Northern Education Initiative Plus Quarterly Report Second Quarter

Northern Education Initiative Plus Quarterly Report Second Quarter – January 1 to March 31, 2018

DISCLAIMER This document was produced for review by the United States Agency for International Development. It was prepared by Creative Associates International.

Submission Date: March 31, 2018

Contract Number: AID-620-C-15-00002 October 26, 2015 – October 25, 2020 COR: Olawale Samuel

Submitted by: James M. Statman, Chief of Party The Northern Education Initiative Plus 38 Mike Akhigbe Street, Jabi, Abuja, Nigeria

Email: [email protected]

TABLE OF CONTENTS 1. PROGRAM OVERVIEW ...... 5 ACRONYMS AND ABBREVIATIONS ...... 6 1.1 Program Description ...... 8 2. EXECUTIVE SUMMARY ...... 10 2.1 Implementation Status ...... 11 Intermediate Result 1. Government systems strengthened to increase the number of students enrolled in appropriate, relevant, approved educational options, especially girls and out-of-school children (OOSC) in target locations ...... 12 Sub IR 1.1 Increased number of educational options (formal, NFLC) meeting school quality and safety benchmarks: ...... 12 Sub IR 1.2 Strengthened systematic approach to school management and supervision: ...... 13 Sub IR 1.3 Standardized NLFC model ensures education for vulnerable children and youth: ...... 14 Sub IR 1.4 Strengthen CSO capacity to mobilize PTAs, SBMCs, and communities around reading and access:...... 14 Intermediate Result 2. Government systems strengthened to improve reading outcomes for primary grade learners in target locations ...... 16 Sub IR 2.1 State and LGEA policies, timetables, and standards for reading instruction and performance improved and implemented: ...... 16 Sub IR 2.3 State and LGEA systems for in-service training to teachers in public and NFLC classrooms in the use of the evidence-based reading materials improved and implemented: ...... 20 Sub IR 2.4 LGEA systems for monitoring/coaching in-service teachers in EGR instruction improved and implemented: ...... 22 Sub IR 2.5 State and LGEA systems for EGR assessment improved and implemented: ...... 23 Sub IR 2.6 State and LGEA systems for extending evidence-based reading instruction to nontraditional, non-formal schools improved and implemented: ...... 26 Sub IR 2.7 State and local government accountability to the public for reading instruction increased: ...... 27 2.2 Implementation Challenges ...... 28 3. PROJECT MONITORING AND EVALUATION ...... 29 3.1 PMP Update ...... 30 4. INTEGRATION OF CROSSCUTTING ISSUES AND USAID FORWARD PRIORITIES ...... 38

4.1 Gender Equality and Female Empowerment ...... 38 4.2 Sustainability Mechanisms ...... 38 4.3 Local Capacity Development ...... 39 5. STAKEHOLDER PARTICIPATION AND INVOLVEMENT ...... 39 6. PROJECT OPERATIONS AND MANAGEMENT ...... 39 7. LESSONS LEARNED ...... 41 8. PLANNED ACTIVITIES FOR NEXT QUARTER INCLUDING UPCOMING EVENTS ...... 41 9. QUARTERLY REPORT MATRIX ...... 43 10. ANNEXES ...... 70 Annex A: Memo from the Initiative to SUBEB ...... 70 Annex B: Memo from the Initiative to BASAME ...... 72 Annex C: Request letter from BORNO SUBEB ...... 74 Annex D: Request letter from Oando Foundation ...... 76 Annex E: Trainet Report ...... 78 Annex F: Financial Report ...... 79

1. PROGRAM OVERVIEW

Program Name Northern Education Initiative Plus Activity Start Date and End October 26, 2015 – October 25, 2020 Date Name of Prime Implementing Creative Associates International Partner Contract Number AID-620-C-15-00002 Name of Subcontractors Education Development Center (EDC), Florida State University (FSU), Overseas Strategic Consulting (OSC) and Value Minds Major Counterpart FMoE, NERDC, NCCE, UBEC, NMEC, SMoE (Bauchi and Organizations Sokoto), SUBEB (Bauchi and Sokoto), SAME (Bauchi and Sokoto), LGEAs (Bauchi and Sokoto) Geographic Coverage Bauchi and Sokoto State Reporting Period January 1–March 31, 2018

ACRONYMS AND ABBREVIATIONS

AASI Adopt-A-School-Initiative AC Access Coordinator AEO Area Education Officer AC Area Coordinator AGLC Adolescent Girls Learning Center AMEL Activity, Monitoring and Evaluation Plan AO Area Organizer ASC Annual School Census ATAP Abubakar Tatari Ali Polytechnic BPA Blanket Purchase Agreement CBMC Center Based Management Committee CC Community Coalition CIES Comparative International Education Society CLC Cluster Learning Circle COE College of Education COP Chief of Party COR Contracting Officer’s Representative Creative Creative Associates International CSACEFA Civil Society Action Coalition on Education for All CSO Civil Society Organization DFID Department for International Development DQA Data Quality Assurance ECR Education Crisis Response EDC Education Development Center EGR Early Grade Reading EGRA Early Grade Reading Assessment EMIS Education Management Information System EOI Expression of Interest ES Education Secretary FMoE Federal Ministry of Education FOMWAN Federation of Muslim Women’s Associations in Nigeria FSU Florida State University GALA Group Administered Literacy Assessment GPS Global Positioning System ICA Institutional Capacity Assessment ICT Information and Communication Technology IP International Partner IR Intermediate Result IRR Inter-Rater Reliability LEMA Local Education Monitoring Assessment LF Learning Facilitator LGA Local Government Affairs LGA Local Government Area LGEA Local Government Education Authority

MDA Ministries, Departments & Agencies M&E Monitoring & Evaluation MEAR Monitoring, Evaluation, Assessments and Research MF Mentor Facilitator MoU Memorandum of Understanding MT Master Trainer NCE Nigerian Certificate in Education NCCE National Commission for Colleges of Education The Initiative Northern Education Initiative Plus NERDC Nigerian Educational Research and Development Council NFLC Non-Formal Learning Center NIPEP Nigeria Partnership for Education Project NMEC National Mass Education Commission OOSC Out of School Children OSC Overseas Strategic Consulting PLC Professional Learning Communities PMEP Performance Monitoring and Evaluation Plan PRS Performance Reporting System PY2 Project Year 2 PY3 Project Year 3 RAN Reading Association of Nigeria RC Reading Coordinator SAME State Agency for Mass Education SBMC School-Based Management Committees SEA State Education Account SHoA State House of Assembly SMoBSE State Ministry of Basic and Secondary Education SMoE State Ministry of Education SPS School Performance Scorecard SRM Supplementary Reading Material SSO School Support Officer ST Student Teacher STTA State Technical Team Assistance SUBEB State Universal Basic Education Board SWG State Working Group TEI Teacher Education Institution TLC Teacher Learning Circle TLM Teaching and Learning Material TOT Training of Trainers TWG Technical Working Group UNICEF United Nations Children’s Fund USAID U.S. Agency for International Development WG Women Group YLC Youth Learning Center

1.1 PROGRAM DESCRIPTION

Commencing in October 2015 under funding support from the United States Agency for International Development (USAID), the five-year Northern Education Initiative Plus (the Initiative) project is strengthening the ability of Bauchi and Sokoto states to provide greater access to basic education—especially for girls and out-of-school-children (OOSC) —and to significantly improve reading outcomes for more than 1.4 million school-aged children and youth.

The Initiative’s holistic approach addresses a broad range of critical factors that affect learning, teaching, education systems management, parent participation and community engagement in support for their schools. The project strategy focuses on strengthening the technical and administrative capacity, commitment and accountability of federal, state and Local Government Education Authorities (LGEAs) to provide effective mother-tongue and English and early grade reading (EGR) teaching and learning and to deliver EGR, numeracy and life-skills to OOSC and youth with the intent to mainstreaming them into formal state schools. The Initiative is building LGEAs’ capacity to plan, budget and administer education services, support and supervise teachers, deliver high-quality teaching and learning materials (TLMs), improve governance, transparency and accountability, and mobilize community involvement to bring more children into school and ensure that they can read. The Initiative is bringing innovative, appropriate, sustainable, and cost-effective Information and Communications Technology (ICT) solutions to government partners to enhance their efficiency in education service delivery.

The project is training and equipping teachers and learning facilitators (LFs) with requisite teaching skills in formal schools and Non-Formal Learning Centers (NFLCs). By incorporating EGR concepts, techniques, practice, and materials in the curriculum of state Colleges of Education (CoEs), the Initiative is building the states’ capacity to deliver effective reading instruction and encourage parents to enroll their children in local schools.

In addition to its partnership with key federal, state and local agencies and civil society organizations (CSOs), the Initiative has built active partnerships with other programs supported by the World Bank, United Nations Children’s Fund (UNICEF) and Department for International Development (DFID) in view to coordinate activities, build synergies and improve delivery and results. The project also plays a lead role in promoting EGR policy, interventions and research in the education sector.

An evidenced-based intervention, the Initiative continuously monitors program activities and assesses its delivery and results against established targets and milestones to improve project outcomes. The Initiative is expected to demonstrate significant improvement in EGR for approximately 1 million children in grades one to three and for more than 300,000 OOSC attending some 8,000 NFLCs.

The Initiative is implemented by Creative Associates International in collaboration with three U.S.- based international organizations—Education Development Center (EDC), Florida State University (FSU), Overseas Strategic Consulting (OSC)—and four Nigerian organizations—Value Minds, Civil Society Action Coalition on Education for All (CSACEFA), Reading Association of Nigeria

(RAN), the Federation of Muslim Women’s Associations in Nigeria (FOMWAN), and more than 46 local CSOs.

2. EXECUTIVE SUMMARY

This quarter commenced with major administrative changes in the education sector in Bauchi and Sokoto states. Two new Commissioners for Education were appointed in both states. Bauchi state appointed Prof. Haruna Abdullahi Madawaki as a substantive Commissioner after the Deputy Governor held the portfolio for a number of years. In Sokoto state, Dr. Jabbi Kilgori was moved to higher education with Prof. Aishatu Madawaki assuming the position of Commissioner for the State Ministry of Basic and Secondary Education (SMoBSE).

The Initiative seized this opportunity to engage the newly appointed Commissioners Results of the Global Positioning System in a one-day meeting to establish formal (GPS) community mapping were used working relationships and to discuss constructively to mentor CSOs to identify accomplishments, challenges and potential communities, select LFs to manage commitments going forward. Both more than one center and conduct community commissioners affirmed their commitment to outreach and sensitization campaigns ahead the success of the project. In Bauchi state, the of the opening of 1,800 NFLCs that are Executive Governor directed the Ministry of expected to accommodate 90,000 OOSC by Finance to release N400million to the State end of April. Universal Basic Education Board (SUBEB) to support critical activities of the Initiative. In Under the leadership of the NERDC, the Sokoto state, the sum of N170million was Initiative also finalized the teaching standards approved by the state government to produce and student performance benchmarks in Term 3 Let’s Read! Mu Karanta! materials reading for P1-3 and were adopted by state through SUBEB. stakeholders. These benchmarks will be incorporated into the scorecard to strengthen The reporting period witnessed the capacity of schools implementing EGR and completion of Cohort 2 NFLCs, the improve monitoring and coaching of teachers. mainstreaming of learners and the completion SUBEBs in both states are keen on utilizing in the preparation for launching Cohort 3. these tools and have incorporated this Sixty-three thousand leaners enrolled in 1,400 framework into the school improvement NFLCs are ready to sit for exit state system. The Reading Technical Working examination. The State Agencies of Mass Groups (TWGs) has developed a mechanism Education (SAME) in both states have to monitor utilization of these standards in the provided support developing the exams, classrooms. SUBEB is providing the providing materials and administering tests. necessary support to the LGEAs to ensure Learners who pass the exams will be awarded that School Support officers (SSOs) are certificates in tandem with state government properly mentored to support teachers on the policy. use of the benchmarks.

