129 40 Nakaseke 94 90 278 161 51 39 Rakai 181 157 · 233 303 105 52 Sheema 99 95 291. 195 62 33 Grand Total 1423 1269 3,768 2673 840 429
e) Journeys activities at the school level
After the May 2016 training, we tasked C1 SCAs to conduct ~ourneys activities with all teachers and school staff in the school. The assumption was that the activities would promote personal reflection and change and that individual transformation would lead to collective action. By the time of the FA visits in Term 1, a considerable number of the schools (429) had not implemented any Journeys activity (Figure 7). 229 schools conducted 1 Journeys activity, 240 schools conducted 2 Journeys activities, 221 schools conducted 3 Journeys activities and only 24 schools have done six Journeys activities since being trained in May 2016, and attending one duster learning event in August 2016. These results are much below expectation as we had anticipated that SCAs would complete one activity per week. In the school break after Term 1, SCA were trained at the second cluster learning event in May 2017 to plan and implement Journeys activities and a list of schools that had not implemented any Journeys activity has been given to FAs to priori.tize in Term II support supervision.
Figure 7. Journeys Activities Implemented in C1 schools
Number of Schools Implementing Journeys Activities
429 450 z #Schools • #Journeys Activities c: 400 3 350 C" 11)., 300 229 240 221 .....0 250 ...VI 200 ::r 0 0 150 96 iii 100 30 24 50 ..,, () 0 1 2 3 4 5 6 Number of Journeys activities
Other key highlights from R2 monitoring and support supervision data:
16 USAID I Uganda Literacy Achievement and Retention Activity, April 1-June 30, 2017 • 43% of schools have SRGBV reporting systems (this includes schools that had any of the following: a case register book or reporting form, designated VACiS point person (staff or prefect), and/or a drawn reporting and response chart/matrix (this could be drawn on the flip chart and displayed on the staff room/office wall showing different point persons). • Almost all the schools (97%) had Journeys Activity Handbook for Teachers and School Staff (version 1). In Term 2, the Handbook will be distributed to a few schools that are still missing this resource. Training events completed in Q3 Q3 attendance data and dates are presented in Table 8. Attendance data is disaggregated by the number of participants who attended 75% of the training (which is the threshold one has to meet to be considered as successfully completing training) and those that attended less than 75% of the training. The bullet points below summarize the training events during Q3, a more detailed description is provided in this report (see Section 2.2.2, 1.2.2 and 1.3.1 respectively): • C2 SCAs and head teachers who participated were trained using a cascade training approach. In May 2017, lead facilitators trained trainers, who in turn trained SCAs as facilitators of the Journeys program in their schools. Head teachers were trained using the same cascade approach, but with an education leadership contextual approach to enable them to lead the school's SRGBV prevention and response and support SCAs to mobilize teachers and other school staff. • Also in May 2017, EGR makeup training occurred for those C1 P3 teachers and C2 P1 and P2 teachers that missed the main January 2017 training. • In June 2017, the project trained selected teachers from 26 schools in Sekanyonyi CC, Mityana district, where the project is implementing an SBCC on parental involvement with their children's reading activities at home. A book lending practice training was also organized by the program targeting three teachers from each of the 26 schools in the CC . • After the project staff trained subgrantee staff to lead the community change agent training in the previous quarter, subgrantee staff cascaded the training to community change agents. Community change agents were trained within their respective subcounties or nearby subcounties combined. The training focused on the facilitation techniques that change people's attitudes and norms like reflection, role play, dialogue, demonstration, basic understanding of SRGBV concepts, and the Journey's themes to be used in the communities to prevent and respond to SRGBV. • In April-June, the CCAs engaged community members in reflection and dialogue about gender norms and power relations and trained them to catalyze community-driven SRGBV responses and prevention initiatives on a weekly basis.
USAID I Uganda Literacy Achievement and Retention Activity, April 1- June 30, 2017 17 Table 8. Summary Training Attendance Data for Q3
Training During Quarter 3
Attendance Attendance :?75%* <75%' Activity Date
Expected Actual Men Women Men Women
Community members 42,690 31,117 14, 142 16,975 - - attending community dialogue April-June, 2017 meetings
Lead facilitator training May 1-5, 201 7 54 53 27 26 - -
Training of trainers (TOT) - - May 8-12, 2017 178 175 112 63 Training
SCA training May 15-19, 2017 2,530 2,474 1,230 1,244 - -
April 18-May 26, 2,846 2,572 1,483 1,089 .- CCA training - 20178
SRGBV leadership training May 22-26, 2017 1,265 1,084 800 284 - -
EGR makeup training May 22-26, 2017 680 533 139 394 - -
Book lending practice training June 28, 2017 81 78 30 48 - - - Total Trained 50,324 38,086 17,963 20,123 -
Technical Report
This section of the quarterly report presents a detailed overview of the overall technical performance for R1 and R2. The section is structured around each IR and the contributing work packages or output results, as outlined in the annual work plan (AWP). However, it should be noted that the Project Results Framework implicitly implies the link between system-, school-, and community-level interventions for both R1 and R2. R1: Increased MoES capacity to deliver EGR This section reviews progress made towards enhancing the MoES's capacity to deliver the EGR program. To date, the MoES has viewed the various education implementation partners (IPs) as delivery service. This result area is focused on enhancing MoES ownership and decision making and capability to plan, finance, implement, and monitor the MoES EGR program in all districts. To this end, the project focusses on three IR areas: (1) improved planning and management, (2) improved reading instruction in classrooms, and (3) increased community and household involvement.
8 The subgrantees conducted training at different dates between April and May, 2017
18 USAID I Uganda Literacy Achievement and Retention Activity, April 1-June 30, 2017 IR 1. 1: Improved planning and management of EGR The project works with various MoES departments involved in the planning and management of EGR interventions to enhance the technical and logistical skills of the ministry to plan, budget, implement, and monitor EGR rollout. At the national- and district-level, the project works with leaders of Basic Education (BE) Department and r;:>istrict Education Offices to strengthen overall ownership and decision-making for the EGR program. The BE Department is increasingly becoming aware of the . essential component processes and management needs. The project facilitates a number of coordination meetings in which consensus is reached, decisions are made to move forward, and ownership of the process is gauged by monitoring the number of participating stakeholders and the adoption of new policies or procedures. Work breakdown structure (WBS) 1.1.1. MoES and educational foundational leaders reach consensus on the organizational requirements for expanding early grade reading and retention All five to the planned tasks in the AWP for Q3 were completed or started this quarter (see Table 9).
Table 9. WBS 1.1.1 Planned vs. Implemented Activities in Q3
WBS 1.1.1 Q3 planned WBS 1.1.1 Q3 Reason for variance (if activities implemented activities any)
Quarterly meetings with MoES Completeq and foundational bodies I-- Quarterly district progress Started in Q3 and extended into In progress review meetings Q4
Quarterly EGR and retention Completed advisory committee meetings
Affirmative inquiry workshop (5 Started in Q3 and extended into In progress districts) Q4 I-- Addendum meetings at Kyambogo University to Completed approve pre-service EGR curriculum
Details of the completed tasks are provided below. Quarterly meetings between MoES and foundational bodies The purpose of the quarterly meeting was to strengthen the collaboration, participation, and engagement of foundational bodies in MoES programs. During this quarter, the executives of the foundational body leaders met on June 30, 2017, as scheduled. They pledged their commitment to improving the quality of education by supporting EGR and activities geared to creating a positive and supportive school climate. The executive group reflected on the extent to which they are utilizing their influential positions as religious leaders within their congregations and their management roles within the schools to support positive change. They acknowledged the .achievements of the quarterly meetings in strengthening unity, teamwork, and networking among themselves and with the MoES. Participants reviewed members' participation and
USAID I Uganda Literacy Achievement and Retention Activity, April 1-June 30, 2017 19 identified a need to improve regular and active participation of some of the foundational body representatives, which included the Chair agreeing to connect and re-engage some irregular members. In addition, the Chair agreed to engage the Uganda Muslim Education Association and the education secretaries from Kibuli and ·Old Kampala to broaden the Muslim representation. Finally, the Chair recommended that the group review and update their plans on how they each are able to reach their districts' education officers, schools, and congregations to promote common religious values, i.e., peace, respect, unity, dignity, and love for one another, which, if upheld, would support schools and communities to eliminate violence against children. Foundational body representatives agreed to lobby their own education secretaries and congregation leaders to include. updates on support to EGR and creating positive and supportive school climate as an ongoing agenda item within their internal review meetings. Overall, such quarterly meetings have promoted engagement of teams to curb VACiS. For example, the Anglican Church of Uganda (COU) requested to have Journeys to train their education secretaries in more reflective and engaging activities geared towards creating positive and supportive school climates. Therefore, we provided 76 Journeys Activity Handbooks for Teachers and School Staff to COU to be used when they run their program, "The Good School". These meetings have also empowered foundation body leaders with knowledge and .skills of supportive trainings. Many leaders monitored and participated in EGR and SRGBV trainings and helped guide discussion. As monitors, they submitted reports that demonstrated good understanding of EGR and SRGBV. Quarterly dialogue meetings with district officials Quarterly dialogue meetings are an important quarterly collaboration, learning, and adapting (CLA) activity with district-level partners. These meetings are planned after the end of each academic term. Data from support supervision throughout the district is reviewed analyzed at the meetings and informs district actions. This quarter, the district progress meeting followed the joint support supervision activity in Mityana, Kalungu, Rukungiri, Kalangala, Luwero, and Lyantonde. However, combining the meetings did not work well. In part, this could have been due to insufficient time allocated to debrief on an intensive field exercise and then extrapolate that learning to a broader review of overall implication of lack of support to teachers in the district. In Lyantonde, participants first met to conclude the Joint Support with key stakeholders. We note that more reflection by staff is needed during the annual review process (which Happens in late July}, to strengthen the CLA management approach to make these meeting more meaningful and valuable to the MoES, districts, and schools. Quarterly EGR and Retention Advisory Committee The meeting for this quarter took place on June 15, 2017, and focused on the achievement of the new Disbursed Linked Indicators (Olis), administrative issues affecting EGR implementation, replenishment of the reading materials, and evaluation of the support supervision mechanism. During the meeting, the new MoES "Operation Teacher Presence: Business as Unusual" model to increase teacher accountability was announced. The MoES is applying Olis to monitor GPE schools. Olis will be used to measure P2 classes with a focus on teacher presence, time on task, and adherence to the timetable.
20 USAID I Uganda Literacy Achievement and Retention Activity, April 1-June 30, 2017 Monitoring will consist of unannounced visits by the MoES in collaboration with Office of the Prime Minister (OPM), a public service representative responsible for teacher management, and all local government technical officials. Other EGR projects were urged to support the Olis and the same types of conversations at each schdol wh.en they go for support supervision, trainings, or any other school visits. The OPM also announced that it has a tool to monitor teacher presence and time on task. Therefore, the project's M&E team will review the tool and integrate it into existing monitoring and support supervision tools. At the meeting, BE leaders discussed replenishment of EGR materials. Currently, there are no funds for EGR replenishment in fiscal ye;:ir (FY) 2017/18. The Assistant Commissioner of Primary Education communicated that the Basic Education Budget Working Group was working on restoring the previously funds restricted (ring-fenced) for instructional materials by writing position papers which justify the need for material replenishment. A replacement strategy for books distributed by the first EGR program, the USAID/Uganda School Health and Reading Program, need to be replaced after four years of use and MoES was encouraged to begin considering replacing the used books. Another management and administrative issues affecting the implementation of EGR that was discussed was the issue of trained teacher transfers and ensuring that the correct teachers are at the R 1 and R2 trainings. BE leadership agreed that EGR projects draft a circular to be signed by the Director of Basic and Secondary Education appending trained teachers so that transfers are done within treatment schools and, if possible, grade level. BE leaders reviewed these issues with DEOs at the general meeting on June 30, 2017. In support, the three EGR projects (SHRP, LARA, and GPE) prepared the pictorial presentation for the DEOs' meeting that included the following issues effecting EGR programs: • Teacher management Sending the wrong teachers for training Trained teacher transferred without replacement Teachers assigned to classes they were not trained for Untrained teachers deployed in lower classes • Weak teacher support mechanisms Limited support to newly trained teachers by head teachers Limited support to head teachers by DE O's office and MoES Limited district management and implementation support supervision utilizing its own resources to monitor learning outcomes No records of supervision in the teachers' blue books • · Weak school monitoring Limited involvement of school management committees (SMCs) in EGR activities, i.e., limited oversight or utilization of school resources, staff presence, or school attendance
USAID I Uganda Literacy Achievement and Retention Activity, April 1-June 30, 2017 21 Lack of EGR maintenance and other learning materials and equipment Lack of head teacher peer group meetings (PGMs) and zon al head teacher structures Lack of evidence-based monitoring by the district education officials Purchase of external exams for P1-P3 versus continuous assessment GPE staff presented on behalf of the EGR projects. Commissioners were reported to have supplemented the presentation with the following comments: • Manipulating teacher training registers is a corrupt practice and corrupt local government officials would be dismissed. • DEOs and head teachers were encouraged to work with dignity • Head teacher presence at school is mandatory and DEOs are to regularly visits schools to ensure staff are present. • The DEOs should work closely with the MoES to tackle these challenges as a team. Affirmative/appreciative inquiry in five selected districts This activity began in Q2 with the development of district selection criteria9 and selection of participating districts. The purpose of the appreciative inquiry was to identify successful actions being undertaken by a district or a school that can be replicated in other districts or schools. Districts were selected and assessment tools were prepared in Q3. • Five districts were selected representing highest EGR learning outcome gains in each of the three project language groups: Mpigi (Luganda), Mukono (Luganda), Sheema (Runyankore-Rukiga), Mbarara (Runyankore-Rukiga), and Hoima (Runyoro-Rutooro). Two schools in each language with the best EGRA improvement from a zero-reading score at baseline were selected as identified in Table 10.
Table 10. Affirmative Inquiry schools from the project language groups
Language Luganda Runyankore-Rukiga Runyoro-Rutooro
Buyiiwa Primary School (P/S) Rutooma Full Gospel Kaburamuro P/S Schools (Mpigi) PIS (Sheema) (Hoima) Kitula Public P/S Rutooma P/S (Mbarara) Kasungu P/S (Hoima) (Mukono)
9 Two types of districts were selected for the Appreciative Inquiry. The first type of districts were those whose EGRA scores improved between baseline and the following year (February 2016 to October 2016). The criteria was EGRA performance as an indicator of learning outcomes. The second type of districts were those selected based on the uptake of district-led support supervision, including the subcriteria of (a) willingness to participate, (b) active involvement in EGR activities, and. (c) district-financed initiatives that improve learning . Other criteria included district engagement in the Governance, Accountability, Participation, and Performance Program or OPM initiative. Kayunga was selected as having good EGR performance gains However, the school was removed from the inquiry because the OPM is currently investigating the education department for allegedly including private schools on the government aided schools list and , possibly, selling books. When the investigations are complete, a report will be shared with the project.
22 USAID I Uganda Literacy Achievement and Retention Activity, April 1-June 30, 2017 • Fou r districts were selected for their uptake of district-led support supervision: Mbarara, Rakai, Kiboga, and Buvuma. The fifth district was disqualified without replacement. The inquiry will be guided by the research question, what are successful actions undertaken by schools/districts that can be replicated in others? During Q3, the M&E team, supported by the SHRP M&E Director, developed the survey instruments. Revisions to the tool included changes to include teacher observation rather than relying only on teacher interviews to verify if teaching has improved and pre-testing the tools. This activity has engaged project staff more than expected. For example, this work was not originally on the jurisdiction of the M&E team, but, by its nature, the team was engaged to support. This was accommodated by delaying the activity data collection until Q4. Although data collection has been delayed, the process has been enriched by the M&E team's engagement. ·Plans for Q4 include pre-testing the inquiry tools, identifying and training assessors, collecting data, and analyzing and compiling a record of district initiatives that promote improved learning outcomes that will inform the action research activity planned to begin in Year 3 in the 13 C1 districts. Addendum approval with Kyambogo University The quarter began with the addendum in its final stage of approval and ended with the relevant university structures (i.e. the senate) approving the addendum. Kyambogo University is proud to have been part of the work of preparing and approving the addendum that incorporated EGR and cross-cutting issues into the primary teachers' education curriculum. Cross-cutting issues include VACiS,.HIV and AIDS, and children's rights. Next quarter (Q4), Kyambogo University and National Council for Higher Education will submit the addendum to the MoES PS for implementation. Together with SHRP, we plan to hold orientation activities on the addendum in all PTCs regionally in Shimoni Core PTC (central), Bushenyi Core PTC (western), Soroti Core PTC (eastern), and Laro Core PTC (northern). This orientation will start the process to institutionalize the USAID-supported EGR content and create positive and supportive school climate for pre-service teacher training. WBS 1.1.2. Enhanced technical and logistic skills of MoES to plan, budget, implement, and monitor EGR rol/out As discussed in the Q2 report, this activity's revision was informed by the MoES' after-action review during their FY 2017/2018 budget exercise. In support of the WBS, the focus has shifted to developing a shadow budget for August 2017. The activities in this WBS were revised as shown in Table 11.
Table 11. WBS 1.1.2 Planned vs. Implemented Activities in Q3
WBS 1.1.2 Q3 planned WBS 1.1 .2 Q3 implemented Reason for variance (if activities activities any)
Working meetings to estimate In progress minimal cost of EGR system
USAID I Uganda Literacy Achievement and Retention Activity, April 1-June 30, 2017 23 WBS 1.1.2 Q3 planned WBS 1.1.2 Q3 implemented Reason for variance (if activities activities any)
Support to development of FY 2019/2020 shadow In progress budget District-level EGR resource In progress allocation meeting
There have been significant gains made in enhancing the technical and logistic budgeting skills of the MoES in this reporting quarter, which are detailed below. Working meeting to estimate the minimal cost of EGR system We worked with the BE department to launch a budget working group this quarter. The purpose to the buoget working group is to improve the department's budgeting process for continued implementation of key EGR activities upon completion of the USAID/Uganda SHRP and LARA and GPE EGR projects. This working group was approved by the Basic Education Working Group (BEWG) on May 3, 2017 after revising and finalizing the scope of work. The approved scope is as follows: • Agree on, commission, and review position papers; present data justifying expenditure and allocation of resources to BE Department. • Prioritize and advocate for BE financing to achieve learning outcomes of literacy (EGR support}, numeracy, and life skills. • Lead planning and budgeting processes that improve quality of pre-primary and primary education. • Respond to and act upon relevant key recommendations from sector reviews and budget workshops • Review the terms of reference and membership of the budget working group on an annual basis and co-opt members as deemed necessary. After BEWG approval, the scope of work was approved by the M&E Working Group's on date and ~uthority for the EGR budget working group to complete the scope of work. Support to development of FY 2019/2020 shadow budget The EGR budget working group, chaired by the Assistant Commissioner of Primary Education, started by drafting its activities and timeline, including reviewing the · budgeting process analysis that started in Q2, developing a shadow budget milestone schedule, and agreeing on short- and long-term priorities. The following will be worked on in Q4: • Drafting shadow budget • Consulting, lobbying, discussing, and caucusing for more support and funding to EGR program • Presenting position papers at BE Working Group and M&E Working Group • Planning and conducting budgeting for sustained EGR at local government through regional workshops
24 USAID I·Uganda Literacy Achievement and Retention Activity, April 1-June 30, 2017 Position papers will be produced so that MoES personnel understand what the basic education does and wh at it spends money on . In th eory, oth er departments believe that the BE Department does not need money for materials because books are procured and teachers are trained and supervised through projects, such as GPE, SHRP, and LARA. Budget commitments need to be specific and, for every item, they need to indicate how it impacts learning outcomes and children's learning to read . In a meeting held on May 14, 2017, preliminary ideas on position papers were discussed with the following potential ideas: • Look at existing data/research (such as recent National Assessment of Progress in Education [NAPE] reports, Uwezo, World Bank papers, and BE symposium papers). • What questions does BE want to answer? • What are some education sector review resolutions and recommendations? • How many programs have failed (or succeeded) in the last 10 or 20 years, and why? (Note that the lack of program sustainability could justify the need of the working group.) The EGR Budget Working Group is highly motivated and engaged. They have requested technical assistance to support the development of position papers, once topic areas are finalized , that are supported by evidence and provide the basis for their funding requests through the budgeting process. District-level EGR resource allocation meeting During this quarter, planning for local government-level regional meetings that will be held in August 2017 was started with support from both local and international consultants. A draft meeting program is in place and a letter following on needed actions that were agreed upon in the February 2017 meeting was sent to all districts. The actions relate to teacher management, teacher pedagogic support, and material support. This letter also highlighted what would be discussed at the meetings, which includes • reviewing the purpose of the Kampala workshop and long-term expectations for maintaining EGR, • reviewing the totality of the SWOT analysis started 02, • · reviewing the budget preparation process for FY 2017/2018, and • discussing central ministry support. This meeting will need to be well thought out because there have been reorganizations of Chief Administrative Officers (CAOs) in local governments. WBS 1.1.3 EGR and SRGBVadvocacy and promotional materials developed and distributed for the Uganda literacy campaign During the quarter, the project kick started implementation of the pilot SBCC campaign in preparation for the Uganda literacy campaign. The National Literacy Campaign is aligned to the .MoES's 5-year Communication Strategy and Action plan on EGR and retention, which was developed with project support in Year (Y)1. The status of the tasks planned activities for this quarter are summarized in Table 12.
USAID I Uganda Literacy Achievement and Retention Activity, April 1-June 30, 2017 25 Table 12. WBS 1.1.3 Planned vs. Implemented Activities in Q3
WBS 1.1.3 Q3 planned WBS 1.1.3 Q3 implemented Reason for va riance (if activities activities any)
Quarterly MoES Communications Technical Completed Working meeting Translate communications The consultation process on materials (e.g., posters, MoES materials for translation Delayed to Q4 pamphlets, and MoES needed more time than initially guidelines) with writers planned Print and disseminate Completed materials Order and distribute marketing and branding Completed school and office signage for C2 districts
Quarterly MoES Communication Technical Working Group Meeting The project supported the MoES Com.munications Division to convene the quarterly Communications Technical Working Group (CTWG) meeting on June 14, 2017. The team reviewed and approved the SBCC pilot campaign materials focused on improving parental engagement in their children's reading practice and the implementation plan for the pilot. The next CTWG meeting is slated for August 28, 2017 (in Q4) with the main agenda to review the Communications Division's AWP versus MoES FY 2017/201 funded and unfunded priorities in the 5-year MoES communications plan. Pilot campaign materials With the approval of the CTWG, the project started implementation of the reading SBCC pilot. A baseline was conducted prior to campaign launch, the week of June 12-16, 2017, which was conducted by subcontracting Development Link Consult (DLC) with the support of the project's M&E team. Previously, we had sub-contracted MAAD Advertising in Q1 to support implementation of the pilot campaign and during Q2 they continued to refine the pilot campaign materials. Refer to WBS 1.3 for an update on SBCC campaign. Translate communications materials (e.g., posters, pamphlets, and MoES guidelines) with writers During the quarter, the Commissioner Basic Education and Commissioner Communications and Information Management Division were consulted for advice on the key MoES guidelines for translation. This consultation process required more time thari planned. The Commissioner Basic Education officially wrote to the project Chief of Party (COP) requesting translation of the SMC handbook into the three project languages. This process will commence in Q4, starting with the translation to Luganda and, in Y3, Q1, will continue for the other two project local languages (Runyoro-Rutooro and Runyankore-Rukiga). Print and disseminate materials Materials printed and disseminated during the quarter included the Reporting, Tracking, Referral; and Response (RTRR) policy brief, project briefs for both R1 and
26 USAID I Uganda Literacy Achievement and Retention ActNity, April 1-June 30, 2017 R2, brochures, pocket folders, newsletters, branded staff uniforms, tear drops, roll-up banners, t-shirts, Journey' handbook galleys, and a PVC banner for Pre-DAC children's conference on June 26, 2017. The project also set up an exhibition booth during DAC. Order and distribute marketing and branding school and office signage In a bid to improve project visibility atthe hub/district level, all field offices were branded with stickers following artwork approval from USAID's communications office. IR 1.2: Improved reading instruction in Pf to P4 classrooms WBS 1.2."1. Teachers trained in EGR methodology Table 13 highlights the activity implementation for EGR teacher training in Q3.
Table 13. WBS 1.2.1 Planned vs. Implemented Activities in Q3
R1 .2.1 Q3 planned R1 .2.1 Q3 implemented Reason for variance (if activities activities any)
Makeup training of EGR Data incomplete during May Partially completed teachers makeup training Need to revisit planning to Clustered refresher training Delayed to Q4 check for possibility of cost share with schools
Pick up training of EGR teachers During the May holiday, the project carried out a training of C2 P1 and P2 teachers and head teachers and C1 P3 teachers and deputy head teachers, specifically for those that had missed the January 2017 training. To summarize Table 8, 533/680 teachers were trained in the EGR makeup training on May 22-26, 2017. This brings the total teachers trained in EGR in Year 2 to 10,587 out of the Year 2 target of 11,425. Less teachers were trained than anticipated due to late submission of data by field staff. Therefore, we will reach out to contact teachers that missed the makeup training and provide another makeup training in August. One thing of note for this first makeup training was that some schools whose teachers had previously been trained sent additional teachers to the training. This could be due to trained teachers transferred to another school, teachers transferred to another grade, or the strategy of the head teacher to train all teachers. The team was also challenged by schools sending teachers who had already undergone training in January 2017, to the makeup training in May, as a sort of refresher. To guard against this practice, teachers for classes in C1 who had already undergone makeup training were turned away during the May training. Ultimately, we did train P3 teachers for C1 and P1 and P2 teachers for C2. The training team was also challenged by the absence of P3 English teacher guides at one of the training centers. Eighty-six of the ninety-four (86/94) P3 teachers at Shimoni Core Primary Teacher College (CPTC) training did not get a teacher guide, which, coupled with the delay of distributed books to the end of Q3, hindered their ability to implement the methodology.
USAID I Uganda Literacy Achievement and Retention Activity, April 1-June 30, 2017 27 A third challenge was the use of two editions of the P2 books. The two versions have different content due to the newer edition undergoing a formal editing process. The teachers using the Runyankore-Rukiga language find it difficult to use the P2 teacher guide (distributed in Year 2) that has different content from the pupil book (distributed · in Year 1) . Therefore, in upcoming quarters, the project support supervision team will devise a response to support teachers. As the versions are only slightly different, we did not anticipate teachers having difficulty and, therefore, did not anticipate the logistical need to match the teacher guide and pupil book version during book distribution. WBS 1.2.2.: Strengthen and standardize primary supervision system in targeted districts Tasks planned in the AWP have been completed as outlined in Table 14.
