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Eu Leio Agreement No. AID-656-A-14-00011

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Eu Leio Agreement No. AID-656-A-14-00011 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 Nampula province 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 Mozambique 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
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