This quarter, the project also pilot-tested the Local Education Monitoring Approach (LEMA), a first of its kind in Nigeria. LEMA is an effective, practical and innovative method for routinely monitoring schools in a systematic manner by gathering reliable data around established school quality indicators. State education authorities are enthusiastic and supportive about this new evidenced-based approach to continuous school monitoring of schools. LEMA also allows reliable data to be gathered around school quality indicators to inform education system managers at various

government levels on school performance. It is envisaged that the report will critically examine and provide answers to factors and barriers to access and quality at the school level.

Capacity development and systems EGR and non-formal education and have strengthening of state government already taken the first steps to scale up the counterparts continued during the reporting Initiative’s models in Bauchi and Sokoto period. The Initiative engaged key states and even beyond. The Initiative is stakeholders to review and update the Annual providing technical assistance and support to School Census (ASC), State Education UNICEF’s GEP3 program to train teachers, Accounts (SEA) and state budget head teachers and School Support Officers development process. In accordance with the (SSOs) in the use of the Initiative’s Mu project’s focus on state ownership and Karanta! /Let’s Read! TLMs in 120 UNICEF- sustainability, state personnel will for the first assisted schools in Bauchi and 210 in Sokoto, time take the technical and operational lead in thereby expanding the impact of our the conduct of the SEA exercise, with the intervention. Initiative serving in a technical support and back up in the data collection, analysis and Major challenges remain around release of reporting process. This marks an important budgeted funds and the printing of third term milestone in the process of state systems TLMs for schools and centers within the strengthening. context of the upcoming elections. Bauchi and Sokoto state officials have however, We continue to forge strong partnerships with reiterated their commitment to meet these donor-financed programs supported by DFID, requirements in accordance with the MoU the UNICEF and the World Bank. These entities state Executive Governors signed with recognize the project’s technical leadership in USAID.

The project continues to take proactive measures to tackle these challenges so they do not endanger the impact of our various programs at school and community levels.

2.1 IMPLEMENTATION STATUS

Per our proposed activities for the reporting quarter, the project is on course to meeting its targets and deliverables in Project Year 3 (PY3). Under Intermediate Result 1 (IR1), the Initiative continued to map out strategies for effective implementation of Cohort 3 enrolling 90,000 OOSC into 1,800 NFLCs. For IR 2, the Initiative and our government partners reviewed, finalized and adopted the teaching standards and student performance benchmarks in reading in P1-3, adopted EGR into the Nigeria Certificate in Education (NCE) minimum standards and established reading club forums and community reading centers in all 20 LGAs of Bauchi and Sokoto states to promote community participation in reading.

These milestones are further discussed in detail below.

INTERMEDIATE RESULT 1. GOVERNMENT SYSTEMS STRENGTHENED TO INCREASE THE NUMBER OF STUDENTS ENROLLED IN APPROPRIATE, RELEVANT, APPROVED EDUCATIONAL OPTIONS, ESPECIALLY GIRLS AND OUT-OF-SCHOOL CHILDREN (OOSC) IN TARGET LOCATIONS

SUB IR 1.1 INCREASED NUMBER OF EDUCATIONAL OPTIONS (FORMAL, NFLC) MEETING SCHOOL QUALITY AND SAFETY BENCHMARKS: Accomplishment: State education institutions develop action plans for education delivery The project continues to use results of the various departments in these organizations via Institutional Capacity Assessment (ICA) terms of reference; identification of linkages conducted in Project Year 2 (PY2) to support or areas of collaboration across unity; state education Ministries, Departments and specification of monitoring and reporting Agencies (MDAs) to improve quality and mechanisms; and planning for budgeting and access to basic education. This quarter, the execution. project supported Bauchi state to develop action plans to address capacity gaps within All MDAs and LGEAs now have individual their institutions. The three-day workshop action plans with timelines, roles and targeted key officials from the Bauchi State responsibilities and source of funding for Ministry of Education (SMoE), SUBEB, implementation of these activities. The plan SAME and LGEAs. will cover the period January-June 2018. A mid-line ICA will be conducted in August, The action plans address four major issues 2018 to measure and track changes and guide hampering effective, accountable state further systems strengthening interventions education systems operations and delivery: for the final two program years. delineation of roles and responsibilities for

Accomplishment: Communities open 25 additional NFLCS enrolling more than 1,500 learners

In Sokoto state, a quarterly coordination meeting was held with representative of 23 grantees to plan for Cohort 3 of NFLC program. It is expected that 45,000 OOSCs will be enrolled in 900 centers in each state.

The meeting informed the CSOs with the modifications to the grants for Cohort 3. These include: increase in learners per center from 45 to 50, using one LF to manage more than one center following GPS mapping reports and limiting intervention to NFLCs excluding AGLCs and YLCs. It was also an opportunity to discuss strategies for mainstreaming Cohort 2 learners. . Inspired by the success of the Initiative-supported NFLCs, CSOs reported that 25 additional NFLCs were established by communities themselves serving a total of 1,644 learners. This is an important example of grass-roots communities taking ownership of the process and using their own local resources to build upon and expand the program’s impact.

Accomplishment: Community structures Accomplishment: New strategy for coaching reconstituted for effective mobilization and mentoring led by government partners

The project also reviewed the formation of The strategy for coaching and mentoring of community groups and how they can more LFs also took another form in PY3. The efficiently manage NFLCs. Instead of one project is promoting sustainability by training CBMC organized to support each individual Scheme Organizers and Area Coordinators center, it was recognized that where (ACs) of SAME to effectively monitor geographically feasible, it would be far more teaching and learning in the NFLCs. The efficient and sustainable to have one CBMC training was supported by a digitalized NFLC monitor three centers within a mutually- coaching and mentoring system installed on supportive cluster. This approach will result tablets. This way mentors are able to use real in establishing approximately 300 CBMCs in time information to make decisions the communities of intervention for Cohort 3. throughout the course of the NFLC program.

Similarly, going forward, the number of In preparation for Cohort 3 classes, a two-day Women Groups (WGs) with which we will refresher training for Master Trainers (MTs) work in a local government will be comprising 20 SAME Scheme Organizers, 10 determined by the specific number of NFLCs Area Coordinators and 10 Access established in that area. Within each group, Coordinators was conducted in Sokoto state. one woman will be assigned to a community Participants refreshed their knowledge of the where there are two or three NFLCs and a NFLC curriculum and classroom school exist to conduct more efficient management. The project also developed outreach in households using the Initiative’s plans to provide refresher training on EGR communication messages. instruction to the LFs. Bauchi state will hold a similar training in April, 2018.

SUB IR 1.2 STRENGTHENED SYSTEMATIC APPROACH TO SCHOOL MANAGEMENT AND SUPERVISION:

Accomplishment: Used mapped data to inform NFLC and LF distribution for third cohort The Initiative continues to use current ICT applications to obtain data to refine our program of providing alternative education options in communities. This quarter, GPS mapping was used to identify the optimal location of NFLCs and to update the profile of LFs. This will facilitate the smooth establishment of additional NFLCs and ascertain how many centers a LF s can realistically take or manage. This also helped identify several underserved rural communities with dire need of the project’s intervention.

In Sokoto state, ACs monitored teaching and learning in 200 NFLCs. Amongst the few challenges noted were that some LFs were not adequately practicing formative assessments and several needed to improve their record keeping practices. These issues will be addressed in future LF trainings scheduled in Cohort 3.

In Bauchi a substantial percentage of LFs were found performing well and pupils are demonstrating their growing ability to read, write and count. The apprenticeship program is also yielding results as YLCs and AGLCs are performing well in carpentry, tailoring/embroidery, pomade, air freshener and liquid soap making. “We have seen SUB IR 1.3 STANDARDIZED NLFC MODEL ENSURES EDUCATION it clearly. FOR VULNERABLE CHILDREN AND YOUTH: Learning Accomplishment: Mainstreamed 350 learners into formal school outcomes for The Initiative continues supporting SAME and SUBEB to identify pathways for children in our NFLC graduates to enter formal schools. This quarter, Community Coalitions (CCs) in Ningi and Bauchi LGAs mainstreamed 350 learners into formal schools have schools. These communities were able to raise N546, 000 to purchase improved. Our educational materials for the children at a ceremony to mark their graduation children can and presentation of certificates. The event was also an opportunity to an now read even enrolment drive for Cohort 3. This once again demonstrates the strong level of engagement, ownership and support for the Initiative from the local from Primary 1 communities. and this was not the case SUB IR 1.4 STRENGTHEN CSO CAPACITY TO MOBILIZE PTAS, before. SBMCS, AND COMMUNITIES AROUND READING AND ACCESS: Teachers are Accomplishment: Conducted advocacy training to mobilize resources for also confessing sustainability of education programs that they did not During the reporting period, an STTA from the partner organization OSC know they could facilitated a Training of Trainers (ToT) on advocacy for project staff to coach be as effective and mentor CSOs. CSOs will be trained to participate in statewide initiatives to support schools and learning centers, building community structures, advocating and seeing the for strong EGR programs, and coordinating and partnering with government impact on the authorities at state and LGAs to identify and address local and specific barriers children is a to education. serious

The training generated a common understanding on the conceptual framework motivation for of advocacy and the strategizing process, reviewed some existing project them.” strategy on community activities, shared contextual experiences with participants and analyzed advocacy tools and techniques. Mamuda This training module was incorporated into the next capacity building program Galadima, for CSOs to be conducted in April, 2018. Deputy Project Coordinator, Accomplishment: Community structures mobilizing for education NIPEP CSOs continue to work with community include organizing key structures such as the CBMCs, CCs and WGs influencers meetings in to promote the access agenda. Activities which representatives of

CBMCs, women, youth, traditional and to school that, as required, they will be religious leaders in the communities reported to community authorities. participated. During the meeting, issues revolving around sustainability, strengthening CBMCs continue to meet the daily needs at the relationship between the community and the NFLCs. These include: the provision of CSOs and enrollment drives were extensively storage facilities, mats, educational materials discussed. The religious leaders were and water. Members continue to meet to implored by CSOs to enlighten the perform core responsibilities that include community members during sermons on the creating friendlier environments for teaching importance of education and the need for and learning. CSOs are also encouraging parents to enroll their wards into NFLCs or them to do more to monitor attendance of formal schools. both LFs and learners.

