USAID Vamos Ler! / Let’s Read!
FY 19 ANNUAL REPORT OCTOBER 2018 - SEPTEMBER 2019
Contract Number AID-656-TO-000003 OCTOBER 2019 This report was produced for review by the United States Agency for International Development. It was prepared by Creative Associates International, Inc.
This report was made possible by the support of the American People through the United States Agency for International Development (USAID). The contents of this report are the sole responsibility of Creative Associates International and do not necessarily reflect the views of USAID or the United States Government.
TABLE OF CONTENTS ACRONYMS ...... 3 SUBMISSION REQUIREMENTS ...... 5 EXECUTIVE SUMMARY ...... 6 RESUMO EXECUTIVO ...... 8 1. PROGRAM OVERVIEW ...... 10 Program Description ...... 10 2. PROGRESS TO DATE...... 11 FY19 Progress towards the Program Goal ...... 11 Overview of Activities by Intermediate Result (IR) ...... 15 3. MONITORING EVALUATION, & COMMUNICATIONS ...... 51 Monitoring & Evaluation (M&E) and Research ...... 51 Status of Contract Deliverables ...... 52 Key Meetings with USAID and Partners ...... 53 4. MANAGEMENT & OPERATIONS ...... 61 Staff Actions ...... 61 Security ...... 62 Staff and Consultant International Travel ...... 62 PLANNED ACTIVITIES AND EVENTS FOR NEXT QUARTER ...... 64 5. APPENDICES...... 65
ACRONYMS
ABE LEARN Assistance to Basic Education Learn to Read Now ADPP Development Assistance from People to People (NGO) AIR American Institutes for Research APAL Aprender a Ler (Learn to Read) AWP Annual Work Plan BTG Blue Tree Group CAI Creative Associates International CIDA Canadian International Development Agency COP Chief of Party CPD Continuous Professional Development CSO Civil Society Organization CV Curriculum Vitae DCOP Deputy Chief of Party DINEP National Directorate of Primary Education DNAT National Directorate of Transversal Issues DNEA National Directorate of Adult Education DNFP National Directorate of Teachers’ Training DNGGQ National Directorate of Management and Quality DPEDH Provincial Directorate of Education and Human Development EGR Early Grade Reading EGRA Early Grade Reading Assessment EL Education Leadership ELT Education Leadership Trainer EMIS Education Management Information System G1/G2/G3 Grade One / Grade Two / Grade Three GRM Government of the Republic of Mozambique HCN Host Country Nationals HQ Headquarters IDIQ Indefinite Delivery, Indefinite Quantity IFP Teacher Training Institutes (Insitutos de Formação de Professores) INDE National Institute for the Development of Education INGO International Non-Governmental Organization INSET In-Service Teacher Training IVR Interactive Voice Response IR Intermediate Result KAP Knowledge, Attitudes and Practices L1/L2 Language One (local language)/ Language Two (Portuguese) M&E Monitoring and Evaluation MEPT Network of NGOs Education for All MINEDH Ministry of Education and Human Development MLT Master Literacy Trainer NGO Non-Governmental Organization OSC Overseas Strategic Consulting PIRS Performance Indicators Reference Sheets
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PMEP Project Monitoring and Evaluation Plan PMP Performance Management Plan RSA Rapid School Assessment SBCC Social Behavior Change Communication SC School Council SD School Director SDEJT District Education Offices (Servico de Educação, Juventude e Tecnologia) SM School Management STTA Short-term Technical Assistance TOT Training of Trainers TOR Terms of Reference TPD Teacher Professional Development TWG Technical Working Group UEM Universidade Eduardo Mondlane UP Pedagogical University (Universidade Pedagogica) USAID United States Agency for International Development WEI World Education, Inc. ZIP School clusters (Zona de influencia pedagocica)
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SUBMISSION REQUIREMENTS
USAID Award A Contract No. AID-OAA-I-14-00052 Number B USAID Objective Title Investing in People (IIP) Contract Number AID-656-TO-000003 C USAID Project Title Under Assistance to Basic Education - All Children Reading (ABE- ACR) IDIQ: SOL-OAA-12-000068 USAID Program Area Education (program area 3.2) D and Program Element Basic Education (program element 3.2.1) E Descriptive Title FY 19 Annual Report: October 2018 - September 2019 Project Director Chief of Party F Author Name(s) Deputy Chief of Party for Technical Management Senior M&E Specialist Creative Associates International 5301 Wisconsin Avenue, NW, Suite 700 G Contractor name Washington, DC 20015 Telephone: 202 966 5804 Fax: 202 363 4771
CO H USAID CO, COR COR I Date of Publication October 2019 Language of English, Executive Summary also in Portuguese J Document
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EXECUTIVE SUMMARY
Vamos Ler! is a five-year program, funded by the U.S. Agency for International Development (USAID), with the goal to strengthen the Mozambican government’s ability to ensure that students in the target provinces of Nampula and Zambézia can achieve grade-level fluency and comprehension in the local language in the first cycle of primary education (Grades 1-3). To this end, Vamos Ler! provides evidence-based technical and material assistance to improve early grade literacy instruction in three local languages, Emakhuwa, Elomwe, and Echuwabo, along with second or new language acquisition and literacy support to prepare children for transition to Portuguese. Through a three-fold results-based approach Vamos Ler! supports the Ministry of Education and Human Development (MINEDH) to strengthen classroom and systems support to lay the foundation for sustaining and expanding bilingual early grade literacy throughout the country. In FY19, the third year of implementation, the program has achieved significant progress in all three key areas of intervention, summarized below:
1) Early grade READING classroom instruction improved: Vamos Ler! teams successfully concluded the processes of revision, production, and coordination of printing and distribution of more than four million copies of Teaching and Learning Materials (TLMs) for Grades One and Two and L1 and L2. The materials printed and distributed include student books, teacher manuals, writing exercise books, supplementary reading materials, posters, alphabet charts, and scripted lesson plans. In addition, the program also produced continuous evaluation forms for Grades One and Two reading instruction, school level and ZIP-level coaching manuals and monitoring forms1, and an updated school management toolkit.
Vamos Ler! provided training on bilingual reading and writing instruction and management of early grade reading programs for 6736 teachers, and 1,608 school directors in FY192. The trainings were very well attended and feedback from participants and MINEDH on the content and organization was positive. The trainings for teachers included opportunities for teachers to practice their skills by developing and delivering lessons to groups of children invited from surrounding communities. Coaches and trainers observed the lessons and gave on the spot feedback to teachers on how to improve their approach to delivering the lessons, to ensure that students are following along and all children had opportunities to participate.
1 Vamos Ler! received a letter from MINEDH approving the distribution and use of 3900 coaching manuals, 3900 monitoring forms, 3900 toolkits, and 387 ZIP level coaching manuals. 2 Number of G1 and G2 teachers who received at least one training in FY19. This included 4961 male teachers and 1775 female teachers and 1401 male school directors and 207 female school directors. The program conducted ToTs for Master Trainers at the provincial level in January (three days), May (three days), and August (three days) for total of nine days of training. In partnership with MINEDH, Vamos Ler! conducted teacher training in January, May, and August. Grade One teachers in Cohort 1 received a total of twelve days of training2 while Grade Two teachers received three days of training in January. Cohort 2 Grade One teachers received twelve days of training.
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A significant accomplishment for IR1 was the conclusion of Grade Three materials3 development in Q4 FY19. Particularly notable was the leading role played by MINEDH in this process for the first time, in terms of laying out the timeline and allocation of roles and responsibilities for the materials design and development process. The materials were submitted for MINEDH approval, which was received in September. Her Excellency Minister of Education drafted and signed the preface, which will accompany every teacher manual to be produced and distributed. 2) National Early grade READING policy framework and delivery systems improved:
In Q1 the program piloted the implementation of a Local Evaluation and Monitoring Approach (LEMA) for the first time in Mozambique. The pilot analyzed implementation and progress in the program and found that materials were in place in schools and that teachers had been appropriately trained for successful implementation. Technical working groups (TWGs) for Bilingual Education in both provinces appreciated the clear situational picture of the schools that LEMA provides. They accepted the LEMA results and have agreed to incorporate LEMA as part of the regular District Supervision Platform. Vamos Ler! has started a process which leads to complete decentralization of LEMA to district management, integration of LEMA into district monitoring, and supervision by DPEDH by July 2020.
Another significant IR2 accomplishment was the parliamentary approval of a new ten-year National Bilingual Education Strategy, which was developed with significant support from Vamos Ler!.
3) Parental and community engagement in Early Grade READING increased: Vamos Ler! signed grant agreements with four local NGOs to work on IR3 activities in seven districts and 315 schools in FY19. The NGOs are implementing a full package of community-based activities. Two NGOs are also implementing the Let’s Talk approach to strengthen communication between parents and children and improve school readiness. In FY19 year 968 Let’s Talk sessions were held. They also implement reading clubs which provide extra support outside of school to early grade readers.
The program also signed agreements with 20 community radio stations, which began broadcasting Vamos Ler! key messages on the value of bilingual education, the importance of regular and consistent school attendance, and the supportive role of parents and communities in education. The messages were transmitted through radio dramas in local languages as well as through radio group discussion fora and public service announcements. Altogether the program sponsored 181 group radio listening sessions, 1673 radio drama broadcasts and 3743 PSA broadcasts via community radio.
Finally, Vamos Ler! held Reading Day celebrations including reading competitions with prizes for the best readers in 315 schools in FY19. Next year this successful initiative will be expanded to all Vamos Ler! schools.
3 Grade 3 materials include student books in L1 and L2, teacher manuals, supplementary readers, posters and scripted lesson plans.
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SUMÁRIO EXECUTIVO
Vamos Ler! é um programa de cinco anos, financiado pela Agência dos Estados Unidos para o Desenvolvimento Internacional (USAID), com o objectivo de fortalecer a capacidade do governo moçambicano de assegurar que os alunos das províncias visadas de Nampula e Zambézia possam atingir fluência e compreensão, a nível da classe, nas línguas locais, no primeiro ciclo do ensino primário (1a-3a classe). Neste âmbito, o Vamos Ler! proporciona apoio técnico e material baseado em evidências para melhorar o ensino da literacia nas classes iniciais, em três línguas locais, Emakhuwa, Elomwe e Echuwabo, bem como apoio na aquisição e literacia da nova ou segunda língua, no sentido de preparar as crianças para a transição para o Português. Através de uma abordagem de três vertentes, baseada em resultados, o Vamos Ler! apoia o Ministério da Educação e Desenvolvimento Humano (MINEDH) no fortalecimento do apoio em sala de aulas e em sistemas, com vista a estabelecer a base para manter e expandir a literacia bilingue nas classes iniciais em todo o país. No AF19, terceiro ano de implementação, o programa alcanço progresso significativo em todas as três principais áreas de intervenção, resumidas abaixo:
1) Ensino da LITERACIA nas classes iniciais melhorado: As equipas do Vamos Ler! realizaram, com êxito, o processo de revisão, produção e coordenação da impressão e distribuição de mais de quatro milhões de exemplares de Materiais de Ensino e Aprendizagem (MEA) para 1ª – 2ª classes para L1 e L2. Os materiais impressos e distribuídos incluem o livro do aluno, manual do professor, caderno de exercícios, materiais complementares de leitura, cartazes, quadros alfabéticos e planos de aula detalhados. Para além destes materiais, o programa produziu, também, formulários de avaliação contínua para a leccionação da leitura na 1ª e 2ª classes, manuais de acompanhamento a nível da escola e da ZIP, formulários de monitoria e o kit de gestão escolar actualizado. O Vamos Ler! proporcionou formação em leccionação da leitura e escrita bilingues e gestão de programas de leitura nas classes iniciais a 6736 professores e 1608 directores de escola no AF19. Houve muito boa participação nas formações, e a opinião dos participantes e do MINEDH sobre os conteúdos e a organização foi positiva. A formação dos professores incluiu oportunidade para estes praticarem as suas habilidade através de elaboração e ministração de aulas a grupos de crianças convidadas de comunidades circunvizinhas. Os acompanhantes e formadores assistiram às aulas e proporcionaram comentários imediatos aos professores sobre como estes podiam melhorar a sua abordagem à leccionação, no sentido de assegurar que os alunos acompanhem e que todos alunos tenham oportunidade de participar.
Uma realização significante para o Indicador 1 foi a conclusão da elaboração dos materiais da 3ª classe no 4º trimestre do AF19. Realça-se, em particular, o papel de liderança desempenhado pelo MINEDH neste processo, pela primeira vez, em termos de estabelecimento do cronograma e alocação de tarefas e responsabilidades para o processo de concepção e elaboração dos materiais. Os materiais foram submetidos ao MINEDH para aprovação, que foi dada em Setembro. Sua Excelência, Ministra da Educação e Desenvolvimento Humano, fez e assinou o prefácio, que acompanhará cada manual do professor a ser produzido e distribuído. 2) Sistemas e políticas educacionais no âmbito de LITERACIA nas classes iniciais fortalecidos:
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No primeiro trimestre, o programa fez a testagem da implementação da Abordagem de Monitoria da Educação Local (LEMA), pela primeira vez em Moçambique. Esta testagem analisou a implementação e o progresso do programa e, constatou que os materiais estavam disponíveis nas escolas e que os professores estavam adequadamente formados para a implementação com êxito. Os grupos de coordenação técnica para o Ensino Bilingue em ambas as províncias reconheceram a representação situacional das escolas que a abordagem LEMA proporciona. Aceitaram os resultados do LEMA e concordaram em incorporar a abordagem como parte da Plataforma de Supervisão Distrital regular. O Vamos Ler! iniciou um processo conducente à descentralização completa do LEMA à gestão distrital, integração do LEMA na monitoria e supervisão distrital pela DPEDH até Julho de 2020.
Outra realização significativa do Indicador 2 foi a aprovação preliminar da Nova Estratégia Nacional do Ensino Bilingue para 10 anos, que foi desenvolvida com apoio significativo do Vamos Ler!
3) Envolvimento dos pais e da comunidade na LITERACIA das classes iniciais aumentado: O Vamos Ler! celebrou contratos de subvenção com quatro ONGs locais, para trabalharem nas actividades do Indicador 3, em 7 distritos e 315 escolas no AF19. As ONGs estão a implementar um pacote integral de actividades baseadas na comunidade. Duas ONGs estão, igualmente, a implementar a abordagem “Conversemos”, no sentido de fortalecer a comunicação entre pais e filhos e, melhorar a prontidão escolar destes. No AF19, foram realizadas 968 sessões do Conversemos. Implementam, também, Clubes de Leitura, que proporcionam apoio adicional fora da escola às crianças das classes iniciais. O programa celebrou, igualmente, contractos com 20 rádios comunitárias, que começaram a fazer a transmissão de mensagens-chave do Vamos Ler!, sobre o valor do ensino bilingue, a importância da frequência assídua e consistente à escola e o papel de apoio dos pais e da comunidade na educação. As mensagens eram transitadas através de peças teatrais radiofónicas, nas línguas locais, bem como através de fóruns radiofónicos de discussão em grupo e anúncios de utilidade pública. Ao todo, o programa patrocinou 181 sessões de escuta radiofónica em grupo, 1673 transmissões de peças teatrais radiofónicas e 3743 anúncios de utilidade pública através das rádios comunitárias. Por fim, o Vamos Ler! realizou celebrações do Dia da Leitura, incluindo competição em leitura, com prémios para os melhores leitores, em 315 escolas, no AF19. No próximo ano, esta iniciativa de sucesso será expandida a todas escolas abrangidas pelo Vamos Ler!.
