Education for Children and Youth Project Quarterly Report First Quarter – October 1st to December 31st, 2018

Submission Date: January 20th, 2019

Agreement Number: 519-A-13-0000-1 Project Start and End Dates: January 2nd, 2013 to December 31st, 2019 COR: Timothy Curtin

Presented by: Fundación para la Educación Integral Salvadoreña (FEDISAL) Avenida Manuel Gallardo. Calle el Boquerón |Santa Tecla, La Libertad Tel: 2523-9800

This document was produced for review by the United States Agency for International Development - El Salvador Mission (USAID/El Salvador).

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TABLE OF CONTENTS

INTRODUCTION 4 EXECUTIVE SUMMARY 5 1. ¡Error! Marcador no definido. 2. 5 3. 6 4. 6 5. 6 I. 7 II. 8 2.1 8 2.2 12 III. 15 3.1 ¡Error! Marcador no definido. 3.2 ¡Error! Marcador no definido. 3.3 ¡Error! Marcador no definido. 3.4 16 3.5 ¡Error! Marcador no definido. IV. ¡Error! Marcador no definido. V. 18 VI. 19 6.1 19 6.2 21

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ACRONYMS

AGAPE AGAPE Association of El Salvador DDE Departmental Directorate for Education ECYP Education for Children and Youth Project FEDISAL Foundation for Comprehensive Education of El Salvador LPA Learning – Practice – Apply Methodology MINEDUCYT Ministry of Education, Science, and Technology OSY Out-of-School Youth USAID United States Agency for International Development

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INTRODUCTION

The Education for Children and Youth Project (herein “ECYP”) is a bilateral agreement between the Government of El Salvador and the Government of the United States of America. ECYP is part of USAID’s Education Strategy and is implemented by the Foundation for Comprehensive Education of El Salvador (FEDISAL). The project supports the expansion and implementation of the Full-Time Inclusive School approach. ECYP aims to support the Ministry of Education, Science, and Technology in El Salvador (MINEDUCYT) in its efforts to expand access to education among children and youth living in municipalities with high violence and crime rates in El Salvador. This report presents the achievements and activities that ECYP completed during the first quarter of the USA 2019 fiscal year (FY2019, Q1) within the period from October 1st to December 31st, 2018.

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EXECUTIVE SUMMARY

The homicide rate in El Salvador continues its declining trend that has been observed since 2016. In 2016, the homicide rate went down to 81 per 100,000 inhabitants and in December 2018, this rate decreased to 50 homicides per 100,000 inhabitants. In terms of education, MINEDUCYT announced that 15 more municipalities were free of illiteracy. To date, in total 133 municipalities are free of illiteracy. MINEDUCYT officially launched the Salvadorian Educational Management Information System (SIGES). This tool is for managing education data. As of 2019, public schools in El Salvador will apply the new teaching method developed by the Project for Improving Mathematics Learning in Primary and Secondary Education Project (ESMATE) to teach mathematics from the lower primary level to the upper secondary level. The MINEDUCYT has received technical support from the Japan International Cooperation Agency (JICA) in this effort. In regards to the project´s interventions, during the first quarter in 2019, ECYP carried out a series of activities related to its strategic areas as follows: ● Full-time inclusive school approach ● Safe learning environments ● Incentives for low-income students ● Out-of-school youth (OSY) support ● Participation and involvement of other governmental and non-governmental organizations 1. Advocating the Full-Time Inclusive School Approach From October to December 2018, the project assisted 140 school principals and teachers (at the upper primary and lower secondary levels) and 169 pedagogical technical assistants from MINEDUCYT. The activities sought to reinforce teaching, improve academic results of fourth to ninth graders, and to identify students at risk of dropping out. Additionally, ECYP continued to provide orientation on the use of the EDUJOVENES Portal. ECYP identified ways that all involved could effectively use the portal.

2. Improving Safe Learning Environments ECYP continued to improve safe learning environments by providing technical assistance and working with local actors. ECYP also offered relevant support to the already-formed coexistence committees. During this quarter, ECYP inaugurated the “coexistence labs”. The labs will facilitate the planning of youth expression activities while promoting communication and improving interpersonal relationships.

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Schools are going through the process of designing the plan to prevent school bullying and support bullying victims. Ten sports, art, and culture clubs in Zacatecoluca promoted youth expression to prevent violence.