Table 14. WBS 1.2.2 Planned vs. Implemented Activities in Q3
WBS 1.2.2 Q3 planned WBS 1.2.2 Q3 implemented Reason for varianc.e (if any) activities activities
Moved from Q 1 to Q4 Joint Support Supervision Orientation and planning of rescheduled for Term II and C2 C2 joint support supervision district-led introduced in Q4 Term Ill Implement deployment plans In progress 5/13 C 1 district completed for C1 district led support plans supervision Biannual support supervision In progress 3/28 districts review meetings (C1 and C2)
C1 district follow up and C2 Linked to biannual support presentations of proposal to supervision review meeting as CAO/ DEOs for financial In progress agenda item commitment for district-led support supervision FA (C2) participation in Completed SRGBV trainings (May 2017)
FA work facilitated (June Completed 2017) Monitor FAs for compliance to standard operating Completed procedures (ongoing)
Orientation and planning of C2 joint support supervision An orientation meeting with District and Municipal Education Officers, District and Area Inspectors of Schools, teacher training college principals, and deputy principals (pre-service and outreach) was held in April to discuss procedures and tools for support supervision. Participants reflected on their most current support supervision practices and the contribution they were making towards improving learning outcomes of all learners, as well as in creating a supportive and positive school climate for all learners in their respective districts. It was discovered that minimal support had been provided to teachers and schools. There was a need, therefore, to draft plans, carry out clinical supervision in schools, and provide technical support to teachers and change agents. District officials and leaders committed to pa'rticipating
28 USAID I Uganda Literacy Achievement and Retention Activity, April 1-June 30, 2017 and supporting clinical supervision activities in Term 2 and Term 3 for a better implementation of the EG R methodology and SRGBV activities in schools. Implement deployment plans of C1 district-lead support supervision Mukono, Rakai, Buvuma, Mpigi, and Butambala districts have had meetings to plan for district-led support supervision in schools. These districts have planned to support schools before Term 2 ends- between July and August. Program Coordinators are still confirming plans with other C1 district education departments and have yet to agree on actual dates and times for which the district-led support supervision exercise will be held or their personal involvement and transport contribution for the school supervi_sion activity. Biannual support supervision review meetings (C1 and C2) C2 districts, such as Lyantonde, Kalungu, and Rukungiri, held their biannual support supervision meetings together with the district dialogue meetings. Chief Administrative Officers, Local Council 5, school foundational body leaders, MoES representatives, District and Municipal Education Officers, District and Area Inspectors of Schools, teacher training college principals, and deputy principals (pre service and outreach) met and discussed findings and challenges, as well as the support provided to teachers and change agents during the joint support supervision exercise. Plans of action were drawn and agreed upon. Districts agreed to solicit for internal and external assistance to hold continuous professional development trainings and sensitization meetings to follow up and strengthen support and inspection of schools in their respective districts. With quarterly districts meeting, additional bi-annual meeting had not significant different in agenda although the idea was to review the progress and commitment to district-led support supervision. Some districts did not continue their own support supervision exercise without the project leading, therefore, the project needs to discuss with districts the relevance and importance of support EGR uptake in schools and impact on educational outcomes. District follow up on (C1 districts) and present (C2 districts) proposal for CAO/DEOs inspector supports This activity is an agenda item in the ongoing district dialogue meetings and will be concluded in Q4. FA (C2) participation in EGR and SRGBV trainings as learning events (May 2017) All new C2 and C1 FAs, together with the Program Coordinators, participated in1 he SRGBV training of trainers (TOT) in May 2017. Some C1 FAs also participated as trainers and site managers during teacher training event and distributed materials and verified participants' lists. The trainings provided an opportunity for FAs to learn how to manage sites and interact with different stake holders, such as Coordinating Center Tutors (CCTs), DEOs, District Inspectors, and Education Officers from different areas. FA work facilitated From May-June, FA quarterly meetings were held in three regions: Mbarara, Masaka, and Hoima. During the meetings, FAs were taken through supervision and data quality issues, accountability issues, and information technology (IT) policies. Support supervision field successes and challenges were reviewed and discussed. Work plans and budgets for Term 2 were also developed. Program Specialists and Coordinators worked with FAs to coach, mentor, and follow up on the planned
USAID I Uganda Literacy Achievement and Retention Activity, April 1-June 30, 2017 29 activities for Term 2, as well as worked to address the challenges reported during the quarterly meeting. Monitor FAs for compliance to standard operating procedures Standard transport rates have been consolidated by the finance department to facilitate FA's accuracy in financial accountabilities. WBS 1.2.3.: Teaching and learning materials printed and distributed Most of the tasks under this work package were completed this quarter as listed in Table 15.
Table 15. WBS 1.2.3 Planned vs. Implemented Activities in Q3
WBS 1.2.3 Q3 planned WBS 1.2.3 Q3 implemented Reason for variance (if activities activities any)
Post-distribution follow up Completed
Moved into Year 2 to respond Edit EGR books (Year 3) New Activity to timing of printing
Procure a printing firm (Year New Activity 3)
Post-distribution of books After the completion of the 2017 main book distribution exercise to over 3, 189 schools, a book replenishment exercise was performed in 24 primary schools in the districts of Lyantonde, Lwengo, Masaka, and Sembabule. More details are provided under logistics of this report. Edit EGR Books The project began its annual preparation for book procurement and teacher training beginning in December 2017 with a targeted needs assessment with teachers using the books and a review of materials with trainers. Under SHRP, the Runyoro Rutooro EGR books benefitted from the pilot of the earlier developed Lug<;:1nda and Runyankore- Rukiga books. Some of the edits were clarifying and others correctional. Trainers recommended to improve some of the stories to make them better suited for learning. To complete the editing task, the project in consultation with SHRP invited writers who had that previously worked with SHRP to develop books to review sections of the books. The LARA Reading Specialist worked with SHRP throughout the development of the books, reviewed all changes and discussed changes with SHRP. This process took five weeks. SHRP also compiled a list of recommended changes that will be made to the other 9 language books this year. At the end of the quarter, SHRP recommended review the changes with NCDC as no approval process currently exists. Procure a Printing Firm The Project began the procurement process for Year 3 pupil books and teachers guides during the reporting period (Q3). The Logistics and Procurement team collaborated with the M&E team to estimate the quantities of P3 and P4 books required for each language and then used conservative price estimates to raise a
30 USAID I Uganda Uteracy Achievement and Retention Activity, April 1-June 30, 2017 purchase requisition for the Year 3 printing that totaled - for 515,302 books. Th e purchase requisition was approved by headquarters on May 26, 2017. Upon approval of the purchase requisition, the project issued a Request for Quotations to seven book printing companies including two Ugandan firms and five international companies on June 14, 2017. Six of the seven invited companies responded with a quotation by the closing date of July 3, shortly after the end of 03. Book procurement will be completed in the next quarter (Q4). IR 1.3: Increased community- and household-level involvement in promoting literacy attainment WBS 1.3.1. Provision of supplemental reading materials and establishment of lending practice · · This activity was completed in Q3 as outlined in Table 16.
Table 16. WBS 1.3.1 Planned vs. Implemented Activities in Q3
WBS 1.3.1 Q3 planned WBS 13.1 Q3 implemented Reason for variance (if activities activities any)
Identify schools with librarians Dates adjusted to support and undertake sample capacity · Completed (delayed from Q1) needs-assessment SBCC pilot Development of lending protocol Dates adjusted to support and training of teachers on Completed (delayed from Q1) SBCC pilot lending systems
Illustration and Editing of Story Completed (delayed from Q1) Dates adjusted to support Cards SBCC pilot
Completed Dates adjusted to support Procurement and distribution SBCC pilot
Within th~ SBCC model, barriers to behavior change need to be addressed by the project where possible. Therefore, lack of access to supplementary reading materials may block parents from responding to communication messages. During the reporting quarter (Q3), the project completed the development and printing of story cards for the SBCC pilot. - Identify schools with librarians and undertake sample capacity needs-assessment The Project undertook a needs assessment of lending practices in the schools in Ssekanyonyi CC, the participating SBCC pilot. The purpose of the needs assessment was to determine exactly what the schools needed in order to implement the lending practice. The questionnaire was combined with the baseline data collection exercise, pre tested, and assessors trained to collect the data. The training team used the needs assessment data to develop the training on creating a lending practice for classroom teachers since the needs assessment determined that 3 in 24 schools had a library and library guidelines and 21 of 24 schools had no previous experience. This made it necessary to train teachers on a lending practice. Development of lending protocol and training of teachers on lending systems In preparation for the training, an existing lending practice guide, used in the distribution of Books for Africa library books was adjusted and the starting point for
USAID I Uganda Literacy Achievement and Retention Activity, April 1- June 30, 2017 31 developing a lending protocol. This was adapted by teachers during the training. Also, the project adapted registers for use in tracking the cards and developed a monitoring tool which will enable the project to determine the effectiveness of the lending practice, access to cards at home, and durability of the cards during the pilot. The Program Coordinators (PCs) and FAs provided a one-day training for 75 teachers, the head teachers and two teachers from each of the schools, and two sub county chiefs on the lending practice. The content of the training included the following:
• Factors affecting access to reading materials,
• ·Challenges and solutions of caring for books and reading materials, • Role of different stake holders in caring for books,
• How parents can support reading,
• Management of reading materials, and • Activities for stimulating a reading culture. (The training used groups and plenary discussions and reflection as the main methods.) Procurement and distribution During Q3, story cards where edited, illustrated, and finalized for procurement. Story cards were distributed during the training of the teachers. P1-P4 teachers will lend story cards to children to take home and read with th_eir parents. In this pilot phase, eight different story cards, four for P1 and P2 and four for P3 and P4, were distributed to each school according to its enrollment. This pilot is the measure of parental engagement and will used for scaling up to other project districts. The storycards address the issue of access to reading materials during the SBCC pilot. The project will develop a stor)i bank of story cards and small story books. Additional work is required to finalize and make them available to the sub-grantees prior to the SBCC roll out of the Literacy Campaign. WBS 1. 3. 2. SBCC to increase parental involvement in their children's reading practice
Table 17. WBS 1.3.2 Planned vs. Implemented Activities in Q3
WBS 1.3.2 Q3 planned WBS 1.3.2 Q3 implemented Reason for variance (if activities activities any)
Award subcontract for data Completed collection
Conduct SBCC baseline for EGR Completed
Implement SBCC intervention for In progress EGR
Sequential activity will follow the Conduct SBCC endline for EGR Delayed to Q4 completion of SBCC pilot
Develop and implement training Sequential activity for sub-grantee scale up of Delayed to Q4 SBCC intervention
32 USAID I Uganda Literacy Achievement and Retention Activity, April 1-June 30, 2017 WBS 1.3.2 Q3 planned WBS 1.3.2 Q3 implemented Reason for variance (if activities activities any)
Sub-grantees implement Dependent on the successful evidence-based change completion of the pilot, which is Delayed to Year 3 communications in target delayed communities
Award subcontract for data collection and conduct SBCC baseline for EGR During this quarter, the M&E team supported the collection of baseline data for the impact evaluation of the .SBCC on parental involvement in their children's reading . practice at home. The program subcontracted Development Links Consults (DLC)-a local research firm- to undertake this baseline study in schools in Ssekanyonyi CC, Mityana district. As part of this study, DLC was also tasked to carry a needs assessment of the lending practices in schools. The M&E team provided support and oversight to the entire process of this study from seeking RTI Institutional Review Board (IRB) approvals, pretesting and modification of the tools (developed by RTI) , rendering the tools in Tangerine and uploading them on tablets, training 32 research assistants, and field data collection. The baseline data collection exercise took five days (June 12-16, 2017) and it was conducted in 26 schools in Ssekanyonyi CC. A total of 906 parents, 90 teachers, and 26 head teachers were interviewed during this activity. Two M&E team members were in the field to monitor and support the data collection teams. A report on the lending practices was produced by DLC and shared with the project's technical team and USAID. This report highlighted the existing practices and gaps in schools in relation to lending of reading materials to learners and findings informed the content of the lending practice training conducted June 28, 2017. DLC is currently working on producing the overall baseline report which will be shared with the project in July 2017. Implement SBCC pilot intervention for EGR Campaign materials produced for implementation included the following: Four themes/campaign names/slogans, 9 radio adverts, 1 radio jingle, 1 TV drama skit, 5 campaign posters, 4 community theater drama skits, 4 radio programs, 287 t-shirts, 2 ·tear-drop banners, 1 rig truck banners, 1 bumper stickers (English and Luganda), and 4 short message service (SMS) audio messages. The Project's EGR technical team met with MAAD several times during the quarter to review the materials and to ensure that techniques parents, both literate and illiterate, can use to support their children's learning were well reflected. These materials were presented to USAID/Uganda's Development Outreach and Communication Unit and the project Agreement Officer's Representative (AOR). USAID/Uganda's feedback was incorporated into the final material design. MAAD initiated the eight-week campaign beginning June 19, 2017 in Ssekanyonyi CC , Mityana District, and was scheduled into Q4, through August 2017. The campaign builds on the existing knowledge base for improving parent's engagement in their children's reading at home. Implementation included daily radio engagement (talk shows, jingles, and radio programs), person-to-person engagement (home visits) by a field team of trained interpersonal communicators, community activations including dialogue with
USAID I Uganda Literacy Achievement and Retention Activity, April 1-June 30, 2017 33 community associations/women groups, and rig activation with a drama skit on the four campaign thematic areas. In Q4, monitoring of the SBCC campaign will continue through the second school term and the pilot will conclude with end line data collection in August 2017.
~ TUsom • r • < lJ wamu
TufulNl nnyv eflrufuniq ~NMtab&f'fe.Wt~lto oUilud •bb&>I& 0'(611uluT Okusomera wamu n'abaana • blJ.&anldch ...,..oewsoma Ha tiuom9n ~h. bo awaka lkya muwendo. .9ft&~ &n~&d&' n &mo1u1 gn
Some off the SBCC pilot campaign materials (posters)
Interpersonal communications teams conducting home visits during the reading SBCC pilot campaign in Mityana District June 21,2017. Photo credit: MAAD Advertising
Drama skit performance during rig activation activities implemented under the SBCC pilot campaign targeting parents at Busunju trading center in Mityana district on June 20, 2017. Photo credit: MAAD Advertising
The SBCC pilot will be concluded in Q4 with a endline evaluation of impact.
34 USAID I Uganda Literacy Achievement and Retention Activity, April 1-June 30, 2017 R2 : Improved retention in primary grades IR 2.1: Improved capacity of MoES and education system to implement SRGBV-related policies R1 and R2 teams worked together in partnership on systems strengthening activities with the MoES related to both EGR and VACiS programs. Q3 is characterized by continuous engagement in the approval process of the Journeys program with MoES and MGLSD. Through this process knowledge, commitment and action to the Journeys program was generated at the national level. WBS 2.1.1: Strengthen MoES knowledge, commitment, and action in SRGBV prevention Below is a summary of R2 system strengthening activities during Q3:
Table 18. WBS 2.1.1 Planned vs Implemented Activities in Q3
WBS 2.1.1 Q3 planned WBS 2.1.1 Q3 implemented Reason for variance (if activities activities any)
Contribute to the VACiS working group by providing technical Completed support (October 2016- September 2017)
Host quarterly partnerdialogue forums-linked to 1.1.1 (June Completed 2017)
Support MoES, Ministry of Gender, Labour and Social Development (MGLSD), Completed foundational bodies, and national and subnational representatives to Journeys events (May 2017)
Undertake activities to support recognized advocacy days (Day Completed of African Child, June 16, 2017)
Host policy dialogue on SRGBV Completed
Contribute to the VACiS working group by providing technical support (October 2016-September 2017) On April 7, the project participated in the VACiS working group meeting. While the VACiS working group meeting has potential to strengthen MoES knowledge, commitment, and action, it has not been taking place on a regular schedule and it has not built a quorum of regular attendees. Indeed, project staff frequently find themselves calling over to the MoES to request the date of the next meeting and to make sure that it does not happen without them. At the meeting, the United Nations Children's Fund (UNICEF) pledged its support to emphasize that it should be a regular meeting and that membership should remain constant. The project also requested that all partners provide bi-annual reports using a simple matrix but noted that many items on the list marked as in-progress appear to be completed already. Two items identified by the MoES where the project could provide support are a flyer on pupil early grade protection and the Development of Gender Indicators for the Educ:ation Management Information System. The project will continue to support the MoES Gender Unit to help the VACiS working group meeting more fully achieve its potential to mobilize stakeholders to prevent and respond to VACiS.
USAID I Uganda Literacy Achievement and Retention Activity, April 1- June 30, 2017 35 Host quarterly partner dialogue forums-linked to 1.1.1 (June 2017) As a follow-up to the Eighth African Evaluation Association (AfrEA) Intern ational Conference in Kampala, Uganda, the African Evaluation Journal (AEJ) invited all presenters to submit papers for the AEJ Conference Edition. Since project staff participated in this conference (as reported in the last quarterly report), the project responded to this call by submitting its paper during Q3. In order to assist authors to submit relevant papers and to ensure high quality, AEJ submitted all papers for an initial constructive review. As a result of this initial review, AEJ asked project authors to refocus the paper on lessons learned as well as how, and to what extent the local (Uganda) context affected the study. The USAID Fellow with whom project staff presented its SRGBV baseline tool pilot and data at the AfrEA International · Conference made the required revisions to the paper and submitted it to AEJ in May. Undertake activities to support recognized advocacy days (Day of African Child, June 16,2017) Following the project annual events calendar, in Q3, the project continued to supported national events mainly on positive and supportive school climates and in particular: • Pre-Day of the African Child (DAC) children's conference June 26, 2017. As a buildup activity to DAC, the project, in partnership with pupil/children facilitators from Justlikemychild-a local nongovernmental organization in Luwero district, took the leadership role in facilitating the one day national conference attended by children representatives from the four regions in Uganda. The children's facilitator boosted the conference proceedings by facilitating a Journeys activity dubbed vote with your feet. The children were trained and facilitated by the project's R2 technical staff prior to the conference. The conference was attend~d and managed exclusively by children with adults as observers. A children's position paper was developed at the end of the conference. A child whose participation was supported by the project was selected by the other children to present the paper to First Lady and Minister for Education and Sports Janet Museveni, among other key dignitaries including the U.S. Ambassador. The children's position paper was also presented at a DAC high-level stakeholders' consultative meeting organized by office of the First Lady on the morning of June 27, 2017, at Bishop Willis Teachers Training College and at the DAC main commemoration event at Bulamagi Sub County grounds in lganga district.
A project staff member briefs the five children facilitators from Justlikemychild before the commencement of the national children 's conference (top left). Children participate in a Journeys "vote with your feet" activity facilitated by one of child facilitators (center) . Special needs group discusses key issues affecting them in line with the DAG theme before presenting to plenary (top left) during the pre-DAG national children's conference supported by the project at Sekyizi Inn, lganga District, July 26, 2017. Photo credit: RT/ International
36 USAID I Ugan<;fa Literacy Achievement and Retention Activity, April 1- June 30, 2017 The national children's representative supported by the project making remarks (top left) before presenting the children's national position paper to First Lady and Minister of Education and Sports Janet Museveni (center). Guest of honor interacts with a special needs child (top right) during the high level national stakeholders dialogue meeting organized as a side event by the First Lady's office just before· the Main DA C event at Bishop Willis Teachers Training College, lganga district, July 27, 201 . Photo credit: RT/ International ...... ,...... ---...... ------.
U.S. Ambassador Deborah Malac receives the First Lady and Minister of Education and Sports Janet Museveni (top left) and leads her to the project exhibition booth (center) . Project staff and beneficiaries in the project exhibition booth during the national commemoration of the Day of the African child at Bulamagi Sub county grounds, lganga district, July 27, 2017. Photo credit: RT/ International
• Pre-DAC NTV live talk show As a buildup activity, the project conducted a live talk show on NTV with the aim of raising awareness about Journeys prior to its launch on DAC and linking it to the DAC theme. On the show, a project staff member was joined by the Gender Technical Advisor MoES and Minister of State for Youth and Children Affairs, Ministry of Gender, Labour and Social Development. However due to some technical shortfalls on the side of NTV, the project received a formal apology from the station management with an offer of second show at a preferred date and time in Q4. USAID Communication Unit requested that the project provide a minimum of two weeks to review communications. • Day of the African Child and Journeys launch on June 27, 2017
MIH!.4!11!.IM __ First Lady launches _school handbook
USAID I Uganda Literacy Achievement and Retention Activity, April 1- June 30, 2017 37 The project actively participated in the national The July 3,2017, edition of the New Vision commemoration of the Day of the African Child by newspaper featured an article on the Journeys handbooks launch by the First Lady and setting up an exhibition booth together with the Minister for Education and Sports Janet USAID/Uganda School Health and Reading Program. Museveni with US. Ambassador Deborah Ma lac. The same opportunity was used to have Journeys handbooks launched by the guest of honor, the First Lady and Minister for E.ducation and Sports. · The launch was joined by the US Ambassador and other various high level government officials and United Nations (UN) Agencies. These included the Minister of Gender, Labour and Social Development (MGLSD), Minister c:if State for Youth and Children Affairs, Permanent Secretary MGLSD, UN Resident Coordinator to" Uganda, UNICEF Uganda Deputy Country Representative and members of parliament among others
First Lady and Minister of Education and Sports Janet Museveni launches Journeys for Teachers (top left); U.S. Ambassador to Uganda. Deborah Malac launches Journeys for Community members (right); and Minister of Gender, Labour and Social Development Syda Bbumba launches Journeys for Pupils (bottom) during Day of the African Child national commemoration event, lganga District, June 27, 2017. Photo credit: RT/ project staff
38 USAID I Uganda Literacy Achievement and Retention Activity, April 1-June 30, 2017 First Lady and Minister of Education and Sports Janet Museveni (right) making remarks on Journeys as U.S. Ambassador to Uganda Deborah R. Malac (center) and Minister of State for Youth and Children Affairs Florence Nakiwala (left) look on prior to Journeys launch during Day of the African Child national commemoration event, lganga district, June 27. Photo credit: RT/ project staff
Host policy dialogue on the SRGBV One example of this increased coordination on systems strengthening between R1 and R2 was a joint meeting of project R 1 and R2 staff with the General Secretary of the Uganda National Teachers Union (UNATU) and the Commissioner for Basic Education on May 12. Topics for discussion included an introduction to the MoES · EGR program, discussion of leadership training to better understanding UNATU's perspective on the role of the head teacher, and, most importantly, a discussion of the Children's Act (Amendment) 2016 and the RTRR guidelines to better understanding the.union's position on VACiS. The meeting was necessary because the vast differences between Ugandan law on VACiS, which is zero tolerance and imposes strict penalties, and current practices could put teachers and head teachers at risk in the event of greater referral and enforcement. UNATU stated that it supports VACiS reduction efforts and has implemented VACiS reduction activities in the past. Further, when incidents occur, the union works with teachers and head teachers, of whom both are often members, to mediate the situation and only engages law enforcement in severe cases. Neither the General Secretary of UNATU nor the Commissioner of Basic Education were concerned about the considerable· difference between Ugandan law and current practice in schools. UNATU requested a follow-up meeting at UNATU headquarters to present the EGR methodology to senior management, which the project provided on May 17. WBS 2. 1. 2: Enhance MoES ability to provide quality assistance monitoring of schools performance related to SRGB V Providing quality assistance monitoring of SRGBV performance continues to evolve as project staff learn more about the challenges faced by school change agents and the FA and CCTs tasked with supporting their implementation of Journeys. This quarter the project overcame the challenge of reaching the schools and meeting with the school change agents. However, project staff realized that it is not enough to collect monitoring data but rather the focus needs to shift to engaging with school change agents to actually undertake Journeys activities and help them overcome
USAID I Uganda Literacy Achievement and Retention Activity, April 1-June 30, 2017 39 initiating the program. This will be the focus in the coming term. Table 19 outlines the activities completed in 03.
Table 19. WBS 2.1.2 Planned vs. Implemented Activities in Q3
WBS 2.1.2 Q3 planned WBS 2.1.2 Q3 implemented Reason for variance (if activities activities any)
Develop support supervision Completed (SS) training package Support FA and district-led support supervision working Completed in C1 (linked to IR1.2.2) EGR district joint support Train SS working groups on In Progress supervision rescheduled to package (linked to IR1 .2.2) Term 2 EGR district joint support Train national MoES and In Progress supervision rescheduled to MGLSD on SS package Term 2 EGR district joint support Support deployment plan for Postponed supervision rescheduled to joint SS Term 2
Develop support supervision (SS) training package, train SS working groups on package. train national MoES and MGLSD on SS package and support deployment plan for joint SS The M&E team supported joint support supervision activities in Cluster 2 districts this term. They, together with the technical team, designed the joint support supervision tools, oriented the teams on tools, and participated in joint support supervision activities in the districts of Lyantonde, Kalangala, Mityana, and Luwero. The remaining C2 districts joint support supervision will be completed in 04 during Term 2. The team also undertook the targeted selection of schools for joint support supervision; selection criteria were schools that were not visited in the first term by the FAs or schools that did not implement any Journeys activities in the first term. Support FA and district-led support supervision working in C1 The support supervision tools and process developed for the joint support supervision activity can be applied by the FA and district-lead support supervision teams to support C1 school change agents. The process is to meet with the head teacher to discuss the support to school change agents in creating the time and participation of all school staff to attend regular Journeys activities and any initiatives using the U-model that have occurred. The FA or district-led teams then meet with the school change agent(s) to review the plan, observe an activity, and then debrief using the evaluation from in the Journeys handbook. The project technical staff provide FA with a review of the planning tools, to facilitate the cluster learning event with C1 school change agents. At that time, they reviewed the new tools. FA selected schools in C1 that had not undertaken any Journeys activities and had begun to apply the new SS approach. WBS 2.1.3: Referral mapping for SRGBVand community support for implementing the reporting, tracking and referral, and response (RTRR) for SRGBV The activities under this WBS were further delayed from 02 to 04 due to previous subcontracting process delays. The sub-contractor was engaged during this quarter
40 USAID I Uganda Literacy Achievement and Retention Activity, April 1-June 30, 2017 and has adapted exiting training manuals for the project. Trainings will start at the beginning of Q4. Most WBS 2.1. 3 are further delayed until Q4, as illustrated in Table 20.
Table 20. WBS 2.1.3 Planned vs. Implemented Activities in Q3
WBS 2. 1.3 Q2 planned WBS 2.1.3 Q2 implemented Reason for variance activities activities
Delay in Request for Proposal process to subcontract; training Train subgrantee on RTRR Postponed to Q4 and facilitators manual developed and approved. Subgrantee maps local Delay in training in the above Postponed to Q4 RTRR affected this activity. Delay in subcontracting above Compile RTRR structures Postponed to Q4 . affected this activity. Review MoES and MGLSD Completed child protection protocol Subgrantee supports RTRR Delay in subcontracting above Postponed to Q4 structures affected this activity .. Develop policy brief on RTRR Completed guidelines
Train Sub-grantee on RTRR World Education/Bantwana was subcontracted to train sub-grantees and local government staff on the referral web mapping and school community based case management. During Q3, they developed the training and facilitator's manuals for this training, the manuals were reviewed by the project team and approved. Training sub-grantees and local government officials on referral web will begin in the first week of July and the sub-sequent activities will follow suit. Review MoES and MGLSD child protection protocol To strengthen coordination on child protection between the MoES and the MGLSD, the project helped to organize a contact meeting at the Gender Unit between the Principal Probation and Social Welfare Officer of the MG LSD and the Gender Technical Advisor of the MoES on June 15. Key focus areas of the meeting included: child protection set up at community level, mutual understanding of each ministry's child protection protocol, and the process for the MGLSD to monitor Journeys at the community level. The MGLSD stated that, at the community level, the child protection capacity includes para-social workers and, in some districts, child protection committees. Going forward, the MGLSD is emphasizing the para-social workers model.. There are 30 para-social workers per sub county who report directly to the sub county Community Development Officer (COO). These para-social workers are tasked with the identification of child protection cases, reporting, referral, and resolving some non-statutory child protection cases. The MGLSD representative stated that there is no specific child protection protocol. Para-social workers link up with other volunteers and groups at the community level, especially on the orphans and vulnerable children (OVC) coordination to strengthen community referral .
USAID I Uganda Literacy Achievement and Retention Activity, April 1-June 30, 2017 41 According to the MGLSD, sub-county CDOs can monitor Journeys. LARA should provide the CDOs with an orientation on the Journeys to help them to understand what to monitor. LARA should present Journeys to the top management of the MGLSD after the official launch of the Journeys so that they understand Journeys and the roles of the stakeholders. LARA agreed to present Journeys to top MGLSD management officials and informed participants that the project is planning to train the CDOs on the referral web and involve them in referral web mapping. Develop policy brief on RTRR guidelines The project convened and facilitate_d a workshop for the development of a four-page policy brief for head teachers based on the Reporting, Tracking, Referral, and Response (RTRR) on Violence Against Children in Schools (2014) of the Mo ES and MGLSD. The purpose of the activity was to strengthen the capacity of MoES personnel to develop simplified communication tools. The two-day policy brief workshop was held April 24 and 25 in partnership with the Gender Unit of the MoES. MoES, represented by the Gender Unit and the Basic Education Department senior leadership, actively participated. Other participants included district inspectors of schools from Kayunga district, the head teacher from Mukono Boarding Primary School providing a school-level perspective, a senior state attorney from the Ministry of Justice, and the Constitutional Affairs Office of the Director of Public Prosecutions also participated. The project facilitated the workshop and helped to direct the debate and drafting of the RTRR Policy Brief so that it distills and clarifies the complex RTRR Guidelines (2014) in a way that honors the original text while giving clear, useful, and practical advice to head teachers and teachers when they are faced with school-related gender-based violence RTRR Policy Brief was printed and circulated at the R2 head teacher SRGBV trainings in May.
