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

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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

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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)

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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

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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 trainers who received a one-week training of trainers in December and another in January. There were1,219 school directors, including pedagogical directors, that participated in the first training, and 1,010 in the second training. ZIP (school cluster) coordinators also participated. The Grade 2 book development process began in February. 32 individuals from MINEDH, INDE, UEM, UP, teachers, authors and Vamos Ler! program staff participated. 39 specialist staff from MINEDH and other stakeholders participated in a three-day workshop event on the development of Grades 1-3 reading and writing standards for four languages. IR 2: National EGR policy framework and delivery systems improved: In February and March, the systems team, in collaboration with the M&E-team, initiated data interpretation workshops for MINEDH in Nampula, Zambézia, and Maputo. A total of 121 participants reviewed the Effectiveness Evaluation data, which included Early Grade Reading Assessment (EGRA) results. The participants developed recommendations for further analysis, inquiry, and reporting. The teams shared suggestions with MINEDH on improving the March 3rd data collection process. 21 schools participated in the exercise and later, 45 other schools were visited. IR 3: Parental and community engagement in EGR increased: The community mobilization team participated in all district trainings in January. School directors and teachers were trained on the Early Warning System (EWS), a system for tracking attendance and instituting mechanisms (e.g. first response strategies) to mitigate absenteeism. The Bilingual Education and “Go to School” campaigns were launched this quarter, which included many events and activities, including the distribution of campaign posters to all 906 schools. In February and March, the team prepared “Let’s Talk” materials and training, a program designed to support oral language development in the communities, by fostering “nutritious talk” between parents and their children. The program design for reading clubs was also initiated. Reading club materials and trainings will be finalized in quarter three. The team has also participated in the selection process to issue grants to NGOs and CSOs. The purpose of the grants is to support the implementation of the community engagement programs in the target schools and communities.

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RESUMO EXECUTIVO

Vamos Ler! é um programa de cinco anos, financiado pela Agência dos Estados Unidos para o Desenvolvimento Internacional (USAID), com o objetivo de fortalecer a capacidade do governo moçambicano para garantir que os alunos das províncias de Nampula e Zambézia possam atingir a fluência e compreensão da língua local no primeiro ciclo do ensino primário (graus 1-3). Neste âmbito, Vamos Ler! dá assistência técnica e material baseado em evidências para melhorar a instrução de ensino do grau inicial em três línguas locais, Emakhuwa, Elomwe e Echuwabo, assim como apoio para preparar as crianças para a transição para o Português no 4º ano. Através de uma abordagem baseada nos resultados, Vamos Ler! apoia o Ministério da Educação e Desenvolvimento Humano (MINEDH) no reforço de sistemas em salas de aulas para estabelecer as bases para a sustentação e expansão do ensino bilíngue no primeiro ciclo de ensino primário em todo o país. Um destaque deste trimestre foi o primeiro treinamento promovido pelo programa Vamos Ler! dirigido aos professores, directores de escola, técnicos e coordenadores de ZIP em todos os 21 distritos. Neste grande evento, um total de mais de 2,900 directores e professores participaram na formação para a leitura e a escrita, e 1573 professores na formação em matemática, que envolveu toda a logística e o fornecimento de materiais de formação para os formadores de professores e directores de escolas. Além disso, o evento envolveu 228 formadores de leitura, 123 formadores de gestão que durante uma semana receberam formação em formação de formadores, tendo os mesmo conduzido a formação de 1219 directores, incluindo directores pedagógicos na primeira formação e 1010 na segunda formação em que também participaram os coordenadores de ZIP. Outro destaque foi o início do processo de desenvolvimento de material para o segunda classe, um processo em que até a data 32 pessoas do MINEDH, INDE, UEM, UP, professores, autores e equipe do programa foram envolvidas. Igualmente importante em termos da reforma no desenvolvimento do currículo do programa Vamos Ler!, foi a realizazação de 3 dias de workshops sobre o desenvolvimento de padrões e marcos para os conteúdos da leitura e escrita para as quatro línguas no programa nas três primeiras classes do ensino primário. Participaram neste evento 39 colaboradores especialistas. Além disso, o Vice-Ministro da Educação e o líder da equipe de leitura do Vamos Ler! foram convidados pelo programa para participar do Conferência de CIES no México para apresentar o progresso do Vamos Ler! e aprender com outros programas de desenvolvimento de classes iniciais de todo o mundo. IR 1: Melhorada a instrução nas classes iniciais sobre a leitura: A formação sobre instrução de leitura e escrita e gestão de programas das classes iniciais descrita acima envolveu mais de 4,000 pessoas envolvidas na primeira coorte do programa; professores, directores de escola, directores pedagógicos, coordenadores, treinadores e coordenadores de ZIP. Em Fevereiro, iniciou também o desenvolvimento do livro para as crianças da segunda classe 2 (ver acima). IR 2: Melhorado o quadro de política nacional do leitura nas classes iniciais e sistemas de entrega: Em Fevereiro e Março, a equipe de sistemas em colaboração com a equipe de M&E iniciou workshops sobre interpretação dos dados para MINEDH nas províncias, e em Maputo sobre a avaliação da eficácia como parte do EGRA. Um total de 121 participantes revisou os resultados e produziu uma lista de recommendações para melhorar os resultados de aprendizagem e leitura nas classes iniciais. Além disso, ambas equipes apoiaram o MINEDH na melhoria do processo de recolha de dados de 3 de Março. 21 Escolas participaram activamente no exercício e mais tarde outras 45 escolas foram visitadas. IR 3: Aumentado o engajamento parental e comunitário sobre a leitura nas primeiras classes iniciais: A equipe de Mobilização Comunitária também teve um trimestre produtivo: Durante as formações em Janeiro realizadas em todos os districtos do programa, os directores de escola e professores foram informados e formados sobre o Sistema de Alerta Rápido (EWS), foram distribuídos cartazes sobre a importância do cotidiano escolar e a presença de todas as crianças nas escolas, para todas as 906 escolas do programa. Em fevereiro e março a equipe preparou os detalhes para a execução dos pacotes 2 e 3 de apoio à leitura e aprendizagem em casa e depois da escola, respectivamente. Além disso, está em processo a selecção de ONGs e OSCs para subvenções.

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1. PROGRAM OVERVIEW

Program Name: Vamos Ler! (Let’s Read!) Activity Start and End Dates: August 12, 2016 – July 10, 2021 Name of Prime Implementing Partner: Creative Associates International Contract Number: Contract Number AID-656-TO-000003 Under IDIQ ABE LEARN SOL-OAA-12-000068 Reporting Period: January 1, 2018 – March 31, 2018

Program Description

The Government of Mozambique has committed to improving its early grade literacy outcomes through recent investment in the expansion of its national bilingual education program. With the rollout of bilingual education training and planned revision of the bilingual education curriculum in 2016-2017, the government hopes to reverse the worrisome trends plaguing its school system: Fewer than half of Mozambican children complete primary school, and rates of teacher absenteeism are among the highest in the world. Mozambique’s investment in a bilingual education policy highlights its ambition to significantly improve early grade reading (EGR) outcomes. Reform efforts focus on L1 to L2 transition, strengthening EGR policy frameworks, and building the capacity of the MINEDH to roll out the bilingual education program across the country. Funded by the United States Agency for International Development (USAID), under the Assistance to Basic Education Learn to Read Now (ABE LEARN) IDIQ, the Vamos Ler! program is strengthening the Mozambican government’s ability to ensure that students in the two target regions (Nampula and Zambézia) can achieve grade-level fluency and comprehension in the local language in the first cycle of primary education (Grades 1-3). Vamos Ler! focuses early grade literacy instruction in three local languages, Emakhuwa, Elomwe, and Echuwabo, and provide second or new language acquisition and literacy support to prepare children for transition to Portuguese as language of instruction in Grade 4. Through a three-fold results-based approach, Vamos Ler! supports the MINEDH to strengthen classroom and systems support to lay the foundation for sustaining and expanding bilingual early grade literacy throughout the country:  IR 1: Early grade reading (EGR) classroom instruction improved  IR 2: National EGR policy framework and delivery systems improved  IR 3: Parental and community engagement in EGR increased Lead implementing contractor, Creative Associates International, and sub-contractors, World Education, Inc. (WEI), American Institutes for Research (AIR), Overseas Strategic Consulting (OSC), and blueTree Group (bTG) are committed to support the government of Mozambique to realizing these aims over the five-year program, through quality, cost-effective and sustainable, evidence-based technical and material assistance.

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2. PROGRESS TO DATE

Summary of the Quarter: Progress towards the Program Goal

In this quarter, Vamos Ler! implemented the first teacher and school director trainings, as well as book distribution in all 906 Cohort 1 schools. The Grade 2 book materials development process has also begun in earnest, with participation from MINEDH basic education, curriculum, and training departments, and other expert educators and linguists. th On February 19 , the Figure 1: Checking her students exercise books during L1 lessons - In Mutacaze Primary program participated in School, Mugovola District (Nampula Province) International Mother Language Day celebrations in Maputo, Nampula and Zambézia. In Maputo, events were organized by MINEDH and held in Manhiça district, at Chicunguluine primary school. Vamos Ler! and MINEDH representatives presented as panelists on the TV show ‘A Tarde é Sua.’ Open debates on the importance of mother tongue language use in schools were also held through TV and radio shows in Vamos Ler! target provinces and districts. From March 23rd to 27th, the Vamos Ler! Reading and Writing Specialist and the Vice Minister of Education travelled to Mexico City, Mexico, to attend and present at the Comparative and International Education Society (CIES). The Vice Minister presented as part of an expert panel of other ministry level staff from Kenya, Senegal, and Nigeria on rolling out early grade reading (EGR) reform. Vamos Ler! Reading and Writing Specialist presented on adapting reading instruction to local languages in Mozambique. Both panels were very well attended and received, and the event proved a positive learning exchange for the Mozambican participants. Successes to Date

Delivered a total of 517,973 student textbooks, 698 big and 1,096 small plastic storage boxes to 906 schools and 4,126 teacher manuals during trainings.

1,603 teachers trained in bilingual early grade 1,219 school directors (of which 220 also reading. The trainings focused on reading and teach Grade 1) trained. The trainings focused on writing instruction in Grades 1-3 and the use of school management, educational leadership, and new materials and methods for Grade 1. coaching of EGR teachers.

