• Abstract and Figures
• Public Full-text

SUBSIDIZED NGOS’ FINAL ACTIVITIES REPORT (NANA) Program Name: Vamos Ler Execution Period: February 2019 to February 2020 Revised Versions: 1st Draft Type of Report: Final Report Place of Implementation: Lugela and Namarroi Districts Report Drafted by: NANA - Associação de Apoio ao Desenvolvimento (Development Support Association) Photograph 1: Reading club session at Muaquiua community, Namarroi district, left photo is the 1st grade teacher at the Muraona complete primary school (interview), middle photo is the follow up visit on the activities of the Lugela district, Siveve complete primary school, right photo is the reading club’s activity at the Maquirirnga community PARTNERS: Table of Contents Content Pag 1. EXECUTIVE SUMMARY ................................................................................................ 3 1. DESCRIPTION OF THE METHODS USED FOR THE IMPLEMENTATION AND MONITORING OF ACTIVITIES ............................................................................................. 4 2. DESCRIPTION OF RESULTS .......................................................................................... 7 3. DESCRIPTION OF ACTIVITIES ................................................................................... 13 4. DESCRIPTION OF THE IMPACT OF ACTIVITIES WITH SUPPORTING DOCUMENTATION .............................................................................................................. 16 5. PHOTOGRAPHS OF ACTIVITIES ................................................................................ 17 6. CHALLENGES, IMPLEMENTATION CONSTRAINTS AND SOLUTIONS ............. 19 7. SUCCESS STORIES ........................................................................................................ 21 8. LESSONS LEARNED ..................................................................................................... 22 9. ATTACHMENTS ............................................................................................................ 23 2 1. EXECUTIVE SUMMARY The current report reflects the detailed activities undertaken in the implementation of the Vamos Ler program in the districts of Namarroi and Lugela, within the scope of the partnership between USAID Vamos Ler and NANA - Associação de Apoio ao Desenvolvimento. A partnership which begun in February 2010 and ended in February 2020 with a funding of 164,728.07 USD equivalent to 9,883,684.00 MT from the American government, which was disbursed as the milestones which were divided into 7 parts, were reached. The objective of the program was to develop mobilization and engagement action in the community around bilingual learning, and the improvement of reading ability in children the initial grades (1st, 2nd and 3rd). The program was implemented in the Lugela and Namarroi districts with the capital at the Mocuba district, encompassing 124 schools (70 in Lugela and 54 in Namarroi), having reached 3 administrative posts (Muabanama, Tacuane and Lugela Capital) in the Lugela district and 1 administrative post (Regone) in the Namarroi district. 2,692 direct beneficiaries were involved, among which there were 40 facilitators (24 men and 16 women), 288 school board members (284 men and 4 women), 108 reading club promoters (90 men and 18 women), 60 teachers (52 men and 8 women), 992 community members, 560 in Lugela (336 men and 224 women), 432 in Namarroi (260 men and 172 women), 1,188 reading club students (702 men and 486 women). During the period in question, activities such as the signing of a Memorandum of Understanding between NANA and USAID Vamos Ler 1, signing of a Memorandum of Understanding between NANA and Radios 2, Theatre Groups3 and Schools 4, Capacity building and recycling of key program personnel on the approach of the program, Recruitment of Support Personnel (community facilitators, reading club promoters), creation of listening groups, theatre groups and regular monitoring, evaluation and status of activity meetings were carried out. These activities are part of the following components; 1 (Mass mobilization for bilingual learning campaign), 2 (Let’s go to school campaign) and 3 (Reading improvement campaign), where package 1 was implemented in the Lugela district and packages 1 and 3 in the Namarroi district. In relation to package 1, awareness and mobilization activities took place with an aim of making communities conscious of the importance of bilingual learning, school attendance by pupils and teachers, pupil retention and integration between school and community. And in package 3, activities related to community mobilization for the creation of reading clubs in 54 communities in the district of Namarroi, community meetings for the identification of reading club promoters and spaces, attendance of said clubs by pupils, community involvement in the operation of the reading clubs, took place. 1 MOU between NANA and USAID Vamos Ler to initiate the implementation of the program activities in the Lugela and Namarroi districts (Attachment 1 – Memoranda of Understanding). 2 MOU between NANA and Community Radios (Lugela and Namarroi) for the production and broadcasting of magazine type radio programs (Attachment 1 – Memoranda of Understanding). 3 MOU between NANA and Theatrical Groups (Lugela and Namarroi for the production and exhibition of theatrical plays (Attachment 1 – Memoranda of Understanding). 4 MOU between NANA and 124 schools, of which 70 in Lugela and 54 in Namarroi, for the coordination and harmonization of the Vamos Ler program activities at the school community level (Attachment 1 – Memoranda of Understanding). 3 This resulted in in improvement in the connection and communication with the SDEJT, ZIPs, Schools, reduction in absenteeism by teachers and pupils, increased attendance by pupils and teachers, parent and guardian involvement in school management, significant improvements in the abilities and skills of the pupils diagnosed with learning deficit disorders, the interaction between pupils and teachers in the classroom, the interaction among parents, guardians and their children in the learning process, and the link between the school and the community. 1. DESCRIPTION OF THE METHODS USED FOR THE IMPLEMENTATION AND MONITORING OF ACTIVITIES The monitoring of activities was based on the macro activities plan aligned to the budget (Attachment 2 – Planning and Budget), determined for the execution of the program activities, in this case activity plans were drafted in light of the milestones (Attachment 2 – Planning and Budget), thereafter monthly and weekly plans were drafted, with targets distributed per district, specifying the indicators used to monitor the progress of the activities and collect basic information on each activity for the purpose of updating the database. Weekly (milestone tracking table), monthly and quarterly reports were drafted including photographs of the activities and brief testimonies from the target group. It became necessary to make the activity monitoring system more flexible according to the changes made to the activity plans and budget proposed to USAID Vamos Ler, where it became necessary to draft data collection tools (Attachment 3 – Data collection tools) and to create a database to secure the storage of data collected at the community level. Activity monitoring and follow up visits were conducted by USAID Vamos Ler, followed by quarterly status meetings conducted at the USAID Vamos Ler offices in Quelimane. As a way of guaranteeing the quality of the data, it was necessary to conduct the evaluation of the execution of the activities, through the identification of the expected results compared to the achieved results in order to redesign strategies to guarantee that the targets are reached within the established deadline. The tools used for the implementation and monitoring activities are: • Activity plans, to define priority activities, indicators, milestones, activity execution schedule, person responsible for concluding the activities, materials necessary for the completion of the plan; • Session sheets, these were used to register the sessions/activities conducted, with details about the activity including location, campaign messages, themes, number of participants disaggregated by gender, facilitators and supervisors responsible for conducting the activities, matters addressed and recommendations; • Attendance lists, to register the activity participants, disaggregated by gender, location and contact. The attendance lists are accompanied by minutes or reports of the activities conducted; • Activity reports and minutes, used as evidence of the activities that were conducted which reflect a brief description of the activity, participants, theme and matter addressed, challenges and/or constraints, successes and recommendations; • Photographs of the activities, to attach to the activity reports and minutes, as evidence of the execution of the activities, which are accompanied by a description of the relevant activity and location where the photograph was taken; 4 • Activity recordings, to select the session and/or activity audios that are included in the radio programs, as well as the serving as evidence of the reading club sessions that took place; • Database, used to store and monitor data referring to the execution of the Vamos Ler program activities, which are reported weekly to measure the level of execution of the milestone activities. During the execution of the Vamos Ler program, NANA used various methods in order to reach the results, which are highlighted below:

Load more

  24

Copy Link