WG meetings are an avenue for members to We continue to utilize an effective feedback share experiences after conducting house to system in host communities by providing house outreach. In the reporting quarter, regular updates to traditional institutions on women used outreach messages on the progress made by the project on enrollment, retention, transition and parental promoting access. Traditional leaders are support for EGR. The WGs also informed seen to be providing support whenever the parents who had failed to send their children need arises.

Accomplishment: Produced posters and videos for outreach activities The Initiative continues to convey outreach messages on enrollment, reading, and retention and transition using a wide range of outreach tools.

This quarter, the project validated, printed and distributed posters for community outreach activities in Bauchi and Sokoto states. The posters contain messages in Hausa that are appealing to parents, guardians and community leaders to support children’s education.

The posters were validated by representatives The Sokoto State Committee has already from SUBEB, SAME, traditional rulers, conducted its first advocacy visit to SUBEB, women leaders, CBMCs, SBMCs, RAN, SAME, SMoBSE and the Nigeria Partnership FOMWAN and project staff to see whether for Education Project (NIPEP). In SUBEB the the materials reflected the socio-cultural Chairman pledged to reprint 6,000 copies for contexts of both states, were easy to distribution to SBMCs and possibly to understand, are relevant and appealing. conduct training for some key mobilization officers in the LGAs. NIPEP’s coordinator Participants were also tasked with exploring pledged to print 7,000 copies for use by opportunities to sourcing funds for printing SBMCs. The project will continue to follow and possible interagency and CSO up on these commitments until funds are collaboration. released.

Both states produced action plans to conduct In the interim, the project has printed 2,000 advocacy visits to state education in view of copies and distributed to CSOs and state sourcing funding to print the posters, and to partners to use for their outreach activities. develop a training plan for social mobilizers.

The Initiative also embarked on production of videos for community outreach with the support of a videographer/editor STTA from OSC. The videos are aimed at illustrating: • how literate and illiterate parents can support their children to read better; • how communities can mobilize resources and advocate for quality using existing success stories as case studies; and • the value of the Initiative’s non-formal education and the Mu Karanta! Let’s Read! programs to families in the communities we are supporting.

Four videos were shot and produced in Bauchi state. The project secured the participation of popular Kannywood (Hausa language cinema) actors in some of the dramas. These videos will be used to support the project’s community structures- CCs and WGs - in their house to house outreach and advocacy efforts. It will also be uploaded on electronic tablets as part of the community mobilization/media toolkit for use by the CSO program officers who are directly responsible for community outreach and mobilization activities. These videos once validated for relevance and cultural appropriateness, will also be used in other creative ways by RAN in the school reading forums and community reading centers. In Bauchi state, Inter-Center Quiz Competitions were conducted across the 10 LGAs. This was aimed at improving and expanding knowledge of learners on literacy, numeracy and life skills as well as promoting a fun way to study. The competition also created awareness and mobilized the community to support learning outcomes, particularly around reading. During the quiz competition, all communities accompanied learners to the centers. All CSOs provided the learners with prizes.

INTERMEDIATE RESULT 2. GOVERNMENT SYSTEMS STRENGTHENED TO IMPROVE READING OUTCOMES FOR PRIMARY GRADE LEARNERS IN TARGET LOCATIONS

SUB IR 2.1 STATE AND LGEA POLICIES, TIMETABLES, AND STANDARDS FOR READING INSTRUCTION AND PERFORMANCE IMPROVED AND IMPLEMENTED: Accomplishment: Finalized teaching standards and student performance benchmarks The Initiative conducted a one-day workshop in Abuja in early February to review, finalize and adopt the teaching standards and student performance benchmarks in reading in P1-3.1 The Federal Ministry of Education (FMoE), Nigerian Educational Research and Development Council (NERDC), National Commission for Colleges of Education (NCCE), and SUBEBs from both Bauchi and Sokoto States all participated in the meeting, as members of the Reading TWG.

Participants approved the evidenced-based teaching standards2 and benchmarks as presented, with minor revisions. The group agreed to meet again following finalization and submission of the standards and benchmarks report to federal and state authorities for review. The following tables provide the long- and short-range benchmarks adopted for learners in P1 to P3 (in Hausa and English).

1 Dr. Nancy Clark-Chiarelli, reading consultant and standards and curriculum specialist, provided technical support for the activity. 2 Adapted from the International Literacy Association standards for teaching reading (ILA 2010).

Proposed Benchmarks for EGR in Bauchi and Sokoto

Long-range Comprehension ORF Benchmark % % % % Zero Pupils Zero Benchmark Pupils Hausa P3 80% 50% 20% 50 cwpm 50% 10% Comprehension 60 cwpm Hausa P2 60% 40% 20% 40 cwpm 40% 10% comprehension Hausa P1 60% 40% 30% 30 cwpm 40% 20% Comprehension English P3 80% 50% 20% 60 cwpm 60% 10% comprehension 50 cwpm 50%

Short-term Comprehension ORF Benchmark % Pupils % Benchmark % % Zero Pupils Zero Hausa P3 40% correct 25% 70% 30 cwpm 25% 70%

Hausa P2 40% 25% 70% 20 cwpm 25% 70% comprehension Hausa P1 40% 20% 70% 20 cwpm 20% 70% Comprehension English P3 40% 25% 70% 30 cwpm 25% 70% comprehension

The project is incorporating the benchmarks into the school performance scorecard (SPS) for use in schools supported by the Initiative in both states and for dissemination to other interested states and institutions. Accomplishment: Strengthened capacity of state officials to conduct State Education Account (SEA) The Initiative supported the state officials in core team in Bauchi and Sokoto the following the conduct of SEA Round IV with a tasks were assigned to them to facilitate: sustainability model shift to train selected - review of the framework document members drawn from State Working Group and (SWG) as a core team. This is aimed at - develop the SEA IV framework building the capacity of state officials to document that will guide data henceforth conduct SEAs on their own, with collection minimal support from the consultants. During The core team from the SWG was trained on the planning meeting with the SEA TWG how to conduct the orientation and develop

the framework document during the planning workshop for SWG members on SEA IV meeting by the SEA Consultant, Prof. Kunle deliverables, expectations, and review of Odumosu, and Initiative System framework document for the conduct of the Strengthening Technical Team. The core team exercise in the state for the school years was assisted by the Initiative as it trained the 2015/16 and 2016/17. The core team trained other SWG members in the subsequent days. 28 participants (M27; F1) and revised the membership to represent various MDAs and The new approach in the conduct of SEA government parastatals to facilitate the activities requires states taking the lead in the sustained conduct of a state-wide conduct of the SEA while the consultants and implementation and buy-in of the SEA model Initiative staff providing minimal support. by relevant stakeholders in the state. The SWG core team led the 3-day training

In her remarks at the training, the Sokoto State Honorable Commissioner for SMoBSE, Professor Aisha Madawaki applauded the effort of the Initiative for conducting previous SEAs in the state. She observed that the SEA III findings and recommendations presented to His Excellency in December, 2017 was instrumental to the state government re-prioritizing resources and budget allocation for the basic education sub-sector in the 2018 budget presented to the State House of Assembly (SHoA). This clearly indicates how evidence-based education expenditure analysis could be used by policy makers to make informed financial decision. The Honorable Commissioner tasked the core team to be diligent and committed in the next round of SEAs while the ministry provides all the needed support for members to succeed.

Sub IR 2.2 State/LGEA systems for development, approval, and distribution of decodable readers, teacher guides, and supplemental materials for EGR instruction improved and implemented:

Accomplishment: Distributed P1-3 Term 2 materials and developed framework for supplementary readers The Initiative in both Bauchi and Sokoto states providing improved access to supplementary distributed EGR materials for Term 2 to the reading materials to young school age children targeted LGEAs during the reporting period. The in target LGEAs. Mu Karanta! Let’s Read! teacher guides and pupil books were distributed to P1 -3 grades in Also, to strengthen and simplify teaching and all schools in the target LGAs in the two states. learning and provide a model for teachers on This materials distribution effort is to provide EGR, a series of classroom videos on Mu support in reading to large numbers of schools, Karanta! Let’s Read! were developed in Hausa students and teachers throughout the targeted and English and pretested in Bauchi and Sokoto LGEAs while promoting increased ownership states. and accountability for reading performance among state and local authorities. The project is The team developed a draft framework to guide extending these efforts to non-formal education the use and management of supplementary by integrating the Mu Karanta! Let’s Read reading materials (SRMs) during the reporting approach into NFLCs in the two states, and period, which the Initiative expects to be

distributed to target LGEAs in PY3. RAN is Reading, Community Mobilization, and Access establishing reading centers, reading corners and and Fragility teams are collaborating with state forums to provide access to these materials for and local officials to support RAN to develop learners in both formal schools and NFLCs, and implement an effective use and management beginning in five of the ten LGEAs supported by model to ensure access to SRMs for children. the Initiative in each state. The Initiative

The graphic below shows how this use and management model will establish and organize local structures to support children’s access and learning:

Drawing on Early Grade Reading Assessment (EGRA) data and the findings of the recent time-on- task study, this effort focuses on filling system-wide gaps in instruction and the availability of quality reading materials to reinforce learning outcomes in reading, especially among young children.3 The effort will provide training to SBMCs, WGs and other local structures to raise awareness, mobilize community resources, and promote local support of children’s access to reading materials and their participation in reading activities.

Accomplishment: Collaborated with other IPs for 2018 Annual School Census (ASC) In an effort to strengthen state Education Management and Information Systems (EMIS), the project collaborated with UNICEF to facilitate a three-day planning meeting for the 2018 ASC. The meeting reviewed 2016-2017 ASC experiences, lessons learnt, challenges and best practices across states. Suggestions to address issues identified by the planning meeting and the way forward on how to conduct of ASC 2017-18 were also discussed.

Some of the best practices recorded across the states include:

3 P1 to 3 in formal schools, ages 6 to 11 in NFLCs.

• State government capability to draw counterpart funding to conduct ASC; • Existing systems and structures already in place to achieve 100% questionnaire return rate especially for private schools in both Bauchi and Sokoto states; • Production and printing of ASC 2016-17 report by some states; and • Conduct of data quality audit in selected schools of Bauchi and Sokoto states with support from the Initiative.

Moving forward, ASC exercise will be conducted across the country and forms will be returned and supervised by SSOs at the LGEA. Other outcomes from the meeting included: • Development of a comprehensive plan for roll-out of ASC 2017-2018 across states; • Highlighted strategies for 2017-2018 ASC data collection process at the state level; • Development of a detailed itemized budget for 2017-2018 ASC exercise across states with development partners, states and federal governments earmarking their budget to support the ASC; • Mapping out of modalities on the use of head teachers and SSOs in the ASC process; and • Collaboration of the Initiative and UNICEF to partner in Sokoto and Bauchi states for the smooth conduct of the ASC exercise

The project has already trained 70 head teachers and 50 SSOs in Bauchi and Sokoto in accordance with the recommendations agreed during the planning meeting. In Bauchi, the training took place in three LGAs of Gamawa, Itas/Gadau and Misau; while in Sokoto, training took place in Gwadabawa, Shagari and Sokoto LGAs. Participants were trained on how to keep school records to facilitate quality data harvest during ASC exercise.