103 district education officer technicians 228 literacy and 123 school management trained master trainers trained

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The program also completed the following activities:  Supported the cluster-based workshop implementation held on Saturdays in 177 ZIPs. All six planned workshops, four for literacy teachers and two for school directors were implemented this quarter. Teacher participation was 37% of the total and directors 58% of the total.  Initiated the production of FY2019 Grade 2 student books, developed tools for monitoring the use of Grade 1 materials as well as for student continuous evaluation.  Implemented the March 3rd data collection capacity building workshop and visited 65 schools to improve field data collection in Zambézia and Nampula.  Built the capacity of MINEDH and Vamos Ler! staff in Zambézia, Nampula and Maputo on how to interpret the Effectiveness Evaluation results.  Drafted Grades 1-3 standards for reading and writing content as well as for L2 speaking and listening with MINEDH and literacy and curriculum development university specialists. Lessons Learned  Due to the high number of participants (30-40 per group) during school director and teacher trainings, a new approach will be used for the May and August trainings. Smaller groups of 15 teachers and directors will be grouped to receive more practice on EGR instruction, coaching and management.  The Grade 1 materials distribution process began on January 17th. Due to the rainy season, there were difficulties in completing a smooth distribution of materials as the water levels of rivers increased dramatically, many areas flooded, and roads were damaged. Many schools and communities were isolated and had no access to main roads. However, by February 21st, all materials arrived at all 906 schools in Cohort 1, confirmed by both MMEMS and a desk audit of all materials receipts signed by the school director or a teacher, and a program spot check at 170 schools.  Cluster-based workshops are great opportunities for school managers and teachers to enhance the quality of management and teaching. However, the program experienced a gradual loss of participants and observers, such as district officers (see Graphic 1). The decline was mainly due to the lack of transportation and the far distances within a ZIP (some over 30 kilometers). Support for ZIP activities in Mozambique have been an ongoing challenge because the government lacks sufficient resources. The program is now paying a travel fee for a maximum number of district officers that cover 2 ZIPs. Discussions are ongoing with MINEDH to encourage more teachers and school directors to attend the workshops.

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Overview of Activities by Intermediate Result (IR)

IR 1: Early Grade Reading Classroom Instruction Improved

IR 1.1: Evidence-based, gender-responsive early grade reading materials in Mozambican languages used

1.1.1 Review of existing EGR materials The Vamos Ler! reading team has developed tools and plans to monitor and evaluate the use of teaching and learning materials for Grade 1. In February and March, Creative consultant conducted fidelity of implementation (FOI) school visits alongside field teams in the Namacurra and Mocuba districts in Zambézia. The teams observed that all teachers were prepared with materials for teaching, and they had developed lesson plans. However, teachers struggled with some of the instructional approaches needed to teach reading effectively. For example, many teachers used call and response for the majority of the lesson. Teachers also did not provide students with clear directions or opportunities for engagement. Students also had limited use of reading materials. Successes to Date  First spot check on the use of the materials conducted in Zambézia. Challenges & Associated Actions  Materials are being used, though not as effectively as might be desired. Results of these studies are being used to inform the development of cluster-based sessions and follow on refresher face-to- face trainings, as well as Grade 1 and 2 training materials development.

1.1.2 Review and completion of revised Grade 2 student and teaching materials The first large Grade 2 materials development workshop took place from February 19th to March 17th in Boane, Maputo. As shown below in Table 1, a total of 32 participants attended the workshop, including: MINEDH, DPEDH and INDE specialist staff in Bilingual Education, Bantu linguists, authors and teachers. The participants developed student books, complementary materials, and alphabet posters in the program’s three languages. Creative consultant presented on training and coaching principles, continuous evaluation, and design of children’s books and scripted lesson plans. DNFP, DINEP, INDE deputy directors and other decision-making staff visited the workshop to provide input on the development process.

TABLE 1: PARTICIPANTS IN THE GRADE II MATERIAL DEVELOPMENT WORKSHOP

Sex Province Sector Total Male Female Vamos Ler! 2 3 5 MINEDH 7 0 7 Maputo International Consultant 0 1 1 National Consultants 2 1 3 Authors 1 2 3 Nampula Vamos Ler! 3 0 3

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Sex Province Sector Total Male Female DPEDH(Author) 1 0 1 Vamos Ler! 2 1 3 Zambézia DPEDH (Author) 2 1 3 Primary school teacher (Author) 0 1 1 Cabo Delgado Primary school teacher (Author) 0 1 1 Niassa Primary school teacher (Author) 1 0 1 Total 21 11 32 Successes to Date  Draft formats for continuous evaluation of students.  Draft Grade 2 reading books, complementary materials and posters with alphabet for three Mozambican languages, as well as draft materials for speaking and listening in Portuguese. Challenges & Associated Actions  Bantu language specialists, illustrators, and designers should be contracted on an annual basis as their work goes beyond their participation in workshops. This is a process that requires continuous coordination. Advertisements have been published and requests for technical proposals and samples of work produced will be made to select the best specialists in the country.  Some of the innovations proposed for materials development, such as inclusion of scripted lesson plans, a faster introduction of letters, and a different letter font have been discussed with the directors of the primary education, teacher training, and curriculum development who observed the book development process and provided their inputs during the workshop. These innovations take time to be accepted and included in materials development plans, but good progress has been made in moving forward with the proposed approaches.

1.1.3 Print and distribute materials for Grade 1 All Grade 1 materials were successfully printed and distributed in Quarter 2. All target beneficiaries were reached, totaling 109,382 students, 1,603 teachers, and 906 schools for Cohort 1. These numbers were used to elaborate a material distribution plan by school and language of instruction. Table 2 illustrates the distribution plan for delivery of student materials. Within the districts the language areas were indicated to determine how many teacher manuals and reading books would be needed in each area. Note that the teacher manuals were distributed during the trainings in January, rather than to the schools directly.

TABLE 2: DISTRIBUTION PLAN FOR GRADE 1 MATERIALS

# of student # of # of # of # of # of books and other Province District Zips Schools classes teachers students materials planned Alto Molócuè 17 77 119 119 6 733 35 129 Gilé 13 61 117 117 6 618 31 871 Zambézia Guruè 15 73 127 127 8 157 38 517 Lugela 13 70 95 95 5 962 31 676 Mocuba 14 73 136 136 13 170 53 891

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# of student # of # of # of # of # of books and other Province District Zips Schools classes teachers students materials planned Mulevala 6 24 41 41 2 373 11 847 Namacurra 8 32 64 64 3 893 17 983 Namarroi 11 54 85 85 5 577 27 369 Total 97 464 784 784 52 483 248 283 Eráti 6 33 49 49 3 532 17 988 Ilha de Moçambique 2 12 23 23 1 309 6 615 Lalaua 6 19 26 26 1 352 8 312 Malema 6 37 51 51 3 991 20 261 Mecuburi 6 32 49 48 3 248 16 903 Memba 7 47 106 105 7 178 32 062 Moma 8 47 68 68 6 233 29 227 Nampula Monapo 7 37 58 58 4 427 21 576 Mossuril 6 34 37 37 2 671 15 629 Murrupula 5 22 23 24 1 773 10 247 Rapale 6 36 91 89 5 958 25 938 Ribaue 9 46 121 121 6 974 31 226 Mogovolas 6 40 121 120 8 253 33 719 Total 80 442 823 819 56 899 269 703

Total 177 906 1 607 1 603 109 382 517 986

Vamos Ler! received materials from printers in India (Burda Druck) Vamos Ler! is building the and Malawi (Kris Offset) in the first and second weeks in January. capacity of regionally based, The materials were stored in rented warehouses in Zambézia and international printers for large Nampula that were selected and contracted by the program. scale printing. This was Kris Offset’s first-time printing and During the pre-printing process, the reading team regularly exporting outside of Malawi. communicated with the selected companies in India and Malawi on The printing quality of the material specifications, including number of pages, illustrations, and materials was outstanding. title pages. From Malawi, the materials were delivered by truck, and from India, the materials were delivered by plane and truck. When the materials arrived in Mozambique, Vamos Ler! verified the quantity and quality of the materials before they were handed over to A.S. Transportes, the selected distribution company.

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Verification included the following steps:  The logistical team checked all quantities by opening a pallet and checking at least three boxes for appropriate packing and material conservation.  Staff visited the warehouses to collect a sample of each type of material for quality evaluation.  The teams opened the boxes of each material type to verify the basic technical specifications agreed upon. The printing quality and protection of materials (packaging and plastic wrapping) used by both printing companies in India and Figure 2: Deputy National Primary Education Director visiting the Malawi was excellent. provincial warehouses in Nampula and Zambézia, before they are The materials distribution began in Zambézia delivered to the schools. on January 24th and ended February 21st. Namacurra, Zambézia was selected as the distribution starting point because of its strategic position and proximity to the provincial warehouse. In Nampula, the distribution process began on January 26th in Rapale because of its proximity to the city of Nampula where the warehouse was located.

TABLE 4. DISTRIBUTION OF BOOKS PER DISTRICT

# OF SCHOOLS DISTRICT PROVINCE CONCLUSION DATE 1 32 Namacurra Zambézia 26-1-2018 2 24 Mulevala Zambezia 29-1-2018 3 12 Ilha de Moçambique Nampula 30-1-2018 4 36 Rapale Nampula 29-1-2018 5 37 Monapo Nampula 1/2/2018 6 73 Mocuba Zambezia 2/2/2018 7 34 Mossuril Nampula 2/2/2018 8 32 Mecuburi Nampula 4/2/2018 9 46 Ribaue Nampula 7/2/2018 10 40 Mogovolas Nampula 7/2/2018 11 47 Moma Nampula 7/2/2018 12 37 Malema Nampula 12/2/2018 13 22 Murrupula Nampula 12/2/2018 14 33 Erati Nampula 13/2/2018 15 19 Lalaua Nampula 14/02/2018 16 54 Namarroi Zambezia 16/02/2018 17 47 Memba Nampula 15/02/2018 18 73 Gurué Zambézia 19/02/2018 19 77 Alto Molocue Zambézia 21/02/2018 20 70 Lugela Zambézia 20/02/2018 21 61 Gile Zambézia 21/02/2018 Total 906 (100%) Nampula concluded 15/02/2018 Zambézia concluded 21/02/2018

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Based on the first distribution plan, a Vamos Ler! coordination group was created to connect with the distributor and SDEJTs. The coordination group established contacts with SDEJTs in preparation for the districts to receive and distribute materials to the schools. DPEDH officials were invited to visit the warehouses and observe the start of the distribution process at the district level. MINEDH, represented by the Deputy National Director for Primary Education, observed the school materials sorting and labelling in warehouses before distributing to the schools. A WhatsApp group of 21 members was created for daily tracking of the distribution process to the schools. The group included: Vamos Ler! Systems Strengthening, M&E, Procurement, and Operations teams, as well as staff from the selected distributing company. This group was responsible for periodical reporting on the distribution progress to Vamos Ler!, USAID, and MINEDH.

