Quarterly Report First Quarter FY2017 – October 1St to December 31St, 2016

EDUCATION FOR CHILDREN AND YOUTH PROJECT Quarterly Report First Quarter FY2017 – October 1st to December 31st, 2016

Submission Date: January 16th, 2017

Agreement Number: 519-A-13-00001 Project Start and End Dates: January 2nd, 2013 to December 31st, 2018 COR: Timothy Curtin

Submitted by: Jorge Arévalo Fundación para la Educación Integral Salvadoreña (FEDISAL) Avenida Manuel Gallardo, Calle el Boquerón |Santa Tecla, La Libertad Tel: 2523-9800 Email: [email protected]

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

July 2008 1 1. PROJECT OVERVIEW

Project Name Education for Children and Youth (ECY)

Activity Start and End Dates: January 2nd, 2013 to December 31th, 201800001

Name of Prime Implementing Fundación para la Educación Integral Salvadoreña (FEDISAL) Partner:

Agreement Number: 519-A-13-00001

Fundación Salvador del Mundo (FUSALMO), Fundación Pro- Name of Educación (FUNPRES), Asociación Institución Salesiana Subcontractors/Subawardees: (AIS), Asociación Agape de El Salvador (AGAPE)

28 high-violence municipalities: Chalchuapa, Nejapa, San Antonio del Monte, San Juan Opico, Santa Ana, Sonsonate, Soyapango, Zaragoza, Apastepeque, Atiquizaya, Cojutepeque, Geographic Coverage Ilobasco, Panchimalco, Quezaltepeque, Rosario de Mora, San (municipalities) Pedro Perulapán, San Sebastián, San Vicente, Acajutla, Ahuachapán, Armenia, Chirilagua, Ciudad Delgado, Coatepeque, Colón, San Miguel, Santa Tecla, and Zacatecoluca

Reporting Period: October to December 2016 (FY 2017)

ACRONYMS AND ABBREVIATIONS

AGAPE Agape Association of El Salvador AIS Salesian Association Institution AOP Annual Operating Plan AT Technical Assistance CARSI Central America Regional Security Initiative CDM Camp Dresser & McKee Incorporated COP Chief of Party DASI Deputy Administrator for Systems Integration DCOP Deputy Chief of Party DDE Departmental Directorate for Education DNGD National Directorate of Departmental Administration ECY Education for Children and Youth EDYTRA Education and Work Foundation ESMA Superior School for Teachers FEDISAL Foundation for Comprehensive Education of El Salvador FHI 360 Family Health International 360 FTIS Full Time Inclusive School FUNPRES Pro-Education Foundation of El Salvador FUSALMO Salvador Del Mundo Foundation ILO International Labor Organization IS FTIS Integrated System for Full Time Inclusive School GDA Global Development Alliance GIZ German Corporation for International Cooperation LPA Learn – Practice - Apply MCC Millennium Challenge Corporation MEU Monitoring and Evaluation Unit MOE Ministry of Education (El Salvador) MPHS Multiple Purpose Household Survey NUPAS Non-US –Pre-Award Survey OCA Organizational Capacity Assessment OSY Out-of-School Youth Partner Network FEDISAL, FUSALMO, AIS, EDYTRA, UDB, FUNPRES, AGAPE PfG Partnership for Growth PPCV Project for the Prevention of Crime and Violence PPP Private Public Partnership PPR Project Progress Report PTU Project Technical Unit SEN Special Educational Needs UDB Don Bosco University UNICEF United Nations Children’s Fund UNS United Nations System USAID United States Agency for International Development

TABLE OF CONTENTS

1. PROJECT OVERVIEW ...... 1 ACRONYMS AND ABBREVIATIONS ...... 2 PROJECT DESCRIPTION ...... 4 1. EXECUTIVE SUMMARY ...... 5 1.1 SNAPSHOT OF QUARTERLY PROGRESS ...... 6 2. ACTIVITY IMPLEMENTATION PROGRESS ...... 9 2.1 IMPLEMENTATION STATUS ...... 9 2.2 IMPLEMENTATION CHALLENGES ...... 14 3. INTEGRATION OF CROSSCUTTING ISSUES AND USAID FORWARD PRIORITIES ...... 14 3.1 GENDER EQUALITY AND FEMALE EMPOWERMENT ...... 14 3.2 LOCAL INSTITUTIONAL STRENGTHENING ...... 15 3.3 IMPACT OF PUBLIC PRIVATE PARTNERSHIP (PPP) AND GLOBAL DEVELOPMENT ALLIANCE (GDA) ...... 16 3.4. SUPPORT FOR DISABLED PEOPLE...... 16 4. UPCOMING EVENTS FOR NEXT QUARTER ...... 17 5. COST SHARE AND LEVERAGE REPORT ...... 17 ANNEX A: PROGRESS SUMMARY ...... 19 ANNEX B: GEOGRAPHICAL LOCATION OF THE SELECTED SCHOOLS ...... 23 ANNEX C: GLOSSARY ...... 25 ANNEX D: SUCCESS STORY ...... 27

Project Description

The Education for Children and Youth Project (herein “ECY”) is a bilateral agreement between the Government of El Salvador and the USA Government as part of the Partnership for Growth and the USAID Education Strategy. ECY is implemented by Fundación para la Educación Integral Salvadoreña1 (FEDISAL) as part of the USAID forward strategy.