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1. PROGRAM OVERVIEW
Program Name: Vamos Ler! (Let’s Read!) Activity Start and End Dates: August 12, 2016 – July 10, 2021 Name of Prime Implementing Partner: Creative Associates International Contract Number: Contract Number AID-656-TO-000003 Under IDIQ ABE LEARN SOL-OAA-12-000068 Reporting Period: October 1, 2018 – September 30, 2019
Program Description
The Government of Mozambique has committed to improving its early grade literacy outcomes through investment in the expansion of its national bilingual education program. With the rollout of bilingual education training and revision of the bilingual education curriculum, the Government hopes to reverse some of the most the worrisome trends plaguing its school system: Fewer than half of Mozambican children complete primary school, and most of those who do graduate cannot read and write. Mozambique’s investment in a bilingual education policy highlights its ambition to significantly improve early grade reading (EGR) outcomes. Reform efforts focus on strengthening the early grade reading (EGR) policy framework and building the capacity of the Ministry of Education and Human Development (MINEDH) to scale up bilingual education across the country. Funded by the United States Agency for International Development (USAID), under the Assistance to Basic Education Learn to Read Now (ABE LEARN) IDIQ, the Vamos Ler! program will strengthen the Mozambican government’s ability to ensure that students in Nampula and Zambézia can achieve grade-level fluency and comprehension in their local language in the first cycle of primary education (Grades 1 - 3). Vamos Ler! focuses on early grade literacy instruction in three local languages, Emakhuwa, Elomwe, and Echuwabo, and provides second or new language acquisition and literacy support to prepare children for transition to Portuguese as the main language of instruction in Grade 4. Through a three- fold results-based approach Vamos Ler! supports MINEDH to establish a strong foundation for sustaining and expanding bilingual early grade literacy throughout the country: IR 1: Early grade reading (EGR) classroom instruction improved IR 2: National EGR policy framework and delivery systems improved IR 3: Parental and community engagement in EGR increased
Lead implementing contractor, Creative Associates International, and sub-contractors, World Education, Inc. (WEI), American Institutes for Research (AIR), Oversees Strategic Consulting (OSC), and blueTree Group (bTG) are committed to supporting the Government of Mozambique in realizing these aims over the five-year program, through quality, cost-effective and sustainable, evidence-based technical and material assistance.
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2. PROGRESS TO DATE
This report of the Vamos Ler! program is both a quarterly and an annual report, covering the period between October 1, 2018 through September 30, 2019.
FY19 Progress towards the Program Goal
PROGRAM GOAL: Students in the target regions read fluently and with comprehension by the end of second year of school
Expansion to Cohort 2 Schools In FY19 Vamos Ler! expanded implementation to 1,036 new schools as part of Cohort 2 and finalized a database to facilitate measurement of program progress, book development and trainings, and the number of students and teachers. This database has helped to predict with greater accuracy the number of materials needed. The database, which can be a useful tool for MINEDH even after the end of Vamos Ler!, also includes names and contact details of school directors, deputy school directors, school council presidents, and general information about schools (geographic coordinates, school code, number of shifts, number of classrooms).
Distribution of Grade 1 and Grade 2 Materials. Vamos Ler! finalized production of Grade 1 and 2 materials for the 2019 school year. All materials were approved by MINEDH and a total of 4,198,830 materials and 4,474 plastic boxes for book storage were distributed to 1,950 schools, including a number in remote and hard to reach areas. (See additional table in Word document attached for details)
Delivery of Vamos Ler! teaching and learning materials to schools in Nampula, Q2. Photo credits; former Vamos Ler Chief of Party.
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MINEDH Leadership on Grade 3 Materials Design and Development. In FY19, with support and technical guidance provided by the USAID COR, MINEDH has come to the forefront in planning and leading the development of Vamos Ler! Grade 3 materials, firmly establishing their ownership of and buy-in to the process. Vamos Ler! supported MINEDH’s efforts to assume this leadership role through a series of joint planning meetings in Q2 with MINEDH to lay out a clear plan, including roles and responsibilities, prior to the beginning of the Grade 3 material development process. During these initial meetings, the team reviewed standards and milestones for Grades 1 and 2 and developed the standards and milestones for Grade 3 to serve as a guidance document for the development of the Grade 3 curriculum map and teaching and learning materials. Following the successful conclusion of the planning meetings in February, Vamos Ler! held a materials design workshop with MINEDH from March 18th to April 12th in Nampula City to develop Grade 3 L1 student books, leveled readers, and the Grade 3 curriculum map in all three program languages. Among the 20 attendees were Vamos Ler! staff from all three offices, senior MINEDH and INDE staff, experienced teachers, DPEDH staff, and Mozambican language consultants. The Vice Minister of Education also made an appearance during the opening of the workshop to say a few words of encouragement to the participants.
Scope and Sequence Workshop for 14 Mozambican Languages. Mozambique has approximately 40 local languages in use, and Vamos Ler! is working in three of the ones with the most speakers. These languages are predominantly oral and there is not much written text available. In FY19 MINEDH requested support from Vamos Ler! to develop the scope and sequencing for 14 additional Mozambican languages. This is an essential step in understanding the frequency of letters and sounds in each language and beginning to develop a curriculum and materials for early grade reading. Vamos Ler! contracted a consultant from SIL International, who had previously supported the program with Elomwe, Echuwabo and Emakhua scopes and sequences, to process text provided by the MINEDH in the languages to produce frequency and productivity-based sequences. The consultant then traveled to
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Mozambique in May and led a two-week workshop for MINEDH staff whom he trained in the use of SynPhony software for the 14 Mozambican languages as well as for Portuguese. Workshop participants learned how to use the software and then worked with the consultant during the workshop to fine tune the results of the analysis. This was a significant accomplishment for Vamos Ler! in that it demonstrated the clear recognition by MINEDH of the value of the Vamos Ler! approach to materials development and represented a contribution by the program to the objective of supporting the expansion of bilingual education in Mozambique beyond the current project scope.
Midterm Effectiveness Evaluation and EGRA. Preparation began with planning meetings and a revision of the tools in Q3, events that included MINEDH, DPEDH, INDE, local consultants from UEM, and one international consultant. The team simplified and reduced the tools to focus on collecting data that was vital to both MINEDH and Vamos Ler! This was followed by supervisor training, enumerator training, and field data collection in Q4 in 535 schools. By the end of FY19, preliminary analysis of data had been completed, with results showing definite and encouraging improvements from the baseline as well as areas where more work is needed.
Challenges and Associated Actions in FY19 While Vamos Ler! enjoys highly productive and collaborative relations with MINEDH at the district, provincial, and central technical level, consistently engaging the Ministry at the senior directorate level has been a challenge, particularly in an election year. In order to improve this engagement and make a greater contribution to systems strengthening, Vamos Ler! is contracting a senior government relations specialist in FY20 with more than thirty years of experience working in education programming in Mozambique to focus specifically on this relationship. The quantity of TLMs that Vamos Ler! is producing annually is enormous. The local printing industry in Mozambique lacks capacity to print all these materials, so the bulk of the printing must be done abroad. This adds shipping time to the process and made it difficult in the past to complete the distribution of materials to nearly 2,000 remote rural schools before the start of the rainy season. To mitigate this challenge for the final distribution in FY20, the program conducted a lessons- learned workshop to identify specific bottlenecks in the system, increased internet bandwidth in the office to accelerate files transfers for quality control, and contracted a short-term process manager with logistics expertise to lead the entire printing and distribution process. Per diem payments for MINEDH staff to participate in Vamos Ler! activities in general, and teacher and school director participation in the Saturday workshops, in particular, remain challenging. Payment of “subsidies” or per diem to incentivize participation has become an expected way of doing business for all implementing partners in Mozambique, to the point where attempts to impose limits or reductions in these payments result in discontent and reduced levels of participation. The issue will become more acute in coming years with the increase in Government of Mozambique per diem rates to 6,000 meticais daily for all staff. While Vamos Ler! continues to negotiate with MINEDH to try and avoid costs skyrocketing out of control, it would be highly beneficial to see a realistic, high-level donor and government-led dialogue on the issue, as this is an essential part of self-reliance and sustainability. Equally important in the longer term will be to discuss and agree upon non-material strategies with MINEDH that stimulate participation and involvement of teachers and directors in training activities. Vamos Ler! is pursuing ideas such as certification of trainings, improved professional recognition and rewards for high participation.
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Gender inclusion and integration in the Vamos Ler! materials have been acknowledged as a strong point by all key stakeholders including MINEDH and USAID. However, there is still work to be done to ensure gender inclusion in the classroom so that girls are encouraged and supported to participate in classroom activities. The most recent EGRA results showed that while the best reader in the program is a girl, overall girls’ reading fluency continues to lag behind boys. In the FY20 trainings, it will be a priority to focus on how teachers can improve their interactions with girls in the classroom.
Lessons Learned in FY19 Oficinas Pedagogicas and Oficinas de Gestao, the follow-up teacher trainings held on Saturdays, continued to suffer from low participation. In retrospect, it was not a good decision to start these activities in the early years of the program with the payment of a transport subsidy, as the resulting high participation could have easily been predicted in advance. When the subsidy was subsequently stopped, participation declined sharply and never recovered. After some reflection, the program has decided to reduce the number of oficinas to three in the coming year. This, combined with the conclusion of the materials development and distribution part of the program, will make it possible to ensure a shift in focus on conducting high quality workshops that add value to the participants and still meet all contract goals and objectives in terms of training hours for teachers. The need for constant and intensive follow up applies both internally within the program teams and externally with vendors and service providers. Book printing and distribution on this scale for example, is a massive undertaking and most local printers and distributors are not highly experienced in operating at this level, particularly with strict deadlines. This can potentially create enormous challenges for the program. However, through proactive and frequent follow-up as well as flexibility to ensure that course-corrections can be made quickly as needed, it is possible for targets to be met. Community radio stations similarly continue to make unique contributions to the program yet still need close monitoring and assistance to guarantee that broadcasts on bilingual education meet quality standards. In FY19 the program dealt with the situation of female teachers who bring babies and toddlers with them to the Vamos Ler! trainings. Some did not bring anyone to look after the children, and others brought caretakers who were themselves very young children. To mitigate this, and with input from the Vamos Ler! Gender Coordinator and the SDEJTS, the program made the decision to raise awareness among the mothers to leave non-breastfeeding children at home with relatives whenever possible. For breastfeeding infants, the program advocated for the use of adult caregivers, and was able to ensure that meals were provided for the caregivers during the trainings. The program learned that a number of additional improvements were still needed to make the materials printing and distribution more efficient. These materials were significantly delayed arriving in country and DINAME (originally contracted to distribute this material) was unable to honor their agreement due to internal issues. The termination of DINAME’s contract took some time, causing delays in moving forward with an alternative distribution approach. Eventually trucks were locally hired in each province to take the materials to the districts. The delay in the process resulted in some districts receiving the materials later than expected. This required additional follow-up by program staff to ensure materials reached the schools. After conducting a lessons-learned workshop on printing and distribution, Vamos Ler! developed a much more detailed printing and
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distribution plan to allow better monitoring and coordination of each phase of the process and decided to contract a short-term process manager for FY20 printing and distribution.
Overview of Activities by Intermediate Result (IR)
IR 1: Early Grade Reading Classroom Instruction Improved
IR 1.1: Evidence-based, gender-responsive early grade reading materials in Mozambican languages used
1.1.1 Review of existing EGR materials and curriculum
Progress Achieved in FY19 No substantial review of existing EGR material was done in FY19 as per MINEDH’s preference that materials be used for at least two years before revision. A comprehensive review and revision of the Vamos Ler! materials are planned for FY20. However, the program did monitor the use of Vamos Ler! materials through classroom follow-up visits conducted by IFP trainers, DPEDH and SDEJT technicians, and Vamos Ler! staff. In total, 182 schools were visited from June 5 to July 5.
The visits included the following activities; o Observation of L1, L2, and Mathematics classes to verify the application of learned pedagogical methods and appropriate use of materials, o Support the practice of L1, L2, and Mathematics teaching methods and routines, o Support teachers in use of manuals and scripted lesson plans, o Gather information on level of compliance with the curriculum, and o Check the attendance and punctuality situation of school directors, teachers and students.
Major observations from the visits are summarized below. Areas for improvement are being followed up on with the SDEJTS and at Vamos Ler! trainings.
Positive Aspects Observed Aspects in Need of Further
Improvement
High quality and positive tone of student- teacher interactions High absentee rate of school directors
Many teachers demonstrating appropriate Lack of follow-up of absent teachers at school level by school directors classroom management and use of materials Late start of school shift without clear justification Active involvement and full availability of Teachers’ over-reliance on scripted lesson SDEJT technicians plans, to the extent that they do not do their Greater dissemination and knowledge own lesson planning about the program by communities, Low participation of teachers and school students and teachers managers in Saturday Oficinas Pedagogicas.
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To support in-school and cluster-based coaching, Vamos Ler! developed a coaching manual. The manual is now simplified, focuses on core skills and provides simple tools to assist coaches in supporting teachers via peer-to-peer learning. Simple, user-friendly forms were developed to summarize teacher observation and student assessment data, and these summary forms are shared during the Saturday Oficinas Pedagogicas for ongoing monitoring, comparative analysis, and targeted training and coaching support from the ZIP and SDEJT, with Vamos Ler! assistance.
1.1.2 Develop EGR Materials
In the FY19 development process for Grade 3 materials, MINEDH was able to take the lead in developing and executing the plan. This strategy, while more time-consuming than it would have been if Vamos Ler! had managed the process alone, served the important purpose of solidifying MINEDH understanding of the Vamos Ler! approach, and its ownership of the Vamos Ler! materials development process. A strong consensus has developed within MINEDH about the superiority of the Vamos Ler! approach to teaching and learning materials over competing alternatives in the country. After a series of planning and design workshops, the Grade 3 materials development process was largely complete by the end of FY19. Progress Achieved in FY19 Grade 1 and Grade 2 Materials Revision and Completion. Materials completed in Q1 include the following; Revised student textbooks for Grade 1 reading in L1 and L2 New student textbooks for Grade 2 reading in L1 and L2 Revised exercise books for Grade 1 in L1 New exercise books for Grade 2 reading in L1 130 supplementary reading books in L1 and L2 29 posters with pictures and guiding text to assist teachers in their lessons for oral Portuguese 3 alphabet charts in L1 Revised and updated teaching manual for L1 and L2 and for Grades 1 and 2 Grade 1 and 2 detailed lesson plans in L1 and L2 including continuous evaluation forms for Grades 1 and 2 reading instruction Revised school-based coaching manual
Developing G3 Teaching and Learning Materials. Vamos Ler! developed Grade 3 teaching and learning materials in close collaboration with Bantu language experts from local universities as well as designers, graphic artists and illustrators. The development of these materials took place in several phases and locations.
In FY19 MINEDH has come to the forefront in planning and leading the development process for Grade 3. Vamos Ler! worked collaboratively and supported MINEDH’s efforts through several joint planning meetings with MINEDH prior to the beginning of the material development workshops. These planning meetings brought together representatives from the MINEDH Curriculum Department (INDE), Vamos Ler! staff, language experts, and consultants to agree on content, approach, milestones, and deadlines in the process for the development of the materials. During these initial meetings, the team reviewed standards and milestones for Grades 1 and 2 and developed the standards and milestones for Grade 3
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to serve as a guidance document for the development of the Grade 3 curriculum map and materials. The teams also worked to develop templates and guidance materials to aid the authors’ work during the writer’s workshops. During these initial meetings, it was determined that Grade 3 materials would be developed in sequence, starting with L1 (local language) materials, with L2 (Portuguese) materials developed later in quarter 3, following the thematic structure developed for L1. As a result of the planning workshops in February, Vamos Ler! held a joint writers’ workshop with MINEDH from March 18th to April 12th in Nampula City with the aim to develop Grade Grade 3 L1 Materials 3 L1 student books, leveled readers, and the G3 curriculum Development – Lessons Learned map in all three program languages. Among the attendees were Development of controlled Vamos Ler! staff from all three offices, senior MINEDH and vocabulary lists and grammar INDE staff, experienced teachers, DPEDH staff, and local matrices critical to support languages consultants. The Vice Minister of Education visited writer’s workshops. the workshop to say a few words of encouragement to the More attention to non-fiction as participants. well as fiction titles for language and comprehension development The development of L2 materials began in Q3 with a design of Grade 3 students workshop in Macaneta and concluded in Q4. Scripted lesson Continued review of emotive, plans for Grade 3 in both L1 and Portuguese were developed visual and action writing to at a workshop in Quelimane in Q4. encourage student engagement. Pilot testing and topic vetting Field testing of Grade 3 materials took place in August in both with students provided useful Nampula and Zambezia for L1 materials, and in Matola, feedback to writers. Maputo province for the L2 materials. The process included teachers, community members, children, parents, DPEDH and SDEJT technical staff. The materials testing aimed to verify the cultural relevance, appropriateness, and quality of the materials, as well as to check student and teacher understanding of text and images and the logical relationships between text and images.
