USAID | Aprender a Ler (ApaL) Contract No. AID-656 -C-12-00001
FY2016
Annual Summary Report: Oct 2015 – Sept 2016
Submitted by World Education, Inc.
October 31st, 2016 Contract No. AID-656-C-12-00001 FY 2016 Annual Summary Report This publication was produced for review by the United States Agency for International DevelopmentPage | .1
Acronyms & Key Terms
ApaL USAID | Aprender a Ler (Learn to Read) APAL/IE USAID | Aprender a Ler Impact Evaluator AWP Annual Work Plan CLIN Contract Line Item Number COP Chief of Party DIPLAC Direcção de Planificação e Cooperação (Directorate for Planning and Cooperation) DNEP Direcção Nacional de Ensino Primario (National Directorate of Primary Education) DNFP Direcção Nacional de Formação de Professores (National Directorate for Teacher Training) DNQ Direcção Nacional de Qualidade (National Directorate for Quality) DPEC Direcção Provincial de Educação e Cultura (Provincial Directorate of Education and Culture) FY Fiscal Year ICP Institutional Capacity Plan (also Plano de Capacitação Institutional or PCI) IEG Impact Evaluation Group IFP Instituto de Formação de Professores (Teacher Training Institute) IGA Institutional Gap Analysis INDE Instituto Nacional de Desenvolvimento de Educação (Curriculum Development Institute) IR Intermediate Result LEI Local education institution LT Lead Trainer (selected Master Teacher or Pedagogical Director) LOC Letter of Commitment (in lieu of MOU agreements at provincial level) MEP Monitoring and Evaluation Plan MINEDH Ministry of Education PCG Provincial Coordination Group PD Pedagogical Director QR Quarterly Report RPG Reading Planning Group (located at district level) RRP Reading Reinforcement Program SD School Director SDEJT Serviço Distrital de Educação, Juventude e Tecnologia (District Education, Youth and Technical Services) SLP Scripted Lesson Plan SMT School Management Tool SOW Scope of Work STTA Short-Term Technical Support TLA Teaching and Learning Aid (for reading instruction) TOR Terms of Reference UP Universidade Pedagógica de Moçambique (Pedagogical University of Mozambique) USAID United States Agency for International Development WEI World Education Inc. ZIP Zonas de Influência Pedagógica (School Clusters)
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TABLE OF CONTENTS
1. General Project Information...... 5 1.1 Project Duration: 4 years (3 years with additional 2016 Option Period) ...... 5 1.2 Start Date: July 18, 2012 ...... 5 1.3 Life of project funding: $24,464,624.00 ...... 5 1.4 Geographic Focus: Nampula and Zambézia provinces ...... 5 2. Project Objectives ...... 5 Key Expected Results ...... 6 3. Summary of the Reporting Period ...... 6 3.1 Period Highlights ...... 6 3.2 Key Challenges this Quarter: ...... 9 3.3 Summary of STTA during this Quarter: ...... 9 4. Project Performance Indicators ...... 10 5. Activities this Quarter ...... 26 Task A: OVERALL PROJECT MANAGEMENT ...... 26 A.1: Project Management ...... 26 A.2: USAID Reporting ...... 26 A.3: Short-Term Technical Assistance ...... 27 TASK B: INSTITUTIONAL CAPACITY BUILDING ...... 27 B.1: Stakeholder Engagement ...... 28 B.2: Capacity Building Training ...... 31 B.3: Capacity Building Learning-by-doing ...... 33 B.4: Capacity Building Assessment ...... 33 TASK C: READING REINFORCEMENT PROGRAM (RRP) ...... 34 C.1: Develop and Implement Teacher Training and Coaching Model ...... 34 C.2: Increase Availability of Teaching and Learning Materials to Teachers and Students 39 C.3: Raise Awareness about the importance of Reading Instruction ...... 39 TASK D: SCHOOL DIRECTOR TRAINING & COACHING (SDTC) PROGRAM ...... 42 D.1: Develop and Implement School Director Training and Coaching Model ...... 43 TASK E: MONITORING & EVALUATION ...... 46 E.1: EGRA/SMA ...... 46 6. Major Implementation Issues ...... 48 7. Key Activities Planned for Next Quarter ...... 48 8. Collaboration with Other Donor Projects ...... 52 9. Administrative Update ...... 52 10. Success Stories and Photos ...... 52 11. Financial Information ...... 52
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List of Annexes:
Annex A: FY16Q4 Quarterly Financial Report (QFR)
Annex B: Success Story – With ApaL, We Now Have Tools to Facilitate the School Management and Teaching Process
Annex C: Success Story – Absent Teachers
Annex D: Success Story – “Reading Day” Incentivizes Students, Parents, and Caregivers Alike
Annex E: Success Story - With USAID|Aprender a Ler, 1st Grade Students Can Already Read
Annex F: Success Story – Rewarding Attendance & Punctuality
Annex G: Success Story – Improved School Capacity & A Visit from the First Lady of Mozambique
Annex H: 2016 EGRA Report for Zambezia (Portuguese)
Annex I: 2016 EGRA Report for Nampula (Portuguese)
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FY 2016 Annual Summary Report: Oct 2015 - Sept 2016 1. General Project Information
1.1 Project Duration: 4 years (3 years with additional 2016 Option Period)
1.2 Start Date: July 18, 2012
1.3 Life of project funding: $24,464,624.00
1.4 Geographic Focus: Nampula and Zambézia provinces
2. Project Objectives
The overall goal of the USAID | Aprender a Ler (ApaL) – Learn to Read – project is to improve reading outcomes of students in grades 1- 3 in over 1,000 urban and rural target schools in the Zambézia and Nampula provinces. The ultimate measure of project success is “more children reading” in Zambézia and Nampula, in keeping with the overall goal of the project and USAID’s Education Strategy.
To achieve this goal, USAID|ApaL provides key training, coaching, and technical assistance to improve the quality of basic education services, with a specific emphasis on improving early grade reading outcomes. Training and technical assistance will be limited to the provinces of Zambézia and Nampula.
Project goals are closely aligned with the efforts of the Mozambican authorities to improve quality of education as stated in the Strategic Plan for Education 2012-2016. One of the key goals, as indicated in the contract and accompanying documents, is to build the capacity of Local Education Institutions (LEI) to implement and manage USAID|ApaL activities. A key indicator of project sustainability will be the ability of these local stakeholders to assume responsibility for activities. USAID|ApaL will work towards full handover of responsibility based on the demonstrated ability of LEIs to take this on. The project is, therefore, implemented using participatory and learning-by-doing approaches, based on WEI’s extensive experience, to strengthen the technical and organizational skills of LEIs in line with established structures and processes to ensure the sustainability. Handover will occur assuming capacity building, as planned, is successful and local education institutions demonstrate that they are able to deliver and manage the activities per USAID regulations.
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Key Expected Results Project activities will focus on two Intermediate Results (IRs):
IR1. Improved QUALITY of reading instruction in grades 1-3 in targeted schools Sub IR 1.1: Improved In-Service Teacher Training & Coaching Sub IR 1.2: Increased Availability of Learning Materials for Students & Teachers in Grades 1-3
IR2. Increased QUANTITY of reading instruction in grades 2-3 in targeted schools Sub IR 2.1: Strengthened School Management
To achieve these goals, USAID|ApaL will: • Train over 5,000 teachers in early grade reading instruction and continuous learning assessment in reading and over 1,000 school directors in school management to increase classroom reading time; • Develop high-quality reading and instructional materials for students and teachers; and • Develop and adapt summative and formative assessment instruments to measure improvements in reading ability, instruction quality, and school management skills.
3. Summary of the Reporting Period
3.1 Period Highlights
Workshop to Establish Fluency Benchmarks: A workshop was held in June this quarter with technicians from MINEDH and INDE, language specialists from Universidade Eduardo Mondalane (UEM), teachers from Nampula and Zambézia, ApaL reading specialists, and STTA support from reading specialist James Wile. The objective was to establish oral reading fluency benchmarks for Mozambique in Portuguese. The team was introduced to fundamental concepts related to oral fluency and how to measure it, looked at data from ApaL RSA and previous EGRA data collection Figure 1: Percentage of students reading at or above a given fluency activities, and compared to benchmarks level. Data is from the March (lower line) and June (upper line) RSA for set in other countries for other languages. grade three. The data show improvement in fluency levels but still many children below what is typically considered as a fluency goal for The team developed levelled text to 3rd grade (e.g. only 4% of students read 45 cwpm or higher in June). incorporate into an oral fluency assessment instrument which was tested in schools in Maputo initially to refine the text and finalize the instrument. Further testing was conducted in Nampula province, and the final instrument was
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incorporated into the EGRA instrument used to conduct the final program impact evaluation. A follow- up workshop will be held in November to share the results of the evaluation using the tools that the team developed.
Figure 2: Workshop to establish fluency benchmarks. Testing the instruments developed during the workshop at a school in Maputo (left). MINEDH, INDE, UEM, and ApaL teams review proposed provisional benchmarks (right).
August RRP and SDTC Trainings: In August of this quarter, the program organized the final round of RRP and SDTC trainings for the 2016 school year. For both components, trainings were first held in Nampula for supervisors to prepare the TOT and district-level trainings. These were followed by the TOT and district-level trainings. The final training focuses on lessons learned over the course of the year, consolidation of skills, and plans for sustainability. As has been the case throughout the year, participation was high and included supervision from MINEDH, INDE, DPEDH, and SDEJT. For the last round of training, provincial inspectors were also invited as part of the on-going involvement of the inspectorate in the program. Involvement of the inspectors has proven effective.
Final Program Evaluation: Data collection for the final program evaluation took place in September of this quarter. A total of 74 enumerators were selected to conduct the data collection after a rigorous recruitment, training, and selection process. Enumerators were supervised by a team of 38 supervisors from SDEJT, DPEDH, and ApaL. In addition to this, senior-level ApaL staff conducted overall quality control and accompanied staff from MINEDH and INDE (include the National Director for Quality and the Assistant Director for INDE). At the time of this report data collection was completed and they are being entered and cleaned for analysis and presentation of results in November. Approximately 20 treatment and 20 control schools were randomly selected from each of the program districts to form the evaluation sample.
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Figure3: Grade three teacher during a classroom observation that is part of the final evaluation.
Local Education Institution Engagement: The program continued to work closely with MINEDH, INDE, DPEDH, SDEJT, IFPs, and UP. Program staff gave presentations in several workshops and meetings, including:
• MINEDH technical coordination meeting (conselho tecnico) • INDE Education Workshop in Maputo (Jornadas de Educação) • Provincial Coordination meeting (Conselho Coordenador) • UP Nampula workshop on improving quality of education • Zambézia provincial meeting to reduce absenteeism (supported by UATAF) • Nampula NGO Education Forum • Workshop in Maputo organized by Save the Children
Reading Clubs: As part of the RRP training in May, Reading Coaches were oriented on how establish reading clubs in their communities with the support of school directors and the school council. Orientations on starting the clubs were reinforced in the INSET sessions and then followed on by ApaL staff. Reading clubs are led by a community volunteer identified by the school according to a pre-defined profile established by the program. Reading clubs have a box with their own set of program-developed books and a radio with pre-loaded radio programs. The clubs meet once a week for two hours and allow students to have additional time to practice reading skills. This was a new initiative for this year that has potential to contribute to increased program impact.
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3.2 Key Challenges this Quarter: The primary challenge this quarter was associated with the on-going political- military tension. This has particularly impacted program activities in Zambézia province. RENAMO positions in the zone connection Quelimane with Ile and Gurué (as well as Nampula) have been scenes of occasional attacks on civilian vehicles (specifically NAGI busses suspected of transporting military personnel). The program has recruited a security consult to provide journey management support and maintain contacts with police and other key information sources to advise on security situation. For a short period, travel to Ile and Gurué was suspended Figure 3: Student reading aloud during a reading club in Ribáuè district. because of the situation. Some Zambézia staff traveled by air to Nampula and then by road to Ile and Gurué to continue to provide program support there. No activities have been interrupted as a result of this situation. However, two control schools in Ile district have effectively been abandoned as a result of the situation.
3.3 Summary of STTA during this Quarter: Dates STTA
Adam Turney (WEI Sr Program Officer) – Mr. Turney traveled to Jul 16 – Aug 12 Mozambique to provide support to the Finance Team, coordinate budget revisions/projections for the end of the ApaL program, help with the program’s final All-Staff Meeting (as it involves closeout procedures), and to meet with USAID’s closeout specialist in Maputo.
James Wile (Reading Specialist) - Dr. Wile supported the initial stage of development of fluency goals and assessment tools for grades 1-3. This involved remote support including discussions with the ApaL Senior Reading Advisor and June 24 – July 4 supporting staff from UEM. After initial discussions and literature study, Dr. Wile participated in a workshop for partners from INDE, DNEP and DNFP to develop preliminary fluency goals and the tools to conduct a student assessment for determining CWPM goals and comprehension levels.
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4. Project Performance Indicators
Q3 Year To INDICATOR FY 4 Target Actual Date
Statistically significant annual (1) 2nd and 3rd Grade Reading Scores of the Early Grade Reading increase (at .05) in NA NA Assessment (EGRA) EGRA domain- based scores from baseline.
This indicator will be reported on after the EGRA test in the last quarter. The table below presents the results of the fluency assessment from 2nd and 3rd grades from the RSAs in March and June, broken down by gender. The data shows a general improvement from March to June. Significant differences are seen in the fluency levels of boys and girls.