3. Providing Incentives to Low-Income Students The activity seeks to reduce gaps in access to education for out-of-school young people. The project continued providing scholarships and incentives (transportation and food) to 304 students. The scholarships and incentives allowed students to participate in such training such as job readiness.

4. Supporting Out-of-School Youth (OSY) The activity mainly focuses on promoting greater effectiveness in OSY´s reintegration into the educational system (in terms of access and coverage), retention, and grade completion. ECYP supported 304 OSY through courses related to jobs in waiting tables, bartending, cosmetology, bakery, computer, cellphone repair, and electrical installations. The provided courses fit the OSY training needs and the training areas offered by AGAPE Association of El Salvador (AGAPE). Once there were enough participants for a group, AGAPE offered three possible training areas. Among these three options, AGAPE provided training on the area that the majority of the participants chose. 5. Participation and involvement of other governmental and non-governmental organizations ECYP has supported the mayoralties of Soyapango and Zacatecoluca to coordinate the mentoring strategies. In terms of sustainability, school principals from 72 upper-primary and lower-secondary schools developed basic plans using the early alerts tool to support students identified as at risk of dropout. In addition, FEDISAL´s technical page (https://www.fedisal.org.sv/usaid/guias-apa/) has functioned as a virtual space for teachers to share the learning guides they make and has encouraged teachers to reflect how to improve their teaching based on students´ contexts and needs. From the middle of December 2018 (when the virtual space was created) to the end of January 2019, the technical space had a total of 817 users and 1,219 sessions. At this moment, the cost for the use of this virtual space is free of charge since the space is hosted in FEDISAL´s data center. ECYP anticipates that in March 2019, the virtual space will be migrated to Azure (a cloud computing service created by Microsoft). As a result, there will be a monthly fee per user.

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School principals, teachers, and pedagogical committees from 15 schools in Zacatecoluca have included ECYP interventions what promote learning and coexistence in their school pedagogical proposals. In 2019, ECYP will support the continuity of the school education proposal and focus on solving pedagogical problems. I. COUNTRY CONTEXT

In El Salvador, the homicide rate continues its declining trend. According to data published by the National Civil Police (PNC) 3,340 homicide offences took place from January to December 2018, equivalent to 50 cases per 100,000 inhabitants. According to data published by the School Census, 542,237 upper-primary and lower- secondary students enrolled in schools in 2018. Among these students, 277,785 were upper- primary students (48.3% were female and 51.7% male) and 264,452 were lower-secondary students (48.5% were female and 51.5% male). For both levels, the average repetition rate was 2.9% and the over-age rate was 10.9%. This quarter, MINEDUCYT announced that as a result of the Government´s Literacy Program, the following 15 municipalities became free of illiteracy: San Juan Nonualco, Arcatao, San Luís Talpa, Santiago de la Frontera, Santiago Nonualco, Ayutuxtepeque, Olocuilta, San Francisco Chinameca, San Pedro Perulapán, Ciudad Arce, Meanguera del Golfo, Carolina, San Francisco Menéndez, Guacotecti, and Tacuba. With these new municipalities, the number of municipalities free of illiteracy has increased to 133. Furthermore, as regard to the An Educated El Salvador Plan (Plan El Salvador Educado), MINEDUCYT continued to promote the National Policies on School Coexistence and Peace Culture. The activity focused on school principals and teachers from San Salvador, La Libertad, Chalatenango, and La Paz. This activity complements ECYP interventions focusing on violence prevention and coexistence promotion in schools. In addition, MINEDUCYT officially launched the Salvadorian Educational Management Information System (SIGES). This tool allows monitoring data concerning the national educational system. The system is in its first version which includes features to register all students from elementary to middle schools and features that provides such information as students´ basic profile, attendance reports, grades, and enrollment history. As of 2019, public schools in El Salvador will apply the new teaching method of the Project for Improving Mathematics Learning in Primary and Secondary Education (ESMATE) to teach mathematics from the lower primary level to the upper secondary level.

