d
Northern Education Initiative Plus PY4 Quarterly Report Second Quarter – January 1 to March 31, 2019
DISCLAIMER This document was produced for review by the United States Agency for International Development. It was prepared by Creative Associates International.
Submission Date: April 30, 2019
Contract Number: AID-620-C-15-00002 October 26, 2015 – October 25, 2020 COR: Olawale Samuel
Submitted by: Nurudeen Lawal, Acting Chief of Party, Northern Education Initiative Plus 38 Mike Akhigbe Street, Jabi, Abuja, Nigeria Email: [email protected] Northern Education Initiative Plus - PY4 Quarter 2 Report iii
CONTENT
1. PROGRAM OVERVIEW ...... 5 ACRONYMS AND ABBREVIATIONS ...... 6 1.1 Program Description ...... 8 2. EXECUTIVE SUMMARY ...... 12 2.1 Implementation Status ...... 15 Intermediate Result 1. Government systems strengthened to increase the number of students enrolled in appropriate, relevant, approved educational options, especially girls and out-of-school children (OOSC) in target locations ...... 15 Sub IR 1.1 Increased number of educational options (formal, NFLC) meeting school quality and safety benchmarks: ...... 15 Sub IR 1.2 Strengthened systematic approach to school management and supervision: ...... 18 Sub IR 1.3 Standardized NLFC model ensures education for vulnerable children and youth: ...... 20 Sub IR 1.5 Strengthen CSO capacity to mobilize PTAs, SBMCs, and communities around reading and access: ...... 22 Intermediate Result 2. Government systems strengthened to improve reading outcomes for primary grade learners in target locations ...... 30 Sub IR 2.1 State and LGEA policies, timetables, and standards for reading instruction and performance improved and implemented: ...... 30 Sub IR 2.2 State/LGEA systems for development, approval, and distribution of decodable readers, teacher guides, and supplemental materials for EGR instruction improved and implemented: ...... 34 Sub IR 2.3 State and LGEA systems for in-service training to teachers in public and NFLC classrooms in the use of the evidence-based reading materials improved and implemented: ...... 37
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Sub IR 2.4 LGEA systems for monitoring/coaching in-service teachers in EGR instruction improved and implemented: ...... 40 Sub IR 2.5 State and LGEA systems for EGR assessment improved and implemented: ...... 40 Sub IR 2.6 State and LGEA systems for extending evidence-based reading instruction to nontraditional, non-formal schools improved and implemented: ...... 46 Sub IR 2.7 State and local government accountability to the public for reading instruction increased: ...... 47 3. PROJECT MONITORING AND EVALUATION ...... 51 3.1 PMP Update ...... 54 4. INTEGRATION OF CROSSCUTTING ISSUES AND USAID FORWARD PRIORITIES ...... 79 4.1 Gender Equality and Female Empowerment ...... 79 4.2 Sustainability Mechanisms ...... 81 4.3 Local Capacity Development ...... 84 5. STAKEHOLDER PARTICIPATION AND INVOLVEMENT ...... 83 6. PROJECT OPERATIONS AND MANAGEMENT ...... 86 7. PLANNED ACTIVITIES FOR NEXT QUARTER INCLUDING UPCOMING EVENTS ...... 89 8. ANNEXES ...... 91 Annex A: Trainet ...... 91 Annex B: SAME Approval letter ...... 96 Annex C: Ebonyi letter requesting technical assistance ...... 100 Annex D: PY4 Q1 Financials ...... 100 Annex E: Success Story ...... 104
Annex E: The Initiative Campaign Messages ...... 109
Northern Education Initiative Plus - PY4 Quarter 2 Report 5
1. PROGRAM OVERVIEW
Program Name Northern Education Initiative Plus
Activity Start Date and End October 26, 2015 – October 25, 2020 Date
Name of Prime Creative Associates International Implementing Partner
Contract Number AID-620-C-15-00002
Name of Subcontractors Education Development Center (EDC), Florida State University (FSU), Overseas Strategic Consulting (OSC) and Value Minds
Major Counterpart FMOE, NERDC, NCCE, UBEC, NMEC, SMOE Organizations (Bauchi and Sokoto), SUBEB (Bauchi and Sokoto), SAME (Bauchi and Sokoto), LGEAs (Bauchi and Sokoto)
Geographic Coverage Bauchi and Sokoto States
Reporting Period January 1- March 31, 2019 6 Northern Education Initiative Plus - PY4 Quarter 2 Report
ACRONYMS AND ABBREVIATIONS
AEO Area Education Officer AO Area Organizer BESDA Better Education Service Delivery for All BPT Budget Planning Tool CBMC Center Based Management Committee CC Community Coalition CEO Chief Executive Officer COE College of Education COP Chief of Party COR Contracting Officer’s Representative CPD Continuous Professional Development Creative Creative Associates International CRC Community Reading Centers CSACEFA Civil Society Action Coalition on Education for All CSO Civil Society Organization DQA Data Quality Assurance EDC Education Development Center EGR Early Grade Reading EGRA Early Grade Reading Assessment ES Education Secretary FOI Fidelity of Implementation FMoE Federal Ministry of Education FOMWAN Federation of Muslim Women’s Associations in Nigeria FSU Florida State University GALA Group Administered Literacy Assessment HT Head Teacher ICA Institutional Capacity Assessment ICT Information and Communication Technology IP International Partner IR Intermediate Result LEMA Local Education Monitoring Assessment
Northern Education Initiative Plus - PY4 Quarter 2 Report 7
LF Learning Facilitator LGA Local Government Affairs LGA Local Government Area LGEA Local Government Education Authority MBEP Ministry of Budget, Economy and Planning MDA Ministries, Departments and Agencies M&E Monitoring & Evaluation MEAR Monitoring, Evaluation, Assessments and Research MT Master Trainer MTSS Medium Term Sector Strategy NCCE National Commission for Colleges of Education NCE Nigeria Certificate in Education The Initiative Northern Education Initiative Plus NERDC Nigerian Educational Research and Development Council NFLC Non-Formal Learning Center NIPEP Nigeria Partnership for Education Project NMEC National Mass Education Commission NRF National Reading Framework OOSC Out of School Children OSC Overseas Strategic Consulting PQIE Professional Qualifying Integrated Examination PRS Planning Research and Statistics PTA Parent Teacher Association PY4 Project Year 4 QA Quality Assurance RAN Reading Association of Nigeria SAME State Agency for Mass Education SBMC School-Based Management Committees SMoBSE State Ministry of Basic and Secondary Education SMoE State Ministry of Education SMS Short Message Service SRM Supplementary Reading Materials SSO School Support Officer STTA State Technical Team Assistance
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SUBEB State Universal Basic Education Board TETFund Tertiary Education Trust Fund TLC Teacher Learning Circle TLM Teaching and Learning Material TMIS Teacher Management Information System TOT Trainer of Teachers TPD Teacher Professional Development TRCN Teacher Registration Council of Nigeria TSB Teachers Service Board TWG Technical Working Group UBEC Universal Basic Education Board UNICEF United Nations Children’s Fund USAID U.S. Agency for International Development WASH Water, Sanitation and Hygiene WG Women Group Northern Education Initiative Plus - PY4 Quarter 2 Report 9
1.1 Program Description
More than 30 percent of school-aged Commencing in October 2015 under children in Northern Nigeria do not funding support from the United States have access to basic education, while Agency for International Development the quality of public basic education (USAID), the five-year Northern Education remains poor. Factors contributing to these Initiative Plus (the Initiative) project is situations include: inadequate teacher building the capacity of Bauchi and Sokoto preparedness and low motivation, lack of States to provide increased access to basic quality Teaching and Learning Materials education— especially for 400,000 Out-of- (TLMs), insufficient funding to education School- Children (OOSC) —and to and inadequate parental and community significantly improve reading outcomes for support. more than one million school-aged children and youths.
At federal level, the project is working in close partnership with the Federal Ministry of Education and its agencies— Nigerian Educational Research and Development Council (NERDC), Universal Basic Education Commission (UBEC), National Commission for Colleges of Education (NCCE), Teachers Registration Council of Nigeria (TRCN) and National Commission for Mass Literacy, Adult and Non- 400,000 Formal Education (NMEC) to institutionalize early grade Children reading skills improved reading (EGR) in Nigeria.
By strengthening the technical and administrative capacity
and accountability of federal, state and Local Government
Education Authorities (LGEAs), the Initiative has improved reading skills for more than 400,000 children, training more
than 9,000 teachers and distributed more than 7 million Mu Karanta! Let’s Read! TLMs to schools in 10 Local Teachers trained Government Areas (LGAs) each across Bauchi and Sokoto states. 10 Northern Education Initiative Plus - PY4 Quarter 2 Report
bout 190,000 OOSC from educationally
disadvantaged communities have also improved A their basic literacy skills, with opportunity to be By strengthening mainstreamed into formal schools. Also, Bauchi the technical and ‘‘ and Sokoto State governments have invested more administrative capacity and than N200 million in printing and distribution of the accountability of project’s TLMs and scaled up training of teachers to federal, state and other non-intervention LGAs. Local Government Education With technical guidance from the Initiative, NERDC Authorities is leading the process of developing a National (LGEAs), the Reading Framework (NRF) for Nigeria. NCCE has Initiative has also received support to integrate EGR as a course in improved reading skills for more than the Nigeria Certificate in Education (NCE) Minimum 400,000 children, Standards. training more than 9,000 teachers and The project is providing innovative, cost-effective distributed more Information Communication Technology (ICT) than 7 million solutions to improve the coaching and mentoring Let’s Read! Mu system for teachers/Learning Facilitators (LFs), Karanta! TLMs to making mobile money payments for financial schools in 10 Local Government Areas inclusion and maintaining an efficient TLMs supply (LGAs) each across chain. Bauchi and Sokoto states. USAID’s Northern Education Initiative Plus is implemented by Creative Associates International in collaboration with three U.S.-based international organizations—Education Development Center (EDC), Florida State University (FSU) and Overseas Strategic Consulting (OSC)—and four local organizations—Value Minds, Civil Society Action Coalition on Education for All (CSACEFA), Reading Association of Nigeria (RAN) and the Federation of Muslim Women’s Associations in Nigeria (FOMWAN), and more than 40 community-based organizations.