TABLE 5: BOOK DISTRIBUTION

# of student # of student books and books and # of # of # of # of # of Province District other other % Zips Schools classes teachers students materials materials planned distributed Alto Molócuè 17 77 119 119 6 733 35 129 35 129 100,0% Gilé 13 61 117 117 6 618 31 871 31 871 100,0% Guruè 15 73 127 127 8 157 38 517 38 517 100,0% Lugela 13 70 95 95 5 962 31 676 31 676 100,0% Zambezia Mocuba 14 73 136 136 13 170 53 891 53 891 100,0% Mulevala 6 24 41 41 2 373 11 847 11 847 100,0% Namacurra 8 32 64 64 3 893 17 983 17 983 100,0% Namarroi 11 54 85 85 5 577 27 369 27 369 100,0% Total 97 464 784 784 52 483 248 283 248 283 100,0% Eráti 6 33 49 49 3 532 17 988 17 988 100,0% Ilha de 2 12 23 23 1 309 6 615 6 615 100,0% Moçambique Lalaua 6 19 26 26 1 352 8 312 8 312 100,0% Malema 6 37 51 51 3 991 20 261 20 261 100,0% Mecuburi 6 32 49 48 3 248 16 903 16 885 99,9% Memba 7 47 106 105 7 178 32 062 32 062 100,0% Nampula Moma 8 47 68 68 6 233 29 227 29 227 100,0% Monapo 7 37 58 58 4 427 21 576 21 583 100,0% Mossuril 6 34 37 37 2 671 15 629 15 627 100,0% Murrupula 5 22 23 24 1 773 10 247 10 247 100,0% Rapale 6 36 91 89 5 958 25 938 25 938 100,0% Ribaue 9 46 121 121 6 974 31 226 31 226 100,0% Mogovolas 6 40 121 120 8 253 33 719 33 719 100,0% Total 80 442 823 819 56 899 269 703 269 690 100,0% Total 177 906 1 607 1 603 109 382 517 986 517 973 100%

To monitor the distribution process, a track and trace pilot was led remotely by Creative STTA. She co-developed the program with the Vamos Ler! teams and trained selected staff on how to use the Geos Pago application during the distribution process. A WhatsApp group was created to facilitate easy communication among the team. The pilot found that books were delivered to the ZIP-level instead of to the schools in two locations. The Vamos Ler! staff responsible for the book distribution quickly communicated this to the distributor to ensure the books were delivered to schools in the following days.

FY 18 Quarterly Report 2 (January - March) | 16

TABLE 3: LIST OF SCHOOLS SELECTED FOR DISTRIBUTION TRACKING PILOTING

Province District Posto Zip School Bar Code Schoo # of # of Language Update Admin. l code Boxes Books Nampula Rapale Namaita Namaita EPC de Naiculo I 61313785 61313 16 326 Emakhuwa Entregue Nampula Rapale Namaita Namaita EPC de 61307786 61307 10 195 Emakhuwa Entregue Natchetche Nampula Rapale Namaita Namaita EP1 de Napacala 61290787 61290 5 75 Emakhuwa Entregue II Nampula Rapale Namaita Namaita EPC de Naicala 62445788 62445 10 202 Emakhuwa Entregue Nampula Rapale Namaita Namaita EP1 de Namaita - 61304789 61304 3 60 Emakhuwa Entregue Sede Nampula Rapale Namaita Namaita EP1 de Nanlepa 61318790 61318 9 147 Emakhuwa Entregue Nampula Rapale Namaita Namaita EP1 de Nacuaho 61310791 61310 10 e 1 175 Emakhuwa Entregue manual Nampula Rapale Namaita Mutia EPC de Mutia 61315802 61315 12 220 Emakhuwa Entregue Nampula Rapale Namaita Mutia EPC de 61329803 61329 7 118 Emakhuwa Entregue Namulhelha Nampula Rapale Namaita Mutia EP1 de Nagonha 62168804 62168 6 78 Emakhuwa Entregue Nampula Rapale Namaita Mutia EP1 de Naivelo 62166805 62166 6 100 Emakhuwa Entregue Nampula Rapale Namaita Mutia EP1 de Naviraco 61330806 61330 3 50 Emakhuwa Entregue Zambézia Alto Chapala Mutuasse EPC Mutuasse 100154074 10015 4 83 Elomwe Entregue Molócuè 4 Zambézia Alto Chapala Mutuasse EP1 Phalawe 102450075 10245 6 115 Elomwe Entregue Molócuè 0 Zambézia Alto Chapala Mutuasse EP1 Milela 102030076 10203 5 90 Elomwe Entregue Molócuè 0 Zambézia Alto Chapala Mutuasse EP1 Aguacheiro 100165072 10016 3 41 Elomwe Entregue Molócuè 5 Zambézia Alto Sede Mahuline EPC Mahuline 100002049 10000 9 184 Elomwe Entregue Molócuè 2 Zambézia Alto Sede Mahuline EPC Mumasse 100137050 10013 3 77 Elomwe Entregue Molócuè 7 Zambézia Alto Sede Mahuline EPC Miricue 100132051 10013 4 75 Elomwe Entregue na Molócuè 2 ZIP Zambézia Alto Sede Mahuline EP1 Posto 103053052 10305 4 87 Elomwe Entregue na Molócuè Agricola 3 ZIP Zambézia Alto Sede Mahuline EP1 Cuape 103052052 10305 3 40 Elomwe Entregue Molócuè 2

To maintain and extend the longevity of distributed materials, the program purchased and distributed plastic boxes in varied sizes to all schools. The purpose of the boxes was to protect the materials from dust and heavy rain. Vamos Ler! staff delivered the boxes to the ZIP-schools starting February 24th. ZIP schools were responsible for further distribution to the schools. A total of 698 big boxes and 1,096 smaller boxes were distributed as shown in Table 6 below.

FY 18 Quarterly Report 2 (January - March) | 17

TABLE 6: PLAN OF BOX DISTRIBUTION

Distribution per school per type of Box # of # of # of # of Province District Big boxes Medium and Small Zips Schools classes students Plan Real % Plan Real % Alto Molócuè 17 77 119 6 733 81 74 91% 118 110 93% Gilé 13 61 117 6 618 69 64 93% 117 107 91% Guruè 15 73 127 8 157 77 71 92% 127 119 94% Lugela 13 70 95 5 962 71 47 66% 93 55 59% Zambezia Mocuba 14 73 136 13 170 77 58 75% 136 109 80% Mulevala 6 24 41 2 373 24 24 100% 41 41 100% Namacurra 8 32 64 3 893 33 33 100% 62 62 100% Namarroi 11 54 85 5 577 56 56 100% 85 85 100% Total 97 464 784 52 483 488 427 88% 779 688 88% Eráti 6 33 49 3 532 33 0 0% 49 0 0% Ilha de Moçambique 2 12 23 1 309 12 11 92% 23 20 87% Lalaua 6 19 26 1 352 19 0 0% 26 0 0% Malema 6 37 51 3 991 39 40 103% 51 51 100% Mecuburi 6 32 49 3 248 33 22 67% 48 35 73% Memba 7 47 106 7 178 55 40 73% 101 68 67% Moma 8 47 68 6 233 50 0 0% 64 0 0% Nampula Monapo 7 37 58 4 427 38 38 100% 58 61 105% Mossuril 6 34 37 2 671 34 34 100% 37 34 92% Murrupula 5 22 23 1 773 22 22 100% 24 24 100% Rapale 6 36 91 5 958 41 28 68% 78 52 67% Ribaue 9 46 121 6 974 53 36 68% 90 63 70% Mogovolas 6 40 121 8 253 53 0 0% 108 0 0% Total 80 442 823 56 899 482 271 56% 757 408 54% Total Geral 177 906 1 607 109 382 970 698 72% 1 536 1 096 71%

Successes to Date  The program delivered a total of 517,973 schoolbooks and 698 big and 1,096 small plastic boxes to 906 schools by February 21st. Spot checks were conducted at 170 schools. 100% of student materials arrived at schools.  A track and trace pilot for selected ZIPs was conducted. Next year, the sample may be expanded to more ZIPs and districts and help confirm when materials arrive at the schools.  To facilitate the distribution of materials, the Vamos Ler! team had projected beneficiary numbers and gathered relevant details, such as contact numbers and school geographical coordinates. These proved useful in coordinating distribution with the contracted company.  To guarantee the conservation of the books, Vamos Ler! purchased plastic bins that were delivered at the ZIP level during the cluster-based workshops held on Saturday, February 24th.  The program was supported by blueTree Group to establish price points and minimum quality standards for student materials. STTA from bTG coordinated quality control for materials printed in Malawi by Kris Offset, traveling to Malawi to assess the progress and the quality of books.

FY 18 Quarterly Report 2 (January - March) | 18

Challenges & Associated Actions  Books were distributed in January and February. This is the rainy season in Mozambique and hinders distribution of the materials within a shorter timeframe to schools. From these experiences, a new distribution strategy and plan has been developed aiming at completing the book production process in August, printing in October, and distribution in December 2018.  The number of boxes delivered at schools was not sufficient to store and maintain all books. Follow up actions have been discussed with DPEDH and SDEJTs to support schools in improving book and materials management. We will also involve communities in these activities (i.e. constructing boxes and bookshelves made from local materials for books).

IR 1.2: Teachers’ use of evidence-based, gender-responsive instructional practice in early grade reading increased

1.2.1 Support quality teacher professional development The teacher training preparation began with the training of Master Literacy Trainers (MLT) in Zambézia and Nampula in December 2017, which was reported in the FY2018 Quarter 1 Report. The master trainers are made up of 4 MINEDH technical officers from National Directorate of Primary Education and National Directorate for Teacher Training, 2 staff from INDE, and Vamos Ler! training specialists, coordinators and officers. The second MLT training took place in the provinces of Nampula and Zambézia from January 8th to 12th 2018.

