USAID-funded Pakistan Reading Project – Annual Progress Report (October 2017 to September 2018) 1

USAID-funded Pakistan Reading Project – Annual Progress Report (October 2017 to September 2018) 2

TABLE OF CONTENTS

Acronyms ...... 4 Component 1: Improved classroom learning environment for reading ...... 8 COMPONENT 2: Improved Policies and Systems for Reading...... 32 Component 3: Improved Community Based Support for Reading ...... 47 GENDER ...... 51 COMMUNICATIONS ...... 58 MONITORING, EVALUATION AND LEARNING ...... 67 KEY RESULTS ACHIEVED during FY 2017-18 ...... 80 Challenges ...... 81

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ACRONYMS

ADE Associate Degree in Education MBL Mobile Bus Library ASI Adam Smith International MT Master Trainer AAEO Assistant Agency Education Officer MRC Material Review Committee AEO Agency Education Officer NACTE National Accreditation Council of Teacher Education AFAQ Association for Academic Quality NCC National Curriculum Council AJK Azad Jammu & Kashmir NGOs Non-Governmental Organizations AOR Agreement Office Representative NEAS National Education Assessment System B.Ed. (Hons.) Bachelors of Education (Honors) NGO Non-Government Organization BoC Bureau of Curriculum NOC No Objection Certificate BECS Basic Education Community Schools PAC Provincial Advisory Committee BEAC Balochistan Examination and Assessment Commission PEC Procurement Evaluation Committee CA&DD Capital Administration and Development Division PSC Provincial Steering Committee CAII Creative Associates International Inc. PEAS Provincial Education Assessment System CBCL Classroom Based Corner Library PIRs Performance Indicators Reference Sheets CU-CSR City University Consultancy Services and Research PITE Provincial Institute for Teacher Education CMR Community Managed Reading PMP Performance Monitoring Plan C1 & C2 Cohort 1 & Cohort 2 PPP Public Private Partnership CPD Continuous Professional Development PRP USAID-funded Pakistan Reading Project CWG Communication Working Group PSC Provincial Steering Committee CRP Complementary Reading Project RIT Reading Instruction Time CRC Curriculum Review Committee RFA Request for Application DCTE Directorate of Curriculum and Teacher Education RFP Request for Proposal DG Director General RFQ Request for Quotation DCRD Directorate of Curriculum and Research Development RIS Reading Improvement Strategy DoE Directorate of Education RLM Reading Learning Material DRLP Daily Reading Lesson Plan SMC School Management Committee EGRA Early Grade Reading Assessment STEDA Sindh Teacher Education Development Authority ETOs Education Training Officers SoW Scope of Work EEF Elementary Education Foundation SMT Senior Management Team FDE Federal Directorate of Education SSA School Support Associate FGD Focus Group Discussion SSV School Support Visit TIG Teacher Inquiry Group

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EXECUTIVE SUMMARY

The USAID-funded Pakistan Reading Project (PRP) is supporting the provincial and regional departments of education in Pakistan to improve the quality of education with a focus on improving the reading skills of children at early grade level. PRP is working to achieve this goal through three key objectives: teacher training, policy reforms, and community support for reading in Pakistan.

During FY 2017-18, PRP activities continued in target provinces/regions across Pakistan per the approved annual work plan. PRP’s foremost accomplishment during the reporting year was achievement of its project target of reaching out to 1.3 million student beneficiaries of grade one and two. PRP added 506,992 new students of grade one and two during FY 2017-18 who continue to receive reading interventions through PRP trained teachers. By end of the reporting year, the total number of students benefitting from PRP was recorded as 1,377,913 grade one and two students across Pakistan.

A brief summary of other major project accomplishments under key project indictors is given below:

Number of Teachers trained across all PRP regions: Face to face training is the integral part of PRP’s professional development model. All the teachers served through PRP attend a 5-day face to face training in the first year of the intervention followed by a 3-day refresher at the start of the second year. In addition, the project also arranges condensed trainings for newly transferred/inducted grade 1 and 2 teachers to PRP schools. During the reporting year, PRP trained a total of 6,983 (4,548 M; 2,435 F) teachers in Cohort 3 districts and 986 (566 M; 420 F) new teachers in Cohort 1 and 2 districts. In total, PRP trained 24,299 teachers as of September 30, 2018.

Number of Mentors/Government Officials trained through PRP: Mentors, who are selected government academic staff and teachers themselves, play an important role in building the capacity of teachers as effective reading instructors. They facilitate training of teachers, TIG meetings and school support visits. As with teachers, the project also arranges training for mentors to help them understand and carry out their responsibilities as mentors and government officials towards improving reading skills. During the reporting year, PRP trained 3,852 government officials, including 746 mentors, 211 academic supervisors and 2,895 head teachers in Cohort 3 districts. By end of the reporting year, the project trained a total of 10,166 mentors/government officials.

RLM provided to Schools: During the reporting year, PRP continued delivering Reading Learning Materials (RLM) to students, teachers and relevant education officials. These materials include daily reading lesson plans (DRLP), workbooks, big books, level readers, flash cards, syllable charts, library books, manuals for face to face trainings/orientations, TIG modules, and tablets. During the reporting year, PRP distributed 988,327 copies of RLM to mentors, academic supervisors, teachers, students, and other government officials. Since the inception of the project, the project distributed 5,254,725 copies.

Corner libraries established: Classroom based corner libraries are a part of PRP interventions in schools. Under this initiative, the project provides 50 grade level story books to each school to help promote reading among children. During the reporting year, PRP established total of 605 corner

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libraries. At the end of the reporting year, PRP established a total of 8,686 corner libraries altogether across the intervention schools.

Under component 2, 13 policy initiatives pertaining to promotion and integration of reading were finalized by the provincial governments in collaboration with PRP. During the reporting year, reading instruction time was integrated into the revised Schemes of Studies in ICT, GB and Sindh. In addition, reading standards were integrated into the Urdu Language Curriculum for grades 1-5 in AJK, Balochistan, ICT and KP. In Sindh, the Directorate of Curriculum, Assessment and Research (DCAR) revised the curriculum of Urdu and Sindhi and processed it for final endorsement. Subsequent to revision of the Urdu language curriculum, textbook boards in AJK, Balochistan, ICT, KP and Sindh started developing the Urdu language textbooks for grade 1-5 based on the new curriculum. In addition, provincial teacher education institutions in AJK, Balochistan, GB, KP and Sindh developed proposals for allocation of public funding for CPD of teachers based on the PRP model. In AJK, the education department allocated PKR 50 million to establish a training academy for in-service teachers. The Balochistan education department submitted a proposal for allocation of PKR 605 million to the provincial government for CPD of primary and secondary school teachers.

During FY 2017-18, PRP’s PPP component finalized MOUs with three organizations for printing, distribution and utilization of the PRP Reading Learning Materials with their own resources. These MOUs with the Human Development Foundation, Ghazali Education Trust and Society for Community Strengthening and Promotion of Education in Balochistan will benefit around 49,000 grade one and two students in over 1,000 schools. The PPP component also provided over 2,000 books donated by the Rotary Pakistan Literacy Mission to the Government Elementary Colleges and Bureau of Curriculum in Balochistan.

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IMPROVED CLASSROOM LEARNING ENVIRONMENT FOR READING

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COMPONENT 1: IMPROVED CLASSROOM LEARNING ENVIRONMENT FOR READING

1.1.1 STUDENT MATERIAL FOR READING SUPPORT

Reading and instructional materials are particularly important to ensure that children have hands on practice with the foundational skills of reading and helping them to improve their fluency and comprehension. Research shows that children require plenty of age and grade appropriate material to learn how to read. However, the project observed that most Pakistani classrooms are not equipped with educational materials that promote reading and also there are no supplemental reading materials available to complement a structured reading program. The only reading material available to the majority children is a textbook and it alone is not enough to teach reading skills.

To fill this gap, the project in coordination with government stake holders developed a comprehensive package of reading learning material in Urdu and Sindhi. This package includes workbooks for children, big books, level readers, flash cards, syllable charts and daily reading lesson plans. It is developed based on a research-based reading pedagogical framework. Similarly, the project has also initiated process to develop similar package in Pashto (KP), Balochi, Brahvi, Sindhi (Balochistan) and Pashto (Balochistan). In addition, the project has also developed manuals and modules for use during face- to-face trainings and teacher inquiry group (TIG) meetings respectively.

Since its inception, the project, has actively engaged the government stake holders in the “We are thankful to PRP for introducing new and development, review and approval process of the innovative approaches to enhance the Urdu reading skills of students. The materials provided material. Following the request of the project, by PRP are very useful to demonstrate and explain each provincial/regional government has the reading activities and techniques. In the past, appointed a material review committee (MRC). our lessons were not prepared according to the All the material produced under the umbrella of levels of students, but now we feel a great change the project is reviewed and approved by relevant in our teaching methodologies.” provincial/regional material review committees. Later, the same package is printed and delivered Nasima Bibi, a PRP trained teacher at Boys Primary School, Molabad Ghizer, Gilgit-Baltistan to PRP schools for use by teachers, children and other stakeholders. In addition to this printed material, the project also provides tablets to different stakeholders. These tablets are uploaded with virtual mentoring videos, audio lessons for letter sounds and flipbooks of all RLM.

The project successfully implemented the RLM in cohort 1 and 2 districts in previous years, and also started review process to improve the quality of this material. During FY 17-18, the project completed revision of grade 1 material in Urdu and Sindhi for cohort 3 schools. These have been delivered to all PRP schools except in FATA, Kohat (KP); Diamer & Ghanche districts of GB and four districts of AJK (Sudhnuti, Poonch, Bagh & Haveli) due to the delay in issuance of No Objection Certificate (NOC). Similarly, the project also completed revision of TIG modules 1-10 and manuals for first phase of face to face training. All this revised material was presented to MRC for review and approval. Later the same was printed and distributed for use in cohort 3 districts.

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1.1.1.2 MATERIAL REVIEW/DEVELOPMENT WORKSHOPS During FY 17-18, the project held workshops at provincial/regional and national level to review revised TIG modules 1-10 and package of grade 1 RLM in Urdu, Sindhi and Pashto. The feedback shared by the MRC members was incorporated in the material. After their approval, the material was printed and delivered to focus districts accordingly.

PRP finalized the content and illustrations of RLM before the printing of the academic year 2018. In this regard, PRP took measures to ensure the printing and distribution of quality, context appropriate material in Urdu & Sindhi languages. The first step was the engagement of professional editors who thoroughly reviewed and edited the content. Then the MRC meeting was held in Islamabad during December 2017 in which a total of 28 MRC “PRP has provided us supplementary material, members (21 M; 7 F) participated. The MRC which is very effective to improve reading skills of members (Urdu & Sindhi) reviewed each RLM by our students. Despite the challenges we face in considering the theme, level of students, context our region, I found that my students have and alignment of illustrations with text. The improved a lot and for this I give credit to PRP’s suggestions and feedback of the MRC members efficient training and material.” were incorporated during the meeting and final

Muhammad Iqbal, Primary Teacher Boys versions were shared. After a thorough Primary School, Shalter, Gilgit-Baltistan analytical review, RLM of grade 1 & 2 was approved and certified by MRC members.

1.1.1.22-1.1.1.68 MATERIAL DISTRIBUTION During FY 17-18, the project distributed a total of 5.25 million copies of material among teachers, students and other stakeholders of project intervention districts, including cohort 3 districts. However, due to the delay in issuance of No Objection Certificate (NOC) the distribution process is on hold in FATA, Kohat (KP); in Diamer & Ghanche districts of GB and four districts of AJK (Sudhnuti, Poonch, Bagh & Haveli).

Table 1: Material distributed during the reporting year Reading Learning Material (RLM) RLM RLM Distributed Cumulative distributed till during FY 17-18 Distribution Sep 2017 Reading specialists 318 16 334

Mentors 53,872 4,274 58,146

Academic supervisors 16,013 54,233 70,246 Head teachers 4,315 2,843 7,158

Teachers 2,766,464 299,251 3,065,715 Students of grades 1 & 2 1,252,753 626,370 1,879,123

MBL schools, research schools, Grantees, 172,613 1,340 173,953 TTIs and PITE and EEF Radio Shows 50 0 50 Total 4,266,398 988,327 5,254,725

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1.1.2 TEACHER PROFESSIONAL DEVELOPMENT - IN SERVICE TRAINING PRP’s regular teacher professional development model, extended over two years, is comprised of 3 essential aspects which includes face-to-face training, monthly teacher inquiry group (TIG) meetings, and classroom-based teacher support through school support visits. In addition, PRP has started quarterly review meetings with district education officials. Throughout the interventions of this model, the project keeps government stakeholders engaged in all activities for capacity building, ownership, sustainability and quality assurance. Teachers, academic supervisors, head teachers and mentors play a vital role during the implementation process.

The project successfully completed teacher professional development through this full model in cohort 1 and 2 districts in the previous years, and has extended its presence in the same districts through a modified model of reduced frequency of interventions via quarterly TIG meetings, quarterly review meetings, need-based support visits, and the provision of workbooks to all grade 1 and 2 students. During FY 17-18, the project continued its “PRP has begun a revolutionary change in the early intervention in cohort 1 and 2 districts and grade education system. It’s not only developing also initiated activities in 24 districts of cohort students’ learning approaches but also developing 3. The process in these districts commenced teachers’ capacities in classroom. It would be even with orientation meetings with district more helpful if government includes schools of all districts in the program and also counts the very education officials, clustering of schools for early grades like K.G. If we implement the TIG meetings and face to face methodologies of PRP starting from K.G, it would be trainings/orientations of different stake more productive in developing student’s phonics holders. The teachers in these districts are (basic reading) and comprehension skills.” now participating in monthly TIG meetings and receiving classroom based support Ms. Attia Sultana, District Education Officer, District Nowshehra, Khyber Pakhtunkhwa through mentors and project staff. However, due to the delay in issuance of No Objection Certificate (NOC) the activities in FATA, Kohat (KP); in Diamer & Ghanche districts of GB and four districts of AJK (Sudhnuti, Poonch, Bagh & Haveli) could not be initiated in a timely fashion. Similarly, phase II training in Mohmand and Bajaur agencies of FATA could not be initiated due to non-issuance of NOC.

1.1.2.3.1 ORIENTATION MEETINGS WITH DISTRICT EDUCATION DEPARTMENTS Prior to initiation of any activity in new districts, PRP arranges one orientation meeting in each district with education officials such as district education officers, academic supervisors, assistant district education officers and other key officials who are the custodians of primary schools. During these meetings, the stakeholders are briefed about the project’s scope of work and their role in the effective implementation of project intervention for the improvement of reading in their respective schools/areas. The table below provides details of the number of orientation meetings held during FY 17-18.

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Table 2: Number of orientation meetings held during FY 17-18. Province/Region Target Achievement Remarks AJK 4 1 Activities are on hold due to delay in issuance of NOC Balochistan 6 6 NA FATA 4 5 NA Gilgit Baltistan 3 2 Activities in district Ghanche are on hold due to delay in in issuance of NOC ICT 1 1 NA Khyber Pakhtunkhwa 5 4 Activities in district Kohat are on hold due to delay in in issuance of NOC Sindh 5 5 NA Total 28 24

1.1.2.3.2 INITIAL CLUSTERING IN CONSULTATION WITH DISTRICT EDUCATION DEPARTMENT

1.1.2.3.3 PHYSICAL VERIFICATION AND FINALIZATION OF TIG CLUSTERS - FOR FIRST PHASE OF FATA ONLY

An important component of PRP CPD model is the monthly teacher inquiry group meetings, a peer based learning format in which teachers from one cluster come together on a monthly basis to work with their fellow colleagues and deepen their understanding about the component skills of reading. To provide for optimal participation, 1 to 6 schools in close geographical proximity are grouped with one school as the host which has all met all the necessary pre-requisites for holding the meeting. Ideally the role of host school can be rotated between more than one schools wherever possible in a cluster. Clusters that are easily accessible play an important role in the success of TIG meetings. Teachers, particularly female teachers, can attend TIG meetings regularly if the clusters are easily reachable for them. Therefore, the project takes extra measures to make the clusters as close in proximity as is possible. Initial clustering process is completed in consultation with district education officials using EMIS data. Consultation with the respective DEDs ensures ownership and better contextual understanding. During FY 17-18, the project completed clustering in cohort 3 intervention districts in which NOCs were available to initiate the activities.

Initial clustering is followed by the physical verification of TIG clusters. During this phase, project staff visits selected schools including host schools to confirm the EMIS data or other information provided by DEOs, accessibility and suitability of host school to hold TIG meetings. The feedback of head teachers and teachers received during face-to-face (FTF) trainings regarding access among schools in the clusters, particularly from the host schools, is also taken into consideration. Physical verification may also be used to identify relevant teacher(s) for the intervention under PRP. The table below provides details of TIG clusters finalized in cohort 3 districts:

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Table 3: Number of TIG clusters finalized during FY 17-18 Province/ Region Target Achievement Remarks AJK 80 0 Activities on hold due to delay in NOC Balochistan 150 161 11 additional TIG clusters were formed to address accessibility issues for teachers due to geographical spread. FATA 234 238 4 additional TIG clusters were formed to address accessibility issues for teachers due to geographical spread. GB 36 14 Remaining clusters are yet to be finalized in Diamer and Ghanche ICT 18 21 3 additional TIG clusters were formed to address accessibility issues for teachers due to geographical spread. KP 250 192 Around 58 TIG clusters are on hold due to the NOC issue in district Kohat. Sindh 310 308 Total 1,078 921

1.1.2.4 TRAINING OF READING SPECIALISTS (PHASE 1 - 6 DAYS, PHASE 2 - 6 DAYS) Reading Specialists are selected from provincial/regional level education departments, such as Provincial Institute for Teacher Education (PITE), Bureau of Curriculum (BOC), Department of Education (DOE), or Secretariat of Education or textbook boards. PRP invites these officials to two phases of face-to-face trainings at the provincial/regional level to provide first-hand exposure to the PRP approach on reading instruction and teacher support.

PRP has already completed two phases of trainings for reading specialists in all provinces/regions except FATA. In FATA, 4 reading specialists received the first phase of training in FY 2016-17. The second phase was planned during FY17-18. However, the second phase face-to-face training cycle for reading specialists from FATA could not be completed due to non-issuance of NOC.