Northern Education Initiative Plus - PY4 Quarter 2 Report 11
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2. EXECUTIVE SUMMARY
The foundation of the increase program focus With this new direction, Initiative’s plan for and investment in reading Bauchi and Sokoto states significantly improving inputs and redirecting have taken actions to learning outcomes is its other activities (i.e., in improve time on task and EGR program. This systems strengthening and the quality of teaching quarter, the project community mobilization) and learning in both continued to reflect and to better support improved Hausa and English in refine its approaches EGR outcomes is now the Initiative-supported based on results from priority. LGEAs. Efforts were the mid-line Early made to address delay Grade Reading in distribution of TLMs, Assessment (EGRA). A increasing the number of thorough mid-year hours of EGR instruction review of the project’s The Initiative in Bauchi State and implementation will continue temporarily adjusting to closely strategy was also monitor and the school time table in completed this quarter. improve Sokoto State to make up The review responded impact on for lost instructional time to the data on reading reading (See Annex A for official outcomes as well as outcomes in communication). Term 2 both formal issues of quality and non- TLMs will be supplied to provisions within the formal all schools access program. contexts while by the second week of strengthening May 2019 utilizing the capacity and The project is now increasing electronic track and trace better focused to support accountability system from state to improved EGR outcomes within the two LGEA and school levels. in Bauchi and Sokoto states’ systems of education. States. A three-part Issues of time on task, strategy of introducing teacher quality and pupil evidence-based teaching attendance are methods and support strategies, phasing out ‘non-EGR’ activities (e.g., mainstreaming) to Northern Education Initiative Plus - PY4 Quarter 2 Report 13
The Initiative completed States also expanded these being addressed through several other key activities EGR trainings to non- reorganization and during the quarter. The intervention LGAs. In strengthening of school project provided technical Sokoto State, the SUBEB monitoring mechanisms. support to the Bauchi and utilized 29 MTs trained EGR coaching in Sokoto State Universal by the Initiative to deliver formal schools is being Basic Education Boards EGR content to 1,350 reinforced using ICT tools (SUBEBs) to organize teachers in the 13 non- and instructional videos training activities for focus LGEAs. To date, and increased training 9,414 P1-3 teachers Sokoto state has invested with logistics support (Male-7,054, Female- more than $400,000 to provided by the state 2,360) on new EGR print and distribute TLMs, governments. instructional techniques. train teachers and support school monitoring and supervision. Bauchi State is also set to embark on a similar exercise. Utilizing Teacher Professional Development (TPD) funds sourced from UBEC, the SUBEB will be training 1,500 teachers from 250 schools on EGR in the nine remaining LGAs in April. A budget of N39 million was approved for this activity.
A total of 1,298,119 copies of Term 1 Teacher’s Guides and Pupil’s Books for P1, 2 and 3 were distributed, in Hausa and in English,
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in Bauchi. An additional best practices and activities during the 444,307 copies of TLMs successes also expanded elections and reruns in were distributed to LGAs with the project’s launch February and March 2019. and schools in Sokoto for on three social media However, the change in a total of 1,742,426 copies platforms- Facebook, government leadership in of materials provided. Twitter and Instagram. Bauchi state now requires The project conducted The project is now part of strong advocacy to obtain data quality analysis the online community and buy-in, consolidate gains and close monitoring of is now showcasing and improve relations. the TLM distribution. USAID’s contribution to Although it appears that This process allowed education improvement in there is continuity in the Initiative to quickly Nigeria. governance in Sokoto address gaps, as well as state, changes will also to correct anomalies in The World Bank Better be made across state advance of Term 2 TLM Education Service and local government distribution. Delivery for All (BESDA) education institutions, partnership remains a necessitating stronger The Initiative also promising collaboration collaborations with new completed production for replication of the appointees. of instructional videos Initiative’s activities and for teachers and School increasing government The Initiative will Support Officers (SSOs) investment and continue to closely to aid pedagogical accountability for EGR monitor and improve instruction in schools and in at least seven northern impact on reading launched a 24-episode states. This quarter the outcomes in both formal Hausa radio drama UBEC/BESDA technical and non-formal contexts strengthening community team paid a technical visit while strengthening outreach efforts by local to the project for initial capacity and increasing structures to mobilize discussion on modalities accountability within the support for improved of engagements. two states’ systems of reading outcomes. education. Opportunities to share There were several disruptions to project Northern Education Initiative Plus - PY4 Quarter 2 Report 15
2.1 Implementation Status
The Initiative has continued to improve Intermediate Result 1. Government conditions of access to education, in systems strengthened to increase the both formal and non-formal sectors. This number of students enrolled in appropriate, quarter, activities in IR 1 focused on relevant, approved educational options, refining strategies for improving learning especially girls and out-of-school children outcomes in NFLCs in preparation for (OOSC) in target locations Cohort 4 rollout. The PY4 plan was remodified to strengthen EGR learning Sub IR 1.1 Increased number of and training content in NFLCs especially educational options (formal, NFLC) for young learners (ages 6-11). meeting school quality and safety benchmarks: One issue extensively discussed during the review of the PY4 plan was that the project needs to do more to improve reading
outcomes following analyses of the EGRA mid-line report. This necessitated an examination of contextual and other factors that may explain the current
situation in reading and access within the formal and non- formal education sectors.
For the non-formal education
option, a major strategic decision was not to extend to new communities but to sustain existing The project will now communities in Cohorts 1, 2 and 3, in provide comprehensive order to provide access for more OOSC EGR instruction to and re-enroll learners who performed young learners (ages 6- poorly. 11) in these communities.
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The project will now provide The report also revealed that the LGEAs comprehensive EGR instruction to young remain weak and underfunded, severely learners (ages 6-11) in these communities. constraining their ability to deliver basic To achieve this, the Initiative will make education services. In situations where available results of past community staff at the LGEAs understand their roles mapping exercises to Civil Society and responsibilities they lack the political Organizations (CSOs) engaged as support, resources, and capacity to grantees to guide the identification and operate, as most of these roles were establishment of NFLCs for Cohort 4 reported to have been taken by state rollout. agencies.
The report containing findings of the The Initiative responded to findings midline Institutional Capacity from the midline ICA by developing a Assessment (ICA) was shared with no-cost action plan in coordination with USAID, state and local government government partners, to address capacity partners during the quarter. While state gaps in state Ministries, Departments and agencies made considerable progress in Agencies (MDAs) and LGEAs, which procurement and logistics, coordination are capable of directly improving the and data management, management of EGR within the school the lowest scores were in teacher system. The capacity development management, quality assurance and social framework covers five modules i.e. mobilization. Medium Term Sector Strategy (MTSS) Northern Education Initiative Plus - PY4 Quarter 2 Report 17
funding from state down to school development, policy implementation, level standards and benchmarks, data • Support report writing and utilization, and community documentation at the LGEAs engagement. and routine dissemination of information for effective decision In addition, the project will support the making states and local education institutions • Encourage peer learning across to achieve the following under the board so high performing LGEAs framework: and state staff can mentor and support lower capacity LGEAs • Support the completion of state • Identify and promote champions specific EGR policy of project activities using different • Emphasize formative assessment communication strategies activities within coaching and
monitoring processes by teachers These action items have been and SSOs incorporated into the revised PY4 work • Training on the use of the Budget plan. Planning Tool (BPT) to develop MTSS and operational plans. The BPT also prioritizes and tracks 18 Northern Education Initiative Plus - PY4 Quarter 2 Report
Sub IR 1.2 Strengthened systematic approach to school management and supervision:
Under this sub-IR, several quarterly feedback and consultative meetings took place within technical teams and with state partners (State Agencies for Mass Education (SAME) and SUBEB) to plan Cohort 4 rollout.
A central level two-day meeting of all to SAMEs and the project. Leveraging the Access and Reading team members on technology, Quality Assurance (QA) was conducted to better understand measures such as weekly continuous new EGR approaches introduced into assessments will be introduced to quickly the NFLCs. For example, to maintain identify and address learning gaps. The the quality of EGR implementation in meeting was therefore an opportunity the NFLCs, the Initiative will increase to share common understanding of duration of the NFLC program to nine these strategies to ensure fidelity of (9) months, increase monitoring activities implementation (FOI) and uptake of best and strengthen feedback mechanisms practices in each center.
Northern Education Initiative Plus - PY4 Quarter 2 Report 19
State level quarterly consultative meetings were held in Bauchi and Sokoto States. In attendance were: the Initiative staff, CSOs, SAMEs and other Access Technical Working Group (TWG) members. These consultative meetings were aimed at creating consensus on specific strategies for strengthening LGAs and To maintain the increasing community ownership of the project’s interventions. quality of EGR implementation Discussions centered on the LGA Access Coordinators in the NFLCs, the Initiative engaging government partners for intensive school and center will increase monitoring visits, providing coaching and mentoring for duration of the teachers and LFs, and tasking community members to NFLC program address the worrisome phenomenon of teachers and pupils’ to nine (9) absenteeism in schools. months, increase A key outcome of the meeting was shared understanding monitoring on how school and center activities align with project goals activities and and the role of the LGA coordinators in building capacity strengthen of government partners at different levels to increase feedback mechanisms to participation and provide support for schools and centers. SAMEs and the project. In the reporting quarter, a joint LGA monitoring exercise led by the SAME Area Organizers (AOs) was conducted to assess the attendance and performance of mainstreamed NFLC learners in formal schools. Due to paucity of data, it was not easy to determine the size and the performance of the mainstreamed children. The Initiative is addressing this issue with the AOs and school heads on keeping of proper school records.
It is pertinent to note however, that based on the revised PY4 plan, the Initiative will not make financial commitment to mainstream learners, but continue to coordinate with key agencies like SAMEs, SUBEBs and the LGEAs to fully take up these responsibilities.
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Sub IR 1.3 Standardized NLFC model ensures education for vulnerable children and youth:
This Sub-IR is aimed at numeracy and life and training activities improving access to skills. However, the in both formal and non- quality education and draft modified PY4 formal learning contexts. strengthen the capacity of plan places greater state and LGEA-level emphasis on improving When the PY4 grant structures to better meet reading outcomes against awards are approved, the the learning needs continued broadening Initiative will work with (including EGR) of of access by, for CSOs to reestablish 600 OOSC. These needs have example, freeing-up NFLCs in 20 intervention included: literary, resources for access LGAs (10 in each state). activities to The Initiative will give strengthen EGR learning
Northern Education Initiative Plus - PY4 Quarter 2 Report 21
particular attention In preparation for Cohort the new EGR program to setting up NFLCs 4, the Initiative had and materials; and on to provide access and trained 120 MTs on safety/conflict sensitivity improve reading skills literacy, numeracy and awareness promotion. At for learners. The life skills as well as the the end of the training, Initiative will select revised EGR materials. EGR will be formally 600 LFs, (300 per These MTs will step- integrated into the state), with emphasis down the training to LFs NFLCs, with an emphasis on a strict merit based on the overall approach on developing the reading selection and and content; with an and writing skills of increasing the number emphasis on the use of young learners (ages 6-11) of female LFs. and adolescent girls. 22 Northern Education Initiative Plus - PY4 Quarter 2 Report
Sub IR 1.5 Strengthen CSO capacity to mobilize PTAs, SB- MCs, and communities around reading and access:
Community mobilization efforts on Traditional leaders in those communities the Initiative are now refocused on were encouraged to monitor teacher strengthening education accountability and pupil attendance and the quality of and reading promotion. The Initiative’s teaching and learning in the schools under community and local government their districts and effectively utilize the intervention strategy is focused on Community Reading Centers (CRCs). reducing teacher and pupil absenteeism They made commitments to visit schools by creating stronger linkages between regularly and report any teacher not local government structures, CSOs and discharging their responsibilities to the traditional leaders, especially at the LGEA Education Secretary (ES). district level. A broader engagement with traditional In the reporting quarter, the Initiative’s institutions will commence once the CSOs state teams paid several advocacy visits and by extension the community structures to traditional institutions. In Sokoto state are on board to roll out Cohort 4. Key the team visited several village and district advocacy messages in Hausa validated by heads in Wamakko, Wurno, Shagari and CSOs, community structures and media Tambuwal LGAs. representatives, have been developed and are ready for dissemination.