Oral Reading Fluency by Sex (CWPM) March June Province District 2nd Grade 3rd Grade 2nd Grade 3rd Grade M F M F M F M F Nampula Malema 0,8 0,4 1,2 0,8 5.1 3.9 6.6 5.2 Nampula Mecuburi 1,1 0,7 1,5 1,4 5.4 3.5 9.0 5.9 Nampula Ribáuè 2,7 1,7 2,3 2,2 7.2 5.9 9.7 8.6 Nampula Mossuril 1,8 1,6 2,0 1,6 7.0 5.2 9.0 5.1 Nampula Monapo 1,4 1,3 5,0 2,2 4.9 3.0 10.2 5.0 Nampula Murrupula 2,1 1,0 10,5 2,7 6.7 4.5 16.5 10.6 Nampula Nampula 1,4 3,0 4,9 6,5 4.7 3.0 9.5 7.7 Total Nampula 1,6 1,4 3,9 2,5 5.9 4.1 10.1 6.9 Zambézia Gurué 2,9 2,6 2,4 2,2 4.5 5.0 9.2 7.8 Zambézia Ile 5,2 1,3 5,4 2,3 3.2 2.3 5.0 3.5 Zambézia Lugela 3,5 3,0 4,1 3,4 6.3 4.8 8.2 6.3 Zambézia Namacurra 1,8 1,0 1,9 1,8 11.1 9.6 13.3 10.3 Zambézia Mocuba 1,1 1,7 4,2 3,6 4.5 5.2 14.4 8.5 Zambézia Nicoadala 4,9 4,5 6,5 4,1 5.8 5.2 11.1 11.6 Zambézia Quelimane 2,2 1,9 2,4 3,1 3.6 3.3 6.6 5.5 Total Zambézia 3,1 2,3 3,8 2,9 5.6 5.1 9.7 7.6 Total 2,4 1,8 3,9 2,7 5.7 4.6 9.9 7.3
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Q3 Year To INDICATOR FY 4 Target Actual Date
(2) Composite indicator of quality instruction in classes *target set as proportion of teachers using 70% or more of quality 70% NA NA instructional practices identified in classroom observation tool
The data for this indicator is collected in September during the EGRA/SMA activities using the Classroom Observation tool. The results will be shared with the presentation of EGRA/SMA results. The table below shows the classroom observation results from the RSA in March and June. The SDEJT technicians used the tool to evaluate various stages of a class period. The quality of a class is considered high if the outcome is 70% or higher for the observed practices. To evaluate the quality of the class, the technicians observe a 45-minute class using the classroom observation tool. Overall, when making the comparison between March and June, there is an improvement in the quality of classes and in the use of TLAs.
March June Score reading Score reading Province Districts Score use of Score use of instruction instruction TLAs (max = 7) TLAs (max = 7) practices practices Nampula Malema 55% 3.9 70% 4.5 Nampula Mecuburi 79% 5.0 70% 4.7 Nampula Ribáuè 71% 4.9 70% 4.6 Nampula Mossuril 66% 4.5 83% 6.0 Nampula Monapo 80% 5.1 88% 5.0 Nampula Murrupula 66% 4.9 76% 4.8 Nampula Nampula 76% 4.5 78% 4.6 Total Nampula 70% 4.5 76% 4.9 Zambézia Gurué 63% 4.5 73% 4.1 Zambézia Ile 62% 3.8 75% 4.4 Zambézia Lugela 67% 4.6 74% 4.6 Zambézia Namacurra 59% 4.3 71% 4.6 Zambézia Mocuba 73% 5.0 78% 4.9 Zambézia Nicoadala 75% 4.9 63% 3.8 Zambézia Quelimane 44% 4.4 59% 3.3 Total Zambézia 63% 4.5 70% 4.2 Total 67% 4.5 73% 4.6
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Q3 Year To INDICATOR FY 4 Target Actual Date
(3) # of in-service teachers trained in reading instruction 1,993 2,600 2,589
This indicator is defined by the attendance of teachers in the INSET trainings equal to or above 75% of the sessions. In this quarter, there were 5 planned sessions and they were all held according to the schedule. These sessions are conducted at the ZIP level on average of two days per month.
During the year, 15 INSETs were planned. The overall participation rate this quarter was 91%, with 89% for Zambézia and 94% for Nampula. This means that, throughout the year, 91% of teachers participated in INSET sessions equal to or more than 75% of the time.
Number of teachers with >=75% participation to date Annual Target Rate Province District 1st Grade 2nd Grade 3rd Grade Total
M F M F M F MF MF MF
Zambézia Gurué 50 56 39 67 24 53 289 329 88%
Zambézia Ile 53 64 45 52 45 32 291 314 93%
Zambézia Lugela 45 14 44 19 41 11 174 215 81%
Zambézia Namacurra 41 79 40 67 31 42 300 330 91%
Zambézia Mocuba 0 0 27 56 24 47 284 217 87%
Zambézia Nicoadala 0 0 9 28 9 19 65 111 59%
Zambézia Quelimane 0 0 15 22 12 12 61 94 65%
Total Zambézia 189 213 219 311 189 216 1426 1610 89%
Nampula Malema 50 27 50 20 42 21 210 225 93%
Nampula Mecuburi 48 19 92 18 38 17 232 235 99%
Nampula Ribáuè 47 23 53 30 34 19 206 246 84%
Nampula Mossuril 58 48 45 41 43 30 265 235 113%
Nampula Monapo 0 0 20 26 17 18 81 87 93%
Nampula Murrupula 0 0 15 7 14 17 53 71 75%
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Q3 Year To INDICATOR FY 4 Target Actual Date
Nampula Nampula 0 0 10 55 4 47 116 149 78%
Total Nampula 203 117 285 197 192 169 1163 1248 93%
Total 392 330 504 508 392 385 2589 2858 91%
(4) # of in-service teachers coached in reading instruction 1,993 2170 2178
This indicator reports the number of teachers receiving classroom coaching by the Reading Coach. Reading Coaches observe lessons at least once per month. The coaches are normally pedagogical directors, but in some cases the cycle coordinator also serves as a Reading Coach depending on the number of classes at the school.
In comparison with the previous trimester, the number of classroom observations improved vastly due to more of a focus on this during the trainings. The M&E team and the District Officers have worked hard to emphasize the importance of the visits. During the quarter 2,170 teachers received at least two coaching visits. This is 76% of all teachers in the program.
This indicator presents many challenges in reaching the goals, as some Reading Coaches are teachers in classes that should be observed. Aside from being teachers in 1st, 2nd, or 3rd grade, they also end up with extra responsibilities when the directors are on holiday or participating in government meetings/functions.
To determine the annual performance level, we counted teachers who received classroom coaching visits at least 6 times over the period (approximately once per month on average). As was noted earlier, in the schools where there are less than 5 classrooms, the Reading Coaches are the Pedagogical Directors, so the lower percentages can be associated with this challenge as well.
Teachers Coached Province Distrito 1st Grade 2nd Grade 3rd Grade Goal Rate Total M F M F M F Zambezia Gurue 60 51 66 49 49 33 308 329 94% Zambezia Ile 55 63 49 55 42 43 307 314 98% Zambezia Lugela 49 16 48 20 45 11 189 215 88% Zambezia Namacurra 42 74 44 80 35 50 325 330 98% Zambezia Mocuba 0 0 33 39 18 35 125 217 58% Zambezia Nicoadala 0 0 12 13 16 9 50 111 45% Zambezia Quelimane 0 0 7 13 9 9 38 94 40% Total Zambézia 206 204 259 269 214 190 1342 1610 83% Nampula Malema 27 22 26 19 31 12 137 225 61% Nampula Mecuburi 45 10 77 13 30 7 182 235 77% Nampula Ribaue 47 24 55 24 33 20 203 246 83%
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Q3 Year To INDICATOR FY 4 Target Actual Date
Nampula Mossuril 29 27 29 21 22 20 148 235 63% Nampula Monapo 0 0 15 18 10 9 52 87 60% Nampula Murrupula 0 0 12 7 9 12 40 71 56% Nampula Nampula 0 0 6 39 5 24 74 149 50% Total Nampula 148 83 220 141 140 104 836 1248 67% Total 354 287 479 410 354 294 2178 2858 76%
(5) # of teacher training packages distributed 425 415 415
This indicator shows the number of ZIP Facilitators that are PDs or Cycle Coordinators who received material during the LT Trainings to use during the INSETs planned.
The training for this semester took place in the districts on August 26-27. The materials were primarily distributed in the January training with additional copies of some tools distributed in May and August. The PDs or CCs who receive these materials do so because they are the ones leading the INSET sessions in each ZIP. The number of LTs depends on the number of teachers in each ZIP. For example, in the ZIP Cuculoco in Namacurra, there is no LT. Teachers receive their material from the LT in Manduine. This explains why the total for the year is slightly lower than the target. The number trained was sufficient to carry out the trainings.
Lead Trainers Receiving Materials Distrito H M HM Distrito H M HM Monapo 3 3 6 Nicoadala 4 2 6 Murrupula 9 0 9 Mocuba 14 8 22 Malema 39 7 46 Namacurra 32 18 50 Ribaùé 32 4 36 Ile 27 16 43 Mecuburi 33 3 36 Lugela 37 8 45 Mossuril 38 3 41 Gurué 31 22 53 Total 159 29 188 Total 152 75 227 Total 311 104 415
(6) # of coaching packages distributed 750 743 743
This indicator reflects the number of Reading Coaches who received material during training. The materials were primarily distributed in the January training with additional copies of some tools distributed in May and August. Note that the difference between the target and annual result is due to some schools requiring fewer reading coaches than originally projected.
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Q3 Year To INDICATOR FY 4 Target Actual Date
Reading Coaches Receiving Additional Materials
District M F TOTAL District M F TOTAL
Nampula 15 19 34 Quelimane 16 2 18 Monapo 20 8 28 Nicoadala 13 4 17 Murrupula 22 5 27 Mocuba 21 10 31 Malema 60 9 69 Namacurra 47 44 91 Ribaùé 64 14 78 Ile 58 24 82 Mecuburi 55 6 61 Lugela 48 11 59 Mossuril 52 11 63 Gurué 49 36 85 Total 288 72 360 Total 252 131 383 Total 540 203 743
(7) # Selected PDs and/or Master Teachers trained as LTs 425 415 387
The participants selected as Lead Trainers (LTs) are standout Reading Coaches based on their skills and effort throughout the Reading Coach training. These LTs are selected to lead INSET trainings at the ZIP level. The goal for the number of LTs depends on the number of teachers in the 1st, 2nd, and 3rd grade classes in each ZIP. For example, a ZIP with less than 25 1st, 2nd, and 3rd, grade teachers should have 2 LTs for grade 1 and 2 LTs for grade 2 and 3. This quarter, training took place August 26 and 27 and the attendance rate was 98%. See the table in indicator 5 for a breakdown of the participants.
As noted in Indicator 5, the annual result is lower than the target due to some ZIPs requiring fewer facilitators than projected. The annual performance is computed by looking at participation rates in all three trainings. As some Lead Trainers were transferred over the course of the year, their participation level did not reach the 75% minimum establish for this indicator.
(8) # PDs trained in coaching techniques and Classroom 750 743 663 Observation
Reading Coaches are responsible for providing practical support to teachers while observing lessons in classes with the ApaL project intervention. This quarter a 3-day Reading Coach training was held in each district from August 23 – 25. The attendance rate was 99% and a breakdown of the participants can be seen in Indicator #6. The annual result counts coaches who participated in at least 75% of training offered. As noted in indicator 6, this result is slightly lower due to some schools requiring fewer numbers of coaches than originally projected. The annual performance is computed by looking at participation rates in all three trainings. As some Reading Coaches were transferred over the course of the year, their participation level did not reach the 75% minimum
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Q3 Year To INDICATOR FY 4 Target Actual Date establish for this indicator.
(9) # of radio programs developed and used (note that the programs are developed in year one and then the same 15 15 15 programs are used in subsequent years)
This indicator measures radio programs which have been transmitted. A total of 15 programs were developed and are being broadcast by the radios (in the districts and at the provincial level) throughout the school year. Each partner radio transmits on average two radio programs per month, and each program is broadcasted three times every other day. To date, 5 more themes were created totaling 15 themes – see below: 1. Introduction to ApaL, 2. Interest in Reading, 3. Importance of Reading 4. School 5. Art 6. Environment 7. Professions 8. Animals 1 9. Animals 2 10. Nutrition 11. Reading 12. Plants 13. Dances 14. Sports 15. Market Stations broadcasting the themes: Province District Radio Station Frequency Zambézia Quelimane, Radio Mocambique Zambezia FM 97.8 Nicoadala Zambézia Mocuba Radio Cumunitaria de Mocuba 98.1 FM Zambézia Ile Radio Cumunitaria de Namacura 107.2 FM Zambézia Namacurra Radio Comunitaria de Lugela 104.0 FM Zambézia Lugela Radio Comunitaria de Gurué 101.2 FM Zambézia Gurue Radio Comunitaria de Ile 102.8 FM Nampula Nampula, Murrupula, Radio Mocambique Nampula 105.5 FM Monapo Nampula Mussoril Radio Comunitaria de Mussoril 104.6 FM Nampula Ribáuè Radio Comunitaria de Ribáuè 99.8 FM Nampula Malema Radio Comunitaria de Malema 87.9 FM Nampula Mecuburi Radio Comunitaria de Mecuburi 98.0 FM
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Q3 Year To INDICATOR FY 4 Target Actual Date
(10) # of early grade reading instructional materials distributed 611 611 611 to schools (target is number of schools receiving materials)
This indicator refers to the materials distributed to schools which support the reading program. Distribution happened in the schools from February 8 – 19.
As guided by a previously prepared distribution plan containing the amount and type of material for each school, ApaL staff and SDEJT technicians delivered materials to the schools.
Materials included Teacher Manuals, cloth bags, alphabet charts, decodables books (18 titles), read aloud books, levelled books, conversation posters, local language read aloud books, and a small box for storage, in accordance with the number of teachers in the schools for grades 1-3. Conversation posters and local language books were given only to grade 1 teachers, while Read Aloud books and Leveled books were given to grades 2 and 3.
(11) Teacher Absentee Rate *target is set as proportion of full treatment schools with a total absentee 60% 56% 66% rate below 15% in grades 2 and 3
This indicator reports the teachers' absenteeism rates in schools. The data for this indicator are collected during the EGRA/SMA data collection. The school is considered to be performing well when the absenteeism rate is less than 15%. The data for this indicator are being processed and will be shared with USAID in early November.
The table below shows the results of absenteeism observations made during the RSA in March and June. By comparing the two periods (March and June) we can see a slight improvement of around 10%.
March June Number of Schools Number of Schools % with % with Province District Fewer Fewer than fewer than fewer than Visited Visited than 15% 15% absent 15% absent 15% absent absent
Nampula Malema 60 40 67% 62 36 58% Nampula Mecuburi 55 39 71% 60 35 58% Nampula Ribáuè 56 46 82% 59 20 34% Nampula Mossuril 62 50 81% 62 42 68% Nampula Monapo 22 13 59% 23 12 52% Nampula Murrupula 26 15 58% 26 13 50% Nampula Nampula 12 10 83% 16 11 69% Total Nampula 244 213 87% 308 169 56%
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Q3 Year To INDICATOR FY 4 Target Actual Date
Zambezia Gurue 61 40 66% 62 30 48% Zambezia Ile 57 43 75% 57 43 75% Zambezia Lugela 54 28 52% 60 42 70% Zambezia Namacurra 50 35 70% 61 35 57% Zambezia Mocuba 26 17 65% 25 14 56% Zambezia Nicoadala 14 12 86% 16 6 38% Zambezia Quelimane 18 9 50% 18 9 50% Total Zambézia 280 184 66% 299 179 56% Total 524 397 76% 607 348 56%
The annual level was computed the average of the rapid assessment in March and June.
