Subsidized Ngos' Final Activities Report

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

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:

Action Method used Monitoring Tools Signing of Signing of sub-agreement terms The monitoring of this Annual activity Memorandum of between NANA and USAID action was carried out plan; Understanding Vamos Ler, subdivided into by sending the means Milestone tracking between NANA milestones (1-7), where of verification of the table; and USAID Vamos disbursements of funds would be activities carried out in Contracts/ sub- Ler in line with the achievement of that milestone. agreements; the targets, by sending the means of verification of the activities carried out in that milestone. Signature of Signing of memoranda of Teams were created Contracts/ MOU; Memorandum of understanding with 2 community to ensure compliance Activity plans; Understanding radios (Lugela and Namarroi), 2 with the terms Activity reports; between NANA theatre groups (Lugela and established in the base recordings of the with radios, Namarroi) and 124 schools (70 and top level programs/sessions Theatre groups in Lugela and 54 in Namarroi). memoranda held and Schools

Training and Training of key program Based on the schedule Attendance lists; retraining of key personnel involving 56 personnel of activities, training Training reports; program members (26 men and 20 was planned that was Photographs; personnel in the women), Lugela and Namarroi subsequently verified Terms of program Capacity building of the school in the program’s reference for the approach board involving 288 members implementation trainings. (284 men and 4 women), retraining of community facilitators involving 40 facilitators (24 men and 16 women), and training of promoters of reading clubs involving 108 promoters (90 men and 18 women) and teacher training involving 60 teachers (52 men and 8 women in Namarroi). Recruitment of Launch of district-level Meetings at the List of candidates support competitions for the district level for the found for personnel recruitment of 40 community selection of facilitators interview; (community facilitators (24 men and 16 and monitoring of the List of candidates facilitators, women); creation of listening recruited; promoters of 5

reading clubs), Meeting at community level to and theatre groups Report of the creation of identify 108 promoters of through the database. interview process; listening groups reading clubs (90 men and 18 Weekly checklist and theatre women); of progress of groups Meetings were held in 124 activities; communities to create listening List of groups groups, composed of 8 people created; and theatre groups composed of 7 members. All of these personnel went through an interview and then through an approval at Community level (listening groups, theatre and promoters of reading clubs) as well as at district level (community facilitators). Regular Follow-up of activities using Trips to districts, Session sheets; monitoring and weekly tracking, weekly activity sharing of weekly Reports and evaluation plans, as well as monthly activity tracking and weekly minutes of meetings and follow-up visits with USAID activity plans; activities; balance of Vamos Ler team Attendance list; activities; Performance of the quarterly Activity plan; balance sheet with the aim of weekly tracking; evaluating NANA's performance OCS performance in the performance of activities. card.

2. DESCRIPTION OF RESULTS

With the training and retraining of key program staff in the program approach, the connection and communication with the SDEJT, ZIPs and Schools, the absenteeism of teachers and pupils reduced and consequently increased the attendance of pupils and teachers, involvement of parents and guardians in school management. Massive and regular adherence of participants in the learning and reflection meetings shows that the program has brought a lot of good things, and is being implemented in full, this satisfaction comes in the testimony of some parents and guardians of the schools in Mbauane, Cuiripe, Mahaco2, Garganta and EPC-Nalocone (District of Namarroi), where they stated that their children from 1st and 2nd grade came to decipher simple texts with greater efficiency and precision unlike their older brothers who attend more advanced grades (4th and 5th Grade). We have also received requests from parents who want to insert their children who attend 3rd and 4th grades in reading clubs to improve their skills. In the implementation of the early warning system, there was the development of school capacity in taking measures to meet the needs of at-risk pupils, strengthening collaboration between schools, members of school boards, community and parents and guardians of pupils at risk of dropping out by encouraging them to send their children to school, as well as encouraging school boards, community and religious leaders, influential people, the community in general, to advocate for greater pupil participation in school.