The Initiative continues to partner with the United Nations Children’s Fund (UNICEF) to improve access and reading outcomes. After participating in the First Northern Nigeria Traditional Leader Conference on OOSC last quarter in Kaduna state, the project also participated in another state-level follow-on conference in Sokoto state.
This conference was chaired by His Eminence, the Sultan of Sokoto, Alhaji Sa’ad Abubakar the III and was aimed at intimating traditional rulers (District heads) on their responsibilities in the enrolment of OOSC, especially girls in Sokoto state. The conference also focused on the need to increase students’ attendance, completion and transition.
The conference was conducted in the Sultan’s Palace in Sokoto and all the 23 traditional rulers at the LGAs graced the occasion. The Sultan briefed the traditional leaders on the communiqué from the national conference with emphasis on specific actions to be taken by the District Heads. They were specifically required to:
1. Reach out and bring into school all children within their domain; 2. Identify and address key socio-cultural barriers affecting children (especially girls) enrollment, retention and completion in school within their jurisdictions; 3. Establish and support implementation of structured enrolment-driven commitments with clear monitoring mechanisms to ensure children enrolled are retained; 4. Conduct advocacy and work with relevant government agencies and community structures to increase funding for improved quality delivery of basis education in their jurisdiction; 24 Northern Education Initiative Plus - PY4 Quarter 2 Report
5. Adopt “How Traditional Rulers Can Support Basic Education” as guide for actions within their domains.
Targets
1. 30% increase in school enrollment, depending on the prevalence rate of OOSC within their domains: 2. Socio-cultural barriers identified and addressed through: a. Enrolment monitoring teams established at all levels of authority within their domains, and monitoring children on the street b. Improved school conditions by making available new/renovated classrooms, furniture, Water, Sanitation and Hygiene (WASH) facilities, school supplies, etc.
In addition to partnering with UNICEF, topics on critical thematic areas of the the Initiative is collaborating with project .1 Beyond trainings, CSOs now SUBEB to work with the Sultanate have a reference document addressing Council as a channel to gain the buy-in of technical requirements for execution of traditional institutions towards supporting grants. In the revised PY4 work plan, reading activities in schools and monitor the Initiative will no longer conduct inputs that affect the quality of teaching CSO trainings but provide on the ground and learning beyond school enrollment. support to the CSOs through customized coaching and mentoring to deliver on This quarter, the Initiative also developed grant activities targeted at improving CSOs training manual covering different reading outcomes for OOSC.
1 Topics cover community mobilization and outreach, coaching and mentoring, monitoring and evaluation, resource mobilization, financial management, access, reading, gender and leadership and accountability). Northern Education Initiative Plus - PY4 Quarter 2 Report 25
According to EGRA mid-line data, teachers are spending on average just less than 40 minutes of the allotted 60 minutes of class time attending to instructional activities. Absenteeism is still high among both groups. The rates of teachers reporting Beyond having been absent at least once in the prior week of school trainings, stand at 23% and 30% for Bauchi and Sokoto, respectively. CSOs now have a To tackle this challenge, the Initiative conducted several reference monitoring, mentoring and coaching visits to Community document Coalitions (CCs) and School Based Management Committees addressing (SBMCs) in the intervention LGAs in Sokoto State. The technical requirements community mobilization team visited schools and interacted for execution with Head Teachers (HTs) to determine the level of support of grants. provided by these two community structures. In most schools visited, the HTs claimed to enjoy a cordial relationship with SBMCs as they particularly supported mobilization of children to school and TLM distribution from the LGEA stores to schools. A serious gap, however, was not monitoring teachers’ attendance. As a result, advocacy was conducted to the groups to expand their support to track teacher attendance and ensure compliance with the school time table. They were also tasked to report teachers who fail to discharge their duties to the LGEAs for necessary action.
While in Bauchi State, the state team paid a comprehensive visit to schools in Toro LGEA and made several discoveries:
• SBMCs do not exist in some schools 30% of teachers • SBMCs do not meet regularly report • Most donor supports are concentrated in urban areas and absent- EGRA without proper supervision
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Based on the outcome of • Provision of responds to comments or this visit, an action plan accommodation to questions, posting timely was developed to sensitize teachers posted to and relevant information key stakeholders in the their localities as an that position the project LGAs. These advocacy incentive to stay; and as a pioneer for EGR in visits took place between • AEOs to liaise with Nigeria. February 2 25, 2019, with the ward heads to no less than form “Ward Education 50 participants comprising Committees” to of the ES, ward heads, conduct routine village heads, religious monitoring visits to leaders, youths, SBMC/ schools. Parent Teacher Association (PTA) members, SSOs, On the communications
Area Education Officers front, the Initiative (AEOs), women groups increased visibility for (WGs) and HTs in the project, launching its attendance. presence on social media (Twitter, Facebook and
Major resolutions from Instagram). The project the advocacy visits were: is one of the few USAID activities on social • Use of meager media. These platforms
resources to provide are being utilized to
voluntary teachers in share the project’s best their schools; practices and contributions The project also printed • Visiting schools to to improvements in and distributed the first see how their children education with the wider volume of its success are performing and to online community. stories compendium see how the teachers Since launching on showcasing impact are discharging their April 4, audiences and in improved learning duties; user engagements on outcomes to federal, state these accounts continue and international partners. to grow as the project
Northern Education Initiative Plus - PY4 Quarter 2 Report 27
The collection was well newsletter and on their development, peace received, with some website. See relevant links building and organizations writing back below: reconciliation.” to commend the project.
Several stories and news https://www.creativesociatesinter- A four-man panel dis- items were featured on national.com/stories/26934/ http://neiplus.com/bauchi-subeb- cussed how the project USAID’s Naija Weekly pledges-to-deliver-textbooks-to- uses its innovative EGR schools-early/ http://neiplus.com/nei-plus-launch- program, Mu Karan-
es-24-episode-radio-drama-as- ta! Let’s Read! to build stakeholders-canvass-for-girl- child-education/ reading skills for children http://neiplus.com/trcn-to-inte- in Hausa and transition to grate-nei-plus-reading-materi- als-into-teacher-training-programs/ English. Further, the http://neiplus.com/nei-plus-cele- panel discussed brates-womens-day-launches-ra- dio-drama-on-education-in-bauchi- community mobilization sokoto/ to support education by http://neiplus.com/colleges-of-ed- ucation-in-nigeria-to-offer-ear- using local language ly-grade-reading-course/ media campaigns. Staff http://neiplus.com/nei-plus-cele- brates-international-mother-lan- marked the event dressed
guage-day/ in native attire worn by http://neiplus.com/nei-plus-builds- skills-of-5000-teachers-on-early- some of the 500 tribes of grade-reading/ Nigeria. http://neiplus.com/nei-plus-staff- share-memorable-experiences-on- the-first-team-building-event/ http://neiplus.com/nei-plus-retreat- fosters-unity-amongst-staff/
News bulletin, Creative The Initiative also marked and NEI Plus websites. the International Mother A story on a female Language Day on mainstreamed learner into February 21, 2019, with formal school will also be reflections on this year’s featured in the Basic theme: “Indigenous Education Coalition languages matter for
.. . Northern Education Initiative Plus - PY4 Quarter 2 Report 29
Intermediate Result 2. Government systems strengthened to improve reading outcomes for primary grade learners in target locations
The Initiative completed two key activities during the quarter regarding reading. The first of these activities was the training of 9,414 P1-3 teachers on new EGR instructional techniques. The second activity was the printing and distribution of Term 1 and 2 TLMs. These activities directly influence the Initiative’s ability to improve reading outcomes, following discussion and analysis of findings of the EGRA mid-line report. Additionally, the Initiative introduced nearly one million supplementary reading materials (SRMs), as well as guidance documents (e.g., Teacher Learning Circle (TLC) guide) to reinforce the quality of teaching and learning. Scope and sequence and TLC record books were printed as well, to be distributed to all Initiative-supported schools in both states. Despite delays related to election activities between mid-February and late March 2019, regular coaching/mentoring and monitoring of EGR instruction continued, as well as systems strengthening activities, in both states.
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Sub IR 2.1 State and LGEA policies, timetables, and standards for reading instruction and performance improved and implemented:
Planning of a national reading assessment to support the NRF proceeded in Q2, as the Initiative team supported the NERDC to develop a draft sampling framework. Other planned activities, including review and revision of EGR performance benchmarks by the Reading TWG, were postponed due to the national and state elections in Nigeria.
Sub IR 2.2 State/LGEA systems for development, approval, and distribution of decodable readers, teacher guides, and supplemental materials for EGR instruction improved and implemented:
The Initiative provided distribution down to the Reading, ICT and Mu Karanta! and Let’s school level. Monitoring Evaluation Read! TLMs for Terms Assessment and Research 1 and 2 to improve EGR A total of 1,298,119 (MEAR) staff conducted outcomes. Term 1 TLMs copies of Term 1 data quality analysis and were distributed to all Teacher’s Guides and close monitoring of TLM LGAs and schools in both Pupil’s Books for P1, 2 distribution during the states, 2 while Term 2 and 3 were distributed, first phase of this effort in materials were distributed in Hausa and in English, early March. This process and warehoused at the in Bauchi. An additional allowed the Initiative state level, with support 444,307 TLMs copies to quickly address gaps from the SUBEB in were distributed to LGAs in the process, as well each state. 3 All LGA and schools in Sokoto, as correct any issues in stakeholders, HTs, TWG totaling 1,742,426 copies advance of Term 2 TLM members and community provided. distribution. groups supported the
2 Based on available data. See Sub IR 2.7 and M&E sections for details. 3 Term 2 materials are being distributed during the term break in Bauchi and Sokoto, respectively, in time for the start of Term 3 in each state. See the M&E section of this report, and the NEI Plus PY4 Q3 for further information.
Northern Education Initiative Plus - PY4 Quarter 2 Report 31
In Bauchi State, the Initiative provided technical expertise for the proposed TPD of SUBEB. This was initiated upon receipt of a letter from the board to participate in the opening ceremony of the TPD activity on February 13, 2019. The invitation prompted the Initiative to meet with SUBEB and agree on modalities for scaling up the EGR Bauchi model in other LGAs. SUBEB will train an The SUBEB therefore agreed as follows: additional 1,500 teachers • To scale up the training in 250 schools covering in nine other 1,500 teachers across the nine remaining LGAs. LGAs. The sum of N39m was earmarked for this training scheduled to commence in April. • Include the funding of SSO support in the 2017 UBEC TPD funds by September 2019 • Scale up other assessments – Early Grade Reading Assessment (EGRA) and Local Education Monitoring Approach (LEMA) • Provide additional support for SBMC development • Fund state and LGA monitoring and reporting mechanisms
This quarter, the Initiative sought to institutionalize the BPT for costing education and developing the MTSS, annual operational and departmental plans.4 This process was achieved with workshops in Bauchi and Sokoto states coordinated by the Ministry of Budget, and Economic Planning (MBEP). The ministry led the process as the tool is flexible to be utilized by other ministries and line parastatals asides education.
4 The BPT application complies with Nigeria’s budget coding system (IPSAS) and could be adjusted to every ministry in the states.
