USAID ZAMBIA READ to SUCCEED PROJECT (Contract No

USAID ZAMBIA READ TO SUCCEED PROJECT (Contract No. AID-611-C-12-00003)

RTS Project Annual Performance Report Project Year 3 (October 1, 2013 – September 30, 2014)

Submitted to United States Agency for International Development (USAID/Zambia)

Prepared and submitted by Creative Associates International 5301 Wisconsin Avenue, N.W., Suite 700 Washington, D.C. 20015, USA Contents Table of Contents ...... i Acronyms ...... ii Executive Summary ...... v Introduction ...... 1 Project Overview, Rationale and Strategy ...... 1 Major Accomplishments and Deliverables ...... 3 IR1 (Task 1): Decentralized education management practices to improve teacher accountability and sustain learner performance modeled ...... 3 SIR 1.1: Teacher Effectiveness and Accountability Improved Leading to Improved Reading Skills 3 SIR1.2: Head Teacher and Senior Manager CPD and support program strengthened ...... 8 SIR 1.3. School Effectiveness Improvement Process in Place in Schools ...... 12 SIR 1.4. School Effectiveness Improvement is supported by Districts ...... 13 IR2 (Task 2): Performance Assessment Tools and Their Use Strengthened to Improve School Effectiveness ...... 15 SIR2.1: Assessment policies, strategies, and procedures to promote teaching and learning strengthened ...... 15 SIR 2.2: Assessment Instruments Improved and Expanded...... 16 SIR 2.3: Assessment Data Effectively Used by Districts, Schools and Communities ...... 17 IR3 (Task 3): School-based HIV-AIDS -Mitigating & Equity-enhancing Student Support and Services Improved ...... 17 SIR3.1: School Health Policies and Framework Harmonized ...... 17 SIR3.2: School Guidance & Counseling System Operationalized ...... 18 3.3 School Community Mobilization ...... 23 IR4 (Task 4): Universities and Higher Education Institutions Engaged in MESVTEE and RTS Research ...... 25 Research & Internship ...... 25 Monitoring and Evaluation (M&E) ...... 27 Public Private Partnership (PPP) ...... 28 Proposed key Activities for FY15 First quarter ...... 33 Annexes ...... 32 Annex 1: Activity Table ...... 32 Annex II: Success Story ...... 48

Acronyms CA Continuous Assessment CAMFED Campaign for Female Education CAPOLSA Centre for Advancement and Promotion of Literacy in Sub- Saharan Africa CHAZ Churches Health Association of Zambia CDC Curriculum Development Center COE College of Education COP Chief of Party CPD Continuing Professional Development CRC Curriculum Resource Centre DEBS District Education Board Secretary DEST District Education Support Team DRCC District Resource Center Coordinators DSC Department of Standards and Curriculum ECZ Examinations Council of Zambia EGRA Early Grade Reading Assessment EMIS Education Management Information System ELM Education Leadership and Management E-SIMON Extended School In-Service Monitoring EO Education Officer ESO Education Standards Officer ESO-GI Education Standards Officer-General Inspection FAWEZA Forum for African Women Educationalists in Zambia FBZ Finance Bank Zambia Limited G2LPR Grade 2 Literacy Progress Report GALA Group Administered Literacy Assessment GBV Gender Based Violence G&C Guidance and Counseling GRACE Grade level meeting At Resource Center HEI Higher Education Institution HERNet Higher Education Research Network HT Head Teachers ICT Information Communication Technology INSET In-service Training IR2 Intermediate Result 2 KAP Knowledge, Attitudes and Practices LAT Learner Assessment Team LBs Learner Books LPIP Learner Performance Improvement Plan LSST Learner Support and Services Team M&E Monitoring and Evaluation Unit MARK Mathematics Rainbow Kit MOE Ministry of Education MESVTEE Ministry of Education, Science, Vocational Training and Early Education MOU Memorandum of Understanding NA National Assessment NAC National AIDS Council ii

NBTL New Break Through to Literacy NEP National Education Plan NEST National Education Support Team NLF National Literacy Framework NPA-GBV National Plan of Action on Gender-Based Violence NGO Non-Governmental Organization OVC Orphans and Vulnerable Children PEO Provincial Education Officer PEST Provincial Education Support Team PICZ Professional Insurance Corporation of Zambia Plc Private Limited Company PLP Primary Literacy Program PMEP Performance Monitoring and Evaluation Plan PPP Public Private Partnerships PRCC Provincial Resource Center Coordinators PRP Primary Reading Program PTA Parents Teachers Association PY Project Year RAT Reading Assessment Test RCRB Research Coordination and Review Board RCC Research Coordinating Committee REPSSI Regional Psychosocial Support Initiative RFP Request for Proposal RRT Research Resource Team RST Research Support Team RTB Reading Tools in a Box RTI Research Triangle Institute RTS Read to Succeed RTS-ELM RTS Education Leadership and Management Team RTS-LAT RTS Learning Assessment Team RTS-LST RTS Learner Support Team (Guidance and Counseling Team) RTS-RST RTS Research Support Team RTS-TET RTS Teacher Education Team SBA School-based Assessment SBT School-based Training SCP School Community Partnership SESO Senior Education Standard Officer SHN School Health and Nutrition SIC School In-service Coordinator SIMON School In-service Monitoring SMS Short Message Service SPLASH Schools Promoting Learning Achievement through Sanitation and Hygiene SPRINT School Program of In-service for the Term STEP UP Strengthening Education Performance Up STS School To School TALULAR Teaching and Learning Using Locally Available Resources TGs Teacher Guides TESS Teacher Education and Specialized Services

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TET Teacher Effectiveness Team TGM Teacher Group Meetings TWP Talking Wall Poster UNESCO United Nations Education, Science and Cultural Organization UNICEF United Nations International Children’s Emergency Fund UNZA University of Zambia USSD Unstructured Supplementary Service Data WFP/GRZ World Food Program/Government of the Republic Zambia ZACCI Zambia Chamber of Commerce & Industry ZEPF Zambia Educational Publishing House ZEST Zone Education Support Team ZICTA Zambia Information, Communication and Technology Agency ZIC Zone In-service Coordinator ZSG Zambia School Gateway

Executive Summary

The task of improving reading in Zambia is mammoth and calls for concerted efforts on the part of different stakeholders. Over the past couple of years, the Ministry of Education, Science, Vocational Training and Early Education (MESVTEE) in collaboration with several cooperating partners has been continuously working to improve learner performance in reading through school effectiveness programs. USAID/Read to Succeed (RTS) Project has emerged as one of the leading partners in the quest to improve literacy in the country. RTS worked closely with a cross-directorate MESVTEE structure to provide a sense of direction to project planning, implementation and monitoring of interventions. In collaboration with the Ministry, all project supported interventions were rolled out to all target districts1 and all 1143 primary public schools in target districts resulting into the introduction of a range of innovative ideas. The interventions enabled school managers, teachers, community members, district and provincial officials to design, manage, support and sustain early grade reading initiatives in primary schools. Key successes registered in the last two and half years include: support to MESVTEE to develop the National Literacy Framework (NLF) and School-Based Assessment (SBA) which were rolled out nation-wide in January 2014; building the capacity of service providers at various levels; introduction of the Zambia Schools Gateway -ZSG - (a system that facilitates interaction among schools, zones and districts), operationalizing school guidance and counseling services; and increased community support to schools and children.

During the reporting period, RTS dedicated a significant amount of time towards systems strengthening across the education continuum. This annual report reveals a strong focus RTS placed on on-site coaching and mentoring and increasing monitoring of learner performance outcomes. Anecdotal data from routine monitoring visits to schools indicate improved performance in reading as the result of the new reading instruction and a learner-responsive school environment. Key accomplishments are highlighted below:

Improved Teacher Effectiveness in Reading Pedagogy: RTS provided on-going support to head teachers and grades 1 and 2 teachers who received training in 2013 to institutionalize the new reading instruction. It also introduced the new reading pedagogy to 1546 (856 male and 690 female) grade 3 literacy teachers and deputy head teachers. RTS was able to organize a cadre of four-six professionals with improved skill in teaching literacy in each of the beneficiary primary public schools. In response to the increased demand for technical assistance in the development of instructional materials, RTS continued to provide expert advice to the MESVTEE in the development of grade 2 literacy pupils’ books and teachers’ guide. This includes oral English.

To increase the availability of relevant supplemental instructional materials and decodable stories at the school level, the project initiated local story writing activity involving teachers and community members. A team of RTS international experts facilitated a local story writers’ training workshop and resulted in the production of a good number of local stories. The stories are built on learners’ experiences and capture the immediate environment. This in addition to making them relevant, make them more attractive interesting to read.

1 RTS Target districts are: Chipata, Lundazi, Chembe, Chipili, Mansa, Mwense, Chinsali, Isoka Shiwang’andu, Mporokoso, Mungwi, Mufumbwe, Solwezi, Mongu, Sesheke, Limulunga, Mulobezi, and Mwandi v

To sustain the reading pedagogy, RTS developed a proposal and initiated a discussion with the Directorate of Teacher Education and Specialized Services (DTESS) to integrate the Primary Literacy Program (PLP) into the teacher education curriculum. MESVTEE approved the proposal developed by RTS and organized a workshop that resulted on a revised teacher education syllabi. RTS provided technical support to this effort.

To make Teacher Group Meetings (TGMs) more practical and focused on solving problems that affect learners, RTS provided technical support to MESVTEE to design a step-by-step self- learning manual called School-Based Coaching Handbook. Once completed, the handbook will strengthen school-based training and promote effective practices of teaching reading for early grades. It will also support Continuous Professional Development (CPD) initiatives since teachers will always have topics to guide discussions during TGMs. The modules will provide details of contents on selected topics such as quality teaching, learner assessments, and learner support and services. These modules will be distributed to schools for use by head teachers and teachers in Project Year Four (PY4). As the result of these support mechanisms, assessment results in a sample of beneficiary schools indicate that about 50% of grade 1 learners in many RTS schools are reading at grade level while 30% are reading with difficulty. Only 20% were not able to read at the end of term two.

Improved Education Leadership and Management: Building on previous years’ successes, RTS built the capacity of head teachers to conduct group learner assessment, carry out classroom observation, and analyze the information collected during classroom observation and assessment to provide feedback to teachers, students and parents for remedial actions. As the result of these efforts more than 75% of the RTS supported schools generated valuable information and were able to report to districts through ZSG. In addition to the head teachers, the project trained all district resource coordinators, district standard officers, district statistician and provincial standard officers on the use of ZSG. ZSG enables head teachers to report school information such as enrolment, learner performance, teacher performance etc. via the cellphone. Based on the results of classroom observations as well as Group Administered Literacy Assessment (GALA) exercises, the project assisted the schools to generate Literacy Progress Reports (LPRs).

The introduction of ZSG did not only increase interaction between the school and district but also helped head teachers to be in control of both learner and teacher performance. Reporting grade 2 performance results through the ZSG generated interest among all schools, district officials, and senior officials at MESVTEE. Data generated from the system on learner performance is well displayed in schools and shared with parents and communities who also play a role in interpreting it and taking follow up actions to improve their children’s performance. In FY15, RTS will lay the groundwork for potential nation-wide rollout.

Improved use of Learner Assessment Information: RTS assisted MESVTEE to standardize SBA scheme and tools. RTS developed a detailed SBA and implementation of homework policy guides and circulated them intervention to beneficiary schools. Reading Performance Level Descriptors (PLDs) were also prepared for grades 1 – 4 and distributed to schools. Data from monitoring trips indicate that the culture of record keeping is improving across RTS supported schools. There is evidence that all 5th, 10th, 13th Week assessment records are available in schools. Teachers indicated that they found assessment data useful for decision making.

Several RTS supported schools were tracking key indicators s such as attendance, reading performance, dropouts, and rates of pregnancies to mention some. Tracking these statistics helped schools to evaluate their performance and devise strategies for better operations and performance. For example, Kalalantekwe Primary School in Shiwang’andu District of Muchinga Province analyzed its performance in reading for terms one and two in 2014. In response to their relatively low performance in reading, they decided to dedicate all their TGMs topics for term three to topics on reading and devising strategies for improving reading. This is an example of institutionalized data use at school level.

Improved Learner Support and Services . Guidance and Counseling (G&C) teachers and trained Agents of Change (AoC) provided a range of support services on issues such as HIV/AIDS prevention, and care and support. In all schools, AoCs spearheaded implementation strategies aimed at avoiding early pregnancy, advocating for improved community support to pregnant girls, and preventing from Gender Based Violence (GBV) among others topics. For example, at Mwita Primary School in Mporokoso, AoCs negotiated with parents to bring back a married girl to school.

With regards to pregnancies, RTS data shows neither a significant increase nor decrease of recorded pregnancies in 2013 (0.63%) and 2014 (0.63%) school calendar. However, there is an increase in the number of girls returning back to school after being pregnant i.e. from 0.20% in 2013 to 0.66% in Term One of 2014. This could be an indication that messages about re- entry policy spread out by AoC were productive. RTS is cautious of this trend and will continue to monitor it closely.

RTS worked closely with MESVTEE to ensure that planning and execution of activities is done in a collaborative manner. As a result, there is more support from district and provincial structures to G&C activities in schools. District education offices collaborated with RTS to monitor, coach, and assist schools to provide an environment where all students affected by psychosocial factors can freely participate in learning.

Increased Community Support to Schools and Learners: RTS regarded community participation in school management as an integral piece of sustainability. In PY1 and 2, all schools set up School-Community Partnerships (SCPs) and were further strengthened through review meetings to ensure a community-based approach towards engaging local leaders and decision-makers. School Community Partnership Committees (SCPCs) that did not develop the School Health Management Action Plans, as part of the School Learner Performance Improvement Plans (SLPIPs) were supported to do so.

SCPCs continued to initiate and conduct community-based meetings with a view to finding solutions to local problems, particularly on matters of early marriages and learners’ absenteeism. Chiefs like Chief Chitoshi in Mporokoso introduced rules that bar early marriages. Overall, RTS has noticed that more and more community members are volunteering their time and resources towards educating their children which resulted into improved attendance and subsequently learner performance.

Increased evidence-based decision making: RTS made an effort to consolidate implementation of M&E and research activities during the reporting period. It supported University of Zambia (UNZA) and colleges of education (COE) to enhance their research capacity and promote evidence-based decision making process in the education sector. RTS

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worked with lecturers from selected COE (Solwezi, Kasama and Chipata) on a study entitled: Influence of Head Teacher’s Leadership on Improving Reading in Zambian Primary Schools. In addition, lecturers from the University of Zambia completed the report for a study entitled: Integration of HIV and AIDS Education into In-service and Pre-service Teacher Training Programs in Zambia. Another study on Teenage Pregnancies was also conducted. Data entry will be completed at the beginning of October 2014.