TABLE 7: SECOND TRAINING OF MASTER LITERACY TRAINERS

PROVINCE SECTOR MALE FEMALE TOTAL Vamos Ler 6 1 7 MINEDH 4 0 4 DPEDH 1 0 1 SDEJT 7 5 12 Professores Primários 55 14 69 Nampula IFP 10 3 13 UP 3 0 3 UEM 1 0 1 INDE 2 0 2 Total 89 23 112 Vamos Ler 5 4 9 MINEDH 1 0 1 DPEDH 4 0 4 SDEJT 7 2 9 Professores Primários 41 25 66 Zambézia IFP 14 2 16 UP 3 0 3 UEM 4 0 4 INDE 3 0 3 Consultor 0 1 1 Total 82 34 116 Total 171 57 228

FY 18 Quarterly Report 2 (January - March) | 19

In Zambézia, the training included 116 participants and 54 trainers from teacher training institutes (IFPs) (Quelimane, Namacurra and Alto Molocué), Pedagogical University, and experienced school directors. The Nampula training included 112 participants and 68 trainers from IFPs in Nampula and Marrere, Pedagogical and Catholic Universities, and experienced school directors. The training of trainers was Figure 3: January Trainings for teachers and school directors in Murrupula District followed by a training for teachers, school directors, pedagogical directors, cycle and ZIP-coordinators, and district technical officers in all of the program’s 21 districts. The training was coordinated by the Vamos Ler! reading team, with assistance from MINEDH, DPEDH, SDEJT, Teacher Trainers (partly from IFPs), and National consultants for Mozambican and Portuguese languages. The trainings began on January 15th and ended on January 27th. Teachers, school directors, deputy school directors and SDEJT technical officers participated in the teacher training from January 15th to 20th. As shown in Table 8, a total of 2,903 participated in at least 75% of the training session, representing 85% of the estimated total of 3,415 (SD, SPD, and teachers) planned, as not all SDEJTs communicated to the directors and pedagogical directors that they would be present at the teacher training. MINEDH conducted the Bilingual Education Mathematics Training from January 22nd and 23rd, taking responsibility for the mathematics materials development and training practices. Vamos Ler! financially supported the training workshops, the material development process, and assisted with printing part of the MINEDH mathematics training materials. Teachers, Pedagogical Directors, Cycle Coordinators and SDEJT technical officers participated in the training, as shown in Table 9 below. 1,573 participants, equivalent to 98% of the estimated total of teachers, were trained and who participated more than 75% of the time.

FY 18 Quarterly Report 2 (January - March) | 20

TABLE 8: TRAINING ON LITERACY

Bilingual Education Jan School Projections cohort 1 District 15th - 20th

Zips SD/ DPD Teachers Real % Alto Molócuè 17 154 119 243 89% Gilé 13 122 117 207 87% Guruè 15 146 127 237 87% Lugela 13 140 95 174 74% Mocuba 14 146 136 264 94% Mulevala 6 48 41 80 90% Namacurra 8 64 64 123 96% Namarroi 11 108 85 166 86% Total Zambezia 97 928 784 1,494 87% Eráti 6 66 49 67 58% Ilha de Moçambique 2 24 23 51 109% Lalaua 6 38 26 58 91% Malema 6 74 51 118 94% Mecuburi 6 64 48 78 70% Memba 7 94 105 165 83% Mogovolas 8 80 120 165 83% Moma 7 94 68 139 86% Monapo 6 74 58 107 81% Mossuril 5 68 37 83 79% Murrupula 6 44 24 54 79% Rapale 9 72 89 125 78% Ribaue 6 92 121 199 93% Total Nampula 80 884 819 1,409 83% Total 177 1,812 1,603 2,903 85% TABLE 9: TEACHER TRAINING ON MATHEMATICS USING L1

Bilingual Education (Mathematics) School Projections cohort 1 District Jan 22nd - 23rd

Zips SD/ DPDTeachers Real % Alto Molócuè 17 154 119 148 124% Gilé 13 122 117 110 94% Guruè 15 146 127 104 82% Lugela 13 140 95 62 65% Mocuba 14 146 136 133 98% Mulevala 6 48 41 34 83% Namacurra 8 64 64 63 98% Namarroi 11 108 85 60 71% Total Zambezia 97 928 784 714 91% Eráti 6 66 49 41 84% Ilha de Moçambique 2 24 23 33 143% Lalaua 6 38 26 36 138% Malema 6 74 51 58 114% Mecuburi 6 64 48 35 73% Memba 7 94 105 100 95% Mogovolas 8 80 120 117 98% Moma 7 94 68 77 113% Monapo 6 74 58 54 93% Mossuril 5 68 37 64 173% Murrupula 6 44 24 29 121% Rapale 9 72 89 88 99% Ribaue 6 92 121 127 105% Total Nampula 80 884 819 859 105% Total 177 1 812 1 603 1 573 98%

FY 18 Quarterly Report 2 (January - March) | 21

Successes to Date  A second Training of Trainers was conducted for 116 master trainers in Zambézia and 112 in Nampula.  Vamos Ler! master trainers trained a total of 2,903 teachers, school directors, deputy school directors, and SDEJT technical officers in bilingual early grade reading instruction.  1,573 teachers trained in bilingual early grade mathematics by MINEDH. Challenges & Associated Actions  Due to the late delivery of math materials to the schools by MINEDH, Vamos Ler! assisted MINEDH with copying part of the materials based on Ministry demand.  As a new initiative, there was some confusion about school director participation in teacher trainings. Future trainings will be much more integrated with a clear focus on school director participation for greater learning and reading instructional support from school directors.  Due to the limited duration of the training and the high number of participants, there was not sufficient time available for practicing all skills during the training. The trainings in May will therefore focus on practices through work in smaller groups, and if permitted by the DPEDH, also include children, so that teachers learn from more realistic and simulated exercises.

IR 1.3: Educational management and governance in support of early grade reading strengthened

1.3.1 Training of school directors The school leadership training preparation included training 123 Master Leadership Trainers in Zambézia and Nampula from January 15th to 20th, as shown in Table 10. In Zambézia, the training included 57 participants, of which 37 were trainers from teacher training institutes (IFP) of Quelimane, Namacurra and Alto Molocué and Pedagogical and Catholic Universities. Nampula had 66 participants, of which 43 were trainers from teacher training institutes (IFP) of Nampula and Marrere, Pedagogical and Catholic University.

TABLE 10: TRAINING OF SCHOOL LEADERSHIP / MANAGEMENT TRAINERS

Province VAMOS IFP UP/ UEM/ MINEDH DPEDH TOTAL LER! UCM F M Total F M Total F M Total F M Total F M Total F M Total Zambézia 0 3 3 2 1 3 0 3 3 11 26 37 3 8 11 16 41 57 Nampula 3 1 4 0 1 1 1 1 2 12 31 43 7 9 16 23 43 66 Total 3 4 7 2 2 4 1 4 5 23 57 80 10 17 27 39 84 123 The School Directors training in Cohort 1 was coordinated by the Vamos Ler! Systems Strengthening team, with assistance from MINEDH, DPEDH, Master Trainers, Technical Officers from SDEJT and the Mozambican and Portuguese national languages consultants. The first school leadership training was held on January 22nd and 23rd, involving School Directors, School Deputy Directors and SDEJT technical officers. The purpose of the training was to share knowledge on effective school management. As shown in Table 11, the training involved 1,219 participants, which is more than 75% of the 1,812 planned for this workshop. Some school directors and deputy school

FY 18 Quarterly Report 2 (January - March) | 22 directors were unable to attend the training because MINEDH offered the Mathematics training on the same days.

TABLE 11: SCHOOL MANAGEMENT 1ST TRAINING

School Projections cohort 1 Bilingual School Management 1 District Jan 22nd - 23rd

Zips SD/ DPDTeachers Real % Alto Molócuè 17 154 119 95 62% Gilé 13 122 117 95 78% Guruè 15 146 127 128 88% Lugela 13 140 95 85 61% Mocuba 14 146 136 130 89% Mulevala 6 48 41 39 81% Namacurra 8 64 64 59 92% Namarroi 11 108 85 65 60% Total Zambezia 97 928 784 696 75% Eráti 6 66 49 27 41% Ilha de Moçambique 2 24 23 18 75% Lalaua 6 38 26 22 58% Malema 6 74 51 60 81% Mecuburi 6 64 48 40 63% Memba 7 94 105 77 82% Mogovolas 8 80 120 41 51% Moma 7 94 68 53 56% Monapo 6 74 58 50 68% Mossuril 5 68 37 29 43% Murrupula 6 44 24 25 57% Rapale 9 72 89 32 44% Ribaue 6 92 121 49 53% Total Nampula 80 884 819 523 59% Total 177 1 812 1 603 1 219 67%

On January 27th, the School Management Coaches training was carried out. The training involved ZIP Coordinators and School Directors with the aim of providing tools to guide the School Management cluster-based workshops. The purpose of the training was to provide ZIP coordinators with practices and coaching strategies for individual support to teachers and collective improvement of school performance.

FY 18 Quarterly Report 2 (January - March) | 23

TABLE 12: SCHOOL LEADERSHIP / MANAGEMENT 2ND TRAINING

School Projections cohort 1 Bilingual School Management 2 District Jan 27th

Zips SD/ DPD Teachers Real % Alto Molócuè 17 154 119 77 100% Gilé 13 122 117 64 105% Guruè 15 146 127 71 97% Lugela 13 140 95 68 97% Mocuba 14 146 136 73 100% Mulevala 6 48 41 25 104% Namacurra 8 64 64 30 94% Namarroi 11 108 85 37 69% Total Zambezia 97 928 784 445 96% Eráti 6 66 49 23 70% Ilha de Moçambique 2 24 23 15 125% Lalaua 6 38 26 19 100% Malema 6 74 51 65 176% Mecuburi 6 64 48 34 106% Memba 7 94 105 85 181% Mogovolas 8 80 120 41 103% Moma 7 94 68 68 145% Monapo 6 74 58 51 138% Mossuril 5 68 37 47 138% Murrupula 6 44 24 32 145% Rapale 9 72 89 34 94% Ribaue 6 92 121 51 111% Total Nampula 80 884 819 565 128% Total 177 1 812 1 603 1 010 111%

As shown in Table 12 above, 1,010 people participated, and more than 75% of the participants attended this workshop. School Directors and Deputy School Directors joined teachers in attending this workshop because they were interested in learning to read and write in local languages. Successes to Date  123 Master Leadership Trainers trained in Zambézia and Nampula.  More than 1,219 school leaders trained on school leadership and management for bilingual education. Challenges & Associated Actions  Some IFP trainers did not accept the per diem arrangement and were absent from the training. During the training, the number of training groups were reduced to accommodate the number of trainers. This resulted in a bigger number of participants per group. Timely announcement of per diems before trainings take place could help manage expectations of both participants and trainers.  Overlapping tasks by trainers, resulting in interrupted participation, affected the quality of training for the school directors. In the next round of training, trainers will sign in and the program will monitor the number of absent participants.