32 Northern Education Initiative Plus - PY4 Quarter 2 Report
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Activities to ensure institutionalization of the tool The Initiative’s BPT include: advocacy and sensitization, planning tool has been meeting, application version completeness, adopted to aid deployment of application and training of data budgeting processes managers, adoption of application by the states and in Bauchi and participation in MTSS development workshops. Sokoto States. A major outcome from the activity was the development of state-funded implementation plans to institutionalize the BPT. The tool was adopted by the MBEP to develop MTSS and aid the annual budget development process.
34 Northern Education Initiative Plus - PY4 Quarter 2 Report
Sub IR 2.3 State and LGEA systems for in-service training to teachers in public and NFLC classrooms in the use of the evidence-based reading materials improved and implemented:
As part of the Initiative’s approach to focus for this year’s EGR training was significantly improve reading outcomes to support teachers in the use of Term 1 in the states, a series of training and re- TLM content, in both Hausa and training programs have been designed to English reading programs. The primary support teachers towards improving their competencies for teaching reading in early primary grades.
In Bauchi State, the Initiative supported the SUBEB to train MTs and SSOs for continuous coaching of teachers to effectively deliver on EGR in the target schools. A total of 28 MTs and 242 SSOs supported the cluster trainings. While 242 SSOs served as trainers, the 28 MTs provided technical support and monitored the trainings at cluster level in the 10
LGEAs. A total of 22 MTs and 140 SSOs supported the cluster trainings in Sokoto State. While 140 SSOs served as trainers, the 22 MTs provided technical support and monitored the trainings in the 10
LGEAs.
The Initiative trained a total of 9,414 aim was to improve upon the positive teachers (P1-3) in Bauchi and Sokoto though overall low performance of states on new instructional techniques pupils, as measured during the midline in two rounds in January 2019. A key EGRA study. New teaching techniques
Northern Education Initiative Plus - PY4 Quarter 2 Report 35
The training provided supplemental introduced include: re-teaching (i.e., guidance documents to support TLCs, remediation), organizing learners in pairs weekly review lessons (i.e., Lesson 5) and small groups during instruction, using and the use of SRMs distributed by the gestures and other aids to better support Initiative. New coaching techniques, learning, and supporting learners to emphasizing the importance of observing practice reading and writing. Four days of and addressing issues of learning and training were provided to teachers, as part learner participation and engagement, of the Initiative’s reinforced Continuous were also introduced (as reported in Professional Development (CPD) model. the Q1 report) to strengthen support for teachers. The series of training activities featured a ‘live’ practicum for MTs and ToTs, giving them the opportunity to practice applying the new teaching techniques in front of actual learners (e.g. P2) in local schools.
This quarter, the Initiative made progress institutionalizing EGR in Nigeria, awarding certificates to 22 education experts working at state and federal levels after completion of a five-month postgraduate course entitled, Literacy Skills in the Primary School: A Graduate Course for Teacher Educators.
The graduation ceremony held on Thursday, January 31, 2019 in Abuja and was attended by the USAID Nigeria Education Office Director Denise O’Toole, Contracting Office Representative Olawale Samuel and the Executive Secretary NERDC Professor Ismail Junaidu.
The program had already seen a first cohort of over 20 professionals complete the course in October2017. Now certified in basic literacy, these professionals have gained skills to implement sustainable reading programs to improve literacy outcomes for primary school children throughout the country.
The graduates participated in practical classroom observations, reviewed published articles on EGR, and conducted independent research projects to complete the requirements of the course.
Following the graduation ceremony, the participants announced that they were forming a new organization, the Early Grade Reading Association of Nigeria. The group will organize community outreach programs to promote reading across the country.
Participants in the postgraduate program included education professionals from Bauchi and Sokoto SMoEs, SUBEBs, FMoE, NERDC, NCCE, UBEC and NMEC.
Northern Education Initiative Plus - PY4 Quarter 2 Report 37
Sub IR 2.4 LGEA systems for monitoring/coaching in-ser- vice teachers in EGR instruction improved and implemented:
The EGRA results, from baseline to teacher supply and quality, pupil and midline, indicated a not too significant teacher attendance and inadequate school improvement in reading abilities of pupils support and monitoring. These identified over the period of implementation in issues have been actioned in the modified Bauchi and Sokoto states. Major factors PY4 work plan with different strategies. contributing to this performance include
1. Teacher supply and quality: This is a major factor affecting the fidelity of implementation (FOI) of the EGR program in Bauchi and Sokoto States. The Initiative conducted a simple verification exercise on the availability of teacher(s) in schools in Bauchi and Sokoto states in 2019. The outcome showed that 29 percent of the schools in the 20 implementation LGEAs have only 1 teacher per school. The said teacher in some instances also serves as the HT of the school. Additional volunteer teachers have been engaged and were integrated in the EGR teacher trainings, though they remain insufficient.
Another factor is the high percentage of unqualified teachers in most schools across LGEAs. Both baseline and midline EGRAs indicated that many teachers in the primary schools, specifically those teaching grades 1-3, do not have the minimum NCE requirement. The Initiative’s recent TPD activities were de- signed with this challenge in mind. The training ensured less presentation of concepts and focused more on practical aspects of pedagogy for teaching EGR.
Also, coaching and mentoring support is now more strategic, targeting specific teachers and schools within a finite period. This will ensure quality coaching sup- port over time, as each SSO working with QA Officer from the SUBEB will carry out accompaniment visits to schools and conduct coaching activities with teacher(s).
29% of the schools in the 20 implementation LGEAs have only 1 teacher per school. 38 Northern Education Initiative Plus - PY4 Quarter 2 Report
Northern Education Initiative Plus - PY4 Quarter 2 Report 39
2. School monitoring: The new mentoring and coaching activities will be intensive, and focus more on coaching the SSOs (mentors) with the aid of ICT to particularly mentor specific teachers within a period of one month as described below:
• Each SUBEB QA Officer/AEOs will focus on two SSOs in only one of their schools each. • Each SSO will also select two additional schools under them to replicate the mentoring activities. • At the beginning of the month, the SUBEB QA Officer/AEOs and the SSOs will conduct Group Administered Literacy Assessment (GALA) in the 12 selected model schools to track learning progression of the pupils. • Each week, the SUBEB QA Officer/AEOs will conduct a joint mentoring activity with each SSO. The SUBEB QAO/AEOs will take lead in these visits, modeling effective mentoring strategies to the SSOs. • Each week, the SSOs will also conduct one mentoring visit to each selected school, ensuring they replicate the activities they participated in with the SUBEB QAO/AEOs. • After every two weeks, the SUBEB QAO/AEOs will visit at least one SSO model school to observe and further mentor the SSO. During these visits, the SSO takes lead and the SUBEB QAO/AEOs only observes and provides feedback to the SSO. • At the end of the month, the SUBEB QAO/AEOs and the SSOs will conduct GALA in those 12 selected model schools. This gives both the SUBEB QAO/AEOs and the SSOs an opportunity to track the progress made in the month. • The SUBEB QAO/AEOs will then select another set of SSOs and replicate the exercise in subsequent months.
40 Northern Education Initiative Plus - PY4 Quarter 2 Report
Sub IR 2.5 State and LGEA systems for EGR assessment improved and implemented:
The Initiative conducted a one-day public forum to select sample formal schools for second term LEMA administration in Bauchi state on March 21, 2019. The purpose of the public forum was to brief the stakeholders on the first term LEMA findings, agree on the sampling methodology and sample schools for second term LEMA. The criteria for a school to be included in the sampling frame was established, which includes a minimum enrollment of 30 pupils in Primary 3, and that the grade should be a mixed- gender grade to ensure equal representation of boys and girls.
The schools visited 20 schools (urban and during the first term data rural varied according to collection were removed LGEAs) were sampled from the sampling frame in each of the initiative for the second term LGEAs for a total of 200 sampling. A stratified schools. Additionally, a random sampling replacement sample of approach was used to two schools (one rural sample schools. Random and urban) per LGEA number generation was were selected in case used to ensure that all an assessor was unable schools have equal to assess a sampled opportunities across all school due to unforeseen the Initiative LGEAs. circumstances. ESs were Selected sample schools provided list of sampled were validated by ESs to schools for validation and ensure that the sampled to help provide access and schools had enrolment of guidance to data at least 30 pupils based on collectors and supervisors average daily attendance to be able to reach these in Primary 3. A total of schools during implementation.
Northern Education Initiative Plus - PY4 Quarter 2 Report 41
reliable and high quality the responsibility of The ESs were also data in order to reduce coordinating daily advised to inform classification error. debriefing and tabulation their respective SSOs Additionally, the MEAR process at the LGEA on the importance of TWG was tasked with level. collecting accurate,
Table 1: Public Forum of Sampling of Schools for LEMA administration
Participant Type Male Female Total
Education Secretaries 10 0 10
NEIPLUS Staff 7 1 8
State Partner (TWGs) 4 1 5
Grand Total 21 2 23
42 Northern Education Initiative Plus - PY4 Quarter 2 Report
A one-day refresher training for LEMA was conducted the following day on March 22, 2019, in the state. Members of MEAR TWG, representatives of SUBEB, the State Ministry of Education (SMoE) and SSOs deployed to field during the first term LEMA data collection along with their respective Planning Research and Statistics (PRS) Officer from the 10 Initiative LGEAs were present. The training focused on:
• Review of the paper instruments • Protocol and procedures for LEMA administration • Practical administration of the assessment modules (Head teacher interview, Classroom observation and pupils book inspection exercise. • The GALA subtasks (Syllables identification in Hausa, Familiar Words Identification and Reading Comprehension in English and Hausa)
Table 2: Refresher training for LEMA participants
Participant Type Male Female Total
School Support 38 2 40 Officers
Planning Officers 10 0 10
NEIPLUS Staff 4 1 5
State Partner (TWGs) 6 2 8
Grand Total 58 5 63
Data collection was conducted from March 25-29, 2019. Each team comprised of one assessor per school and four teams per LGEA per day. One PRS Officer was assigned for each LGEA (four teams) to randomly supervise at least one school per day for a total of five schools during the entire period of data collection. Additionally, the MEAR TWG and Initiative MEAR staff supported to supervise the data collection exercise. Data was collected from 20 schools in each of the Initiative LGEAs, for a total of 200 schools in Bauchi State.
Northern Education Initiative Plus - PY4 Quarter 2 Report 43
Sokoto State disseminated the findings from the The respective Planning the findings of the Term assessment along the Officers were assigned to 1 LEMA on March 6, various indicators. The their LGEA to monitor 2019. The Director of dissemination provided and tabulate the LGEA Exams in the SMoE an opportunity for results. The Initiative staff chaired the meeting. stakeholders to understand in collaboration with the The dissemination was areas where LGEAs/ MEAR TWG acted as attended by the MEAR’s schools are performing supervisors to provide TWG, Reading TWG, well and those requiring needed coordination ESs and other education improvement. Furthermore, between data collection stakeholders. The objective the findings also identified teams and ensured that of the dissemination better performing LGEAs data collected was was to inform key state and those which are accurate and credible in level stakeholders on struggling. each school.
