Mureke Dusome
Quarterly Report Quarter 3, Fiscal Year 2019 Period: April – June 2019
Submitted 30 July 2019 This publication was produced for review by the United States Agency for International Development. 1 It was prepared by Save the Children.
Mureke Dusome Cooperative Agreement No. AID-696-A-16-00002
Quarterly Report
Period of Performance: April – June 2019
Quarter 3, Fiscal Year 2019
Submitted by:
Save the Children
Date Submitted: July 30, 2019
Chief of Party: Alex Alubisia Email: [email protected] Telephone: 0787168319
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Mureke Dusome Quarterly Report for the Period January-March 2019
Table of Contents List of Abbreviations ...... 4 I. Activity Summary ...... 5 II. Overall Progress of the Activity: April 1st, 2019 to June 30th, 2019 ...... 7 III. Current Progress and Results of Mureke Dusome’s Activities ...... 10 IV. Monitoring and Evaluation ...... 30 V. Target Assessment ...... 36 VI. Management Issues ...... 37 VII. Coordination...... 37 VIII. ICT ...... 41 IX. Gender & Disability Inclusion ...... 41 X. Local Capacity Building ...... 42 XI. Challenges and Lessons Learnt...... 42 XII. Priorities for programming for Quarter 4 FY2019: July-September 2019 [Reported by Intermediate Result (IR)] ...... 44 XIII. Annexes ...... 46
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Mureke Dusome Quarterly Report for the Period January-March 2019
List of Abbreviations ADEPR : Association des Églises de Pentecôte au Rwanda BDU: Book Development & Use CE: Community Engagement CLF: Community Literacy Fund COP: Chief of Party DDP: District Development Plan DEC: Development Experience Clearinghouse DEO: Director of Education DG: Director General ES: Executive Secretaries FBO: Faith-based Organizations HT: Head Teachers HLE: Home Learning Environment ICT: Information and Communications Technology ILD: International Literacy Day IR: Intermediate Result JADF: Joint Action Development Forum KAP: Knowledge, Attitudes and Practices LC: Literacy Champion M&E: Monitoring and Evaluation MEL: Monitoring, Evaluation and Learning MEAL: Monitoring, Evaluation, Accountability and Learning MINALOC: Ministry of Local Government NCPD: National Council of Persons with Disabilities NGO: Non-Governmental Organization NLM: National Literacy Month NPSPS: National Parent School Partnership Standards NWC: National Women’s Council RALC: Rwanda Academy of Language and Culture RALSA: Rwanda Archives & Library Services Authority REB: Rwanda Education Board RR: Rwanda Reads RWAMREC: Rwanda Men’s Resource Center SACCO: Savings And Credit Cooperative SC: Save the Children SBCC: Social and Behavior Change Communication SEI: Sector Education Inspectors SEO: Sector Education Officer SGAC: School General Assembly Committees SIP: School Improvement Planning SLM: School Leadership and Management SMT: Senior Management Team SNEC: National Secretariat for Catholic Education TA: Technical Advisor TOR: Terms of Reference
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Mureke Dusome Quarterly Report for the Period January-March 2019
I. Activity Summary
Mureke Dusome is a USAID-funded activity that aims to foster partnerships between schools and the broader community in a bid to improve children’s literacy outcomes. The project is being implemented by Save the Children and its partner organization, Umuhuza, through a phased approach, in all 30 districts of the country from January 2016 to July 2021. Mureke Dusome has been designed to contribute to the Rwandan Education Sector under the Government of Rwanda’s national development priorities, whose strategic plan acknowledges the importance of developing lifelong reading habits and ensuring students develop the foundational skills needed to move from ‘learning to read’ to ‘reading to learn’ across all curriculum subjects.1 Accordingly, the goal of Mureke Dusome is to improve P1-P3 students’ ability to read with fluency and comprehension by:
1. Strengthening the capacity of school leadership to improve student literacy through school-community partnerships; 2. Increasing effective community and parental involvement to improve literacy skills; and 3. Fostering a culture of reading.
These three interrelated results will improve the quality of school-community partnerships as well as community and home learning environments (HLEs). The theory of change is that children learn to read better in these supportive conditions than if they are receiving classroom-based instruction alone. Mureke Dusome complements the classroom-based interventions of other USAID-funded education programs, namely Soma Umenye.
A phased approach to implementation: The Mureke Dusome project was launched in Rwanda in 2016. Burera and Gicumbi Districts were chosen as implementation locations in year one in order to build on existing operational and program activities already in place by Save the Children and Umuhuza in these same areas in order to enable the immediate start-up of Mureke Dusome activities, capitalizing on program experience, existing infrastructure, and community/government relationships. Commencing FY2017, Mureke Dusome phased into 10 additional districts and in FY2018, Mureke Dusome completed the phasing process by scaling up the project in the final 18 districts of Rwanda.
In order to strengthen the capacity of school leadership to improve student literacy, Mureke Dusome first worked in collaboration with the Rwanda Education Board (REB)-School Leadership and Management (SLM) Unit to develop the National Standards for Parent-School Partnership (NSPSP). These standards served as the framework for the content for Head Teachers’ (HTs) and School General Assembly Committee (SGAC) presidents’ and vice presidents’ self-study modules; these modules have been designed so that Sector Education Officers (SEOs) lead HTs and SGAC presidents and vice presidents in these processes.2 After piloting these self-study modules in 12 districts, Mureke Dusome scaled up to the remaining 18 districts in FY2018 in the rest of the country.
1 Education Sector Strategic Plan 2013/14-2017/18. (October 2013) Republic of Rwanda, Ministry of Education. 2 SEOs have their own versions of the training modules with facilitation guidance notes and receive a face-to-face training on their implementation.
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To increase effective community and parental involvement in improving literacy skills, Mureke Dusome has been conducting a comprehensive Social Behavior Change Communication (SBCC) campaign, which among other strategies, includes training community radio station workers on key Mureke Dusome literacy messages and integrating literacy content into Urunana DC’s popular radio drama series (2016-2018). In addition, Umuhuza has popularized and promoted community literacy by training community volunteer Literacy Champions (LCs) and engaging Urugerero youth in the promotion of literacy. Using Mureke Dusome-developed Literacy Champion toolkits, these LC volunteers organize community literacy activities, such as weekly reading clubs and Umuganda literacy activities for children; they also spread key literacy messaging in various community meetings. In FY2018, Mureke Dusome set up a Community Literacy Fund in order to replenish reading clubs and support local initiatives that further promote community literacy activities. Through the fund, communities receive more reading books and literacy-related materials. Lastly, Mureke Dusome currently works with the GOR at the national and local levels to utilize existing civic service bodies and institutions, which include Urugerero youth service and Umuganda, in supporting community literacy activities.
These complementary activities are being reinforced and sustained by the following initiatives: Rwanda Reads continuing to serve as the collaboration platform for government and civil society via meetings and its updated website; The promotion of literacy within the formal policies and standards of REB, Ministry of Sports and Culture (MINISPOC) and the Ministry of Local Government (MINALOC); The strengthening of the local children’s book industry through increasing the market supply and demand for storybooks, by conducting market research, and by providing mentoring and networking opportunities for publishers, writers, and illustrators. The distribution of age-appropriate and relevant reading materials to initial school- community libraries managed by LCs.
The social inclusion and gender dimensions of the program are integrated throughout the Mureke Dusome project, including in work plans, implementation plans, and monitoring and evaluation activities.
By focusing on reaching children in their homes and communities, Mureke Dusome contributes to improving early primary school children's literacy; Mureke Dusome's mandate works hand in hand with other school-based literacy interventions, which focus on improving the quality of classroom instruction and access to high-quality, relevant teaching and learning materials.
By the end of the project, Mureke Dusome expects the following outcomes: In collaboration with local officials and through an effective system of professional development, HTs and SGACs encourage the active participation of men and women in supporting reading acquisition of all children, including persons with disabilities, the poor, and other vulnerable populations. Reading clubs established in public and government aided schools in Rwanda are affiliated to community libraries and other existing local structures so that children continue to have a place in their community where they can go to read for learning and for pleasure.
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Parents throughout Rwanda remain involved in supporting their children’s learning both in and out of school. Consequently, parents can set higher academic expectations for their children as their children become more adept and reading materials become more accessible and better utilized. This, in turn, strengthens the overall culture of reading throughout Rwanda. Through the development, drafting, and dissemination of a Literacy Policy, the integration of Umuganda Literacy in MINALOC’s policy framework and programs, the institutionalization of the Community Literacy Worker model and the integration of literacy in district development plans, school strategic plans, a truly homegrown culture of reading is cultivated.
II. Overall Progress of the Activity: April 1st, 2019 to June 30th, 2019
The following are key highlights of the reporting period:
Kicked off Income Generating Activities (IGAs) meetings in Gasabo District in order to agree on the working modalities for the 11 initiated groups. 76 Literacy Champions (47F, 29M) attended these meetings which were organized in 11 different sites; 8 officials (1F, 7M) including the Sector Executive Secretary (ES), Sector Cooperative Officers and Sector Education Inspectors (SEIs) attended this activity and advised participants. Moreover, 26 IGAs Groups, established in Q2 FY2019, were also visited and provided further guidance by the CE Team and sector officials to ensure their success; Facilitated Peer Learning Circles (PLCs) for Literacy Champions (LCs) in Nyaruguru, Karongi and Gasabo districts reaching 240 LCs (115F, 125M) in 26 different sites; Provided coaching, mentorship and other kinds of monitoring, support and onsite visits, in collaboration with 111 school and community leaders (31F, 80M) to 329 LCs (169F, 160M), 80 parents (52F, 28M) and 13,545 children (6,133F, 7,412M) from 176 reading clubs; Monitored Umuganda Literacy events in 14 sites and reached 26 LCs (13F,13M) and 1,015 children (535F & 480M); Conducted joint School Leadership and Management (SLM) and Community Engagement (CE) Peer Learning Circles in Gasabo District and SLM PLCs in Kirehe District. In total, 242 participants (72F, 170M) attended including 81 SGACs (63M, 18F), 78 HTs (54M, 24F), 29 Village Leaders (24M, 5F) and 54 (29M, 25F) other participants including district officials, SEOs, Sector Executive Secretaries, National Women Council Coordinators and partners; Conducted a meeting with District Directors of Education (DDEs) and District Education Officers (DEOs) to share and discuss the sustainability plan of promoting school – community partnerships to improve children’s literacy. In total, 26 education officials (24M, 2F) including 2 representatives from Rwanda Education Board (REB) (0F, 2M) and 24 DDEs/DEOs (2F, 22M) attended; Supported REB and MINEDUC in joint monitoring and evaluation of school performance in Nyamagabe and Huye districts and mobilized REB to sensitize school leaders about parental engagement in children’s education, both in school and at home,
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and about the importance of collaboration between schools and other community members to support struggling learners and readers; Organized handover ceremony of Abana Writers’ Café to Sankofa Creatives Ltd to ensure sustainability of the platform. In total, 50 participants (19F, 31M) attended this event. Participants included publishing houses, authors, illustrators and representatives from USAID, the Ministry of Sports and Culture, Rwanda Academy of Language and Culture and Kigali Public Library; Awarded 9 best performing community libraries with 500 Kinyarwanda storybooks each; Replenished book banks reaching 1,424 reading clubs with 71,200 books; Organized a one-day review meeting with members of Rwanda Children’s Book Organization (RCBO) on June 13, 2019. The main objectives of this meeting were to evaluate RCBO’s progress on their website, generate sustainable strategies to continue activities like book review meetings, identify priorities and specify how Mureke Dusome can support RCBO in the future; Supported SNEC to organize reading competitions and subsequently disseminated key literacy messages to parents from 28 parishes and teachers and children, including children with disabilities, from 22 schools in the Archdiocese of Kigali3. As a result of this activity, 140 children were awarded Kinyarwanda storybooks and school kits. Approximately 8,000 parents were reached on June 14, 2019 at the Catholic Education Week closing ceremony at GS Rubona in Rwamagana District; Mureke Dusome partnered with ADEPR on June 28, 2019 to spread key literacy messages to approximately 100 parents who graduated from an adult literacy program in Kinigi Sector, Musanze District; Mobilized Rwanda Reads members and government stakeholders to actively support the coordination of National Literacy Month through participation in five Technical Committee4 meetings to prepare the National Literacy Month 2019 Concept Note; Facilitated the successful transfer of leadership from REB to MINEDUC as the Co-Chair of Rwanda Reads: o The Minister of State in Charge of Primary and Secondary Education co-chaired the Rwanda Reads Steering Committee meeting on June 11, 2019, ensuring committed leadership, ownership and sustainability of the literacy platform. The Honorable Minister of State has agreed to co-chair a follow-up Steering Committee meeting in Q4 FY2019.
CHALLENGES FACED IN CURRENT QUARTER:
Mureke Dusome was not able to attend some activities organized by districts like open days, JADF meetings and Education Meetings due to the limited number of staff. During the sustainability meeting with District Directors of Education, Mureke Dusome
3 The Archdiocese of Kigali, and furthermore the Catholic Church in Rwanda, does not organize dioceses in accordance with Government of Rwanda districting. Therefore, the Archdiocese of Kigali encompasses areas of Gasabo, Nyarugenge and Kicukiro districts, in addition to parts of Rwamagana, Rulindo and other nearby districts. 4 Formerly known as at the Rwanda Reads National Literacy Month Task Force, the Technical Committee was renamed, and its role was expanded, as a result of a directive from the Minister of State in Charge of Primary and Secondary Education on June 11, 2019 at the Rwanda Reads Steering Committee.
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explained the reasons for absence from district activities and committed to sharing action plans; During PLCs, beneficiaries continued to request more Kinyarwanda storybooks and monitoring visits to school communities. However, Mureke Dusome could not respond to that query due to budget constraints. Mureke Dusome advised school communities to work with local education partners to obtain more reading materials and encouraged parents and the wider community to make other literacy resources out of locally available materials. Through PLCs and guidelines to support reading clubs provided by REB, Mureke Dusome encouraged Head Teachers, SGACs, SEOs and other local authorities to visit reading clubs and follow up on their functionality; Information sharing about planned activities from Rwanda Reads members continues to be a challenge even though a WhatsApp group was established for this purpose.
PLANS FOR THE UPCOMING QUARTER
Follow up on the implementation of the School Community Partnership modules in 7 districts including Kicukiro, Kamonyi, Nyanza, Ngoma, Nyagatare, Rusizi and Nyamasheke; Conduct SLM Peer Learning Circles in Rwamagana and Gatsibo districts and joint PLCs in Bugesera District and share the four-page document of the Rwanda National Parent School Partnership Standards during these PLCs; Follow up with DDEs/ DEOs to ensure the actions discussed in the June meeting on sustainability are implemented; Follow up on the use of books delivered to the 9 best community libraries; Distribute storybooks to 31 additional best performing community libraries with 500 Kinyarwanda storybooks each; Continue to mentor Sankofa Creatives Ltd as they transition to a leadership role in Abana Writers’ Café; Compile feedback on books produced by publishers that incorporated positive discipline messages and share the feedback with publishers to make corrections; Check the re-submitted books for quality assurance purposes and share the final feedback with all publishers; Support Rwanda Reads members to organize 2 learning events: disability and inclusion & adult education; Continue to collaborate with FBOs to disseminate literacy messages through existing structures; Strengthen communication on the Rwanda Reads WhatsApp group to ensure information is shared across the platform and the website is updated; Support MINEDUC to organize a technical meeting as a follow-up on the Rwanda Reads learning event that was organized in Q2 FY2019 on how to link members’ community- based reading initiatives to community libraries. The meeting will also address findings from the latest MINEDUC Community Libraries Assessment and identify action points; Continue to support MINEDUC as Co-Chair of Rwanda Reads and prepare for the International Literacy Day celebration on September 8, 2019 and National Literacy Month activities.
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III. Current Progress and Results of Mureke Dusome’s Activities5
IR 1: Capacity of school leadership to improve student literacy through school- community partnerships strengthened
Sub-IR 1.1: Nationally appropriate vision of effective literacy school-community partnerships through evidence-based standards developed
National Parent-School Partnerships Standards development and dissemination
Results achieved this quarter:
During Peer Learning Circles, Mureke Dusome shared the 4-pager of the Rwanda National Parent School Partnership Standards with HTs, SGACs, SEOs and other officials from Gasabo and Kirehe districts. Along with the distribution of this document, Mureke Dusome staff explained to beneficiaries the link between contents on the 4- pager and the Parent School Partnership for Education toolkit that they already used during their self-study.
The Importance of the National Parent School Partnership Toolkit
In Kirehe Sector, Kirehe District, parents from GS Nyabigega wove traditional mats for the reading club thus ensuring that children do not sit directly on the ground.
In Kibangu Sector, Muhanga District, one SGAC member and the advisor of Kibangu Community Library, said that he applies the knowledge he got from the National Parent School Partnership Toolkit to plan community outreach activities for the library. He said
that he advised Kibangu Community Library to partner with schools and reading clubs to organize reading competitions. He reports that they have organized sector-level reading festivals with schools and reading clubs twice so far: in September 2018 and the on the Day of the African Child on June 24, 2019.
Strategy development meetings for incorporating National Parent-School Partnerships Standards into accountability systems within SLMU & MINALOC
Results achieved this quarter:
Mureke Dusome conducted a meeting with District Directors of Education (DDEs) and District Education Officers (DEOs) to share and discuss the sustainability plan of promoting School – Community Partnerships to improve children’s literacy. Attendants had an opportunity to discuss their respective roles and responsibilities, as well as
5 Activities that have already been completed will not appear in this list; please see the annexes to find the complete results framework.
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strategies for sustaining School Community Partnerships to promote children’s literacy. In total, 26 (2F, 24M) participants attended including two REB staff (0F, 2M) and 24 DDEs/DEOs (2F, 22M). Although DDEs from all 30 districts were not able to attend the meeting in Kigali due to district priorities, they promised to implement the action points. This meeting aimed to: o Evaluate the progress in promoting children’s literacy, lessons learnt, challenges and solutions; o Generate strategies to sustain School – Community Partnerships to promote children’s literacy.
DDEs Agreed to Take the Following Actions to Incorporate the National Parent- School Partnerships Standards into Accountability Systems
DDEs will engage SEOs to plan trainings for new SGACs and will encourage them to use the toolkits provided by Mureke Dusome with sectors and schools; DDEs will include community literacy activities for children in their annual action plans and will ask SEOs to do the same; DDEs will encourage SEOs and HTs to revive dormant reading clubs, monitor activities and report about the number of functional reading clubs;
DDEs will require that schools report about children’s reading clubs to SEOs. SEOs will monitor and compile reports on reading clubs and submit reports to districts; DDEs will ensure that literacy events are organized at school, sector and district levels during the National Literacy Month in September; DDEs will remind leaders, from the district to the cell level, to sensitize parents to support children’s reading at every opportunity.
Sub- IR 1.3: Scalable training approach for building school leadership capacity implemented
Target SEOs’ support of HTs and SGACs to complete training modules
Results achieved this quarter:
Mureke Dusome encouraged SEOs in districts, which had not yet completed the six Parent School Partnership Modules, to follow up on the learning and ensure that HTs and SGACs complete the learning. Mureke Dusome did this by sharing messages through SEO WhatsApp groups in Kamonyi, Nyanza, Kicukiro, Ngoma, Nyagatare, Nyamasheke and Rusizi districts; Mureke Dusome facilitated joint Peer Learning Circles (PLC) in Gasabo District and SLM PLCs in Kirehe District. The Peer Learning Circles aimed to facilitate the sharing of knowledge and best practices among different stakeholders in the implementation of Mureke Dusome initiatives and develop strategies to overcome related challenges. They also aimed at enhancing partnerships between school leaders and community members to support children’s reading and discuss the sustainability of existing initiatives. In total, 242 (72F, 170M) participants attended including 81 SGACs (18F, 63M,), 78 HTs (24F, 54M), 29 Village Leaders (5F, 24M) and 54 other participants (25F, 29M) including
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district officials, SEOs, Sector ESs, National Women’s Council Coordinators and partners. Participants in these PLCs shared successes in their efforts to collaborate and support children’s reading. PLCs were also an opportunity for Literacy Champions to share the challenges they face; consequently, participants resolved to take actions in response to the issues raised. In the joint PLCs, HTs, SGACs, Village Leaders and other officials appreciated the brief session on “what is happening in the reading club and how to provide feedback to Literacy Champions.” They got the opportunity to observe a reading club session, which will help them in the future to provide feedback to LCs. In Gatore Sector, Kirehe District, Head Teachers and SGACs, in collaboration with their SEO, committed to the following solutions to address the problems they were facing to promote children’s literacy: o Increase the number of visits to the reading clubs and mobilize parents, local leaders and the churches to visit reading clubs and participate in the reading festivals; o Recognize Literacy Champions by providing them with certificates; o Schools lend books to the reading clubs; o Head Teachers and SGACs work closely with Literacy Champions; o Head Teachers remind children at school to attend reading clubs.
Literacy Champions’ Commit to Continue Facilitating Community-Based Reading Activities
During PLCs, SGACs and parents expressed how Mureke Dusome activities supported children to improve their capacity to read and change the mindset of parents on how to assist children’s reading at home. They also agreed on action points for sustaining community reading initiatives for children: In Musaza Sector, Kirehe District, LCs from GS Musaza reported that as a result of Mureke Dusome interventions some children from the reading club began to write poems and stories while parents developed the practice of repairing damaged books and making mats for children to sit on during reading club;
In Nasho Sector, Kirehe District, the SEO agreed with participants who attended the
PLCs to organize a meeting with other stakeholders including school legal representatives, SGACs and church representatives with the objective to identify resources to incentivize Literacy Champions; In Nduba Sector, Gasabo District after expressing their happiness about SGAC and school support of the reading club, LCs invited the SEO to visit them. The SEO committed to fulfill this request and include the reading club visits in his monitoring plans.
Table: Beneficiaries’ attendance in Peer Learning Circles, Q3 FY2019
Number of Number of HTs Number of Village Other attendees Total Attendance SGAC Leaders (Sector ESs, SEOs,
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presidents/vice National Women presidents Council Coordinators, partners, etc.) M F Tota M F Tota M F Total M F Total M F Tota l l l 63 18 81 54 24 78 24 5 29 29 25 54 170 72 242
Support HTs, SEOs, and other MINALOC leaders (Mayors and Executive Secretaries) to develop of a calendar of literacy activities and events
Results achieved this quarter:
In Q3FY2019, during the DDEs meeting on June 14 2019 and Peer Learning Circles, Mureke Dusome encouraged District Education Officials, SEOs, HTs and LCs to collaborate with local leaders to plan and carry out literacy events.
Best Practices In Gikonko Sector, Gisagara District, the Head Teacher from GS Gikonko committed to following up on reading club activities. He visits the reading clubs and when the Literacy Champions arrive after children13 , he engages attendees in group reading activities. In Gatore Sector, Kirehe District, SGACs and the HT from GS Curazo mobilize parents to send children to the reading club. More than 300 children attend the reading club. Mureke Dusome Quarterly Report for the Period January-March 2019
IR 2: Effective community and parental involvement to improve literacy skills increased
Sub-IR 2.1: Social behavior change communications campaign for literacy developed and implemented
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Incorporate key literacy messaging into all partner and Mureke Dusome capacity building and development communications materials and training events
Results achieved this quarter:
In Q3 FY2019, Mureke Dusome documented and publicized four best practices from Gicumbi, Karongi, Gakenke, and Muhanga districts; o In Rushaki Sector, Gicumbi District, a Literacy Champion, showed that age or location are not limitations to writing children’s stories. Even though Languida is 63 years old and lives in a rural area, she started an initiative to improve literacy skills for children in her community by producing reading materials. She writes stories for children to ensure that they have access to a variety of reading materials in a local context; o In Gishyita Sector, Karongi District young authors from the Rwaramba Reading Club were highlighted. More than 16 children have now written stories, poems and plays. This trend was observed after children began attending reading sessions facilitated by the Literacy Champion; o In Rushashi Sector, Gakenke District Mukiza James*, 11 years old, is now enrolled in P2 at EP Karungu. James dropped out of school and began stealing. A Mureke Dusome Literacy Champion approached James and encouraged him to attend reading sessions; as a result, James made the transformative decision to join the Karungu Reading Club. He enjoyed the reading sessions and gained newfound literacy skills. Now he has returned to school and is studying in P2; o In Kiyumba Sector, Muhanga District, 20 parents rotate and volunteer to help during reading sessions. At least 4 parents attend the reading club every week. This initiative was launched as a result of reading sensitization meetings facilitated by Literacy Champions and the HT from Kiyumba Primary School. Civil society partners play an active role in promoting literacy programs
Results achieved this quarter:
Mureke Dusome partnered with ADEPR on June 28, 2019 to spread key literacy messages to approximately 100 parents who graduated from an adult literacy program in Kinigi Sector, Musanze District; Supported SNEC to organize reading competitions and subsequently disseminated key literacy messages to parents from 28 parishes and teachers and children, including children with disabilities, from 22 schools in the Archdiocese of Kigali. As a result of this activity, 140 children were awarded storybooks and school kits. Approximately 8,000 parents were reached on June 14, 2019 at the Catholic Education Week closing ceremony at GS Rubona in Rwamagana District: o Preliminary literacy competitions were organized at GS Nyamata Catholique, GS Rubona, GS Ste Famille, Remera Catholique and GS Rukingu from June 6, 2019 to June 11, 2019. Children with disabilities at GS Rukingu were involved in a sports and reading competition. 100 high performing children were awarded with storybooks. The final competition was held on June 14, 2019 during the
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closing of the Catholic Church Education Week. 40 children were recognized as winners of the reading competition and were awarded with storybooks; o The competitions served as a channel to disseminate literacy messages to adults, including parents and spectators, at sporting events held in school communities in the Archdiocese of Kigali as part of Catholic Education Week.
Piloting engagement with men around literacy
Results achieved this quarter:
Mureke Dusome approached Voice of America and proposed a follow up story about the men’s engagement approach in Burera District. The broadcaster agreed to have a radio program on this subject in August 2019; Mureke Dusome continued to discuss with Deutsche Welle and the BBC to publicize the men’s engagement approach.
Provide strategic messages for greater gender and social inclusion with a focus on Rwanda TV and radio
Results achieved this quarter:
Media coverage reflected the principle of gender and social inclusion by equitably including boys and girls in publicization of Mureke Dusome activities:
On May 5, 2019, Rwanda Radio/Television (Rwanda TV) produced and broadcasted a news story on the National Book Exhibition 2019 to advance the culture of reading and writing among boys and girls; On May 21, 2019, Rwanda Radio and TV conducted interviews with both girls and boys, spotlighting the need to increase reading and writing skills: o During the Iwacu program that airs every Wednesday at 7:00 PM, the Radio and TV presenter interviewed girls and boys who participated in the reading sessions as part of the National Book Exhibition 2019. The 29 minute program can be watched here. Train local media houses on key Mureke Dusome literacy messages
Results achieved this quarter:
After local media trainings, journalists have improved their understanding of Mureke Dusome initiatives and are better prepared to report on literacy activities through local media houses. The efforts to increase media coverage and literacy awareness resulted in the publication of 32 news stories during Q3 FY2019: o 3 stories were published online and 2 radio news reports were broadcasted about Abana Writers’ Café as a result of the handover ceremony on April 29, 2019;
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o Media coverage of the National Book Exhibition 2019 held on May 20, 2019 to May 22, 2019 was robust and included 9 online articles, 6 radio broadcasts and 1 RTV report; o 8 success stories featuring best practices were covered and reported by local media; o On June 28, 2019 Mureke Dusome supported the ADEPR adult literacy program in Kinigi Sector, Musanze District by disseminating literacy messages. As a result of that activity, 2 online articles and 1 radio report were disseminated highlighting the impact of the adult literacy program.
Sub-IR 2.2: Parents and community mobilized to improve student literacy
Monitoring, Coaching, Mentoring and Retention of Literacy Champions
Results achieved this quarter:
In collaboration with 111 school and community leaders (31F, 80M), Mureke Dusome provided coaching, mentorship, support and onsite visits to 275 Literacy Champions (142F,133M), 80 parents (52F, 28M) and 10,100 children (5,636F, 4,464M) from 149 reading clubs in 15 different districts (See Annex 6. Community Engagement Data Sheet); PLCs were organized and conducted in Nyaruguru, Karongi and Gasabo districts reaching 191 Literacy Champions (104F, 87M) in 26 different sites; Literacy Champions were encouraged to work closely with SGACs and parents to effectively manage all the provided books and other reading materials in the reading clubs; LCs reported during onsite monitoring visits that they continued to sensitize parents to participate and support their children’s education and literacy development. This resulted in parental involvement in literacy activities as some caregivers support LCs at reading clubs. In addition to this, parents’ attitudes about education were changed and children were enrolled in school as an outcome of parental sensitization. Some children had dropped out of school but reenrolled as a result of Literacy Champions efforts. For example, at GS Ngamba in Ngamba Sector, Kamonyi District, 2 boys and 2 girls returned to school. Furthermore, at EP Mukinga in Nyamiyaga Sector, Kamonyi District, the HT identified 7 children (2F, 5M) who came back to school due to LC sensitization; LC sensitization has also impacted children who have never enrolled at school. In one case, a child from Mbuye Sector, Ruhango District with mental disabilities, 15 years old, had never been to school because her mother thought that disabilities prevented her child from studying. However, after receiving encouragement from Mureke Dusome, the parent sent her child to the reading club, saying, “at least my child can go to the reading club even though she cannot study in normal schools.” In collaboration with the EP Gisanga Head Teacher, LCs encouraged this parent to send her daughter to school. Now, the child is studying in P1; A similar story was shared by the Village Leader from Munoga Village in Ngamba Sector, Kamonyi District about the impact of parental sensitization as part of the community outreach program. The Village Leader said, “During our community outreach program,
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parents testify that this project has awakened them to support their children.” The Village Leader promised to continue supporting Literacy Champions’ activities. Additionally, parents support their children’s literacy by accompanying their children to reading clubs and helping them to read at home. For example, Nyinawumuntu Joselyne, whose child attends GS Mugombwa Reading Club in Mugombwa Sector, Gisagara District, accompanies her daughter to the reading club and testifies how she supports her child. She said, “The reading club made my daughter like reading. When she brings a book home, she reads for me and I support her where she has difficulties. This made me understand the importance of reading, and when my daughter cannot attend the reading club, I come and borrow a book for her to read at home.”
Peer Learning Circles Contribute to Homegrown Solutions
During PLCs, leaders developed a better understanding of reading clubs and their responsibilities to support Literacy Champions and community-based literacy initiatives: In Gasabo District, Literacy Champions reported that it was difficult identifying venues for reading clubs. The sector education officials, together with Head Teachers, proposed different solutions to resolve this issue. As a result, all reading clubs were assisted to
locate new places to carry out their reading club activities. Some of the proposed settings include cell offices, school compounds, etc. Because of PLCs, new commitments were made to better support Literacy Champions in their routine activities. Head Teachers, such as the Head Teacher from GS Kacyiru II, committed to follow up on the reading club and confirmed that he will select a new person to replace the Literacy Champion who passed away.