10% annual decrease 51%(M) 42% (M) (12) Student Absentee Rate with respect to 41% (F) 32% (F) baseline (56%)
Data for this indicator are collected during EGRA/SMA and are in the process of being completed. It will be shared with USAID in early November.
The table below shows student absentee rates during the Rapid Assessment of March and June, carried out by SDEJT. The SDEJT technician arrived at school and conducted the random selection of two different classes of different grades. A comparison of the number of students present with the total number of enrolled students in selected classes allowed us to determine the absentee rate. The absentee rate is relatively low compared with last year in the same period. There is no big systematic difference in absenteeism rates between males and females in the early grades, although there is a bit of a trend in some districts to be higher for boys.
March June Province District M F Total M F Total
Nampula Malema 35% 36% 35% 53% 57% 55% Nampula Mecuburi 38% 41% 39% 62% 59% 61% Nampula Ribáuè 28% 29% 29% 51% 49% 50% Nampula Mossuril 35% 32% 34% 50% 47% 48% Nampula Monapo 35% 29% 32% 45% 43% 44%
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Q3 Year To INDICATOR FY 4 Target Actual Date
Nampula Murrupula 34% 32% 33% 60% 29% 45% Nampula Nampula 28% 35% 31% 33% 37% 35% Total 33% 33% 33% 50% 46% 48% Zambézia Gurué 27% 34% 30% 56% 59% 58% Zambézia Ile 32% 36% 34% 52% 52% 52% Zambézia Lugela 35% 32% 34% 42% 42% 42% Zambézia Namacurra 32% 33% 32% 47% 47% 47% Zambézia Mocuba 35% 35% 35% 54% 53% 54%
Zambézia Nicoadala 41% 31% 36% 55% 59% 57% Zambézia Quelimane 32% 35% 33% 54% 55% 55% Total 33% 34% 34% 51% 52% 52% Both Provinces 33% 34% 34% 51% 49% 50%
The annual rate is computed by average rates of the March and June rapid assessments.
(13) Duration of school shift *reporting on this indicator is given as the percentage of schools starting with 60% 68% 72% no more than a 15-minute delay.
Data on this indicator was collected during the September EGRA/SMA data collection activity and additional results will be shared with USAID in early November.
The table below shows the results of the Rapid Assessment from March and June. During the activity, technicians arrived 15 to 30 minutes before the official shift. They observed the beginning of the actual shift time. This time is reported when the technician observes the first teacher at the school walk into the room and begin to teach. The delay in the start of the shift is the difference between the actual time of the beginning of the shift to the official start time of the shift.
The performance indicator is target is set as the percentage of schools with no more than 15 minutes late from the beginning of the shift. The table below presents a summary by district. The goal was to observe 611 schools, but it was not possible to observe the beginning of the shift in all schools due to access issues and breakdowns of the means of transport (motorbike). These were the main causes which hindered meeting the target. Although the results show decreasing percentages from March, when compared to June, results are still satisfactory in relation to the same period last year. For that period, the schools with less than 15 minute late starts was 41% in March and 31% in June, while this year shows 76% in March and 68% in June.
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Q3 Year To INDICATOR FY 4 Target Actual Date
March June Number of Schools Number of Schools % with % with Province Distrito With fewer With fewer than fewer fewer Visited than 15 Visited 15 min than 15 min delay than 15 delay min delay min delay Nampula Malema 53 38 72% 56 38 68% Nampula Mecuburi 45 42 93% 49 30 61% Nampula Ribáuè 56 44 79% 51 33 65% Nampula Mossuril 33 24 73% 58 53 91% Nampula Monapo 19 13 68% 19 13 68% Nampula Murrupula 26 12 46% 24 11 46% Nampula Nampula 12 11 92% 16 11 69% Nampula Total 244 184 75% 273 189 67% Zambézia Gurué 51 43 84% 59 42 71% Zambézia Ile 54 43 80% 56 48 86% Zambézia Lugela 51 38 75% 57 34 60% Zambézia Namacurra 49 34 69% 59 46 78% Zambézia Mocuba 26 17 65% 24 15 63% Zambézia Nicoadala 14 13 93% 16 11 69% Zambézia Quelimane 18 11 61% 17 10 59% Zambézia Total 263 199 76% 288 206 69% Both Provinces 507 383 76% 561 395 68%
The annual result is computed by average rates of the March and June rapid assessments.
(14) % of school directors monitoring teacher/student 80% 81% 72% attendance and teacher punctuality
This data was collected during the EGRA/SMA activity and will be shared with USAID in early November.
The table below shows the results of data collected during the RSA in March and June. During the RSA SDEJT technicians verify SD use of school management tools for controlling attendance and punctuality of teachers and students.
The feedback given to the directors during the May training and the involvement of supervisors (SDEJT, DPEDH, and provincial inspectors) contributes greatly to the success of this indicator.
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Q3 Year To INDICATOR FY 4 Target Actual Date
School Directors monitoring teacher/student attendance and teacher punctuality
March June March June District District % of SDs % of SDs % of SDs % of SDs Malema 79% 81% Gurué 73% 91% Mecuburi 70% 75% Ile 79% 87% Ribáuè 75% 78% Lugela 63% 86% Mossuril 41% 88% Namacurra 59% 84% Monapo 57% 83% Mocuba 65% 87% Murrupula 44% 71% Nicoadala 54% 68% Nampula 69% 85% Quelimane 42% 75% Total 62% 80% Total 62% 83% Total 62% 81%
(15) # of in-service school directors trained in school 611 597 560 management to support the reading component
This indicator shows the number of directors trained in school management. The training took place from August 23-25, in the districts by trainers from UP, the IFPs, and School Directors (SDs) who have previously worked with USAID|ApaL.
To be counted under this indicator, SDs must participate in at least 75% of the training days offered. The participation of directors in the August training is relatively higher than in May because some school directors who had been transferred were replaced. The overall annual result is slightly lower due to this transfer of directors which resulted in some directors attending fewer days of training over the year.
School Directors Trained District M F TOT GOAL % District M F TOT GOAL % Nampula 11 4 15 16 94% Quelimane 14 4 18 18 100% Monapo 19 4 23 23 100% Nicoadala 14 2 16 16 100% Murrupula 16 11 27 27 100% Mocuba 22 4 26 26 100% Malema 55 7 62 62 100% Namacurra 56 5 61 61 100% Ribáuè 58 0 58 59 98% Ile 47 9 56 57 98% Mecuburi 58 2 60 60 100% Lugela 37 18 55 62 89% Mossuril 52 6 58 62 94% Gurué 51 11 62 62 100% Total 269 34 303 309 98% Total 241 53 294 302 97% Total 510 87 597 611 98%
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Q3 Year To INDICATOR FY 4 Target Actual Date
(16) # of in-service school directors coached in school 370 497 497 management to support the reading component
This indicator refers to the number of directors who were visited by ZIP coordinators in their schools in the following periods: July 18-29, and August 29 to September 9. The visits are communicated to the SDs and confirmed prior to arrival. During the visit, the SDs receive feedback on their performance and routines, as well as a refresher of the training content. The indicator performance is higher than originally projected due to inclusion of a greater number of ZIPs in the program.
Directors Coached Province District Target Rate M F Total Zambézia Quelimane 11 4 15 15 100% Zambézia Nicoadala 11 2 13 13 100% Zambézia Mocuba 15 6 21 21 100% Zambézia Namacurra 42 5 47 47 100% Zambézia Ile 39 7 46 46 100% Zambézia Lugela 38 12 50 50 100% Zambézia Gurué 40 9 49 49 100% Total ZB 196 45 241 241 100% Nampula Nampula 7 5 12 12 100% Nampula Monapo 15 4 19 19 100% Nampula Murrupula 18 5 23 23 100% Nampula Malema 44 6 50 50 100% Nampula Ribáuè 49 1 50 50 100% Nampula Mecuburi 49 2 51 51 100% Nampula Mossuril 43 8 51 51 100% Total NPL 225 31 256 256 100% Total 421 76 497 497 100%
(17) # of school directors attending improved school 490 490 585 management meetings at school cluster level
This indicator shows the attendance rates of SDs in INSET trainings equal to or higher than 75% of the sessions. The sessions are held once a month at the ZIP level.
For this quarter 3 INSETs were planned and carried out with the participation rate over 80%. The rate of participation of school directors in the quarter decreased (in relation to the last quarter) because more of the directors take their vacations during these months. This was seen during the EGRA/SMA data collection, where a large number of schools only had a pedagogical director.
Regarding this year, 9 INSETs were planned and held with a participation rate of 96%. This means that 96% of directors participated in at least 7 INSETs.
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Q3 Year To INDICATOR FY 4 Target Actual Date
SDs participating SDs participating in INSETs in INSETs Districts Rate Districts Rate
M F Total Target M F Total Target
Malema 54 8 62 62 100% Gurué 50 9 59 62 95% Mecuburi 57 2 59 60 98% Ile 48 9 57 57 100% Ribaue 56 1 57 59 97% Lugela 45 12 57 62 92% Mossuril 52 10 62 62 100% Namacurra 49 7 56 61 92% Monapo 18 4 22 23 96% Mocuba 19 6 25 26 96% Murrupula 20 7 27 27 100% Nicoadala 11 1 12 16 75% Nampula 7 6 13 16 81% Quelimane 13 4 17 18 94% Nampula 264 38 302 309 98% Zambézia 235 48 283 302 94% Total 585 611 96%
(18) # of ZIP Coordinators trained in school management to support the reading component, coaching and meeting 114 114 111 facilitation
This indicator reports on the participation of ZIP Coordinators in the training which prepares them with new skills to lead the INSET sessions at the ZIP level and conduct one-on-one coaching visits.
The participation of coordinators in this training is much higher in relation to the May training because some ZIP Coordinators who were transferred were replaced. The transfer of some ZIP Coordinators is the reason for the slightly lower annual performance.
ZIP Coordinators - Trained Distrito H M HM Distrito H M HM Nampula 2 2 4 Quelimane 3 0 3 Monapo 4 0 4 Nicoadala 3 0 3 Murrupula 2 2 4 Mocuba 5 0 5 Malema 9 3 12 Namacurra 11 3 14 Ribáuè 9 0 9 Ile 8 3 11 Mecuburi 9 0 9 Lugela 9 3 12 Mossuril 9 2 11 Gurué 10 3 13 Total 44 9 53 Total 49 12 61 Total 93 21 114
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Q3 Year To INDICATOR FY 4 Target Actual Date
(19) # of school management materials distributed 611 611 611
This indicator reports on the distribution of School Management materials. The activity took place from February 8th to 19th in the schools. Based upon the distribution plan developed to indicate the contents and quantities for each school, ApaL staff and the SDEJT technicians delivered all materials. The quantities for materials were arranged by school, and included School Management posters, a Presence/Absence Charts, and the School Management Tools Guide. All schools received the materials.
(20) Number of LEI staff qualified to lead technical delivery of program components as determined by technical capacity 180 165 167 assessments
This indicator shows the number of trainers selected and trained, to lead RRP and SDTC district-level trainings. The target was linked to the expected need for trainers. Trainers come from IFPs, UPs, and schools that previously participated in the program. The initial target was set on estimated number of trainers needed. The performance on this indicator is lower than the target because fewer trainers were ultimately needed.
School Management Reading Trainers Province District Institution Trainers M F Total M F Total Nampula Nampula IFP 4 0 4 2 2 4 Nampula Nampula UP 3 1 4 4 1 5 Nampula Nampula UCM 1 1 2 0 0 0 Nampula All Schools 20 3 23 23 8 31 Nampula Total 28 5 33 29 11 40 Zambézia Quelimane IFP 3 1 4 6 0 6 Zambézia Nicoadala IFP 4 1 5 1 3 4 Zambézia Alto Molocue IFP 1 1 2 5 1 6 Zambézia Quelimane UP 9 2 11 5 2 7 Zambézia All Schools 7 5 12 19 16 35 Zambézia Total 24 10 34 36 22 58 Total 52 15 67 65 33 98
(21) ROA assessment scores obtained from SDEJT 14 14 14 *reported as number of districts reaching target ROA score of 0.6 (max 1.0)
The Organizational Rapid Assessement (ROA) is carried out by all members of SDEJT involved in the implementation and supervision of the USAID|ApaL program. The ROA analyzes the level of institutional integration of the program with SDEJT in order to guarantee sustainability. The assessment is carried out in all sectors as part of the capacity building strategy of the SDEJT technicians to assume the role of planning, implementation, and monitoring and evaluation. SDEJT is expected to independently implement INSET trainings
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Q3 Year To INDICATOR FY 4 Target Actual Date and hold meetings with SDEJT focal points in various departments in the education sector. The table below indicates the number of SDEJT officers involved in ApaL activities by district. The final ROA will be conducted in all 14 districts in the next quarter.
Province District M F MF Province District M F MF Nampula Malema 9 3 12 Zambézia Gurué 9 3 12 Nampula Mecuburi 6 2 8 Zambézia Ile 10 1 11 Nampula Ribáuè 9 1 10 Zambézia Lugela 8 3 11 Nampula Mossuril 4 5 9 Zambézia Namacurra 10 2 12 Nampula Monapo 4 1 5 Zambézia Mocuba 5 0 5 Nampula Murrupula 1 1 2 Zambézia Nicoadala 3 1 4 Nampula Nampula 2 0 2 Zambézia Quelimane 4 1 5 Total Nampula 35 13 48 Total Zambézia 49 11 60 Total 84 24 108
(22) # of District Planning Groups (DPG) formed and 14 14 14 functioning
In November and December of last year, during the program planning meetings held in each district, roles and responsibilities of District Planning Groups were outlined. ApaL staff together with the Chefe de REG from the 14 districts identified 12 SDEJT focal points each for the new districts, and 5 each for the old ApaL target districts. They were selected from three departements: REG (Repartição de Ensino Geral), RH (Recursos Humano) e RAP (Repartição de Administração e Planificação). After the RSA, during the presentation the District Planning Group and ZIP Coordinators met to organize a plan of action for support visits to address important indicators. The table below indicates participation in the RSA results presentation by district.
Province District M F MF Province District M F MF Nampula Malema 30 11 41 Zambézia Gurué 18 8 26 Nampula Mecuburi 24 2 26 Zambézia Ile 21 3 24 Nampula Ribaùé 15 0 15 Zambézia Lugela 17 7 24 Nampula Mossuril 18 1 19 Zambézia Namacurra 23 3 26 Nampula Monapo 10 0 10 Zambézia Mocuba 11 2 13 Nampula Murrupula 6 6 12 Zambézia Nicoadala 14 5 19 Nampula Nampula 6 2 8 Zambézia Quelimane 7 3 10 Total 109 22 131 Total 111 31 142 Total 220 53 273
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Q3 Year To INDICATOR FY 4 Target Actual Date
(23) # of Provincial Coordination Groups (PCG) formed and 2 2 2 functioning
The provincial-level RSA results presentation serves as a way to reflect, design strategies, and discuss approaches for the schools, ZIPs, and districts with the lowest scores. The table below indicates the participation in the RSA provincial-level results presentation.