SUB IR 2.3 STATE AND LGEA SYSTEMS FOR IN-SERVICE TRAINING TO TEACHERS IN PUBLIC AND NFLC CLASSROOMS IN THE USE OF THE EVIDENCE- BASED READING MATERIALS IMPROVED AND IMPLEMENTED: Accomplishment: NCCE approves currently working with NCCE to review the introduction of EGR to NCE minimum EGR pilot course materials to suit the revised standards and approved EGR program. This is expected to be scaled up in July 2018. In January the Initiative participated in the

National Minimum Standard Review meeting in Akwanga, Nassarawa state. The purpose of Accomplishment: States & LGEAs initiate the meeting was to remove irrelevant EGR professional development technical areas from the NCE curriculum to free space for more specific basic education The project continues to work with the contents and methodologies. Reading TWG, SUBEBs and LGEAs in both Bauchi and Sokoto states to strengthen and The meeting approved the introduction of the extend state and LGEA capacities to provide NCE EGR program into the Minimum training to teachers on the use of global best Standard for all Teacher Education practices on reading instruction. The effort Institutions (TEIs) across the country. With has resulted in increased awareness and technical leadership from FSU, the project is

ownership of state and local government structures for improving the quality of instruction in schools.

Thanks to the Initiative’s efforts, SUBEB, Sokoto has secured approval for the recruitment of 2,000 additional teachers. It is now identifying head teachers and teachers to serve as SSOs to support the newly hired teachers. In Bauchi State, SSO are providing support to N-Power teachers as well teachers who have already benefited from previous teacher training activities. Sokoto South LGEA trained over 100 teachers from the newly established Model School for Basic Education to accommodate teachers who missed the initial training workshops provided by the Initiative. Dange- Shuni, Yabo, Shagari and other LGEAs are planning similar activities to strengthen support for the development of local teachers. In Dange- Shuni and Yabo, for example, financial resources have been mobilized to train over 200 teachers and SSOs.

Finally, Bauchi State has extended the project’s in-service EGR training model to benefit pre-service institutions as well. In all, 149 Student Teachers (STs) of Abubakar Tatari Ali Polytechnic Bauchi (ATAP), Aminu Saleh CoE Azare and the CoE Kangere were trained on the Mu Karanta! Let’s Read! approach.

Accomplishment: The Initiative showcases program innovation at CIES conference

Eight participants (four of them federal and state partners) participated in the annual Comparative International Education Society (CIES) conference in Mexico City, Mexico. Government representatives were drawn from the FMoE, NCCE, NERDC and the CoE Kangare, Bauchi state. The other four represented the Initiative’s Reading, System Strengthening, Communication and ICT units. The theme for this year’s conference was Re-Mapping Global Education, North-South Dialogue. The conference brought together academics, practitioners and policymakers to foster a cross-cultural international study of education practices. Representatives presented in panels, papers and poster session on the following topics:

• Panel with three presentations: Pre-service, In-service, and Policy Reform: A Three- legged Stool for Improved and Sustained Early Reading Outcomes.

• Individual paper: Determining the appropriate transition point to English as medium of instruction for pupils in Sokoto and Bauchi states whose L1 is Hausa, with teachers with limited English skills.

• Individual Paper: Evidence of Community Support for Early Grade Reading and Improved Schools in Nigeria.

• Individual paper: Building a skilled cadre of coaches for improved teaching of reading in Sokoto and Bauchi – using data from digital coaching tools for accountability and skill building.

• Individual paper: Reading in Hausa in Northern Nigeria: Preparing teachers for A to Z, plus ɓ, ɗ and ƙ.

• Individual paper: Stakeholders Engagement to Foster Ownership and Sustainability of EGR Program in Northern Nigeria: Bauchi and Sokoto States Experience.

Presentations explored the Initiative’s efforts in the realm of policy reform through system strengthening, our research into the appropriate grade for the transition to English, the unique qualities of the Hausa language in teacher professional development for early reading, lessons learned from the Initiative research into community perspectives on schooling, the Initiative’s engagement process with the state governments, education MDAs institutions capacity assessment to undertake and own EGR programs and innovations in the use of ICT to support teachers.

SUB IR 2.4 LGEA SYSTEMS FOR MONITORING/COACHING IN-SERVICE TEACHERS IN EGR INSTRUCTION IMPROVED AND IMPLEMENTED:

Accomplishment: Monitored mentoring and coaching activities by SSOs Monitoring and mentoring activities in schools is key to successful implementation of a program. This is why the Let’s Read! Mu Karanta! approach lays emphasis on coaching and mentoring of teachers through regular visits to schools by SSOs to support teachers. This can be either be done

through classroom observations and teacher confrence or through Professional Learning Communities (PLC) meetings in schools and around cluster centers.

It was observed that most of the teachers/schools across the 10 LGEAs do not regularly conduct teacher learning circles (TLCs) and cluster learning circles (TLCs) as the intervention model requires. The meetings and turn-out is very low as observed during the 2nd term. This was noted from the SSOs monthly reports to the LGEAs. Two hundred and twenty-eight SSOs were involved in school visits between the month of January – February 2018. In these visits about 1,936 teachers (1,568 M & 368 F) were observed in 856 visits. To insure fidelity of implementation and promote sustainability, this is an area that requires attention and follow-up throughout the remaining project years.

All of these visits were done using the classroom observation checklist. Presently, all the SSOs in the 20 LGEAs are using the Initiative developed classroom observation checklist. This tool will guide them in coaching and mentoring teachers.

SUB IR 2.5 STATE AND LGEA SYSTEMS FOR EGR ASSESSMENT IMPROVED AND IMPLEMENTED: Accomplishment: Conducted Pilot EGRA for formal schools This quarter, in keeping with best practice, the culturally and age appropriate, clearly worded). project conducted pilot testing of a new EGRA. The pilot test also provided an opportunity to The purpose of the pilot study was to conduct make sure there are no typographical errors, item-level assessments to evaluate each EGRA translation mistakes, or unclear instructions that subtask as well as test the validity and reliability needed to be addressed. of the new EGRA instruments for midline and end-line EGRA when compared with the For the pilot sample of schools, a convenience already pilot-tested and used instrument during sampling approach was used in contrast to the the baseline EGRA. Two versions of these random sampling approach during the full instruments with different but similar sub-task studies. This was done to ensure that good items in context were pilot tested and equated schools were selected to minimize the chances with the baseline instrument. The baseline of zero scores. The exercise intentionally instrument being versions A together with the selected higher-performing pupils from higher- new instruments - version B and C - were performing schools within Sokoto South, administered in combination with two versions Wamakko and Dange-Shuni LGEAs. Since the in a single test per student within the sample baseline and previous study results showed population to determine the items responses more than 80% zero scores, a very large pilot across versions. The pilot test can ensure that sample were needed to obtain 150 non-zero the content included in the new instruments is scores. Considering that less than appropriate for the target population (i.e. 20% of pupils provided non-zero scores during baseline and previous EGRA, a pilot sample of 750 students were required to obtain the 150 non-zero scores needed for psychometric analysis.

One-day refresher training and four-day field visits for data collection were conducted for the pilot EGRA. Thirty-six assessors (27 males, 9 females) who qualified and went to the field for the previous EGRA activity were trained in a one-day refresher training to familiarize them with the new EGRA instruments. These assessors have tested the inter-rater reliability (IRR) requirement for

full study data collection during the previous EGRA. Assessors were grouped into four teams of nine team members and one among the team members was assigned the role of team leader. Each team visited one school in a day and four schools in four days for pilot data collection, translating into a total of 16 schools across three LGEAs of Sokoto South, Wamakko and Dange-Shuni.

Accomplishment: Pilot-tested the Local Education Monitoring Approach (LEMA), the first in Nigeria The Initiative also pilot-tested LEMA, a first in Nigeria. State education authorities are excited and supportive. This activity was conducted under the technical leadership of the Monitoring, Evaluation, Assessment and Research (MEAR) TWG.

The project had prior meetings with Sokoto and Bauchi states to explore an effective way to routinely monitor schools in a systematic manner, where reliable data is gathered around school quality indicators to inform managers at various government levels on school performance. Both states had expressed concern regarding their current school monitoring systems which are weak and mainly focus on monitoring school inputs. LEMA is thus viewed as a solution to an effective school monitoring system. Outcomes of the LEMA planning meetings included:

1) Identification and agreement of school indicators to monitor; 2) Setting of school and pupil minimum performance standards including decision rules for a school or LGA to qualify as meeting the minimum standard; 3) Drafting of action plans for the implementation of LEMA • Sample size was agreed upon for the pilot testing, which included two LGAs per senatorial district (one urban and one rural) making six LGAs, 20 schools per each LGEA and 20 pupils per school. Selection of the six LGAs per state was conducted during these meetings. • Agreed to conduct training, data collection and dissemination of the results at state level. 4) Agreement to conform to LEMA recommendation using paper-based forms, for quick tabulation, ease in interpretation of results and sustainability; 5) Meeting agreed that pilot testing should be conducted in formal schools but subsequently the approach be extended to non-formal education. Non-Formal education directorates to be involved in all processes to ensure they fully understand the approach.

Public forums for sampling of schools for the administration of LEMA was conducted on March 12, 2018 in both Bauchi and Sokoto states. The purpose of the public forum was to orient stakeholders and the Initiative staff on LEMA and LGEA and school sampling criteria and methodology. The stakeholders later embarked on the process of sampling schools for each selected LGEA. A total of 20 schools (10 rural and 10 urban) were sampled in each of the six selected LGEAs for a total of 120 schools per state. Replacement sample of two schools per LGA were also selected in case of challenges beyond control of the survey. The criteria for a school to be included in the sampling frame included a minimum enrollment of 30 pupils in Primary 3, and that the grade should be a mixed-gender grade to ensure equal representation of boys and girls.

Education Secretaries (ES) from each of the validating the school enrolment data for the six selected LGEAs were responsible for sampled schools. They were also tasked with

the responsibility of providing the exact 3. Secondly, there needed to be an equal location of schools to enable assessors reach representation of urban and rural schools, the schools on time. The selected LGEAs hence 10 rural schools and 10 urban schools include Sokoto South, Tangaza, Dange-Shuni, in each LGEA were randomly selected in Yabo, Gwadabawa and Wurno in Sokoto each sampling frame. state; Misau, Ningi, Bauchi, Alkaleri, Gamawa and Itas/Gadau in Bauchi state. The MEAR team invited state shortlisted assessors from the various selected LGEAs in A stratified sampling approach using MS Sokoto and Bauchi states for a four-day Excel formula were used to ensure that all intensive LEMA training. The training samples with equal opportunities across all imparted data collection and tabulation skills senatorial districts in six Initiative LGEAs for the LEMA to SSOs, state level Quality were created. The validated dataset was used Assurance Department of the SUBEB and for sampling while selected sample schools Area Education Officers (AEOs). The LGEA were validated by ES and Reading and state based staff were also trained in data Coordinators (RCs) to ensure that the sampled collection supervision techniques and schools have pupils’ enrolment of at least 30 protocols. The following training modules based on average daily attendance in Primary were covered:

• Overview of the LEMA; • Lot quality assurance sampling methodology for decision making; • Review of the paper instruments; • Protocol and procedures for LEMA administration; • Practical administration of the assessment modules (Head teacher interview, Classroom observation, Group Administered Literacy Assessment [GALA] and Book inspection exercise; and • The GALA subtasks (Letter identification in English and Hausa, Familiar Words Identification in English and Hausa, and Reading Comprehension in English and Comprehension).