With the introduction of the promoters of reading clubs, there were significant improvements in skills and competencies of 812 among the students diagnosed with low learning ability, increasing the interaction between the pupil and the teacher in the classroom. The activities of reading clubs not only help children to learn to read, write and count, but also contribute to attendance and retention of pupils in schools, because the pupil already understands the matter and he/she gains motivation to always participate in the classes;

There was an improvement in writing, reading, calculation skills in children participating in reading clubs. In the November evaluation by the promoters of the reading clubs with the support of the teachers of the initial grades, based on the use of the reading club session sheet which includes the marking of the pupil's presence in 8 sessions, and measurement of the level of progress in improving reading, writing and oral skills, where significant advances were found, according to the nominal lists provided by teachers on emerging pupils, we had, up to May, 972 pupils, of whom 575 were 1st grade children, with 328 boys and 247 girls and 397 in the 2nd grade of whom 250 boys and 147 girls were children with reading and writing problems identified in reading clubs, however, up to present we have recorded 812 cases of improvement in writing, reading and calculation. Specifically, 521 children from the 1st grade, 297 boys and 224 girls and 291 in 2nd grade, of which 183 boys and 108 girls improved their reading and writing skills within this period. These results were collected in reading club sessions and accounted for in about 60% of schools, through unscheduled interviews with teachers who teach the same students.

Improving skills in reading Club Children

394

578

147

250

Subscribed 247

328

332

480

108

183

224 C/ improvement C/ 297

Total girls Total boys Class 2 girls 2nd class boys First class girls First class boys

Chart 1: Improvement of writing, reading and calculation skills in children participating in reading clubs.

For students who have not had skill improvements in writing, reading and calculation, in reading clubs, due to time constraints, NANA together with the promoters of reading clubs drew up a plan to intensify sessions for these children in the months of December 2019, January and February 2020.

With the introduction of community-level listening groups, interaction between parents, guardians and their children has increased in the teaching and learning process, and improved the link between schools and the community. At the beginning of the implementation of the Vamos Ler program, during the debates or discussions where the beneficiaries expressed their feelings regarding the education system in Mozambique, it was verified that for some to send their child to school is important , but after the child does second- level primary education, they automatically stop studying because that community does not have the subsequent grades (8th,9th,10th grade) and others go even deeper by questioning the benefit of sending children to school. For some it is better to send the children to the farms because they learn how to till the land and they will benefit from the food produced, and this is an activity that will sustain them throughout their life.

Still in the debates some guardians say that they send their children to school but the teachers are not present, therefore it is best to stop sending the children to school and occupy them with other household chores. It should be noted that during home visits, community facilitators as well as field supervisors play an important role in clarifying all the doubts that guardians have regarding the importance of having their children in school and provide the necessary monitoring.

However, there is great satisfaction at present on the part of guardians, especially when we witness the regular presence of pupils in schools, and the involvement of the community, especially the school boards and guardians, In carrying out the “let's go to school (vamos a escola)” campaign, such as in the Munganiua community in Lugela district, where in addition to the facilitator, the senior community

adviser MUNGANIUA during his community and religious meetings, also promotes bilingual education campaigns with relevance to the parents’ role in taking their children to school.

With the insertion of the magazine radio programs using plays, debates, interviews increased access to information regarding campaigns in the dissemination of bilingual teaching philosophy at all levels. Members of listening groups strengthened in interaction with the Vamos Ler program beneficiaries through open debate and direct dissemination (radio and theatre) to listening groups in REFLECT circles, already make reflections on their own by listening via radio to the debates developed in their own community, creating a vision on Constraints, Successes, Difficulties, Solutions, Changes or Improvements with the introduction of bilingual learning and community approach, by being a part of or sending their moral contribution.

Among several suggestions, communities continually praise the bilingual teaching modality and the introduction of the Community mobilization component on all radio programs, this is because certain members who cannot directly witness activities can very well listen from the radio and in some way have a positive influence on the behavioral change of the target group. In the context of the dissemination of the bilingual teaching philosophy, the level of communication of students and teachers, students in their homes, with family members and in the community in general has improved.

The communities and schools welcome the innovative strategy of the Vamos Ler program in the dissemination of information on the importance of bringing children to school by reinforcing the bilingual teaching strategy in the form of theatre, facilitating the understanding of the message. The number of participants was 10-16 and rose to 20-45 participants per session, and the number of contributors who show willingness to interact/comment, after the performance of the theatre play rose from 3-5 to 7-9 contributors per session.