JR 2.2: Schools strengthened to provide a positive and supportive school climi}te for learning Q3 was a significant period for IR 2.2, with the approval of Journeys as the MoES program to reduce VACiS, the training of C2 school change agents, and the cluster learning event for C1 school change agents to review their progress.
42 USAID I Uganda Literacy Achievement and Retention Activity, April 1-June 30, 2017 Journeys Training of Lead Facilitators at Ndegeya primary Teacher Training College. Photo Credit: RT/ International.
WBS 2.2.1 School leaders and teacher change agents (CAs) trained to build positive schools and prevent SRGBV
Table 21. WBS 2.2.1 Planned vs. Implemented Activities in Q3
WBS 2.2.1 Q3 planned WBS 2.2.1 Q3 implemented Reason for variance activities activities
MoES approval of Journeys Completed Preparation of training Completed materials and logistics Lead facilitator training Completed Training of teacher trainers Completed Change agent teachers and head or deputy head Completed teachers trained After-action review of SRGBV Completed Journeys training Refresher training of teachers on Journeys will be clustered Completed by district and CC
MoES approval of Journeys The project realized an important success in Q3 with the approval of all three volumes of Journeys by the MoES and official sign-off by the First Lady and Minister
USAID I Uganda Literacy Achievement and Retention Activity, April 1-June 30, 2017 43 of Education and Sports on June 26. The approval of Journeys represents a very significant accomplishment. To secure approval, the project staff worked closely with the MoES, particularly the Gender Unit and the Basic Education Department, during the drafting of Journeys as well as during the approval process including by the Gender and Education Working Group (first tier), Basic Education Working Group (second tier), the M&E Working Group (third tier), and the Education Sector consultative Committee (fourth tier), and leading up to the crucial Top Management Meeting of the MoES on June 2 in which the MoES Gender Technical Advisor of the MoES Gender Unit presented Journeys to senior leadership. The project was instrumental in supporting the MoES to prepare the presentation materials and copies of Journeys for the MoES leaqership reviews. To help expedite the approval process, the project also supported a workshop for committee members so that MoES representatives could orient them to the process of development and content of Journeys. In order for the approval to take place, the project carried out the following activities: • Briefed members of MoES, from the departments of basic education and M&E on the Journeys series and the process of their development, • Distributed handbooks to all members who a.ttended the briefing for review, • Collected feedback, • Made edits to the handbooks, and • Integrated input from the Permanent Secretary and the Minister of Education and Sports. The project has requested the MoES consider making the Journeys program mandatory in its supported districts. MoES has drafted a circular for the MoES making Journeys mandatory implementation program in project-supported districts mandating that schools set aside time for Journeys activities. The circular is not yet approved but the project will work with the MoES in Q4. As described above under R2 systems strengthening, all three volumes of Journeys are now approved by the MoES. Preparation of training materials and logistics The procurement and logistics team supported the trainings by ensuring: • That all 11 Primary Teacher Colleges (PTCs) provided acceptable meals and accommodation to participants. This was accomplished through timely signing of local purchase orders with all 11 PTCs involved in the trainings. Service delivery by the colleges has improved because the project clearly stated logistical expectations in the scope of work for the PTCs, and detailed the training requirements for facilities, meals, and maintenance in the memoranda of understanding (MOUs) with the PTCs. Project Site Managers monitored PTC services throughout the training based on both the scope of work and the MOU. • The project increased efficiency of operations support, with the finance team reducing processing time and increasing timeliness of payments to the participants.
44 USAID I Uganda Uteracy Achievement and Retention Activity, April 1-June 30, 2017 • Timely procurement and delivery of training materials to all the training sites two days before start of each training phase. The very few issues regarding material shortages at the training venues was detected and resolved before training began. • Transportation and lodging for staff and other stakeholders who facilitated the trainings. Lead facilitator. TOT. and school change agent training and head teachers training During the reporting quarter, a total of 2,474 change agents were trained t_o implement Journeys activities and 1,084 head teachers were trained to on leadership of Journeys in their schools. Procurement of Journeys Handbooks for Schools was on schedule and all participants at the different trainings were able to get a copy of the handbook. The project made considerable effort to improve training delivery by the following: • Repeating exposure of all lead facilitatots to the design to ensure fidelity; · • Varying session activities to maintain attention (i.e., demonstration, planning and practice staggered throughout the training); • Encouraging the use of the facilitation principles of listening, understanding, allowing discovery, encouraging responsibility and following the script; • Updating the facilitator guide by the lead facilitators at every stage of the cascade; and · • Simplifying the five-step process for inspiring change.
Lead Facilitators evaluate daily Journey Training Program. Photo Credit: RT/ International ·
USAID I Uganda Literacy Achievement and Retention Activity, April 1-June 30, 2017 45 Lead Facilitators reflection on power inequality during the Journeys Status Game. Photo Credit: RT/ International
Facilitators, ·especially those who participated in the previous year's training appreciated the improvements that produced a simpler version of the Journeys. During the training, participants appreciated the hands-on activities, which kept them fully engaged throughout the training. When participants began experiencing emotional distress early during the lead facilitator training, although expected, the team had to strengthen the preparedness of facilitators to respond. The team adapted the activities suggested for handling distressed participants from the Uganda Kids Unite (UKU) Journeys. During this training, each center had a supervisor who had a responsibility to track training in the different rooms and advise the trainers accordingly during the review meetings that were held with the trainers every evening. The project trained all 12 Program Coordinators and 55 FAs (to improve their ability to support the change agents).
46 USAID I Uganda Literacy Achievement and Retention Activity, April 1-June 30, 2017 After-action review of SRGBV Journeys training The project team also conducted an after-action review on the training process to make adaptations ano capture lessons learned; these are documented below: • During the training, trainers observed that some of the women participants were not opening up and some men participants were expressing deeply held cultural views. Stereotypical arguments which promote violence remained unchallenged. The trainers conducted a session where men and women were separated in order to address gender-specific beliefs. Trainers observed that groups separated by sex were more able to discus·s difficult concepts and share experiences. The dynamics of the discussion when women questioned fellow women's statements or provided alternative views to a concept seemed to help participants understand concepts in ways differently than they originally did. It seemed to help to begin to make them understand the need to overcome stereotypical views. Because of the value this session seemed to add to the training, the training team is going to develop this session and main stream it in the training. • One of the methods used in the training is reflection. Reflection is a powerful tool that brought some participant emotions to the surface. In the development of the Journeys for School staff, the team did not make any suggestions made on how facilitators could handle emotionally stressed participants. The facilitators had to make adaptations from the pupil Journeys to support emotionally stressed participants. These suggestions will be incorporated into the Journeys for teachers and school staff. • During the Journeys training, it was evident that teachers had limited knowledge on statutory instruments (e.g., the Government of Uganda Children's Act, for child support. They need to be supported more to understand what these mean. This will be done during support supervision. Refresher training of teachers on Journeys will be clustered by district and CC The Project provided a refresher training for C1 school change agents at the CC level in May 2017. This was the second CC event for C1 school change agents. The . purpose of this CC refresher event was to improve the capacity of the school change agents to plan and implement Journeys activities. The C1 school change agents were introduced to the new Journeys Handbook simplified planning forms. The refresher was scripted, and facilitated by CCT and FA. There were some challenges with the implementation as the design was altered and the in-depth preparation for FA was reduced to one day for selected FA, due to weak coordination between the project technical personnel.
WBS 2.2.2 CA teams supported to catalyze school climate and SRGBV response and prevention initiatives in schools In ttie planning of 2.2.2, the project team was overly ambitious in conceptualization of the time it would take for school change agents to complete the first step of Journey, to ignite the interest and commitment of teachers and school staff, and to initiate small initiatives that would create positive and supportive change in their schools. As a result the project had to postpone the implementation of the UKU clubs and early warning systems to Year 3.
USA/DI Uganda Literacy Achievement and Retention Activity, April 1-June 30, 2017 47 Table 22. WBS 2.2.2 Planned vs. Implemented Activities in Q3
WBS 2.2.2 Q3 planned WBS 2.2.2 Q3 implemented Reason for variance (if activities activities any)
Finalize and print the UKU register and tool kit and the Completed Journeys for Community C1 School Change Agents did not roll out Journeys at the Distribute and train Cluster 1 pace the project team Delayed to Year 3 teams on the UKU field guide anticipated and therefore we not ready to take on more activities
Compile school case studies Delayed to Q4 on school initiatives, using the Li-model, for building a Same as above positive and supportive school climate for learning
Cluster learning events to Delayed to Year 3 Same as above design early warning system
Finalize. print. and distribute the UKU register and tool kit and the Journeys for Community Due to the delay of the roll out of UKU, the project delayed printing so as not to incur warehousing costs. The delay enabled the project to incorporate feedback gained through the MoES approval process. The procurement contract will be extended to allow for the printing of the Journeys Activity Handbook for Pupils Uganda Kids Unite (UKU) within this calendar year. The project is assessing the relative merits of having one contract and one order for the entire Journeys printing versus entering into separate contracts when quantities are needed at different times during the year. During the MoES approval process this quarter, feedback from MoES was incorporated into Journeys for Pupils. The final print ready file is complete and ready for printing. Planning for the training and introduction of UKU and Journeys for Pupils will continue into Q4 . WBS 2.2.3 Support, supervision, and continuous learning for school CAs Three of the four planned activities to support C1 school change agents were completed over Q3 (see Table 23).
Table 23. WBS 2.2.3 Planned vs. Implemented Activities in Q3
WBS 2.2.3 Q3 planned WBS 2.2.3 Q3 implemented Reason for variance (if activities activities any)
Once-a-term visit to school · Completed change agents Shared learning activity for Completed head teachers (C1) Support to Community Development Officer (COO) - trained with Community Completed Change Agents (linked to IR 2.3.2
48 USA/DI Uganda Literacy Achievement and Retention Activity, April 1-June 30, 2017 WBS 2.2.3 Q3 planned WBS 2.2.3 Q3 implemented Reason for va riance (if activities activities any)
In-between term CLA review meetings for school change Completed agents to review progress, learning, and planning
Once-a-term visit to school change agents At the end of Term 1, it was evident from the monitoring and support supervision data collected by FAs, indicated that school change agents in C1 struggled to replicate Journeys activities in the school. The structure of the once-a-term visit by FA to school change agents was more focused on collecting monitoring data than on supporting school change agents to initiate and sustain implementation by coaching and encouraging school change agerits and igniting support of the head teachers to create time and the leadership needed to ensure all school staff attended. Through the CC events, school change agents identified difficulty in starting and therefore in 04, term 2, we will change the focus of the FA visits to a three-step process: review the plan, observe a Journeys activity, and participate in the evaluation with school change agents. FA did reach the schools and ,meet with school change agents. In Term 1, FAs reached 89% (1,269 of 1,431) of Treatment 2 schools in C1 and supported 71 % (2,673 of 3, 768) of the C1 school change agents trained in May 2016. Of the schools visited, 66% (840 of 1,269) had started implementing Journeys activities while 34% (429of1,269) had not implemented any Journeys activities by the end cif Term 1. More work is required to help school change agents start and follow through. The M&E team will be setting up a small action research project to understand if more than once-a-term visits would lead to better uptake in 04. Cluster learning events for head teachers Head teachers are responsible for supporting the implementation of Journeys activities in the schools. However, monitoring and support supervision data gathered by FAs in Term 3, 2016 indicated that the majority of the schools they visited (71 %) had not attempted any Journeys activities in their schools. Therefore, cluster learning events were organized to facilitate district education officials and head teacher's collective reflection on implementation of Journeys activities in schools. During the discussions, head teachers shared successes and challenges experienced by SCAs, school leadership, and other staff in implementing Journeys activities. Head teachers also shared their plans for supporting Journeys activities in their schools. These events were carried out in all 13 C1 districts. Some of the key points that head teachers mentioned as factors that helped facilitating the implementation of Journeys activities in schools included the constant support from field staff in mentoring and coaching SCAs and support from head teachers especially by inviting other stakeholders like the police and CDOs to talk to parents about protecting children against violence. A number of challenges to the implementation of Journeys activities in schools were also discussed, including transfer of SCAs without replacement, absenteeism of SCAs from schools for a long period of time (e.g., due to maternity leave), negative attitude from parents based on varying cultural and religious norms, and practices that encourage corporal
USAID I Uganda Literacy Achievement and Retention ActNity, April 1-June 30, 2017 49 punishments in schools. From our talks with parents and external stakeholders, they demonstrate that, at this point, head teachers were not clear that their first priority was to support SCAs to facilitate the Journeys activity handbook with their teachers and other schools staff and then undertake small school-based initiatives to create a more positive and supportive school climate. Participants discussed possible actions to improve the implementation of Journeys activities and the notable ones included motivating SCAs by awarding those with exceptional performance with a certificates or public recognition (note that this is something Bamusuuta Primary School and Bukomero Primary School in Kiboga district are already doing); strengthen head teacher support to SCAs as they implement Journeys activities (e.g., review their Journeys activity planning forms, evaluation forms, and provide guidance on how to work with the forms); and have periodic review meetings (e.g ., bi-monthyl) with SCAs. In between term SCA Cluster Learning The project provided a refresher training for C1 school change agents at the CC level in May 2017. This was the second CC event for C1 SCAs. The purpose of this CC refresher event was to improve their capacity to plan and implement Journeys activities. The SCAs were introduced to the new Journeys handbook simplified planning forms. The refresher training was scripted and facilitated by a CCT and FA. During the training, it was noted that some schools have been able to implement Journeys activities as a result of head teachers' support and inclusion of Journeys activities on the school timetable. Schools such as Nakyesa Primary School in Kayunga district and Bamusuuta and Bukomero Primary schools in Kiboga district made tremendous progress with Journey's activities as result of the inclusion of these activities on the timetable. Additionally, a notable innovation was done in Nsanje CC, Rakai district, where after realizing that schools were not implementing Journeys activities, the Kakuto Head Teachers Association agreed to incorporate monitoring and supporting of Journeys activities in their routine monitoring and support activities in schools. There was a challenge with the implementation of the refresher training as the design was altered and the in-depth preparation for selected FAs was reduced to 1-day due to weak planning and coordination between the project's technical personnel. We are planning a review of cluster learning events and the planning process in Q4.
JR 2.3: Strengthened community commitment and capacity to support SRGBV prevention and response programs WBS 2.3.1. Award community grants to established community change agents and catalyze community SRGB V response and prevention
Table 24. WBS 2.3.1 Planned vs. Implemented Activities in Q3
WBS 2.3.1 Q3 planned WBS 2.3.1 Q3 implemented Reason for variance (if activities activities any)
Completion for C2 carried Solicit and award grants to In progress - forward to Q4, most evaluators Cluster 2 sub-grantees were involved in teacher trainina and ore-award
50 USAID I Uganda Literacy Achievement and Retention Activity, April 1-June 30, 2017 WBS 2.3.1 Q3 planned WBS 2.3.1 Q3 implemented Reason for variance (if activities activities any) assessors had upcoming referral web training.
Provide ongoing quality Ongoing activity although site assurance monitoring of all In progress visit monitoring delayed to Q4 Cluster 1 subgrantees for administrative follow-up Provide the initial training of Cluster 2 subgrantees on Delayed to Q4 Pending final selection compliance and grants management (May 2017) Monitor sub-grantee selection and training community change In progress Added toAWP agents Provide technical support to sub- In progress Added toAWP grantees
Solicit C2 subgrants The project issued its second request for applications (RFA) targeting the Cluster 2 districts at the end of 02 on March 30, 2017, through advertisements run in the two leading national newspapers. The project received 111 applications by the May 1, 2017, deadline. Of these, only 67 proposals made it through the administrative screening to the evaluation process. A team of 18 evaluators including project staff and representatives from the MoES and MGLSD evaluated these proposals during the week of June 13 to 16. Three evaluators reviewed each proposal using a standardized scoring sheet. During the review process, 17 of the 67 applications met or exceeded the pre-established average passing score of 60 out of 100. During 04, the project will conduct a pre-award assessment for these 17 selected organizations where their operating systems and financial management capacity will be reviewed as the next stage of the selection process. Provide ongoing quality assurance monitoring of all Cluster 1 subgrantees The project monitored the financial results of the 10 C1 subgrantees through desk reviews of their monthly financial reports. Project staff were in e-mail and phone C?ntact with grantees with questions and guidance based on their monthly reports. To better assess financial health and compliance, project staff will do onsite monitoring during the coming quarter. During visits, the project team will conduct asset verification and asset tagging, and will also perform other tests to assess operational capacity. The R2 technical team will continue to review quarterly grantee reports and will review technical questions with grantees. Monitor sub-grantee selection and training community change agents During 03, 10 C1 sub-grantees identified and trained 2,572 (1,089 women and 1,483 men) community change agents (CCAs) to facilitate the Journeys Activity Handbook for Community Members. Community change agents were identified from among the community members during the community consultative meetings organized by the sub-grantees' staff. Community members were taken through the criteria or qualities needed to select someone who is able to facilitate dialogue with community members; including, trusted, able to read and write in English, willing to volunteer his or her time. In some other communities, local leaders recommended the change
USAID I Uganda Literacy Achievement and Retention Activity, April 1-June 30, 2017 51 agents. Two community change agents were identified from the school community (school catchment area). Community change agents were trained by the sub-grantees staff who had trained on as trainers in community Journeys and supported by the project lead trainers to strengthen fidelity. They were trained within their respective sub-counties or nearby sub-counties combined. The training took five days with the focus on the facilitation techniques that change people's attitudes and norms to be used during community engagement like, reflection, role play, dialogue, demonstration among others. CCAs were also taken through the basic understanding of School Related Gender Based Violence (SRGBV) concepts and the general themes in the community Journeys that prevent and respond to SRGBV. This training enhanced the community change agents' skills in engagement of community members. The table below show the number of change agents trained by district.
Table 25. Training data for Community Change Agents
#of Total# District Sub-grantee Date of training #men women ofCCA
Family Strength for A Better April 24-May 12, Ki bog a 47 82 129 Child (FASBEC) 2017 Family Strength for A Better April 24-May 12, Butamtiala 58 78 136 Child (FASBEC) 2017 Family Strength for A Better Buvuma April 24-28, 2017 7 22 29 Child (FASBEC) Environmental Conservation & April 18-May 6, Hoima Agricultural Enhancement 56 103 159 2017 Uganda (Eco-Agric Uganda) Community Awareness and April 24-May 12, Kayunga 60 50 110 Response on AIDS (CARA) 2017 Masaka Green Light Impact April 24-May 26, Lwengo 92 164 256 Programme (MAGLIP) 2017 Centre for Governance and May 2-June 2, Mbarara Economic Development . 157 191 348 2017 (CEGED) Literacy Action and April 24 to May 4, Mitooma 70 76 146 ·Development Agency (LADA) 2017 April 24 -May 12, She em a LADA 85 113 198 2017
Joy Initiatives Uganda (JOYI April 26 -May 6, Mpigi 72 82 154 Uganda) 2017 Network for Community April 24 -May 26, Mukono 166 189 355 Development (NCO) 2017 Child Rights Empowerment and April 18 -May 19, Nakaseke Development Organization 55 133 188 2017 (CEDO) Proactive Approaches for April 18 -May 26, Rakai Children and Community 164 200 364 2017 Transformation (PACT) TOTAL 1,089 1,483 2,572
52 USAID I Uganda Literacy Achievement and Retention Activity, April 1-June 30, 2017 After the training, CCAs were supported with the training materials including the Journeys Activity Handbook for Community Members, flipcharts, markers, note books, bags and pen to facilitate them to mobilize community members within their school communities for community dialogue. Also during 03, the CCAs have been engaging communities in reflection and dialogue about gender norms and power relations and training them to catalyze community-driven SRGBV response and prevention initiatives on weekly community dialogue. During the reporting period, 31, 117 community members (16,975 women and 14, 142 men) were engaged in about seven different Journeys activities. Theme 1 (Understanding Safe and Caring Schools and Communities) is the most covered theme across the 13 ·districts. Attendance of the community meeting, however, has been irregular with an average of 12 to 20 community members attending a particular dialogue meeting. In some districts like Kiboga, Hoima, Butambala, and Buvuma, the community has been approached through existing groups like village saving groups, whose meetings have regular attendance. Some community members, however, have been demanding refreshments like drinks and snacks during the meeting while others are not comfortable with filling out the registration sheet when they are not paid at the end of the meeting. The table below shows the details of community dialogue attendance by district.
Table 26. Number of Community Members attending Journeys activities and type of activity
Sub- Journeys activity #ofmen #ofwomen Total# of District grantee implemented participants participants participants
NAKASEKE CEDO 1.1, 1.2,1 .3&1.4 1,265 917 2,182 MBARARA CEGED No yet started
KAYUNGA CARA 1.2, 1.3 1.4 & 1.7 526 548 1,074 1.1,1 .2,1 .3, 1.4, 1.5, 1.6 Kl BOGA FASBEC 1,526 3,695 5,221 &1 .7 1.1,1.2,1.3, 1.4, 1.5, 1.6 BUTAM BALA FASBEC 3,282 1,526 4,808 & 1.7 1.1,1.2,1.3, 1.4, 1.5, 1.6 BUVUMA FASBEC 318 383 701 &1 .7 MPIGI JOYI 1.1, 1.2, 1.3. 928 474 1,402 1.1, 1.2, 1.3, 1.4, 1.5 & SHE EMA LADA 471 766 1,237 1.6 1.1, 1.2, 1.3, 1.4, 1.5, MITOOMA LADA 951 1,136 2,087 1.6 & 1.7
LWENGO MAGLIP 1.1, 1.2, 1.3 723 358 1,081 1.1, 1.2, 1.3, 3.1, 3.2 MU KONO NCO 964 3,023 3,987 &1 .7 RAKAI PACT 1.1, 1.2, 1.3, 1.4 and 1.5 2,016 2,897 4,913
HOIMA ECO-AG RIC 1.1,1.2,1.3,1.4 &1.7 1, 172 1,252 2,424 TOTAL 14,142 16,975 31, 117
USAID I Uganda Uteracy Achievement and Retention Activity, April 1-June 30, 2017 53 Support to the sub-grantees During the quarter, the sub-grantees were supported materially and technically. 2,776 copies of the Journeys Activity Handbook for Community Members were given to sub-grantees (See Table 27). These copies were later given to each and every community change agent and some copies remained with the sub-grantees' staff. Technically, during the training of the community change agents, 10 lead trainers who had prior trainings in Journeys were identified and sent to support the sub grantees staff in the training. They supported the sub-grantees staff in adhering to the revised facilitators' guide, backstopping them where they had difficulties, and ensuring they used the correct training techniques like reflection, demonstration, and roleplay, among others. Every sub-grantee was supported for·at least 5 to 10 days by the lead trainers. The sub-grantees directly facilitated the lead trainers.
Table 27. Number of Journeys Handbook distributed to the sub-grantees
Sub-grantee District Quantity
NCO Mukono . 416
CARA Kayunga 120
CEGED Mbarara 364
CEDO Nakaseke 198
ECO-AGRIC Hoima 206 JOYI Mpigi 166 . MAGLIP Lwengo 266
PACT Rakai 372
LADA Sheema 208
LADA Mitooma 156
FAS.SEC Buvuma 34
FACBEC Ki bog a 136
FASBEC Butambala 134
TOTAL 2,776
Project staff supported all the sub-grantees as part of routine technical monitoring of the activities. Activities supported in the period focused on technical initial activities for the sub-grantees to serve as a foundation. This included training community change agents and engaging community members on Journeys activities by the community change agents. During the monitoring visits, sub-grantees were found to
54 USAID I Uganda Literacy Achievement and Retention Activity, April 1-June 30, 2017 be using the correct facilitator's guide and applying the correct training technique in t~e community change agent training. For the community engagement in Journeys activities, most of the community change agents had difficulties using the Journeys handbook as it is written in English. However, the sub-grantees were supporting them to interpret terms that were not clear. The project has begun to translate Journeys for the Community from English to the three local languages (e.g., Luganda, Runyankore-Rukiga, and Runyoro Rutooro). We also observed that the community change agents were ably conducting the dialogue and community members who turned up for the meetings had engaging discussions on the Journeys activities. After every visit, the sub-grantees staff and change agents were debriefed on areas of improvement and encouraged on areas · where they performed well. A case in point was in Kayunga where the change agents did not prepare well. After sub-grantees met with them the following week, the community change agents were well organized and facilitated the community meetings very well, which was in part because of the close attention sub-grantees gave them. In Nakaseke, before the visit by the project staff, community dialogue meetings had not started by the first week of June. However, after meeting with the sub-grantees, all communities in the district had started the dialogue meetings, which continued through Q3. · WBS 2.3.2. SBCC for shifting gender norms and power relations towards equality and balance During the quarter, the project team focused on getting ready all the materials required for submission to RTl's IRB. The SBCC proof-of-concept pilot (random control trial) was scheduled to begin in Q2 but was delayed. As all other activities under 2.3.2 depended on identifying a subcontracting data collection function and approval of the IRB as outlined in Table 28.
Table 28. WBS 2.3.2 Planned vs. Implemented Activities in Q3
WBS 2.3.2 Q3 planned WBS 2.3.2 Q3 implemented Reason for variance (if any) activities activities
Award subcontract for pre- Completed testing SBCC materials. Initial communication Pre-test and develop SBCC messages developed and In progress interventions for SRGBV refined for IRB, pre-test pending IRB IRB package submitted. RTI IRB committee scheduled to Submission to IRB In progress meet July 23, 2017 to review package Award subcontract for Bid and selection process baseline and endline data In progress completed, finalizing approval collection, analysis and report documents writing - new activity Delays in submission to the IRB SBCC baseline data Delayed to Q4 for approval, which is needed collection prior to baseline data collection Implement SBCC proof-of- Delayed to Y3, Q1 Delays in submission to the IRB concept trial for approval, which is needed
USAID I Uganda Literacy Achievement and Retention Activity, April 1-June 30, 2017 55 WBS 2.3.2 Q3 planned WBS 2.3.2 Q3 implemented Reason for variance (if any) activities activities need prior to proof-of-concept trial Delays in implementation of SBCC endline data collection Delayed to Year 3, Q2 SBCC proof-of-concept trial
Award subcontract for pretesting SBCC materials During the quarter, MAAD Advertising was awarded a contract for pre-testing campaign materials and implementing the SBCC proof of concept trial. Pre-test and develop SBCC interventions for SRGBV With delays in the prerequisite activities before pre-testing and proof of concept implementation, MAAD Advertising continued to refine campaign materials that were developed during the creative workshop conducted in Q2 . Draft materials were made ready for submission to the IRB during Q3. Pretesting and finalizing of campaign materials will continue in Q4, upon receiving approval from RTl's IRB. Submission to IRB In the process of refining campaign materials for IRB submission, MAAD Advertising received support from the project's R2 technical team; short-term technical assistance (STTA) communications consultant; M&E team; MoES Gender unit; Ministry of Gender, Labour and Social Development Youth and Family Affairs Division; and the project communications team . Folders with scripts and demonstrations of campaign materials produced for each of the three campaign communication objectives were submitted along with other materials to the IRB during the quarter. Campaign materials included radio jingles, spots, and programs; mobile cinema; TV drama skits; forum theatre/community theater drama skits; posters; and mobile phone audio SMS messages. These were Other materials submitted included: • Parents and community leaders survey questions • Teachers and head teachers survey questions • Consent form for parents • Consent form for community leaders • Consent form for teachers and head teachers • Consent form checklist SBCC baseline data collection During the quarter, the project M&E unit with support from the STTA communications consultant, finalized the baseline methodology and data collection tools, which were submitted to RTl's IRB for approval. The process of hiring a subcontractor to conduct the baseline began in Q3 will continue and be completed in Q4 before feedback is received from the IRB submission. The project intends to be ready to conduct the baseline at least two weeks before the implementation of the SBCC proof-of-concept trial.
56 USAID I Uganda Literacy Achievement and Retention Activity, April 1- June 30, 2017 Implement SBCC proof-of-concept trial MAAD Advertising is on board to support the implementation of the SBCC proof-of concept pilot. MAAD worked on the development of SBCC campaign for the elimination of corporal punishment, which included finalizing materials developed during the creative workshop in Q2. The campaign strategy and materials were included on the list for IRB submission for approval to conduct the campaign as a proof of concept in Q4. The team awaits feedback from the IRB to completely finalize the campaign materials, conduct the pretest, and launch implementation in Y3, Q1- if the baseline is completed in Q4. SBCC endline data collection We selected DLC this quarter to conduct the baseline data collection. The process of formal contracting is expected to be completed in Q4, in time for approval from the IRB to start the SBCC baseline.