Teams comprised of SSOs, AEOs, Head of School Services, Head of Planning and Head of Quality Assurance were organized according to their respective LGEAs. The training was delivered in the form of presentations, role-plays and practical sessions. This was to ensure that assessors familiarized with the instruments, protocols and procedures to administer LEMA.

During the third day of training, the assessors were grouped into a team of six to visit some schools within the Bauchi and Sokoto metropolis to practice the administration of the LEMA on the pupils in order to get more acquainted with the tools under actual study conditions. At the end of the school practice, all team members returned for a de-brief, where issues were discussed and lessons learned shared. The practical exercise also prompted the trainers to amend the data collection instruments based on the feedback from the assessors.

On the last day of the training the participants were divided groups were trained on data into two groups comprising of the assessors (SSOs, AEOs tabulation and compilation for the and EMIS Officers) and the supervisors (head of sections school level and LGEA level data for planning, quality assurance and school services). Both respectively. This process involved

theory and practical sessions to enable them to fully school head teacher. Teacher understand the process of LEMA data analysis and mastery of subject matter and interpretation. instruction was conducted through classroom observations and teacher Data collection was conducted for four days from March interview. Finally, pupil’s literacy 19 to March 22. Each team comprised of two assessors; was assessed through the GALA by hence there were five teams for each of the six LGEAs in measuring their knowledge of each state. Each team visited one school per day for a total letters in English and Hausa, of four schools during the entire period of data collection. familiar words in English and Data was therefore collected from 20 schools in each of the Hausa, and ability to comprehend six LGEAs totaling 120 schools in each state. in English and Hausa.

Three supervisors of the Head of School Services, Head of Summary school reports were Quality Assurance and Head of Planning in Bauchi and the generated by the assessors on daily Head of Quality Assurance, Head of Planning and Senior basis using the school tabulation Personnel Officer in Sokoto were assigned to each LGEA. forms while the head of section The MEAR Unit, Reading and Access & Fragility (supervisors) generated the LGEA Coordinators in collaboration with the supervisors, summary tabulation data from the provided needed coordination between data collection school report after the end of the teams and ensured data collected was of integrity and high LEMA process by summarizing quality. data from all the 20 schools in an LGEA. At the completion of data Data collectors arrived the school on or before 8am. Data collection, 2400 Primary 3 pupils collection consent was obtained from the head teacher for were assessed and 120 teachers school interview, from teacher for teacher interview and were observed in each state. from pupils for the GALA. School level indicators were collected through the school instrument by interviewing the

Data from all the LGEAs were tabulated into a state summary report which was shared as preliminary results with the State’s TWGs. In Sokoto, upon request, from the Hon. Commissioner for SMoBSE, the Initiative briefed her on the LEMA concept, data collection and how results of the pilot phase will be shared with the state. The Hon. Commissioner commended the exercise as a sustainable way of monitoring schools, and she was happy to see the level of involvement of the state and LGEA staff in the whole process, from planning to data analysis.

SUB IR 2.6 STATE AND LGEA SYSTEMS FOR EXTENDING EVIDENCE-BASED READING INSTRUCTION TO NONTRADITIONAL, NON-FORMAL SCHOOLS IMPROVED AND IMPLEMENTED: Accomplishment: Extended EGR instruction to NFLCs The Initiative’s mandate to achieve EGR integration into the NFLC materials has reached over 90% completion with minor corrections and proofreading of the materials remaining. The materials are due to be piloted in early May and finalized for printing and distribution to NFLCs beginning in September/October 2018. This effort builds upon progress made to date in PY2 to extend EGR to the NFLCs. The Initiative and representatives from NMEC, BASAME Bauchi and SAME Sokoto participated in the final review meeting for adaptation of the Mu Karanta! Let’s

Read! EGR approach and materials in late January 2018.4 Federal and state representatives all gave their approval for the draft TLMs to be introduced in NFLCs.

To our knowledge, this is the first instance of the formal and thorough integration of current EGR best practice into accelerated literacy, numeracy and life skills education in a non-formal setting.

SUB IR 2.7 STATE AND LOCAL GOVERNMENT ACCOUNTABILITY TO THE PUBLIC FOR READING INSTRUCTION INCREASED: Accomplishment: Opened School Reading Forums and Community Reading Centers in Bauchi and Sokoto states Sub IR 2.7 specifically focuses on the role the community plays in supporting EGR because reading at home leads to better reading outcomes. Much of the work in this component is done through the RAN in coordination with the Initiative and other CSOs.

RAN is scaling up its activities this year, establishing these forums and centers in both focusing on using community reading centers states. Facilitators for Reading Forums have and school reading forums as tools to promote been identified and contacted. Registration of and inculcate the habit of reading in members is ongoing. communities. This has required increasing its presence at local government level. This The project will support RAN by providing quarter, 20 local government staff were SRMs in the school reading forums while the employed by the association for both states in association sources for other materials from addition to two M&E staff. They have since philanthropists. A formal launch is planned been oriented and brought up to speed with for next quarter to enlighten the public about activities expected to deliver on the core the uses of the forums and centers, the objective of the organization which is to Community Reading Charter and an Initiative promote EGR. video on parental support for EGR.

Last quarter, it was reported that RAN had RAN has also disseminated the Community mapped out locations for school reading Reading Charter in Sokoto state with forums and community reading centers in adequate government representation at the Bauchi and Sokoto states and had conducted event. Representative of the Commissioner advocacy visits to stakeholders to gain their for SMoBSE Yusuf Muh’d (Director, Quality support. Since gaining the necessary buy-in Assurance) said implementing programs that from stakeholders, RAN has begun improve reading outcome for learners is a priority for the state government.

4 Dr. Mark Hamilton, Reading Consultant, provided STTA support. Dr. Nancy Clark-Chiarelli also participated, providing support for adaptation of English language EGR materials.

Participants at the meeting were taken through the contents of the Reading Charter printed in English and Hausa. Each participant was given a copy of each version. Copies of the Charter were formally presented to the representative of the Hon. Commissioner by the RAN Project Manager.

Participants were given opportunity to share their opinions on the document. Below are highlights of some concerns and comments: • The representative of the State Librarian noted that library structures have been built in all the LGAs and promised to make the structures available to RAN when needed at the LGAs; “We were very • The need to introduce reading hours and the Drop Everything and Read (DEAR) in the state; appreciative of how the • The need to revise the timetable to capture a period for reading; Northern Education • The need to provide more reading materials in rural reading rooms Initiative Plus and school reading corners; transformed the lives • The need to continuously build the capacity of teachers/facilitators on reading; of our children and we • Government through SUBEB had concluded arrangements to did not want it to stop recruit 2,000 NCE teachers using the Teacher Recruitment and there. We felt that if we Deployment Policy especially for teachers of English, Mathematics, Social Studies, and Basic Science and Technology; helped these children • The need to increase the remuneration of LFs from N2,000 we will be doing justice (government stipend) to increase their motivation for teaching; to our community by • The need to sensitize community structures around reading based reducing the number of on the contents of the Community Reading Charter; and • The need to guide learners to the point where they read for children that are out of pleasure. school.”

2.2 IMPLEMENTATION CHALLENGES Lawal DanAli is the secretary to the trade The project remains on target with deliverables for PY3. However, the magnitude of the project continues to throw new challenges especially as union in Darazo local we focus on systems strengthening, sustainability and increase in government area, government financial contribution this year. Bauchi state

Some of the challenges encountered under the reporting quarter include the following:

• Generally low level of implementation of coaching, mentoring, monitoring and supervision for both NFLCs and schools is a risk affecting fidelity of implementation. For the formal school system, SSOs are not effectively mobilized to monitor teaching and learning of the Let’s Read! Mu Karanta! program in schools or give support to teachers and with the NFLCs, lack of coaching and mentoring of LFs and monitoring by CSO Program Officers could

be a hindrance. The project is continuously engaging at LGEA level to get ES to take school support and supervision seriously. For NFLCs, MFs have been trained and detailed action plans for coaching and mentoring led by government will be implemented in the third cohort. The project has scheduled a May meeting with SUBEB, SAME and LGEA officials to discuss this challenge. • As preliminary findings of the time-on-task study have revealed, teacher and pupils’ absenteeism is still high in schools and the project continues to engage SUBEB to tackle this challenge. • Though states have committed to meeting their financial obligations to provide 30 percent counterpart funding for printing of TLMs, teacher/LF training and school supervision, actual release of funds still remains a challenge. The project is using all mechanisms including intense advocacy, technical support and widespread engagement to ensure these monies are released. • LEMA required more time for planning, logistics and review of instruments before training and data collection. Even though the training was a success, it came out of a huge sacrifice from the facilitators often working late in order to meet the deadlines and make amendments to the tools. • During supervision of the LEMA, it was noted that data collectors had challenges understanding the protocols which were written in English. The team has agreed to translate all the instructions into Hausa for the next round of data collection. • In terms of CSO grants management, challenges still exist around mobile payment systems especially with LFs lack of knowledge on how to check balance, reset PINs or text message delays. More training in this regard is required. The project is also working with the provider to increase the presence of mobile money agents across all local governments of intervention so LFs can cash out their money easily. STTA experts in mobile money will be deployed to the project in April to help address and guide this process. • CSOs delayed payments of transportation stipends to community structures is hindering mobilization activities. Whenever such complaints reach the project, they are tackled immediately. • Ongoing challenge with security and road safety exacerbated by reports of kidnappings and flight cancellations. The project continues to prioritize the security and safety of its staff by conducting risk assessments, staying informed as events unfold and offering security advise.

3. PROJECT MONITORING AND EVALUATION

The MEL Program conducted a data quality assurance (DQA) for the Initiative in Sokoto state from October 30th to November 1st. The exercise was a continuation of the DQA exercise conducted for the Initiative’s Abuja and Bauchi states the previous quarter. The DQA report was shared by the MEL Program with the Initiative in February 2018. There was a concern expressed as regards the integrity and reliability of enrollment data that the Initiative reports on through ASC. The Initiative is working with and supporting MEL to assist them in understanding some of the realities affecting the ASC in actual operations and to better understand our data collection and reporting process. The Initiative further provided input to the MEL Program on how they can effectively validate data that is collected by state partners and how they can assess efforts made by the Initiative in supporting states to strengthen their data collection and management systems.

The MEAR team conducted monitoring visits to validate the quality of performance data collected and reported by the CSOs. The exercise allowed the team to verify reported data, examine any discrepancies in reporting and uncover issues with project implementation. Monitoring visits were conducted to NFLCs and the LGA program staff of the CSOs. This was done to verify the data collected for GPS mapping bunch/cluster centers within manageable size and distance to facilitate establishment of additional centers for NFLC Cohort 3, ensuring that activities were consistent with the work plan, and analyzing both positive and negative trends in data management.

At the end of the exercise, it was noted that some centers GPS location did not correspond with the submitted location data, some centers were not up to the agreed distance of establishments and some CSOs did not allow their LGA-based officers to carry out the mapping exercise. The MEAR team discussed issues observed in the centers with respective CSOs as well as Initiative staff to ensure improvement and consistency in data management.