AVERAGE OF PARTICIPANTS IN THE PLAY SESSIONS

20 16 10

INICIO ACTUALMENTE

Participantes (Minimo) Participantes (Maximo)

Chart 2: Number of participants in the theatrical plays exhibition sessions

Skills acquired from capacity building The following skills were acquired for key program personnel as well as for other actors (radio technicians, Theatre, School Councils, promoters of reading clubs, teachers of the initial grades): • In the training of facilitators, competences in communication strategies in the context of bilingual education, with the aim of attending to the campaigns and reading clubs, communication approaches geared towards program results, communication for change in attitude and behavior

through radio and theatre, community empowerment using the REFLECT strategy for listening, analysis and reflection groups, were acquired. • In the training of the School Boards, skills on the functioning of the School Boards and strategies of the Early Warning System in the field of bilingual education, the communication approach geared to the results of the bilingual education program, the Early Warning System to improve attendance and retention of students at the School, were acquired. • In the training of reading promoters, communication skills on the functioning of reading clubs within the framework of bilingual education, skills in communication approaches oriented to the results of the Vamos Ler program, strategies for improving the reading skills of students from the initial grades through the reading clubs., were acquired • In teachers’ training, skills on the functioning of reading clubs in the area of bilingual education, alignment of the reading club approach with schools (teachers), understanding the national action plan for reading and writing and making teachers of the initial grades aware of the importance of reading clubs, were acquired.

As part of the implementation of the Vamos Ler program, in the districts of Lugela and Namarroi in the community mobilization component for bilingual education, the results described in the table below have been achieved:

Expected result Indicator Progress Compliance index Detailed plan of the # drawn activity plans All planned activities being 100% program presented completely carried out

Program staff # of program staff of Human resources of the 100% contracted contracted program contracted and performing their tasks Design of 12 radio # of radio programs 12 Radio programs designed 100% programs designed and shared with community radios in the districts of Namarroi and Lugela Facilitators of the # of facilitators of the 4 radio technicians trained (2 100% radio programs radio programs trained men and 2 women), 40 trained community facilitators trained (26 men and 14 women), carrying out activities of the Vamos Ler program 2 radio stations # of contracted radio 2 radio stations contracted 100% contracted to stations to broadcast the programs broadcast programs (Lugela Community Radio (1 per district) and Naramroi Community Radio and television) Community members # of community 992 community members 100% identified as main members identified as identified as main listeners of listeners of radio main listeners of radio radio programs 560 (336 programs programs men and 224 women) in

Lugela and 432 in Namarroi (260 men and 172 women)

Group listening # of group listening 124 sessions of group 100% sessions of the sessions of the listening of radio programs prepared radio prepared radio prepared and completely programs programs executed Theatre groups # of theatre groups 124 theatre groups identified 100% identified identified and trained in 124 communities (70 groups in Lugela and 54 groups in Namarroi) for the dissemination of messages from the bilingual education campaigns 124 Schools selected # of selected schools 124 school communities 100% benefiting from the Vamos Ler program 124 School Councils # of school councils 288 members (284 men and 100% trained on EWS trained on EWS 4 women) of 124 school boards on EWS At least 108 # of promoters 108 promoters (90 men and 100% promoters identified identified in 54 schools 18 women) identified and in 54 schools for the for the implementation trained for the implementation of of reading clubs implementation of reading reading clubs (2 clubs promoters per school) At least 108 # of promoters trained 108 promoters of reading 100% promoters trained as as facilitators of reading clubs (90 men and 18 facilitators of reading clubs women) conducting sessions clubs at reading clubs Mobilization # of mobilization 40 bicycles allocated to 40 50% equipment purchased equipment purchased community facilitators (14 Lugela and 26 in Namarroi), 2 motorbikes allocated to 2 field supervisors, one per district (Lugela and Namarroi), 2 laptop computers allocated to the Coordinator and M&E Officer, 2 modems allocated to the Coordinator and M&E Officer, 1 hard disk allocated to the M&E Officer, 2 cameras allocated to 2 field