Literacy Champions facilitate reading activities, as selected from the Literacy Champion Toolkit
Results achieved this quarter:
The CE Team and cadre facilitators observed Literacy Champions conducting reading activities such as reading club sessions and Umuganda Literacy in the visited school catchment areas; Literacy Champions were able to lead the reading clubs following the trainings they received. LCs made sure all children, including those with disabilities, participate by asking them questions. The agenda was displayed and discussed and behavior expectations for reading club were developed in a participatory way. For the read aloud sessions, LCs engaged children by using verbal signals and body language to get children’s attention, showing children illustrations in the storybooks, asking questions about stories and helping children to understand new words. LCs made children feel at ease by using a child friendly approach. LCs were also found using locally made materials to teach letters and asked children to write the letters using different parts of their bodies which involved all children, boys and girls, participating and enjoying the reading club. During free reading sessions, children had the chance to read and interact with books of their preferences, either individually or with their friends;
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Mureke Dusome Quarterly Report for the Period January-March 2019
Literacy Champions were encouraged to register books using an inventory form found in the LC toolkit.
Lesson Learnt: Contribution to Child Labor Reduction and Decreased School Dropout
In Murambi Sector, Karongi District, during a PLC, Literacy Champions and local leaders reported that reading clubs reduced cases of child labor in their communities. Participants emphasized that reading clubs are helping parents to deal with the issue of child labor. This region is home to a big tea plantation and many children used to earn money after school by caring for and harvesting tea. Parents worried that this work might cause school dropout. However, after reading clubs kicked off in their area, some children chose not to go to the tea plantation and are instead attending reading clubs. Furthermore, children who had dropped out of schools went back to school because of Mureke Dusome reading clubs. For example, Umutoni Jeannette*, 12 years old, dropped out of school due to her lack of a school uniform and was irritated that she could not read like her peers. Umutoni passed an entire year without attending school. As a result of LCs’ parent sensitization, Umutoni’s parents sent her to the reading club. Consequently, Umutoni found an opportunity to read. Realizing her own ability, Umutoni decided to resume her studies. She is now studying in P3 at GS Gihinga in Rwinkwavu Sector, Kayonza District. Umutoni affirmed that she will never drop out again. Additionally, 4 children (2F, 2M) from GS Ngamba Reading Club in Ngamba Sector, Kamonyi District have resumed their studies. Moreover, the HT of EP Mukinga in Nyamiyaga Sector, Kamonyi District testified that 7 children (2F, 5M) resumed their studies as result of community sensitization done by the Literacy Champions.
Key Successes
In Ngamba Sector, Kamonyi District at Ngamba Reading Club, Dusabe Francoise* is a child with a
speech impairment. After she began attending the reading club, the Literacy Champions played a big role in enrolling her at school. Later, it was discovered that the child hears even though she cannot speak. At the reading club, the Literacy Champions observed that she can say a few words like her name and can identify and write letters. She is socially integrated and always enjoys being in the reading club. 19 In Gatsibo Sector, Gatsibo District, GS Nyabiheke Reading Club takes place at Union des Eglise Baptiste au Rwanda (UEBR) Church. This church supports the reading club by providing mats which are used during the free reading session. Mureke Dusome Quarterly Report for the Period January-March 2019
Follow up Literacy Champions trained
Results achieved this quarter:
In Q3 FY2019, Mureke Dusome conducted mentoring/monitoring visits and Peer Learning Circles for LCs in Gasabo, Karongi, Nyaruguru, Nyamasheke, Nyanza, Nyamagabe, Bugesera, Ngoma, Gisagara, Kamonyi, Nyagatare, Kirehe, Gatsibo, Kayonza, Gakenke, Rusizi and Burera districts. In total, PLCs benefitted 240 Literacy Champions (115F, 125M); Mureke Dusome provided coaching, mentorship, support and onsite visits to 329 Literacy Champions (169F, 160M), benefiting 13,545 children (6,133F, 7,412M) and 80 parents (58F, 28M) in 176 reading clubs; Mureke Dusome organized and conducted orientation sessions on IGAs and Savings Groups Initiatives for 11 groups of LCs from Gasabo District; in total 76 Literacy Champions (47F, 29M) were reached. 26 IGA Groups established in Q2 from Burera and Ruhango Districts were monitored.
Sub-IR 2.3: Local initiatives for community literacy activities promoted and incentivized
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Mureke Dusome Quarterly Report for the Period January-March 2019
In order to incentivize Literacy Champions and increase the sustainability of their work, Mureke Dusome distributed T-shirts and bags to LCs in the 16 districts from Phase 3. Additionally, Mureke Dusome has committed to support LCs through economic initiatives established at the sector level in Burera, Gasabo, Kireke, Ngororero and Ruhango districts. In total, 62 IGAs Groups were established in the five districts with the intention to provide financial literacy skills to LCs at the sector level, mobilize them to open savings accounts at SACCOs, financially support their initiatives with 15,000 RWF per individual by directly transferring funds to the group’s accounts and engage local leaders such as district and sector education and cooperatives officers to support and follow up on LCs IGAs. Income generated by the LCs will be used to subsidize their work and purchase additional materials for the reading club.
Results achieved this quarter:
Mureke Dusome continued to scale up the Income Generating Activities (IGAs) Groups in Gasabo District. With this aim, 11 orientation sessions were facilitated in Gasabo District in collaboration with sector officials reaching 76 LCs (47F, 29M); 26 IGAs Groups in Ruhango and Burera districts were visited and provided with further guidance and support by the CE Team and sector officials to ensure their success.
Lessons Learnt on IGAs Groups
IGA m eetings are a good way for leaders and Mureke Dusome to know the situation of reading clubs. IGA Groups facilitate LCs to meet regularly and share updates about reading clubs.
By visiting LCs during IGA meetings, Mureke Dusome can meet with groups and support them in a timely manner in a variety of areas including children’s literacy, reading club sustainability or LCs economic development .
IGA m eetings are an effective channel for new LCs to become empowered and to understand their responsibilities. LCs satisfaction with the initial financial contribution varies based on rural and urban settings. Most of the LCs from rural areas are happy with the IGAs contributions whereas those from urban areas have determined that the sum is an insignificant contribution. While the LCs from rural areas expressed that the financial contribution made them feel recognized, LCs from urban areas claimed that they need monthly incentiv ization. IGA Groups located in rural or suburban settings in Burera and Ruhango districts testified that they felt encouraged and monetary support increased their zeal to support children’s literacy. LCs asserted that they now meet regularly and discuss ways of accomplishing their responsibilities in addition to giving new LCs an opportunity to develop a better understanding of their tasks.
LCs from Burera and Ruhango districts are committed and have started to contribute their own money to the IGAsHighlight to increaseexamples the of the amount best practice of money in literacy in their promotion groups’ from accounts around whichthe country, will further or through their financial developmentpartnerships. This with buy community-in demonstrates radio, Rwanda group ownershipReads website of , IGAsand social and indicatesmedia sustainability.
Results achieved this quarter:
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Mureke Dusome Quarterly Report for the Period January-March 2019
In Q3 FY2019, eight success stories covering best practices in Gicumbi and Gakenke districts were published by local media: o In Rushaki Sector, Gicumbi District, four published stories highlighted the initiative of a Literacy Champion to develop reading materials in collaboration with local leaders. She has inspired children in her community to write their own stories; o In Muhundo Sector, Gakenke District, a Literacy Champion from Karungu Reading Club was integral in mobilizing a child to return to school after dropping out. Additionally, the SEO organizes reading competitions to strengthen the literacy skills and encourage children to read. Four stories were written publicizing these practices in Muhundo Sector. Reward top performing districts through recognition strategies on radio, websites, and social media
Results achieved this quarter:
Mureke Dusome recognized Gicumbi, Karongi, Gakenke and Muhanga districts in media as districts with examples of best practices in literacy promotion: o In Rushaki Sector, Gicumbi District a Literacy Champion collaborated with local leaders to develop reading materials for children. She has inspired children to write their own stories; o In Rushashi Sector, Gakenke District a child returned to school as a result of the Literacy Champion and Mureke Dusome reading club; o In Gishyita Sector, Karongi District children want to become authors as a result of the positive influence from their Literacy Champions. Children are now writing stories, poems and plays; o In Kiyumba Sector, Muhanga District as a result of literacy sensitization, parent volunteers are actively involved in conducting reading sessions in Kiyumba Reading Club. Work with radio and other media partners to promote literacy events and reading competition winners, particularly at the local level on radio, in print, and through relevant websites and social media
Results achieved this quarter:
Mureke Dusome supported MINISPOC by engaging the media to promote the National Book Exhibition 2019; as a result, 16 online articles, radio broadcasts and television programs were produced; Mureke Dusome invited journalists to the Abana Writers’ Café handover ceremony. As a result, five stories were written and published.
Identify PPPs that can provide support for reading activities held at sector, district, and national levels
Results achieved this quarter:
Mureke Dusome is reviewing the proposed partnership with Viamo to spread SBCC literacy messages through its 845-mobile platform. Viamo is a company with a platform
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Mureke Dusome Quarterly Report for the Period January-March 2019
and experience delivering on demand messages to subscribers’ devices through telecommunication companies. Viamo has the capability to disseminate monthly literacy message notifications to at least 15,000 individual devices and 15,000 subscribers can also access SBCC audio message for listening.
Support SEOs to organize reading competitions and awards ceremonies
Results achieved this quarter:
In Bweyeye Sector, Rusizi District the sector leadership, in collaboration with parents, Literacy Champions, and teachers trained by USAID Soma Umenye, organized a reading competition as part of an Umuganda Literacy event. The event took place in five sites in the sector on May 25, 2019 and May 26, 2019. Children who read well were awarded with school kits provided by Mureke Dusome. The sector mobilized the community to send children to Umuganda literacy on the last Saturday of every month. Local authorities and the community also agreed that while other adults participate in Umuganda, Literacy Champions and P1-P3 Kinyarwanda teachers will contribute to Umuganda by supporting children’s literacy.
Sub-IR 2.4: Existing civic service models leveraged to support community literacy activities
During National Literacy Month, work with MINALOC to have literacy messages raised during Umuganda days
Results achieved this quarter:
In Q3 FY2019, Mureke Dusome participated in the development of the National Literacy Month 2019 Concept Note. As part of National Literacy Month, the concept note proposed MINALOC to share literacy messages during Umuganda on August 31 2019 and September 28 2019.
Encourage children to read during Literacy Umuganda days
Results achieved this quarter:
Mureke Dusome monitored onsite Umuganda Literacy events in 14 sites in Huye, Gatsibo, Gicumbi and Nyamasheke districts reaching 26 LCs (13F, 13M) and 1,015 children (535F, 480M); Moreover, through WhatsApp, school leaders from Gatore Sector, Kirehe District and Cyeza Sector, Muhanga District reported Umuganda Literacy activities for children in their vicinities. Children enjoyed various activities as part of Umuganda literacy including reading storybooks; Rukundo Eric*, a student in P1 at GS Bwisige, Gicumbi District, has a physical impairment. He was met by the CE Team while monitoring an Umuganda Literacy activity. According to the Literacy Champion, other children used to abuse Rukundo by calling him “Kojorite” which means casualty in English. Children were mocking him by
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Mureke Dusome Quarterly Report for the Period January-March 2019
using this derogatory nickname and saying that he’s unable to do something due to his impairment. Children bullied Rukundo causing him embarrassment. As a result, he started missing reading club sessions. Literacy Champions determined the reason behind Rukundo’s absence by making a home visit and speaking with his parents. As a result, Literacy Champions discussed the problem with children and instructed them on how to behave. LCs also paid more attention to Rukundo and encouraged him to participate in reading club activities. Now Rukundo is one of the best readers and happiest children in the reading club. The CE Team observed Rukundo during the visit reading a story to his fellow children. His mother is also grateful for such inclusive support to her son.
Advocate with Peace Corps to increase volunteers’ support of community literacy activities
Results achieved this quarter:
Mureke Dusome engaged a Peace Corps Volunteer to assist with the development of the Rwanda Reads disability and inclusion learning event. The Peace Corps Volunteer prepared a presentation which will be delivered during the rescheduled learning event in Q4 FY2019.
IR 3: Culture of reading improved
Sub-IR 3.1: Capacity of Rwanda Reads to support networking, coordination and information sharing among literacy stakeholders enhanced
Map existing actors (refreshing an existing survey) and identify potential new members and collaborators for Rwanda Reads platform
Results achieved this quarter:
Rwanda Bookmobile, a non-profit organization created to benefit Rwanda's children with literacy and library programs, joined Rwanda Reads. The new member has shown a commitment to the Rwanda Reads platform and has already attended one Technical Committee meeting to prepare for the National Literacy Month and the International Literacy Day celebration.
Support Rwanda Reads to continue celebrating International Literacy Day and to organize additional events at regional levels by improving coordination and publicity
Results achieved this quarter:
In a bid to improve Rwanda Reads coordination and publicity, Mureke Dusome requested that members submit the name and contact information of communications professionals who will serve as liaisons to the platform. In Q3 FY2019, Mureke Dusome initiated a WhatsApp and email group to facilitate effective communication between Rwanda Reads members to ensure that best practices, lessons learnt and case studies are regularly shared on Rwanda Reads social media and website. This platform has
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Mureke Dusome Quarterly Report for the Period January-March 2019
started to share members’ information, and one article and a member resource were added to the Rwanda Reads website; Mureke Dusome is supporting MINEDUC to lead the organization of the International Literacy Day celebration and other National Literacy Month events: o Rwanda Reads Steering Committee, co-chaired by the Minister of State in Charge of Primary and Secondary Education and the Director of the USAID Office of Education, was conducted. The Steering Committee provided an overview on how key Government of Rwanda institutions, private sector partners and Rwanda Reads members will be engaged during National Literacy Month and the International Literacy Day celebration; o Five Rwanda Reads Technical Committee meetings6 were conducted to develop the draft National Literacy Month 2019 Concept Note and plan the International Literacy Day celebration.
Compile and make public on the Rwanda Reads website a set of resources on statistics, evidence, and best practice for mobilizing community support for reading; create and maintain a training resource page on the website to include access to all literacy toolkits and training modules
Results achieved this quarter:
After establishing a Rwanda Reads WhatsApp group to facilitate information sharing, new content was collected and uploaded on the Rwanda Reads website. VVOB shared the Peer Learning Magazine for Teachers and Head Teachers and an article about Belgian students’ experience teaching science in Rwandan schools; both publications were uploaded to the Rwanda Reads website. Mureke Dusome will continue to request members to share their content through this platform.
Host learning events on a semi-annual basis for all Rwanda Reads members
Results achieved this quarter: Learning events have been rescheduled to Q4 FY2019.
Sub-IR 3.2: Literacy-promoting advocacy agenda through Rwanda Reads advanced
Provide technical assistance on the drafting of a revised National Literacy Policy
Results achieved this quarter:
Mureke Dusome drafted the Terms of Reference (TOR) for the recruitment of a consultant to support MINEDUC in the development of key documents required for the approval of the National Literacy Policy. The documents include the strategic plan, implementation plan and budget. The TOR were subsequently discussed and approved
6 The Rwanda Reads National Literacy Month Task Force changed its name to the Rwanda Reads Technical Committee following a directive by the Minister of State in Charge of Primary and Secondary Education. The Rwanda Reads Technical Committee is responsible to prepare the National Literacy Month 2019 Concept Note in addition to other tasks. In order to produce the concept note, meetings were held on May 15, May 22, May 30, June 7, and June 28. The Rwanda Reads Steering Committee occurred on June 11, 2019.
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Mureke Dusome Quarterly Report for the Period January-March 2019
by both the DG Education Policy and Planning and the Director of Education Policy and Planning. The DG has also confirmed that MINEDUC will provide working space for the consultant for the entire period of the consultancy; Based on the approved TOR, Mureke Dusome advertised for the consultancy opportunity both locally and abroad. By the end of Q3 FY2019, candidates had been shortlisted in preparation for the interviews; The Rwanda Reads Steering Committee meeting was held on June 11, 2019; the Minister of State in Charge of Primary and Secondary Education co-chaired the meeting and directed the Steering Committee to expedite the process of finalizing the National Literacy Policy with the objective of launching this policy during the National Literacy Month in September 2019. Following this directive, Mureke Dusome revised the consultant’s TOR effectively shortening the duration of the consultancy.
Advocate with districts and sectors to include literacy related goals in their Imihigo and District/ Sector Development Plans
Results achieved this quarter:
In Q3 FY2019, Mureke Dusome worked through multiple avenues to advocate for the inclusion of literacy-related goals in Imihigo, District/Sector Development Strategies, and other types of government plans, notably through joint monitoring and evaluation of school performance in Nyamagabe and Huye districts organized by REB and MINEDUC and during District Directors of Education (DDEs) and District Education Officers (DEOs) meeting on June 14 2019.
Sub-IR 3.3: Supply and demand within children’s literature industry increased
Strengthen the capacity of the publishing sector (local publishers, illustrators, authors, booksellers, and other book sector actors) through training and networking to improve the publication of Kinyarwanda children’s books
Results achieved this quarter:
Mureke Dusome, in collaboration with the Save the Children School For Change (SFC) project, conducted a three-day refresher training for authors and illustrators from April 16, 2019 to April 18, 2019. The primary objective of this training was to review the books developed and provide coaching and mentoring on how publishers can improve the books. Authors required additional guidance on how to develop stories with positive discipline messages. Training facilitators provided participants with knowledge and skills regarding child protection and positive discipline and how the messages can be incorporated into children’s storybooks. 48 participants (19F, 29M) from 20 publishing houses attended: o 87 stories were reviewed to assess how positive discipline messages were represented in storybooks. After the training, participants were asked to finalize their stories and submit the books for final review.
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Mureke Dusome Quarterly Report for the Period January-March 2019
Mureke Dusome organized one Abana Writers’ Café session in Kigali. The session marked the celebration of the fourth anniversary and handover ceremony of Abana Writers’ Café to Sankofa Creatives Ltd. This session took place on April 29, 2019 with 50 (19F, 31M) attendees. The attendees included publishers, authors, illustrators and representatives from the Ministry of Sports and Culture, Rwanda Academy of Language and Culture, Kigali Public Library and USAID. The handover of Abana Writers’ Café ensures sustainability of the platform after the Mureke Dusome project ends: o Sankofa Creatives Ltd organized two Abana Writers’ Café sessions in Kigali with the support of Mureke Dusome. The first session took place on May 27, 2019 with twenty-two (7F,15M) attendees; 3 authors presented their stories for feedback. The second session took place on June 24, 2019 with twenty (8F, 12M) attendees; 4 children presented stories they authored for feedback. Sankofa Creatives Ltd would like to continue involving children in Abana Writers’ Café to build their confidence at an early age and promote children’s writing talents. Mureke Dusome is supporting Sankofa Creatives Ltd to facilitate Abana Writers’ Cafe until October 2019 by funding the refreshments provided at the end of the sessions. In the interim, Sankofa Creatives Ltd is exploring other venues for the monthly gatherings and snack budget.
Facilitate a book review committee to provide guidance to publishers
Results achieved this quarter:
Mureke Dusome organized two three-day sessions for book review meetings to assess the quality of stories produced with positive discipline messages. In total, 87 books were submitted for review. In order to ensure the quality of books, many professionals were invited to support book review including staff from the School For Change Project, members of the Book Development and Use Team and other Save the Children partners: o The first book review meeting was conducted on June 5, 2019 to June 7, 2019 with 8 (3F, 5M) participants. 29 out of 51 books reviewed were endorsed; 22 books were rejected. The participants used a book review tool developed by Save the Children and adapted to integrate REB criteria for book quality; o The second book review meeting was conducted on June 19, 2019 to June 21, 2019 with 6 (2F, 4M) participants. 14 out of 36 reviewed books were endorsed; 22 were rejected.
Collaborate with book sector actors to support meetings of a Children's Book Forum7 to support quality children's literature creation and promotion in Rwanda
Building RCBO’s capacity is key to sustainability. Continuous growth of the local publishing industry is critical to fostering a culture of reading and creating a literate environment in Rwanda.
7 The Children’s Book Forum is officially called the Rwanda Children’s Book Organization (RCBO) after the collective’ registration in late 2017.
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Mureke Dusome Quarterly Report for the Period January-March 2019
Results achieved this quarter:
Mureke Dusome organized a one-day review meeting with RCBO committee members and their advisors on June 13, 2019. 13 individuals (8F, 5M) participated in the meeting. The main objectives of this meeting were to evaluate RCBO’s progress to develop and launch their own website, generate sustainable strategies to continue activities like book review meetings and to identify priorities and how Mureke Dusome can support RCBO in the future: o During the meeting, RCBO committee members informed Mureke Dusome that a consultant was hired to design their website. The website has a few errors; however, after necessary repairs are made then the consultant will share the final website and maintenance responsibilities will be agreed upon; o RCBO identified two activities that Mureke Dusome could support in the future including a networking event for booksellers and a meeting with all publishers and stakeholders; o To ensure proper follow up of RCBO activities and that the strategic plan is implemented as designed, RCBO members decided to recruit a permanent staff member. Bakame Editions, a member of RCBO, agreed to provide office space for that RCBO staff. Mureke Dusome coached RCBO leadership to improve their professionalism in order to position themselves as an implementing partner on development projects. In the future, if RCBO evolves as a collaborative with greater organizational capacity, then they will be able to better support the Government of Rwanda to achieve its goals and apply as a partner on BDU projects or projects with BDU components. So far, as part of their organizational development, RCBO has accomplished the following:
1. Development and approval of the Three-Year Strategic Plan; 2. Approval of the Action Plan; 3. Launch of their new website; 4. Accreditation from Rwanda Governance Board; 5. Partnership with the University of Bristol; 6. Securing an invitation from the Frankfurt International Book Fair as an organization; this is the first time Rwanda will be represented by a publishing collaborative.
Sub-IR 3.4: Communities’ access to age-appropriate, relevant reading materials increased
Results achieved during this quarter:
In Q3 FY2019, Mureke Dusome continued replenishing book banks reaching 1,424 reading clubs with 71,200 books. These books were purchased with the funds from the Roy A Hunt Foundation. Additionally, publishers issued discounts to Mureke Dusome allowing the project to purchase more books than originally planned.
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Mureke Dusome Quarterly Report for the Period January-March 2019
Literacy Champions, in cooperation with SGACs, assume management of these school-community libraries in order to ensure they are accessed by children
Results achieved this quarter:
In Q3 FY2019, Mureke Dusome continued to conduct mentoring visits and coach LCs on book use and management. Additionally, PLCs emphasized the following points: o To register books using an inventory form found in the LC toolkit; o To encourage Literacy Champions to closely work with SGACs and parents to effectively manage all the provided books and other reading materials in the reading clubs; o To encourage and advocate with school leaders to share reading materials with LCs in the reading clubs.
Collaborate with Kigali Public Library to ensure effective management of the books so that children can access reading materials
Results achieved this quarter:
The Ministry of Sports and Culture, in collaboration with Kigali Public Library and other partners, organized the 2019 National Book Exhibition from May 20, 2019 to May 22, 2019. The National Book Exhibition 2019 had three main activities: o Official launch of National Book Exhibition 2019 that took place on May 20, 2019. Approximately 200 individuals attended the launch and 12 publishing houses participated and exhibited their books; o Facilitated a book talk on May 21, 2019. Twenty-five school children from Ecole Primaire de Kacyiru (11F, 14M) participated. The book talk focused on presenting Kinyarwanda children’s books to participants and the opportunity was given to the audience for questions related to the stories presented; o A conference was held on May 22, 2019 at Nobleza Hotel with the theme, “Job creation in the book sector and emerging markets.” During the conference, MINISPOC launched its annual list of books published in Kinyarwanda, the 2019 National Bibliography. Approximately 80 individuals participated in the conference.
Champion districts receive books for community libraries
Results achieved this quarter:
In Q3 FY2019, Mureke Dusome rewarded 9 best performing community libraries with 500 Kinyarwanda storybooks each to ensure communities and children have access to books. Mureke Dusome set the following criteria to select the best community libraries: o Accessible to all children in the surrounding areas (i.e. accessible to people with disabilities, a system that allows children to borrow books, availability of reading mats/chairs, etc.);
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Mureke Dusome Quarterly Report for the Period January-March 2019
o Presence of a community outreach program (i.e. there is a mobile library or other ways of reaching people in remote areas, conducts literacy/reading events in remote communities, supports local reading club);
Number of learners reached through monitoring visit: 13,545 Children (6,133F, 7,412M). Number of reading clubs (RCs) monitored: 176 RCs. Literacy Champions coached and mentored through reading club visits: 329 LCs (169F, 160M). Umuganda Literacy events monitored: 14 Sites. Literacy Champions coached and mentored through Umuganda Literacy: 26 LCs (13F, 13M). HTs, SGACs, LCs, Village Leaders and other participants reached through Peer Learning Circles: 475 (182F, 293M).
o Openness to all age demographics including children, youth and adults. Based on the above criteria, and with consideration to geographic locations, Mureke Dusome identified and distributed books to the following community libraries: o Nyamasheke Yego Center, Nyamasheke District; o Rusizi Yego Center, Rusizi District; o Kibangu Community Library, Muhanga District; o Gikondo Yego Center, Kicukiro District; o Agati Community Library, Musanze District; o Hewitt Community Library, Kayonza District; o Nasho Community Library, Kirehe District; o Sunzu Yacu Community Library, Burera District; o Huye Community Library, Huye District.
IV. Monitoring and Evaluation
Overall results achieved in Q3 FY2019:
Progress Monitoring and Data Management
M&E Plan Updates
During Q3 FY2019, the Mureke Dusome MEAL Team, with technical support provided by Save the Children US, developed the Mureke Dusome MEL Plan addendum for the cost extension in which new indicators and targets were developed to reflect activities to be implemented in FY2020-2021. In order to finalize the project’s MEL Plan addendum revision, the MEAL Team held a series of meetings with Technical Leads to ensure that program staff actively participate in the development of the document.
Quality Monitoring Visits
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Mureke Dusome Quarterly Report for the Period January-March 2019
In FY2019, the Mureke Dusome MEAL Team has been conducting monitoring visits in collaboration with SLM, BDU, and CE Teams; as of June 2019, monitoring, coaching and mentoring visits took place in 460 out of 498 targeted school communities, across 30 districts of Rwanda. This level of monitoring effort ensured fair representation of schools selected across all districts in the country. The MEAL Team has been preparing the monthly monitoring plans, thereby guaranteeing that all districts will be visited.
Best Practices:
In Kigembe Sector, Nyagatare District, the Literacy Champions from GS Kabare II reported that they worked closely with Head Teachers and the SEO to mobilize children to attend reading clubs especially when there is a high dropout rate in the clubs. “When there is low attendance in the reading club, the Head Teacher gives me the opportunity to talk about Mureke Dusome during the school assembly or at the last day of the term or year to sensitize parents and encourage them to send children to the reading club during holidays,” said one Literacy Champion from GS Kabare II. In addition, the LCs declared that the r eading clubs’ materials are kept at the school and whenever they need support, including additional Kinyarwanda storybooks and papers that are used in the reading club, they communicate to the Head Teacher who then supports them. The LCs also testified that the SEO from Kigembe Sector, Nyagatare District is very involved with reading activities in the community. He regularly calls them and visits reading clubs to check on the progress of different literacy activities. Consequently, 80 children consistently attend the reading club. Children testified that they come to the reading club because they have books to read.
Quality monitoring visits were conducted in 176 reading clubs, benefitting 13,545 Children (6,133F, 7,412M). across the country. During these visits, 329 Literacy Champions (169F, 160M) were monitored, mentored and coached on how to improve their facilitation of reading activities; Monitored Umuganda Literacy events in 14 sites, benefitting 1,015 children (535F, 480M), and mentored 26 Literacy Champions (13F, 13M) in Nyamasheke, Gicumbi, Gatsibo and Huye districts; Conducted joint SLM and CE Peer Learning Circles and reached 69 Literacy Champions (27F, 42M), 45 SGACs (11F, 34M), 46 HTs (18F, 28M), 24 Village Leaders (4F, 20M) and 31 other participants (15F, 16M) including district officials, SEOs, Sector ESs and partners in Gasabo District to follow up on LCs’ activities, coach and mentor
participants and encourage them to learn from one another about how to best support reading clubs. The PLC participants had the opportunity to observe a reading club session which will help them to provide feedback to LCs in the future. However, only 4 out of 13 planned reading club sessions were observed during the joint PLCs (benefitting 274 children (141F, 133M)), due to the claim that PLC’s reading club visits coincided with community events; Organized PLCs for Literacy Champions aimed at bringing reading club facilitators to one site to discuss challenges and lessons learnt from each other on how to better
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Mureke Dusome Quarterly Report for the Period January-March 2019
conduct reading clubs. 122 Literacy Champions (62F, 60M) were reached benefiting 827 children (466F, 361M). The PLCs were conducted in 26 sites in Nyaruguru and Karongi districts; Conducted SLM Peer Learning Circles aimed at bringing different stakeholders together in Kirehe District to discuss ways of supporting children’s reading in their communities, evaluate their achievements, deliberate on sustainability plans and ownership of implemented activities. Additionally, Peer Learning Circles were used as a model to support more Literacy Champions and build strong partnerships between LCs and school leaders. These SLM PLCs benefitted 34 SGACs (6F, 28M), 30 HTs (4F, 26M), 49 LCs (26F, 23M), 3 Village Leaders (0F, 3M) and 22 other participants (9F, 13M) including district officials, SEOs, Sector Executive Secretaries and partners.
Books per Reading Club:
Based on 27 reading clubs visited, there are 76 Kinyarwanda storybooks per reading club book collection on average. This indicates an improvement in book maintenance. Some LCs reported adopting strategies for lending books to children which improved their ability to follow up on books therefore ensuring children return reading materials. These strategies include better record keeping and writing children’s name, parent’s name and address, lending a book to groups of neighboring children and involving HTs and parents. Another reason for this improvement is that some of these reading clubs received additional books for rep lenishment.
On the other hand, 13 out of 27 monitored reading clubs had too few books compared to the number of children attending reading clubs; there is deficit in the number of books per reading club and the number of children who want to borrow reading materials. Literacy Champions reported that some books are irreparably damaged and other borrowed books go unreturned to the reading clubs.
The following are key positive observations from the quality monitoring visits and Peer Learning Circles:
There was a moderate increase in the number of reading materials in reading clubs, even though they did not receive Community Literacy Fund book awards, due to books provided through other replenishment channels, including distribution of books purchased through the Roy A Hunt Foundation and with discounts from publishers; Some local leaders and school leaders support reading clubs by visiting the Literacy Champions, storing reading materials and sensitizing parents to send their children to reading clubs; Literacy Champions continue to facilitate reading clubs in their communities, encouraging both girls and boys to equally participate in all reading activities; Literacy Champions use appropriate and child-friendly language;
A diverse range of children are attending reading clubs including children with disabilities, children in nursery school, out of school youth, etc.; Children with special needs who attend reading clubs are assisted and provided with special support to actively participate in reading clubs.