The Research Coordination Committee (RCC) organized preparatory meetings for the Annual Research Symposium in Quarter One of FY15. In an attempt to build local capacity and prepare the next generation of young researchers, RTS engaged ten interns from the UNZA and COE in research activities. Interns participated and worked with RTS staff on different research assignments.

Improved Monitoring, Evaluation and Reporting System: The M&E system is fully functional with standard tools and procedures used to track project performance and learner progress. M&E data is systematically collected, analyzed and used for decision making. Furthermore, RTS is making all possible efforts to make sure that all M&E procedures and systems are properly understood and implemented by staff and MESVTEE officials. RTS worked closely with MESVTEE officials to harmonize project M&E tools with MESVTEE M&E tools and procedures. As the result, some provinces adopted certain good project practices such as computing proportions of learners in the red level tracker, a monitoring tool that was used in the Primary Reading Program to track pupils who can read.

Increased Resources to the Education Sector through Public Private Partnership: PY3 witnessed successes in leveraging external resources to support project efforts. To date, RTS has leveraged US$137, 300 from the private sector. These included sponsoring production of Reading Tools in a Box (RTB) for 867 government primary schools (76% of RTS supported schools). The companies that supported the project efforts included; Zambia National Commercial Bank (ZANACO), Kansanshi Foundation, Investrust Bank Plc. Finance Bank Zambia Limited, Professional Insurance Corporation of Zambia and Maiden Publishing House.

Moreover, agreement was reached and Statement of Collaboration (SOC) was signed with PUMA Energy Zambia as a new partner and ZANACO Phase Two to sponsor Reading Tools in a Box. Zambia Chamber of Commerce and Industry (ZACCI) agreed to sponsor education award program to recognize outstanding teachers, students, head teachers and schools in all target provinces. RTS will ensure that the current momentum on private sector engagement results into more private partners coming on board to support production of reading materials and other related activities.

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The following table presents annual project progress and Life of Project (LOP) targets on key performance indicators.

Table 1: Key Performance Indicators’ (KPI) Tracking Table2 Y3 Cum. % of LOP Y1 &Y2 Y3 Y3 Y3 New S/N Performance Indicators Sex Results To overall Targets Results Targets Results Beneficiaries/ (%) Achievements Date Target # of laws, policies, regulations or guidelines 1 developed to improve access to or quality education services 8 3 2 2 100 2 5 63 # administrators and M 2,422 1042 835 1,255 150 440 1,482 61 officials successfully 2 F 797 285 289 101 541 68 trained with USG support 337 204 in RTS target districts 3 T 3,219 1379 1,140 1,544 138 644 2,023 63

# of

teachers/educators/teaching M 2,971 1604 604 856 142 856 2,460 83 assistants who successfully

completed in- service

3 training or received F 2,634 1421 536 690 129 690 2,111 80 intensive coaching or

mentoring with USG

support in RTS target

districts T 5,605 3025 1,140 1,546 136 1,5464 4,571 82 # of PTA s or similar school governance 4 structures supported with USG assistance in target districts 1,234 962 272 199 735 199 1,161 94 # of Learners enrolled in M 370,000 270,300 277,671 103 316,114 85 USG supported primary 276911 39,203 5 school or equivalent non- F 370,000 265501 259,700 260,610 100 45,548 305,248 82 school settings (Female, Male) T 740,000 542412 530,000 542,281 102 78,9506 621,362 84

Number and percentage of each priority population M 81,382 30960 24,500 26,651 109 26,651 57,611 71 who completed a standardized HIV 6 prevention intervention F 98,618 31223 25,500 26,331 103 26,331 57,554 58 including the specified minimum components during the reporting period T 180,000 62183 50,000 52,982 106 52,982 115,165 64

2 Details of this table are available by IRs in subsequent sections 3 Number of trained education administrators is well above the annual target. This is because at the request of the counterparts, additional national, provincial and district officers were trained 4 Number of teachers trained is significantly higher than the annual target. This is because that the project made a decision to include untrained grade 1 and 2 teachers in the training 5 Annual target was established with the assumption that a good number of Community schools will be upgraded to become government schools. However, there were only 3 community schools that were officially upgraded. However, all public schools benefited from the project. 6 This indicator tracks unique learners that receive or have received USG support as reflected by the low figure of 78,950. Since it is cumulative, only new entrants (grade one) in the system are added to previously reported numbers. This avoids double counting. However, all learners in beneficiary schools have benefited. The current total enrolment receiving USG support has been 542 281 (277 671 M, 260 610 F). x

Lessons Learned

 Authentic participation of host country counterparts in planning, implementation and monitoring of project supported interventions was found to be critical to the success of all RTS achievements. Bringing all education stakeholders together including parents, community leaders, communities, teachers, head teachers, learners, and education officers at district, provincial and national levels helped create a supportive environment and political will for project implementation.

 School level innovative ideas such as producing and using instructional materials from locally available materials, writing of local decodable stories, and reading shelters turned out to have a strong positive impact on improving reading.

 The head teacher is a key success at school level. The more school leadership is stronger the better student performance is.

Challenges

 Public funding for education is still inadequate. Much of the recurrent budget is used for salaries. Vast geographical coverage coupled with the much reliance of the education sector on external funding and technical support made project operations expensive.  As the result of initial encouraging developments in RTS target districts, demand for scaling up of RTS intervention package to non-target districts within the target provinces and beyond is increasing. This increased demand for RTS support is beyond the current project financial capacity.  The impact of Government high DSA on project budget is being felt. It became difficult for projects to engage counterparts in monitoring and implementation of activities as the result of financial constraints.

Opportunities

 Reading is a high priority for the government and hence there is strong political support to RTS interventions.  RTS established a very strong positive relationship with all host country counterparts at all levels.  The major instructional materials design and development work for all RTS components was completed and materials pilot tested. Scaling up of the package to new districts will be extremely cheap and cost effective.  There is some signs of positive progress in terms of student performance in reading that motivated all stakeholders to continue supporting RTS supported interventions including parents and community leaders.

Introduction This progress report covers the period October 1, 2013 to September 30, 2014. The report is organized by Intermediate Results and/or Tasks.

Project Overview, Rationale and Strategy

RTS is a five-year Early Grade Reading Improvement activity funded by USAID/Zambia and implemented by Creative Associates International and its subcontractors (Research Triangle Institute, (RTI), Plan International, University of Pittsburg, School-to-School International (StS), and O’Brian and Associates) in partnership with the Government of the Republic of Zambia (GRZ). The project aims to improve learner performance by improving school effectiveness in such a way that schools provide the environment and services for students to acquire essential academic skills, with a particular focus on reading. The main outcome of the project is improved student performance in early grade reading. Working closely with the MESVTEE at the different levels of education governance, RTS strengthens the capacity of teachers and head teachers to deliver quality reading instruction in early grades in government primary schools.

The Challenge

Despite Zambia’s immense natural resources, the education system was not doing well when RTS was conceived three years ago. With the lowest achievement scores among Southern Africa Development Community (SADC)7 countries, Zambian students used to face challenges that kept them from performing to grade level and standards. The MESVTEE developed a comprehensive strategy, a range of policies and structures, and innovative programs to address these issues. However, there was little accountability or oversight for quality execution. At the school level, many teachers, especially in remote provinces, lacked the full range of skills and resources to create the conditions conducive to learning in general and learning to read in particular. School personnel lacked motivation, failed to spend sufficient “Time on Task”, and were not held accountable for performance standards.

Improving learner performance requires systemic changes on how schools are managed and supported, and in creating incentives and accountability structures that ensure the delivery of a quality education. RTS was aimed at responding to these challenges by improving student learning (raising test scores in reading) within a short period of time while simultaneously strengthening Zambian schools and support systems so that learning improvements are sustained.

To improve reading skills among early grade learners, RTS takes a “whole school, whole teacher, whole child” approach which views schools as centers of learning, care and support, and addresses five key elements common to school effectiveness models: learning, teaching, management, parental/community participation and responsiveness to children’s needs. RTS ensures that “whole schools” help educators, parents and communities to jointly address the

7 From 1999 to 2008, Grade 5 reading and math scores have risen 4% and 14%, respectively (2008 National Assessment Survey). 1

academic, physical and emotional needs of learners. It helps put in place approaches that deal with the “whole teacher” to strengthen their skills and motivation to become responsive and reflective practitioners. It also supports schools to improve learner support and services to deal with the “whole child,” building on the assets that children bring and compensating for shortfalls that impede their learning with a view to equalizing opportunities to learn. The project mainstreams gender into all activities by utilizing a “gender lens”8 and supports MESVTEE to put in place effective accountability measures at all levels to ensure that children are being provided with the optimal learning environment they need to learn better and faster.

RTS contributes to the achievement of one major objective and four intermediate results (see the text box below: Project Results Framework in the text box) through activities addressing key issues in the management of schools, teacher effectiveness, formative assessment, learner support and services, sustainability and oversight of basic education.

The project assumes that in order to improve learner performance, schools must provide PROJECT RESULTS FRAMEWORK adequate and appropriate instructional RTS Objective: Improved Education Achievement in services that enable pupils to learn better and Reading faster. In support of schools providing such Results: services, RTS supports the MESVTEE to: i) Result 1: Decentralized Education management practices train and mentor teachers to develop skills to to improve teacher accountability and sustained learner teach the five major component skills of performance modeled reading instruction in alphabetic languages: Result 2: Performance assessment tools and their uses phonemic awareness, phonics, fluency, strengthened vocabulary and comprehension; ii) build the Result 3: School-based HIV/AIDS mitigating and equity capacity of head teachers in instructional enhancing learner support and services improved leadership and management; iii) train Result 4: Increased engagement of universities and other teachers and increase the use of school-based, higher education institutions in MESVTEE and RTS teacher-led assessment practices to promote research activities. effective instruction; iv) increase community support to schools and provide psychosocial support to Orphans and Vulnerable Children (OVC); v) support the promotion of local languages/mother tongues as media of instruction, as well as the transition into English; and vi) promote evidence-based decision making process to guide instructional processes in teaching reading.

Interventions focus on improved reading instruction, school management and instructional leadership, enhancing formative assessment practices, use of data for decision-making as well as enhanced monitoring and school supervision. Moreover, RTS promotes increased G&C services to OVC and girls through innovative approaches such as reading circles, reading trees, life skills education and psychosocial support using well-trained and guided “AoC ”. The students are also provided with referrals to the nearest health facilities in coordination and collaboration with other USAID-supported health and HIV interventions.

8 A gender lens is a scaffolding platform that considers multiple perspectives on the relationships and experiences of women and men and girls and boys and processes to develop gender-sensitive activities and interventions 2

Through on-going collaboration with the Provincial Education Officers (PEOs) of the six intervention provinces9, RTS uses the existing education structures to deliver its activities in support of District Education Board Secretaries (DEBS) to enable them to rollout the new reading instruction approach in grade 1.

Additionally, RTS adopts a community-based approach to support Parent Teacher Associations (PTAs) to ensure community engagement in promoting a reading culture. Using community participation strategies, the project supports school governance structures such as SCP and PTAs. These efforts continue to make impacts at the school level teaching-learning process, planning and management process and are helping to bridge the gaps between government and the communities. RTS is also involved in building the capacities of communities and caregivers to support OVC in their education and well-being.

Major Accomplishments and Deliverables

Project progress and accomplishments are presented below by result areas:-

IR1 (Task 1): Decentralized education management practices to improve teacher accountability and sustain learner performance modeled

SIR 1.1: Teacher Effectiveness and Accountability Improved Leading to Improved Reading Skills

Task 1.1.1 Design CPD Training Manuals and Learning Materials to Enhance Reading

Development and Finalization of Materials to Support Reading in Grades 1 – 4

Provision of on-going technical support to MESVTEE: RTS continued to provide on-going technical support to MESVTEE’s Curriculum Development Centre (CDC) in the development of Scope-and-Sequence for grade 2 literacy instructional materials. Accordingly, the development of grade 2 Teachers’ Guides and Learners’ Books for teaching reading in 7 local languages for terms 1 – 3 was completed. The materials/books were submitted to Zambia Educational Publishing House (ZEPH) for printing. They will be distributed to schools by end of this year for use in the next school calendar. In addition, RTS rendered technical support to MESVTEE to develop a draft Oral English course for grade 2.

Pupils who were in grade 1 in RTS-supported schools in 2013 are now in grade 2. In the absence of pupils’ book and teachers’ guides, RTS assisted the MESVTEE to develop an interim PLP guide for grade 2 and facilitated an orientation to 200 zonal heads to close the gap. Two guidelines for grade 2 teachers were developed and distributed to all RTS schools for use in the teaching of reading in grade two. The guides helped teachers on how to acquire skills in the teaching of reading.

Mainstreaming Reading Pedagogy into pre-service teacher education curriculum: As a long term measure, RTS worked towards mainstreaming PLP into pre-service teacher training

9 RTS target provinces include Eastern, Luapula, Muchinga, Northern, North-Western & Western Provinces 3

institutions. RTS developed a roadmap to integrate PLP into literacy courses in COEs and succeeded in obtaining approval by the MESVTEE. The review of teacher education was initiated. The road map will be fully implemented in 2015.

Increased availability of local stories to support reading instruction: In collaboration with DTESS) RTS trained selected teachers from RTS target districts on how to write short local stories which resonate well with learners’ own experiences and their local context. The training was facilitated by two RTS international reading experts and was participatory. Participants produced 18 fiction stories, 18 non-fiction stories and 18 poems (See examples of the materials (decodable local stories) produced by teachers in Figure 1 below). All trained teachers are now serving as champions or master trainers in their respective districts. Additional capacity building activities for other teachers are planned for FY15. To motivate teachers further, RTS is working with CDC to review and evaluate the quality of the stories for possible production and distribution to schools. Printing cost will be incurred by most likely a private partner - Shoprite Checkers, since it has already shown interest in RTS’ works. Once published, stories will be used by schools as part of the Reading Tools in A Box (RTB) initiative. Overall, all schools were Figure 1: Examples of decodable local stories written by teachers encouraged to develop materials using locally available resources to support their teaching and facilitate learning.

Support to ICT integration into Teaching Reading: Integration of ICT into teaching became increasingly popular. Working with Centre for Advancement and Promotion of Literacy in Sub-Sahara Africa (CAPOLSA) and Airtel Company, RTS has initiated implementation of a pilot program using Graphogame10 to teach reading.

