ATTACHMENT 3 Final Report

Name of the Project: Eu Leio Agreement No. AID-656 -A-14-00011

FY2016: 5th Year of the Project

EU LEIO Final Report

th Date of Submission: October 20 , 2017

1 | P a g e

Project Duration: 5 years (October 1st, 2014 to December 31th, 2019)

Starting Date: October 1st 2014

Life of project funding: $4,372,476.73

Geographic Focus: Nampula (Mogovolas, Meconta, Rapale) and Zambézia (Alto Molocué, Maganja da Costa, Mopeia and Morrumbala)

Program/Project Objectives (over the life of the project) Please include overview of the goals and objectives of the project (½-1 page).

Goal of the project: Contribute to strengthen community engagement in education in 4 districts of Zambézia and 3 of to hold school personnel accountable for delivering quality education services, especially as it relates to improving early grade reading outcomes.

Objectives of the project: ❖ Improve quantity and quality of reading instruction, by improving local capacity for writing stories and access to educational and reading materials in 7 districts of Nampula and Zambezia provinces and; ❖ Increase community participation in school governance in 7 districts of Nampula and Zambezia provinces to hold education personnel accountable to delivering services, reduce teacher tardiness and absenteeism and the loss of instructional time in target schools.

Summary of the reporting period (max 1 page). Please describe main activities and achievements of the reporting period grouped by objective/IR, as structured to in the monitoring plan or work plan. Explain any successes, failures, challenges, major changes in the operating environment, project staff management, etc.

The project Eu leio was implemented from October 2014 to December 2019. In this period the project implemented pedagogical and school management activities in 116 intervention schools in 7 districts (3 from Nampula and 4 from Zambezia) with the aim of contributing to strengthen community engagement in education to hold school personnel accountable for delivering quality education services, especially as it relates to improving early grade reading outcomes.

2 | P a g e

After about 5 years of implementation, the project achieved its goal because of the combination of the two components (pedagogical and school management). In all 116 schools students improved reading fluency. For its implementation the project had to be established in the 7 districts through partnerships with local communities and sector institutions, with emphasis on MINEDH, DPEDHs, SDEJT and IFPs. The project's interventions helped to revive the interaction between the community and the school, and the enjoyment of reading by students, parents and guardians, and school council members. In the 5 years of implementation of the project, in addition to improving the fluency of students' reading in the 116 schools, it is important to highlight the following results achieved: the students’ enjoyment of reading, the motivation of parents and guardians in monitor the reading situation of their children, community engagement in discussing school management issues (including ADE management), student retention (including young girls) and improving attendance of students and teachers. The project ends by leaving a legacy: it contributed with its approaches to the improvement of the quality of education in and in particular in those 116 schools in the provinces of Nampula and Zambezia. It is necessary to highlight the project contribution in increasing access to reading materials (about 21,400 distributed books) to 94.577 students, improving teacher performance, improving student reading fluency (by 35%), improvement in school and SDEJT planning, improving community participation in school management (using participatory tools), rescue of students who were married (forced unions), strengthened the local civil society organizations (networks/ district platforms), strengthened the engagement community mechanisms, community mobilization etc. Getting the project into the community was a major challenge because they no longer valued schools and did not believe in seeing their children (boys and girls) with better reading fluency. Overall, there is the legacy of the project and the lesson that the pedagogical aspects themselves do not contribute to the improvement of reading fluency, they must be accompanied by the aspects and tools of community participation. For about 5 years, the project implemented several interventions in the pedagogical and school management areas, with emphasis on:

1. Pedagogical component: From 2015 until September 2019 the project implemented several activities in the pedagogical area as: Establishment of Memoranda with IFPs for teachers’ in-service training, training of teachers in OLE1 methodology, Training of teachers and education staff in booklets production and support reading materials production, Training of school managers in the area of pedagogical supervision, equipping school libraries with reading materials, training staff in library management, promoting reading competitions between students, promoting competitions of local short story writers, awarding best teachers, supervising classes, promoting model reading in the community radios.

1 Speaking, reading and writing

3 | P a g e

2. School management: During 5 years of project implementation the focus were on improving the communities’ participation to hold education personnel accountable to delivering services, reduce teacher tardiness and absenteeism. The main activities carried out during this period were: Strengthening of school councils (capacity building), establishment of district education networks/platforms, training of district network members in community mobilization and community participation tools (Community Score Card), Community Score Card carried out, community mobilization to use Olavula platform, Community dialogue promotion, reading committees promotion, learning exchanges between School Council, women mentor promotion.

3. Management activities: The first 3 months served for the project establishment, with the recruitment of the team, presentation of the project in MINEDH, DPEDH, SDEJT and district governments. During the implementation of the project two evaluations were carried out (mid- term evaluation and final evaluation). Four quick evaluations were also carried out in two years. The final evaluation results were shared from September to November 2019 with the main stakeholders of the project. In September, the project also ended all field activities and the agreements between CESC and Progresso also ended. The agreements between CESC and Save the Children ended in June 2019.

In fulfilling the project plan, the following key activities and achievements grouped under the Intermediate Results (IR) were implemented:

Project management and monitoring and evaluation ❖ One Mid-term evaluation was done in 2017 ❖ Final Evaluation was done in 2019 ❖ 4 Annual audits were done (The last audit will be done in December 2019)

Result 1: Improved quantity and quality of reading instruction ✓ Collaboration with government institutions: memoranda were established with MINEDH and the Provincial Directorates of Education (Nampula and Zambezia). These memorandums allowed collaboration with the 7 SDEJT and 5 Teacher Training Institutes (2 from Nampula) ✓ Training of teachers: from year 1 to year 4 of the project, teachers who teach the 1st and 2nd grade classes of intervention schools were trained. The training of teachers was in 3 topics: (i) speaking, writing and reading approaches, (ii) production of support reading materials and booklets ✓ Training school’s managers: School managers were trained on pedagogical supervision. These training involved 246 participants (67 women). ✓ 116 schools were equipped with libraries (chests and shelves) to improve student access to reading materials. ✓ Awards of the best teachers. 294 teachers were awarded. The awards took place in project years 3 and 4 ✓ From year 2 to year 4, 3,628 students from 1st and 2nd grade participated in district phases reading competition where in each district 3 students were the winners of each