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II. ACTIVITY IMPLEMENTATION PROGRESS

2.1 IMPLEMENTION STATUS From October to December 2018, the project accomplished the following achievements: OBJECTIVE 1: Significantly improve learning of lower-secondary students. Result 1A. Expand the Full Time Inclusive School approach to approximately 677 selected lower secondary schools to enhance academic achievement and increase ninth-grade completion. Reinforce the Full Time Inclusive School approach at upper-primary and lower- secondary schools To enable learning improvement among upper-primary and lower-secondary students benefited from ECYP, the project has continued strengthening school principals, teachers, and students. Below are some examples of such strengthening activities and their corresponding achievements. ● 20 principals from upper-primary schools received training in early alerts to be able to identify students by risk levels and develop a plan to support them. ● 120 vice-principals and teachers completed training on Learning – Practice – Apply (LPA) Methodology and recognized the importance of working in a collaborative team to organize student´s learning and provide pedagogical support to teachers in a timely manner. ● 90 upper-primary students were diagnosed with disabilities and then received medical assistance as well as hearing aids, prostheses, neurological and ophthalmological medications. This has allowed them to improve their learning performance. At the same time, their teachers knew how to provide these students with appropriate assistance so that the students could continue their learning. This process of identification of students with disabilities included two stages. First, ECYP consulted directly with the teacher of each section in the schools intervened under the 4th to 6th grade component. At the end of this stage, ECYP had a preliminary number of students with some type of disabilities and contact information of the parents or legal guardians of these students. In the second stage, ECYP contacted the students´ parents or legal guardians to explain what kind of support their children would receive and encourage the parents or legal guardians to join the project. When parents or legal guardians accepted the service, a team of medical specialists proceeded to evaluate the children. At the end of this stage, ECYP defined the actual number of children to support and classified them according to sensory, motor, or psychological needs.

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● 550 parents formed and participated in the Committees of Family Education Development. The committees underwent training in practices to promote gender equity. The training focused on the following topics: o Gender equality versus gender bias and gender stereotypes. o Daily activities that reinforce gender equity. ● ECYP worked with upper-primary teachers to build a baseline to identify the teachers´ perception of gender issues in schools. ECYP sought to examine teachers´ understanding of gender terminologies and their gender-related practices at school and in the classroom. The project also investigated teachers´ perception on the importance of gender equality and the existing opportunities for students of both genders to participate in activities at school.

● ECYP strengthened the reading promotion strategies among 11,365 students from 72 schools that received book donations. The project also delivered 6,377 books this quarter. On December 6, 2018, ECYP organized the “Everybody, read” (Todos a leer). A total of 141 individuals attended the event, including MINEDUCYT technical teams, school principals, teachers, non-governmental organization staff, FEDISAL and USAID officials.

● 23 lower-secondary students who dropped out of school in 2018 were supported through the mentoring strategy provided by a team made up of four specialists (one psychologist, one social worker, one educator, and one lawyer). Through this mentoring strategy, ECYP motivated USY to return to the regular educational system or through the Flexible Delivery System of Education offered by MINEDUCYT.

The mentoring team coordinated the type of support that was determined after OSY took initials tests. Therefore, the type of support varied across these 23 students.

● 47 upper-primary students who were identified at risk of dropping out through the early alerts strategy received the mentoring support to motivate them to enroll in the 2019 school year.  73 teachers/authors learned how to develop their own learning guides to promote students´ active learning as a result of on-site technical assistance provided by ECYP. The technical assistance focused on the following aspects of developing learning guides: analyzing a syllabus, developing teaching and evaluation activities, promoting collaborative participation, and integrating technology as a learning tool.  70 learning guides and 28 teaching units developed by the teachers/authors to be used in class in 2019 were published on FEDISAL´s technical page (https://www.fedisal.org.sv/usaid/guias-apa/). The learning guides promoted context- based teaching and learning and continuous reflection.

● 169 pedagogical technical assistants (86 males and 83 females) from the Departmental Directorates of Education (DDE) in Santa Ana, Sonsonate, San Miguel,

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and San Salvador were trained on how to use the EDUJOVENES educational portal to interact with other portal users and how to promote the use of this portal in schools. ● 15 schools in Zacatecoluca developed their school educational proposal considering the results of the end-of-year tests of Language, Mathematics, Science, and Social Studies. The tests were applied to a sample of 315 sixth to ninth graders.