RTS in collaboration with CAPOLSA is currently conducting a study to assess the impact of Graphogame on teaching letter sounds and improving letter sound knowledge of the teachers and learners. Results will be compared with results from non-participating schools. So far, the partnership has managed to mobilize 200 cell phones from Microsoft. Graphogame software was installed on the phones and teachers started to practice letter-sounds on phones while learners are playing sounds in the local language (Chinyanja) on them. The phones are being used by 24 selected teachers in 24 classes in Katete, Chipata and Lundazi. In each school, there

10 Graphogame is a software program that presents standard letter sounds installed on mobile phones for teachers to download and listen to in order to guide their teaching. Learners also can use the tools to improve their reading skills. 4

are control group of learners who will not play the Graphogame. Each teacher will be given four phones to cater for 16 children while six teachers will work with six parents for home- based support. Teachers, students and parents in the experiment group are exposed to Graphogame for five weeks before learners are assessed during the RTS midline survey starting on 13 October 2014. The use of this software will be considered for scaling up if its impact is significant on learning reading.

Support to improve reading culture: RTS continued to promote the culture of reading in and around intervention schools. It leveraged additional resources to support reading from the private sector. Zambia Chamber of Commerce and Industry, is committed to sponsoring an “Outstanding Reading Performance” award. The Finance Bank Zambia Limited and Professional Insurance Zambia Limited supported the “RTB” initiative. Field monitoring visits revealed that reading materials in RTBs are being used effectively. Learners are using the story books and read them in designated places such as “reading shelters” and reading trees. Although the story books are insufficient to adequately cater for all learners needs, schools ensure that every child has access by developing timetables for different groups to use the materials. Due to high demand for the story books, some schools started production of teacher-made reading materials.

Developing School-Based Coaching Handbook for Continuing Professional Development (CPD)

Task 1.1.2 Deliver CPD Training Support to school-based CPD: Workshop-based training events are not cost-effective and cannot be sustained by the host country. For long-term sustainability and to make the on-going support system to teachers cost effective, RTS developed a School-Based Coaching Handbook that is intended to guide all in-house capacity building initiatives at school level. The handbook was developed with the support of RTS international reading expert and is aimed at promoting school-based and in-house CPD using the TGMs. Additional modules on detailed contents will be developed as part of the handbook during the first quarter of PY4. .

In 2013, RTS trained all head teachers and grades 1 and 2 literacy teachers in target schools. During this reporting period, the project expanded its coverage and trained grade 3 literacy teachers and deputy head teachers creating a good pool of resource group in each school. By the end of FY15, RTS would have trained grade 4 literacy teachers in target schools thereby creating a cadre of about six people acquainted with PLP in each school provided the school has at least six teachers. In schools with small number of teachers, it simply means that all teachers in those schools will be trained. In 2014, a total of 836 (382 males, 454 females) Grade 3 teachers and 710 (474 males, 236 females) Deputy Head Teachers from 146 zones were trained (See Table 2). It should be noted that apart from orienting teachers on the five key skills of teaching reading (phonemic awareness, phonics, vocabulary, fluency and comprehension), they were also systematically and comprehensively trained in how to conduct SBA, how to use assessment tools, techniques of proper record keeping for tracking learner performance as well as strategies for engaging communities in supporting learners. This is in line with RTS’ strategy of providing holistic support to “whole child, whole teacher and ‘whole school”.

Encouraging Peer to Peer Support System: As a deliberate strategy to raise their confidence and motivation, grades 1 and 2 teachers trained in 2013 were asked to facilitate some sessions during zonal training of grade 3 teachers and Deputy Head Teachers. This gave them an opportunity to share and demonstrate the best practices and innovations they learned during the training sessions. The training was aimed at building the capacity of teachers to improve the way they teach reading, particularly in foundational grades (1 - 4) and the capacity of Deputy Head Teachers to provide instructional leadership. RTS expects that all trained teachers will continue to support each other through the SPRINT system during TGMs

Table 2:- Number of Grade 3 Teachers and DHTs Oriented in PLP # of Grade 3 teachers oriented Deputy Head teachers Totals Province District zones oriented oriented Male Female Total Male Female Total Male Female Total Chipata 12 55 69 124 52 57 109 107 126 233

Eastern Lundazi 15 63 50 113 64 37 101 127 87 214 Sub Total 27 118 119 237 116 94 210 234 213 447 Mwense 9 15 33 48 22 13 35 37 46 83

Chipili 7 14 10 24 21 4 25 35 14 49 Luapula Chembe 4 11 7 18 10 1 11 21 8 29 Mansa 11 34 40 74 51 17 68 85 57 142 Sub Total 31 74 90 164 104 35 139 178 125 303 Shiwang'andu 0 0 0 0 0 0 0 0 0 0

Chinsali 3 12 16 28 13 2 15 25 18 43 Muchinga Isoka 2 15 7 22 15 5 20 30 12 42 Sub Total 5 27 23 50 28 7 35 55 30 85 Northern Mporokoso 13 28 26 54 33 16 49 61 42 103 Mungwi 15 37 29 66 43 18 61 80 47 127 Sub Total 28 65 55 120 76 34 110 141 89 230 Solwezi 12 37 33 70 43 14 57 80 47 127 North- Western Mufumbwe 7 15 17 32 27 7 34 42 24 66 Sub Total 19 52 50 102 70 21 91 122 71 193 Mongu 12 15 57 72 30 20 50 45 77 122

Limulunga 5 10 15 25 11 12 23 21 27 48 Western Sesheke 18 14 32 46 23 11 34 37 43 80 Mwandi 2 3 11 14 10 1 11 13 12 25 Mulobezi 1 4 2 6 6 1 7 10 3 13 Sub Total 38 46 117 163 80 45 125 126 162 288 Grand Total 148 382 454 836 474 236 710 856 690 1546

Providing on-going support to teachers: School visit/monitoring was a key approach to assessing the extent of PLP activity implementation. Data from support visits showed that there was high level commitment and creativity among schools to support and improve learner performance in reading. As the result of RTS training and local capacity building, there is increased and more focused support to teachers by head teachers, parents and community members. Fellow teachers equally reported strong collaboration among themselves, 6

used in literacy campaigns. RTS has also developed School Coaching and Monitoring Form which is used by zone head teachers during monitoring visits.

Task 1.2.2. Deliver Head Teacher CPD modules

Capacity of senior officers from the National Ministry to head teachers at school level has been built: RTS made efforts towards enhancing CPD and all relevant officers benefited from these initiatives. RTS organized training workshop for trainers (mainly DRCCs and ESOs-GI) on “Extended School In-service Monitoring (E-SIMON) Part 2” (Part 1 training was conducted in 2013) followed by all Head Teachers and ZICS training at the district-level. A mixed group of district and provincial statisticians, planning officers, DRCCs and ESOs were also invited to Lusaka to attend a workshop that covered several key elements of the ZSG, EMIS Toolbox, G2LPR and the E-SIMON. Planning Officers and Statisticians were taught how to clean data on the ZSG11, produce priority lists in the EMIS Toolbox (which indicate where data is missing or wrong), and how to produce G2LPR at school, zone and district levels. In 2014, a total of 1,544 education administrators (1,255 M and 289 F) were trained in various aspects of education leadership and management. The ZSG system also allows to produce G2LPRs at provincial and national levels.

11 The ZSG enables head teachers to submit reports on teacher and learner performance into a central database using their cell phones. As part of the ZSG, the EMIS Toolbox, an online data aggregation and visualization tool, which enables MESVTEE officials at district and higher levels to create G2LPRs for the schools, zones, districts and provinces. Another component of the ZSG is an SMS broadcast facility which enables DEBS to send coaching tips to head teachers via SMS, receive their responses in a database and then decide on how to respond. For example, by means of targeted school visits, head teachers’ meetings or follow-up phone calls. In addition, the system automatically copies zone head teachers whenever a school head sends a query or replies to a query. This is important for support as the ZEST is closest to the school and therefore responds to a problem more quickly than the district office.

Table 3: Number of Head teachers and Other Education Administrators Trained in 2014

EP LP MP NP NWP WP HQ Total Participants M F T M F T M F T M F T M F T M F T M F T M F T H/T 256 91 347 122 29 151 156 18 174 124 10 134 151 22 173 161 24 185 0 0 0 970 194 1164 ZICs 34 8 42 28 6 34 24 3 27 28 4 32 27 3 30 26 12 38 0 0 0 167 36 203 Planners 1 0 1 3 0 3 1 1 2 1 1 2 1 0 1 2 0 2 0 0 0 9 2 11

Statistician 2 0 2 1 0 1 2 0 2 1 0 1 2 0 2 3 1 4 0 0 0 11 1 12

ESO, SESOs 3 0 3 3 3 6 2 2 4 3 0 3 3 0 3 3 2 5 0 0 0 17 7 24 PRCC, DRCC 2 2 4 2 3 5 3 0 3 2 1 3 2 1 3 2 4 6 1 2 3 14 13 27 PESOs, DESOs 2 1 3 4 1 5 3 2 5 2 1 3 3 1 4 4 2 6 5 3 8 23 11 34

Other DEST, PEST 8 9 17 15 7 22 7 4 11 4 4 8 6 1 7 4 0 4 0 0 0 44 25 69

Total 308 111 419 178 49 227 198 30 228 165 21 186 195 28 223 205 45 250 6 5 11 1255 289 1544

Increased interaction (communication) between schools and districts: To make sure that everyone was on board and familiar with RTS CPD initiatives, the PEO and DEBS Offices were equally introduced to G2LPRs which made it easy for them to start using data processed at school level in their own work. This effort made it more effective for them when providing support to schools. Senior Standards Officers (SESO, PESOs and DESOs) at national, provincial and district levels participated in the training. Among the participants were PESOs from four non-RTS Provinces. They were included on MESVTEE’s request to include all provinces in the country so that they can all benefit from the ZSG platform and further explore possibilities for national scale up.

Task 1.2.3. Strengthening the School INSERT Monitoring System (SIMON)

Increased district and zone support functions to schools: As noted from the summary above, RTS focused on comprehensive school monitoring and support. In this vein, the project put in a complete architecture of tools and systems to support school, zone and district structures. The Early Grade Reading Classroom Observation Instrument was used by head teachers and other supervisors to evaluate the quality of the teaching of reading in Grade 2 and the information with districts using ZSG.

Since the ZSG system is still in a pilot phase, some activities were not fully implemented. For example, the E-SIMON system was much slower than expected, owing to the slow pace of school data submissions by the head teachers, particularly in cases where head teachers were transferred from one school to another. This meant that in many schools, the new incumbents didn’t know how to use the ZSG resulting incorrect data submissions. Based on this observation, the ZSG was switched off for almost three weeks from mid-February 2014 to allow for more validation parameters to prevent wrong information from being submitted. By September 2014, the system was properly cleaned and more than 75% of required data was captured enabling production and dissemination of the first G2LPRs for the first half of 2014. Preparations are underway for a second round of data collection in November 2014.

Part of the information from the ZSG is used for coaching and discussions when zone officials go round schools. Full implementation of “E-SIMON” will only start in February/March 2015 because MESVTEE discourages head teachers to be away from schools around the time of the year-end school examinations. The other challenge is lack of transport logistics for zone officials to help them go round to schools for E-SIMON. MESVTEE is aware that zone heads and ZICs incur expenses when undertaking SIMON, but owing to government financial constraints, there are no funds allocated to zone and school-based coaching activities. Even though partners like RTS may have some money to support E-SIMON, this is unsustainable unless MESVTEE covers such activities in future.

Therefore, RTS has held meetings with the Chief Education Officer-TESS and her team to discuss the matter. The issue is still pending. RTS is lobbying that MESVTEE should fund monitoring and mentorship support visits at zone level because this is the structure closest to the school.

Task 1.2.4. Promote exchanges and learning among head teachers Progress has been slow because in this domain since it is contingent upon the effective implementation of the ZSG and E-SIMON. However, some districts notably Mporokoso, Mwense, Chipili, Mansa, Chembe, and Sesheke started using the SMS coaching system and the first round of zone head teachers’ meetings took place too. As more and more head teachers interact in the coming FY, RTS will document best practice case studies, particularly after E- SIMON school visits begin in October 2014.

SIR 1.3. School Effectiveness Improvement Process in Place in Schools This Sub Intermediate Result deals with the development and implementation of a guide and process for LPIP in schools, supporting school grant awards, and mounting an information campaign on learner performance improvement. Supported by close monitoring and given improved performance of both head teachers and officials, school effectiveness is expected to improve thereby translating into better learner performance. Over the last year, 762 schools received grants following the approval of their LPIPs by the district and provincial committees and finally endorsed by the RTS leadership. Implementation of the LPIPs is well underway in all schools.

Task 1.3.1. Develop a Learner Performance Improvement (LPI) Process Guide and Tools Before the award of second tier grants, schools will be required to update their LPIPs to reflect new current school needs and to clearly show the improvements that have been made towards learner performance. In addition, schools will also have the opportunity to update their LPIPs again early in 2015 based on feedback from the G2LPRs.

In order to institutionalize the LPIP concept, RTS began to work with Chalimbana University, previously called National In-Service Training College (NISTCOL) on the possibility of infusing some LPIP modules in its diploma program on Education Leadership and Management offered to head teachers by distance education. This initiative did not make progress due to the transformation process the institution is undergoing. Once the transition is completed, the ELM team at the university are likely to free up some time in the next project and have committed to working with RTS on the modalities of how to incorporate LPIP materials into the ELM diploma course.

Task 1.3.2. Instituting School Grants and a Competitive School Innovation Awards Program To encourage good performance and reward excellence, RTS awarded school grants aimed at invigorating the spirit of improving school effectiveness. Schools were guided to develop LPIPs which were in line with promoting reading and other aspects of learner performance. Further, RTS successfully negotiated and managed to bring on board a private partner (ZACCI) under the PPP component. ZACCI will sponsor awards for outstanding schools, head teachers, teachers and learners. The award criteria will be determined by respective provincial selection committees. See also tasks 1.1.3 and 1.3.1

Task 1.4.1. Build Target District Capacity to Support LPI Planning Increasing the use of school level performance information to provide feedback: Various district officials such as planners, statisticians, DESOs and ESOs were engaged in all RTS LPI processes throughout the year. They were trained on how to monitor schools’ performance in reading, how to manage the ZSG, and how to generate reports for different schools and compare their performance with schools within and outside the zone. As a process, LPI planning is tightly linked to the G2LPRs at school, zone and district level. Every school, zone and district is able to generate a report relevant to that level. These include: a) each school receives a report summarizing its Grade 2 teachers’ and learners’ performance and comparing them to zone and district averages, b) each zone head receives a report summarizing the performance of every school in the zone, and comparing the zone average to those of the district and province and c) each district can generate its own report, which shows the average performance of each zone and compares the district average to those of the province and the nation12.