1.1.2.7 TRAINING OF MENTORS Mentors play a significant role in the implementation of PRP activities in schools. A mentor’s role entails working in collaboration with project staff to facilitate face-to-face trainings for teachers, monthly/quarterly TIG meetings, and to provide “I must appreciate PRP for its contribution and on-the-job support to teachers in the classrooms. support to Education Department at all levels. I Each mentor is usually responsible to oversee two urge the mentors and academic supervisors to TIGs (approximately 12 teachers) in all take lead in disseminating PRP’s message to all the teachers. I also want expansion of PRP to all provinces/regions except FATA, where one primary schools and assure full support to the mentor oversees one TIG only (approximately 6 project during the extended phase in cohort 1 and teachers). This assists the project in addressing 2 districts as well.” accessibility issues in FATA.

Mr. Rafique Khattak, Director Elementary & Secondary Education, Khyber Pakhtunkhwa

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Selection of mentors is carried out in coordination with district education officials, they can be grade- 1 Urdu/Sindhi teachers, primary/middle/high school head teachers, AEOs, guide teachers, learning coordinators, or subject specialists. Mentors selected through this process are then trained by the project to help them understand the project’s scope of work and their role in the implementation of reading interventions. Similar to the training of reading specialists, mentors’ trainings are also held in two phases - the first at the start of the interventions (6 days) and the second during year 2 of implementation (6 more days). The table below provides details for number of mentors trained in each province/region during FY 17-18. Mentors training in progress

Table 4: Number of mentors trained during FY 17-18 Province/ Region Target Mentors Trained Remarks Male Female Total AJK 40 0 0 0 Activities on hold due to NOC Bal 100 63 37 100 NA FATA 350 214 123 337 Remaining 13 mentors will be trained in next year, subject to approval of NOC GB 18 14 3 17 Training of mentors in Ghanche is on hold due to NOC ICT 9 3 9 12 3 additional mentors were trained to address accessibility issue KP 140 57 49 106 Training of mentors in Kohat is on hold due to NOC Sindh 155 154 20 174 19 additional mentors were trained to address accessibility issue Total 812 505 241 746

1.1.2.9 -10 ORIENTATION OF ACADEMIC SUPERVISORS Academic Supervisors (AS), including Area Education Officers (AEOs) and Assistant District Education Officers (ASDEOs), are responsible for overseeing primary schools and synchronizing school level activities with the district level educational structures and policies by periodically visiting the schools in their areas throughout the year. PRP envisions the academic supervisors working directly with head teachers and teachers to help address challenges such as teachers’ attendance, participation in TIGs, lesson preparation, accountability, and responding to students’ needs in order to improve reading outcomes.

To help AS to better understand their role in the improvement of reading, the project arranges orientation sessions twice – once in the beginning of intervention and a second time after one year. The process of program implementation and stakeholders’ roles are discussed at length with a focus

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on importance of reading skills, components of reading, reading time allocation, effective use of the materials, monitoring, reading assessment, and support of the teachers in the classroom. The table below provides details for number of cohort-3 mentors trained in each province/region during the FY 17-18.

Table 5: Number of mentors trained in each province/region in Cohort-3 during FY 17-18 Province/Region Target Achievement for C3 Male Female Total Remarks AJK 20 0 0 0 Activities are on hold due to NOC Bal 60 39 16 55 5 positions are vacant FATA 36 19 4 23 13 positions are vacant GB 20 5 1 6 Activities are on hold in Diamer and Ghanche due to NOC ICT 10 8 4 12 KP 54 23 19 42 Activities are on hold in Kohat due to NOC Sindh 50 45 15 60 10 additional academic supervisors were oriented. Total 250 139 59 198

In addition, the project also arranged orientation for newly appointed academic supervisors as result of transfer/promotion in cohort 2 districts of Sindh. In total, 13 (9M, 4 F) academic supervisors were oriented on the project intervention and their role in the implementation of these activities.

1.1.2.11-13 ORIENTATION OF HEAD TEACHERS Head teachers play an integral administrative, management, and academic role for the successful functioning of schools. Head teachers work closely with academic supervisors and lead the team of teachers to ensure the quality of teaching and learning processes in their schools. In order to effectively support PRP teachers in their school and classroom environments, head teachers must understand the PRP model, their role in school development and teacher support, and using reading assessment data to track school progress toward reading improvement goals. Head teachers are oriented to have the knowledge and skills to create supportive conditions for teachers as they teach reading, to provide encouragement for reading instruction improvement, help them analyze and use data to make instructional decisions, and lend support for teacher engagement in TIG activities. PRP usually arranges orientation sessions for the head teachers in the first year of intervention in any district. In these sessions, the teachers who do not attend PRP training as mentor/language teachers are invited.

During FY 17-18, the project completed orientation of head teachers in cohort 3 districts. The table below provides details of Head teachers oriented during the reporting period.

Table 6: Number of head teachers oriented in Cohort-3 during FY 17-18 Province/Region Target C-3 HT oriented Remarks Male Female Total AJK 307 0 0 0 Activities are on hold due to NOC Balochistan 585 269 194 463 95 HTs were trained during face to face training of teachers

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whereas 27 positions are vacant. FATA 1,370 138 50 188 Activities in 4 agencies are on hold due to NOC GB 110 31 26 57 Activities are on hold in Diamer and Ghanche ICT 105 41 79 120 KP 1,008 561 414 975 Activities are on hold in Kohat Sindh 839 660 102 762 77 HTs were trained during face to face training of teachers Total 4,324 1,700 865 2,565

Similarly, the project also arranged orientation sessions for newly appointed HTs as result of transfer/promotion in PRP focused schools of cohort 1 and 2 in AJK and Sindh. During the reporting period, the project held orientation for 330 head teachers (220 M, 110 F).

1.1.2.14 -16 TRAINING OF TEACHERS (FACE TO FACE)- COHORT 1,2 & 3 2 Grade 1 and 2 teachers are the primary actors in the theory of change in promoting the improvement of students’ reading skills. The PRP professional development model revolves around the capacity building of these teachers as effective reading instructors. As part of the project intervention, language teachers undergo two annual face-to-face trainings that introduce them to PRP-designed teaching and learning materials and accompanying teachers’ guides. A 5-day introductory training and 3-day follow- up refresher training, co-facilitated by the mentors and PRP staff, are held during school holidays. This training helps the teachers to effectively implement reading lessons and assess students’ reading skills. In addition, PRP also orients them about their role in TIG meetings.

During FY 17-18, the project initiated first phase training in cohort 3 districts. The table below provides details of teachers trained thus far in C-3.

Table 7: Number of teachers trained in cohort 3 districts Province/ Target C-3 Teachers Trained Remarks Region Male Female Total AJK 606 73 teachers of RF were trained. C-3 not initiated 7 66 73 due to NOC Bal 954 505 443 948 FATA 2,108 1,025 501 1,526 Training could not be completed due to expiry of NOC GB 185 27 43 70 Activities on hold due to NOC in Diamer and Ghnache ICT 175 31 145 176 KP 1,848 782 652 1,434 Activities on hold in Kohat due to NOC Sindh 2,718 2,171 585 2,756 Total 8,594 4,548 2,435 6,983

In addition, the project also arranged condensed training for 986 (566 M; 420 F) newly transferred teachers into PRP focused schools to ensure that grade 1 & 2 children in these schools are taught by

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PRP trained teachers. The table below provides details about the number of teachers trained through condensed course.

Table 8: Number of teachers trained in Cohort 1&2 through condensed training program Province/Region Participants /Region Male Female Total AJK 156 111 267 Bal 36 15 51 ICT - 13 13 KP 255 253 508 Sindh 119 28 147 Total 566 420 986

1.1.2.19 ORIENTATION OF TIG FACILITATORS (FACE TO FACE) - COHORT 3 In each TIG a member teacher is identified as a facilitator to serve as a focal person and point of contact. A TIG facilitator works in coordination with his/her mentor and project staff to administrate the TIG meetings’ arrangements. He/she coordinates with all teachers of the TIG before the meeting to remind them about the meeting date and venue. He/she also takes care of the attendance sheet and other logistical arrangements like suitable space for the meeting, arrangement of tea, drinking water, etc. In case the mentor and SSA are not available, he/she also leads and guides the proceeding of the TIG meeting and encourages all teachers to participate during TIG meetings. The project arranges one-day orientation for these TIG facilitators to help them understand their role as facilitator.

During FY 17-18, PRP arranged orientation for TIG facilitators in cohort 3 districts. The table below provides details about number of TIG facilitators oriented during the reporting period.

Table 9: Number of TIG facilitators oriented during FY 17-18 Province/ Target Participants Remarks Region for C3 Male Female Total /Region AJK 80 0 0 0 Activities on hold due to NOC Bal 150 93 66 159 FATA 350 72 42 114 Activities on hold in 4 agencies of FATA due to NOC

GB 36 9 5 14 Activities on hold due to NOC in Diamer and Ghnache ICT 18 6 15 21 KP 250 102 85 187 Activities on hold due to NOC in Kohat Sindh 310 224 36 260 School based orientation of remaining TIG facilitators was in schools. Total 1,194 506 249 755

1.1.2. 22 TEACHERS TRAINED THROUGH TIG MEETINGS - COHORT 3 Following face-to-face trainings, the project start engaging teachers in monthly TIG meetings. These meetings are integral part of the PRP CPD model. During the two-year cycle, teachers attend 17 TIG meetings, where each TIG meeting usually last for about 3 - 3.5 hours. This monthly forum provides teachers a platform to discuss and learn from each other and to form a community of practice. These

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meetings are led by the teachers themselves and supported by TIG facilitators, mentors, and SSAs. In these monthly meetings, teachers continue their learning as they work together through the activities in the highly structured TIG modules and videos. Teachers continue to develop their competency in teaching the daily reading lesson and guiding pupils in use of the student workbooks. New concepts are also learned as the previous learning is reflected upon simultaneously in these meetings. During FY 17-18, teachers in cohort 3 districts started participating in monthly TIG meetings, following face to face trainings. The table below provides details about number of teachers attending TIG meetings:

Table 10: Percentage of teachers attending TIG meetings in Cohort 3 districts Province/ Teachers who Teachers who Teachers who Remarks Region attended three or attended two TIG attended one /Region more TIG meetings meetings TIG meeting AJK 0 0 0 Activities on hold due to NOC Bal 85% 10% 4% FATA 37% 1% 0% Activities on hold due to NOC GB 97% 1% 1% ICT 59% 23% 14% KP 36% 50% 8% Sindh 67% 22% 8%

1.1.2. 25 SCHOOL SUPPORT VISITS School support visits (SSVs) for on the job support is another important aspect of PRP - CPD model. Teachers in the project’s intervention schools get on the job opportunities to discuss their progress, challenges and achievements with mentors and school support associates (SSAs). Each project focused school is visited at least twice a quarter wherein the mentors and SSAs provide feedback and support to teachers regarding effective use of RLM provided by the project and also regarding the effective implementation of activities that help children to learn component skills of reading. The table below provides details about school support visits conducted by mentors and the school support associates. The cohort-3 targets of school support visits were kept low as face-to-face trainings were anticipated to be delayed. However, due staff efforts and timely completion of f-2-f training the School support visits commenced earlier than anticipated.

Table 11: Number of school support visits conducted in C-3 Province/ No. of schools visited and teachers No. of schools visited and teachers Remarks Region supported by Mentor supported by SSAs No. of Male Female Total Target No. of Male Female Total Target school school visited visited AJK 190 - - - - 190 - - - - Activities on hold due to NOC Bal 300 724 425 338 763 300 705 401 343 744 FATA 925 500 332 169 501 925 472 323 152 475 Activities on hold due to NOC GB 169 51 20 31 51 169 56 22 34 56 Activities on hold due to NOC ICT 35 68 15 60 75 35 76 15 85 100

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KP 1,426 1,148 620 543 1,163 1426 1,223 652 588 1,240 Activities on hold due to NOC Sindh 280 949 1,266 315 1,581 280 879 1,132 350 1,482 Total 3,325 3,440 2,678 1,456 4,134 3,325 3,411 2,545 1,552 4,097

Similarly, the project staff continued providing need-based support to teachers in cohorts 1 and 2 though no targets are set for Cohort 1 &2 districts as two-year cycle is completed there. During these visits, meetings were also held with head teachers, and they were encouraged to play their role regarding classroom observation and provision of support to PRP teachers in their schools. The table below provides details about number of teachers benefiting from these visits.

Table 12: Number of support visits by PRP staff in Cohort-1 schools Province/Region No. of schools visited and teacher supported by PRP staff in cohort 1 No. of school visited Male Teachers Female Teachers Total Teachers AJK 661 448 429 877 Bal 449 332 218 550 ICT 29 8 21 29 GB 226 198 83 281 KPK 727 444 394 838 Sindh 55 21 57 78 Total 2,147 1,451 1,202 2,653

Table 13: Number of support visits by PRP staff in Cohort-2 schools Province/Region No. of schools visited and teacher supported by PRP staff in cohort 2 No. of school visited Male Teachers Female Teachers Total Teachers AJK 532 418 346 765 Bal 497 457 275 732 GB 115 60 78 138 KPK 738 459 503 962 Sindh 1354 1666 334 2000 Total 3,236 3,060 1,557 4,597

1.1.2.27-28 QUARTERLY REVIEW MEETINGS (MENTORS AND ACADEMIC SUPERVISORS) As part of the PRP support for the CPD model, the project also arranges Quarterly Review Meetings (QRMs) for mentors and academic supervisors. These meetings help the district education department to review progress and district data, resolve issues/challenges and to plan well for the next quarter by making necessary revisions based on lessons learnt from the previous quarter. The table below provides details about QRMs held in cohort 3 districts.

Table 14: Number of quarterly review meetings held Province/Region Target Cohort 3 Achievement Remarks

AJK 2 0 On hold due to NOC Bal 6 6 FATA 7 3 On hold due to NOC

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GB 2 2 ICT 1 1 KP 5 4 On hold in Kohat due to NOC Sindh 5 0 Concerned district education offices proposed to schedule in next fiscal year Total 28 16

1.1.2.4 SUSTAINABILITY PHASE FOR COHORT 1 & 2

1.1.2.4.6 - 7 QUARTERLY TIG MEETINGS MENTORS AND TEACHERS - Cohort 1 & 2 Although PRP’s regular intervention in cohort 1 and 2 districts concluded in previous years, the modified intervention continues in these schools. PRP has started arranging quarterly TIG meetings after the completion of 17 monthly TIG meetings. Teachers and mentors in these districts come together on a quarterly basis to discuss and learn the content of the modules, specifically developed for these meetings. Quarterly TIG meetings provide teachers opportunities to further strengthen their abilities to teach reading and assess their students through classroom based activities. They share expertise, learn from each other and become more confident in their ability to direct their professional learning. The table below provides details about the number of QTIG meetings held during FY 17-18.

Table 15: number of QTIG meetings held during FY 17-18. Province/Region QTIG Target Achievement QTIG Target Achievement Cohort 1 Cohort 1 Cohort 2 Cohort 2 AJK 576 576 450 450 Bal 456 456 483 483 GB 186 189 93 93 ICT 183 183 0 0 KP 1,086 1,086 993 993 Sindh 75 75 1,191 1,191 Total 2,562 2,565* 3,210 3,210 *Three research study TIGs are included in GB

Quarterly Teacher Inquiry Group (TIG) meetings at different locations

BALOCHISTAN SINDH

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KHYBER PAKHTUNKHWA AZAD JAMMU & KASHMIR

1.1.2.4.8 -9 QUARTERLY REVIEW MEETINGS MENTORS AND ACADEMIC SUPERVISORS COHORT 1&2 As mentioned in activity 1.1.2.28, PRP arranges quarterly review meetings (QRMs) to discuss progress and areas of improvement observed during a quarter. These meetings are attended by mentors, academic supervisors and project staff. The table below outlines QRM held during FY 17-18.

Table 16: Number of quarterly review meetings of mentors and academic supervisors held Province/Region Target Cohort 1 Achievement Target Cohort 2 Achievement Cohort 1 Cohort 2

AJK 9 9 9 9 Bal 15 15 18 18 GB 6 6 6 6 ICT 3 3 0 0 KP 15 16 15 14 Sindh 3 3 15 15 Total 51 52 63 62

1.1.3 TECHNOLOGY FOR IN-SERVICE CPD

As part of its in-service CPD approach, PRP continues to explore a combination of technology tools and multimedia training materials with teachers, including tablets, memory cards, mentoring videos, audio instruction, and other platforms through which content can be updated and transmitted to participating teachers, including the utilization of SMS through their mobile phones. The section below provides further detail on how PRP will continue to explore and use various modes of technology to support in-service CPD for teachers.

1.1.3.7 DISTRIBUTION OF TABLETS- COHORT 3 PRP has been using technology to strengthen its teacher professional development interventions by providing pre-loaded tablets with virtual mentoring videos, audio lessons and e-version of PRP developed RLMs to teachers, mentors, academic supervisors and other stakeholders. Moreover, 116 remaining tablets were distributed in cohort 2. The table below outlines distribution of tablets during FY 17-18.

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Table 17: Number of tablets distributed during FY 17-18 in C-3 Province/Region Target Achievement Remarks

AJK 729 4 Activities are on hold due to NOC Bal 1,206 956 FATA 2,550 Activities are on hold due to NOC GB 279 93 Activities are on hold due to NOC ICT 264 195 KP 2,128 2,904 Distribution is in process after summer break Sindh 3,012 2,678 Distribution is in process after summer break Total 10,168 6,830

1.1.5 REVISION OF GRADE 1 & 2 MATERIAL (URDU & SINDHI) FOR COHORT 3 PRP started review and revision of reading and learning materials, developed and implemented by the project in cohort 1 and 2 districts. This process started in the previous year based on observations, feedback and comments by different stakeholders including teachers, mentors, head teachers, students and project staff. The revised material will be used in cohort 3 schools. In addition, teachers and students in cohort 1 and 2 districts will also receive revised daily reading lesson plans and workbooks.

During FY 17-18, the project completed manuals for phase 1 face to face training and TIG modules 1- 10. This revised and improved material is being used for intervention in cohort 3 districts. Similarly, manuals for phase 2 training and TIG modules 11-17 are also in review process. This material will be printed and implemented in cohort 3 districts for phase 2 training during FY 17-18.