Programmatic focus ECY program seeks to reduce educational gaps in El Salvador through increasing educational opportunities to vulnerable/disadvantaged lower secondary students, and out of school youth aged 12- 24 years living in selected municipalities with high crime rates. ECY aims to help create safer communities by preparing youth for productive alternatives to criminal gang activity and addressing issues of inequitable access that may be a consequence of violence among youth (due to income, geographic location, exclusion of certain groups, among others).

In particular, USAID’s ECY supports basic education to improve student transition to lower secondary education, support teacher development, expand the Full Time Inclusive School approach /Escuela de Tiempo Pleno (EITP), and prevent violence in public schools. ECY supports out-of-school youth by providing complementary learning activities designed to reintegrate youth back into a formal school setting. While the goal of the Program will be improving educational outcomes, reduction in conflict and violence and increased economic growth can be two positive externalities associated with keeping youth in school and getting out- of-school youth back into general education or vocational training.

Coordination ECY supports and coordinates programs with the MOE in respond to the needs to improve the quality of education through the practice of inclusive, pertinent, and safe learning environments. Furthermore, this ECY complements USAID’s Crime and Violence Prevention Project (PPCV) as well as other activities implemented under the Central American Regional Security Initiative (CARSI). It also supports the Quinquennial Development Plan of the Government of El Salvador.

Associated implementing partners ECY’s prime implementers is FEDISAL, which works closely with its partner network comprised of five organizations: Fundación Salvador del Mundo2 (FUSALMO), Asociación Institución Salesiana3 (AIS), Universidad Don Bosco4 (UDB), Fundación Pro-Educación de El Salvador5(FUNPRES), and an international partner. During the first three years of the Project, Family Health International 360 (FHI 360) supported the implementation and management of ECY in strengthening institutional capacities of the local USAID partners. FHI 360’s participation in ECY concluded in MONTH YEAR. In MONTH YEAR, FEDISAL and Agape Association of El Salvador (AGAPE) signed an agreement to support the implementation of the component of assistance to out-of-school youth.

1 Foundation for Comprehensive Education of El Salvador 2 Salvador del Mundo Foundation 3 Salesian Association Institution 4 Don Bosco University 5 Pro-Education Foundation of El Salvador

1. EXECUTIVE SUMMARY Advocating the full-time inclusive approach

Between October and December 2016, ECY focused on strengthening school management. ECY identified the role of school principals as the key element for the effective implementation of its all strategies. Indeed, school principals devote efforts and manage resources to develop coexistence and pedagogical activities. As a result, it is important that each principal is aware of the importance of all the processes generated by ECY. During this period, ECY trained 180 principals in school management. The main topics of the training sessions were inclusive education, Learn – Practice – Apply (LPA) methodologies6, and promotion of healthy and protective environments for students.

Promoting safe learning environments

As part of our support for the PESS-focused schools, ECY provided training in interpersonal relationships to 71 teachers and nine principals in Soyapango and Ciudad Delgado. After the workshops, it is expected an improvement of the organizational environment in each of the schools.

Moreover, ECY supported the “recreational vacations” in 260 schools. Recreational vacations created enjoyable educational activities during vacation time to foster students´ abilities in arts and culture, sports and/or fair-play, academic reinforcement, and vocational courses. The recreational vacation program benefited 673 students. With these activities, ECY found that participating students used the vacation time productively, learned to coexist with their classmates, and developed curricular cognitive abilities.

Providing incentives to students with low economic resources

From October to December 2016, ECY benefited 1,767 students with the incentive of the vocational guidance test7. Vocational counseling aims to simplify the decision-making process and to provide relevant information concerning educational opportunities to motivate students to continue their studies. Additionally, in this quarter, ECY trained 61 lower secondary school students in arts so that they could replicate their acquired skills during the school recreational vacations.

Supporting out-of-school youth (OSY)

In this trimester, 1,767 OSY began their academic reinforcement course to reduce cognitive gaps and then return to the school system in January 2017. The strategy of academic reinforcement involves a process of self-learning and follow-up tutoring. This strategy reinforces students´ autonomous learning since these young people were out of the education system for a long time. Additionally, ECY assisted young people by providing food, transportation, and educational enrollment support. The incentives aim to encourage them to return to the education system.

6 For explanation, refer to the Glossary, Appendix C. 7 It contains vocational interest, personal characteristics, learning style, and entrepreneurship.

1.1 Snapshot of Quarterly Progress

ECY Results Achievements this quarter Plans for next quarter

Objective 1. Significantly improve learning of lower secondary school students

Result 1A: Expand the  241 schools received a  Provide technical Full Time Inclusive School technological package assistance to schools in approach to approximately (UPS, laptop, and modem) Cohorts 2, 3, and 4 677 selected lower and training to use the secondary schools to package.  Reinforce 60 schools in enhance academic inclusive education achievement and increase  13 principals in 9th grade completion, Zacatecoluca received  Conduct classroom visits benefiting at least 100,000 training in school to reinforce the application 7th, 8th, and 9th-grade management, pedagogical of LPA methodologies students proposal, and digital skills.