supervisors (one per district, Lugela and Namarroi),

Broadcast of 130 # of radio programs 130 radio programs 100% radio programs broadcast broadcast, with 65 per district 156 group listening # of group listening 156 group listening sessions 100% sessions sessions held held, with 78 sessions per district Presentation of 70 # of theatrical plays 70 theatrical plays produced 100% plays in a group presented in a group and presented, with 35 per district 124 Schools with # of action plans 124 school boards 100% action plans prepared prepared to combat implementing the action plan to combat pupil pupil absenteeism to combat pupil absenteeism absenteeism A total of 515 # of dialogue sessions 515 dialogue sessions and 100% dialogue sessions and and home visits with home visits with parents and home visits with parents and guardians guardians, conducted using parents and guardians performed using EWS EWS (309 in Lugela and 206 performed using EWS in Namarroi) Holding 162 learning # of learning and 162 learning and reflection 100% and reflection reflection meetings held meetings held in listening meetings in listening in listening groups with groups with guardians (97 in groups with guardians guardians Lugela and 65 in Namarroi) Reading material List of selected material Coordinated the use of 100% selected for use in material with the school reading clubs board Methodology of Tool for the Drafted the methodological 100% reading clubs drafted methodology of reading tool for reading clubs that clubs includes objectives, material, contents of club sessions, methodology and suggested questions for discussion in use in reading clubs Reading club sessions # of reading club 1296 sessions held at reading 100% held in 54 schools sessions held in 54 clubs, with108 per week and schools 432 sessions per month.

In relation to the acquired mobilization equipment, the compliance rate is 50% due to the limited availability of the equipment, as is the case with motorbikes for field supervisors, where 2 motorbikes were made available to 4 field supervisors within a range of 124 schools (70 for Lugela and 54 for Namarroi), the same situation was observed in the allocation of computers, where 2 computers were allocated to the M&E Officer and the Coordinator. There are4 field supervisors based in the districts of Lugela and Namarroi that are yet to be allocated computers. Due to these constraints, we have had significant difficulty in covering the 124 schools and compiling reports, activity plans and access to emails.

3. DESCRIPTION OF ACTIVITIES

The description of activities carried out by NANA is divided into 3 campaigns as described below:

Mass mobilization campaign for bilingual education During the implementation of the activities in the above-mentioned campaign, several meetings were held at the level of the 124 school communities covered by the Vamos Ler program, with the aim of raising awareness among communities about the importance of bilingual education in the initial grades (1st, 2nd and 3rd grade). The meetings were held at the level of schools, communities, churches, fairs and places with the highest population. The main theme of the meetings was the dissemination of the bilingual teaching philosophy, which consisted in conceptualizing bilingual education, its importance, how it takes place, in how many provinces and districts it is being implemented, the bilingual teaching model used in Mozambique, who is part of it and the target audience of this teaching model.

Also, as a way of simplifying the dissemination of the philosophy of bilingual teaching, NANA used theatre groups that staged how bilingual teaching is done and the advantages of teaching in two languages for children in 1st, 2nd and 3rd grade. This way, the community would better understand the messages by involving itself in the dissemination and mobilization of bilingual education. While the plays were presented the radio technicians made recordings of the plays and interviewed the crowd to gather perspectives from each one, this information was compiled and disseminated through the radio programs that were broadcasted twice a week for each district.

The change in behavior in relation to bilingual education due to practical actions by parents was noticeable, in interviews parents were pleased to see their 1st, 2nd and 3rd grade children knowing how to write, compared to 7th grade children that did not have bilingual teaching. Parents already spread the importance of bilingual teaching at the level of their communities, and they also interacted with teachers and school principals, there was an ice break between the community and the school.

Let's go to school (Vamos a Escola) campaign This campaign was more limited to reducing levels of absenteeism and student retention in school, where NANA used the listening groups, focus discussion groups, theatre groups, home visits, recordings, with the aim of raising awareness among parents and guardians, teachers, school board members, school principals, community and religious leaders, influential people so that all together would be engaged in improving the performance of children in the initial grades.

As a means of massifying the dissemination of messages, weekly meetings were held in the listening groups where several themes related to attendance of students and teachers, parents and guardians monitoring the student life of their children were discussed, coordination between parents and guardians and school management, involvement of school board members in the search for dropout students and in the improvement of the quality of teaching, involvement of leaders in the dissemination of key campaign messages. All these themes were presented in plays, which were then summarized by one of the members of the theatre groups thus continuing with the debate in the listening group.

Home visits were carried out according to the result of the early warning system, a tool used to identify children with low school performance and at risk of dropping out, a team was created consisting of school board members, teachers, NANA community or religious leaders and community facilitators, the team that went to the student's home to learn about the parents and guardians of the child, what could be the source of the problems affecting the child and weakening their performance. After the conversation with the guardians, a consensus was reached in which a plan was drawn up to hold each of those present in the visit, including parents and guardians accountable to monitor the education of the minor, with to the aim of improving the performance, attendance and engagement of the child in the classes.