4 | P a g e

class. The last year, all school promote reading competition on their own (sustainability) ✓ 248 participants trained in community library management: schools managers, pedagogical assistants, SDEJT and DPEDH staff. ✓ Training of short story book writers. This training was carried out in years 2 and 5 of project. ✓ A total of 4.697 classes were monitored by the projecto staff. And quarterly an average of 10 lessons per district were monitored by a joint team of project staff, SDEJT and DPEDH staff ✓ In partnership with the 7 community radios, the project promoted a series of activities, including model reading, radio debates, dissemination of children's rights and duties, advertising spots and interviews. ✓ Throughout the project, the production of materials in the pedagogical workshops was promoted to reinforce student reading and develop teachers' capacities. About 5,904 materials were produced

Result 2: Increased community participation in school governance ✓ Strengthening of school councils. 116 SC were trained in composition and operation according to the MINEDH regulation; ✓ Establishment and strengthening of district education networks / platforms in 7 project intervention districts ✓ Training district network / platform members in advocacy and community mobilization ✓ Training district network / platform members in participatory tools (Community Score Card and community dialogue) ✓ Community Score Card carried out in 116 schools in two cycles (years 1 and 4) ✓ Support to the School Councils in their revitalization ✓ Promotion of community dialogues in the communities of the 116 schools ✓ Promotion of reading committees to further widen reading animation space. Reading committees are promoted by members of school councils, parents and guardians, winner students of reading competitions and even teachers ✓ School Council exchange experience program ✓ Promoting mother mentoring approach in all 116 intervention schools ✓ PACOs2 monitoring – all 116 schools have made significant progress with action in PACOS (2015 and 2018 exercises) ✓ Documented good practices and most significant changes. 7 Community Score Card Reports (one for each district), 3 Community Score Card abstract (2015 and 2018), one most significant change brochure (best practices) and a video about Eu Leio project was produced. ✓ 5,163 sms sent to Olavula Platform (32% of which received replies) ✓ Established 35 Communities Dialogue to discuss education barriers

6.1. Description of main the activities and achievements by IR:

2 PACO: joint (school and community) action plans to improve the quality of education

5 | P a g e

6.1.1. Start-up activities/monitoring and evaluation For the implementation of the project, the first months was used to establish the project at the level of 116 schools and their respective communities. During this period the Memorandum of Understanding were signed with the education sector institutions. Then it was necessary to map the key actors, from potential trainers, community radios, local civil society organizations operating in the education sector, potential “agentes de mudanças”, etc. The project was then launched at the MINEDH and at the intervention districts level. The project objectives, target group or beneficiaries, results and approaches were presented. In the monitoring area, monitoring tools were developed (data collection sheets and the M&E plan). Two evaluations were carried out during the project implementation (Mid Term and Final Evaluation). The Mid Term evaluation was carried out in 2017 (year 3) and Final evaluation in 2019 (year 5). Both in the Mid-term and final evaluation, they compared the results with the baseline from APAL and compared the intervention schools against the control schools.

In addition to these assessments, the project undertook 4 quick assessments in two years to gauge the evolution of reading fluency throughout the year. The quick assessments were carried out in year 2 and year 4 of the project. Below present the detailed activities.

6.1.2 Mid Term Evaluation The Mid Term Evaluation carried out in two moments. The Mid Term Evaluation of the Eu Leio Project was conducted in 2017, with the quantitative data collection done in March and the qualitative in June 2017. The Mid Term Evaluation tracked the project outcome Indicators from baseline to measure progress on project impact The main findings of Mid Terms evaluations were:

✓ By the time of the Evaluation the project had a positive impact in reading fluency3; ✓ Six of eight project indicators had been achieved by the time of the evaluation compared to the targets ✓ Intervention schools had better reading results than control schools ✓ Overall evaluation results were better than baseline results The Mid Term Evaluation results were shared with key stakeholders from the local to the national level.

3 The target by year 3 was 15% but the project had reached 48.7%

6 | P a g e

6.1.3 Final Evaluation In 2019 the project carried out the final evaluation, in the same way as the Mid Term Evaluation. In terms of results, we should highlight: ✓ The project had achieved the impact. 34.9% of students showed better reading fluency results against to the 25% target (up to project year 5) ✓ All indicators analyzed in the assessment were above the baseline results. ✓ Of the 8 project indicators, only one indicator was not fully achieved (compared to the target). For this indicator reached 95% (schools that include 45 minutes of reading at least twice a week) ✓ The results of the intervention schools were better than the results of the control schools. ✓ Boys' reading fluency results were better than girls' results ✓ Confirmed the initial hypothesis of the project that the combination between the two components of the project would bring more value in the reading results. In schools with good school management practices, the pedagogical component is still better and, therefore, improved reading results. From September to November 2019, the management teams held 8 meetings to disseminate the results of the final evaluation of the project. Table 1: Participants of Final Evaluation results sharing

Participants

Distrito M W TOTAL

Mogovolas 30 05 35

Meconta 28 06 34

Rapale 25 07 32

Morrumbala 38 05 43

Mopeia 21 10 31

Alto-Molócue 33 12 45

Maganja da Costa 28 13 41

National level 11 10 21

Total 214 68 282

7 | P a g e

6.1.3. Regular monitoring visits One of the project approaches that contributed to the achievement of the target was regular monitoring visits. Regular monitoring visits were to monitor the implementation of project approach on the one hand and, to leave some recommendation and support to stakeholders to improve the education sector. Regular monitoring visits not only focused on schools but also on the work of district networks / platforms, school councils and communities. In the Schools, the monitoring visits focused on classroom assistance, observation of lesson planning and other school management materials. The visits ended with a feedback meeting with teachers and school councils. A report by district was produced and shared with the SDEJT. Regular monitoring visits included project staff, district facilitators, district and provincial focal point. 4.697 monitoring visit were carried out during five year of project implementation and the main results were: ✓ The number of teachers who drew up their lesson plans increased over time ✓ Increased number of students who consult the books in the libraries and consequent improvement of reading ability; ✓ Improved classroom and student conditions ✓ Increased use of illustrative materials in classrooms to facilitate student learning (including Eu Leio books) ✓ Control mechanisms in intervention schools improved (attendance, use of lesson plans, control of library use of books, etc.) ✓ Some good practices implemented in some schools (Some presidents of school councils and parents use library books to promote reading committees, improvement in the area of WASH). ✓ Evaluated the level of conservation of bookies in libraries. About 90% of the booklets are in schools and in useable condition; ✓ Role, structure and functioning of district networks / platforms improved ✓ PACOs monitored

Quarterly the project carried out joint monitoring involving the provincial directorates and has had two visits from the MINEDH.