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Some Literacy Champions have repaired damaged books using locally available materials. The following challenges were observed:
Some Literacy Champions who facilitate reading activities at the community level were not trained on the Literacy Champion Toolkit. These Literacy Champions replaced other Literacy Champions who dropped out of the program. To overcome this challenge, Mureke Dusome prioritizes monitoring visits to reading clubs with new LCs to coach during the visit; Some Literacy Champions are discouraged by parents who do not send their children to attend reading activities, and the lack of recognition for their work by local leaders and school leaders. However, Mureke Dusome invited Head Teachers, Village Leaders and SEOs for joint monitoring to the reading clubs to be aware of their roles, understand the importance of reading clubs and motivate LCs to continue to lead reading activities in their communities; Most children complain about the insufficient number of books and other materials during reading clubs. In some instances, children are not free to choose the books that they want to read during the free reading session or borrow books to take home. Consequently, some children stop attending reading clubs. Mureke Dusome distributed books as part of book replenishment to reading clubs that did not receive Community Literacy Fund book awards and encouraged LCs to work with schools so that they benefit from the storybooks in school libraries; Many Literacy Champions have other occupations or engage in income generating activities. In some cases, this affects the amount of available time for Literacy Champions to facilitate community literacy activities. Mureke Dusome encourages the schools and local leaders to replace LCs who are not available due to other responsibilities; Literacy Champions sometimes do not have access to the materials required for repairing damaged books. Mureke Dusome encourages LCs to request support from schools to provide materials such as glue.
SMS Reporting
The Mureke Dusome MEAL Team:
Worked with the consultant and the SC IT Team to develop guidelines to restore the SMS system when it shuts down. From January 2019 until February 2019, the SMS reporting system was down, and it took some time to repair the system due to staffing issues. The former IT Officer was trained to support the MEAL Team; however, when this IT Officer left, the replacement did not receive guidelines on the SMS system. Therefore, the new IT Officer was coached by the consultant and developed guidelines to reactivate the SMS reporting system. Now the IT Officer is supporting the SMS reporting system without the involvement of the consultant; Seven new LCRs from Nyaruguru, Nyabihu, Ngororero, Nyamagabe, Gatsibo, Gakenke and Ngoma districts were trained on the SMS reporting system through monitoring visits. Due to budget constraints, the MEAL Team prioritized visiting reading clubs with new LCRs and simultaneously trained them on how to report through the SMS
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reporting system. Other Mureke Dusome units promised to support the MEAL Team and agreed to share information about new LCRs so that they can be trained immediately after they have been selected; Collected monthly monitoring data via the SMS reporting system. The Mureke Dusome MEAL Team supported 416 Literacy Champions Representatives to gather and submit data reports from their respective sectors each month; Through the SMS reporting system, the MEAL Team sent a monthly reminder message to Literacy Champions Representatives, encouraging them to report.
Evaluation
In Q3 FY2019, Mureke Dusome MEAL Team, with technical support received from Save the Children US, finalized the KAP Midterm Report and shared it with USAID for review and approval. The Rwanda Education Board approved the Impact Evaluation Endline Report.
Accountability
Throughout Q3 FY2019, the Mureke Dusome MEAL Team gathered feedback and complaints from the project’s beneficiaries to ensure that the implementation challenges are addressed on a timely basis. To this end, the MEAL Team used the Accountability Hotline, a toll-free number that is shared with the project’s beneficiaries and monitoring visits, to facilitate the collection of complaints and feedback from different stakeholders including education officials and Literacy Champions and provide responses. Complaints and feedback collected through the accountability hotline and monitoring visits were recorded and regularly shared with relevant program staff for them to take action when appropriate.
Major complaints received and responses:
Complaints Plan action / solution
Literacy Champions reported Mureke Dusome encouraged reading clubs to collaborate an insufficient number of with schools and FBOs for book borrowing purposes. Kinyarwanda storybooks due to a high number of children Mureke Dusome in FY2019 purchased additional Kinyarwanda storybooks through cost savings and distributed attending reading clubs. them to replenish reading clubs.
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Mureke Dusome Quarterly Report for the Period January-March 2019
Through monitoring visits, Mureke Dusome put an emphasis on coaching and supporting the LCRs on how to compile the number of attendees and train them on the Mureke Dusome Training of new LCRs on SMS reporting system. Mureke Dusome SMS reporting system. Through Save the Children’s accountability number, the MEAL Team supports LCRs to submit data reports from their respective sectors (e.g. compiling the agreed SMS format). Literacy Champions Monthly follow-up/guidance for the Literacy Champions Representatives requested Representatives was provided through phone calls. assistance to report via Mureke Through Save the Children’s accountability number, the Dusome’s SMS reporting MEAL Team supports LCRs to submit data reports for their system. respective sectors (e.g. compiling the agreed SMS format). Supported LCRs confirmed that they got the reply message telling him/her to correct the report and resend it. Mureke Dusome conducts Peer Learning Circles as a strategy to refresh LCs on their original training. The latter Request for refresher training or were also encouraged to attend the PLC in their respective Peer Learning Circles for districts. Literacy Champions. Through monitoring visits, Mureke Dusome put an emphasis on coaching, mentoring and supporting LCs on how to run reading clubs. Mureke Dusome encouraged LCs to use locally made materials to repair damaged books. Damaged books If the Literacy Champions are from the reading clubs which did not receive CLF book awards, then those reading clubs were replenished with 50 Kinyarwanda storybooks. Airtime for LCs to send report Due to limited budget, LCRs are provided with airtime and they to Literacy Champion are the ones responsible for calling their peers in their Representative. respective sectors. Mureke Dusome motivated Literacy Champions by sending encouraging messages through the SMS reporting system, making phone calls and during field visits. Mureke Dusome incentivized LCs from five districts through Incentives for volunteer Literacy establishing income generating activities (IGAs) and savings Champions group initiatives; however, due to budget constraints, all LCs from other districts were not reached. Mureke Dusome also provided school kits as incentives to Literacy Champions and materials for the reading clubs, but due to budget constraints, all LCs were not reached.
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Mureke Dusome Quarterly Report for the Period January-March 2019
New LCs are trained/oriented through Peer Learning Circles to learn from each other. Induction for replacement Literacy Champions Through monitoring visits, Mureke Dusome put an emphasis on coaching, mentoring and supporting LCs, especially new ones, on how to run reading clubs. Literacy Champions are requesting a new T-shirt to Due to limited budget, LCRs are provided with one Mureke replace the one they received at Dusome T-shirt for the entire life of project. This impacts the beginning of the project LCs from 12 districts (FY2016-17) whose Mureke Dusome because the T-shirts are now T-shirts and umbrellas are old. old.
MEAL/Program Review Meetings
In Q3, the MEAL Team conducted desk review meetings with Mureke Dusome technical leads to discuss some key findings from the monitoring visits conducted, specifically on the challenges reading clubs are facing and brainstorming how school and local leaders can be better engaged in supporting reading clubs.
In addition, the MEAL Team disseminated the key findings from the Impact Evaluation to Rwanda Education Board (REB) representatives and District Directors of Education from 30 districts on June 14 2019. The discussion was interesting; a REB representative requested Mureke Dusome to assess the reading skills of children attending the reading clubs and the MEAL Team explained that reading skills assessment are conducted at the school level through USAID Soma Umenye as the projects’ have the same beneficiaries (children from P1 to P3); this was reinforced by USAID who affirmed that Mureke Dusome and USAID Soma Umenye are complementary projects.
V. Target Assessment
Q3 Actual Year 4 Target as of Target Q3 Indicator (Jan 2019– Explanation for Variation end of (FY Actuals March Year 3 2019A) 2019) In Q3 FY2019, Mureke Dusome #2: Number of primary continued to distribute 50 books or secondary textbooks instead of 100 books in an effort to 223,416 0 71,200 and other teaching and double the number of reading clubs that learning materials (TLM) receive additional reading materials
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Mureke Dusome Quarterly Report for the Period January-March 2019
provided with USG under CLF. The CLF’ books distribution assistance (Standard 25,8008 ended in Q2 FY2019. F3.2.1-33, ES,1-10) Hence, due to all previous procurements by Mureke Dusome, publishers reduced prices and the project was able to purchase more books than planned. This resulted in replenishing 1,424 reading clubs with 50 books per reading club (71,200 books). In Q3 FY2019, Mureke Dusome #3: Number of local conducted a three-day training for publishers, illustrators, authors and illustrators on a new authors, & other book concept of incorporating child sector actors trained to 86 70 17 48 protection and positive discipline improve publishing messages into book production. This outputs of Kinyarwanda resulted in many publishers being children’s books invited to gain this new skill.
VI. Management Issues
Philippe Adapoe departed Save the Children Rwanda, in his capacity as Country Director, in order to take a position as a Regional Director for Western and Central Africa with Save the Children. In interim, Patrick Analo, the Operations Director, has been appointed as the temporary Country Director until August 2019. Timothy Bishop has been appointed as the Country Director of Save the Children Rwanda starting on September 1, 2019.
Mureke Dusome was strengthened by the addition of key staff members. In Q3 FY2019, Lilian Kirungi, a former Book Development and Use Officer, in an effort to further her career development, transferred units in June 2019 and will now be working with the MEAL Team. The recruitment of an Administrative Intern to support Mureke Dusome has resulted in more efficient logistics and procurement.
VII. Coordination
Coordination with USAID
On April 9, 2019, Mureke Dusome participated in a round table discussion with the Deputy Administrator of USAID, Bonnie Glick, to share information about the role of USAID’s Early Grade Reading projects in supporting the Government of Rwanda to meet its goals for improved reading skills of children. She was also interested to learn about women’s empowerment. The US Ambassador to Rwanda, USAID Mission Director, USAID Rwanda Education Office staff, representatives of Mureke Dusome and USAID Soma Umenye and beneficiaries were in attendance. Mureke Dusome presented intervention activities that create opportunities for children to read outside of schools, efforts to build the capacity of school
8 These are Kinyarwanda storybooks distributed under Community Literacy Fund. Actuals for Q1 FY2019 were 7,800 books distributed, which was 7,600 less than the Q1 target; however, Q2 actuals made up for the difference.
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Mureke Dusome Quarterly Report for the Period January-March 2019 leaders and local government officials to engage parents, both mothers and fathers, to support children’s reading outside of school and exhibited reading club activities. Additionally, a multitalented woman, who works as an author, illustrator and publisher, shared her experience with Mureke Dusome and explained how the project supported her to develop her skills in the local book industry. A Literacy Champion also shared her testimony and how she has grown as leader, taking on the role of both district Literacy Champion Representative and SGAC president, as a result of Mureke Dusome. The Deputy Administrator appreciated opportunities for children to access books in the community and how Mureke Dusome helps volunteers in establishing a book borrowing system that allows children to get books to read at home. She also appreciated the Kinyarwanda storybooks, which are beautifully illustrated, so that even children who cannot read can appreciate the pictures. She commended the efforts of Mureke Dusome and reflected that it is a good program and complements what children gain from school.
On June 10, 2019, USAID held the first quarterly Early Grade Reading Project Learning Meetings on technical aspects with Mureke Dusome, USAID Soma Umenye and Itegure Gusoma. Three Mureke Dusome staff attended the first of these learning meetings and shared experiences on how Peer Learning Circles are conducted and how SEOs play an important role in organizing and facilitating those structures.
On May 24, 2019, Mureke Dusome attended the USAID Education Partners meeting at the US Embassy. In his opening remarks, the US Ambassador appreciated the work of USAID implementing partners to support the Government of Rwanda to achieve its goals. He proposed that the meeting should be an opportunity to identify successes, gaps and how to improve. The USAID Mission Director provided updates on the Country Development Cooperation Strategy (CDCS 2020-2024) and explained that ongoing assessments will inform the Mission’s CDCS 2020-2024. She highlighted that all systems need to be strengthened and focused on transformational partnerships, holistic approaches and self-reliance. Presentations on the road map for the self- reliance, the local partner engagement strategy and the Private Sector Driven Agricultural Growth (PSDAG) project were delivered. In addition, USAID reminded attendees at the meeting about the importance of preventing sexual harassment, misconduct, child exploitation and abuse and of ensuring child protection and safety of all beneficiaries. They also introduced the new Deputy Mission Director, William C. Hansen.
Coordination with Peace Corps
On June 20, 2019, Mureke Dusome attended the Peace Corps Rwanda’s Project Advisory Committee (PAC) meeting. The participants included Peace Corps staff, Peace Corps Volunteers and their co-teachers, Directors of Studies, Head Teachers, the Deputy Director General of REB, the Head of Teacher Development and Management & Career Guidance and Counseling Department at REB and the Technical Advisor to the Director General of REB. In the meeting, Peace Corps presented a current overview of the education mission and plans moving forward. Among the achievements highlighted, a PCV and her Head Teacher presented a library project they completed at GS Kigoma in Nyanza District. They appreciated how
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Mureke Dusome Quarterly Report for the Period January-March 2019
Mureke Dusome connected them with publishers to purchase Kinyarwanda storybooks. They testified that children enjoy reading Kinyarwanda storybooks. They also mentioned that children are attending the reading club located in their school village. Although the books are still scarce compared with the number of children, Mureke Dusome gave them news that USAID Soma Umenye will provide more Kinyarwanda storybooks. In the logical project framework presented, Peace Corps emphasized the involvement of the wider community in student learning and school improvement. Mureke Dusome advised meeting participants to remind parents, and the wider community, to support children’s learning outside of school.
Coordination with Ministry of Education
On June 11, 2019, Mureke Dusome participated in the first Rwanda Reads Steering Committee meeting co-chaired by the Minister of State in Charge of Primary and Secondary Education and USAID. The meeting focused on discussing the Rwanda Reads TOR and the National Literacy Month Concept Note and on sharing findings from the Community Libraries Assessment. Mureke Dusome presented the National Literacy Month Concept Note to the Rwanda Reads Steering Committee. (See Annex 4 Rwanda Reads Steering Committee Meeting Minutes)
Furthermore, in Q3 FY2019, Mureke Dusome worked closely with the Directorate of Education Policy and Planning to jointly develop the Terms of Reference for a National Literacy Policy consultant.
Coordination with REB
In Q3 FY2019, Mureke Dusome attended a series of meetings at REB to plan the Education Expo. This initiative from REB was initially scheduled to take place in June 2019; however, MINEDUC requested to reschedule the event to August 2019 in order to have enough time for preparations to make the event bigger. The proposed venue is Camp Kigali. REB and MINEDUC have formed a technical committee composed of MINEDUC, REB staff and education partners to prepare this event.
Through a Mureke Dusome staff embedded at REB, Mureke Dusome supported REB and MINEDUC in joint monitoring and evaluation of school performance in Nyamagabe and Huye districts. The team monitored the implementation of guidelines related to ensuring inclusive education, girls’ education, community engagement in school leadership and school feeding programs, etc. The Mureke Dusome staff member delivered messages reminding Head Teachers to visit reading clubs, promote collaboration between teachers and Literacy Champions, identify struggling readers to attend the reading clubs and mobilize the wider community and parents to visit reading clubs and plan literacy events that involve both the school and community.
Coordination with the Ministry of Sports and Culture
On May 20, 2019 until May 22, 2019 Mureke Dusome supported MINISPOC with the organization of the National Book Exhibition 2019. Mureke Dusome encouraged publishers to participate in the National Book Exhibition 2019 and a total number of 12 publishing houses
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Mureke Dusome Quarterly Report for the Period January-March 2019 participated and exhibited their books. Mureke Dusome also supported MINISPOC by coordinating media engagement for the National Book Exhibition 2019 resulting in the publication of 9 online articles, 6 radio broadcasts and 1 RTV report.
Coordination with Districts
During Q3 FY2019, Mureke Dusome attended District Joint Action Development Forum (JADF) activities including meetings and open days in Burera and Gatsibo districts. Mureke Dusome involved Literacy Champions to showcase activities they are conducting in communities to promote children’s literacy. Many children visited the Mureke Dusome stand and enjoyed reading Kinyarwanda storybooks. Some parents asked where they could buy books for their children. The staff provided information to them about book sellers and publishers. Staff mobilized parents to send children to nearby reading clubs and to collaborate with schools to borrow books for their children.
Coordination with USAID Soma Umenye
On June 26, 2019 to June 28, 2019 USAID Soma Umenye, in partnership with REB, invited Mureke Dusome to participate in the technical workshop on inclusive education. The theme of the workshop was, “Working together to ensure every child has access to quality education.” The workshop was officially launched by the Minister of Education with the presence of the US Ambassador to Rwanda. One of the major objectives of the workshop was to share existing resources. The workshop included presentations from different organizations working on inclusive education. USAID Soma Umenye will compile all the resources and tools already developed for inclusive education and share them with all participants.
During this quarter, Mureke Dusome approached USAID Soma Umenye to learn about their experience in relation to producing, reviewing and distributing reading materials for children with visual disabilities. Mureke Dusome found that USAID Soma Umenye was still at the level of discussing and identifying ways of supporting children with visual disabilities and was not yet at the level of producing Braille books. Both teams agreed that there were still areas to discuss about quality reading materials for children with disabilities and that they should identify experts who can produce and review them. Both teams agreed to continue sharing useful information.
Coordination with VVOB
Mureke Dusome attended a day-long School Leadership Task Force Workshop that was organized by VVOB in collaboration with REB on June 25, 2019. The main purpose of the workshop was to validate the school leaders’ assessment tool and users’ guide which was developed by VVOB in collaboration with URCE. The school leaders’ assessment tool was developed to assess the impact of the 5 school leaders standards that were approved and are being implemented by school leaders. Mureke Dusome had earlier supported VVOB in the development of the “collaborating with the wider community” standard and helped inform the content for the diploma course, so these concepts were incorporated in the assessment tool as well. Through group discussions, feedback on the tool was shared with the consultant who then revised the tool and later shared it with all School Leadership Working Group members and
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Mureke Dusome Quarterly Report for the Period January-March 2019 the REB inspectors who were absent. The attendees suggested that the final tool for validation should be shared in the next workshop that will be scheduled by VVOB and REB with relevant partners including inspectors, DDEs, SEOS and HTs.
Coordination with Rwanda Reads
Government institutions, development partners and education stakeholders contributed to the development of the National Literacy Month 2019 Concept Note. Technical Committee meetings were held on May 15, May 22, May 30, June 7, and June 28. As a result, a draft National Literacy Month 2019 Concept Note was prepared in coordination with the Technical Committee.
The Rwanda Reads Steering Committee was held on June 11, 2019. The Minister of State in Charge of Primary and Secondary Education and the USAID Director of the Education Office chaired the meeting. The Honorable Minister, the Director General of REB and other key partners provided feedback that informed the revision of the National Literacy Month 2019 Concept Note.
VIII. ICT
Mureke Dusome relies on mobile devices for reporting including the monthly SMS reports submitted by Literacy Champions Representatives and the Accountability Hotline which tracks issues as they arise. Additionally, Mureke Dusome uses WhatsApp to follow up with Sector Education Officers and to encourage them to monitor the completion of learning from the Parent School Partnership modules. In Q3 FY2019, Mureke Dusome used WhatsApp to engage with SEO group chats from Kamonyi, Nyanza, Kicukiro, Rusizi and Nyamasheke to oversee progress on the modules. Moreover, Mureke Dusome will expand its use of mobile devices to spread SBCC messages in Q4 FY2019. From August 1, 2019 until October 31, 2019, Mureke Dusome, in partnership with the Viamo 845 platform, will disseminate 10 audio messages, accessible to 15,000 Viamo subscribers, and SMS notifications with literacy messages to 50,000 Viamo subscribers.
While Mureke Dusome primarily uses mobile devices and applications, the project also supported RCBO to finalize their website, www.rcbo.rw, which is now live.
IX. Gender & Disability Inclusion
Mureke Dusome upholds project standards to sensitize and mobilize HTs, SGACs, SEOs, LCs and local authorities to ensure that children, both girls and boys with and without disabilities, are supported to access reading clubs. In Q3 FY2019, the CE Team observed a child with a physical impairment rejoining the Mureke Dusome reading club in his community. Rukundo Eric*, a student in P1 at GS Bwisige, Gicumbi District, left the reading club after being bullied by his peers. Other children reportedly called Rukundo “Kojorite” which means casualty in English. As a result of the verbal harassment, Rukundo began missing reading club sessions. When the Literacy Champions realized the reason behind Rukundo’s absence, they paid more attention to him and encouraged him to participate in reading club activities. Rukundo has since returned to
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Mureke Dusome Quarterly Report for the Period January-March 2019 the reading club. Moreover, the commitment to gender and inclusion in the USAID Mureke Dusome project initiatives is further demonstrated by the experience of Dusabe Francoise*, a child with a speech impairment, who attended a reading club in Ngamba Sector, Kamonyi District; consequently, she enrolled in school. Additionally, this quarter, more females participated in Peer Learning Circles for LCs than males, showing that women hold leadership roles in facilitating community-based reading activities.
X. Local Capacity Building
In Q3 FY2019, Mureke Dusome supported RCBO to develop their organizational capacity by facilitating a meeting on June 13, 2019. RCBO committee members and advisors attended this meeting with the purpose of assessing RCBO’s progress with their website, developing sustainable strategies to continue activities like book review meetings and prioritizing areas for Mureke Dusome support. RCBO identified networking and stakeholder engagement as two critical areas that require Mureke Dusome mentorship. Mureke Dusome will continue to coach RCBO in order to build the platform’s capacity so that they are better positioned to support the Government of Rwanda to achieve its goals and apply as a partner on BDU projects or projects with BDU components.
Additionally, Umuhuza staff gained a better understanding of gender by participating in a workshop on June 13, 2019 facilitated by the Gender Specialist from Save the Children’s Regional Office. On May13, 2019, Save the Children Regional Gender Specialist conducted a half day training session on gender with Mureke Dusome and Umuhuza staff. The following topics were covered: definitions of key terms, gender principles, gender mainstreaming, the gender equality checklist and preventing sexual exploitation and abuse. In total, 12 participants attended (6F, 6M).
Mureke Dusome assisted a group of students from the Akilah Institute to visit a reading club in Kinyinya Sector, Gasabo District. The university students are working with Literacy Champions to support children’s reading activities. The students appreciated the children’s literacy initiative and are committed to continue working with Literacy Champions after their studies are completed.
XI. Challenges and Lessons Learnt
Visited Literacy Champions and those contacted via phone requested regular visits, training and stipends or other kinds of financial incentives; New LCs, especially where both LCs dropped out of the program and were replaced, requested training so that they can gain the knowledge and skills necessary to conduct literacy activities. Going forward, IGA group meetings will benefit new LCs because their more experienced colleagues will share information at these meetings and will help to solve challenges met in the reading clubs. In the remaining 25 districts, local institutions (FBOs, CSOs, schools, etc.) should be identified at the sector level to own, coach and support the new LCs; Although some school leaders are supportive of reading clubs, Literacy Champions, including those from Gasabo and Kayonza districts where there has been a recent
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rotation in district and sector leadership, confirmed limited or almost non-existent support from local school leadership; Though the LCs from rural areas appreciate the IGAs contribution from Mureke Dusome, those from urban areas have deemed it insufficient and continue to ask for monthly or quarterly financial incentivization. To address this, the CE Team will closely engage the local and school authorities, including education inspectors and cooperatives officers, to support LCs. Furthermore, Mureke Dusome staff will continue to follow up with officials to encourage them and keep the momentum moving forward. Through phone calls, the CE Team anticipated the same issues in some sectors of Kirehe District and planned field monitoring visits in Q4 FY2019 in both Kirehe and Ngororero districts to encourage and help the LCs and see how best the IGA Groups could be sustained; Book shortages continue to be a problem. The LCs are advised to work closely with the schools and local authorities for book management support to keep and share the available resources in order to increase book access to children. LCs have been advised to repair the damaged books and encourage both parents and children to write their own stories to increase the reading materials in their reading clubs and homes; Monitoring visits and coaching are still needed in order to support communities to sustain the established reading clubs in their communities. Likewise, it is an opportunity to meet with other stakeholders including local and school leaders to explore other CSOs/ FBOs who could be responsible to sustain literacy activities in their areas; New Literacy Champions were selected by local leaders based on availability, willingness to volunteer and passion to lead children’s reading activities to replace Literacy Champions who dropped out of the program. Due to lack of training, new Literacy Champions reported difficulties facilitating reading club sessions and engaging children to actively participate; Reading materials kept in unsafe places resulted in damages and loss. For example, Literacy Champions at Mara Reading Club in Nyagatovu Cell, Mubuga Sector, Karongi District kept their materials at the Nyagatovu Cell Office, however all the storybooks were stolen which disrupted the smooth running of the reading club. This reading club is relying on borrowing the books from neighboring reading clubs. The LCs were advised to also collaborate with the school leaders to find a sustainable solution to this issue; While reading clubs claim to be functioning, only 4 out of 13 reading clubs were observed. Other reading clubs cited that the day when clubs were visited coincided with community events. The frequency of reading club meetings will be tracked through rigorous monitoring visits in the following quarter to diagnose the issue and develop sustainable solutions; HTs and LCRs reported that some LCs dropped out due to lack of incentivization; The number of children who attend reading clubs was reduced due to lack of reading materials and damaged books; Some reading clubs in Nyamagabe District are not functional because Literacy Champions joined the literacy initiative of World Vision which had a more appealing incentivization package9;
9 World Vision implements a World Bank funded project in Nyamagabe District whereby both community volunteers and children are incentivized. Although harmonization of approaches is important, it requires
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Mureke Dusome Quarterly Report for the Period January-March 2019
Some children do not attend reading clubs because of geographic distance; local and school leaders, parents and LCs suggested to create new reading clubs in order to facilitate children who live far from the school.
XII. Priorities for programming for Quarter 4 FY2019: July-September 2019 [Reported by Intermediate Result (IR)]
IR 1: Capacity of school leadership to improve student literacy through school- community partnerships strengthened
Sub-IR 1.1: Nationally appropriate vision of effective literacy school-community partnerships through evidence-based standards developed
Share the four-pager document of the Rwanda National Parent School Partnership Standards during Peer Learning Circles; Follow up with DDEs/ DEOs to ensure the actions discussed in the June meeting on sustainability are implemented.
Sub-IR 1.3: Scalable training approach for building school leadership capacity implemented
Follow up on the implementation of the School Community Partnership modules in 7 districts including Kicukiro, Kamonyi, Nyanza, Ngoma, Nyagatare, Rusizi and Nyamasheke districts; Conduct SLM Peer Learning Circles in Rwamagana and Gatsibo districts and joint Peer Learning Circles in Bugesera District.
IR 2: Increase Effective Community and Parental Involvement to Improve Literacy Skills
Sub-IR 2.1: Social behavior change communications campaign for literacy developed and implemented
Update Mureke Dusome communication materials; Continue to identify and develop partnerships and/or working relationships with organizations at the district, sector, cell and village levels. Mureke Dusome will continue to identify local media (Radio 10, Radio Salus and Ishingiro Community Radio, Isango Star) to air PSAs free of charge; Use Viamo 845 platform to disseminate SBCC literacy messages; Continue to document Mureke Dusome success stories, lessons learnt and challenges and produce and share short videos of those activities on social media; Continue to partner and support FBOs to organize literacy events;
coordination between development partners. Engagement with World Vision on this issue has been unsuccessful to date.
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Mureke Dusome Quarterly Report for the Period January-March 2019
Document results of the men’s engagement approach and use international media organizations such as BBC, Deutsche Welle and Voice of America to disseminate this practice; Invite male role models from Burera District to share their experiences on the radio, at learning events and other literacy events. These examples will also be highlighted through posts on Facebook and/or Twitter; Recruit notable figures to disseminate literacy messages.
Sub-IR 2.2: Mobilize parents and the community to improve student literacy, including:
Follow up on the operation of the established reading clubs in all thirty districts (through onsite monitoring visits, SMS, phone calls, etc.); Conduct monitoring and coaching visits to Literacy Champions in the reading clubs and Umuganda Literacy events.
Sub-IR 2.3: Promote and Incentivize Local Initiatives for Community Literacy Activities:
Monitoring of IGAs and lending incentive schemes for LCs in Kirehe, Ngororero and Gasabo districts in collaboration with local government authorities; In collaboration with Local Government Authorities, meet with IGA Groups in Gasabo District to address LCs issue with the amount of money given and identify potential solutions during monitoring visits.
Sub-IR 2.4: Leverage existing civic service models to support community literacy activities:
Literacy Champions will be visited and supported during the Umuganda Literacy for children events in their communities; Conduct monitoring and coaching visits to Literacy Champions in the reading clubs and Umuganda Literacy events; Peer Learning Circles of the LCs; Map FBOs to work with on Parents Awareness Sessions; Draft and finalize the MoU with NIC.
IR 3: Culture of reading improved
Sub-IR 3.1: Capacity of Rwanda Reads to support networking, coordination and information sharing among literacy stakeholders enhanced
Continue identifying potential members and adding new members to the Rwanda Reads database. At least 1 new Rwanda Reads member is expected to join the platform; Support Rwanda Reads members to organize two learning events on adult literacy & disability and inclusion as well as supporting MINEDUC to organize a national technical meeting as a follow up to the learning event organized in Q2 FY2019 connecting community libraries to community-based literacy initiatives;
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Mureke Dusome Quarterly Report for the Period January-March 2019
Organize four Technical Committee meetings to prepare for International Literacy Day and National Literacy Month celebrations; Continue to gather content from members and upload it to the Rwanda Reads website.
Sub IR 3.3: Supply and demand within children’s literature industry increased
Continue to mentor Sankofa Creatives Ltd as they lead Abana Writers’ Café; Compile feedback on books produced by publishers with positive discipline messages and share the feedback with publishers to make corrections; Check the re-submitted books for quality assurance purposes and send the final feedback to all publishers; Collaborate with RCBO to organize a networking event with booksellers in August 2019 and a meeting with all publishers in September 2019 in order to strengthen book sector.
Sub IR 3.4: Communities access to age-appropriate, relevant reading materials increased
Follow up on the use of books delivered to the best community libraries; Support MINEDUC in the organization of the dissemination of a full report of the community libraries assessment and share it with other stakeholders; Reward the remaining 31 best performing community libraries with 500 books each. This number is based on the report of the libraries’ assessment conducted by MINEDUC in January this year, which ranked 40 community libraries as the best.
XIII. Annexes
1. Mureke Dusome Results Framework 2. Success Stories a. Success Story: Gishyita Sector, Karongi District b. Success Story: Kiyumba Sector, Muhanga District c. Success Story: Rushashi Sector, Gakenke District d. Success Story: Rushaki Sector, Gicumbi District e. Success Story: Ngamba Sector, Kamonyi District
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Mureke Dusome Quarterly Report for the Period January-March 2019
f. Success Story: Abana Writers’ Café 3. Progress Against Planned Activities Table 4. SBCC/Communications a. Content Monitoring Tools b. Q3 FY2019 Rwanda Reads Meeting Minutes c. Rwanda Reads Steering Committee Minutes 5. Community Engagement Data Sheet 6. Q3 FY2019 Mureke Dusome Photographs 7. Catalogue of Documents Uploaded to DEC 8. Q3 FY2019 Mureke Dusome Executive Summary
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Mureke Dusome Quarterly Report for the Period January-March 2019
Annex 1: Mureke Dusome Results Framework
The primary purpose of the Mureke Dusome initiative is to improve literacy outcomes for children in primary grades. The Mureke Dusome results framework has three Intermediate Results (IRs): (1) strengthened capacity of school leadership for leading literacy-focused school-community partnerships, (2) improved parental and community engagement in providing literacy support, and (3) an improved culture of reading.