Result 1B: Strengthen safe learning environment program. ECYP advocated for safe environments, healthy coexistence at school and in school, and positive attitude in children and youth. The project promoted positive leadership as well as art and culture clubs strategies to generate positive environments where disagreements are resolved without conflict. This quarter, ECYP achieved the following accomplishments: ● 13 schools in Zacatecoluca inaugurated the “coexistence labs”. The labs provide space for the coexistence committees, teachers, and students to plan youth expression activities to promote communication, improve interpersonal relationships, and simultaneously solve communication problems. ● 22 teachers carried out collaborative activities with their colleagues including designing self-care exercises, developing themes to cover in parenting schools (conflict resolution and school bullying) and identifying themes for school murals. ● 22 schools were prepared for the design of the school plan to prevent school bullying and support bullying victims through such free time activities such as: informative talks, movie forum, murals, or videos. This school plan is to be used both inside and outside the classroom. ● The municipal committee of violence prevention in Zacatecoluca and ECYP managed to involve the participation of the sports, art, and culture clubs from 13 schools in Zacatecoluca in different events organized at the municipal level. ● 10 sports, art, and culture clubs in Zacatecoluca promoted youth expression to prevent violence. ● Copies of the vocational counseling guide for teachers were printed. The guide was a tool that will facilitate vocational counseling for lower-secondary. ● Ninth graders from 16 schools received vocational information that allowed them to make decisions on a vocational high school specialty or job field. Result 1C: Provide educational incentives to low-income students. ● ECYP benefited 160 low-income students with scholarships. The scholarships allowed them to identify their personal interests and characteristics and then to better choose their high school specialization and/or job training. Result 1D: Develop an Operational Monitoring System to track indicators This quarter, ECYP completed the report entitled “Achievements of the Interventions Developed in Cohort 3 Schools". Positive results were found concerning the educational

10 indicators: the passing rate increased and the rates of over-age, failing, dropping out, and repeating grades decreased. The statistics were also backed up by the positive perception of various educational actors concerning the interventions ECYP developed.

OBJECTIVE 2: Increase educational opportunities for out-of-school youth (OSY).

Result 2A: Provide assistance to at least 23,150 OSY in the 25 targeted municipalities and their surroundings to encourage them to return to school or complete a secondary education diploma.

● ECYP identified 355 OSY, and among them, 353 OSY registered for the Flexible Delivery System of Education. Among these young people, 181 are female, and 341 are from 14 to 24 years old (AGAPE Association of El Salvador). Result 2.B: Provide training in community-based skills to prepare for the local job market to OSY. ● 304 OSY registered for the Flexible Delivery System of Education to undergo training in job skills in such fields as waiting tables, bartending, cosmetology, baking, computer, cellphone repair, and electricity installation. Among them, 295 are from 14 to 24 years old. Also, the majority of these young people are female (154 females). Participants enrolled in job training courses by gender and by area Specialties Total Female Male Total 304 154 150 Computer 69 26 43 Cosmetology 70 60 10 Electrical installations 17 3 14 Waiting table and bartending 67 38 29 Bakery 40 18 22 Cellphone repair 41 9 32

Result 2.C: Provide innovative education incentives to OSY to enable more equitable participation in educational opportunities. ● 304 young people (50.7 % were female) facing vulnerable conditions were benefited with the transportation and food incentive. This incentive aims to encourage their participation in ECYP activities. OBJECTIVE 6: Administration

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● 9 DDEs (Ahuachapán, Santa Ana, Sonsonate, La Libertad, San Salvador, Cuscatlán, Cabañas, San Vicente, and San Miguel) agreed to continue in their 2019 work plan interventions initiated by ECYP. ● 47 technicians from the 9 DDEs (Ahuachapán, Santa Ana, Sonsonate, La Libertad, San Salvador, Cuscatlán, Cabaña, San Vicente, and San Miguel) received training in how to institutionalize ECYP interventions in 667 schools.

The training provided practical guidance on how to implement the interventions initiated by ECYP. The training described different activities to be developed for each intervention step by step. The step-by-step guidance makes it easier for schools and ECYP to follow up on the interventions and then facilitate their sustainability. The training focused on the following interventions: inclusive education; art and culture; coexistence and leadership for students; learning technology; sports monitors; vocational orientation; family education; reading promotion; and LPA methodology. The interventions will take place in upper-primary schools from January to December 2019.

● 144 technicians from the DDEs in Santa Ana, Sonsonate, San Miguel, and Cabañas were reinforced in the following interventions: family education, technology, psychological first aid, and interpersonal relations. The reinforcement sought to expand the interventions to schools not intervened by ECYP. ● 64 participants (school principals, vice-principals, administrative staff members, and students) from municipalities where the project did not work were selected by their corresponding DDEs to participant in in training on how to improve interpersonal relationships in schools.