Provincial Level Results Presentation Province M F Total Province M F Total SDEJT Nampula 14 2 16 SDEJT Zambézia 16 2 18 DPEDH Nampula 7 3 10 DPEDH Zambézia 9 2 11 UP/IFP/UP 11 2 13 UP/IFP 0 0 0 Total Nampula 32 7 39 Total Zambézia 15 4 29 Total 22 36 58
5. Activities this Quarter
Task A: OVERALL PROJECT MANAGEMENT Key Successes: • Quarterly planning meeting held to coordinate activities for the quarter • Project closeout plan finalized Key Challenges: • Military-political situation has required constant monitoring of security (particularly in Zambézia province). The program has hired a security consult who provide regular monitoring of the situation and advises on road travel in the provinces. To date no program activities have been impacted. A.1: Project Management A.1.2: Quarterly Planning Meetings August 11-12: Quarterly Planning Meeting (Quelimane) A quarterly planning meeting was held in Zambézia this quarter in August. During the meeting technical, finance, logistics, and administrative staff meet to review policies and procedures and carry out planning for the next quarter. These meetings are essential to ensure harmonious planning and execution of activities simultaneously in 14 districts across two provinces.
A.1.3: Regular Staff Meetings Weekly and monthly staff meetings in each province USAID|ApaL has weekly staff meetings, as well as meetings with only the technical team. The administration and logistics staff also meet separately as a team. This occurs in both provinces, and communication between Zambézia staff, the technical teams, and senior management occurs daily.
A.2: USAID Reporting A.2.1: Annual Work Plan (AWP) September 30: EOP AWP (FY17) reviewed and submitted to USAID
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A.2.2: Quarterly Progress Reports (QPRs) July 30: FY16Q3 QPR Submitted to USAID Report submitted as per schedule.
A.2.3: Quarterly Financial Reports (SF 425) July 30: FY16Q3 QFR Submitted to USAID Report submitted as per schedule.
A.2.5: USAID Quarterly Review Meetings FY16Q3 review meetings (Maputo) Various meetings were held during the quarter between USAID and ApaL staff. See ICB section below for further details.
A.3: Short-Term Technical Assistance A.3.1: Anticipated International STTA Travel (see Section 3.3 above)
TASK B: INSTITUTIONAL CAPACITY BUILDING Key Successes: Institutional Capacity Building (ICB), as the component responsible for communication and involvement with partners in the activities, had the following successes: • Provincial Directors in both provinces (Nampula and Zambézia) shared good practices from ApaL in the National Conselho Coordenador meeting. The event was held from August 25-27 and each director was able to outline specific successes throughout the year in their respective province; • Active involvement from the district government in Mossuril. The district administrator made a video with ICS (Instituto de Comunicação Social) in which they explained the work that ApaL came to do, the successes of the program in the early grades, and showed examples of students reading properly; • Active involvement from the district government in Namacurra. In this district, the administrator has become more and more involved throughout the year. ApaL has been mentioned in many of his speeches and his interest has led to the project achieving its objectives in Namacurra. It has also influenced his staff at the district level, who have also been actively involved and motivated throughout ApaL implementation. • Involvement of provincial inspectors in school supervision visits.
Key Challenges: There have also been some challenges throughout this period, particularly in the districts of Murrupula and Mecuburi in Nampula, and Gurué in Zambézia. That being said, the ApaL team and its partners have worked to overcome each situation and all planned activities have taken place. Each situation is outlined here: • During the RSA, the project encountered elevated levels of teacher absenteeism. As a solution, in partnership with DPEDH, the team planned an extra training with ZIP Coordinators, ZIP administrative staff, and other SDEJT staff on the use of the Mapa de Efectividade. The training took place in all districts, except for Murrupula, because on the day of the training the substitute SDEJT Director there planned a school supervision activity and required the involvement of all the technical leads. Therefore, a team from the project – which included officials from the province – arrived in Murrupula to conduct the training and even then only found a few ZIP Coordinators
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present. The training then had to be rescheduled after a discussion with the district’s administrator, with provincial staff present. • In Mecubúri, there was a need to delay one of the regularly planned INSET sessions (e.g. September 17) on a day that included both RRRP and SDTC sessions. In this particular district, the date coincided with the “Dia da Vila de Mecuburi” (i.e. a local holiday) so the sessions couldn’t take place on the scheduled day. As a solution, the team arranged to hold an INSET session as a type of “make up” day. • In the district of Gurué, the SDEJT director had planned to reschedule one of the INSET sessions due to the “Festival de Copa Coca Cola.” In order to avoid this, the ApaL Director, along with a technician from MINEDH, spoke directly to the director there to explain the trouble that this would cause for the ApaL program, as the INSET sessions follow the curriculum and other activities. Despite the hiccup, this situation helped to verify that more direct involvement from Directors at the Administrative level can help with coordination of the ApaL program. B.1: Stakeholder Engagement B.1.1: MINEDH National Task Force Meetings Q4 MINEDH National Task Force meetings (Maputo) ApaL Senior Staff traveled to Maputo from August 8-12, and held meetings on the development of fluency goals and evaluation of the ApaL project material.
For the fluency benchmarking meeting, partners included DNEP, DNFP, UEM, INDE and ApaL staff. The workshop aimed to develop oral fluency goals for students in grades 1-3. Those involved developed a text for student assessment and an evaluation tool. The testing took place in Maputo province, and in October the evaluation activity will be completed.
Another meeting was held in Maputo with representatives at the national levels to officially validate materials produced by the ApaL program. Staff from INDE, DNEP, DNFP, and ApaL all participated. The mixed team analyzed the materials and made some final suggestions for changes to a few titles, artwork, and other things. These points are being incorporated into the final files and will help to assure the usage of ApaL materials beyond the end of USAID assistance. A final set of material will be printed to distribute to DPEDH, SDEJT, MINEDH, INDE, and USAID.
ApaL COP and Senior Reading Expert participated in an education conference organized by INDE with program support on September 21 – 23. Presentations were made on oral reading fluency and development of levelled texts and on challenges and best practices related to reducing absenteeism in schools. During the conference, the Vice Minister of Education invited ApaL to present at an upcoming meeting of the National Education Inspectors.
B.1.3: Quarterly Reports to DPEC & Other LEI Stakeholders Quarterly Report Provided to DPEC (NPL/ZBZ) With DPEDH as a partner with the ApaL program, they are often involved implementing activities. The ICB component of ApaL also develops a quarterly report and shares it with all partners including DPEDH, IFP, SDEJT, Governo do distrito, and the Unidade Coordenadora de Desenvolvimento Integrado de Nampula). The reports mirror all the accomplished activities in the particular quarter.
In the spirit of the close partnership, the ApaL program invited DPEDH to the following meetings: • Meetings with all the relevant education partners(Fórum); • Conselho Coordenador da Educação (Nampula);
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• Meeting with the Director Provincial and their partners; • Meeting with MINEDH staff - Direcção de Planificação e Cooperação
Meetings with all the relevant education partners – USAID|ApaL is currently the organization responsible for the coordination of implementing partners working in education. Therefore, on July 27 ApaL held a meeting with the partners and DPEDH. Organizations present were:: USAID|ApaL; Girl Move; Save the Children; Helpo; Universidade Católica de Moçambique- FEC; Universidade Politecnica, Universidade Pedagógica, Conselho Municipal- Departamento de Educação; Eu Leio, World Vision, and representatives from ONU (the national teacher’s union).
The meeting aimed to analyze the activities carried out by the partners and the challenges they face (absenteeism of School Directors, teachers, and students in schools). At the end of the meeting, the Institutional Capacity Coordinator and the point of contact for the NGOs produced a report and shared it with DPEDH. This way of sharing information more formally aims to overcome the issues common among the implementing organizations.
Conselho Coordenador da Educação- This meeting was held in the Nampula province in Malema district on September 15-16. ApaL participated and presented best practices (training on the use of the Mapa de Efectividade, on developing fluency goals, supervision on June 1st, and the POEMA training and supervision) and the challenges encountered in schools (absenteeism of teachers and constant transfers of ZIP Coordinators, School Directors, teachers, etc.).
Encontro com o Director Provincial e Parceiros- The Director (DPEDH) of the province of Nampula moderated a meeting on September 27 with NGOs, Chefes de Departamento da DPEDH, and the Unidade Coordenadora de Desenvolvimento Integrado de Nampula. The meeting aimed to map the NGOs throughout the province and present challenges (building classrooms, teacher absenteeism, etc). At the end of the meeting the UCODIN representative suggested that the group design an action plan with DPEDH to overcome issues of absenteeism.
Encontro com o Técnico do MINEDH- Direcção de Planificação e Cooperação- The MINEDH technician (from Direcção de Planificação e Cooperação), was in the Nampula province and asked for a meeting with three organizations (ApaL, Uataf, and Facilidade). The choice of projects was random, and the visit aimed to understand the vision and mission of each project and the challenges encountered. The meetings took place separately on September 30th (i.e. individually with each organization) and included the participation from DIPLAC, DPEDH-DPE, the ICB Coordinator, and the Reading Specialist. The ApaL team explained the project’s strategies, presented challenges in carrying out all the activities, and were congratulated for their work in the provinces.
On August 18th a meeting took place specifically around absenteeism in schools, which was being planned by Unidade de Assistência Tècnica de Alfabetização Funcional (eg UATAF, another USAID IP) in Mocuba. This meeting was chaired by the provincial education director, and the district education directors were invited to participate. At the meeting, WEI presented school results from the RSA data collection.
Various other topics were also addressed, as the case of absenteeism of teachers in basic education was done by the Pedagogical University of Quelimane.
B.1.4: Monthly Reports from Districts for DPEDH & Other LEI Stakeholders Monthly Report Provided to DPEDH from the Districts (NPL/ZBZ)
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The Institutional Capacity Building component involves SDEJT technicians in all project activities in order to build capacity and more effectively develop activities in the districts. The Chefes da Repartição de Ensino Geral of the 14 districts covered send a monthly report of activities to the Director Provincial de Educação e Desenvolvimento Humano (DPEDH), the Chefe de Departamento de Direcção Pedagógica and the Inspector Chefe Provincial. The report demonstrates all activities carried out in the district by ApaL, and before sending to the directors of SDEJT, they sign and stamp as a way of validation. The ApaL project has a copy of all reports submitted in order to ensure monitoring of the activities.
B.1.5: District Program Management Group (PMG) Quarterly Meetings and RSA Results Presentation See below, EGRA/SMA Joint Planning Workshops From August 29-September 2, ApaL held a supervisor training in the district of Gurué. The first day served as a planning meeting with all the supervisors and the remaining days were used for the actual training. The ApaL team, SDEJT technicians from each district, and 2 technicians from DPEDH all participated. The objective was to increase the supervision/management skills of the supervisors to monitor the work of the data collectors. During the training, the supervisors practiced in schools using the tools and stopwatches to perfect their use of the EGRA tools.
After training the supervisors, there was a training for the data collectors in both Nampula and Zambézia on September 3,5-6, and 8-9. These collectors are responsible for collecting the data in the districts alongside the supervisors.
B.1.6: Provincial Coordination Group Quarterly Meetings and RSA Results Presentation See below, EGRA/SMA Joint Planning Workshops See section B.1.5.
B.1.7: Follow-up Meetings/Activities with LEI Stakeholders LEI Stakeholder meetings as needed to follow up on implementation to ensure advance planning Meetings were held with DPEDH were aimed at a joint preparation of POEMA supervision and supervision of the use of the Mapa de Efectividade in the salary processing centers.
The POEMA supervision was held in all districts in the province of Nampula, and they showed that there are still some challenges to overcome (i.e. lack of a Human Resources database, weak involvement of planning technicians with the placement of teachers, lack of plans and monthly reports of activities, lack of registration of all state assets, payment of expenses not being supported with proper quotes, etc.). At the end of the supervision, the POEMA trainers left a list of recommendations with deadlines for SDEJT to follow up on. POEMA supervision for Zambézia is scheduled for October. Supervision related to the effective use of the Mapa de Efectividade is ongoing but will be finished in October.
A meeting with the UP in Nampula aimed to explain that ApaL wants to conduct research on the “oralidade” in Grade 1 in Malema and Ile districts. UP showed interest and availability for the research and thereafter headed to the districts to do the work necessary. At the end of the work, UP presented a preliminary report, which is not yet completed but undergoing a final review.
B.1.10: District Planning Meetings (New 2016 Districts) Aug 17-19: Co-facilitation of Reading Coach training (ZBZ- NPL) The project team conducted trainings throughout the year while students were on holidays (e.g. January, May, and August). TOT, or Training of Trainer sessions counted on the involvement of the technicians
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from DPEDH, technicians specializing in methodologies from SDEJT, trainers from the IFPs, and professors from UP, and even some of the best facilitators from the ApaL program from 2014 and 2015.
Each TOT leading up to the trainings lasted for two days and took place in Nampula and Zambézia, with the objective of building capacity of the trainers who would be conducting Reading Coach trainings and Lead Trainer trainings.
The following themes were included in the trainings: review how to form Reading Clubs (successes and challenges); adaptations to the lesson plans including possibilities of increased time in the step of phonetics, including letters and syllables; classroom management, video routines of school management, roll calls in the mornings and verifications; and general revisions of the RRP.
Aug 23: Co-facilitation of Lead Trainer training (NPL) The ApaL technical team, following the TOT, planned the Reading Coach Training and the Lead Trainer Trainings. The training of Reading Coaches lasted for 3 days, and the following topics are covered: improved teaching routines; Rapid Assessment (time management, absenteeism, and attendance); adaptation of the lesson plan (decoding using syllables and letters, increased time on phonetics); book club (materials, book club sessions); teaching routines (week of reading materials management, vocabulary and creation of sentences); routines with words cards (cards to use during follow-up in the classroom). At the end of training, the best trainees were selected for a 2 day follow up training to be Lead Trainers in the program. In the LT (Lead Trainer) training, the following topics were discussed: explanation and guidance of the September INSET manual and how to demonstrate the activities (increased time to use to decode, daily use of cards for students with difficulties in reading, the importance of calling more on the girls in the book clubs; practicing decoding using words and syllables and practice decoding; guidance on the leveled books; decoding (use of decoding based on letters). B.2: Capacity Building Training B.2.1: RRP TOT Planning Meetings Aug 15-16: RRP TOT Planning Meeting (Nampula) A central meeting was organized in which supervisors from Zambézia as well as Nampula participated. In total, 20 supervisors were present during these 2 days. Besides a general discussion on the content of the ToT and district training, supervisors were given guidance on how to support the development of improvement plans of specific districts. An important feature during the district training was the analysis of the RSA data. Schools had to come up with a plan to address the issues as observed during the assessment. Supervisors already needed to know which successes and difficulties were registered in each district as to guide the schools in coming up with pragmatic solutions.