Attention to Gender Inclusivity in G3 Materials. Teaching and learning materials can play important roles in either reinforcing or challenging prevailing and stereotypical notions of gender, and students are heavily influenced by images and text that they see every day in school. Vamos Ler! paid particular attention in FY19 to ensuring that the materials developed were communicating the messages of gender equality and inclusiveness, including: examples making sure that boys and girls are represented with equal frequency in student books and that boys and girls are depicted engaging in non-traditional activities in the student books and supplementary materials. Vamos Ler! textbooks include gender- friendly and inclusive language that is positive about both genders.
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SELECT ILLUSTRATIONS FROM G3 L1 STUDENT BOOK
Validation and approval of Grade 3 Materials. The core Vamos Ler! Grade 3 materials underwent a validation and approval process by MINEDH in August and September. In response to MINEDH comments, minor revisions were made to the materials. Approval to move ahead with printing was granted by MINEDH on September 27, after the signing of the preface to the Grade 3 teachers’ manual by Minister of Education.
1.1.3 Print and Distribute Materials
Early in FY19, Vamos Ler! worked hard to finalize the program’s Grade 2 materials. These were then printed together with Grade 1 materials. A detailed distribution plan guided the allocation of materials to the schools. Altogether Vamos Ler! printed and distributed 4,198,830 teaching and learning materials, including textbooks, exercise books, posters, teacher manuals, and scripted lesson plans to 1,950 schools in FY19.
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Progress Achieved in FY19 Printing of Teaching and Learning Materials (TLMs). Due to the limits in local printing capacity, most of the printing of TLMs in FY19 was done outside of Mozambique by the printing company Burda in India and Egypt. Locally, the company Minerva was selected to do some of the printing as a way to build local capacity. The number of locally printed materials later increased as part of the continued efforts of Vamos Ler! to strengthen local printing capacity. In May, local printer Academica was awarded the contract to print a total of 60,310 second and third trimester scripted lesson plans for Grades 1 and 2. All were delivered by July. Prior to the start of the materials printing process, STTA partner blueTree-Group (bTG) provided technical advice on book specifications in the Request for Quotations (RFQ) resulting in cost savings for Vamos Ler! of 10–15% cost, more environmentally friendly production, improved book quality, and up to 40% time savings by changing from UV to laminating.
For quality assurance purposes, in November, bTG also conducted routine quality assurance monitoring of book production both in Mozambique and in India to ensure that materials produced met industry standards. The minor errors detected informed planning for the next production cycle. Due to bTG capacity building and technical support to the local printing industry through Vamos Ler!, including technical guidance on machine purchases, local printing capacity increased by up to three times in the past two years, resulting in cost savings for printers and increase in output capacity to one million books per month. This is as a result of technical advice on machine purchases. bTG conducted a remote inspection of 16 books produced in Egypt in January, concluding that the quality was satisfactory and met industry standards. A few errors were detected in the pagination, but these were minor, and were corrected. Considering the large number of materials that were produced, the errors were deemed part of a normal, adequate production process.
In Q3, bTG facilitated a workshop in Maputo for participants from MINEDH, local printers, local distributors, Vamos Ler! and a representative from DINAME, the government’s educational materials distribution agency for delivery of textbooks. The training covered pre-press, press, and post-press processes and considerations for quality and cost-efficient production. Participants identified lessons learned from two rounds of printing and distribution, and documented recommendations to improve future performance of the book production process in Mozambique. Communication, quality control, and staff competency gaps were highlighted as the main challenges. The recommendations included: daily status updates, clear and specific quality control procedures, and designation of a process manager responsible for leadership of the entire cycle from materials elaboration to the final distribution of materials, to ensure that all processes are completed on schedule and that quality standards are met.
During the same Q3 visit, bTG visited three local printing facilities to discuss growth strategies. This has resulted in investment plans to increase book production capacity through acquisition of a web press machine and fully automated binder by Minerva printers, and a new binding machine and a sheetfed machine with capacity to print 800,000 copies per month by Academica. bTG also made recommendations on optimizing floor plans, including location of the machines to improve workflow, as well as on enhancing the process for paper purchases, packaging large orders, and expanding warehouse space.
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As part of the planning for the final round of book development, Vamos Ler! and MINEDH worked on a draft production plan and timeline to improve efficiency and resolve bottlenecks in the process. bTG provided technical guidance on the specific points in the process to focus on to avoid future delays, including book development and procurement. bTG provided planning templates to ensure that all the required tasks for successful book production and distribution were included in the detailed workplan. In Q4, in particular, bTG input included cost-efficient and environmentally friendly specifications such as changing from UV Coating to lamination and was also a significant time saving strategy. Distribution of Teaching and Learning Materials (TLMs). To facilitate the distribution of materials, the Vamos Ler! team had projected beneficiary numbers and compiled contact information and school geographical coordinates within language areas to determine the quantity of each type of materials to be distributed. The projections made indicated over 4 million teacher and student materials for 1,950 Cohort 1 and 2 schools. Projections were used to elaborate a phased material distribution plan that included distribution during school director and teacher trainings, as well as direct delivery to the schools with 10 % security stock. The distribution service provider selection process was jointly organized by Vamos Ler! and MINEDH. After a competitive bidding process, the local distribution company DINAME was selected to distribute some of the materials from provincial warehouses to the districts during the January trainings (School Director and Teacher materials) and student materials to the schools. Distributions took place in three phases; Phase 1: Distribution of school management manuals and toolkits and all teacher materials during January school director and teacher trainings, (except for the scripted lesson plans which were distributed during January, May, and August Trainings); Phase 2: Distribution of student materials and small supplementary books to the schools in February/March; Phase 3: Distribution of big books (supplementary reading materials) during the May trainings. In total 3,885,611 materials were distributed (see table in additional Word document for details). This is 90% of the 4,198,830 total printed materials. The remainder 10% of the printed materials was kept at the provincial warehouses. These were then moved to the districts as a security stock to be distributed throughout the year to any school needing additional materials. The following tables show all the TLMs distributed per cohort. Table 1: School Materials Distribution Grade 1 Grade 2 # of student books and Cohorts # schools # of # of # of # of # of # of other TLMs classes teachers students classes teachers students planned Cohort 1 Schools 914 2 580 2 579 122 680 2 571 2 571 134 331 2 211 785 Cohort 2 Schools 1036 2804 2804 148719 0 0 0 1673826 Total 1 950 5 384 5 383 271 399 0 0 0 3 885 611
Some errors in pagination and formatting of the A3 supplemental books (also called “Big Books”) were not discovered by the book development team until late in the process. Consequently, Burda was delayed in the printing and these books arrived in April. They were taken to rented warehouses in Zambézia and Nampula where the Vamos Ler! technical teams verified the quantity and quality. Then,
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the logistics and operations teams established contacts with SDEJTs to prepare the districts to receive the materials and plan for distribution of the materials to the schools. Post-Delivery Spot checks. These were carried out in 400 schools in March to verify that the quantities of materials in the correct languages had indeed been delivered to the right schools as per the terms and conditions of the contract with the distribution company. This information was critical in order to make timely decisions about materials distribution for FY20. Fifty people, working in teams that included DPEDH and SDEJT technicians and Vamos Ler! staff, travelled to all 21 districts to assess the quality of the delivery services provided. School selection was randomized for both Cohort 1 and 2 schools in each district at an average of 19 schools and varied depending on the number of schools in the district.
In addition to verifying numbers and types of materials delivered, the following information was also collected as part of the spot check:
The existence, storage, and use of the materials distributed by Vamos Ler!; Role of the Director and Teachers in the safe storage of materials; Preparation of schools for March statistical data collection; and Proficiency of teachers in local language of instruction.
The spot check demonstrated that all the districts had received their materials by the time of the visit, except for two schools in Mogovolas and two schools in Memba. These schools received their materials a week after the visit.
Support to MINEDH on Mathematics Book Delivery. Vamos Ler! supported MINEDH in delivering nearly 300,000 Grade One L1 mathematics books to the Vamos Ler! districts in FY19. The books had been stored in DPEDH warehouses and MINEDH did not have the capacity to deliver them to the districts, as is their normal practice. Vamos Ler! combined the math books with the program’s A3 Big Books and they were delivered during the May trainings to teachers and school directors.
Table 2: Materials Distribution during May Trainings
Grade 1 materials Grade 2 materials Mathematics books
G1 Total G2 Total Student Student book Student book complementary complementary book Emakhuwa Echuwabo Books (A3) Books (A3) Total Elomwe Cohorts Cohort 1 schools 72 380 12 170 21 280 59 475 59 858 225 163 Cohort 2 schools 78 420 27 360 24 065 65 870 0 195 715 Total 150 800 39 530 45 345 125 345 59 858 420 878
The program also distributed plastic boxes for material storage and Volumes 2 and 3 of the scripted lessons. These materials were distributed during the August trainings. Delivery of the plastic boxes was awarded to DINAME and the scripted lesson plans to AS Transports. A total of 4,295 plastic boxes were distributed to 1,036 Cohort 2 schools. A total of 54,680 scripted plans were distributed in 9,740 batches to the teachers.
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Table 3: Scripted Lesson Plan Distribution to schools during August Training
Distribution of Scripted plan batches - August 2019
Province District Elomwe G1, Elomwe G2, G1, Portugues G1, Echuwabo G1, Echuwabo G2, G1, Emakhuwa G1, Emakhuwa G2, G2, Portuguese G2, Total Cohort 1 Cohort 2 Cohort 1 Cohort 2 Cohort 1 Cohort 2 Cohort 1 Cohort 2 Cohort 1 Cohort 2 Cohort 1 Cohort 2 Cohort 1 Cohort 2 Cohort 1 Cohort 2 Cohort
Erati 45 154 52 0 45 154 52 0 0 0 0 0 0 0 0 0 502 Ilha de Mocambique 49 6 0049 6 00 0 0 00 0 0 00110 Lalaua 23 58 26 0 23 58 260 0 0 0 0 0 0 0 0 214 Malema 49 67 48 0 49 67 480 0 0 0 0 0 0 0 0 328 Mecuburi 25 75 65 0 25 75 650 0 0 0 0 0 0 0 0 330 Memba 118 93 38 0118 93 38 0 0 0 0 0 0 0 0 0 498 Mogovolas 104 103 129 0104 103129 0 0 0 0 0 0 0 0 0 672 Moma 93 105 116 0 93 105116 0 0 0 0 0 0 0 0 0 628 Nampula Monapo 63 96 44 0 63 96 440 0 0 0 0 0 0 0 0 406 Mossuril 41 77 80 0 41 77 800 0 0 0 0 0 0 0 0 396 Murrupula 16 60 28 0 16 60 280 0 0 0 0 0 0 0 0 208 Rapale 91 43 74 0 91 43 740 0 0 0 0 0 0 0 0 416 Ribaue 36 73 108 0 36 73108 0 0 0 0 0 0 0 0 0 434 Total 753 1010 808 0 753 1010 808 0 0 0 0 0 0 0 0 0 5142 Alto Molócuè 101 138 87 0 0 0 0 0101138 87 0 0 0 0 0 652 Gilé 127 91 118 0 0 0 0 0127 91118 0 0 0 0 0 672 Gurúè 193 225 186 0 0 0 0 0193225186 0 0 0 0 0 1208 Lugela 97 83 65 0 0 0 00 0 0 0 0 97 83 65 0 490 Mocuba 1 165 00 0 0 00 021 40 1152 00 344 Mulevala 34 60 33 0 0 0 00 34 60 33 0 0 0 0 0 254 Zambezia Namacurra 67 100 65 0 0 0 0 0 0 0 0 0 67100 65 0 464 Namarroi 94 79 84 0 0 0 00 94 79 84 0 0 0 0 0 514 Total 714 941 638 0 0 0 0 0 549 614 512 0 165 335 130 0 4598 Total 1467 1951 1446 0 753 1010 808 0 549 614 512 0 165 335 130 0 9740
IR 1.1 Challenges and Associated Actions Meeting deadlines and course-correcting after delays in book printing and distribution remains a challenge. To mitigate this, Vamos Ler! determined there was a need for one dedicated staff person to coordinate the entire book supply chain process from the beginning to the end. As a result, the program has hired a Process Manager for the FY20 TLM production and distribution process.
IR 1.1 Lessons Learned In November Vamos Ler! held a meeting with Director of the MINEDH Department of School Books and Materials to discuss the transfer of Vamos Ler! printing and distribution responsibilities of existing materials (Grades 1 and 2) to MINEDH in 2019. Many subsequent meetings also took
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place, but in the end MINEDH was not able to take this on, due to their own internal capacity challenges and slow response times. Vamos Ler! decided to continue to maintain responsibility for these materials. In FY20, Vamos Ler! plans to coordinate distribution of the program’s TLMs with MINEDH’s normal delivery schedule to the districts, to streamline and simplify the process.
IR 1.2: Teachers’ use of evidence-based, gender-responsive instructional practice in early grade reading increased
1.2.1 Support quality teacher professional development
Progress Achieved in FY19 Training of Trainers (ToT). The program conducted ToTs for Master Trainers at the provincial level in January (three days), May (three days), and August (three days) for total of nine days of training. Master Trainers included those selected from Teacher Training Institutes (IFPs) and high performing teachers identified by SDEJT, IFPs, and Vamos Ler! program staff. MINEDH technical staff from the National Directorate of Adult Literacy (DINAEA), the National Directorate of Primary Education (DINEP), the National Directorate of Teacher Training (DNFP), and the National Institute of Education Development (INDE) attended. The MINEDH staff facilitated specific sessions during the ToT and conducted supervision of small group activities along with Vamos Ler! technical staff. The program also invited Mozambican language consultants from Eduardo Mondlane University (UEM) to support capacity building of Master Trainers.
The primary objective of the ToT was to prepare the Master Trainers to implement the district-level training of teachers and coaches on instruction in reading, writing, and mathematics in L1; instruction of oral Portuguese; and techniques of pedagogical coaching in the classroom. All trainers participated in the teacher trainings with enthusiasm and energy and displayed a depth of knowledge on bilingual education methodologies and teaching practices. The trainers demonstrated a high level of mastery of the program approaches, showing that Vamos Ler! has been successful in building a large corps of highly competent bilingual education Master Trainers in both provinces. This is key to sustainability, as MINEDH will be able to call on these trainers for ongoing support for the expansion of bilingual education for the three target languages. Key topics covered in the ToT included 1) strengthening of trainees' knowledge of bilingual education methods and routines for each trimester; 2) effective application of cross-cutting themes and how teachers should approach them in class; 3) facilitation of pedagogical workshops (Oficinas Pedagógicas or OPs); and 4) use of continuous student assessment forms in the classroom. Participation in the ToTs was high, at 98% of 425 trainers planned overall.