Increase reading campaign In order to meet the needs of the improved reading campaign, several activities were launched with the aim of awakening the skills of reading, writing, calculation and rhetoric in children in the initial grades. The activity was carried out in both districts (Lugela and Namarroi) simultaneously, but with a focus on the district of Namarroi. In Lugela district, parents and guardians were exposed to awareness meetings to be more involved in the education of their children during their free time at home. Whereas in the district of Namarroi, 54 reading clubs were established in 54 school communities and a total of 1188 children were covered, of the 1188 students who were sent with alarm signals or learning risk, 702 are boys and 486 are girls, where 653 in the 1st grade, of whom 376 boys and 277 girls, and 535 are of the 2nd grade, with 324 being boys and 211 girls.

Benefit from reading clubs in Namarroi District 1188 700 653 535 488 376 324 277 Number of students of Number 211

1a classe 2a classe Total

Rapazes Raparigas Total

Chart 3: Number of reading club beneficiaries in the district of Namarroi.

In order to materialize the activities of reading clubs, it was necessary to sign memoranda of understanding with the 54 schools concerned, identification of 108 promoters of reading clubs, training of promoters in the functioning of reading clubs using the CL operating manual, identification of the students participating in the reading club sessions by the teachers who teach the initial grades, 1st and 2nd, based on their performance. The students went through an evaluation done by the teacher in the classroom, in the normal class period in various levels of cognition: reading, writing and oral development.

Meetings have also been extended to community members, community leaders, school administration representatives, school board members and community facilitators to select 2 individuals for each community resident in the same community, those of acceptable community conduct, to promote sessions in reading clubs. It is worth noting that the activities carried out in the reading clubs are a response to the National Action Plan for reading and writing (PNALE) 2015-2020 of the Government of Mozambique.

CL sessions were held in spaces identified by the community and served as meeting points for children with poor school performance, so that they could benefit from supporting classes to improve their reading and writing skills. The monitoring of clubs was carried out by community facilitators, field supervisors, teachers of the initial grades, school principals, school board members, community leaders, parents and guardians.

The efforts made by the promoters of the reading clubs is noticeable, due to the improved performance of the children, who have entered the reading clubs without being able to read or write, are remarkable, and thanks to the reading club sessions today they are reading and writing correctly. There are several testimonies from parents and guardians to their relatives discouraging parents who think that bilingual education is a waste of time in the teaching and learning process for their children;

4. DESCRIPTION OF THE IMPACT OF ACTIVITIES WITH SUPPORTING DOCUMENTATION

Progress toward achieving impact There were changes in the individual, family, community and structural levels in relation to bilingual education with a greater focus on participation and interaction between teachers and students, where:

At the individual level (Pupils): • Improved learning by pupils in schools; Through the work of mobilizing parents and guardians to follow up their children's student life and the participation of children in reading clubs, it has contributed to improving writing, reading, and oral skills in children.

• Greater participation of students in school activities; With regular learning and reflection meetings, several testimonies from school principals, teachers, school board members, community leaders on the impulse created by the program in the regular participation of students in school activities.

At Family level (parents and guardians): • Greater involvement of parents and guardians in the teaching and learning process of their children; Through meetings in the listening and home visits groups, the involvement of parents and guardians in the teaching and learning process of their children, where they were made aware of the bilingual education and the importance of accompanying the student life of their children, was awakened.

• Increased interaction between parents and children; With the holding of meetings in the listening groups and home visits, parents and guardians were encouraged to interact with their children in order to stimulate dialogue between them. On the other hand, the reading club sessions also contributed to the greater openness of children to dialogue within the family, school and community in general.

At Community level (Community leaders, School Boards): • Greater adherence by the community in school management; The role of the school board was instrumental in raising awareness and mobilizing communities to ensure involvement in coordination and participation in school activities, such as the case of the consented searches of students at risk of dropping out.

• Greater community engagement in the dissemination of the bilingual teaching philosophy; With the inclusion of community and religious leaders, school board members, and influential people in community meetings of mass awareness and mobilization, contributed to the better perception of the bilingual teaching philosophy.

At the structural level (SDEJT, school principals, teachers): • Improved attendance of students and teachers; From regular learning and reflection meetings, the members of the school council played a very important role in monitoring the attendance of students and teachers.