FY 18 Quarterly Report 2 (January - March) | 24

IR 1.4: Coaching and supervision of early grade reading instruction improved

1.4.1 Support in-school coaching for teachers

The Literacy and School Management Coaching training was carried out from January 24th to 26th. This training involved the Vamos Ler! coaching group, selected teachers from previous literacy and mathematics bilingual education trainings, School Directors, Deputy School Directors, Cycle Coordinators and ZIP-Coordinators. This group was selected during the trainings and confirmed by the SDEJTs. The coaching group supports teachers and help improve classroom instruction through lesson observations, individual recommendations, and INSET workshops at the ZIP school. The training aimed to provide participants with a better understanding about coaching, practical skills to support teachers at schools and in ZIPs, and monitoring. As shown in Table 13 below, 1,899 participants took part in the training, corresponding to 105% of the total 1,812 expected. The program received more participants than anticipated because head teachers, pedagogical directors, and experienced teachers participated from some schools. The coaches support the teachers in their daily instructional practice and through classroom observations, individual meetings, and group discussions at the school. The program has developed a draft coaching manual, which includes techniques to use in the coaching process.

TABLE 13: SCHOOL BASED EARLY GRADES TEACHER ADVISOR TRAINING

School based coaches School Projections cohort 1 District Jan 24th - 26th

Zips SD/ DPD Teachers Real % Alto Molócuè 17 154 119 166 108% Gilé 13 122 117 135 111% Guruè 15 146 127 136 93% Lugela 13 140 95 149 106% Mocuba 14 146 136 147 101% Mulevala 6 48 41 52 108% Namacurra 8 64 64 61 95% Namarroi 11 108 85 142 131% Total Zambezia 97 928 784 988 106% Eráti 6 66 49 55 83% Ilha de Moçambique 2 24 23 38 158% Lalaua 6 38 26 37 97% Malema 6 74 51 95 128% Mecuburi 6 64 48 56 88% Memba 7 94 105 99 105% Mogovolas 8 80 120 89 111% Moma 7 94 68 84 89% Monapo 6 74 58 88 119% Mossuril 5 68 37 63 93% Murrupula 6 44 24 48 109% Rapale 9 72 89 65 90% Ribaue 6 92 121 94 102% Total Nampula 80 884 819 911 103% Total 177 1 812 1 603 1 899 105%

FY 18 Quarterly Report 2 (January - March) | 25

Successes to Date  Over 1,899 School Directors, Pedagogical Directors, Cycle Coordinators, and experienced teachers gained a deeper understanding of the purpose and process of coaching.  The six Vamos Ler! Reading and Systems Strengthening teams organized cluster-based workshops (four for Literacy Trainers and two for School Managers).  Monitoring by the district and M&E officers is going well. Challenges & Associated Actions  Many District Officers and teachers expressed the lack of financial support for attendance at the cluster-based workshops. Many participants travel long and not-easily accessible distances to ZIPs to attend the workshops. The program is discussing short-term (travel support) and long-term strategies to resolve this with MINEDH. Considered options include lower frequency of workshops, but with a longer duration and the possibility of organizing the ZIP-workshops in sub- clusters or at the schools under the coordination of the Pedagogical Directors.

1.4.2 ZIP (Reading) Facilitator Training

The ZIP Coordinator training was carried out on January 27th. The workshop focused on how to organize INSET workshops, how to assist teachers at schools during ZIP Coordinator’s visits in collaboration with the School Coaches, the concept of coaching and differences with the concept of supervision, assessment and evaluation, integration of the bilingual education approach, and monitoring results. As shown in the table below, 399 participants from 177 school clusters were trained. The program received more participants than expected: 113% of the 354 estimated (two per ZIP). During the in-service cluster-based workshops, DPEDH and SDEJTs, in collaboration with Vamos Ler! staff, carried out monitoring visits to observe the participation rates. The first visit took place on March 26th. These visits are conducted once per month and will continue for the entire year.

FY 18 Quarterly Report 2 (January - March) | 26

TABLE 14: SCHOOL CLUSTER TEACHER ADVISORS’ TRAINING

School Projections cohort 1 ZIP based coaches District Jan 27th

Zips SD/ DPD Teachers Real % Alto Molócuè 17 154 119 38 112% Gilé 13 122 117 27 104% Guruè 15 146 127 31 103% Lugela 13 140 95 28 108% Mocuba 14 146 136 31 111% Mulevala 6 48 41 12 100% Namacurra 8 64 64 18 113% Namarroi 11 108 85 24 109% Total Zambezia 97 928 784 209 108% Eráti 6 66 49 16 133% Ilha de Moçambique 2 24 23 13 325% Lalaua 6 38 26 14 117% Malema 6 74 51 18 150% Mecuburi 6 64 48 12 100% Memba 7 94 105 14 100% Mogovolas 8 80 120 12 75% Moma 7 94 68 15 107% Monapo 6 74 58 9 75% Mossuril 5 68 37 24 240% Murrupula 6 44 24 8 67% Rapale 9 72 89 14 78% Ribaue 6 92 121 21 175% Total Nampula 80 884 819 190 119% Total 177 1 812 1 603 399 113% TABLE 15: LITERACY IN-SERVICE TRAININGS

Participants Province Date Planned Trained Total Male Female Total % Feb 17th 838 197 1035 72% Mar 3rd 255 64 319 22% Zambézia Mar 17th 1, 443 299 62 361 25% Mar 31st 165 49 214 14% Feb 17th 760 198 958 71% Mar 3rd 551 163 714 53% Nampula Mar 17th 1, 357 241 80 321 24% Mar 31st 165 49 214 16% Total Average 1, 400 409 108 517 37%

TABLE 16: SCHOOL MANAGEMENT IN-SERVICE TRAININGS

Participants Province Date Planned Trained Total Male Female Total % Feb 24th 430 51 481 71% Zambézia Mar 24th 678 127 15 142 21% Feb 24th 364 49 413 71% Nampula Mar 24th 495 268 53 321 61% Total Average 587 297 42 339 58%

TABLE 17: LITERACY IN-SERVICE EDUCATION MONITORING VISITS

Province Participants

FY 18 Quarterly Report 2 (January - March) | 27

Plan Plan Real DPEDH SDEJT VL Trainers Total % Feb 17th 5 17 14 83 119 123% Mar 3rd 0 20 12 0 32 33% Zambézia Mar 17th 97 2 28 13 0 43 44% Mar 31st 2 32 13 0 47 48% Feb 17th 4 14 11 86 115 144% Mar 3rd 1 25 8 18 52 65% Nampula Mar 17th 80 0 16 6 0 22 28% Mar 31st 0 6 6 0 12 15% Total Average 89 2 20 10 23 55 62%

TABLE 18: SCHOOL MANAGEMENT IN-SERVICE EDUCATION MONITORING VISITS

Participants Province Plan Plan Real DPEDH SDEJT VL Trainers Total % Feb 24th 5 34 14 39 92 95% Zambézia Mar 24th 97 1 42 9 2 97 100% Feb 24th 3 37 13 46 99 124% Nampula Mar 24th 80 0 24 7 0 31 39% Total 89 2 34 11 22 80 90% Successes to Date  399 ZIP coordinators trained on how to organize cluster-based leadership workshops as well as workshops for literacy trainers. The number of participants was higher than expected.  Five INSET-cluster-based workshops have been organized with higher participation in the beginning. Challenges & Associated Actions  A one-day training workshop for ZIP coordinators was limited. Discussions could have been more robust if the training was longer, as there would have been more time for deeper discussion. These issues will be presented in the INSET workshops that will be conducted in this school year.  The ZIP level cluster-based workshops showed a downward participation trend from teachers and district technicians. The distances from district offices to the ZIP are far. The travel time and costs involved to arrive at and return from the ZIP are expensive. Additionally, the timing on a Saturday and the participation of many teachers in distance education modules or studies posed challenges. The program has started to discuss these structural problems with both USAID and MINEDH.

1.4.3 Develop district level capacity to improve EGR

The Systems Strengthening and M&E teams worked together with MINEDH to review the existing district supervision/coaching tools for the districts’ regular school visits. Vamos Ler! is additionally building capacity at the DNGGQ by building a digital platform for district information about the schools (see 1.4.4). The Systems team also worked on the alignment of the district supervision tools with the Local Education Management Approach (LEMA) used by USAID, which is an annual

FY 18 Quarterly Report 2 (January - March) | 28 monitoring process that is conducted in a sample number of schools in each district to get a quick idea about the program’s progress and challenges. The LEMA manual is being adapted for the program and translated to Portuguese. Successes to Date  The Vamos Ler! M&E team, with support from a data specialist consultant, has contributed to the establishment of a national digital platform for district supervision.  LEMA tools drafted. Challenges & Associated Actions  Alignment between the existing supervision materials from MINEDH and program materials. Existing formats from MINEDH do not include a focus on bilingual education. Work will start through a special committee to align materials from MINEDH to some specific purposes of the bilingual education program.

1.4.4 Use ICT for data management and analysis

The Vamos Ler! program has continued to build capacity and provide technical support to the DNGGQ and SDEJTs through the creation of a national digital platform for district supervision of schools under the coordination and support from GIZ. This platform has been tested and is now operational. A former Vamos Ler! employee has given continuing support and practical capacity building for MINEDH-technicians and data managers. Successes to Date  See also above (1.4.3). A digital platform was developed for national data collection by district technicians for their school visits. Data can be entered through a software application and submitted by tablet or mobile to the national database, to which SDEJTs have access and can monitor as well as compare their data with other districts. Challenges & Associated Actions  Because the software is not very user friendly for MINEDH staff who have basic knowledge of data base management and ICT, the consultant extended his time working with the MINEDH technical staff to prepare them on how to maintain the system and to use it for analysis of school data. The team has recommended support for MINEDH to prepare a technical maintenance plan and continuous capacity building plan on the application of this specific software for data collection and analysis.

FY 18 Quarterly Report 2 (January - March) | 29

IR 2: National EGR policy framework and delivery systems improved

IR 2.1 National mechanisms for coordinating EGR interventions strengthened

2.1.1 Develop and support EGR coordination body The Provincial Bilingual Education Coordination Group held its first meetings this year in Nampula on March 15th and in Zambézia on February 22nd. The meetings focused on the latest Vamos Ler! activities, including January School Director and Teacher trainings, Grade 1 materials distribution, preparation for Vamos Ler! Community Mobilization packages 2 and 3 and Vamos Ler! work planning. The following issues were presented and discussed:  Long distances for some school directors and teachers to attend cluster-based workshops.  Teacher mobility between schools and grades. DPEDH will send a formal letter to the SDEJTs reminding them that they should avoid non-essential teacher movement.  Student enrollment fluctuations and unreliable data. Vamos Ler! is waiting for March 3rd data to get the exact numbers of students registered, so that an additional book distribution eventually can take place if needed.  Creation of a WhatsApp group among the members of the bilingual education meeting group to facilitate communication.  IFPs representatives have requested a copy of each type of L1 materials for review and possible use in the IFPs. The Systems Strengthening team coordinated the first Vamos Ler! quarterly update meeting with the Ministry to present the program’s achievements from October 2016 to March 2018, as well as presenting the April to June 2018 workplan. The meeting was postponed twice because the director of DIPLAC was sick. The meeting has yet to be rescheduled. Vamos Ler! has also produced an Activity Profile, which explains last quarter’s activities and the plans for the next quarter. The profile is also included in a PowerPoint presentation. The activity profile and presentation are updated after each quarterly meeting if comments or suggestions are provided by the Ministry. They are then distributed among the relevant departments in MINEDH and other stakeholders. The mainstreaming of Vamos Ler! activities into MINEDH’s Primary Education Action Plan (PDA) has been completed at national, provincial and district levels, though the inclusion of Vamos Ler! activities at the national level will be shifted to April. It is important that Vamos Ler! is part of these government plans as it facilitates the coordination with MINEDH’s planned activities, coordination with other implementing partners, availability of MINEDH personnel in Vamos Ler! activities, and the sharing of information and better understanding about the program’s goals and approaches at all levels.

