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Quarterly Report 0 Pakistan Reading Project – Quarterly Progress Report (Jan-March, 2015) USAID-funded Pakistan Reading Project Quarterly Progress Report: January-March, 2015 Sponsoring USAID Office: USAID/Pakistan Cooperative Agreement Number: AID-391-A-13-00005 Grantee: The International Rescue Committee (IRC) Date of Submission: May 15, 2015 The authors’ views expressed in this document do not necessarily reflect the views of the United States Agency for International Development (USAID) or the United States Government 1 Pakistan Reading Project – Quarterly Progress Report (Jan-March, 2015) Table of Contents Acronyms ............................................................................................................. 3 Executive Summary............................................................................................... 5 Program Activities................................................................................................. 7 Component 1: Improved Classroom Learning Environment For Reading ........................................ 7 Component 2: Improved Policies And Systems For Reading ............................................................. 29 Component 3: Community Based Support for Reading ................................................................. 33 Gender ............................................................................................................... 35 Communications and Reporting .......................................................................... 37 Monitoring and Evaluation (M&E) ....................................................................... 39 Performance against proposed indicators ........................................................... 41 Issues and Challenges ......................................................................................... 54 Annexures .......................................................................................................... 56 2 Pakistan Reading Project – Quarterly Progress Report (Jan-March, 2015) Acronyms AJK Azad Jammu and Kashmir AIOU Allama Iqbal Open University ALBBS Alif Laila Book Bus Society BPS Basic Pay Scale BoC Bureau of Curriculum CE Cambridge Education CAG Content Advisory Group CIP College Improvement Plan CSO Civil Society Organization CSR Corporate Social Responsibility CRP Complementary Reading Program DSD Directorate of Staff Development EA Equal Access EDF The Education and Diversity Foundation EGRA Early Grade Reading Assessment EDF Education and Diversity Foundation DoE Department of Education FATA Federally Administered Tribal Areas GB Gilgit Baltistan GBEAC Gilgit-Baltistan Education Assessment Centre GCET Government College of Elementary Teachers GECE Government Elementary College of Education GRC Grants Review Committee HEC Higher Education Commission HRIS Human Resource Information System ICT Islamabad Capital Territory IRA International Reading Standard IRM Institute of Rural Management IRC International Rescue Committee KP Khyber Pakhtunkhwa MDC Material Development Committee MoU Memorandum of Understanding MRC Material Review Committee MSI Management Systems International NACTE National Accreditation Council of Teacher Education NCRC National Curriculum Review Committee NGO Non-Government Organization NOC No Objection Certificate PEAS Punjab Education Assessment System PEC Punjab Education Commission PITE Provincial Institutes for Teacher Education PMP Performance Monitoring Plan PRP Pakistan Reading Project RFA Request for Applications 3 Pakistan Reading Project – Quarterly Progress Report (Jan-March, 2015) RIS Reading Improvement Strategy RITE Regional Institute of Teacher Education SGP Small Grants Program STEDA Sindh Teacher Education Development Authority TIG Teacher Inquiry Group ToR Terms of Reference TRG Technical Reference Group TTI Teacher Training Institute UO University of Oregon 4 Pakistan Reading Project – Quarterly Progress Report (Jan-March, 2015) Executive Summary The USAID funded Pakistan Reading Project (PRP), implemented by the International Rescue Committee (IRC) and its partners (Creative Associates, World Learning and Institute of Rural Management), is a five-year project with the objective to support the provincial and regional departments of education (DoE) throughout Pakistan to improve reading skills of children in grades one and two. The project will achieve this goal through three distinct but interrelated components that will work in synergy to affect the quality of primary education: teacher education, policy reforms, and community support for reading in Pakistan. In this reporting period, the USAID-funded Pakistan Reading Project (PRP) successfully completed the Material Review Committee (MRC) formation process in all provinces/regions