6.1.4. Result 1: Improved quantity and quality of reading instruction

6.1.4.1. Collaboration with government institutions Before the project started with its activities it was necessary to establish mechanisms for collaboration and coordination with government institutions. This has facilitated the implementation and ownership of some project approaches by the education sector. As a result, memorandum have been established with the MINEDH (authorization) and with the DPEDHs. From then on it was easy to work with 5 IFPs and 7 SDEJT.

8 | P a g e

Results: ✓ Two Memoranda with DPEDHs established ✓ Five IFPs4 collaborating with the project on teacher training ✓ 2 DPEDH and 7 SDEJT collaborating with the project (promoting project approaches in other schools – reading competition, pedagogical supervision, reading material production, mother mentoring, reading committee, etc)

6.1.4.2 Teachers training Teachers of 1st and 2nd grade classes of all 116 intervention schools were trained from year 1 to year 4 in reading reinforcement through the speaking, reading and writing methodology, production of booklets and production of reading reinforcement materials. In the first two years the project trained two teachers (one from the 1st and the other 2nd class) in each school. But in recent years the project has changed its strategy and began to empower all teachers of the first and second classes. This measure was to resolve situations of absence or transfer of teachers in the schools. Results: ✓ 1,256 teachers trained (539 women) ✓ 3 training issues included5 in the teachers training ✓ Improved teaching environment for 94,577 students ✓ Gender equity approach introduced in teacher lesson methodologies In the training of year 4, the concept of gender equity was introduced in the teachers training in order to give equal opportunities for girls.

6.1.4.3 School’s managers training In addition to empowering teachers the Eu Leio project also empowered the managers of the 116 schools in terms of pedagogical supervision and community participation under the Olavula platform. A total of 246 managers (67 women) were trained in training in pedagogical supervision and 116 (8 women) in OLAVULA. The pedagogical supervision training focused on the following aspects: profile and role of the pedagogical supervisor; programming, preparation and implementation of pedagogical supervision; contents to be considered in a pedagogical supervision visit and the functioning of the pedagogical support committee. Results: ✓ Improved school’s manager’s supervision in 116 schools ✓ Supervisor using evidence to give recommendation to teachers

6.1.4.4 Community Libraries and books conservation

4 Quelimane, Morrumbala and Alto-Molocue (Zambezia province) and Nampula and Mogovolas (Nampula provice) 5 Speaking, reading and writing, short book story writer and gender equitity

9 | P a g e

In order to contribute to improving access to reading reinforcement materials, a total of 21,400 books were distributed in the 116 schools. In the first distribution each of the 116 schools received 5 copies of 8 different books. In the second distribution was to strengthen the most sought after volumes ( Eu leio Volume 1 and 2). From July to September 2019, the project evaluated the state of conservation of books in schools. At this time, after the replacement made in 2018, about 90% of the books are in the schools and in a good state of preservation. Picture 1: box with books provided to schools

Results: ✓ 116 intervention school equipped with different reading books and other materials ✓ 94,577 students with access of reading books ✓ Revived the enjoyment for reading in schools and communities

6.1.4.5 Community library management training

In addition to equipping libraries with books, the project was concerned with maintaining and managing the books of each school. To this end, at the school level potential managers (teachers and assistant directors) were identified and trained in the handling, control and management of books in libraries. Each school received a book request log, which could fill in the applicant's name, class, book title and date.

10 | P a g e

Book requests increased from year to year, from 5 requests per month to 63 requests on average per school. As the reading committees became operational, the demand for books increased significantly. Results: ✓ 248 (68 women) library managers trained ✓ Improved management and control of books in libraries in 116 schools. ✓ Lost and / or damaged less than 10% of books ✓ Access to books in intervention schools promoted

6.1.4.6 Awards of the best teachers and best librarian As an incentive strategy for teachers and librarians, the project awarded 246 people among teachers and librarians. The awards ceremonies took place in October each year, on Teacher’s day. According to Teacher Sandra Tomas Dajala who teaches 2nd grade in the EPC Joaquim Chissano in Meconta: "The project is bringing a new motivation for us teachers. When we do our work and someone rewards us, we feel valued. This recognition is important because our directors, SDEJT supervisors and others have testified that we do good work”

6.1.4.7 Reading competition From year 2 to year 4 reading competitions were carried out in the 116 schools. The competitions began in the classes, then between different classes at the level of schools. The 10 best students of each school were scheduled for zip-level competitions where the first three of each class were selected for district competitions. From the level of the ZIPs, a jury team composed of district facilitators, staff of the SDEJT and IFPs constituted the panel of evaluators. Results: ✓ 3,628 student involved in reading competition from year 2 to year 4; ✓ Parents and guardians accompanying their children and students in reading competitions ✓ Teachers thrilled with students' results ✓ Improved student reading fluency results The last year, all school promote reading competition on their own (sustainability)

Picture 2: District reading competition winners

11 | P a g e

6.1.4.8 Training stakeholders on short story book writers This training was carried out in years 2 and 5 of project. Access to reading reinforcement materials was one of the purposes of the project. To this end, the project followed two approaches: producing books and equipping the 116 libraries and empowering local actors to have skills for producing reading materials (short story books and others). For this second approach, the training had two moments, namely: training of the trainers and replication of the contents at the district level. For this, 46 trainers (18 women) were trained and at the moment of replication in the districts 757 actors (383 women) were trained (teachers, school directors, SDEJT and district facilitators) Results: ✓ Two book-writing competitions promoted in 7 districts ✓ 757 local authors capable of producing children's storybooks ✓ 422 children’s storybooks produced ✓ 3 books produced by local authors won the writers' short story and were printed and distributed in all 116 schools Picture 3: Books produced by teacher (printed)