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Successes to Date:  The Bilingual Education TWG’s organizing and assisting to coordinate Vamos Ler! bilingual education activities.  Vamos Ler! plans mainstreamed into provincial and district education plans.  Vamos Ler! participation in and support to the Bilingual Education TWG (both central and provincial) meetings helped significantly in the provinces during School Director and teacher training preparation. Coordination between Vamos Ler! and School Directors and teachers during the training preparations and during the training was smooth due to MINEDH, DPEDH, and SDEJTs full participation and support in this activity. At the central level, a meeting was held on February 8th to present the results of the school directors and teacher trainings. Challenges & Associated Actions:  National, provincial and district level governments do not have the necessary financial resources to invest in and support bilingual education programs, which jeopardizes the sustainability of the bilingual education program and planned government expansion. USAID invests large sums in the bilingual education through the Vamos Ler! program in Zambézia and Nampula provinces as well as through another smaller program in Maputo province. While the government has recently invested in bilingual education seminars and attracted donors to these conferences, there are few donors who add their financial and technical support to USAID’s funds for bilingual education.

2.1.2 Organize evidence-based symposia

No symposia planned for this period.

IR 2.2: Early grade reading standards, benchmarks, and curricula for Mozambican languages developed

2.2.1 Define G1 – G3 student standards and benchmarks The Vamos Ler! System Strengthening and Reading teams conducted a three-day early grade reading and writing standards workshop from March 20th to 22nd in Maputo. American Institutes for Research (AIR) STTA consultant, early grade reading and writing standards and benchmarking expert led the training design and sessions in coordination with the Vamos Ler! Reading and Writing Specialist and Systems Strengthening Specialist. Workshop participants were divided into four working groups based on the program languages: Elomwe, Emakhuwa, Echuwabo, and Portuguese. A team of African Bantu language consultants from Eduardo Mondlane University, bilingual education specialists from the Pedagogical University, specialist staff from MINEDH, DPEDH and INDE, authors of the Vamos Ler! materials and Vamos Ler! staff participated in this workshop, for a total of 39 participants.

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TABLE 19: EARLY GRADE READING AND WRITING STANDARDS DEVELOPMENT PARTICIPANTS

Province VAMOS INDE UP/ UEM MINEDH DPEDH TOTAL LER! F M Total F M Total F M Total F M Total F M Total F M Total Zambezia 1 4 5 0 0 0 0 2 2 0 0 0 0 0 0 1 6 7 Nampula 0 3 3 0 0 0 0 1 1 0 0 0 0 0 0 0 4 4 Maputo 3 6 9 2 3 5 0 0 0 0 4 4 5 5 10 10 18 28 Total 4 13 17 2 3 5 0 3 3 0 4 4 5 5 10 11 28 39

Successes to Date  Drafted quality EGRW standards in Portuguese, Emakhuwa, Echuwabo, and Elomwe, with grade level milestones (Grades 1-3).  An established committee to focus on the Grades 1-3 standards framework for literacy in the INDE curriculum processes. Challenges & Associated Actions  While the participants overall were knowledgeable and active, it recommended to increase the number of current teachers and primary educators involved in the workshops. The quality of the standards depends a lot on teacher expertise. The quality of the workshops will improve through adding more educators familiar with the reading content and cognitive issues of children learning to read.

2.2.2 Develop EGR Teacher Standards MINEDH led a workshop on developing national teacher standards from February 14th to 16th. Vamos Ler! program staff were invited to participate. The main purpose was to discuss a draft action plan for the development of teaching standards with donors, provincial ZIP, and school delegations. A meeting between the COP, AIR STTA, and the Director of DNFP took place on March 23rd to discuss the specific support the Teacher Training Directorate needed to continue to provide on teaching standards. Successes to Date  DNFP has started its own work on the development of teacher standards.  Continued collaboration between Vamos Ler! and MINEDH on supporting teacher standards. Challenges & Associated Actions  It is clear from conversations with the DNFP that any new teacher standards/evaluation norms need to be introduced through a clear mandate focused on teacher learning and growth (professionalization). The director was clear that regional administrations and teachers would not engage with new standards if it was perceived as a heavy-handed and top-down initiative. The program is working with several such actors to get the buy-in needed in order for teachers to feel we have something to offer them, not just because the program tells them they need this. A workshop on teaching standards, their purpose and development in collaboration with the DNFP and other Ministry staff will be the next step.

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IR 2.3: Research-based policies in support of EGR instruction implemented

2.3.1 Build institutional capacity in conducting policy-relevant research

Preparation of a two-year research plan for the program Vamos Ler!

A two-year research plan is in development. The aim is to collaborate on this with DIPLAC. Successes to Date  Discussions have started among Vamos Ler! staff and MINEDH stakeholders on the design of action-oriented studies of which the recommendations can be immediately used at the school level. Challenges & Associated Actions  There is research fatigue expressed by MINEDH, and therefore it has been difficult for the program to introduce new research. Vamos Ler! is working on strategies, including research mapping and planning workshops, to encourage the design and implementation of research and use of resulting data to inform policy decision-making.

2.3.2 Build capacity for data management and reporting The Vamos Ler! M&E team carried out a survey in February and March with the aim of formulating recommendations on how to improve data collection from data collected on March 3rd. Based on the results of this survey, MINEDH, in collaboration with the program, will develop an action plan to improve the school census process. The action plan will also help to identify what interventions can be made to improve the data quality and strengthen the use of the educational statistical data. The research was carried out in four districts, two districts in each province: Alto Molocue and Lugela in Zambézia, and Mecuburi and Monapo in Nampula, covering a total of 66 schools.

Workshop for tool development and testing

Before the data collection started, a three-day workshop was held in Quelimane from February 7th to 9th to develop and test the tools. 18 people participated in this workshop as shown below in Table 20.

TABLE 20: MARCH 3RD DATA COLLECTION SURVEY WORKSHOP

VAMOS LER! MINEDH DPEDH TOTAL Female Male Total Female Male Total Female Male Total Female Male Total

4 8 12 0 2 2 0 4 4 4 14 18

Three different field activities were carried out from February 12th to March 16th. After the data collection was complete, M&E staff processed and cleaned the data from March 19th to 28th. The next steps include data analysis and capacity building data interpretation in the provinces, followed by data presentations. To guarantee increased sustainability and accountability, the presentation of this survey

FY 18 Quarterly Report 2 (January - March) | 33 will be done by DPEDH and MINEDH technical officers that participated in the survey. The Vamos Ler! M&E team will assist wherever possible in responding to some questions during debates. The presentations are planned for April 9th in Nampula, April 11th in Zambézia and April 13th in Maputo. After the results presentation at all levels, an action plan will be developed that will help the MINEDH/DPEDH technical officers to organize future trainings on educational statistical data use, education management, and information system data in other provinces and districts in the country. Successes to Date  Vamos Ler! provided assistance to DPEDH and SDEJT staff in selected districts to improve the March 3rd data collection process, which forms the basis for planning of MINEDH and other development programs. It was proven that the schools that were supported by the program in improving their data collection, could present more reliable and complete data. Challenges & Associated Actions  A repetition of the training to selected schools on a larger scale might be difficult because of the lack of resources from the MINEDH. In discussion is how schools could support each other through ZIP trainings. 2.3.3 Build MINEDH capacity to use research and other data for policy decision- making The M&E team developed a teacher training and materials distribution database, which includes information on trainees’ profiles, school contact numbers, type of trainings attended, numbers of days attended, books received and all data about the January 2018 trainings. The information has been shared with SDEJT and DPEDH and has informed the report that was presented to USAID and to MINEDH on February 8th. SDEJTs and MINEDH will use this information for internal reporting and supervision. They will also use this information as a verification record for questions such as teacher mobility. Successes to Date  The Vamos Ler! database was developed with data from schools, teachers, school councils, training events and materials distribution processes. Challenges & Associated Actions  Not all staff are using the database for program analysis and review of activities. The M&E team is exploring ways to support staff understanding and analysis of data to improve results and impacts of their activities. For instance, the database indicated a decreasing trend in participation in the INSET training. It would be important for the Reading and System Strengthening teams to reflect on what could be done to reverse this trend.

IR 2.4: EGR systems strengthened

2.4.1 Train and support implementation of EGR assessment for quality and fidelity of results After the EGRA data analysis from the Effectiveness Evaluation, the Vamos Ler! M&E team carried out data interpretation workshops in Quelimane, Nampula, and Maputo on February 26th and 27th,

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March 1st and 2nd, and March 6th and 7th respectively. The workshops were organized with expert advisory support from Creative STTA consultant and coordination support from World Education STTA consultant. Participants included teachers, School Directors from Zambézia and Nampula provinces, including Maputo city, teacher trainers from teacher training institutes, staff from SDEJTs, DPEDH and MINEDH including from INDE and staff from National Universities (see more under section 2.4.1). Table 21 below shows participant data disaggregated by sex.

TABLE 21: DATA INTERPRETATION PARTICIPANTS

Province USAID/ SDEJT/ SD/ UP/ UEM/ MINEDH DPEDH TOTAL VAMOS LER! TEACHERS UCM/ IFP F M Total F M Total F M Total F M Total F M Total F M Total Zambézia 2 19 21 0 0 0 0 2 2 2 15 17 0 3 3 4 39 43 Nampula 8 20 28 0 0 0 4 0 4 3 18 21 0 3 3 15 41 56 Maputo 3 6 9 3 4 7 0 0 0 1 5 6 0 0 0 7 15 22 Total 13 45 58 3 4 7 4 2 6 6 38 44 0 6 6 26 95 121

Successes to Date  EGRA data analysis and joint interpretation of the Effective Evaluation results from the general school data forms, teacher, school director interviews and school council members’ group discussions with MINDEH, DPEDH and SDEJT staff.  The final draft report has been shared among the program teams for comments.  Contextualized recommendations and follow-up actions were produced to be incorporated into the definitive version of the Vamos Ler! EGRA Baseline report. Challenges & Associated Actions:  Participants have responded to the results from the teacher, School Director interviews, general school data form, group discussions with School Council members and have recommended many actions to improve the teaching, management, and relationship between school councils and schools. Teacher absenteeism and student dropout, poor functioning of school councils and the quality of teaching are the most serious problems for the school and children’s performance. Many of the recommendations require coordinated actions between SDEJTs, school directors, teachers and community leaders.