 15 classroom visits to collect feedback on pedagogical teaching practices

 3 meetings with a network of specialists8 to promote sustainability of active methodologies

 79 technical assistance visits to schools to strengthen inclusive education topics

 120 principals qualified in school management, inclusive education, and LPA methodologies

8 Specialists in mathematics, science, and language

6 ECY Results Achievements this quarter Plans for next quarter

Result 1B: Strengthen safe  260 schools organized  Provide training to learning environment recreational vacations, approximately 115 program to reduce school promoting an educational teachers and 469 students violence at 677 schools in space of leisure during in arts and culture high-risk municipalities vacation time. included in Result 1A  Promote a Youth above  79 technical assistance Expression Festival in visits to schools to every department in strengthen coexistence and Cohort 2 reduce violence, especially concerning conflict resolution and bullying prevention

Result 1C: Provide  1,722 lower secondary  Apply the structure of innovative education school students from low- vocational counseling on incentives/scholarships to income families received students in Cohorts 1 and 2 at least 40,000 students (40 vocational guidance. percent of the targeted 100,000 students) to reduce economic hardships for low-income lower secondary students from the 677 schools included in Result 1A above

Result 1D: Develop an Operational Monitoring  Process completed  Process completed System to monitor Project goals and activities as well as students´ educational indicators

7 Objective 2. Increase educational opportunities for out-of-school youth (OSY)

Result 2A: Provide  Support 1,205 young assistance to at least 30 people to return to the percent of OSY in the 25  1,764 new young educational system using targeted municipalities in participants received the strategy of their return to formal academic reinforcement Orientation Course for schooling or completion of courses or Proficiency the Flexible Modalities a lower secondary Test support. (blended, night-time, education diploma accelerated, and e- learning)

 Train 1,300 young Result 2B: Provide  1,764 new young people people in soft skills training in community- took soft-skills courses based skills and job focused on building a  Ally with the Bridges to preparation to 23,150 OSY Life Plan that Employment Project so in the 25 targeted emphasized completing that participants can be municipalities and their their studies. complemented with surroundings training for employment

Result 2C: Provide innovative education  1,764 young people incentives/scholarships to received such incentives  Provide incentives to at at least 23,150 OSY in the as youth outreach, food, least 1,300 young people 25 targeted municipalities and transportation for participating in the to reduce economic their retention in the training provided by the hardships and to enable Project flexible modalities of more equitable education. participation in educational opportunities

Objective 3: Distribute equipment and educational materials to schools damaged by Hurricane IDA

Result 3A: Procure and distribute school supplies  Process completed  Process completed to schools damaged by Hurricane Ida

8 Objective 4: Implement Rapid Response Fund

Result 4A: Implement a Rapid Response Fund for __ benefited schools and __ students.

2. ACTIVITY IMPLEMENTATION PROGRESS

2.1 Implementation Status

Objective 1. Significantly improve educational outcomes of lower secondary school students in high-risk municipalities

Result 1A: School progress toward the full time inclusive school approach

From October to December 2016, ECY visited 79 schools to verify and strengthen processes of inclusive education9. During these visits, teachers reported their use and implementation of various educational methodologies concerning curricular adjustments on students with special educational needs10. With these adjustments we project that students with physical and/or socio- emotional disabilities will improve their learning and, consequently, their educational outcomes. Up to date, 93percent of ECY schools use different educational methodologies to support vulnerable students such as: academic reinforcement, curricular adjustment and peer learning.

Additionally, during the visits, ECY fostered awareness among school trained principals and teachers of the importance of strengthening Pedagogical Committees in educational inclusiveness and other ECY strategies. It is expected that the committee promotes inclusive educational practices in the elaboration of the pedagogical proposal. The pedagogical proposal is the annual school plan, therefore, if the Committee promotes the ECY inclusive strategies, it contributes to ECY sustainability.

ECY has identified that the success of the implementation of coexistence and educational strategies rests greatly with each school principal’s role. Each principal postulates and manages the strategies and resources to implement the processes at school. In this quarter, ECY trained 180 principals in school management. Specifically, the training sessions focused on topics of the inclusive approach, LPA methodologies, and promotion of healthy and protective environments for students.

By training school principals directly, ECY projects a greater level of involvement of and support from these principals. Furthermore, we expect that the initiative of teachers who have

9 For explanation, refer to the Glossary, Appendix C. 10 Youth with physical disabilities or non -physical disabilities such as dyslexia, hyperactivity, and attention deficit

9 previously trained will be support by the school principal, as they have been trained in the importance of all this strategies.

Considering that the role of the principal is important to the success of each strategy, we decided to train principals before all the implementation in the fourth group of schools. In October 2016, thirteen principals underwent training in school management, pedagogical approach, and digital skills. We expect the school principals after the training period will adopt the ECY vision and promote each of the Project´s strategies before ECY trained teachers.

Simultaneously, during this quarter, ECY trained a number of MOE officials so that the support processes for schools can be extended. By doing so, when the Project ends in 2018, the MOE continues providing technical assistance to schools to promote the Project´s sustainability. During the training mentioned above, we invited a number of teachers who had applied active methodologies in the classroom to demonstrate the best practices of these methodologies.