Table 4: FY 2019: Master Literacy Trainers training - Participants Jan 2019 May 2019 Aug 2019 Province Sector M F MF M F MF M F MF USAID 0 0 0 0 0 0 1 0 1 MINEDH 0 0 0 2 0 2 1 1 2 INDE 0 0 0 3 0 3 1 1 2 DPEDH 0 0 0 3 2 5 3 2 5
Nampula Vamos Ler 0 0 0 5 2 7 14 3 17 SDEJT 0 0 0 0 0 0 18 4 22
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UEM 0 0 0 1 0 1 1 0 1 MMEMS 0 0 0 0 0 0 1 0 1 CFPF - Mogovolas 0 0 0 0 0 0 4 0 4 Experienced Teachers 140 52 192 148 48 196 125 42 167 IFP - Marrere 0 0 0 0 0 0 2 0 2 IFP - Monapo 0 0 0 0 0 0 9 2 11 IFP - Nampula 20 5 25 0 0 0 10 3 13 UP - Nampula 1 1 2 2 0 2 3 0 3 Total 161 58 219 164 52 216 193 58 251 Experienced Teachers 140 52 192 125 39 164 77 41 118 IFP 20 5 25 0 0 0 14 3 17 SDEJT 0 0 0 0 0 0 6 1 7 DPEDH 0 0 0 4 2 6 3 2 5 MINEDH 0 0 0 4 1 5 0 0 0
Zambezia UP 1 0 1 1 0 1 1 0 1 Vamos Ler 0 0 0 9 7 16 13 4 17 Total 161 57 218 143 49 192 114 51 165 Total 322 115 437 307 101 408 307 109 416
Teacher Training. In partnership with MINEDH, Vamos Ler! conducted teacher training in January, May, and August. Grade One teachers in Cohort 1 received a total of twelve days of training4 while Grade Two teachers received three days of training in January. Cohort 2 Grade One teachers received twelve days of training. The trainings also provided SDEJT technicians with the skills and tools to provide ongoing support to school directors and teachers over the course of the school year during their field visits and during the LEMA implementation. Teacher trainings covered the following topics: Practice of teaching methods for L1, L2, and math with a focus on all trimesters; Use of scripted lesson plans and other materials (e.g. complementary books); Introduction of new letters to students; Practice with continuous student assessment tools; Integration of cross-cutting themes in the lesson plans; and Classroom coaching and improved organization of workshops [Oficinas Pedagógicas (OPs)].
The trainings also included opportunities for teachers to practice their skills by developing and delivering lessons to groups of children invited from surrounding communities. Coaches and trainers observed the lessons and gave on the spot feedback to teachers on how to improve their teaching.
At each training there were some teachers who were absent. Those teachers who were absent from the January training were trained later by local IFP trainers or by the experienced school directors and teachers who serve as Vamos Ler! literacy master trainers. Logistical arrangements were made by the SDEJTs. Teachers who missed either the May or August trainings were trained during the OPs.
4 They received six days of training in January, three days in May and three days in August.
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Table 5: Grade One Teacher Training Participation G1 teachers M F MF Plan % Nampula 1927 709 2636 2741 96% January Zambezia 1847 699 2546 2807 91% May Nampula 1113 550 1663 1663 100% Zambezia 1189 577 1766 1821 97% August Nampula 689 223 912 1030 89% Zambezia 1367 469 1836 1771 104% Total @75% of time 1355 538 1893 1972 96%
For Grade One teachers, 1,893 (96%) out of a total 1,972 teachers participated for at least 75% of the training days in FY19. For the 4% of teachers failing to reach 75% participation, 3% are school directors who also teach classes. They left for school management training before completing the teacher training. The other 1% are the school-based teacher coaches who also left for coaching training.
Overall participation varied between 89% and 100% over the course of the year. January trainings included both cohorts, while the May and August trainings included only Cohort 2, although Cohort 1 teachers continued to participate in the OPs.
Table 6: Grade Two Teacher Training Participation G2 teachers M F MF Plan % Nampula 208 671 879 937 94% January Zambezia 159 516 675 808 84% Total participants @75% of the training time 184 594 777 873 89%
Grade Two teachers were trained only in January, as they had already been trained three times in FY18 for a total of 16 days. During the January training, additional topics specific to teaching Grade Two were covered over three days. Eighty-nine percent (89%) of Grade Two teachers participated in at least two of the three trainings days, for an overall participation rate of 89%. This was slightly lower than the Grade One teacher participation because some who had taught Grade One in FY18 continued to do so in FY19, although most of the teachers moved up to Grade Two. This situation was most prevalent in Nampula, especially in Moma, Mossuril, Memba and Lalaua.
Table 7: Coaching Training Participation Coaches M F MF Plan % January Nampula 511 1533 2044 1970 104% Zambezia 773 1640 2413 2592 93% May Nampula 1496 238 1734 1757 99% Zambezia 1234 150 1384 1443 96% Nampula 668 67 735 798 92% August Zambezia 686 123 809 780 104% Total participants @75% of the training time 895 625 1520 1557 98%
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For the school and ZIP-based coaches’ training, 1,520 (98%) out of a planned 1,557 coaches attended at least 75% of the training days.
Many positive aspects were also noted during all the teacher trainings. Teachers, as well as supervisors, from MINEDH, DPEDH, SDEJT, and IFPs showed very active participation in all the sessions. Supervisors demonstrated their ability and willingness to provide constructive feedback to teachers during practice sessions. Teachers showed good understanding of the importance of making classrooms more engaging and child-friendly by using posters and other materials provided by Vamos Ler! in the classroom, as opposed to storing them away as sometimes had happened in the past. Letters and numbers were affixed to classroom walls at a height appropriate for small children, another sign of progress from past practice. It was particularly noteworthy that some experienced teachers stepped in to help junior teachers overcome difficulties during the practice exercises rather than waiting for program staff or MINEDH to do that. The practical exercises with children were useful in giving the teachers opportunities to practice their skills and to get immediate feedback on what techniques were most successful with children.
There was close coordination and monitoring of training activities by MINEDH at the district level. The SDEJTs collaborated in preparing the training venues and in ensuring that activities started on time and provided logistical support for the organization of the training. To respond to USAID concerns about the high cost of these trainings, the program reduced the logistical and operational support from Maputo provided for the trainings dramatically reducing staff travel (and hence accommodation and per diem costs); these roles were taken on by SDEJTs with support from Vamos Ler! District Officers (DOs). The DOs, who are based in the SDEJT offices, held a series of planning meetings with SDEJT technical officers prior to the trainings to review and allocate all technical and logistical support tasks among various SDEJT staff. This included support in recording daily participant attendance, organizing delivery of meals for participants, following up with participants who failed to appear, coordinating opening and closing ceremonies, and monitoring progress in each classroom where training took place. These new arrangements were effective in controlling costs, but equally importantly in building SDEJT capacity and increasing MINEDH ownership and accountability as they stepped into more of a leadership role.
Oficinas Pedagógicas (OPs). The OPs are a continuation and reinforcement of the district-level trainings for teacher and are held on Saturdays at the school cluster (ZIP) level. Sessions are led by an experienced teacher (Facilitador da ZIP) and include joint planning and practice of the lessons for the coming month, as well as a discussion of challenges faced in the schools during the previous month. In FY19 Vamos Ler! held nine literacy OPs, including three in Q1 and two in Q2-Q4. OP topics are summarized in Table 7 below.
The topics covered in the OPs include; 1. How parental and community engagement contribute to improved student learning outcomes; 2. Communication strategies to promote enhanced community engagement and strengthen school performance; 3. How to create school management improvement plans based on information collected using school management tools; 4. Lesson preparation and simulation, strategies for teaching vocabulary in L2;
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5. Using appropriate and child-friendly methods, and numeracy teaching strategies.
Table 8: Literacy OP Participation Province M F MF Plan % Q1- Literacy OP Nampula 674 184 858 910 94% Zambezia 237 89 326 610 53% Total 911 273 1184 1520 78% Q2- Literacy OP Nampula 725 125 850 910 93% Zambezia 314 56 370 610 61% Total 1039 181 1220 1520 80% Q3- Literacy OP Nampula 1777 496 2273 2500 91% Zambezia 1279 393 1672 1710 98% Total 3056 889 3945 4210 94% Q4- Literacy OP Nampula 1208 282 1490 2500 60% Zambezia 1148 449 1597 1710 93% Total 2356 731 3087 4210 73%
A total of 1,184 teachers participated in OPs in Q1, which was 78% of the expected 1520 participants.5 Vamos Ler! management redesigned its strategy for the OPs in order to improve participation, meeting with SDEJTs and ultimately agreeing that each district would assign one technician per ZIP to supervise the OPs more effectively. In Q2 participation was 1,220, equivalent to 80% participation or a 2% increase. In Q3, both cohorts were included, and the target was 4,210 teachers and the actual number of participants was 3,945, equivalent to 94% participation, thanks to increased efforts by the program. However, in Q4 where the target was again 4,210 teachers, participation declined, as many teachers were assigned to focus on voter registration, campaigning, and other mobilization efforts for the ruling party in the lead-up to national elections, particularly in Nampula.
IR 1.2 Challenges and Associated Actions In the ToTs, it became clear that three trainers had difficulties with L1. However, as they demonstrated strong pedagogical and facilitation skills, the program retained them to focus on L2 portions of the district trainings. MINEDH’s long delay in delivering math books made it much more challenging to practice math exercises during the Vamos Ler! trainings. The program first had to make copies of sections of the books to use during the trainings, but eventually when MINEDH did not show progress in carrying out the distribution, Vamos Ler! went ahead and distributed the mathematics books to the districts in May as a way to support the Ministry.
5 The target was at least two participants for each of the 907 Cohort 1 schools.
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There was a decrease in participation in the OPs in the beginning of FY19 compared to Q3-Q4 FY18 due to continued dissatisfaction with the discontinuation of the transportation allowance pilot6. Based on feedback from MINEDH that the Ministry could not sustain these costs, a letter was sent in Q1 from the DPEDHs to the SDEJTs ending the transportation allowance and asking SDEJTs to find other ways to encourage participation. District authorities and Vamos Ler! teams worked to sensitize the ZIP coordinators and, through them, the school directors, and this did lead to a slight increase in teacher participation in Q2, and a more significant increase in Q3. IR 1.2 Lessons Learned In retrospect, it was not a good idea to pilot paying teachers to participate in the Saturday OPs. That this would result in higher rates of participation could have easily been predicted without any pilot. But once the subsidy was given, it became almost an entitlement, and it was challenging to maintain high rates of participation without the subsidy.
IR 1.3: Educational management and governance in support of early grade reading strengthened 1.3.1 Train School Directors (SDs)
The 2019 school year began with the January trainings for school directors and deputy directors. From this group, one participant from each ZIP was selected to attend the coaching training. With support from ZIP coordinators, school directors play a vital role in monitoring and supporting the work of teachers and of reading coaches, who are either school pedagogical directors or experienced teachers. Progress Achieved in FY19 Training of Trainers (ToT) in School Management and Leadership. In FY19, preparation began with the ToT for master leadership trainers from IFPs and pedagogical universities in January and in August with 124 participants in January and 130 participants in August. To ensure sufficient numbers of trainers, experienced school directors were also selected to be part of this group of master trainers. The training aimed to give the trainers the mastery of content necessary to enable them to deliver the district level direct school management trainings.
Table 9: School Management and Leadership ToT Participation M F MF 89 35 124 School Management ToT, 15 - 17 August 2019 99 31 130 Total 188 66 254
6 From FY18Q3-F18Q4, Vamos Ler! was paying a transportation subsidy of 200mt for teachers participating in the Saturday OPs. With this incentive, participate rates were between 98%-100%. In Q4 the decision was taken to discontinue payment of the subsidy in FY20 at the request of MINEDH, as it was unsustainable. At that point, participation in the OPs became problematic.
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School Management and Leadership Trainings. After the provincial ToTs, trainers were divided into teams to cover the district level school management trainings, which were carried out in January and August. In January, Cohort 2 school directors and deputy directors were trained for the first time. Vamos Ler! planned to train 1,740 school directors and deputies, with that target based on M&E team projections and aligned with numbers from MINEDH. Of these, 1,608 directors and deputy directors from 1,035 schools participated in the training, equivalent to 92% participation. In August, the same group was trained for a second time. The target in August increased to 1,763 school directors and deputies, due to the addition of 23 additional participants from 18 new schools in 4 ZIPS from Lalaua District in Nampula. In Alto Molocue district in Zambezia, one additional school was added, and that school director brought the total number of participants to 1,763. Of those 1,763 planned participants, 1,714 from 1,036 schools participated in the August training, for a participation rate of 97% and an increase in participation of 5% over the course of the year.
Table 10: Cohort 2, School Management Trainings January14-16, 2019 M F MF Plan MF Province 660 72 732 749 98% Total Zambezia 741 135 876 991 88% Total 1401 207 1608 1740 92% August 22-24, 2019 Province M F Total Plan % Total Nampula 679 67 746 798 93% Total Zambezia 815 153 968 965 100% Total 1494 220 1714 1763 97%
School Management Workshops (Oficinas de Gestão Escolar). The half-day Saturday workshops held at the ZIP level reinforce the learning that takes place at the Vamos Ler! training and give school directors an opportunity to meet and discuss common school management challenges and identify solutions. During these workshops, each school director from the ZIP presents progress made in various aspects of school management, such as improving student and teacher attendance, implementing in-school coaching, and improving the involvement of school councils in the life of the school. Specific themes are then discussed, and action plans are developed to address additional management improvements needed. In FY19 Vamos Ler!, as planned, held three of these school management workshops, each facilitated by ZIP Coordinators. Table 11: School Management Oficina Participation7 School Management Oficina May 9 Provinces M F Total Total Nampula 725 125 850 Total Zambezia 314 56 370 Total 1039 181 1220 School Management Oficina June 29th
7 There are no participation targets for the school management workshops (OPs).
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School Management Oficina May 9 Provinces M F Total Total Nampula 252 48 300 Total Zambezia 499 52 551 Total 751 100 851 School Management Oficina July 2019 Provinces M F Total Total Nampula 272 36 308 Total Zambezia 316 43 359 Total 588 79 667
The first oficina had 1,220 participants; attendance was 851 for the second oficina on May 25th. Planning for the oficinas normally takes place during the large trainings, but as the May school management training was cancelled, this planning opportunity was lost. Participation increased in July because the program empowered the school directors to create their own agendas and topics for discussion. School Management Tools. The school management tool kit, supervision manual, and coaching manual were presented to MINEDH and progress has been made through the creation of a joint commission of Vamos Ler! staff and MINEDH representatives to facilitate the review and revision process for these tools. Terms of Reference have been submitted to MINEDH for the review workshop, and the date and location for these meetings are to be determined in the first quarter of FY20.
1.3.2 Improve school governance through School Councils (SCs)
Progress Achieved in FY19 ZIP level trainings for school councils (Oficinas de Conselho da Escola) were held in all the ZIPs during Q1 and again during Q2. The main objective of these workshops was to ensure that school council members understand the role and responsibility of the councils as well as the fundamentals of bilingual education so that they can effectively support its implementation. The workshop sessions were facilitated by the ZIP coordinators, and the approach was based on presentations, discussions, dramatizations, and practical exercises. In total, 6,421 school council members were trained in FY19.
Table 12: School Council Oficina Participation
Participants Province Plan % M F M/F Zambezia 5952 2752 2041 4793 80.5 Nampula 5598 1451 177 1628 29.1 Total 11,550 4 203 2 218 6 421 55.6
IR 1.3 Challenges and Associated Actions Originally Vamos Ler! planned to develop a new school management manual specifically for bilingual education. Since MINEDH already had a manual that they were reasonably happy with and the management concepts do not drastically change for bilingual education, USAID asked
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that Vamos Ler! not continue this exercise and requested the May training not be held. Vamos Ler! utilized the themes and content developed for the August training, and did not pursue the adoption of a new manual. Vamos Ler! agreed to work with MINEDH to integrate the core new content into a new version of the existing manual. The literacy level of school council members tends to be quite low. This can make it difficult for them to engage with the oficina contents and to participate actively. Vamos Ler! addressed this challenge by having school directors explain the school council materials in L1 to ensure that the council members had a good understanding. Vamos Ler! also modified some training modules by using images instead of text so that concepts can more easily digested. Participation levels in the school council oficinas were low. School council members are not paid and they do not receive any transport subsidy despite the long journey to the ZIP center on Saturdays for these workshops. Vamos Ler! eventually moved these workshops to the school level, which is much more convenient for participants. School directors were trained as facilitators for the oficinas.