An evaluation of the previous training in May also was an important feature. This resulted in small changes in trainer allocations to create pairs of trainers that supported each other more efficiently.
B.2.2: RRP TOT Aug 18-19: RRP TOT (NPL/ZBZ) During the 2 following days after the RRP TOT planning meeting, a ToT took place on a provincial level. In Zambézia, a total of 59 trainers participated and in Nampula 40 trainers were present. During these two days, trainers received a Trainer Manual in which detailed information on training content and materials was given. As usual, this guide helps to ensure that training content and style in each district is uniform as a means to guarantee quality.
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For a more detailed description on the training content please refer to section C.1 to C.3. It should be noted that trainers in ApaL, lead by 2 supervisors in each district, have also been working closely with the DO and the Logistical Assistants to ensure that all material needed in the training was present and prepared. This logistical challenge has been tackled very well with all the trainers involved in verifying and preparing kits with teaching and learning material. This support was very important, especially with the LT Training, to ensure that all INSETS had enough material to practice with the teaching and learning routines.
At the end of the ToT, all trainers had completed a written test where they had to show their knowledge on the RRP program. The results of these tests have been registered and have been taken into consideration when thinking about trainers for future program activities.
B.2.3: SDTC TOT Planning Meetings Aug 15-16: SDTC TOT Planning Meeting (Nampula) The project held a planning meeting with the supervisors from the School Management component, with the aim of having a uniform strategy to deliver all the contents of the trainings in both Nampula and Zambézia. These supervisors are responsible for facilitating the TOT for the School Directors and ZIP Coordinators, as well as the district trainings for both groups.
The meeting lasted for 2 days and included professors from UP, the IFP, and some of the outstanding School Directors from the ApaL programs of 2014 and 2015. During the meeting, the following themes were addressed: home study (community involvement to support the reading program and the use of ApaL materials); data for decision-making; equitable teaching practices; the 5 routines for efficient time management; and training techniques and aspects of adult learning. At the end of the meetings each supervisor was given a district where he/she would conduct supervision during the trainings, and help to guarantee that the contents were delivered according to the plan.
B.2.4: SDTC TOT Aug 18-19: SDTC TOT (NPL/ZBZ) After the supervisors meeting, ApaL conducted the TOT involving UP, the IFP of Nampula, Marrere, Alto Molocue, Nicoadala, and Quelimane, and also the Chefes da Repartição de Ensino Geral of the target districts, technicians from DPEDH, and some of the outstanding SDs from ApaL’s experience in the past.
The TOT for School Directors lasted 2 days and took place simultaneously in both Nampula and Zambezia. During the sessions, the following themes were addressed (as mentioned throughout previous sections): home study (community involvement to support the reading program and the use of ApaL materials); data for decision-making; equitable teaching practices; the 5 routines for efficient time management; and training techniques and aspects of adult learning.
B.2.5: SDTC ZIP Coordinator TOT Aug 20: SDTC ZIP Coordinator TOT (DOs participate) After completing the general TOT for the School Management component, the project held a 1 day ZIP Coordinator TOT. All the same people running the sessions were involved, but the participants were the outstanding trainees selected out of the larger group to help facilitate the ZIP Coordinator trainings at the district level. Themes addressed at the training included: diagnosis and evaluation of the school, school planning, management of human resources, support activities for the next school year, INSET sessions for School Management, and reflection on the general training of ZIP coordinators.
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B.2.9: EGRA/SMA Planning & TOT Aug 29: EGRA/SMA joint planning & TOT meeting (NPL/ZBZ) Details can be found in section B.1.5
B.3: Capacity Building Learning-by-doing B.3.1: INSET Planning and Review Meetings Before the INSET sessions take place, the ICB component meets with the technicians from SDEJT who are involved with implementing ApaL activities. The planning aspect of the INSETs is constant and aims to address the issues that come up naturally throughout the year. This is important as the role of the technician during INSETs is to intervene during the actual sessions at the schools. In the last quarter of this year, ICB held 5 planning meetings, moderated by the District Officials where all SDEJT technicians were present. After the INSETs, the ApaL team met with SDEJT as well to hear more about the sessions and produce a report for senior program staff based on everyone’s experience.
B.3.2: Teacher INSET Supervision (RRP) The reading component held 5 INSET sessions (July 2, July 16, July 30, September 3, and September 17) and did so with supervision from SDEJT technicians, IFP teachers, UP professors, and some outstanding RRP facilitators from 2014-2015. A day before each session was held, trainers held meetings with SDEJT to help explain ways of intervening during INSETs and what the most important concepts were to reinforce. After having the meetings, the trainers accompanied SDEJT technicians to the districts to participate in the INSETs and provide additional support to all involved.
B.3.3: School Director INSET Supervision (SDTC) For the same period, SM (School Management) held 3 INSET sesesions (July 16, July 30, and September 17) facilitated by the appropriate ZIP Coordinators in each ZIP. At the appointed head school in each ZIP (e.g. ZIP Center) an INSET is held with all the SDs who work in that ZIP. The INSETs were supervised by SDEJT technicians, IFP Teachers, UP professors, and the best SD’s who worked with ApaL throughout 2014 and 2015. The supervisors’ role is to intervene in each session when the ZIP Coordinator has doubts or isn’t properly conveying the contents of the training.
B.3.4: School-level Support & Monitoring SDEJT conduct school support visits The support visits help the School Directors in improving their school management. In the previous period all schools covered by the project were visited. The visits took place in the week of July 18-29. The ZIP Coordinators traveled to schools with the aim of providing feedback and helping to build specific skills in the SDs they work with. The SDEJT technicians help to oversee the work of the ZIP Coordinators, and provide additional feedback during the visits. B.4: Capacity Building Assessment B.4.1: Rapid Organizational Assessment (ROA) Implementation ROA in all 14 Districts (NPL/ZBZ) To be completed in October, 2016.
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TASK C: READING REINFORCEMENT PROGRAM (RRP) Key Successes: • August trainings completed with successful demonstration of RSA results, which allowed standout schools to be complimented while together with their peers. • Reading Clubs have been successfully set up with volunteers in almost every community, adding to the opportunities for readers to learn outside the classroom. • TLAs approved by MINEDH and INDE in a workshop held in Maputo. Key Challenges: • In some cases there is low coaching frequency due to the workload of specific Reading Coaches. To avoid this, RCs are encouraged to work closely with their SDs to carve out more time to help coach other teachers. • Some teachers still face issues with fluency and phonics throughout the lesson plans. Strategies to adjust the time allotments from the lesson plan were discussed and SDEJT technicians will continue to follow up on their school visits.
C.1: Develop and Implement Teacher Training and Coaching Model C.1.2: Train Reaching Coaches Reading Coach Training (NPL/ZBZ) Reading coach training in each district took place from August 23 to 25, with trainers present from August 22 to conduct final preparations and organize attendance lists. On the first day of training, SDEJT and DPEDH staff presented the RSA results, with support from trainers. The presentation included detailed graphics that demonstrated the impact of the school management and reading components. Successes were noted and specific schools were complimented for their efforts.
Additionally, the presentations addressed challenges still faced by some ZIPS and schools. These challenges ranged from low fluency rates in specific classes to low coaching frequency and high absenteeism rates, among others. After the general presentation, reading coaches discussed which elements needed attention in their respective ZIPs and schools. Each group had support from a SDEJT technician or a trainer, who assisted in guiding the conversation towards an action plan. The groups discussed measures that each reading coach could take to Figure 5: Reading coaches in Mossuril developed an action plan based on RSA improve outcome. This included data an analysis of why some indicators scored low, such as
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the influence of external factors. An example of this was seen in the analysis of a low coaching frequency, which was the result of the reading coach teaching full time and therefore not having the time to conduct classroom coaching. In this context, education staff provided generic comments. In the future, staff should develop specific action-based plans to counteract external factors that reduce coaching frequency. The following are examples of interventions to be conducted in the future: Low fluency levels in grade 2 • Ensure that teachers are using the flashcards daily during classroom coaching, and involve the students with low results in the fluency assessment. • Analyze which children have a low fluency levels based on the data from the spelling and fluency tests, and give them homework activities. Invite them to the reading club. • If needed, adapt the lesson plans to include more activities with small words and syllables before moving into multi syllabic words and longer phrases. Low coaching frequency • Discuss with the school director how to ensure coaching can take place. SD could take over classes while the reading coach conducts coaching.
During the training, trainers reinforced that the lesson plans are meant as guidelines and should be used as a support tool for the teachers. Although the 7 steps in the lesson are crucial to ensure that all 5 components of effective reading instruction are included, the teacher should also be able to adapt the content of the lessons based on the level of the students. For example, in a 3rd grade classroom where many students still have difficulties decoding simple CVC words or recognizing letters, the teacher should incorporate more activities for these students to improve their fluency levels.
In addition to the attention given to instructor flexibility, trainers also gave examples of how to adjust the lessons to include more remedial teaching activities. This continued into the second day of reading coach training, in which attention was also given to classroom management.
In months preceding the training, observers found that some teachers exhibited poor student organization within the classroom. While classrooms are often lacking sufficient furniture, it is still possible to organize students in rows by having them sit on logs or rocks. This improves individual practice and opens passageways for teachers, facilitating their access to children during decodable book reading.
Furthermore, considerable attention was given to school management. In many cases, the reading coach is also the pedagogical director, and as such is involved in working with the school director. Best practices of school management routines were shown on video and discussed in small groups. Special attention was given to the improvement of student and teacher attendance rates.
Lastly, reading clubs were a topic of detailed discussion throughout the reading coach training. It has been very rewarding to see that reading clubs have been implemented in all districts. Nearly every school and community succeeded in finding volunteers to guide reading club sessions. On July 16, volunteers participated in the INSET sessions to learn about materials and routines. As a result, many volunteers implemented activities in their respective communities. More information about this can be found in section C 3.3. During the training, the school was motivated to share its reading materials and other resources with volunteers and was enthusiastic to inform the community.
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At the end of the second day of the reading coach training, all participants completed a written test. Trainers collected the tests and performed an analysis to determine which topics needed revision. Based on the information gathered, the trainers worked in pairs to create a reinforcement program for the third day.
Test results and the subsequent discussion of the answers took place in the first hour of the last training day. Reading coaches received a certificate for their participation in the reading coach training and for the competencies they achieved. This certificate is signed by USAID|ApaL and the Director of the IFP.
C.1.3: Teacher Coaching in Schools Reading Coaches conduct teacher coaching monthly in schools As in the last quarter, reading coaches used the monitoring tools to conduct coaching in the classroom. Based on discussion during the reading coach training, teachers involved in the RRP had the most difficulties with teaching decoding activities during step 3 – phonics and step 4 – fluency. The most reported issue was that teachers did not involve individual children but instead asked the entire class to read words and phrases aloud. Furthermore, teachers struggled to practice decoding words and phrases due to excessive time used in step 2 – phonological awareness, step 5 – vocabulary and comprehension, and step 6 – writing.
As referenced in the following table, classroom coaching took place at least once per month, incorporating an average of 58% of the teachers in the project. Significant differences were observed between districts. Whereas districts as Gurué and Namacurra had very high coaching percentages, the percentages in the districts of Nicoadala, Quelimane and Mossuril reflected challenges. These results were discussed in the reading coach training and included in the action plan to increase average coaching rates. See the performance indicator results in the data tables for details.
C.1.4: Train Lead Trainers (LTs) Lead Trainer training (NPL/ZBZ) The LT training on a district level immediately followed the reading coach training. In all districts, the same LTs participated as in the May training. During the LT training, the content of the upcoming 4 INSETs from September and October was discussed and practiced. General discussion points in the grade 1 LT training and grade 2-3 LT trainings were the following: - The necessity of teaching the routine with 10 words or phrases on the blackboard, involving children with difficulties to practice segmenting and blending. - Some LTs have been organizing INSETs that showed to be a bit static. There should be ice breakers, reading games and other activities to ensure active participation of the teachers. - The use of training material in some INSETs has been not very efficient. If a blackboard is present it is not needed to use flipcharts to write instructions. In that case it is better to use the paper for flashcard activities or other education games. - The LTs must check whether teachers have registered results from the spelling tests and fluency assessments. This should take place during the INSET by asking the teachers to show the completed registration sheets. - The radios should be used more during the INSET. This is especially true in grade 1 INSET, where teachers can use the radios to teach vocabulary and have children listen to the read alouds in their local language.
After practicing the most relevant teaching routines for the upcoming INSETS, the LT trainers received material to use in the training.
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USAID|ApaL provided the set of Material Quantity Beneficiary materials shown in the adjacent table. Scissors 4 INSET The materials were used in the INSET Set of flipcharts 4 INSET or provided to the teacher to use Markers 2 Teacher during INSET to prepare teaching Carboard 4 Teacher tools used in the RRP. Chalk 2 INSET The distribution of low cost materials Bostik 2 Teacher to promote self-made teaching tools is Notebooks for spelling test 4 Teacher an important feature to ensure the continuity of program interventions. Pen 1 Teacher
C.1.5: In-Service Teacher Training (INSET) The following is an overview of the training content covered in the INSETs from July to September. During these INSET trainings, technical staff from SDEJT and DPEDH conducted monitoring activities. These monitoring activities are done using the coaching tools that indicate which elements should be focused on during the INSET. When these practices are not observed during the INSET session, technicians are instructed to intervene and model the activity. The preparation and practice of these interventions by SDEJT and DPEDH takes place on the Friday before the INSET. The project sends two supervisors per district to lead this meeting and practice.
July 2: RRP INSET 11 Grade 1 • Scope and sequence of the upcoming two weeks. • Analyzing the results from Avaliação Escrita • Fluency definition • Fluency assessment • Continue teaching vocabulary with games
Grade 2-3 • Scope and sequence of the upcoming two weeks. • Fluency Assessment in week 20 • Decoding activities using syllables
July 16: RRP INSET 12 Grade 1 and Grade 2-3 • Scope and sequence of the upcoming two weeks. • Analysis of the fluency assessment. • Activities to improve fluency levels. • Use of blackboard to practice decoding.
July 30: RRP INSET 13 Grade 1 and Grade 2-3 • Scope and sequence of the upcoming two weeks. • Self-made reading and learning material • Using livros em voz alta • Week of Reading • Homework activities.