Campaign logo options for pre-testing A& TUKOMYE
l'UKOMYE~I? OKUTUNTUZA! T EK,__,UGUNJULA T
Some of the campaign draft materials (posters) submitted to RT/ International /RB in June 2017
Project Management
This section summarizes the management accomplishments in Q3 that supported the implementation of project activities and provides details about the following activities: • Planning and implementation • Collaboration, learning, and adapting events • M&E activities • Child protection • Personnel and performance management activities
USAID I Uganda Literacy Achievement and Retention Activity, April 1-June 30, 2017 57 • Logistics and procurement activities • Financial Management • Grants Management Planning and Implementation Weekly management and monthly technical progress review meetings Managers from various departments facilitated weekly progress review meetings. The project held bi-monthly meetings with .RTI headquarters. RTl's Vice President of International Education Division, met with the MoES Permanent Secretary and USAID to discuss RTl's implementation of SHRP and LARA Finally, the project continued to document its progress in weekly memorandums shared with the AOR and RTI home office staff. Monthly R1 and R2 technical planning meetings were conducted. at the beginning of each month to update project staff on priority activities and technical requirements for that month. However, changes to the project's format have required that we focus on its technical approach and challenges, so completion status for activities will be reviewed quarterly moving forward. Many unit managers reviewed the bottlenecks in implementation to understand where adjustments were required to moved forward and to assign tasks. Most managers observed that staff are not internalizing the annual work plan and wait for instructions rather than work towards significant work packages. This will be resolved moving forward with quarterly revi~ws of the work plan. Collaborating, Learning, and Adapting This section and Table 29 outline LARA's learning agenda.
Table 29. Learning Agenda
Key Lesson Operational or or Developmental Dissemination Innovation to Modality Start End Lead Information Learning Outlets or Document or Method Date Date Individual Used Question Being Channels and Addressed Disseminate
Project obje_ctive: Improved reading skills for 1.3 million pupils Internal review Annual work Focus group with project planning activity discussions How can reading staff, external design and with project M&E - outcomes be 2016 2019 project review progress participants Coordinator accelerated? meetings with reporting and technical partners, and teams periodic reports Elevate Contribute to a Children body of Learning knowledge, How are Forum, reinforcing pre- Research international best Comparative existing best and paper M&E practices 2017 2019 International practices and - presentation Coordinator informing scale Education identifying new (annually) up? Symposium, ones and performance and impact evaluation
58 USA/DI Uganda Literacy Achievement and Retention Activity, April 1-June 30, 2017 Key Lesson Operational or or I Developmental Dissemination Innovation to Modality Start End Lead Information Learning Outlets or Document or Method Date Date Individual Used Question Being Channels and Addressed Disseminate
processes for both SHRP and LARA
R1: increased capacity to deliver EGR
After-action Inform teacher Focus on six review training design key EGR skills How can the meeting with Internal review and facilitation using teacher training master with project methodologies Education experiential package be trainers, staff, external Specialists: adult learning improved so that teacher 2016 2019 project review Teacher methodologie teachers are able trainers, and meetings with Training s to improve to practice new teachers; partners, and teacher recall techniques? support periodic reports and use supervision monitoring
Review the Internal review Contribute to a support with project body of supervision staff, external knowledge that notes in the project review reinforces pre- head meetings with existing best How does support teachers' and partners, and practices and supervision teachers' periodic reports identifies new M&E - improve blue books in 2016 2019 ones Coordinator classroom a sample of practices? schools and have discussions with head teachers and teachers
Internal review Inform SBCC Use modern How can we with project interventions SBCC to build support parents to Barrier staff, external a culture of become involved analysis M&E 2017 2019 project review reading inside with their involving Coordinator meetings with and outside children's reading parents partners, and the home practice at home? periodic reports R2: Improved retention in primary grades
Establish a Internal review Inform the Individual positive and with project design of interviews supportive staff and positive and with learners school climate What are the widespread supportive and school where most positive and dissemination school personnel M&E children and the most negative 2015 2019 through interventions; (this will be Coordinator school aspects of a periodic provide part of the officials can child's school life? newsletters information to SRGBV express their include in R2 formative agency and training and study) and a voices in dialogue
USAID I Uganda Literacy Achievement and Retention Activity, April 1-June 30, 2017 59 Key Lesson Operational or or Developmental Dissemination Innovation to Modality Start End Lead Information Learning Outlets or Document or Method Date Date Individual Used Question Being Channels and Addressed Disseminate avoiding, longitudinal challenging, case study and preventing SRGBV Individual Internal review Inform the interviews with project design positive with learners, staff and and supportive Intentionally school widespread school shift the What are the personnel, dissemination interventions gender norms prevailing norms and through and power in Uganda that M&E Provide community 2015 2016 periodic relations have served to Coordinator information to members newsletters toward produce and include in R2 (this will be equality and maintain SRGBV? training and part of the balance dialogue SRGBV formative study)
List of collaboration, learning, and adapting events Learning events are an important iteration aspect for the project-a variety of events consist of practices that are imbedded into regular activity implementation. In Q3 (see Annex D for more details): • Training After-action-review • C1 Cluster Learning Event for School Change Agents • Head Teacher Meeting for R1 • District Dialogue Meetihgs • Collaboration meetings as documented in Annex D
Learning Register Details of the learning and adaptation efforts are presented in Table 30 for R 1 and Table 31 for R2.
Table 30. Details of the Learning and Adaptation Efforts for R1 Result 1 Improved reading instruction in P1- P4 classrooms Learning Question: How can LARA improve training methodology to increase uptake among teachers? In September 2016, LARA carried out a needs assessment to gauge teacher uptake of the training methodology. Teachers reported challenges with cross referencing, translation, and letter sounds. The foam revisited the methodology to omit lecture as a method of delivery and included experiential learning methods. LARA embarked on a process of strengthening the Background EGR training design with a focus on ensuring methodology is adult-based, experiential, and responds to the teacher needs assessment. Adaptations have included the following: 1. Trained MoES lead facilitators in adult learning theory and supported their redesign of EGR teacher training for January 2017.
60 USAID I Uganda Literacy Achievement and Retention Activity, April 1-June 30, 2017 Result 1 Improved reading instruction in P1- P4 classrooms
Learning Question: How can LARA improve training methodology to increase uptake among teachers? 2. Cross-referencing and integrating the teachers' guides into each session. 3. Pilot use of mentor teachers in training. 4. Identification of more "master" teachers to participate as trainers. 5. Use of lead facilitators as supervisors to ensure fidelity in all training rooms. 6. Development of Papaya application to support teachers struggling with letter names and sounds. Q3 learning events:
Collaboration • After-action Review: Project staff, MoES representatives, foundational body leaders that monitored the training, and QED.representatives reviewed the January 2017 training to identify areas of accomplishment and areas that needed further refinement. • Trainers able to navigate books on their own; improved ability exhibited with each day of training • Practicing teachers able to demonstrate lessons well in training Many teachers' phones are not compatible with Papaya so the application could not be Learning • shared • Difficulty with inviting teachers and understanding the reasons that some did not attend • Need to identify more teachers as trainers, especially for Runyoro-Rutooro, which previously had no master teachers
Quarterly • More teachers with mastery identified and used as facilitators during makeup training Adaptations • All previously untrained district education staff trained • Cluster trainings to be held using CCTS and lead teachers as trainers, with continual Way Forward revisions of training materials to meet emerging needs of teachers • Training team to identify more teachers who can serve as trainers during cluster training
Table 31. Details of the Learning and Adaptation Efforts for R2 Result 2 Schools strengthened to provide a positive and supportive school climate for learning Learning Question: How can LARA ensure that change agents ignite commitment of school staff towards promoting safe schools? During monitoring of C1 school change agents, we identified that their ability to facilitate Journeys activities with all the school staff was hindered by several factors (lack of materials, lack of head teacher support, not understanding the pedagogy or approach to Journeys well enough to replicate). Therefore, LARA has been carrying out cluster learning activities, but it is evident that many schools change agents do not know what to do. School change agents said they were not aware t.hat they had to carry out the Journeys activities when the.y returned to school. This prompted us to revisit the handbook to simplify them and to make actions more clear. Head teachers (in C1 schools) were not supporting the school change agents to ensure that they had the time and participation of school staff to complete Journeys. LARA began. a process of simplifying the materials, improving the training design, and looking at engaging Background head teachers differently. The following previous adaptations were completed: 1. Revised all three Journeys handbooks, which included extensive simplification 2. Held review meeting with the MoES to edit Journeys handbooks 3. Added a STIA curriculum developer and social and emotional learning expert to the handbook design team · 4. Trained lead facilitators in an adult-based experiential learning theory 5. Mentored lead facilitators through a process to design new training approach 6. Developed, piloted, and revised two facilitator guides: one for training school change agents and the other for training community change agents 7. Developed SRGBV leadership training program for head teachers
USAID I Uganda Literacy Achievement and Retention Activity, April 1-June 30, 2017 61 Result 2 Schools strengthened to provide a positive and supportive school climate for learning Learning Question: How can LARA ensure that change agents ignite commitment of school staff towards promoting safe schools?
Q3 learning events
Collaboration • After-action Review: Project staff, lead trainers, and foundation body members reviewed the May 2017 training to identify areas of accomplishment and areas that need further refinement • Not all Journeys activities needed to be demonstrated as emphasis was on planning and techniques of leading participants through the Journeys activities • In the educational leadership program for SRRBV, 145 head teachers were not able to attend training because they were completing undergraduate program requirements and · had course examinations. Because head teachers are expected to lead and support the Learning change, their lack of training in the project training means that their schools did not get school support kits distributed during the head teacher training. • Some school change agents were also unable to attend training . • We need to carry out a makeup training during the next school holiday to train head teachers and school change agents that missed the initial training. • Exposure of lead trainers to more than one round of training to improve fidelity • All PCs trained as facilitators • All C2 FAs trained with the TOTs • PCs and some FAs deployed as trainers Quarterly • Lead facilitators deployed as supervisors at training sites Adaptations • CCTs and district education staff trained on leadership package for school improvement and support supervision • Relieved PCs of site manger role and trained them as trainers to improve their knowledge and skills for support to teachers • Revised monitoring role to include MGLSD and foundation body members for each training site. • Support supervision to ensure that activities are done in schools • Train C1 FAs on the simplified/updated Journeys handbooks Way Forward • Review August training schedule for makeup training of 145 head teachers and school change agents that missed the training in May. Reviewways to get facilitation packages to school change agents
M&E Activities The M&E team supported data collection, cleaning, analysis, and presentation throughout the year based on the Activity Monitoring, Evaluation, and Learning Plan. During Q3, the following activities were initiated, in progress, or completed.
Table 32. Activity Monitoring Evaluation and Learning Plan (AMELP) Planned vs. Implemented Activities in Q3
AMELP Q3 planned AMELP Q3 implemented Reason for variance (if activities activities any)
SRGBV longitudinal study Design and approval of the protocol (October 2016) IRB approval was planned for Train the FAs in data In progress Q1, but obtained in Q3 collection (February 2017) Data collection (February 2017-November 2018)
62 USAID I Uganda Literacy Achievement and Retention Activity, April 1- June 30, 2017 AMELP Q3 planned AMELP Q3 implemented Reason for variance (if activities activities any)
C1 and C2 basic school data collection Review of data collection tools (April 2017) Upload tools on FA tablets In Progress (April 2017) Train FAs on tools (May 2017) Data collection and cleaning (June-August 2017) Disseminate M&E results to stakeholders Develop information Completed products: briefs, reports, abstracts, journals, and presentations Train staff in M&E Develop training modules and Delays in implementation of deliver training during FAs Delayed to Year 3, Q2 SBCC proof-of-concept trial quarterly meetings (May 2017) Quarterly reports (April 2017) Completed
Monitoring and Learning Support • Support to Joint SS supervision • Support the new PC and FAs' capacity building The project has held quarterly meetings for the PCs and FAs centrally in Kampala. These meetings provide a forum for them to discuss and plan their quarterly activities with guidance and support from the technical team. The PCs and FAs were also trained on various technical aspects of the project (like clinical support supervision and M&E) in these meetings. During this quarter, we changed our approach and decentralized the quarterly meetings for the PCs and FAs to the hubs (a hub is an aggregation of several districts that are close to each other and project districts are organized into three hubs10) to make them more effective since smaller numbers of FA per meeting would be involved. The change in approach was also meant to save on costs incurred when all the PCs and FAs convene in Kampala. With th~ new approach, quarterly activities are discussed with the PCs at the central level (project's Kampala office) and appropriate training is provided. The PCs cascade this training at the hub level with support from the technical team members. During this quarter the central training for PCs in Kampala was held on May30-June 1, 2017 and hub trainings were held June 6-9, 2017. ·
10 The western hub covers Kanungu, Rukingiri, Ntungamo, lsingiro, Mitooma, Buhweju, Rubirizi, Sheema, and Mbarara districts. The central hub covers Kayunga, Mukono, Buvuma, Kalangala, Mpigi, Butambala, Sembabule; Kalungu, Bukomamsimbi, Rakai, Lwengo, Lyantonde, Mityana, and Masaka districts. The mid western hub covers Ki~oga, Nakaseke, Luwero, Kyegegwe, and Hoima districts.
USAID I Uganda Literacy Achievement and Retention Activity, April 1-June 30, 2017 . 63 The M&E team supported training by training/re-training PCs and FAs on various data collection tools th at will be used in Term 2, including th e classroom observation tool, learner check tool, school data collection tool, and R2 monitoring tool. The team also worked with the LARA IT Specialist to ensure a security software is installed on FAs tablets to prevent double entry of data into tangerine. Evaluation Activities
• Support to ~SBCC baseline data collection activity The M&E team manages and supports the subcontractor responsible for the baseline and endline SBCC on parental involvement in their children's reading practice-this includes obtaining the IRB waiver in Q2. The M&E team, with the support of SBCC STTA, completed and submitted the IRB application for SBCC on promotions of positive discipline for a random control trial; approval is expected in Q4. • Work on the longitudinal retention assessment During this quarter, the M&E team finalized and submitted the longitudinal study protocol to RTl's IRB. The protocol went through a rigorous review · during the IRB meeting on May 24, 2017 and a revised version addressing the IRB's comments was submitted on June 28, 2017. This was then approved on June 29, 2017-we are now planning to submit it to the local IRB for approval. The longitudinal study will help us learn about the trends in pupil reading outcomes and retention in relationship to trends in pupils' experience of violence in schools, gender attitudes, perception of school climate, and social and emotional development. These quantitative findings will be complemented by qualitative data to deepen our understanding about the factors leading to the successful implementation of, as well as barriers of, the interventions. The study will run for a period of two years and four months. · Qualitative data will be gathered on three occasions: Occasion 1-July 2017, Occasion 2-July 2018, and Occasion 3-July 2019. Quantitative data will be gathered on three occasions: Occasion 1-November 2017, Occasion 2- November 2018, and Occasion 3-Novetnber 2019. The study will be done in the same schools with repeated measures for all sub-population pupils, teaching and non-teaching school staff, head teachers, and school change agents. Although the study has been approved by the RTI IRB, the M&E team is now working with RTI STTA to add rigor into the design by including a comparison group and expanding on the sample size. An addendum will be submitted to this effect to the RTI IRB for approval before submitting the entire study protocol to the local .IRB. Tracking of materials distributed during Q3 This quarter the M&E team continued to track materials distributed by the project, which include instructional materials and Journey handbooks. A total of 656 pupil books and 544 teacher guides were distributed during the makeup training for EGR teachers for both C1 and C2. This training was done
64 USA/DI Uganda Literacy Achievement and Retention Activity, April 1-June 30, 2017 at two different sites: Shimoni CPTC for Luganda and Runyoro-Rutooro and Bushenyi CPTC for Runyankore-Rukiga. Table 34 summarizes the number of instructional materials (pupil books and teacher guides) distributed by grade.
Table 33.EGR Instructional Materials distributed by Grade in Q3
Number of Teacher Class Number of Pupil Books Guides
P1 164 164
P2 218 218
P3 274 162
Totals 656 544
Journeys handbooks for teachers were also distributed to all change agents in C2 schools trained in May. The distribution took place at different training sites (see Table 34).
Table 34. Journeys Activity Handbooks for Teachers distributed in Q3
Date Type of Training Number of Journeys
May 1-5, 2017 Leadership training 54
May 8-12, 2017 TOT training 157
May 15-19, 2017 . Change agents training 2,345
May 21-24, 2017 Head teachers training 1,067
Total 3,623
Dissemination of M&E data In Q3, the M&E team disseminating M&E findings, including the SRGBV Formative Assessment findings and EGRA results, as highlighted in Table 35.
Table 35. Dissemination of M&E Data in Q3
Dates Forum Information Disseminated
Symposium on Gender-Based Violence SRGBV Formative Assessment report April 12, 2017 Studies in Uganda findings
1st National Learning Outcomes April 12-13, 2017 LARA EGRA findings Conference
Literacy symposium organized by MoES May 30, 2017. LARA EGRA findings and SHRP
USAID I Uganda Literacy Achievement and Retention Activity, April 1-June 30, 2017 65 ------~
Dates Forum Information Disseminated
June 23 and 30, SRGBV Formative Assessment report District dialogue meetings 201 7 findings
Details of each dissemination events are below. Symposium on Gender-Based Violence Studies in Uganda. The Literacy Achievement and Retention Activity was invited by the Uganda National Council for Science and Technology (UNCST) to half-day symposium on gender-based violence studies in Uganda on April 12, 2017 at the UNCST headquarters in Ntinda, Kampala. The symposium was organized for researchers, key policy makers, and members of research ethics committees so that they could assess the contribution of ongoing and completed research to policy formulation and programs in the country. The symposium aimed to facilitate networking among the researchers, as well as inform policy makers on new findings in the field of study. The project presented the findings of the study, School-related Gender-Based Violence Formative Assessment. 1st National Learning Outcomes Conference. The M&E team participated and made a presentation on April 12, 2017 during the National Conference on Learning Outcomes in Uganda 2017. This conference was organized by Kyambogo University, Makerere University, Uwezo, and the Curriculum Assessment and Certification Systems Architects; it was and supported by the UK Department for International Development. The team shared LARA EGRA findings during this conference. Literacy Symposium. The M&E team participated in the Literacy Symposium organized by the MoES and USAID/Uganda School Health and Reading Program at the Royal Suites Hotel in Bugolobi. The team shared the project's EGRA findings and participated in discussions of the MoES Literacy Framework and potential future actions for early literacy development in Uganda. The deliberations of the symposium will be the basis of the recommendations for the government's implementation of literacy programs in schools, especially to fill recognizable gaps. Keeping the child as the central focus, the symposium aimed at making recommendations to the MoES on the following: • Key issues related to the national language education policy, • Improvements for professional development of teachers and teacher educators, • Key areas of district support for implementation of literacy programs, and • Practical means of supporting community engagement in children's learning. Table 36 lists some of the recommendations from the literacy symposium.
Table 36. Recommendations of the literacy symposium
Issues Recommendation
National language education policy not implemented MoES should enforce the use of local language as in private schools the medium of instruction The capacity of CCTs to effectively support early The MoES should grade teachers is inadequate.
66 USAID I Uganda Uteracy Achievement and Retention Activity, April 1- June 30, 2017 Issues Recommendation • Conduct training needs assessment of teacher educators and carry out tailored training. • Implement peer-to-peer support where best performing teacher educators are assigned to coach and mentor their colleagues. • Strengthen the skills of early grade teachers to teach in the local language. • Promote peer-and-group teaching so that teachers learn from each other how to conduct teaching in local language and how to handle early grade classes. The district local government should • Allocate resources to the district education office for monitoring and supervision of The districts are doing little to support the literacy programs. implementations of the literacy programs • The district education office should support schools to develop locally- and contextually- relevant materials for teaching literacy. The MoES should develop practical means of supporting community engagement in children's learning, including • Emphasize and mobilize parents to play their roles. • The district education office and teacher educators should create platforms for community engagement in the learning of The community is not actively engaged in the the children. education of children • SMCs/Parent-Teacher Associations should discuss and put mechanisms in place for community engagement in children's learning. • Local resource persons should be mobilized to participate in children's learning (e.g., through riddles, poems, rhymes, proverbs, and songs).
Child Protection Our counselling sub-contract agency, Hope Again Fistula Support Organization, continued to provide follow up psychosocial support (urgent and immediate) on a case-by-case basis throughout the quarter. The counseling psychologists team completed 12 cases in Mbarara district between June 5-20, of those 9 were closed, 2 were referred, and 1 is pending. The counselling psychologist maintained care and skill in handling each case to detail in relation to its nature and presentation; they took all steps according to the treatment plan. The final districts, Sheema and Mitooma, will be completed in Q4. Case management follow up is the most significant constraint to child protection in the project. Efforts are ongoing to improve coordination with the OVC IP that provides case management services in some of the sub-counties in which the project operates; however, in many areas services are limited. The project will seek ways to strengthen informal community mechanisms and reduce incidence through preventative programming.
USAID I Uganda Literacy Achievement and Retention Activity, April 1-June 30, 2017 67 Human Resources (HR): Personnel and Performance Management Activities completed to support personnel and performance management are summarized in Table 37
Table 37. Planned vs. Implemented Activities in Q3
HR Q3 implemented Reason for variance (if HR Q3 planned activities activities any)
Recruit staff; design and Complete organize orientations Negotiate and manage HR · management services Complete (monthly) Evaluate retention Complete . Coordinate staff development Complete Undertake performance Complete management Coaching and mentoring on RTl's Lead Forward Complete performance management (Quarterly)
Recruitment Recruitment during Q3 is summarized in Table 38. Four staff were hired: A Senior Program Coordinator and a Program Coordinator; M&E Officer and a Program Assistant. The four newly hired staff are still in their probationary period. Weekly meetings were held to guide them in their new roles and the rest ofthe staff in the operations department had their roles re-aligned.
Table 38. Staff Hired During the Quarter (April to June 2017)
Name Title Location Start Date
Agnes Batangira Program Coordinator Kampala April 18, 2017 Mary Nasige Program Assistant Kampala · April 18, 2017 Douglas Kaziro M&E Officer Kam·pala May 8, 2017 Hosea Sempa Katende Sr. Program Coordinator Kampala June 1, 2017
Performance Management The project team conducted their Q3 check-in meetings using RTI lnternational's Lead Forward performance management system and entered the details of the meetings into RTls' Connect system. As time goes along staff will be encouraged to have regular discussions with their supervisors. During Q3, 18 staff completed their initial 1-year fixed term contract: 16 members of this cohort had their contracts renewed as indeterminate contracts, while 2 me.mbers' contracts were not extended due to performance and project needs. Four newly hired drivers reached the end of their three-month probationary performance period during the quarter and were confirmed to full-time positions
68 USAID I Uganda Literacy Achievement and Retention Activity, April 1-June 30, 2017 Exits Four staff left the project this quarter. The Mbarara-based Program Coordinator and a Finance Assistant both resigned on June 9, 201 7. Two staff, the teacher training Program Coordinator and R2 Senior Program Specialist, were discontinued through non-renewal of their fixed-term contracts after one year of service. The project staff · who left during the quarter are listed in Table 39.
Table 39. Staff Departures During the Quarter (April to June 2017)
Name Title Location End Date
. Jimmy Bongo Finance Assistant Kampala June 9, 2017 Frank Katubeho Program Coordinator 2 Mbarara June 9, 2017 Program Coordinator Andrew Kawongo Kampala June 13, 2017 (Teacher Training) Caroline Turyatemba R2 Sr. Program Kampala June 30. 2017 Odon go Specialist
Staff Training and Development To promote diversity and inclusion, RTI organized a Diversity and Inclusion Orientation (D&I) training for all Uganda management staff. The D&I orientation sessions were led by Vice President of Human Resources, Bucky Fairfax. The project team also benefited from a widff variety of training opportunities through RTl's internal, online training system, RTI University. Table 41 summarize the staff training and development held in Q3.
Table 40. Staff Development
Targeted Activity Dates Expected Outcomes Staff
April 18-June 15, Introduction to the project and to RTI International New staff orientation 4 new staff 2017 (on specific operational policies and procedures, compliance, days) and regulations control. Increased understanding of diversity and inclusion 17 Kampala- RTI D&I Orientation May 11-12, 2017 in the workplace resulting in greater diversity and based staff inclusion in the project. Strong working understanding of the RTI Code of conduct International code of conduct as it relates to the refresher sessions by 109 FAs June 6-9, 2017 project. Clear guidance on consequences of True North breaching the code.
RTI University and Understanding of RTI University's online portal for Dynamic professional development. 5 project staff Ongoing Development Greater effectiveness in applying of RTl's lead refresher forward to staff development. Accessing Connect via Blue Jeans and 5 project staff Ongoing More effective use of Connect by the project team. Skype platforms Review of procurement policies. Discussion of Africa procurement All Africa-based monthly ratifications (i.e. documented breaches of team-monthly logistics and Ongoing, monthly policy} to improve knowledge and performance. capacity building procurement Ultimate expected outcome is fewer ratifications training staff and increased compliance of RTI projects in Africa.
USAID I Uganda Literacy Achievement and Retention Activity, April 1-June 30, 2017 69 ------
STTA and International Travel The project was supported by the new Program Manager and Project Assistant during the biannual budget and workplan review. In addition, STTA provided support throughout the quarter, as shown in Table 41.
Table 41 . STTA and International Travel
STT A Name and Title Dates Assignment Output
• Support BE with preparation of 15 days spread shadow budget for FY 2019/2020, Justina Kihika Stroh across April -July Senior including identification of required Local consultant 2017 education research papers (no travel) system support • Provide technical assistance to the Budget Working Group • Support training of PCs and FAs Dr. Elizabeth Randolph, for the C1 learning events RTI , Sr. Research Education April 24-May 15, R2 Analyst, International 2017 implementation • Guide design for follow-up and Education Division review of M&E findings for all Journeys implementations
Support training of lead facilitators Julianne Norman April 30-May 10, R2 • and TOTs for all Journeys 2017 Implementation RTI, Program Assistant implementations
Review draft Music, Drama and Dr. Kristen Bub • R2 Dance class in the P1 and P2 Social and emotional April 24-28, 2017 implementation curriculum and map SEL learning (SEL) consultant competencies
Lauren Edwards R2 Support TOT and teacher training May 7-16, 2017 • RTI , Program Assistant Implementation implementation and fidelity • Provide Principal Investigator 12 days spread support to SBCC 2 randomized Karen Schmidt across April, May, SBCC R2 control trial (RCT) baseline and SBCC and June implementation endline • Support the submission of the IRB for SBCC 2 RCT • Build capacity of M&E team in data analysis and preparation of a Dr. Tracy Brunette April, May, and June brief RTI, M&E Consultant with M&E support (2 days/month) Build capacity of M&E team to SHRP • lead learning events and documentation
Table 42 provides an overview of the STTA support and travel that LARA will receive in Q4.
Table 42. Anticipated STTA and Associated Travel During Q4
STTA Name and Dates Assignment Expected Output Title
Dr. Elizabeth Randolph July 23-August 10, R2 • Annual work planning for R2 . 2017 RTI , Sr. Research implementation • Longitudinal SRGBV study Education Analyst,
70 USAID I Uganda Literacy Achievement and Retention Activity, April 1-June 30, 2017 STT A Name and Dates Assignment Expected Output Title International Education Division • Provide support to development and 12 days spread monitoring of SBCC 2 RCT baseline and Karen Schmidt across July, SBCC R2 endline Consultant August, and implementation September • Support the submission of the I RB for SBCC 2 RCT
6 days spread Build capacity of M&E team in data across July, • Dr. Tracy Brunette analysis and preparation of a brief August, and M&E support RTI , M&E Director September • Build capacity of M&E team to lead learning events and documentation
• Support BE with preparation of shadow Justina Kihika Stroh 15 days spread budget for FY 2019/2020, including Senior education Local consultant across July- identification of required research papers system support (no travel) September 2017 • Provide technical assistance to the Budget Working Group
Valerie Alvarez RTI , Program August 1-10, 2017 Budget for AWP 3 • SupportAWP ' Coordinator
Provide technical assistance to BE Alastair Rodd • Department of finance planning and RTI, Sr. Research Senior education analysis Education Analyst, August 2017 support Support the Affirmative Inquiry with 5 International • districts to analyze budget utilization and Education Division learning outcome performance
Logistics and Procurement Most of the tasks under this work .package were completed this quarter (Table 43).