12 | P a g e

6.1.4.9 Pedagogical workshop The education sector regularly promotes educational workshops. These usually take place during students' vacation time as a way of introducing new teaching mechanisms. The project took this opportunity to introduce the concept of local production of reading materials and lesson planning. In this approach the project provided materials (pencils, paper, cardboard and erasers) for the production of materials to be used in classrooms. This activity took place from year 2 to year 4, after the project realized the difficulties that the sector had in the production of reading reinforcement materials and did not take advantage of the pedagogical workshops for this purpose. This strategy was important for a good use of project funds (value for money). Results: ✓ Capacities of about 1,256 teachers have been developed in class planning, production of reading reinforcement materials, etc ✓ Introduced students' reading approach (45 minutes reading), lesson planning in pedagogical workshop sessions; ✓ Two sessions of pedagogical workshops supported for teacher capacity building

13 | P a g e

Picture 4: Material produced on Pedagogical workshop

6.1.4.10 Community radio The project established memorandum with 7 community radios (one for each district). The memorandum set out the realization of project activities, including: dissemination of project activities, conduct of radio debates, interviews with education actors, model reading, coverage of project events, dissemination of rights and duties of students, etc 14,499 radio programs produced to mobilize and inform communities about the importance of school. Results: ✓ Addressed the main issues that concern communities in the education sector. For example, the importance of parents to follow up their students as a way to stimulate their performance in schools. This situation arises in response to the objective of the project to increase the involvement of parents in the student life of their children; ✓ Improving the quality of teaching in schools, that is, improving the good practice education approach; ✓ Promoted actions to combat premature marriages in communities. One of the major concerns of the Ministry of Education and Civil Society Organizations is the growing number of cases of premature marriages, the project seeks through community radios to pass messages that discourage the habits and bad practice that lead to premature marriages; ✓ Contributed to the improvement of the functioning of reading committees to stimulate the habit of reading in the communities; ✓ Reduced absenteeism of teachers and students ✓ Communities of 116 schools aware of their rights and duties

14 | P a g e

Picture 5: Model reading in the community

15 | P a g e

6.2.1. Result 2: Improved community participation in school governance in 7 districts of Nampula and Zambezia provinces

For the Result 2 of the Project on Improved quantity of instruction by improving School Management, the project covered the four main outcomes indictors that includes number and percentage of schools demonstrating a reduction on students’ absenteeism in classrooms as a result of School Council’s activities, number and percentage of schools demonstrating a reduction on teachers’ absenteeism in classroom, number and percentage of schools that use recommendations from EGRA, Olavula and CSC to inform the development of school annual plan and number of schools councils trained in participative school management. The activities that contributed to this result were included in the school management component. For that, the project implemented many activities, as show below:

6.2.1.1. Mobilize and strengthen community participation in educational process of children The activities that contributed to this result were included in the school management component. For this activity, the project trained the school councils, promoted meetings in the communities where the 116 schools were supported to hold school council meetings on one hand and, district education networks promoted mobilization and advocacy actions, influencing school planning and district level, for other hand. For mobilization the project produced and distributed 1,282 project and Olavula pamphlets. The project also produced and distributed project visibility materials (t-shirts and hats). Results: ✓ Improved the attendance of teachers in schools. The goal for Year 5 is 60% but in the last quarter 92% of schools had improved attendance (3% below that achieved in the previous quarter). ✓ Improved the attendance of students in schools. The goal for year 5 is 60% but in the last quarter it was 93% (4% below that achieved in the previous quarter). ✓ Promoted actions to combat premature marriages in the communities of 116 intervention schools. The SC and district networks promote discussion meetings in schools and communities. ✓ Significantly reduced the cases of premature marriages in 116 schools. No case of premature marriages has been reported in this year

6.2.1.2. District education networks/platforms establishment Interventions of the school management component of the project required the strengthening of local civil society organizations but it was found that they did not exist in some districts on the one hand and the requirement for the donor to work with formalized (legalized) structures. This latter challenge delayed the start of activities of these local organizations, as the disbursement of funds was conditional on their legalization.

16 | P a g e

In Nampula, with the exception of the Mogovolas district education network that needed revitalization, the other two networks were established with the support of the project. The same happened in Zambezia, where the project helped to establish the Mopeia and Maganja da Costa networks / platforms. District networks were important project partners in community mobilization and implementation of community participation tools (Community Score Card and Community Dialogues) and advocacy actions at local level. Results: ✓ 7 District networks / platforms well structured and working well ✓ Supported in the legalization of 5 district networks / platforms (Meconta, Mogovolas, Rapale, Maganja da Costa and Mopeia) ✓ 7 District education networks recognized by communities and education sector as important mobilization actor ✓ 7 District education networks interacting with education sector (issues identification and advocacy action)

6.2.1.3 Training district networks/platforms members in advocacy and community mobilization

District education networks played a major role in the area of community mobilization and advocacy. Mobilization was an important tool for communities and service providers to adhere to project approaches. In 2015 and 2017 the project worked on mobilization and advocacy with district networks.

For the mobilization the idea was to make known to the members of the networks the importance of the mobilization, the profile / role of the mobilizer and the objectives. And for advocacy, the focus was on equipping network members with the skills to influence the education sector on the evidence base. 127 (38 women) members of the 7 district networks participated in these trainings. Results: ✓ 7 district meetings reflection carried out annually to discuss education issues ✓ Influenced annual school and SDEJT plans on evidence base. Ex: On the basis of regular monitoring and implementation of the Community Score Card, district networks had evidence of teacher shortages in some schools and influenced both schools and SDEJTs to include in their plans the need for teachers.6

6.2.1.4 Training district networks/platforms members in participatory tools (Community Score Card)

6 In 2015 Taquinha EP1 (Rapale) had only 1 teacher teaching from 1st to 3rd grade and was also school manager. The district network has influenced the school to have more teachers. By the end of 2019, this school had 3 teachers

17 | P a g e

In 2015 and 2018, members of the 7 district networks were trained in community score card, one of the participation tools used by the project to assess the level of satisfaction of communities and service providers on the one hand and, promoting the engagement of actors in the discussion and solution of problems. The contents of community score card training were: Contextualization (objectives, importance and cycle), previous survey (in units), community mobilization, score (evidence survey), engagement, district dialogue and monitoring and evaluation (PACOS). Results: ✓ Members of 7 district networks with skills to use community participation tools throughout their cycle (mobilization, evidence gathering, engagement and district dialogues) ✓ Members of 7 district networks appropriating the Community participation tool

