Annual Work Plan for FY02

2014- 15 K L A Annual Work Plan for FY02 B D USAID/ Bangladesh: Cooperative Agreement No. AID-388-A-13-00006 M

of 38 USAID Submitted on: 11 November, 2014 [Type the company name] 2014-15 2

Work Plan Format 1. Goal and objectives of the Project (1 -2 paragraph)

Goal: All primary school children in Bangladesh attain expected learning outcomes and competencies.

Objective: Increased reading competences among grade 1-3 students in READ-supported schools in selected districts.

Bangladesh has made dramatic strides in improving access to basic education, driven by strong government leadership and successful partnerships among government, donors and NGOs. Despite unprecedented gains in educational access, however, the government’s National Student Assessment findings in 2011 point to weak Bangla reading results in grades 3 and 5. The findings also indicate that reading skill is decreasing from third grade to fifth grade, suggesting that children fall more and more behind due to a weak foundation. This has a spillover effect for the education system and economy as a whole. The GoB has instituted a new competence-based primary curriculum designed to raise learning outcomes, accompanied by a higher standard for teacher qualification (Diploma in Education).

The Government of Bangladesh’s (GOB) Third Primary Education Development Plan (PEDP III) provides a comprehensive framework to address these challenges. READ is a 4-year collaboration with the Government of Bangladesh, supported by the US Agency for International Development, to improve early grade reading competence. Learning to read affects all aspects of children’s education. By ensuring a strong foundation at the beginning of school, the expectation is that fewer children will repeat grades or drop out in the primary cycle, and a higher proportion will complete school with solid primary school skills – such as literacy - which are critical life skills in today’s world. The project focuses on four areas of intervention: 1) teacher education and continuous professional development; 2) reading assessment; 3) increased availability of reading material, and 4) increased opportunities for reading in the community and support from community members/institutions.

2. Results Framework (see next page) 3 Objective: Increased reading competences among grade 1-3 students in READ- supported schools in the selected districts Indicator-1: Proportion of students who, by end of grades 1-3 of primary schooling, demonstrate that they can read and understand the meaning of Bangla grade level text (comprehension) Indicator-2: Proportion of students, who, by the end of grades 1-3 demonstrate that they can fluently read Bangla grade level text (fluency) Indicator-3: Proportion of students of grade 3 children who score 60% and above in Bangla in final exam

IR1: Improved evidence- IR 2: Increased use of early IR 3: Expanded provision and use of IR 4: Strengthened community based, interactive early grade reading assessment relevant and appropriate Support for early grade literacy grades reading instruction supplementary reading materials

Indicator: Indicator: Indicator: Indicator: % of school using strategies to foster # of teaching and learning materials % of targeted teachers using # of Upazilas holding reading comprehension in the classroom for (TML) provided to target school and Instructional Adjustment tools festival grade 1-3 classrooms for classroom reading community with USG assistance # of learners enrolled in primary schools assessment # of materials classified according to # of children who have access to and/or equivalent nonschool based stages of reading competence reading opportunities through settings with USG support % of targeted teacher community reading camp changing instruction based on % targeted schools using # of administrators successfully trained Instructional Adjustment supplementary early-grade reading # of SMCs submitting reading- with USG support in early grades Assessment reading result materials related plans to SLIP or READ reading supervision Innovation Fund # of teachers received training on % of trained administrators participating # of fluency benchmarks use of ICT in classroom in early grade reading supervision developed for early primary grades 1-3 # of schools using Information # of teacher/educators who successfully Communication and Technology (ICT) completed in-service training with USG in multimedia classroom due to USG support support

# of module for reading instruction # of supplementary early grade print incorporating formative assessment, materials transformed into digital applicable for pre-service and in-service formats for multimedia projection or teacher training. web usage 4

3. Previous year’s achievements and challenges (max 1 page).

Operations and Start-Up Activities: In its first year, READ has recruited a national team of 17 individuals organized into three sub- teams: partnership; reading; and monitoring-evaluation-research. Partnerships are forged with six national NGOs to implement the project in seven regions of the country. READ teams are in place in each regional location, each team comprised of 41 people. Collectively, they reach 660 primary schools spread across 11 districts. Government approvals have been obtained to work within the formal educational system, for instance – to train trainers operating out of Primary Training Institutes and to collect data from schools. Partner NGOs have participated in an inception workshop and an orientation workshop to lay out the activities required as well as to address compliance with USAID rules and regulations. A project launch has taken place in each of the 11 districts with the Deputy Commissioner and/or Deputy Director (DPE) as Chief Guests. This has paved the way for partnership with government across all administrative levels. Importantly, a Reading Advisory Committee has been formed, chaired by the Director General of Primary Education, to steer the project in line with GoB educational priorities (PEDP III).

Technical Groundwork: By the end of its first year, READ had finalized two major outputs: The Reading Instruction Manual and the Instructional Adjustment Tool (IAT). Both of these are a reference point, the first for IR 1 (improved literacy instruction) and the second for IR 2 (increased use of early grade reading assessment). They orient all subsequent work that will take place under these Result Areas. Due to the great effort has been made to ground them in the GoB primary curriculum, they ensure alignment with the government system. All stages of their development have taken place in close collaboration with government departments, institutions and expertise. In FY1, training took place of national core trainers, regional master trainers, and of teachers – using the Reading Instruction Manual. A total of 1,200 grade 1-3 teachers have been trained on reading instruction in FY1.

A baseline of reading competence has been completed among grade 1-3 children in READ schools and this has been equalized with the endline instrument that will be used later. Another major accomplishment has been the broad-based consensus mobilized behind common criteria for classifying reading materials according to 7 levels of reading competence. Once classified, materials can be used more effectively to help children develop their reading skill according to their level and areas of interest. Starting from around 1,000 early grade books, a final list of 250 emerged that was vetted by a 5 committee of national experts. This list is being taken to government for approval for use in government primary schools. This line of work pertains to IR3 which aims to increase the provision and use of appropriate supplementary reading material.

Challenges: One challenge is to work fully within the government system of education. READ activities have to be in sync with government schedules and decision-making. For instance, July is normal free of training within the government system so READ plans training of teachers in that month. Obtaining government approvals and representation requires a long lead-in time. During district launches of READ, the project was received with a certain amount of constructive criticism by government authorities. This needs to be carefully managed and hopefully addressed by strong results over time. Since READ is not mentioned by name as part of a USAID bilateral agreement with the line Ministry (Ministry of Primary and Mass Education), it therefore requires approvals and audits from the NGO Affairs Bureau throughout the life of the project. This is a time-consuming and complex process. Finally, the Director General of Primary Education has been very concerned about data that is generated by READ. As a result, he and various members of his staff have been personally involved in the design and validation of baseline data collection and of the reading assessment tool. This is in principle a very good thing but does lead to some complexity in assuring scientific standards.