IR 1.3 Lessons Learned In FY19 it became clear that although MINEDH appreciated the Vamos Ler! school management manual, the Ministry and school directors have limited absorptive capacity for new tools. As MINEDH was reasonably satisfied with the manual they already had, it made sense for Vamos Ler! to build on that and do an addendum if needed to cover new material, instead of doing a new manual. School council members do not receive any payment for their work. Because of this, Vamos Ler! determined in FY19 that it was not reasonable to continue asking them to attend Saturday oficinas at the ZIPs, which often involved considerable travel at their own expense. These oficinas were relocated to the school level, which made it easier for school council members to attend.
IR 1.4: Coaching and supervision of early grade reading instruction improved
1.4.1 Support in‐school coaching for teachers
Progress achieved in FY19
Presentation of Coaching Manual to MINEDH. In Q1 Vamos Ler! presented the ZIP and school level coaching manuals to the DNFP. This meeting provided an excellent opportunity to explain how the coaching manuals differ from other supervision materials. The manuals contain clear and practical guidance, focusing on short explanations and simple, user-friendly forms to complete. The occasion of the handover of the manuals was also a chance for the program to reiterate the importance of both in- school peer-to-peer coaching by teachers and school directors and regular school coaching visits from ZIP coordinators and SDEJT staff. This kind of supportive supervision focuses on teacher and school director continuous professional development. It is centered around the methodology of teaching early grade literacy and focused on improving teacher practices.
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DPEDH/ SDEJT Support for Coaching. Members of the Vamos Ler! reading team, together with bilingual education technicians from DPEDH and SDEJT, organized coaching support visits in June to support literacy coaches in their efforts to help teachers improve their pedagogical practices and student learning outcomes. In total, 392 schools were visited with an average of 18 schools per district. Specific tasks carried out by the teams included the following: Observation of L1, L2, and Mathematics lessons to assess how well teachers apply EGR instruction methods and use Vamos Ler! TLMs; Provision of guidance to help teachers produce additional, low-cost materials to support their lesson plans; Discussion of participation of teachers in OPs; Work with reading coaches to assess level of execution of classroom observations at the school level and their overall quality; Observation of attendance and punctuality of school directors, teachers, and students to identify issues for follow up by SDEJT;
Table 13: Summary of Key Findings from Monitoring Visits Positive FINDINGS Areas for Improvement Recommendations
There is a high level of The current amount of Promote and facilitate positive interaction coaching taking place in more regular supervision of between Vamos Ler! schools is low and teachers schools, with focus on teachers and students. need more support. schools that are far from Teachers in general have a School shifts frequently the district center and very good understanding of start late, reducing the those with poor the teaching routines for hours of learning time for performance. L1, L2, and numeracy. students. Assist the school in March SDEJT technicians are Student absenteeism 3rd statistical data collection actively involved and remains high, with many and conduct confirmation available to support Vamos students formally enrolled of student presence during Ler! programming. who have never appeared the visits. at school and who are not known to their classmates or teachers.
Pilot on Using Tablets for Coaching and Reporting. Vamos Ler! conducted a three-month pilot on the use of tablets to collect and compile data in ten ZIPs in Lalaua and Mulevala districts in Q4. Using tablets can reduce costs, decrease the use of paper forms and the potential for loss of data, accelerate the process of data collection and analysis, and make accurate information more readily available to decision-makers. The data was successfully collected and shared with the ZIP coordinators who analyzed it with support from Vamos Ler!. The results of this pilot are being analyzed now and will be presented next quarter.
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1.4.2 ZIP Coordinator Training
Progress achieved in FY19 Throughout the year, 1,520 school and ZIP based coaches participated in at least 75% of the coaching training (see section 1.2.1). In March, Vamos Ler! conducted an additional three-day workshop in Nampula on the collection and use of coaching data for decision making with SDEJT, DPEDH, IFP trainers and Vamos Ler! staff from both provinces. The activity worked to build the skills and competencies in school-based coaching and monitoring of the learning process. The workshop included a practical experience testing the use and understanding of the school management toolkit. In June an induction and reorientation meeting was held in all districts on conducting follow-up visits at the ZIP level and school management workshops.
1.4.3 Develop district level capacity to improve EGR (supervision)
Progress achieved in FY19 In Q1, Vamos Ler! supported MINEDH to conduct a pilot LEMA study with data collection in 41 schools. The USAID COR also participated for one day. The program data analysis workshops were organized by Vamos Ler! in Quelimane and Nampula to analyze and interpret the data together with provincial and district technicians. Data from all 41 schools were compiled into tables and prepared for presentation at the SDEJT, DPEDH, and MINEDH levels.
A presentation was organized for MINEDH in Maputo in November, moderated by the National Director of Quality Assurance and Management who praised the process and congratulated the program for bringing this monitoring to the district level. The program presented the definition and advantages of LEMA and then an explanation on how the 2018 pilot was conducted, outlining the three- stage process which included training of DPEDH and SDEJT technicians, tool testing, and data collection in schools. The Director of Quality Assurance and Management Department suggested that the monitoring process in the classroom be strengthened and encouraged the continued involvement of MINEDH technicians in LEMA. He congratulated the team for the monitoring done at the district level, affirming that the LEMA shows the process of decentralization as many SDEJT-staff were involved and their capacity skills were built through participation in the process.
Nampula had slightly higher LEMA results than Zambezia in terms of learning group assessment (GALA), proficiency in L1, creating learning materials, and classroom management just to mention a few examples. Classroom coaching and supportive supervision of teachers is an area where significant improvement is still needed. The LEMA found that Vamos Ler! materials were in schools and being used. In terms of student performance, in Nampula the students could correctly name more letters in L1, while in Zambezia only a few students managed to do so. A positive area that was observed in many schools was the increased interaction between the students and the teacher. The use of L1 in their interactions created a notably comfortable and positive environment in the classroom. Full LEMA studies were conducted in April and July covering 400 schools. Of note are several key areas for improvement. Regarding school management, the results emphasize the recurring issue of poor attendance and poor punctuality at all levels in the schools, non-functioning of school councils to keep actors accountable, and lack of supervision/coaching by the directors. Regarding classroom instruction, the results show need for improvement in employing the teaching and learning practices promoted by
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the program. These factors were addressed in the May trainings. Presentation of the reports in each district allowed the participants to have an overall view of how their schools are doing according to the sample defined for each district. Also discussed were the challenges encountered during the data collection process and what aspects were common to all teams. The debate regarding the reports allowed participants to reflect on the implications that led the district to achieve the results presented. The final and most important step of this exercise were proposed actions to address any identified weaknesses.
The most positive development from the LEMA process was the ownership of the results at the district- level and the plans for improvement proposed for each district – which included additional supervision/coaching at the school level. The program is hopeful that additional supervision activities next quarter will show positive results based on these interventions.
IR 1.4 Challenges and Associated Actions High levels of teacher absenteeism continue to work against improved learning outcomes for students. In FY20, the program will seek greater contributions from MINEDH in helping to enforce a culture of accountability in the schools. Vamos Ler! will also step up advocacy efforts at the provincial and district levels in Year 4, including advocating for more frequent school inspections and more regular supervision visits.
IR 1.4 Lessons Learned
Although school-level coaches have been identified and trained, regular coaching is not happening in many schools. The program has simplified and streamlined the coaching framework to make it more feasible for the context. More regular supervision from the ZIPs and SDEJTs will be needed to ensure that coaching becomes an established practice. Coaching will be a key focus for the Vamos Ler! reading team in FY20, when they will be able to spend more time in the schools, reiterating the importance of coaching with all key stakeholders.
IR 2: National EGR policy framework and delivery systems improved
IR 2.1 National mechanisms for coordinating EGR interventions strengthened
2.1.1 Develop and support EGR coordination body
Progress achieved in FY19 Bilingual Education Technical Working Groups. In Q1, a meeting was organized by the Zambézia Technical Working Group for Bilingual Education with members in attendance from DPEDH, IFP, and Vamos Ler! staff. Themes of the meeting included the evaluation of the trainings in August, the oficinas trainings, the mobilization campaigns for Cohort 2 schools, participation of DPEDH and SDEJT staff in the activities organized by Vamos Ler!, and integration of Vamos Ler! activities in the education plans of the districts and province.
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In Q2, there was a meeting of the Nampula Bilingual Education Technical Working Group (TWG), initiated by the group Chairman. There were four participants from DPEDH, one from the Marrere IFP and three from Vamos Ler!. A key point of discussion raised by the Chairman was the possibility of expanding bilingual education to districts not currently covered by Vamos Ler! The group also discussed 2019 activity and training plans, and the program’s need for strong participation and support from DPEDH, as well as the follow up plans for supervision. The program team took advantage of this meeting opportunity to request greater clarity in terms of accurate statistical information (number of schools, students and teachers) and improved communication between the TWG and DPEDH so that, for instance, everyone is working with the same correct numbers and information. In Q3 and Q4, the Bilingual Education Coordination group held meetings including representatives from DPEDH and SDEJT directors from each district. The group reviewed previous activities, including the January trainings, first OPs, material distributions, and the March 3rd school census presentations.
Joint Monitoring Visits. In April a group consisting of Vamos Ler! and MINEDH staff carried out joint monitoring visits to program schools concurrently with the LEMA data collection in all districts. The purpose of these visits is to involve MINEDH in direct supervision of the schools along with DPEDH and Vamos Ler! staff to gain an informed perspective on program successes and challenges. For many of the MINEDH officers, this was their first time conducting supervision in bilingual schools. Their involvement will surely help support greater program buy-in at the central level.
2.1.2 Organize evidence‐based symposia
Progress achieved in FY19 Vamos Ler! participated in the First International Conference on Girls' Education, which took place in Maputo from June 6 - 7 and was organized by MINEDH with participation from many education sector partners. Several challenges in girls’ education were presented at the conference, including high rates of student pregnancy and early marriage. In the FY20 training, Vamos Ler! is putting more emphasis on working with teachers to ensure that their classroom practices intentionally include and encourage girls.
2.1.3 Provide capacity building support to the EGR coordinating body and MINEDH staff
Progress achieved in FY19 Capacity building for LEMA. Vamos Ler! trained SDEJT technicians to collect data from schools in April and July, with supervision form DPEDH, MINEDH and Vamos Ler! M&E staff. The data were analyzed at the district level before results were reported to the provinces. At each school, the LEMA tools were administered. SDEJT technicians checked the student assessments and compiled the school data for all LEMA indicators. At the end of each day, the district team met to debrief the day’s events and plan for the following day. Data analysis began in late April in all districts and each district produced a report that covered the performance of each school in the district. Capacity building in Planning for FY20 TLM Distribution. Vamos Ler! worked closely with SDEJTs and DPEDH on updating district level distribution plans with the correct number and types of materials per district and per school using data from the March school census. Numbers from the
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census were the basis for drafting materials RFQs and will help to facilitate an efficient printing and distribution process. Vamos Ler! updated school statistical data that include number of grades/classes, number of teachers and number of students. This information was used as part of Vamos Ler! achievement indicators and to calculate FY20 projections that determined the numbers of TLMs needed. Capacity building in Effectiveness Evaluation Data collection and analyses. In FY19 the program trained 40 SDEJT technicians to collect effectiveness evaluation data. After the training, the technicians successfully supervised enumerators during the Vamos Ler! effectiveness evaluation.
IR 2.1 Challenges and Associated Actions Teacher data are not disaggregated by gender, which forced Vamos Ler!’s District Officers to follow up with ZIP Coordinators to confirm the gender of all teachers. Rectifications of data at each level affects the previously shared data, so there is a need to continuously update and correct. To avoid unnecessary changes, Vamos Ler! will have all the data sheets printed and stamped by the SDEJTs.
IR 2.1 Lessons Learned While bilingual education has gained support in MINEDH over the past few years, there are still influential voices that have not bought into the idea 100%. Helping MINEDH official understand the advantages to bilingual education requires not only convincing data on the benefits and results, but also continuous engagement of the whys and hows at the right level. The skills required for successful engagement at a technical level do not always translate into success at a higher, more political level within the Ministry. To address this gap, Vamos Ler! will recruit a senior government relations consultant whose focus will be particularly on the key MINEDH directorates.
IR 2.2: Early grade reading standards, benchmarks, and curricula for Mozambican languages developed
2.2.1 Define G1‐G3 student standards and benchmarks
The development of student standards was done in FY18 in close collaboration with MINEDH. Vamos Ler! and MINEDH are now working to present the developed standards to a wider group at MINEDH and to finalize standards that will help to determine the levels of reading fluency and comprehension expected from students in each grade. MINEDH’s National Directorate for Management and Quality Control (DGGQ) is leading and coordinating this process. Establishment of student fluency benchmarks will take place in FY20. Progress achieved in FY19 Finalization of Student Reading Standards. In May, AIR facilitated a one-week workshop with MINEDH and DPEDH staff to review the progress of reading standards development for grades 1-3. Workshop participants clarified misconceptions about the reading standards from a conceptual perspective, had discussions on how to structure reading standards, and focused on strengthening MINEDH ownership of the standards as a basis for national implementation in L1 and Portuguese.
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MINEDH now has a draft set of reading standards that they need to disseminate for feedback within the Ministry and then finalize in FY20.
2.2.2 Develop EGR teacher standards
Progress achieved in FY19 Teacher Standards. Following the weeklong reading standards workshop in May, AIR facilitated a second workshop with Vamos Ler!, DPEDH and MINEDH staff to develop teacher standards for primary school literacy instruction. Earlier standards development workshops focused on the mapping of early grade reading standards onto a hierarchically organized system.
The team first reviewed the specific purpose for which teacher standards were being developed, then reviewed the hierarchical structure that standards are developed around. They looked at the general teacher standards developed by MINEDH, as the targeted standards needed to be compatible with existing standards and not duplicate them. The team also reviewed teacher standards for Ethiopia which have a similar goal to the desired standards for Mozambique.
The group of workshop participants were divided into language groups and each group went through the following steps: 1) identification of the main tasks; 2) agreement on the main tasks in plenary session; 3) identification of the subtasks for each task; 4) agreement on the subtasks for each task in plenary session. Each group then focused on one of the tasks and developed the milestones and outcomes for that task, after which they presented the milestones and outcomes back to the plenary session.
The workshop produced draft standards for teachers for reading Grades 1-3. In FY20, MINEDH and Vamos Ler! will collaborate on the validation, piloting, and socialization of the draft standards.
2.2.3 Validation of the new standards and benchmarks
This activity is planned for FY20 and will be led by DNGGQ with support from Vamos Ler!
IR 2.2 Challenges and Associated Actions The individuals representing MINEDH at the standards workshop were, for the most part, different from those who had participated in earlier meetings on standards development. This created a challenge since it became necessary to reconstruct and clarify the reading standards with participants who were not familiar with them. The AIR facilitator and Vamos Ler! staff had to adjust the workshop agenda to allow for extra time to bring new MINEDH participants up to speed. There were some critical junctures during the standards workshop when it became clear that the AIR/Vamos Ler! definitions of key terms were not the same as common MINEDH understandings of those same terms. For example, while Vamos Ler! focuses on the development of reading skills (for which elements of writing and speaking are a requirement), the Ministry refers to Literacy Standards – Standards for Reading and Writing – suggesting equal
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weight to both. It was necessary to slow down and take some time to explore the implications of these differences and come to some common understandings on foundational questions like the key elements of early grade reading, the relationship between speaking to listening and writing to reading, the meaning of decoding, fluency etc. These issues are not always clearly understood or well-articulated within MINEDH. IR 2.2 Lessons Learned There is a need to stress the prevalence of EGR over a literacy orientation (which is not to relegate the importance of writing in a language development program). Reading is weak in Mozambique and must be made a priority. The Vamos Ler! perspective is not at odds with the Ministry perspective. Writing, as with speaking, is a necessary skill that reinforces the development of reading (and vice versa). Reading and writing standards for students should be separated in standards systems so that the measure of one is not contaminated by the other. In instructional terms, the two are integrated, but from a measurement perspective they must be kept separate, otherwise it is impossible to report on students’ abilities in one or the other in any reliable way. It is essential to make sure that the appropriate personnel are involved in standards development. In addition to MINDEH officials, teachers, and academic education specialists should also be involved. Going forward, the specialists who work on reading standards should be closely integrated with the team working on teacher standards. These two tasks need to be calibrated closely to ensure system coherence. Reading standards that set forth expectations for student mastery and skills should be completed before teacher standards are finalized. It is not possible to know what to demand from teachers until there is clarity on what students should know.