1.1.6 MATERIAL DEVELOPMENT AND PILOT TESTING IN PASHTO LANGUAGE Grade-2 Pashto material development was initiated in FY 2016-17 and grade-2 lesson plans and workbooks were completed. During the reporting year PRP completed the printing and distribution of grade 1 Pashto material in selected schools of district Swabi of KP and initiated the development of grade 2 material. The Pashto material development team with the support from language & material development experts from provincial Pashto Academy, University of Peshawar and DCTE initiated a number of workshops and completed big books, flash cards and syllable charts along with illustrations.

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The first workshop on Pashto big book development workshop for grade 2 was held at the PRP head office in Islamabad in January 2018 which was attended by 12 participants (6 M; 6 F). During the workshop, the participants drafted 12 Pashto grade 2 big books in the light of Pashto scope and sequence. It was ensured that the content addresses the concepts of inclusive education, representation of minorities, women empowerment, child rights, safety and security. The illustrators and "PRP has improved the teaching designers also developed the illustrations and layout of methodology of teachers and enhanced the the big books. reading skills of students. PRP’s reading learning material has made it possible for

teachers to deliver lessons easily and After the content and illustration development, pilot developed the learning skills of the testing of 12 Pashto big books for grade 2 was carried students." out in 11 schools (4 Boys, 7 Girls) of district Swabi, Shah Zada, Mentor, Government Primary Khyber Pakhtunkhwa. During which 24 Pashto teachers School, Nahaqi, Tehsil Ghallanai, (10 M; 14 F) observed and gave feedback on the read- Mohmand Agency-FATA aloud session based on given criteria. After the pilot test the content of big books was revised on the basis of the results, observations, discussion with teachers and students’ responses.

The second workshop to develop Pashto leveled readers for grade 2 was held at PRP Islamabad office. A total of 8 participants (4 M; 4 F) attended the workshop during the course of which they drafted content for 24 leveled readers.

After the development phase, the participants and material development team visited 4 Pashto schools in district Swabi, Khyber Pakhtunkhwa on March 21, 2018, for the field testing of these leveled readers. The purpose of this exercise was to ensure that the leveled readers are aligned with the scope and sequence, the content is congruent to the level of grade 2 students, that the length of the text is appropriate, that all students can read assigned levels accordingly and to provide specific recommendation for revising stories after pilot testing. In addition to this sets of Pashto flash cards of sight words and small flash cards of syllables and letters were developed. Simultaneously, the PRP illustrators and designers completed the layout and illustrations of level reader and flash cards. Local context was critically considered during the development of illustrations.

At the end Pashto material review committee meetings for grade 2 RLM was held twice at Peshawar and Islamabad in November 2017 and May 2018. A total of 5 MRC members (3 M; 2 F) participated. The MRC members reviewed, approved and certified RLM, including lesson plan, workbook, big books, and flash cards and leveled readers, for printing. Minor changes were suggested by the members which were duly incorporated.

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

PRP is committed to supporting the government of Balochistan in developing reading learning material (RLM) in local languages including Balochi, Brahvi, Pashto and Sindhi in this regard, during the reporting year, PRP started the process of preliminary introductory meetings with different stakeholders of mother tongue languages. The PRP team visited University of Balochistan, Balochi Academy, Brahui Academy, Pashto Academy, PITE and Text Book Board where the work of PRP was introduced. Moreover, the process of material development in local languages and the roles of PRP and the provincial government in this process were also discussed.

PRP support in the development of reading materials in mother tongue was wholeheartedly appreciated by all departments. They showed keen interest and ensured cooperation with PRP. The concerned departments notified material review committee and material development committees for each languages, Balochi, Brahui, Sindhi and Pashto. The notified MRC & MDC consists of members from universities, PITE-Balochistan, Education Department, Textbook Board, Government Colleges and Bureau of Curriculum, Balochistan.

PRP started the material development process with a series of capacity building workshops. The first five-day workshop was held during the reporting year titled as “Development of Scope and Sequence in Balochi and Brahui Languages.” The workshop was attended by 23 (17 M; 6 F) participants from different universities, colleges, schools, apex bodies and Department of Education, Balochistan. The objectives of this workshop were to: • Understand and describe the PRP approach to reading • Understand the components of reading • Articulate the role of linguistic analysis • Describe key language features of Balochi and Brahui language • Explain the outline of the Balochi and Brahui grade - 1 scope and sequence

Participants were orientated on the reading learning materials for grades 1 & 2. They were further briefed on the reading assessment strategies. Likewise, the development and use of decodable texts for early grade children was also explained to the participants.

Subsequently, key linguistic features of Balochi & Brahui languages were discussed with participants. These participants worked in groups of Balochi & Brahui scholars, teachers and writers in order to provide the most appropriate, culturally relevant material.

The draft scope and sequence was received from the participants for further refinement and review by PRP. Afterwards, a material review committee meeting will be held for finalization. The PRP team appreciated participants for their valuable time and efforts for fostering mother tongue languages in Pakistan.

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Participants of Balochi language in a discussion

The second workshop focused on the development of Balochi, Brahvi, Sindhi and Pashto grade 1 Big Books. The 5-day workshop was organized at PRP office in Islamabad. A total of 26 members (18 M; 8 F) participated in the workshop. The main objective of the workshop was to understand and develop content for big books. The participants followed the text complexity guidelines as per the level of the grade 1 children. Each language group also emphasized the leadership role of women in their respective field. During the course of the workshop 24 Big Books stories were developed in each language.

Big book development in Balochi and Brahui language

The third workshop was conducted for the development of student’s workbook at PRP Office in Islamabad. A total of 25 (18 M; 7 F) MDC members participated in this workshop. Each language group worked with the PRP team and developed exercises for 24 weeks of the academic cycle.

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Student Workbook development workshop

Following the workshop, PRP team started composing and designing of the work books. After finalizing the content, the material will be presented to the respective MRCs for review and approval in the upcoming quarters.

1.1.8 CAPACITY BUILDING OF WRITERS TO DEVELOP READING MATERIAL PRP aims to build the capacity of local writers in developing reading material in local languages. The objective of this activity is to enable local writers to develop research-based, developmentally appropriate reading materials to provide for better availability of materials in local languages in the literary market.

In this regard, PRP identified local publishers’ writers during which 62 writers (47M; 15F) were selected and divided into two groups. There were two sessions planned for each group. The first group completed both sessions during the last year, while the second group completed the first session. During FY 2017-18, the second session of the 2nd group of writers’ capacity building workshop was held. A total of 22 writers (15 M; 7 F) of seven local languages from different regions of Pakistan participated in this session.

Table 18: Number of participants of Writers’ Capacity Building Workshop Regions Languages Number of Writers Group-1 Session 2 Male Female Total Balochistan Urdu, Brahvi, Balochi, Pashto 7 0 7 KP Urdu, Pashto, Hindko, Saraiki 6 2 8 Sindh Urdu, Sindhi 2 5 7 Total 15 7 22

These writers were oriented on the importance of, linguistic analysis of local language, scope & sequence, decodable text, fundamentals of reading, the difference between shared reading text and decodable text, etc. The writers wrote stories for shared reading and student’s independent reading in their local/regional languages. Participants received participation certificates at the end of the workshop.

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Writers developing their stories A Pashto writer presenting his story 1.1.9-10. PARTNERSHIP WITH LOW FEE PRIVATE SCHOOLS FOUNDATIONS

Following activities were performed in AJK and GB for READ Foundation during FY 17-18.

Training of master trainers: RF provided 4-day (Phase- II) training to selected Cluster Heads in order to equip them with knowledge and skills required for playing their role effectively as mentor. It was attended by 46 cluster heads (39M; 7F).

Training of teachers: RF arranged 3-day (Phase II) training of all RF teachers during the reporting quarter. It was attended by 345 teachers (17 M; 328 F). In addition to phase II training of teachers, RF also organized 3-day training for 73 newly inducted RF teachers (7 M; 66 F).

Training of ETO/head teachers (Phase II): During the reporting year, a 4 day (Phase-II) training of RF ETO/head teachers was organized, in which 230 head teachers (146 M; 84 F) participated.

Two-Day Additional Orientation for Cluster Heads: As mentioned above, RF has identified a pool of cluster heads from already oriented principal’s/head teachers to work as mentors for teachers in nearby schools. During the reporting quarter, RF arranged a 2-day training for the pool of cluster heads and helped them understand their role as mentors. During this orientation, they learnt the strategies to interact with the teachers and head teachers and help them improve reading skills of children in their schools. The table below provides details of cluster heads trained through this 2-day orientation.

Table 19: Number of cluster heads oriented

Province/Region Cluster Heads Male Female Total AJK 24 12 36 GB 1 1 2 Total 25 13 38

Two-Day Additional Orientation for All School Heads: In addition to cluster heads, RF also arranged 2-day additional training for all school heads to orient them about their role as mentors for their schools. During this training, they learnt the strategies to support teachers in reading instruction their schools.

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Table 20: Number of cluster heads oriented Province/Region School Head Teachers Male Female Total AJK 137 53 190 GB 9 3 12 Total 146 56 202

Four-Day Training for New School Heads: Similarly, RF also arranged a 4-day training for newly inducted school heads. In this training, these new school heads were briefed about reading interventions and their role for the improvement of reading in their schools. The table below provides details about school heads trained during this reporting year:

Table 21: Number of new head teachers trained Province/Region School Head Teachers Male Female Total AJK 29 17 46 GB 1 1 2 Total 30 18 48

Teachers Trained Through TIG meetings: During the FY 17-18, RF arranged TIG meetings at different locations in AJK and GB. The table below provides details of teachers attending TIG meetings.

Table 22: Percentage of Teachers attending TIG meetings Region Teachers attending 5 or more TIG 4 TIG 3 TIG 2 TIG Only 1 TIG No TIG meetings meetings meetings meetings meeting meeting

AJK 53% 10% 7% 14% 6% 10% GB 60% 15% 5% 5% 15% 0% Note: The attendance 1 &2 TIG meeting is comparatively low due to high turnover.

School Support Visits: During FY 17-18, ETOs/HT visited 106 RF schools (94 AJK & 12 GB) during which 123 (103 AJK & 20 GB) teachers were supported. In addition, PRP district and provincial staff also visited 27 schools and supported 29 teachers in AJK.

Distribution of RLM: During the reporting quarter, following material was distributed in RF schools.

Table 23: Material distribution in READ Foundation schools in AJK & GB Reading Learning Material (RLM) RLM distributed in in FY-17-18 RLMs provided to mentors 598 RLMs provided to academic supervisors 470 RLMs provided to head teachers 699 RLMs provided to teachers 68,284 RLMs provided to students of grades 1 & 2 34,303 Total 104,354

1.1.11. PARTNERSHIP WITH OTHER FOUNDATIONS

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In addition to the partnership with READ Foundation in AJK and GB, PRP has also coordinated with foundations in other provinces/regions including Balochistan Education Foundation (BEF), Elementary Education Foundation (EEF-KP), Sindh Education Foundation (SEF), The Citizens Foundation (TCF-Punjab) and Learning Zone (Punjab). During FY 17-18, the project completed following interventions with different foundations;  Completed training of 46 (6 M, 40 F) master trainers of Learning Zone and provided a soft copy complete set of PRP material.  The project planned to support TCF for the implementation of reading interventions in the schools during FY17-18 but the program could not be materialized due to delay in the issuance of NOC. Contingent upon the NOC, the project will implement the reading program in TCF schools during FY18-19.  In addition to TCF schools, PRP is in discussion with the Punjab Education Foundation (PEF) to explore the possibility of extending the program to PEF schools. The PEF Board of Directors (BOD) meeting was due in June 2018 to review the proposal but was postponed due to elections in Pakistan. The next BOD meeting is expected to be held after the government transition in September/October 2018. Based on the outcome of the meeting, PRP will be in a position to know whether or not PRP will be able to move forward with PEF in Punjab.  Balochistan Education Foundation (BEF) & Elementary Education Foundation (EEF-KP): During FY16-17, the project trained master trainers for BEF and EEF, and also provided soft copy of the reading learning material. However due to budgetary constraints, both the foundations could not initiate teacher training. PRP is now following up with the management and motivating them to explore options and resources for teacher training. During the reporting year 40 tablets were distributed amongst EEF staff.

Sindh Education Foundation (SEF) – PRP partnership with SEF is progressing according to the work plan. Under this partnership, PRP trained master trainers from Sindh Education Foundation (SEF) during FY16-17. During the reporting year, PRP trained 22 master trainers from SEF, who further trained 808 school teachers and 290 Head teachers of SEF in Sindh. Resultantly 29,829 (15,711 B; 14118 G) grade 1&2 students are now benefiting from these trained teachers. Moreover, SEF distributed 61,543 copies of RLM to their schools. The material includes lesson plans, syllable charts, big books, level readers and student work books.

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1.1.12 CLASSROOM BASED CORNER LIBRARIES To provide access to quality reading material in focused schools, PRP is providing a package of 50 MRC approved books for classroom based corner libraries in each intervention school. In the previous year, the project completed this process for all cohort 1 and 2 schools and during FY 17-18, the project established 600 corner libraries in Mohmand and Bajaur agencies of FATA. Moreover, 5 corner libraries were established in C-1 & C-2 schools. Moreover, the project also initiated process for the procurement of classroom based corner library books for cohort 3 schools.

1.2.4. PROVIDE SCHOLARSHIPS TO 3,161 ADE AND B.ED. (HONS.) STUDENTS PRP’s scholarship program is going smoothly across the country. In previous years, 2,406 scholarship recipients out of 3,161 successfully completed their degree program. Whereas the remaining active recipients, continued receiving installments during FY 17-18 and 255 (72 M, 183 F) students successfully completed their degree program during the reporting year thus so far 2,661 recipients have completed their degree program.

Moreover, the project also arranges graduation ceremonies to commemorate the commitment of these scholarship recipients upon completion of their degree program in the province/region. However, due to delay in results from the concerned universities, the project could not hold ceremonies as planned in FY 17-18. Now these ceremonies will be held in next FY 18-19, upon completion of degree programs. The table below provides details of number of students that received B.Ed. and ADE installments during the reporting year.

Table 24: Number of B.Ed and ADE students receiving scholarship installments Region Degree Male Female Total Degree Male Female Total Program Program AJK B.Ed. 18 34 52 ADE - - - (Hons.) Balochistan B.Ed. 22 40 62 ADE 3 3 6 (Hons.) FATA B.Ed. 5 3 8 ADE 4 - 4 (Hons.) GB B.Ed. 16 12 28 ADE - - (Hons.) ICT B.Ed. 3 6 9 ADE - 1 1 (Hons.) KP B.Ed. 50 60 110 ADE 3 9 11 (Hons.) Punjab B.Ed. 18 61 79 ADE - - - (Hons.) Sindh B.Ed. 22 54 76 ADE 7 8 15 (Hons.) Total 154 270 424 17 21 38

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1.3: MOBILE BUS LIBRARIES 1.3.9 PROVISION OF MBL TO INTERESTED PROVINCES/REGIONS THROUGH PPP

The Mobile Bus Library (MBL) which has sought to build a love of reading and foster a reading culture has proved to be one of PRP’s most appreciated programs, hugely popular at schools, reading festivals, book fairs, summer and winter reading camps, etc.

PRP has launched and processed MBL program in ICT and Sindh with 2 buses in each province. The MBL program ended during FY 2016-17, having reached 301 schools out of a target of 300 schools (201 in Sindh and 100 in ICT). During the MBL program, ICT and Sindh government expressed “Reading is the foundational skill for critical and interest in continuing this program with their logical thinking upon which all future learning-and own resources. After an elaborate process of earning-is based. Books are, therefore, very negotiation with provincial governments and important. With these mobile bus libraries, we can USAID, PRP formally handed over two buses to make sure that goods books are reaching children federal directorate and Capital Administration who want to read.” and Development Division in December, 2017, Mr. John Smith-Sreen (USAID Provincial Director), The handing over ceremony was attended by Sindh & Balochistan. the Minister of State for CA&DD, Dr. Tariq Fazal Chaudhry, Director Education USAID/Pakistan, Dr. Christopher Steel, DG FDE, Mr. Hasnat Qureshi, PRP project staff, students, teachers and other government dignitaries.

The second ceremony of handing over 2 MBLs to Sindh Education Foundation (SEF) was held in Karachi. Where Mr. John Smith-Sreen, Deputy Mission Director - USAID formally handed over the keys to SEF Managing Director Ms. Naheed Durrani.

After transferring over the buses, PRP conducted a 2-day training sessions for the ICT and Sindh government nominated MBL facilitators. The first sessions was held in Islamabad for ICT region, where 12 MBL facilitators (8 M; 4 F) were participated while the second session was organized in Karachi for MBL facilitators from SEF. A total of 19 (13 M; 6 F) members participated in the session. During these training sessions, the facilitators were oriented on the utilization of mobile bus library resources, aspects of reading, key activities to be conducted with students of grades 1-5. These included such activities as storytelling sessions, audio story listening, word wall, word chain for letter recognition, books issuance for home, independent reading, group reading in school, story writing and group activities. Moreover, in Islamabad the MBL visited 44 schools in Islamabad during the reporting year.

As the KP government has shown keen interest to have at least one MBL in the province. During the reporting year, based on the USAID approval for initiation of the MBL program in KP, PRP initiated the process of procurement of one vehicle along with other materials during the last quarter of FY 18. After the refurbishment and completion of legal requirement the MBL will start school visits through the MBL team from the second quarter of FY 19.

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Training in leading read aloud sessions with children Participants demonstrating read aloud

IMPROVED POLICIES AND SYSTEMS FOR READING

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COMPONENT 2: IMPROVED POLICIES AND SYSTEMS FOR READING

Improving policies and systems at the provincial and district levels to better enable teachers and students to succeed are critical to reading achievement outcomes. By focusing on PRP’s policy work in two broad areas – what to teach and by whom it is taught – PRP is making efforts to guide provinces through the planning of reading policy reform in a manner that addresses both the content and the delivery mechanism. When these sides converge, student learning outcomes are likely to improve; but without policy support on both sides, reform efforts are likely to stall.