Result 1B: Schools promoting safe learning environments

As mentioned in the previous section, ECY trained principals in school management, especially in topics to promote safe and healthy environments for students. Such workshops focused on management skills for a socio-affective environment. The workshops also emphasized positive leadership, communication improvement, collaborative work, and the importance of harmonious relationships to develop coexistence environments and, consequently, improve students´ educational outcomes.

As part of our support for the PESS-focused schools, we provided training in interpersonal relationships to 71 teachers and nine principals in Soyapango and Ciudad Delgado. After the workshops, we predict an improvement in interpersonal relationships among school staff members and students. Additionally, we expect that the workshops promoted effective communication for the participants.

Simultaneously, we offered training to 79 schools in Cohorts 1 and 2 in bullying prevention and psychological first aid. The training sessions focused on reinforcing mediation techniques, self- care exercises, and the importance of sustaining bullying campaigns at school. These workshops aimed to create self-sustainable mechanisms at schools so that they can maintain the safe learning environments currently present at 93 percent of those schools.

Additionally, ECY made technical assistance visits to the PESS-focused schools for guidance on developing a sustainability plan to strengthen interpersonal relationships. During trainings for teachers, ECY received requests for such support. The requests demonstrated teachers´ passion to promote the sustainable development of better coexistence environments.

This quarter, 260 schools supported by ECY developed "recreational vacations" benefiting 663 students (334 males and 329 females). These were open activities in schools aimed to develop training in arts11 and culture12, sports and/or fair play13, academic reinforcement, and training for the job market14 during school vacation time.

11 Drawing, music, painting, and theater

10 The recreational vacations enabled young people to take part in productive activities during vacation time. In addition, these activities strengthened their skills and abilities, which would help them in their studies. ECY supported recreational vacations in three different ways as follows:

 Donating sports equipment to 40 PESS-focused schools according to their needs and the activities that they were going to perform  Training arts and culture tutors at eight schools in Soyapango so that they would replicate and apply what they learned from the training in their schools in the afternoon  Assisting the Coexistence Committees at 212 schools in planning and coordinating the recreational vacations with their own resources. This process promotes the sustainability of the actions and committees organized by ECY.

According the ECY data, 80 percent of young people attending recreational vacations claimed that the vacations brought considerable benefits to them. We also noticed a change in young people´s responses regarding how they spent their vacation time over the years. In 2015, almost 50 percent of young people reported that they spent their time passively during past holidays, watching TV, hanging out with friends, or sleeping.

Furthermore, according to young people participating in the recreational vacations, they learned teamwork, trust, respect, and tolerance through fair-play activities. In addition, they claimed that their relationships with classmates and family had improved. Indeed, recreational vacations promoted the development of healthy environments and coexistence in schools.

Result 1C: Provide educational incentives or scholarships to low-income students

From October to December 2016, ECY benefited 1,722 students (850 males and 872 females) with the incentive of the vocational guidance test. Through the vocational guidance exams, students can discover their identities and motivations to continue their studies and to search for better life alternatives for their future.

Vocational counseling aims to simplify the decision-making process and to provide relevant information concerning educational opportunities to motivate students to continue their studies. Furthermore, vocational assessment intends to raise students´ resilience and to identify their strengths so that they can overcome obstacles in their lives in general. Therefore, the incentives are closely related to improving safe learning environments at schools and reducing school dropouts.

Additionally, in this quarter, the Project trained 61 Soyapango students in arts so that they could replicate their acquired skills during the school recreational vacations. These students gradually

12 Visits to museums and educational walks 13 Soccer, basketball, volleyball, chess, tennis, and aerobics 14 Cosmetology, bakery, and piñata-making

11 become leaders in their schools and promote active learning environments and team work through arts.

To date, ECY has provided scholarships and incentives to 30,541 lower-secondary school students (65 percent of the Project’s total goal). The awarded scholarships include vocational counseling services, arts, culture, sports, and fair-play game to develop coexistence and fellowship.

Result 1D: Develop a monitoring and evaluation system to track indicators

The monitoring and evaluation system is completed. From October to December 2016, based on the historical data in the system, the Monitoring and Evaluation Unit (MEU) made a presentation of the main characteristics of out-of-school youth. Next quarter, the MEU will write a briefing paper reporting the characteristics of out-of-school youth.

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

Result 2.A: OSY return to formal schooling.

One of the weaknesses of the flexible modalities in El Salvador is that the out-of-school population does not know various options that the non-traditional educational system offers. Consequently, from October to December 2016, ECY with the support of the MOE promoted campaigns of flexible modalities to engage OSY in 26 high-risk municipalities. The campaigns aimed to attract the OSY to return to school at the beginning of the following school year.

Once OSY are enrolled in any of the flexible modalities, ECY helps reinforce their learning. The Project adapts a strategy called Flipped Classroom, which is a model of self-learning followed by tutoring. In Flipped Classroom, students are responsible for their own learning. The strategy aims to reduce cognitive barriers the young people might encounter when they go back to formal education. In addition, Flipped Classroom provides students with self-learning tools which allows them to be successful in their coming back to school.

As part of the intervention, ECY provides reinforcement in mathematical logic, reading comprehension, and learning ability. In addition, the Project offers courses in soft skills and incentives such as food, transportation and support for educational enrollment. This quarter, 1,764 young people (831 females and 933 males) benefited from this strategy. To date, the Project has supported a total of 9,932 young people in this context so that they can pursue a flexible modality of education.