44 Northern Education Initiative Plus - PY4 Quarter 2 Report
Organization Number of participants
SUBEB 6
Education Secretaries 23
Ministry of Education 6
SAME 3
SANE 2
MEAR TWG 8
Ministry of Budget and Economic Planning 1
Reading Association of Nigeria 1
NEI Plus Staffs 4
Total 54
Major issues discussed during the key stakeholders. dissemination include the issue of poor teacher attendance, pupil absenteeism and Soon after dissemination of the LEMA teachers spending less time on task. It was findings in Sokoto, the SUBEB called learnt that SUBEB is planning to recruit for an expanded SUBEB management 2000 teachers to address teacher shortage meeting to deliberate all concerns raised. in primary schools. The workshop also The meeting was held on March 14, recommended that ESs periodically 2019 at SUBEB, where SUBEB Board conduct joint monitoring visits with SSOs of Directors, Permanent members, to schools and address teacher and pupil traditional leaders, all ESs and the absenteeism. Furthermore, the workshop Chairpersons of SBMCs participated. advised the ESs to disseminate the LGEA The Initiative was requested to make a specific findings at LGEA level with all presentation on the findings in detail.
Northern Education Initiative Plus - PY4 Quarter 2 Report 45
The meeting came up with key recommendations and suggestions to address the issue of teacher attendance, as summarized below:
• SUBEB to work with CoEs to eliminate teachers with fake teaching qualifications; • SUBEB to provide continuous training to teachers on a termly basis; • SUBEB should hold LGEAs ES, AEOs accountable for high levels of teacher absenteeism; • SUBEB Social Mobilization Department needs to mobilize and engage communities, traditional rulers, and all education stakeholders at the LGAs to ensure regular attendance of children in schools; • SUBEB needs to recruit more teachers (the SUBEB is currently recruiting over 2000 qualified teachers in the state, which will greatly address this challenge); • QA Officers to ensure that teachers are spending Dissemination their time on task during lesson delivery sessions provided an opportunity for (monitoring and coaching visits should be stakeholders enhanced); to understand • SUBEB management should continue to follow up areas where with government to harmonize primary teachers’ LGEAs/ salary in the state with that of the Teachers Service schools are Board (TSB) to motivate teachers; performing • SBMCs, traditional rulers, CCs, WGs and well and those religious leaders need to visit the schools in requiring their communities regularly to ensure they are improvement. functioning and report any issues to the LGEA; and • ESs and AEOs to submit monthly progress reports to SUBEB on how they are addressing the issues of teacher attendance and commitment.
Sub IR 2.6 State and LGEA systems for extending evidence-based reading instruction to nontraditional, non-formal schools improved and implemented:
For the Cohort 4 rollout, the Initiative will phase out ‘non-EGR’ activities (e.g., mainstreaming) to increase program focus and investment in reading inputs. The NFLC learning cycle will increase from 6 to 9 months.
Revised and abridged materials for SRMs will be managed by community learning to read in Hausa based on the reading centers that will be accessible to Mu Karanta! lessons have been printed NFLC participants. and distributed to the states. The materials may be used at all levels, but The Initiative will also support states to the focus of the approach is aimed at conduct trainings and monitoring visits beginning readers (between the ages of relevant to the optimal integration of 6-11). EGR best practices into the accelerated learning NFLC curriculum.
47
Sub IR 2.7 State and local government accountability to the public for reading instruction increased:
In PY4, the Initiative will launch a variety of interactive activities designed to promote reading in homes and communities across intervention LGAs utilizing the 100 CRCs established by the Reading Association of Nigeria (RAN).
Due to intense mobilization and advocacy to influencers in host communities, 84 of the 100 CRCs are fully functional with reading materials, including SRMs printed and distributed by the Initiative, as well as books donated by ESs and other philanthropists. Children now utilize the centers for after-school activities and the centers are managed by community members on a voluntary basis.
The Initiative will support RAN to use the WGs to mobilize more children to attend centers and advocate for at least one-hour reading time, with more fun activities such as quizzes and reading camps to build reading skills outside of school.
The project will also continue monitoring these centers to ensure that they remain active, especially after Cohort 4 rollout.
2.2 Implementation Challenges & Lessons Learnt
There were several challenges this quarter, but the Initiative took proactive steps to reduce its effect on program delivery. It is important to mention the following challenges and lessons learnt below:
• The election process stalled activities in Bauchi and Sokoto states where rerun elections were conducted. This affected state resources and personnel, which were focused on politics rather than education administration. The election period also disrupted school activities including the distribution of TLMs, however the Initiative mitigated this setback and was able to secure additional hours for missed lessons. • The PY4 workplan is yet to be approved which has led to a slowdown in the implementation of activities. However, core activities and new strategies that will contribute to improved reading outcomes for children are currently being implemented. The workplan review process was also beneficial for the project to reflect on what is working and how efforts can be strengthened at little or no cost. • The PY4 grant agreements are yet to be approved and CSOs not contracted. This has led to a slowdown in community activities, particularly mobilization at grassroots level.
Northern Education Initiative Plus - PY4 Quarter 2 Report 49
However, this has not hindered the Initiative from conducting intensive monitoring activities at the LGEA level The concentration of NFLCs on young learners ages 6-11 years and interfacing with ESs, traditional will give the opportunity for and religious leaders, SBMCs and CSOs to focus on providing CCs to support improved reading quality EGR instruction despite the delay. outcomes. The concentration of NFLCs on young learners ages 6-11 years will give the opportunity for CSOs to focus on providing quality EGR instruction despite the delay. • Systemic issues such as teacher tardiness and absenteeism, irregular monitoring visits to schools, an inadequate number of teachers and continuous establishment of schools remain a challenge. The Initiative is fine tuning its strategies to focus on technical support at the school level, while engaging with government to perform their responsibilities and community leaders to hold them accountable.
The Initiative took proactive steps this quarter to reduce the effect of challenges on program delivery.
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3. PROJECT MONITORING AND EVALUATION
Collecting and validating data on the not provide adequate information. For project to inform programming and instance, in Bauchi, 250 teachers selected report on performance indicators incorrect schools, as their schools were remains a priority. This quarter, the not reflected in the list obtained from the Initiative (MEAR Unit) collected data Reading team. These issues were however on the number of teachers and HTs resolved by working with the Reading that participated in the first and second team to track the concerned teachers and rounds of EGR training. Electronic correct the data. Some teachers did not tracking using tablets was used to select any school at all, and those that capture daily attendance of participants were validated not be teachers were struck in the training. Enumerators validated the from the list. paper attendance filled in the morning sessions by checking the participants This quarter, the MEAR Unit supported civil service identity cards to confirm both Sokoto and Bauchi state teams to that they were indeed teachers employed track and report on TLM distribution to by government. Reading Coordinators LGEAs and schools. TLM tracking was and SSOs supported enumerators to completed utilizing paper (shipment validate participants at the training. notes) and electronic tools (tablets). Recipients of the TLM at school level In both Bauchi and Sokoto states, the (head teacher) and LGA level (LGA store MEAR unit conducted independent keeper) have to sign paper shipment notes sample-based monitoring to assess before the quantities are uploaded on the quality of the trainings, as well as the tablet. Signed shipment notes have to determine conformance to data to tally with the quantities uploaded to capturing protocols. The main issue the tablet. The table below shows the identified during these visits was the summary breakdown of TLM tracked as inaccurate capturing of data by at the time of reporting. enumerators either by error or because the participants could
52 Northern Education Initiative Plus - PY4 Quarter 2 Report
TLMs Distributed
Book Title Bauchi Sokoto Total
Grade 1 Hausa Pupil's Book - Term 1 175,571 97,181 272,752
Grade 2 Hausa Pupil's Book - Term 1 140,336 92,980 233,316
Grade 3 Hausa Pupil's Book - Term 1 127,123 77,460 204,583
Grade 2 English Pupil's Book - Term 1 140,336 92,980 233,316
Grade 3 English Pupil's Book - Term 1 127,123 77,460 204,583
Grade 1 Mu Karanta Jagoran Malamai 2,231 1,290 3,521 - Term 1
Grade 2 Mu Karanta Jagoran Malamai 2,035 3,331 - Term 1 1,296
Grade 3 Mu Karanta Jagoran Malamai 2,035 1,241 3,256 - Term 1
Grade 2 English Teacher’s Guide - 2,027 1,241 3,268 Term 1
Grade 3 English Teacher’s Guide - 2,027 1,198 3,225 Term 1
Supplementary Reading Materials (48 577,275 577,275 Different Book Type)
Total 1,298,119 444,307 1,742,426
The MEAR and Reading Units conducted joint monitoring visits to determine the extent to which the TLM distribution plan was adhered. The findings of the monitoring trips were shared with the management for further action.