The MEAR unit was also engaged in reviewing the Initiative’s Activity Monitoring, Evaluation (AMEL) Plan. Some indicators were revised, some dropped, while others incorporated and formulated. The purpose of the PMEP review was to ensure the project retains indicators that would provide a true reflection and measure progress towards attainment of its objectives. The Initiative with advice from the COR also identified indicators to be retained in the Performance Reporting System (PRS) of the Learning Project.

3.1 PMP UPDATE The performance data table below provides a summary of achievement towards PMEP indicators.

Performance Monitoring Indicators and Quarterly Data Sources FY 2018, Quarter 2 № Indicator Method, Data Source, Frequency Frequency Quarter 1 Quarter 2 Quarter 3 Quarter 4

Method: NFLC Enrollment Record and EMIS Record Review Data Source: NFLC Records, EMIS Unit of measurement: Number of learners Annually 0 0 Disaggregation: State, LGEA, sex, school type

Bauchi 0 0 ES.1-3 Number of learners in Male Sokoto 0 0 primary schools and/or Total males 0 0 NFLCs equivalent non-school based Bauchi 0 0 settings reached with USG Female Sokoto 0 0 education assistance Total females 0 0 Bauchi 0 0 Male Sokoto 0 0 Total males 0 0 Formal Schools Bauchi 0 0 Female Sokoto 0 0 Total females 0 0 Method: NFLC Enrollment Record and EMIS Record Review Data Source: NFLC Records, EMIS Annually 0 0 Unit of measurement: Number of learners Disaggregation: State, LGEA, sex, school type Bauchi 0 0 Male Sokoto 0 0 Custom 1: Number of learners entering the entry NFLCs Total males 0 0 grade/year of the targeted Bauchi 0 0 educational opportunity Female Sokoto 0 0 (access) Total females 0 0 Bauchi 0 0 Male Sokoto 0 0 Total males 0 0 Formal Schools Bauchi 0 0 Female Sokoto 0 0 Total females 0 0 Method: NFLC Enrollment Record and EMIS Record Review Custom 2: Number of Data Source: NFLC Records, EMIS primary or secondary school Annually 0 0 Unit of measurement: Number of learners learners from underserved Disaggregation: State, LGEA, sex, school type and/or disadvantaged groups Bauchi 0 0 benefiting from USG NFLCs Male Sokoto 0 0 education assistance Total males 0 0

№ Indicator Method, Data Source, Frequency Frequency Quarter 1 Quarter 2 Quarter 3 Quarter 4 specifically targeted at Bauchi 0 0 reducing inequity Female Sokoto 0 0 Total females 0 0 Bauchi 0 0 Male Sokoto 0 0 Total males 0 0 Formal Schools Bauchi 0 0 Female Sokoto 0 0 Total females 0 0 Method: NFLC Enrollment Record and EMIS Record Review, locally defined criteria Data Source: NFLC Records, EMIS, locally defined criteria Annually 0 0 Unit of measurement: Number of learners Disaggregation: State, LGEA, sex, school type Custom 4: Number of Bauchi 0 0 primary school learners in Male Sokoto 0 0 Total males 0 0 USG-assisted NFLCs school’s/learning Bauchi 0 0 environments with staff and Female Sokoto 0 0 communities trained in safety Total females 0 0 awareness and promotion Bauchi 0 0 Male Sokoto 0 0 Total males 0 0 Formal schools Bauchi 0 0 Female Sokoto 0 0 Total females 0 0 Method: Sample, student test Data Source: Early Grade Reading Assessment (EGRA) Years 1,3, 5 0 0 Unit of measurement: Percentage of learners Disaggregation: state, LGEA, sex, school type Custom 3: Percentage of Bauchi 0 0 students who, by the end of Male Sokoto 0 0 Total males 0 0 three grades of primary NFLCs schooling (or equivalent), Bauchi 0 0 demonstrate that they can Female Sokoto 0 0 read and understand the Total females 0 0 meaning of English grade level Bauchi 0 0 text Male Sokoto 0 0 Total males 0 0 Formal Schools Bauchi 0 0 Female Sokoto 0 0 Total females 0 0

№ Indicator Method, Data Source, Frequency Frequency Quarter 1 Quarter 2 Quarter 3 Quarter 4 Method: Sample, student test Data Source: Early Grade Reading Assessment (EGRA) Years 1,3, 5 0 0 Unit of measurement: Percentage of learners Disaggregation: State, LGEA, sex, school type Bauchi 0 0 ES.1-1 Percent of learners Male Sokoto 0 0 Total males 0 0 who demonstrate reading NFLCs fluency and comprehension of Bauchi 0 0 grade level text at the end of Female Sokoto 0 0 grade two with USG Total females 0 0 assistance Bauchi 0 0 Male Sokoto 0 0 Total males 0 0 Formal Schools Bauchi 0 0 Female Sokoto 0 0 Total females 0 0

Method: Project Record Review Data Source: Data from project documents ES.1-13 Number of parent Quarterly 0 0 teacher associations (PTAs) Unit of measurement: Number of or community governance SBMCs/ CMBCs structures engaged in primary Disaggregation: State, LGEA, school type or secondary education Bauchi 0 0 supported with USG NFLCs Sokoto 0 0 Bauchi 0 0 Formal schools Sokoto 0 0

Method: Record Review Data Source: Checklist, project documents Quarterly 0 0 Unit of measurement: Number of Custom 5: Number of CSO CSOs/local organizations and local organizations Disaggregation: State, LGEA, CSO type mobilizing PTAs/SMBCs and Number of CSO and Bauchi 0 0 communities to support local organizations reading and/or access mobilizing PTAs/SMBCs and communities to Sokoto 0 0 support reading and/or access

№ Indicator Method, Data Source, Frequency Frequency Quarter 1 Quarter 2 Quarter 3 Quarter 4

Method: Record Review Data Source: Checklist, data from project documents Unit of measurement: Number of Quarterly 0 0 ES.1-5 Number of learners learners reached in reading programs Disaggregation: State, LGEA, sex, grade, at the primary level school type Bauchi 0 0 NFLCs Sokoto 0 0 Bauchi 0 0 Formal schools Sokoto 0 0 Custom 6: Percent of Method: Sample, observation, interview teachers using scripted Data Source: SCOPE teacher lessons and other evidence- observation tool, questionnaire based reading instructional Unit of measurement: Percent of Years 1,3, 5 0 0 approaches, including teachers appropriate formative Disaggregation: State, LGEA, sex, grade, assessment and homogeneous school type grouping

Method: Document, record review Data Source: GON and state records, The Initiative program records Custom 7: Number of laws, Frequency: Annually policies, regulations, or Annually 0 0 Unit of measurement: Number of guidelines developed or laws/policies modified to improve primary Disaggregation: Federal, state, policy grade reading programs or type increase equitable access) Govt. Level Federal 0 0 Bauchi 0 0 State Sokoto 0 0

Method: Record Review Data Source: The Initiative records of materials delivered to each school ES. 1-10 Number of primary Unit of measurement: Number of Quarterly 1,006,256 1,001,943 or secondary textbooks and teaching and learning materials other teaching and learning Disaggregation: State, LGEA, type, materials (TLM) provided language with USG assistance Bauchi 700 0 NFLCs Sokoto 800 0 Bauchi 607,045 589,578 Formal Schools Sokoto 397,711 412,365

№ Indicator Method, Data Source, Frequency Frequency Quarter 1 Quarter 2 Quarter 3 Quarter 4

Method: Record Review Data Source: Attendance records from teacher trainings Unit of measurement: Number of Quarterly 0 0 teachers Disaggregation: State, LGEA, sex, grade, teacher type, school type Male 0 0 Bauchi ES. 1-6 Number of primary or Formal School - Female 0 0 secondary school educators Teachers Male 0 0 Sokoto who complete professional Female 0 0 development activities with Male 0 0 Bauchi USG assistance Formal School - Head Female 0 0 Teachers Male 0 0 Sokoto Female 0 0 Male 0 0 Bauchi Female 0 0 NFLC Instructors Male 0 0 Sokoto Female 0 0 0 Method: Survey, observation Custom 8: Number of LGEAs Data Source: Survey of LGEAs, survey of using criterion-referenced head masters Quarterly 0 0 classroom monitoring and Unit of measurement: Number of coaching to support and LGEAs monitor early grade reading Disaggregation: State, LGEA instruction Bauchi State 0 0 Number of LGEAs Sokoto State 0 0

№ Indicator Method, Data Source, Frequency Frequency Quarter 1 Quarter 2 Quarter 3 Quarter 4 Method: Record Review Data Source: Attendance records from teacher trainings Unit of measurement: Number of Quarterly 0 30 teachers Disaggregation: State, LGEA, sex, grade, ES. 1-9 Number of primary or teacher type, school type Male secondary school educators Bauchi State who complete professional Number of formal Female 0 0 school teachers Male development activities on Sokoto State peace education, conflict Female 0 0 sensitivity, or conflict Male Bauchi State transformation with USG Number of formal Female 0 0 assistance school head teachers Male Sokoto State Female 0 0 Male Bauchi State Female 0 0 Number of NFLC

instructors Male 0 27 Sokoto State Female 0 3

Method: Record review, survey Data Source: Survey of state/LGEA officials; project records Custom 9: Number of LGEAs Frequency: Annually assessing early grade reading Annually 0 0 Unit of measurement: Number of outcomes per established states/LGEAs M&E requirements (at least Disaggregation: LGEA, type of every two years) assessment Number of LGEAs Bauchi State 0 0 Sokoto State 0 0

Method: Record review Data Source: Program records; oversight committee records Quarterly 0 165 ES. 1-12 Number of education Frequency: Annually administrators and officials Unit of measurement: Number of NFLCs who complete professional Disaggregation: State, LGEA, school type development activities with Male 80 USG assistance Bauchi State Female 0 6 Number of NFLCs Male 67 Sokoto State Female 0 12

№ Indicator Method, Data Source, Frequency Frequency Quarter 1 Quarter 2 Quarter 3 Quarter 4

Method: Record review Data Source: State budgets; SEA report; Custom 10: Percentage of NEI Plus Budget Annually 0 0 costs of teacher and learning Unit of measurement: Percentage of materials procured and costs distributed by GON Disaggregation: State Bauchi State 0 0 Percentage of Costs Sokoto State 0 0

4. INTEGRATION OF CROSSCUTTING ISSUES AND USAID FORWARD PRIORITIES

4.1 GENDER EQUALITY AND FEMALE EMPOWERMENT The project is working with Creative HQ to review all project activities through a gender lens and amplify our gender approach across components.

Creative’s Senior Gender Advisor Dr. Jackie Ogega is expected to be in Nigeria in August 2018 to facilitate meetings, focus group discussions and interviews with relevant staff, stakeholders and beneficiaries with a view to understanding the project and how it can take on a low-cost gender approach.

This quarter the project joined to celebrate the International Women’s Day on March 8 themed #PressforProgress. Staff in Abuja took time out to celebrate women in their lives who had made an impact. A wall of honor was also mounted with pictures to celebrate remarkable women who continue to make a difference in the world or their families. The Gender Focal Person who led the activity also spoke on the significance of the theme acknowledging that though progress had been made in respect to gender equity, more women need to be present in equal numbers in business or politics. It was also noted that globally women's education, health and the violence against them is worse than that of men.