Once these reports are received, officers at the relevant level are expected to identify the strengths and weaknesses that are revealed in the reports and use this information to plan. For example, a head teacher can see that there are insufficient reading materials in the Grade 2 classroom and take steps to procure stationery for the teacher to make more charts, flashcards and locally-produced “decodable stories”, while a Zone In-Service Coordinator can identify individual schools that are struggling and prioritize them for support visits and a DRCC can identify general weaknesses shared by many teachers in the district and design a relevant program of GRACE activities.

After orienting all head teachers, ZICS, zone heads and DRCCs in LPI and G2LPRs, RTS is confident that significant capacity will be available. However, there is a challenge of rapid attrition at all levels, mainly through transfers and promotions which may mean that this capacity is quickly lost. To address this challenge, RTS recommends that MESVTEE reviews and improve its knowledge management procedures so that institutional memory is sustained.

See also Tasks 1.2.2 and 1.2.3 above

Task 1.4.2. Reinforce Target District Capacity to Create and Use Diagnostic Assessment Tools Including School Report Cards

Increased district capacity on data analysis and reporting: District capacity was re-enforced through training on how to create and use G2LPRs, how to manage the ZSG, and how to implement E-SIMON). In addition to workshop type of capacity building, the RTS ELM team offer supplementary ongoing support to MESVTEE officials (particularly Assistant Statistical Officers and DRCCs) through visits to their offices and on-going discussions about progress review regarding use of assessment tools. In FY15, the provincial MESVTEE officials will be familiarized with how to monitor and give support to the GALA. This is because the GALA requires fresh test items for each testing cycle. The old ones have been widely disseminated in the schools and therefore invalid because teachers use them for practice sessions. Against this background, it is necessary to build capacity at provincial level in the form of a committee

12 “province” and “nation” only refers to schools and districts supported by RTS 14

which can create a test item bank of suitable questions linked to the Performance Level Descriptors (PLDs) in the SBA Framework (See also Tasks 1.2.2 and 1.2.3 above)

IR2 (Task 2): Performance Assessment Tools and Their Use Strengthened to Improve School Effectiveness

In the past year, RTS worked hard to strengthen and institutionalize performance assessment tools. Key milestones were further realized in this reporting period. For example, MESVTEE adopted SBAs and PLDs.

SIR2.1: Assessment policies, strategies, and procedures to promote teaching and learning strengthened

Influencing the national education system to standardize and institutionalize school-based Assessment: RTS continues to play a significant role in ensuring that assessment for learning is entrenched in Zambian primary schools system. Reports from field monitoring support visits indicated that all schools are conducting 5th Week and 10th Week assessments and are using the data for decision making such as remedial work and improving teaching quality. Since SBAs were included in the revised curriculum, all schools in the country were conducting scheduled assessments and kept records. In this regard, RTS interventions had a national impact. RTS made further contribution to assessments when MESVTEE requested RTS staff to develop the grade 2 Rapid Literacy Assessment Instruments which were used during Joint Annual Review (JAR) field visits to nine districts from three provinces: Muchinga, Southern and North-Western (i.e. three districts per province). This collaboration sent a clear message about MESVTEE’s commitment to improving SBA. In addition, RTS supported MESVTEE through the Examinations Council of Zambia (ECZ) to develop grade 1 and grade 4 End of Year Literacy and Numeracy Competence Tests. This is another area where RTS had a national impact.

SIR 2.1.1 Strengthening Collaboration with the MESVTEE Directorates and Institutions in Enhancing Assessment Development and Use

Provision of technical support to MESVTEE: As part of its overall strategy of working with and for counterparts, RTS continued to provide technical support on assessment to all structures in the education sector. . At the provincial level, RTS worked closely with PEOs, PESOs and DRCCs to strengthen their technical understanding on SBA. RTS organized capacity building forums and distributed SBA Guides and PLDs to all relevant offices. These guides are used as reference materials by officials when they go to the schools for monitoring. In addition, SBA and PLD teachers’ guides were distributed to schools in RTS districts. The respective DRCCs in target districts assisted to distribute the assessment materials following the orientation of ZICs and SICs. As mentioned earlier, RTS’s support extended to ECZ and the JAR. RTS made 15

a presentation at this year’s JAR on the importance of SBA. RTS -MESVTEE collaboration resulted in the achievement of key project deliverables (SBAs, PLDs and Proficiency Levels- PLs).

SIR2.1.2: Assessment Policies, Strategies and Procedures to Promote Teaching and Learning Strengthened

The SBA and Homework Guidelines were developed, printed and disseminated after a national review and vetting workshop. Key provincial and district MESVTEE officials were in attendance. RTS will continue to monitor the use of these guidelines. To support easy monitoring of SBA and PLD guidelines, RTS developed a simple checklist that was used to check the degree of implementation of SBA and PLD. In light of the full support the SBA and PLDs is receiving from the MESVTEE, RTS is confident that implementation will be smooth.

Task 2.1.3 Establish Learner Performance Goals and Tracking Systems Establish reading performance goals and tracking progress: During training of head teachers and district officials on LPI, the issue of setting learner performance goals was thoroughly discussed and many schools have since come up with reading targets. For example, Kapililonga Primary School in Isoka wanted to improve reading performance from 52% to 80% by 2016. Progress will be tracked using the results of grade 1 competence test that will take place by the end of the school calendar this year. This demonstrates a shift in the culture in the way schools want to be accountable. At national level, RTS supported MESVTEE’s CDC, Standards and ECZ and other stakeholders to develop grade 1 Competence Test in Literacy. Furthermore, RTS provided expert advice to ECZ to develop PLDs for grade 9 National Assessment (NA) in English, Science and Mathematics. In a workshop organized by ECZ, RTS made a presentation based on its successful development of reading PLDs for grades 1-4. In both workshops, the concept of Proficiency Levels (Below Minimum, Minimum, Desirable and Outstanding) was well received and applied in the development of PLDs for grade 9 NA. This represents RTS’s influence on the education system beyond its target districts.

SIR 2.2: Assessment Instruments Improved and Expanded.

Task 2.2.1 Improve and Expand Use of Continuous Assessment (CA) Tools

Integrating assessment into the revised curriculum: Formative assessment became part and parcel of the revised school curriculum. The 5th, 10th Week and end of term assessments were included in the revised curriculum. The Formative assessment tools were expanded and are in use. Information from field visits showed assessment practices were already well integrated into learner performance assessment systems and that teachers and head teachers were using information to make decisions.

Task 2.2.2: Monitoring of the SBA Practice On-going support and coaching: RTS staff and MESVTEE officials are actively engaged in on-going and coaching support to schools. In this reporting period, RTS international expert on assessment visited schools in the Northwestern province in the company of RTS senior advisors and MESVTEE officials to monitor and validate the use of the SBA and PLD 16

guidelines in schools in Solwezi and Mufumbwe districts. The field visit provided useful information about the implementation of SBA and PLD in the provinces. Overall, the expert and the rest of the visiting team members noted that schools had already integrated SBAs and use information from assessment to improve learner performance in reading and other subjects. RTS will make extra effort to assess monitoring practices in schools, and on-site coaching and mentoring to teachers and officials to further institutionalize assessment practices.

SIR 2.3: Assessment Data Effectively Used by Districts, Schools and Communities Increased use of assessment data: Schools, communities and districts are already using assessment data for decision making at their various levels. At school level, they use standard weekly assessment records to determine which learners need remedial work. The communities also participate in the analysis of their children’s performance. For example, the TWPs are generated in one seating with community members who get the interpretation of the graphs. The zones and district officials rely on both school assessment records and on the data reported through the ZSG system to give support remotely or plan a focused field visit.

IR3 (Task 3): School-based HIV-AIDS -Mitigating & Equity-enhancing Student Support and Services Improved

Enhancing learner support services is essential because it helps the child to concentrate on school and learning activities without having to worry about psychosocial issues at home or other immediate social environment. It is against this background that RTS continued to support schools with a view to promoting positive life skills, stable psychosocial behavior, and responsible life choices and to create linkages to support institutions such as health centers, community groups, teachers and other model figures in the community. Even though the program’s focus is mainly on 10-17 years age group, RTS also engaged the community to provide support services to both learners and to adults in communities around schools. In its target districts, RTS emphasized linking positive social and health behaviors, and participation in school led activities to prevent pregnancies, STIs, HIV and other vices. RTS trained selected learners as AoC to lead discussions on socially relevant issues in small groups. AoC reached out to their fellow learners with messages using various approaches, including role plays, drama and discussions using standardized topics developed by RTS. Similarly, G&C teachers provided counseling services to learners, including fellow teachers in their respective schools. Through SCP Committees, parents and members of the community actively participate in school affairs. Discussions with members of the community and some teachers revealed that their capacity was increasing as they were able to initiate meetings to discuss learner performance in schools.

At national level, RTS actively participated in a number of high level policy meetings and contributed to the writing of the Ministerial circular on the operationalization of G&C services in the education system (circular: MESVTEE/SGS/21/14) and the production of the policy guidelines on the provision of G&C services at all levels. The circular and other guidelines set a positive tone towards institutionalization of G&C in schools, especially with regards to proper record keeping of G&C activities.

SIR3.1: School Health Policies and Framework Harmonized 17

RTS, in collaboration with the SPLASH project, supported MESVTEE in a three-day meeting to revise the 2005 draft SHN Policy. Following the initial review, a technical sub-working groups was formed to spearhead the review and production of a comprehensive SHN Policy which integrates all health related issues with clear management structures. Work is still in progress. RTS and other partners will continue to work towards a comprehensive SHN Policy because it will enhance implementation of activities at school level and subsequently support effective learning.

3.1.1: Identify/Share Initiatives and Policies on HIV/AIDS

On-going technical support to MESVTEE: RTS continued to provide ongoing technical support to MESVTEE on HIV/AIDS related policies. For example, RTS provided technical advice to MESVTEE in the designing of training of peer educators (who are mainly teachers) in approaches to strengthen the teachers and support staff living with HIV networks. Furthermore, RTS contributed to policy dialogue which discussed gaps that exist in current HIV/AIDS policies and proposed measures to addressing them. In FY15 and beyond, RTS will continue supporting policy initiatives that aim to improve school effectiveness and learner performance.

3.1.2: Develop School Health Management Framework

The development of the school health management framework is awaiting final revisions and approval to the main education policy (Educating Our Future). During the course of the year, there was limited progress on proposed revisions owing to insufficient financial resources allocated to this activity. The SHN Policy review revealed gaps such as lack of substantive posts for officers to be responsible for ensuring effective implementation of SHN at both provincial and district levels. In the absence of substantive positions, implementation of the SHN interventions was ineffective as planning officers who were given the responsibility had other competing responsibilities. In the absence of comprehensive SHN Policy, some schools took initiatives to apply the current policy provisions to develop SHN activities which are integrated into their school action plans. For example, some schools in Mwandi District demonstrated commitment to full implementation of SHN. They include: Lipumpu, Kakulwani, Mwandi and Lwanja Primary Schools.

SIR3.2: School Guidance & Counseling System Operationalized Support to system-wide G&C policy: RTS focus was on developing a five year strategy for operationalizing G&C. Project focus in FY14 was to support MESVTEE to develop and produce policy guidelines for operationalizing G&C; Guidelines for Administration and Management of Guidance and Counseling in the Education Sector.

Table 4: Number of individuals Reached with HIV/AIDS Messages in 2014

Age Categories Province 10-14 15-19 20-24 25-49 50+ Grand Total

M F T M F T M F T M F T M F T M F T

Eastern 5,000 5,000 10,000 563 563 1,126 251 251 502 437 435 872 - - - 6,251 6,249 12,500

Luapula 4,492 4,492 8,984 338 338 676 151 151 302 260 260 520 - - - 5,241 5,241 10,482

Muchinga 2,001 2,001 4,002 226 226 452 101 101 202 172 172 344 - - - 2,500 2,500 5,000

Northern 3,001 3,001 6,002 338 338 676 150 150 300 261 261 522 - - - 3,750 3,750 7,500

North Western 5,001 5,001 10,002 563 563 1,126 250 250 500 436 436 872 - - - 6,250 6,250 12,500

Western 2,000 2,000 4,000 225 225 450 100 100 200 175 175 350 - - - 2,500 2,500 5,000

Total 21,495 21,495 42,990 2,253 2,253 4,506 1,003 1,003 2,006 1,741 1,739 3,480 - - - 26,492 26,490 52,982

Enhanced coaching and mentoring: About 30% out of all RTS supported schools (1,143) were extensively monitored by MESVTEE and RTS officials and were provided with on-site coaching and mentoring. M&E officers also conducted Data Quality Assessment (DQA) at school level. Like other RTS project components, the G&C activities are regularly monitored and reviewed so that they are more aligned to MESVTEE and RTS’ strategic objectives. To further strengthen the G&C system in schools, zonal review meetings were conducted in all target districts at zone level. G&C teachers from different zones shared experiences and lessons from their respective schools (please see Table 5 for further details). The review meetings were helpful in: (a) creating an opportunity for the G&C teachers to reflect on their experiences during the implementation of the G&C activities, b) identifying gaps, c) share lessons learned and made recommendations for improving the provision of G&C services; (d) identifying good practices of AoC including effectiveness of peer-to-peer meetings and (e) bringing together head teachers to discuss the importance of G&C in schools. The following are the summary of observations for the zonal G&C teachers review meetings.

