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Vamos Ler! / Let’S Read!

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Vamos Ler! / Let’S Read! Vamos Ler! / Let’s Read! FY 18 QUARTERLY PROGRESS REPORT 2 JANUARY – MARCH 2018 Contract Number AID-656-TO-000003 April 2018 This report was produced for review by the United States Agency for International Development. It was prepared by Creative Associates International, Inc. This report was made possible by the support of the American People through the United States Agency for International Development (USAID). The contents of this report are the sole responsibility of Creative Associates International and do not necessarily reflect the views of USAID or the United States Government. TABLE OF CONTENTS ACRONYMS ............................................................................................................... 3 SUBMISSION REQUIREMENTS ............................................................................. 6 EXECUTIVE SUMMARY ........................................................................................... 7 RESUMO EXECUTIVO ............................................................................................. 8 1. PROGRAM OVERVIEW .................................................................................. 9 Program Description ............................................................................................................... 9 2. PROGRESS TO DATE................................................................................... 10 Summary of the Quarter: Progress towards the Program Goal ................................. 10 Overview of Activities by Intermediate Result (IR) ....................................................... 12 IR 1: Early Grade Reading Classroom Instruction Improved ....................................... 12 IR 1.2: Teachers’ use of evidence-based, gender-responsive instructional practice in early grade reading increased ................................................................................ 19 IR 1.3: Educational management and governance in support of early grade reading strengthened.............................................................................................................. 22 IR 1.4: Coaching and supervision of early grade reading instruction improved ...... 25 IR 2: National EGR policy framework and delivery systems improved ..................... 30 IR 2.1 National mechanisms for coordinating EGR interventions strengthened ..... 30 IR 2.2: Early grade reading standards, benchmarks, and curricula for Mozambican languages developed ................................................................................................ 31 IR 2.3: Research-based policies in support of EGR instruction implemented .......... 33 IR 2.4: EGR systems strengthened ..................................................................................... 34 IR 3 Parental and community engagement in EGR increased ...................................... 36 IR 3.1: Awareness of the importance of using Mozambican languages in EGR increased .................................................................................................................... 36 IR 3.2: Family members’ use of evidence-based materials and techniques that reinforce children’s pre-reading and reading skills increased......................... 37 IR 3.3: CSOs ability to mobilize communities in support of improved EGR increased .................................................................................................................... 38 3. MONITORING EVALUATION, & COMMUNICATIONS ................... 40 4. DELIVERABLES ............................................................................................... 43 5. MANAGEMENT AND ADMINISTRATIVE ISSUES ................................ 44 6. PLANNED MAIN ACTIVITIES AND EVENTS FOR NEXT QUARTER III (April- June 2018) ........................................................................................... 47 7. APPENDICES................................................................................................... 50 2 | Page ACRONYMS AIR American Institutes for Research APAL Aprender a Ler (Learn to Read) AWP Annual Work Plan BCC Behavior Change Communications BPA Blanket Purchase Agreements BTG Blue Tree Group CAI Creative Associates International CIES Comparative and International Education Society COP Chief of Party CPD Continuous Professional Development CSO Civil Society Organization CV Curriculum Vitae DCOP Deputy Chief of Party DINEP National Directorate of Primary Education DNAT National Directorate of Transversal Issues DNEA National Directorate of Adult Education DNFP National Directorate of Teachers’ Training DNGQ National Directorate of Management and Quality DPEDH Provincial Directorate of Education and Human Development EGR Early Grade