Budget Reduction and Adjustment: In a meeting with USAID on 25 September 2014, READ was informed that the budget would be reduced by around 30% in Y2. This required a thorough revision of the work plan and budget in collaboration with partners. Decisions were made to reduce or cut activities that would have the least impact in terms of reading results. Necessarily, these revisions will reduce the reach (count) of the initiative and the level of indicators achieved. The following are the main areas where reductions were made. Where F indicators are affected, this is indicated in brackets (refer to Table on p.24).

 The second cohort of PROTEEVA NNP schools (600) will not be taken on board in 2015. This cohort would only receive one year of intervention so would expectedly have less effect on reading results but it does affect enrollment numbers. (F3, F4, F5)

 The Community Schools Activity will be removed from the project. The exclusion of 600 NNP schools and 80 CSA has a knock-on effect in terms of less training required across levels (national, regional, school), less materials provided, less supervision etc. (F3, F4, F5). 6

 The main saving on the side of our sub-grantees comes in the form of reduced personnel expenses. Although the number of schools increases, each Field Officer (FO) will cover more schools than previously planned. This means that the proportional increase of field staffing is lower than the increase in schools during the second year.

o Under the original scenario, 414 Field Officers would operate in 2110 schools (5 schools per FO). In the revised budget, 194 FO’s will cover 1510 schools (8 schools/FO). o The number of Technical Officers will reduce from eighty-seven to fifty-seven. o The number of Senior Technical Officers will remain the same, 7, as these individuals maintain technical quality.

 The number of Supplementary Reading Materials provided will be reduced from 150 books per book bank to 70 (10 books per reading level, 7 reading levels from 0-6). This number is still higher than the original projection (50) due to the amount of books we have received and leveled. (F6)

 The number of schools that receive training on the use of ICT in education will be halved. The government has confirmed that a lower number has received multimedia equipment so this reduction is in line with the number of schools that actually have equipment. (F7)

 A proportional reduction in the recruitment of additional field staff to implement a reduced degree of project expansion has been calculated throughout the budget (Field Officers, Technical Officers, and so forth). Field staff will be covering twice the number of schools compared to Y1.

 The budget minimizes supplies and equipment in the expectation that READ can make use of materials that are left over from projects phasing out such as Nobo Jibon. Specifically, READ requires 68 motor bikes and 88 smart phones that are not budgeted.

A number of activities have been removed from the budget pertaining especially to items that do not directly contribute to reading results, such as Communications. In other cases, activities are combined (piggybacking) or are done at relatively no-cost through alternative modalities. The following table outlines some, but not all, of the one-off activities that have been cut from the budget: 7

One-Off Reductions in READ Budget

Reading Magazine $10,082 Coordination of RIM and IAT with EdData&DPE Reading Report Card $10,000

Levelling of Supplementary Reading Material Workshop with publishers, authors and illustrators Children’s Writing Competition $5,250 $5,187 most of this done last year Done last year $6,300

Coordination meetings with MOWCA, MOCHTA CSA books and material development $32,676 Public Service Messaging $4,725 and NCTBN $4,200

Social Media Engagement $2,100 Tablets (80) $12,600 Potentially will be obtained Indicator Performance Tracking Tool update from Nobo Jibon project $5,250

Staff development and exposure visits (postponed Success Story documentation $5,250 to third year) $7,350

4. Project Approach/project primary focus for the coming work plan year (1 -2 pages max)

In FY1, READ worked in 660 PROTEEVA schools (newly nationalized primary schools, previously RNGPS). FY2 represents a peak year for READ in terms of school coverage. Next year, READ will start activities in:

 805 government schools in selected upazilas/districts, to be decided with government

 450 government schools equipped with multi-media classrooms

 45 government primary schools in Chittagong Hill Tracts, Khagrachhari district

Approval is required from government to agree on the locations and schools that fall under their responsibility. Although SCI and her partners will have to start up relationships with a large number of schools and implement on a large scale, the groundwork of the intervention has already taken place in 8

FY1. More challenging will be a new intervention to train grade 1-3 teachers in multi-media classrooms. The goal is to make better use of multi-media capacity in reading instruction by using interactive technology. The training initiative will be preceded by an assessment of current capacities, both in terms of human resources and material resources.

Working with hilltribe populations in Khagrachhari will require READ to cultivate relationships with MOCHTA and the Hilltribe Councils who are responsible for education in that region. The intervention in CHT is smaller-scale interventions yet labor-intensive. The systemic outputs that READ has developed for government schools, such as the Reading Instruction Manual and the Reading Assessment Tool, will have to be fundamentally adapted for diverse contexts. This presents a major effort in FY2 which is of strategic significance because these populations have among the weakest reading outcomes in the country.

Alongside up-scaling and customizing approaches, READ will put a strong focus on generating evidence and undertaking research with practical applications. One such intervention is to build our capacity on cost effectiveness analysis. Once equipped with a rigorous conceptual framework, we will apply this analysis as of the new school year starting January 2015 among READ schools. This analysis will tell us how much we are investing in different activities and in different kinds of schools, with what degree of success. To date, we do not find any research of this type conducted in Bangladesh yet it is necessary for informing policies and plans with regard to educational investment.

A second strategic piece of research is to establish a national fluency benchmark for grade 1-3 Bangla. This benchmark is intended to serve as a reliable reference point for any entity wanting to measure the state of reading competence among diverse populations of students in Bangladesh. These research interventions can have far-reaching implications for the primary education sector as they add to the toolbox available for making well-founded policy and budgetary decisions.

After focusing on IR 1-3 in FY1, READ will strengthen its focus on IR 4 in FY2: strengthening community support for early grade literacy. In addition to establishing book banks and reading circles, READ will promote the role of libraries in reaching out to young readers. The project will develop a communication strategy to reach communities with reading evidence from their localities as well as collecting perspectives from communities about what is going right or wrong in terms of our reading interventions. 9

5. Partnership and collaboration (1 page max)

READ sub-grants to six partners with whom it has a long working relationship in education. Each organization covers a specific geographical area:

1) VERC in Dhaka Division, 2) RDRS in Rangpur and Rajshahi Divisions; 3) CODEC in Barisal Division and Cox’s Bazar; 4) FIVDB in Sylhet Division, 5) JCF in Khulna Division and 6) Zabarong Kalyan Samity in Khagrachhari District.