In order to achieve a strengthened capacity of school leadership to promote literacy-focused school- community partnerships (IR 1), the enabling policy environment must be improved so that school leaders are supported and held accountable via national standards for school community partnerships (Sub-IR 1.1). After the development of these national standards, training materials were developed in agreement with and for the purpose of upholding the school-community partnership standards (Sub-IR 1.2). After piloting and revising these training materials, they have now been scaled up at the national level so that all school leaders are be supported to uphold the literacy-focused school-community partnership standards (Sub- IR1.3).
For achieving improved parental and community engagement in providing literacy support (IR 2), parents and community members first need to be convinced that providing time and support for literacy learning outside the classroom is essential. To this end, Mureke Dusome is currently conducting an SBCC campaign to influence attitudes towards reading (Sub-IR 2.1). As the SBCC literacy campaign reaches children, parents, and community members alike, community reading events can be used as a way for community members to test their own budding hypotheses about the importance of literacy learning outside of schools.
Accordingly, local school and community leaders selected community Literacy Champions who were then trained by Umuhuza/Community Engagement team (Sub-IR 2.2); these volunteer LCs are then tasked with organizing community reading activities and mobilizing parents and other community members to support their children’s literacy learning. However, on their own, Sub-IRs 2.1 and 2.2 may not be enough to drive sustainable changes around literacy in the four years of project's lifespan, especially when many communities are starting out from scratch and the community literacy activities are largely dependent on volunteers.
Consequently, Mureke Dusome is also normalizing and institutionalizing these community reading activities via a Community Literacy Fund that communities were able to apply to in 2018 and 2019 in order to receive books, and via receiving public recognition on radio, social media, and other popular forums in Rwanda. Additionally, Mureke Dusome is engaging with private institutions to popularize public- private-partnership models for literacy in Rwanda (Sub-IR 2.3). Moreover, Mureke Dusome is working towards the institutionalization of community-led reading activities for children by (1) advocating within the national youth service body (Itorero) to have community reading activities be accepted as an option for this national youth service requirement and (2) advocating for literacy activities for children through faith-based organizations’ structures. These efforts will ensure that Mureke Dusome’s community reading activities continue after the life of the project (Sub-IR 2.4).
In order to ensure that the culture of reading is fostered and sustained (IR 3), Mureke Dusome, as Secretariat, continues to strengthen the Rwanda Reads networking platform, which strives to foster synergies among stakeholders via information sharing, networking, and the promotion of literacy activities and initiatives. Mureke Dusome will work with USAID to facilitate the Ministry of Education to sustain their capacity to lead Rwanda Reads activities thus ensuring leadership, ownership and sustainability (Sub- IR 3.2).
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Mureke Dusome Quarterly Report for the Period January-March 2019
Simultaneously, Mureke Dusome seeks to improve the policy environment related to literacy promotion in order to ensure that the culture of reading is supported at both the national and local levels of society. In collaboration with World Vision Rwanda, Mureke Dusome continues to provide technical assistance to the drafting of a National Literacy Policy. Mureke Dusome is also working with districts to improve the literacy capacity-building environment by advocating that districts formally incorporate literacy-related objectives in their Imihigo and development plans and by pushing for more school-community partnerships (Sub-IR 3.2).
As the enabling environment is promoted at the policy level, Mureke Dusome is exploring and testing sustainable ways to promote children’s books and is handing over several activities to local initiatives. Mureke Dusome has been mentoring and coaching the Rwanda Children’s Book Organization to lead and strengthen the children's book industry. RCBO is now a government accredited organization, has a strategic plan and is working towards securing partnerships with government and non-government institutions to sustain the children’s book industry. Moving forward, RCBO will ensure there is collaboration between children’s book actors including publishers, authors, illustrators and sellers to continue the production and distribution of quality children’s books. To sustain the Abana Writers’ Café, Mureke Dusome engaged with Sankofa Creative Ltd, which took over the platform and is expanding it to involve children and more book sector actors. While maintaining this literacy momentum, Mureke Dusome has been distributing books to replenish reading clubs and equip the best community libraries with Kinyarwanda storybooks for children who frequent libraries. So far, all reading clubs have received at least 140 books. In addition, nine best community libraries received 500 Kinyarwanda storybooks and there is a plan to give the same quantity of books to eleven more community libraries. Mureke Dusome will work with MINEDUC, KPL and RCLF to ensure there is collaboration between community libraries and reading clubs for the best use of books in the community (Sub-IR 3.4).
Table. Mureke Dusome Results Framework
Project Purpose: Improved literacy outcomes for children in primary grades
IR 1: Capacity of school leadership to IR 2: Effective community and parental IR 3: Culture of reading improved improve student literacy through school- involvement to improve literacy skills community partnerships strengthened increased
Sub-IR 1.1: Nationally appropriate vision Sub-IR 2.1: Social behavior change Sub-IR 3.1: Capacity of Rwanda Reads of effective literacy school-community communications campaign for literacy to support networking, coordination partnerships through evidence-based developed and implemented and information sharing among literacy standards developed stakeholders enhanced
Sub-IR 1.2: Training and instructional Sub-IR 2.2: Parents and community Sub-IR 3.2: Literacy-promoting materials for guiding standards mobilized to improve student literacy advocacy agenda through Rwanda implementation at sector and school Reads advanced levels developed
Sub-IR 1.3: Scalable training approach for Sub-IR 2.3: Local initiatives for Sub-IR 3.3: Supply and demand within building school leadership capacity community literacy activities promoted children’s literature industry increased implemented and incentivized
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Mureke Dusome Quarterly Report for the Period January-March 2019
Sub-IR 2.4: Existing civic service models Sub-IR 3.4: Communities’ access to leveraged to support community age-appropriate, relevant reading literacy activities materials increased
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Children inspired to become authors develop their skills. “I mobilize my colleagues to write educational stories for national development,” Jean Claude Iradusubije said. “I encourage all Rwandans to read,” Josiane Nyiramwezi added. Sylivestre Nshimiyimana confirmed that children were inspired by storybooks, provided by the USAID Mureke Dusome project. “They [children] were inspired by books from Mureke Dusome. We asked them to
Children of Gishyita Reading Club write stories, poems and read books. Once they were done, we plays. encouraged them to write their own stories so that they can publish similar books,” said Children’s interest in writing has been Sylivestre. piqued by USAID’s Mureke Dusome Literacy Champions said that children need community-based literacy initiatives. More to be supported and mentored so that they than 16 children are now authoring stories, can keep thinking big. “The only assistance poems and plays at Rwaramba Reading Club they need is to be approached by Literacy in Gishyita Sector, Karongi District. Champions and other partners so that they The Literacy Champion from Rwaramba can develop their skills,” Sylivestre Reading Club, Nshimiyimana Sylivestre, elaborated. noticed that children began to engage in Sylivestre also urged the local government more creative writing activities after and partners to organize writing participating in USAID’s Mureke Dusome competitions to promote creative writing literacy initiatives. These children have and encourage emerging authors. inspired their peers to begin writing as well. USAID’s Mureke Dusome reading clubs The reading club compiles all stories, foster a culture of reading and support poems, and plays written by children and children to develop their skills. By providing shares them with school leadership. “They Kinyarwanda storybooks to reading clubs, write stories and poems, then as a reading children have access to high-quality, age- club, we collect them so that we submit appropriate reading materials. them to the school leadership. Then school leaders submit them to the district level,” said Sylivestre. Children write stories, poems and plays about a variety of important topics. Jean Claude Iradusubije, a participant at the reading club, wrote a story that sensitizes children to the fight against drugs while Josiane Nyiramwezi, another frequent attendee of the reading club, wrote a story about environmental conservation. These young authors encourage other children to explore their interests and
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to assist Literacy Champions during reading Parents engaged to ensure a sessions. successful reading club “After partnering with Literacy Champions,
it was necessary to recruit parents to assist them during activities. At a meeting on May 4th, 2018, we asked every village to choose four parents, so that they can do shifts attending the reading sessions. They have an agenda explaining how to collaborate with Literacy Champions. Parents attend two days a week, on Wednesday or Thursday,” said Ruzindana. The Literacy Champions appreciate the partnership with parents. They always Rose Nyirabahire, a parent, and Abdance Misago, a attend the reading sessions and follow the Literacy Champion from Kiyumba Reading Club, agenda. assisting children during reading sessions Misago Abdance, a Literacy Champion at Parents are highly engaged at the reading Kiyumba Reading Club, optimistically shares club in Kiyumba Sector, Muhanga District. that the initiative is effective because it Twenty parents volunteered to help during fosters a supportive relationship between reading sessions with four parents attending parents and children. Children are more the reading club once per week. motivated to perform well in Kinyarwanda while parental involvement increases This initiative was achieved through reading community awareness. sensitization meetings facilitated by Literacy “It encouraged children. It is so effective Champions and the Head Teacher of because children love it. When reading Kiyumba Primary School. sessions don’t occur, they complain. Their teachers tell us that they get remarkable Nyirabahire Rose, the grandmother of two results in class, due to the knowledge they children in the reading club, says that gain from here [Mureke Dusome reading parents came up with the idea after realizing club],” claimed Misago. there was a problem. Ruzindana Germain and Misago Abdance “When we attended the meeting, there acknowledge the cell leaders who granted were only two Literacy Champions elected the Mureke Dusome reading club to assist children to read. We realized that permission to use the conference hall they were tired. Then the school’s Head during reading sessions. Teacher asked us to volunteer and become “We use the cell’s conference room during involved with the reading sessions. We are reading club sessions. The cell leadership really passionate about contributing to this implemented this so that children do not sit program,” explained Nyirabahire. under the tree and get rained on,” said Kiyumba Reading Club is attended by Ruzindana. children from five villages in Ruhina Cell. “Cell leadership collaborates with us. The Ruzindana Germain, the president of the first initiative is the Ruhina Cell conference School General Assembly Committee at room that we use during reading sessions. Kiyumba Primary School, adds that they They approved our use of the room to asked every village to nominate four parents keep our books as well as to sensitize
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parents to send their children to the reading club,” adds Misago. More than 180 children attend the Kiyumba Reading Cub. Literacy Champions predict that the number of children participating in the reading club will keep increasing due to the availability of new books from Mureke Dusome.
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He attends reading club every Saturday to CHILD RETURNS TO SCHOOL IN acquire literacy skills and perform well during GAKENKE DISTRICT lessons at school. Since returning to school, James’s mother testifies that he earns good grades and reads Kinyarwanda fluently. “My results are admirable. I am the 6th or 8th place in the class,” shared James. James’s behavior at school has transformed since reenrolling at EP Karungu. When he goes home after school, James reads his books and notes instead of walking aimlessly around the village. His mother reads with him when she is done with her daily activities. James* and his mother read a storybook borrowed from the “When I come home from school, I assist my reading club together mother with activities like fetching water while she is preparing evening food. Then I start Mukiza James*, 11 years old, is now enrolled in reading books and doing my homework. I can’t P2 at EP Karungu in Rushashi Sector, Gakenke skip classes. I like Kinyarwanda, English and District. James is the first born and lives with his mathematics,” James announced proudly. mother and little brother. His mother earns her James wishes to continue his studies and income as a casual worker at Rushashi Coffee become a leader so that he can help his family Collection and through farming. Like other have a better quality of life. If he was an children, James dropped out of school due to influential decision maker, James would solve poverty. Although his mother finds occasional the problem of school dropout. agricultural work, due to her unsteady income, “I wish to be a leader. I will do my best to re- James started to steal to meet his needs. In enroll children who dropped out of school,” order to avoid disciplinary action, James slept said James. away from his family home. *Name changed to protect child’s identity “After dropping out of school, I started behaving disgracefully, damaging others’ properties and stealing. When I realized that my mother knew about my mistakes, I immediately decided to sleep in the bush for a whole week,” said James. “I dropped out of school for two years. I was in Primary One,” added James. A Mureke Dusome Literacy Champion approached James and encouraged him to attend reading sessions. He immediately joined the Karungu Reading Club. He really enjoyed the Mureke Dusome reading club and gained literacy skills. James was motivated by his mother. The Mureke Dusome reading club encouraged him to go back to school. “I should be studying in P5. I am now in P2 due to the Mureke Dusome project which inspired me to join the reading club and acknowledge the importance of attending school,” affirmed James.
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“I used to approach sector officials to ask Languida, 63 showing that age or for papers so that I can write stories for location are not limits to writing children. I explained to them that the children’s stories papers will be used as teaching materials
during reading club sessions,” Languida added. Languida Mukanoheli was trained by USAID’s Mureke Dusome on how to prepare reading materials. She confidently says that she was the best performer during that training. She testifies that those trainings increased her writing skills and motivated her to produce storybooks. Now, she has composed 30 stories. Figure 1 Mukanoheli Languida, appreciating her efforts in “I make sure that when children read writing stories. stories, they immediately learn something. For example, they stop disrespecting their Languida Mukanoheli, 63, is a Literacy parents,” described Languida. Champion from Rushaki Sector, Gicumbi Even though she is passionate about District. children’s books and is a skillful storyteller, Though she is older and lives in a remote Languida is computer illiterate. She needs area of rural Rwanda, she started an to partner with publishers and illustrators initiative to improve the literacy skills of to ensure that her stories are published and children in her community. In order to distributed to community libraries. make books more accessible, Languida “I will be excited once my stories are being writes children’s stories, ensuring that used by Mureke Dusome, Save the Children youth have access to a variety of reading and community libraries,” she said. materials developed in a local context. Languida started by reciting poems during women’s events. After becoming a Literacy Champion for the USAID Mureke Dusome project at the Ngabira Reading Club, she applied her creativity to storytelling and became an author of Kinyarwanda books. She says that she was motivated by her love of children and passion to foster the culture of reading and writing in her village. She uses her stories in Ngabira Reading Club where reading materials are scarce. “After joining Mureke Dusome as a Literacy Champion, I came up with an idea to use my own stories to compensate for the lack of books for children in the reading club,” Languida explained.
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school and the reading club,” explains LC helps a child with disability to Mutesi. attend the Masogwe Reading Despite the obvious hardship, Auxene Club Mutesi is fortunate that Mureke Dusome advocates for all children’s right to read without discrimination. The Mureke Dusome reading club has transformed Mutesi into a courageous and motivated student. She can read and write in Kinyarwanda. She determinedly says that she needs to be the best performer in her class; she is optimistic that she will become a self-reliant citizen.
Auxene Mutesi, her colleagues and a LC read a storybook “I want to be the top of my class and together become a self-reliant woman in future,” Mutesi adds. Auxene Mutesi*, 9, from Ngamba Sector, Challenges and Successes Kamonyi District was born with a physical Claudine Cyuzuzo, a Literacy Champion at disability and uses a wheelchair. Masogwe Primary School, says there is one In the past, her family left her in the physically impaired child among 76 children backyard. In June 2018, a Mureke Dusome in her reading club. Literacy Champion found her at home. The She confesses it is not easy to create a Literacy Champion encouraged her parents conducive environment for children with to let Mutesi attend the Mureke Dusome disabilities at every reading club, but at reading club. Masogwe they have tried their best to Claudine Cyuzuzo, a Literacy Champion at ensure that Mutesi feels comfortable. Masogwe Reading Club, says that Mutesi’s parents let her join the reading club as a result of sensitization. “We used to visit her at home and encourage her to read books. But we also encouraged her parents to send her to our reading club,” said Claudine. Mutesi is now in P1 at Masogwe Primary School. She lives one kilometer from the school and reading club. The distance between Mutesi’s home and the reading club was a challenge, but she overcame it by Due to a conducive environment, Mutesi feels relaxed using a wheelchair. Claudine is always Mutesi stays seated in her wheelchair available to push Mutesi’s wheelchair to the throughout reading sessions. She used to sit reading club. on the ground with other children, but it This support has formed a bond between was uncomfortable for her. Mutesi and Claudine. “I love Denise (her Claudine Cyuzuzo says that they came up colleague) and Claudine (the Literacy with an idea to put two chairs, one on her Champion) because they always take me to left and the other on her right, next to her
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wheelchair to make it more stable and enhance her comfort in the reading club. “She used to refuse staying in her wheelchair and wanted to sit on the mat with her peers, but she was unable to do so due to her disability. We decided to put two chairs by her side so that she can be cared for by her colleagues,” the Literacy Champion said. Auxene Mutesi now performs well at both school and the reading club. Her teachers attested that she no longer feels lonely, adding that she actively participates in various classroom activities.
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Handover Ceremony of Abana Writers’ Library. The ceremony was marked with speeches Café to Sankofa Creatives Ltd from key stakeholders and cutting of a cake.
Maurice Murisa, a young author of children’s books gave a testimony about how Abana Writers’ Café inspired him to write children’s books. During the ceremony, he said, “I am a passionate author who started by writing stories for adults. But when I started attending Abana Writers’ Café, I began to produce children’s books. My first book was called ‘Ubucuti bwa mpyisi na Ntama’ which was published by Mudacumura Publishing House.”
Martine Uwacu Karekezi, Sankofa Creative Ltd CEO, delivers Fiston Mudacumura, a publisher gave a testimony remarks at the Abana Writers’ Cafe Handover ceremony. of how Abana Writers Café supported the
publishing industry to get quality stories. He said, “I Abana Writers’ Café is a monthly children’s book have been able to publish more than eighty book event that was created by Save the Children in titles that were developed through Abana Writers’ 2015 and supported by Mureke Dusome since 2016 Café.” He continued, “The platform supports as a way to discover and mentor upcoming publishers to reduce time and energy that goes children’s book writers and illustrators as they start with editorial.” their careers. It is also where publishers first discovered many now established writers and Theogene Musabyeyezu, a representative from illustrators. RALC, highlighted how valuable authors are to society in his remarks. He said, “Authors are Due to the success of this event and for connectors, quench the thirst and satisfy every sustainability purposes, Mureke Dusome identified one’s needs.” He added, “An author is a lamp that the need to transfer the ownership of Abana lights day and night but needs petrol to make the Writers’ Café from Save the Children to a local lamp light.” He urged everyone present to support partner. Thus, the opportunity was opened to authors in a bid to light the lamp. interested local partners. Martine Uwacu Karekezi, in her remarks, In March 2019, Sankofa Creatives Ltd highlighted the motive behind taking up Abana communicated to Mureke Dusome about their Writers’ Café. She thanked Save the Children and interest to own Abana Writers’ Café. Sankofa the USAID-funded Mureke Dusome project which Creatives is a new learning center that produces supported her to grow by establishing the Abana high-quality books and creates content for both Writers’ Café platform. Martine was inspired by print and digital platforms in Rwanda. Martine the team of young artists that she works with and Uwacu Karekezi is a co-founder of Sankofa was thus motivated to adopt the platform: “Abana Creatives, a passionate author and a regular Writers’ Café has been handed to the hands of participant of Abana Writers’ Café. artists who are willing to develop children’s literacy.” Martine expressed her new initiative of On April 29, 2019, the Abana Writers’ Café involving children in the Abana Writers’ Café Handover Ceremony took place at Kigali Arts platform since they are the primary beneficiaries. Center. In total, 50 people attended the handover ceremony. The partipants included authors, Catherine Galloway from USAID in her closing illustrators, publishers and representatives from remarks thanked Sankofa Creatives for taking up USAID, the Ministry of Sports and Culture, Rwanda the platform, because it ensures sustainability. Academy of Language and Culture and Kigali Public
“Sankofa Creatives has got a big dream of ensuring expansion and growth of Abana Writers’ Café as the name suggests.” The name ‘Sankofa’ is the Ghananian word that means “Go back and get it.”
Annex 3: Progress Against Planned Activities
Year 4 (Oct 18 – Sept 19)
Sub- Status at end of Q2 Result Activity Planned Status at the end of Q3 Activity FY2019 Plans for Q4 FY2019 (July – Timeframe FY2019 (April - June (January - March September 2019) 2019) 2019)
1.1.1 Completed in FY2016 Completed in FY2016 Completed in FY2016
Synthesize existing knowledg Planned and e of completed in
based standards.
- reading FY2016 approach es in Rwanda 1.1.2 Formative research Completed in FY2018 Completed in FY2018 Conduct report submitted to formative USAID in Q4 FY2018. research with Planned for URCE on FY2016- interests, FY2019 attitudes and needs of
Community Partnerships and Improve Student Literacy
community partnerships through evidence
- - stakehold ers In Q2 FY2019, Mureke In Q3 FY2019, Mureke In Q4 FY2019, Mureke Dusome shared the 4-Dusome shared the 4-pager Dusome will continue to share pager of the Rwanda of the Rwanda National the four-page document of the National Parent School Parent School Partnership Rwanda National Parent Partnership Standards Standards with HTs, School Partnership Standards with HTs, SGACs and SGACs, SEOs and other in Rwamagana and Gatsibo 1.1.3 SEOs from Gicumbi, officials from Gasabo and districts. National Ruhango, Ngororero, Kirehe districts. Parent- Rutsiro, Nyabihu, MD will follow up with DDEs School Musanze, Rubavu, MD conducted a meeting to check on the Partnershi Planned Muhanga, Rulindo and with District Directors of implementation of action ps FY2016- Nyarugenge districts. Education (DDEs) and points identified to standards FY2019 District Education Officers incorporate the National developm (DEOs) to share and Parent-School Partnerships ent and discuss the sustainability Standards into accountability dissemina plan of promoting School – systems. tion Community Partnerships to improve children’s literacy.
Create nationally appropriate vision of effective literacy school Attendants had an opportunity to discuss their respective roles and responsibilities, as well as
Result 1: Strengthen the Capacity of School Leadership to Promote School Activity 1.1
strategies for sustaining School Community Partnerships to promote children’s literacy. In total, 26 (2F, 24M) participants attended including two REB staff (0F, 2M) and 24 DDEs/DEOs (2F, 22M). 1.2.1 Completed in FY2016 Completed in FY2016 Completed in FY2016 Mapping Planned for of existing Q2 FY2016 resources 1.2.2 Completed in FY2018 Completed in FY2018 Completed in FY2018 Initial drafting Develop planned for Literacy Q3 & Q4 Toolkit FY2016 (for LC) 1.2.3 Completed in FY2018 Completed in FY2018 Completed in FY2018 Revise and finalize SLM (HTs & SGAC Initial drafting heads) planned for modules Q3 & Q4 based on FY2016 the Parent- school Partnershi p
Community Partnerships and Improve - standards 1.2.4 Completed in FY2018 Completed in FY2018 Completed in FY2018 Collaborat e with NCPD and RWAMRE C to revise Planned for and Q3 FY2016- finalize FY2019 training material on social and gender inclusion 1.2.5 Completed in FY2018 Completed in FY2018 Completed in FY2018 Conduct
initial Planned for piloting of Q3 FY2016 – SLM
Literacy FY2018 Modules and
Activity Activity Develop1.2 training and instructional materials for guiding standards implementation at andsector school levels Literacy
Result 1: Strengthen the Capacity of School Leadership to Promote School Student
Champion Toolkits
1.2.6 Completed in FY2018 Completed in FY2018 Completed in FY2018 Review all Self-Study Modules with Activity stakehold moved to Q4 ers as FY2017 part of National Scale-up
Activity Activity Develop1.2 training and instructional materials for guiding standards inimplementation at sector and year levels school 3 1.3.1 Completed in FY2018 Completed in FY2018 Completed in FY2018. Dissemina tion at the Planned for District FY2017- level of FY2018 research findings
1.3.2 Pilot Completed in FY2018 Completed in FY2018 Completed in FY2018 peer learning meetings conducted Planned for by Q4 FY2016- national FY2018 training team for targeted SEOs
Activity Activity Implement1.3 scalable training approach for building school leadership capacity In Q2 FY2019, Mureke In Q3 FY2019, Mureke In Q4 FY2019, Mureke Dusome monitored Dusome continued to Dusome will follow up on the 1.3.3 the completion of the encourage SEOs from implementation of the School Target self-study modules in Kicukiro, Kamonyi, Community Partnership SEOs’ building the seven districts in Nyanza, Ngoma, modules in 7 districts including support of Planned for which SEOs were still Nyagatare, Rusizi and Kicukiro, Kamonyi, Nyanza, HTs and Q4 FY2016- on module 3. Nyamasheke districts to Ngoma, Nyagatare, Rusizi and SGACs to FY2018 follow up on the progress Nyamasheke districts. complete of schools and ensure that
Community Partnerships training - HTs and SGACs complete modules to learn Parent School
Result 1: Strengthen the Capacity of School Leadership to Promote School Activity Implement1.3 scalable and Improve Student Literacy training approach for leadershipschool capacity Partnership Modules.
1.3.4 In Q2 FY2019, Mureke In Q3 FY2019, Mureke In Q4 FY2019, Mureke Support Dusome encouraged Dusome during DDEs Dusome will continue to HTs, District Education meeting and PLCs encourage District Education SEOs, and Officials, SEOs, HTs encouraged District Officials, SEOs, HTs and LCs other and LCs to collaborate Education Officials, SEOs, to collaborate with local MINALOC with local leaders in HTs and LCs to leaders to plan and carry out
leaders planning and carrying collaborate with local literacy events. (Mayors out literacy events. leaders in planning and Planned for and carrying out literacy Q4 2016- Executive events. (See also 2.3.6 for FY2019 Secretarie examples.) s) to develop of a calendar of literacy activities and events 1.3.5 Completed in FY2018 Completed in FY2018 Completed in FY2018 Engage REB, VVOB, and URCE to explore the possibility Planned for of Q4 FY2016 – including FY2018 reading programs in the Head Teacher certificatio
n program
Activity Activity Implement1.3 scalable training approach for building school leadership capacity In Q2 FY2019, Mureke In Q3 FY2019, Mureke In Q4 FY2019, Mureke 2.1.1 Dusome documented Dusome started updating Dusome will finalize project Incorporat and publicized three project description description including four e key best practices from including two pagers, pagers, factsheets and literacy
Nyanza, Gisagara, factsheets and infographics infographics to reflect the messaging Rubavu and Rulindo to reflect the costed costed extension period and into all districts: extension period. Drafts will continue to send partner In Busasamana were produced and are approved data and success and Sector, Nyanza under review. stories to journalists to Mureke Planned for District parents influence their storylines and Dusome Q2 FY2016- regularly attended ensure accurate coverage. capacity FY2019 reading club and building supported their MD will finalize a short video and children’s literacy. highlighting best practices developm Local media from Nduba Reading Club in ent covered a best Gasabo District. Parents and communic practice in local leaders collaborated and ations Gisagara District bought benches for children materials where parents who attend the reading club. and Activity Activity Develop2.1 and implement a social behavior change communications campaign for literacy helped LCs to Additionally, another video
training conduct reading capturing the parent initiative events clubs. from Kiyumba Reading Club in In Bugeshi Sector, Muhanga District will be Rubavu District, finalized and shared on social the HT motivated media and with relevant LCs by subsidizing partners. medical insurance subscription fees; the SEO encouraged that HTs hire LCs for informal jobs at the schools. In Rulindo District, Masoro Sector, Shengampuli Cell, the SGAC president was actively involved in the reading club which had improved the partnership between the school and the reading club. In Q2 FY2019, In Q3 FY2019, Mureke In Q4 FY2019, Mureke important steps were Dusome, ADEPR and Dusome will continue to taken to make the SNEC developed a strategy implement the working 2.1.2 Civil partnership between for collaboration to strategy with ADPER and society Mureke Dusome and disseminate literacy SNEC: partners ADEPR and the messages: Engage the Catholic including Catholic Church more Mureke Dusome Youth to support RWAMRE permanent and supported SNEC reading clubs and C and a beneficial to advancing to increase the collaborate with disability- literacy. Discussions reach of key SNEC to organize inclusion were held to move literacy messages reading competitions organizati from a sporadic to to parents from for children; on review comprehensive 28 parishes and Planned Disseminate literacy all BCC partnership based on a teachers and for FY2016- messages through strategies yearly work plan children, including FY2019 ADEPR Sunday and rather than occasional children with Schools. messages activities around disabilities, in 22 for literacy in the schools in the inclusion respective churches. Archdiocese of and play A strategic plan with Kigali;
an active both ADEPR and the Mureke Dusome partnered role in Anglican Church was with ADEPR to spread key promoting developed. literacy messages to literacy parents who graduated programs from its adult literacy program in Kinigi Sector, Musanze District on June
Activity Activity Develop2.1 and implement a social behavior change communications forcampaign literacy 28, 2019
The contract with In Q3 FY2019, 13 radio In Q4 FY2019, Mureke 2.1.3 RBA was not renewed and TV reports covering Dusome will continue to Develop thus a focus was no literacy activities were develop radio/TV content. radio/TV longer only on Rwanda broadcast by local media program TV and Radio. Instead, houses. content MD continued to based on engage local media Literacy other than RBA to air Boost (LB) its literacy messages. reading Planned for Isango Star and Izuba awareness Q3 FY2016- Community Radio workshop FY2019 aired Mureke Dusome s for local PSAs 7 times each, TV free of charge. programm Best practices were ing and/or publicized on Huguka MINEDU Community Radio, C or other Kigali Today Press and radio Umuseke website. timeslots
2.1.4 In Q2 FY2019, Mureke In Q3 FY2019, thanks to In Q4 FY2019, Mureke Train Dusome engaged previous quarters local Dusome will continue to communit trained journalists to media trainings and efforts contact local media to explore
communications campaign for literacy y radio cover literacy events to increase media opportunities for providing station and best practices. coverage, 32 news stories free or discounted airtime to workers Journalists were were published or disseminate literacy message (local Planned for invited to the broadcasted. through these medium media) on Q2 FY2016- International Mother channels. key FY2019. Language Day Mureke celebration in Rulindo Dusome District and to cover literacy best practices in messages Gisagara District. and
Result 2: Increase Effective Community and Parental Involvement toImprove Literacy skills themes 2.1.5 In Q2 FY2019, Mureke In Q3 FY2019, Mureke In Q4 FY2019, Mureke Foster Dusome did not Dusome did not conduct Dusome will use National relationshi conduct any activities any activities with notable Literacy Month to advocate ps with with notable figures. figures. for the recruitment of notable notable figures to become national figures Literacy Champions. and celebrities
Activity Activity Develop2.1 and implement a social behavior change to become Planned for national Q4 FY2016- literacy FY2018 champion s and leverage their popularity to promote literacy
messages
and opportunit ies 2.2.1 Completed in FY2016 Completed in FY2016 Completed in FY2016 With REB/SLM U, create guidance on selection criteria Planned for and Q3-Q4 process FY2016 for use by SEOs in choosing Literacy Champion s, as part of Literacy Toolkit 2.2.2 Completed in FY2018 Completed in FY2018 Completed in FY2018 Village-led recruitme nt of Planned for Literacy Q4 FY2016- Champion FY2018 s through the SGACs and SEOs 2.2.3 Completed in FY2018 Completed in FY2018 Completed in FY2018 Initial Communit Planned for y Literacy Q4 FY2016- Champion FY2018 s training provided
Activity Activity Mobilize2.2 parents and community the toimprove literacystudent 2.2.4 In Q2 FY2019, In Q3 FY2019, LCs in all In Q4 FY2019, LCs in all 30 Literacy Literacy Champions 30 districts of Rwanda districts of Rwanda will Champion continued to conduct continued carrying out continue carrying out reading s facilitate various literacy events reading activities. activities. reading in their communities Planned for activities, including reading clubs, FY2017- as Umuganda literacy FY2019 selected sessions for children from the and parent awareness Literacy meetings in all 30 Champion districts. Toolkit
2.2.5 In Q2 FY2019, Mureke In Q3 FY2019, Mureke In Q4 FY2019, Mureke Follow up Planned for Dusome conducted Dusome conducted Dusome will continue to Literacy FY2017- mentoring/monitoring mentoring/monitoring conduct mentoring/monitoring
the the
improve
literacy
student student
Mobilize Champion FY2019 visits and Peer visits and Peer Learning visits and Peer Learning
to to
community
Activity Activity 2.2
parents and Result 2: Increase Effective Community and Parental Involvement Improve to Literacy Skills Result 2: Increase Effective Community and Parental Involvement Improve to Literacy Skills s trained Learning Circles in Circles for LCs in Gasabo, Circles for LCs.