II.2 OTHER ACTIVITIES IMPLEMENTED THIS QUARTER Early Grade Reading Assessment The results of the early grade reading assessment conducted by the Research Triangle Institute were presented at three events in El Salvador: a. At MINEDUCYT to the Minster of Education, Mr. Carlos Canjura, national directors, and technical staff b. At a briefing for national and departmental directorate staff and institutions dedicated to education and reading-writing (56 attendees) c. At USAID/El Salvador at the US Embassy to USAID Mission technical and management staff The final report was delivered at the beginning of December. The study helped clarify the gap areas around reading and writing instruction in schools in El Salvador. El Salvador Evidence-Based Educational Program Classification System

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In the last quarter of 2018, ECYP conducted meetings on evidence-based programs with the technical team of California Evidence-Based Clearinghouse for Child Welfare for an update on the progress of the Evidence-Based Educational Program Classification System in El Salvador. The technical team also presented the evidence-based methodology. “Evidence”, the tittle of the event, took place on December 4 – 6 and consisted of five meetings. In total, 170 people participated in the event. Participants included university instructors and students, researchers at the national level, institutions executing educational programs, DDE officials, and representatives of institutions responsible for executing USAID funds. Some of the most relevant achievements with the different sectors are as follows: ● Universities expressed their interest in being part of the specialist and/or scientist panel of the Evidence-Based Educational Program Classification System in El Salvador. ● Program executors would like to initiate the classification of their programs as soon as possible. ● Participants were interested in having training spaces on relevant and fundamental topics that the application of evidence-based programs requires. ● ECYP established connection with different participating sectors in need of support in measuring project or program results based on scientific evidence. ● The event placed the importance of having scientific evidence in assessing program or project achievements on the agenda of the academia, governmental institutions and program implementers.

Edumetric Tests ECYP had the edumetric tests of mathematics, language, science, social studies and english exported to EXAM VIEW 8.0. These tests are for OSY who ask the National Directorate of Education for Youth and Adult to certify that they have completed a certain grade (according to the result of the proficiency tests. These edumetric tests will replace the tests that MINEDUCYT have been using for more than 10 years. The edumetric tests were developed according to the current curricular programs. There are 50 edumetric tests: 10 tests per grade (from 7th to 11th grade) and 2 tests per subject. Supplementary Material Development ECYP delivered the supplementary materials to the National Directorate of Education for Youth and Adults for their approval. ECYP anticipates that the technical delivery and training concerning the supplementary materials will take place in January 2019. The supplementary materials are for OSY who will take the proficiency test. The materials were developed according to the active methodology. There are 25 units: 5 units per grade and one unit per subject.

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Educational Innovations Intervention ECYP concluded a study concerning the step-by-step implementation process of the educational innovation intervention. The study results revealed that the young people participating in the intervention were highly satisfied with the different services they received. They highlighted the opportunity they had to complete a grade and receive a certificate of completion. ECYP learned some lessons from the intervention, and these lessons will be valuable in ECYP´s future actions. Some lessons learned are as follows: ● There is a need for better management in the operational planning with and between the implementing partners. ● ECYP´s technical unit needs to perform timely follow-up at the partner level according to roles of organizational structure. ● ECYP lacks a process that allows objective measurement of the results of the interventions. ● The cost benefit of interventions must be assessed according to the results achieved.

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III. INTEGRATION OF CROSCUTTING ISSUES AND USAID´S PROSPECTIVE PRIORITIES 3.1 Gender Equality and Female Empowerment ● ECYP continued to provide equal opportunities to participate in training processes for both male and female teachers as well as male and female students to encourage their leadership. ● ECYP also incorporated teenager mothers in the educational system through the mentoring strategy. ● The family education development committees carried out activities that focused on overcoming sexist and adult-centric behaviors to improve the family space as well as behaviors and attitudes of parents or family members to boys and girls. By doing so, families can generate an environment of respect, communication, and sensitivity to the needs of children and adolescents in a framework of rights and equality. ● The activities implemented in the mentoring strategy are designed for girls and young women to exercise self-care and to be leaders. ● The LPA Active Methodology promotes the design of teaching activities in the learning guides which encourage girls to develop their leadership and encourage their active involvement in learning. ● ECYP discourages sexist stereotypes, for example, giving more attention to boys than to girls. ● ECYP uses and promotes non-sexist activities, language, and actions to prevent violence in its materials, for example, billboards, murals, and supplementary materials. ● Similarly, ECYP encourages gender equity in all services provided for OSY. Specifically, ECYP supports women´ participation in these services, especially those who are pregnant or are single mothers. During this quarter, more than 51 percent of young people benefited from job preparation and life skills services are female.