In FY2, new partners will be engaged from the private sector such as Grameenphone and possibly IREX for library activities and Porticus Foundation for teacher qualification. The latter two are private foundations. We will reach out to private publishers of children’s books and private libraries such as Bishwo Shahitto Kendro who can meet the need for more reading material appropriate to beginning readers.

On the government side, our core collaborators are Directorate of Primary Education under Ministry of Primary and Mass Education (various line divisions and Primary Training Institutions), National Curriculum and Textbook Board (under Ministry of Education), National Academy for Primary Education, and government primary schools along with school management committees.

In FY2, we will cultivate relationships with other government actors who are responsible for the additional schools where READ will be active as well as government institutions with a link to Bangla literature, reading material, and information services:

Ministry of Chittagong and Hill Tract Affairs (MOCHTA) for MLE schools; Bangladesh Shishu Academy (under Ministry of Women & Children’s Affairs), Bangla Academy, National Book Development Center (under Ministry of Culture) and Ministry of ICT (especially Access to Information project).

READ will reach out to peer institutions and other USAID IPs who are working in a compatible area. This includes Room to Read and Sisimpur who can logically support us in material provision and usage, libraries, and reading events. Voice of America may provide avenues to broadcast the situation of teachers, classroom practices and reading challenges. D.Net is an option for collaboration around mobile messaging to promote reading practice. 10

6. Activities and Deliverables-- use Gantt Chart (see example)

For projects with IRs, list activities by IRs. Some activities may cut across all IRs (like project start-up/closing activities; M&E activities). These can be stated separately (see Gantt chart example)

Work plan for Oct 2014-Sept 2015 Activities Partners/ POC Implementation Deliverables Geographic Remarks Collaboration Time Frame Location Q1 Q2 Q3 Q4 IR1 Improved evidence-based, interactive early grade literacy instruction Strategy 1.1 Improved ability of teachers to teach early grades reading, conduct classroom diagnostics, and adjust instruction to support struggling readers 1.1.1 Workshop on setting national NCTB/ DPD X Audio and video standard on phoneme BA/ILI/IER Reading materials 1.1.2 Revise & redesign Reading Directorate of DPD X Revised1 manual Manual to be Instruction Manual and Primary Reading aligned with new finalized in Teachers’ Resource Pack Education version of grade 1-3 November- (DPE) text books December 2014 1.1.3 Field testing RIM1 and IAT2 DPE DPD X X 2 tested modules 5 districts3 modules in 5 PTI's Reading from among Y2 sites

1 Reading Instruction Manual 2 Instructional Adjustment Tool 3 Districts in Y2: Barisal Sadar, Barguna, Patuakhali, Jhalokathi, Cox’s Bazar Sadar, Sylhet Sadar, Hobigonj, Sunamgonj, Jessore, Magura, Jhenaidah, Rangpur Sadar, Kurigram, Nilphamari, D haka, Manikgonj, Tangail, Khagrachhari 11

Activities Partners/ POC Implementation Deliverables Geographic Remarks Collaboration Time Frame Location Q1 Q2 Q3 Q4 1.1.4 Mobilize national core and DPE DPD X 20 members core 5 districts4 master trainer training teams Reading training teams in place in new districts and upazilas for new locations (Core Trainer training on revised RI manual)

1.1.5 Adapt the modules for MOCHTA DPD X Adapted CHT modules Khagrachari schools in CHT Reading 1.1.6 7-day teacher training in GPS DPE DPD X X X 1610 teachers trained In 14 new 4 days basic and schools Reading upazilas 3 days refresher 1.1.7 8-day training of teachers in MOCHTA DPD X X X 135 teachers trained 3 Upazilas in 5 days for basic CHT Zabarong Reading Khagrachari & 3days for Kalyan Samithi refresher 1.1.8 3-day refresher training for DPE DPD X X 1320 teachers trained 11 Y1 teachers (660 schools) Reading PROTEEVA districts 1.1.9 Training Video manuals and SCI DPD X X X Video, Audio and 11 materials development Reading training manuals PROTEEVA districts + New districts 1.1.10 MLE Design (national ZKS, DPD X National workshop CHT workshop) MOCHTA Reading conducted

Strategy 1.2 DPE in-service training (INSET) system capacity to improve teachers’ reading instruction skills strengthened.

4 New districts as of 2015: Jhalokathi, Sunamgonj, Jhenaidah, Nilphamari, Khagrachhari 12

Activities Partners/ POC Implementation Deliverables Geographic Remarks Collaboration Time Frame Location Q1 Q2 Q3 Q4 1.2.1 Training of Trainers DPE DPD X Finalized TOT Resource Kit – PREQUIP Reading Resource Kit (Audio resources, video clips) developed for AUEO & URC and PNGO’s staff. 1.2.2 Developing module for DPE DPD X X 1 module developed for Module to be refresher training Reading refresher training completed in March-April 1.2.3 Refresher training on RI for DPE DPD X 20 national and core trainer Reading regional trainers trained as core trainer for refresher training

1.2.4 Refresher training on RI for DPE DPD X X 253 regional trainers 45 Upazilas Master trainer Reading trained as master trainers for refresher training

1.2.5 Implementation of adapted ZKS/DPE DPD X Adapted training has Khagrachari ToT for CHT schools, Reading been implemented national level among CHT schools

1.2.6 Training of trainers for CHT ZKS/DPE DPD X Regional trainers Khagrachari Trainers from schools at regional level Reading trained URC, Language Committee & PNGO Strategy 1.3 Increased instructional supervision and follow-on support from head teachers and other school officials 1.3.1 Revision and redesign of DPE DPD X 1 revised training Manual to be training module for head Reading module finalized in teachers & AUEO on February-March supervision skills 13

Activities Partners/ POC Implementation Deliverables Geographic Remarks Collaboration Time Frame Location Q1 Q2 Q3 Q4 1.3.2 Core Trainer training on DPE DPD X 20 GoB and PNGO revised academic supervision Reading staff manual 1.3.3 Master Trainer training on DPE DPD X 34 GoB and 14 PNGO 17 new 2 officials from revised academic supervision Reading staff’s upazilas each upazila manual 1.3.4 DPE DPD X 850 Head Teachers & 5 new 5 officials from Conduct training of 850 head Reading districts and each upazila teachers and 85 AUEO's & 85 AUEO/URC staff 17 new URC instructors trained upazilas 1.3.5 Quarterly School level DPE DPD X X X X IAT sharing meeting at 18 districts AUEO, HTs, reflection workshop and Reading school level. Teacher URC instructors classroom observation of learning club meeting reading instruction to be at cluster level shared in sub-cluster meetings 1.3.6 Design application process CRP DPD X Funding mechanism of Contact with for Special Needs Fund Reading SNF established CRP