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September 3: RRP INSET 14 Grade 1 and Grade 2-3 • Adaption of the RRP lessons based on the levels of students. • Scope and sequence of the upcoming two weeks. • Week of Reading activities review. • Decoding words with diphthongs • Attention to inclusion of girls in teaching and learning.
September 17: RRP INSET 15 Grade 1 • Scope and sequence of the upcoming two weeks. • Using syllables to decode words • Radio programs in the community and grade 1 program • The use of levelled books
Grade 2-3 • Scope and sequence of the upcoming two weeks. • The use of the spelling test. • Adaptation of the RRP lessons.
The participation of the Reading Club volunteers during the July 16 INSET was particularly important. Each community sent two volunteers to participate, and during this INSET they learned about the material that had been distributed to all clubs. Each club received a plastic box including all of the reading material that the project had developed. Additionally, they received two plastic banners that can be used to develop a poster with information about the reading club to inform the Figure 6: Reading club with community volunteer in Ribáuè using the community and invite conversation posters to teach vocabulary. students to participate. The volunteers practiced reading the books out loud with correct intonation. They also learned how to ask listening comprehension questions.
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Afterward, volunteers received an explanation on how to organize reading sessions by using the decodable books and the levelled books. Volunteers were instructed to walk around and assist the children with reading specific words. The objective of the reading club is to create an atmosphere of enjoyment in reading and to offer children the opportunity to select, open, read, and listen to books and stories. The project plans to invite volunteers to one more reinforcement training at the end of the school year. In this quarter, trainers and technical staff completed several visits throughout different districts to monitor and coach the volunteers. Based on their findings, the project has developed training content for the follow-up training.
It is rewarding and encouraging to see that communities have found able volunteers willing to structurally help the children access books and participate in reading activities. This type of component is essential to an effective reading program.
C.2: Increase Availability of Teaching and Learning Materials to Teachers and Students C.2.3: Review and Approval of TLAs by MINEDH From August 9 to 12, the project organized a workshop in Maputo where it invited representatives from INDE, DNEP and DNFP to validate the reading and teaching material developed in the project as supplementary material to be used by MINEDH. With support from the Senior Reading Advisor, technical staff presented the different types of books and teaching tools. After one week of study and discussion, the MINEDH staff presented a report on all material that included suggestions for improvement. These recommendations included some changes in the text and storyline of the books, but mainly related to the images in the material. Recommendations have been taken into consideration and, where possible, will be included in a final revision in October. After this, the books will be reprinted and presented again to MINEDH for validation. The project has also asked MINEDH to present their plans to revise the student and teacher books in grade 1, 2 and 3.
C.3: Raise Awareness about the importance of Reading Instruction C.3.1: Radio Broadcasts Radio programs broadcasted ApaL, in addition to teacher training interventions and working with school directors, has introduced radio programs with different themes /stories called "Let's Read.” The initiative, beginning towards the end of February 2016, aims to involve and encourage the community and parents to support their children in completing their homework and maximizing the pleasure of reading through the radio. These programs were pre-recorded and transmitted by different community radio stations in the districts covered by the project, including Rádio Mozambique in Nampula and Zambézia provinces.
The programs have the following objectives; • Teach students vocabulary in Portuguese; • Motivate the parents to improve their students' regular attendance in the school; • Encourage students to take reading books available in schools to read at home.
1. Transmission of Radio Programs Note that from February to September there were sixty total 20-minute transmissions of programs.
2. Production and broadcast local programs After observing the need to engage the community, students, teachers, parents, and the school directors in radio programs, ApaL introduced a new program profile in June. The action plan consisted of the production of eight radio programs with local content, produced on the basis of the visits of some
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target schools in ApaL districts. Of the eight, four programs were broadcast in Portuguese and an equal number in the local language.
To maximize the quality of these programs, the radio reporter interviewed students, teachers, parents, school directors and community members, who spoke about the impact of ApaL activities in improving reading fluency, school management of the students, as well as community involvement in day-to-day school. Following this development, an addendum to the contract was signed with the radio stations. The agreement advocated production of ten programs: five in Portuguese; and an equal number in local language lasting twenty minutes each.
Based on the successes achieved in the production experience at the district level, the project moved forward with one more addition to the programs with local content. The first programs were produced based on visits to schools where they were interviewed students, teachers, school director, parents, and the community members. In this second addendum, there were twenty programs created lasting twenty minutes each: 10 being in Portuguese; and the others in the local language.
In general, as a result of contracts signed between World Education, Inc. with eleven broadcasting stations in Nampula and Zambézia provinces, there were 28 radio programs produced and transmitted . Of these, fourteen were in Portuguese and an equal number in the local language. In order to ensure their preservation, the radio programs were collected and recorded on a CD which is now part of the historical record of the project. Note that some CDs were shared with partners such as IREX- Mozambique Media Strengthening Program, CAICC-Center of Support to the Information and Community Communication.
3. Research on impact of radio programs
In order to assess the impact of radio programs that were produced and transmitted in the districts covered by the project from February to September 2016, a survey was conducted in four districts in Nampula province (e.g. Mossuil, Mecuburi, Ribaué and Malema).
General objective Assess the impact of radio programs under the USAID|ApaL program in Malema, Mecuburi, Mossuril and Ribaué districts.
Specific objectives • Determine the level of knowledge of the target groups on radio programs in ApaL; • Determine the level of parental involvement in listening to ApaL programs on the radio; • Assess the contribution of radio programs in student attendance; • Analyze the changing family habits of reading based on the ApaL radio programs.
In the field work, they interviewed 24 school directors, 72 teachers, 72 parents, 216 students and 4 producers of radio programs.
Research radio programs sample distribution for data collection
Elements Number Instrument Used Directors 24 Interview Teachers 72 Interview Parents/Guardians 72 Interview
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Students 216 Interview Radio Staff 4 Interview
C.3.3: Reading Week July 25-29: Reading Week activities take place in all ApaL schools As part of the Reading Reinforcement Program, all schools organized one week of reading activities from July 25 to 29. The content of the week depended on the schools. Some schools organized remedial teaching activities for children who had lower scores on reading fluency. Contrarily, other schools, according to the orientation given during the training and INSET, organized additional reading competitions. This intervention had a notable impact during the weeks preceding Dia de Leitura, and many schools reported organizing additional competitions during the Week of Reading.
Lastly, schools organized reading sessions in which they used levelled books with students. This method was introduced during orientation and training, and provides extra support to children with difficulties in reading.
C.3.4: Reading Fluency Benchmark Development July 4-8: Film fluency videos in schools During the week of July 8, a consultant accompanied project staff on a trip through all project districts. From the beginning of the school year, 12 students had been selected in one school in each district. During every visit, these students are asked to read a book aloud on camera. District officials informed schools ahead of the visits and obtained consent of the parents to videotape the students reading out loud. While it is not possible to have all students present Figure 7: Geraldo in grade 3, Gurué participating and showing great improvement. during all visits, the project has been able to identify many students that have made marvelous progress over the course of the year. These videos are compelling testimonies that can and should be used to show the potential of the children in schools that implement correct teaching and learning strategies. Not only a higher fluency level observed in these videos, but also an enormous difference in confidence, body language and reading pleasure. The last videotaping round will take place in the middle of October, after which videos will be shared with USAID and other partners.
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September 12-16: Fluency evaluations in the schools After the initial development of fluency benchmarks and grade level texts to use in fluency assessments, the project has piloted the material in several contexts. Firstly, a second evaluation of the grade level text took place in an urban setting in Nampula. During a visit of EPC Limoeiros, the project field tested the material and made small changes, mainly in the formulation of the comprehension questions. After this, the project went to a rural school in Ribáuè, EPC Caiaia to field test the 1st grade texts in particular. Since the children in that school had taken part in the grade 1 intervention, the understanding was that they would show a relatively higher fluency level. The project tested two developed texts and measured both CPWM as well as correct answers to comprehension questions. Based on the correlation between these, one text was chosen to be field tested within the EGRA assessment in September.
During this EGRA, USAID|ApaL used the fluency test developed with MINEDH in the benchmarking process simultaneously with the initial developed one from the EGRA, used since the baseline. Outcomes of this test are being analyzed and will be used in a follow-up meeting in November of the UEM, MINEDH and USAID|ApaL workgroup. This workshop will set the framework for final recommendations of both benchmarks and validated grade level texts.
TASK D: SCHOOL DIRECTOR TRAINING & COACHING (SDTC) PROGRAM Key Successes: • Strengthening of the Supervising team – now 10, in total - who is responsible for assuring quality of the district-level training. • Implementation of the 5 school routines, in the schools supported by the program, which has contributed to improved performance of students and the amount of instructional time they receive • Teams of trainers (34 from Zambézia and 37 in Nampula) coming from UP, UCM, the IFPs, and School Directors who are effectively implementing the ApaL program in schools from previous Figure 8: School director training & Coaching, in Quelimane. years where the project has worked, and who are the driving force behind the SD and ZIP Coordinator trainings. • Participation of two more members of the community, in addition to the President of the School Board, for the SM INSETs. The presence of these members and increased community involvement reinforces the debates and strategies around reducing absenteeism rates in schools. • Improved SM INSET Supervision by the technicians at SDEJT by using more modeling techniques and directly supporting the ZIP Coordinators during the sessions. • Messages sent to technicians from DPEDH, SDEJT, District Officers, and School Directors with specific reminders about ApaL activities • Reduction in absenteeism among both teachers and students during commemoration events as a result of supervision from DPEDH, SDEJT, and the greater involvement of the community members in this strategy.
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• Certificates presented to School Directors and SDEJT technicians who had participation rates of at least 75% of the trainings and INSETs. • Preparation of "guidelines" that guide the trainers and technicians on actions to be undertaken during the INSET, so that they participate actively and effectively with assurances that they are prepared. • Participation of district government in some INSET sessions • Production of videos showcasing School Management best practices and the 5 routines • Supervision before and after school breaks and holidays, which help to reduce the levels of absenteeism in the schools later in the academic year. Key Challenges: • Constant transfers of School Directors and ZIP Coordinators due to retirements and promotions • Absence of SDs and ZIP Coordinators during trainings in January, May, and August due to illnesses, other obligations, etc. • Some SDs do not participate in the SM INSET sessions because they are also early grade teachers, hence they need to participate in the RRP INSET happening at the same time. • Follow-up visits to schools conducted by ZIP coordinators, although they are important and necessary for the ZIP coordinator, have a limited impact. To help maintain quality of the supervision, SM trainers also join when possible. D.1: Develop and Implement School Director Training and Coaching Model D.1.2: Train School Directors SD training (NPL/ZBZ) SM Trainings always use the cascade model and begins with the training of supervisors. In this case it was 5 in Nampula and 5 in Zambézia (10 total). This training took place in the city of Nampula, between August 15-16. Then, between August 18-20, the supervisors led the training of trainers with the technical support of the ApaL team. The TOT happened simultaneously in the provinces of Zambézia and Nampula, and trained 34 trainers in Zambézia and 28 trainers in Nampula. Aside from the trainers, 4 technicians from DPEDH in each province participated in the TOT. In the week from August 23 to 25, the trainers (accompanied by 1 supervisor per district) conducted training in 14 districts. In total 296 directors participated in Zambézia and 303 in Nampula.
In this third School Management training of the year, key themes had been revised from the trainings in January and May. Trainees were also introduced to issues related to ways of diagnosing and evaluating the school as a whole, maintaining the qualitative and quantitative level of teaching and learning, and the sustainability of the ApaL program. The content was debated in a very open forum with many contributions from MINEDH, INDE, the Direcção Provincial de Educação e Desenvolvimento Humano (DPEHD), and the Inspectores de educação. A video was also shown to illustrate best practices in school management.
D.1.3: Train ZIP Coordinators ZIP Coordinator Training (NPL/ZBZ) The third SM training for ZIP Coordinators was held from August 26-27 in Nampula and Zambezia. In Zambezia there were 11 ZIP Coordinators from Quelimane, Nicoadala, and Mocuba, then 13 from Namacurra and Gurue, 12 from Lugela, and11 from Ile. There was 1 ZIP Coordinator absent from Namacurra. In Nampula, there were 53 ZIP Coordinators,
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Figure 9: Zip coordinator training, Gurué. with 4 each from Nampula, Murrupula, and Monapo, then 9 from Mecubúri and Ribáuè, 12 from Malema, and 11 from Mossuril.
Aside from reinforcing the approaches from the first two ApaL trainings of the year (January and May), additional topics were included to help with attitudes and practices aiming to improve student reading fluency, how to be effective during visitas de acompanhamento’, and the practice to keep up with feedback related to performance evaluations and absenteeism. Lastly, there were SM INSET simulations included throughout the time together.
D.1.4: ZIP Coordinator Coaching Visits ZIP Coordinators complete SD coaching visits The ZIP Coordinator visits schools during a planned period in order to analyze the school management and provide support on the technical, pedagogical, and administrative aspects of ApaL implementation. The ‘visitas de acompanhamento’ help to improve certain indicators related to absenteeism of teachers and students, general performance of schools, and the correct regular usage of the SMTs. During the visits, the directors benefit by learning from their colleagues, which also enables them to improve their own performance.
The ‘Visitas de Acompanhamento’ for this past year took place on the following dates: • June 20-30 • July 18-29 • August 29-September 9
D.1.5: School Director INSET In this quarter the following INSET sessions took place: • INSET #5: “Incentivar a equidade de genero na participação e aprendizagem” (Encourage gender equity in participation and learning) • INSET #6: “A importancia da implementação das cinco rotina para uma gestão de tempo melhorado” (The importance of implementation of the five routine for improved time management) • INSET #7: “ Analise do desempenho da escola” (Analyzing school performance)
For the INSET sessions, the ZIP Coordinator moderates the debates between the School Directors and the members of the community. They talk about new ideas, strategies, and experiences that can be used to improve the fluency of students, overall school performance, reduced absenteeism for teachers and students, and other issues the SDs are facing in their schools. Participants look at school specific data and are always making sure the ApaL program works well with the activities already planned in the schools. It is actually a training session based on shared school management experiences and challenges for each participant. The session takes place on Saturdays on average once a month.
This semester, the School Council Presidents and other local school leaders participated in the INSETs. This has been seen as an innovation in the program to help foster interest from the communities in the education of their children. This is also a strategy employed to help with tardiness and absenteeism.
July 16: SM INSET 5 As mentioned previously, the fifth INSET addressed the theme “Incentivar a equidade de genero na participação e aprendizagem” (Encourage gender equity in participation and learning. This session aimed to debate the key challenges and possible solutions related to the challenges of gender equality in their schools.
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In this INSET, scenarios were discussed in which the prejudice against gender issues had an impact on educational opportunities for girls. It also identified some possible strategies to support teachers in their schools, in order to ensure gender equality in the classroom.