The overall objective of Component 2 is to promote integration and implementation of policies that promote quality teaching, materials and reading assessment, as well as to promote the sustainability of PRP initiatives through public policy changes in the public education system. As a result of PRP technical assistance, provincial/regional education departments were approving policies conducive to reading improvement at early grades level.

The following sections present details of component 2 activities undertaken during this reporting year.

2.1 SUPPORT TO PROVINCIAL GOVERNMENTS IN THE REVIEW AND STRENGTHENING OF THE PROVINCIAL EDUCATION ASSESSMENT SYSTEM 2.1.1.3 ORIENTATION WORKSHOP FOR ENUMERATORS ON TOOLS During the reporting year a 4-day orientation workshop was organized by the PRP for the government officials on pilot testing of assessment tools developed by the PRP in consultation with the officials of FATA. Objective of the workshop was to train theses Government officials as enumerators on paper- pencil based EGRA tool administration process. The capacity of 9 government officials (6M; 3F) were developed to administer EGRA.

2.1.1.4 PILOT TESTING OF TOOLS IN SELECTED SCHOOLS Upon successful completion of orientation workshop for enumerators on students’ assessment tools for FATA, the trained Government officials carried out pilot testing of the EGRA tool in 10 primary schools (4 girls and 6 boys) of Mohmand district (formally called agency). A total number of 120 students (72 boys and 48 girls) of grade 1 and 2 were assessed for 6 reading skills including orientation to print, phonemic awareness, letter name knowledge, letter sound Knowledge, familiar words reading, passage reading & comprehension. Furthermore, collected data cleaning was performed for extracting analysis result to finalize tool.

2.1.1.5 REVIEW AND FINALIZE TOOLS BASED ON PILOT RESULTS A 3-days workshop was organized to review and finalize regionally developed EGRA tool that is piloted in 10 schools of Mohmand district (formally called agency) in current year. A total number of 10 Government officials (7M, 3F) from FEAC (FATA Education Assessment Center) and teachers from primary schools participated in the workshop. The review and finalization took place in light of the detailed analysis of data collected from these piloted schools by using pilot data analysis, field experience and personal knowledge/expertise of the participants.

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2.1.1.6 ORIENTATION WORKSHOP FOR ENUMERATORS ON FINAL ASSESSMENT TOOLS. ICT Assessment team organized three days’ training workshop for government officials on finalized regional EGRA tools. A total 12 (3M and 9F) participants from NEAS, CCTW and FDE participated in the training. They were trained on administering EGRA using android based tablet.

2.1.1.7 CONDUCT STUDENT ASSESSMENT ON DEVELOPED TOOLS ICT assessment team conducted EGRA in 20 govt. schools with the involvement of NEAS and FDE trained officials during 15-17 & 20-21st Nov 2017. In total, 459 students of grade 1 and 2 were assessed which include 230 (100 B- 130 G) grade 1 and 229 (97 B-132 G) of grade 2 students. The PRP assessment team provided technical feedback to improve the quality of collected data during data collection. Director Training FDE took keen interest during data collection.

2.1.1.8 FACILITATE PROVINCIAL ASSESSMENT CENTERS IN ANALYSIS AND FINALIZATION OF ASSESSMENT REPORTS During the reporting year AJK, GB and ICT regional assessment team organized 3 days Data analysis & report writing training workshops for PEAS/NEAS officials to capacitate them for conducting EGRA collected data analysis using MS Excel as well as SPSS. Along with these workshops, 05 regions AJK, BAL, ICT GB and KP reports were finalized and disseminated.

AJK assessment team organized a three days’ workshop to build the capacity of DoE officials. A total of 10 DoE officials (9 Male, 1 Female) participated in this workshop.

The GB team also organized workshop to develop data analysis skills of officials from department of Education. Where 08 participants (6 M; 2F) from DoE participated.

ICT team also organized a workshop on PRP office Islamabad. A total of 10 government officials (5 M; 5 F) from National Education Assessment System (NEAS) and Federal Directorate of Education (FDE) Islamabad participated in the data analysis and report writing training workshop that capacity is developed or enhanced for EGRA analysis. The assessment team ensured that Mr. Samiullah, instructor, College of Education, participants would be able to read, Gilgit said that, “the three days’ workshop understand collected regional EGRA data set provided a great opportunity to learn SPSS. I and also to be able to perform necessary was keen to learn more about SPSS and PRP data cleaning procedures to clean available provided platform to learn more about data set. Furthermore, participants learned analyzing data on SPSS. I learned about EGRA time and untimed subtask score calculation as per EGRA guidelines. transferring data from Excel to SPSS and data Participants skills were developed to import cleaning. The representation of data through and export data to/from SPSS from/to MS graphs was very attractive for me.” Excel. Necessary MS Excel and SPSS related commands were taught in order to carry out descriptive statistics level analysis of EGRA data. Reporting format to disseminate analysis results was also shared with workshop attendees. By the end of the workshop, participants were able to calculate grade wise and gender wise analysis of the data using both MS Excel and SPSS software.

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2.2.1 SUPPORT FOR THE DEVELOPMENT AND MONITORING OF READING IMPROVEMENT STRATEGIES

2.2.1.5 SEEK APPROVAL OF PROVINCIAL STEERING COMMITTEES FOR THE USE OF THE STRATEGY

2.2.1.6 FACILITATE THE IMPLEMENTATION OF RIS BY THE RELEVANT DOES The Reading Improvement Strategies (RIS) are formulated to strengthen reading reforms in the provinces and regions. The PRP is, therefore, supporting provincial/regional education departments to develop and implement their respective Reading Improvement Strategies (RIS). These strategies will serve as overall roadmaps for each province/region to achieve their self-identified goals for reading improvement. The strategies cover reading instruction time, revision of language curriculum, integration of reading skills in primary class textbooks and material, teacher professional development, reading assessment, and the promotion of a reading culture.

During the reporting year, 02 reading improvement strategies (ICT & Sindh) were approved by provincial/regional governments. Whereas, FATA RIS draft was developed prior to the merger in KP and further action will be taken after consultation with the KP education department.

In the reporting period, following achievement/progress vis-à-vis implementation of various components of RIS was noted:  Reading instruction time was integrated into schemes of studies and the revised schemes were approved by the Education Departments in ICT, GB and Sindh.  Reading standards/skills integrated into Urdu Language Curriculum of Grade 1-5 and same were notified in AJK, Balochistan, ICT and KP by the concerned component authorities. In Sindh, the revised curriculum was developed and awaiting final approval from the Secretary Education.  Subsequent to revision of the Urdu language curriculum, textbook boards in AJK, Balochistan, ICT, KP and Sindh started work on development of Urdu language textbooks of Grade 1 to 5 with the technical assistance of PRP Component 2.  Provincial institutes for teacher education (PITEs) in AJK, Balochistan, GB, KP and Sindh developed proposals for allocation of necessary financial means to start implementation of CPD models in their respective provinces/regions. In ICT, CPD plan was integrated into the implementation framework of the Prime Minister’s Education Reforms Programs.

2.2.2 DEVELOP STRATEGIES TO FACILITATE PUBLIC PRIVATE PARTNERSHIP

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

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

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2.2.2.6 DEVELOP FIVE (5) PRODUCT-BASED PROGRAMS ON COST-SHARE FOR PROMOTING SOCIAL INVESTMENT THROUGH PRIVATE SECTOR The overall goal of Public Private Partnership (PPP) under the Pakistan Reading Project (PRP) is to facilitate and generate partnerships and improve the enabling environments that encourage the private sector to expand its role in the education sector in Pakistan. These partnerships help scale up PRP’s reading interventions and sustain even beyond the project life.

During the reporting year:  FATA Education Secretariat notified PPP Task Force to guide and support interested potential private partners for a meaningful Public Private partnership for public schools of FATA region.  Meetings were also held with PPP focal points in ICT and Sindh regions to discuss mutual areas of collaboration, whereas three PPP Task Force meetings held in FATA, Balochistan & GB regions/provinces and shared progress update under PPP and role of innovative PPP model “Education Management Organizations (EMO)” being practiced in Sindh came under discussion.  An Observational study tour of FATA PPP task force members to Sindh was undertaken by USAID Pakistan Reading Project. Four members of the FATA Education Directorate and FATA Education Foundation visited Sukkur and Karachi to observe the successful PPP models introduced by the Education Department, Government of Sindh.  A set of 2,145 books donated by Rotary Pakistan Literacy Mission (RPLM) was handed over to the Principals of Government Elementary College Quetta (Male/Female) and Director BOC & EC for strengthening of respective institutional libraries (945 books given to each GEC Male & Female & 255 to BOC & EC), hence completed the distribution of books donated by RPLM.  PRP developed a PPP action plan for strengthening PPP activities. This plan was also presented to USAID for necessary perusal in July 2018.  PPP team selected 06 products out of PRP intervention elements for developing partnership with the interested organizations and companies to garner support for reading interventions.  Three organizations, Ghazali Education Trust, Human Development Foundation and Society for Community Strengthening, and Promotion of Education in Balochistan agreed to sign a memorandum of understanding on printing, distribution and utilization of Reading Learning Materials with their own resources. Through these MOUs approximately 49,000 students of grade 1 & 2 of 1,052 schools are expected to benefit from PRP’s RLM. Further formalities for execution will be taken during FY 18-19.

2.2.3 APEX INSTITUTIONS CAPACITY DEVELOPMENT THROUGH TECHNICAL ASSISTANCE

2.2.3.9 FINALIZATION AND APPROVAL OF THE STRATEGIC PLANS

2.2.3.10 FACILITATE PROVINCIAL / REGIONAL GOVERNMENT TO IMPLEMENT THE STRATEGIC PLAN

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Although each province/region has an institutional body responsible for the management of the in- service training program. However, structured professional in-service programs were absent in most of the provinces/ regions. PRP performed a situation analysis of the concerned provincial/regional apex institutions to assess their needs and also identified challenges faced while planning CPD within a province.

In FY 2016-17, PRP provided technical assistance to Balochistan, FATA, GB, ICT and Sindh to facilitate the apex institutions in developing draft strategic plans. These draft plans were discussed in consultative provincial/regional workshops in which each the documents were reviewed, received feedback and finalized. After incorporating feedback, the draft plans were submitted to provincial/regional steering committees to seek approval. Subsequently, 05 CPD strategic plans were approved by the provincial/regional PSC in AJK, Balochistan, ICT, GB and Sindh. In FATA, work was reinitiated to finalize the draft CPD plan.

During the reporting year, KP E&SE Department notified the inclusion of Urdu Language subject into KP CPD Plan beginning the 2019 academic session. The Provincial Institute of Teacher Education (PITE) submitted a budget request of PKR. 64.43 million to the Elementary and Secondary Education Department (ES&ED) for implementing CPD related activities.

In FATA, Education Directorate reinitiated work on CPD development by notifying CPD committee. However, the process was paused in the wake of FATA merger with KP. Although deliberations are ongoing, it is likely that FATA will follow KP CPD model for in-service teacher training.

In AJK, the Secretary E&SE instructed Directorate of Education to allocate 02 additional days exclusively for reading instruction in all its ongoing in-service training program. In addition, the Secretary directed all district education officers to develop a mechanism for training of all non PRP teachers following the PRP’s training model. The Education Secretariat and DEE monitored the progress on regular basis. In addition, 50 million rupees were allocated for establishing the teacher training academy for in-service teacher training.

In Balochistan, a proposal for allocation of rupees 605 million was made in the PSDP 2017-18 for in- service training and professional development of primary and secondary school teachers.

In Sindh, the School Education and Literacy Department (SE&LD) proposed allocation of necessary funds for implementation of CPD activities to Finance Department for approval.

2.3.2 PROVINCIAL STUDY TOURS – NATIONAL The overall objective of the study tour was to expose participants to successful reading initiatives in schools across Pakistan, explore intervention implementation challenges and solutions, and to highlight policies and practices that promote reading. During the study tour, participants engaged with colleagues on managing various reading reforms, participated in interactive activities such as classroom observations, mentoring sessions, formative assessments, community support, and

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observations of classroom best practices in promoting reading culture. The study tour also provided participants with a platform to reflect on their own observations, interpretation of the learning experiences, and how these relate to their respective provincial/regional contexts.

In the reporting FY 2017-18, PRP organized a three-day observational study tour to AJK for provincial reading champions (government officials) nominated by the respective provincial/regional education departments and PRP staff. The visit provided an opportunity for reading champions to observe reading initiatives adopted by the AJK government within the PRP framework. The Education Secretary of AJK appreciated PRP for arranging such a beneficial study tour and bringing about improvements in teaching and learning practices in AJK schools. A total of 16 government officials from all provinces and regions (13 M; 03 F) and 10 PRP staff (09 M; 01 F) participated in the study tour.

The study tour helped the delegates to comprehend the relationship between quality reading instructions and improved learning outcomes. This three-day visit was instrumental in learning new approaches and techniques for implementing reading reforms ranging from allocation of reading time, training of teachers, development of reading standards, enriching curriculum with reading instruction, translating curriculum into textbook/materials in each respective province and region. Furthermore, the study tour also provided a platform for interaction with counterparts and for participants to reflect on their personal observations, interpretation of the learning experiences, and how these relate to their respective provincial/regional contexts.

2.4 PROVISION OF LEADERSHIP AND OVERSIGHT TO THE PROGRAMS

2.4.1 PROVISION OF LEADERSHIP THROUGH NEED-BASED STEERING COMMITTEE MEETINGS 2.4.2 STRENGTHENING OF OVERSIGHT SYSTEMS THROUGH NEED-BASED ADVISORY COMMITTEE MEETINGS Provincial Steering Committees (PSCs) were formed by the provincial/regional education departments to engage all stakeholders in dialogue and decision making around key reading policy reforms. Given

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the decentralized nature of Pakistan’s education sector, PSCs proved crucial policy-making bodies in PRP addressing reading policy challenges. In

addition to the PSCs, each province has its own “I feel privileged to be part of Pakistan Reading advisory committee for technical input into Project since its inception. Among its various policy discussions/decisions. policy initiatives, I admire the reading standards which are now being incorporated in National curriculum of (pre) Grade I-V curriculum. This In the reporting period, total 12 Steering curriculum will be implemented in all schools of Committee meetings were held (AJK: 03, ICT soon”. Balochistan: 03, FATA: 01, GB: 01, ICT: 02, KP: 01 Mr. Rafique Tahir Joint Educational Advisor and Sindh: 01). Ministry of Federal Education and Professional training In addition to PSC meetings, 10 advisory committee meetings were held (AJK: 03, Bal: 01, GB: 1, ICT: 02, KP: 01 and Sindh: 02). These meetings proved beneficial in addressing challenges, sharing project updates and getting 13 policy initiatives approved during the reporting year.

Table 25: Policies endorsed/approved by the Provincial Steering Committees approved during FY 2017-18 Policy Type Target Achievement

Reading Improvement Strategies – National, FATA*, ICT and Sindh 04 03

Revised Scheme of Studies – GB*, ICT and Sindh 03 02

Revised Urdu Language Curriculum – AJK, Bal, ICT and KP 04 04

Integration of TIG elements into CPD model – KP 01 01

Reading Performance Standards – National 01 01

PRP-SRP Reading Performance Standards – Urdu and Sindhi in Sindh 02 02

Total 15 13

*In FATA, draft RIS was developed but approval process was halted in the wake of merger of FATA in KP and absence of NOC.

* In GB, revised Scheme of Studies was approved by the PSC but notification was yet awaited.

2.5.2 REVIEW POLICIES AT THE PROVINCIAL LEVEL AND INTRODUCE NEW POLICIES TO ENSURE SUSTAINABLE LEARNING AND CPD OF TEACHERS

2.5.2.1 SHARE AND REVIEW TIG MODEL WITH THE APEX INSTITUTIONS RESPONSIBLE FOR CPD

2.5.2.3 FINALIZATION AND APPROVAL OF THE TIG STRUCTURE BY THE APEX INSTITUTIONS

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During the previous year, PRP worked with the provincial/regional government education departments to ensure the reading reforms initiated by PRP are integrated in the main stream of the public education system. PRP also shared the TIG model with all apex institutions responsible for teacher training in the respective provinces/regions. As a result, the AJK Government has already adapted PRP TIG Model and is also trying to introduce the model in non-PRP schools. Likewise, Balochistan, GB, ICT and Sindh have approved the strategic plans for in-service teachers within the framework of TIG model.

In the reporting year, the TIG structure was discussed with the CPD Integration Committee of KP Education Department for its integration in the existing CPD plan. After detailed deliberations, the E&SE Department notified the inclusion of TIG elements into KP CPD Plan from next academic session. After the merger of FATA tribal agencies in KP, PRP is planning to work with KP education department for the integration of newly merged districts in KP CPD plan.

2.5.2.4 STANDARD SETTING FOR READING AT GRADE 1 & 2 - URDU, SINDHI AND PUSHTO

2.5.2.5 GRADE LEVEL PERFORMANCE READING STANDARDS (URDU, SINDHI AND PASHTO) APPROVED BY THE PROVINCIAL/REGIONAL GOVERNMENTS

Standard setting is critical in reforming any education system, and improving the teaching learning process, as it is an integral part of the student assessment process. PRP facilitated the process of establishing standards that define target reading performance, and serves as the foundation for comprehensive reading reforms. PRP also provided technical assistance to provincial/regional education departments in setting grade level reading standard targets for national as well as provincial/regional levels for Urdu, Sindhi and Pushto.

In the reporting year, Sindh education department approved grade level compliance performance standards for Urdu and Sindhi.

2.5.5 DEVELOP TEACHER CERTIFICATION AND LICENSING PROGRAM

2.5.5.4 APPROVAL AND NOTIFICATION OF LICENSING STRUCTURE Licensing is the process through which a government agency grants permission to a prospective teacher who has met prescribed requirements to be hired on merit basis. In the current system, teachers do not receive a license that identifies them as a qualified professional, although it is common practice for other professionals such as accountants, lawyers, and doctors. Licensing also offers a measure of professionalism that may help attract and retain highly skilled teachers and limit the number of unqualified candidates who may attempt to enter the teaching force.

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In the previous year with the technical assistance of PRP, teacher certification and licensing structures were developed in Balochistan, GB and ICT. KP Education Department communicated to PRP regarding its intention to develop teachers licensing and certification framework at its own without any technical assistance from development partners.

In the reporting year, FATA – DOE informed PRP about its decision to follow KP Education Department in this policy matter.