Northern Education Initiative Plus - PY4 Quarter 2 Report 53
During the period under review, the MEAR Unit prepared five different project dashboards to support with tracking and reporting on the Initiative’s activities. These dashboards include:
1. The activity tracker 2. The TLM dashboard (updated) 3. The NFLC mentoring and coaching dashboard 4. The classroom observation dashboard 5. The LEMA dashboard
54 Northern Education Initiative Plus - PY4 Quarter 2 Report Northern Education Initiative Plus - PY4 Quarter 2 Report 55
3.1 PMP Update
Performance Monitoring Indicators and Quarterly Data Sources FY 2019, Quarter 1
No. Indicator Method, Data Source, Frequency Quarter 1 Quarter 2 Quarter 3 Quarter 4 Frequency
ES.1-3 Number of learners in Method: NFLC Enrollment Record and EMIS Record Annually primary schools and/or equivalent Review non-school based settings reached Data Source: NFLC Records, EMIS with USG education assistance Unit of measurement: Number of learners Disaggregation: State, LGEA, sex, school type
NFLCs Male Bauchi
Sokoto
Total males
Female Bauchi To be reported in quarter 4 for Formal Sokoto schools and quarter 3 for NFLCs Total females
Formal Male Bauchi Schools Sokoto
Total males
Female Bauchi
Sokoto
Total females
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Frequency Quarter 1 Quarter 2 Quarter 3 Quarter 4 No. Indicator Method, Data Source, Frequency
Custom 1: Number of learners Method: NFLC Enrollment Record and EMIS Record Annually entering the entry grade/year of the Review targeted educational opportunity Data Source: NFLC Records, EMIS (access) Unit of measurement: Number of learners Disaggregation: State, LGEA, sex, school type
NFLCs Male
Female To be reported in quarter 4 for formal schools and quarter 3 for NFLCs
Formal Male Schools
Female
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Frequency Quarter 1 Quarter 2 Quarter 3 Quarter 4 No. Indicator Method, Data Source, Frequency
Custom 2: Number of primary or Method: NFLC Enrollment Record and EMIS Record Annually secondary school learners from Review underserved and/or disadvantaged Data Source: NFLC Records, EMIS groups benefiting from USG Unit of measurement: Number of learners education assistance specifically Disaggregation: State, LGEA, targeted at reducing inequity sex, school type
NFLCs Male Bauchi
Sokoto
Total males
Female Bauchi To be reported in quarter 4 for formal Sokoto schools and quarter 3 for NFLCs Total females
Formal Male Bauchi Schools Sokoto
Total males
Female Bauchi
Sokoto
Total females
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Frequency Quarter 1 Quarter 2 Quarter 3 Quarter 4 No. Indicator Method, Data Source, Frequency
Custom 4: Number of primary Method: NFLC Enrollment Record and EMIS Record Annually school learners in USG-assisted Review, locally defined criteria school’s/learning environments Data Source: NFLC Records, EMIS, locally defined criteria with staff and communities trained Unit of measurement: Number of learners in safety awareness and promotion Disaggregation: State, LGEA, sex, school type
NFLCs Male Bauchi
Sokoto
Total males
Female Bauchi
Sokoto
Total females
Formal Male Bauchi Schools Sokoto
Total males
Female Bauchi
Sokoto
Total females
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Frequency Quarter 1 Quarter 2 Quarter 3 Quarter 4 No. Indicator Method, Data Source, Frequency
Custom 3: Percentage of students Method: Sample, student test Years 1,3, who, by the end of three grades of Data Source: Early Grade Reading Assessment (EGRA) 5 primary schooling (or equivalent), Unit of measurement: Percentage of learners demonstrate that they can read and Disaggregation: State, LGEA, sex, school type understand the meaning of English grade level text Formal Male Bauchi Schools Data for this indicator Sokoto will be reported in Year 5. Total males
Female Bauchi
Sokoto
Total females
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Frequency Quarter 1 Quarter 2 Quarter 3 Quarter 4 No. Indicator Method, Data Source, Frequency
ES.1-1 Percent of learners who Method: Sample, student test Years 1,3, demonstrate reading fluency and Data Source: Early Grade Reading Assessment (EGRA) 5 comprehension of grade level text Unit of measurement: Percentage of learners at the end of grade two with USG Disaggregation: State, LGEA, sex, school type assistance
Male Bauchi 0 NFLCs Sokoto 0
Total males -
Female Bauchi - Data for this indicator Sokoto - will be reported in Year 5. Total females -
Formal Male Bauchi - Schools Sokoto -
Total males -
Female Bauchi -
Sokoto -
Total females -
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Frequency Quarter 1 Quarter 2 Quarter 3 Quarter 4 No. Indicator Method, Data Source, Frequency
ES.1-13 Number of parent teacher Method: Project Record Review Annual associations (PTAs) or community Data Source: Data from project documents governance structures engaged in Unit of measurement: Number of SBMCs/ CMBCs
primary or secondary education Disaggregation: State, LGEA, school type supported with USG Data will be reported NFLCs Bauchi in quarter 4 after Learning Centers have Sokoto been established
Formal schools Bauchi
Sokoto
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Frequency Quarter 1 Quarter 2 Quarter 3 Quarter 4 No. Indicator Method, Data Source, Frequency
Custom 5: Number of CSO and Method: Record Review Annual 44 CSOs were engaged to local organizations mobilizing Data Source: Checklist, project documents mobilize communities PTAs/SMBCs and communities to Unit of measurement: Number of CSOs/local organizations during community support reading and/or access Disaggregation: State, LGEA, CSO type mapping exercise. 3 CSOs operate in both CSOs Bauchi 25 Sokoto and Bauchi hence only counted Sokoto 22 once
ES.1-5 Number of learners reached Method: Record Review Quarterly in reading programs at the primary Data Source: Checklist, data from project documents
level Unit of measurement: Number of learners
Disaggregation: State, LGEA, sex, grade, school type To be reported in NFLCs Bauchi quarter 4 for formal schools and quarter 3 Sokoto for NFLCs
Bauchi
Sokoto
No. Indicator Method, Data Source, Frequency Quarter 1 Quarter 2 Quarter 3 Quarter 4 Frequency
Custom 6: Percent of teachers Method: Sample, observation, interview Years 1,3, using scripted lessons and other Data Source: SCOPE teacher observation tool, question- 5 evidence-based reading naire instructional approaches, Unit of measurement: Percent of teachers including appropriate formative Disaggregation: State, LGEA, sex, grade, school type Data for this indicator assessment and homogeneous will be reported in grouping Custom 6: Percent of Year 5 teachers using scripted lessons and other evidence-based reading instructional approaches, including appropriate formative assessment and homogeneous grouping
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Method: Document, record review Annually Custom 7: Number of laws, Data Source: GON and state records, The Initiative program policies, regulations, or guidelines records developed or modified to improve Unit of measurement: Number of laws/policies primary grade reading programs or increase equitable access) Disaggregation: Federal, state, policy type To be reported in quarter 4 Govt. Level Federal
State Bauchi
Sokoto
ES. 1-10 Number of primary or Method: Record Review Quarterly 670 1,742,426 secondary textbooks and other Data Source: The Initiative records of materials delivered to teaching and learning materials each school (TLM) provided with USG Unit of measurement: Number of teaching and learning assistance materials Disaggregation: State, LGEA, type, language
NFLCs Bauchi 30
Sokoto 410
Formal schools Bauchi 30 1,298,119
Sokoto 200 444,307
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Method: Record review Quarterly 9,414 ES. 1-6 Number of primary or Data Source: Attendance records from teacher trainings secondary school educators who Unit of measurement: Number of teachers complete professional development Disaggregation: State, LGEA, sex, grade, teacher type, activities with USG assistance school type
Formal School - Teachers Bauchi Male 4110
Female 1576
Sokoto Male 2200
Female 768
Formal School - Head Teachers Bauchi Male
Female
Sokoto Male 744
Female 16
NFLC Instructors Bauchi Male
Female
Sokoto Male
Female
Custom 8: Number of LGEAs Method: Survey, observation Annually using criterion-referenced Data Source: Survey of LGEAs, survey of head masters classroom monitoring and coaching Unit of measurement: Number of LGEAs to support and monitor early grade Disaggregation: State, LGEA reading instruction
Number of LGEAs Bauchi
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Frequency Quarter 1 Quarter 2 Quarter 3 Quarter 4 No. Indicator Method, Data Source, Frequency
ES. 1-9 Number of primary Method: Record Review Quarterly or secondary school educators Data Source: Attendance records from teacher trainings who complete professional Unit of measurement: Number of teachers development activities on peace Disaggregation: State, LGEA, sex, grade, teacher type, education, conflict sensitivity, or school type conflict transformation with USG assistance Number of formal school teachers Bauchi Male
Female
Sokoto Male
Female No teacher or facilitator training Number of formal school head teachers Bauchi Male conducted during the period under review. Female
Sokoto Male
Female
Number of NFLC instructors Bauchi Male
Female
Sokoto Male
Female
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Frequency Quarter 1 Quarter 2 Quarter 3 Quarter 4 No. Indicator Method, Data Source, Frequency
Custom 9: Number of LGEAs Method: Survey, observation Annually assessing early grade reading Data Source: Survey of state/LGEA officials; project records outcomes per established M&E Unit of measurement: Number of states/LGEAs With support from the Initiative, States requirements (at least every two Disaggregation: LGEA, type of assessment years) implemented the LEMA in all 10 Number of LGEAs Bauchi LGEAs.
Sokoto
ES. 1-12 Number of education Method: Record Review Quarterly 836 17 administrators and officials who Data Source: Program records; oversight committee records complete professional development Unit of measurement: Number of teachers activities with USG assistance Disaggregation: State, LGEA, school type Includes training of SSOs on LEMA, Number of Bauchi Male 363 Master Trainers on Administrators NFLC EGR and SSOs Female 31 training on TOT EGR in formal schools Sokoto Male 417 0
Female 25 17
No. Indicator Method, Data Source, Frequency Quarter 1 Quarter 2 Quarter 3 Quarter 4 Frequency
Custom 10: Percentage of costs Method: Record review, survey Annually of teacher and learning materials Data Source: State budgets; SEA report; NEI Plus Budget procured and distributed by GON Unit of measurement: Percentage of costs Disaggregation: State To be reported in quarter 4
Percentage of Costs Bauchi
Sokoto
\
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4. INTEGRATION OF CROSSCUTTING ISSUES AND USAID FORWARD PRIORITIES
4.1 Gender Equality and Female Empowerment
Increasing female participation in education remains a priority for the Initiative. This quarter, the Initiative drew attention to the importance of creating more opportunities for girls for the benefit of society. The project joined the world to mark the International Women’s Day themed #BalanceforBetter by launching its 24-epsiode radio drama in Bauchi and Sokoto States and highlighting the importance of gender balance in education.
In Bauchi state, the event was led by BASAME and had in attendance the Commissioners for Women Affairs, Education and Health. Traditional and religious leaders also participated in the occasion. Sokoto state’s event was organized in Tangaza LGA and was attended by the District Head. Both events were well attended by CSOs, teachers and community members of different ages from men, women, youth and children.
80 Northern Education Initiative Plus - PY4 Quarter 2 Report The Initiative’s government partners women as professionals in different fields discussed the project’s efforts to broaden including teaching. education opportunities for OOSC, (especially girls) through the NFLCs. In Lively discussions ensued around the Bauchi State, adolescent girls displayed issues highlighted in the radio drama. products of vocational skills gained under Overall, participants understood the key the project. Respected female role models messages and it was an effective way to in Bauchi and Sokoto States also shared gain buy-in and support for education. experiences of difficulties they overcame A number of participants commented to gain an education and how they are that they will ensure their children improving lives through their careers. attend school regularly. Community leaders also committed to paying Gender is a crosscutting theme in the attention to what is happening in 24-episode radio Hausa drama. At the schools and holding teachers launch, participants listened to episodes accountable for their children’s 4, 5 and 7 which highlight gender learning. issues, such as the role educated women can play in their communities, the The activity helped to showcase the achievements of the Initiative and sensitize communities on the benefits of sending girls to school and importance of education using entertainment. portraying Northern Education Initiative Plus - PY4 Quarter 2 Report 81
4.2 Sustainability Mechanisms
SUBEB utilized the Tafawa-Balewa, Dass,
Initiative’s trained 29 MTs Katagun, Jamaare Warji
to deliver EGR content and Bogoro. A budget of to 1,350 teachers in the N39 million was 13 non-focus LGEAs. approved for this activity. This makes the project’s
Let’s Read! Mu Karanta! The Initiative has
program, a statewide positioned itself within the activity benefitting framework of the World millions more children. Bank BESDA, to provide To date, Sokoto state technical expertise to
has invested more than states utilizing its funds
$400,000 to print and for the replication of distribute TLMs, train EGR. Six states including teachers and support Bauchi and Sokoto have school monitoring and submitted proposals to
supervision. implement the project’s
reading intervention to Bauchi state is also set improve literacy levels for to embark on a similar children. Bauchi and Sokoto state exercise. Utilizing governments continue to assessme funds sourced This quarter, the Initiative scale-up the Initiative’s from UBEC, the management held a EGR interventions to SUBEB consultation meeting other LGAs utilizing will be training 1,500 with BESDA delegates funding from donors, teachers from 250 schools in Abuja to agree on UBEC and annual on EGR in April. This modalities for the budgets. scale-up will occur in Initiative to continue to the nine remaining non- support states as they In Sokoto State, the intervention LGAs: roll-out EGR Dambam, Kirfi, Giade, programs.