Rutsiro, Rulindo, Karongi, Nyaruguru, Nyarugenge, Muhanga, Nyamasheke, Nyanza, MD, in partnership with Local Ruhango, Ngororero, Nyamagabe, Bugesera, Government Authorities Rubavu, Nyabihu, Ngoma, Gisagara, including SEOs and Sector Musanze and Gicumbi Kamonyi, Nyagatare, Cooperative Officers, will districts to follow up Kirehe, Gatsibo, Kayonza, continue to conduct on LCs’ activities, Gakenke, Rusizi and mentoring/monitoring visits to coach and mentor and Burera districts. In total, the IGA Groups in Kirehe, encourage them to PLCs benefitted 240 Ngororero and Gasabo learn from one Literacy Champions (115F, districts in Q4 FY2019. another about how to 125M). best support reading clubs. MD provided coaching, PLCs benefitted 1,448 mentorship, support and Literacy Champions onsite visits to 329 (739F, 709M) in Q2 Literacy Champions (169F, FY2019. 160M), benefiting 13,545 children (6,133F, 7,412M) MD provided and 80 parents (58F, 28M) coaching, mentorship, in 176 reading clubs. support and onsite visits to 347 Literacy MD organized and Champions (180F, conducted orientation 167M), benefiting sessions on IGAs and 14,243 children Savings Groups Initiatives (7,802F, 6,441M) and for 11 groups of LCs from 221 parents (160F, Gasabo District; in total 76 61M) in 185 reading Literacy Champions (47F, clubs in 21districts. 29M) were reached. 26 IGA Groups established in MD organized and Q2 from Burera and conducted orientation Ruhango Districts were sessions on IGAs and monitored. Savings Groups Initiatives for 51 groups of LCs from Burera, Ruhango, Kirehe and Ngororero districts and thus reached a total of 669 participants including 535 Literacy Champions (272F, 263M), 83 LCs’ spouses (40F, 43M) and 51 school and community leaders (16F, 35M). 2.2.6 Postponed until Postponed until FY2020- Postponed until FY2020- Promote FY2020-FY2021. FY2021. FY2021. institution Starting Q4 alization FY2018 of the communit y Literacy
Champion model10
Completed in Q2 Completed in Q2 FY2019 Completed in Q2 FY2019 FY2019 2.3.1 Planned for Communit Q1 FY2018- y Literacy FY2019 Fund
2.3.2 In Q2 FY2019, best In Q3 FY2019, 4 best In Q4 FY2019, Mureke Highlight practices were practices from Gicumbi, Dusome will continue to examples documented as Gakenke, Muhanga and collaborate with local media of best success stories and Karongi were identified to publish identified best practice case studies and and 8 success stories were practices. on literacy shared with local published by local media. promotion media. Best practices from were identified and around highlighted from the Nyanza, Rulindo, Planned for country, Rubavu, and Gisagara Q4 FY2016- or through districts through FY2019 partnershi media and social ps with media.
communit y radio and Rwanda Reads website and social media 2.3.3 In Q2 FY2019, Mureke In Q3 FY2019, Mureke In Q4 FY2019, Mureke Reward Dusome updated the Dusome recognized Dusome will continue to top indicator to ensure Gicumbi and Gakenke identify and recognize districts performin collaboration between districts through media as with best practices through g districts departments to districts with examples of local media. Activity Activity Promote2.3 and incentivize local initiatives for community activities literacy through Planned for identify and document best practice in literacy recognitio Q4 FY2017- best practices, success promotion. n FY2019 stories and case strategies studies. Districts with on radio, the most stories were website, recognized as top and social performing districts media including Nyanza,
10 The title of this activity was changed during the FY2019 Annual Planning process, given that other models were more viable for long term sustainability. Activity 2.2.7 was also deleted as a result. (Formerly the titles were:, 2.2.6 Master Literacy Champions identified at the district level and 2.2.7 Master Literacy Champions participate as in national scale-up).
Rulindo, Rubavu and Gisagara districts. 2.3.4 In Q2 FY2019, Mureke In Q3 FY2019, Mureke In Q4 FY2019, Mureke Work Dusome worked with Dusome worked with local Dusome will continue to with radio local media outlets to media outlets to produce invite local media houses to and other produce and and disseminate 16 media cover literacy events and media disseminate 6 stories reports on the National writing competitions. partners related to literacy best Book Exhibition and 5 to practices. additional stories covering promote Abana Writers’ Café. literacy
events and Planned for reading FY2017- competitio FY2019 n winners, particularl y at local level on radio, in print, and through relevant websites and social media In Q2 FY2019, Mureke In Q3 FY2019, Mureke In Q4 FY2019, a ToR between Dusome approached Dusome revived the Mureke Dusome and Viamo several media houses partnership with Viamo to will be agreed on to spread to explore possibilities spread SBCC literacy SBCC messages through its 2.3.5 of a public-private messages through its 845 845 platform. Identify partnership that would mobile platform. Viamo is a PPPs that air PSAs as well as company with a platform As a result, 10 PSAs will be can other Mureke and experience in produced and uploaded on the provide Dusome literacy delivering on demand Viamo platform. support content during messages to subscribers’ for Planned for educational devices through reading Q3 FY2016- programs/shows for telecommunication
Activity Activity Promote2.3 and incentivize local initiatives for community activities literacy activities FY2019 free. companies and has a held at capability of disseminating sector, monthly literacy messages district, Skills notifications to at least and 15,000 individual devices national and SBCC audio message levels have the potential to be listened to by 15,000 Viamo mobile platform subscribers.
Result 2: Increase Effective Community and Parental Involvement Improve to Literacy
In Q2 FY2019, the In Q3 FY2019, in Bweyeye In Q4 FY2019, Mureke SEO from Busasamana Sector, Rusizi District the Dusome will mobilize SEOs to Sector, Nyanza sector leadership, in organize literacy events as part District organized a collaboration with parents, of National Literacy Month. reading competition. Literacy Champions, and She testified that teachers trained by USAID reading clubs informed Soma Umenye, organized a her where she has to reading competition as direct her efforts at part of an Umuganda work. She also Literacy event. The event reported that the took place in five sites in 2.3.6 reading competition the sector on May 25, Support motivated parents 2019 and May 26, 2019. SEOs to who accompanied Children who read well organize their children to the were awarded with school reading competition to kits provided by Mureke
competitio support their Dusome. The sector ns and children’s reading. . mobilized the community awards to send children to ceremonie Umuganda literacy on the s last Saturday of every month. Local authorities and the community also agreed that while other adults participate in Umuganda, Literacy Champions and P1-P3 Kinyarwanda teachers will contribute to Umuganda by supporting children’s literacy.
2.4.1 In Q2 FY2019, Mureke In Q3 FY2019, Mureke In Q4 FY2019, Mureke During Dusome did not Dusome participated in the Dusome will attend the
National implement any development of the Rwanda Reads Steering Literacy activities related to National Literacy Month Committee meeting and Month, literacy messaging 2019 Concept Note. present the National Literacy work with through MINALOC. MINALOC sharing literacy Month 2019 Concept Note. Planned for MINALOC messages during Umuganda An objective of the meeting is Q4 FY2016 – to have on August 31, 2019 and to validate the National FY2019 literacy September 28, 2019 were Literacy Month 2019 Concept messages proposed activities as part Note which proposes raised of National Literacy MINALOC to share literacy during Month. messages on Umuganda days Umugand in August 2019 and September a days 2019. In Q2 FY2019, In Q3 FY2019, Umuganda In Q4 FY2019, Mureke 2.4.2 Umuganda Literacy Literacy events were Dusome will continue to Encourage events were monitored in 14 sites in conduct mentoring/monitoring children Planned for monitored in 14 sites Huye, Gatsibo, Gicumbi visits during Umuganda Literacy reading Q3 FY2016- from 6 districts. 26 and Nyamasheke districts. events in 12 sites. during FY2019 LCs (14F, 12M), 727 26 LCs (13F, 13M), 1,015 Umugand children (391F, 336M), children (535F, 480M.
Activity Activity Leverage2.4. existing civic service models to support a days 390 parents (328F, 62M) and 12 local
leaders (5F, 7M) were reached.
2.4.3 This activity was put on hold throughout FY2017 and then dropped because it Mobilize was deemed to be too sensitive an issue to spread widely among Rwanda Reads Rwanda members. Reads (RR) Planned from members Q3 FY2016- to support FY2019 training of Urugerero to support reading 2.4.4 Postponed until Postponed until FY2020- Postponed until FY2020- Collaborat FY2020-FY2021. FY2021. FY2021. e with governme nt stakehold ers (to include potential Planned for work with Q4 FY2016- URCE) to FY2019 incorporat e reading promotion into national Urugerero training content 2.4.5 Completed in FY2018 Completed in FY2018 Completed in FY2018 HTs/SGA Cs elect one Planned for
Urugerero FY2017 – (‘communiFY201811 ty literacy
volunteer’) per village 2.4.6 Completed in FY2018 Completed in FY2018 Completed in FY2018 models tosupport Urugerero Planned for youth FY2017- support 12
FY2019 LC in the Activity Activity Leverage2.4 civicexisting service facilitation
Result 2: Increase Effective Community and Parental Involvement Improve to Literacy Skills
11 The timeline for this activity was reduced during the FY2019 Annual Planning process, due to budget constraints. 12 FY2019 2.4.6 activities would most likely only be with Urugerero youth who have agreed to volunteer past their six-month service period or with any activities related to decisions made with the Itorero Chairman.
of reading activities In Q2 FY2019, Mureke In Q3 FY2019, 1 Peace In Q4 FY2019, a Peace Corps Dusome presented Corps Volunteer was Volunteer will deliver a about community- engaged to support the presentation at the Rwanda based literacy development of a Rwanda Reads learning event focused initiatives and how Reads learning event on disability and inclusion. volunteers could get focused on disability and Peace Corps Volunteers will involved at 2 inclusion. be mobilized to support conferences for Peace International Literacy Day on 2.4.7 Corps Education September 8, 2019 and Advocate Volunteers. As a conduct reading activities as with result, 68 Peace Corps part of National Literacy Peace Volunteers expressed Month. Additionally, Peace Corps to Planned for an interest in Corps Volunteers will be have Q3 FY2016 - supporting Mureke informed if community volunteers FY2019 Dusome. libraries in their districts support Additionally, 1 Peace received 500 Kinyarwanda communit Corps Volunteer storybooks in recognition of y literacy supported Mureke their status as best performing activities Dusome at libraries. International Mother Language Day and 5 education volunteers attended Umuganda literacy at SOS Children’s Village with the US Ambassador to Rwanda. 3.1.1 In Q2 FY2019, Mureke In Q3 FY2019, Rwanda In Q4 FY2019, Mureke Map Dusome identified Bookmobile joined Rwanda Dusome will continue to existing organizations engaged Reads. identify and engage new actors in literacy promotion Rwanda Reads members.
(refreshin and fostering a culture g an of reading as potential existing new members for the survey) Rwanda Reads and Planned for platform. identify Q3 FY2016- potential FY2019 new members and
collaborat ors for Rwanda Reads platform
the capacity of Rwanda Reads to support networking, 3.1.2 In Q2 FY2019, a In Q3 FY2019, 5 Technical In Q4 FY2019, Mureke Support Rwanda Reads learning Committee meetings were Dusome will continue to Rwanda Planned for event was organized. It held to develop the support MINEDUC to lead Reads to Q4 FY2016- was also discussed that National Literacy Month the organization of the continue FY2019 an International 2019 Concept Note. The International Literacy Day the Literacy Day/National Rwanda Reads Steering celebration and the National Internatio Literacy Month Committee meeting was Literacy Month events by
Result 3: Foster a culture of reading Activity Enhance3.1 coordination and information sharing among literacy stakeholders
nal preparatory meeting held on June 11, 2019 to supporting the Ministry to Literacy should be hosted as discuss literacy promotion organize one Steering Day early as May. including National Literacy Committee meeting, at least celebratio Month. four Technical Committee n and to meetings, the International organize Literacy Day celebration additional event, and the coordination of events at the National Literacy Month. regional levels, by improving coordinati on and publicity In Q2 FY2019, the In Q3 FY2019, after In Q4 FY2019, Mureke website was running establishing a Rwanda Dusome will continue to and pages were Reads WhatsApp group encourage members to share 3.1.3 functioning. The for members’ content and resources for Compile website revamp and communication uploading on the Rwanda and make maintenance professionals, new content Reads website. public a consultancy ended in was shared and uploaded
information sharing set of December 2018. Tasks on the Rwanda Reads resources such as content website. VVOB shared the on management and Peer Learning Magazine for statistics, routine maintenance Teachers and Head evidence Planned for continued to be Teachers as well as an and best FY2017- carried out by the article about Belgian practice FY2019 Mureke Dusome students experience for Communications teaching science in mobilizing Team. Rwandan schools. communit MD contacted Rwanda y support Reads members to for share the information
reading of one on RR communications website professional who will serve as a liaison to Rwanda Reads and among literacy stakeholders share content. 3.1.4 Completed in Q1 Completed in Q1 FY2019 Completed in Q1 FY2019 Maintain FY2019
a calendar of events, including learning Planned for events FY2017- hosted by FY2019 Mureke Dusome and other Rwanda
Activity Activity Enhance3.1 the capacity of Rwanda Reads to support networking, coordination and Reads members
Result 3: Foster a culture of reading
In Q2 FY2019, a In Q3 FY2019, a learning In Q4 FY2019, Mureke learning event was event on disability and Dusome will support organized bringing inclusion was planned but members to organize the together members of it was postponed to Q4 following events: the Rwanda Reads FY2019 due to proximity Support MINEDUC 3.1.5 community libraries to the technical workshop to organize a Host working group to organized by USAID Soma technical committee learning discuss ways of Umenye around the same meeting as follow up events on fostering a culture of time. on the learning event a half- Planned for reading in the on community yearly Q4 FY2016- community. An MD also planned to libraries organized in basis for FY2019 emphasis was put on organize a learning event Q1 all ways to synchronize on adult literacy on June Support members to organize Rwanda the community 27, 2019. However, due to two learning events on adult Reads libraries with other MINEDUC’s various literacy & disability and members community-based education campaigns, the inclusion. reading initiatives to ministry’s Officer in advance literacy. Charge of Adult Education advised to postpone this
Activity Activity Enhance3.1 the capacity of Rwanda Reads to event to Q4 FY2019.
networking,support coordination and information sharing among literacy stakeholders In Q2 FY2019, Mureke In Q3 FY2019, Mureke In Q4 FY2019, Mureke Dusome continued to Dusome drafted the Terms Dusome will recruit a engage with of Reference (TOR) for consultant to support MINEDUC Director the recruitment of a MINEDUC in the of Education Policy consultant to support development of key Planning and Analysis MINEDUC in the documents including the Unit to mobilize key development of key strategic plan, implementation activities on the road documents required for plan and budget. Following the map towards the approval of the directive of the Honorable validation of the National Literacy Policy. Minister of State, Mureke National Literacy The TOR were Dusome revised the Policy. subsequently discussed and consultant’s TOR, effectively 3.2.1 approved by both the DG shortening the duration of the Provide Education Policy and consultancy with the aim to technical Planning and the Director launch the policy during assistance Planned for of Education Policy and National Literacy Month in on the Q3 FY2016- Planning. Mureke Dusome September 2019. drafting of FY2019 advertised for the a revised consultancy opportunity Literacy both locally and abroad. By Policy the end of Q3 FY2019, candidates had been
promoting advocacy agenda through Rwanda Reads - shortlisted in preparation for the interviews. On June 11, 2019 at the Rwanda Reads Steering Committee, the Minister of State in Charge of Primary and Secondary Education directed the Rwanda Reads Steering Committee to expedite the process of
Activity Advance3.2 a literacy
finalizing the National Literacy Policy with the objective of launching this policy during National Literacy Month in September 2019. In Q2 FY2019, Mureke In Q3 FY2019, Mureke In Q4 FY 2019, Mureke Dusome worked Dusome worked through Dusome will continue to through multiple multiple avenues to advocate for the inclusion of 3.2.2 avenues to advocate advocate for the inclusion literacy-related goals in Advocate for the inclusion of of literacy-related goals in Imihigo, District/Sector with literacy-related goals Imihigo, District/Sector Development Strategies, and districts in Imihigo, Development Strategies, other types of government and District/Sector and other types of plans through SLM Peer sectors to Development government plans, notably Learning Circles in include Strategies, and other through joint monitoring Rwamagana and Gatsibo literacy Planned for types of government and evaluation of school districts and joint Peer related FY2017- plans, notably through performance in Nyamagabe Learning Circles in Bugesera goals in FY2019 joint SLM and CE and Huye districts District. their Peer Learning Circles organized by REB and Imihigo in Rulindo, Rutsiro and MINEDUC and during and Nyarugenge districts in District Directors of District/ addition to SLM PLCs Education (DDEs) and Sector in Muhanga, Ruhango, District Education Officers Developm Ngororero, Rubavu, (DEOs) meeting on June ent Plans Nyabihu, Musanze and 14 2019. Gicumbi districts.
In Q2 FY2019, Mureke In Q3 FY2019, Mureke In Q4 FY2019, Mureke Dusome, in Dusome, in collaboration Dusome will collaborate with collaboration with the with the Save the Children RCBO to organize a Save the Children School For Change project, networking event with
children’s School For Change conducted a three-day booksellers in August 2019 and 3.3.1 project, conducted a training with authors and a meeting with all publishers in Provide two-day training for illustrators from April 16 - September 2019 in order to training to publishers from 18, 2019 for forty-eight strengthen book sector actors. local February 25 - 26, participants (19F, 29M). publishers, 2019. Twenty-one During the 3-day training, illustrators
individuals (11F, 10M) 2 days focused on coaching , authors, from 18 publishing and mentoring authors and & other Planned for houses participated. illustrators on how best book Q3 FY2016- The major objective of they can improve the sector FY2019 the training was to stories. 87 stories were actors to provide knowledge reviewed and support was
literature industry improve and skills on provided on how positive publishing incorporating child discipline messages can be outputs of protection and well incorporated into Kinyarwan positive discipline books. da messages into children’s children’s books. MD organized a one-day books review meeting with RCBO committee members and their Activity Activity Strategically3.3 strengthen supply and demand within advisors on June 13, 2019. 13 individuals (8F, 5M)
Result 3: Foster a culture of reading
participated in the meeting. The main objectives of this meeting were to evaluate RCBO’s progress to develop and launch their own website, generate sustainable strategies to continue activities like book review meetings and to identify priorities and how Mureke Dusome can support RCBO in the future
Mureke Dusome coached RCBO leadership to improve their professionalism in order to position themselves as an implementing partner on development projects. In the future, if RCBO evolves as a collaborative with greater organizational capacity, then they will be able to better support the Government of Rwanda to achieve its goals and apply as a partner on BDU projects or projects with BDU components. So far, as part of their organizational development, RCBO has accomplished the following:
1. Development and approval of the Three-Year Strategic Plan; 2. Approval of the Action Plan;
3. Launch of their new website; 4. Accreditation from Rwanda Governance Board; 5. Partnership with the University of Bristol; 6. Securing an invitation from the Frankfurt International Book Fair as an organization; this is the first time Rwanda will be represented by a publishing collaborative. In Q2 FY2019, Mureke In Q3 FY2019, Mureke In Q4, Mureke Dusome will Dusome did not Dusome organized two- compile feedback on books conduct any book book review meetings in produced by publishers with review meetings. which the book review positive discipline messages committee reviewed 87 and share the feedback with books with positive publishers to make 3.3.2 discipline messages corrections. Facilitate submitted by publishers. a book Planned once The first book review took MD will check the re- review per quarter, place from 5th-7th June submitted books for quality committee starting Q2 2019 with eight assurance purposes and send to provide FY2016- participants (3F, 5M). Out the final feedback to all guidance FY2019 of fifty-one books publishers. to reviewed, twenty-nine publishers were endorsed. The second book review took place from 19th-21st June 2019 with six participants (2F, 4M). Out of thirty-six books reviewed, fourteen were endorsed. In Q2 FY2019, Mureke Completed in Q2 FY2019 Completed in Q2 FY2019 Dusome visited facilitators from the 3.3.3 Abana Writer’s Café Extend in Ngororero District. literacy From the discussions, groups Planned Q2 Mureke Dusome like Abana FY2016- learned that this AWC Writers’ FY2019 group is more active Café to during holidays communiti because young people, es beyond
Activity Activity Strategically3.3 strengthen supply and demand within children’s literature industry
especially secondary Kigali school students who are on break, are the primary participants.
3.3.4 In Q2 FY2019, Mureke In Q3 FY2019, Mureke In Q4 FY2019, Mureke Conduct Dusome did not have Dusome did not have an Dusome will present the Planned for research an opportunity to opportunity to share the Rwanda Children’s Readership Q3 FY2016 on share the results of results of this report. Preference Study at the Pan-
Activity Activity 3.3 Strategically strengthen children’ssupply and demand within children’s literature industry this report. African Literacy for All
reading Conference in Uganda on preferenc August 20 2019 to August 22 es and 2019. market demand for reading materials for emergent readers Completed in FY2018 Completed in FY2018 Completed in FY2018
3.3.5 Promote purchasin Planned at g least twice a consortiu year starting m events Q3 FY2016- through FY2019 Rwanda Reads
3.3.6 In Q2 FY2019, Mureke In Q3 FY2019, Mureke In Q4 FY2019, Mureke Collaborat Dusome invited other Dusome organized a Dusome will continue to e with local partners to apply handover ceremony of mentor Sankofa Creatives Ltd book to take over Abana Abana Writers’ Café to as they lead Abana Writers’ sector Writers’ Café in Kigali. Sankofa Creatives Ltd to Café; Mureke Dusome will actors to Sankofa Creatives Ltd ensure the sustainability of support Sankofa Creatives Ltd support quickly responded and this platform. The to facilitate Abana Writers’ meetings will take over as the ceremony took place on Café until October 2019 by of a Planned at lead facilitators for April 29, 2019 with fifty funding the refreshments Children's least twice a AWC. (19F, 31M) participants. provided at the end of the Book year starting The participants included sessions. In the interim, Forum to Q3 FY2016- publishing houses, authors, Sankofa Creatives Ltd is support FY2019 illustrators and exploring other venues for the quality representatives of monthly gatherings and snack
children's MINISPOC, RALC, KPL budget. literature and USAID. creation and promotion in Rwanda 3.3.7 Completed in FY2018 Completed in FY2018 Completed in FY2018 Liaise with Planned for RWAMRE Q3 FY2016- C and a FY2019
Activity Activity Strategically3.3 strengthen supply and demand within children’s disability-
Result 3: Foster a culture of reading literature industry
inclusion organizati on to generate positive messages around gender, disabilities and inclusion to share with the book industry In Q2 FY2019, Mureke In Q3 FY2019, Mureke In Q4 FY2019, Mureke Dusome did not Dusome did not connect Dusome will continue to connect organizations organizations for the explore opportunities to 3.3.8 for the visually visually impaired with connect organizations for the Connect impaired with publishers. visually impaired with organizati publishers. publishers. ons for Planned for
the Q3 FY2016-
visually FY2019
impaired
with
publishers
Activity 3.3 Strategically strengthen supply and and supply strengthen Strategically 3.3 Activity industry literature within children’s demand 3.4.1 In Q2 FY2019, Mureke In Q3 FY2019, Mureke Completed in Q3 FY2019 Provide an Dusome replenished Dusome continued initial book banks reaching replenishing book banks supply of 413 reading clubs with reaching 1,424 reading 100 20,650 books. clubs with 71,200 books. books per Planned for These books were school- Q2 FY2016- purchased with the funds communit FY2018 from the Roy A Hunt y library, Foundation and savings reading thanks to discounts from
appropriate, relevant reading - mat, and publishers. storage unit. 3.4.2 In Q2 FY2019, Mureke In Q3 FY2019, Mureke In Q4 FY2019, Mureke
Literacy Dusome continued to Dusome continued to Dusome will continue to Champion conduct mentoring, conduct mentoring visits support Literacy Champions s, in coaching and and coach LCs on book with book management, in cooperatio monitoring visits use and management. cooperation with SGACs, by n with Planned for across all the reached Additionally, PLCs conducting monitoring visits, SGACs, Q4 FY2016- reading clubs and emphasized the following PLCs and IGA Group assume FY2019 through PLCs. In this points: activities. managem regard, MD coached ent of 347 LCs (167M, 180F) • To register books using
these through onsite an inventory form found in school- monitoring visit and an the LC toolkit; communit additional 1,448 LCs
Result 3: Foster a culture of reading Activity Increase3.4 communities’ access toage materials
y libraries (709M, 739F), 794 • To encourage Literacy in order to SGACs (614M, 180F) Champions to closely ensure through PLCs. work with SGACs and they are Furthermore, 26 LCs parents to effectively accessed (12M, 14F) were manage all the provided by reached during the books and other reading children Umuganda literacy materials in the reading events. clubs; • To encourage and advocate with school leaders to share reading materials with LCs in the reading clubs. 3.4.3 Planned for In Q2 FY2019, Mureke In Q3 FY2019, Mureke In Q4 FY2019, Mureke Collaborat Q4 FY2016 Dusome, in Dusome supported the Dusome will contact e with collaboration with the Ministry of Sports and MINEDUC to support in the Kigali Ministry of Education Culture, in collaboration organization of the Public and partners including with Kigali Public Library dissemination of a full report Library to Kigali Public Library, and other partners, to of the community libraries conduct assessed 52 organize the 2019 National assessment and share it with mapping community libraries Book Exhibition from May other stakeholders. of existing across the country 20, 2019 to May 22, 2019. inventory from January 7-25, Approximately 200 of books 2019 in an effort to individuals attended the and improve access to launch and 12 publishing libraries education and other houses participated and
across the knowledge-based exhibited their books. country services beyond school walls.
3.4.4 Postponed until Postponed until FY2020- Postponed until FY2020- Advocate FY2020-FY2021 FY2021 FY2021 with MINISPO C via Kigali
appropriate, relevant reading materials Public
- Library
toage (KPL) to
provide Planned for Q2 FY2019 - monitorin Q4 FY2019 g support for communi ty libraries, including training of librarians as well
Activity Activity Increase3.4 communities’ access
as periodic book In Q2 FY2019, Mureke In Q3 FY2019, Mureke In Q4, Mureke Dusome plans Dusome revised this Dusome used the final to reward 31 more best activity and changed it report of the community performing community from its original libraries’ needs assessment libraries with 500 Kinyarwanda intention of ‘Number that was shared by children’s books each. of districts receiving a MINEDUC and selected reward of an initial community libraries to be supply of reading rewarded as highest materials for the performers.
appropriate, relevant - 3.4.5 establishment of a MD rewarded 9 Champion community library’ to community libraries districts Planned for ‘Number of high regarded as highest receive Q4 FY2018 - performing community performers with 500 books for FY201913 libraries incentivized Kinyarwanda children’s communit through a reward of a books each to reinforce y libraries supply of reading ownership and materials.’ sustainability.
MD purchased Kinyarwanda storybooks for awarding community libraries which will be selected as highest performers.