Strategy 1.4 Teachers’ capacity to use ICT resources for reading instruction enhanced 1.4.1 Analysis of opportunities and DPD X Report informing the Consultancy gaps in the use of technology Reading design of ICT solutions firm in ICT classrooms in the classroom

1.4.2 Digital material will be DPE DPD X X X Digital material Consultancy developed, partly adapted NCTB Reading developed and shared private sector from CHT, PROTEEVA, and on the READ site Bangla sources, shared w/ ICT focal points 1.4.3 DPE approval of digital DPE DPD X X 50 digital content content Reading approved by DPE 14

Activities Partners/ POC Implementation Deliverables Geographic Remarks Collaboration Time Frame Location Q1 Q2 Q3 Q4 1.4.4 Introduction of digital DPE, NCTB, DPD X X Digital materials material in classrooms, MMC, Reading available to read site including CHT MOCHTA 1.4.5 ToT core group (PTI, URC, DPE DPD X 25 trainers trained ICT teachers) Reading

1.4.6 3-day training of teachers on DPE DPD X X X 450 ICT teachers To be use of digitally formatted Reading trained decided with reading materials DPE

1.4.7 DPD X X X ICT consultation Reading

IR2 Increased us of Early Grade Reading Assessment Strategy 2.1: Diagnostic Assessment Tool Developed 2.1.1 Reflection workshop on IAT PNGO Sr. Manager X X 480 teachers All READ 30 teachers in MER participated in the regions each batch, 03 refreshers workshop. batches in each region except cox’s 01; gather lessons learned on use of IAT in yr-1 (only in NNP schools) 2.1.2 IA Tool approved by USAID USAID Sr. Manager X IAT approved Dhaka MER 2.1.3 Training on IAT for teachers PNGO Sr. Manager X 1700 teachers trained All READ GPS school early in GPS schools MER on IAT regions grade Bangla teachers 2 from each school 2.1.4 Refreshers workshop on IAT PNGO Sr. Manager X 1320 Teachers received All READ NNP school 15

Activities Partners/ POC Implementation Deliverables Geographic Remarks Collaboration Time Frame Location Q1 Q2 Q3 Q4 -MER refreshers training on regions early grade IAT Bangla teachers, 2 from each school 2.1.5 READ review workshop with SC Sr. Manager X 01 Review workshop Dhaka Following DPE on EGRA/IAT revision -MER conducted with DPE regional reflection WS, feedback will be shared with DPE for finalization Strategy 2.2 Tracking Reading Progress at different levels 2.2.1 Jointly design literacy Sr. Manager X X X Literacy tracking tracking system for grade 3 to MER system developed and measure district and upazila used level progress

2.2.2 Sharing of reading results at Sr. Manager X X Report card for parents, divisional level MER SMC and other stakeholders developed

IR3 Expanded provision and use of relevant and appropriate supplementary materials Strategy 3.1: Standards developed and disseminated to improve the quality and coherence of children’s reading materials. 3.1.1 Conduct workshop to solicit Govt DPD X Feedback about National feedback from children about Primary Reading demand to inform level, based most popular books Schools supply on school level input 3.1.2 Consultation to develop SRM ZKS, NCTB DPD X X 50 SRM supplied to Khagrachari Consultant for children in CHT MOCHTA Reading each CHT school. Altogether 2250 SRM 16

Activities Partners/ POC Implementation Deliverables Geographic Remarks Collaboration Time Frame Location Q1 Q2 Q3 Q4 3.1.3 Production and/or purchase Publishers DPD X X X Book bank supplied Consultant of children's reading Reading materials

Strategy 3.2 Children's access to ample appropriate reading materials 3.2.1 Conduct workshops to Local libraries/ DPD X X Community gains 6 regional Local authors & generate community-authored IREX Reading access to appropriate workshops illustrators materials for early grade level reading materials reading for young readers

3.2.2 Placing book banks GPS, local DPD X X 1670 book banks 18 districts libraries Reading established (805 GPS, 160 communities, 660 PROTEEVA schools and 45 CHT )

3.2.3 Training of PNGO staff to 6 PNGOs DPD Trained PNGO staff Consultant facilitate material creation (3 Reading, X trainings)

3.2.4 National Children's reading DPD National event and national Language Day festival Reading result of reading 21Feb DPE, media Allies/ X competitions held Literacy Day peers 8 Sep Teachers Day 5 Oct 3.2.5 Publication of locally created Local media DPD Local media partners Local authors content in newspaper, media Reading identified etc. for inclusion in book-banks X X X X 17

Activities Partners/ POC Implementation Deliverables Geographic Remarks Collaboration Time Frame Location Q1 Q2 Q3 Q4 (ongoing relationship from phase-1)

Strategy 3.3 Development, usage and sharing of digital format reading material 3.3.1 E content distributed in 450 DPD X X E- content delivered to schools Reading 450 schools

3.3.2 On-line early grade reading DPD X X READ website hub with digital library DPE, NCTB Reading operational and up-to- (website) established in date, linked to other partnership with other actors sites (DPE, NCTB)

3.3.3 Sharing standards of leveled DPD X Standards shared with Presenting in reading materials with peer Reading peer organizations Vision Forum organization and child-focused organizations

IR4: Strengthened community support for early grade literacy Strategy 4.1 SMCs mobilized to add early grade reading activities or investments in their school level improvement plans.