2.5.6 ACCREDITATION OF TEACHER EDUCATION PROGRAMS

2.5.6.3 COMPLETION OF ACCREDITATION TOOLS 2.5.6.4 DISSEMINATION OF ACCREDITATION RANKS/CATEGORIES GIVEN BY NACTE Accreditation is an evaluation process that determines the quality of institutions or programs using predetermined standards. The accreditation process provides an opportunity to the respective institutions to manage and improve academic performance and physical facilities as per given rankings. In Pakistan, teacher education programs are accredited by the National Accreditation Council for Teacher Education (NACTE), which is a well-established, yet understaffed, entity. During the accreditation process, NACTE looks at areas such as facilities, performance, discipline-specific staffing, and course content.

PRP set a target of 111 Teacher Training Institutes (TTIs) to receive their accreditation with NACTE. After signing MOUs with these TTIs and NACTE, PRP paid the accreditation fee for these institutions and also organized orientation workshops for selected TTI staff members. Out of these, 85 TTIs participated in the initial accreditation process and 84 TTIs completed the accreditation tools. Moreover, 26 TTIs declined to further participate in the accreditation process owing to multiple reasons. The largest chunk was in KP (20 TTIs), which dropped the process after the introduction of ‘Induction Model’ for teacher training in the province. In the previous year, 38 TTIs were issued accreditation ranks by the NACTE. These included 33 TTIs of Sindh, 04 of AJK and 01 of ICT.

Table 26: Number of TTIS accredited by NACTE Province/Region No. of No. of No. of TTIs Accreditation Ranks issued by TTIs TTIs participated in the tools completed NACTE (Sep target declined process 2018)

AJ&K 12 0 12 12 04 Balochistan 19 1 18 18 08 FATA 04 0 04 04 - GB 04 0 04 04 04 ICT 02 1 01 – university only 01 01 KP 26 20 06 - universities only 06 01 Punjab 08 1 07 - universities only 07 04 Sindh 36 3 33 33 33 Total 111 26 85 85 55

During the reporting year, 17 more TTIs were issued accreditation by NACTE. This includes 08 in Balochistan, 04 in GB, 01 in KP, and 04 in Punjab. Since NACTE officials have completed visits to the

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maximum TTIs, it was expected that more ranks will be issued during early during quarter of FY 2018- 19.

2.5.8 POLICY DIALOGUE ON GENDER SENSITIZATION 2.5.8.1 NATIONAL INTERCHANGE ON GENDER SENSITIZATION Gender is a cross-cutting theme, PRP is working to address gender gaps in skills and knowledge among teachers in pre-service, in-service, school curriculum

“As teachers and researchers, we need to understand how gender is constructed, and that it is not something that we put on shelves or read about in books. Gender is happening every day. It is our society that creates a different set of expectations, opportunities, and roles for men and women.” and textbooks. The focus of all design activities Prof. Dr. Shahid Siddiqui, Vice Chancellor, Allama of PRP was to ensure full and equal access to Iqbal Open University, Islamabad both girls and boys, and achievement of good quality in basic education. During the reporting year, a policy dialogue on Gender Mainstreaming in Education and Reading Instruction in Pakistan was held to commemorate the International Women’s Day 2018. The theme of the dialogue was “Press for Progress”. The major objectives of the policy dialogue were to provide a platform to stakeholders to generate dialogue around gender-sensitive education and identify solutions to mainstreaming gender in education and to deliberate with key stakeholders on issues related to gender mainstreaming in text books and teaching and learning materials.

The dialogue helped in engaging provincial education experts, policymakers, and stakeholders to promote gender mainstreaming in Pakistan. This policy dialogue brought together almost 60 government and civil society actors and experts for cross learning, identifying barriers, and building consensus on best practices for gender equity in education from the provincial to the national levels. The dialogue concluded that a major impediment to progress is the lack of visibility of women in high- level positions in Pakistan. Although women represent a large percentage of higher education students, women with post-graduate degrees often do not have a voice in policy-making and have little to no representation in senior-level positions in the public and private sectors. Policy codifying and mandating gender mainstreaming is essential for sustained progress towards gender equality. Participants also stressed upon the need to adopt and implement policies like the formation of the Sindh Gender Unit for achieving the gender equality and equity goals in education sector.

2.5.9 TEACHER INCENTIVE AND RECOGNITION PROGRAMS 2.5.9.1 SELECTION OF BEST TEACHERS 2.5.9.2 AWARD CEREMONY FOR TEACHERS The time teachers need to spend on their professional development over the course of the two-year PRP intervention cycle is considerable. While the project is offering stipends for travel expenses and

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miscellaneous expenses to the subset of teachers who travel long distances, this alone is likely to be insufficient to motivate teachers to invest a significant amount of time and effort requested of them by the rigorous PRP professional development program. PRP, therefore, will recognize high- performing teachers who demonstrated expertise and consistently achieved strong student learning outcomes by organizing annual teacher award ceremony.

During the reporting period, necessary preparation was made to organize best teacher’s award ceremony during first quarter of next fiscal year in Islamabad. The activity was planned for the month of September but it was moved to next FY with the aim to coordinate the ceremony with World Teacher’s Day. PRP in collaboration with education departments established a criterion for selection of best teachers from PRP intervention regions. Against the criterion, provincial education authorities nominated 28 best teachers.

2.6 SUSTAINABILITY OF PRP POLICY INITIATIVES IN THE PUBLIC EDUCATION SYSTEM Sustainability of PRP initiatives is dependent on the effective engagement of the public education institutional structures, and the commitment of key personnel and budget within the government and education sector. It is also critical for key stakeholders to champion the program’s initiatives in their respective areas of influence. To push the sustainability agenda forward, the National Policy Team has started the integration of reading related policies and initiatives within existing government structures and public education system.

2.6.1 CONSULTATIVE MEETING TO REVIEW AND REVISE SCHEME OF STUDIES Reading Instruction Time (RIT) in schools provides allocated time for explicit, systematic reading instruction within schools, which leads to improvement in reading skills among children. PRP has invested considerable efforts into the notification of Reading Instruction Time (RIT) in all provinces/regions in order to allow children the opportunity to develop reading skills. To sustain this initiative PRP facilitated the provincial/regional governments in reviewing and revising the Scheme of Studies at the primary school level to include dedicated reading time in the school’s weekly timetable of a minimum period of 30 - 45 minutes.

Previously, AJK, Balochistan and KP governments approved the revised scheme of studies after incorporating mandatory and specific reading time within the normal school timings.

During the reporting year, 5 consultative meetings were here held (2 ICT, 1 KP and 2 in Sindh). ICT and Sindh governments approved the revised scheme of studies. Thus, PRP has completed the revision of scheme of studies for primary classes for all provinces and regions. This provision will be equally applicable to PRP and non-PRP intervention schools and will be instrumental in providing for the improvement in reading skills of early grade students.

2.6.2 CONSULTATIVE MEETING WITH BOC/PITE/DCRD/TEXTBOOK BOARD AND DOE FOR INTEGRATION OF READING STANDARDS IN CURRICULUM AND TEXTBOOK/MATERIAL Curriculum are generally based on clearly outlined standards/benchmarks. Textbooks and learning materials are reflective of curriculum. However, when the Urdu language curriculum of early grades was developed in 2006, reading standards were absent. Keeping this fact in view, PRP provided

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technical assistance to provincial/regional education departments in development of reading standards. As a next step, efforts were made to integrate these reading standards into curriculum and subsequently in textbooks/learning materials.

In the previous year 2016-17, the integration process was started in the AJK, Balochistan, ICT, KP and Sindh provinces. Curriculum review committees were formed involving teachers, head teachers, education managers, as well as experts from provincial institutes of teacher education and curriculum bureaus.

During the reporting FY 2017-18, AJK, Balochistan, ICT and KP education departments successfully integrated reading standards into Urdu language curriculum and these governments have approved the revised Urdu Language Curriculum for early grades with technical assistance(TA) provided by PRP. In this regard 13 consultative meetings were organized (AJK 1, Bal 4, KP 5 and Sindh 3) by the DCTE, BOC, PITE, DCRD and DCAR with the technical facilitation of PRP for curriculum revision process.

In Sindh, a follow up meeting was held with DCAR officials and Urdu/Sindhi Curriculum Review Committees for finalization of Urdu/ Sindhi language Curriculum. The draft curriculum of Sindhi and Urdu languages were shared with the Director DCAR. The Director DCAR arranged the external Review of Sindhi and Urdu Language Curriculum for Primary Grades for submission for final approval.

2.6.3 CONSULTATIVE MEETING WITH BOC/PITE/DCRD/TEXTBOOK BOARD AND DOE FOR REVIEWING AND ADOPTING TLM PRP facilitated 21 consultative meetings of provincial/regional DOEs, curriculum bureaus and TTBs officials to explore the possibility of integrating the PRP TLM in the textbooks of primary classes within the framework of revised language curriculum from next academic session (April 2018-19).

In AJK, 03 consultative meetings were held to incorporate the revised Urdu language curriculum into the textbooks. In these meetings, 31 authors (24 M; 7 F) of 09 potential publishers were orientated on revised Urdu language curriculum and development of Urdu language textbooks for grades 1 – 5. Moreover, the AJK textbook board developed a pool of reviewers for DCRD and TBB.

In Balochistan, 06 consultative meetings were held to incorporate the revised Urdu language curriculum into textbooks. In result of these consultative meetings, the Additional Secretary notified the review committee to examine existing TLM and their adoption into a model textbook. Furthermore, writers from 5 potential publishers examined the inputs of review committee on TLM and grade 1-5 Urdu textbooks.

In GB, in the light of the lack of organizational structure for curriculum and textbooks development, the DOE arranged a panel discussion on the use of different options on the use and adoption of early grade language textbooks to improve reading skills of early grade students.

In ICT, 05 consultative meetings were held for integrating TLM into textbooks. As a result of these consultative meetings, PRP Reading Learning Material was integrated into Urdu textbooks of Grades 1 and 2.

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In KP, 04 consultative meetings were held to translate the revised Urdu language curriculum into textbooks. 15 authors/publishers (10 M; 05 F) and 07 government officials (all male) were oriented on revised Urdu language curriculum and development/translating into the textbook for Grade 1-5.

In Sindh, as per the approved roadmap of STBB and DCAR, the process of textbook revision has been initiated. 02 consultative meetings were held to incorporate the revised Urdu language curriculum into the textbooks. As a result, the existing textbooks of Sindhi and Urdu languages for grade 1 & 2 were reviewed.

2.7 FACILITATE NATIONAL FORUM ON PROMOTION OF READING 2.7.2 MEETING OF NATIONAL FORUM ON PROMOTION OF READING A National Reading Forum was established in 2016 to share the project updates and generate collective discussion/dialogue on the integration of PRP initiatives into the public education system. During the reporting year, The Ministry of Federal Education & Professional Training in collaboration with PRP hosted third meeting of National Reading Forum in Islamabad. The National Reading Forum provided a platform for showcasing PRP progress at the national level and discussing issues and challenges with senior provincial/regional education managers. The meeting was chaired by the Federal Secretary, Ministry of Federal Education & Professional Training. It was attended by the Education Secretaries of Balochistan, FATA and KP and USAID officials. Senior officials of AJK, GB, ICT and Sindh education departments represented their respective regions. Senior PRP management, Chief of Party, Deputy. Chief of Party and Component Leads, also participated in the event. A total of 37 participants (30 M; 7 F) attended the meeting, including PRP staff.

In the inaugural address, the Federal Secretary, M/o FE&PT appreciated the USAID contributions in framing and implementing 165 million USD reading project in Pakistan. He noted that the improved policy and planning, professional development and public private partnerships are key elements of success of the project and provide new opportunities in education sector. For ultimate success, sustainability is required for interventions.

During the meeting proceedings, provincial/regional secretaries and PRP directors shared progress and challenges of their respective domains. At the end, Chief of Party - PRP delivered a note of appreciation to the participation of education secretaries, their associates and USAID colleagues. He expressed gratitude to all members of the reading forum for supporting PRP’s work and implementing its activities in a successful manner.

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2.8 COORDINATION BETWEEN PRP AND SRP TO SYNCHRONIZE AND IMPLEMENT READING PROGRAMS IN SINDH 2.8.3 ORGANIZE QUARTERLY MEETING During the previous year, 03 coordination meeting were held attended by USAID, PRP and SRP officials. These meetings initiated joint efforts to coordinate activities of common interests i.e. scheme of studies, reading standards and their integration in language curriculum, RIS development, CPD implementation and reading assessment.

During the reporting period, PRP held a 01 coordination meeting with Sindh Reading Program at the US Consulate in Karachi. The purpose of the meeting was to discuss policy recommendations, standards revisions and programmatic changes between Cohorts 1 & 3. The meeting was attended by representatives of USAID, PRP and SRP senior management.

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IMPROVED COMMUNITY BASED SUPPORT FOR READING

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COMPONENT 3: IMPROVED COMMUNITY BASED SUPPORT FOR READING

This Component focuses on a range of innovative program grants based on community-based support to reinforce children’s learning and reading skills acquisition. PRP solicits support from Pakistani non- government organizations (NGOs) and school management committees through Community Managed Reading (CMR) grants and Complementary Reading Project (CRP) grants that are focused explicitly on community-based reading activities in support of PRP objectives.

The following sections present details of component 3 activities undertaken during this reporting year.

SUB-COMPONENT 3.1: COMPLEMENTARY READING PROJECT (CRP) GRANTS 3.1: COMPLEMENTARY READING PROJECT (CRP) GRANTS The purpose of the Complementary Reading Project (CRP) grants is to engage registered Local Non- Government Organizations (LNGOs) in reinforcing children’s learning and reading skills acquisition. PRP has awarded CRP grants to the registered LNGOs of Pakistan across 6 provinces/regions.

In the last reporting year the CRP grants awarded under two themes were successfully closed out and completion certificates were issued. In the reporting year, PRP worked on a thematic area, i.e. “Reading for Adolescent Girls” under Complementary Reading Project (CRP) grants. The concept note included rationale of the theme, elaborated specific objectives, expected outcomes of the initiative and lastly the illustrative activities that can be implemented in achieving the desired outcomes and meeting the specific objectives. While developing the concept note, PRP National Gender Study findings relevant to adolescent girls were reviewed in order to develop and include more focused activities in a concept note and subsequently in a Request for Application (RFA).

PRP has identified $445,000 for Punjab Education Foundation Phase-II work in consultation with USAID. This amount will be made available by allocating $205,000 from the WL savings and $ 240,000 from IRC budget for three Complementary Reading Program (CRP) grants under the theme of “Reading for Adolescent Girls”. In case, these efforts are not successful, PRP will utilize $240,000 for the already approved CRP grants and WL’s $205,000 saving will be used for the Reading Network activities in consultation with USAID.

In the initial PRP meeting held with the management of Punjab Education Foundation (PEF), the concept note was shared with PEF management for securing approval from their Board of Directors in a meeting that was planned for June 2018. With the arrival of care taker government and some possible changes at their board of director’s level, the planned BOD meeting could not be conducted. It was then shared by the PEF management that the changing situation will become clear by September 2018 and they will be able to share the consent of their BOD members over the concept note by start of October 2018. The next BOD meeting is expected to be held after the government transition in September/October 2018. Based on the outcome of the meeting, PRP will be in a position to know whether or not PRP will be able to move forward with PEF in Punjab.

During Khyber Pakhtunkhwa’s 6th Provincial Steering Committee (PSC) meeting held in September 2017 the Special Secretary requested PRP and USAID to convert one CRP grant (USD 80,000) on

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“Reading for Adolescent Girls” theme in to CMR grants and also to provide one Mobile Bus Library (MBL). In the reporting year, a letter including the request for conversion of one CRP grant into CMR grants and initiation of MBL program in at least 50 schools of KP was submitted for USAID’s approval. Subsequently, USAID issued approval on the initiation of 131 CMR grants that was followed by another USAID approval for initiating MBL program in KP.

Based on the USAID approval and in consultation with the field team and KP’s Education Department, PRP developed school selection criteria for 131 CMR grants. Schools were identified as per the criteria and a verification process was conducted to determine functionality of PTCs, availability of PTC notification and bank account.

In the upcoming year, PRP will solicit KP education department’s endorsement for the identified schools prior to initiation of the CMR work and will award grants to the Parent Teacher Committees (PTCs) of the approved schools. PRP initiated the spadework on “Reading for Adolescent Girls” theme by developing a Request for Application (RFA). In addition, PRP also conducted a meeting with the USAID-funded Advancing Girls Education & Skills (AGES) project to gain a deeper insight into common themes related to supporting adolescent girls. The information and insights gained from the meeting informed the development of RFA.

Moreover, in consultation with PRP technical team, work is in progress on the development of RFA on the identified theme of “Education of Children with Disabilities & Special Learning Needs through Institution/University.” Once finalized internally both the RFAs will be shared with USAID for review and approval.

3.1.1.4 SOLICITATION: CALLS FOR PROPOSALS RELEASED During the reporting year discussions were held with PRP technical team regarding way forward and the areas to be covered under the grant theme of “Education of Children with Disabilities & Special Learning Needs through Institution/University” and work is in progress on the development of a Request for Application (RFA).

3.1.1.9 GRANTS MONITORING: In FY 2015-16, PRP awarded CRP grants under two themes - “Reading Events to Promote Parental Engagement” and “Children with Special Needs.” Following completion of CRP grants in FY 2016-17, PRP hired a third party to evaluate the effectiveness of completed grants. During the reporting year, the firm drafted inception report, developed and finalized data collection tools, completed data collection, shared sample draft report, meetings conducted and feedback provided on the report, the report was finalized and shared with USAID.

Key findings of the evaluation report of CRP grants on Parental Engagement showed that these grants contributed towards increased awareness amongst parents and improved school-parent-teacher liaison. The grants also helped in developing a reading culture among the students by providing them a conducive and supportive environment both at home and at school.

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The evaluation report on the grants awarded under Children with Special Needs theme showed that these grants contributed to build teachers’ capacity to screen eyesight of visually impaired children in schools. The grants also helped raise a better understanding and a positive attitude towards care of visually impaired students.