IR 2.3: Research-based policies in support of EGR instruction implemented 2.3.1 Build institutional capacity in conducting policy‐relevant research
Progress achieved in FY19 In preparation for Vamos Ler! sustainability planning efforts, in Q1, Vamos Ler! M&E staff accompanied an STTA consultant, a bilingual policy and strategy expert, on a series of interviews in Maputo, Nampula, and Zambézia to understand current policies and views toward bilingual education. Information gathered from the interviews was useful in discussions that took place at MINEDH at December meetings on finalization of the country’s bilingual education strategy. Selected program staff from Vamos Ler! participated in a workshop organized by MINEDH on the finalization of the national strategy for bilingual education. The timing was such that information gathered during the interviews could be utilized in the discussions on the finalization of the Bilingual Education Strategy, as well as other discussions on the longer-term financing of the expansion of bilingual education.
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2.3.2 Build capacity for data management and reporting
Progress achieved in FY19 Based on lessons learned on last year’s EMIS, Vamos Ler! M&E Team remotely assisted SDEJT technicians during March 3rd school census data collection. This was done through a refresher training for Vamos Ler! DOs who in turn trained the SDEJTs. The program prepared an excel file where all data were entered with all needed fields for MINEDH and other additional data such as desegregation of teacher data by sex. Data were successfully collected within established deadlines by MINEDH.
IR 2.3 Challenges and Associated Actions None to report.
IR 2.3 Lessons Learned While Vamos Ler! was designed with a heavy research agenda planned, it became clear in FY19 that MINEDH had very little interest in further academic style research studies. In the early part of the year, Vamos Ler! asked MINEDH’s Directorate of Planning and Cooperation (DIPLAC) to provide some ideas about the type of research that would be relevant and useful to the Ministry but did not receive any suggestions. Any studies that are to be done in the last two years of the project will need to be requested by MINEDH and will focus on solutions to concrete educational problems that MINEDH has already identified and prioritized, such as teacher absenteeism or decreasing girls’ dropout rates.
IR 2.4: EGR systems strengthened
2.4.1 Train and support implementation of national EGRA for quality and fidelity of results
Progress achieved in FY19 Effectiveness Evaluation Tools Revision. In preparation for the 2019 Effectiveness Evaluation, which took place in September, a five-day workshop was held in Maputo in June to plan for the data collection and review the tools. The workshop participants included MINEDH, DPEDH, INDE, local consultants from UEM, and one international consultant. The process was different from 2017, when there were five tools. In FY19, the number of tools was reduced to three, eliminating the collection of irrelevant information and making it easier to collect only important data. The work consisted of defining the stages of the effectiveness evaluation and compiling the planning documents for the activity followed by reviewing the guidelines and instructions contained in the EGRA instrument, an analysis of the essence of each subtask of EGRA, and the definition of its relevance in the instrument for the Effectiveness Evaluation. From the analysis, the participants agreed to remove the non-essential information in the instructions and remove two (2) subtasks from the EGRA instrument. The subtasks removed were the Initial Sound Identification (L1) and Vocabulary (L2).
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Supervisor Training on Effectiveness Evaluation Tools. The FY19 evaluation had the full participation of MINEDH, DPEDH, and SDEJTs. After the tools improvement workshop the program planned for supervisor training in Mocuba in August. MINEDH staff were trained as supervisors to encourage them to fully understand the process and take ownership of the presentation of the evaluation results.
Training participants were given an overview of the effectiveness evaluation, including its purpose, the instruments to be used for data collection, the sample of schools covered, and procedures to be used. The participants went through the process of sample selection at school, including the selection of the teacher whose class would be observed, and the 25 students to be tested. Then the teams focused on the classroom observation instrument and practical exercises. Organized in language groups, the participants watched classroom lesson videos filmed in schools while each participant completed the class observation form and proceeded to analyze the results of what was observed in each class. Participants were also able to practice using the KoBoCollect program on a tablet to complete the classroom observation form. Finally, the participants were able to practice applying the EGRA subtasks using Tangerine software. This was followed by a presentation of the enumerator training, data collection, and analysis processes.
Enumerator training on EGRA tools. The main focus of the enumerator workshop was collection of EGRA data using the Tangerine application. This training was done simultaneously in the two provinces August 26-30. In each province 43 enumerators were trained together with 20 supervisors. The training included two days of classroom training, two days of field practice, and one day of preparation for the actual field data collection. At the end of this training, the enumerators passed through a selection process and 80 were selected (40 per each province).
Data Collection, Preliminary Analysis, and Field Visits. The program planned for field data collection in all districts on September 2-20. In total 146 people participated as shown in the table below.
Table 14: Participation list for Effectiveness Evaluation field data collection Sector M F MF SDEJT 33 5 38 DPEDH 4 1 5 INDE 0 2 2 DGGQ 1 1 2 DINEP 0 2 2 Vamos Ler! 13 4 17 Enumerators 56 24 80 Total 107 39 146
After completing the data collection process, Vamos Ler! organized a three-day workshop on September 26-28 to analyze the preliminary data and prepare qualitative follow-up visits in 15 high- performing and 14-low performing schools. These visits were held September 30 to October 2 with supervisors from the EGRA data collection. The objective of these visits was to gain greater insight into why some schools perform well while others do not. The data analysis process continued in Maputo where data presentation was also planned at national level. At the provincial and district levels, DPEDH
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and SDEJT will present the data during local government coordination meetings in the first quarter of FY20. A report on the process is being prepared.
IR 2.4 Challenges and Associated Actions Challenges in accessing some schools in the sample meant that the program incurred some additional costs for motorcycle rental and canoes in order to reach the schools. This added some time to the process, but the additional costs had been planned for and could be accommodated in the activity budget. SDEJTS were advised in advance about the week (although not the exact day) that the evaluation teams would be visiting the schools. Despite this, some schools appeared to be abandoned and there was no teaching or learning activities taking place when the teams arrived. For the follow up visits to schools that had been empty during the first attempt, the SDEJTs notified the school directors of the exact date of the team’s second visit. Even with this extra effort, some schools were still empty on the second visit. In these cases, Vamos Ler! had to choose alternative schools. IR 2.4 Lessons Learned The persistent problem of chronic teacher absenteeism, while well-known to all education stakeholders in Mozambique, will continue to make it difficult for any program to reach its full potential. Student learning time in Mozambique is already quite limited, as most schools operate on shifts. Teachers who fail to show up for work further reduce the learning opportunities for their students. This problem will be addressed when MINEDH decides to take serious steps to address it and to enforce accountability throughout the educational system, from the central leadership down to the most remote school. Although Vamos Ler! cannot solve this problem, the program is discussing with MINEDH the most effective and helpful ways to contribute to reducing teacher absenteeism in FY20.
IR 3 Parental and community engagement in EGR increased
IR 3.1: Awareness of the importance of using Mozambican languages in EGR increased 3.1.1 Development and implementation of the SBCC strategy
Progress achieved in FY19 Community Campaigns. In FY19, Vamos Ler! continued implementing its Bilingual Education Campaign through community dialogues and community radio programming to increase awareness and understanding of the benefits of bilingual education and dispel any misunderstandings that communities may have. In addition, the program continued the “Go to School” campaign beginning during the school enrollment period. This campaign reminds parents to enroll their children in school and to make sure that they continue to attend regularly throughout the school year. Community leaders take an active role in helping to raise awareness and disseminate the program’s key messages.
Vamos Ler! partnered with twelve community radio stations in Nampula and eight in Zambézia in FY19. In low-literacy contexts where internet has not yet become widespread, radio is an effective means of disseminating the program’s key messages, including the benefits of bilingual early grade education and
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the importance of reducing student and teacher absenteeism to the community of listeners in general, with a focus on parents, school directors, school council members, SDEJT authorities, and community leaders. The radio stations produced and aired thirty radio drama episodes and discussion sessions on twelve agreed upon topics relevant to bilingual education. Topics of the discussion sessions included: OPs and the importance of teacher participation for their own professional development; Parents’ role in ensuring accountability and adequate service delivery from the schools; How parents can support their children’s learning at home, even if they are not literate themselves; The responsibility of school directors and school councils in ensuring strong school performance; Practical techniques teachers can use to ensure that all their students are learning, including breaking up large classes into smaller, ability-based groups for some class activities or partnering strong students with those who need extra help; SDEJT and school council responsibilities in improving student retention; and How the Vamos Ler! supplementary reading materials can be used by teachers to support reading activities. In the seven districts where Vamos Ler! is working with local NGOs, the NGO partners are managing the radio component directly with the local stations.
Group radio listening session in Muawalo community Mossuril District, Nampula, September 15, 2019. The program was about the benefits of bilingual education. Listeners pledged to share information about bilingual education and how it helps children’s learning with other members of the community.
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In addition to the work with community radio stations to disseminate key messages, Vamos Ler! worked with local NGOs in seven districts on the production and presentation of 42 community theater performances in FY19. The shows incorporated key messages such as the importance of regular school attendance and the need for children to have time and space at home to do homework.
Community theater performance in Ampite community, Ilha de Mocambique district, Nampula.
The community campaign on early grade bilingual literacy education for 1,036 new Cohort 2 schools began in Q2 before the start of the new school year. The campaign targeted both government and non- government community leaders, religious leaders, ZIP coordinators, and other school staff and included community dialogues and discussions on bilingual education and consistent attendance of both teachers and children. The campaign served to introduce new school communities to the goals and activities of the Vamos Ler! program. Vamos Ler! organized community meetings, with participation from district and provincial representatives in all Cohort 2 ZIPs with more than 7,000 community members participating. Parents and families are supportive of bilingual education and believe that it will be effective in teaching children how to read and in reducing children’s fear of school, which will make them more likely to attend regularly and to stay until they complete primary education. In general, all meeting attendees were satisfied with the activities, and pointed to the following bilingual education benefits: Preservation of local socio-cultural identity and language and confirmation of the right and freedom of people to express themselves in their own languages; Improvement of the environment of interaction and learning between teachers and students, and between communities and schools, facilitated through a common language of communication,
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contributing to reducing high levels of absenteeism and school dropouts as a result of their low school performance.
The Vamos Ler! community campaigns were supported by STTA from partner OSC, which helped to design the program’s final campaign, Increase Reading, based on discussions with field staff and feedback gleaned from previous campaigns that focused on bilingual education and school attendance. OSC collaborated remotely with the Vamos Ler! team to develop key messages and delivery strategies for the campaign plan. Given partner capacity and existing workloads, messages and channels were streamlined, and event-based communication emphasized. Specific messages were crafted through collaboration with Vamos Ler! staff and validated with NGO and MINEDH counterparts.
OSC further supported by helping to design and plan for the introduction of Reading Day competitions and celebrations, which began in Year 3 in 315 schools where Vamos Ler! is partnering with local NGOs. Reading Day took place in July and involved almost 35,000 participants.
3.1.2. Integrate the use of ICT in SBCC
Progress achieved in FY19 In Q2, Vamos Ler! piloted the introduction of the Telegram X chat system to allow for quick information sharing and active involvement of all involved in the radio campaigns including Vamos Ler! management, technical and field staff, radio stations, and local NGO partners. The system greatly facilitated communication among a large group of stakeholders in various locations. However, Telegram X is not a viable option for message dissemination to communities as part of the SBCC strategy, because it relies on Smartphones, which community members do not generally have. MINEDH appears tentatively interested in Interactive Voice Response (IVR) possibly using Viamo8, or SMS/MMS messaging, which do not require Smartphones, to engage parents and other community members, but has yet to express support for or willingness to advance with a specific approach.
IR 3.1 Challenges and Associated Actions Initial efforts to make communities aware of the radio program broadcast schedule were not enough to ensure that listeners knew when to tune in. Vamos Ler! had to make additional efforts to share the program schedule during other community mobilization activities, and enlisted local leaders to help remind people to tune in.
IR 3.1 Lessons Learned The potential benefits of introducing new ICT systems remain very uncertain, given low levels of connectivity and literacy in the communities where Vamos Ler! operates. Continuing to push forward on this agenda probably would not be the most fruitful way forward, particularly given MINEDH’s uneasiness with social media and other mass communication methods that it cannot control, in an area where support for the political opposition is very high. Progress on integrating ICT into community
8 Viamo was started in 2012 by Ghanaian and Canadian engineers at the campus of Kwame Nkrumah University of Science and Technology. The founders created an SMS channel as a means of information sharing. Later they added a component of IVR, Interactive Voice Response to more effectively reach or engage rural populations, especially rural women.
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mobilization approaches would require renewed and re-invigorated engagement between the community mobilization team and both the MINEDH ICT team and the MINEDH cross-cutting team and this does not seem likely at this stage.
IR 3.2: Family members’ use of evidence-based materials and techniques that reinforce children’s pre-reading and reading skills increased
3.2.1 Develop community engagement model
Progress achieved in FY19 Nothing to report. The community engagement model for Vamos Ler! was developed in Year 1.
3.2.2 Provide training for parents, family members, and caretakers
Progress Achieved in FY19
Let’s Talk Approach. In Vamos Ler! communities, rates of illiteracy are high. Parents often think that beyond signing their children up for school, they have no real role to play in their education. The Let’s Talk approach encourages and facilitates “nutritious conversation” between children and their parents, regardless of a parent’s literacy level. The goal of the program is to help build children’s vocabulary and improve school readiness..
As a child’s first educators, parents and caregivers are crucial in setting a child’s linguistic foundation in the early stages of life, thereby setting the stage for future school success. Let’s Talk is a community- based and family-driven activity designed to support children’s oral language development by facilitating conversations and stimulating interactions between parents and their children. Parents are not required to read and write, making the approach ideal for low-literacy communities. Let’s Talk uses icons and pictures to represent various aspects of local life to initiate “nutritious conversation” between parents and children in comfortable surroundings to support children’s oral literacy development.
In Year 3 Vamos Ler! implemented Let’s Talk in 47 school communities in the districts of Mossuril and Ilha de Mocambique in Nampula, through the NGO partner Facilidade. The volunteers were oriented on the Let’s Talk package, its main assumptions and content, how to use the Let’s Talk materials, and how to organize groups of parents and children for the sessions.
After an initial period of recruiting community volunteer facilitators, training them in the Let’s Talk methodology, and distributing the materials, in Q4, Facilidade organized more than 900 Let’s Talk sessions for nearly 20,000 children.
Table 15: Let’s Talk Sessions and Participation Sessions M F MF April Mossuril 16 240 240 480 Ilha de Moçambique 10 151 149 300 May Mossuril 96 1248 1638 2886
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Ilha de Moçambique 70 1102 998 2100 Mossuril 136 1920 2160 4080 June Ilha de Moçambique 72 960 1200 294 Mossuril 156 2184 2496 4680 July Ilha de Moçambique 72 960 1200 2160 Mossuril 115 102 109 211 August Ilha de Moçambique 165 92 88 180 September Mossuril 21 276 189 87 Ilha de Moçambique 39 341 197 144 Total 968 9,576 10,664 17,605
Fig 3: Community Volunteer leading “Lets Talk” session in Ilha de Mocambique
Community volunteer opens a Let’s Talk session in Ilha de Mocambique.
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Close up of Let’s Talk Serial Album.
IR. 3.2 Challenges and Associated Actions Let’s Talk! Sessions are normally held outside so many sessions were cancelled during the rainy season. To overcome this challenge, Facilidade held meetings with local leaders to provide alternative indoor spaces such as classrooms, local community meeting halls, churches where the Let’s Talk groups could meet. To address the delayed roll-out of communications activities and restricted scope of Dia de Leitura activities, OSC collaborated with the Vamos Ler! team to plan for short term reading promotion activities for school directors to generate momentum around reading during periods of low attendance in the school year.