4.1.1 READ SMC Orientation X Support Pack will material - Review and DPE, SMCs DPD Support Pack finalized be finalized in Enhancement Reading December 2014

4.1.2 Orientation of SMC on READ PNGOs, SMCs DPD X X 9350 SMC members 17 Upazila Orientation will Reading from 850 schools be completed oriented on reading from December- January importance and role of 18

Activities Partners/ POC Implementation Deliverables Geographic Remarks Collaboration Time Frame Location Q1 Q2 Q3 Q4 proactive SMC

4.1.3 Reading festivals at school and DPE, SMCs, DPD X At least 50% schools All upazilas upazila levels libraries Reading conducted reading festivals and competitions locally

Strategy 4.2 An expanded package of community activities in support of reading is developed and tested 4.2.1 Training of community DPD X 320 volunteers trained literacy volunteers 6 PNGOs Reading TBD (160x2=320) to facilitate reading camps

4.2.2 Providing additional book DPD X X Book banks in 160 banks in communities to be 6 PNGOs Reading school catchments TBD used in Reading Camps (160)

Strategy 4.3: Broader public awareness and support for early grades reading generated through mass and social media campaigns 4.3.1 Design a communication Manager X campaign strategy in strategy using READ Comm./ place evidence to generate support DPD Reading for EGR activities with specific attention to parents 19

Activities Partners/ POC Implementation Deliverables Geographic Remarks Collaboration Time Frame Location Q1 Q2 Q3 Q4 4.3.2 Roundtable on baseline With DPE and Sr. Manager X Baseline finding shared finding from CHT (PEDP-III CAMPE MER with PEDP-III and and CAMPE) CAMPE

A Cross-Cutting Activities A1 Operations A 1.1 Vision Forum, community Department of COP and X X Children’s reading Window of library etc. Public Library, DPD-READ corner established in Opportunity Shishu program intervene area Academy and of all sadar upazilas national NGO’s shishu academy/ public library A1.2 Expansion of staffing DPD Partn. X X PNGO field staff hired Regional launches CODEC, DPD X X 6 launches conducted 6 Regions FIVDB, VERC, Partnerships RDRS, JCF, ZKS A1.3 Government approvals as DPE CoP X X X X Letters of approval NGO AB, DPE, required MOCHTA A1.4 NGO AB audit NGO AB CoP X X X X Audit Report Annual Report A1.5 Quarterly Performance CoP X X X X Quarterly Reports Monitoring Reports A1.6 Quarterly Financial Reports CoP X X X X Quarterly Financial Report A1.7 Annual workplan and budget CoP X FY3 Workplan with development budget A1.8 Collaboration with USAID Sisimpur, VoA, CoP X X X X MoU; Agreements partners and others R2R, IREX A1.9 Capacity building of PNGOs Grants team; DPD/Partner X X Presentations, Reports 20

Activities Partners/ POC Implementation Deliverables Geographic Remarks Collaboration Time Frame Location Q1 Q2 Q3 Q4 on compliance, USAID rules Compliance ship and regulations A1.10 Editing and translation Manager X X X X 5 documents translated Comm. (RI module, Teacher’s resource book, Academic supervision module, SMC support pack and IAT module), edited docs A1.11 SCI staff development CoP X X X X Professional dev certification; exposure visits A1.12 PNGO staff development DPD/Partner X X X X Prof. dev.; ship certification; exposure visits A1.13 Orientation to the new PNGO Grants team; DPD/Partner X Orientation report Zabarong (ZKS) staff ship A1.14 All staff’s program DPD/Partner X Orientation training orientation ship

A2 Communications, branding and marking A2.1 Development communication Manager X X Strategy document strategy Comm. A2.2 Website maintenance Manager X X X X Website www.readbangla Comm. desh.org

A2.3 Communication material Manager X X X X Flyers, folders, Comm. promotional A2.4 Photo contest and exhibition PNGOs Manager X Contest and exhibit Comm. 21

Activities Partners/ POC Implementation Deliverables Geographic Remarks Collaboration Time Frame Location Q1 Q2 Q3 Q4 A2.5 Video documentation Manager X X Comm. A2.6 Mass media communication Manager X X X X Press releases; media and tracking Comm. file A2.7 Children’s Page PNGOs; PIB; Manager X Award for best Page in Ongoing activity local papers Comm. local newspapers of local papers B Monitoring, Evaluation & Research B1 Monitoring and Evaluation B1.1 Quarterly M&E coordination PNGO X X X X Quarterly work plan Regional with STO-M&E Sr.Manager level MER B1.2 Using data in reports targeted PNGO Sr.Manager X X X X Quarterly performance Dhaka to different audiences MER report B1.3 Sharing M&E data in PNGO Sr.Manager X X X X Data in QPRLW report Regional QPRLW5 MER

B1.4 Annual M&E planning PNGO Sr.Manager X Annual M&E work Dhaka region workshop MER plan

B1.5 Updating READ PDT, PNGO Sr.Manager X X X PDT updated for Dhaka USAID indicators MER USAID reporting

B1.6 Semi-annual DQA by CoP PNGO CoP X X Report on DQA Regional and PDQ dept. level B1.7 MER Technical Expert DPE Sr.Manager X X X Regular TEG6 meeting Dhaka Group Functioning MER

B1.8 Success story documentation PNGO/ Sr. Manager X X Success story Dhaka

5 Quarterly Progress Review and Learning Workshop 6 Technical Expert Group 22

Activities Partners/ POC Implementation Deliverables Geographic Remarks Collaboration Time Frame Location Q1 Q2 Q3 Q4 Communication MER documented

B1.9 QLE7 assessment PNGO Sr. Manager X Assessment on QLE Dhaka MER conducted

B2 RESEARCH B2.1 Endline for Cohort-A: RCT Research Firm/ Sr. Manager X X Report on endline READ Research MER working Assistant upazilas B2.2 Baseline for Phase 2 (CHT, Research Firm/ SrManager X X Report on Baseline READ GPS) RCT Research MER working Assistant upazilas B2.3 Cost Effectiveness Analysis Educational SrManager X X X X CEA progress report Dhaka across different schools and Policy Institute MER different activities or READ components B2.4 Assessment on Fluency Consultant SrManager X X X Fluency benchmark READ Benchmark from Harvard MER report working School of Ed’n areas B2.5 Action Research on the effect Univ. of SrManager X X Report on action Regional of training; classroom Amsterdam; MER research level observation Edukans B3 MIS & GIS B3.1 Web based M&E system Consultant Sr.Manager X X Web based M&E Dhaka development MER system developed B3.2 Web based M&E system STO-M&E Sr.Manager X X X X M&E system updated Dhaka updating MER

7 Quality Learning Environment is SCI’s global data collection process of quality indicators in education 23

Activities Partners/ POC Implementation Deliverables Geographic Remarks Collaboration Time Frame Location Q1 Q2 Q3 Q4 B3.3 GIS data collection for Phase PNGO/STO- Sr.Manager X X GPS data available Regional 2 schools (incl CHT, M&E MER level Libraries) B3.4 Mobile based data system PNGO/STO- Sr.Manager X X X X Data system developed Regional development M&E MER level

7. Performance Monitoring Plan

READ will track and monitor the progress of all performance indicators pertaining to Bangla reading fluency and comprehension using a randomized control trial method in sample schools. The baseline will cover representative sample schools from GP schools as well as newly nationalized schools. The MER 8 team will also track the percent of schools using strategies to foster reading comprehension twice a year among sample schools using classroom observation checklist and video recording. The training of administrators and early grade teachers will be tracked and monitored. READ will use mobile based applications to track and assess these performance indicators. At the beginning of every year, a detailed M&E plan will be developed in a workshop. Tools and techniques to be used will be shared in the workshop. Central staff and PNGO staff will be oriented in their use. The project will also form an M&E Technical Expert Group consisting of DPE, USAID, SC and READ M&E staff to oversee READ’s MER activities and the evidence generated. The Group will provide technical guidance and advice to the MER Unit and keep DPE informed about findings from the project and how those findings are generated.