In Quarter 3, the Initiative will also send a staff member to become informed on USAIDs Sexual Harassment policy and initiative and implement the required training and policy development. Like USAID, the Initiative and all our partners maintain a zero tolerance policy in respect of sexual harassment.

4.2 SUSTAINABILITY MECHANISMS The project continues to further discussions around sustainability and commitment to the MoU and communiques signed with Bauchi and Sokoto states. There have also been several engagements with key actors within governments across state and LGEA levels to push for counterpart funding of 30 percent for printing of TLMs, training and supervision.

In Sokoto state, LGEAs are sponsoring transportation. So far, 150 teachers have been teacher professional development on EGR. trained by the LGEAs using funds for operational Three LGEAs of Gada, Yabo and Sokoto costs. South in Sokoto state have devised innovative ways of training teachers on the Reading With regards to sustaining the Initiative’s key program at limited cost. activities, the state government through SUBEB has created a code for the project on the 2018 budget The local governments used the pool of with allocated funds. Governor Aminu Tambuwal teacher trainers initially trained by the project Waziru also recently approved the sum of to train teachers in clusters. Teachers are N170million to produce Let’s Read! Mu Karanta! provided with less than $3 for feeding and Term 3 materials and this will be done by SUBEB.

In Bauchi state, the project paid advocacy visits to the Honorable Commissioner which led to the endorsement of earlier memos submitted by SUBEB and approval for the State Ministry of Finance to release N400million for the printing of TLMs and other critical activities (See Annex A&B).

The project’s Let’s Read! Mu Karanta! program is still attracting widespread attention and interest to scale-up or replicate in different states. In Sokoto state, NIPEP is expanding the program to 13 other LGAs. NIPEP will invest about N104 million this year to train teachers and reprint our TLMs.

UNICEF also plans to implement the reading program and teacher training in 120 UNICEF- assisted schools in Bauchi and 210 in Sokoto.

In Bauchi state, the project is collaborating with the Oando Foundation’s Adopt-A-School Initiative (AASI) on community development and teacher mentoring. (See Annex C).

Borno state government has also formally reached out to the Bauchi state office to reprint the Let’s Read! Mu Karanta! books for schools in its state. These interests in collaboration testify of the increasing impact of the program in schools. (See Annex D).

4.3 LOCAL CAPACITY DEVELOPMENT The Initiative continues to capacitate federal, state and community partners across board. (See Annex E for Trainet Report) 5. STAKEHOLDER PARTICIPATION AND INVOLVEMENT

The Initiative recognizes stakeholders taking ownership of project activities, therefore deliberate effort is always made to involve IPs, governments, civil society and community groups at all levels for active participation in all processes and for sustainability.

Some of our other best practices on stakeholder involvement include:

• Engaging all TWGs on project activities for leadership, monitoring, trainings, policy direction, research and mobilization of funds amongst others; • Engaging traditional and community leadership through our CSOs and community structures to effectively mobilize for education; • Supporting SUBEB and SAME to develop compelling memos to draw funds for the Initiative’s activities; • Broadening our engagement beyond education institutions to include the SHoAs, Ministry of Budget & Planning, Ministry of Finance and Ministry of Local Government Affairs. These agencies are now aware of our activities and are willing to support when necessary; • Due to their involvement, communities continue to voluntarily donate their resources to mainstream learners and create friendlier learning environments. For example, CC members in Shira LGA donated various items to learners in five NFLCs. Items donated were three clay pots, 20 plastic kettles, two large mats and two cartons of chalk.

6. PROJECT OPERATIONS AND MANAGEMENT

Project management continues to provide technical coordination of project activities, day-to-day managerial oversight of the field office, and respond to requests from Creative HQ and USAID. We continue to plan activities to avoid situations where we stress our resources or put undue pressure on our partners.

The following activities were implemented under various departments:

Personnel/HR:

The activities of the HR unit in Q2 of PY3 included hiring of a Finance Consultant and employment confirmation for the Office Manager in Abuja office. The exit interview of the Deputy Chief of Party was also concluded. Compliance with established policies and procedures were ensured while managing the HR affairs this period. The hiring process was also initiated to replace the project’s IT manager in April when the current IT managers departs.

Following USAID approval, we are anticipating the formal arrival of two key personnel – the Deputy Chief of Party and Senior Reading Specialist – in the next quarter.

Procurement/ Logistics:

• The Initiative printed TLMs in Q2. The procurement and delivery of 257,313 TLMs to Bauchi and Sokoto for Cohort 3 was completed. • The Expression of Interest (EOI) process for vendors was completed and more vendors were added to the vendor pool. The Blanket Purchase Agreement (BPA) with some service providers were renewed. There was quarterly visit to the Bauchi office to ensure compliance in the state procurements, a new lease with the landlord was negotiated and the management of the assets received from a closed USAID project (ECR) was supervised. • The project vehicles were maintained and movement schedules properly coordinated. The expendable and non-expendable inventory of the project was updated and verified. The unit also supported the implementation of program activities in both Abuja and the states. Maintenance of office equipment, furniture and premises were done. The staff travel request form was introduced to support effective logistics planning of program activities.

IT: • Maintenance of IT and communication infrastructure is ongoing. • Ensured staff adherence to IT and equipment policies. Communication:

• The project’s communication team visited Sokoto state to conduct interviews and observe teaching and learning in schools for a case study focusing on government systems strengthening for sustainability. The material will be ready by April. • A multimedia package on the successes of the project in Sokoto state was submitted to USAID for approval and will be disseminated widely across media platforms once approved.

Procurements to be made next quarter:

S/N PROJECT UNIT DESCRIPTION QUANTITY AMOUNT AMOUNT (NGN) (USD) 1. Operations Initiate the process for TBD TBD TBD printing and delivery of cohort 4 TLMs 2. Operations Initiate the process for TBD TBD TBD printing and delivery of Supplementary Reading Materials 3 Grants Procurement of 227 each 16,674,966 46,448.37 mobile devices for grantees (Android Tablets and Pico Projectors).

7. LESSONS LEARNED • Encouraging communities and government partners to take a lead on all program interventions generates ownership of the program and sustainability. This was demonstrated with the establishment of 25 NFLCs and enrolment of 1,644 learners by communities in the state. Many have constructed classrooms, toilets, wells and provided scholastic materials to mainstream learners. • Greater coordination among units and across the two states increases synergy in project implementation. • Greater stakeholder collaboration is essential in implementation of activities. Communication remains key to coordination. • Joint monitoring of schools/centers along with partners, introduced by the Initiative has helped to foster collaboration and understanding. • Monthly/weekly briefings, sharing and harmonization of LGEAs school visit reports both at LGEAs and state level keeps every partner updated and will be maintained across the LGEAs. 8. PLANNED ACTIVITIES FOR NEXT QUARTER INCLUDING UPCOMING EVENTS Key activities under IR 1 are: • Establishment of 1,800 NFLCs • Engagement and training of LFs to manage the new NFLCs to be established • Enrolment of 90,000 learners in new NFLCs • Advocacy on curriculum content to center proprietors • Procure tablets to train CSO community program officer to use to manage the implementation of EGR in NFLCs. • Capacity building for CSOs in preparation of Cohort 3. • Facilitate the conduct and reporting of final exam in 1,400 NFLCs and facilitate graduation of AGLC and YLC vocational skills trainees. • Support the Mainstreaming of 31,500 Cohort 2 learners. • Pilot and review the findings of the EGR updated reading/literacy materials in NFLCs.

Key activities next quarter under IR 2 are:

• Training on safety standard benchmarks in both formal and non-formal schools • Schools/NFLCs monitoring, PLC meetings. • Review, harmonization and dissemination of LGEAs’ monthly monitoring and mentoring reports at the LGEAs/State levels. • Supporting RAN to launch community learning centers and school reading forums. • Institutionalization of PLCs’ record keeping mechanism at school and cluster levels across LGEAs. • The Initiative intends to engage the support of MTs in regular mentoring and coaching visits to schools in order to support and improve the capacity of the SSOs. • Community dialogues around key issues and finding solutions to challenges on enrollment, reading, retention and transition. • Post-test EGRA in non-formal learning centers for Cohort 2. • Pre-test EGRA in non-formal learning centers for Cohort 3. • Conduct reliability testing for LEMA instruments. • Dissemination of LEMA findings to State and National level partners. • Training of CSOs in data management. • Sample based monitoring of project activities. • Conduct three-day quarterly M&E meeting on M&E related issues • Conduct quality data assessments. • Training of data collectors and development of data collection instruments - to comment in the week of 16th to 19th April, 2018 • Hold Basic Education Steering Committee meeting with the relevant stakeholders. • Quarterly system strengthening coordination meetings. • Support SMoBSE/SUBEB to facilitate development of state costed unified Basic Education Operational Plan and Bi-Annual Review of Annual Basic Education Operational plan. • With NERDC, launch NRF development process. • Finalize system for SRM distribution, maintenance and tracking. • Deployment of Teacher Management Information System (TMIS) application to states and Training of EMIS personal in the state and LGEA on the utilization of TMIS application

STTA from the Initiative during the next quarter will include the following:

• Dr. Adrienne Barnes- Literacy & Pedagogy Specialist • Simon James- ICT Specialist • Dr. Deepika Chawla- State Education Account Expert • Semere Solomon- Project Director • Stephanie Kumah- Program Associate • Don Mitchell- Videographer/ Editor • Paul Newall – ICT Mobil Money Specialist

9. QUARTERLY REPORT MATRIX

Activities/outputs Task (Activity Activities/ outputs planned achieved during PY3 Activities/ outputs planned for PY3 Q3 Cluster) for PY3 Q2 (January 1- Q2 (January 1-March (April 1- June 30, 2018) March 31, 2018) 31, 2018) IR 1. Government systems strengthened to increase the number of students enrolled in appropriate, relevant, approved educational options, especially girls and OOSC in target locations 1.1.1 Develop and implement quality and Conduct review workshop on safety 1 school/center safety guidance Completed standards, at the center/school level benchmarks and conflict- sensitive risk reduction Develop SMS and IVR measures messages for parents and 2 educators and CSO on Safety To be implemented this quarter awareness raising and Conflict sensitivity Deliver SMS/IVR on Safety 1.1.2 Build risk reduction and conflict 3 To be implemented this quarter state capacity sensitivity to LFs, CSO, to conduct CBMC, SBMC Institutional Capacity Use of Annual School Assessments 7 Census (ASC) and other Ongoing Ongoing and address school-level data on access. capacity gaps 1.1.3 Provide 1-day meeting of small teaching and expert group to review and learning 1 revise existing Done materials to reading/literacy materials NFLCs that being used in NFLCs (1 day) prioritize EGR and 1-day meeting of small wellbeing; expert group to review and strengthen 2 revise existing life skills Done government materials being used in NFLCs (1 day)