Activity Activity Increase3.4 communities’ access toage reading materials
13 Mureke Dusome will invite MINISPOC, MINEDUC, KPL and RCLF to input in the selection criteria.
Summary of media coverage – MD Media Events/occasions Organisation When house Type Language Links to stories Mureke Dusome launch in Kigali Websit http://www.kigalitoday.com
1 Gicumbi Save the Children 6/4/2016 Today e Kinyarwanda /spip.php?article29471 Mureke Dusome http://www.newtimes.co.r launch in The New Websit w/section/article/2016-04-
2 Gicumbi Save the Children 8/4/2016 Times e English 08/198789/ Mureke http://www.touchrwanda.c Dusome om/gicumbi-uburezi- launch in Touch Websit bwibanze-ni-uburenganzira-
3 Gicumbi Save the Children 6/4/2016 Rwanda e Kinyarwanda bwa-muntu/ Mureke Dusome launch in Imvaho Newsp Imvaho edition number 4 Gicumbi Save the Children 7/4/2016 Nshya aper Kinyarwanda 3727 Mureke Dusome launch in http://www.ktradio.rw/?-
5 Gicumbi Save the Children 5/4/2016 KT Radio Radio Kinyarwanda Amakuru-Arambuye- Mureke Dusome launch in Aired in the Kinyarwanda 6 Gicumbi Save the Children 5/4/2016 Flash FM Radio Kinyarwanda evening edition Mureke Dusome Aired in the Kinyarwanda launch in Ishingiro evening and morning 7 Gicumbi Save the Children 5/4/2016 Radio Radio Kinyarwanda editions
Book http://www.newtimes.co.r purchasing The New Websit w/section/article/2016-04-
8 consortium Save the Children 27/4/2016 Times e English 27/199327/ Book http://www.newtimes.co.r purchasing The new Websit w/section/article/2016-05-
9 consortium Save the Children 3/5/2016 Times e English 03/199510/ Parents, the http://www.newtimes.co.r best tutors of The New Websit w/section/article/2016-07- 10 their children Save the Children 27/7/2016 Times e English 27/202085/ Oct-16 http://akomanet.com/kigal Children's Save the Websit is-car-free-zone-decorated-
11 Book Fair Children/RCBF 2/10/2016 Akoma e English with-childrens-books/
Nov-16 http://www.newtimes.co.r Publishers, The New Websit w/section/article/2016-11- 12 Not applicable Booksellers/SCI 2/11/2016 Times e English 02/204988/ http://www.newtimes.co.r The New Websit w/section/article/2016-11-
13 Not applicable Save the Children 16/11/2016 Times e English 16/205388/ Chocolate Save the http://www.kigalifiesta.com/ Book Children/Arise Kigali Websit newsdetails.php?newsid=34 14 Campaign Education 20/11/2016 Fiesta e Kinyarwanda 63 http://www.igihe.com/amak uru/u-rwanda/article/save- Chocolate Save the the-children-irasaba- Book Children/Arise Websit ababyeyi-gushakira-abana- 15 Campaign Education 19/11/2016 Igihe e Kinyarwanda ibitabo-aho-kubagurira Chocolate Save the http://www.kigalitoday.com Book Children/Arise Kigali Websit /uburezi/ibikorwa-by- 16 Campaign Education 19/11/2016 Today e Kinyarwanda uburezi/article/ababyeyi-
barakangurirwa-kugira- umuco-wo-kugurira- ibitabo-abana http://www.umuseke.rw/m bere-yo-kugurira-umwana- Chocolate Save the ibimushimisha-banza- Book Children/Arise Websit umugurire-igitabo-save- 17 Campaign Education 18/11/2016 Umuseke e Kinyarwanda the-children.html http://izubarirashe.rw/2016 /11/ababyeyi-barasabwa- gushyira-ibitabo-mu- byangombwa-bagenera- Chocolate Save the abana-leta-irasabwa- Book Children/Arise Izuba Websit ubufasha-ku-badashoboye- 18 Campaign Education 18/11/2016 Rirashye e Kinyarwanda kubigura/ http://kigalishowz.com/?aba gore-babasha-gusoma- Chocolate bibuka-cyane-ibyo- Book Save the Kigali Websit basomye-kurusha-abagabo- 20 Campaign Children/Arise 18/11/2016 Shows e Kinyarwanda mutesi-gasana http://www.kigalitoday.com Children's /uburezi/ibikorwa-by- Readership uburezi/article/harigwa- Preferences uburyo-abana-bagezwaho- Study Results' Kigali Websit ibitabo-by-inkuru-ku-
21 Dissemination Save the Children 26/11/2016 Today e Kinyarwanda buryo-bworoshye Children's Readership http://www.umuseke.rw/ub Preferences ushakashatsi-abana-ni-bo- Study Results' Websit bashishikajwe-no-kumenya- 19 Dissemination Save the Children 26/11/2016 Umuseke e Kinyarwanda ibyanditse-mu-bitabo.html
Children's Readership Preferences http://www.newtimes.co.r Study Results' The New Websit w/section/article/2016-11-
20 Dissemination Save the Children 28/11/2016 Times e English 28/205752/ Children's Readership Preferences http://www.newtimes.co.r Study Results' The New Websit w/section/article/2016-11-
21 Dissemination Save the Children 29/11/2016 Times e English 29/205793/ http://www.urunanadc.org/i ndex.php/41-latest- news/142-urunana-dc-and- save-the-children-join- Content efforts-in-raising- Development awareness-on-improving- workshop with Websit literacy-skills-among- 22 Urunana Urunana 28/11/2016 Urunana e English children EDITORIAL: Reading culture: Put http://www.newtimes.co.r more emphasis The New Websit w/section/article/2016-11- 23 on children Save the Children 29/11/2016 Times e English 29/205793/ Mureke Dusome http://www.ngororero.gov officially .rw/index.php?id=38&tx_tt launched in news%5Btt_news%5D=347 Nyabihu Save the Ngororero Websit &cHash=21e0bbf83376162
24 District Children/Umuhuza *10/11/2016 District e Kinyarwanda 189210d37aa19f6ad Early Grade Reading http://www.newtimes.co.r (Mureke The New Websit w/section/article/2017-02- 25 Dusome, Soma Save the Children 17/02/2017 Times e English 17/208094/
Umenye, TCOP) Project launch Early Grade Save the Children Reading http://www.igihe.com/amak (Mureke uru/u-rwanda/article/usaid- Dusome, Soma yashoye-miliyari-zirenga- Umenye, 68-frw-azafasha- TCOP) Project Websit abanyeshuri-kwiga-gusoma- 26 launch 16/02/2017 Igihe e Kinyarwanda neza-mu Early Grade Reading (Mureke Dusome, Soma http://en.igihe.com/educati Umenye, on/usaid-invests-over-rwf- TCOP) Project Websit 68-billion-in- 27 launch Save the Children 17/02/2017 Igihe e English kinyarwanda.html Early Grade Reading (Mureke http://www.bwiza.com/mili Dusome, Soma yari-68-zigiye-gukoreshwa- Umenye, mu-gukundisha- TCOP) Project Websit abanyarwanda-umuco-wo-
28 launch Save the Children 17/02/2017 Bwiza e Kinyarwanda gusoma-ibitabo/ Early Grade Reading https://ukwezi.com/mu- (Mureke rwanda/3/USAID-yashoye- Dusome, Soma Save the Children miliyari-zirenga-68- Umenye, azafasha-abanyeshuri- TCOP) Project Websit kwiga-gusoma-neza-mu- 29 launch 16/02/2017 Ukwezi e Kinyarwanda Kinyarwanda
http://www.hope- mag.com/index.php?a=287 Hope Websit 0&ca=1&com=news&optio
30 17/02/2017 Magazine e English n=read http://afrika54news.com/2 017/02/17/rwanda-rwf68- billion-kinyarwanda-early- Afrika54Ne Websit childhood-learning-project-
31 17/02/2017 ws e English launched/ https://rw.usembassy.gov/ US Websit usaid-support-
32 16/02/2017 Embassy e English kinyarwanda-literacy/
Websit http://www.irwanda24.co
33 17/02/2017 iRwanda 24 e English m/?p=12015 http://www.mineduc.gov.r w/news- details/?tx_ttnews%5Btt_n ews%5D=541&cHash=6ca4 Websit 95ed34ffe49714112b035a
34 17/02/2017 MINEDUC e English 399f34 Websit http://editorials.voa.gov/a VOA e and /supporting-literacy-
35 7/3/2017 Africa Radio English rwanda/3752788.html Media Chief Websit http://www.newtimes.co.r Editors' The New e and w/section/article/2017-02-
36 Workshop Save the Children 8/2/2017 Times print English 08/207793/ https://rwanda.savethechil Media Chief dren.net/news/early- Editors' Save the Websit literacy-forefront-media- 37 Workshop Save the Children 4/2/2017 Children e English editors%E2%80%99-
pledge-reverse-learning-
challenges-rwanda
Media Chief Editors' Aired in the Kinyarwanda 38 Workshop Save the Children 2/2/2017 Salus Radio Radio Kinyarwanda evening news edition Media Chief Editors' Radio Aired in the Kinyarwanda 39 Workshop Save the Children 2/2/2017 Isango Star and TV Kinyarwanda evening news edition Media Chief Editors' Aired in the Kinyarwanda 40 Workshop Save the Children 2/2/2017 Flash FM Radio Kinyarwanda evening news edition Media Chief Editors' Aired in the Kinyarwanda 41 Workshop Save the Children 2/2/2017 KT Radio Radio Kinyarwanda evening news edition http://mhc.rw/index.php?id =38&tx_ttnews%5Btt_new Media Chief s%5D=17&cHash=e62c9f3 Editors' Media High Websit c73172eded9aa06d8f9fa4a4 42 Workshop Save the Children 7/2/2017 Council e English 9 http://kigalikonnect.com/a Media Chief rticle/media-fraternity- Editors' Kigali Websit urged-to-promote-early-
43 Workshop Save the Children 7/2/2017 Connect e English literacy.html Mureke Dusome http://www.muhanga.gov. offially rw/index.php?id=38&tx_tt launched in news%5Btt_news%5D=754 Muhanga Save the Muhanga Websit &cHash=69baeeac6d529e6
44 District Children/Umuhuza 15/2/2017 District e Kinyarwanda 22f6be3ee90e095b2 March-17
Mureke Dusome http://www.nyabihu.gov.r officially w/index.php?id=38&tx_ttn launched in ews%5Btt_news%5D=464 Nyabihu Save the Nyabihu Websit &cHash=18ce21678b5da8c
45 District Children/Umuhuza 21/3/2017 District e Kinyarwanda e4b820b5c5ebd153d http://kirehe.gov.rw/index .php?id=38&tx_ttnews%5B tt_news%5D=148&cHash= Kirehe Websit 12f3de1b5d803ec4ae4a2e
46 10/3/2017 District e Kinyarwanda 5985119032 Rwanda Children's http://www.umuseke.rw/ab Book Forum abyeyi-bagurira-abana- Conference Save the Websit ibitabo-ni-bake-mu- 47 and Awards Children/RCBF 31/3/2017 Umuseke e Kinyarwanda rwanda.html Rwanda Children's Aired in the Kinyarwanda Book Forum evening news and in the Conference Save the Sunday morning news 48 and Awards Children/RCBF 31/3/2017 Flash FM Kinyarwanda edition Rwanda Children's Aired in the Kinyarwanda Book Forum evening news and in the Conference Save the Radio Sunday morning news 49 and Awards Children/RCBF 31/3/2017 Rwanda Kinyarwanda edition Rwanda Children's Aired in the Kinyarwanda Book Forum evening news and in the Conference Save the Huguka Sunday morning news 50 and Awards Children/RCBF 31/3/2017 Radio Radio Kinyarwanda edition Rwanda Save the RBA http://www.rba.co.rw/vide
51 Children's Children/RCBF 31/3/2017 website website Kinyarwanda o?id=3193
Book Forum Conference and Awards April-17 Rwanda http://igihe.com/amakuru/ Children's u-rwanda/article/icyo-ralc- Book Forum isaba-abanditsi-mu- Conference Save the Websit gusigasira-umwimerere-w-
51 and Awards Children/RCBF 1/4/2017 Igihe e Kinyarwanda ikinyarwanda Rwanda Children's http://izubarirashe.rw/2017 Book Forum /04/ibitabo-5-byabana- Conference Save the Izuba Websit bikunzwe-kurusha-ibindi- 52 and Awards Children/RCBF 3/4/2017 Rirashe e Kinyarwanda mu-rwanda/ http://akomanet.com/isaie/r Rwanda Reads Save the wanda-reads-extending- Book Sector Children/Rwanda Websit mega-book-related-events- 53 Learning Event Reads 2/4/2017 Akoma e English in-provinces/ May-17 54 National Book Save the 24/05/2017 RBA Websit English http://www.rba.co.rw/vide Exhibition Children/MINISPO e o?id=3423 C 55 National Book Save the 24/05/2017 Igihe Websit Kinyarwanda http://mobile.igihe.com/u Exhibition Children/MINISPO e muco/ibitabo/article/minis C poc-yatangije- imurikabitabo-rya-2017- igaragaza-ko-ibiri-ku- isoko#.WScPb-
dZkzk.whatsapp 56 National Book Save the 24/05/2017 Touch Websit Kinyarwanda http://www.touchrwanda. Exhibition Chidren/MINISPO Rwanda e com/2017/05/insanganya C
matsi-yimurikabitabo- 2017-igitaboisoko-
yubumenyi-niterambere/ 57 Save the Aired during the Kigali National Book Children/MINISPO Kigali Talent Show between Exhibition C 25/05/2017 Today Radio Kinyarwanda 08:00 and 10:00 pm 58 Save the National Book Children/MINISPO TV/You https://www.youtube.com
Exhibition C 25/05/2017 Flash TV tube Kinyarwanda /watch?v=Zm2g1PVADtg 59 http://izubarirashe.rw/201 7/05/gutoza-abana- gusoma-byitezweho- Save the kuzanzamura-umuco-wo- National Book Children/MINISPO Izuba Websit gusoma-mu-rwanda-lt-col-
Exhibition C 25/05/2017 Rirashe e Kinyarwanda rugambwa/ 60 https://umuseke.rw/imurik Save the Children/MINISPO abitabo-rikwiye- National Book C Websit kwitabirwa-
Exhibition 25/05/2017 Umuseke e Kinyarwanda nkimurikagurisha.html 61 Save the http://www.newtimes.co.r National Book Children/MINISPO The New Websit w/section/article/2017-05- Exhibition C 26/05/2017 Times e English 26/213123/ 62 Save the TV/You National Book Children/MINISPO tube https://www.youtube.com Exhibition C 26/05/2017 TV10 channel Kinyarwanda /watch?v=QTblFtX4G50 63 http://izubarirashe.rw/201 7/05/umwanditsi-ati-leta- nihe-amafaranga- Save the abandika-ibitabo- National Book Children/MINISPO Izuba Websit vuningoma-ati-ntabyo- Exhibition C 28/05/2017 Rirashe e Kinyarwanda tuba-twabasabye/
June- July-17 KAP survey Save the dissemination Children/MINISPO Radio& http://www.rba.co.rw/vide
58 event C 6/30/2017 RBA TV Kinyarwanda o?id=3573 https://umuseke.rw/rwand Save the a-24-byabana-nibo- KAP survey Children/MINISPO basoma-rimwe-mu- disseminatio C Umuseke.r Websit kwezikutarya-ni-imwe-mu-
59 event 6/30/2017 w e Kinyarwanda mpamvu.html KAP survey Save the dissemination Children/MINISPO Radio& Radio& Aired during 5:00 pm news 60 event C 6/30/2017 TV10 TV Kinyarwanda edition KAP survey Save the dissemination Children/MINISPO Amazing Aired during 5:00 pm news 61 event C 6/30/2017 Grace Radio Kinyarwanda edition KAP survey Save the dissemination Children/MINISPO Imvaho 62 event C 7/1/2017 Nshya Print Kinyarwanda Published on 01/07/2017 KAP survey Save the dissemination Children/MINISPO The New Online http://www.newtimes.co.r
63 event C 7/1/2017 Times &Print English w/section/read/215365/ http://www.kigalitoday.co m/uburezi/amashuri/articl KAP survey Save the e/13-by-abana-basoza- dissemination Children/MINISPO kigalitoday. Radio& amashuri-abanza-ntibazi-
64 event C 7/1/2017 com website Kinyarwanda gusoma-ikinyarwanda KAP survey Save the dissemination Children/MINISPO Radio& Aired during 5:30 pm and 65 event C 7/6/2017 Isango Star TV Kinyarwanda 6:00 am news edition KAP survey Save the dissemination Children/MINISPO Voice of Aired during Heza youth 66 event C 7/8/2017 America Radio Kinyarwanda talkshow at 1:00 pm
August- September- 17 http://rwandaeye.com/how Journalists'wor Rwandaeye -far-behind-is-rwanda-in- 67 kshop Save the Children .com Online English achieving-its-literacy-goals/ http://umuseke.rw/kuki- abanyarwanda-bareba- imipira-bagatera-urwenya- Journalists' Umuseke.r ariko-ntibasome- 68 workshop Save the Children 8/17/2017 w Online English peacemaker.html Journalists'wor Flash FM & Radio& Aired in the Kinyarwanda 69 kshop Save the Children 8/16/2017 TV TV Kiny& English evening news edition Interconnected aired in the International afternoon Kinyarwanda Literacy Day- Ishingiro, talkshow from 3:00pm- promoting Rwanda Huguka, 4:30. the show focused on Literacy in Reads/Mureke Isangano, & literacy and the National 70 rwanda Dusome 9/16/2017 Izuba Literacy Month activities http://www.royaltv.rw/aban Rwanda marks yarwanda-ntibarumva-neza- national Rwanda Royal TV Radio akamaro-ko-gusoma-no- 71 literacy Week Rwanda/Minipoc 9/15/2017 &Radio &TV Kinyarwanda kwandika/ http://www.kigalitoday.com /uburezi/ibikorwa-by- Rwanda marks Websit uburezi/article/ibitabo-bike- national Rwanda e & by-ikinyarwanda-ni-inzitizi- 72 literacy Week Reads/Minispoc 9/13/2017 Kigalitoday Radio Kinyarwanda mu-kumenye-gusoma http://izubarirashe.rw/2017 Rwanda marks /09/atunzwe-no-kuvuga- national Rwanda Izuba Websit amazina-yinka-abikesha- 73 literacy Week Reads/Minispoc 9/17/2017 Rirashe e English gusoma/
http://umuseke.rw/rubavu- mu-marushanwa-yo- Rwanda marks gusoma-umwana- national Rwanda Umuseke.r Websit yatunguranye-avugira- 74 literacy Week Reads/Minispoc 9/16/2017 w e Kinyarwanda inka.html October- December- 17 https://www.msn.com/en- Gira Igitabo Websit za/news/other/reading- Aho Uri The New e& books-to-be-availed-on-
75 Launch SCI/Arise Education 25/11/2017 Times Print English public-buses/ar-BBFCHUr http://www.en.africanpeo Gira Igitabo The plesvoice.com/minispoc- Aho Uri Africapeopl Websit launches-gira-igitabo-aho-
76 Launch SCI/Arise Education 24/11/2017 esvoices e English uri-hose-program/ http://www.kigalitoday.co m/umuco/ibitabo/article/k Gira Igitabo u-myaka-10-yanditse- Aho Uri Websit igitabo-kigisha-kuvuga-
77 Launch SCI/Arise Education 23/11/2017 Kigalitoday e Kinyarwanda neza-ikinyarwanda Gira Igitabo http://mobile.muhabura.r Aho Uri Muhabura.r Websit w/index.php?page=article
78 Launch SCI/Arise Education 26/11/2017 w e Kinyarwanda &id_article=4454 http://igicumbi.com/index. php/inyurabwenge/abandi tsi/item/345-gira-igitabo- Gira Igitabo aho-uri-ubukangurambaga- Aho Uri igicumbi.co Websit bwo-gutoza-abana-
79 Launch SCI/Arise Education 26/11/2017 m e Kinyarwanda gusoma-ibitabo
http://igihe.com/amakuru/ u- rwanda/article/ubuhamya- bwa-cyusa-na-benitha- Gira Igitabo abana-biga-mu-mashuri- Aho Uri Websit abanza-batangiye-
80 Launch SCI/Arise Education 26/11/2017 Igihe.com e Kinyarwanda kwandika Gira Igitabo Aho Uri irwanda24. Websit http://www.irwanda24.co
81 Launch SCI/Arise Education 23/11/2017 com e English m/?p=16401 Gira Igitabo http://taarifa.rw/2017/11/ Aho Uri Websit 25/meet-the-13-year-old-
82 Launch SCI/Arise Education 25/11/2017 Taarifa.rw e English rwandan-author/ http://minispoc.gov.rw/ind ex.php?id=30&L=1&tx_ttn Gira Igitabo ews%5Btt_news%5D=1843 Aho Uri Websit &cHash=392f7ac78eab87c
83 Launch SCI/Arise Education 23/11/2017 Minispoc e Kinyarwanda 4fd8042d84cd1ba0f https://umuseke.rw/toza- Gira Igitabo umwana-gusoma-kuko- Aho Uri Umuseke.r Websit abandi-bo-bari-kwandika-
84 Launch SCI/Arise Education 23/11/2017 w e Kinyarwanda ibitabo.html http://www.theeastafrican .co.ke/rwanda/Business/R wanda-publishers-launch- campaign-to-boost- Gira Igitabo reading-culture-/1433224- Aho Uri The East Websit 4220814-
85 Launch SCI/Arise Education 10/12/2017 African e English 9gq4iaz/index.html
Gira Igitabo Aired during 5:00 pm and Aho Uri Radio& Radio & 7:00 am news evening 86 Launch SCI/Arise Education TV10 TV Kinyarwanda edition Booklab show on RBA (Rwanda Television) which Gira Igitabo was recorded on Thursday Aho Uri during the Gira Igitabo Aho 87 Launch SCI/Arise Education RTV TV Kinyarwanda Uri Campaign launch. Gira Igitabo Aired during 5:00 pm and Aho Uri 7:00 am news evening 88 Launch SCI/Arise Education Radio Salus Radio Kinyarwanda edition Gira Igitabo Aho Uri Aired during 5:30 pm and 89 Launch SCI/Arise Education Isango Star Radio Kinyarwanda 5:45 am news edition Gira Igitabo Aho Uri Voice of Aired during 5:00 pm and 90 Launch SCI/Arise Education Africa Radio Kinyarwanda 6:30 am news edition Gira Igitabo Aho Uri Aired during 6:30 am news 91 Launch SCI/Arise Education Flash FM Radio Kinyarwanda edition Jan-18 Gira Igitabo Save the Children Aho Uri Car Rwanda/ Arise Websit http://www.newtimes.co.r
92 Free Day Education 22/01/2018 Newtimes e English w/section/read//228071/ http://mobile.igihe.com/u muco/ibitabo/article/minis Gira Igitabo Save the Children itiri-uwacu-yakanguriye- Aho Uri Car Rwanda/ Arise Websit buri-munyarwanda-kujya-
93 Free Day Education 22/01/2018 Igihe e Kinyarwanda aba-afite-igitabo-ahantu Gira Igitabo Save the Children Aho Uri Car Rwanda/ Arise Websit https://umuseke.rw/ababy 94 Free Day Education 22/01/2018 Umuseke e Kinyarwanda eyi-bakwiye-kuzirikana-ko-
igitabo-ari-ingenzi-mubyo- umwana-akenera-min-
uwacu.html Gira Igitabo Save the Children Aired in Kinyarwanda and Aho Uri Car Rwanda/ Arise TV and Kinyarwanda English news (20:00, 95 Free Day Education 22/01/2018 RBA Radio and English 13h00) Gira Igitabo Save the Children Aho Uri Car Rwanda/ Arise Aired in Kinyarwanda news 96 Free Day Education 22/01/2018 Radio Salus Radio Kinyarwanda (17;30,20:00 and 7:00) http://www.thenewpublis hingstandard.com/rwanda- Gira Igitabo Save the Children The New aims-to-have-books- Aho Uri Car Rwanda/ Arise Publishing Websit everywhere-to-encourage-
97 Free Day Education 29/01/2018 Standard e English reading/ Feb-18 http://hanga.rw/?Amakuru &Article=Uburezi/Kigali-- Imodoka-zitwara-abagenzi- Save the Children zigiye-gushyirwamo- Gira Igitabo Rwanda/ Arise Websit ibitabo-abagenzi-bagenda-
98 mu Rugendo Education 6/2/2018 Hanga e Kinyarwanda bas_60218761.html http://www.rba.co.rw/pos Websit t/Abagenzi-bagiye- Save the Children e, TV gutangira-kujya-basoma- Gira Igitabo Rwanda/ Arise and ibitabo-mu-ngendo-zo-mu-
99 mu Rugendo Education 6/2/2018 RBA Radio Kinyarwanda modoka-rusange Save the Children Gira Igitabo Rwanda/ Arise News 17h00, 20h00 and 100 Mu rugendo Education 6/2/2018 Radio Salus Radio Kinyarwanda 7h30
Save the Children Gira Igitabo Rwanda/ Arise News 17h30, 19h30 and 101 Mu rugendo Education 6/2/2018 Isango Star Radio Kinyarwanda 5h45 http://imvahonshya.co.rw/ Save the Children kigali-abagenzi-begerejwe- Gira Igitabo Rwanda/ Arise Imvaho Websit uburyo-bwo-gusoma-
102 mu Rugendo Education 7/2/2018 Nshya e Kinyarwanda ibitabo-mu-modoka/ http://umuryango.rw/ama kuru/mu- rwanda/politiki/article/aba Save the Children genzi-batangiye-gusoma- Gira Igitabo Rwanda/ Arise Websit ibitabo-mu-modoka-
103 mu Rugendo Education 7/2/2018 Umuryango e Kinyarwanda rusange http://igicumbi.com/index. Save the Children php/inyurabwenge/abandi Gira Igitabo Rwanda/ Arise tsi/item/384-gahunda-ya-
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106 Media Tour Rwanda 2/3/2018 Times e English w/section/read/229200 Aired in Kinyarwanda Save the Children News 17h30,19:30 and 107 Media Tour Rwanda 1/3/2018 Isango Star Radio Kinyarwanda 5:45
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109 Media Tour Rwanda 4/3/2018 Umuseke e Kinaywarda magana.html http://igihe.com/amakuru/ article/amajyaruguru- abagabo-baricuza-igihe- bamaze-guhaha- Save the Children Websit babirutisha-kwigisha-
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Minutes from the Preparatory Meeting for the Rwanda Reads Steering Committee The preparatory meeting for the Rwanda Reads Steering Committee was held at Save the Children on May 15th, 2019. The Mureke Dusome Chief of Party, Alex Alubisia, chaired the meeting. Minutes were taken by Bridgette Spritz. The following participants attended: Name and Position Institution Alex Alubisia, Chief of Party Mureke Dusome Theophile Harushyamagara, Communications Mureke Dusome Specialist Solange Umwizerwa, School Leadership and Mureke Dusome Management Support Coordinator Esther Uwera, Book Development and Use Mureke Dusome Officer Beata Nyirabahizi, Acting Director of Rwanda Ministry of Sports and Culture Archives and Library Services Authority Elisabeth Turner, Technical Advisor to DG REB Gasana Diane, Program Manager Umuhuza/RENCP Mary Kulabako, Literacy Specialist World Vision Tuyishime Francoise, Experience Manager Kigali Public Library Theogene Nkurunziza, Permanent Secretary Archdiocese of Kigali Bridgette Spritz, 3rd Year Peace Corps Volunteer Mureke Dusome
Agenda Item #1: Updates on the Rwanda Reads Steering Committee According to the Rwanda Reads Co-Chair (Emily Routte), the Rwanda Reads Steering Committee will convene in early June and be chaired by the Minister of State. Participants include Ministry of Education, Rwanda Education Board, Ministry of Sports and Culture, USAID and other education stakeholders.
Agenda Item #2: Updates on the Education Expo The Education Expo will engage the public and be representative of the education sector. The aim of the Education Expo is to connect the public with education opportunities as well as government and development partner interventions. The Education Expo is tentatively scheduled for the third weekend in August on the 23rd, 24th and 25th. Prospectively, Rwanda Reads can contribute to discussions about book accessibility in homes in addition to other aspects of its work. The Education Expo could potentially be a launching point for the National Literacy Month. This could be an opportunity for banners to announce the beginning of the National Literacy Month and planned events outside of Kigali. The Education Expo Task Team includes representatives of the Government of Rwanda and development partners. The Education Expo Task Team meets every Friday. Participation in the Education Expo Task Team does not correlate to exhibitions; exhibitions will represent a wide scope of thematic areas in the education sector. However, the recommendation was made to include the Rwanda Children’s Books Organization (RCBO) on the Education Expo Task Team.
Agenda Item #3: Tentative Agenda for the Rwanda Reads Steering Committee
The tentative agenda for the Rwanda Reads Steering Committee was reviewed by meeting participants. Kigali Public Library (KPL) noted that they participated in the Community Libraries Assessment conducted by MINEDUC therefore KPL can contribute to discussions on Agenda Item #4: Following up on survey of community libraries. The following is the revised agenda:
1. Welcome and Opening Remarks 2. Review of previous minutes 3. An introduction to Rwanda Reads including the Steering Committee’s Terms of Reference, an overview of past and present events. 4. National Literacy Month in September 2019 a. Review and discuss the National Literacy Month 2019 Concept Note b. Confirm date or dates for celebrating the International Literacy Day (September 8th falls on Sunday!) 5. National Literacy Policy a. Updates on the National Literacy Policy 6. Follow up on survey of community libraries a. Recommendation of reading materials to be provided across sectors 7. Adult Literacy a. How Rwanda Reads can facilitate the identification of partner support 8. AOB a. Role of Rwanda Reads in upcoming Education Expo 9. Closing Remarks Agenda Item #4: National Literacy Month 2018 Reflection The National Literacy Month celebrated in September 2018 was reviewed. Successes and challenges from previous years were revisited. The motivation behind Rwanda Reads is to promote a culture of reading throughout Rwanda through sustained and effective interventions by multiple stakeholders, reaching Rwandans of all walks of life, in rural and urban areas, as well as children, youth and adults. National Literacy Month 2018 was successful in generating high-visibility and enthusiasm to promote Rwanda Reads messages through media coverage at high level events as well as community level events. The challenges during National Literacy Month 2018 include: o The Rwanda Reads National Literacy Month Task Force started meeting late in the year (July 2018) which impacted event planning. Additionally, Task Force members kept insisting on changes; o Last-minute changes to the launch events impacted procurement; o Delays in approval of PSA messages resulted in a lack of media and advertisement for the launch events; o Few member-organized events; o Rwanda Reads National Literacy Month Task Force meetings were poorly attended. Consequently, responsibilities for planning International Literacy Day fell to the former Mureke Dusome Communications Specialist, Alice Rwema Iribagiza, and 3rd Year Peace Corps Volunteer, Julia Huber. Both individuals were slated with organizing International
Literacy Day in addition to their other professional responsibilities. In the past, a consultant was hired with the singular purpose of planning International Literacy Day. If International Literacy Day is to be planned by the Rwanda Reads National Literacy Month Task Force again, then a central leader needs to be identified; o Organizations have funding constraints resulting in Mureke Dusome absorbing costs; o Rwanda Reads members did not report on activities planned during National Literacy Month. Recommendations include: o Strengthen cross-ministerial collaboration around literacy promotion; o Strengthen community engagement during National Literacy Month by mobilizing Rwanda Reads members to organize events in rural areas where they have intervention activities; o Rwanda Reads needs to better engage people in the countryside. With this aim, Rwanda Reads will host the International Literacy Day event outside of Kigali; o Strengthen ownership of Rwanda Reads; o Better utilize the Rwanda Reads website; o Moving forward, the Rwanda Reads National Literacy Month Task Force needs to be tactful about fundraising so that financial responsibility is more equitably shared between members. If Rwanda Reads members are not able to make monetary contributions, then they should at least host smaller events throughout the country; o The Task Force should reflect on lessons learnt when National Literacy Month was planned by a consultant in addition to lessons learnt from 2018. Although the event was better coordinated in 2017 because of the consultant, if the objective is to better engage communities then a consultant may be limited compared to having the Task Force involved; o Rwanda Reads Members should be galvanized to play a more active role in National Literacy Month and share event reports. The Ministry of Sports and Culture has their own National Literacy Week during the week following International Literacy Day (September 8th). Rwanda Reads needs to facilitate harmonization of the National Literacy Month between MINEDUC and MINISPOC: o A formal letter should be sent from MINEDUC to MINISPOC inviting technical teams from both ministries to coordinate National Literacy Month events. o MINISPOC has not chosen the national theme for National Literacy Month yet; Rwanda Reads will encourage MINEDUC and MINISPOC to jointly decide on the national theme by the first week of June. RENCP must be better engaged and could be used to help coordinate nation-wide activities. RENCP meetings are organized on a quarterly basis with the next such meeting scheduled for June 2019.
Agenda Item #5: National Literacy Month 2015 Concept Note The 2019 UNESCO theme for International Literacy Day is “literacy and multilingualism.” The Rwanda Reads 2019 Detailed Concept Note was edited during the conversation.
Agenda Item #6: Road Map to Finalization of the National Literacy Month 2019 Concept Note:
In advance of the of the Rwanda Reads Steering Committee, a General Assembly should be called to review and agree upon changes to the draft National Literacy Month 2019 Concept Note, discuss and agree on weekly themes for National Literacy Month, galvanize members to plan events throughout the country and other important topics related to literacy promotion activities. o Additionally, a Rwanda Reads General Assembly could facilitate discussions about participation in the Education Expo. Rwanda Reads will request ministerial representatives from MINEDUC and MINISPOC to serve on the Task Force. Letters will be sent by May 16th, 2019. The Rwanda Reads General Assembly will take place between late May and the first week of June 2019 before the Steering Committee. It is suggested that the Steering Committee be convened after the Education Campaign, ideally in the second week of June 2019. The Rwanda Reads National Literacy Month Task Force will be formed by June 14th, 2019; the first meeting of the Task Force will take place during the week of June 17th – 21st.
Agenda Item #7: Establish the 2019 Rwanda Reads National Literacy Month Task Force The Task Force will include representatives from the Ministry of Education, the Ministry of Sports and Culture, REB, Kigali Public Library, RENCP, RCBO, RCLF, FBOs, Rwanda Writers Federation, USAID Soma Umenye, World Vision and Mureke Dusome. o Rwanda Reads will write a letter to the Ministry of Education to appoint someone as representative to the Task Force. o Rwanda Reads will write a letter to the Ministry of Sports and Culture to appoint someone as representative to the Task Force. o Rwanda Reads will write a letter to REB requesting the Technical Advisor to DG REB to serve on the Task Force. o Kigali Public Library will approach Rwanda Community Libraries Forum (RCLF) to appoint someone to the Task Force. o Rwanda Reads will write to USAID Soma Umenye to ask if the Deputy Chief of Party will continue on the Task Force or if another person will be designated. o Rwanda Reads will write a letter to the Rwanda Interfaith Council on Health (RICH) to appoint FBO representatives to the Task Force. o Mureke Dusome will be represented by the School Leadership and Management Support Coordinator, Communications Specialist and 3rd Year Peace Corps Volunteer.