It is important to note that READ cohorts are not longitudinal hence targets are not cumulative from the beginning to the end of the project. Although we foresee annual improvement, the degree of improvement depends on the types of schools we are working in, and the mixture of cohorts – some of which are one year in the intervention, and others which are two years. Annual targets take baseline findings into account, estimating a realistic result based on actual reading levels. Targets also take complexity into account and scale. Increasing scale and increasing complexity will temper results while the converse is also

8 Monitoring, Evaluation, Research 24 true. After, 2015, READ will no longer work in newly nationalized primary schools. READ will generate disaggregated data that looks at outcomes per school type.

READ plans to conduct rigorous studies in two new areas: Cost Effective Analysis (CEA) and establishing a National Fluency Benchmark for reading in Bangla language. Both of these studies relate to the measurement of project effectiveness and enable us to analyze results. CEA and benchmarking fluency in Bangla language are groundbreaking pieces of work that can inform policies and investment decisions in education. Please note that in the table below, some values appear as 0 in 2017 in order to avoid double-counting. Those activities will often be taking place but with the same beneficiaries as were covered in 2016. READ will not expand to new populations in 2017. 25

Table: READ M&E indicators and targets for year-2 (2015) and subsequent years Targets USAID F BASELINE Sl# Indicator PERFORMANCE INDICATOR 2014 2014 2015 2016 2017

Project Objective: Improved reading competence among early grade students in READ supported schools in the selected districts

01 F-1 Proportion of students who, by end of grades 1-3 of primary schooling, 24% 40% 45% 55% 60% demonstrate that they can read and understand the meaning of Bangla grade level text (comprehension)

02 C-1 Average number of Words read Per Minutes Correctly (WPMC) in a 22 35 40 45 50 narrative passage (oral reading fluency) by the children grade 1-3 children 03 C-2 Percent of grade-3 children scoring 60% and above in Bangla in final 25% 35% 40% 50% 55% exam

IR1: Improved provision of evidence-based, interactive early grades reading instruction

04 C3 Percent of school using strategies to foster comprehension in the 0 70% 75% 75% 80% classroom for grade 1-3 classrooms

05 F2 Number of learners enrolled in primary schools and /or equivalent nonschool based settings with USG support9 0 85140 259005 179665 98535

9 ROSC II beneficiaries will count as indirect beneficiaries of READ since ROSC will adopt many of READ’s interventions, instruments and teaching-learning resources. 26

Targets USAID F BASELINE Sl# Indicator PERFORMANCE INDICATOR 2014 2014 2015 2016 2017

06 F3 Number of school administrators successfully trained with USG support 0 954 955 895 0

07 C4 percent of trained administrators participating early grade reading 0 80% 85% 85% 90% supervision

08 F4 Number of teachers/educators who successfully completed in-service training with USG support 0 1320 1745 1622 0

09 C5 # of module for reading instruction incorporating formative 0 0 0 0 01 assessment, applicable for pre-service and in-service teachers training

IR2: Increased use of early grade reading assessment

10 C6 Percent of targeted schools using Instructional Adjustment Tools for 0 70% 80% 80% 85% classroom reading assessment

11 C7 Percent of targeted teacher changing instruction in the class room 0 70% 75% 75% 80% based on Instructional Adjustment Assessment result

12 C8 # of fluency benchmarks developed for early primary grades 1-3 0 01 0 0 0

IR3: Expanded provision and use of relevant and appropriate supplementary reading materials

13 F5 Number teaching and learning materials (TLM) provided to target 0 58080 144080 71368 0 27

Targets USAID F BASELINE Sl# Indicator PERFORMANCE INDICATOR 2014 2014 2015 2016 2017

school and community with USG assistance

14 C9 Number of materials classified according to stages of reading 0 150 0 0 0 competence

15 C10 Percent targeted schools using supplementary early-grade reading 0 0% 80% 85% 90% materials

16 C11 Number of teachers received training on use of ICT in classroom 0 0 450 450 0

17 C12 Number of supplementary early grade print materials transformed into 0 2 50 50 50 digital formats for multimedia projection or web usage

IR4: Strengthened community support for early grade literacy

18 F-6 Number of School Management Committee (SMC) supported by READ 0 660 850 811 0 19 C13 Number of upazilas holding reading festival 0 80% 85% 90% 95%

20 C14 Number of children having access to reading opportunities through 0 0 28800 28800 0 community reading camps

21 C15 Number of early grade parents attending in parenting meeting/mothers 0 85140 259005 179665 98535 gathering session in the school

8. Program Management 28

The central READ team is comprised of three sub-teams reflecting the technical depth and collaborative nature of the project, alongside a priority on generating evidence: 1) Partnership Management; 2) Technical Read Team, and 3) Monitoring/Evaluation/Research. READ sub-grants to six large-scale and experienced NGOs who implement the project in seven regions of the country. We have a close working relationship with different departments of the Directorate of Primary Education (Ministry of Primary and Mass Education) and the National Curriculum and Textbook Board with whom we co-construct most of our key outputs. This ensures alignment with GOB educational policy. In Annex 1 is the READ organogram, the regional team structure and a diagram of the management structure.

A Reading Advisory Committee comprised of SCI and various departments of DPE meets on a quarterly basis to provide strategic guidance and political facilitation. Quality assurance will be maintained by a Technical Expert Group on M&E that is being formed. SC USA holds the READ contract, responsible for contractual obligations and provides technical backstopping when needed. The technical backstopping mainly pertains to sharing SCI’s methodology and evidence base about reading instruction and reading assessment. READ contributes to the PEDP III Working Group on Quality Education and to the civic forum CAMPE. READ also actively contributes to SCI’s Education Global Initiative.