Finally, the certification process of 47 teacher trainers of the Project in Flexible Modalities methodology ended this quarter. The teacher trainer certification process was strategically coordinated with the MOE. The MOE relies on few teacher trainers to support the Flexible Modalities of Education.

12 Result 2.B: OSY receive community-based skills training program to prepare for the labor market.

In addition to the academic reinforcements provided to OSY, ECY simultaneously offers soft- skills courses. Such courses aim to encourage participants to better understand themselves and formulate their life plans in which they visualize education as a key part of their personal development.

According to the ECY data, young people who returned to school had stayed out of school for 5 years in average. The long period of being out of school hinders their retention. The courses of soft skills intend to motivate participants and direct them toward the importance of education. Also, the courses promote self-knowledge and the importance of healthy interpersonal relationships. This is critical for these young people because the majority of them live in high- risk and violent areas.

During this quarter, the Project trained 1,764 young people in soft-skills courses.

Result 2.C: OSY receive incentives for more equal participation in educational opportunities.

An essential part of the support program for OSY is the incentives. As one of the main reasons for dropping out is economic problems, the incentives are crucial for the retention of OSY who have returned to school. In the quarter, the project provided 1,764 young participants with such incentives as food, transportation, and enrolment support. To date, the Project has benefited 16,041 young people through incentives to promote their participation and retention in the flexible modalities of education.

Objective 3: Procure and distribute educational supplies for six schools damaged by Hurricane Ida

This process was completed.

Objective 4: Implement a rapid response fund

The Project has not performed any actions concerning this objective. No emergency situation has been identified.

13 2.2 Implementation Challenges

The table below describes the implementation challenges and the proposed solutions.

ECY CHALLENGES SOLUTIONS IMPLEMENTATION Document approval by the MOE: The Project needs to address It has taken the MOE too long to the MOE´s remarks as soon approve documents. This slow as possible. process stopped the process of book Furthermore, if the MOE delivery to schools. To meet the does not respond in a timely goals concerning the number of manner, the Project will books delivered to schools, ECY solicit support from USAID needs to expedite this document to request the approval from School support approval process. the MOE. By doing so, the component project can comply with the goals and established dates. Confluence of different offers and The Project needs to create a organizations: Different more effective coordination interventions in the PESS-focused mechanism for sharing municipalities might duplicate information and processes. processes, or involve too many evaluations and/or requirements from different institutions.

3. INTEGRATION OF CROSSCUTTING ISSUES AND USAID FORWARD PRIORITIES

3.1 Gender Equality and Female Empowerment

Through integrated technical assistance and training sessions, we have promoted and raised awareness of equitable relationships without discrimination by gender, age, and roles. Furthermore, the Project advocates a favorable climate which encourages respect and positive conflict resolution techniques. We also support that schools have an equal number of females and males in their educational opportunities. Additionally, with the partnership between ECY and Glasswing International, we are intensifying our efforts to support the female population. Through the Project of Employability, we will support approximately 30 young women to continue their studies through the Proficiency Test, and Glasswing will support them with labor market training. By doing so, they can find better job positions. This partnership reduces the gaps between educational supply and labor market supply for the young women.

14 3.2 Local Institutional Strengthening

In October 2016 and within the framework of the alliance between Catholic Relief Services (CRS) and FEDISAL, 3 ECY staff members participate in an induction trip to YouthBuild International at their offices in New York, New Jersey, and Massachusetts. The trip intended for the team to learn YouthBuild model and their methodologies for at-risk youth.

As part of the visit, the team achieved the following:

a. Familiarized with different components that the YouthBuild model offers: vocational education15, conventional education16, community service, case evaluation and personalized interventions; and leadership development for young people b. Able to experience different implementation modalities of the YouthBuild model, given that the model includes pillars which can be easily identified in different application locations c. Able to identify potential elements of the YouthBuild model that can be implemented as part of ECY, specifically in the components of Support for out-of-school youth and vocational counseling

As previously mentioned, the process of local institutional strengthening focuses on the use and application of the manuals to develop the soft-skills courses and induction courses. In this case, the Project mainly supported the technical teams of AGAPE, an institution which joined the Project during the first quarter of 2016 and requested more involvement in the project.

This quarter, ECY developed a workshop on how to use the Examview 8.0 software. The Project provided this software to 25 technicians from the Ministry of Education and the partner network. This software allows users to design, create, manage, and score standardized tests. The Project uses Examview 8.0 to complement strategies to support out-of-school youth.

The MOE authorities enthusiastically welcomed the workshop because it strengthened their capabilities to work with out-of-school youth. ECY donated five Examview 8.0 software licenses to the MOE to improve their capabilities.

Additionally, from October to December 2016, the project trained eight participants how to apply the manuals on developing soft-skills and induction courses. Specifically, the project focused on the technical teams of AGAPE. This institution became a Project´s partner during the quarter of 2016, and it requested more guidance from the Project. In addition, ECY provided training to 12 staff members of the partner network regarding how to use the online management system and to provide technical support when problems arise.