6.2.1.4 Training District network/platform members in project design During the implementation of the project, district education networks received a monthly fund for the implementation of their respective monthly plans. This fund was used for transport, food subsidy and administrative costs (paper, pen, etc.). The project moving towards the end felt there was a need to train members of district networks in the field of social and advocacy project development. As a way to maintain the activities and sustainable district networks, the project initiated in October 2018 the process of support in the elaboration of social and advocacy projects. All project networks have been trained in this area. 129 district networks members (39 women) attended these training As results: ✓ 129 district network members able to elaborate social and advocacy projects ✓ 5 funding proposals from district networks submitted to donors (JICA and High Commission of Australia)

6.2.1.5 Community Score Card carried out In 2015 the CSC was implemented in 116 schools and their respective communities. In 2018 the CSC was also implemented in 116 schools. The 7 district networks/platform led the implementation of this participatory tool, using cards for scoring. The subjects that were most discussed in 2015 were: automatic pass from one grade to the next, early pregnancy of students, premature marriages, attendance of teachers, reading fluency, free book distribution, lack of portfolios in classrooms, scarcity of school infrastructure and poor functioning of school councils. In 2018, many of these subjects have already been overcome. For example, there are two subjects that have had different developments. In the 2015 exercise, most focus groups were satisfied and even very satisfied with the situation of free book distribution. In 2018, the situation changed, many groups were not satisfied, as few students received all subject books in most schools.

18 | P a g e

Meanwhile, there has been a significant evolution in reading fluency. Many groups (including students) were not satisfied in 2015 but in 2018 the situation changed to the best, where even some groups were in 90% satisfaction.

Table 2: CSC participants - 2018

Focal groups Man Woman Total Students girls 0 655 655 Students boy 758 0 758 Community leaders 535 128 663 Mothers 0 772 772 Fathers 749 0 749 Teachers 379 216 595 School Council 543 227 770 members Guardians of children 51 75 126 with special needs Total 3,015 2,073 5,088

Table 3: CPC participants - 2015

Focal groups Man Woman Total Students girls 0 374 374 Students boy 388 0 388 Community leaders 472 93 565 Mothers 0 693 693 Fathers 686 0 686 Teachers 348 194 542 School Council 406 220 626 members Guardians of children 0 0 0 with special needs Total 2,300 1,574 3,874

Results: ✓ Communities from 116 schools participating in discussion of education issues ✓ About 8,962 participants (3,647 women) involved directly on service provider assessment in education sector ✓ Citizens and service providers engaged in discussing and solving education sector problems ✓ Women, students and other marginalized groups participating in subjects of their interest ✓ Improved school management through the use of the CSC tool

Picture 6: CSC evidence collection and PACOs example

19 | P a g e

6.2.1.6 School council training All school councils (116) were trained in structure and operation using the school council manual approved by the Ministry of Education. Before to the training, the situation of the School Councils was assessed using the school council thermometer tool and it was noted that the sector created but did not capacitate the school council. 8 members of the school councils were trained in each school in 2015. After that the project started mentoring them.

20 | P a g e

The empowerment of school councils is one of the indicators of the school management component and the goal was to empower all school councils. All were trained and supported through mentoring and experience exchange. Results: ✓ 116 school councils trained in structure and operation ✓ All school councils working with 3 working committees ✓ School councils fulfilling their role and responsibility in school management

Picture 7: School council training and school council meeting

21 | P a g e

6.2.1.7 School Council revitalization The project worked on the revitalization of school councils as a way to contribute to the improvement of their structure and functioning. This activity has always been done in partnership with the SDEJT. Revitalization consisted of analysis of the composition of school councils (number of members and roles), structure, working committees and archives. School councils were recommended and supported to include new members, hold president elections, set up working committees and draw up plans and minutes (institutional memory). A total of 441 members attended revitalization sessions (142 women) Results: ✓ 116 School councils well-structured and composed according to the School Council manual

6.2.1.8 Community Dialogue promotion The Eu Leio project broadened community discussions and participation with the Community Dialogues. Community dialogues are spaces outside the school where different actors analyze, discuss and find solutions to problems. The differential of this tool is the participation of community leaders and focused discussion (related to barriers to education) with emphasis on early marriages, early pregnancy, child labor and violation of children's rights. In terms of results it should be highlighted: ✓ 27 functional community dialogue spaces; ✓ 329 community dialogue sessions were held; ✓ 238 people participating in community dialogues (103 women) Found local solutions to combat education barriers. For example, in cases of forced unions, local authorities and members of school councils report to the authorities. In Meconta (in Injaca EPC) the case was taken to the police authorities and the marriage was broken up; Counselor mothers are empowered to sensitize girls to prevent forced marriages and / or early pregnancy. Mother counselor approach established in all project intervention schools

Picture 8: Community Dialogue

22 | P a g e

6.2.1.9 Reading Committee promotion The Eu Leio project decided to extend the actions to promote reading out of the classroom and schools. Since the end of 2018, the idea of reading committees has been launched. Reading committees are spaces where people in the community, school council members, parents and guardians and even some students, are touched by the issue of reading fluency and seeing the results achieved by the project, decided promoting reading through reading committees. Students from the first classes (1st to 3rd class) participate in the reading committees, but in some schools some 4th and 5th classes also participate. Each reading committee consists of 12-15 students in average. Reading committees carried out in a different period of lesson. Reading committees use the books that the Eu Leio project from the schools. 68 reading committees operate at the end of the project. At regular monitoring, it was found that the idea of reading committees aroused great interest to the different groups and members of the communities where intervention schools are inserted. District facilitators and teachers from the schools where the committees are inserted monitor the quality of reading committees regularly. Result: ✓ Extended the reading promotion area for communities; ✓ Awakened the enjoyment for reading for parents and guardians, members of the School Councils, teachers and students. Ex: there is a girl in Meconta (age 13) who promotes directs a reading committee on her own initiative, using the project books.