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In attendance at the meeting were the USAID NEI Plus COR- Olawale Samuel, FME- UBEC/BESDA Operations National Coordinator- Prof. Gidado Tahir and his team of national consultants, UBEC staff and all NEI Plus technical team members led by the ACOP. Key outcomes from the meeting were:
• The mission is ready to reach out with technical assistance to other BESDA states interested in the NEI Plus approach • BESDA should consider supporting the NRF initiative outside of the state interventions so there is a reading policy framework for all states to key into. • USAID is also responding to the demand for an English version of the reading program for P1 • Providing coaching and mentoring support as part of the package is important • ICT based monitoring of the program is also of keen interest • States will also have to conduct EGRA to ascertain improvements in reading outcomes
Next Steps
• A team to continue engagement with NEI Plus was constituted led by one of the national consultants (Prof. Hannah Yusuf) • Activities to facilitate take off by September (the new school year) are ongoing and UBEC appealed to USAID to give approval to begin full engagement with NEI Plus • An agreed work plan of activities and timelines will be developed to facilitate implementation • USAID advised UBEC to explore support for technical assistance to states outside the grants
Another sustainability gain for the project is the adoption of the BPT by the MBEP as a mechanisms for budget processes and costing in Bauchi state. The tool was used to develop the 2019 budget. This is in addition to utilizing the tool for MTSS and other operational plans.
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4.3 Local Capacity Development
The Initiative continues to strengthen the capacity of federal, state and community partners across board. In PY4 Q2, the project conducted six trainings to expand access to education and improve reading skills for children. (See Annex B for Trainet Report)
5. COLLABORATION AND COORDINATION WITH LOCAL AND INTERNATIONAL STAKEHOLDERS
Deliberate efforts were made in this materials (success stories compendium, reporting quarter to reach out to federal TLMs, posters, radio drama and video partners outside of routine activities. outreach materials) with the partners. Project management led by the ACOP All agencies visited were presented paid a number of courtesy visits to with banners of the project, a symbol federal agencies to strengthen joint of partnership and joint commitment to efforts to improve basic education in improve reading outcomes. Below is a Nigeria. The visits were also an summary of key outcomes from such opportunity to share the project’s meetings: publicity and technical
• The Initiative met with the Executive Secretary of the NCCE Prof. Bappa-Aliyu Muhammadu and senior management on February 28, 2019. NCCE revealed that EGR has been integrated into the reviewed NCE Minimum Standards and once approved, all COEs will have to offer a credit course in the program. The commission said it intended to equip its EGR Resource Center as a ‘Center of Excellence,’ a standard for other Colleges of Education (CoEs) in Nigeria. The Executive Secretary mentioned that the commission was ready to mobilize lecturers from COEs to attend EGR workshops in preparation for rollout. The ACOP appealed to NCCE to explore funding from the Tertiary Education Trust Fund (TET Fund) to equip the resource room and train teacher educators. Further, he mentioned that the 40 EGR postgraduates trained by the Initiative could be utilized as resource persons to facilitate the trainings. It was agreed that the Initiative will support NCCE to develop a proposal.
84 Northern Education Initiative Plus - PY4 Quarter 2 Report • The project also paid a similar visit to the TRCN and met with the Registrar/ Chief Executive Officer (CEO) Prof. Josiah Olusegun Ajiboye on March 5, 2019. The ACOP seized the opportunity to appeal to TRCN to be more involved in teacher education reform activities to address issues of teacher quality and competence. He advised the council to consider partnering and offering guidance to states ready to formulate teacher education policies and utilize Teacher Management Information Systems (TMIS). The Registrar in his response said the council is striving to create qualified teachers for schools by integrating the professional standard for Nigerian teachers into its new curriculum being developed and ensuring that only teachers who pass the council’s Professional Qualifying Integrated Examination (PQIE) are registered. The council expressed interest in integrating the Initiative’s Mu Karanta! Let’s Read! materials into its trainings. • The Initiative continues to partner with the United Nations Children’s Fund (UNICEF) to improve access and reading outcomes. After participating in the First Northern Nigeria Traditional Leader Conference on OOSC last quarter in Kaduna state, the project also participated in another state-level follow-on conference in Sokoto state. (please for details on page xx) • Another courtesy visit was paid on the World Bank’s Co-Task Team Leader for BESDA, Aisha Garba Mohammed. This was a forum to get the BESDA team more acquainted with the project’s goals and objectives and progress to date. A major outcome of the meeting was a deeper understanding of the Initiative’s activities and opportunities for collaborations on BESDA beyond the EGR program. It was agreed that a similar meeting, with broader participation, initiated by the BESDA Task Team Leader for BESDA will be held at a future date to discuss in detail technical expertise that could be leveraged within the Initiative for BESDA. • On March 5, 2019, the Initiative participated in a high-level consultative meeting on the reform of the Edo State Teacher Training Program held at the World Bank Office in Abuja. The meeting was convened by the Edo state government to gain insight from key stakeholders on next steps to implement teacher reforms in the state (See foot note for those in attendance).6
Presentations were made on the state of Edo State Teacher Professional teacher training and efforts to revamp Development program for in-service teacher education in the state by the teachers by the SUBEB Chairman. The Commissioner for Education and the 2018 Teacher Development Program (TDP)
6 Governor of Edo state, Godwin Obaseki, World Bank Country Director, Richard Benmessaoud, Commissioner for Education, Edo state, Barrister Emmanuel Agbale, Edo SUBEB Chairman, Dr. Joan Osa Oviawe, Provosts of four Colleges of Education ( three from Edo state and one from Katsina), USAID Education Manager, Olawale Samuel, Education Adviser DFID, Esohe Eigbike, Education Specialist, World Bank, Tunde Adekola, Co-Task Team Leader, Besda World Bank, Aisha Garba Mohammed, Teacher Development Programme National Programme Manager, Emma Mba, NCCE Representatives, FMoE Representatives and NEI Plus Staff- Nurudeen Lawal, Mark Hamilton & Boco Abdul.
Northern Education Initiative Plus - PY4 Quarter 2 Report 85
in the state that will attract the shared some of its best practices from best minds to the profession working with CoEs in Jigawa, Katsina • Restructure CoEs to align with and Zamfara. NEI Plus was also given an new NCE curriculum opportunity to share our experience in EGR (materials, teacher professional • Establish a way to monitor development, coaching and mentoring learning achievements and professional learning communities) • Establish linkages between and how that could be useful to the state SUBEBs, CoEs and schools to government. critically address demand supply of teachers Key next steps proposed at the meeting • TDP and the Initiative share their were for the Edo State government to: materials and strategies
• Explore a career path for teachers
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6. PROJECT OPERATIONS AND MANAGEMENT
Project management plan and PY4 work plan The next review was continues to provide reinforcements matrix, to downsize activities technical coordination of ICA action plan matrix which required the project project activities, day-to- and budgets) with the to plan for different day managerial oversight mission detailing specific scenarios, reduce targets of the field office and actions to address these by frequencies and respond to requests from new concerns. The number of beneficiaries Creative HQ and USAID. project also developed and cutdown STTA a detail justification for support to those directly This quarter, there were the development of P1 supporting learning series of PY4 work plan English TLM as part of its outcomes. reviews which is still reinforcement activities awaiting approval from to improve learning The project is now better USAID. In the first round outcomes. focused to implement key of reviews, the Initiative activities that improve the realigned its strategies quality of EGR teaching to include new activities and learning in schools addressing concerns in Bauchi and Sokoto raised by the EGRA and states. The aim is to The project paid ICA midline results, close attention to intensify schools/NFLCs TLM distribution process potential safety monitoring, coaching and and security and support to states for challenges supervision, print and BESDA rollout. Beyond throughout the distribute TLMs timely, reviewing the work plan election period. improve time on task The project matrix and narrative, the adapted, and and pupils’ attendance, Initiative shared other adjusted develop P1 English service delivery as documents (TLM printing warranted limiting language TLM, utilize & distribution status, movement inter data for measuring FoI BESDA collaboration and intra state weeks before and on an ongoing basis and after the elections.
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This quarter, the ACOP turnaround time for collaborate with BESDA also visited Bauchi State addressing challenges for replication purposes. to monitor implementation at the school level. This of project activities. The strategy has proven very To achieve this, the visit from March 17- effective in the states, Reading technical lead 20, 2019 covered seven improving the quality of will harmonize strategies schools 7 and courtesy program implementation across components visits to the Bauchi and allowing STLs towards improved SUBEB. The school visits provide hands-on and learning outcome. were an opportunity to specific solutions for the check the quality of EGR different LGAs. At the state level, a implementation in the liaison coordination state: TLM availability, mechanism linking state teacher attendance and and LGEA levels was quality, pupil attendance instituted. Under this and other time on task new arrangement, state issues. officers are appointed The project also paid as liaisons for specific Project LGAs and are required to management close attention to provide technical support continues to potential safety and to the LGA reading and provide technical security challenges coordination of access coordinators for throughout the election project activities, effective implementation day-to- day period. The project of project activities. A managerial adapted, and adjusted reporting mechanism that oversight of the service delivery as encourages continuous field office and warranted, limiting inter respond to feedback to the key requests from and intra state movement staff in the LGEAs and Creative HQ weeks before and after vice-versa was also set and USAID. the elections. up to encourage close collaboration and improve
7 Schools visited: Dangikka Primary School, Geji Kutulu Community Center, Miri Community Center, Unguwar Borno Primary School, Lushi Nursery and Primary School, Sabon Layi Community Center and Tudun Salmanu Primary School.
Earlier in the year (January 8-11, 2019), the Initiative organized a 3-day team building retreat for all 109 staff members at the Whispering Palms, Badagry, Lagos State.
The retreat was an opportunity for all staff members to forge stronger ties amongst themselves, boost efficiency and work productivity and encourage staff to support one another while assuming leadership and being accountable.
It was a time to analyze the successes of the project, reflect on areas that needed urgent improvement and collectively resolve to achieve the goal of improving reading outcomes for the children of Bauchi and Sokoto states. Northern Education Initiative Plus - PY4 Quarter 2 Report 89
7. PLANNED ACTIVITIES FOR NEXT QUARTER INCLUDING UP- COMING EVENTS
Major activities to be implemented under IR 1 include:
• Validation of centers and enrollment • Recruitment and training of LFs • Coaching and Mentoring for MFs/LFs at NFLCs • Instructional monitoring at NFLCs • Facilitate community dialogues around key issues and finding solutions to challenges on absenteeism and EGR • Provide technical support to conduct joint advocacy on EGR to traditional institutions at LGAs and Sultanate/Emirates at state level • Organize feedback/coordination meetings with LGCs, LGEAs, Area Coordinators SUBEB, SAME and community structures to support and improve EGR outcomes • Hold monthly cluster meetings for teachers, CSO LGA POs, SBMCs, CCs, WGs and LGA Social Mobilization Officers to address the challenges of teachers and learners’ absenteeism • Provide support to CSOs in conducting monitoring visits • Support RAN to implement activities promoting early grade reading in the established reading corners in schools and communities with supplementary readers, reading competition, community reading centers, book drives, reading clubs, etc.