3.1.1.10 PROPAGATION OF GRANT OUTCOMES “Propagation of Grant Outcomes” activity was made part of PRP’s 3rd meeting of the National Reading Forum that was attended by USAID, senior government officials and education department representatives. Keeping the forum’s time limitations under consideration, two of the nine grantee organizations i.e. Hashoo Foundation (HF) and Karakoram Associates for Educational & Economic Development (KAEED) who implemented “Reading Events to Promote Parental Engagement” and “Children with Special Needs (Visual Impairment)” themes in Islamabad and Gilgit-Baltistan regions participated and shared key activities, impact the grants created in their project areas, the interventions that were being replicated and some recommendations based on their on-ground experiences. The initiatives were greatly appreciated by the participants.

8.1 DISPOSITION OF COMMUNITY BASED LIBRARY BOOKS:

During the reporting year, a request was submitted to USAID for the disposition of 7,149 library books to Federal Directorate of Education (FDE) for onward distribution to its schools in Islamabad. The disposition request was approved by USAID and based on this approval a formal books transfer document was signed with FDE and subsequently the books were handed over to FDE which will be further disseminated to FDE managed educational institutions.

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GENDER

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GENDER

Gender is a crosscutting theme, PRP addresses gender gaps in skills and knowledge among teachers in pre-service, in-service, school curriculum and textbooks. The goal relating to the attainment of gender sensitivity, equality and equity is at the core of each component. The focus of gender related activities is to identify gender gaps, to ensure gender equality in project interventions, and to achieve gender deliverables.

During reporting year, various activities were carried out by PRP with specific focus on supporting sustainable efforts to promote gender equity in education at the primary level. One of the major events arranged was a gender and policy dialogue in Islamabad participated by all regional representatives of the education departments. PRP also supported federal and provincials/regional departments in integrating reading and gender equality perspectives into text books. This provided for the increased role and representation of women in text books. Other initiatives taken included supporting Cohort 3 gender orientation sessions during face-to-face trainings, printing and distribution of gender materials, organizing orientation sessions on gender mainstreaming in education, celebrating important days like International Women’s Day, 16 days of activism and Autism. Finally, during reporting year PRP also initiated a series of dialogues and discussion sessions on Anti Sexual Harassment (ASH) ensuring harassment free working environment across PRP.

4.2 DEVELOPMENT OF GENDER SENSITIVE MATERIAL 4.2.3 DISTRIBUTION OF BROCHURE AND POSTERS ON GIRL FRIENDLY APPROACH During reporting year, all regions of PRP received gender promotional materials that included a set of 3 gender posters and a brochure. The purpose of providing such materials was to raise teachers’ awareness with regard After knowing the concepts of gender to equal rights of girls and boys, as well as to introduce gender equality, we will work with greater friendly teaching practices in schools. During the reporting understanding in the field to year, PRP distributed 6,459 sets of gender posters and eliminate stereotypes and biased brochures to trained teachers, mentors and academic approaches and practices in supervisors of cohort 1, 2 and 3. These materials carry various education. awareness messages supporting gender equality, including promoting a friendly and equitable learning environment and Faisal Anwar, Head of Office, PRP FATA teachers’ positive role in promoting learners’ reading skills.

4.4 TRAINING ON GENDER AND CONFLICT SENSITIVITY 4.4.2 ORIENTATION SESSIONS OF PRP STAFF ON GENDER AND CONFLICT SENSITIVITY THROUGH PRP GENDER FOCAL STAFF During reporting year, 24 gender orientation sessions (AJK 2, Bal 3, FATA 2, GB 2, ICT 6, KP 2 and Sindh 7) were conducted across PRP, in which 707 (Male 461, Female 246) participants were trained and sensitized. The purpose of these sessions was to sensitize and support PRP staff and stakeholders in developing basic understanding around gender concept and its relevance and importance to PRP.

Participants included PRP staff, teachers, mentors, academic supervisors, writers, members of curriculum boards, provincial steering/advisory committees and material review committees.

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Orientation sessions on gender in FATA and ICT

OTHER PRP GENDER MAINSTREAMING ACTIVITIES:

GENDER REVIEW OF PRP RLM During reporting year, PRP gender team reviewed recently revised reading learning material including big books, level readers and TIG modules. It is a positive development that women’s representation in texts, illustrations and leadership roles has significantly increased in PRP revised materials compared to previous versions (refer graphs below).

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Previous material Revised material

A glimpse of PRP revised material

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Showing women in male dominated occupations Promoting men’s engagement in house work (ICT (ICT text book of grade 2) textbook of grade 2)

Promoting children’s life and protection skills Prominent Pakistani Women in leadership (Balochistan (Balochistan textbook of grade 1 Urdu, and ICT textbook) textbook of grade 2 Urdu)

PRP also provided technical support to federal and provincial governments during the government led textbook development process for early grades Urdu and Sindhi languages. Various sessions on eliminating gender discrimination in textbooks were arranged for AJK, Baluchistan, ICT and Sindh textbook writers and developers. The PRP gender team helped writers in identifying gender gaps in grade 1 and 2 textbooks and also guided them to ensure gender equality in textbooks by ensuring representation of men, women, boys and girls including minorities and differently abled population in a variety of roles.

As a result of PRP efforts, women’s representation in FDE-ICT textbooks has increased: in contents from 41% to 44%; in illustrations from 19% to 39% and in leading roles from 32% to 48%. In grade 2 text book of Balochistan province, a chapter on the famous national cricket player Ms. Naheeda Khan has been added increasing potential women’s presence in sports and outdoor activities. It is expected that in the next two years PRP’s gender team will provide technical expertise during the textbook development process for other regions.

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DIALOGUE AND DISCUSSION SESSIONS ON SEXUAL MISCONDUCT There has been an increased effort to “The session was a good opportunity towards increased provide training and sensitization on the awareness about sexual harassment within the staff from issue of sexual misconduct, including different FATA-districts. The resource person took her sexual harassment and sexual abuse and session with full devotion and helped participants to engage well in fruitful discussion while using various exploitation. IRC-HQ and PRP examples and scenarios from daily life”. Shahbaz management provide training to staff, Khattak, Assessment Manager, PRP-FATA including orientation on harassment free workplace guidelines. PRP initiated a series of dialogue and discussion sessions on sexual misconduct at workplaces, particularly engaging senior management and field level staff. During reporting year, PRP arranged 52 discussions and dialogue sessions in the national and district offices across Pakistan, co-facilitated by SMT members, gender and partners’ HR teams.

In these sessions a total of 1,173 (M732, F395) PRP staff participated and received orientation. After sessions staff also signed acknowledgement forms. The sessions were conducted by the SMT along with designated focal persons for each region and districts to facilitate these dialogue sessions with staff. These sessions aimed at creating a safe, open, honest and respectful work environment while promoting active listening, paying close attention to the issues affecting our staff. Prior to the formal dialogues session launch, a meeting was held between the SMT members and facilitators to build the understanding on conducting the sessions and to ensure respectful group dynamics and cultural sensitivities during the dialogues. Where required, separate sessions were ensured for male and female staff to provide a comfortable environment in which they could openly discuss these issues.

INTERNATIONAL WOMAN`S DAY – ORANGE THE WORLD Each year PRP celebrates International Women's Day by organizing various events in national and provincial/regional offices and schools. These are supported and participated by staff and teachers. To further honor women staff members’ contribution toward girls’ education, PRP published on the website the profiles of outstanding women SSAs. Mobile promotional messages were also sent to PRP teachers for promoting girls’ education and female teachers’ role in inclusive education.

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Balochistan ICT

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COMMUNICATIONS AND REPORTING

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COMMUNICATIONS 5.1 BRANDING AND MARKING PRP Communications oversees the branding and marking of all material developed by project components and implementing partners as well as material developed for program activities and events to ensure conformity to USAID guidelines as per the approved Branding and Marking Plan. The Communications department ensures that all material produced by PRP, its implementing partners, grantees or vendors meets the USAID guidelines for branding and marking. During the reporting year, the comments on the PRP Branding & Marking Plan raised by USAID were clarified in light of approvals sought on the revised RLM for Cohort 3 before being sent for printing. The department works in close coordination with the USAID DOCS team to ensure that these guidelines are being followed and seeks approval for new designs on behalf of PRP and its partners.

5.1.1.1- 5 BRANDING OF VENUES AND MATERIAL DEVELOPMENT BY PRP Branding and marking of venues: Branding and marking of venues was ensured for all programmatic and public events, such as trainings, meetings, orientation sessions, festivals, international days and workshops. Support included branding in form of backdrops, banners, standees, podium jackets, participation certificates, plaques and promotional material, as requested by the project components. Necessary approvals were sought from the USAID DOCs office whenever required.

Branding and marking of reports and publications: Branding and marking of various reports were make sure including FATA School Verification report, Mother Tongue Study report, Sindhi Midline Assessment report, National Workshop report, reports for Research Studies, such as Rural Schools Support and Tracking Students Progress, branding of Gender Poster for 16 Days of Activism, certificates for EGRA workshop in AJK, report on Universal Children’s Day, Annual Lessons Learned Workshop report, Cost Effectiveness Study report, Scholarships Survey Report, Reading Improvement Strategy Framework for ICT, report on Policy Dialogue on Gender Mainstreaming in Education & Reading in Pakistan, FATA Baseline report and Sindhi Student Performance Tracking report. Support was also provided in editing, proofreading and formatting these reports.

Branding and marking of material: Branding and marking of all material was ensured. This included all training material including the revised Reading Learning Material (RLM) for grades 1 and 2, Teacher Inquiry Group (TIG) and Quarterly Teacher Inquiry Group (QTIG) modules, M&E and assessment tools, and Request for Quotations (RFQs) and other vacancy and procurement advertisements for the project.

Branded stationery was provided for major events, which serve to showcase the project and USAID assistance. Promotional material was designed for major public and programmatic events, these included backdrop, banners, standees, as well as photography.

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5.2 MEDIA/EVENTS/SOCIAL MEDIA 5.2.1.1- 5.2.1.2 PROGRAMMATIC AND PUBLIC EVENTS During the reporting year, PRP organized 12 public events; details of which are given below:

World Teachers' Day: On October 5, 2017, PRP celebrated World Teachers’ Day with the USAID Mission Director, Jerry Bisson, in Islamabad Model School for Girls F-7/1, Islamabad and with district Education Department Pishin in Balochistan. The USAID team spent time with the students of grades 1 & 2 engaging in such activities as word building, card making and reading aloud. Moreover, PRP participated in a live TV morning show “The World this Morning” on PTV World and a live radio show "Aap, Hum aur Behtar Zindagi” paying tribute to teachers, acknowledging their dedication and highlighting PRP’s numerous achievements to improve the quality of education across Pakistan.

Universal Children's Day Celebrations: On November 20, 2017, to commemorate the Universal Children's Day, PRP conducted various activities in districts of AJK, Sindh, Balochistan, GB and KP. Students, teachers, parents, education department officials and community representatives enthusiastically participated in the activities organized by the project.

Mobile Bus Library Handing over Ceremony: To commemorate the International Education Week, the USAID-funded Pakistan Reading Project (PRP), in a ceremony held at a local public school in Islamabad on December 16, 2017, handed over two mobile libraries to the Capital Administration and Development Division (CA&DD) in Islamabad. For the past two years, PRP has operated the mobile libraries, visiting 338 schools (including 37 summer & winter schools) and reaching nearly 65,000 children in Islamabad and Sindh. The handing over ceremony was attended by the Minister of State for CA&DD, Dr. Tariq Fazal Chaudhry, Director Education USAID/Pakistan, Dr. Christopher Steel, DG FDE, Mr. Hasnat Qureshi, PRP’s Chief of Party, Dr. Naeem Sohail Butt, students, teachers and other government dignitaries.

Memorandum of Understanding (MoU) Signing Ceremony with Sindh Education Foundation: On October 27, 2017, Pakistan Reading Project (PRP) in collaboration with Sindh Reading Program (SRP) signed a Memorandum of Understanding (MoU) with Sindh Education Foundation (SEF) to promote reading in the Foundation's schools. Under this agreement, PRP & SRP will be providing technical assistance along with Reading Learning Material to SEF schools across Sindh. The event was attended by USAID representatives, SRP & PRP staff and Secretary Education Sindh.

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Hyderabad Literature Festival (HLF): PRP participated in the 3rd Hyderabad Literature Festival (HLF) held from January 19-21, 2018 in Hyderabad, Sindh. PRP district teams from Matiari, Tando Allahyar, Jamshoro, Naushehro Feroze and Shaheed Benazirabad managed the PRP stall. The discussion forum was represented by PRP staff members. During panel discussions, participants deliberated on the challenges and opportunities of education in Sindh. Syed Sardar Ali Shah, Minister Culture, Tourism & Antiquities visited the PRP stall at HLF and appreciated the efforts of the project for promoting reading learning in local languages.

Karachi Literature Festival: PRP participated in the 9th Karachi Literature Festival held from February 9-11, 2018 at the Beach Luxury Hotel, Karachi. The PRP stall and mobile library occupied a central pavilion near the main stage and as such attracted large crowds. The pavilion was particularly visited by families with children, who spent a lot of time reading together from the mobile library, which was parked at the venue. The US Consul General, Grace Sheldon, visited the PRP stall and remarked on how she looks forward to the project’s presence at the biggest literary festival in the country every year.

Mother Languages Literature Festival: PRP participated in Pakistan’s 3rd Mother Languages Literature Festival held in Islamabad from February 17-18, 2018. The festival was attended by around 80 writers of 20 diverse Pakistani languages. The main attractions included PRP’s mobile bus library, panel discussions on mother languages, multi-lingual ‘mushaira’ (poetry recitations) and a musical evening.

Tablet Distribution Ceremony: On January 2, 2018, in collaboration with Department of Elementary and Secondary Education, Khyber Pakhtunkhwa, PRP organized an event to distribute 1,340 tablets amongst the members of Provincial Institute of Teacher Education (PITE) and Elementary Education Foundation (EEF). These tablets are equipped with training and Reading Learning Material (RLM) developed by PRP. The distribution ceremony was attended by Mr. Atif Khan, Minister of Elementary and Secondary Education (E&SE), KP and key government officials including Special Secretary E&SE, Director E&SE and officials of PITE and EEF. During his speech, the Minister E&SE appreciated the

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commitment and contribution of PRP towards the cause of improving education in Khyber Pakhtunkhwa.

International Women's Day: The Communications team also provided support in arranging International Women's Day at central, provincial and district level across PRP by providing branding and marking and photographic support.

PRP organized tablet distribution ceremonies in KP: PRP organized tablet distribution ceremonies in district Karak and D I Khan on May 10 and 11, 2018 respectively. The Director, Elementary & Secondary Education inaugurated the events. A total of 62 tablets were provided to academic supervisors, mentors and teachers during the events. The Director, District Education Officers and district Nazims appreciated PRP for this initiative and assured full support and cooperation in effective project implementation in the region.

Participation in the Enrollment Campaign 2018: PRP participated in the Enrollment Campaign 2018 organized by Government of Khyber Pakhtunkhwa in 15 districts of Khyber Pakhtunkhwa. The campaign was inaugurated by Minister of Education, KP and attended by relevant government officials, teachers, students and local and international organizations. PRP participated in the campaign with a commitment to improve reading skills of students. PRP developed Reading Learning Material was displayed and multiple reading activities were organized during the campaign.

Mobile Bus Library Handing Over Ceremony: PRP organized Mobile Bus Library (MBL) handing over ceremony in Sindh on July 3, 2018, where PRP handed over two mobile bus libraries to the Sindh Education Foundation (SEF), Government of Sindh for SEF schools throughout Sindh. John Smith- Sreen, USAID Provincial Director for Sindh and Balochistan, and Managing Director SEF, Naheed Shah Durrani, officiated at the ceremony.

Tablet Distribution Ceremonies in Sindh: PRP organized tablet distribution ceremony in district Umerkot of Sindh. A total of 35 tablets were distributed amongst academic supervisors and mentors to support them in improving the reading instructions in classrooms through technology.

International Literacy Day celebrations at PRP: PRP celebrated “International Literacy Day 2018” in 9 districts of KP, 4 districts of IFO, 7 districts of Balochistan, 6 districts of AJK and 10 districts and 2 towns of Sindh. All these events were hosted by Provincial and district education departments and participated by government senior education officials, parents, teachers, students, community members and key stakeholders.

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5.2.2 PRINT AND ELECTRONIC PROMOTION AND MEDIA COVERAGE OF PROJECT INITIATIVES In this year, PRP ensured media coverage wherever needed. A total of 10 media mentions were made for different events. Details, with source links, are given below: . 8 print media mentions were made for Mobile Bus Library handing over ceremony held in Islamabad on November 17, 2017 .http://www.pakreading.org.pk/en/press-clippings . 2 print media mentions were made for Policy Dialogue on Gender Mainstreaming in Education and Reading in Pakistan’ held on March 6, 2017 in Islamabad. http://www.pakistaneconomist.com/2018/03/12/press-releases-11-18/ https://netmag.pk/pakistan-reading-project-holds/

. PRP on Air: on October 5, 2017, PRP participated in a live TV morning show “The World this Morning” on PTV World and a live radio show "Aap, Hum aur Behtar Zindagi" to pay tribute to teachers, acknowledge their dedication and highlight PRP’s numerous achievements to improve the quality of education across Pakistan.

. PRP on Air: On April 23, 2018, to mark the World Book and Copyright Day, PRP participated in a live TV show "PTV-World This Morning". The show highlighted the importance of books and reading. Dr. Shaheen, Director Gender, PRP talked about how PRP is promoting the culture of reading by using its inclusive Reading Learning Materials, training of teachers, developing classroom libraries and many other initiatives across the country.

. PRP on Air: PRP participated in a live weekly radio show on FM 101: “Aap Hum Aur Behtar Zindagi” on May 17, 2018. During the show, PRP trained teachers and Material Development Manager talked about the work the project is doing and how it is helping to empower women. The Material Development Manager also talked about the reading, teaching and learning resources developed by the project for teachers and students to teach and learn in the mother tongue. . PRP on Air: As part of International Literacy Day celebrations, PRP participated in a weekly radio show on FM 96.6 on September 11, 2018. During the show, PRP DMs (Jamshoro, Tando Allahyar, Matiyari) talked about reading and its importance in early grade learning. Moreover, PRP participated in 3 radio shows on FM 89.4 "SUNO" in Peshawar, Quetta & Islamabad for commemoration of International Literacy Day and highlighted the role of the project in improving education in Pakistan.