6.2.1.10 School Council Exchange Experience

23 | P a g e

In strengthening school councils, in addition to training and mentoring, the project promoted the exchange of experience among school council members in the same district and in different districts. The exchange of experiences were aimed at: sharing good practices on functioning, role of members in school management, the tasks of the work committees, type of leadership (differences between man and woman leadership), ADE7 management and forms of promotion of project approaches (use of evidence from OLAVULA, reading committees and councilor mothers). 87 schools involved in exchanging experiences inside and outside the district. Participated in these exchanges 712 members (271 women) In 2019, exchanges of experience focused on aspects of promoting gender equity and sustainability of the School Councils. To this end, some members of the School Councils visited women-led school councils and those who better promote reading committees, community dialogues and better manage of the ADE.

6.2.1.11 Mother mentoring promotion The Mid Term Assessment recommended that the project have a strategy for supporting and retaining the girl in the school. This is why teachers' in-service training included gender equity issues. For the community, the project promoted the approach of mother councilors. Mother councilors are mothers, women members of school council with the role of monitoring and advising girls in intervention schools on the importance of school and studying, based on rights and duties. The mother councilors work in collaboration with the School Councils (sub-committee on social affairs) through a plan. They follow the situation of students (girls) in schools and regularly meet with the students, especially those who are experiencing situations of absences, delays and imminent marriage or early pregnancy. Currently in all 116 schools works the approach of mother councilors. One of the great results is the work done in the recovery of students involved in forced unions. For example, two were recovered in Zambezia and Nampula one were recovered8. Before we had situations of girls who dropped out at school because of premature marriages and cases of teachers who harassed the little grown girls. After graduating from the group of mother councilors, we started talking constantly with our children and advising them to devote themselves more to studies. We advise them to report cases of sexual abuse and physical assault and leave the marriage for later, after the age of 18. Since then we've never had pregnant girls' situations here at school. - Mother councilor, Joaquim Chissano Primary School ()

Results: ✓ Promoted the approach of mother councilors in all 116 schools of project intervention ✓ Monitored the presence of the girls in the 116 schools ✓ Contributed to the retention of the young girl in schools ✓ Created a space for sharing information and confidentiality of girls

7 Education Fund Aid 8 The success stories of these cases were presented in the project history book published in November 2019

24 | P a g e

6.2.1.12 Community mobilization by OLAVULA The OLAVULA platform was one of the major approaches of the project to contribute to the improvement of school management. Using sms the communities of the 116 schools could present their concerns, issues and suggestions related to education through a free line number 91023. To this end, 24 change agents (2 women) were hired to mobilize communities (citizens and school managers) to send the sms (citizens) and answer sms (school managers). The most sent questions were: attendance of teachers, violation of children's rights (physical and psychological violence), behavior and attitude of teachers, poor conditions of classrooms, lack of water in schools, lack of clear criteria in distribution of the free book, mismanagement of the ADE. The big challenge for this tool is the low response of the texts received by school managers (32 %). One of the great legacies of this tool is that the School Councils use the sms presented in Olavula's reports as evidence and issues to include in the planning and discussions of this management body.

Chapter 1: sms sent and answered (2015 – 2019)

Sms - Olavula (2015-2019) 3000 2663 2500 2500

2000

1500

867 1000 761

500

0 Sent Anwered

Nampula Zambezia

Results: ✓ Known and answered the communities’ issues and question by school managers and SDEJT. For example, SDEJTs have started to have information and intervene on the attendance of teachers from intervention schools; ✓ Olavula information used as evidence in the planning of schools and SDEJT ✓ Multiplier effect of the Olavula platform recognized. Ex: In , communities of schools that were not covered by the project also send sms to the platform presenting their concerns.

6.2.1.13 PACOS mentoring

25 | P a g e

Community Score Card engagement sessions always end with the development of an action plan (PACO) that in addition to the issues that concern communities, present the responsibilities and the period for their implementation. Each unit (school) had a PACO that was there and was monitored by members of the School Councils and members of the district education networks. For each Community Scoring Card exercise, 116 PACOS were elaborated. (2015 and 2018) Both in 2015 and 2018, PACOS were elaborated as a result of the implementation of the Community Score Card tool. Most of the issues were resolved, especially those of community responsibility, such as combating practices to promote forced unions to minors, abandonment of classes by students, lack of latrines in schools, fences/ walls, etc. On the part of the service provider (at the local level) many activities were carried out with emphasis on actions of control of teachers' attendance, free book management, etc. There was an effort by district governments (SDEJT) to solve some issues presented in PACOS, especially allocation of more teachers, allocation of teachers in distant schools and allocation of more free distribution books Results: ✓ Carried out more activities that were in the responsibility of the communities (mobilization of parents and guardians, students, construction of new rooms and latrines, access to water in schools, etc.). Ex: Construction of perimeter wall in the EPC of Iulute. Ex2: Repaired broken bore holes in some schools (EPC Mucoro, community of Muchiua-Alto Molocue, Cua CUA-Mopeia and, and Namambir – Maganja da Costa) ✓ More female teachers are allocated in the further areas (Ex: Teacher at EP1 de Taquinha-Rapale) ✓ Implemented administrative measures to improve teachers' assiduity in schools ✓ Improved the attendance of teachers and students in schools ✓ Improved retention of girls in schools ✓ Improved management of ADE in schools

6.2.1.14 Good Practice and Most Significant Change documentation As a way to share the approaches and best practices of the project, the Eu Leio documented a series of information to be used by both the sector and other education programs. On the other hand, the documentation will serve to enhance the contribution of the various actors (teachers, students, members of the school councils, etc.). The storybook presents a series of episodes, shows the changes and contribution of local actors, which ensures the sustainability of the project. Community Score Card (CSC) reports show and support the impact of the project on the Community participation part. For example, in the perception and evaluation made by the communities through the CSC tools, the project started from a level at which reading fluency did not leave people satisfied for a very satisfied situation.

6.2.1.15 Gender Equity reflection

26 | P a g e

In 2018, after the Mid Term Assessment the project promoted a reflection on the gender equity approach with local actors with a view to safeguarding the rights of girls and teachers in intervention schools. 662 people (266 women) participated in this reflection in the 7 intervention districts.

The reflection included the following themes: child protection policy, rights and duties, gender- based violence and sexual abuse of minors. Results: ✓ Local actors aware of the importance of promoting gender equity and rights in schools, classrooms and communities for inclusive development ✓ Conditions created to safeguard girls' rights in schools and classrooms. Ex: Avoid physical violence to students, give more attention to weak students (especially girls), give opportunity girls in the classroom, etc.