Table 5: Summary issues from G&C Annual Review meetings Lessons Learnt Accomplishments Recommendations 1. Inaccessibility of G & C teachers Introduction of Agents of Change Schools to continue sensitization of due to work over load - Teacher helped to mitigate the situation. pupils in order to have more Agents of Pupil Contact time was a Change. challenge in some schools. 2. Lack of G & C Rooms in some Some Schools have G & C room Ensuring schools dedicate time on a Schools affected effective e.g. Nseluka Primary school in regular basis to providing these services communication between teachers Mungwi District. The school has to students and pupils. Some teachers were included G & C as a course on its able to provide guidance fully but time tables across all grades. not counselling 3. Lack of trained G & C teachers in Despite schools not having trained Formalizing guidance and counseling schools programmed activities. G & C teachers, G & C activities are positions at district and school levels being implemented in some schools. 4. Lack of adequate IEC materials Agents of Change manuals have There is need to increase supply of IEC in schools. helped teachers to select topics to materials both in local language and sensitize pupils on. English. 5. Uncoordinated efforts between Schools are now coordinating well There is need for schools to strengthen the school and other stakeholders with some NGOs like RTS in and broaden coordination with other e.g. Communities and other NGO providing materials and technical stakeholders around. support. 6. Absenteeism and (pregnancies) Educational, Vocation, Continued sensitization amongst pupils early marriages. Social/personal (psycho-Social), and strengthening partnerships with and health guidance and other stakeholders. counselling are being provided. Reduced cases of pregnancies and increased rates of re-entry e.g. Mpoopo primary school in Mungwi district and Lwenje in Mwandi District.

3.2.1 Launch the Five Year School Guidance and Counseling Strategy and the Policy Guidelines

Support to national G&C Strategy: Significant progress was made in preparations towards the launch with contributions from various stakeholders including teachers, head teachers, provincial and district officials. In order to operationalize the strategy, MESVTEE decided to develop and produce the Policy Guidelines as indicated above. RTS supported the development

and finalization of the final document through funding two major writing meetings. RTS, in collaboration with REPSSI also co-funded the validation workshop for the finalization of policy guidelines. At the time of writing the report, the two documents were ready for launch by the Honorable Minister some time in FY15.

3.2.2 Sensitize Communities on MESVTEE Re-entry Policy for Pregnant Girls Focus on girls: The challenge of teen pregnancy and early marriages are a huge problem affecting the education sector. MESVTEE Statistical Bulletins are consistently indicating that pregnancies are on the increase in the entire country from as low as 3,663 pregnancies in 2002 to the peak of 13, 929 in 2011 but it dropped to 12,753 in 2012 and further went down to 12,500 in 2013 representing a 10% reduction since 2011. Similarly, RTS M&E data show stabilization in many districts whilst there is a decreasing trend. For example, the overall pregnancy rate in RTS provinces was 0.63% for both 2013 and 2014 indicating no change. However, analysis of routine M&E data showed that there were more girls returning back to school after getting pregnant. The figures increased from 0.20% in 2013 to 0.66% in 2014 term 2. This represents a substantial percentage change of 230%. This positive trend might be due to rigorous sensitization efforts by RTS through school-community partnership committees. To further understand why girls get pregnant, RTS has conducted a Formative Assessment Study on Teenage Pregnancy. At the time of reporting, the data was still being analyzed and results will be disseminated to relevant stakeholders including schools in the next FY. Based on the findings, RTS will lead the process of developing IEC materials with relevant preventive messages. Moreover, results of the study will inform RTS and partners to develop a relevant communication strategy on issues of teenage pregnancies and strategies of how to avoid them.

Tracking impact of G&C activities in schools: Within the broader mandate of ensuring that everyone is aware of national level indicators of G&C, MESVTEE, in collaboration with RTS, organized an Indicators Awareness and Dissemination meeting involving all MESVTEE Directorates. The meeting agreed to integrate G&C indicators into EMIS. The suggested key theme from which indicators will be drawn is life skills based HIV and sexuality education. It is expected that with integration of G&C core indicators in EMIS and or Annual School Census (ASC) impact of school-based G&C activities on learners, teachers and the community will be tracked. The idea of including G&C indicators was prompted by the fact that all key national documents (National Implementation Framework, Sixth National Development Plan, Zambia Demographic Health Survey etc.) do not have indicators on G&C services which makes it impossible to measure progress.

3.3 School Community Mobilization Increased community support to schools and learners: RTS continued its efforts towards effective community engagement in improving school effectiveness. Through regular meetings, communities and schools are working together towards achieving learner performance targets. The synergy between schools and communities resulted in improved resource mobilization in schools. SCPs are also promoting strong participation of traditional leaders in the campaign to ensure that all children are in school. In addition, community efforts are evident in their support to school feeding initiatives aimed at attracting children to school. Community members cultivated school gardens in order to supplement food to the school feeding program and parents volunteer to cook the food. The community members are also monitoring reading and they support construction of reading shelters in schools. 23

Task 3.3.1 Assist Districts to Establish Local School-Community Partnerships

Activity 1: Formation of School Community Partnership Committees (SCPC) Local governance structures enhanced school welfare: Working with districts, RTS established local school community partnerships in all target schools. During the reporting period, 199 SCPCs were formed (39 in Mongu, 17 in Chinsali, 77 in Lundazi, and 66 in Chipata). This meant that all RTS target schools now have SCPCs. All schools formed or gazetted in FY15 and beyond will be trained and assisted to form committees as and when need arises. The formation of the SCP resulted into parents starting up activities that assist in improving the welfare and performance of learners. SCPCs tender gardens, attend adult literacy classes to give meaningful assistance to their children, provide labor for cooking, hold community meetings to discuss HIV/AIDS, absenteeism and early marriages among other issues. In some schools, SCPCs conduct home visits resulting into low absenteeism rates. The average absenteeism rate marginally reduced from 27% in 2013 to 25% in 2014.

Activity 2: Production of a Training Manual for School-Community Partnership Committees Guided discussions by school community partnership committees: To enhance easy understanding and access to reference materials, the project developed and printed 4,000 copies of SCP Training Manual. The manual clearly lined up topics to be discussed in the communities. Each school received two copies and each of the DEBS and DRCC’s offices received copies for reference. The SCPC members are currently using the manual to facilitate community meetings where they share different messages on various issues such as HIV, Re- entry Policy, absenteeism and OVC care and support. This has assisted in building the capacity of committee members to conduct the meetings on their own. The SCP manuals are also used within TGMs to assist teachers to be familiar with signs of children with special needs and how they can be assisted.

Activity 3: Facilitation of School Performance Appraisal Meetings (SPAMs)/Review meetings Community support reduces student absenteeism: In order to get the community involved in school performance evaluation, SCPCs organized and facilitated meetings in all RTS schools where both parents and teachers discussed issues such as learner performance, teaching quality, community support to school, performance targets, infrastructure development and many others. SPAMs revealed noted that head teachers and the SCPCs took up the leadership roles and were therefore facilitating positive development processes. Since schools far from DEBS are rarely visited, the parents suggested that DEBS officials should prioritize those schools for monitoring during the dry season. Learner attendance improved as a result of joint monitoring of learner attendance by teachers and parents. On average, there was nearly 3% increase in student attendance i.e. from 72.95% to 75.47% across all RTS districts in the year. Some districts showed substantial improvements. For example, student attendance improved by 27% in Isoka. This was attributed, partly, to the frequent home visits that the SCP members conducted in most of the target schools.

Activity 4: Offer Technical Support to Schools in the Target Districts

Coordinated effort is necessary to improve learner services: RTS made continuous efforts towards promoting the participation of community groups so that local ideas are systematically harnessed. Through SCPs, RTS took a collaborative approach to providing learner support services, especially for OVC and therefore joined hands with local organizations, business houses, churches (Catholic, SDA, UCZ etc.) to support learners on issues such as preventing early marriages and re-entry policies and also helping out the OVC by providing them with school materials and helping children grow morally upright. In Luapula, there is also support from organizations such as CAMFED, FAWEZA, and CHAZ. Other organizations are; Zambia Police Service Victim Support Unit and District AIDS Coordinating Advisor (DACA)’s office who are key in law enforcement and HIV/AIDS preventive strategies, respectively. All of the above synergies with partners above testify the existence of a functional referral system arising from the realization that learner support services cannot be provided comprehensively by one organization. Overall, RTS is ensuring that learner support services are coordinated meaningfully and delivered by the properly trained staff and well trained and guided fellow learners.

Activity 5: Conduct Community Awareness Activities within the Zones RTS uses government of community organized meetings to educate communities: Apart from calling for separate community meetings, SCP members also used any gathering to make presentations relating to learner support, such as village meetings called by the headmen, agriculture field days, health days, antenatal days, and so on. This has assisted in spreading the different messages. This activity is on-going in the communities in order to raise awareness among the community members regarding the importance of community engagement in school activities and learner support. Following sensitization meetings, some communities agreed on action points. For example, some schools in Mongu District formulated by-laws that compels parents to send their children to school. The community declared that if a child misses school for two consecutive days without a reason, parents are reported to the police for action.

Activity 6: Follow up LPIPs Implementation The SCPCs work closely with teachers and head teachers in fostering a conducive environment for learning. Members of the committee track activities outlined in the LPIPs according to guidelines of implementation of school grant. Implementation of planned activities is underway and DEBS offices have already begun monitoring of how the money is being used.

IR4 (Task 4): Universities and Higher Education Institutions Engaged in MESVTEE and RTS Research

Research & Internship Increase evidence based decision making: RTS strongly believes that research provides the necessary evidence for decision making. RTS advocates for practical classroom or system- based research initiated by teachers, college/university students and MESVTEE officials closest to the school. It is against this understanding that RTS continued to engage higher education institutions specifically colleges of education in conducting education research. The RTS Research Support Team completed the final report for the study entitled: Integration of HIV and AIDS Education into In-service and Pre-service Teacher Training Programs in 25

Zambia. The team also completed data collection and produced a draft report for the head teacher effectiveness study titled: Head Teachers’ Influence on Promoting Reading in Zambian Primary Schools. With a sample of 60 schools spread out in four provinces (Lusaka, Eastern, Northern and North-Western) covering 10 districts in total i.e. three districts per province, except Lusaka Province, where only Lusaka District was selected), the study will inform policy makers about head teachers’ leadership and management practices and their influence on early grade reading. Final report will be published by end of October 2014. The third study conducted is Formative Assessment of Teenage Pregnancy in Zambian Primary Schools in Eastern, Luapula and North-Western Provinces. Data will be completed in early October and the final report will be released in December 2014.

RTS’s Principal Investigator is providing technical and managerial oversight to all studies with almost daily contact with research team members on all matters of data collection, input processes and report writing. All study reports will be shared at the MESVTEE Annual Research Symposium and other fora as may be deemed suitable by the research team.

Assist MESVTEE to define Education Research Agenda: At the national level, RTS continued to support the RCC through facilitation of coordination meetings and technical backstopping. RTS is the co-chair of the RCC with MESVTEE. The RCC is also responsible for organizing the National Research Symposium. However, progress has been slow due to MESVTEE’s red tape involved with regard to budget approval for the event. RTS will continue working with the Planning and Information Directorate to ensure that the symposium is successfully held at the time convenient to MESVTEE. It is RTS’s view that RCC is an important strategic forum for the MESVTEE because it enables the Ministry to harness all different researches conducted in the education sector and use the information for planning and general decision making. Due to the RCC’s importance to research in MESVTEE, RTS will always be providing support towards planning and holding of its activities.

Creating the next generation of education researchers: RTS Internship Program is providing an opportunity for students to develop their research skills while gaining professional experience. RTS Research Support Team supported three MA UNZA students who were conducting their research on the these topics: Impact of Learning Environment on Early Grade Reading Skills in Primary Schools by Gregory Gumbi; The Role of “Play" in Promoting Reading in the Early Grades (1-4) at Primary Schools by Victor Moyo and Enquiry into the Attribution of Phonetic Skills as an Enabler of Initial Written and Oral Communication Proficiency Among Grade 1 and 2 Learners: The Case of Selected Schools in Lusaka and Chinsali Districts by Felix Chilufya, who has since graduated. Technical support to students is ongoing until they all complete their research. With regard to intern recruitment numbers, RTS worked with 10 students Despite this being my first internship, from higher education institutions of learning such as I can say it’s been good in The University of Zambia, Chipata COE, Kasama comparison to what I have heard from COE. Some interns worked at RTS head office on my friends who have done internship specific research activities such as data processing for in other organizations. The all studies mentioned above as well as community environment here is good and mobilization and other logistics such printing, motivates me to work even harder and photocopying, and scanning. Their participation in I always look forward to a new day RTS programs, helped the project to speed up the rate of overall activity implementation. For many of the and the new tasks. One of the interns. RTS Interns, this is their first time practical experience 26

in a professional environment. “In this regard, RTS builds their professional capacity and helps them launch their careers and indirectly contribute to national development through their participation in socio-economic development efforts.

Monitoring and Evaluation (M&E)

Continuous Improvement of the Monitoring and Evaluation System: Systematic project performance monitoring and evaluation is an integral part of RTS’s programming. This year, M&E systems were improved and became more responsive to project data needs. Useful information about attendance rates, pregnancies, re-entry rates, dropout rates, reading performance rates and other data were captured, analyzed and reported. Standard data collection tools such as trainee registers, PEPFAR data forms, reporting formats, and monitoring visit forms were consistently utilized in line with DQA requirements and other program quality control procedures. The M&E team kept on orienting all RTS staff (new and old) on key performance indicators (KPIs). To consolidate these efforts, the M&E team and all senior staff members in the project intensified field support visits to schools to provide on-the-spot coaching and technical assistance about data quality and data use. The M&E and Research team conducted scheduled DQA quarterly visits to the provinces. RTS believes that heightened consciousness to M&E needs by all project staff and partners will improve their understanding of key performance requirements and therefore enhance quality reporting.

Operationalize Online Project Database: The online database was rigorously tested and comprehensive feedback was given to the developer but he has not completed incorporating changes. Part of the delay is due to changes in PEPFAR reporting requirements i.e. the shift from New Generation Indicators (NGI) to Monitoring, Evaluation and Reporting (MER) which was introduced after the database structure had already been agreed with the developer. The new changes were considered as additional scope of work. Therefore, some components of the database are working well especially from the data capture side while others still need a bit more tweaking, particularly concerning generation of reports. Once fully operational, the database will strengthen RTS information management system through proper data capture and quick generation of reports. RTS believes that this will be a helpful tool for data management and will eliminate chances of double counting, especially for school level PEPFAR data. The rate of data transmission will equally improve since RTS head office in Lusaka will have access to the system and will be able to see all inputted data as soon as it is uploaded into the system.