The underlined positions below are Key Personnel:

Chief of Party: The CoP is responsible for overall program delivery, including planning, implementation, monitoring and reporting. S/he is responsible for ensuring that program activities are completed in line with donor expectations and project plans to meet expected results and objectives. The COP serves as the primary project contact point and representative for USAID, DPE/MoPME, other donor and/or policy groups, project partners, civic networks/platforms, and other stakeholders. S/he represents the project in international and/or scientific forums. This position ensures that reliable evidence is being generated by the project in order to document results and which contributes to the body of knowledge available internationally about reading. S/he is responsible for quality assurance in the evidence about reading. S/he ensures that knowledge is shared and disseminated effectively and strategically. S/he manages a team of 17 central staff, five which report directly to this position. The CoP promotes optimal teamwork, team functioning and staff development.

Senior Manager of Monitoring, Evaluation and Research: The Senior Manager for Monitoring and Evaluation is fundamentally responsible for systematically building the evidence base of READ; bringing quantitative and qualitative data or findings to bear in steering the project towards effectiveness 29 and results. The Sr Manager will design the M&E Plan and Results Framework for USAID approval. S/he will build an M&E system using appropriate tools and techniques and ensure that it is optimally implemented. S/he will conduct or manage evaluations and research studies that address strategic questions in the education sector of Bangladesh. The Sr Manager will communicate findings and generate reports in line with USAID reporting requirements, for program steering by SCI and for informing GoB policy deliberations. Findings will also be fed back to partners, grassroots actors, and SCI’s international audience in appropriate formats. The Sr. Manager is responsible for designing a web-based MIS system integrated with GPS. The Sr Manager is responsible for data quality assurance. S/he manages three staff and provides leadership to the Senior Technical Officers responsible for M&E in the field. The Sr Manager conducts regular meetings for planning and implementing M&E activities.

Deputy Program Director – Partnership Management: The Deputy Program Director for partnership management first and foremost ensures effective program planning, implementation and accountability among READ’s partner NGOs (6). S/he provides technical assistance and capacity building to partner and/or field staff as needed, or arranges for that from other departments such as Finance, Compliance and Grants Management. The Deputy ensures that workplans, budget, narrative reports, financial reports and documents arrive at the right time, with the level of quality required. The Deputy supports financial audits and compliance for various actors (USAID, NGO AB, SCI) and ensures that project monitoring tools and systems are being implemented. The Director takes a lead role in organizing project launches, Quarterly Program Review Workshops, and other recurring events where partners are central. S/he participates in recruitment of key staff among PNGOs and large scale procurement procedures. This position supervises two staff: the Financial Analyst and the Manager of Government Engagement

Deputy Program Director for Reading: This position manages the technical reading team which is the substantive backbone of the READ project. The Deputy for Reading leads the design of program activities designed to improve early grade reading instruction, supplementary reading materials, and community engagement with reading. S/he guides effective partnership with PNGOs, GoB institutions and ICT consultants/partners. Most READ outputs are co-constructed with government institutions for purposes of mainstreaming, hence the relationship with MoPME/DPE is critical. The Deputy supervises the largest team in READ. Four specialists report to this position: the Manager Reading, the ICT in Education Manager, the School System Analyst and the Manager for Multi-lingual Education. This position is responsible for quality assurance in our technical approaches and for generating evidence of 30 international caliber. S/he represents READ in technical forums and stays up to date about state-of-the-art research findings, methodologies/approaches, policies and national data with respect to reading.

Manager of Communications and Private Sector Engagement: Mr. Farhan Enam is tasked with ensuring that READ maintains a visible profile, including a web presence, and communicates effectively across diverse audiences ranging from Ministers to grassroots communities. The Manager is responsible for formulating, implementing and monitoring a Communications Strategy which guides READ in terms of key messages, opportunities, pitfalls and key audiences for optimal impact both at policy level and among schools/communities. He takes care of packaging and dissemination of evidence, identifying appropriate outlets. The Manager also ensures strategic collaboration and networking with public sector, private sector, civic networks/institutions and peer organizations. He arranges for translation, editing and layout so that all materials are accessible and attractive.

Table: Key personnel (in-country) and personnel involved in the project (outside the country)

Name of Staff Designation Location Level of Effort Remarks* Liana Gertsch Chief of Party Dhaka 100% Akter Hossain Senior Manager, Monitoring/Evaluation and Dhaka 100% Research Shirin Lutfeali Senior Specialist, Basic Education and Washington DC 15% Literacy Jarret Guajardo Senior Specialist, Basic Education and Washington DC 15% Literacy Research 31

9. Training Plan 10 11

a) Reading Instruction:

Training Participants Total # # of Place of Training Implementation Remarks* Description to be Batches Training Duration Timeframe trained per batch Q1 Q2 Q3 Q4 1 Mobilize RP, ADPEO, UEO, Ins 20 1 Dhaka 6 days X 5 PTI trainers & 1 READ National - Core URC, STO, TO staff & 14 PNGO staff Trainers 2 Mobilize ADPEO/UEO/AUEO/ Ins 113 5 Relevant 6 days X 25 persons/batch Regional - URC+PNGOs Division 17 Upazila Master Trainers 17X5+28=113 5 officials from each Upazila 3 7 days training GPS teachers 1610 65 URC 4 days for X X X 2 Assistant teachers from RI) for GPS basic and 3 GPS days for refresher 4 8 days training Teachers in CHT 135 5 URC 5 days for X X X 3 Assistant teachers from for CHT basic & 3 each school teachers days for refresher 5 Core Trainer RP, ADPEO, UEO, Ins 20 1 Dhaka 3 days X training on URC, STO, TO Academic Support

6 Master Trainer ADPEO/UEO/ Ins URC+ 62 3 Relevant 3 days X 17 Upazila

10 Total number of new schools in Y2 is 805GPS + 45 GPS in CHT = 850 11 Abbreviations: ADPEO = Assistant District Primary Education Officer; AS = Academic Supervision; AT = Assistant Teacher; AUEO = Assistant Upazila Education Officer; CHT = schools in Chittagong Hill Tracts (multilingual environment); FO = Field Officer; Ins URC = Instructor Upazila Resource Center; PC = Project Coordinator at PNGO; PNGO = Partner NGO (implementing READ in 6 regions); RP = Resource Person; STO = Senior Technical Officer (in PNGO READ team); TO = Technical Officer (in PNGO); UEO = Upazila Education Officer 32