6.2.1.16 District reflection meetings The project adopted the practice of promoting district meetings of reflection annually. These meetings are organized and led by district networks. The proposal of reflection meetings was: to present the situation of the evidence-based education sector (attendance of teachers and students, ADE management practices, library management situation, reading fluency evolution, school infrastructure, etc.). For each district reflection meetings participated district governments, focal points of DPEDH and SDEJT, district facilitators, members of district networks, school managers, teachers, members of the School Councils and community leaders, to discuss education situation. On average, 50 people participated for each meeting. Results: ✓ Discussed the situation of the education sector of each district, with evidence; ✓ District governments influenced to improve the quality of education services ✓ Commitments are made to improve the quality of education services by local actors (community and service providers) ✓ Identified good practices that made a difference and brought added value in schools and communities. For example, it was mentioned in many meetings that reading competitions, library equipment, lesson planning, promoting the approach of mother councilors in schools, promoting community dialogues and local production of reading reinforcement materials were the differential in this project ✓ Committed to continue to implement project best practices in the local context. Many schools have on their own initiative embraced the project's best practices and tools. Communities satisfied with how the project promoted participatory school management. For example: women's participation in SC, the use of simple participation tools (Olavula and CSC, etc.) ✓ Recognized the legacy left by the project in improving reading fluency. Participants acknowledged that reading results improved significantly thanks to the combination of the two project components.

27 | P a g e

Please report on each required indicator including targets, actuals, a discussion of progress and reasons for not meeting/exceeding the target. Please attach the project performance monitoring tracking table, targets and results including all required and relevant disaggregation Performance INDICATOR MATRIX

28 | P a g e

Table 4: Project indicators

Indicators Target Targ Actu Targe Y3 Targ Y4 Targ Y5 Y1 et al Y2 t Y3 et et Y2 Q1 Q2 Q3 Q49 Y4 Q1 Q2 Q3 Q4 Y5 Q1 Q2 Q3 Q4

Sub IR 3.1. Improved Quality of Reading Instruction

3.1.1.1: # 2% 2.6% 38.9 38.9 38.9 EG EGR EGR EGR 25% EGR 35% and % of Nampul % % % RA A A A A 2% 2.6 15% grade 2 a % (5.294 students 2% stude who have Zambe nts) improved zia their early grade reading outcomes in target school as measured by EGRA

3.1.1.2: # of 31.294 35.2 27.5 35.29 27.59 25.6 2563 25.6 35.2 30.9 30.9 30.9 35.2 30.9 33.8 33.883 students 94 95 4 5 39 9 39 94 88 88 88 94 88 83 from grades

1 and 2 benefiting from the program

9Data from the Mid Term Evaluation and calculated at the base of the target for the third year

29 | P a g e

Indicators Target Targ Actu Targe Y3 Targ Y4 Targ Y5 Y1 et al Y2 t Y3 et et Y2 Q1 Q2 Q3 Q49 Y4 Q1 Q2 Q3 Q4 Y5 Q1 Q2 Q3 Q4

3.1.1.3: # of 228 252 490 240 0 215 145 318 500 41 185 315 N/A 0 24 0 0 teachers (168 (5 (117 (126 6 trained to wom girl W) w) 10 improve en) s) teaching skills of speaking, reading, writing through use of MINED methodologi es

3.1.1.4: # of 60 100 66 118 Not 35 47 116 116 66 88 96 105 116 108 59 113 110 schools collect scho introducing ed ols 11 45 minutes of reading activities at least 2 times a week

10 School managers

30 | P a g e

Indicators Target Targ Actu Targe Y3 Targ Y4 Targ Y5 Y1 et al Y2 t Y3 et et Y2 Q1 Q2 Q3 Q49 Y4 Q1 Q2 Q3 Q4 Y5 Q1 Q2 Q3 Q4

Sub IR 3.1.2. Improved Quantity of Instruction by Improving School Management

3.1.2.1: # 0 20% 44.8 30% 24.1% 35 71 71 50% 80 52% 76% 91% 60% 72% 63 97% 92% and % of (23) % (41) (28) scho scho scho % % schools (52) ols ols ols demonstrati (66 (63 (63 ng reduction %) %) %) on students’ absenteeis m in classroom as a result of improved school governancei

3.1.2.2: # 0 20% 54.3 30% 32.7% 36 53 53 50% 98 52% 71% 88% 60% 72% 66 96% 92% and % of (23) % (41) (38) scho scho scho % iii % schools (63) ols ols ols demonstrati (31. (47. (47. ng reduction 03% 8%) 8%) on teachers’ ) absenteeis m in classroom as a result of improved school

31 | P a g e

Indicators Target Targ Actu Targe Y3 Targ Y4 Targ Y5 Y1 et al Y2 t Y3 et et Y2 Q1 Q2 Q3 Q49 Y4 Q1 Q2 Q3 Q4 Y5 Q1 Q2 Q3 Q4 governance ii

3.1.2.3: # of 0 71 To 118 To be 34 89 89 116 11 30% 116 116 116 116 11 116 116 schools that colle collect (rec scho scho 6 6 use ct in ed in omm ol ols sch recommend Y3 Mid enda (CS (CS ool ations from term tions C) C) s EGRA, - and and (10 Olavula, priori 69 69 0% CSC and ties scho scho ) RAS to from ols ols inform the CSC (Ola (Ola developmen and vula) vula) t of school Olav annual plan ula)

3.1.2.4: # of 118 116 116 15 34 116 116 116 11 25 116 116 116 116 0 116 116 schools (coa scho 6 scho councils chin ols. sch ols trained in g) ool participative s school manageme nt

Source: IPTT (Save the Children monitoring system), Mid Term Assessment and Final Assessment

32 | P a g e

Major Implementation Issues List any issue related to budget, assumptions that require attention of COR/AOR or mission, particularly mentioning those that could potential jeopardize activity from achieving the expected results- in bullet points. (½-1 page)