As with all the ZIPs in both Zambezia and Nampula, the INSET happened on the planned date. There were 260 School Directors participating in Nampula, and 230 SDs in Zambezia.
July 30: SM INSET 6 The sixth SM INSET was scheduled with the theme focusing on “A importância da implementação das 5 rotinas” (The importance of implementation of the five routine for improved time management). The SDs present best practices and innovative ways to apply the 5 SM routines, which are applied for more efficient use of time in schools.
This debate was based on evidence collected on the completion and use of the SMTs (School Management Tools). Besides having debated on implementation of the 5 routines of school management in their ZIPs, they also discussed the performance of their schools in the previous month and the community involvement in school activities (the effective and active operation of school councils). Participants analyzed levels of implementation of their monthly/annual school plans for activities and made revisions looking forward to the coming weeks.
According to SDs and ZIP Coordinators, the inclusion of the School Council Presidents and other community leaders has energized the conversations around the “life” of the schools in the communities.
For this INSET, 34 ApaL trainers, 63 SDEJT technicians, and 3 DPEDH officials participated in supervision in Zambézia to support the INSET facilitators. Also, 8 SDs and 5 community members were absent either due to illnesses or prior obligations. In Nampula, the INSET covered all 53 ZIPs in the 7 target ApaL districts and participation throughout the sessions was over 80%
September 17: SM INSET 7 In Zambézia all 61 ZIPs held the 7th SM INSET session with the theme “Analise do desempenho da escola” (Analyzing school performance). In this session, the SDs and the community members filled out the Ficha de Desempenho Escolar (School Performance Data Sheet). They also presented all actions to be undertaken throughout the coming month, which was focused on reducing absenteeism in students. To tackle the issue, they identified students from their lists with the highest number of absences and designed strategies to recover them.
Once again, there was participation from 34 trainers, 63 SDEJT technicians, and 3 DPEDH officials who helped to maintain quality throughout the sessions as they supervised. The Presidents of the School Councils and other community members were also present and helped to contribute to the more practical discussions and next steps in each case.
For this INSET in Zambézia there were 12 SD absences recorded. In Nampula, participation for SDs was above 75%. Note that in Carapira ZIP in Monapo the INSET was rescheduled for August 8, as the ZIP Coordinator could not attend.
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TASK E: MONITORING & EVALUATION Key Successes: • Holding the supervisor training in one place helped to improve the training of enumerators and actual EGRA/SMA data collection, as consistent content was delivered from the start. • Within the expected timeframe, the teams visited all planned schools for the EGRA/SMA collections. • Conducting the simulations in the practice schools during trainings helped to minimize doubts of the collectors for when they had to actually go out and collect the data. Key Challenges: • Teacher and student absenteeism in the schools during EGRA/SMA. • Directors (SDs) and Pedagogical Directors (PDs) found to be absent in the schools on the day of the collection. Of the 231 schools visited in Zambézia, 10% had a missing SD or PD, and in Nampula, or the 245 schools visited, 14% had a missing SD or PD. • Teacher absenteeism in schools greatly contributed to the team not meeting its classroom observation targets. In total, 35% of teachers in Nampula and 21% of teachers in Zambézia were not observed.
E.1: EGRA/SMA E.1.1: EGRA/SMA Supervisor Training EGRA/SMA Supervisor Training The Supervisor Training was consolidated this year at one location (Gurué district) from August 29 to September 1. A total of 28 technicians participated from both districts. From Zambézia there were 13 from SDEJT, 2 from DPEDH, and from Nampula there were 11 from SDEJT and 2 from DPEDH. This training was moderated by the ApaL Director, the M&E Officer from Nampula, the ApaL National M&E Coordinator, the Senior School Management Specialist, and the Zambézia Provincial Manager. This group was present to help explain content, understand the use of all the tools, and oversee the details of the practice rounds in the schools.
The training was divided into two parts: two days of sessions surrounding the theoretical aspects and the remaining two days were for practice. The practice sessions were held in ApaL intervention schools, which allowed the participants to put theory into practice, thus helping to address questions they had during the first part of the training. During the more theoretical sessions, trainees were divided into pairs of two and were accompanied by training moderators. This practice allowed for the maximum amount of one-on-one attention for the participants to guarantee deeper understanding of the content and tools.
E.1.2: EGRA/SMA Enumerator Training EGRA/SMA Enumerator Training The EGRA/SMA Enumerator training process started when we posted announcements for the opportunities, sifted through the received CVs, and interviewed the candidates to be selected. Once chosen, they were to participate in a 5-day training.
In total 86 candidates were originally selected (44 from Nampula and 42 from Zambézia), and after finalizing the selections further the total number of enumerators ended up being 74 (38 from Nampula, and 36 from Zambézia). In order to choose the right applicants, ApaL defined specific criteria and used worksheets to evaluate the enumerators on a daily basis. All supervisors helped in this process.
During the training, the objective was to train teams of 2 enumerators and 1 supervisor each. Each supervisor would be in charge of their team, and would be responsible for making sure the enumerators understood the tools and the content. The training itself was focused on practical themes relevant to
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the work of the enumerator, such as the student questionnaire, the tool used to randomly select students, and the classroom observation tool. In addition to working with the tools, the team also presented all details related to the planned activities and calendar for the EGRA/SMA data collection
E.1.3: EGRA/SMA EGRA/SMA data collection After the training, the data collection took place from September 12 to 30 in 476 schools with 37 teams. 245 of the schools were in Nampula, while the other 231 were visited in Zambézia. Enumerators made up 19 different teams traveling to both provinces. In this period, it was possible to visit all the schools, but the teams found several of them to be closed. This prompted the need to revisit these places from October 5-7 (e.g. 2nd and 3rd visits in some cases), and even then a few of the schools were found to be closed.
In the two visits, 460 schools were evaluated, which made up 97% of the planned school visits. In some of the cases the evaluations were not complete due to insufficient numbers of students and the absence of some teachers.
During the data collection, as always, plans are made flexibly to make sure the teams hit their targets. In some cases, schools needed to be visited three times to find the right numbers of teachers and students to complete the evaluations and observations. These cases were found more frequent in Nampula. In Zambézia, these issues were limited only to Lugela district.
In the first week of data collection there were closed schools due to some false information being spread in the districts known as “Chupa –Sangue.” It is alleged that there are people going around at at night sucking human blood. Due to this, people in the district of Mossuril were living in fear and sleeping far out in the bush. Whenever they see a strange vehicle passing through their neighborhood, the children wouldn’t go to schools and ran away from any unknown visitors. The situation improved after a few days, but 2 schools continued to remain closed.
In Zambézia province the situation was a bit different. There was one school closed which had not been functioning since the beginning of the second semester. In addition, there were two schools in Ile district that were not visited because of military conflicts where the schools were no longer in session. This situation has also influenced some other neighboring schools. For example, in EP1 Mapuenhene in ZIP Nampevo, there were only 7 EGRA evaluations done for Grade 1, and all other classes did not have sufficient numbers of students and teachers to conduct the classroom observation or the SMA.
Another issue occurred with a team going to EP1 Mapuenhene. They encountered a group of armed RENAMO soldiers who questioned each member individually asking things like, “What are you doing? What are you looking for? Where are you going?” The team responded accurately that they were going to a school on account of the USAID|ApaL program to evaluate some students. Their matching folders, shirts, and hats helped to diffuse the situation as it was clear they were not involved in any suspicious activity.
In Nampula, 24 schools benefited from having a second follow-up visit, and 15 schools even received a third visit to ensure their inclusion in the evaluation. An additional 40 schools had a “finishing” visit, as they were not fully staffed with enough students on the original visit they received. For Zambézia, 5 schools benefited from the second visit, 4 from a third visit, and 44 schools received a “finishing” visit.
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During the data collection, the routine was to meeting at 5am – sometimes even 4am – and end the day with a daily recap of activities/challenges/discussions at 5pm. The morning meetings were basically just to verify and control the attendance of enumerators, supervisors, and check on the allotment of cars and supplies for the day. The afternoon meeting was also held daily and helped to correct any issues encountered with tool usage and other challenges.
The quality supervisors throughout the entire process included technicians from DPEDH, MINEDH, INDE, ApaL, and visiting USAID officials.
More details on some of the schools where visits did not take place can be found in the table below:
Province District # of Schools Observations Zambézia Lugela 1 School closed since the beginning of the current semester. Visited 3 times. Zambézia Ile 2 Schools which were not visited due to the armed conflicts and dangerous reported incidents. Nampula Nampula 1 School was closed and as a result was visited 3 times. Nampula Mussuril 2 School was closed and as a result was visited 3 times. Nampula Ribaue 1 School was closed and as a result was visited 3 times. Nampula Malema 1 School was closed and as a result was visited 3 times. Nampula Mecuburi 2 School was closed and as a result was visited 3 times.
E.3: Output & Outcome Monitoring E.3.2: Quarterly Indicator Reporting Indicator data analysis & reporting (NPL/ZBZ) Included above.
6. Major Implementation Issues
No major implementation issues were encountered this quarter.
7. Key Activities Planned for Next Quarter *Updated with activities from End of Project Work Plan (Revised for FY17 Project Closeout)
TASK A: OVERALL PROJECT MANAGEMENT A.1: Project Management A.1.1: Annual Work Plan • N/A Review Meeting A.1.2: Quarterly Planning • N/A Meetings A.1.3: Regular Staff Meetings • Weekly and monthly staff meetings in each province A.1.4: Hire/Train Additional • N/A Option Year Staff A.1.5: Equipment Disposition • Oct 3: Equipment disposition sent to USAID • Dec 20: Equip disposition date A.1.6: Local Hire Staff • Nov 15-30: Junior level staff and admin staff severance
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Severance • Dec 1-20: All other local hire staff severance A.1.7: Key Personnel • Key personnel severance and departure Severance A.1.8: Closing Project Offices • Nov 30: Quelimane office closes • Dec 20: Nampula office closes A.2: USAID Reporting A.2.1: Annual Work Plan • N/A A.2.2: Quarterly Progress • Oct 30: FY16Q4 QPR included in FY16ASR Reports A.2.3: Quarterly Financial • Oct 30: FY16Q4 QFR included in FY16ASR Reports (SF 425) A.2.4: Annual Summary • FY16 ASR submitted to USAID Report (ASR) A.2.5: USAID Quarterly • Nov/Dec TBD 2016: FY16Q4 / EOP review meetings Review Meetings A.3: Short-Term Technical Assistance A.3.1: Anticipated : • Oct-Nov TBD: Finance Oversight travel for closet International STTA Travel • Oct-Dec: Program Officer travel for closeout • Nov1-18: M&E travel for data analysis support
TASK B: INSTITUTIONAL CAPACITY BUILDING B.1: Stakeholder Engagement
B.1.1: MINED National Task • N/A Force Meetings B.1.2: USAID/ApaL National • N/A Program Representative B.1.3: Quarterly Reports to • Nov 4: Quarterly Report provided to DPEDH (NPL/ZBZ) DPEDH & Other LEI Stakeholders B.1.4: Monthly Reports from • Oct 7: Monthly Report provided to DPEDH from the Districts Districts for DPEDH & Other (NPL/ZBZ) LEI Stakeholders • Nov 4: Monthly Report provided to DPEDH from the Districts (NPL/ZBZ) B.1.5: District Program • Nov TBD: Final PMG quarterly meetings in each district to discuss Management Group (PMG) EGRA results (NPL/ZBZ) Quarterly Meetings and RSA Results Presentation B.1.6: Provincial Coordination • Nov TBD: Final PCG quarterly meetings in each district to discuss Group Quarterly Meetings EGRA results (NPL/ZBZ) and RSA Results Presentation B.1.7: Follow-up • Oct 12: Participate in Dia de Professor activities in the districts and Meetings/Activities with LEI help schools identify high-performing teachers. Stakeholders • Oct 10-14: Supervision in schools throughout the week of Dia de Professor • Oct-Nov TBD: LEI stakeholder meetings as needed to follow up on implementation and ensure advance planning
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• TBD: Participate in “Conselho Coordenador” (ZBZ)
B.1.8: EGRA Results • Oct 10: Prepare for EGRA Results Presentations (NPL/ZBZ) Presentation (National) • Nov 28-Dec 2: EGRA Results Presentation for MINEDH & other partners (Maputo) B.1.9: EGRA Results • Oct 10: Prepare for EGRA Results Presentations (NPL/ZBZ) Presentation (Province) • Nov 14-25: EGRA Results Presentation for MINEDH, DPEDH, District Directors, etc. at the provincial level B.1.10: District Planning • N/A Meetings (New 2016 Districts) B.1.11: District Planning • N/A Meetings (Previous Districts) B.1.12: Provincial Planning • N/A Meetings B.2: Capacity Building Training B.2.1: RRP TOT Planning • Oct 27-28: TOT for MINEDH Bilingual Program Training Support Meetings (Quelimane) B.2.2: RRP TOT • N/A B.2.3: SDTC TOT Planning • N/A Meetings B.2.4: SDTC TOT • N/A B.2.5: SDTC ZIP Coordinator • N/A TOT B.2.6: Management Capacity • N/A Building Training B.2.7: Rapid School • N/A Assessment TOT B.2.8: Rapid School • N/A Assessment Training B.2.9: EGRA/SMA Planning & • N/A TOT B.3: Capacity Building Learning-by-doing B.3.1: INSET Planning and • Oct 3: INSET Planning/Review Meeting Review Meetings • Oct 17: INSET Planning/Review Meeting B.3.2: Teacher INSET • Oct 1: INSET 16 Supervision (RRP) • Oct 15: INSET 17 B.3.3: School Director INSET • Oct 1: INSET 8 Supervision (SDTC) • Oct 15: INSET 9 B.3.4: School-level Support & • Jul TBD: SDEJT conduct school support visits Monitoring B.4: Capacity Building Assessment
B.4.1: Rapid Organizational • Oct 17: Implementation ROA in all 14 districts (NPL/ZBZ) Assessment (ROA)
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B.4.2: SDEJT Capacity • N/A Assessments
TASK C: READING REINFORCEMENT PROGRAM (RRP) C.1: Develop and Implement Teacher Training and Coaching Model C.1.1: Develop, Print, & • Nov TBD: Remaining training and coaching materials handed over to Distribute Reading Instruction MINEDH. Training & Coaching Materials C.1.2: Train Reading Coaches • N/A C.1.3: Teacher Coaching in • Reading Coaches conduct teacher coaching monthly in schools Schools C.1.4: Train Lead Trainers • N/A (LTs) C.1.5: In-Service Teacher • Oct 1: RRP INSET 16 Training (INSET) • Oct 15: RRP INSET 17 C.2: Increase Availability of Teaching and Learning Materials to Teachers and Students
C.2.1: Develop, Print, & • N/A Distribute Scripted Lesson Plans C.2.2: Develop, Print, & • Nov TBD: Remaining TLAs handed over to MINEDH Distribute Teaching & Learning Aids (TLAs) C.2.3: Review and Approval of • Oct 15: Revised TLAs files (w/feedback from workshop incorporated) TLAs by MINEDH submitted to MINEDH/INDE • Oct-Nov: Print revised material in bulk and deliver to DPEDH for 2017 distribution C.3: Raise Awareness about the importance of Reading Instruction C.3.1: Radio Broadcasts • N/A C.3.2: Dia de Leitura • N/A C.3.3: Reading Week • Oct 1-7: Reading Week activities take place in all ApaL schools C.3.4: Reading Fluency • Oct 31: Finalize fluency videos in the districts to help promote ApaL Benchmark Development approach and demonstrate reading standards for early grades • Oct-Nov TBD: INDE/MINEDH meetings to establish Fluency Benchmarks (Maputo) C.3.5: Reading Clubs • Oct-Nov: Reading Clubs conducted weekly in each community
TASK D: SCHOOL DIRECTOR TRAINING & COACHING (SCTC) PROGRAM D.1: Develop and Implement School Director Training and Coaching Model D.1.1: Develop & Print School • Oct-Nov TBD: Final revision of SMTs and other SM materials for Management Training submission to MINEDH (Nampula) Materials D.1.2: Train School Directors • N/A D.1.3: Train ZIP Coordinators • Oct 3-14: ZIP Coordinators complete SD coaching visits D.1.4: ZIP Coordinator • Oct 1: SM INSET 8 Coaching Visits • Oct 15: SM INSET 9
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D.1.5: School Director INSET • Jul 16: SM INSET 5 • Jul 30: SM INSET 6 • Sept 17: SM INSET 7 D.2: Develop & Distribute School Management Aids D.2.1: Develop, Print, & • N/A Distribute School Management Tools (SMTs)
TASK E: MONITORING & EVALUATION E.1: EGRA/SMA E.1.1: EGRA/SMA Supervisor • N/A Training E.1.2: EGRA/SMA Enumerator • N/A Training E.1.3: EGRA/SMA Data • N/A Collection E.1.4: EGRA/SMA Data Entry • Oct 4: EGRA/SMA data sent to Maputo to be digitized (from NPL & ZBZ) E.1.5: EGRA/SMA Data • Oct 30: EGRA/SMA data analysis upon receiving database from Analysis Maputo. (NPL) E.1.6: EGRA Toolkit • Oct TBD Upon receiving updated 2nd Edition EGRA Toolkit from USAID, Portuguese version will be prepared and re-submitted. E.2: Rapid School Assessment (RSA) E.2.1: RSA Data Collection • N/A E.2.2: RSA Data Analysis • N/A E.3: Output & Outcome Monitoring E.3.1: M&E Plan • N/A E.3.2: Quarterly Indicator • Oct 3-15: Indicator data analysis & reporting for FY16 ASR Reporting
8. Collaboration with Other Donor Projects See above in Institutional Capacity Building section. 9. Administrative Update All relative information was reported under Task A: Aprender a Ler Project Management.