Major activities to be implemented under IR 2 include:
• Conduct baseline EGRA in NFLC • Support state partners to conduct the LEMA • Conduct data collection for Mini EGRA • Conduct 3-day quarterly M&E meetings with State MEAR TWGs
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• Conduct sample-based monitoring of the Initiative activities • Conduct data quality assessments • Finalize NEI Plus factsheet dashboard • Development of project sustainability framework to institutionalize reading and improve learning outcomes in the states • Development of MTSS 2020-2022, AIP, DWP using BPT • Quarterly meetings and feedbacks between LGEA – LGC on challenges and progress in managing and improve reading outcomes • Support the development/review of SSOs school support visit framework and tracking mechanisms at the LGA level • Organize roundtable meeting of Education managers and policy makers on fund release and support for effective reading outcomes • Support the conduct of Quarterly Education Secretary forum at SUBEB level to discuss issues around learning outcomes and BE policy • Support SAME on training and deployment of FMIS application (no cost) • LGEA monitoring and coordination by staff and LGEA coordinators • Advocacy to states and stakeholders (on teacher quality and attendance and learning outcomes) • Review or feedback meetings at LGEA and SUBEB levels on time-on-task • Tracking school support visits and TLM/SRM/digital tablet utilization • Supporting SUBEB in scaling up in other LGAs with BESDA assistance/ NIPEP Northern Education Initiative Plus - PY4 Quarter 2 Report 91
8. ANNEXES
Annex A: Official Communication from Bauchi and Sokoto States
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Annex B: Trainet Report
Training Title Male Female Total Coordinating Unit Training Venue State Duration Start Date End Date
Support state 54 4 58 MEAR Command Hotel Bauchi 1 22/3/2019 22/3/2019 partners to conduct termly refresher train- ing for LEMA administration
Support SUBEB 2025 1022 3047 Reading Reading cluster Bauchi 5 3/1/2019 7/1/2019 to provide 4-day locations Continuous Professional Development on EGR for teachers based on the evi- dence gathered (Round 1)
Support SUBEB 2085 554 2639 Reading Reading cluster Bauchi 5 15/1/2019 19/1/2019 to provide 4-day locations Continuous Professional Development on EGR for teachers based on the evi- dence gathered (Round 2)
Joint Reading 25 7 32 Reading Tahir Hotel Kano 5 16/3/2019 20/3/2019 Coordination Kano Meeting - Train- ing Reading Coordinators on ICT based Mo- bile Classroom Observation Monitoring tool
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Support SUBEB 3159 805 3,964 Reading LGA Clusters Sokoto 5 2019-01-02 2019-01-19 to provide 4 days continuous Pro- fession Devel- opment on EGR for Teachers based on the ev- idence gathered (first session)
Conduct 1-day 12 6 18 MEAR NEIPlus Office Sokoto 1 2019-02-05 2019-02-11 workshop to train SSOs on qualitative data collection tools (folded in the M&E NFLC post-test train- ing)
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Annex C: Financial Report Creative Associates International CLIENT: USAID/Nigeria Contract: AID-620-C-15-00002 TITLE: Northern Nigeria Education Initiative Plus (NEI+) Activity Period of Performance: October 26, 2015 - October 25, 2020 Date: 4/18/2019
Financial Report
Line Items Budget 5 Years Actuals through Projections FY19 Q3 FY19 Q4 Total Actual + Projections March 31, 2018 Accrued* Ap 01 - Jun 30, 2019 July 1 - Sept 30, 2019 Costs
SALARIES AND WAGES 6,557,733 4,221,650 348,829 375,631 4,946,110
FRINGE BENEFITS 2,541,652 1,554,108 126,439 137,159 1,817,706
ALLOWANCES 3,350,644 1,989,629 122,746 189,742 2,302,116
CONSULTANTS 464,975 415,992 - - 415,992
TRAVEL, TRANSPORTATION, AND PER DIEM 1,153,033 888,576 41,469 32,573 962,618
EQUIPMENT AND SUPPLIES 1,333,048 912,365 5,987 5,987 924,340
SUBCONTRACTS 26,092,216 16,074,999 1,088,295 1,111,059 18,274,353
SUBGRANTS 6,850,000 3,492,538 260,605 156,363 3,909,506
PARTICIPANT TRAINING 6,539,092 9,000,269 183,967 142,058 9,326,294
SECURITY COSTS 963,834 337,932 30,220 30,220 398,373
OTHER DIRECT COSTS 5,964,714 1,918,762 125,097 125,097 2,168,956 102 Northern Education Initiative Plus - PY4 Quarter 2 Report Northern Education Initiative Plus - PY4 Quarter 2 Report 103
TOTAL DIRECT COSTS 61,810,938 40,806,820 2,333,655 2,305,889 45,446,364
INDIRECT COSTS 14,247,157 9,585,609 591,828 621,153 10,798,590
TOTAL ESTIMATED 76,058,095 50,392,429 2,925,482 2,927,042 56,244,954 COST
FIXED FEE 5,898,068 2,666,807 153,083 156,296 2,976,187
TOTAL 81,956,163 53,059,237 3,078,566 3,083,339 59,221,141 104 Northern Education Initiative Plus - PY4 Quarter 2 Report
Annex D: Success Story
Sokoto State government in Nigeria extends USAID’s reading program to more children
A USAID early grade reading initiative in Northwest Nigeria is extended to millions of children, beginning with an innovative teacher training for 1,350 educators.
By Boco Edet Abdul
SOKOTO — Safiya Usman comes from prepared Usman to handle a class of over a family of teachers, including both her 100 pupils. grandparents and parents. It felt natural to continue in her family’s teaching Thousands of teachers in Sokoto state tradition, but neither family experience can relate and are eager for additional nor her initial teacher training fully training.
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The Sokoto state government will provide teachers like her. a unique professional development opportunity for 1,350 teachers to grow “This training is useful because I into their roles as reading teachers to have learned different child-friendly young learners. approaches to engage the learners,” says Usman. “I can also put them in groups In 2016, the U.S Agency for International and engage them in several activities with Development’s Northern Education songs, stories and the use of flash cards.” Initiative Plus trained approximately 7,000 teachers through the early grade In her third-grade class, Usman says there reading program, Let’s Read! (Mu are hardly any students that can read or Karanta! in local language of Hausa). write in Hausa and English fluently. This In addition, more than 4 million reading is poised to change with the introduction textbooks were distributed to students of new teacher guidance materials for and teachers, improving basic literacy pre-planned lessons, as well as reading skills for 400,000 children in Bauchi and and writing workbooks to support Sokoto states. Teachers from throughout learners. Sokoto have heard about the impact of the program and are excited to be involved. “These materials provide children with opportunities to practice reading, listening For Usman, this is her first training in and writing every day. The illustrations four years of teaching. and stories are also very relevant, and if I follow the lessons, I should see Improving education quality through improvement in my pupils,” she says. professional development and new materials Findings of the recent Early Grade Reading Assessment conducted in 2018 Many schools in Sokoto state are indicated a significant improvement in overcrowded, with student-teacher ratios reading outcomes among learners in both of 100 — or more — to one. The quality Bauchi and Sokoto states, where the Let’s of teaching is also a cause for concern. Read! Mu Karanta! program operates. Many teachers have not benefitted from Grade 3 learners in particular showed in-service training since taking up their a marked improvement in their ability posts. Thanks to the expansion of Let’s to read and understand grade-level text Read! Mu Karanta! this is all about to following the first three years of this 5- change for Usman and thousands of year program.
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Based on these gains and model because it helps effective teaching. The the warm reception the build a strong foundation Let’s Read! Mu Karanta! program has received for our children. Our teacher’s guide helps from learners, parents and intention remains to cover teachers integrate reading teachers, the Sokoto state every school, every child activities in a way that government is replicating and every teacher with the provides pupils with a and extending the early Let’s Read! Mu Karanta! rich and well-structured grade reading program to Program,” Isa says. learning experience. schools in 13 other local governments not covered Guiding teachers to The lessons contain songs, by the Northern Education success in the classroom stories and encourages the Initiative Plus. use of flash cards, charts In a state where and posters to explain Now a statewide program, conditions are challenging concepts, such as how to the Sokoto government for learners and their teach letters and sounds in is working to meet families, there is renewed English. commitments made in a excitement as teachers five-year Memorandum learn new techniques For Abdullahi Omeji of Understanding signed for developing learners’ from Bodinga, local with USAID to support reading skills. government, the teacher’s basic education. guide will help him The Commissioner for For many teachers, having prepare adequately for his Basic and Secondary a guide where all lessons class. Education, Professor are scripted for the whole Aishatu Madawaki Isa, school year is a welcome “It is clear what the says having more children addition to their classroom objective for each lesson gain basic literacy skills work. Each teacher’s is, what materials I could remains a priority for state guide contains daily use to teach sounds and government. lessons in reading and letters and how I can writing, in English and guide the pupils to learn “We have decided to adopt in Hausa, which provide effectively with the songs the Northern Education activities and step-by-step and stories,” he says. Initiative Plus reading instructions to support
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In 2016, USAID’s Northern Education Year-round support through coaching and Initiative Plus developed 750 lessons in mentoring Hausa and English for Let’s Read! Mu Karanta! while partnering with more than Beyond the training, teachers require 100 international and local curriculum support and supervision at the schools to developers, linguists, primary school continue learning and growing through teachers and other educators. exchanges with peers and supervisors.
The United Nations International The Northern Education Initiative Children’s Emergency Fund has adopted Plus coaching and mentoring model the reading program and materials to provides these opportunities for teachers train additional teachers on early grade by training school support officers in reading, working in local governments in early grade reading to conduct regular Bauchi and Sokoto that are not covered classroom observations and provide by the program. feedback to help the teachers to improve.
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Sokoto state government adopted this coaching and mentoring system in its own yearly planning. Teacher trainers who lead trainings in the 13 expansion local government areas are school support officers. These school support officers received five days’ training to not only train teachers, but also to provide coaching and mentoring support on a Now I know what to look out regular basis. for when I visit a school and observe a teacher teaching Lubabatu Mohammed was a teacher early grade reading. I want to for almost 20 years before transferring see how the teacher follows to the Sokoto North Local Government the sequential steps in the lesson, interaction with Education Authority as a school support learners, use of teaching officer. She is one of the 104 teacher aids, pronunciation trainers selected to train the teachers in of sounds and pupil the expansion areas. For her, the skills practice time,” gained will also be useful for classroom Lubabatu says observations when she visits schools.
In all, the state has distributed early grade reading materials, trained teachers and supported school monitoring and supervision with an investment of $497,000 in 2018.
Annex E: The Initiative Campaign Messages
The Initiative this quarter continued its Community Mobilization IVR campaign to community members in LGAs in Bauchi and Sokoto States.
This quarter, 26597 IVR Messages were disseminated within 3 months and that totaled 43712 IVR minutes to 3836 contacts with an average of 2-3 IVR messages per month with about each respondent listening to 1- 3mins in each call.
Each IVR flow in a month, experienced an average of 65 – 80% audience listening completion rate, with 20 % rate interrupted or unanswered or busy calls, with about 10% dropped calls.
This quarter, an average of 6% rate in Audience opting out / Unsubsribing to receive the IVR message, while continuation and referrals increased to a rate of 40% on the average this quarter.
Figure 1: Community Mobilization Themed IVR Campaign Messages in minutes Jan – March 2019
Figure 2: Community Mobilization Themed IVR Campaign Messages uptake chart January 2019
Figure 3: Community Mobilization Themed IVR Campaign Messages uptake chart February 2019
Figure 4: Community Mobilization Themed IVR Campaign Messages uptake chart March 2019
Figure 5: October IVR Message Run, Pickup Times, and Day of week.
Figure 6: October 2018: Participation by Audience, State and buy in Action
Figure 7: December 2018: Participation by Audience, State and buy in Action Northern Education Initiative Plus - PY4 Quarter 2 Report 109
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