❖ Agreement with consortium members (Save the Children and Associação Progresso) started in 2015; ❖ In 2017 the consortium budget was adjusted ❖ In June 2019, the project ended agreement with Save the Children. The same happened with Associação Progresso in September 2019. ❖ In September 2019 the project finished the activities in the districts. The project ended the contract with most of the staff. ❖ The assets and equipment of the project have already been allocated to other USAID partners and local CESC partners (SDEJT and district networks). ❖ Mid Term and Final Assessment was more expensive than budget proposed for that ❖ Five-year audit (October –December 2019)

Please describe the integration USAID funded program with other donor funded programs. (½-1 page)

The Eu Leio Project interacted with other education development programs, some funded by USAID and another by other funding agencies. Within the provincial thematic groups, both in Zambezia and Nampula the project interacted with organizations financed by USAID (UATAF and CRIATIVE) in discussions on the quality of education services. There were several meetings where they were carried out to discuss education issues and strategies, mainly related to teacher and students (girls) attendance, school infra-structure, classrooms condition, etc. CESC empowered its staff within the project with DIAKONIA funds, which support the CESC strategic plan. Also under USAID funds, some good practices and strategies were adopted by the project at meetings organized by MEMMS.

Key Activities Planned for Next Year The IP will discuss upcoming expected activities to be implemented, results plan for the upcoming reporting period (max 1 page).

No further activities

33 | P a g e

Evaluation/ Assessment Update

Evaluations, Assessments, Studies and Audits Include any and all types of evaluations, financial or programmatic, internal or external.

Completed: List evaluations, Major Findings/Recommendations assessments, studies and/or audits held last year

Final Evaluation: Sharing final 1.Findings: evaluation findings Improved the results of reading fluency in the intervention schools of the project; Confirmed the initial hypothesis of the project that the combination between the two components of the project would bring more value in the reading results. In schools with good school management practices, the pedagogical component is still better and, therefore, improved reading results. Improved the reading fluency of intervention schools compared to control schools. Boys had better reading results than girls in all types of schools.

Recommendations Sharing project approaches In identical projects (in the future) it is necessary to control the mobility of qualified teachers Communities should regularly monitor teacher attendance

School council study The community feels that members of the School Councils are more in the interests of management than the community; The government do not support school council in capacity building; The exercise of citizenship is not yet the domain of all Only Civil Society Organization support the School Council

34 | P a g e

Quick Reading Assessment Reading fluency scores were better in Zambezia province overall The districts with the best results were: Mopeia, Morrumbala, Alto-Molocue and Meconta Although boys are at an advantage, the difference between boys and girls is not significant There is a great evolution of students from 1st class to 2nd class, which shows the gradual form of content in schools

Planned: List evaluations, assessments, studies and/or audits planned for next year

Audit year 5

Administrative Update: Please provide an update on administrative matters, including any discussion on staffing, procurement, and any other matters that should be brought to attention of the COR/AOR/AM. (optional for Field Support / Grants – case of PARTI)

The project inventory has already been discussed with the donor and members of the consortium. The donor has already carried out the final disposal of assets such as vehicles and motorcycles acquired under the project.

Success Stories and photos: IPs should plan to submit at least one success story per year, but they are not required each quarter. Success stories should focus on specific activities that have already happened or are ongoing; they should not describe planned activities or expected results. USAID encourages the submission of accompanying photos where possible. If pictures or other information in the success story identify individuals, please ensure that proper (written) consent has been obtained before submitting to USAID. Consent forms do not need to be provided to USAID

Mamã Olinda.docx Mãe conselheira de Namalue - CORRIGIDO - Imagem One.docx

35 | P a g e

Financial Information: This section is a summary financial report, and it does not replace formal financial reporting using form SF 425. Please provide actual expenditures for the reporting period projected expenditures for the next reporting period

36 | P a g e

PARTNER Centro de Aprendizagem e Capacitação da Sociedade Civil

Cooperative Agreement No: AID 656-A-14-00011

Activity Name: EU LEIO

Activity Start Date: October 01,2014

Activity End Date: December 31,2019

Liquidation 

Reimbursement  Chech the appropriate

Period: December 2019

Total Expenditure Current Expenditures Total Total Item Obligated Line Item Budget Prior Dec- Current accumulated Balance No Budget Oct-19 Nov-19 September 19 Expenditures expenditures 2019 A B C D E F=(C+D+E) G=(B+F) H=(A-G) 1 606 1 606 1 550 12 10 10 22 1 SALARIES 137,53 137,53 814,93 023,29 243,11 274,75 32 541,15 1 583 356,08 781,45

37 | P a g e

210 210 352,57 480,93 409,76 410,98 -1 2 ADDITIONAL STAFF COSTS 012,31 210 012,31 1 301,67 211 654,24 641,93 367 366 993,46 3 TRANSPORT AND TRAVEL 021,08 367 021,08 0,00 366 993,46 27,62 87 87 170,36 0,00 0,00 4 EQUIPMENT 170,36 87 170,36 0,00 0,00 87 170,36 0,00 14 10 016,64 0,00 0,00 0,00 5 MATERIALS AND STATIONARY 346,33 14 346,33 0,00 10 016,64 4 329,69 367 346 760,12 0,00 0,00 20 6 SUBCONTRATORS/CONSULTANCIES 566,51 367 566,51 0,00 0,00 346 760,12 806,39 1 720 1 720 1 765 0,00 0,00 7,13 -44 7 OTHER DIRECT COSTS 222,88 222,88 083,60 7,13 1 765 090,73 867,85 4 372 4 372 4 337 12 10 10 Total 477,00 477,00 191,68 504,22 652,87 692,86 33 849,95 4 371 041,63 1 435,37 I, the undersigned hereby certify that: (1) the expenditure claimed under the cited agreement are proper and in compliance with USAID's regulation as sited under this Acqusistion or Assistance's provisions and terms; (2) the information on fiscal report is correct and the detailed supporting documention / information, as USAID may require will be furnished at grantee's / contractor's home office, as appropriate; (3) that all requirements called for by the Agreement / Contract to date of this certificate have been met; and (4) that to the best of my knowledge, none of the commodities purchased were produced and imported from other than Free World countries.

Summary 4 372 Total Obligated Budget 477,00 4 371 Total Accumulated expenses 041,63

i This will be measured through spot checks done quarterly. ii This will be measured through spot checks done quarterly.

38 | P a g e