Aligning Project M&E System with MESVTEE’s data needs: RTS also believes in sustainability of information management systems. Working through district, province and national EMIS structures, the project continued lobbying for inclusion of indicators such as termly average attendance rates for that indirectly measure the amount of time spent in school by both learners and teachers. Other indicators include dropout rate, pregnancy rate, re-entry rate, reading performance rate to mention but a few. There is slow progress so far but MESVTEE is opening up as was the case when they allowed RTS M&E to make comments on the Annual School Census (ASC) questionnaire before it is finalized for use in 2015. 27

Further, some provinces such as Northern, North-Western and Luapula responded positively by adopting some of RTS M&E system tools, particularly those that capture reading performance. Based on field observations about MESVTEE data systems, RTS is working closely with MESVTEE and is demonstrating the value of data demand and use (DDU) by ensuring that RTS M&E system information is widely shared. During the mid-year review meeting with PEOs and DEBS, RTS lobbied that MESVTEE officials should demand for aggregated information from schools every quarter. It is envisioned that RTS efforts will indicators not just for MESVTEE use but also for all partners in the sector.

Public Private Partnership (PPP)

RTS has successfully secured private sector support to producereading materials. More than US$ 51,300 worth of external resources were leveraged during the reporting period. The companies that singed alliance agreement with RTS and MESVTEE last year were: Zambia National Commercial Bank (ZANACO), Kansanshi Foundation (KF) and Maiden Publishing House (MPH). During this reporting period, RTS leveraged additional resources from new partnerships with Investrust Bank Plc., Zambia Chamber of Commerce and Industry (ZACCI), Zambia Information Communication Technology Agency (ZICTA), Center for Advancement and Promotion of Literacy in sub-Saharan Africa (CAPOLSA), Finance Bank Zambia Limited, Professional Insurance Corporation of Zambia and PUMA Energy Zambia. These organizations contributed a total of US$149,040 which brings the total amount of external resources leveraged by RTS PPP to date to US$200,340. These companies supported the printing of RTB for 867 government primary schools. This is 76% of the total RTS supported schools.

The RTB concept aims to provide schools with a box of low cost reading materials that can help learners to improve their reading skills and subsequently improve their comprehension. Based on the MESVTEE recommendations, the reading materials are produced in the children’s native languages and emphasize life skills, including cross-cutting issues like HIV/AIDS, gender and the environment.

Following the national launch of RTB by the Honorable Minister of Education, Dr. John Phiri, the list of sponsors grew from only three sponsors during the launch (ZANACO, KF, MPH) to nine in 2014. The six additional sponsors are the following:

Investrust Bank Plc Investrust Bank Plc sponsored the printing of reading materials in Chinyanja in Eastern Province. The Statement of Collaboration (SoC) was signed on 26th November 2013 and is worth US$20,000 for a total 112 schools in Chipata and Lundazi Districts. Since the province has a total of 351 schools, it means that there is a shortfall of 239 schools. RTS will continue to engage other firms in the private sector so that all schools in the target districts are provided with RTBs. Indeed, RTS has already requested and encouraged Investrust Bank Plc to consider expanding its partnership with the MESVTEE and the RTS Project by providing additional RTBs to 130 schools. The proposed expanded partnership will allow RTS and MESVTEE to reach out to 242 primary schools or nearly 70% of the schools in the province. The bank is still considering the request and RTS remains hopeful that there will be a favorable response and eventual support secured.

Finance Bank Zambia (FBZ) Limited Finance Bank Zambia Limited sponsored 150 RTBs worth US$27,000 and were distributed to different provinces as shown in Table 5.

Table 5: Finance Bank Plc support to RTBs FINANCE BANK ZAMBIA LIMITED – US$26,000 WORTH OF RTBs Province District Number of Schools/Boxes Status Chipata 15 Printing underway Eastern Lundazi 10 Printing underway Ketete 15 Printing underway Mungwi 10 Delivered Kasama 10 Printing underway Northern Mporokoso 10 Printing underway Mbala 10 Printing underway Chinsali 20 Printing underway Muchinga Isoka 10 Printing underway Luapula Mansa 10 Delivered Mongu 10 Printing underway Western Sesheke 10 Printing underway Central Serenje 10 Printing underway Total 150 20 delivered

As indicated in Table 5, most of the RTBs are yet to be distributed to the target schools because they are still being printed or printing has just been completed. However, 20 out of 150 boxes have already been delivered as follows: Mungwi – 10 and Mansa – 10 giving a balance of 130.

Professional Insurance Corporation of Zambia (PICZ) Being a ‘sister’ company to Finance Bank, PICZ also came on board and sponsored 115 boxes for schools in Mongu District of Western Province. The materials are currently being printed.

Maiden Publishing House (MPH) Since the reading materials are for the public sector and meant to support a noble cause, the printing company (Maiden Publishing House) offered a 15% discount for the production of RTBs. The discount was used to produce more RTBs for schools. The discount translated into 40 boxes and have since been delivered as follows: 15 boxes to Chipata, 10 boxes to Lundazi and 15 boxes to Katete.

PUMA Energy Zambia In the fourth quarter of this FY, RTS secured private sector support from PUMA Energy Zambia worth of US$30,600. The Statement of Collaboration (SoC) was signed on 17th August 2014 by all the parties involved (MESVTEE, RTS, PUMA Energy & MPH). This venture will provide low cost reading materials to children in 170 government primary schools in two provinces. That is, 134 and 36 schools in Northern and Luapula Provinces respectively.

ZACCI In order to support excellence and reward hard work, RTS partnered with ZACCI to award outstanding schools, teachers and learners in early grade reading performance. ZACCI and its provincial chambers will team up with the MESVTEE and RTS to establish the awards program that will serve as an important incentive to improve reading scores and school effectiveness. Each award will consist of a package of products and services with a value of approximately between US$50 and US$200. There will be approximately 30 students, 20 teachers, 10 head teachers and 4 schools selected for awards in each of the six target provinces. MESVTEE will be responsible for establishing the criteria on which to select the outstanding teachers and those who will participate in the awards ceremonies. Finally, MESVTEE will serve as the primary point of contact with the provincial chambers and RTS. Formation of selection committees and award criteria at provincial levels have been completed. So far, 3 provinces are ready: Eastern, Luapula and North-Western provinces. In FY15, RTS will step up efforts to ensure that this initiative is implemented.

MESVTEE, RTS, ZICTA & UNZA Partnership Under the tutelage of UNZA (CAPOLSA), RTS in collaboration with MESVTEE and ZICTA, is piloting a study on how to improve early grade reading by using Information & Communication Technologies (ICT). This partnership seeks to bring together a unique mix of assets and competencies aimed at improving reading skills and scores among children in government primary schools in RTS districts. MESVTEE, RTS, Zambia Information and Communications Technology Authority (ZICTA), and UNZA are collaborating on a program where ZICTA will provide computers (computer laboratories), literacy teaching software, training and reading materials to primary schools. The program will initially target 40 government primary schools in RTS districts that have the physical infrastructure to support the computer laboratories. The alliance includes a research component that tests the hypothesis; Use of ICT enhances teacher performance leading to more effective learning (reading scores) as compared to schools that use traditional methods. If the hypothesis is true, RTS will work towards lobbying for development and promotion of use of ICT in the education sector.

The specific roles, responsibilities and contributions for each partner are summarized below:

As a mother body and prime beneficiary, MESVTEE will be responsible for selecting the schools that will participate in the study. RTS will be responsible for training the head teachers and teachers in the use of the GraphoGame software. ZICTA will be responsible for establishing computer laboratories in government primary schools and for providing basic computer training to schools. UNZA, through CAPOLSA, will be responsible for providing GraphoGame software and technical support on how to use the software. GraphoGame is a computer game that helps children learn to read in their local language. Children learn basic letters and sounds that they construct into words. GraphoGame was developed in Finland by 31

University of Jyväskylä in collaboration with the Niilo Mäki Institute. UNZA, together with the RTS Research Team, will be responsible for leading the research component.

PPP Potentials There are other corporate companies that are yet to sign the SoCs as discussions are still at the negotiation stage as shown in Table 6 below. RTS will continue negotiating and pushing for successful partnerships.

Table 6: PPPs at negotiation stage Province Sponsor Area of Support/Number of Schools/Boxes Negotiations have started. A copy of the Draft North-Western BARRICK, Lumwana Statement of Collaboration has already been sent to BARRICK, Lumwana and feedback is being awaited. Eastern Province SANTENO SEED COMPANY To be advised Yet to be advised SHOPRITE To be advised Luapula and ZANACO Phase 2 Have asked for a copy of the Statement of Western Collaboration as the Bank has approved the second phase of the collaboration. Madison Life Insurance Company To be advised Zambia Limited (MLife) is To be advised interested in the project.

Proposed key Activities for FY15 First quarter

Improve Teacher Effectiveness  Work with lecturers, teachers & CDC to develop Learner Books & Teachers’ Guides for Grade 3 & 4 in 7 local languages and English course for grade 3 & 4  Prepare materials and orient at least 40 College of Education lecturers in revised curriculum and PLP phonics based approach for teaching reading  Complete School-Based Coaching Handbook  Organize orientation for grades 3 and 4 teachers in PLP

Education Leadership  Develop training module on “Managing Time and Coordinating Change’ for deputy head teachers and subsequent Training of Trainers  Conduct year-end cycle of Grade 2 classroom observations and GALA, followed by reporting into the ZSG, leading to data cleaning and production of year end G2LPRs

School- based Assessments  Provide guidelines for the SEST and HIM for summarizing pupil performance results at the End of the Term.  Support MESVTEE in the communication of assessment policies and guidelines, including SBA to provincial offices

Strengthen School Guidance & Counselling  Produce report on the formative assessment on teenage pregnancy and disseminate the findings  Ensure implementation of KAPB survey data collection

School Community Partnerships  Facilitate SPAMs for targeted SCP Committees  Conduct ongoing coaching and mentorship to all SCP Committees  Document Success Stories

Monitoring, Evaluation and Research  Conduct midline evaluation  Launch online database  Data analysis and report writing for the Teenage Formative Assessment Study

Annexes Annex 1: Activity Table

Read To Succeed Annual Report (October 1, 2013 – September 30, 2014) Activities/outpu Activities/outputs Task ts planned for planned Outputs achieved during Comment/notes (Activity October 2013 – for October 2014 – October 2013 - September 2014 /feedback Cluster) September December 2014 2014 IR1 (Task 1): Decentralized education management practices to improve teacher accountability and sustain learner performance modeled SIR1.1: (Task 1a) Teacher effectiveness CPD and support program improved

The Coaching Hand Worked with Consultant, teachers Book is aimed at Work with Teacher and a MESVTEE official from TESS strengthening School- Education to finalize to develop a draft School-Based Based orientation of School-Based Coaching Hand Book for teachers teachers at schools Coaching handbook The training will be conducted under Capacity building workshop in Follow up and plan Directorate of TESS. developing short stories for teachers with CDC on the Writing of actual stories and Ministry officials planned for 23 development of short Activity 1: develop will be administered and – 27 June 2014 stories teachers’ guide to Directorate of Standards support teachers in & Curriculum, CDC reading and writing In the absence of (i.e. reading games, Distributed 1,140 supplementary Teachers’ Guides & Monitoring to guide handwriting, notes for grade 2 teachers to 1,140 Learners, Books, grade 2 and support grade 2 sample word and schools in 18 RTS target districts teachers need support in teachers sentence card, content for teaching. TALULAR) Task 1.1.1 Finalize School Based Coaching School Based Coaching

Design Handbook Hand Book finalized CPD training The Coaching hand Book Work with lecturers, is aimed at strengthening teachers & CDC to manuals Worked with TTL, UNZA & CE School-Based orientation develop Learner and lecturers and CDC to develop of teachers at schools Books, & Teachers’ learning Teacher’s Guide including Guides for Grade 3 & materials to assessment & Learners’ Books for 4 in 7 local languages enhance teaching oral English in grade 2 reading English course for grade 3 & 4 Activity 2: Print & distribute training Printed and distributed 1,140 In the absence of manuals for learner supplementary notes for grade 2 Teachers’ Guides & Finalize Facilitators’ and teacher support teachers to 1, 140 schools in 18RTS Learners, Books, grade 2 Manual and Teachers’ in reading and target districts teachers need support in notes for orienting writing, continuous content for teaching. primary college assessment for lecturers in PLP revision and remedial teaching Activity 3: Explore Information sent to use of ICT and Sample of teachers and learners from CAPOLSA to make innovative print EGRA schools in Katete, Chipata and available Graphogame Sample of teachers materials as Lundazi who will play Graphogame installed on cell phones oriented and trial use planning and identified and trained in use of cell and to orient a sample of of Graphogame for Learning tools for phones teachers in use practicing letter reading. sounds

Activities/outpu Activities/outputs Task ts planned for planned Outputs achieved during Comment/notes (Activity October 2013 – for October 2014 – October 2013 - September 2014 /feedback Cluster) September December 2014 2014 Orientations have been Activity 1: Orient clustered to allow ZEST/DEST in use Provincial Team Leaders of training manual to retire funds for each Support to ZEST for for supporting group of zones oriented. orientating grade 3 148 ZEST supported to orient grade 3 teachers in reading teachers and Deputy teachers and Deputy Head Teachers and writing (i.e. Head teachers in PLP reading games, continue in the next handwriting, quarter sample word and sentence card) at zones All provinces have not completed the orientation of grade 3 teachers and 836 (382m, 454f) teachers and 710 Orienting of grade 3 Activity 2: Train Deputy Head Teachers (474m, 236f) Deputy Head Teachers teachers and Deputy grade 3 teachers oriented in PLP phonics based Head Teachers will be and deputy head approach in 18 districts supported by ongoing in next teachers in PLP RTS. quarter

Activity 3: Re- There is involvement of Involvement of orient Standards Education Officers for standards officers will Officers , Head Teacher Education at be ongoing Teachers, and 710 Deputy Head Teachers oriented orientation meetings Deputy Head together with grade 3 teachers. Task 1.1. 2 Teachers (new & Deliver old) in PLP CPD approach training Activity 4: Road Map for orienting College of There is a lot of support Work with TESS to Introduce PLP Education lecturers from Department and excitement from plan orientation approach in of Literacy and Languages approved TESS to see activity meetings for college of Colleges of by Ministry of Education on 20th May implemented education lecturers in education – 2014 PLP Departments of Education and Literacy & Languages Activity 5: Head Teachers Documentation of Strengthen school- encouraged to support classroom Sample monitoring of based monitoring, grade 2 teachers so that observations/reports/ implementation of PLP on going. evaluation (by they are more resourceful good practices Muchinga and NW recently sampling) and and creative monitored. supporting teachers in teaching reading Activity 6: Support Grade 1 & 2 teachers oriented and There are identifiable Continue to encourage exchange visits to implementing PLP phonics-based classroom innovations by adoption of best share best practices approach involved in orienting grade grade 1 & 2 teachers practices and reading and reading 3 teachers & Deputy Head Teachers such as use of words innovations among innovations to share and demonstrate the best from other learning areas schools practices and innovations to promote reading across all subjects and creativity of materials Activity 7: Provide Provincial Team Leaders Help and promote technical support Ongoing support to provinces and working closely with mainstreaming of PLP to provinces that districts rolling PLP approach for Ministry officials to in Ministry structures are rolling out PLP teaching reading ensure effective implementation of PLP 33