Table 43. Activity Summary Logistics and Procurement
Reason for variance (if Q3 planned activities Q3 implemented activities any)
Implement procurement plan Completed (Ongoing)
Develop and implement vehicle and transport management plan Completed (Ongoing)
Develop and implement security Completed management plan (quarterly)
Office maintenance (Ongoing) Completed
Provide and maintain IT supports (ongoing) Completed
USAID I Uganda Literacy Achievement and Retention Activity, April 1- June 30, 2017 71 ------
Implement procurement plan During Q3, the logistics and procurement department actively supported R1, R2, and M&E activities through providing the following activities: • Printing and delivering Journeys-The department coordinated the printing and delivery of Journeys for Teachers and Journeys for Communities in time for the R2 trainings and procured and organized the venues, as well as obtained and packed materials for R1 and R2 trainings during the May holidays. Journeys for Teachers and 50% of the Journeys for Communities were printed and shipped. • R1 Book Distribution • FA riding kits procurement-To support the C2 FAs in conducting their school visits via motorbike in all weather and across challenging terrain, LARA purchased 66 sets of riding gear, including rain suits, helmets, and safety boots, and distributed them to FAs at the quarterly meetings that took place between June 4-9, 2017 at the three regional hubs (Mbarara, Masaka, and Hoima). The procurement and logistics also supported these quarterly hub meetings by setting up meeting venues, accommodation, and meals. • Equipped five LARA hub offices with laptops, desks, chairs, filing cabinets, modems, digital cameras, a printer, and a telephone handset to accommodate for subcontract partner.
• Bought 25,784 storyGards in Luganda for SBCC 1 from local and international vendors • Bought group personal accident insurance with other RTI Uganda projects. This procurement process began with a request for quotations, after which the projects conducted a bid evaluation and insurance company selection. Develop and implement vehicle and transport management plan Ministry of Works & Transport has introduced the mandatory inspection of all vehicles registered in Uganda to test for their road worthiness. SGS Automotive Uganda, a private company, is serving as the implementing partner for the GoU. LARA took all 10 vehicles for inspection and paid the required - inspection fee per vehicle. As of June 30, nine vehicles had passed inspection. The remaining vehicle (license plate number UAL 130J), was acquired from FHI 360 without the registration log book. FHI 360 advised that.they bought the without the log book, hence, the project's lack of such a book. We will follow-up with USAID on this issue. Develop and implement security management plan LARA benefited from a calm, stable, and supportive security situation in Kampala and across the 28 C1 and C2 districts during Q3, but did experience security issues throughout the quarter. During the final weeks of Q3, the project did experience two minor thefts at the Kampala headquarters office. However, the project team carefully responded to the incidents that happened. In mid-April, LARA staff reported concerns about threatening letters against Ugandans of western-Ugandan or Rwandan origin followed by ethnically-motivated violence and home invasions in Masaka, Kalungu, Bukomasimbi, Lwengo, and Nsangi. The project followed the matter in coordination with the Nairobi-based Regional Security Advisor, with emphasis on providing support to staff from an identified ethnicity.
72 USAID I Uganda Literacy Achievement and Retention Activity, April 1-June 30, 2017 The Kiboga hub-based .staff reported damaged windows on May 2, which indicated an attempted break-in. This was followed on May 27 by an individual claiming to be from the electric company who ;:ittempted to enter the compound. After being denied entry by the guards, the person climbed an exterior pole and stole the office electricity meter. LARA filed a report with the police. On Saturday, June 24, two exterior fire extinguishers disappeared from the LARA office in Kampala. Our security provider replaced the guards and will reimburse us for . the lost fire extinguishers. L~RA reported both incidents to RTl's regional security advisor who believes that these are unrelated incidents. When these incidents occurred, the project was already increasing security at the Kampala office through installing a telephone at the gate for the guards to announce visitors and implemented use of visitor badges. These trends and incidents did not impede implementation of activities. Looking ahead, LARA remains concerned that continued high unemployment could contribute to an increase in street crime, as well as a reported increase the number of small arms from South Sudan finding their way to in Kampala and other major cities. The recent instability that accompanied the swearing in of populist, youth focused member of parliament, Bobi Wine, also demonstrates the disruptive capability of the underserved youth population in Kampala. LARA remains in contact with the Overseas Security Advisory Council and team members continue to share helpful security updates. Provide and maintain IT supports The IT Specialist provided quality computing services and support to LARA this quarter, including the reduction of response times during the quarter through executing user requests in a real-time manner. This was possible due to the collaboration and improved teamwork with the respective users in the various departments. Key IT accomplishments are as follows: • FA quarterly review meeting support: The IT Specialist participated in the FAs quarterly review meetings and supported 105 FAs. During the meetings, the IT Specialist fixed the FA tablets for anomalies that could hinder the Tangerine® application operations and patched loopholes, such as manually resetting the date and time that could lead to manipulation of data by the FAs. The identified loopholes were fixed by restricting administrative privileges in the "settings" and by blocking access to applications (such as Google Play) that encourage the FAs to install any application of their choice on the tablets. Applications such as Microsoft Office (Word, Excel, and PowerPoint), Adobe Reader, and Document Scanner were installed on the tablets to aid their work. • Networking LARA extension office at Legacy Towers: The IT Specialist networked the LARA extension office with the installation of a dedicated internet service of 512K bps band. The users now have stable internet connection . The IT Specialist also installed a networked printer and two dedicated desk phones to support the staff at the office. • Microsoft OneDrive installations and setup: LARA installed and configured the OneDrive Application on staff laptops and oriented the team on how to use this cloud-based file management program. The IT Specialist prioritized the district-based PCs because their laptops could not could not backup
USAID I Uganda Literacy Achievement and Retention Activity, April 1-June 30, 2017 73 ------
whenever they were outside the RTI network in Plot 2, Kafu Road. Training on the use of OneDrive is very important. The IT Specialist will organize training on the use of Microsoft OneDrive for all the staff during the coming quarter. • Teacher Training support: The IT Specialist supported both the R1 and R2 trainings by providing IT equipment to include laptops, scanners, and printers to facilitate the payment process.
• QuickBooks support: The QuickBooks shared folder on the server was reconfigured with support from the Regional IT Manager for Africa. Specifically, QuickBooks users were mapped to the new QuickBooks shared folder. The Extract Utility was installed and Sourcelink was configured in three computers for the Finance Assistant, Senior Accountant, and the Finance and Administration Manager, respectively.
• Internet upgrade: The IT sp·ecialist increased the internet bandwidth for the main office from four Mbps to five Mbps to comply with RTI standards. Challenges: Due to the growing number of staff, increased number of offices both in Kampala and eight other districts, the IT Specialist reports being overwhelmed with work. The project is seeking a way to resolve the situation.
Financial Management
Table 44. Financial Management Planned vs. Implemented Activities in Q3
HR QJ implemented Reason for variance (if HR QJ planned activities activities any)
Tracking activity budgets using the cost allocation Completed system Conduct audits of all financial reports, based on monthly site reconciliations, expense Completed accounts, timesheets, and project procurement Prepare monthly accrual Completed progress claims for submission of invoices to USAID Prepare quarterly financial Completed reports for USAID, as required by the. cooperative agreement.(April) Report any suspected n/a incidents of fraud to USAID
The finance team supported activity implementation by ensuring requests were reviewed against budget and disbursed ahd reconciled. Support was given to the following activities:
74 USAID I Uganda Literacy Achievement and Retention Activity, April 1-June 30, 2017 • To support the R2 Journeys training, finance staff were onsite at the 10 PTCs throughout the month of May. While onsite, they verified the registration lists and phone numbers prior to cash transfer. This approach eased the payment process. • The finance team also provided support during the cluster learning events, which required direct support because trainees needed to register and be ' paid on the same day. Timely payments of transportation allowances through mobile money is critical for activity success; however, the verification process requires time. Therefore, learning events cannot be in all CC simultaneously but rather disbursed throughout several weeks. During the quarterly FA meeting, the finance team presented on financial guidelines that included guidance on proper expense reporting, clarification of expectations around the timeliness of expense report, and re-emphasized zero tolerance to fraud and timely accountability. During the meeting, the finance team introduced the standardized field transport rates for FAs. The finance team worked in consultation with Program Assistants and PCs to harmonize transport rates between CCs and schools. FAs are expected to use these rates during support supervision to complete their expense reports based on their work plans and budgets. This standardization is an improvement over submitted receipts and allows the project to have increased transparency of accountabilities. During the quarter, LARA also developed a dataset of global positioning system (GPS) points for C2 schools from the book distribution data. LARA now compares these GPS points to the FA school visit data entered into Tangerine to ensure that staff are actualiy visiting the schools. The introduction of standardized rates, together with use of GPS coordinates ensure more transparent accounting by the FAs. The Finance and Administration Manager and Senior Accountant participated in a quarterly meeting organized by USAID for its implementing partners to discuss best practices in project management, including leadership and internal audits. LARA and SHRP introduced a new travel policy during Q3 with increased reimbursement rates in response to increases in the Gou travel policy. A complication of this policy is that it deducts the actual rates for meals instead of a standard rate when food is provided. The finance team expects that it may be difficult for an individual staff member to know how much should be deducted from meals and incidental expenses at a specific event. This change in travel expense reporting will likely require LARA to organize a meeting to standardize the cost of meals in the different regions where we work. Grants Management Management revised the approved budgets of the C1 sub-grantees to accommodate changes in the number of change agents, duration of their training, and incorporation of their tool kit to ensure effective implementation of the program. Formalizing these amendments to their contracts by way of a modification agreement is to be done periodically and is expected to culminate with the USAID approval. In their monthly financial reports, some C1 sub-grantees showed improvement in their funds management, as well as increased accuracy, completeness, and timeliness. The project is encouraged by this improvement but will also see to build
USAID I Uganda Literacy Achievement and Retention Activity, April 1-June 30, 2017 75 ------
the capacity of sub-grantees struggling to report and provide required supporting documents. Although grants management has improved on the project, further steps are necessary. At the end of this quarter, the project implemented new management measures to improve timeliness of financial review and capacity building of sub grantees- in an effort to improve performance of grant activities. Going forward, the project will also emphasize greater clarity of responsibilities and a greater sense of mutual accountability between grants and the R2 team. The project also streamlined the roles of staff involved with reviewing monthly fina~cial reports. The Grants Specialist now receives these iniUal reports, reviews them, and submits them to the Finance and Administration Manager. After finance review, reports are reviewed by the DCOP before submission to the COP for final sign-off. This process ensures that every monthly report is reviewed from a grants, financial, and managerial perspective, The C2 subgrantee selection process continued throughout the quarter as outlined in Table 45 with the review of submitted proposals.
Table 45. C2 Proposal Evaluation Meetings During Year 2, Q3
Cluster 2 Proposal Evaluation Meetings
Meeting Subject Date Meeting Highlights and Participants • Understanding of the scope of work and Cluster 2 pre-evaluation meeting the objectives of the RFA Setting the pass mark June 12, 2017 Attended by program coordinators, M&E • and R2 teams, and representatives from • Reviewing the evaluation criteria the MoES and that of MGLSD • Disseminating the administrative procedures of the process.
June 13-16, Evaluate 67 proposals for 15 districts by 18 Cluster 2 proposal evaluation meeting • 2017 evaluators • Selected the 17 organizations that are to June 30, 2017 Cluster 2 post-evaluation meeting be assessed after having made it through the evaluation stage
Cost Share No new cost share was realized during the quarter. Cost share projections have been adjusted from last quarter to begin in Year 3, as projected. We anticipate the Books for Africa shipment to arrive in Uganda in October 2017 Financial Report Table 46 presents the quarterly financial report. The training, meetings, and workshop line item was lower than anticipated, predominately due to the lower than expected numbers of head teachers at the SRGBV Journeys training and number of teachers at the makeup training. LARA will conduct a separate makeup training in Q4 to reach the participants who were unable to attend the May training. Additionally, book procurement of Journeys for Pupils was delayed to avoid excessive storage
76 USAID I Uganda Literacy Achievement and Retention Activity, April 1-June 30, 2017 fees-this will proceed in 04. We made this decision after realizing that teachers would not need these books until the last quarter of the Year 2.
USAID I Uganda Literacy Achievement and Retention Activity, April 1-June 30, 2017 77 Table 46. Financial Report
78 USAID I Uganda Literacy Achievement and Retention Activity, Q1 2017 Report (April 1-June 30, 2017) Annex A. Gantt Chart on the Progress Against the Work Plan
D light blue= In Process D grey= Not complete II dark blue = Completed
FY 2017 (Oct 1, 2016 - Sept 30, 2017)
Year 2 Plan: October 2016 - September 2017 ~•)'..{1jf... ..-.r•l'..{il~mm Pro- _. > u c .c L.. ._ ~ c: en a_ Task Status gress u o ni Cll ni c. ni ::s :; ::s Cll - ozc-,u.:i!:<(:i!: -, en 1. Increased capacity to deliver early grade reading 1.1: Improved planning and management of early grade reading 1.1.1 Ministry of Education and Sports (MoES) and educational foundational leaders reach consensus on the organizational requirements for expanding early grade reading (EGR) and retention. ------· __;.,._ ------,- 1.1.1 .1 Quarterly meetfngs between MoES and foundational leaders (October Quarterly Component October In 2016, January 2017, April 2017) foundation managers meeting 1 process al identified, happened, meetings coordinator January conducted to be delayed, March confirmed 30 meeting done. 1.1_1.2 Quarterly dialogue meetings with district officials (October 2016: 13 districts Quarterly October took In and January, April, and June 2017: 15 districts) district place_ January process dialogue 1 meetings meetings completed in conducted December_ - 1--- - t i- -- ~ --+-- 1_1_1_ 3 Quarterly District Operational Plan (DOP) meetings in nine Cluster (C)1 and Quarterly USAID No - C2 districts (January, April, and June 2017) DOP - suspended I meetings DOP meetings_ -conducted New meeting to be organized. Activity now irrelevant. Budget will be 1 reallocated . USAID I Uganda Literacy Achievement and Retention Activity, Q1 2017 Report (April 1--June30, 2017) 79 FY 2017(Oct1 , 2016 - Sept 30, 2017) --~~ ~~~~~ - ' Year 2 Plan: October 2016 - September 2017 102017 202017 302017 402017 Pro- ...., > u c: .c """ """ >- c Q. Task I Status gress '-' o <11 ., <11 "' o.. ., :::i <11 ozc u.:;;; ::;;;..., en 1.1.1.4 Quarterly EGR and Retention Advisory committee meetings (October .. October In Quarterly I 2016,;January, March, July 2017) EGR and meeting process Retention happened in , Advisory November. Committe January e meetings I meetings happened in conducted February. March meeting took place in May. i---1 1.1.1.5 Affirmative Inquiry workshop in five selected districts (February,-March ~ ------,- District Affirmative In- -1· 2017) affirmative inquiry will be process , inquiry realigned and workshop rescheduled . [ ~onducted 1.1.1 .6 Conduct a 5-day action research training for district officials (15 districts 5-day rUpcoming . No targeting District Education Officers [DEOs] and District Inspectors of Schools [DIS] action I [August 2017] ) research I . training _c:inducted _I 1.1.1. 7 Six addendum approval meetings with Kyambogo University - SHRP, Six Completed. Yes LARA, GPE (October and November 2016; January, February, March, April 2017) addendum approval meetings conducted I 1.1.1.8 5-day dissemination and orientation workshop for colleges on the ap-proved 5-day 1 Upcoming from No I __, addendum (September 2017) dissemina September 11- I I -, I ) I !ion and 15. orientation workshop _ conducted ·1 : -+-- Subtotal 1.1.2 Enhanced technical and logistic skills of MoES to plan, budget, implement, and monitor EGR rollout 80 USAID I Uganda Literacy Achievement and Retention Activity, Qt 2017 Report (April 1-June 30, 2017) Year 2 Plan: October 2016 - September 2017 Task Status 1.1.2.1 Two-day workshop to envision and delineate a detailed outline of a ..Two-day Completed. Yes coherent EGR system (revised October 2016) workshop Half day in _conducted December and two days in January. All activities in 1.1.2 subject to the MoES Budget Working Group I schedule. r 1.1.2.2 Working meetings and/or topical needs assessments to estimate the Needs Ongoing. In minimal cost of a fully functional EGR system at scale (revised November 2016) assessme Budgeting i process nts taskforce in conducted place. Began meeting in March. Major activities in May I and June including shadow budget '. I and identifying I , priorities. __L • ----,-----;-I . t------+-~ 1.1.2.3 MoES personnel obtain all relevant detailed budgets (e.g., national, Detailed I Underway. 1 In department, college, and district) (revised October-November 2016) budgets wI I obtaine~ I ~ 1.1 .2.4 Gather budgets and manually load into analyzable spreadsheets (revised udgets Underway. In October-November 2016) athered 1 nd oaded I ~nto J__ I :f;eadshe J______Jc______-1. I I USAID I Uganda Literacy Achievement and Retention Adivity, Q1 2017 Report (April 1-June 30, 2017) 81 Year 2 Plan: October 2016 - September 2017 Pro- Task 119 Status gress 1 1.1.2.5. Work with Mo ES staff to analyze the budgets for scaling up and sustaining Coordinat Underway. In an EGR program. Look specifically at funds budgeted and spent on curriculum ed project process materials, teacher training, school supervision, student assessment, and funds and MoES spent on critical elements of the existing EGR system (January 2017) budget analysis __ con<:1_uc! ed_ ~ 1.1 .2.6 Conduct an analysis (July-September 2017) Budget Upcoming No analysis conducted I I I I 1- 1 c---:- 1.1.2.7 Support the planning and budgeting process in prioritizing activities that Budget Underway. In improve quality of primary education, e.g ., EGR and retention by the MoES planning process - (February-March 2017) process supported 1.1 .2.8 Hold a 1-day meeting for CAOs, DEOs, and district chair persons to 1-day Completed Yes discuss issues of funding for quality education at local government (February 2017) meeting February 28 held Subtotal 1.1.3 EGR and school-related gender-based violence (SRGBV) advocacy and promotional materials developed and distributed for Uganda Literacy Campaign ·I-"'-----' --r-- 1.1 .3.1 Design and deliver a facilitated workshop to develop the campaign strategy I Facilitated Completed Yes and materials (November 2016) workshop delivered 1.1.3.2 Quarterly MoES Communications Technical Working meeting(s) Quarterly Upcoming. In (November 2016; February, May, and August 2017) Comm uni Seeking to process cations ensure MoES Technical staff availability. Working April 28, May meetings 30, June 14, held July 27, Sept 20 82 USAID I Uganda Literacy Achievement and Retention Activity, Q1 2017 Report (April 1-June 30, 2017) FY 2017(Oct1 , 2016 - Sept 30 , 2017) ------~------·-- Year 2 Plan: October 2016 - September 2017 1Q2017 2Q2017 3Q2017 4Q2017 ' Task Status 1•••••111111 1.1 .3.3 Pilot campaign communications materials (October 2016 to January 2017) Campaign Postponed until No I I I I I I I communic quarter (Q)4 ations materials j 1.1.3.4 Quarterly EGR and violence against children in school (VACiS) In communication subcommittee meetings (November 2016; February, May, and Seeking to process August 2017) ensure MoES cation tstaff availability. t subcommi April 28, May ttee 30, July 27, I meetings Sept 20 held 1- 1.1.3.5 Implement the literacy and safe school climate campaign (April-July 2017) Literacy Ongoing. -- 1 In I I and safe process I school climate campaign conducted I -- - ~ 1.1.3.6 Translate communications materials (e.g., posters, pamphlets, and MoES I Existing Underw-;;;- In - -1- guidelines) with writers (December 2016-March 2017) I available process materials _translated 1.1.3.7 Hold design meeting to develop and adopt new project materials from the I EGR Mo --,-I ~ovedto Year r No -IITT ' social behavior change communication (SBCC) proof concept (August 2017) communic I ations I I materials developed -1- 1.1.3.8 Print and disseminate materials (e.g. pre-reading booklets, educational EGR ~Ongoing. I In leadership for EGR, library and book management, newsletters, brochures, communic banners, T-shirts, caps, notebooks, and calendars) (Ongoing) ations materials printed and dissemina I led USAID I Uganda Literacy Achievement and Retention Activity, Q1 2017 Report (April 1--June 30, 2017) 83 Year 2 Plan: October 2016 - September 2017 Task 1911Status 11111 1.1 .3.9 Design the SBCC toolkit for community-based organization (CBO) I SBCC Postponed until subrecipients on SRGBV and EGR for community engagement (March 2017) . toolkit 04 designed-- 1.1.3.1 O Order and distribute ma~etingand branding school and office sign age for Signage Promotiona Project No C2 districts (November-December 2017) for C2 I materials resolved districts designed, outstanding delivered printed, questions and related to I distributed. signage during 02 . iJ,J_tfilJ •· l 1.1.3.11 Procure the exhibition tool kit (October 2016) r Exhibition Newsletter, Completed. Yes tool kit brochures, Exhibition tool procured banners, T kit in use at all shirts major project printed and events. communica tion materials. I I 1.1.3.12 C2 project district launches (October-December 2016) C2 project Done Yes district launches held ·--· - 1.1.3.13 Participate in relevant national events on literacy and SRGBV: DEAR Day National Ongoing. Only In •1 (March 15, 2015), Day of the African Child (June 16, 2017), National Literacy events National process Conference (July 2017), and International Mother To.ngue Day, among others supported Literacy (Ongoing) Conference and Books for Africa Event remaining. Subtotal 1 1.2 Improved reading instruction in primary (P)1 to P4 classrooms 1.2.1 Teachers trained in EGR methodology ------___.._ _...... ___, ... _...... ,_ 1.2.1.1 Preparation of training materials and facilitators' guides (October 2016, Training Ongoing. Yes December 2016, and August 2017) materials October and prepared December 84 USAID I Uganda Literacy Achievement and Retention Activity, Q1 2017 Report (April 1--June 30, 2017) Year 2 Plan: October 2016 - September 2017 Task I Status j done. August ..I I to come. l !- 1.2.1.2. 223 EGR lead facilitator training (December 2016) 2231ead Done -l-LI facilitators I _( t~ained_ --< · 1.2.1.3 637 EGR training of E;GR teacher trainers - training of trainers (TOT) I 637TOTs Done Yes (January 2017) ~·trained -1 l 1.2.1.4 11,425 EGR teacher training - (C2) P1 and P2 teachers and head Five-day Done I Yes teachers. (C1) P3 teachers and deputy head teachers (January 2017) tr~iningof I I primary teachers and ' deputy head teachers I I I conducted I I I 1.2.1.5. Leadership TOT and 3,656 educational leadership training of head Leadershi Done Yes I teachers and School Management Committee (SMC) members (January 2017) p training conducted for head and/or deputy teachers and SMC members ·1.2.1.6. After-action teacher training review and refinement of training materials After Done in June Yes (February/March and July/August 2017) action teacher 1 training review and refinement of training materials conducted WJ USA/DI Uganda Literacy Achievement and Retention Activity, Q1 2017 Report (April 1-June 30, 2017) 85 FY 2017(Oct1 , 2016 - Sept 30, 2017) --·------·------~------Year 2 Plan: October 2016 - September 2017 102017 202017 302017 402017 Pro- I ,.. <..> c: .0 ~ ~ c: Cl a. Task Status gress -<..>1 >0 QI QI c. ::s :; ::s QI IBI 0 z c ....,"' u. ~"' <( ~"' ...., ....,<( en 1.2.1.7 Refreshertraining of teachers on EGR will be clustered by district and Refresher Moved to 04 No coordinating center (CC) (During Terms 2 and 3 school time) training conducted 1.2.1.8 Makeup training (May 2017) Makeup Completed Yes training conducted 1.2.1.9 Technical assistance to Primary Teacher Colleges (PTCs) to incorporate Technical Underway. In EGR methodology into teacher pre-service training (December, May) assistance Addendum process provided approved. CCTs trained . Linked to activity 1.1.8. ~ ~' 1.2.1.1O EGR catch up for untrained district staff (April) District Moved to 04 No Ti staff trained ~--L Subtotal 1.2.2 Strengthened and standardized primary supervision system in targeted districts 1 1.2.2.1 Review support supervision guide (October-November 2016) Supervisio Completed I Yes n training package developed 1.2.2.2 Establish district supervision working groups in Cluster 2 districts (February District Completed Yes 2017) supervisio n working groups establishe d . : ~ ~.2.2.3 A3-day orientation and;anning district supe~sionworking groups --1--TThree-d ;-1 Completed in Yes meeting for C2 (February-March 2017) I orientati~~I May __. c_ ~. conducted ll T. 86 USAID I Uganda Literacy Achievement and Retention Activity, Q1 2017 Report (April 1-June 30, 2017) FY 2017(Oct1, 2016 - Sept 30, 2017) Year 2 Plan: October 2016 - September 2017 102017--1- 2a2011 3a2017 --T- 4_a_2_0-11- Pro ..... Task Status gress 1.2.2.5. Biannual supervisory review meetings on clinical support supervision (C1: Biannual Pushed to . Term2 C2 In I March and August 2017; C2: May and August 2017) supervisor dooo. C1io p<0re~' - y review -- meetings tprocess . (M ay I ,- conducted o August 2017) I I Underway ( 1.2.2.6. District follow up on (C1 districts) and present (C2 districts) proposal for Proposals Linked to . In . f CAO/DEOs inspector supports (C1: May 2017; C2: March 20.17, carried out with developed 1.2.2.5) 1.2.2.7. Five-day orientation and educational leadership training on project Field Done Oooo P<0gram I L I activities for C2 FAs (November 2016) Assistant Coordinators Yes - (FA) (PCs) now ' operationa coaching and I manual mentoring reviewed and adapted 1.2.2.8. FA (C2) participation in EGR and SRGBV trainings as learning events Regional , Initiated Done. R1 Yes (December 2016; January and May 2017) PCs and December and FA January done. orientated I R2 in May and done. trained on · EGR and I SRGBV - - 1.2.2.9. FA work facilitated : quarterly meetings, transport to schools and regional Equipmen Done Yes offices, equipment for travel (e.g ., helmet, overall, and boots), phone, corporate t and airtime, internet, photocopying, and tablets in C1 & C2 (February 2017, June 2017, other September 2017) facilitation provided for FAS ILi USAID I Uganda Literacy Achievement and Retention Adivity, Q1 2017 Report (April 1-June 30, 2017) 87 FY 2017(Oct1, 2016 - Sept 30, 2017) ------····-···------.------· ------Year 2 Plan: October 2016 - September 2017 102017 202017 302017 402017 Task Outputs Status 1.2.2.1 O Monitor FAs for compliance to standard operating procedures (ongoing) FAs Ongoing monitored Subtotal 1.2.3 Teaching and learning materials printed and distributed 1.2.3.1. Estimate printing run - the current estimate is below (September 2016) Printing run estimates made ------1.2.3.2. Procure a printing firm (September 2016) Printing firm procured ~ 1.2.3.3. Printing & quality checks (October-November 2016) ~p;~P4 I learner books and teachers guides ' reviewed and pre reading materials ·1 prepared - --T- Teacher oone Yes 1.2.3.4. Coofi~"'"of"'"'°' "' P"PU ""mbera (O~be<-No,.mbe<2016) -Ll 1 l ,--1and pupil r numbers confirmed j__ _ 1 ·1.2.3.5. Procure a logistics company (September 2016) Log;~;"-Delayed, Done Yes I . l company J school r II procured mapping beganin September will be completed in October .j - 88 USAID I Uganda Literacy Achievement and Retention Activity, Q1 2017 Report (April 1-June 30, 2017) FY----- 2017(Oct1 , 2016------Sept 30, 2017) Year 2 _Plan: October 2016 - September 2017 1Q2017 2Q2017 3Q2017 4Q2017 I Pro- c: .c ...... >. c: en a. > Cl> a. :::J Cl> Task Status gress -" 10 " Cl> :::J ~ - IB 0 z c ...,"' LL ::!:"' <( ::!:"' ..., ..., en 1.2.3.6. Develop a packing list (November 2016) Packing Done Yes 1 • I list - I -1-developed * -- --i----i. - 1.2.3.7. Conduct route surveys (December 2016-January 2017) r . Route Completed. i Yes surveys Determined to 1 conducted not be -- necessary. 1.2.3.8. Distribution of books (Janua·ry-February 2017) Books Done Yes · Distribute d 1.2.3.9. On-the-spot monitoring during distribution (February 2017) 1 Books Done I Yes I ~istribute 1.3 Increased community and household level involvement in promoting literacy attainment 1.3.1 Provision of supplemental reading materials and establishment of materials lending practices and systems 1.3.1.1 Identify writers for the four languages (September 2016) Writers 1 Completed Yes _ identifie~ j____ I 1 1.3.1.2 Train writers on the development of readers for children - 2 days (October 1 Writers . -rc;;- mpleted Yes 2016) I trained I 1.3.1.3 Development of manuscripts - 7 days (October 2016) Manuscrip I Completed Yes ts developed I 1.3.1.4 Identify schools with librarians and undertake sample capacity needs Library lmple; en\; d in Yes assessment (November 2016) capacity June. needs r Assessment of assessme lending practice T nt part of baseline undertake data J n assessment. I USAID I Uganda Literacy Achievement and Retention Adivity, Q1 2017 Report (April 1-June 30, 2017) 89 · Year 2 Plan: October 2016 - September 2017 Pro- Task IBll Status gress 1.3.1 .5 Development of lending protocol and training of teachers on lending I Loodiog I Dooo ;, J"re I systems (November 2016) protocol t 'I ~developed _ I I T :: 11 I 1.3.1.6 Illustrations (November 2016) ~lustration Done in June ~ I I Yes • Iprepared 1.3.1. 