AOB The Ministry of Sports and Culture will host a National Book Exhibition from May 20th to May 22nd at the Petite Stade Amahoro. The National Book Exhibition will promote a reading and writing culture while also advancing the book industry in Rwanda.
Minutes from the Rwanda Reads National Literacy Month Task Force Meeting
The Rwanda Reads National Literacy Month Task Force Meeting was held at Save the Children on May 22nd, 2019. The Mureke Dusome School Leadership and Management Support Coordinator, Solange Umwizerwa, chaired the meeting. Minutes were taken by Bridgette Spritz. The following participants attended: Name and Position Institution Solange Umwizerwa, School Leadership and Mureke Dusome Management Support Coordinator Theophile Harushyamagara, Communications Mureke Dusome Specialist Annick Rudakemwa, Senior Communications USAID Soma Umenye Manager Celestin Rutayisire, Community Engagement Umuhuza/RENCP Community Involvement Coordinator Working Group Egidia Umutesi, Education Technical Programme World Vision Manager Bridgette Spritz, 3rd Year Peace Corps Volunteer Mureke Dusome
Agenda Item #1: National Literacy Month 2019 Concept Note International Literacy Day is celebrated worldwide on September 8th and falls on a Sunday this year. The Rwanda Reads National Literacy Month Task Force recommends that the formal event occur on Sunday, September 8th. The event will coincide with Car Free Day in order to mobilize the public to attend International Literacy Day after exercising on Sunday morning. The event will be hosted outside of Kigali. The aim of this event is to engage the public (children and adults). o However, there are constraints to hosting an event on the weekend because invited guests may be hesitant to attend a function outside of the work week. o Additionally, people may be tired after exercising on Sunday which could impact the public’s attendance. o Furthermore, Car Free Day is not as highly observed outside of Kigali. o Although these points were raised, the Task Force believed that this strategy would best mobilize the public to attend the event. In order to coordinate International Literacy Day on Car Free Day, the Task Force must engage the Ministry of Sports and Culture, local officials and faith-based organizations. Musanze District (in Muhoza Sector near Musanze Town) was identified as the preferred location for International Literacy Day. The Task Force will follow up about where Car Free Day will take place in September. International Literacy Day will include a 2 kilometer walk to celebrate literacy and make the public more aware. Both Car Free Day and International Literacy Day represent inter-ministerial initiatives. International Literacy Day activities include the launch of National Literacy Month and MINISPOC’s National Literacy Week, a book fair with local publishing houses and locally made
literacy materials, etc. These planned activities may result in a Literacy Expo type event but on a smaller scale. International Literacy Day should be planned with consideration to the local context of Musanze District. Andika Rwanda 2019 writing competition will be confirmed later; USAID Soma Umenye will follow up. National Literacy Month will also tentatively include province level book fairs organized by Rwanda Reads Members. This idea will be presented to Rwanda Reads Members at the General Assembly to get their input and generate a list of interested members to participate in the book fairs. Guests of Honor at the International Literacy Day event will include MINEDUC, MINISPOC, MINALOC, NEDCP (National Early Childhood Development Program) and the United States Ambassador to Rwanda. The International Literacy Day agenda was edited during the conversation to reflect changes. However, ministry officials will be engaged to share their input on the agenda especially regarding the start time of the event. o Participants from Musanze District will be invited to share their testimonies. Rwanda Reads Members will give their suggestions regarding testimonies during the General Assembly, however, it was noted that World Vision – Soma Utere Imbere works with children to promote literacy and this would be a pertinent testimony at the International Literacy Day event. o The tentative agenda replaced a theater performance by Urunana DC with remarks from MIGEPROF and NECDP. o The Task Force will consult with Rwanda Reads Members during the General Assembly about the exhibitions. Members will be asked if they are interested in exhibiting. o The Government of Rwanda will advise about an appropriate Master of Ceremonies. The Rwanda Reads National Literacy Month Task Force will reconvene to further discuss the concept note and annexes on Thursday, May 30th, 2019 from 10:00 AM to 12:30 PM. o Mureke Dusome will invite the Chairs of the Rwanda Reads Working Groups to the next Task Force meeting. o Task Force members will rotate to host and chair meetings. This will be discussed further on May 30th.
Agenda Item #2: Tentative Agenda for the Rwanda Reads General Assembly The date of the Rwanda Reads General Assembly is Friday, June 7th (TBC) from 8:30 AM to 1:00 PM. All members will be invited to the Rwanda Reads General Assembly. The budget and funding for the Rwanda Reads General Assembly will be discussed at the next Rwanda Reads National Literacy Month Task Force on Thursday, May 30th. The agenda and session facilitators for the Rwanda Reads General Assembly will be discussed at the next Rwanda Reads National Literacy Month Task Force meeting on Thursday, May 30th. o The General Assembly should be more interactive and engaging for Rwanda Reads Members.
During the General Assembly, Mureke Dusome will update the database of active Rwanda Reads Members.
Minutes from the Rwanda Reads National Literacy Month Task Force The Rwanda Reads National Literacy Month Task Force meeting was held at Save the Children on May 30th, 2019. The Mureke Dusome Technical Advisor, Solange Umwizerwa, chaired the meeting. Minutes were taken by Bridgette Spritz. The following participants attended: Name and Position Institution Solange Umwizerwa, Technical Advisor, Mureke Dusome Programs Alex Alubisia, Chief of Party Mureke Dusome Theophile Harushyamagara, Communications Mureke Dusome Specialist Emily Routté, Senior Education Specialist USAID Jeannine Uwamahoro, Acquisition Officer Rwanda Archives and Library Services Authority, Ministry of Sports and Culture Elisabeth Turner, Technical Advisor to DG REB Rubanda Jean Francois, Kinyarwanda REB Examination Officer Firmin Dusengumuremyi, Education Officer UNICEF/USAID Itegure Gusoma Annick Rudakemwa, Communications Manager USAID Soma Umenye Celestin Rutayisire, Community Engagement Umuhuza/RENCP Community Involvement Coordinator Working Group Mary Kulabako, Literacy Specialist World Vision Ndori Emery, Program Manager Kigali Public Library Fred Musiime, Education Officer Never Again Rwanda Rwanda Reads CSO Working Group Mutesi Gasana, Managing Director Arise Education Rwanda Reads Book Sector Working Group Fiston Mudacumura, Managing Director Mudacumura Publishing Rwanda Reads Book Sector Working Group Micomyiza Isaie, Chairperson Rwanda Children’s Books Organization
Bridgette Spritz, 3rd Year Peace Corps Volunteer Mureke Dusome
Agenda Item #1: Updates on the Education Expo relating to National Literacy Month Tentatively, the Education Expo will be hosted on August 23rd - 25th with MINEDUC SMT approval. Camp Kigali is the proposed venue for the Education Expo. Rwanda Reads members raised the following ideas on how the platform could be represented at the Education Expo: o In order to increase awareness of Rwanda Reads, a chart communicating the work that Rwanda Reads does, including the working groups and a list of members, should be showcased at the Education Expo. Furthermore, the Rwanda Reads stand should consider playing videos on a screen demonstrating members’ work. o In order to be easily identifiable among other exhibitors, Rwanda Reads should have a stand dedicated to informing the public about the platform, its objectives and members; exhibitors that are a part of Rwanda Reads should still have branded materials to identify them as members at their stands. o The Rwanda Reads stand should represent the breadth of the platform, therefore, one representative from each working group should be present at the stand during the Education Expo. o The Rwanda Reads stand should be located near the entrance to the Education Expo. o Rwanda Reads and its members should develop materials that can be used both at the Education Expo and the Literacy Expo. o RENCP members will also be involved in the Education Expo; RENCP and Rwanda Reads should harmonize their efforts to ensure that the Education Expo is vibrant. o Rwanda Reads members work in various thematic areas. For example, publishing houses contribute to the book sector but also inclusive education; some publishing houses are developing inclusively designed materials such as audio books. o The Education Expo may require exhibitors to avail funds to pay for their stands, however, this has not been confirmed by Education Expo organizers.
Agenda Item #2: National Literacy Month 2019 Concept Note MINISPOC Updates on the National Literacy Week As of May 30th, the national theme for International Literacy Day and National Literacy Month has not yet been determined. National Literacy Week will take place September 9th to September 13th.
Review of the National Literacy Month 2019 Concept Note The National Literacy Month 2019 Concept Note was edited to reflect decisions made during the meeting. Subject to the confirmation of the Steering Committee, the International Literacy Day formal celebration will be held on September 8th, 2019 at Musanze Stadium in Muhoza Sector, Musanze District. After the Steering Committee has approved the Concept Note, a team shall be appointed to visit Musanze Stadium and liaise with the Musanze District officials to prepare for the International Literacy Day event. Participants enumerated the reasons why Musanze District was selected as the preferred venue for International Literacy Day celebrations. By hosting International Literacy Day in Musanze
District, Rwanda Reads is better placed to demonstrate the connections with local literacy initiatives. Additionally, the International Literacy Day celebration could also include a field visit to nearby project activities. The ILD celebration could launch the Kinyarwanda name for Rwanda Reads; a prospective name includes Soma Rwanda. Task Force members discussed and agreed the objectives of the International Literacy Day/Month. The aim of International Literacy Day is to mobilize the public to be engaged in literacy activities; with this objective, the International Literacy Day event will be open for community members to attend. o This is the reasoning behind hosting International Literacy Day on Car Free Day and in Musanze Stadium. Rwanda Reads should coordinate with the Ministry of Local Government in order to optimize the public’s participation in International Literacy Day: o The event begins with the Literacy Walk. The Literacy Walk could begin at the endpoint location of Car Free Day with officials leading the walk to Musanze Stadium which is the proposed location of International Literacy Day celebrations. o The proposed theme “Healthy Body, Healthy Mind” connects the Car Free Day perfectly with the International Literacy Day. The International Literacy Day’s schedule was consolidated so that speeches last between 1-2 hours long; changes were made to shorten the schedule so that invited guests and participants would have adequate time and energy to listen to speeches and visit exhibitions. o A media package should be shared with journalists that includes all planned activities for the National Literacy Month. o Testimonies during the International Literacy Day event in Musanze are best delivered by local community members and messages should focus on activities that resonate with community members.
Andika Rwanda Andika Rwanda is an important initiative that mobilizes students and fosters a culture of writing. In order to give adequate attention to Andika Rwanda, it was recommended that winners of Andika Rwanda 2019 are awarded on September 8th. However, a separate event should be hosted to launch Andika Rwanda 2020.
Literacy Activities Throughout September 2019 National Literacy Month should have events staggered throughout the month of September; this will increase literacy-focused media coverage. o Events should be planned with a specific theme and purpose (e.g. launching an innovative literacy activity, etc.) Events should clearly show impact of literacy initiatives. The Task Force developed a prospective outline to guide Rwanda Reads members about when to plan events: o Week 1: Launch of National Literacy Month and Book Fairs . Launch of National Literacy Month on September 8th . Launch of MINISPOC’s National Literacy Week – September 9th in Kigali . Book fairs in each province and Kigali City o Week 2: Literacy initiatives launched by NGOs/CSOs
. UNICEF will be hosting an event in Gisagara District . RENCP is organizing events for the second and third week of September 2019 o Week 3: Libraries . KPL is launching an outreach program in Musanze District o Week 4: Schools . Launch of Andika Rwanda 2020 Rwanda Reads National Literacy Month Task Force should be proactive and engage the Ministry of Local Government to advocate for the inclusion of literacy messages during Umuganda meetings in addition to Umuganda literacy activities for children in September 2019. Rwanda Reads National Literacy Month Task Force to support REB to issue guidance to districts, sectors and schools regarding how they can participate in National Literacy Month. In collaboration with other Rwanda Reads members, USAID Soma Umenye will run SBCC campaigns throughout the month of September 2019; USAID Soma Umenye will consult RR members and information gained from these meetings will inform the development of key literacy messages and the launch of SBCC campaigns: o These messages will focus on parents giving children time to read, book borrowing and reading at home.
Budget for National Literacy Month 2019 Concept Note: The budget was revised. Local vendors from Musanze District should be considered.
Agenda Item #3: Rwanda Reads General Assembly The Rwanda Reads National Literacy Month Task Force agreed to host an Expanded Task Force on Friday, June 7th from 9:00 AM until 2:00 PM. Rwanda Reads National Literacy Month Task Force requested USAID Soma Umenye to host the Expanded Task Force and to provide coffee, tea, water and snacks. Rwanda Reads National Literacy Month Task Force asked for confirmation from USAID Soma Umenye by 12:00 PM on May 31st. The facilitation of the Expanded National Literacy Month Task Force will utilize different approaches such as small group discussions. Rwanda Reads Secretariat will finalize the agenda, list of participants and send invitations.
Agenda for June 7th Expanded Task Force MINISPOC will update the Expanded Task Force on the national theme for National Literacy Month Generate weekly themes for National Literacy Month in Kinyarwanda with English, French and Kiswahili translations Discuss and agree on the program for the September 8th International Literacy Day Discuss and agree on broad budget categories for September 8th and other key events (such as Andika Rwanda) scheduled for National Literacy Month Discuss the media plan Develop talking points for the speeches Propose a Kinyarwanda name for Rwanda Reads
Agenda Item #4: Moving Forward Rwanda Reads National Literacy Month Task Force
Soma Umenye will host the Expanded National Literacy Month Task Force and provide tea, coffee, water and snacks on June 7th, 2019. 30-40 participants are expected at the Expanded National Literacy Month Task Force. Kigali Public Library will host the National Literacy Month Task Force meeting after the Rwanda Reads Steering Committee. Tentatively, the National Literacy Month Task Force meeting will be held in the last week of June (June 28th, 2019 TBC). Moving forward, invitations to meetings and minutes will be sent from the Rwanda Reads email account.
Minutes from the Expanded National Literacy Month Task Force The Rwanda Reads National Literacy Month Task Force meeting was held at Save the Children on June 7th, 2019. The Mureke Dusome Technical Advisor, Solange Umwizerwa, chaired the meeting. Minutes were taken by Bridgette Spritz. The following participants attended: Name and Position Institution Solange Umwizerwa, Technical Advisor Mureke Dusome Annick Rudakemwa, Senior Communications Manager USAID Soma Umenye Theophile Harushyamagara, Communications Specialist Mureke Dusome Emily Routté, Senior Education Specialist USAID Gaston Munyabugingo, Public and Community Libraries MINEDUC Officer Elisabeth Turner, Technical Advisor to DG REB Joy Gatera, Deputy Chief of Party USAID Soma Umenye Emma-Claudine Ntirenganya, Communications Specialist USAID Soma Umenye Celestin Rutayisire, Community Engagement Coordinator Umuhuza/RENCP Community Involvement Working Group Patrick Mahoney, Director and Treasurer Rwanda Bookmobile Fred Musiime, Team Leader Never Again Rwanda Ssanyu Monica, SBD RCBO Ndori Emery, Programs and Content Manager Kigali Public Library Dukuzimana Appolnaire, Librarian Sunzu Yacu Community Library Alice Uwitonze, Librarian Nyamasheke Community Library Bridgette Spritz, 3rd Year Peace Corps Volunteer Mureke Dusome
Agenda Item #1: MINISPOC Updates on the national theme and National Literacy Week MINISPOC proposed the following national themes: 1. Kinyarwanda: Soma, wandike mu ndimi zitandukanye wongere ubumenyi English: Read, write in different languages, to increase knowledge. Swahili: Soma, andika katika lugha tofauti ili ongeze ujuzi Français : Lis et écris dans des langues différentes pour enrichir ta connaissance 2. Kinyarwanda : Gusoma no kwandika mu ndimi zitandukanye ni isoko y’ubumenyi English: Reading and writing in different languages is the source of knowledge Swahili: Kusoma na kuandika katika lugha tofauti ni chanzo cha elimu Francais : Lire et ecrire en langues differentes c’est une source de connaissance” The Task Force decided to endorse the second theme: Gusoma no kwandika mu ndimi zitandukanye ni isoko y’ubumenyi. Agenda Item #2: Weekly Themes and Translation of Rwanda Reads
Week 1 (September 1-7): English: Languages connect you to the world Kinyarwanda: Kuvuga indimi zitandukanye bikwijiza mu ruhando mpuzamahanga Week 2 (September 8-14): English: Speak different languages, open your business world Kinyarwanda: Vuga indimi zitandukanye, ufungure imiryango y’imikorere ndengamipaka Week 3 (September 15-21): English: Excel in mother language, set a foundation for lifelong learning Kinyarwanda: Vuga neza ururimi kavukire, nk’umusingi w’indi myigire yose Week 4 (September 22-28): English: Disability is not inability to language learning Kinyarwanda: Kugira ubumuga si ukubura ubushobozi bwo kwiga ururimi Rwanda Reads Kinyarwanda translation: Soma Rwanda The Community and Public Libraries Officer will support the Secretariat to translate the weekly themes into Swahili.
The weekly themes were revised to better align with the mission of Rwanda Reads. The following weekly themes were proposed to the Rwanda Reads Steering Committee on June 11th: Week 1: Reading connects you to the world Week 2: Make time to read Week 3: Learn to read in Kinyarwanda, set a foundation for lifelong learning Week 4: Reading is for everybody including people with disabilities
Agenda Item #3: National Literacy Month 2019 Concept Note Review of the Invitation List to International Literacy Day on September 8th The United States Ambassador will be invited to the International Literacy Day event. The Technical Advisor to DG REB will review and update the invitees list from Rwanda Education Board. Additionally, the Technical Advisor will assist Rwanda Reads Secretariat to update the Members List. The USAID Senior Education Specialist will review and update the contact information of donors; the World Bank will be added as an invitee. The Librarian from Sunzu Yacu Community Library, as Chair of Rwanda Reads Community Library Working Group, will support the review of the invitation list by identifying community libraries in Northern Province and neighboring districts to invite to International Literacy Day. The book sector, including publishing houses and book sellers, will be invited to International Literacy Day. The strategy for approaching corporate partners will include in-person invitation delivery and face-to-face communication about how private businesses can sponsor literacy activities. For example, a company’s logo can be featured on flyers or posters that promote a culture of reading. The invitation list from the private sector will be revised to include Volkswagen and Rwandair. Prominent businesses from Northern Province, such as banks, will be identified and approached to sponsor International Literacy Day. In order to keep a focus on Northern Province and neighboring districts, invitations to International Literacy Day will be delivered to TTCs, District Advisors from USAID Soma
Umenye and BLF from Musanze District, Rulindo District, Gakenke District, Burera District, Gicumbi District, Ngororero District, Nyabihu District and Rubavu District. In order to further spotlight literacy initiatives in Northern Province, local schools from Musanze District will be invited. The Ministry of Education will be requested to invite other ministries. Ministers and other officials will be invited to International Literacy Day. Furthermore, the Ministry of Education will be requested to invite District Mayors from Musanze District, Rulindo District, Gakenke District, Burera District, Gicumbi District, Ngororero District, Nyabihu District and Rubavu District. Imbuto Foundation will be invited to the International Literacy Day event. o A strategy will be developed on how to engage the First Lady and the President’s Office to attend International Literacy Day. The invitation list only reflects guests to International Literacy Day; therefore, it is recommended that invitees to other events throughout the month of September are identified. o For example, if the launch of Andika Rwanda 2020 occurs during the fourth week of September, then the Minister or Minister of State in Charge of Primary and Secondary Education can be invited. o Additionally, if RENCP organizes an ECD and literacy event during the second week of September, then the Minister of MIGEPROF or the NECDP Coordinator, can be invited.
Books Fairs RCBO will organize a book fair in the first week of September All publishers are based in Kigali. Rwanda Reads members will organize books fairs in the provinces during other events; members will support publishers to participate in these events.
International Literacy Day Budget The International Literacy Day budget was reviewed and edited according to participants’ feedback. In order to develop the budget, guidelines for mission allowance regarding district and ministerial officials will be consulted. The budget will be revised according to the Prime Minister’s Order determining mission allowances for public servants. Stickers provide visibility for Rwanda Reads and function as an event takeaway; stickers should be small enough to fit on the back of a phone. Bookmarks are also a good event takeaway and reinforce the culture of reading. The Expanded Task Force recommended that the Ministry of Education assist with mobilizing sponsors for International Literacy Day. Mureke Dusome, as Secretariat, will write a letter to the Minister of State requesting the Ministry of Education to engage other partners to fund activities on International Literacy Day. The Public and Community Libraries Officer, as well as the Technical Advisor to DG REB will assist with the review of the letter. This letter will include a draft letter to partners, a list of partners to send the letter to, and the proposed budget. A hard copy of the letter will be sent to the Honorable Minister of State in addition to a soft copy of the letter via email to the Advisor to the Honorable Minister of State by Friday, June 14th.
National Literacy Month Media Plan
Communications teams will identify and invite both local and national media houses to International Literacy Day to provide event coverage. In order to inform the public of National Literacy Month an advert will be shown on RTV 3 times a week during the first week of September to announce International Literacy Day and share other messages about National Literacy Month. MINALOC must be engaged to organize an Umuganda literacy event on the 28th. High level MINEDUC and MINISPOC officials will feature in a live TV/Radio talk show at RBA.
Agenda Item #4: Moving Forward with the National Literacy Month 2019 Concept Note The concept note will be shared on June 11th, 2019 via email with the Task Force. Members of the National Literacy Task Force will share their feedback on the concept note by June 14th, 2019. Mureke Dusome will incorporate the feedback; the Secretariat will send the finalized concept note on Monday, June 17th via email to members of the National Literacy Month Task Force. The next National Literacy Month Task Force meeting will take place on Friday, June 28th at Kigali Public Library.
The Rwanda Reads Steering Committee will occur on Tuesday, June 11th. The meeting was announced after the meeting of the Expanded National Literacy Month Task Force closed.
Minutes from the Rwanda Reads Technical Committee The Rwanda Reads Technical Committee meeting was held at Kigali Public Library on June 28th, 2019. The Mureke Dusome Communications Specialist, Theophile Harushyamagara, chaired the meeting. Minutes were taken by Ndori Emery. The following participants attended: Name and Position Institution Annick Rudakemwa, Senior Communications Manager USAID Soma Umenye Theophile Harushyamagara, Communications Specialist Mureke Dusome Gaston Munyabugingo, Public and Community Libraries MINEDUC Officer Ndori Emery, Programs and Content Manager Kigali Public Library Dukuzimana Appolnaire, Librarian Sunzu Yacu Community Library Firmin Dusengumuremyi, Education Officer UNICEF Uwera Mediatrice, Education Coordinator for Emergence World Vision Response Beata Nyirabahizi, Acting Director, RALSA MINISPOC
Pacifique Mahirwe, Outreach and Program Assistant Kigali Public Library
Agenda Item #1: Update on the last Rwanda Reads Steering Committee The Rwanda Reads Steering Committee met on June 11th, 2019 and was chaired by the Honorable Minister of State. Rwanda Reads Task Force will now be referred as the Rwanda Reads Technical Committee. Technical Committee members were updated on the latest information about the NLM celebration on June 28th, 2019: o The Hon. Minister of State endorsed the Kinyarwanda name of Rwanda Reads: Rwanda Soma. o The Hon. Minister of State approved Sunday, September 8th as the date of the International Literacy Day celebration event. o The Hon. Minister of State advised that the International Literacy Day celebration event should be held in a region that would greater benefit from literacy mobilization. The DG REB recommended Nyamagabe District as the site for the International Literacy Day celebration event due to challenges observed regarding school attendance, school performance, teacher commitment and community engagement. o The Hon. Minister of State recommended that the process for the development of the National Literacy Month Concept Note and presentation to the Rwanda Reads Steering Committee be modified to allocate more time for sharing with MINEDUC Offices and other partners to provide feedback. o The Hon. Minister of State emphasized the importance of coordination between ministries during National Literacy Month. Furthermore, the Hon. Minister of State requested that a road map for ministerial engagement be developed and included in the concept note. To ensure a well-coordinated cross-ministerial event, the road map should clearly specify the roles and responsibilities of ministries and define the engagement approach to invite the First Lady of Rwanda in the revised National Literacy Month 2019 Concept Note. o Moving forward, a Rwanda Reads Technical Committee will be responsible for developing a road map. Main venue changed to Nyamagabe. Agenda Item #2: Review the NLM concept The Technical Committee agreed that since there is a talk show about the NLM in the last week of August and the first week of September, there is a need to bring back a weekly theme for the first week of September that will be publicized during Umuganda Literacy and the first talk show. The following theme for the first week of September should be brought back: o Week 1 (Sept. 1-8): . Iga gusoma neza Ikinyarwanda, ubone umusingi w’indi myigire yose. . Learn to read in Kinyarwanda; set a foundation for lifelong learning National Literacy Week shall start from 23rd to 30th September instead of 8th to 13th as previously proposed. Technical Committee members agreed that closing the National Literacy Week on September 13th in the middle of the NLM sends a confusing and contradictory message: Technical Committee members asked why National Literacy Week should closek on September 13th and then again ask the minister to close the month two weeks later. The proposal is to have one closing ceremony for both the National Literacy Week and the NLM on September 30th.
The Umuganda Literacy campaign format was changed:Technical Committee members thought it is unrealistic to request parents to bring their children to Umuganda to participate in Umuganda Literacy, or to ask a government officials to read a book during the Umuganda Literacy campaign. Instead, members asked to develop a literacy guide that will be distributed to district mayors, sectors’ executive secretaries, DDEs and DEOs. They will disseminate literacy messages in this guide during Umuganda. If there is an exhibition during the ILD celebration, then a high quality fair should be organized. An annex for a fair has to be added to the concept note. Also, there is a need to allocate a budget to facilitate key exhibitors who don’t have funds to sponsor their participation in the ILD exhibition. The next meeting to follow up on the above is scheduled on July 3rd 2019 at World Vision.