During these three months, the Project conducted a Certification Process for ECY teacher trainers to become teachers of the flexible modalities of education. This process started in August and ended in December 2016. ECY granted 47 certifications. ECY considers this activity as strategic. Thanks to the certification process, teachers become more knowledgeable of flexible

15 Courses in woodwork, plumbing, electricity, etc. which allow participants to receive construction certifications 16 Study of a grade, for example, upper secondary school

15 modalities and the characteristics of vulnerable youth. In total, the Project trained 58 partner staff members during this quarter.

3.3 Impact of Public Private Partnership (PPP) and Global Development Alliance (GDA)

In November 2016, a staff member was designated to be in charge of this area. This has allowed us to identify the potential areas, both within ECY and with the implementing partners, to upgrade and establish new alliances. We expect that such partnerships will improve the impact of ECY.

At the end of the quarter, we identified the following actions to carry out in 2017: 1. Create an Orientation Guide to establish PPP within the project (The guide is intended to allow implementing partners of the project to improve their activities.) 2. Strengthen the implementing partners through training in municipal management and improvement of inter-institutional work strategies 3. Design tools to build and follow up on the established alliances with current implementing partners 4. Organize two events to sign agreements and present the project advances to partners 5. Participate in various events and activities to promote the youth and education themes in the country

3.4. Support for disabled people

The flexible modalities of education are an alternative for at-risk youth to have an opportunity to study. These modalities offer flexibility and, therefore, allow young people who have different responsibilities and limited time to access educational programs. Additionally, the flexible modalities provide an alternative for young people who cannot go to school daily because of the violence situation in El Salvador.

Consequently, the flexible modalities represent an alternative for young people affected by violence, teen parents, young pregnant women, and youth with economic problems. However, the population that is most like inhibited from returning to school is people of any kind of disabilities.

ECY, as part of its strategy to focus on youth with disabilities, this quarter supported three young people with hearing disabilities in their return to formal education. The project trained these three teenagers in soft-skills and academic reinforcement. (AGAPE provided a sign language interpreter to facilitate the training sessions.) They will attend the flexible modalities of education next quarter.

16 4. UPCOMING EVENTS FOR NEXT QUARTER

For the next quarter, ECY has planed the following events:

No Event Goal Place Date 1 Start up of ECY in Launch ECY in the Zacatecoluca 22/02/2017 Zacatecoluca municipality of Zacatecoluca as part of the support to Plan El Salvador Seguro. 2 Alliance between IiGO To sign the Alliance between San 14/03/2017 and ECY TIGO y ECYP, to support Salvador schools with conectivity and technological equipment 3 Launch ECY educational To present the ECY San 18/03/2017 website educational website to the Salvador media and the beneficiaries 4 Forum: Education in To bring specialist in hostile San 29/03/2017 context of violence context education, so they Salvador propose alternatives to solve this problem.

5. COST SHARE AND LEVERAGE REPORT

COST SHARE REPORT CUMULATIVE TO DECEMBER 2016

% of Quarter TOTAL CUMULATIVE Progress

October to December 2015 Q1 $132,872.46 $2053,446.69* (FY2016) Q2 January to March FY2016 $95,929.54 $2149,376.23*

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

Q4 July to September FY2016 $55,721.55 $2,301,027.32* October to December 2016 Q1 $197,586.19 $2,498,613.51** (FY2017) TOTAL $578,039.28 $2,498,613.51 47% *Data reported in the Federal Finance Report F425 ** Data under validation process by the Project Finance Manager for the report F425

FOR THE PERIOD OF JANUARY 2016 – DECEMBER 2016 (IN US $)

USAID LOP: $25,000,000 PROJECT NAME: EDUCATION FOR CHILDREN AND YOUTH/FEDISAL LEVERAGE: $500,000 PROJECT NUMBER: 519-A-13-00001 COST SHARE: $5,355,789 PACD: 12-31-2018 TOTAL PROJECT: 30,855,788 (1) (2) (3) (4) (5)=(4)-(2) PLANNED LEVERAGE ACTUAL LEVERAGE ESTIMATED LIFE OF PRIVATE DESCRIPTION ESTIMATED THIS CUMULATIVE (SHORTAGE) PROJECT SECTOR TO DATE QUARTER TO DATE EXCESS (LOP) DESCRIPTION In-kind by nature: 1 Modems for connectivity $ 8,352.00 $ 8,352.00 $ - $ 8,352.00 $ - TIGO 2 Connectivity year/school $ 20,873.17 $ 20,873.17 $ - $ 41,746.34 $ 20,873.17 3 Office 365 licenses $ 382,176.00 $ 256,176.00 $ 3,680.00 $ 505,440.00 $ 249,264.00 Microsoft 4 “Teaching with Technology” workshops $ 7,400.00 $ 7,400.00 $ - $ 7,400.00 $ - 5 Awards for technology fair $ 454.00 $ 454.00 $ - $ 454.00 $ - 6 Awards for technology fair (T-shirts) $ 618.75 $ 618.75 $ - $ 618.75 $ - Awards for technology fair (Costs of 2 IPHONE $1,473.52 and costs of 10 USB 7 Memory of 16 GB $146.50) $ 1,620.02 $ 1,620.02 $ - $ 1,620.02 $ - $ Awards for technology fair (various awards) 8 $ 400.00 $ 400.00 $ - $ 400.00 - 9 Awards for technology fair $ 6,125.00 $ 6,125.00 $ - $ 1,125.00 $ (5,000.00) 10 Lego education $ 59,107.45 $ 59,107.45 $ - $ 24,107.45 $ (35,000.00) 11 Synthetic bags of El Salvador $ 10,000.00 $ 1,000.00 $ - $ - $ (1,000.00) $ Others 12 $ 2,873.61 $ - $ - $ - - Sub-total of in-kind leverage Total leverage $ 500,000.00 $ 362,126.39 $ 43,680.00 $ 591,263.56 $ 229,137.17