of Pakistan. As previously reported during the last quarter, MRCs in Azad Jammu and Kashmir (AJK), Federally Administered Tribal Areas (FATA) and Islamabad Capital Territory (ICT) were approved. This was followed by approval for Balochistan, Gilgit-Baltistan (GB), Khyber Pakhtunkhwa (KP), and Sindh in this quarter. PRP organized a two-day national level MRC meeting, which was attended by 21 participants (16 male, 5 female) from all provinces/regions (except FATA due to administrative reasons). They reviewed materials, including workbooks, big books, scripted lesson plans and a flash card set, developed by the project, provided feedback, and then suggestions were incorporated. Similarly, eight provincial/regional MRC meetings - one each in AJK, Balochistan, ICT, KP, GB, and Sindh, and two in FATA, were organized. The MRC members from FATA could not participate in the meeting at national level therefore an additional meeting was organized in FATA. The MRC that will review Sindhi material will be constituted this quarter. Five Urdu manuals were finalized for face-to-face trainings this quarter, which are part of PRP’s continuous professional development (CPD) model. Following the finalization of 10 teacher inquiry group (TIG) modules for year 1, we prepared a draft outline of TIG modules for year 2 meetings. Material developed for teaching reading was designed in three parts, each comprising eight academic weeks. Material, including workbooks, scripted lesson plans, big books, decodable readers and flash cards set, for the first eight academic weeks was finalized and sent for printing and will be delivered to schools in the next quarter. We started distributing TIG modules, scripted lesson plans and manuals for face-to-face trainings this quarter to 434 mentors, 93 academic supervisors, 5,408 teachers, 23 reading specialists, and 1,385 head teachers in all provinces/regions, except FATA. The distribution of TIG material is still in progress and a consolidated number will be reported in the next quarter. In the previous quarter, Cohort 1 TIGs were formed using the EMIS data, followed by field verifications. During this quarter, we finalized 874 TIGs in consultation with teachers during face-to-face trainings. A five-day training was organized for 23 reading specialists (15 male, 9 female) in all provinces/regions, except FATA. A six-day session trained 434 mentors (240 male, 194 female). A three-day PRP Orientation was facilitated for 93 academic supervisors (59 male, 34 female). 1,385 head teachers (771 male, 614 female) were oriented about their role in TIGs. 1,554 head teachers were trained in a five-day face-to-face teacher training, which trained a total 5,408 teachers (2911 male, 2497 female). PRP successfully developed the first version of virtual mentoring videos (VMVs), which were shared with teachers for their review and feedback. A short messaging service (SMS) system 5 Pakistan Reading Project – Quarterly Progress Report (Jan-March, 2015) (which supports Urdu, Sindhi and English languages), and 25 audio phonic lessons were developed for helping teachers to teach the pronunciation of Urdu letters. 86 faculty members (47 male, 39 female) from 27 Teacher Training Institutes (TTIs) were given training on practicum, while 142 faculty members (77 male, 65 female) from 25 TTIs participated in semester orientation sessions organized by PRP. In collaboration with the Higher Education Commission (HEC) of Pakistan, a reading curricula outline development workshop was organized in which 22 (7 male, 15 female) teacher educators from universities, elementary colleges and apex institutions participated. PRP works with 3,649 (1,216 male, 2,333 female or 61% female) scholarship recipients. So far, 688 students (668 ADE and 20 B.Ed. – Hons.) have received complete scholarship installments for their teacher education degree programs. The disbursement of the remaining 2,682 scholarships is in process. In order to justify and solicit the required approvals from the education departments through PRP’s steering committees, we developed an assessment tool this reporting period and administered it in the assessment units of AJK, GB, FATA, Balochistan and KP. Based on the initial feedback received on this tool, we will develop a situation analysis report during the next quarter and submit it to the steering committees for their comments and approval. PRP followed up with the education departments of all regions/provinces, not only to seek the nominations of officials, but also to complete the necessary formalities for the Study Tour to Egypt planned for April 2015. We identified two thematic areas (gender and children with special needs) in consultation with IRC’s technical unit for the solicitation of the Community Reading Program
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