5.2.3 SOCIAL MEDIA PACKAGES FOR USAID / PARTNERS In the reporting year, Number of posts 14 PRP shared posts/updates on social media (Facebook, Twitter, and LinkedIn) through USAID/Pakistan, IRC and Creative. As a result, PRP was promoted on social media for its different initiatives and interventions. Details are given below:

Multiple social media posts were made on USAID Twitter, USAID Facebook, International Rescue Committee Twitter, Creative Associates International Twitter and Creative Associates International LinkedIn on the event "Policy Dialogue on Gender Mainstreaming in Education and Reading in Pakistan" held in Islamabad on March 6, 2018. USAID Twitter: https://twitter.com/USAID_Pakistan/status/971380198104059904

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USAID Facebook: https://www.facebook.com/pg/USAIDPakistan/photos/?tab=album&album_id=1755978977756309 International Rescue Committee Twitter: https://twitter.com/USAID_Pakistan/status/971380198104059904 Creative Associates International Twitter: https://twitter.com/1977Creative/status/971852761607307264 Creative Associates International LinkedIn: https://www.linkedin.com/feed/update/urn:li:activity:6377614516473077760 Social media posts were made on Creative Associates International Twitter, LinkedIn and Facebook on the event "National Reading Forum Meeting” held in Islamabad on May 15, 2018: Creative Associates International Twitter: https://twitter.com/1977Creative/status/997159836004569091 Creative Associates International LinkedIn: https://www.linkedin.com/feed/update/urn:li:activity:6403272038517080064 Creative Associates International Facebook: https://www.facebook.com/media/set/?set=a.1902117196511653.1073741839.382755078447880&type =1&l=e267648315 Social media posts were made on Creative Associates International Twitter, LinkedIn and Facebook on the event "Mobile Bus Library (MBL) handing over ceremony’. Creative Associates International Twitter: https://twitter.com/1977Creative/status/1015231655106301952 Creative Associates International LinkedIn: https://www.linkedin.com/feed/update/urn:li:activity:6421028056449712128 Creative Associates International Facebook: https://www.facebook.com/CreativeAssociatesInternational/?hc_ref=ARQiKw4 eAKm5kEGcGwq2bdLeRRZazOvnPfXof6NRFJAiQz6yzK_Zj3WvjuAwtNTFbvo&fref=nf Sindh Education Foundation Facebook: https://www.facebook.com/pg/SindhEducationFoundation/photos/?tab=album&album_id=9640320204 42461 Social media posts were also featured on USAID Pakistan’s and Creative Associates’ Facebook pages of the event titled "Integration of KP CPD model in PRP existing TIG model" in Islamabad on July 20, 2018. USAID Pakistan Facebook: https://www.facebook.com/USAIDPakistan/posts/1932637726757099 Creative Associates International Facebook: https://www.facebook.com/CreativeAssociatesInternational/ 5.2.4 PRP WEBSITE During the reporting year, PRP’s Reading Learning Material in Urdu, Sindhi and Pashto was updated on the website. A page was developed on PRP website to mark 16 Days of Activism and different quotes and photographs received from across PRP offices were posted in collaboration with the Gender team. Another page was developed on PRP website to mark International Women's Day and profiles of PRP's outstanding women working in the field were published.

5.3 COMMUNICATION PRODUCTS 5.3.2 PRP INFORMATION AND PROMOTIONAL BROCHURES  Project fact sheets/ One-pager project infographic were developed/updated for IRC and USAID during the reporting year.

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 Provincial Briefers: Brief updates were developed for PRP’s work and resulting impact in different provinces. Such briefers were developed for GB, KP and Balochistan.  5.3.3 PROJECT VIDEOS In the reporting year 2 videos were developed: . A short video on International Education week was also developed and submitted to USAID, which was later published on USAID’s Facebook page. https://web.facebook.com/USAIDPakistan/videos/1641234299230778/?_rdc=1&_rdr . The video of Jamayti, ‘A Teacher’s Journey to Excellence’ was approved by USAID and shared with partners for wider dissemination.

5.3.4 SUCCESS STORIES 11 success stories were developed and submitted with QPRs.

5.3.5 NEWSLETTERS (WEEKLY UPDATES) PRP circulated 46 weekly e-newsletters to USAID, project staff in all provinces/regions, partners and senior provincial/regional government officials. Weekly updates, in the form of pertinent bullet points, were shared regularly every week with the USAID AOR for PRP and the USAID DOCS Specialist for KP/FATA.

5.3.6 PHOTOGRAPHY/VIDEOGRAPHY OF PROJECT ACTIVITIES . In the reporting year, the department continued photography of programmatic and public events. A total of 80 photographs (programmatic and thematic) were submitted to USAID during the year.

5.4 REPORTING AND DOCUMENTATION 5.4.1 MONTHLY, QUARTERLY, ANNUAL, AND CLOSE OUT REPORTS PRP submitted 1 annual report and 4 quarterly reports.

5.4.2 EVENTS CALENDAR 4 quarterly events calendars were submitted to USAID for each quarter of the year.

5.5 OUTREACH AND ADVOCACY Planned from FY2018-19. However, PRP, as in the previous years, continued to look for opportunities in print and electronic media, as well as on-ground activities, where the project’s work and USAID assistance can be promoted. In the reporting year, PRP participated in live television and radio shows. The MBL handover also received good media coverage with many channels covering the event in hourly news updates. PRP also made an effort to celebrate many international days in this quarter, such as World Teacher’s Day, international Women's Day, International Education Week, 16 Days of Activism, International Literacy Day activities, Karachi Literature Festival and Mother Languages Literature Festival with its Mobile Bus Libraries and Reading Learning Materials. During these events, PRP stalls were visited and appreciated by large number of visitors including, teachers, students and community members.

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PRP also participated in enrollment campaign held in 15 districts of Khyber Pakhtunkhwa to improve reading skills of students. PRP developed Reading Learning Material were displayed and multiple reading activities were organized in during the campaign.

OTHER ACTIVITIES  USAID Communications Working Group Meetings: PRP team regularly participated in the national and provincial USAID Communications Working Group (CWG) meetings held in Khyber Pakhtunkhwa and Islamabad during the reporting year. PRP shared project updates and discussed various activities to highlight USAID assistance in Pakistan with a focus on education. In a national CWG meeting held on April 26, participants of a video making workshop were handed out certificates of completion. In a poll by all the participants, PRP’s submission won the best video award out of 22 submissions. In addition, PRP staff from four offices (ICT - 3, KP - 1, FATA - 1 and Sindh - 1) attended 3-day comprehensive videography training workshops organized by USAID Communications team in Islamabad, Khyber Pakhtunkhwa and Karachi.  Presentations: Various presentations were developed for promoting PRP and its initiatives on various national and international forums for both private sector as well as government counterparts.

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MONITORING, EVALUATION AND LEARNING

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MONITORING, EVALUATION AND LEARNING

6.1 REVIEW, REVISE MEL PLAN AND FINALIZED IT WITH USAID During the year, PRP development and submitted the revised MEL plan to USAID for approval. The MEL plan was approved by USAID after review and feedback. Revised MEL plan incorporated new project progress indicators with targets, research and assessment activities. PRP also updated the Results Framework aligned with USAID Mission Strategic Results framework. During the development of MEL Plan, consultations were held with technical leads of PRP central team, regional offices and IRC TU colleagues.

6.2. DEVELOPMENT OF PERFORMANCE INDICATORS REFERENCE SHEETS FOR CUSTOM INDICATORS During the reporting year, M&E team reviewed and updated PIRs for custom indicators in the M&E plan. MSF indicators are also modified as per the new PIRs provided by USAID.

6.3.3 REVIEW AND UP GRADATION OF ONLINE M&E-IS ON NEED BASIS The M&E Information System (M&E IS) enhancement is a continuous process to accommodate changes and improvements in project implementation. During the reporting year, M&E-IS was augmented with new functionalities based on revised data collection tools of RLM, TIG meeting, Quarterly TIG meetings and School Support Visit Forms. District-wide dashboard is modified to show comparison between regional RLM target vs achievement. Summary graphs are created in a regional dashboard which will also generate data graphs for districts showing real time update at regional and district level to track achievements.

6.3.5 TRAINING/ORIENTATION OF STAFF ON MEL & ME&IS During the reporting year, trainings/sessions were conducted by provincial/regional M&E team to build capacity of regional and district staff hired for cohort-3 districts and also refreshment sessions for Cohort-1&2 staff. The staff was oriented on MEL plan, M&E tools, use of M&E-IS for data entry and reporting. Regional M&E teams conducted 28 training sessions and provided orientation to project staff.

6.3.6 SUPPORT TO PROJECT STAFF IN TRACKING PROGRESS AGAINST WORK PLAN & MEL PLAN Regional M&E teams remained engaged in validating and consolidating progress against PRP work plan for monthly and quarterly progress reports, reviewing and posting project activities’ data along with related evidences on M&E-IS and compilation of case studies. M&E team provided continuous support to regional program staff in tracking progress against work plan matrix on need basis to effectively report progress made against targets set for the period, discrepancies and issues.

6.3.7 UPDATES ON USAID INFO The USAID PakInfo system has been updated and raw data files sent to USAID for review in each quarter as per the deadline.

6.3.8 UPDATES ON TRAINET TraiNet data is updated till the fourth quarter of 2017.

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6.3.9 INTEGRATION OF GENDER IN ALL M&E ACTIVITIES (E.G. MEL TARGETS, DATA COLLECTION TOOLS, MANAGEMENT SYSTEM) Gender disaggregated data was reported to USAID. Revised student targets have been set with almost equal gender representation. Teacher, school, and student selection criteria were developed by keeping in mind gender concerns.

6.4.1– DESIGN AND CONDUCT SURVEYS AS PER MEL AND WP Student Enrolment Survey: Student enrolment data for academic year 2018-19 (Batch 4) was collected from all PRP focused regions and READ foundation schools in AJK and GB regions. Total number of students benefiting from PRP intervention for academic year 2018-19 is 465,754. The number of student beneficiary data is updated in the system accordingly.

Out of School Children (Enrolled or Re-enrolled) Survey To report out of school children enrolled or re-enrolled in PRP intervention schools against MSF Indicator 4.1-a “Number of out-of-school children newly enrolled or re-enrolled in education system with USG assistance,” PRP conducted a sample based survey in 346 schools across six regions of Pakistan. Based on the survey results, it is estimated that 38,771 students are enrolled in Grade 1 and 104,665 students have been re-enrolled in Grade 2-5 during the academic year 2018-19. The Out of School Survey Report 2018 is shared with USAID.

TTI Enrolment & Graduation Survey During this year, data is collected from all 110 TTIs to report ADE and B.Ed. course enrollment and graduation data against MSF indicator in USAID-Info. For the academic year 2017-18, total 3858(1174 M, 2684 F) students were newly enrolled while total 1325(430M, 895F) students were graduated.

Language Mapping Survey Language mapping survey was conducted in sample PRP intervention schools of Cohort 3. The purpose of the survey is to get a comprehensive picture of the languages in which children and teachers communicate. Data was collected from 168 out of 239 sample schools in Baluchistan, GB and KP regions. Due to NOC issues data could not be collected from FATA and AJK cohort-3 schools.

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In Baluchistan, GB and KP data shows that majority of the students speak different language at home than the language of instruction that is Urdu. Only 3% of the students speak Urdu at their homes. In Sindh, 60% of the students in Sindhi medium schools speak same language at home.

PRP Scholarship Graduate Employment Survey PRP Scholarship Graduate Survey was conducted to ascertain the status of PRP scholarship program and to get information about the current employment status of scholarship recipients after one year of their degree completion. Out of the total of 1,251 PRP scholarship recipients who fall under the criteria who graduated during October 2015 - September 2016, 401 students recorded their responses against the survey questions. The employment trend shows 23% of respondents are employed after one year of their graduation. Whereas, 38% of the surveyed graduates are either already enrolled in another degree program or are applying for a higher degree programs. Unemployment was observed for 31% of surveyed graduates who are still seeking jobs while 8% respondents are not pursuing any career or any further education. The private sector had overtaken the public sector as the most important source of employment for graduates.

Employed Applied or 23% Enrolled in a graduate Looking for a job program 38% 31% Other 8%

Career Categories

Applied or Enrolled in a graduate program Other Looking for a job Employed

6.4.2. DESIGN AND CONDUCT RESEARCH STUDIES

Corner library study The MEL team is implementing research on the cost-effectiveness of classroom-based to identify unique effects of corner libraries on teachers’ instructional practices and students’ reading outcomes. The study also aims to examine the use of library books among students and how their book borrowing habits is related to their reading skills and love for reading. The study is being conducted in selected sample schools of cohort 3 as treatment group where materials and corner libraries are delivered in time. Baseline data on student reading skills before using corner libraries was collected during the reporting year.

Cost effectiveness Study PRP team has completed a study to examine cost of PRP interventions. The study conducted in the Nowshera district estimated that the overall cost of establishing and operating the program in one

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district was approximately US$650,000 with an estimated cost of US$39 per student for the full intervention of two academic years. With regard to the different ingredients of the intervention, the study estimated that providing reading learning materials came at a cost of US$2 per child, providing face-to-face trainings for teachers and government officials cost US$6 per child. Similarly, TIG meetings cost US$6 per child and School Support Visits cost US$6 per child. However, the costs are highly sensitive to scale because 45% of the total cost per district are fixed costs. The cost per school or per child in other districts is dependent on the number of schools or students in that district. The more schools and students served by the same fixed district-level management apparatus, the lower the cost per school or student will become.

INTERNAL STUDIES M&E team completed 2 small-scale evaluation studies at the provincial/regional level to evaluate quality of program delivery in PRP intervention schools. M&E teams developed concept notes on conducting evaluation of key intervention processes in their respective regions. The studies were implemented during Q1 2017-18 and results of these evaluations were shared and discussed with program teams during the Annual Lessons Learned workshop to focus on areas which required further improvements.

The two studies, with key findings, are given below: 1. Use of Reading Learning Material for Promoting Classroom Based Reading Culture

This internal study was conducted to evaluate elements of RLM in PRP intervention schools in Sindh, IFO and KP regions. The study aims to help program teams to work on areas, which need any further improvements during the life of the project. During this study, data was collected from a total of 204 schools across 3 regions. The key finding of the study in different regions are as follows:  In Sindh, all students in PRP intervention schools were provided with workbooks. The majority (95%) of the students are using workbooks. 64% students are using the workbook on a daily basis; and, 36% are using them occasionally. Graphical representation (pictures) were reported to be the most interesting item by the students in workbook (33%), followed by Reading Stories (26%), Writing Exercises (25%) and Word Making Exercises (16%).  In ICT region, 49% teachers are using PRP RLM on daily basis, while 47% use it frequently. Majority teachers were in consensus about effectiveness and benefit of “teaching with RLM”. 58 % classrooms spent 11-15 minutes, 24% spent 16-30 minutes, 13% spent more than 30 minutes and 4% spent 5-10 minutes’ time on reading in classrooms. All teachers shared that workbooks are very helpful in developing interest in reading. Teacher reported Reading Skills improved after using workbooks as improvement as noted in Sentence Reading (38%), Word making (26%), Sight Word Reading (18%), Print Concepts (13%), and Letter Name Recognition (5%).  In KP region, 30% of teachers used RLM on a “daily basis”, 20% use RLM “frequently”, 31% use RLM “occasionally” and 20% use RLM “rarely”. 97% of teachers shared that they find teaching with RLM “effective” (good) compared to 3% teachers who rated it “fair” when compared to teaching without RLM. 95% of the teachers shared that the quality of the provided RLM is “good” while 5% of the teachers find the quality of the RLM as “fair”. Teachers said that use of RLM improves: “Phonics and phonemic awareness (76%)”, “Vocabulary (44%)”, “Decoding (49%)”, "Grade level development (15%)”, “Print concept awareness (34%)”, “Comprehension

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(8%)”, “Reading habit developed (26%)” while 2% said that there is “no impact” of RLM on students.

2. Role of Head Teachers in Classroom Based Reading To evaluate the role of head teachers in improved classroom learning environment for reading, a qualitative study was designed and implemented in Baluchistan region. A total of 31 PRP trained head teachers (16 M; 15 F) participated in 4 Focus Group Discussions (FGDs) conducted in two districts of Baluchistan. The participants were asked about teacher training, support visits, use and effectiveness of reading learning materials provided by PRP. The study also focused on the teaching style, change in teaching techniques used by teachers, head teachers’ views on overall classroom learning environment for reading and recommendations for further improvement. The key findings of the study are:  Current government syllabus has inadequate reading components and is not sufficient to improve overall reading skills of children.  As per head teacher’s feedback, they often visit grade 1 & 2 Urdu classes and observe teachers teaching and reading Urdu by applying modern teaching and reading techniques, using RLM. PRP interventions positively impacts teachers, students and classroom learning environment using modern teaching reading techniques. As a result, students are confident and responsive to rich and enhanced learning environment of the classrooms.  Head teachers, regularly ask their teachers about the learning and outcomes of the TIG meetings. They were found to be aware of the PRP provided materials; and always emphasized on effective use of RLM. Nevertheless, some head teachers were of the view that as they were not formally trained in RLM techniques, hence they do not know about the proper use of RLM at classroom level.  The majority of the head teachers responded on challenges faced for using RLM in classroom that their teachers have significant issues while using the RLM because the focus is on teaching the complete government syllabus within a given time; and the education department is always concerned about the syllabus coverage rather than use of RLM. Yet, they overcome the challenge by allocating 35 minutes’ time specifically for reading in grade-1 and 2.  The participants appreciated the support visits of mentors and SSAs and shared that its frequency should be increased.

6.5 IMPACT EVALUATION (STUDENT ASSESSMENT) Through the previous year, the PRP assessment team conducted workshops to complete Urdu & Sindhi assessment tools and necessary data collection was made through trained data collectors for approved internal assessment studies at baseline & midline in Urdu & Sindhi language. The team also conducted end-line for Urdu language only along with preparing and disseminating final reports of these studies.