• Improved coordination between school and community; Greater coordination between the school and the community was verified at regular learning and reflection meetings, where members of school boards, teachers and school principals affirm collaborative work in the performance of school activities. 16

5. PHOTOGRAPHS OF ACTIVITIES

Photo 1: He practices reading using a supplementary book and recording, in a Reading Club session in the community of Maquiringa, District of Namarroi, Zambezia Province, taken on 23/09/2019, by Alberto José Alberto, NANA Monitoring and Evaluation Officer.

Photo 2: Recording of interviews in a listening session in the listening groups, in the community of Siveve, Lugela District, Zambezia Province, taken on 21/10/2019, by Alberto José Alberto, NANA Monitoring and Evaluation Officer

Photo 3: Theatrical play in theatre groups in the community of Munganiua, Lugela District, Zambezia Province, taken on 10/12/2019, by Jone José Machado, NANA Field Supervisor.

Photo 4: Community mobilization Meeting for Bilingual Education, in the community of Regone, District of Namarroi, Zambezia Province, taken on 04/12/2019, by Jerónimo Raimundo Jorge, NANA Field Supervisor.

6. CHALLENGES, IMPLEMENTATION CONSTRAINTS AND SOLUTIONS We faced the following challenges in implementing the program: • Geographical location of the schools, this applies for the two districts, but most notably the Lugela district; • Signature of memoranda of understanding with radios, representatives of theatre groups; • Late arrival of means of transport (bicycles and motorbikes) and insufficient working material (computers, modems, hard disk) including lack of office equipment (Lugela and Namarroi); • Lack of adjustment to the budget in accordance with the targets set in the milestones; • Late disbursement of funds according to the targets set in the milestones; • Ensuring the functioning and sustainability of reading clubs in 54 schools in the district of Namarroi.

The following solutions were applied to the challenges encountered: • To overcome the challenge of geographic location of schools, NANA used the identification and hiring of 40 community facilitators as a strategy, with 26 for the district of Namarroi due to the implementation of two packages (Package 1 and 3), 14 for Lugela district because in this district only package 1 was implemented. Despite the 40 contracted community facilitators not covering the 124 schools due to the high number of schools per facilitator coupled with the distances between the schools that ranged from 20 to 40km, NANA distributed the facilitators by ZIP. In the Lugela district, 1 facilitator was allocated per ZIP consisting 3 to 6 schools, and in Namarroi district 2 facilitators were allocated per ZIP consisting of 4 to 6 schools, with 1 facilitator responsible for each package. With this approach, it was possible to minimize what would have been an inconvenience to the community facilitators as well as field supervisors in the implementation of the program activities. NANA also created the listening and theatre groups, with the involvement of the community and religious leaders, influential people, school principals, ZIPs coordinators, teachers and school board members to ensure success in implementing the program.

• During the signing of the Memoranda of Understanding, it was found that the budget for this activity did not cover the established targets, and as a result NANA had to meet with the coordinators of the community radio stations of Lugela and Namarroi in NANA's offices, in order to negotiate the prices set in the recording, production and insertion of radio programs. The same process also took place with representatives of the theatre groups which culminated in the readjustment of the prices and structure of radio programs as well as the process of collecting the recordings used in the production of programs and the production of theatrical plays. This means that NANA has made changes to the original approach of the Vamos Ler program, which was to set up theatre groups, train them in the program's approach, and to produce theatre plays in the 124 communities covered by the program. As far as the radio stations, the approach was to invite different members of the community to participate in debates and interviews at the local radio studios. Thus, NANA chose to create local theatre groups where the contracted theatre representatives trained the local groups in the production and exhibition of theatrical plays. With regard to radio programs, NANA chose to move the radio technicians to the communities and conduct interviews and debates at local level, only the technicians and SDEJT heads were invited to the local radio studios.

• In overcoming the late arrival of means of transport NANA has created strong partnerships with SDEJT, which has contributed greatly to supporting the sharing of means of transport (motorbike)

for field supervisors to carry out their activities, NANA has also allocated a motorbike, from other programs, for each district as a way to ensure that activities were carried out while awaiting the means of transport allocated by USAID Vamos Ler. For community facilitators, NANA urged them to use their own means for those that had and those who did not, to build strong ties in communities with community leaders, school board members, and influential people possessing such means.