School In-service Book Activity 1: Support Oriented 1, 140 schools in use of (SIR) is part of the zone and TGMs Orientation of grade 4 School In-service Report Book for SPRINT system that has and use of TICCs teachers in use of SIR TGMs for teachers to record TGM not been utilized to for certification by and development of activities and individual follow up record TGM activities & PEO (Motivation) individual plans plans for improving reading Teachers’ Individual

activities to follow up From monitoring it was Provincial Team observed that some Leaders to work with Activity 2: Support teachers failed to find Head Teachers in Task 1.1.3 teachers to develop Systems of tracking learner extra time to conduct schools to ensure plans Motivate individual Teacher performance and accountability of revision and remedial are put in place for professiona Performance Plan learners who breakthrough put in work with slow learners catering for slow l teacher for teaching place by schools learners or children behavior reading – who do not and (accountability) breakthrough after strengthen each assessment accountabil ity for The practice has results Activity 3: Provide Teachers and Learners engagement in continued in some technical support literacy exhibitions and competitions districts even after the for literacy was ongoing, especially during Literacy week exhibitions and International Literacy Day and during

reading and writing the Literacy month September

competitions

Provide technical support for literacy Encouraged provincial exhibitions and reading and writing and District teams to competitions hold literacy exhibitions and competitions SIR1.2: Head Teacher and Senior Manager CPD and support program strengthened Task 1.2.1. . Module designed as . Design Activity 1. Develop module on ZSG, G2LPRs planned Head Develop final and E-SIMON for senior Standards Teacher version of LPIP officers Module module and hand it and over to MESVTEE materials to support rollout

Activity 2: Module was developed as planned. Head Teachers sampled Module for deputy Develop e-SIMON Grade 2 learners’ heads on “Managing Part 2 module performance in February. to Improve Learner including HT Performance to be learner developed in Q1 and performance delivered in Q2. sampling Activity 3: In some districts (e.g. Mufumbwe, There has been rapid We will continue to Continuous support Isoka) Head Teacher Assemblies and attrition among DEST develop this strategy to districts to District Head Teacher Association members and head in PY4. Focus will be develop their own Meetings have been used to address teachers, and new DESTs on orientating new HT training head teachers on professional issues. have joined the project DEST members and programs to from the 6 new districts head teachers. improve general that have been school established by splitting management, for Chinsali, Mansa,

Activities/outpu Activities/outputs Task ts planned for planned Outputs achieved during Comment/notes (Activity October 2013 – for October 2014 – October 2013 - September 2014 /feedback Cluster) September December 2014 2014 example managing Mwense, Mongu and teacher absence, Sesheke. managing teaching resources, coordinating community support

Task 1.2.2. Activity 1: deliver Deliver module on ZSG, G2LPRs and Module was delivered to Training of Trainers Deliver e-SIMON Part 2 E-SIMON to senior Standards a mixed group of workshop for CPD Head module Officers MESVTEE HQ “Coordinating Learner Teacher Standards Officers, performance” Module Training PESOs and DESOs at a in December workshop in Kabwe on 10-11 September Activity 2: Support One cycle of zone head teachers Commencement of this 2 cycles of zone head regular zonal HT meetings has taken place between activity was delayed teachers’ meetings will reflection meetings july and September. owing to slow reporting take place. (1st and 2nd of teacher and learner school terms in 2015.) performance into ZSG. Task 1.2.3. Activity 1: Head Classroom observations and learner Most teething problems 2 cycles of classroom Strengthen Teachers monitor sampling (GALA) took place in are now resolved. There observations and School teaching of reading February 2014 as planned. However, is a paper-based backup GALA are planned for Monitoring and report using there were many teething problems for schools that don’t PY4 – November 2014 and cellphone with the Zambia School Gateway have network access. and February 2015. Support application leading to slow reporting. Remaining challenge is with rapid turnover of Activity 2: HTs head teachers. sample Grade 2 learners’ reading and report using cellphone application

Activity 3: Monitoring instruments are ready and Commencement of 2 cycles of E-SIMON District and Zone an additional module is being school visits was delayed visits are planned for officials monitor developed for the ZSG for E-SIMON by slow ZSG reporting PY4, in the first and LPIPs, grants and reporting. and discussions with second school terms of HTs’ own MESVTEE concerning 2015. monitoring during allowances for school (extended) visits. SIMON-PLUS visits Task 1.2.4. Activity 1: Finalize Development of and training on the Reporting modules are in Continue with routine promote cellphone-based ZSG was finalized as planned. routine use. However, use of reporting exchanges reporting and Additional module for reporting on cellphone-based caching modules, develop and coaching E-SIMON visits is being developed. has been underutilized so coaching aspect of learning applications far. ZSG, through sending among of monthly tips ad Head Activity 2: Train messages. Teachers district officials and head teachers on cellphone based reporting and coaching

Many HT’s cell phone Monthly SMS Activity 3: HTs, Training of DEST and ZEST on numbers were suspended coaching by DEBS to DEST and ZEST SRCs in April/May in February by ZICTA. start use cellphones to Most HTs have now 35

Activities/outpu Activities/outputs Task ts planned for planned Outputs achieved during Comment/notes (Activity October 2013 – for October 2014 – October 2013 - September 2014 /feedback Cluster) September December 2014 2014 exchange DESTs were trained on Gateway in reregistered and Gateway information April. Training of ZESTs started at head. the end of June.

Task 1.2.5. Activity 1: RTS PPP Partner and Knowledge Identification of Head Head Teacher Awards Head Work with DEBS Management Specialist have been Teachers and schools to to be prioritized Teacher and PEOs to working with Zambian Association of receive awards will take (alongside other Awards prioritize learner Chambers of Commerce and Industry place once E-SIMON awards) in PY4, with Performance (ZACCI) to establish partnerships commences in 2015. the aim of having HTS improvement in between PEO Offices and ZACCI in all districts receive reading as one of local branches to support awards for progress the MESVTEE HT comprehensive awards packages with improvement in award selection including head teacher awards. learner performance in criteria However, progress has been slow. October 2015. Activity 2: Assist Moreover, the delay with ZSG PEO and DEBS to reporting and commencement of E- secure PPPs to SIMON visits means that our means fund Awards of identifying suitable head teachers fr awards is not in place.

Activity 3: Support DEBS & PEOs with selection of HTs to receive awards e.g. with criteria and selection process

SIR1.3: School Effectiveness Improvement process in place in schools Activity 1: identify Best practices to be best practices in identified during E- management of SIMON visits. Activity to take place school reading in PY4 Q3 once programs and Activity delayed owing to knock-on reports are available include case effect of slow reporting into ZSG. from E-SIMON visits. Task 1.3.1. studies in HT zonal STTA planned to Develop a discussion support this process. LPI materials Process Guide and Tools Activity 2: (See See 1.2.1.1. 1.2.1.1) finalize LPIP materials and See 1.2.1.1. See 1.2.1.1. get MESVTEE approval for these

Activity 1: Support Tier grants were awarded to many Schools were encouraged ELM team will Task 1.3.2. the selection schools in June/July 2014. ELM to revise LPIPs where continue to support Institute a process tier 1 Provincial Staff supported the activities changed grants processes on between application for competitive school grants process. request from IR 3 school and award of grants. team. grants and No discussion yet concerning Tier 2 Tier 1 Grants were only innovation Activity 2: Assist awarded in June 2014. awards Grants manager Grants. TBD, depending on program with development needs of IR3 team. of criteria for 36

Activity 3: Assist No discussion yet concerning Tier 2 Tier 1 Grants were only with selection awarded in June 2014. Grants. TBD, depending on process for Tier 2 needs of IR3 team. grants

This activity was abandoned, as TWPs have been MESVTEE has launched its own disseminated to all Task 1.3.3. Activity 1: Let’s Read Zambia Campaign with schools. Conduct an Organize PR support from STEP-Up. Instead, TWPs are re-usable, Informatio events at national Talking Wall Posters were developed and will be used again n campaign level in 2015. on LPI for all schools to help HTs speak to process parents/teachers/ community about LPI.

SIR1.4: School Effectiveness Improvement supported by districts Activity 1: Activities have been developed for Activities will be Develop E-Simon first cycle of visits. implemented by Zone activities to be Head Teachers under Activities will take undertaken by supervision of DRCCs. place in first and ZEST during second school terms of SIMON visits 2015. Task 1.4.1.

Build target Activity 2: Deliver Zone Head Teachers were trained to Attrition among zone Additional training of district training to Zonal head teachers and zone heads and capacity to disseminate G2LPRs between July and District LPI DRCCs is quite rapid. DRCCs on how to support and September 2014. G2LPRs have monitoring teams coach head teachers LPI been disseminated to all schools. will take place in Planning 2015.

Activity 3: LPI This activity has not yet happened, See 1.2.3.3. monitoring visits See 1.2.3.3. undertaken by 2 cycles of visits will ZESTs and DESTs take place in 2015.

Activity 1: Develop mockup In 2015, focus will be of SRC format and Completed as planned. on provincial, district Task 1.4.2. share with PESTs Activity completed as planned. and zone reflection Reinforce and DESTs for cycles using data from DEST feedback and G2LPRs capacity to approval create and use Activity 2: Fresh stimulus items diagnostic Develop and need to be developed tools, produce adapted from time to time. including classroom Establishment of School observation and provincial GALA Activity completed as planned. Report learner assessment Committees to develop Cards instruments, fresh stimulus items. stimulus and scoring sheets for HT use 37

Activity 3: Train Completed as planned. Activity 3: Train DEBS Statisticians DEBS Statisticians Completed as planned – to manage the data and produce to manage the data workshop in Lusaka in G2LPRs and produce SRCs April 2014.

Activity 4: Provide Completed as planned. Ongoing support to training to DESTs Completed as planned: training of DESTs and Zone and ZESTs on zone heads at district level between Heads as required in utilizing SRC for June and September 2014. PY4. LPI support and M&E The next round of Activity completed. development and Activity 5: Produce Activity completed in June 2014. distribution of and Distribute G2LPRs will take SRCs to Schools place in Jan-Feb 2015. Activity 1: Add to Delays with reporting the existing draft into ZSG have had the manual for DESTs knock-on effect of Further development a section on Activity delayed until PY4 delaying this activity. of manual for DESTs. Task 1.4.3. innovative practice Promote in school support innovation in district- Activity 2: Work Need for this activity school with STEP-UP to must be reviewed. relationship incorporate school TBD depending on . support innovation Activity delayed. This appears no whether activity is criteria into their longer to be a priority for STEP-Up. needed. District Awards program

Activities/outpu Task Activities/outputs Outputs achieved during ts planned Comment/notes (Activity planned for October October 2013 - September for October /feedback Cluster) 2013 - September 2014 2014 2014 – December 2014 IR2 (Task 2): Performance Assessment Tools and their use strengthened to improve school effectiveness

Feedback from the 2014 Activity 1. Validate and Joint Annual review Complete the Task 2.1.1 prioritize the assessment The SBA scheme and guidelines revealed that all the Teacher Guide Strengthening rollout of SBA and with adopted by the MESVTEE and Grade 1 teachers had Module(TGM)wit Collaboration the MESVTEE at incorporated in the Zambia been conducting the h SBA, teaching with the National, Provincial and Education Curriculum Framework SBA scheme of week 5 instruction and MESVTEE District levels for Grades 1 implementation and week 10 Guidance and Directorates assessments Counseling and Institutions in Activity 2. Provide terms enhancing of reference/guidelines for National and assessment the District Learner District Resource District orientation Improvement Committees Guidelines provided in the SBA and Centre Coordinators development workshops to be and the DEST for the PLD Teacher’s Guides printed and distributed the SBA and use. held after the implementation of distributed to all the target schools Teacher Guides after completion of the assessment activities at the conducting zonal-based TGMs. district level workshops.

Complete TGM Guide Design a strategy and schedule with Activity 1. Obtain and collaborate with the MESVTEE for delivering the MESVTEE approval (buy- MESVTEE to orient modules on assessment to teachers. SESOs, DESOs in) for SBA, PL/PLD and

Task 2.1.2. homework procedures and Draft circular Homework Guidelines Review and guidelines for Director Standards to be sent to revise policies, all the schools. strategies and procedures Activity 2: Disseminate SBA and PLD Teacher for SBA SBA and Homework Collaborate with Held orientation workshop for six guidelines and tools to Guide distributed at the the MESVTEE to PESOs and 18 DRCCs in Kabwe to MESVTEE technical staff workshop in Kabwe print many copies orient them on the use of the SBA at national Level, of the SBA and PLD Teacher Guides provincial level, district Teachers Guides level PLs have been adopted PLD to be

but the PLDs will be disseminated Task 2.1.3. Activity 1. Review of PL reviewed in relation to further in the Establish PLs and PLDs used by the and PLDs by reading the Grade 1 and Grade TGMs and the learner MESVTEE to develop the Grade 1 experts 2 performance results. Grade 1 and Grade performance Competence tests 2 data to be goals and analyzed to tracking validate the PLDs systems While teachers have Sub-samples of

easily grasped the SBA Grade 1 and 2 will Activity 2 Pilot test PLDs Teachers at the zonal and school scheme and guidelines, be taken after the and SBA related tools and level trailed the PLDs and SBA the PLDs seem to tests developed on procedures during teaching in their schools require further the basis of the

dissemination. PLDs have been

administered.