Training Participants Total # # of Place of Training Implementation Remarks* Description to be Batches Training Duration Timeframe trained per batch Q1 Q2 Q3 Q4 training on PNGOs 17X2+28=62 Division 2 officials from each Academic Upazila + 28 PNGO staff Support

7 Conduct training AUEOs+ GPS/CHT 935 38 URC 2 days X X 17 Upazila of AUEO & 17X5+ 850 = 935 5 officials from each Head Teachers Upazila + 850 Head on Academic Teachers (1/school) Support 8 Refresher RP, ADPEO, UEO, URC 20 1 Dhaka 3 days X training on RIM instructors, STO, TO for Core Trainers 9 Refresher ADPEO/UEO/AUEO/Ins 253 10 Relevant 3 days X X 45 Upazilas training on RIM URC+PNGO Division 5 officials from each for Master 45X5+28=253 Upazila + 28 PNGO staff Trainers 10 3 days Refresher AT 660X2= 1320 1320 53 URC 2 days X X 2 Assistant teachers from training on Y-1 each school. 660 NNPS teachers for schools from Y1 NNPS 11 Capacity PCs and Finance Officers 30 1 Dhaka 3 days X Building for in regions PNGOs staff 12 Workshop/ PCs, FOs and select core 30 1 Dhaka 3 days X Training on staff from PNGO USAID and SCI Compliance 13 PNGOs staff STO, TO from PNGO 60 2 Dhaka 5 days X X Trainers Competency development (Basic ToT) 33

b) SMC & Community:

Training Description Participants Total # to # of Place of Training Implementation Remarks be trained Batches Training Duration Timeframe per batch Q1 Q2 Q3 Q4 1. SMC Orientation on SMC Members: 9350 425 URC/ ½ Day X X 11 SMC members; READ 850 schools School 2 schools/batch 2. Training of STOs + TO & FO 35 1 Cox’s 2 X Community (Selective) + SCiB Bazar Volunteers by PNGO staffs 3. IT Enabled Reading STOs + TO & FO 35 1 Sylhet 2 X Community Activities (Selective) + SCiB 4. READ SMC STOs + TO & FO 35 1 Barisal 2 X Orientation (ToT) (Selective) + SCiB 5. Reading Festival - STOs + TO & FO 35 1 Rangpur 2 X (ToT) (Selective) + SCiB

c) ICT

Training Participants Total # to # of Place of Training Implementation Remarks* Description be Batches Training Duration per Timeframe trained batch Q1 Q2 Q3 Q4 1. ICT Training of Instructors of 25 1 Dhaka 3 Days X Trainers PTI & URC, Govt. ICT Teachers 34

2. ICT Teacher GPS teachers 450 18 6 Divisions 3 Days X X X Training

d) MER

Training Description Participants Total # to # of Place of Training Implementation Remarks* be Batches Training Duration per Timeframe trained batch Q1 Q2 Q3 Q4 1. Training on CEA READ SC and 20 1 Dhaka 5 days X PNGO staff 2. M&E training and READ SC and 30 1 Dhaka 5 days X planning workshop PNGO staff 3. Training/refreshers on Teachers 2940 101 PNGO 1 day X GPS teachers will get IAT upazila training and NNPS level teacher will get refreshers; 18 batches/regions except cox’s 04, MLE-3 batches; participants 30 4. Reflection works on Teachers 480 16 PNGO 1 day X 30 teacher in each batch,, IAT 03 batches in each regions except cox’s 01; to get lessons learned based on their use of IAT in yr-1 (Only in NNPS) 5. Basic M&E and MIS PNOG new 104 7 PNGO 4 days X All PNGO yr-2 new staff training PNGO staff staff for GPS 6. Refreshers on basic PNGO staff TBD 7 PNGO 3 days All PNGO yr-1 staff M&E and MIS training PNGO staff 7. Quarterly M&E PNGO M&E 48 4 PNGO 3 days X X X X 4 events in 4 regions Coordination meeting staff including MLE 35

Training Description Participants Total # to # of Place of Training Implementation Remarks* be Batches Training Duration per Timeframe trained batch Q1 Q2 Q3 Q4 8. READ review SC 30 1 Dhaka 1 day X One event in Dhaka based workshop with DPE on ITA reflection findings on EGRA/IAT from all regions revision

10. International Travel

Name of Purpose of Place of Tentative # of days Estimated Cost Remarks traveler & travel Travel Date Organization From To Airfare Per diem plus Total misc CoP CIES event or DHA-USA March 2015 1 week 2,000 1,500 3,500 Comparative and Intl WISE Education Society or World Innovation Summit on Education (Qatar) Sr. Specialist, Technical USA - Dhaka January 2015 1 week 2,625 2,520 5,145 Quality assurance in the area of Basic Education & Assistant and August reading instruction, fluency Literacy 2015 benchmarking, formative assessment Sr Specialist, Basic Technical India - Dhaka February 2015 1 week 2,520 Quality assurance in the area of Education and assistant August 2015 reading assessment/IA Tool, Literacy Research baseline, RCT design and CEA. Consultant Principal USA - Dhaka December 1 week $5,250 $3,675 8,925 Expertise in multilingual Investigator 2014 education or ICT in education

11. Procurement Plan 36

Item Description Utilization Station Unit Unit cost $ Total Cost Remarks*

1 Books (70 books per book bank) SCI 105700 0.45 47,565 1510 schools x 70 books

2 Communication materials (pens, T- SCI/PNGO/GoB 8000 shirts, flyers…)

3 Office Supplies 840 10 8400.00

4 Computer Supplies 945 100 9450

5 Editing and Translation SCI 1 5000

6 Software SCI 2 7500 1500.00 Adobe photoshop, Dreamweaver

7 MLE books - Procurement SCI 96 47.25 4,536

8 Laptop computer with graphics SCI 1 1500 1500.00 Extra graphics capacity installed for capacity for communications reports, desktop publishing, etc.

9 Vehicle SCI 2 25,000.00 50,000.00

10 Consultant hire- MLE Expert - SCI 2 3675 7350 Fees

11 Consultant hire - Cost benefit SCI 64 1,000/day 64000 Fees, travel, accommodation, etc. analysis of READ days 2 consultants

12 Consultant -Fluency Benchmark SCI 30 910 27,300 Intl consultant 2 parts: workshop with stakeholders, and benchmark study

12. Budget - Please see annexure 2. 37

Annexure 1 38

Annexure 2