• As far as the lack of budget adjustment in line with the targets set in the milestones, NANA noted from milestone 4 onwards, the reduction of the funds disbursed by USAID Vamos Ler and verified that the targets set according to the milestones remained. In response, NANA chose to reduce the community facilitators in the two districts (50% in Namarroi and 45% in Lugela), to ensure the implementation of the activities and the payment of subsidies, with effect from October. At the end of the Vamos Ler program, NANA terminated the contracts with the rest of the facilitators and two field supervisors, with effect from January, according to the amount of the last disbursement.

• With regard to the late disbursement of funds according to the goals set out in the milestones, as a solution NANA concluded contracts with service providers (buffet, meeting rooms, accommodation, stationery, rent a car, gas stations, mechanic workshops) to ensure the execution of activities even in periods without funds,

• To ensure the functioning and sustainability of reading clubs in 54 schools in the district of Namarroi, NANA identified community/volunteer members to ensure the functioning of reading clubs, done through program presentation meetings in the communities/schools covered by the Vamos Ler program. The meetings were extended to community members, community leaders, school administration representatives, school board members and community facilitators, where 2 individuals resident in the same community were selected by each community. In regards to the sustainability of clubs, taking into account the lack of subsidies as well as working material for the promoters, it made it difficult to manage them in the event of constant absences in the reading club centers. NANA chose to constantly raise awareness of these meetings at community level, as well as to train promoters and pay for training grants and teaching material allocation (pencils, notebooks, pens) encouraged them, thus making them less anxious.

The following are recommendations for improvement: • It is important to reconcile the budget according to the targets; • Ensure the inclusion and allocation of means of transport, work material and office supplies on time. • Improve the strategy for verifying the means to make the disbursement of funds more flexible; • Ensure the inclusion of incentives for promoters of reading clubs.

7. SUCCESS STORIES Anastácia Casimiro, Mother and Guardian satisfied with the progression of her son Gerson after joining reading Clubs Anastácia Casimiro, a 22-year-old resident in the community of Murupa, mother of three children, Gerson José Gibson being her eldest son who is already in school. Anastácia Casimiro, tells how her son was before joining the reading club that operates in her community. Gerson José Gibson, 9 years old, currently attending 3rd grade at Murrupa Complete Primary School, in 2019, attended 2nd grade and he…

“…couldn't read much less write, he had problems identifying letters, forming syllables, ordering words, or even counting numbers. For Gerson, school was a third thought, that is, he had no interest in learning…” (says Gerson’s mother). “…Gerson was a closed boy (with problems relating to the other boys), but when he began to participate in the reading club sessions he was able to let loose and this change in behavior surprised the promoters of the clubs, his teacher and his mother...” the mother underlines, joyful for seeing her son progressing in school life. Today Gerson reads words, phrases and simple texts in his language and in Portuguese, writes words and counts numbers correctly.

Photo: From left to right, Gerson’s teacher, Gerson José Gibson, Gerson’s mother, in the community of Murupa, District of Namarroi, Zambezia Province. Photographer: Jerónimo Raimundo Jorge (Field Supervisor) on 11/02/2020. Consent: Gerson's mother in writing Prepared by: Jerónimo Raimundo Jorge

Mr. Barnabé motivated by the bilingual education mobilization campaigns keeps his daughters in school Barnabé Joaquim Manuel, 37 years old, resident in the Nivevele community, father of 4 daughters, two of whom attend primary school at the school where bilingual education is being implemented, Matuca Compelte Primary School, Namaua Zip. Ernesia Barnabé, 7 years old, who was in the 1st grade and Gelita Barnabé, 9 years old, in 2nd grade, currently both attend 2nd and 3rd grade in the same school.

“…I studied little and little speak the Portuguese language, when I enrolled my two daughters in school my aim was for them to learn to speak and write in Portuguese. When I learned about the introduction of bilingual education in my community, I thought of moving or transferring my daughters to the capital of the district of Namarroi, where my younger sister lives, who after I talked to her about what was happening in the community where I live (Introduction of bilingual teaching). She agreed with me to transfer the children to her house because at the district capital there was no bilingual teaching…” says the Mr. Barnabé .

“…I went to attend a theatre presentation at a trade fair that talked about the importance of bilingual education in Grades 1 and Grade 2, the people who were doing the demonstration showed how classes are given in classrooms using the mother tongue, throughout the presentation they were convincing me, and in the end the theatre presenters explained the play they had just presented. From that moment I went looking for information with members of the theatre groups and ended up being convinced that the best thing was to keep my daughters in the same school and that bilingual teaching was the best for them and for the whole family as well as our community… ” emphasized Mr. Barnabé.