Percentage of achieving the planned leverage 72% 118%

ANNEX A: PROGRESS SUMMARY

*Indicator of Objective 3 have not been reported because they were achieved last year *Impact indicators have not been reported because the Ministry of Education have not released database. This indicator will be reported next quarter.

(OB1) Component 1: Significantly improve educational outcomes for lower secondary school students Quarterly Status – FY Baseline data FY 2017 Annual 2017 Performa Data Annual nce Indicator Annual Comment(s) Source Cumulativ Achieved Year Value Cumulative Q1 Q2 Q3 Q4 e Planned to Date (in Actual target %) Intermediate Result (IR): Result 1A. The Full Time Inclusive School approach (FTIS) in approximately 677 selected lower secondary schools to enhance academic achievement and increase 9th grade completion and benefitting at least 100,000 7th, 8th and 9th students GR1.1 Number of PTA´s or Project 2013 0 360 13 13 3.6% similar ‘school’ governance Activit structures supported (PPR y indicator) Reports GR1.2 Number of Trainin 2013 0 550 71 71 13% teachers/educators/teaching g assistants who successfully records completed in service training and or received intensive registra coaching or mentoring with tion USG support (PPR indicator) sheets GR 1.3 Number of textbooks Distrib 2013 0 7,300 0 0 0% and other teaching and ution learning materials (TLM) records provided with USG assistance (PPR indicator)

19 Quarterly Status – FY Baseline data FY 2017 Annual 2017 Performa Data Annual nce Indicator Annual Comment(s) Source Cumulative Achieved Year Value Cumulative Q1 Q2 Q3 Q4 Planned to Date (in Actual target %) GR.1.4 Number of Trainin 2013 0 280 132 132 47% administrators and officials g successfully trained with records USG support (PPR indicator) GR.1.5 Number of schools Project 2013 0 220 0 0 0% Annual using Information and checkli indicator. No Communication Technology st measured yet due to USG support (NMY) R1A.1: Number of schools Project 2013 0 600 0 0 0% Annual implementing the FTIS with checkli indicator. USAID support st NMY R1A.2.Ninth grade MOE 2013 81% 85% No data 0% completion rate in target databas available yet schools e R1A.3 Number of students MOE 2013 0 475,000 No data 0% benefited in target schools databas available yet with USG support e Intermediate Result (IR): Result 1B: Strengthen safe learning environment program to reduce school violence in high risk municipalities in 677 schools included in Result 1A above. R1B.1:Number of USG Project 2013 0 230 0 0 Annual supported schools or learning checkli indicator. No spaces meeting criteria for st measured. safe schools program (PPR NMY indicator)

20 Quarterly Status – FY Annual Baseline data FY 2017 2017 Performan Data ce Indicator Annual Annual Achieved to Comment Source Cumulative Cumulative Year Value Q1 Q2 Q3 Q4 Date (in %) Planned Actual target R1B.2 Percentage of students Licker 2013 0 70% 0 0 Annual who say they feel safe in scale indicator, schools with USG support survey NMY Victimized and aggression Survey 2013 0 55 0 0 Annual Index indicator, NMY Result 1C: Provide innovative incentives/scholarships to at least 40percent of the 100,000 students to reduce economic hardships for low income students in lower secondary education from the 677 schools included in Result 1A above R1C. Number of students in Project 2013 0 9,000 1,783 1783 19.81% targeted schools that have reports received scholarships with USG support Result 1D: Develop a fully operational monitoring system to track performance of program activities for student retention, achievement, school safety and participation of out of school youth in educational opportunities R1D.1: Percentage of Project 2013 0 100% 100% 100 100% This target completion of the Operational adminis % was Monitoring System (OMS) trative achieved last databas year e

21 (OB2) Component 2: Increase access to educational opportunities for out of school youth Data Baseline FY 2017 Quarterly Status – FY Performa Comment(s) Source 2017 nce Annual Annual Indicator Achieved Cumulative Cumulative Year Value Q1 Q2 Q3 Q4 to Date (in Planned Actual %) target Result 2A: Provide assistance to at least 30 percent of out of school youth in the 25 targeted municipalities to return to formal schooling or to complete a lower secondary education diploma R2A.1: Number of OSY who Databas 2013 0 6,250 1,765 1,765 28% ¨receive direct assistance¨ to e of return to formal schooling particip with USG support ants R2A2 Number of OSY who Trainin 2013 0 602 0 0 0% This target complete a lower secondary g has been or upper education diploma records achieved for with USG support the overall project. Result 2B: Train at least 30 percent of OSY in 25 targeted municipalities engaged in community based skills for local markets R2B1 Number of out of Trainin 2013 0 6,250 1,412 1412 23% school youth engaged in g community-based skills records training programs for local labor markets Result 2C: Provide innovative incentive/scholarship to at least 30% percent out of school youth in the 25 targeted municipalities to reduce economic hardships for low income out of school youth to enable more equitable participation in educational opportunities R2C.1 Number of out of Trainin 2013 0 6,250 1,765 1765 28% school youth that received g scholarships or incentives to records return to school