6.5.4 STUDENT ASSESSMENT ENDLINE COHORT 1 & 2, FINALIZATION OF REPORT AND DISSEMINATION OF FINDINGS Training for data collectors for Sindhi end line was held in Hyderabad during 18-22 Oct 2017. The objective of the workshop was to train the enumerators and Classroom observers (CROs) for field data collection. Total 14 participants were trained including 8 Female and 6 Male. This contributes towards availability of trained manpower for Sindhi EGRA for the Sindh province.

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Data was collected from two districts Tando Allahyar and Umerkot 24 schools’ students. A total 644 students including 510 boys and 134 girls were assessed from both grades and 41 teachers were interviewed as well as observed during classroom teaching. Necessary data analysis was carried out and results were shared with regional head and USAID. A report was also finalized.

6.5.5 WORKSHOP TO DEVELOP STUDENT ASSESSMENT TOOL IN PASHTO PRP organized Pashto Reading Assessment Tool Development Workshop during November 20 to 24, 2017 in Peshawar. In total 9 officials (6 Male, 3 Female) from Pashto working group, Assessment and Evaluation (A&E) wing of DCTE & Pashto primary school teachers participated in the workshop for development of Pashto tool as per EGRA guideline.

The workshop resulted in development of EGRA tool with 8 basic subtasks on reading skills including Orientation to print, Phonemic Awareness, Letter name Identification, and Figure 1: Participants during Pashto Tool development workshop Letter sound knowledge, Familiar Word Reading, Non Word Reading, Passage Reading and Comprehension, and Listening Comprehension. Additionally Students and Teacher Questionnaire were also developed to understand their reading habits and practices in classroom.

6.5.6 STUDENT ASSESSMENT BASELINE INCLUDING PILOTING OF ASSESSMENT TOOLS, FINALIZATION OF REPORTS AND DISSEMINATION OF FINDINGS FOR PASHTO PRP piloted Pashto tool Assessment in 4 schools (2 Male, 2 Female) in district Peshawar during December 14-15, 2017 using Tangerine. In total 90 students from Grade 1 & 2 (Boys 40, Girls 50) were assessed on developed tool. After receiving the necessary EGRA orientation by assessment managers who were involved in pilot data collection, 10 government officials (6M, 4F) reviewed the tools that were pilot tested. These officials consisted of KPO staff including M&E Officers, RQA and Senior Provincial Professional Development Officials. The Pashto baseline assessment report was finalized and disseminated to concerned stakeholders. Zero scorer and ORF results/graphs are given below.

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6.5.9 CONDUCT STUDENT ASSESSMENT END-LINE FOR BATCH 2 (GRADE 2) AND FINALIZED REPORT AND DISSEMINATE ITS FINDINGS FOR URDU ONLY The end-line Batch 2 (Students that were inducted during 2016 academic session) student assessment was carried out in all regions by training 52 personnel (Male=25, Female=27) by organizing 05 days training workshops in all regions.

Batch 2 end-line assessment was carried out in 161 schools (Boys=93, girls=68) and 2021 graduates of grade 2 students (Boys=1065, Girls=956) are assessed along with observing 158 teachers (male=85, female=73) classroom teaching through trained classroom observers.

Figure 2:Training participants Figure 2: Data Collector while administering EGRA

District Kohat and Sudhnuti schools assessment was not performed due to non-availability of NOC from authorities.

6.5.14 DESIGNING RESEARCH TO ASSESS THE EFFECTIVENESS OF DIFFERENT ARMS OF PRP CPD MODEL The research design of “Variation Study” to assess the effectiveness of different arms of PRP CPD model was developed and finalized. This study has a mixed method design with experimental and longitudinal baseline, midline and end-line data. It is linked to monitoring information collected on an on-going basis. This research will help in filling a gap in the literature of education in emergencies and developing countries in regards to the cost effectiveness of different packages of teacher support that aim to improve students’ reading outcomes by transforming teaches’ behaviors in the classroom.

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6.5.15 ESTABLISHMENT OF BASELINE OF RESEARCH ON EFFECTIVENESS OF DIFFERENT ARMS OF PRP CPD MODEL PILOTING OF ASSESSMENT TOOLS, FINALIZATION OF REPORTS AND DISSEMINATION OF FINDINGS FOR C3 (FOR KP ONLY). This activity was earlier approved as “Student assessment baseline including piloting of assessment tools, finalization of reports and dissemination of findings for C3 (all regions including IFO)”. In this activity PRP conducted a READ Foundation student assessment baseline. PRP finalized the report, shared the findings with concerned stakeholders. The following graphs show grade 2 students reading skills average percentage score along with zero scorers on different subtasks along with percentage of non-reader, emerging reading and fluent readers. This analysis indicates at baseline that the largest number of students scored zero in the areas of letter sound knowledge followed by phonemic awareness. Moreover, Grade 2 results show that at baseline girls are performing better in all sub- tasks. Also findings of the study show that students of Grade 2 are performing better that Grade1 students.

Non-reader cannot read single word and Emerging reader may read from 1-29 CWPM for grade I and 1- 59 CWPM for grade 2 whereas Fluent readers read 30+CWPM for grade I and 60+CWPM for grade 2.

FATA Phase-01 baseline study was also carried out carried out under previous approved activity in two agencies (Mohamand, Bajaur) in 48 schools (25 boys, 23 girls) by 15 trained data collectors who were trained in 05 days training workshop. They assessed 676 students (350 boys, 326 girls) and observed 60 Urdu language teachers’ classroom teaching.

Figure 3: Data collector in FATA Phase-01 field

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FATA Phase-01 baseline report was prepared and disseminated. Following graphs show grade 2 ORF and RC percentage of students’ scores against performance standards along with zero scorer for intervention and non-intervention schools students.

As per new approved activity title, Variation Study Baseline was carried out from April 25, 2018 to May 24, 2018 in 04 districts of KP region (Haripur, Karak, DI Khan, and Upper Dir). This study assesses the cost effectiveness of the PRP CPD model. Data was collected using paper pencil tool as well as android based tablet from 229 schools (Boys=118, Girls=111). A total 3580 students (Boys=1956, Girls=1624) were assessed by 22 data collectors (Male=12, Female=10) and 229 teachers (Male=118, Female=111) classroom teaching was also observed.

Three qualitative tools to conduct Focus Group Discussion (FGDs) with Teacher, School Support Associates (SSAs) and Students were finalized. Furthermore, these tools were translated into Urdu language to conduct trainings for data collectors for qualitative data collections from these respondents.

6.6 FORMATIVE ASSESSMENT OF STUDENTS

6.6.1 DEVELOPMENT/REVIEW OF FORMATIVE ASSESSMENT TOOL Sindhi and Urdu grade 1 & grade 2 three quarters (Q1, Q2 and Q3) tools were developed by PRP component I team in collaboration with assessment team for Student Performance Tracking (SPT).

6.6.2 PILOT TESTING OF FORMATIVE ASSESSMENT TOOL These SPT tools were piloted by assessment managers in different province/region for both Urdu & Sindhi language.

6.6.3 FORMATIVE ASSESSMENT/STUDENT TRACKING TOOL FINALIZATION Sindhi tools finalization workshop was held at PRP Karachi Office from 5 to 9 March, 2018. A number of 7 Participants (1 female and 6 male) from relevant government institutions including Teachers Training Institute (TTI), Directorate of Curriculum, Assessment and Research (DCAR), Provincial Education Assessment Center (PEACE) and Institute of Sindhology, University of Sindh participated in the workshop.

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Furthermore, a 5-day National tool review & finalization workshop was organized in PRP Islamabad office from September 04-08, 2018 to review and finalize Urdu SPT tools. A total of 22 participants (07 Female and 15 Male) from different government educational institutions participated in this workshop from all provinces/regions. The Institutions represented at the workshop were Federal Directorate of Education (FDE), National Educational Assessment System (NEAS), Directorate of Education FATA, Directorate of Curriculum & Teachers Education KP, Directorate of Elementary and Secondary Education AJK, Balochistan Assessment & Examinational Council (BAEC), Directorate of Curriculum & Teacher Education Abbottabad, Institute of Sindhology, University of Sindh, Directorate of Curriculum, Assessment & Research (DCAR) Sindh, Federal College of Education, Provincial Institute of Teacher Education (PITE), Balochistan and Directorate of Education, Gilgit Baltistan.

In both workshops piloted data statistical results were shared with all participants to review the reliability of the SPT. It also evaluated the inter-correlation as well as its suitability for grade I & grade 2 students for specific quarter’s material that will be covered by PRP students.

Participants reviewed statistical data for finalization of items. They had team review and also had thorough discussion with implementation team before suggesting changes in developed items based on their professional experience. Suggested changes were re-reviewed by whole group and was finalized under the supervision of assessment team. Grade I & Grade 2 Urdu, Sindhi language tools for three quarters for both grades were finalized upon completion of both workshops.

6.6.4 FORMATIVE ASSESSMENT/STUDENT TRACKING CARRIED OUT In FY 2017-18, quarterly Sindhi students’ performance tracking (SPT) for grade 1 students was carried out by PRP project staff (mainly SSAs) at TIG cluster meetings and during School Support Visits by randomly selecting 6 students per visit. In April-June 2018 quarter in 05 Cohort 3 districts (UmerKot, Shikarpur, Ghotki, Thatta and Sajawal). In total 1,439 students (Boys=926, Girls=513) were assessed. It is to be noted that C 3 implementation commenced from April 2018.

The following graphs show the percentages of zero scorers, students’ percentage who do not meet provincial reading standards as well as percentage of students who meet & exceed provincial reading standards for orientation to print, letter name recognition, letter sound knowledge and listening comprehension subtasks during this preliminary quarterly formative assessment.

Figure 4: SPT Orientation to Print Figure 5: SPT Letter Name Recognition

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Figure 6: SPT - Letter Sound Knowledge Figure 7: SPT Listening comprehension

In addition, PRP staff also conducted two rounds of SPT in cohort 1 & cohort 2 schools in PRP intervention regions during TIG cluster meetings and School Support visits. In April-June 2018, PRP conducted quarterly SPT for Urdu language grade 2 students. In these assessments 3,875 students (Boys=1993, Girls=1882) students were from 723 schools. Following graphs show the percentages of zero scorers, students’ percentage who do not meet provincial reading standards as well as percentage of students who meet & exceed provincial reading standards for orientation to print, letter sound knowledge and oral reading fluency subtasks during this preliminary quarterly progress assessment.

Figure 8: SPT Orientation to print Urdu - C1, C2 Figure 9: SPT Letter Sound Knowledge ,C1, C2

Figure 10: SPT ORF - C1, C2

Furthermore, in July-Sep 2018, the second round of SPT carried out for Grade 2 Urdu for quarter 2 in 5 provinces/regions (AJK, BAL, GB, IFO and KP). In total 1,193 Host/Member schools were visited and 6416 students (2940 Male, 3476 Female) were administered on Letter Sound Knowledge, Familiar word reading, Oral reading fluency and Reading comprehension by SSAs in TIG cluster meetings. Progress is observed for ORF for both quarters in these 5 regions/provinces. Following table shows

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progression made in ORF (CWPM) of students while assessing them in G2-Q1 as well as G2-Q2 while reading passage at their grade level.

Additionally, the Grade 2 Quarter 3 tool was also rendered on Tangerine for data collection in cohort 1 & cohort 2 TIG Schools. The Grade 1 Quarter 1 tool was also rendered on Tangerine.

A total of 72 PRP cohort 3 SSAs (44=Male, 28=Female) were oriented by regional assessment managers in four provinces/regions (FATA, GB, IFO and KP) on Grade I Quarter 1 SPT tool for Urdu language by organizing regional/district based one/two days training. PRP SSAs were trained on the tools administration process, task wise rules and tangerine based implementation of these tools. SSAs were provided time for pair practice, mock exercises as well as school practice visit for clear understanding of tool administration.

6.7.1 ORGANIZE AND FACILITATE LESSON LEARNED ANNUAL WORKSHOPS Every year PRP convenes a national lessons learned workshop to reflect on PRP interventions during the whole year and share key lessons, experiences and best practices with stakeholders. As the program is now entering its 4th year of implementation with lean years that started from March 2017 and full implementation of Cohort 3 starting in 2018, it was deemed necessary to review the progress so far and discuss how to further strengthen the interventions. In this regard, PRP organized a two- day lessons learned workshop on 6-7 December 2017 in which regional and central PRP staff, IRC TU, Country Office staff, USAID and government officials participated and shared their insights and experiences pertaining to the implementation of PRP activities for future programming of Cohort-3.

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Participants at Annual Lessons Learned Workshop

KEY RECOMMENDATIONS FOR PRP FUTURE WORK Based on lessons learnt from the previous year, following recommendations were proposed by the workshop participants to improve the quality of PRP interventions in the future, particularly during implementation of cohort 3.  District education departments should be encouraged to select teachers and mentors according to the selection criteria established by PRP.  Permanent teachers should be engaged during the selection process.  Mentors who are near the age of retirement should not be selected.  Pattern used for face-to-face training of teachers, mentors and education officials during cohort 1 and 2 should be followed during cohort 3.  Transferring teachers from PRP focused schools should be discouraged till the closeout of the project.  Efforts should be made to enhance head teachers’ role in the improvement of student reading skills. Project staff and mentors should hold regular debriefing meetings with head teachers during school visits.  District education department should play its role to encourage the regular utilization of RLM in schools.  Where possible, TIG meeting venue should be rotated to give more opportunities for peer learning.  RLM should be provided well in time for cohort 3 interventions.  It was reemphasized to orient district education officials for academic support to teachers during school visits.  Daily Reading Lesson Plan (DRLP) calendars should be placed in all classrooms so that monitoring of DRLP is more clear.  The initiatives of integrating RLM into regular curriculum should continue to ensure sustainability.

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 The textbook writers need to be oriented on reading skills so that they can inculcate reading concepts into textbooks.

REFLECTIONS BY KEY GOVERNMENT OFFICIALS: The government representatives, teachers and PRP staff jointly formulated the recommendations for Cohort 3 implementation. There was a general consensus by all groups that PRP’s program implementation model is working well. Most of the participants appreciated USAID and PRP support and shared that it is the first time that a project has supported Urdu and Sindhi teaching-learning particularly reading that was a big gap and also appreciated PRP support for policy, pre and in-service work and the usefulness of in-service model and its inclusion in provincial/regional CPD model for language and other subjects.

KEY RESULTS ACHIEVED DURING FY 2017-18 Indicator Indicators Project Achievement Cumulative reference Target Year 5 (Oct Achievement 2017-Sep, as of Sep 2018 2018) 4.2.2a No. of learners reached in reading 1.3 million 506,992 1,377,913 programs at the primary level

IR-I: Improved classroom learning environment for reading Indicator MSF Indicators Project Achievement Cumulative reference Target Year 5 (Oct 2017- Achievement as Sep, 2018) of Sep 2018

4.1a Number of out-of-school 284,594 143,436 (annual 268,030 children newly enrolled or re- enrollment enrolled in education system survey) with USG assistance 4.1c Number of individuals who 25,530 18,411 18,411 completed workforce development or tertiary education programs 4.2c Number of graduates of 8,325 1,325 (annual TTI 8,461 Associates and Bachelor’s enrollment Degree Programs in Education survey) developed through USG support 4.2.2 b Number of primary or 23,800 7,969 24,299 secondary educators who

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complete professional development activities with USG assistance 4.2.2d Number of primary or 7 million 988,327 5,254,725 secondary textbooks and other teaching and learning materials (TLM) provided with USG assistance 4.2.2c Number of individuals enrolled 19,980 3,858 (annual TTI 18,860 in Associates and Bachelor’s enrollment Degree Programs in Education survey) LGL-1D No. of adolescent girls 69,847 18,112 (annual 62,959 receiving reading enrollment interventions survey) 4.3.2a Number of administrators and 11,607 3,852 10,166 officials who complete professional development activities with USG assistance IR-II Policies & systems for reading Indicator Indicators Project Achievement Year Cumulative reference Target 5 (Oct 2017-Sep, Achievement as 2018) of Sep 2018

4.2.1b Number of policies, laws, 57 13 (annual) 53 regulations, or guidelines developed or modified to improve education quality, access or management

4.3.2 b Number of education officials 100 56 (annual) 156 trained to use early grade reading assessments

CHALLENGES

 No-Objection Certificate and Suspension of PRP Activities: PRP has been implementing its program activities through close collaboration with the federal, provincial and district authorities and line departments. Various engagement strategies ranging from NOCs, MOU and support letters from the relevant authorities have been utilized to ensure continuation of PRP’s work on the ground. The teams proactively engage with all relevant stakeholders on almost a daily basis to provide them with information and successfully seek support for implementation of activities. In spite of these efforts, NOCs are still a lingering issue in some provinces/regions where PRP is implementing the reading program. Below is the summary of the issue and how PRP is dealing with it in each region: o In AJK, PRP is working smoothly with Cohort 1 and 2 schools in six districts, whereas the work is yet to be initiated in Cohort 3 districts including Poonch, Bagh, Haveli and Sudhnoti due to non-issuance of NOC by government authorities. PRP is following up

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regularly with the AJK Education Department, District Administration and Ministry of Interior to resolve the issue. o In newly merged KP districts (former FATA), PRP was issued the NOC at different intervals for six months, three months and one month between May 2017 and June 2018. After expiry of the last NOC on June 30, 2018, PRP- IRM (Institute of Rural Management) filed a fresh application and has been following up with the relevant authorities for renewal. We are optimistic about the positive outcome, hopefully soon. o In KP, PRP activities in district Kohat, Haripur, and Swabi were stopped intermittently by the local authorities. Through rigorous follow up with the relevant authorities PRP activities are resumed.

 Teachers’ Promotion, Transfer and Posting and Early Retirement of Teachers: This is an ongoing process across PRP which affects project implementation due to non-availability of trained teachers in schools. Early retirement of teachers affected comparatively more in some schools of AJK. Similar was the situation with head teachers in AJK. However, district teams regularly followed up with the district education departments and tried to address these issues through condensed training courses for teachers and to orient all new head teachers as early as possible within available human and financial resources.  Unavailability of Women Teacher Mentors: In Sindh, the project struggled with increasing the number of women mentors in Cohort 3 districts including Ghotki, Shikarpur, Umerkot, Thatta, and Sujawal. Despite the effort, PRP could identify and engage only 15 female mentors as against 144 male mentors.  Early Closure of Schools for Summer Vacations: Early closure of schools for summer vacations and Ramazan affected the overall school support visits and planned activities.

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