7 Editing (November 2016) Suppleme j · - Done in June I Yes ntal edited I m•'·"·;-f-... 1.3.1.8 Procurement and distribution (January 2017, May 2017) Suppleme rway In +- process I ntal materials I I distributed 1.3.2 SBCC to increase parental involvement in their children's reading .practice 1.3.2.3. Conduct SBCC baseline for EGR (February 2017) -r- SBCC Completed in Yes baseline June conducted I 1.3.2.4. Implement SBCC intervention for EGR (February-April 2017) SBCC Underway June In interventio to August _process n implement ed 2. Improved retention in primary grades 2.1 Strengthened capacity of the education system to implement SRGBV - related policies · 2.1.1 Strengthen MoES knowledge, commitment, and action in SRGBV prevention 2.1 .1.1 Contribute to the VACiS working group by providing technical support Technical Done Ongoing In (October 2016-September 2017) support process ' provided * * * * * • * • * * 90 USAID I Uganda Literacy Achievement and Retention Activity, Q1 2017 Report (April 1-June 30, 2017) Year 2 Plan: October 2016 - September 2017 Task 1911Status 2.1.1.2 Contribute to the Elevate Children Workshop (November 2016) Elevate I Done Children ••••1Y 2.1.1.3 Host quarterly partner dialogue forums - linked to 1.1.1 (December 2016; Quarterly ·ongoing In I I March, June, and September 2017) partner process dialogues I I held __j 2.1 .1.4 Invite MoES, Ministry of Gender, Labour and Social Development Journeys Done. Secured Yes (MGLSD), foundational bodies, and national and subnational representatives to events - participation- as~ Journeys events (May 2017) hosted I monitors in 1 May.--- -- P TfTl 2.1 .1.5 Undertake activities to support recognized advocacy days related to gender Done. Yes t-Ad~~cac;Missed the and violence (Day of Girl Child, October 2016; 16 days of Activism against GBV, Days lfirst Journeys I November-December, 2016; Women's Day, March 8, 2017; Day of African Child, I supported . meeting . launched at June 16, 2017) Day of the African Child. ------· ------,-- 2.1 .1.6 Host policy dialogue on the SRGBV Formative Assessment arid Result 2 Policy Participate Completed Yes l I Baseline (January-February 2017) l dialogue I d in June three ._Ill on ", 2015 presentations I SRGBV I I Formative I Assess me nt and I Result 2 Baseline held Subtotal 2.1.2 Enhance MoES Ability to Provide Quality Assurance Monitoring of School Performance Related to SRGBV Prevention 2.1.2.1. Finalize and train all FAs and PCs on the R2 monitoring tool, which will be Training I Done Completed. Yes used to inform the support/supervision training package (October 2016) on R2 Trained in monitoring January tool completed I USAID I Uganda Literacy Achievement and Retention Activity, Qt 2017 Report (April 1-June 30, 2017) 91 1 Year 2 Plan: October 2016 - September 2017 Task i Status 2.1.2.2 Develop a supporVsupervision training package for monitoring school .. Support I Done in May I activities and progress in developing a positive and supportive school climate and (November 2016-January 2017) I supervisio 1 n training I package developed 2.1.2.3 Support the enhancement of district supervision working groups to include District Done in June Yes representation from MGLSD (February 2017) supervisio r n working --LU_i groups 1 I enhanced I _j__ 2.1 .2.4 Work with Result (R)1 to train district supervision working groups to include r District Done in June I Yes training on the positive schools support and supervision package (February 2017) supervisio n working groups 11 trained . . I 1 ~-c- 2.1 .2.5 Conduct training of participating national MoES and MGLSD officials in the District Done. Training Yes monitoring and supporVsupervision package (February 2017) MoES and incorporated --1 I MG LSD into 2.1.2.4 I I . officials training. trained in Moved to April the 2017. monitoring and I support supervisio n package 2.1.2.6 Work with R1 team to support the deployment plan for support supervision Deployme Done in April Yes involving CCTs, DISs, DEOs, area inspectors, District Probation Officers, and nt plan for CDOs (February to April 2017) support I supervisio I L~ ~pporte~j_ -'- -- - j Subtotal ------ 92 USAID I Uganda Literacy Achievement and Retention Activity, Q1 2017 Report (April 1-June 30, 2017) FY 2017(Oct1, 2016 - Sept 30, 2017) Year 2 Plan: October 2016 - September 2017 102017 T-- 202i>11---r-- ;a2011 r 402011 - I Pro _ , > web mapping rnre~~-1 gui~elines______I 2.1 .3.2 Sub-grantees to map existing local reporting and referral networks, [ Sub- Upcoming. I No , identifying and addressing barriers (April-June 2017) grantees Moved to Q4. map 1- referral I web 2.1 .3.3 Sub-grantees write and submit a report on the mapping exercise Report Upcoming in No (Quarterly: March, June, September 2017) prepared I 04 r 2.1.3.4 Compile and disseminate a database on the reporting and referral Database Upcoming in No structures (July-September 2017) complied Q4 and dissemina I I ted - - - - - T -- 2.1.3.5 MoES Guidance and Counseling and MGLSD Child Protection units l Child 1 Upcoming in No establish child protection protocol and local-level follow up (October-December protection Q4. Focus on 2016) protocol the district establishe level. To be d and I ,;~,..., local-level during next R1 follow ·up and R2 conducted meeting. USAID I Uganda Literacy Achievement and Retention Activity, Q1 2017 Report (April 1-June 30, 2017) 93 Year 2 Plan: October 2016 - September 2017 Task llB Status 2.1 .3.6 Sub-grantees support strengthening of existing reporting and referral Existing Upcoming. The No networks reporting activity will be and initiated in Q4 referral after training. networks strengthen ed j. T - f- 2.1.3.7 Develop a policy brief on RTRR Guidelines for dissemination to key Policy Done in April Yes stakeholders (January-September 2017) brief on and May, RTRR including child guidelines protection 1 developed policies, policy briefs, and recommendatio ns. Subtotal I 2.2: Schools strengthened to provide a positive and supportive school climate for learning 2.2.1 . Lead facilitators, TOT, head teachers, and teachers trained in SRGBV methodology -~~--~-~~~~~~~~~~~~~.~~~~~~~--~~~~~~~~~~-.--~~~-+~--~~~~,~~~~~~ ...... ~~~~~~~-c~~- 2.2. 1".1 Technical assistance and support to review materials for MoES approval Training I Done Initial meeting In (October November 2016) materials on April 28. approved. I Gender Unit has provided I comments , M&E, Education, I and Consultati ve Committe es 94 USAID I Uganda Literacy Achievement and Retention Activity, Q1 2017 Report (April 1-June 30, 2017) Year 2 Plan: October 2016 - September 2017 Task Status 2.2.1.2 Preparation of training materials and printing (October-December 2016) ...Training Underway materials including the prepared procurement of and Journeys. printed I 2.2.1.3 108 lead facilitator training (April 2017) Lead Done May 1-5 Yes facilitator training conducted for 108 facilitators - L __ -t I I I I I • I _._LJ 2.2.1.4 226 training of teacher trainers (April/May 2017) 226 I Done May 8-12 Yes teacher trainers trained 1 I I 2.2.1 .5 5,034 change agent teachers and head or deputy head teachers trained 5,034 ~~M~1~jv~j j j (May 2017) change 11·1 I I agent teachers and head or deputy head teachers I trained - - -+---t--+---L-+-__,_- 2.2.1.6 After-action review of SRGBV Journeys training (August 2017) After- Upcoming in No action Q4 review of SRGBV 1 Journeys training conducted I------2.2.1.7 Refresher training of teachers on Journeys will be clustered by district and Refresher TE~~et~-.-1· ~ -1-1. ·-··· ·r - r-L-r- ·-r CC (May, August 2017) training of teachers upcoming 1n l on August Journeys conducted USAID I Uganda Literacy Achievement and Retention Activity, Q1 2017 Report (April 1-June 30, 2017) 95 Year 2 Plan: October 2016 - September 2017 Task IBI Status Subtotal 2.2.2: Change agent teams supported to catalyze school climate and SRGBV response and prevention initiatives in schools ------2.2.2.1 Refine and produce existing Journeys for teachers curriculum (October Joumey;l~~-i Do;~inting.~ s November 2016) teacher I '~ curriculum ------1 refined 2.2.2.2 Work with the MoES and National Curriculum and Development Centre Journeys Ongoing I No (NCDC) to develop and pilot the Journeys Uganda Kids Unite (UKU) and Journeys UKU and l for Communities (October - November 2016) Journeys Com mu nit y developed and piloted I 1 --~ - 2.2.2.3 Finalize and print the UKU register and toolkit and the Journeys for UKU Done. Printing No Communities (January- March 2017) register, _J_ ·1 rT to be competed toolkit, in Year 3 due to and training needs. Journeys Com mu nit y finalized and printed I 1 2.2.2.4 Distribute and train Cluster 1 teams on the UKU field guide (May-June Distribute Moved to Year 2017) and train 3 ~ Ii Cluster 1 1 teams on the UKU fie~guide 2.2.2.5 Compile school case studies on school initiatives for building a positive and School rMoved to-Y~a;-No supportive school climate for learning (Journeys Task 3) and school initiatives for case 3 response and prevention of SRGBV (Journeys Task 4) (July-August 2017) studies compiled l- _-----1..__ - ~ 96 USAID I Uganda Literacy Achievement and Retention Activity, Q1 2017 Report (April 1-June 30, 2017) FY 2017(Oct1 , 2016 - Sept 30, 2017) ------~~~ ------~---- Year 2 Plan: October 2016 - September 2017 1Q2017 2Q2017 3Q2017 4Q2017 Task Status I 1•••11111111 2.2.2.6 Cluster learning events with change agents (Intermediate Results [IR) 2.2, .. Early Moved to Year I No I I I j Activity 2.2.3) to design early warning system (August - September 2017) warning 3 system I I I ·I I designed Subtotal 2.2.3 Support, supervision, and continuous learning for school change agents - -- --~ ------>-----·------,----~ 2.2.3.1 Once-per-term visit to support trained school change agents readiness self School Ongoing. Done In assessment, review school performance, and guide in the implementation of task performan by FA. process and sequencing (October 2016-September 2017) ce visits I conducted-- 2.2.3.2 Shared learning activity for head teachers (January 2017 during EGR Shared Completed. , Yes training) · learning 1 Meetings held. activity for I head teachers . I conducted~ 2.2.3.3 Support to alternative support supervision structures like CDOs Alternative i·oe1~y~d. 1.n support process supervisio I S"pportsupervision n approach under structures development. strengthen ed 2.2.3.4 In-between term cluster learning activity review meetings for school and ~1-I Cluster--- I Upcoming. Will In 1 community change agents to review progress, learning, and planning (in between learning be done by process terms) activity grantees. Will review be integrated I meetings with the district for school officials and meetings in Q4. 1 communit I y change agents conducted USAID I Uganda Literacy Achievement and Retention Adivity, Q1 2017 Report (April 1-June 30, 2017) 97 FY 2017(Oct1 , 2016 - Sept 30, 2017) Year 2 Plan: October.2016 - September 2017 102017 202017 30201-1 r--- 402011 Pro- .... > u c.o L.. L.. >.c: Task Status gress u o <1> "' <1> "' a. "' :::i :; I 0 z 0-----=> u. ~ <( ~ ...., ...., Subtotal I .. 2.3: Strengthened community commitment and capacity to provide SRGBV prevention and response programs 2.3.1 . Award community subgrants to establish community change agents and catalyze community SRGBV response and prevention initiatives 2.3.1.1 Finalize the development of Journeys Communities, drawing from Journeys j Done Yes Doorways 11(October-November 2016) Com mu nit y developed ---- -· -- 2.3.1.2 Provide the initial training of Cluster 1 sub-grantees on compliance and Training Done in I Yes ~-,- grants management (October 2016) provided I February I for C1 sub- grantees on complianc e and grants managem ent 2.3.1.3 Solicit and award grants to Cluster 1 and 2 sub-grantees (October 2016; 1Grants Complete in I Yes May and September 2017) awarded Cluster 1 and 2 to Cluster 1 and 2 sub- grantees 2.3.1.4 Provide ongoing quality assurance monitoring of all Cluster 1 sub-grantees Ongoing Underway In (October 2016-September 2017) quality ! process assurance provided --- --1-- 98 USAID I Uganda Literacy Achievement and Retention Activity, Q1 2017 Report (April 1-June 30, 2017) Year 2 Plan: October 2016 - September 2017 Task I Status 2.3.1.5 Train C1 sub-grantees staff on the Journeys Community curriculum, .. Sub- I Done. C1 Sub including the provision of skill training needed to ensure that sub-grantees provide grantees grantees were quality training on the Journeys curriculum to community change agents and trained on I trained. provide the necessary s.upport and supervision of Journeys Community the I I~I implemented in communities (May 2017) Journeys I I Comm unit y curriculum l_J ' - 2.3.1.6 Provide the initial training of C2 sub-grantees on compliance and grants C2 sub Moved to Year No management (May 2017) grantees 3 trained on complianc e and grants managem ent Subtotal 2.3.2 SBCC for increasing the use of positive discipline among primary school teachers ------1 2.3.2.1 Award subgrants for pretesting of communications products, data collection Subgrants Completed . -- and implementation of the SBCC proof of concept trial (October 2016) awarded I I -t . ------I I I 2.3.2.2 Pre-test and develop SBCC interventions for SRGBV (October 2016- SBCC Completed Yes January 2017) interventio ns for SRGBV pretested and developed 2.3.2.3 Submission to institutional review board (IRB) (January 2017) IRB Done in June document 2017 ,·jj·t.··.. I . I ~ubmitted ~- __ I I USAID I Uganda Literacy Achievement and Retention Activity, Q1 2017 Report (April 1-June 30, 2017) 99 Year 2 Plan: October 2016 - September 2017 Task 1191.Status 2.3.2.4 SBCC baseline data collection (February 2017) SBCC Upcoming baseline data collected 2.3.2.5 Implement SBCC proof of concept trial (February-April 2017) SBCC Moved to Year 1 No proof of 3 October to concept December trial 2017 implement I I I~ ed 2.3.2.6 SBCC endline data collection (June 2017) SBCC Moved to Year No end line 3 December data 2017 collected · j [ I - I 2.3.2.7 Develop sub-grantee training curriculum and hand book on evidence-based Sub- T Moved to Year No l l LI SBCC interventions (May 2017) grantee 3 training curriculum and handbook developed 2.3.2.8 Train sub-grantees on SBCC for SRGBV (June .2017) Sub- ~ovedto Year I No grantees trained on SBCCfor SRGBV 2.3.2.9 Scale-up SBCC in school communities through subgrant initiatives (June SBCC Moved to Year No September 2017) scaled up 3 in school communiti I es through 1. I subgrant f initiatives I__ 2.3.2.10 Write a paper from the SBCC intervention (August -September 2017) Paper on Moved to Year No SBCC 3 interventio ·-t-. 100 USAID I Uganda Literacy Achievement and Retention Activity, Q1 2017 Report (April 1-June 30, 2017) FY 2017(Oct1 , 2016 - Sept 30, 2017) Year 2 Plan: October 2016 - September 2017 -1c:i2011-1~2a2!l11- - ·3c;2011- - .;a2o11 Pro- > u c: ..0 '- '- >o c: - C'J a -I <11 <11 <11 gress " o I ., "' "' ::i ::i ::i Task Status a. en 1. ozc-,u.::!E ::!E-,-, n .. submitted I J Subtotal IR2TOTAL 3. Project Management 3.1: Project Planning, Implementation Fidelity, and Reporting ----·------~- ---- r 3.1.1 Weekly staff management meeting · 1 Weekly Underway In staff process ! managem ent meeting conducted ·r 3.1.2 Monthly technical staff meeting to review implementation progress and Implement I Meetings are In review fidelity issues arising from monitoring and evaluation (M&E) activities ation happening but process progress could be more reviewed consistent. 3.1.3 Meetings with USAID Agreement Officer's Representative (AOR) I Implement Underway. In ation Meeting to process progress occur on a and weekly basis. agreemen I tissues discussed 3.1.4 National-level planning meeting: 1 day x 70 participants (venue in Kampala) National Moved up to In with district representatives (linked to 1.2.2 support supervision review) August level July 2017 process 2017) planning meeting conducted 3.1.5 Conduct regular monitoring activities and make adjustments to the annual I- I AWP Upcoming In work plan (AWP) (Ongoing) revised process 3.1.6 Prepare AWP 3 and Submit to USAID (August 31, 2017) Year3 Upcoming In Annual 1 process USAID I Uganda Literacy Achievement and Retention Activity, Q1 2017 Report (April 1--June 30, 2017) 101 Year 2 Plan: October 2016 - September 2017 Task 119:Status --11111 Work Plan prepared and submitted I Subtotal 3.2 Monitoring, Evaluation, and Reporting ------. r---~ ----- 3.2.1 C1 EGRA follow up (October to December 2016) C1 EGRA Done Yes One-day briefing of assessors prior to the data collection (October 2016) report C1 Early Grade Reading Assessment (EGRA) follow-up data collection (October completed 2016) C1 EGRA follow-up after-action review (November 2016) C1 EGRA follow-up report writing (November-December 2016) ---~~--~~--~~--~ 3.2.2. C2 EGRA baseline: Collaborate with the Performance and Impact Evaluation C2 EGRA Conducted Completed 1 Yes (P&IE) contractor to organize and implement C2 EGRA and SRGBV baseline and with the EGRA/SRGBV studies (October 2016-May 2017) SRGBV exception underway. baseline ofVAC Protocol I assessme 1 approved in nt and June. l report completed .I. - I 3.2.3. SRGBV longitudinal study SRGBV I Waiting for IRB protocol Design and approval of the protocol (October 2016) longitudin final approved in Train the FAs in data collection (February 2017) al study approval 1 June Data collection (February 2017-November 2018) undertake for program n coordinator 3.2.4. C1 and C2 basic school data collection C1 and Done, Term 1 is ·In Review of data collection tools (April 2017) C2 basic 1 regularly. process Upload tools. on FA tablets (April 2017) school I rompl"' Train FAs on tools (May 2017) data Data collection and cleaning (June-August 2017) collected 1 I _L_. ---- 102 USAID I Uganda Literacy Achievement and Retention Activity, Q1 2017 Report (April 1-June 30, 2017) FY 2017(Oct1, 2016 - Sept 30, 2017) --.;ci2c;:;1 202011 --;ei2c11:,----~-4-a-20_1_1 Year 2 Plan: October 2016 - September 2017 - -1- _ Task Status 3.2.5. Disseminate M&E results to stakeholders M&E Two briefs I In Develop information products: Briefs, reports, abstracts, journal articles, and results finalized in process presentations (September 2016-0ctober 2017) dissemina May. Present the M&E results in different fora (October 2016-September 2017) ted to Dissemination I stakehold is ongoing. +-ers - _j_ 3.2.6. Train staff in M&EDevelop training modules and deliver training during FAs Staff Quarterly In quarterly meetings (December 2016; January, May, September 2017) trained on training on process j I I M&E EGRA/support supervision tool development I underway. 3.2.7 Annual report (October 2016) Annual Done Yes I reports writteri and submitted I I I 3.2.8 Quarterly Reports (January, April, and July 2017) Quarterly Done Yes I reports written -1- and I -1 submitted - - 3.2.9 Biannual .Program Review Revision Done in March I Yes to annual budget -_[-_I -\.-- Subtotal 3.3 Collaboration, Learning, and Adapting 3 3.1 Review learning agenda in the activity monitoring, evaluation, and learning AME LP lntroductio Done learning ns ploo (AMELP) (Ocioboc 2016) l·--·-1 agenda ~completed. _,_reviewed . _ _ J 3.3.2 Prepare collaboration, learning, and adapting (CLA) register (Quarterly) CLA Ongoing register prepared USAID I Uganda Literacy Achievement and Retention Activity, Q1 2017 Report (April 1-June 30, 2017) 103 FY 2017 (Oct 1, 2016 - Sept 30, 2017) ------Year 2 Plan: October 2016 - September 2017 1Q2017 2Q2017 3Q2017 4Q2017 Pro ... > c: ..0 ...... >. c: Cl a. ti 0 Cb Cb a. ::I :; ::I Task Status gress "' ..., ..., rr,iCb 1181 0 z 0 ...,"' u. :a-;"' ~ :a-;"' ~ 3.3.3 Meeting and information sharing with QED Group and P&IE Team (monthly) Meetings DOP Ongoing held with districts in oro~ 0 QED cluster 2 Group and National Opinion Research Center (NORG) and informatio n shared ...... 3.3.4 After-action reviews with project partners and beneficiaries (quarterly) After- Ongoing In action aroron reviews held ...... ' . 3.3.5 Biannual review of learning and adaptations (April and August 2017) Biannual Upcoming in No review of Q4 learning and adaptation s held I L 1 L ----+-- Subtotal 1 3.4 Personnel and Performance Management 3.4.1 Recruit staff- advertise and interview new hires and work (Cluster 2: October Cluster m TTA list Ongoing In 2016, Periodic) and other developed process staff recruited 3.4.2 Negotiate and manage HR management services (monthly) HR Ongoing. services Procurement managed completed for re-bid of manpower contract. 104 USAID I Uganda Literacy Achievement and Retention Activity, Q1 2017 Report (April 1-June 30, 2017) Year 2 Plan: October 2016 - September 2017 Task Ila .Status 3.4.3 Evaluate retention (exit interviews) and develop mechanisms to maintain staff Retention Underway. engagement (biannual) evaluated I Basic and evaluation engageme conducted in nt January. This mechanis will happen in ms April and developed August. - r- t - ---- 3.4.4 Design a~do~ anizene~yhired staff orlent~Uons(Cl~ster 2: October 2016, T Orientatio Ongoing :· In Periodic) ns process undertake n 3.4.5 Coordinate staff development (USAID operational compliance, technical Staff Ongoing In upgrading, in-house ITS training, RTI University) (Ongoing) developm process ent coordinate d as per RTl's Dynamic Developm ent system --- 3.4.6 Plan annual retreat and project review event (December 2016) Annual I Done I Y e; retreat held 3.4.7 Undertake performance management interviews though RTl 's Connect Perform an Ongoing In 1 system (Quarterly) ce process managem ent 1 interviews undertake n 3.4.8 Coaching and mentoring on RTl's Lead Forward (Quarterly) Coaching Performanc Ongoing In and e process mentoring objectives on Lead USAID I Uganda Literacy Achievement and Retention Adivity, Q1 2017 Report (April 1-June 30, 2017) 105 Year 2 Plan: October 2016 - Septem ber 2017 Task Status Forward I established -conducted 3.4.9 Revise and communicate organizational chart (bi-annually) Organizati l Ongoing In anal chart I process revised --r 3.4.10 Monitor personal time off (PTO) tracker (quarterly) In PTO adership! Ongoing Monitored~ I training, fire safety training and drivers training conducted. 3.4.11 Coordinate staff recognition events (i.e. annual staff peer award) (Annual) Staff I Done Yes recognitio 1 n events coordinate _l d and -[l_- monitored lJ_J I I I Subtotal 3.5 Procurement and Logistics Management 3.5.1 Prepare annual procurement plan (August 2017) Done In Procureml ent plan process prepared 3.5.2 Implement procurement plan (Ongoing) Procurem Underway In ent plan l process implement ed 3.5.3 Develop and implement Vehicle and Transport Management Plan (Ongoing) Vehicle Procureme Vehicle and n and nt process Transport i~recess- Transport for printers Management~ Managem finalized . Plan drafted. ent Plan developed and 106 USAID I Uganda Literacy Achievement and Retention Activity, Q1 2017 Report (April 1-June 30, 2017) FY 2017(Oct1, 2016 - Sept 30, 2017) Year 2 Plan: October 2016 - September 2017 . -102017-~i 2Q2017 3020-.;7- - 4Q2017 Task ll!B Status implement I ed 3.5.4 Develop and implement security management plan (quarterly) Security Security In Managem Management process ent Plan Plan in place. developed and implement ed , 3.5.5 Office maintenance (Ongoing) Office Ongoing In maintaine process d 3.5.6. Provide and maintain IT supports (ongoing) IT support Ongoing In Maintain and test internet bandwidth at Kampala and regional offices (Ongoing) maintaine process Procure and manage required telephone, data bundles, and networking of devises d (October 2016 and quarterly) ITS technical assistance and training provided to regional offices and FAs (Quarterly) Subtotal 3.6 Financial Management ·.-- 3.6.1 Prepare annual financial reports for USAID, as required in the cooperative 1 Annual Submitted Done Yes agreement (October 2016) financial July 7 and reports awaiting prepared Pl&E for finalization - - - l _+ l 3.6.2 Complete the capacity building plan for Finance and Administration Manager Finance Approval of I Done Yes -~ ~J (October 2016) and IRBs Administra cumulative! ti on ytwo Manager months capacity later than building anticipated I I -~- _J USAID I Uganda Literacy Achievement and Retention Activity, Q1 2017 Report (April 1-June 30, 2017) 107 Year 2 Plan: October 2016 - September 2017 Task l!Bll Status plan completed 3.6.3 Monthly tracking activity budgets using the cost allocation system and ensure Monthly r Delayed I Underway I In that costs are reported according to activity (October 2016-September 2017) activity due to budgets delays in tracked hiring FAS, l and costs will begin reported October 5, appropriat 2015 ely 3.6.4 Conduct audits of all financial reports, based on monthly site reconciliations, Finance f Designed Underway , In expense accounts, timesheets, and project procurement (October 2016- reports and not yet September 2017) audited tested 3.6.5 Prepare monthly accrual progress claims for submission of invoices to Accruals 1 Done I Yes USAID (October 2016-September 2017) prepared and submitted 3.6.6 Prepare quarterly financial reports for USAID, as required by the cooperative I QuarterlY Apnl-Jurie I Done 1 Yes agreement (January, April, and July) financial 2015 reports quarterly I prepared submitted July 30, 2015. - 3.6.7 Prepare bi-annual budget review and adjustment (March/April 2017) -1Si -annual Completed in I Yes budget March review conducted _L ·- 3.6.8 Report any suspected incidents of fraud to USAID Suspected Ongoing In fraud process incidents reported to USAID 108 USAID I Uganda Literacy Achievement and Retention Activity, Q1 2017 Report (April 1-June 30, 2017) Year 2 Plan: October 2016 - September 2017 Task 1911Status 3.6.9 Prepare annual budgets for AWP, deriving information from task sheets AWP I Upcoming (August 2017) Budgets Prepared L- Subtotal IR3TOTAL -1- __ ._.J GRAND TOTAL sµ s s s s s s s s s s 000000000000t t t t t t t t t t t t Insert row above this one. -·-----·------pppppppppppp USAID I Uganda Literacy Achievement and Retention Activity, Q1 2017 Report (April 1-June 30, 2017) 109 Annex B. LARA's Med ia Coverage Th is Quarter Platform of Publication and Media House Date of Publication time Teacher training Live talk show on NTV Uganda June 14, 2017 TV, 4:00- 5:00 p.m. Journeys launch at Day of the African Child New Vision July 3, 2017 Daily newspaper New Vision's Toto Children's June 30, 2017 Daily newspaper Magazine First Lady's official website June 30, 2017 Website First Lady's Facebook page June 27, 2017 Online First Lady's Twitter page June 27, 2017 Online RTI International publications RTI Twitter page July 12,2017 Online The links to media coverage about USAID/Uganda Literacy Achievement and Retention Activity are presented as follows: • http://janetmuseveni. org/2017 /06/30/first-lady-and-minister-of-education-and sports-mrs-janet-museveni-launches-the-journeys-handbook-while-the gender-labour-and-social-development-minister-hajat-janat-mukwaya-us ambassador-h-e-debor/ • https://twitter.com/RTI INTL DEV/status/884504397010677761 • https://twitter.com/janetmuseveni?lang=en 110 USA/DI Uganda Literacy Achievement and Retention Activity, Q1 2017 Report (April 1-June 30, 2017) Annex C. List of Knowledge Products Cumulative List of Knowledge Products Knowledge Product Description Date Completed Status of Approval and Use Designed by the United States Agency for International Development (USAID)/Uganda School H.ealth and Reading Program (SHRP), these books were developed separately to reflect the cultural diversity of the regions in National Curriculum and Development Primary (P)1 and P2 pupils' books (8 Uganda. The books progress through the thematic curriculum and support 2013 (by SHRP) Centre (NCDC) approved P1 and P2 titles) literacy hours and a writing hour. The books are structured to focus on pupils' books anticipated reading and writing competencies to be achieved each week throughout the academic year. Designed by the SHRP, the teachers' guide provides a prescriptive guide NCDC approved P1 and P2 teachers' P1 and P2 teachers' guide (8 titles) . through the reading and writing hours and a structure to follow throughout the 2013 (by SHRP) guides academic year. This guide supplements the P1 and P2 teachers' guide with more detailed descriptions of pre-reading activities for children who have not been Pre-reading guide November 2015 NCDC approval pending previously exposed to reading and writing. This guide is available in three languages: Luganda, Runyoro-Rutooro, and Runyar:ikore-Rukiga. Early grade reading (EGR) This guide assists lead facilitators and teacher trainers by taking them step- facilitators' guide and content for by-step through sessions while using the EGR techniques and the teachers' November 2015 Not applicable lead facilitators and teacher trainers guides. The protocol is a guide for staff about types of school-related gender-based Pending approval from RTI before it Child protection protocol violence (SRGBV), where they occur, and who should handle cases, in line December 11, 2015 can be used with existing government reporting structures. Literacy Achievement and Retention Upon USAID's request in mid-October 2015, LARA staff developed a theory November 15, 2015 Approved and in use Activity (LARA) theory of change of change linked to the Cooperative Agreement's results. Session content about SRGBV This guide assists lead facilitators and teacher trainers by taking them step- Approved and used to inform lead included in P1 and P2 EGR by-step through sessions. The guide discusses the SRGBV policy framework November 19, 2015 facilitators and teacher trainers in facilitators' guide for lead facilitators and includes statistics and scenarios to provide a general overview and December 2015 training and teacher trainers' session knowledge. Session content to inform teachers, School Management Committees Provides general information 'to teachers, SM Cs, and head teachers about Approved on December 22 , 2015; (SMCs), and head teachers about the status of VACiS and the national legal frameworks on violence against December 21, 2015 used during January 2016 training Ministry of Education and Science's children. sessions (MoES's) policies on retention, safe learning environments, and statistics USAID I Uganda Literacy Achievement and Retention Activity, Q1 2017 Report (April 1-June 30, 2017) 111 Cumulative List of Knowledge Products regarding violence against children in schools (VACiS) The Journeys Activity Handbook for Teachers and School Staff is one of a three-volume set of Journeys products that provide partially-scripted activities that are designed to: shift gender attitudes and power relations toward more equality and more balance; bring people together to build a positive and supportive schools and communities; and to reduce the prevalence of school- related gender-based violence (SRGBV) The activities in the Activity Handbook for Teachers and School Staff guide trained school change agents to inspire all staff at school .to come together and work together to establish a positive and supportive school, which is free from violence. The activities are organized around