IR 3.2 Lessons Learned International STTA can certainly add value in some areas where technical expertise and capacity is lacking locally. However, Mozambique has an abundance of local expertise in community mobilization that combines adequate technical know-how with the local contextual knowledge that is vital to designing strategies and approaches that can be implemented effectively. In FY20, Vamos Ler! will utilize this local expertise more effectively. Effective communication requires coordinated timing and sustained effort. Campaign planning must be more closely aligned with activity budgets, NGO partner SOWs, and procurement timelines to ensure that each element of a planned campaign takes place in coordination with the others.
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IR 3.3: CSOs ability to mobilize communities in support of improved EGR increased 3.3.1 Identify and negotiate grants with CSOs Progress achieved in FY19 Subgrant agreements were signed in February with NAFEZA, NANA, Aproder, and Facilidade. Vamos Ler! carried out a training to orient NGO staff on the specific technical packages for their target districts and schools. The training included practical, hands-on sessions during visits to communities. The NGOs were able to learn about the Vamos Ler! community mobilization approach, including community campaigns, key messages, and desired behaviors. The NGOs also appreciated the opportunity to all come together in the same location for interaction, learning, sharing ideas, and mutual support. Vamos Ler! carried out monitoring visits monthly and technical support visits to partner NGOs in May, involving SDEJT technical officers as part of the monitoring team. The teams checked on the progress that the partners were making on milestone deliverables and provided technical guidance and support where needed, to improve the partners approach to mobilizing communities to participate in activities, improve coordination with SDEJTs, and ensure that materials were being used properly. As a result of this consistent supportive supervision and consistent monitoring, all four of the NGO partners were on track in terms of spending and activity implementation at the end of Year 3.
3.3.2 Develop and implement community activities
Progress achieved in FY19 Grant agreements were signed with four NGO partners in Q2. The partners are implementing individual packages of community activities in seven districts. The table below summarizes the activities.
Table 16: NGO Activities and Budgets Z-NANA Z-NAFEZA N-APRODER N-FACILIDADE Lugela 70 schools Alto Molocue 78 schools Memba 47 schools Mossuril 35 schools Namarroi 54 schools Total 78 schools Lalaua 19 schools Ilha 12 schools Total 124 schools Total 66 schools Total 47 schools Package 1 in Lugela and Package 1: Community Package 1: Community Package 1: Community Namarroi: Community Campaigns including Campaigns including Campaigns including radio, Campaigns including radio, theater, Go to radio, theater, Go to theater, Go to School radio, theater, Go to School campaign, Increase School campaign, Increase campaign, Increase Reading School campaign, Increase Reading Campaign, EWS, Reading Campaign, EWS, Campaign, EWS, School Reading Campaign, EWS, School Council Training School Council Training Council Training and School Council Training and Engagement and Engagement Engagement and Engagement Package 2:Let’s Talk! Package 3 in Namarroi: Reading Clubs USD 174,158 USD 162,973.53 USD 142,304.37 USD 249,187.50
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Implementation of Reading Clubs. Vamos Ler! started implementation of reading clubs in Year 3 through its partnership with NANA in Namarroi District, Zambezia. Reading clubs meet outside of regular school hours and give children extra reinforcement and support to improve their emerging reading skills, including letter recognition, phonemes, vocabulary, and fluency. The sessions take place twice a week in each school community and each club has 20-30 members. The clubs can offer extra help to struggling learners. The clubs are meant to be a fun space for children, while also giving them additional time to practice reading. Vamos Ler! trained NANA’s technical staff in the reading club approach and methodology in Q2. In May, 54 reading clubs were formed with 108 reading club promoters recruited and trained. Through these promoters, NANA informed the schools about the selection criteria for the reading clubs. Selection was completed and two meetings were held at each school community to share information about the introduction of reading clubs to parents and community influencers. To ensure that the reading clubs are implemented effectively, NANA developed a Guide for Reading Clubs Promoters. Promoters organize reading club sessions of 25 to 40 Grade 1 and 2 children. For each school there are two Reading Club Promoters and they normally work in the afternoon since the lower primary school shifts are held in the morning. Reading club sessions take place four times per week.
To date 420 reading club sessions have been conducted, benefitting 2,614 children of whom 1,311 are boys and 1,303 are girls.
3.3.3 Hold schools accountable for EGR outcomes
Progress achieved in FY19 Some progress was made in FY19 through the rollout of the early warning system, which was part of the Go to School campaign. It is a way to help teachers identify students at high risk of dropping out of school through improved tracking of students who are frequently absent, and then intentional follow up with parents either directly or through the school councils. This kind of follow-up and attention, particularly home visits made to struggling families, was noted by parents as a significant factor improving the relationship between home and school. It also helped some school councils become more active, as it gave them a task that they could easily accomplish.
The LEMA exercise, by showing clear comparative data on school performance within a district, also helped to lay the foundation for greater accountability in the schools. Although the overall scores for districts could be poor, within each district there were schools performing well and others who were bringing down the overall score for the whole district. Showing and discussing the results openly provided a clear way forward for district and provincial leaders to follow up with the schools most in need.
IR 3.3 Challenges and Associated Actions The Vamos Ler! community campaign to increase understanding of and support for bilingual education at the community level has been very successful. In contrast to the early years of the project, there is now almost no opposition to the idea of bilingual education in Cohort 1 or Cohort 2 communities. However, communities repeatedly asked if bilingual education can be expanded to
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adult education and literacy centers, so that parents will learn to read their local language and be more able to help their children with homework. As adult education is not within the scope of Vamos Ler!, the program has been discussing with MINEDH to try and find a solution to this issue. Communities expressed the fear that teachers trained through Vamos Ler! may be transferred out of the area, which would be a loss for the local communities and a wasted investment for Vamos Ler!. DPEDH is doing its best to prevent movements without substitution with teachers of the same qualification and in some of the districts, this is being implemented with success. Having a more robust teacher database should help MINEDH and DPEDH to improve their human resource management processes and ensure that qualified bilingual teacher remain in the bilingual system. There is still a serious shortage of teachers in Vamos Ler! schools. In one school for example, there were seven classes but only two teachers. Although the numbers of male and female teachers are not that different nationally, in the rural areas where Vamos Ler! works there are very few female teachers, due to MINEDH policies which tend to place female teachers in urban areas for security reasons. The number of male teachers is insufficient to meet the need in remote areas. It is hard to see how bilingual education can be successfully rolled out in this context. Vamos Ler! is engaged in ongoing discussions and advocacy with MINEDH on this issue.
IR 3.3 Lessons Learned
Vamos Ler! should, wherever possible, build on existing tools, instead of developing new ones. Some tools like the early warning system, are good in principle and have potential, but do not require a new set of materials that is expensive to produce. Just providing reinforcement training to teachers on how to identify and track children at risk of dropping out and providing a menu of options for teachers and school council members to follow up with vulnerable families will accomplish much of the same results. The livro de turma, or class attendance list, is a tool already required by MINEDH and which teachers are using, if not all the time, then at least regularly. Vamos Ler! can encourage and reinforce the use of this tool for new purposes, which would be more sustainable than a new tool. In addition, more work needs to be done on teacher absenteeism, as a major reason why students stop coming to school is that the teacher does not show up regularly. In contexts where young children may have to walk several kilometers to get to school, knowing that the teacher will most likely not show up, children tend also to stop coming.
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3. MONITORING EVALUATION, & COMMUNICATIONS Monitoring & Evaluation (M&E) and Research
M&E Activities District level capacity building workshop using coaching tools and Fidelity of Implementation data collection procedures was carried out in March 2019 in Nampula with 75 participants from both Zambezia and Nampula; Provincial and District level capacity building workshop using Effectiveness Evaluation data collection procedures was carried out in both provinces. District technicians were trained to supervise data collection enumerators. In total, 4 DPEDH and 40 SDEJTs led data collection process with support from Vamos Ler! M&E Team; DPEDH and District technical officers from the Planning Department were trained by the program M&E Team on how to enter data and do data analysis and presentations at each level, which helps to promote the sustainability of interventions post-Vamos Ler!; May and August data for participants was entered by the same technicians and the M&E Team only verified and applied some decision rules as per PIRS; Training of MINEDH on March 3rd field data compilation. This brought good results during the March 3rd data presentation, as evidenced by the fact that by March 25th all districts had data ready for submission to the provincial level; Carried out Routine Data Quality Internal Audit in all the provincial offices to make sure all the information reported is evidence-based. This was done in two phases, beginning first with the 2018 annual report and secondly with the 2019 Quarter 1 report. Data Quality Assurance was carried out to check if the same data was valid, reliable, complete, precise and timely. Updating trainings, books, and other material distribution databases have been completed and are in place with updated data (including signed confirmations where relevant). o The training databases were shared with MINEDH, DPEDH and SDEJT, and will facilitate their monitoring and decision-making on teacher mobility. In May, SDEJTs technicians will be training on how to use this database and the Vamos Ler! M&E Team will give close support on data entering and analysis; o TLM distributions were completed and the results will be presented in April as part of the distributor’s performance measurement. Before book distribution, the RFQ and distribution plan was developed showing all materials divided per cohort, per language, per type, and the procurement team added characteristics of each type of material; o Spot checks were carried out in collaboration with other Vamos Ler! components, District Officers, and District Education Technicians (SDEJT) to verify the presence of materials at the schools and verify how they are being used. More tasks were added like Inservice March 3rd data preparation trainings and Teacher reading skills in L1;
Vamos Ler! actively participated during the January training and pedagogical workshops, thus allowing the team to properly update data and report it to the team leaders.
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o The M&E Team prepared teacher lists with MPESA contacts to facilitate electronic payment of their subsidies; o The same lists were divided per cohort, per grade, and per type of training leading to well-organized trainings; o Data were updated in a separate database daily and/or weekly. Data was then analyzed and presented in the M&E report.
Worked with MINEDH on book distribution planning down to the school level. MINEDH currently only plans per district, and in preparation for 2020, Vamos Ler! is working closely with MINEDH to plan the number of materials for the next school year. The plan is disaggregated by district and by school to allow the program to work with SDEJT to develop detailed distribution routes; Research Activities Effectiveness Evaluation for 2019 exercise took place September 2-28. Tool Revision and improvement was done in Maputo in June with participants from MINEDH, DPEDH, INDE, local consultants from UEM, and one international consultant. This was followed by supervision training, enumerator training, data collection and analysis. Status of Contract Deliverables
Deliverables Due date Delivery date Date approved by client FY18 Quarter 4 October 31 2018 November 3, 2018 May 30, 2019 (Annual) Progress Report FY 19 Quarter 1 January 30, 2019 February 1, 2019 June 6, 2019 Progress Report FY19 Quarter 1 January 30, 2019 February 1, 2019 June 6, 2019 Financial Report and Annexes FY19 Quarter 2 April 30, 2019 April 30, 2019 May 30, 2019 Progress Report FY19 Quarter 2 April 30, 2019 April 30, 2019 May 30, 2019 Financial Report and Annexes FY19 Quarter 2 March 15, 2019 March 15, 2019 June 6, 2019 Accrual Report FY 19 Quarter 3 July 30, 2019 July 30, 2019 October 16, 2019 Progress Report FY19 Quarter 3 July 30, 2019 July 30, 2019 October 16, 2019 Financial Report and Annexes
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Key Meetings with USAID and Partners The following table provides a list of the Q4 formal meetings with the client, partners or other donors at which key decisions affecting project program or operations were taken or major presentations made. Date Key program Key client and / Topic / focus of Key decisions / representative or partner meeting outcomes representative(s) (if any) October 5, 2018 Team leader reading Delegation of Formal approval of Materials produced team and Reading INDE, DINEP Vamos Ler! reading by reading team of coordinator and writing materials Vamos Ler! officially approved. October 5, 2018 Team leader Systems Delegation DNFP, Harmonization school Continuation of DINEP managers’ and harmonization and coaching materials revision process. October 8, COP, Team leader Directors DINEP Inclusion of Creative USAID permitted 2018 reading team and book Commons Attribution the removal of the department Creative Commons MINEDH, Dep. obligation. Director DINEP, representatives of juridical cabinet and adquisition October 9, 2018 COP, all team Director DIPLAC Presentation of final Director DIPLAC leaders Vamos Ler! and other directors version AWP 2018- suggested the 2019 details of the plan to be approved by the relevant directorates and DINEP and DNFP. Later approved on 8th of November. October 12, Team leader Systems Donors and DNFP Interest Group for Progress made in 2018 Primary Education; the integration of PdA and inclusion of Vamos Ler! plan at program Vamos Ler! district, provincial and national level. October 12, Systems coordinator DNFP-delegation Further harmonization Materials are 2018 of training materials commented upon for teachers and and further revised. school managers November 8, COP, DCOP, Team USAID COR and Presentation of It was agreed that a 2018 leader systems, MINEDH-deputy training and coaching letter would be community directors and approaches. written to permit mobilization technical staff from the use of the DINEP, DNFP, materials during the INDE and DNEA January 2019
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trainings for the further review and validation process of these materials November 14, COP, DCOP, Team Directors of Presentation of LEMA Regular meetings 2018 leader systems, DNGGQ, DINEA, objectives, approach, about M&E between community Director indicators and first VL and mobilization and Representative findings MINEDH/DNGGQ. M&E DINEP and VL will share LEMA technicians of narrative report as DNGGQ, DINEA, well. DINEP November 16, COP, DCOP COR General comments on COR would further 2018 AWP 2018-2019 review the AWP for steps toward self- reliance aiming to give more ownership and leadership to MINEDH in some core activities November 19, PD, COP, Creative Team leader, CO Bi-monthly meeting Budget realignment, 2018 HQ Staff and COR from between Creative and review of targets USAID USAID. On the for reading and agenda: writing, inclusion of Communications, math materials USAID expectations, production, printing adjustments to VL and distribution focus, plans and targets of VL, maths, CSOs, financial review, STTA November 22, COP, DCOP Deputy directors, Second presentation Training plans and 2018 Technical staff from to MINEDH on approaches MINEDH (DINEP, training and coaching approved by DNFP) calendar and MINEDH approaches November 30, COP, Team leader COR AWP 2018-2019 Agreed that more 2018 community more details should mobilization be added on process for distribution, printing and training and coaching steps in AWP. EWS and packages 2 and 3 explained to USAID.