10. Success Stories and Photos See attached Annexes.
11. Financial Information
Summary Financial Report: (for full details, please see attached financial report as Annex A)
Current Period Total Expenditure: $1,854,226.73
Following Period Expected Expenditure: $ 2,199,659.79
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Success Story: With ApaL, We Now Have Tools to Facilitate the School Management and Teaching Process
“I would like to thank the Mozambican Minister of Education and Human Development for approving the implementation of USAID|Aprender a Ler (ApaL), because it is bringing positive operational changes to the schools reached by this initiative throughout the country.”
These words were spoken by Abasse Mureteto, Director of the Mudenga Primary School and ZIP Coordinator in Quelimane District, Zambézia Province.
Figure 1 Abasse Mureteto, Director of the Mudenga Primary School, during the School Management training Mureteto has been the Director of in Zambézia. Mudenga Primary School for nine years. Mureteto confirms that, today, teachers have the capacity to give high-quality lessons, and that the strategies implemented by ApaL over the past two years have obtained the desired results.
“Thanks to ApaL, we now have tools that facilitate the teaching and learning management processes. The distributed books are exceptionally useful in enabling students to learn to read easily. The INSET trainings,” according to the Director, “have helped resolve many teachers’ problems and uncertainties. Regarding the managerial component, ApaL has provided extensive trainings and introduced teacher attendance and punctuality tools that opened our minds as to how we should act as teachers.”
ApaL builds the school administrators’ capacity to interact professionally with colleagues and lead by example. Managers should first exemplify good behavior before critiquing and giving constructive feedback.
Figure 2 Mudenga Primary School, Quelimane District, The School Board, now also trained Zambézia Province. by ApaL, understands that scholarly success is not the sole responsibility of the school director, but of the entire surrounding community. Volunteers are vital to working in coordination with the school to raise parental awareness of the importance of sending children to school on time. As a result of this, student punctuality at schools has drastically improved.
Mudenga Primary School serves 120 students in the second and third grades.
Success Story: Absent Teachers When Classes Had Absent Teachers, It Was Normal To Send Students Home. But Now, That Isn’t The Case…
Meet Cândida Rodrigues, a School Director and ZIP Coordinator in Montes Namuli – located in the District of Gurue in the Zambezia Province of Mozambique. Cândida began her post in 2015, and starting in January of 2016, her school and their 660 1st through 3rd grade students became part of the USAID Aprender a Ler (USAID|ApaL) program. Cândida Rodrigues has positive things to say about the program as the changes in practices are notable with improvements in teachers’ dedication and commitment to the job. The director says that the changes are apparent in the students’ abilities, too, as they can now be found reading in the early grades. Improved school routines have contributed, such as the gathering of students before class to sing the Figure 1 Cândida Rodrigues, Director, national anthem. This used to only happen two times per EPC Montes Namuli, district of Gurue, week (Monday and Friday), but now with the start of ApaL Zambézia. this happens every day (Monday through Friday). “This measure, in addition to allowing for better organization and control of the absent students and teachers also reduced the tardiness of both teachers and students – we now have better time management. It was also common when a teacher was absent from class, we would send students home, but now this isn’t the case – we always look for someone to come and teach in place of the absent teachers, avoiding this practice of leaving kids without classes as this reduces the student’s achievement.” – School Director Cândida Rodrigues
When talking about the In-Service Training, Cândida believes the trainings are helping the teachers a lot as they facilitate the exchanges of ideas/experiences, as well as lesson planning. Previously, these trainings were very infrequent. The same can be said about the school management trainings where directors, ZIP coordinators, and the school board gets Figure 2 Primary School in Montes Namuli, district of together to discuss the issues that are Gurué, Zambézia Province relevant to the school. This group of people has helped to improve school operations and early interventions for issues. They now understand that the school doesn’t belong to the Director, but to the community as a whole. Concerning reading fluency, the director was reflective and said that the tendency now is to get better. “In the Rapid Assessment, for example, in the second grade we had 14% and for the third grade we went from 3% to 44% – this shows that the work being done is having positive effects, but we won’t stop there, we want to get even better”
Success Story: “Reading Day” Incentivizes Communities Students, Parents, and Caregivers Alike With approximately 150 students (60 in 1st grade, 45 each in 2nd and 3rd grade), Alagi Primary School has participated in USAID|Aprender a Ler since March of this year. The school was constructed with local materials and is located in Lugela District, Zambézia Province. It has been under the direction of Eusébio Luís for the past four years.
Systematic teacher and student tardiness, reading difficulty, and weak interaction between the school and the surrounding community were determined to be the greatest challenges faced by Alagi Primary Figure 1 Eusébio Luís, Director of EP1 Agali in Lugela District, during the school management School in the years preceding ApaL involvement. training in Zambezia. According to Eusébio Luís, the introduction of ApaL brought with it the effective implementation of management tools and reading materials. The positive results obtained in less than one year of programmatic execution have been very promising and worthy of being highlighted.
Student and teacher attendance rates, which once hovered near 60%, are now estimated at approximately 80%. With regards to reading fluency, the numbers indicate that 89% of students are showing real progress with their reading levels. According to Eusébio Luís, the Reading Clubs specifically have proven to be strategic, reinforcing the work that has been carried out not only by the teachers in the classroom, but also within the community. Figure 2 Agali Primary School, Lugela District – constructed with local materials. “The competition between students on the “Dia de Leitura” (Day of Reading) has incentivized students, parents, and caregivers alike. Some parents whose children did not win the contest felt pressure to be more committed to supporting their children so that they could win next time. On the other hand, children that won the reading contest made their parents very proud. The “Dia de Leitura” has been a moment of great emotion for all involved.”
Absences and tardiness, particularly in the first period, as well as student dropouts have transformed into a thing of the past. Formerly, parents and caregivers would commonly occupy children’s time with domestic and agricultural chores, which was detrimental to their schooling. This practice is now becoming less frequent due to community involvement in matters related to schooling. In meetings with community leaders and the school board, ApaL has emphasized the impact these actors can have as integral parts of the educational process. Now, schooling challenges are not only attended to by the teachers and school directors, but are addressed by the community as a whole.
Success Story: With USAID|Aprender a Ler, First Grade Students Can Already Read Gonçalves Fernandes is the Director of the Macuelia Primary School, in Ile District in Zambézia. He has been the School Director for the past five years, and the ZIP coordinator for the past seven years. While USAID|Aprender a Ler was only introduced to Macuelia Primary School in the beginning of this year, significant changes can already be seen in management, reading, and student and teacher attendance and punctuality.
“Due to the introduction of the Aprender a Ler project, many first grade students are already beginning to read. In my opinion, this is a direct result of the tools Figure 1 Gonçalves Fernandes is the Director of that ApaL has shared with us. For some Directors, this the Macuelia Primary School material was not new, as some had already received training on school management. However, the problem resided in the application of these instruments, which was often neglected. The Apal project has reset this trend by introducing new and efficient approaches to the use and application of these instruments and tools.
Fernandes now regularly monitors teachers’ performance, and explains that, while teacher attendance and punctuality was once very low, it has increased with ApaL attendance sheets. Now, teachers and students are in the classroom at 6:30 A.M., a very praiseworthy accomplishment.
According to the Director, these tools and INSET trainings have not only increased rates Figure 2 Macuelia Primary School is located in Ile of reading fluency, attendance, and District, Zambezia Province punctuality; they have also improved professional relationships between colleagues, as everything is now based in clear evidence.
”At Macuelia Primary School, I can guarantee that nearly 250 second and third grade students are already able to read, and we foresee this figure doubling by the end of the year.”
The School Board is also working in collaboration with School Management, and the community is very satisfied with the ApaL project. Previously, the community saw teachers and directors as responsible for locating absent or dropout students. Now, the scenario has changed. When presented with a list of absent and/or tardy students, the community is ready to help find these children and encourage them to return to school. Fernandes concluded by suggesting that it would be great if ApaL could expand to reach more schools and help students right from grade 1.
Success Story: Rewarding Attendance & Punctuality
Sérgio Caetano Pereira is the Director of the Mangone Primary School in Gurué District in Zambézia. He has been the Director of this school for two years, and USAID|Aprender a Ler was introduced in the beginning of this year. Pereira believes that ApaL has produced positive results.
Teacher and student absenteeism and tardiness have decreased significantly, according to Pereira. The tools made available through ApaL have truly helped in school management. Furthermore, relationships between the School Board and the community have changed, as the community is now very involved in the day-to-day functioning of the school. This is a big shift from the past, when the School Board would only hold meetings to plan annual activities in the Figure 1 Sérgio Pereira, Director of the beginning of the year with little involvement from Mangone Primary School communities as a whole.
According to Pereira, it used to be difficult to recognize teachers with the best punctuality and attendance because the school didn’t have the tools to track this data. However, as a result of the tools that ApaL introduced, it is now easy to obtain information complete with clear evidence.
“At the end of every month, we recognize teachers with the best attendance and punctuality. This practice has incentivized colleagues to avoid absenteeism and tardiness, guiding them toward more correct behavior” said Pereira.
Student fluency and Figure 2 Part of Mangone Primary School, Gurué attendance has also improved. The organized roll call, anthem, and class schedule routines have improved time management and students arrive earlier to school. According to the Rapid School Assessment data, second grade students are now able to read eight words per minute, while third grade students can read twelve words per minute. We hope to see these numbers triple by the end of the trimester.
This year, a total of 130 students are enrolled in 1st grade, 80 students are enrolled in 2nd grade, and 54 students are enrolled in 3rd grade at Mangone Primary School. With the right data to reward quality participation and timeliness in the learning process, ApaL is helping these students to start school on the right path. Success Story: Improved School Capacity & a Visit from the First Lady of Mozambique
The director da the Posto Agrícola Primary School in Mocuba district in Zambezia has plenty of positive feedback after working with the USAID|ApaL program for over a year now. Cardoso Feliciano Juliasse has been the director of the school for two years where over 3000 students are enrolled in 1st grade through 7th grade. Along with his responsibilities at the school, he is also the ZIP Coordinator for Muandiua ZIP, where his school belongs. Figure 1 Director EPC- Posto Agrícola Cardoso says that most school directors have been appointed to their positions without passing through some kind of specific training. He notes that this factor hampers school performance when it comes to management activities and administration. ApaL has helped to erase the problem.
"With the implementation of the project, many directors have benefited from the training that ApaL arranges. Currently, as school principals, in addition to the practical approaches, we are now endowed with technical and scientific knowledge. We have tools that have helped us in organizing our activities. Teacher and student attendance have improved throughout our schools as we utilize these tools. On top of that, teachers also get training on how to work better with their students and use the decodable books, leveled books, read aloud books, and other things. These are very valuable in supporting the teachers."
Director Juliasse even notes that in classrooms where the ApaL program is being used, compared to others throughout the school, there is a considerable difference in students’ demonstrated abilities to read. This was highlighted in the past year when the First Lady of Mozambique, Isaura Nyusi, paid a personal visit to the school.
“EPC Posto Agricola, had the honor of receiving a visit from the First Lady of the Republic of Figure 2 Classrooms being built by the community with local materials in EPC Posto Mozambique, Isaura Nyusi. Upon her visit, a report rd Agricola in Zambezia. of the school was read to her by a 3 grade student. This was a spectacular moment of pride for the school. This feat is surely a result of the work ApaL has done and the program they have developed alongside the schools.”
Beyond the school, the ApaL strategy has helped to motivate the community to improve conditions for students, as seen above. As the Director proudly explained, “in my school, we have a lack of sufficient infrastructure to support the large number of students. After bringing the School Council more directly into discussions and trainings, they have responded positively and taken action. We’re now building classrooms with local materials to accommodate all our students, and we see this as a direct result of the increased collaboration between the school and the community.