five thematic areas: 1. Understanding positive and supportive schools 2. Barriers to positive and supportive schools Final product Journeys Activity Handbook for developed by end Approved by MoES Gender Working Teachers and School Staff 3. Child protection basics of March 2017. (In Group (June 2016) 4. Violence against children in schools print) 5. Response to violence against children in schools Through reflection, idea generation, and dialogue school staff have a chance to envision and discuss what the characteristics of a positive and supportive school are and the existing challenges to achieving this. SRGBV is one key barrier that is given considerable attention, including: bullying, corporal punishment and sexual harassment and abuse. By applying the Journeys Five-Step Process .for Inspiring Change, change agents facilitate the . collective actions of staff members as they work together to design and implement simple practical actions that will serve to build a positive and supportive place for pupils to learn and to reduce and eventually eliminate SRGBV. The Journeys Activity Handbook for Community Members is one of a three- volume set of Journeys products that provide partially-scripted activities that are designed to: shift gender attitudes and power relations toward more Final product equality and more balance; bring people together to build a positive and Journeys Activity Handbook for developed by end Approved by MoES Gender Working supportive schools and communities; and to reduce the prevalence of Community Members of March 2017. (In Group (April 2017) SRGBV print) The activities in the Activity Handbook for Community Members guide trained community change agents to inspire community members to come together and work toaether to establish a safe and carina school and communitv, 112 USAID I Uganda Literacy Achievement and Retention Activity, Qt 2017 Report (April 1-June 30, 2017) Cumulative List of Knowledge Products which is free from violence. The activities are organized around five thematic areas: 1. Understanding safe and caring schools and communities 2. Barriers to positive and supportive schools 3. Child protection basics 4. Violence against children in schools 5. Response to violence against children in schools Through reflection, idea generation, and dialogue community members have a chance to envision and discuss what the characteristics of a safe and caring school and community is and the existing challenges to achieving this. SRGBV is one key barrier that is given .considerable attention, including: bullying, corporal punishment and sexual harassment and abuse. By applying the Journeys Five-Step Process for Inspiring Change, change agents facilitate the collective actions of community members as they work together to design and implement simple practical actions that will serve to build safer and more caring places for their children to grow and learn and will serve to prevent eventually eliminate SRGBV. The Journeys Activity Handbook for Pupils is one of a three-volume set of Journeys products that provide partially-scripted activities that are designed to: shift gender attitudes and power relations toward more equality and more balance; bring people together to build a positive and supportive school; and to reduce the prevalence SRGBV. The Activity Handbook for Pupils is premised on the belief that pupils have a role to play in making the school a positive place to learn. We also recognize that pupils need strong social and emotional skills to help them navigate their life every day, address challenges, seek help and work with other pupils to Draft completed by Journeys Activity Handbook for make the school a safe and caring place. March 2017. Approved by MoES Gender Working Pupils The activities are implemented within the context of the Uganda Kids Unite Scheduled for Group (April 2016) student clubs, which are facilitated by an assigned Teacher Patron. Through printing in 03 the activities, pupils are supported in developing five social and emotional learning (SEL) competencies. These are: 1. Self-awareness 2. Social Awareness 3. Self-management 4. Relationship skills 5. Responsible decision-making USAID I Uganda Literacy Achievement and Retention Activity, Q1 2017 Report (April 1--June 30, 2017) 113 Cumulative List of Knowledge Products Pupils have an opportunity to reflect on , brainstorm ideas about, and discuss: characteristics of a positive school; challenges they face as students and how to reach out for assistance and advice; and the different forms of SRGBV, including bullying corporal how to avoid, report, and prevent it. Students are also supported by the Teacher Patron to work together to design and implement their own actions to contribute to building a positive school and reduce SRGBV. The Facilitator Manual for Teachers and School Staff is a training manual developed to train the selected school change agents in skills of good facilitation and to train these change agents in how to apply these skills in engaging all school staff in the activities of the Journeys Activity Handbook for Teachers and School Staff. The training of school change agents takes place through a cascade training of lead facilitators and TOTs before reaching the school change agents. The Facilitator Manual is based on adult learning principles, including: a strong interactive and participatory approach; individual and collective idea generation; and skill building, including facilitation skills and the skill of planning and implementing the Journeys activities themselves. Skill building is developed through actual planning, guided practice and evaluation. The Facilitator Manual for Teachers and change agents learn and develop competencies in the five Journeys Completed in April School Staff principles of facilitation. These are: 2017. 1. Listening versus talking 2. Understanding versus judging 3. Allowing learning by discovery v~rsustelling 4. Encouraging responsibility versus blaming 5. Follow the guidelines for activities versus 'doing your own thing' Change agents also have an opportunity to work with their peers over the course of the week to apply_the Journeys Five-Step Process for Inspiring Change to design a practical and low cost school activity that will serve to build a more positive and supportive school and decrease the incidents of SRGBV. The Facilitator Manual for Community Members is a training manual developed to train the selected community change agents in skills of good Facilitator Manual for Community Draft completed in facilitation and to train these change agents in how to apply these skills in Not applicable Members engaging as many community members as possible in the activities of the April 2017. Journeys Activity Handbook for Community Members. The training of community chanqe agents takes place through subgrantee organizations that 114 USAID I Uganda Literacy Achievement and Retention Activity, Q1 2017 Report (April 1-June 30, 2017) Cumulative List of Knowledge Products are supporting the USAID/Uganda Literacy Achievement and Retention Activity at the community level. The Facilitator Manual is based on adult learning principles, including: a strong interactive and participatory approach; individual and collective idea generation; and skill building, including facilitation skills and the skill of planning and implementing the Journeys activities themselves. Skill building is developed through actual planning, guided practice and evaluation. The change agents learn and develop competencies in the five Journeys principles of facilitati_on. These are: 1. Listening versus talking 2. Understanding versus judging 3. Allowing learning by discovery versus telling 4. Encouraging responsibility versus blaming .5. Follow the guidelines for activities versus 'doing your own thing' Change agents also have an opportunity to work with their peers over the course of the week to apply the Journeys Five-Step Process for Inspiring Change to design a practical and low cost school activity that will serve to build a more positive and supportive school and decrease the incidents of SRGBV. The Facilitator Manual for Head Teachers is a special volume designed for a three-day course to develop the head teachers' capacity to play a strong leadership role in Journeys implementation at the school level. The leadership training for head teachers related to the Journeys implementation covers the basic principles of facilitation, introduces many of the Journeys activities but-importantly-spends more time on working with head teachers to brainstorm and solicit their ideas about what can be done to Facilitator Manual for Head ensure that the Journeys program is implemented in its entirety at the school Draft completed in Not applicable Teachers level. The manual also supports head teachers develop an understanding April 2017. about how a strong implementation of Journeys is an expectation of the MoES and serves to strengthen, as much as possible, the head teachers will and agency to provide the leadership that the school staff will need to build a positive and supportive school climate for learning and eliminate violence. As with all of the facilitator manuals, the training is based on adult learning principles, including a strong interactive and participatory approach; individual and collective idea generation; and skill building. Policy Brief: MoES Reporting, Policy brief summarizing the MoES and MG LSD Reporting, Tracking, May 9, 2017 Approved by MoES Gender Unit Tracking, Referral, and Response Referral, and Response (RTRR) Guidelines on Violence Aqainst Children in USAID I Uganda Literacy Achievement and Retention Activity, Q1 2017 Report (April 1-June 30, 2017) 115 Cumulative List of Knowledge Products (RTRR) Guidelines Against Violence Schools (2014) into a four-page document for head teachers. The RTRR Against Children in Schools policy brief provides practical guidance for head teachers and includes a summary of relevant laws. Head Teachers: How Do You Take Action to Stop Violence Against Children in Schools Brief compares the results of baseline EGRA data (February 2016) with year 1 monitoring data (October 2016) for P1 and P2 classes in all three project Early Grade Reading Assessment languages. The brief discusses progress in letter sounds, oral reading May 2017 Results (EGRA Brief 001) fluency in local language and English, and reading comprehension, as well as classroom practices and teacher support Brief summarizes the SRGBV Rapid Formative Assessment. Data were collected in 2015 in three districts (Hoima, Mukono, and Mbarara) from six communities through qualitative and quantitative methods, including participatory learning and action workshops, focus group discussions, and interviews with learners. The brief outlines the objectives of the research, as School-Related Gender-Based well as the main findings and recommendations for moving forward. It has Violence Rapid Formative May 2017 the following four focus areas: (1) Identify and understand types, extent, and Assessment (SRGBV Brief 001) consequences of SRGBV in Uganda; (2) Identify and understand the existing child-protection, reporting, and response systems; (3) Understand the existing norm beliefs, practices, and risk factors related to SRGBV; and (4) Solicit ideas from teachers, pupils, and others in the school community about SRGBV. 116 USAID I Uganda Literacy Achievement and Retention Activity, Q1 2017 Report (April 1-June 30, 2017) Annex D. Reg ister of Meetings during Quarter 3 (April 1-June 30, 2017) This annex outlines the meetings that occurred during the quarter. Although meetings constitute a considerable level of effort and time, they are time well invested because they build a strong foundation. for collaboration, learning, and, ultimately, adapting the project to achieve its anticipated results. Details about the meetings are included in the following tables, which are presented as follows: • Table D-1: United States Agency for International Development (USAID) Meetings (5) • Table D-2: The QED Group and National Opinion Research Center (NORC) Meetings (0) • Table D-3: Foundational Body Meetings (1) • Table D-4: Ministry of Education and Sports (MoES) and Other Education Stakeholder Meetings and Events ( 16) • Table D-5: District Dialogue Meetings (5) • Table D-6: Early Grade Reading (EGR) Stakeholders' Meetings and Events (19) • Table D-7: School-Related Gender-Based Violence (SRGBV) Stakeholder Meetings and Events (15) • Table D-8: Field Assistant (FA) and Program Coordinator (PC) Meetings (2) As indicated in Table D-1, five meetings were held with USAID during the quarter: Two Chief of Party (COP) meetings, one meeting with a learning contractor for evaluation, and two meetings with the mission. In addition to these meetings, the project sends the Agreement Officer's Representative (AOR) weekly progress notes and connects with them each week for issue-specific follow up. Table D-1. USAID Meetings USAID Meetings Meeting Subject Date Meeting Highlights and Participants USAID COP Monthly Meeting • Mission Director reviewed Uganda programming for USAID May 26, Attended by USAID • Presentation on government accountabilities 2017 Implementing Partner • Presentation by USAID Communications Unit on branding representatives and and marking USAID managers • Competed Global Development Lab's Center for Agency USAID Contrac!Or, Dexis Integration performance evaluation interview through the Attended by COP and LEARN mechanism with Dexis. May 29, Monitoring and 2017 • This evaluation will explore the Lab's priority engagements in Evaluation (M&E) Uganda to advance the integration of science, technology, Coordinator and innovation, and partnerships (STIP) into USAID Learning and Knowledge programming. USAID I Uganda Literacy Achievement and Retention Activity, Q1 2017 Report (April 1-June 30, 2017) 117 ------ USAID Meetings Management (LEARN) Evaluation Team • The SVP briefed the PS about RTl 's work, including implementing large-scale reading programs. Introductory meeting with • The PS thanked RTI for supporting EGR activities in Uganda MoES Permanent and noted that his priority is basic education (BE) because Secretary (PS) this is the foundation. He again mentioned that reading abilities for lower primary learners are improving and that support be extended to the whole country. Attended by RTI Senior The USAID representative urged the MoES to plan and scale Vice Presic;Jent (SVP); • up the EGR initiative countrywide. June 23, SHRP COP, DCOP, and 2017 Literacy Advisor; LARA • The PS wants to commit MoES to budget for EGR activities. DCOP and Senior He emphasized that there is need for the MoES to set Education Specialist priorities right. (SES); USAID SHRP • MoES can start with one or two remaining languages for AOR; MoES PS, and scale up. The PS sought to know what it takes for the Assistant Commissioner government to scale up EGR to other languages. Pri!'Tlary Education • We advised that for a language to be taken on, there is need to have readiness and shared that SHRP has a report on language assessment countrywide. • The SVP mentioned a recent COP conference that focused on institutionalization. The question was how do we make the transition from project to government? A study on transitional assessment needs to be done to provide evidence on what goes in the classroom and showing inefficiencies all informed by data. • Efficient use of budgets was discussed and prioritizing on Progress Review education. MoES needs to.put together a coherent budget Meeting with USAID though the priority remains efficient use. • LARA was asked to talk more about the BE Budget Working Attended by Mission Group and the Deputy Mission Director was glad to hear that June 23, Deputy Director, Director something is being done. 2017 of Childhood • Issue of system strengthening and open communication Development and Youth, informed by CLA. There is need to be explicit about the SHRP and LARA AORs, learning agenda. The Deputy Director was happy to learn RTI VP, SHRP COP & that LARA incorporates a section in report on CLA. DCOP; and LARA DCOP Deputy Director was however not happy with the learning &SES • outcomes, i.e., only 15% of children are .able to re.ad . • Need to do an analysis of what is not working and come up with next steps. Implementing partners (IPs) need to be open not expecting unattainable results. • Deputy Director noted that for any activity that involves the Ambassador, USAID needs to know early in time; same applies to anything that is supposed to go public. • Review by Mission Director of Country Development Cooperation Strategy (CDCS) 2016-2021 USAID COP Meeting • Small group exercise to evaluate project current performance against 15 guiding principles of the CDCS. June 30, .. Request by Mission Director for 5-page planning document 2017 Attended by USAID, IP from each project to outline actions for responding to guiding representatives, and principles. USAID managers • Discussion on usefulness of COP meetings-majority positive with willingness to continue resume after summer break. 118 USAID I Uganda Literacy Achievement and Retention Activity, 01 2017 Report (April 1--June 30, 2017) Ta bl e D-2 . The QE D Group and NORC Meetings No meetings occurred with either The Learning Contract (the QED Group) or National Opinion Research Center (NORC). This is highly concerning as the project depends on input from these partners to improve its CLA mechanisms. Particular unease surrounds the very limited engagement of the performance evaluation conducted by NORC before or during the baseline. No information has been communicated by the performance evaluator since data collection in February 201 T. The Project COP expressed concern to the AOR and will follow up with an email to NORC and the AOR in Q4. · One meeting with foundational _bodies, MoES, and EGR project personnel occurred during the quarter, as shown in Table D-3. Table D-3. Foundational Body Meetings Foundational Body Meetings Meeting Subject Date Meeting Highlights and Participants MoES/United Nations Children's Fund (UNICEF), Foundational Bodies dialogue on Discuss MoES National VACiS strategic plan, Reporting, violence against children • Tracking, Referral, and Response (RTRR), and commitments in school (VACiS), Pope to Children's Act. May 30, Paul Memorial Some denomination provided testimonials of current church 2017 • activities to reduce violence Attended by religious Commitments to support MoES efforts to reduce violence in heads; MoES officials • schools (Gender Unit); and LARA Communication and Information Management and SES Table D-4 shows the 16 meetings project staff and their MoES partners attended during the quarter. Attendees participated in the education sector coordination meetings, including the budget meetings for the sector, the BE meeting, the M&E Working Group (WG) meeting, and project-related meetings for planning or capacity strengthening activities. Table D-4. MoES and Other Education Stakeholder Meetings and Events MoES and Other Education Stakeholders Meetings and Events Meeting and Event Date Subjects and Meeting and Event Highlights Participants MoES Introduction • Provided overview of progress on Result (R)1 and R2. meeting with Director of • LARA is being well represented by commissioners at Basic and Secondary s·enior management meetings and it is understood that April 3, 2017 Education the project is on track and realizing results. • Revi.ewed the Journeys program to get MoES' position Attended by COP, DCOP, on the need for NCDC approval and the optional .or SES mandatory nature of Journeys. USAID I Uganda Literacy Achievement and Retention Activity, Q1 2017 Report (April 1-June 30, 2017) 119 ------ MoES and Other Education Stakeholders Meetings and Events • Action: MoES consulted and provide a response: (1) NCDC approval is not required on Journeys as it is an MoES product and (2) MoES will issue circular on the mandatory implementation requirement of Journeys. • Reviewed progress from previous month . • Planned dates for (1) review of MoES feedback on Journeys (April 28) arid (2) review of approval process for Journeys with BE WG meeting (April 24) and M&E WG(May). • Reviewed SBCC and story cards, confirmed that no ~CDC approval is required, planned for RTRR bi'ief guidelines, and content of head teacher training and the MoES/ USAID Component circular. MoES asked for distribution of RTRR materials Managers Meeting during teacher training. April 4, 2017 • Reviewed support supervision data on EGR outcomes Attended by DCOP, SES, and teacher competencies, i.e. progress on schools and MoES Component reached and data collected. BE WG must also approve Managers for R1 and R2 terms of reference (TOR) for BE Budgeting Group to be presented April 24 by Assistant Commissioner BE . . Requested support to understand underage learners in P1 and extent of the problem. Discussed the potential of extra books to support Red Earth in Masindi that supports MoES schools. State M,inister requested to visit LARA training and monitoring activities. Received request to translate School Management Committee (SMC) Guidelines. • Management of extra Runyoro-Rutooro books. The project will follow up with the MoES, Red Earth, and Global Partnership for Education (GPE). Mo ES R 1 Component • Discussion about underage children in P1 . Managers Meeting • Review of materials that could be translated with wider April 6, 2017 community. Attended by DCOP and • Discussion of Journeys approval process, including SES upcoming BE Working Group meeting on April 26 and Journeys comments review meeting on April 28. Circular making Journeys mandatory prepared for sharing with DEOs. • Request from MoES for LARA to ask USAID if private MoES Information Sharing schools can participate in training or receive pupil books Meeting and teacher guides at their cost. April 13, 2017 • Listening and gently reminded MoES that we do not Attended by DCOP, R1 have the funds or the mandate to work in private Component Manager schools and that USAID globally favors public education so it would not be an easy sell. MOES Journeys Feedback Meeting • Reviewed compilation of suggested revision to April 28,2017 Attended by COP, STIA, Journeys for Teachers and Schools Staff from MoES LARA technical staff, reviewers. MoES BE and M&E WG members, including NCDC • Discussed (1) TORs for the baseline survey on VACiS by MoES Gender unit, (2) teacher incentive framework for Uganda by Teacher Instructor Education and May 4, 2017 MoES M&EWG Training (TIET), and (3) the Science Teachers Initiative by M6ES BE and Secondary Education departments. Below are the action points on each item: 120 USAID I Uganda Literacy Achievement and Retention Activity, Q1 2017 Report (April 1-June 30, 2017) MoES and Other Education Stakeholders Meetings and Events - The Gender unit to revise the TOR, incorporating the comments from the M&E WG and thereafter call for proposals from the individual consultants or consultancy firms to undertake the baseline._ - The teacher's incentive framework was received by ~he M&E working group and instructed TIET to submit the framework to top management for final approval after making corrections on the comments raised within 1 week. • Introduction to the MoES Early Grade Reading Program and to the project by Commissioner of BE to General Secretary of U NATU and issues of teacher management, i.e. teacher attendance and teacher time on task. • Discussed content of leadership training for head teachers and UNATU's perspective of the role of head teachers. • RTRR Guidelines and the Implementation of the Children's Act (Amendment) 2016: How are teachers Introductory meeting and head teachers affected by the reporting between Uganda National requirements of RTRR on VACiS (2014) and the Teachers' Union (UNATU) Children's Act (Amendment) (2016)? Discussed and the project UNATU's position on VACiS since it remains widespread even though it is against the law. UNATU May 12, 2017 acknowledged that 99% of the time where there is Attended by MOES VACiS, a teacher is responsible. UNATU mediates Commissioner of BE, teacher discipline and only refers VACiS cases to UNATU General police when severe. Secretary, SES, and DCOP • UNATU emphasized that all recommendations must be informed by the "situation on the ground." The context of the school and the school community should be taken into account. UNATU emphasized that it is important to support the School Management Committees (SMCs). • UNATU implemented "Out of Violence, Back to School" that helps violence-affected children return to school after dropping out. • UNATU requested to participate in future workshops . The project agreed to invite UANTU, when appropriate. • Upon request of UNATU, the project gave a brief presentation about itself and the MoES EGR program. • The project also used the opportunity to better understand UNATU's position on how head teachers UNATU BEC Follow Up should report VACiS because VACiS remains Meeting widespread and many schools are essentially out of compliance with the Children's Act (Amendment) (2016). Attended by UNATU's Key questions raised by the project were as follows: General Secretary, • May 16, 2017 National Chairperson, • UNATU emphasized that it requires it teachers to Deputy General Secretary uphold professional conduct. It does not protect Membership Mobilization teachers, per se. Instead, it works with head teachers and Labor Relations, and and teachers to manage discipline cases. UNATU project DCOP reports that less severe cases of corporal punishment are managed at the school level and more severe cases are reported to police. If possible, UNATU seeks to resolve the case without involving the SMC. • UNATU refers cases of violence that involve injury to the learner to the police and are a criminal matter. Less severe cases of corporal punishment are addressed at USAID I Uganda Literacy Achievement and Retention Activity, Q1 2017 Report (April 1-June 30, 2017) 121 MoES and Other Education Stakeholders Meetings and Events the school level with the teacher, the head teacher, and, if necessary, the SMC. • For its members, UNATU mediates during the discipline process (both head teacher and teacher could be union members) and does support teachers who have had discipline problems by coaching them to improve behavior. UNATU has provided workshops for its members on VACiS that were organized by Gender at Work. • LARA supported MoES to prepare a presentation of MoES Meeting to approve Journeys for the approval process Journeys June 2, 2017 Minister of Education and Sports approved Journeys. Attended by Angela • Nakafero, Gender Unit • Request for some additions to Journeys: Letter by Minister • Few members attended because most of them were BE budget WG, attended summoned to attend GPE's crucial meeting. by BE teams, SHRP, • The discussion concentrated on identifying short-, June 14, 2017 LARA and LARA local medium-, and long-term activities for the working group. Budget Support • Members agreed to review minutes of February meeting Consultant so that they own the document since some of them did not attend yet most of activities were derived from it. • The LARA-supported SBCC 1 campaign on reading will be piloted in Mityana on June 19, 2017. Before the pilot, all campaign materials will be presented to the CTWG by the MoES Communications division. • MoES officials and partners appreciated the campaign products and gave more feedback on some materials. June 14, 2017 EGR Communication Participation was, however, lower than anticipated. Technical (CTWG) • Communications division will convene the next CTWG meeting on August 28, 2017. • Main agenda for the next CTWG includes the division's presentation on the department's AWP vs. MoES 2017/2018 fiscal year (FY) funded and unfunded priorities in the 5-year MoES Communications Strategy. • Items for presentation were from : - Brain Master that focused on developing mental arithmetic by using abacus. Members noticed that Special BEWG meeting the motive of the group was business-not attended by members supporting Ugandan children from the education June 15, 2017 departments, IPs, and - Geneva Global: Focuses on reducing number of out- local government (LG) of-school children, including increasing their access officials to school and improving learning outcomes. Their community school model was noted as something the meeting participants would want to hear more about. • Review of minutes of February 8 meeting MoES EGR and Retention Announcement that Dr. Lusambu will replace Dr. Advisory Committee • Omagor as the MoES EGR focal point Meeting • Dr. Lusambu announced new MoES project "Operation Teacher Presence: Business Unusual" that will include June 15, 2017 Attended by the unannounced visits to increase accountability related to Committee Members absenteeism. Issues include the disbursement of GPE (MoES, UNEB), Aga Khan funds linked to Disburse Linked Indicators {DLI). GPE Foundation, SHRP, and schools focusing on teacher presence, time on task, LARA's SES, M&E and adhering to timetable in P2 classes. MoES is Officer, and DCOP collaborating with OPM, Public Service, and all local Qovernment technical officials. CAOs to implement. 