PLs in terms of four Activity 3. Orient levels will be standards officers synchronized with the Posters depicting (national, provincial and National, Provincial and District existing Performance PLDs to be district) on PL and PLDs Standards Officers oriented in PLs Colors of Red(Belo developed for (i.e. standards officers and PLDs Minimum), dissemination annual meeting – January) Yellow(Minimum), Green(Desirable) and Blue(Outstanding) SIR2.2: Assessment instruments (EGRA) expanded and improved

RTS provided technical expertise of ensuring Orientation of Activity 1. Support CDC that the Grade 1 tests teachers and the in the development of Developed Grade 1 tests with CDC were based on the administration of grade 1 and grade 4 end- and adopted them in all seven local Grade 1 PLDs. RTS the Grade 1 tests to of-year assessments in languages also provided the all the Grade 1 literacy format for the Group learners in the

Administered Literacy country. Task2.2. 1: Assessments (GALA) Improve and tools. expand use of RTS to collaborate with Circular continuous the MESVTEE to come synchronizing the assessment with guidelines PLs and existing (CA) tools specifying the number colors to be Activity 2. Make Schools adopted the Red Level of words a competent disseminated in proposals to MESVTEE to Tracking system on reading ability reader at different collaboration with include section for reading which emphasizes the identification grades should read. the MESVTEE as in existing pupil Record of learners who are the “Red Level” well as the Cards or “Below Minimum” dissemination of

the specified targeted number of words to be read at different levels. Activity 1: Coordinate Conduct monitoring visit to one Visit undertaken to with IR1 TET and ELM province to collect feedback on the Northwestern province Document teams to incorporate items experiences of teachers in from 22nd to 26th June, feedback on for the monitoring of SBA implementing the SBA scheme and 2014. Schools visited implementation into the Literacy Teacher guidelines in Solwezi and and utilize it in Lesson Observation Mufumbwe future revisions. Instrument (refer to IR2(b) .

ELM work plan) Task 2.2.2: Monitoring Activity 2: Finalize Assessment Test Maps Assessment Test implementati assessment trackers for use show the number of Maps to be Assessment Test maps incorporated on of the by teachers assessments tasks or disseminated in the in the SBA Teacher’s Guides to help SBA questions for different TG Modules to teachers track what they are skill areas targeted for emphasize the supposed to assess. assessment. tracking of assessment work. Activity 3: Orient Assessment Trackers Standard Officers standards officers are part and parcel of –national, Orientation undertaken during the (national, province and the SBA Teacher’s provincial and workshop for PESOs and DRCCs in district) on the use of Guides content. district to be re- Kabwe assessment trackers during oriented in the use

monitoring visits (in of the assessment

conjunction with trackers when they

orientation on PL/PLD) get oriented in the

TGMs.

SIR2.3: Assessment data effectively used by districts, schools and communities

Plans to The ECZ like the collaborate with Activity 2: Support the Supported the ECZ in adopting the MESVTEE adopted the the ECZ with ECZ to summarize NA use of the Proficiency levels and RTS proposed PLs and regard to the 2015 2.3.1 Improve data PLDs in analyzing the NA data. PLDs in describing the Grade 5 NA data the use of learning outcomes. analysis using the National PLDs. Assessment The task changed to focus on the Performance data Activity 3. Support ECZ to Grade 1 and 2 SBA in terms of Shift from the focus on results analysis develop 1-2 page briefs on analysis forms for the Class the Grade 5 National forms to be the results of NA teachers, Head teachers and District Assessment results to disseminated in the

officials the SBA results TGMs

Activity 2:. Develop Guidelines are in models/ guidelines on how relation to the SBA Guidelines on how to use SBA data for scheme: daily, weekly, to use SBA data improved teaching (i.e. Guidelines developed and included monthly and end of for improved using PL/PLD, effective in the SBA Teacher’s Guides term assessment teaching to be 2.3.2 Assist grouping, remedial work, guidelines. included in the schools and (re)assign teachers) TGMs communities in effectively using SBA data Activity 2. Focus groups at A qualitative case study Monitoring tools zonal level during Monitoring trips conducted at of the implementation to be used to monitoring trips by RTS to Provincial, national and district of the SBA in Solwezi, collect data on the review teacher use of SBA levels and favorable feedback Mansa and Chipata and teachers’ data to improve teaching provided. an academic paper was implementation of written. the SBA. An academic paper on the A questionnaire for implementation of SBA in the data collection was sent Primary Literacy Programme with to all the provinces and Further research to Activity 1: Desktop study special focus on the conduct of the four semi structured be conducted of best practices in the use week 5 and week 10 assessments questions were posed to targeting a of SBA data by school 2.3.3 was undertaken with relevant the practicing teachers particular aspect of districts Assist literature review. Paper presented to the SBA districts in the 32nd Association for Educational implementation. effectively Assessment in Africa(AEAA) using SBA conference in Livingstone data Activity 2: Develop with The SBA and PLD Guidelines for the provincial and district Developed the SBA and PLD Teachers’ Guides support to school officials guidelines for the guidelines for the support to schools stipulate the guidelines ob SBA data to be support to school on SBA on SBA data in form of the SBA and clearly incorporated in the PLD guidelines data TG Modules

Activities/outputs Task Activities/outputs planned Outputs achieved during October Comment/notes (Activity planned for October 2013 for October 2014 2013 - September 2014 /feedback Cluster) - September 2014 –December 2014

R3 (Task 3): School-based HIV-AIDS -mitigating & equity-enhancing student support and services provided SIR3.1: School health policies and framework harmonized Due to procedural and bureaucratic concerns Activity 1: Orient with regards to provincial officers on the Little progress was made in approval approval of the policy, No activity revised education sector processes by Cabinet of the policy the policy was still at planned National policy on hence no orientations took place cabinet at the time of HIV/AIDS in work place reporting time.

Activity 2: Orient District, zonal and school level officials on the revised Task 3.1.1 Not Done in the quarter Education Sector National Identify/shar Policy on HIV/AIDS in the e initiatives work place and policies Although the actual on Conduct the data collection had not HIV/AIDS Refining of the Terms of reference formative Activity 3: Develop an on- commenced, refining for the study was undertaken and assessment in going communication and developing the data collection tools developed for North Western, strategy instruments for data girls Luapula and collection reached an Eastern Provinces advanced stage Activity 4: Disseminate the Since the policy had HIV/AIDS policy at not been submitted to provincial and district Ministry of Justice for No activity using established structure, Activity was not undertaken approval, the planned school and community dissemination could through SPRINT not be done

Little progress was made due to busy Activity 1: Continue to Participate in the dialogue with the ministry schedules by the technical meetings The TORS for the consultant were officials on the Education MESVTEE to review the redesigned and shared among Sector Integrated health counterparts. policy and its stakeholders. component (policy, implementation procedures and systems guidelines Task 3.1.2 Create a school Activity 2: Develop a Consolidating of the Document to be comprehensive package essential package was shared with health The work is still in progress management for services for learners embarked on in the MESVTEE and framework previous quarter MOH officials IEC materials will Activity 3: : Produce IEC developed based on the materials using locally research findings from Facilitate the available resources No IEC materials were produced. the formative formative survey Collaborate with other assessment and the through SPRINT midline survey

Activity4: Support the In all target schools, Agents of Schools that had not Conduct school school-based orientation of Change continued conducting the oriented new agents of based ongoing more agents of change discussions every month. change in the previous capacity building 42

quarter did so in the and monitoring and reporting period support visits SIR3.2: School guidance & counseling system operationalized Review of the materials and editing Instead of prioritizing took place in order to prepare them the symposium, the Activity 1: Finalize draft for printing. Minister proposed the Launch of the five year G&C strategy and launch of the G&C G&C materials at launch it nationally Planning meetings for the launch of materials. all levels the G&C materials and the symposium took Centre stage Task 3.2.1 Activity 2: Assist the No activity was Develop a implementation of the five undertaken Five year No activity was planned year strategy Strategy

Delayed until first Activity 4: Conduct a KAP quarter of FY15 due to survey to determine the decision to Activity not undertaken behavior and attitude combine data change collection with the midline Systems and structures

Activity 1: Support and for implementing G&C Conduct extensive strengthen G&C Review meetings for G&C teachers activities require school level committees at all levels, and administrators were finalized in extensive strengthening capacity ensuring meetings and most of the provinces at the time of and support if they mentorship of activities are implemented reporting. have shown impact. G&C teachers and and monitored This is evidenced by AOC findings in schools

visited Activity 2: Develop campaign strategy to raise Task 3.2.2 awareness on topical issues See activity 10 Sensitize See activity 10 above See activity 10 above (re-entry policy, GBV, above communities substance abuse and child on abuse/neglect) MESVTEE Sensitization on the re- Intensify re-entry Activity 3: Select and entry policy was sensitizations Policy for adapt existing materials on mainly by the agents of sessions at school pregnant Topics were selected from the re- re-entry policy, customize change and in some level on the re- girls entry policy and toiler them towards the cases continued to entry policy target population sensitize their fellow through the Agents learners on the policy of Change Focused group discussions were Activity 4: Conduct Focus conducted in three Focus group dialogues were group dialogues to assess provinces namely: See activity 3 on conducted with the Agents of impact as a result of the Eastern, Northern and 3.1.1 above Change to assess their work campaigns North Western Provinces during monitoring visits SIR3.3: School-community partnerships to support school effectiveness and students strengthened

Balance of 25 schools Task 3.3.1 Activity 1:Train PTA are yet to be trained - 7 Assist 597 PTA members and school heads members and School heads Chipata / 18 Mansa this districts to were trained Train 7 Chipata / in collaboration with is due to upgrading of establish 18 Mansa trained Zonal Heads community schools into local school- government schools. SCPs/PTAs with 43

A total of 1,142 school- Activity 1. Set 199 school-community partnership community partnership Activity 2: Set up up functional committees were formed; 39 in committees have been functional SCPs/PTAs in SCPs/PTAs in Mongu, 17 in Chinsali, 77 in Lundazi formed. the remaining schools the remaining and 66 in Chipata. schools

The variance on the Activity 1. 57,000 target is because Continuously Activity.3 Sensitize the numbers reached by sensitize 21,046 community members were communities to work in SCP committees were communities on reached with awareness messages partnership with not being captured in Child marriages on Child marriages and pregnancies, schools.(Schools, some cases. and pregnancies, re-entry policy, HIV/Aids, traditional leaders, re-entry policy, Absenteeism, Homework policy. community HIV/Aids,

members/parents) Absenteeism, Homework policy.

Activity 2. Continuous engage traditional leaders to compliment SCP efforts in engaging community members. Child marriages and Activity 4: Strengthen pregnancies, re- SCPs’ capacity in 513 schools/SCP committees were entry policy, establishing internal supported in various ways ranging HIV/Aids, operational guidelines and from action planning to resource Absenteeism, local resource mobilization mobilization. Homework policy. and management Activity 3. In liaison with community members enhance the production of learning and teaching materials using local resources. Activity 4. Build capacity of SCPs to build alliances with Activity 5: Provide local entrepreneurs Technical support to the 925 SCPs have action plans in place and other already established SCPs stakeholders. (coaching, modeling

through sharing of Activity 5. Provide experiences, monitoring, Technical support action to the already established SCPs in emerging and 44

contemporary issues (coaching, modeling through sharing of experiences, monitoring, action plans) A total of 712 review meetings have been conducted. The purpose of having the review meetings was to pause and review the previously planned activities in order to monitor the implementation, record Activity 6. Activity 6: Annual Review Facilitate Annual successes and challenges, find a meetings at school level Review meetings way forward and also to prepare at school level fresh action plans. A review guide was produced, which was being used to measure the activity implementation.

Task 3.3.2 Activity 1: Provide Follow up Technical Support to the LPIPs SCP on the No activity was planned implementat implementation of the ion LPIP

The first tier of grants was disbursed to the respective District Education Board Activity 1: Review of Secretaries’ offices for Grants were further disbursement to disbursed to the LPIPs and establish Grants were disbursed to the DEBS’ the qualified schools: DEBS’ offices for mechanism of grant offices for further disbursement to 134 in Northern further qualifying schools. disbursement Province, 88 in North disbursement to Western, 204 in qualifying schools. Eastern, 63 in Muchinga, 115 in Task 3.3.3 Luapula and 159 in Administer Western provinces. school- community Following the partnership disbursement through grants. Activity 2: Follow up reports of the Activity 2: Follow up reports of the the DEBs office field NA implementation of the implementation of the LPIP staff will monitor this LPIP quarter.

This activity was shifted to SIR 3.2

Activity 3: Administer Not Done under this component NA Agents of Change grants

Activities/outpu Task Activities/outputs planned ts planned Outputs achieved during October Comment/notes (Activity for October 2013 - for October 2013 - September 2014 /feedback Cluster) September 2014 2014 – December 2014

IR4 (Task 4): Universities and higher education institutions engaged in school effectiveness research

SIR4.1: Strengthen National Research Agenda MESVTEE has Continue Activity 1: approved the budget for attending RCC Coordinate the Holding of the Annual Research meetings Annual National Research In process and on-going Symposium (ARS) Symposium although an advert for the call for abstracts is waiting for funding. Task The RCC never Supported will 4.1.1: Activity 2: organized National be provided as Support Review suggested studies by Research Symposium. needed RCC’s researchers in education Not done Once RCC starts planning sector receiving applications, and RTS will participate in review reviews meetings There will be continued Not planned in collaboration with FY15 Activity 3: There is continued work with UNZA and other Compile research roster of UNZA but no intern has been universities/COEs to get published studies on literacy identified yet all key published

literature on literacy in Zambia

IR4.2:Strengthen university and college research network Task On-site capacity 4.2.1: RTS suspended this building Lobby Activity 1 activity after analyzing initiatives MESVTE Long-Term: Draft a the low research E to communique to the capacities in COEs. The establish Directorate in charge of COEs Not done focus for now is Research to initiate formal discussion to reviving interest in Units establish research units research at COE level (RUs) in before engaging COEs national level

Task The workshop based FY15 will focus Activity 1: Train Research 4.2.2 training was more on on-site Resource Teams (RRTs) in Not done Strengthe discouraged by coaching research methodologies n management HERNet On-going efforts This is on-going and it started after It’s challenging because in RTS Activity 2: Mentor RRTs in in FY15 the training workshop in September interest in research is supported COEs 2013 very low at the moment provinces Task 4.2.3 NA Conduct studies related to Activity 1: Collect data for Final report is expected Achieved improved the head-teacher study by October 2014 learner performa nce outcomes

Task 4.2.4 Collect NA and analyze relevant secondary Activity 1: Collection and See comment on Task Not done informati analysis of secondary data 4.2.3 on on studies that have already been done by HEIs SIR4.3: Enhance operations of the RTS Internship Program Task More 4.3.1 collaboration Identify next year Activity 1: possible Hold national and provincial There were continued research Two topics were identified for two meetings with HEIs and support and mentorship areas students from UNZA COEs to identify possible to the two students and/or research areas and topics. topics and share with HEIs Task 4.3.2 Not planned in Organize FY15 Activity 1: internship Hold seminars for Overridden by research informati Not done dissemination of internship activities on information dissemina tion seminars

Mumena A Basic School is located about 52km from the Provincial Education Office in Solwezi district along the Solwezi–Mufumbwe road, with a total enrolment of 641 pupils: 322 boys and 319 girls.