Photo: From left to right, Ernesia Barnabé, Barnabé Joaquim Manuel (father) and Gelita Barnabé at the Nivevele community, Namarroi District, Zambézia province. Photographer: Jerónimo Raimundo Jorge (Field supervisor) on 20/02/2020. Consent: Barnabé Joaquim Manuel in writing Prepared by: Jerónimo Raimundo Jorge

8. LESSONS LEARNED From the lessons learned positively during the implementation of Vamos Ler program activities, the following stand out: • As a result of collaborative work involving local leadership, influential people and other local structures, it was possible to conduct reading clubs through continuous awareness of the promoters of reading clubs, without having to give financial incentives to the promoters of reading clubs; • With late disbursements, there was poor collaboration with radio personnel, which led to a slight delay in the conduction of planned activities. • During the execution of activities in the community, some events taking place in the communities (political, social, religious, cultural) may affect the full execution of activities if we are not properly aligned and empowered for such events; • The idea of involving community members, identifying volunteers to be promoters of reading clubs, facilitated the interaction and learning process of pupils with promoters by making children develop reading and writing skills in a short time, thus improving their academic performance; • The community involvement is more noticeable, especially in school boards and guardians, in the “let's go to school (Vamos a Escola)” campaign, where during their community and religious meetings, members of school councils and community leaders also promote campaign messages; • By training members of the local community in theatre content, we observed greater credibility and acceptance of the message spread through the presentation of theatrical plays, because they are people of the community presenting the plays; 22

• In broadcasting radio programs, recorded from listening group sessions, communities identify with the content they address because the same content is addressed within their communities with people they know; • According to the initial program approach to conduct community-level listening sessions, there was a lack of receivers (radios) to listen to programs issued by local radios and subsequent debate during the listening sessions. With hard work at raising awareness and mobilizing at community level, it was possible to advise that the same programs could be heard in groups at the homes of those who had radio or via telephones; • Despite insufficient funds, transportation, lack of work and office equipment for the implementation of the program, the delivery and total involvement of all employees from the base to the top was noted, due to the continuing awareness of NANA management; • Good collaboration with the district government, which emerged in the context of transparency in the implementation of activities, involvement of the SDEJT officers in the field activities; • By involving the members of the school boards in the execution of the activities of the Vamos Ler program, there was greater adherence by parents and guardians/community in general to the promotion and dissemination of the campaign messages; • During the teacher training from the initial grades, where the national action plan for reading and writing was presented, it was noted that about 90% of teachers did not know the instrument in question. After training, teachers made themselves available to support and collaborate with the promoters of reading clubs and to monitor activities in reading clubs; • With the activities of home visits by community facilitators, school boards and teachers, parents were involved in supporting their children in the resolution of their homework, which triggered the enjoyment for reading to the parents and guardians.

From the negative lessons learned during the implementation of the Vamos Ler program activities, the following stand out: • When we intend to implement an approach, in reference to reading clubs involving volunteers, it is important to ensure some incentive, even if the activity is to benefit the community itself; • Reading clubs are an opportunity for students with emerging needs to correct their difficulties and regain the time to learn what they have not learned in the classroom, knowing that reading club sessions are more geared toward making the learning process educational and fun, the reading club session centers should provide enough teaching material, in order to effectively safeguard the objectives set and to stimulate the interest of pupils in actively participating in the sessions; • With awards being given for reaching a reading journey, in the districts of Lugela and Namarroi, promoted by USAID Vamos Ler, we have recorded cases of controversies in some schools due to the wrong perception by some parents and guardians. This later led to a reduction in pupils in schools and in reading club sessions. The reason being that since it was reading day, some communities expected that all children would be entitled to the school bags regardless of winning the competition; • Due to the lack of receivers (radios) according to the initial program approach to conduct community-level listening sessions, pressure was observed from communities in the allocation of receivers.

9. ATTACHMENTS

Attachment 1: Memoranda of Understanding available in folder 9.ATTACHMENTS.

Attachment 2: Available plans and Budget in folder 9. ATTACHMENTS. 23

Attachment 3: Data collection instruments available in folder 9. ATTACHMENTS.

Attachment 4: Monitoring panel on the progress of implementation of the activities of milestone 3, taken from the database on 11/07/2019, by Alberto José Alberto, NANA Monitoring and Evaluation Officer.