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December 4, COP, Team leader Director DNFP, Presentation of Way forward 2018 systems technical staff coaching and school agreed that manuals DNFP management manuals will be utilized produced by Vamos during trainings and Ler! school practice in 2019 and will be revised based on feedback December 8-12, COP, Team leader Vice Minister, Finalization of the BE- Finalize strategy BE, 2018 reading, systems Director and strategy; presentations inclusion of gradual Deputy Director of interview results on transition approach DINEP, technicians sustainability of BE by to L2, from INDE and consultant and of acknowledgement other departments language of transition of the study study by AIR proposal for the language of transition. December 17, Team leaders reading Director DNGGQ Presentation of the Follow up with a 2018 and systems and standards for reading presentation for a Pedagogical Specialist content, their purpose wider group of and further managers in development. MINEDH (including Announcement that INDE DNFP and standards for teachers DINEP), on literacy instruction checking/alignment will follow in March. with standards development by SADC and sharing with Vice Minister and Conselho Consultativo for their comments. February 1, 2019 COP and DCOP COR Introduction of COR Progress in technical to DCOP technical, component 3, self- sharing of main reliance and less orientations USAID STTA February 7, 2019 COP and team Chief of School Report about trainings Revision of school leader systems Management for school managers in management manual DINEP January produced by VAMOS LER! February 8, 2019 DCOP technical, Technical staff Preparation of grade Joint development team leader reading INDE for Bilingual III materials and agreement team Education, Vicente development about steps, Bisquet and Dinis workshops, Machaul materials, STTA etc. February 8, 2019 COP COR Report about trainings Letter to DINEP for school managers in written by VAMOS January LER! and start of revision process
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February 12, DCOP technical, PD INDE technical Joint development STTA agreed by PD 2019 and team leader staff process and and specialist on reading team agreement about transition process in STTA grade III February 13, DCOP DPEDH-, all Evaluation of trainings 2019 implementation/M&E, SDEJT-directors in January, program provincial manager progress in 2018 and and coordinators of AWP 2018-2019 technical teams in Zambézia February 19, COP, DCOP Director DINEP, Evaluation of trainings Action plan for 2019 technical and DNFP, Dep. in January 2019 teachers that were Provincial Managers Director DNEA absent needed, and team leaders of and chiefs for improvement of technical sections school logistics and timely management in payment of per DINEP and training diems for teachers DNFP and and trainers, technical officers installation of commissions for program preparations, revision of materials and logistics February 20, PD, DCOP technical, INDE coordinators Development of the 2019 team leader and for bilingual graphic project for technical staff education, Vicente grade 3 materials reading team and Bisquet and Dinis national consultants Machaul February 21, COP, DCOP and PD COR AWP 2018-2019, Paper about 2019 meetings for the benchmarks and Creative High targets shared, Delegation, AWP will be shared benchmarks and on 22nd of Feb., targets, logistical follow up preparation of discussions on materials, revision benchmarks and process of school targets, guiding management manual, from USAID on the mainstreaming book procurement VAMOS LER!-book by MINEDH procurement in MINEDH-systems February 25, Team leader reading Director DNGGQ Teaching standards Dates and program 2019 and system teams and technical staff workshop approved and coordinators February 25, Vice President Team Leader Program progress and 2019 Creative for Education challenges Education and PD
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February 26, Provincial Manager Provincial Bilingual TWG-BE Nampula See agenda 2019 and Coordinator Education Focal Systems VAMOS Points LER! Nampula February 26, Vice President Team Leader Program progress and Management review 2019 Creative, Executive Education and challenges of program Director, Vice COR President, PD February 26, Vice President Director DNFP Collaboration with Introduction of 2019 Creative, Executive Program Vamos Ler!, Creative team to Director e Vice improving teacher pre- director and follow President, PD, COP and in-service-teacher up on teacher and DCOP technical training training reform for pre-service February 27 Vice President Mission Director Program progress and 2019 Creative, Executive USAID challenges Director e Vice President, PD February 27, Vice President Vice Minister, Program progress and More attention and 2019 Creative, Executive Team leader challenges support to Director and Vice USAID mathematics President, PD, COP materials production, printing and distribution and support needed for expansion of BE and materials to Emakhuwa speaking areas (Niassa and Cabo del Gado) February 28, Vice President Director SDEJT Introduction of More collaboration 2019 Creative, Executive Rapale, Creative Mission to and expansion to Director e Vice Administrator SDEJT and district administrative posts President, PD, COP Rapale district government of not yet involved in Namacurra Vamos Ler! (cohort 3) March 4, 2019 PD, Vice President Director SDEJT Introduction of for Education, Namacurra, Creative Mission to DCOP technical and Administrator SDEJT and district DCOP Namacurra government of Implementation and Namacurra M&E, Provincial Manager Zambézia March 5, 2019 PD, Vice President Director DPEDH, Introduction of for Education, Zambézia Creative Mission to DCOP technical and DPEDH DCOP Implementation and M&E, Provincial Manager Zambézia
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March 5, 2019 COP, Team leader Director DIPLAC, Quarterly progress of systems COR Vamos Ler! program March 7, 2019 Team leader reading INDE-technical Alignment with and team personnel inclusion of reading standards in graphic project for grade 3 materials March 11, 2019 PD, DCOP technical, COR, technical Material development Contracting of team leader Reading staff from INDE, for14 languages, consultant to and Systems chief of DINEP national assessment maintain the system and strategy sequence and scope for expansion of BE as approach for the L1 material development March 13, 2019 PD, COP, DCOPs, COR, two visiting Appreciation from and all staff of technical staff from USAID about results VAMOS LER! USAID, received by program Vamos Ler! March 13, 2019 PD, COP, DCOP for COR VAMOS LER!-progress Monthly meetings Technical in implementation between COP- Management DCOP and COR March 25, 2019 DCOP for Technical Dep. Director and LEMA Management, DCOP Chief of DINEP implementation and Technical staff of M&E DNGGQ March 26, 2019 DCOP for Technical Vice Minister, 3rd Cohort, maths Management DPLAC Director materials and DINEP Director development of other and Deputy (14) maternal Director, INDE languages materials Deputy Director USAID Education Team Lead and Vamos Ler! COR, DCOP for Technical Management April 5, 2019 DCOP for Technical COR, M&E Review FY19 LEMA Management, M&E Specialist plans Senior Specialist April 9, 2019 PD, DCOP for USAID Partners USAID Mozambique Technical Meeting Journey to Management Sustainability and 2019 Disaster Response Update April 17, 2019 DCOP for Technical Education Senior Discuss VL! and Follow up meeting Management, Director, COR, World Bank approach scheduled at VL! Systems World Bank staff office to review
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Strengthening Senior to coaching and materials in more Specialist materials development depth May 10, 2019 DCOP for Technical COR, MINEDH Review MINEDH Agreed that it was Management, DCOP National Director observations from May not desirable to for Field for Planning and VL! training, discuss multiply the VL! Implementation Cooperation, VL! implementation reporting MINEDH Deputy strategy, discuss best requirements, Director for format for VL which are already Primary Education reporting to MINEDH, significant. Agreed discussed Cohort 3 to share health program reporting templates to see if these meet MINEDH needs, agreed that a formal communication on Cohort 3 must come from MINEDH or USAID May 20, 2019 PD, DCOP for Field USAID Education Implementation Team Lead, COR May 22, 2019 DCOP for Technical MINEDH Director VL reporting to Agreed that VL! Management, DCOP of Planning and MINEDH, VL! major could do quarterly for Field Cooperation, accomplishments and presentations to Implementation, MINEDH Deputy challenges in previous MINEDH Directors Systems Director of quarter and senior technical Strengthening Senior Primary Education staff. Agreed that a Specialist, Literacy larger group of Senior Specialist bilingual education partners should also meet regularly to discuss best practices. May 30, 2019 DCOP for Technical MINEDH Directors Discussed integration Agreed that Management, Finance of Book of VL! G1 and G2 MINEDH would and Operations Development and materials into formally respond to Director, Operations Procurement MINEDH printing and VL!’s letter from Manager distribution systems April 26. Agreed to have a half-day joint meeting the following week with VL! and MINEDH to complete a DIP for G1 and G2 printing and distribution. Agreed to do an MoU clarifying VL!
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and MINEDH roles and responsibilities May 31, 2019 DCOP for Technical USAID Education Review FY18 Management, DCOP Team Lead, COR workplan deliverables for Field Implementation June 3, 2019 DCOP for Technical COR, four visitors Discuss new Management, DCOP from OTI opportunity for for Field combatting violent Implementation extremism in Cabo Delgado, and VL! experiences in working with GRM at national, provincial and districts levels and recruiting and retaining staff. June 21, 2019 DCOP for Technical COR Discuss STTA, school Agreed on date and Management management manual, time for next COP arrival of new COP meeting and new COP introduction June 26, 2019 DCOP for Technical USAID Education FY19 Annual Management, DCOP Team Lead, COR Workplan progress for Field review Implementation June 26, 2019 PD, COP, DCOP for USAID Education Virtual introduction to Technical Team Lead, COR new COP Management, DCOP for Field Implementation July 2, 2019 DCOP for Technical MINED National School management Agreed for Senior Management Deputy Director manual Systems for Primary Strengthening Education and specialist to present Director of to MINEDH on Teacher Training value-add of new manual July 10, 2019 DCOP for Field INDE staff Vamos Ler! support implementation, for Grade 3 Math Procurement book production and Manager, Systems translation Strengthening Specialist, August 14, 2019 COP Acting Mission Visit to district, to Director Visit to radio station which Nampula broadcasts VL messages, and to school, where
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students read from VL books. August 20, 2019 DCOP, Senior INDE Director, Discuss need to INDE to submit Systems INDE Technician reduce budget revised budget for Strengthening submitted by INDE for Grade 3 math book Specialist Grade 3 math book production August 22 2019 DCOP, COP MINEDH National Introduce new COP Deputy Director to primary MINEDH for Primary contact, discuss Education support for math
4. MANAGEMENT & OPERATIONS Staff Actions
July August September VL Total Female Male Exits New Hires Total Female Male Exits New Hires Total Female Male Exits New Hires Maputo 27 14 13 1 0 27 14 13 26 14 12 1 Nampula 39 11 28 1 0 38 11 27 1 37 11 26 1 Zambezia 35 9 26 1 0 35 9 26 35 9 26 Total 101 34 67 3 0 100 34 66 1 0 98 34 64 2 0
100% 34% 66% 3% 0% 34% 66% 35% 65%
In July three staff left the program, the Operations Manager based in Maputo, the Grants Coordinator in Zambezia, and Accountant Assistant in Nampula. In August, one driver in Nampula left the program. In September the Senior Communications Coordinator based in Maputo and the Moma DO in Nampula left the program.
FY19 ended with a total of 98 staff and 9 vacant positions. Three vacant positions are based in Maputo. The Senior Communications Coordinator position will not be replaced, but a Senior ICT Coordinator and an Operations Director (replacing the previous Operations Manager) will be recruited. Five vacant positions are based in Nampula; the Accountant Assistant, Senior Finance Manager, Driver, Moma DO, and Community Mobilization Coordinator. Recruitment for the Nampula positions is ongoing. The one vacant position in Zambezia, Grants Coordinator, will not be replaced and the role will be taken over by Grants Officer based in Nampula.
The Vamos Ler! staff cohort remains predominantly male but became more balanced over the course of the year. Whereas at the end of FY18 27% of the staff were women, now women make up 35% of the staff and in Maputo women are the majority.
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Recruitment Vamos Ler! is in the process of recruiting for 9 positions as described above. Key Personnel Chief of Party was hired in June and arrived in Maputo in August. Security
The security coordinator managed the relocation of the Vamos Ler! Nampula office in Q1, and in the same quarter, gave a field security training to operations staff. He arranged for SENSAP, the National Public Rescue Service, to train staff in fire rescue and response and the appropriate use of fire extinguishers. Security upgrades were made to the field offices and to the warehouses selected for storage of materials.
Although there were no security incidents in Vamos Ler! operating areas, severe cyclones in FY19 affected some parts of Zambezia and Nampula, including Namacurra, Mulevala and Memba, where some schools and materials were damaged or destroyed by heavy rainfall and the resulting flooding. Security updates and alerts were shared with all program staff on a weekly basis.
Staff and Consultant International Travel
The table represents approved staff and consultant travel in FY19. Name of Organization Destination(s) Dates of Purpose of Trip Traveler Travel Creative Associates Maputo, Nampula 10/9/18- Support to the Vamos Ler! team in International 10/31/18 the USAID Financial Review and provision of additional training to project Finance staff on Creative’s financial policies and procedures. Creative Associates Maputo, Nampula 10/24/18- To support Vamos Ler! Grade 1-2 International 11/16/18 training materials completion, Grade 3 development planning, and sustainability planning workshops World Education, Inc. Quelimane 11/16/18 – Provide support and oversight, 12/5/18 primarily in the areas of finance and operations as the Program Officer for WEI headquarters. Creative Associates Maputo 11/24/18- To review current studies, policies International 12/9/18 and practices in bilingual education, and interview Ministry stakeholders to identify research priorities. Creative Associates Maputo, Nampula 11/27-12/11 To support Vamos Ler! operations, International budget realignment, and community mobilization activities Overseas Strategic Maputo, Nampula 11/30/18- To support Vamos Ler! by providing Consulting, Ltd. 12/14/18 technical support for the
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Name of Organization Destination(s) Dates of Purpose of Trip Traveler Travel development of social accountability tools and communications campaign planning. American Institutes Maputo 12/5/18- To lead consultative meetings about for Research 12/8/18 the proposed Language Transitioning (LT) study.
Creative Associates Durban, Nampula, 14/1/19 Support to the warehouse International Durban -25/1/19 and management and distribution 28/1/19 process of Vamos Ler! materials for 2019. -15/2/19 Creative Associates Washington, 18/2/19- To support Vamos Ler! management, International Maputo, Nampula, 8/3/19 Grade 3 development planning, Quelimane, preparation of IFP-study on use, Washington relevancy of VAMOS LER!-materials for teachers and school managers. Creative Associates Washington, 25/2/19- Visit Vamos Ler!, Vamos Ler! staff, International Maputo, Nampula, 5/3/19 MINEDH, and USAID management Quelimane, in the program Maputo, Washington Creative Associates Washington, 25/2/19- Visit Vamos Ler!, Vamos Ler! staff, International Maputo, Nampula, 1/3/19 MINEDH, and USAID management Maputo in the program Washington Creative Associates Washington, 25/2/19- Visit Vamos Ler!, Vamos Ler! staff, International Maputo, 1/3/19 MINEDH, and USAID management Nampula, in the program Quelimane, Washington Creative Associates Washington, 29/3/19- To support Vamos Ler! International Maputo, …….. management, Grade 3 development Washington planning, preparation and implementation of IFP-study on use of school management, coaching materials and VAMOS LER!- approaches. Creative Associates Maputo 3/28/19 to Provide overall technical and International 4/10/19 management support to the Acting and COP and senior management staff 5/04/19 to 5/22/19 blueTree Group Maputo 4/23/19 to Work with local printers and 5/02/19 distributors in identifying lessons learned previous printing and distribution, discuss how to address challenges, plan, improve and implement high-quality printing and distribution processes for FY20.
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Name of Organization Destination(s) Dates of Purpose of Trip Traveler Travel American Institutes Maputo 5/20/19 to Support Vamos Ler! teacher for Research 5/31/19 standards for instruction on reading and writing in Grade 1 – Grade 3 SIL LEAD / Maputo 5/23/19 to Facilitate Scope and Sequence for Consultant 6/8/19 Portuguese and 14 Mozambican languages with MINEDH World Education, Maputo, 6/4/19 to Support Vamos Ler! Finance and Inc. Quelimane 6/23/19 Operations. Creative Associates Maputo 6/16/19 to Participate in EGRA instrument International / 6/22/19 revision Consultant Creative Associates Maputo 6/17/19 to Support Vamos Ler! Procurement International 7/17/19 and Operations Planning Creative Associates Maputo, Nampula June 14-29 Support Vamos Ler! Finance and International Operations.
PLANNED ACTIVITIES AND EVENTS FOR NEXT QUARTER
ACTIVITY DATES IR 1: Early Grade Reading Classroom Instruction Improved IR 1.1: Evidence-based, gender-responsive early grade reading materials in Mozambican languages used Printing and distribution of VL teaching and learning materials October- December IR 1.2: Teachers’ use of evidence-based, gender-responsive instructional practice in early grade reading increased Planning and preparation for teacher and school director training. October- December IR 1.4: Coaching and supervision of early grade reading instruction improved Classroom coaching by school-based coaches October- December IR 2: National EGR policy framework and delivery systems improved IR 2.1 National mechanisms for coordinating EGR interventions strengthened Coordination with and support to MINEDH on dissemination of Bilingual Education October- Strategy and participate in national coordination meetings December Monthly provincial coordination meetings with DPEDH October- December IR 2.4: EGR systems strengthened
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Effectiveness evaluation and EGRA final report and presentation of results November IR 3 Parental and community engagement in EGR increased IR 3.2: Family members’ use of evidence-based materials and techniques that reinforce children’s pre-reading and reading skills increased Implementation of Package 2: Let’s Talk in Nampula October- December Implementation of Package 2: Reading Clubs in Zambezia October- December IR 3.3: CSOs ability to mobilize communities in support of improved EGR increased Monthly supervision visits to NGO partner offices and field activities October- December Quarterly provincial NGO planning and coordination meetings October
APPENDICES
Success Stories Performance Targets and Indicators
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