ANNEX B: GEOGRAPHICAL LOCATION OF THE SELECTED SCHOOLS

ECY intervenes in 28 high-risk municipalities by expanding the Full-Time Inclusive approach and promoting safe learning environments for children and youth in 677 schools. The schools are divided by groups of schools, which we call “School Cohorts”. The map below shows the geographical locations of the 677 benefited schools. The table on next page reports the number of schools which the Project supported per municipality.

Figure 1. Schools benefited from the ECY Project by cohort and municipality

Source: ECY

Municipalities and Schools per Cohort and Entry Year to ECY Schools per Cohort Cohort 1 Cohort 2 Cohort 3 Cohort 4 Entry Year 2013 2014 2015 2016 Chalchuapa 16 16 Nejapa 16 San Antonio del Monte 6 Municipalities San Juan Opico 16 26 of Cohort 1 Santa Ana 41 Sonsonate 38 Soyapango 23 14 Zaragoza 8 Apastepeque 16 Atiquizaya 9 Cojutepeque 13 Ilobasco 40 Municipalities Panchimalco 21 of Cohort 2 Quezaltepeque 29 Rosario de Mora 7 San Pedro Perulapán 22 San Sebastián 11 San Vicente 21 Acajutla 24 Ahuachapán 39 Armenia 8 Chirilagua 12 Municipalities Ciudad Delgado 24 of Cohort 3 Coatepeque 20 Colón 23 San Miguel 82 Santa Tecla 23 Municipalities of Cohort 4 Zacatecoluca 13 TOTAL 164 245 255 13

ANNEX C: GLOSSARY

 Annual School Plan: Is a school strategic planning tool. This Plan is elaborated with the principal, teachers and students and allows the implementation of strategies/agreements taken with individuals involved.  Coexistence Committee: Is an organizational structure of the school, which aims to promote strategies to improve child friendly environments.  Child Friendly Environment: A supportive educational and community environment that is inclusive, healthy, friendly, protective and right-based. The Child-Friendly School model, developed by UNICEF, promotes inclusiveness, gender-sensitivity, tolerance, dignity, and personal empowerment17.  Collaborative Learning Spaces18: Transformation of classroom spaces to improve teaching and learning. Teachers connect pedagogy and technology to create spaces that promote social learning and students´ maximum engagement.  Fair Play: A methodology of learning values through sports  Full time (part of the Full Time Inclusive School): This is an educational space to offer different educational opportunities to children and youth.  Inclusive Education: This is a strategy to make education processes more inclusive for vulnerable youth by offering equal education opportunities to males and females, disabled people, and learners of different types of learning. The approach supports vulnerable youth in the learning and adaptation process.  Integrated system: is an alternative option to implement the pedagogical model when a school lacks resources. This is made though a school network to share resources and efforts to increase educational opportunities in the territory.  Learning and Technological Support Committee: Is a school organization composed of teachers and students. The committee aims to share experience in educational videogames, robotics, and technology that ECY includes in training sessions.  Learning Guide (Learn, Practice and Apply - LPA): This is a tool that promotes student’s active learning. The learning guide has three sequential phases that allow students to develop logical and social thinking. This guide helps students to actively participate in the construction of their own knowledge.  Pedagogical Committee or Pedagogical Team: Is in charge of promoting good practices in education, monitoring and follow up on teaching methodology, and advocating child friendly environment.  Pedagogical Proposal: Is a Pedagogical plan in constant construction that focused on the schools´ needs and gaps. Some basic elements of pedagogical proposal are: vision, mission, values, strategic objectives, strategic actions, pedagogical challenges, and agreements.  Peer Learning Circles: Peer Learning Circles are based on action-learning. Learning Circles provide peers (teachers specializing in Mathematics, Language, and Science) an

17 ECY works with UNICEF criteria of Child Friendly School. 18 Rediseño del Aula en español

opportunity to learn from their own and others’ experiences, and to immediately test and apply their learning. Additionally, they share resources that have been successful in teaching and lesson learned.  Proficiency Test: Is a cognitive test for OSY that accomplish certain conditions in Mathematics, Language, Science, and Social Studies. The people who pass this test earn a diploma.  School Cohort: Refers to group of schools that enter ECY in a certain year. Cohort 1 entered in 2013, Cohort 2 entered in 2014, Cohort 3 entered in 2015, and lastly Cohort 4 entered in 2016.  School Management: A series of pedagogical and organizational actions designed to improve students´ learning outcomes. In the school management, the principal involves participation from teachers, students, and parents.

ANNEX D: SUCCESS STORY

According to the latest ECY communication Plan, all the success stories will be present in video format19. To see the success story please go to: https://www.youtube.com/watch?v=vla9R77ZUds

19 The success story of this Report will be changed on January 18th , 2017.