3.2 Disability and Inclusive Development ● During the strengthening workshops, teachers learned to identify students with special educational needs according to disability and/or social exclusion. ● ECYP reminded educational actors of the inclusion index established by MINEDUCYT so that they can implement inclusion in their schools. ● With curricular adjustments, ECYP anticipates that teachers find adequate support to benefit students with special educational needs and at the same time receive feedback on drafting the orientation of curricular adjustments in the classroom. ● ECYP strengthens support for adolescent mothers and young pregnant women through technical assistance so that they do not drop out of school.

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● ECYP provides support to children and young people who have left the educational system through the mentoring strategy so that they can go back to school or pursue the flexible delivery system of education offered by MINEDUCYT. ● ECYP also provides support to children with physical and intellectual disabilities by providing hearing aids, prostheses, and neurological and ophthalmological medications. ● ECYP promoted the LPA Active Methodology, which encourages collaborative work of students as a form of peer support that integrates children with special learning or disability conditions.

3.3 Sustainability Mechanism ECYP has launched various strategies to promote the sustainability of the interventions it has implemented. Below are some examples of such strategies: ● School principals from 72 schools elaborated plans to support students identified in the early alerts strategy as at risk of dropping out to ensure the follow-up and support that these students would receive. ● Including vocational counseling in the school's annual operational plan is a key element in ensuring the sustainability of the strategy. This requirement has been emphasized in technical assistance visits. ● The principals, teachers, and pedagogical committees of the 15 schools in Zacatecoluca include ECYP interventions that promote learning and healthy coexistence in their school education proposal. In 2019, ECYP will support the continuity of the school education proposal and focus on solving teaching problems. 3.4 Local Institutional Strengthening ● Various DDE teams were strengthened in at least one and up to three ECYP interventions so that they can institutionalize the interventions in the schools intervened by ECYP and implement the interventions in other schools that are not part of the project. ● ECYP coordinates the implementation of the mentoring strategy with the mayoralties of Soyapango and Zacatecoluca.

3.5 Impact on Science, Technology, and Innovation ● In regards to the EDUJOVENES educational portal, ECYP continue to award licenses to schools benefited from the project as well as renew expired licenses. This enables schools to have continuing access to the tool. This quarter, ECYP delivered licenses to 19,997 third to ninth graders in 190 schools. ECYP anticipates that these students will be able to access the portal in 2019 thanks to these licenses. ● ECYP conducted training in how to use Office 365 and EDUJOVENES. The training participants included principals and teachers from 75 schools.

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● The EDUJOVENES portal presented a constant growth throughout the year. However, in the last quarter, the closure of the school year and the limited connectivity of some schools slowed its usage. From October 1st to December 15th, 2019, in total 1,945 users entered the portal, visited 13,375 pages (approximately 4 pages per visit) and spent on average 7 minutes and 52 seconds per visit. The majority of the users are female (66.4%). Out of all the users, 18.9% are younger than 24 years old.

IV. PARTICIPATION AND INVOLVEMENT IN OTHER GOVERNMENTAL AND NON-GOVENMENTAL ORGANIZATIONS

ECYP coordinates the implementation of the mentoring strategy with the mayoralties of Soyapango and Zacatecoluca.

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V. LESSONS LEARNED

● School teachers and principals are mindful when they identify the risk situation of students and develop a plan of support based on the early alerts strategy. ● The mentoring strategy includes forming an interdisciplinary team consisting of a social worker, a lawyer, educators, and psychologist. The diversity in the team contributes to the effective resolution of specific problems of each student at risk of dropping out or students who dropped out of school. ● The systematic work of MINEDUCYT technical assistant, school principals, and teachers ensures that teachers apply active methodologies in the classroom and form teacher networks. This, in turn, encourages teacher to develop learning guides and to develop on their teaching. ● Comprehensive technical assistance days draw the most attendance from teachers. ● Specialized workshops on specific interventions provide participants with more knowledge of the strategies, which facilitates the process of follow-up and management to be carried out by the DDEs. This, in turn, guarantees the progress of ECYP´s interventions and sustainability. ● Having a multidisciplinary team to develop quality content in EDUJOVENES significantly impacts the use of this technological tool.