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IR 3 Parental and community engagement in EGR increased

IR 3.1: Awareness of the importance of using Mozambican languages in EGR increased

3.1.1 Development and implementation of the SBCC strategy This quarter, Vamos Ler! launched two communications campaigns to encourage family and community engagement, continued the Early Warning System implementation and began planning for a family literacy program called Let’s Talk (see 3.2.2). The Bilingual Education campaign supports teaching and learning in L1 and L2, and the Go to School Campaign advocates for teachers and students to attend school Figure 4: Student going to school walked by her mother – Mogovolas District regularly. Materials for both campaigns, including posters and frequently asked questions (FAQ) sheets were printed on January 15th and distributed on February 12th. Teachers and school personnel have also been trained on the use of the Early Warning Systems (EWS), a framework and tool to track student daily attendance and students at risk of dropout. The materials and trainings have been received positively by school personnel. The Community Mobilization team and Senior Communications Specialist are collaborating with Overseas Strategic Consulting (OSC) STTA consultant, expert in radio programming, to develop scripts and public service announcements (PSAs) to support the Bilingual Education and Go to School Campaigns. To date, 25 interviews with schoolteachers, principals, students, and parents in Monapo, Ituculo, Ribauwe in Nampula province have been recorded. Successes to Date  Key messages produced and disseminated through campaign activities in all four languages.  1 poster developed in all four languages for the Go to School Campaign and all materials for the EWS distributed to all 906 schools in the program.  Positive reactions of the EWS from MINEDH, teachers, Schools Directors, and other school staff.

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Challenges & Associated Actions  Although many school headmasters and teachers are supportive of the EWS, some teachers do not always mark student attendance. This became clear from the March 3rd data collection process that was supported by the program. Stricter follow up from district officers during supervision visits need to be organized.

IR 3.2: Family members’ use of evidence-based materials and techniques that reinforce children’s pre-reading and reading skills increased

3.2.1 Develop community engagement model

Already developed and approved in FY 2018, Quarter 1.

3.2.2 Provide training for parents, family members, and caretakers

The community mobilization team developed materials for training and implementation of the Let’s Talk program, with support from the Vamos Ler! Project Director. Let’s Talk is part of package 2 in the Community Engagement Strategy and intends to promote “nutritious” talk among parents/households and children, to improve children’s oral language development, a precursor to literacy development. A Let’s Talk internal training session was held from February 26th until April 9th. Participants included Community Mobilization, Communications, Gender, and Systems Strengthening teams. The training focused on activity development and a discussion of how important “nutritious” talk is to stimulate early brain development as well as how the intervention serves as an extension of the literacy activities in the classroom to the household. The Community Mobilization team also organized a three-hour Let’s Talk orientation and feedback session with the Reading Team including the MINEDH-staff who were there during the Grade 2 material development workshop in Boane. Successes to Date  Package of materials developed for Let’s Talk.  ZIPs and schools selected to receive orientation about Let’s Talk. Challenges & Associated Actions  To ensure that the Let’s Talk materials suit the needs of the communities, families, and children the materials need to be tested in a few schools and communities in the three different language areas. Many parents in the target communities are illiterate, so the materials will need to be tested to make sure that families can use the materials. Activities will also need to be tested to identify change agents, and individuals in the community who will support the use of the program.

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IR 3.3: CSOs ability to mobilize communities in support of improved EGR increased

3.3.1 Identify and negotiate grants with CSOs

From February 12th to 16th, the Grants and Community Mobilization teams conducted a workshop in Nampula with 18 radio stations who submitted grant applications in response to the Radio Request for Applications (RFA). IREX, a USAID-funded organization that organizes technical and financial support to radio stations, was also invited to participate. The purpose of the workshop was to improve the applicants’ technical and financial proposals. The teams are additionally evaluating the technical and financial proposals of CSO/NGOs. The RFA was announced on Figure 1: Monapo based community radio journalist at the Grants th February 19 . Of the 59 proposals Workshop in Nampula. received, 16 (27%) have been short-listed. Applicants include both local and international organizations, and it is expected that the grants will be awarded by the end of April 2018. The grantees will support the Bilingual Education and Go to School Campaigns, as well as the three packages in the Community Engagement Strategy. Successes to Date  59 CSO/NGO financial and technical proposals received and 16 have been pre-selected. Many of the applicants have a strong footprint working with communities in Nampula and Zambézia. Challenges & Associated Actions  The proposals developed by the radios were of very low quality. The program is now considering buying ‘airtime’ to broadcast the messages.  Contracting NGOs and CSOs to support the implementation of community mobilization activities depends to a considerable extent on their technical and financial ability to utilize and manage funds in a professional manner. Many of the proposals were weak in terms of technical and strategic approach and needed some thorough revision. Furthermore, most of the budgets were not well aligned with the technical proposals and included large sums for materials, equipment and personnel, indicating a need for a realignment with the proposal. The Community Mobilization team has been involved to support the review of the technical proposals and the selection process.

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3.3.2 Develop and implement community activities

No activities planned this quarter.

3.3.3 Hold schools accountable for EGR outcomes The community mobilization team together with the systems team developed a school report card that will be used by the school director and school council to help improve the school performance. Successes to Date  School report card drafted.  Changes in attitudes and behaviors require synergy among various actors within schools and the community to influence.  The key messages around Bilingual Education and Go to School Campaigns have provided better understanding of the changes through bilingual education, which is fundamental. Challenges & Associated Actions  The implementation of campaigns against absenteeism and pro-bilingual education are supported by school principals, ZIP coordinators, teachers, and students. Longer term commitment though will depend on the attitude of teachers and school directors. The frequency of monitoring and coaching visits by district technicians might help to maintain the focus on these critical issues.

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3. MONITORING EVALUATION, & COMMUNICATIONS

Monitoring & Evaluation (M&E) and Research In this quarter, a program database was completed that facilitates measurement of program implementation progress, book development and trainings, numbers of students, teachers and headmasters who helped estimate the number of materials and school supplies needed for each school and who participated in trainings. Additionally, the database includes names and contact details of school directors, deputy school directors, school council presidents, and information about schools (geographic coordinates, school code, number of shifts, number of classrooms). All these data have been shared with MMEMS. Other highlights this quarter are listed below:  MINEDH, DPEDH, and district level capacity building around the Effectiveness Evaluation data (i.e. Data Interpretation Workshops) including elaboration of recommendations from participants.  Active participation from MINEDH, DPEDH, and District technical officers from the Planning Department in all Vamos Ler! research and data presentations, which will help to promote sustainability of the interventions post Vamos Ler! For example, the March 3rd data collection study (i.e. EMIS input improvement) where MINEDH, DPEDH and SDEJT officers were present and will also present the results, while Vamos Ler! M&E team will assist where needed.  Trainings, books, and other materials distribution databases have been developed and are in place with updated data (including signed confirmations where relevant).  The same databases have been shared with MMEMS, DPEDH and SDEJT, which facilitate the setup of a joint database for the government monitoring and helping with decisions around teacher mobility.  Spot checks were carried out by district officers to verify the presence of materials at the schools and verify how they are being used.  The Vamos Ler! Program database is still under development. The Data and ICT-teams will meet in Maputo the first week of April to complete the process (to be reported in Quarter 3).  Vamos Ler! PMEP action plan has been developed with responsibilities for the sections to report on specific indicators, including expected input dates.  The action plan also shows the main activities in the Vamos Ler! annual plan that are linked to each indicator.  This will be shared with all Vamos Ler! sections, MINEDH, DPEDH and SDEJT as part of the ongoing M&E capacity building plan.  M&E team actively participated during the January school director’s and teachers’ training and cluster-based workshops in February and March (INSET), thus allowing the team to properly update data and report it to the team leaders.

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Communication Activities  Co-produced with staff from the USAID Mozambique Communications team the recording of the USA-Ambassador reading the Emakhuwa book “Nisipo” while he also highlighted the American Government’s support for Mozambican children to learn how to read in their own language.  Vamos Ler! program was given visibility through financial, technical, and logistical support of the international Mother tong literacy date held last February 21st with the following activities:  National Ceremony in Manhiça District where the high-level MINEDH and USAID delegations attended—A stand was kept exhibiting Vamos Ler! material developed by the date such as L1, L2 and supplementary reading books, Roll Ups and Banners.  A Tarde é Sua TV Show at STV channel: the Vamos Ler! song was performed live by the composing artists followed by a debate attended with the National Primary Education Director, Bilingual Education Expert at the Institute for Education Development, Teacher Trainer resident in Rapale District, and the Vamos Ler! Reading Specialist who debated the advantages of bilingual education and the main efforts that the government is putting in place with support from international donors such as USAID and others. The materials development process was discussed and the need for local content knowledge highlighted.  Radio Programs in Nampula and Zambézia: Vamos Ler! joined the provincial debates on bilingual education. The panelists were among Provincial Education bilingual education focal points and residents who brought their opinions live through an open line radio program. Recording and documentation:  The teacher trainings conducted in January in Nampula and Zambézia and collected testimonials from teachers and trainers.  The books distribution process in Zambézia and Nampula, an activity that will result in a video documentary with different interviews during visits to the provincial warehouses  Filmed classroom activities by teachers in Ilha de Moçambique and Monapo in Nampula province with the students using their Vamos Ler! books in Nampula. There will be filming in Zambézia as well in April or May. These materials will be used for the teacher trainings in May and August.

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Production of communication tools:  The Go to School! campaign poster

Figure 5: A picture sample of the "Go to School” campaign to prevent student absenteeism. It was developed, printed and distributed to all cohort 1 schools in Nampula and Zambézia last February.

Branding and marking:

 For other community mobilization campaign materials such as FAQs for school directors and school cluster coordinators, student tracking sheets and Early Warning System cards for community mobilization.  Continuous assistance to all sections and individual staff on the matter of branding and marking for instance on correspondence, ToRs, programs for workshops, materials for the Vamos Ler! launch and National Forum for Bilingual Education.

Information sharing and program progress:

 Production of weekly news bullet items about Vamos Ler!.  Production of two success stories.  Production of activity profile for quarter two of the program (January–March 2018).