Reading EGRA Early Grade Reading Assessment ELT Education Leadership Trainer EMIS Education Management Information System EWS Early Warning System FQA Frequent Questions and Answers G1/G2/G3 Grade One / Grade Two / Grade Three GALA Group Assessment for Literacy GIZ The Deutsche Gesellschaft für Internationale Zusammenarbeit HQ Headquarters ICT Information and Communications Technology 3 | Page IFP Teacher Training Institutes (Insitutos de Formação de Professores) INDE National Institute for the Development of Education INGO International Non-Governmental Organization INSET In-Service Teacher Training IR Intermediate Result IVR Interactive Voice Response KAP Knowledge, Attitudes and Practices L1/L2 Language One (local language)/ Language Two (Portuguese) LEMA Local Education Monitoring Approach M&E Monitoring and Evaluation MEMMS Mozambique Monitoring. and Evaluation Mechanism Services MINEDH Ministry of Education and Human Development MLT Master Literacy Trainer MMEMS Mozambique Monitoring and Evaluation Mechanisms and Services NGO Non-Governmental Organization OLP Oral Language Proficiency Screener OSC Overseas Strategic Consulting PIRS Performance Indicators Reference Sheets PMEP Project Monitoring and Evaluation Plan PMP Performance Management Plan RAR Annual Review Meeting (Reunião Annual de Revisão) RFA Request for Applications SBCC Social Behavior Communication Change SC School Council SD School Director SDEJT District Education Offices (Serviço de Educação, Juventude e Tecnologia) SGBE Sub-Group for Bilingual Education SPD School Pedagogical Director STTA Short-term Technical Assistance TOT Training of Trainers TOR Terms of Reference TPD Teacher Professional Development 4 | Page TWG Technical Working Group UEM Universidade Eduardo Mondlane UP Pedagogical University (Universidade Pedagogica) USAID United States Agency for International Development WEI World Education, Inc. ZIP School clusters (Zona de Influência pedagocica) 5 | Page SUBMISSION REQUIREMENTS A USAID Award Number Contract No. AID-OAA-I-14-00052 B USAID Objective Title Investing in People (IIP) Contract Number AID-656-TO-000003 C USAID Project Title Under Assistance to Basic Education - All Children Reading (ABE-ACR) IDIQ: SOL-OAA-12-000068 USAID Program Area and Education (program area 3.2) D Program Element Basic Education (program element 3.2.1) FY 18 Quarterly Progress Report 2: E Descriptive Title January-March 2018 Chief of Party F Author Name(s) Project Director Creative Associates International 5301 Wisconsin Avenue, NW, Suite 700 G Contractor name Washington, DC 20015 Telephone: 202 966 5804 Fax: 202 363 4771 CO H USAID CO, COR COR I Date of Publication April 2018 J Language of Document English, Executive Summary also in Portuguese 6 | Page EXECUTIVE SUMMARY Vamos Ler! is a five-year program, funded by the U.S. Agency for International Development (USAID), with the goal to strengthen the Mozambican government’s ability to ensure that students in the target regions of Nampula and Zambézia can achieve grade-level fluency and comprehension in the local language in the first cycle of primary education (Grades 1–3). To this end, Vamos Ler! provides evidence-based technical and material assistance to improve early grade literacy instruction in three local languages, Emakhuwa, Elomwe, and Echuwabo, along with second or new language acquisition and literacy support to prepare children for transition to Portuguese in Grade 4 (G4). Through a three-fold results-based approach, Vamos Ler! supports the Ministry of Education and Human Development (MINEDH) to strengthen classroom and systems support to lay the foundation for sustaining and expanding bilingual early grade literacy throughout the country. The first large scale trainings organized by Vamos Ler! for teachers, school directors, coaches, and ZIP- coordinators for 906 schools in all 21 districts were carried out this quarter. More than 4,000 teachers, school directors, pedagogical directors, cycle coordinators, coaches, and ZIP (school cluster) coordinators participated. Additionally, a total of 517,973 G1 student books were printed and distributed to 109,382 students. Furthermore, the Vice Minister of Education and the Vamos Ler! Senior Reading Specialist traveled to the CIES conference in Mexico. They presented program progress and gathered lessons learned from other similar reading programs around the world. Vamos Ler! has seen successes and much progress under each of the intermediate result (IR) areas, as follows: IR 1: Early grade literacy classroom instruction improved: More than 1,600 teachers and 1,200 school directors participated in the Vamos Ler! reading and writing training, and 1,573 teachers in the mathematics training provided by MINEDH experts. The training involved 228 reading and writing trainers and 123 school management
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