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VI. COST SHARE AND LEVERAGE REPORT 6.1 Leverage

FEDISAL/ EDUCATION FOR CHILDREN AND YOUTH AGREEMENT NUMBER: No. 519-A-13-00001 USAID

Leverage Report up to December 31st, 2018

Up to Up to Up to Up to 12/31/ Up to 12/31/ Up to Up to Up to Up to Private Description PLAN 12/31/ 3/31/201 6/30/201 Accumulative 2015 2016 3/31/2017 6/30/2017 9/30/2017 9/30/2018 Sector 2017 8 8 Telemovil 1 Modems for connectivity $ 8,352.00 $ 8,352.00 $ - $ 8,352.00 El Salvador (TIGO) Telemovil 2 Connectivity year/school $ 20,873.17 $ 20,873.17 $ 20,873.17 $ 41,746.34 El Salvador (TIGO) $ Microsoft 3 Office 365 licenses $ 382,176.00 $ 166,176.00 $337,248.00 $ 2,304.00 $ 198,144.00 $ 213,600.00 $ - $ - $ - $ 917,472.00 - El Salvador

“Teaching with Technology” Microsoft 4 $ 7,400.00 $ 7,400.00 $ - $ 7,400.00 workshops El Salvador GBM El 5 Awards for technology fair $ 454.00 $ 454.00 $ - $ 357.97 $ 811.97 Salvador Awards for technology fair (t- 6 $ 618.75 $ 618.75 $ - $ 618.75 shirts) CODREISA Awards for technology fair (Costs of 2 IPHONE $1,473.52 and 10 USB Telemovil 7 memory of 16 GB $146.50); El Salvador promotional products (TIGO) (Backpacks, Squeeze Bottles) "Safe Internet" Manual $ 1,620.02 $ 1,620.02 $ - $ 913.50 $ 2,533.52 Awards for technology fair Data & 8 $ $ $ $ (various awards) 400.00 400.00 - 224.94 $ 624.94 Graphics $ $ ESET El 9 Awards for technology fair $ 6,125.00 1,125.00 - $ 1,125.00 Salvador

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$ $ $ 10 Lego education 59,107.45 24,107.45 - $ 2,500.00 $ 26,607.45 CODREISA $ $ 11 Synthetic bags of El Salvador 10,000.00 - $ - ISA El 12 Awards for technology fair $ 200.00 $ 200.00 Salvador $ $ 13 Others 2,873.61 - $ -

Total Leverage $ $ $ $ 500,000.00 $ 231,126.39 $358,121.17 $ 4,000.41 $ 198,144.00 $213,600.00 $ 2,500.00 $ 1,007,491.97 - - -

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6.2 Cost Share Report – Accumulative 2019

QUARTER TOTAL ACCUMULATIVE % PROGRESS

October to December Q1 $132,872.46 $2,053,446.69* 2015 (FY2016)

January to Q2 $95,929.54 $2,149,376.23* March FY2016

Q3 April to June FY2016 $95,929.54 $2,245,305.77*

July to September Q4 $55,721.55 $2,301,027.32* FY2016

October to December Q1 $205,662.31 $2,506,689.63* 2016 (FY2017)

January to March Q2 $84,207.50 $2,590,897.13* FY2017

Q3 April to June FY2017 $77,915.85 $2,668,812.98*

July to September Q4 $131,839.07 $2,800,652.05* FY2017

October to December Q1 $777,455.35 $3,578,107.40* 2017 (FY2018)

January to March Q2 $261,024.08 $3,839,131.48* FY2018

Q3 April to June FY2018 $79,079.51 $3,918,210.99*

July to September Q4 $750,470.88 $4,668,681.87* FY2018

October to December Q1 $2,445,556.06 $7,114,237.93** 2018 (FY2019)

TOTAL $5,193,663.70 $7,114,237.93 133%

* Data reported in the Federal Financial Report - F425 ** Data in validation process for the F4 report 21

ANNEX: PHOTOS OF THE “EVERYBODY, READ” EVENT

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