Community Engagement Datasheet Attendance in IGA Monitoring
Annex 5a: ATTENDANCE THROUGH IGA MONITORING DISTRICT SEX LCS OTHERS F 5 0 KAGOGO M 5 0 F 4 0 CYERU M 4 0 F 6 0 KIVUYE M 6 1 F 4 1 RUGENGABARI M 4 0 F 3 0 BUNGWE M 5 1 BURERA F 4 0 GITOVU M 5 0 F 6 0 KINYABABA M 3 0 F 1 0 RUHUNDE M 4 1 F 3 0 GATEBE M 3 2 F 7 0 BUTARO M 8 1 NEMBA F 3 0
M 8 0 F 2 0 GAHUNGA M 2 1 F 5 1 KINONI M 5 0 F 7 1 RUGARAMA M 7 0 F 6 1 CYANIKA M 6 0 F 5 0 RUSARABUYE M 5 1 F 4 0 RWERERE M 5 2 F 5 0 MWENDO M 6 1 F 8 1 BYIMANA M 6 0 F 8 1 MBUYE M 6 0 RUHANGO F 6 0 KINAZI M 7 1 F 7 0 NTONGWE M 7 1 F 11 1 RUHANGO M 8 0 BWERAMANA F 9 0
M 7 0 F 5 1 KABAGARI M 4 0 F 4 0 KINIHIRA M 4 0 F 138 8 TOTAL 26 sites M 140 13 TOTAL 278 21
Attendance in IGA awareness Annexes 5b: ATTENDANCE THROUGH IGA KICK OFF MEETINGS IN GASABO DISTRICT DISTRICT SECTOR SEX LCs Totatl Leaders F 4 1 KIMIHURURA 4 M 0 1 F 1 0 KACYIRU 2 M 1 0 F 2 0 KIMIRONKO 2 M 0 1 GASABO F 2 0 REMERA 3 M 1 0 F 3 0 RUTUNGA 6 M 3 0 F 2 0 GISOZI 2 M 0 0 KINYINYA F 1 3 0
M 2 0 F 6 0 NDUBA 10 M 4 0 F 3 0 GATSATA 5 M 2 1 F 5 0 JABANA 9 M 4 0 F 4 0 BUMBOGO 6 M 2 1 F 2 0 NDERA 4 M 2 1 F 4 0 RUSORORO 8 M 4 1 F 3 0 GIKOMERO 5 M 2 1 F 5 0 JALI 7 M 2 0 F 47 1 Sub- Total1 15 sectors 76 M 29 7
Umuganda Literacy Annexes 5c: ATTENDANCE IN CHILDREN'S UMUGANDA LITERACY MONITORING
DISTRICT SECTOR NAME OF RC SEX CHILDREN LCS PARENTS OTHER
F 35 0 0 0 GS MUGONERO M 39 1 0 0 MAHEMBE F 52 1 0 0 EP GABIRO M 56 1 0 0 F 49 1 0 1 NYAMASHEKE GIHOMBO EP MBOGO M 47 1 0 1 F 64 1 0 0 EP NYABINAGA M 85 0 0 0 KIRIMBI F 8 1 0 0 GS KABENGERA M 1 1 0 0 F 68 1 0 0 GICUMBI BWISIGE GS BWISIGE M 47 1 0 0 F 32 1 0 1 GS RWIKINIRO M 22 1 0 0 F 26 1 0 0 RWIMBOGO GS NDAMA M 14 1 2 1 GATSIBO F 15 1 0 0 GS RWIMBOGO M 22 1 0 0 F 63 1 1 0 NYAGIHANGA EP KIBARE M 41 1 1 0 F 27 1 2 0 EP NYANGAZI M 23 1 0 0 F 34 1 0 1 HUYE SIMBI EP NTOBWE M 27 1 0 0 F 31 1 0 0 GS GISAKURA M 33 1 0 0
F 31 1 0 0 GS KABUSANZA M 23 1 0 0 F 535 13 3 3 4 DISTRICT 7 SECTOR 14 SITES M 480 13 3 2 GENERAL TOTAL 1015 26 6 5
Attendance in RCs
Annexes 5d: ATTENDANCE IN READING CLUBS
OUT OF DISTRICT SECTOR NAME OF RC SEX PP P1 P2 P3 P4+ TOTAL LCS PARENT OTHERS SCHOOL
F 3 3 0 2 1 0 9 0 0 0 MUSAVE M 3 0 0 1 1 0 5 1 1 0 BUMBOGO F 0 8 15 6 0 0 29 0 0 0 GISHAKA M 0 6 11 2 0 0 19 1 0 1 F 0 11 9 8 0 0 28 1 0 1 GICACA I M 0 15 10 5 1 0 31 1 0 1 F 0 2 0 0 1 0 3 0 0 0 GIKOMERO GIKOMERO M 0 1 0 0 1 0 2 1 0 1 GASABO F 9 0 3 1 4 0 17 1 0 0 KIBARA M 8 1 0 1 0 0 10 1 0 0 F 3 1 0 3 0 0 7 1 0 0 NDUBA SHA M 4 4 1 3 0 0 12 1 0 1 F 0 15 8 15 3 0 41 0 3 0 NDERA JURWE M 0 13 4 8 3 0 28 2 0 1 F 3 10 5 6 0 0 24 2 0 0 GISOZI GISOZI II M 5 9 2 7 2 0 25 0 0 0
F 2 1 5 3 4 0 15 1 0 1 GASAGARA M 1 4 7 1 1 0 14 0 0 0 RUSORORO F 3 0 14 0 2 0 19 1 0 0 GICACA II M 2 1 11 7 1 0 22 1 0 0 F 0 9 20 16 0 0 45 1 0 0 RUNABA M 1 18 16 7 0 0 42 1 0 0 F 1 3 4 2 0 0 10 1 0 0 BUTARO M 0 1 5 8 0 0 14 1 0 1 BUTARO F 7 5 6 9 1 1 29 1 0 0 BUYANGA M 1 4 0 8 1 1 15 0 0 1 F 6 6 2 6 0 0 20 1 0 0 GASEBEYA M 6 1 3 3 0 0 13 1 0 0 BURERA F 0 2 12 4 0 0 18 1 0 0 MURWA M 4 0 13 5 0 0 22 1 0 0 F 1 1 10 5 12 0 29 1 0 0 BUTANDI M 4 3 5 6 3 0 21 1 0 1 KIVUYE F 1 9 12 15 1 0 38 1 0 0 BUHITA I M 8 11 12 10 6 0 47 1 0 1 F 0 6 5 14 0 0 25 1 0 0 KIVUYE M 0 4 2 5 0 0 11 1 0 2 F 0 4 5 3 0 0 12 1 0 1 EP RWAHI M 0 5 3 2 0 0 10 0 0 0
EP KAMEMBE F 0 7 11 8 0 0 26 1 0 0 ADVENTISTE M 0 10 12 11 0 0 33 1 1 0 RUSIZI GIHUNDWE GS KAMEMBE F 0 7 11 5 13 0 36 1 1 0 PRESBYRERIEN M 3 13 7 11 4 0 38 1 0 0
GS ST BRUNO F 3 11 5 6 13 0 38 1 1 0 GIHUNDWE M 1 10 8 6 7 0 32 1 0 0
F 0 6 9 12 0 0 27 1 0 0 EP MUHARI M 0 3 1 8 0 0 12 0 0 0 F 7 15 12 3 10 0 47 1 1 0 GS MURIRA M 5 16 12 17 6 0 56 1 0 0 MUGANZA F 2 1 0 13 36 0 52 1 0 0 EP SHARA M 0 1 0 4 13 0 18 1 0 0 F 19 12 6 10 6 0 53 1 2 0 EP GITAMBI M 17 27 17 12 3 0 76 1 0 0 MURURU F 5 2 13 6 16 0 42 1 1 0 EP CYETE M 5 7 2 5 8 0 27 1 0 0 F 3 8 5 8 0 0 24 1 1 0 EP RUHIMBI M 2 16 14 8 0 0 40 0 0 0
GS ILAMIC DE F 2 14 1 2 0 1 20 1 0 1 KAMEMBE KAMEMBE M 9 12 5 3 0 1 30 1 0 0 F 1 9 5 10 9 1 35 1 0 0 GS MUTONGO M 1 8 4 7 5 0 25 1 1 0
EP F 0 0 22 4 1 0 27 1 1 0 GITAMBI NYAMPANGA M 0 0 29 1 5 0 35 0 0 2 F 0 7 9 4 3 0 23 1 0 0 EP ISHA M 0 3 4 5 0 0 12 1 1 0 GIHEKE NTURA F 9 12 6 2 7 0 36 0 0 0 CATHOLIQUE M 7 12 6 5 4 0 34 1 0 0 F 2 4 1 9 1 0 17 0 0 0 EP MUTUSA M 3 7 2 11 2 0 25 1 0 0 F 7 11 35 16 0 0 69 1 0 0 NYAMASHEKE KAGANO GS SHARA M 1 10 13 6 0 0 30 1 0 0
ST NICOLA F 1 3 6 3 0 0 13 1 0 0 NYAMASHEKE M 0 2 5 2 0 0 9 0 0 0
STE F 1 3 7 2 3 0 16 1 1 1 CATEHERINE M 5 0 3 0 3 0 11 0 2 0 F 10 14 13 12 0 0 49 1 2 0 EP NTUMBA M 7 12 17 6 2 0 44 0 0 0
EP F 2 4 2 6 13 0 27 1 0 0 GIRAMAHORO M 3 2 2 5 8 0 20 1 0 0 GAKENKE F 9 1 14 17 0 2 43 1 0 0 EP NGANZO M 12 5 9 0 6 1 33 1 0 0 F 1 1 5 1 4 0 12 1 0 0 EP GIHINGA M 4 4 6 4 3 0 21 1 0 1 NEMBA F 4 4 5 3 9 0 25 1 1 0 EP NEMBA M 6 6 2 4 7 0 25 1 0 0 F 1 5 6 3 3 0 18 1 0 0 GS KARUNGU M 3 7 8 12 8 0 38 1 0 0 RUSHASHI F 2 2 12 7 5 0 28 1 0 0 EP NGANGE M 2 2 6 5 3 0 18 1 1 0 GAKENKE F 4 5 8 2 7 0 26 1 1 0 EP GASIHO M 5 6 3 1 5 0 20 1 0 0 MINAZI F 5 9 6 8 5 0 33 1 0 0 EP MURAMBI 1 M 3 4 7 5 3 0 22 1 1 0 F 4 3 3 4 11 0 25 1 0 0 EP KARAMA M 0 0 3 0 0 0 3 1 0 0 JANJA GS NOTRE F 4 0 5 2 5 0 16 1 0 0 D'AME DE GRACE JANJA M 4 9 5 2 5 0 25 1 0 0 F 1 4 5 1 1 0 12 1 0 0 EP MUNANIRA M 0 3 6 5 2 0 16 1 0 0 MUGUNGA F 5 9 17 0 0 0 31 1 0 0 EP GATONDE M 3 6 11 0 0 0 20 1 1 0
GS F 5 14 4 14 4 0 41 1 0 0 MUYONGWE M 4 14 16 13 3 0 50 1 1 0 MUYONGWE F 1 2 5 3 2 0 13 1 0 0 EP NGANZO M 0 2 2 6 1 0 11 1 0 1 F 0 2 7 0 0 0 9 1 2 0 MUHONDO GS RUGANDA M 3 4 8 2 0 0 17 1 3 1 F 0 28 24 24 15 128 219 1 0 3 EP RUGALI M 0 22 22 22 26 73 165 1 0 2 KAMUBUGA F 12 20 12 37 50 0 131 2 0 0 EP KAMUBUGA M 11 17 10 10 17 0 65 0 0 1
EP F 3 8 15 8 17 0 51 1 1 0 MUVANDIMWE M 3 6 11 7 8 0 35 1 0 0 F 1 9 16 17 10 0 53 1 0 0 EP MURAMA M 1 4 16 15 4 1 41 1 0 1 MURAMA F 12 4 5 4 13 0 38 1 0 0 GS MUKO I M 5 3 4 3 9 0 24 1 0 0 F 6 3 6 4 12 0 31 1 0 0 GS MUKO II M 2 4 1 1 9 0 17 1 0 0 KAYONZA EP AMAHORO F 0 6 12 9 0 0 27 0 0 2 ADEPR M 0 7 7 8 0 0 22 1 0 0 NDEGO F 0 5 7 29 2 0 43 1 0 0 EP NDEGO I M 1 8 16 9 5 0 39 1 0 0 EP F 2 3 17 39 10 0 71 1 0 0 RYAMANYONI M 0 1 16 15 12 0 44 1 1 2 MURUNDI F 1 12 11 20 22 0 66 1 2 1 EP GACACA M 1 16 12 7 13 0 49 1 3 0 KABARONDO GS RUBIRA F 0 4 2 17 28 0 51 1 0 0
M 0 0 2 7 12 0 21 1 0 1 EP F 0 3 4 1 0 0 8 1 4 0 KABARONDO A M 0 2 3 2 0 0 7 1 1 0 F 0 2 10 12 0 0 24 1 0 0 GS GIHINGA M 10 18 3 3 0 0 34 1 0 0 RWINKWAVU F 3 9 11 11 16 0 50 1 0 0 EP NKONDO M 5 7 5 7 14 0 38 1 0 0 F 4 4 12 13 19 0 52 1 0 0 EP KINTU M 1 1 3 4 7 0 16 1 0 0 F 3 13 24 9 17 0 66 1 0 0 EP GITEMBWE M 2 16 5 9 9 0 41 1 0 0 F 4 7 19 7 19 0 56 1 1 0 KAGEYO EP GITUZA M 4 5 7 5 9 0 30 1 0 1 F 1 1 4 4 9 0 19 1 0 0 GS KAGEYO M 1 3 3 1 7 0 15 1 0 1 F 5 7 6 8 0 0 26 1 0 1 EP NYAGISOZI M 4 4 9 10 0 0 27 1 0 0 GATSIBO EP NGARAMA F 0 8 0 7 45 0 60 1 0 0 ADEPR M 0 8 1 8 43 0 60 1 2 2 EP F 3 3 5 4 14 0 29 1 0 0 NGARAMA NYARURAMBI M 7 2 15 6 12 0 42 1 0 0 F 3 28 16 27 29 0 103 1 0 0 EP BUGAMBA M 1 18 17 14 13 0 63 1 0 1 F 1 9 15 20 0 0 45 1 0 1 EP GITINDA M 2 6 11 12 0 0 31 1 0 0 NYAGIHANGA F 7 1 0 11 0 0 19 1 0 2 GS KARAMA M 2 1 2 5 0 0 10 1 0 1
F 1 17 10 11 1 0 40 1 0 0 GS GIHENGERI M 2 9 7 10 7 0 35 1 0 1 F 3 1 3 7 11 0 25 1 0 0 GS NYABIHEKE M 4 0 2 5 2 0 13 1 0 0 F 0 9 4 5 62 0 80 1 0 0 GS GATSIBO M 1 1 3 4 40 0 49 1 0 1 GATSIBO EP F 2 0 1 9 1 0 13 1 0 0 NYABICWAMBA M 4 2 2 11 1 0 20 1 0 0 F 23 14 5 8 30 0 80 1 9 0 GS MUGERA M 9 16 5 1 17 1 49 1 0 1 F 2 17 16 24 11 0 70 0 1 0 EP MARIMBA M 1 16 11 11 4 0 43 1 0 2 F 6 16 9 29 15 0 75 1 0 0 KABARORE GS BIHINGA M 2 18 7 11 2 0 40 1 0 2 F 12 15 6 15 0 1 49 1 0 0 GS KABARORE M 11 14 13 14 0 0 52 1 0 1 F 7 4 5 4 1 0 21 1 0 0 GS NYAGASOZI M 8 11 7 2 2 1 31 1 0 2 REMERA F 5 0 2 4 0 0 11 1 0 0 GS HUMURE M 1 1 3 3 3 0 11 1 0 0 F 5 7 11 28 0 0 51 1 4 0 KIZIGURO EP GORORA M 1 14 8 25 0 0 48 1 3 0 F 3 6 3 3 3 0 18 1 0 0 GITOKI GS NYAMIRAMA M 3 2 4 3 1 0 13 1 0 0 GS F 10 0 0 4 0 0 14 1 0 1 NYAKARAMBI KIREHE KIREHE M 6 1 1 2 0 0 10 1 0 1 EP RWESERO F 1 1 10 2 14 0 28 1 0 0
M 7 1 8 1 5 0 22 1 0 0 F 2 16 12 13 3 0 46 1 0 1 EP NYABIGEGA M 0 19 8 7 1 0 35 1 0 0 F 5 4 1 1 3 0 14 1 0 0 GS GATORE M 1 3 4 2 1 1 12 1 0 0 F 6 21 27 19 0 0 73 1 0 1 GATORE EP CURAZO M 5 14 40 17 0 0 76 0 0 0 F 5 1 4 0 10 0 20 1 0 0 EP CYUNUZI M 12 0 0 1 13 0 26 1 0 1 F 28 14 12 17 10 3 84 1 1 0 EP NYARUZIBA M 30 12 21 9 14 0 86 1 0 1 EP MIMURI F 12 4 6 3 5 9 39 1 0 0 MIMURI ADVENTISTE M 4 9 0 1 3 6 23 1 0 1 GS F 17 0 0 0 0 0 17 1 0 0 CYABAYAGA M 18 0 0 0 0 0 18 1 0 1 GS F 3 1 2 6 4 0 16 2 0 0 KATABAGEMU KATABAGEMU M 2 10 2 0 3 0 17 0 0 1 F 3 8 4 10 4 0 29 1 0 0 NYAGATARE GS MUKAMA M 0 3 6 2 4 0 15 1 0 1 GATUNDA F 4 9 12 9 0 3 37 1 0 0 SHABANA M 3 11 8 6 0 5 33 1 0 0 GS F 14 5 3 2 1 0 25 1 0 0 GISHORORO M 10 2 2 4 3 0 21 1 0 1 MUKAMA F 1 3 6 3 3 0 16 1 0 0 EP KAGINA M 4 0 12 1 1 0 18 1 0 1 F 3 4 5 6 0 0 18 1 0 0 KIYOMBE GS GITENGA M 4 3 1 2 0 0 10 1 0 1
F 3 4 5 2 0 0 14 1 0 0 EP TOVU M 2 3 4 3 0 1 13 1 0 1 F 2 6 4 14 4 0 30 1 0 0 GS NKANA M 3 3 12 1 0 0 19 1 0 1 F 7 14 5 12 22 0 60 1 1 0 GS KABARE II M 3 10 2 4 7 0 26 1 0 1 F 8 13 10 9 0 0 40 1 0 0 GS CYONYO M 5 10 4 4 0 0 23 1 0 1 NYAGATARE F 0 4 15 11 14 0 44 1 0 0 EP NKERENKE M 0 3 8 15 16 0 42 1 0 0 F 17 11 7 7 0 0 42 1 1 2 MATIMBA EP MITAYAYO M 9 12 4 4 0 1 30 1 0 1 F 12 8 12 6 4 0 42 1 0 0 EP RUGARAMA MUSHERI II M 8 9 4 4 1 0 26 1 0 1 F 2 1 5 5 11 0 24 1 0 0 RUKOMO GS RUKOMO M 5 1 1 1 11 0 19 1 0 0 F 4 1 4 3 5 0 17 1 2 1 EP KABASARE M 8 4 6 4 2 0 24 1 0 0 F 0 2 4 13 7 0 26 1 1 0 GS NGAMBA M 0 1 0 5 7 0 13 1 0 1 NGAMBA F 2 12 12 16 1 0 43 1 0 0 EP MUNOGA KAMONYI M 0 9 5 6 0 0 20 1 0 1 F 0 23 11 12 24 0 70 1 0 0 EP MASOGWE M 0 14 10 16 13 0 53 1 0 1 F 5 35 21 32 0 0 93 1 0 1 GS MUGINA I MUGINA M 7 27 16 12 0 0 62 1 0 0 GS MBATI F 3 6 7 10 0 0 26 1 0 0
M 3 6 13 19 1 0 42 1 0 1 F 0 0 5 2 0 0 7 1 0 0 EP NYAGISOZI M 0 0 13 11 0 0 24 1 0 1 F 5 10 7 6 0 0 28 1 0 0 EP MUKINGA M 2 4 3 2 0 0 11 1 0 1 F 0 20 27 12 0 0 59 1 1 1 NYAMIYAGA EP RUYUMBA M 0 23 39 18 0 0 80 1 0 0 F 11 3 17 7 7 0 45 1 0 0 GS NYAMIYAGA M 9 2 6 18 10 0 45 1 0 1 F 6 2 1 6 6 0 21 1 0 0 EP MURAMBI M 6 2 0 1 5 0 14 1 0 0 F 3 7 4 1 27 0 42 1 0 1 EP GISHUBI M 7 5 9 7 35 0 63 1 0 0 KAYENZI F 3 8 11 8 0 0 30 1 0 1 GS BUBAZI M 0 3 8 13 0 0 24 0 0 0 F 2 3 12 5 4 0 26 1 1 0 EP BUGARAMA M 5 5 1 4 4 0 19 1 0 0 F 1 3 16 16 0 0 36 1 0 0 KIGEMBE EP KIGEMBE M 0 1 9 12 0 0 22 1 0 0 GS GIKONKO F 1 6 6 9 9 0 31 1 0 0 GISAGARA GIKONKO CATHOLIQUE M 0 7 9 7 3 0 26 1 0 1 GS F 2 49 37 39 0 0 127 2 1 0 MUGOMBWA MUGOMBWA M 5 58 21 35 0 0 119 0 0 1 F 3 9 6 6 6 0 30 1 0 0 MURAMA EP MURAMA M 0 4 1 2 3 0 10 1 0 2 NGOMA F 10 10 7 9 1 0 37 1 1 0 RUKUMBERI GS GITUZA M 7 3 11 2 1 0 24 1 0 0
F 7 4 3 3 11 0 28 1 0 0 RURENGE GS MUSYA M 6 2 3 1 6 0 18 1 0 0 F 3 5 8 15 15 1 47 1 0 0 MUGESERA GS NYANGE M 0 2 3 6 9 0 20 1 0 0 F 0 6 1 7 2 0 16 0 1 0 EP TUNDUTI M 1 3 1 1 4 0 10 1 1 1 KAZO F 0 17 2 3 6 0 28 1 0 1 GS KAZO M 0 10 2 1 1 0 14 1 0 1 F 2 8 5 3 0 0 18 1 1 0 NYARUGENGE EP KIGARAMA M 3 3 4 2 0 0 12 1 0 2 F 1 15 45 21 3 0 85 1 0 0 GASHORA EP GASHORA M 1 22 32 26 4 0 85 1 4 1 BUGESERA F 8 13 10 5 15 0 51 1 0 1 RWERU EP RWIMINAZI M 5 6 5 5 6 0 27 1 0 0 F 11 38 25 34 66 0 174 1 0 2 MUSENYI EP KIGUSA M 5 35 23 28 26 0 117 1 0 3 F 4 0 8 3 0 0 15 1 0 1 GS RUGOGWE M 2 0 4 0 0 0 6 0 0 0 NYAMAGABE BURUHUKIRO F 2 1 0 9 15 0 27 1 0 0 GS KIBYAGIRA M 0 2 2 1 2 0 7 1 0 1 F 6 8 12 15 8 0 49 1 0 0 EP RUSHOKA M 4 6 5 0 14 0 29 1 0 1 F 7 14 11 13 4 0 49 0 0 0 EP GITOVU NYANZA BUSORO M 5 12 9 16 2 0 44 1 0 0 F 1 1 25 7 4 0 38 1 0 0 EP SHYIRA M 2 1 13 9 0 0 25 1 0 1 RUGENGE F 7 1 5 7 9 0 29 1 0 0
M 6 4 5 4 2 0 21 1 0 1 F 1 5 5 2 30 0 43 0 0 0 GS GATARARA M 1 4 2 3 8 0 18 1 0 0 F 1 10 3 15 0 0 29 1 0 1 GS RUYENZI M 1 11 11 5 0 0 28 1 0 0 NTYAZO F 0 7 6 8 0 0 21 1 0 0 EP NTYAZO M 0 8 6 8 0 0 22 0 0 1 F 0 27 10 8 4 0 49 1 0 0 EP KAGUNGA M 0 20 10 6 3 0 39 1 0 1 F 586 1151 1310 1364 1099 150 5660 142 52 31 15 DISTRICTS 67 SECTORS 149 SITES M 517 1095 1105 978 698 93 4486 133 28 80 GENERAL TOTAL T 1103 2246 2415 2342 1797 243 10146 275 80 111
Attendance in PLCs ANNEXE 5e: ATTENDANCE THROUGH JOINT PEER LEARNING CIRCLES
RC attendances District Sectors Name of RC visited OUT OF LCs Sex PP P1 P2 P3 P4-P6 T SCHOOL F 0 3 9 3 0 0 15 5 RUSHABARARA M 0 2 8 5 0 0 15 1 RWANKUBA F 2 38 7 10 9 0 66 4 BIGUGU M 0 42 17 8 12 0 79 4
KARONGI F 0 0 0 0 0 0 0 5 KIRINDA MURAMBI M 0 0 0 0 0 0 0 4 F 3 35 17 3 1 0 59 4 MUHORORO M 1 21 12 9 1 0 44 4 MUTUNTU MUKUNGU F 0 0 0 0 0 0 0 3
M 0 0 0 0 0 0 0 4 F 0 0 0 0 0 0 0 5 GISAYURA M 0 0 0 0 0 0 0 5 F 4 10 10 9 34 0 67 5 MURUNDI KURUGANDA M 4 11 10 20 10 0 55 8 F 3 9 6 6 4 0 28 6 RUGOBAGOBA M 2 2 13 3 0 0 20 3 RUGANDA F 0 8 36 22 12 0 78 6 EP RWAMURAMIRA M 0 5 23 5 10 0 43 6 F 1 0 1 1 3 0 6 5 GASHARI BIRAMBO CELL M 0 0 0 2 4 0 6 6 F 0 32 10 8 0 0 50 5 GISHYITA EP NGOMA M 0 15 9 6 0 0 30 5 F 1 1 0 1 0 0 3 2 Gisozi M 3 3 1 1 1 0 9 1 GS KACYIRU 2 F 0 0 0 0 0 0 0 1 KACYIRU M 0 0 0 0 0 0 0 1 F 2 12 7 8 0 0 29 5 NDERA SECTOR ROOM M 1 11 10 3 1 0 26 2 F 0 0 0 0 0 0 0 4 KIMIHURURURA M 0 0 0 0 0 0 0 0 GASABO RUGANDO CELL F 0 0 0 0 0 0 0 1 KIMIRONKO M 0 0 0 0 0 0 0 1 F 0 0 0 0 0 0 0 1 BUMBOGO SECTOR ROOM M 0 0 0 0 0 0 0 1 F 0 0 0 0 0 0 0 3 GATSATA SECTOR ROOM M 0 0 0 0 0 0 0 1 F 0 0 0 0 0 0 0 4 JALI SECTOR ROOM M 0 0 0 0 0 0 0 1
F 0 0 3 3 0 0 6 1 KINYINYA SECTOR ROOM M 0 0 8 7 0 0 15 4 F 0 38 53 4 0 0 95 4 GIKOMERO SECTOR ROOM M 2 37 44 8 0 0 91 2 F 0 0 0 0 0 0 0 3 NDUBA SECTOR ROOM M 0 0 0 0 0 0 0 3 F 0 0 0 0 0 0 0 1 REMERA CATHOLIC REMERA SCHOOL M 0 0 0 0 0 0 0 2
F 0 0 0 0 0 0 0 2 RUTUNGA SECTOR ROOM M 0 0 0 0 0 0 0 2 F 0 0 0 0 0 0 0 4 JABANA SECTOR ROOM M 0 0 0 0 0 0 0 2 F 0 0 0 0 0 0 0 6 RUSORORO CENTRE DES JEUNES M 0 0 0 0 0 0 0 4 F 0 2 12 28 21 0 63 5 MUGANZA GS SEKERA M 0 8 6 23 11 0 48 5 NYARUGURU F 1 9 9 14 1 0 34 4 KIVU EP KIMINA M 0 9 5 4 3 0 21 5 F 17 197 180 120 85 0 599 104 3 DISTRICTS 24 SECTORS 26 SITES M 13 166 166 104 53 0 502 87 TOTAL 30 363 346 224 138 0 1101 191
Annex 6. Q3 FY2019 Mureke Dusome Photographs
Figure 1. A parent reads a book with children at Kiyumba Reading Club located in Kiyumba Sector, Muhanga District.
Figure 2. Publishers review a book incorporating positive discipline and child protection messages.
Figure 3. School leaders participate in a Peer Learning Circle in Kirehe District.
Figure 4. A Literacy Champion observes as Auxene Mutesi*, a child with a physical impairment, and her peers read a Kinyarwanda children’s storybook in the Masogwe Reading Club.
Figure 5. At the closing ceremony of Catholic Education Week, a girl receives a school kit, provided by Mureke Dusome, as her award for her performance in the reading competitions.
Annex 7. Catalogue of Documents Uploaded to DEC Name of Author Date of Status Location/Link to document product document ion Convert Uploaded Date of Document ed into upload ID PDF Q2 SCOPE Report Alex April YES YES 29/09/2016 5a767a75- https://dec.usaid.gov/d 2016 ac52-4cfd- ec/content/Detail.aspx 8749- ?ctID=ODVhZjk4NW bd61e1371 QtM2YyMi00YjRmLT df0 kxNjktZTcxMjM2ND BmY2Uy&rID=Mzgw MzI0 Q3 SCOPE Report Alex July YES YES 29/09/2016 11825af3- https://dec.usaid.gov/d 2016 1272-4499- ec/content/Detail.aspx 8e27- ?ctID=ODVhZjk4NW 4a318c7e6 QtM2YyMi00YjRmLT 043 kxNjktZTcxMjM2ND BmY2Uy&rID=Mzgw MzI2 Q 4 SCOPE Alex Septem YES YES 03/12/2016 24321b89- https://dec.usaid.gov/d Report ber be79-463c- ec/content/Detail.aspx 2016 b121- ?ctID=ODVhZjk4NW 1191645ee QtM2YyMi00YjRmLT 1b6 kxNjktZTcxMjM2ND BmY2Uy&rID=MzgzN DIx 2016 -SCOPE Best SCOPE, August YES YES 12/11/2016 bb82ef3e- https://dec.usaid.gov/d Practices for Stacey 2016 2fb6-47d3- ec/content/Detail.aspx engaging families Dixson b5f4- ?ctID=ODVhZjk4NW and communities in 9e0c99f61a QtM2YyMi00YjRmLT supporting db kxNjktZTcxMjM2ND children's literacy BmY2Uy&rID=MzgyM development-Final- zA4 01st August 2016
2016-SCOPE- SCOPE Novem YES YES 12/12/2016 97ef36ab- https://dec.usaid.gov/d Children's ber caf0-4ed0- ec/content/Detail.aspx Readership 2016 8cf1- ?ctID=ODVhZjk4NW Preferences Study- 23e7fdafe5 QtM2YyMi00YjRmLT Final-01 Nov 2016 8a kxNjktZTcxMjM2ND BmY2Uy&rID=MzgzM zAz 2016-SCOPE SCOPE Decemb YES YES 31/01/2017 456d7a6f- https://dec.usaid.gov/d Annual Report- er 2016 b0a4-4f5d- ec/content/Detail.aspx Final-31 December 9f13- ?ctID=ODVhZjk4NW 2016 6826847f7b QtM2YyMi00YjRmLT 65 kxNjktZTcxMjM2ND BmY2Uy&rID=Mzg1M jE5 2017-Q1-SCOPE SCOPE January YES YES 07/02/2017 1b34bf00- https://dec.usaid.gov/d Quarterly Report- 2017 4c37-4f22- ec/content/Detail.aspx Final-30th January 9169- ?ctID=ODVhZjk4NW 2017 b6599038a QtM2YyMi00YjRmLT 200 kxNjktZTcxMjM2ND BmY2Uy&rID=Mzg1N Dc0 2016 - Rwanda SCOPE Septem YES YES 28/06/2017 dc7c3826- https://dec.usaid.gov/d Baseline Survey ber f0d7-41eb- ec/content/Detail.aspx Tracking Literacy 2016 9e79- ?ctID=ODVhZjk4NW Knowledge f4597321bc QtM2YyMi00YjRmLT Attitudes and 49 kxNjktZTcxMjM2ND Practices at the BmY2Uy&rID=MzkxN School and DEz Community Level - Final - 01st September 2016 2017-Q2-SCOPE SCOPE April YES YES 05/07/2017 292c34b5- https://dec.usaid.gov/d Quarterly Report- 2017 e99b-4832- ec/content/Detail.aspx Final-30th April a795- ?ctID=ODVhZjk4NW 2017 QtM2YyMi00YjRmLT
2439630f76 kxNjktZTcxMjM2ND 16 BmY2Uy&rID=MzkxN jYx 2017-Q3-Mureke Mureke July YES YES 16/10/2017 cd182adf- https://dec.usaid.gov/d Dusome Project Dusome 2017 d9ad-437e- ec/content/Detail.aspx Quarterly Report- 83a4- ?ctID=ODVhZjk4NW April-June2017 77e649c75 QtM2YyMi00YjRmLT 7de kxNjktZTcxMjM2ND BmY2Uy&rID=Mzk2M jc0&inr=VHJ1ZQ==& dc=YWRk&bckToL= USAID Mureke Mureke Octobe Yes Yes 16/07/2019 PA-00T- https://dec.usaid.gov/d Dusome Dusome r 2017 S65 ec/content/Detail.aspx Quarterly ?vID=47&ctID=ODVh Report Q4 Zjk4NWQtM2YyMi00 FY2017 YjRmLTkxNjktZTcxM jM2NDBmY2Uy&rID= NTIyMjg4 2018-Q1 - Mureke January Yes Yes 16/07/2019 9ab108a8- Mureke Dusome Dusome 2018 cf47-4c83- https://dec.usaid.gov/d Project 89e9- ec/content/Detail.aspx Quarterly 765714957 ?vID=47&ctID=ODVh Report-October- 280 Zjk4NWQtM2YyMi00 December 2017 YjRmLTkxNjktZTcxM jM2NDBmY2Uy&rID= NTIyNzEz
FY2018-Q2 - Mureke April Yes Yes 16/07/2019 bb7183a9- Mureke Dusome Dusome 2018 74d8-43a7- https://dec.usaid.gov/d Project 8817- ec/content/Detail.aspx Quarterly d7a1dc810f ?vID=47&ctID=ODVh Report-January- d1 Zjk4NWQtM2YyMi00 March 2018 YjRmLTkxNjktZTcxM jM2NDBmY2Uy&rID= NTIyNTk5
FY2018-Q3 - Mureke July Yes Yes 16/07/2019 d7530666- Mureke Dusome Dusome 2018 2cea-4d2f- https://dec.usaid.gov/d Project ab1c- ec/content/Detail.aspx Quarterly 6f152179a1 ?vID=47&ctID=ODVh Report-April- 7f Zjk4NWQtM2YyMi00 June 2018 YjRmLTkxNjktZTcxM jM2NDBmY2Uy&rID= NTIyNjAw
FY2018-Q4 - Mureke Octobe Yes Yes 16/07/2019 Mureke Dusome Dusome r 2018 f351cf47- https://dec.usaid.gov/d Project 500f-4fc2- ec/content/Detail.aspx Quarterly b841- ?vID=47&ctID=ODVh Report-July- cb6614848 Zjk4NWQtM2YyMi00 September 2018 5a8 YjRmLTkxNjktZTcxM jM2NDBmY2Uy&rID= NTIyNjAx
FY2019-Q1- Mureke January Yes Yes 16/07/2019 PA-00T- Mureke Dusome Dusome 2019 SKC https://dec.usaid.gov/d Project ec/content/Detail.aspx Quarterly ?vID=47&ctID=ODVh Report-October Zjk4NWQtM2YyMi00 - December YjRmLTkxNjktZTcxM 2018 jM2NDBmY2Uy&rID= NTIyNjAy
FY2019-Q2 - Mureke April Yes Yes 16/07/2019 be9eb166- https://dec.usaid.gov/d Mureke Dusome Dusome 2019 4198-4237- ec/content/Detail.aspx Project a53a- ?vID=47&ctID=ODVh Quarterly fb2d4abdd2 Zjk4NWQtM2YyMi00 Report-January- 48 YjRmLTkxNjktZTcxM March 2019 jM2NDBmY2Uy&rID= NTIyNjAz