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4. DELIVERABLES

DELIVERABLES DUE DATE DELIVERY DATE APPROVED BY CLIENT DATE PMEP report January 31st 2018 January 31st 2018 Annual Work Plan 2018 November 9th 2017 October 20th 2017 February 22nd 2018 and Budget (revised) (English version I) November 9th 2017 (English version II) December 8th 2017 (English version III) February 18th 2018 (English version IV) Accruals Report(s) March 15th 2018 March 15th 2018 Pending approval Quarterly Financial April 30th 2018 April 30th 2018 Pending approval Report FY18 Q2 and Annex Quarterly (Annual) April 30th 2018 April 30th 2018 Pending approval Narrative Report FY18 Q2 VAT-reports April 15th 2018 April 26th 2018 Pending approval FY2017 Report of April 16th 2018 April 4th 2018 Pending approval Foreign Taxes

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5. MANAGEMENT AND ADMINISTRATIVE ISSUES Finance, Operations and Procurement On January 17th the OSAC (Overseas Security Advisor Council) which is the Advising Committee on security services for the diplomatic mission of the USA met for the first time this year. 25 People (23 male, two female) including the security coordinator of the Vamos Ler! program participated along with representatives from national and international security services—including other embassies and diplomatic missions, banks etc.—to discuss security issues and plans to counteract and prevent terrorism (such as recent Al Shabab and Boko Haram actions in the north of Mozambique) and other security problems. Monthly meetings have now been agreed upon. Staff Actions Updated as of March 31st. The staff consists of 96 professionals, distributed in the following order:

- Maputo – 25 - Nampula – 39 - Zambezia – 32

Key Personnel Updated as of January 25th with the arrival of new financial specialist (Key Personnel) in Maputo. Staff and Consultant International Travel NAME OF DESTINATION DATES OF PURPOSE OF TRIP TRAVELER TRAVEL World Education Boston-Maputo 21st of Feb. – Provide Vamos Ler! M&E team with technical 7th of March assistance primarily for supporting the data interpretation workshops. As the primary author of the EGRA baseline report, he will assist the program with inclusion of the recommendations in the final EGRA-report. Creative Associates Atlanta-Maputo 23rd of Feb. - Finalizing detailed Grade 1 lesson plans for 19th of March cohort 1 schools, producing teacher professional development best practices briefs, developing training tools and materials for Grade 1 refresher trainings for the teacher training in May and supporting the development of teaching and learning materials for Grade 2. Creative Associates Washington- 26th of Feb. - Provision of technical assistance primarily to the Maputo 15th of March planned community mobilization activities. Support the preparation of package 2, and 3, materials and training in their various stages of development. Also, as Project Director of Vamos Ler! support to other teams will be provided and she also participated in meetings with MINEDH and USAID mission management. Creative Associates Washington- 26th of Feb. - Provision of technical assistance to the planned Maputo 15th of March monitoring and research activities, such as the

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NAME OF DESTINATION DATES OF PURPOSE OF TRIP TRAVELER TRAVEL data interpretation workshops. Support to development of terms of references for the Time-on-Task and Gender studies and assist the teams in outlining the framework for routine monitoring and the LEMA activities. Also, as senior representative for Creative, Ms. Tietjen assisted the Project Director in the review of overall program plans and participated in meetings with MINEDH and USAID mission management. American Institutes Washington- 15th - 23rd of Technical assistance to MINEDH and the for Research Maputo March program in developing standards for the three Mozambican languages of instruction and for Portuguese oral.

Key meetings with USAID (or client) and partners The management and specialist staff in the program continued to make a conscious effort in coordination with USAID during the second quarter of the second year to strengthen the relations with the the program’s most relevant directorates, such as Cabinet of the Vice Minister, DINEP, DNFP, DNGGQ, DIPLAC and other partners in the education sector (see list below).

KEY DATE KEY CLIENT TOPIC / FOCUS KEY DECISIONS / PROGRAM AND / OR OF MEETING OUTCOMES REPS PARTNER REPS (IF ANY) COP, DCOP, 8th of MINEDH, USAID Presentation of Plan needs to be updated leaders of February AWP 2018, themes quarterly, committees installed technical of oficinas for per diems and planning for sections pedagogicas (cluster- the next teacher training. based workshops) Quarterly presentations about for teachers and program progress to DILAC. school directors Communication about trainings in May through SDEJT. COP, DCOP, 8th of DNFP Director Standards for Agreement about the Leaders of February and DINEP Deputy reading content and importance of linking material Reading and Director minimum standards development to reading Systems section for teachers content standards and standards for teachers Leader Systems 27th and DNFP Director Teacher standards A detailed plan to be produced section 28th of and other donors and accreditation by DNFP about development Feb. of teacher standards COP 7th of INDE Deputy Standards for Participation from INDE in the March Director reading content and workshop 20th till 22nd of teachers March COP and 8th of Vice Minister Preparation for the Vice Minister to send a bio and Instructional March Vice Minister’s small presentation about the Director participation in the theme of rolling out the

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KEY DATE KEY CLIENT TOPIC / FOCUS KEY DECISIONS / PROGRAM AND / OR OF MEETING OUTCOMES REPS PARTNER REPS (IF ANY) Systems and international bilingual education program in Governance at education Mozambique Creative conference in Mexico Project 9th of USAID Team Wrap up meeting Focus on grants for NGOs and Director, March Leader, COR, and about technical CSOs rather than on radio Director Deputy COR assistance provided grants, the program to send a Instructional by Corrie proposal for adapted research Systems and Blankenbeckler and on teacher’s time-on-task and Governance for Karen Tietjen gender Creative, and COP COP 15th of DINEP Director, Preparation for Program agreed, and March USAID Team launch of the discussion started about Leader, COR, National Forum for program details, budget, and Bilingual Education logistics. Discussion to be continued about a donor presentation. 16th of DNEP RAR Update of RAR report March COP, VL!, and 23rd of DNFP Director Progress made by DNFP will produce a short AIR Consultant March DNFP on the paper about steps done in the teaching standards minimum standards for teachers and the immediate need for STTA

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6. PLANNED MAIN ACTIVITIES AND EVENTS FOR NEXT QUARTER III (APRIL- JUNE 2018)

ACTIVITY Start month End month IR 1 Early Grade Reading Classroom Instruction 1.1 Evidence-based, gender-responsive early Grade reading materials in Mozambican languages used 1.1.1 Review of existing EGR materials and curriculum Implementation of the monitoring and evaluation on the use of the Grade 1 April June materials 1.1.2 Develop EGR Materials Development of Grade 2 reading and teaching materials April June Testing of materials for Grade 2 May July 1.1.3 Print and Distribute Materials Publication of RFA for materials printing June August 1.2 Teachers’ use of evidence-based, gender-responsive instructional practices in EGR increased 1.2.1 Support quality teacher professional development Training of trainers and training of teachers May May Organization of cluster-based workshops for language teachers April September 1.3: School management and governance in support of EGR strengthened 1.3.1 Training of school directors Training of trainers for school leadership May May Teacher training including for school directors, assistant directors, cycle May May coordinators, ZIP coordinators, and SDEJT-technical officers 1.3.2 Improve school governance through school councils Training of trainers for school committees April April 1.4 Coaching and supervision of early Grade reading instruction improved 1.4.1 Support in-school coaching for teachers Training of coaches May May INSET, Oficinas Pedagógicas April September 1.4.2 ZIP Coordinator Training Follow up visits by ZIP coordinators to schools April June 1.4.3 Develop district level capacity to improve EGR (supervision/coaching) Finalize protocol, tools, and training plan on LEMA for district April April supervision/coaching Testing of tools on LEMA April April Review of LEMA tools April April

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Training of district technicians of LEMA tools April April School visits and supervision by district officers May June Follow up visits by ZIP coordinators after LEMA June September IR 2 National EGR policy framework and delivery systems improved IR 2.1 National mechanisms for coordinating EGR interventions strengthened 2.1.1 Continue support EGR coordination body Support TWG for Bilingual education April September 2.1.2 Organize evidence-based symposia Support to organization of National Forum on Bilingual Education April April 2.1.3 Provide capacity-building support to the EGR coordinating body and MINEDH staff Inclusion of program Vamos Ler! in national and provincial planning April April 2.2 Early Grade reading standards, benchmarks, and curricula for Mozambican languages developed 2.2.1 Define G1- G3 student standards and benchmarks Not in this quarter, see 2.2.3 2.2.2 Develop EGR teacher standards Hold meetings with directors from INDE, DINEP, DNFP about teaching April June standards Develop minimum standards for teachers April June 2.2.3 Validation of the new standards and benchmarks Continue work on mainstreaming standards for reading content into April June curriculum planning by INDE and include in book development process for Grade 2 materials 2.3 Research-based policies in support of EGR instruction recommended 2.3.1 Build institutional capacity in conducting policy‐relevant research Continue preparation of a two-year research plan April May Implement an action-oriented research including teacher performance (Time April July on task) and gender 2.3.2 Build capacity for data management and reporting (on3rd of March data) Action planning till final presentation of results and lessons learned April June IR 2.4: EGR systems strengthened 2.4.1 Train and support implementation of EGR assessment for quality and fidelity of results Dissemination of report and action planning April April Review of EGRA-process in 2017 June June IR 3 Parental and community engagement in EGR increased IR 3.1: Awareness of the importance of using Mozambican languages in EGR increased 3.1.1 Development and Implementation of the SBCC strategy

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Production of radio messages and programs, radio broadcasting April June Use of materials, tools for package 1 (EWS) April September 3.1.2 Integrate the use of ICT in SBCC ICT-plan for voice messaging and SMS dissemination of key messages for March April communities and teachers 3.2: Family members’ use of evidence‐based materials and techniques that reinforce children’s pre- reading and reading skills increased 3.2.1 Develop community engagement model Test core package, package 2 and 3 materials and tools April May Implementation of package 2 April September Implementation of package 3 May September 3.2.2 Provide training for parents, family members, and caretakers Meetings with schools, teachers, school council members, and parents to April May present and test messages 3.3: CSOs ability to mobilize communities in support of improved EGR increased 3.3.1 Identify and negotiate grants with CSOs Grants selection of NGOs/CSOs April April 3.3.2 Develop and implement community activities CSOs training on package implementation and organizational, fiscal April April management Monitoring of CSOs which have received grants May May Theatre script writing, production developed, and performances implemented April September 3.3.3. Hold schools accountable for EGR results

Development of community and school report cards April April

Training of SDs, teachers, and school council members on the use of the May May school and community report cards Capacity building for School Councils on roles and monitoring school May May performance

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7. APPENDICES

 Success Stories  Project Performance Data Table (i.e., PMEP table)

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