122 USAID I Uganda Literacy Achievement and Retention Activity, 01 2017 Report (April 1- June 30, 2017) MoES and Other Education Stakeholders Meetings and Events Other EGR projects were urged to support the DU and support the ideals improving teacher attendance, time on tasks as officers go for SS or any other school visits; OPM has a tool to monitor teacher presence and time on task. • Discussion of barriers to EGR implementation, including teacher transfer and ensuring that the correct people are at the R 1 and R2 trainings • EGR projects need to draft a circular to be signed by the Director of Basic and Secondary Education appending trained teachers so that transfers are done Within treatment schools and, if possible, grade level. • The issue will further be discussed at a DEOs general meeting that is slated for June 30, 2017 in Jinja. EGR projects should make one presentation. • Replenishment of materials . • As part of sustaining EGR initiatives, materials need to be replenished because they are the building blocks of learning. • Noted that all the money for materials in the FY 2017/2018 was cut to cater to construction and student loans. The BEBWG position papers will justify the need for material replenishment. • Round table on Day of the African Child in lganga with First Lady Present before she moves to the main event. Communications Specialist will now manage activity. • Clustered the 28 districts in two regions: Kampala Planning for budgeting for (August 10, 2017) and Mbarara (August 17, 2017). sustained EGR at LG • Finalized workshop program . level- regional meetings • Brainstormed on what else is needed for the workshop June 20, 2017 and what to be included in the invitation letters. Attended by SES and the • Set a date for Skype call with the international local consultant consultant to discuss the program and other modalities for the workshop. The call will take place on July 20, 2017 at 4:00 p.m. EA time. • SHRP and LARA briefed the PS about what the projects are all about and the Commissioner BE announced RTl's VP visit. • PS indicated his need to meet the USAI D team to discuss his request for help in HR systems. • PS was glad that the meeting provided more information about the USAID-funded EGR projects so that he can now discuss the projects with confidence. Pre-visit meeting with PS • Communicated that he made an abrupt visit to SHRP and GPE districts lganga and Kaliro and entered P1 June 20, 2017 Attended by MoES PS , and P2 classes where he was impressed with the Commissioner BE, COP reading levels of learners, especially in P1 . Upper SHRP, and LARA DCOP primary classes had lower reading skills than P1 and SES learners in the program. Parents were removing children from private schools to put them into government schools. • PS requested that EGR covers all the remaining districts and classes. • Referenced Learning Generation project of the International Education Commission that emphasizes EGR and total access, as well as the active participation of school management committees, USAID I Uganda Literacy Achievement and Retention Activity, Q1 2017 Report (April 1-June 30, 2017) 123 MoES and Other Education Stakeholders Meetings and Events • Emphasized MoES need for commitment to set priorities, set targets, and allow for accountability. This must be done in coordination with IPs so that IP activities are in line with MoES. • Applauded the efforts of working with foundation body leaders to hold teachers accountable and to ensure their presence. • The purpose of the meeting was to discuss and explore possibilities of how to harmonize and institutionalize the work that is being implemented by EGR programs. Coordination meeting with • Discussions focused on monitoring and support DES supervision, electronic data collection by DES, and monitoring of learning achievements. A team was constituted (including two staff from DES, June 27, 2017 Attended by Directorate of • two from SHRP, two from LARA, and one from Education Standards · UTSEP/GPE) to review tools used by the three EGR (DES) and LARA & SHRP programs for convergence and agree on key things to staff. include in the DES support supervision tool. • After the DES tool has been updated with EGR aspects, head teachers need to be trained to conduct support supervision. Of the 28 district dialogue meetings scheduled to review Term 1 progress two were conducted in this quarter as summarized in Table D-5. The project will review process of quarterly learning events and restructure to increase ownership by district. Table D-5. District Dialogue Meetings District Dialogue and Biannual Review Meetings Meeting Subject Date Meeting Highlights and Participants • LARA presented data of the SRGBV Formative Learning Events in (C2 Assessment and Term 1 support supervision (SS) data Districts): Lyantonde, from FA. Kalungu • Joint SS teams collaborated findings with schools visited in the previous week. Attended by CAO/A- • District officials committed to CAO, Local Councilor 5, • Intensify support to ensure that teachers are supported, June 23 and 29, Secretary for Education daily teaching lessons are regularly planned, and 2017 (foundational body journey's activities are prioritized in schools. leaders), MoES representatives, DEO • Minimize transfers and placements for EGR trained and EOs, DIS, and teachers and change agents, they would cross transfers CPTC DPOs (pre- in cases where the transfer is unavoidable. service and outreach) • Use the available local government inspectorate funds to and LARA PC, FAs and organize district led SS in Term 3. Education Specialist • Head teacher and chairpersons committed to prioritize support for teachers and change agents. During the quarter, 19 meetings were held with EGR partners, including RTI EGR projects to discuss technical improvements to the EGR components as shown in Table D-6. 124 USAID I Uganda Literacy Achievement and Retention Activity, Q1 2017 Report (April 1-June 30, 2017) Table D-6. EGR Stakeholders' Meetings and Events EGR Stakeholders' Meetings and Events Meeting and Event Date Subjects and Meeting and Events Highlights Participants R1/R2 April Planning Meeting • Reviewed progress on outstanding annual work plan activities from previous month Attended by.COP, Planned for upcoming month April 3, 2017 DCOP, SES, Tec;icher • Training Specialist, • Action: Agreed to shift review of Gantt to every quarter Communication and focus on challenges and design issues for upcoming Specialist, & SRGBV activities. Specialist • Reviewed support supervision data on EGR outcomes and teacher competencies i.e . progress on schools reached and data collected. BE WG must also approve TOR for BE Budgeting Group to be presented April 24 by SHRP/LARA SS Assistant Commissioner BE; 2) requested support to Technical Meeting understand underage in P1 and extent to the problem; 3) extra books potential to support Red Earth in Masindi that April 4, 2017 Attended by DCOP, SES, MoES Component support MoES schools; 4 ) State Minister requested to Managers for R1 and visit LARA training and monitoring activities, 6) request to R2 translate SMC Guidelines. • Action: Send RTl's report on repetitions, contact Red Earth to find out about needs and programming, send presentation on Journeys to MoES Gender Unit (Component Manager R2-LARA) for approval process Cotton On Foundation (COF) • Detailed discussion of EGRA activity plan and budge.t Attended by COF with project M&E team. Education Developer Update on book distribution in COF schools and teacher April 5, 2017 • and Head of Teacher training for COF teachers. Development, Update on R2 proposal submitted to COF for Journeys Monitoring and .. and positive and supportive school climates activities. Evaluation Officer and LARA DCOP and M&E staff M&E support to GPE • Reviewed of indicators for EGR Attended by SHRP, April 26, 2017 Provided EGRA results for SHRP and LARA as LARA, and UNEB • comparative benchmarks for GPE representatives · • Presentations and discussion . • Reading levels are still low but improving since EGR projects are supporting th is foundational learning skill. The MoES is working hard to sustain the initiative. SHRP • Colleges need to teach reading, especially focusing on local language, but the CCTs and district officials need to Literacy Symposium work together to support in-service teachers. They also May 30, 2017 need to share plans and reports. Attended by SES and • US Government attaches importance to literacy; that is M&E Specialist (EGRA) why USAID supports SHRP and LARA to improve reading levels. There is need for the Government of Uganda to put in place clear plans to finance instructional materials that improve reading levels and EGR initiatives enhanced by continuous support to in-service teachers and preparing well pre-service teachers. USA/DI Uganda Literacy Achievement and Retention Activity, Q1 2017Report(April1-June 30, 2017) 125 ------ EGR Stakeholders' Meetings and Events • Language policy in education institutions was also discussed. Emphasis in the use of local language from P1-P3 was made, although the policy sounded not firm enough because it was noted that if a school chooses to use English from P1-P7, then the area language shall be taught as a subject. Should a school be able to choose? • The Minister of State for Primary Education appreciated the presented EGRA results and noted that it is always good to evaluate ourselves as we implement. She noted that quality of education starts with reading and writing though some Members of Parliament have criticized teaching reading using local language. She challenges them to address many issues that impede the quality of education rather than blaming it on local language. • The MoES needs experiences from the IPs to plan realistically on the implemer:itation of the EGR methodology and the thematic curriculum as a whole and to take actions from the symposium to improve policies. • There is need to identify teachers who are excelling in the methodology to be given coaching and mentoring skills to support others. • A non-monetary reward system to these excelling teachers needs to be identified. SHRP/LARA review of EGR book edits • Review SHRP book needs assessment points Reviewed LARA P3 & P4 changes June 5, 2017 Attended by SHRP and • LARA COP and SHRP • Agreed to consider phonetic approach from P1 to P4 and LARA Reading • Action: LARA and SHRP to agree on way forward Specialist and TT Specialist Rl/R2 Technical Review Meeting for June June 5, 2017 Attended by LARA • Planning for June 2017 COP, DCOP, technical team, and M&E Coordinator Training of SBCC 1 assessors Pre-test of baseline tools June 5-9, 2017 • Train .assessors Attended by M&E • Coordinator and DLC Review of P4 materials June 5-8, 12-16, • Edits suggested Attended by MoES 2017 Compiled training reports writers and lead • facilitators Research on EGR uptake by trained • Visited to two LARA schools in Mukono district and teachers in SHRP and observed literacy lessons in P 1, 2, & 3. The following key LARA schools observations were made: June 5-8, 2017 - Teachers are leaving out all activities that suggest use Attended by RTI Senior of group or pair work Director and Teacher - Teachers generally did not use continuous assessment Traininq Specialist (full 126 USAID I Uganda Literacy Achievement and Retention Activity, Q1 2017 Report {April 1-June 30, 2017) EGR Stakeholders' Meetings and Events report prepared for - Teachers were asked the reasons for the changes they discussion) made to the methodology-all teachers said that they simply forgot ~ Teachers suggested that the books be translated into the relevant local language (how to teach section) and that the steps be cut down - One P3 teacher stated that writing was specifically difficult and had not been understood during the training • Uptake of EGR methodology by teachers • · Half of the trained teachers teach the way they are required to teach (following the methodology), while the other half teach the way they used to teach. There is a need to give constant support to teachers to do what they have to do but also to "catch" them when they make mistakes. Learning Meeting • For the uptake of the methodology to take place, simplify SH RP/LARA the materials given to teachers by translating them, referring to one page in a lesson. The MoES needs to think of writing a circular on note making, lesson plans, Attended by Dr. Piper, and schemes of work, which are aligned with scripted June 7, 2017 SHRP COP and lessons. selected technical staff, Teachers are taking the new content but using their old and LARA technical · • methods. Reduce the complexity of the instructions-too team many steps and sub-steps. • Local language policy should match deployment of teachers, CCTs, and inspectors. • Projects need to plan to include money for revisions of books in their work plans. • If teachers and head t(:lachers buy exams that are not related to the taught content, then MoES should set exams and give them to schools. This can be done at district level in collaboration with CCTs. National Symposium on Evolution of Uganda's Assessment and • Assessments help students to learn, teachers to teach, Examinations System: and policy makers to relocate resources on an informed Current and Future point of view. Emphasis though should be on continuous Prospects assessment. Organized by MoES, in • Absence of policy on assessment and examination in collaboration with UK Uganda makes it difficult to think carefully on actions to Department for improve children's learning. International Public exams are done for purposes of certification, Development (DFID) • selection, placement, and uniformity across the country and other education and, to some extent, provide feedback. June 6-7, 2017 assessment agencies • Assessments should be an integral part of teaching through continuous assessment. This helps a teacher to Attended by a cross determine whether he/she has correctly taught. section of educationalists in • Assessment questions are supposed to be made by Uganda, Malawi, South teachers but schools are infested with bought exams, Africa, and Australia; which renders the future of Ugandan children in danger. assessment agencies; • School-based assessment requires professional expertise faith-based for teachers to make meaningful judgments yet teachers organizations (FBO); are not given capacity through continuous professional IPs, funders; and the development (CPD). Minister of Education and Sports USA/D I Uganda Literacy Achievement and Retention Activity, Q1 2017 Report (April 1-June 30, 2017) 127 ------ EGR Stakeholders' Meetings and Events In US-Basic Education Coalition: Gender and • Separate presentations (including PowerPoint Education Working presentation and Frequently Asked Questions prepared). Group; RTI International Education Brown Bag • BEC Coalition focused on data from baseline and formative assessments. June 7-9, 2017 Presentation; UN Women • International Education group presentation focused on Journeys design. Attended by COP, • UN Women focused on global guidance, Journeys, and STIA R2, and Project possible collaboration in Uganda. Associates • Updates on annual achievements of various partners: - Viva Crane Project: Girls aged 10-18. Total of 9,890 marginalized girls reached in Kampala. - Improved literacy by 56%, promoting equality in African schools (PEAS): 21 districts, 28 schools. Total of 6, 760 marginalized girls reached, established girls' clubs; life skills training; menstrual management training; provision of sanitary pads, lighting, erecting school fences, dormitories; school leader financial training; and school staff trained in gender sensitive methodology and advocacy with MoES officials. Girl Education - Opportunity International Programming: 56,892 Challenge marginalized girls reached, school improvement loans, school fees loans, training girls and parents to open June 12, 2017 child savings accounts, community awareness Attended by education sessions on importance of girls' education. partners - Cheshire Services Uganda: 2089 marginalized girls with disabilities reached, providing tuition, uniforms, and transport to schools; reproductive health lessons; teacher training; awareness raising; and disability . friendly infrastructure - Eco Fuel Africa: Estimated number of marginalized girls reached is 15,058 in Buikwe, Mukono, and Wakiso districts. Empowering marginalized mothers, transport services for disabled girls, sensitization of communities, and guidance and counseling to girls. - All projects reported that they were struggling with sustainability and community engagement. • The Communication and Knowledge Management Specialist met with various officials in Mityana and shared a file containing details about the campaign, including the Preparations for SBCC schedule of activity implementation. Officials met include 1 pilot implementation in DEO, Local Counsellor V Chairperson, SEO, DIS, Mityana supported by June 13, 2017 Ssekanyonyi CC Inspector of Schools, Busunju town Communication and clerk, OC Local Counsellor Ill Chairperson and OC police Knowledge station, Namungo subcounty chief, and LClll Chairperson Management Specialist and OC police station. • Supervised final preparations on ground by MAAD Advertising towards pilot implementation • Key issues discussed: Appreciative inquiry - Tools for teachers, head teacher, learners, and guide meeting for the focus group discussion (FGDs) (SMC and college staff). June 14, 2017 Attended by M&E team - People to be interviewed at sc.hool level would be the and SES head teacher, deputy head teachers, and P2 and P3 learners. FGD for the SMC members of the selected schools. 128 USAID I Uganda Literacy Achievement and Retention Activity, Q1 2017 Report (April 1-June 30, 2017) EGR Stakeholders' Meetings and Events - For the learners, the sample will be 10 learners in P1 (5 boys, 5 girls) and 6 P2 learners (3 boys, 3 girls). This will be done electronically using tangerine software. - At district level, the team agreed to interview the CAOs, DEOs, DISs, MEOs, and MISs (if applicable). • Reviewed the .purpose of the district's appreciative inquiry and selection criteria to identify participating districts. • Selected districts shared with OPM's delivery unit- Discussion with the Kayunga and Buvuma. OPM's Service Delivery • OPM has issues with Kayunga as a problematic district. It Unit about the is alleged that the DEO and DIS included about 19 private appreciative inquiry (Al) schools on the list of government aided schools and that June 19, 2017 they may be the ones behind the selling of delivered Attended by the delivery books. The officer in charge of data was not in office to unit head and LARA's share private schools on government list. SES • LARA was advised to drop Kayunga as investigations are still going on. • OPM is going to join LARA in the assessors' training and visit to Buvuma. • SHRP's achievements, which include, among others, integrating EGRA in the work of UNEB, articulation of a literacy framework for Uganda, institutionalizing EGR into PTE curriculum, working with language boards, production of EGR materials, providing supplementary readers to schools, and trained teachers (from which master teachers were identified) to coach and support others and developed a parent learner check. • Challenges faced included putting books in the hands of learners who do not have desks, too many students in the classroom, training the wrong teachers, and working with CCTs who are too stretched. SHRP district, • Other observations: municipality. and CPTC regional meeting held at - Sessions were chaired by MoES officials, including Royal Suites colleges in the regional meetings, presenting of a district commitment tracker (SHRP will share), most June 22, 2017 discussions advocated for budgetary allocation at Attended by officials district and school level to support EGR classes. It was from SHRP, East noted that at school level, there is a school finance districts, MoES officials, committee. It was also noted that RTI invites teachers and LARA SES or district officials for training without the knowledge of DEOs and CAOs. There is need to revive district academic committee to be setting exams other than examination business firms. - Reflection questions by the Assistant Commissioner Primary Education - Have we all done our part to ensure that children acquire quality education? - Have the district officials worked with colleges through the CCT structure to support trained teachers? - Each district came up with five action points using a provided action plan matrix • Discussion question was: How can we get from where we SHRP & LARA are in regard to improving what we do to increase reading June 23, 2017 technical meeting with levels? the SVP • Discussion concentrated on material use and their revision. USAID I Uganda Literacy Achievement and Retention Activity, Q1 2017 Report (April 1-June 30, 201 7) 129 ------ There were 15 meetings with various SRGBV partners this quarter as shown in Table D-7. Table D-7. SRGBV Stakeholder Meetings and Events SRGBV Stakeholder Meetings and Events Meeting and Event Subject Date Meeting and Event Highlights and Participants MGLSD Gender- Based Violence -Reference Group • GBV Shelter Self-Assessment Report presented by Action Aid April 4, 2017 Meeting and MIFUMI. • Review of previous meeting minutes . Attended by DCOP • Raising Voices currently evaluating those schools which they left two years ago, to see what remains. Early findings include shifts in attitude and pride in having a special school (i.e., "the good Progress Meeting school") remain however the actual use of school kit activities April 18, 2017 with Raising were not evident. Voices • Will be trying to go to scale with each school mentoring another school; requested advice for this activity. • Update of Journeys (provided Copies to Raising Voices) and challenges and learnings. • Representatives from MoES, including Gender Unit, MGLSD, and Ministry of Justice gathered to develop a policy brief for head teachers and school-level officials based on the MoES RTRR Guidelines on VACiS. District- and national-level MoES officials were present as was a head teacher. RTRR Policy Brief Participants received introductory presentations on the policy brief Workshop • format and how to develop policy briefs . April 24-25, • . In their efforts to develop a policy brief, government officials 2017 Attended by COP, debated and discussed the practical application of the RTRR DCOP, SES, and Guidelines arid the applicable law at the school level. Communications The officials affirmed that the Child Act (Amendment) 2016 Specialist • prohibits corporal punishment in schools, but acknowledged that teachers and school staff still use corporal punishment and are only referring severe cases to the district level or to police. • Workshop produced a 4-page policy brief that was distributed at the R2 head teacher training. Journeys Presentation to SHRP • Reviewed the overall Journeys program with R2 SHRP personnel Attended by • Reviewed Determined, Resilient, Empowered, AIDS-free Mentored and Safe (DREAMS) school family initiative (SFI) April 25, 2017 SHRP R2 team, DCOP, Reading package and its adoption of Journeys materials Specialist, M&E • Reviewed Journeys adoption of registration forms team, COP and Reviewed acknowledgment of Journeys in SFI materials LARA COP and • M&E Coordinator MGLSD Day of • First official weekly planning meeting for the 2017 Day of the African Child. April 28, 2017 the African Child (National • The project officially requested that a launch for Journeys be Organizing included in programming for the event. 130 USAID I Uganda Literacy Achievement and Retention Activity, Q1 2017 Report (April 1-June 30, 2017) SRGBV Stakeholder Meetings and Events Committee) • The project will also seek to integrate Journeys content and Planning Meeting activities into the Child Forum and Child Memorandum Activities. • The project will participate in the Child Participation Event Attended by the Committee. DCOP SHRP Coordination Meeting at MoES Legacy .. SFI DREAMS has integrated 17 out of 37 activities from Journeys Attended by for Teachers and Schools Staff SHRP technical Activities integrated prior to LARA pilot May 2, 2017 leads, COP and • DCOP; LARA • Journeys for Pupil now designed and available for DREAMS use COP and SES; • USAID requested update on relationship between Journeys and Mo ES SFI Commissioner, planning department, and instructional materials • Second official weekly planning meeting for the 2017 Day of the MGLSD Day of African Child. the African Child (National • Strong support from committee members present for the national Organizing launch of Journeys be included in programming for the event May 5, 2017 Committee) • Copy of Journeys given to MGLSD Assistant Planning Meeting Commissioner/Youth Development Global Specialist and Chair of National Organizing Committee. Attended by the • Chair of National Organizing Committee also asked for an official DCOP letter requesting a launch of Journeys at the event. The project issued the letter. Child Participation • Subcommittee recommended presenting UKU/Journeys to the Subcommittee Child Parliament. Third Preparatory • The project will organize UKU/Journeys activities at the Children's May 11, 2017 Meeting Conference. Will propose specific activities in the next meeting in written document. Attended by the • Consider bringing pupils. DCOP • MGLSD requests budget support from implementing partners . • . Third Meeting of the National Organizing Committee MGLSD Day of • Chaired by a substitute. Review of minutes. Expression of the African Child concern that Child Participation Subcommittee was chaired by (National National Children's Association and not MGLSD. Organizing • Request for budget commitments from implementing partners . May 12, 2017 Committee) Project reported that it was not yet in position to make a Planning Meeting commitment. • Acting chair expressed support for launching Journeys at the Day Attended by the of the African Child pending final MoES approval. DCOP • Pate of Ugandan Commemoration of Day of the African moved to June 17 to allow First Lady to serve as chief guest. MG LSD Day of the African Child • Meeting of National Organizing Committee of Day-0f the African National Child on May 19. First Lady is chief guest and commemoration May 19, 2017 Organizing will be held on June 17. Committee • Details of program for both main event and children's participation Weekly Planning events still in progress. Meeting USAID I Uganda Literacy Achievement and Retention Activity, Q1 2017 Report (April 1-June 30, 2017) 131 ------ SRGBV Stakeholder Meetings and Events • National Organizing Committee supports the launch of Journeys Attended by the at the Day of the African Child, if Mo ES approval complete. DCOP • Children's Participation Subcommittee now chaired by MGLSD but NCA still involved. Rationalization of children's participation program likely to happen this coming week in next subcommittee meeting on Thursday at MGLSD. • Reviewed Bantwana work plan • Discussed indicators and Bantwana contribution-agreed on CLA only as CBO will provide information for LARA reporting Readiness: Bantwana will put 5 people with LARA hub staff Bantwana • May 22, 2017 Planning Meeting - • Review of definitions: Referral web, community, case #1 management, case care workers, and para-social workers • Discussed role of community change agents • Action Points: Define in cascade target, working relations and structures, come up with appropriate tool to reg ister cases (with MoES and MGLSD) AfriChild Attended by COP, • Discussed violence against children research being undertaken or M&E Coordinator, completed by AfriChild May 23, 2017 M&E Specialist, • Reviewed RTI SRGBV studies under LARA AfriChild Director, and 2 Research • Discussed potential of holding a joint information sharing event staff • Real Fathers has registered very good strategies of male involvement which can be very helpful in preventing violence against children. • The mentoring program looks at identifying young fathers and training them to become community role models and champions in parenting. These then serve as mentors to other young fathers. Real Fathers • Each mentor guides or supports up to 4 young fathers using the structured protocol. The mentors are clustered in _the 13 points of contact: 7 individual home visits (of which 3 are with the couple) May 31, 2017 Attended by LARA R2 Community and 6 men group meetings. Engagement • The community posters are used for changing behavior among Program Officer community members. The approach looks at putting 6 .large posters at any community gathering, which are displayed at community meeting points. They also use the community celebrations to enable the young fathers to show the community what they learned from the engagements. • More so, the dialogues also give opportunities to men to share testimonies of immediate benefits of the intervention. • LARA is preparing to participate in the pre-DAC Children's 2-day MGLSD Day of dialogue/symposium on June 20-21,2017) and the children's the African Child round table discussion on June 22,2017 (TBC) (DAC) (Child • Journeys will be launched during DAC by the First Lady and Participation Minister for Education and Sports on June 19, 2017 June 2, 2017 Subcommittee) • LARA will conduct a live television talk show focusing on Planning Meeting Journeys on June 20, 2017 Attended by the • Mr. Mondo Kyateka, the Assistant Commissioner Youth CTWG Development and the Chairperson of the National Organizing Committee for DAC confirmed June 19, 2017 MGLSD and Key focus areas of the meeting were: Child protection set up at MoES Child • community level, mutual understanding of each ministry's child June 15, 2017 Protection protection protocol, and process for the MGLSD to monitor the Protocol Contact Journeys at the community level. Meeting 132 USAID I Uganda Literacy Achievement and Retention Activity, Q1 2017 Report (April 1-June 30, 2017) SRGBV Stakeholder Meetings and Events • The MGLSD stated that, at the community level, the child protection capacity includes para-social workers and, in some districts, child protection committees. Going forward, the MGLSb is emphasizing the para-social workers model. There are 30 para- social workers per subcounty who report directly to the Sub- county Community Development Officer (COO). • Para-social workers are tasked with the identification of child protection cases, reporting, referral, and resolving some non- statutory child protection cases. • MGLSD representatives stated that there is no specific child protection protocol. Para-social workers link up with other volunteers and groups afthe community level especially on the OVC coordination to strengthen community referral. • Sub-county CDOs can monitor Journeys. LARA should provide the CDOs with an orientation on Journeys to help them understand what to monitor. LARA agreed to present Journeys to top MGLSD management officials and informed participants that the project is planning to train the CDOs on the referral web and involve them in referral web mapping. Table D-8 indicates that during the quarter, two meetings were held with FAs and PCs. Table D-8. FA and PC Meetings FA and PC Meetings Meeting Date Subject and Meeting Highlights Participants • Quarterly planning for LARA district and school events (June 1- August 30) • COP reviewed Cl.A and reporting (analysis of current reporting information and discussion/agreed on future direction), PC Quarterly • COP trained PC team and technical team on how to ask powerful Meeting questions to guide learning events and FA coaching with teachers, as well as provide meaningful feedback. PC team revised its support supervision protocols to help shift the focus of FAs from checking Attended by boxes in the tablets during classroom observation to providing May 30-June LARA COP, relevant and guided teaching supports. 2, 2017 Reading .. Review of data from Term 1 FA support. Although visits are Specialist, M&E increasing, there are some data anomalies that will be reviewed with Specialist FAs, e.g., visiting multiple schools on same date, low observation (SRGBV), M&E times, data entry not at school location, and changing times and Coordinator, and . dates on tablets. Regional PCs • Planned training for FA (regional training June 5-8) • Main activities for field in coming quarter: Joint SS and training of C2 district education officers, district-lead SS in C1 , district quarterly progress review meetings (Cl.A event); selection of sub-grantees for C2; SBCC 1 in Mityana; and affirmative action with DEO C1 . FA Regional Quarterly • Regional FA quarterly meetings were held in three regions: Mbarara, June 5-9, Meeting Masaka, and Hoima. This was done to encourage effective small 2017 group discussions and minimize on costs for travel. Attended by PCs, • Planning for Term 2 FA school visits (June 1-August 30) FAs and Reading USA/D I Uganda Literacy Achievement and Retention Activity, Q1 2017 Report (April 1-June 30, 2017) 133 FA and PC Meetings Specialist, M&E, • PCs provided guidance on coaching and mentoring as well as Finance, Human providing meaningful feedback to teachers and follow up using the Resource revised support supervision protocols • PCs and M&E team reviewed data from Term 1 FA support and, with FAs, discussed agreed upon strategies towards eliminating inconsistences observed in FA SS data that is submitted to M&E team. • HR and True North reminded FAs on the work ethics and .codes of conduct rules. 134 USAID I Uganda Literacy Achievement and Retention Activity, Q1 2017 Report (April 1- June 30, 2017) An nex E. Success Stories USAID I Uganda Literacy Achievement and Retention Activity, Q1 2017 Report (April 1-June 30, 2017) 135 136 USA/DI Uganda Literacy Achievement and Retention Activity, Q1 2017 Report (April 1-June 30, 2017) USAID I Uganda Literacy Achievement and Retention Activity, Q1 2017 Report (April 1-June 30, 2017) 137 138 USAID I Uganda Literacy Achievement and Retention Activity, Q1 2017 Report (April 1-June 30, 2017) USAID I Uganda Literacy Achievement and Retention Activity, Q1 2017 Report (April 1-June 30, 2017) 139 140 USAID I Uganda Literacy Achievement and Retention Activity, Q1 2017 Report (April 1-June 30, 2017)