Activities/outputs Task (Activity Activities/ outputs planned achieved during PY3 Activities/ outputs planned for PY3 Q3 Cluster) for PY3 Q2 (January 1- Q2 (January 1-March (April 1- June 30, 2018) March 31, 2018) 31, 2018) structures to 4day small expert group to coach review existing facilitators 3 apprenticeship guidelines and Done and teachers programming, to design in conflict materials for NFLCs resolution Digitize Classroom and and other 4 NFLC Mentoring and Done topics Monitoring tools Training on Classroom and 5 NFLC Mentoring and Done Monitoring tools Training on Classroom and 6 NFLC Mentoring and Done Monitoring tools Preparation of relevant 7 To be implemented this quarter distribution documents 1.2.1 Restructure and Restructure and reconstitute 1 Done reconstitute CBMCs in NFLCs CBMCs in NFLCs 1.2.2 Support Hold policy dialogue with policy Ministry and other state dialogue and actors on handling the influx school-level of learners with the start of activities to the World Bank-funded 1 Ongoing Ongoing manage access activities; support influx of new strategy and plan for learners in managing the increased formal numbers of learners at the schools LGEA and school levels. 1.3.1. Support the state SAME to Implement 1 To be implemented this quarter establish 664 NFLCs NFLC model Conduct 5 days training for 2 new LFs on learning To be implemented this quarter materials and model Identify children with special To not be implemented needs within the enrolled as the project generally 3 learners and refer to deals with all kinds of established state centers children

Activities/outputs Task (Activity Activities/ outputs planned achieved during PY3 Activities/ outputs planned for PY3 Q3 Cluster) for PY3 Q2 (January 1- Q2 (January 1-March (April 1- June 30, 2018) March 31, 2018) 31, 2018) 1.3.2 Identify Develop guidelines for and support mainstreaming (including pathways for improved assessment) NF NFLC learners into P4 or post- students to 1 Completed literacy programs, and for the enter formal transition to vocational- schools and technical education vocational opportunities education. 1.3.3 Provide core teaching and learning packages to NFLCs, Provide updated NFL 1 To be implemented this quarter adapting The materials to NFLCs/learners Initiative EGR materials for use in NFLCs 1.4.1 Identify, mobilize, and 1 Orient CSO awardees To be implemented this quarter train CSOs to strengthen PTAs, Conduct Institutional SBMCs, 2 Capacity Assessments of new Done CBMCs, CSOs CCs, CEF, Conduct Pre-award 3 Done Mothers’ assessment Groups, and CSO Budget & Workplan 4 Done communities Review Meeting around Conduct quarterly reading and 5 performance Assessment of Scheduled for this quarter access Grantees Monthly feedback meeting 6 Ongoing Ongoing with Grantees

CSO Quarterly Review 7 To be conducted this quarter meetings

Monthly monitoring of 8 activities implemented by Ongoing Ongoing CSOs Two days training for CSOs 9 on NFLCs Record and To be conducted this quarter Record Keeping

Activities/outputs Task (Activity Activities/ outputs planned achieved during PY3 Activities/ outputs planned for PY3 Q3 Cluster) for PY3 Q2 (January 1- Q2 (January 1-March (April 1- June 30, 2018) March 31, 2018) 31, 2018) CSOs Conduct LGA Level 1 Step - Down Training for To be conducted this quarter 0 LFs on Record & Records Keeping Community dialogues around key issues and finding 1 solutions to challenges on To be conducted this quarter 1 enrollment, reading, retention and transition. Develop and Implement CSO 1 training program on To be conducted this quarter 2 community engagement Capacity Development for CSOs and LGA 1 Coordinators, and state To be conducted this quarter 3 partners on Community Mobilization Strategy year 3 Support through mentoring development of 1 communications plans and To be conducted this quarter 4 community mobilization by state partners Mentor CSOs, to monitor campaign implementation by CBMCs, CCs, women 1 groups and youth on outreach Ongoing Ongoing 5 activities/ key messages needed to complement media outreach Develop CSO milestone 1 completion tracker on Ongoing To be completed this quarter 6 Tablets 1 SMS and IVR messages to To be completed this quarter 7 support CSO activities 1 Community outreach tracker Done 8 tool 1 House to house surveys - Done 9 develop tool ICT tool to disseminate 2 community mobilization and To be completed this quarter 0 coaching resources 1.4.2 Conduct 5-day training of (5 New LFs trained on Learning day on curriculum including 1 curriculum and safety Facilitators safety awareness raising) for awareness coached, new LFs

Activities/outputs Task (Activity Activities/ outputs planned achieved during PY3 Activities/ outputs planned for PY3 Q3 Cluster) for PY3 Q2 (January 1- Q2 (January 1-March (April 1- June 30, 2018) March 31, 2018) 31, 2018) mentored Launch SMS/IVR and pedagogical curricular monitored to 2 messages and two-way To commence this quarter implement SMS/IVR data collection to curriculum support facilitators/teachers Planning, coordination and 3 Ongoing Ongoing follow-up meetings

4 Digitization of SSS tool To be implemented this quarter Training and data collection 5 To be implemented this quarter for the SSS tools Launch SMS/IVR for 6 pedagogical, curricula To be implemented this quarter messages Quarterly meetings with 7 other education IPs and To be implemented this quarter government agencies. Improve use of Mobile Commence expansion for Cohort 3 to 8 Money as payment platform Done cover additional LGAs for LFs Improve use of Mobile Commence expansion for Cohort 3 to 9 Money as payment platform Done cover additional LGAs for LFs 1.4.3 New custom trainings/me 1 Review capacity gaps Done Mentoring activities ongoing ntoring programs for CSOs

2 Review existing materials Done Mentoring activities ongoing

Implement trainings based on capacity assessment reports 3 Done Mentoring activities ongoing and new CSO responsibilities. 1.4.3 Provide Use behavior change media and messages to produce and community broadcast videos, radio mobilization drama and interactive radio 1 Ongoing Ongoing support to programs for community film CSOs and shows and radio listening CCs groups to promote reading and access for education.

Activities/outputs Task (Activity Activities/ outputs planned achieved during PY3 Activities/ outputs planned for PY3 Q3 Cluster) for PY3 Q2 (January 1- Q2 (January 1-March (April 1- June 30, 2018) March 31, 2018) 31, 2018) Mentor state partners to develop and/or adapt existing 2 To be implemented this quarter communication and mobilization strategies Collect success stories from 5 state on access and reading Ongoing Ongoing on a quarterly basis. Monitor and evaluate impact of media and ICT behavior 6 To be implemented this quarter change communications messages Conduct training and develop mentoring program on 7 implementation of Advocacy Done Mentoring activities ongoing strategy for community mobilization unit Conduct community mobilization/awareness campaigns on enrollment, retention, transition, and 8 To be implemented this quarter EGR reading using traditional and new media such as SMS, IVR, mobile video units, pico projectors…

Planning, coordination and 9 Ongoing Ongoing feedback meetings

Activities/ Outputs Task Activities/outputs planned achieved during PY2 Q2 Activities/Outputs planned for PY3 Q3 (Activity for PY3 Q2 (January 1- (January 1-March 31, (April 1-June 30, 2018) Cluster) March 31, 2018) 2018) IR 2. Government systems strengthened to improve reading outcomes for primary grade learners in target locations Develop state- Finalize reading policy level policy briefs and present to reform 1 To be implemented this quarter relevant state and federal frameworks stakeholders (Activity 2.1.1).

Activities/outputs Task (Activity Activities/ outputs planned achieved during PY3 Activities/ outputs planned for PY3 Q3 Cluster) for PY3 Q2 (January 1- Q2 (January 1-March (April 1- June 30, 2018) March 31, 2018) 31, 2018) Conduct Political Engagement advocacies to state policy makers on increasing budgetary 2 Done Ongoing allocation for Education and Early Grade Reading Activities (Round Table) Workshop to develop, plan and budget (MTSS) implementation of EGR reading enabling policy 3 reforms, including Done Review to be implemented this quarter guidelines, policies, charters, and other relevant regulations based on policy briefs Workshop with key stakeholders in Y3 selected LGEAs to introduce policies related to Hausa timetable, 4 teacher deployment, To be implemented this quarter TLM distribution, SSO selection and roles, selection TOTs and Mu Karanta! Let's Read! approach. Hold policy dialogues in the states based on evidence from mini- 5 To be implemented in Q4 EGRA, classroom observations, M&E and research findings. Develop new reading policy briefs based on 6 To be completed by Q4 policy dialogues for 2018 in collaboration. Conduct Federal level political engagement 7 advocacies on EGR activities

Activities/outputs Task (Activity Activities/ outputs planned achieved during PY3 Activities/ outputs planned for PY3 Q3 Cluster) for PY3 Q2 (January 1- Q2 (January 1-March (April 1- June 30, 2018) March 31, 2018) 31, 2018) Support NERDC with consultants (International 8 and Local) to develop a Ongoing Ongoing Nigerian National Reading Framework Support NERDC to hold a series of meetings to sensitize federal and state 9 Pending To be completed by Q4 stakeholders of the need develop a national reading framework Support NERDC to develop a plan for the 10 Pending To be completed by Q4 development of a national reading framework Support NERDC to Collect stakeholder 11 opinions and perspectives Pending To be completed by Q4 through questionnaires and other instruments. Support NERDC to hold a series of meetings with stakeholders nationwide 12 Pending To be completed by Q4 to gather input for the National Reading framework Support NERDC to 13 develop Draft National Pending To be completed by Q4 Reading Framework Support NERDC to vet draft National reading framework and prepare a 14 memo to be presented to Pending To be completed by Q4 the JCCE and the National Council on Education (NCE) Develop and Collaborate with NERDC Completed implement to develop School level institutional reading performance scorecards for scorecards with reading 1 reading benchmarks and teacher instruction and performance standards performance (Activity 2.1.2).

Activities/outputs Task (Activity Activities/ outputs planned achieved during PY3 Activities/ outputs planned for PY3 Q3 Cluster) for PY3 Q2 (January 1- Q2 (January 1-March (April 1- June 30, 2018) March 31, 2018) 31, 2018) Train SSOs on reading To be implemented this quarter benchmarks and use of 2 institutional score cards at school level Monitor and support To be completed by Q4. schools, Teachers, HTs, PTAs, SBMCs) to use 3 institutional score cards to help improved education at school and at home. Provide technical support Ongoing To be implemented this quarter to SAME/BASAME to 4 develop center performance score card Develop, validate, and Disseminate and validate apply EGR performance standards standards, benchmarks 1 Completed frameworks for and targets for pupils student (RTWG and BESC at the performance state level) (Activity 2.1.3). Apply pupils standards 2 and benchmarks to Completed institutional scorecards Revise student 3 benchmarks based on To be completed in Q4 midline EGRA Develop, validate, and Develop, disseminate and apply validate EGR standards 1 performance standards, Completed frameworks for benchmarks and targets teacher for teachers performance (Activity 2.1.4). Apply teacher standards 2 and benchmarks to Completed institutional scorecards

Activities/outputs Task (Activity Activities/ outputs planned achieved during PY3 Activities/ outputs planned for PY3 Q3 Cluster) for PY3 Q2 (January 1- Q2 (January 1-March (April 1- June 30, 2018) March 31, 2018) 31, 2018) Support states and LGEAs develop, implement, and refine student performance Refer to 2.1.1 (propose to and EGR delete this activity improvement 1 because it is covered policies, under 2.1.1 especially for time-on-task and language transition timing. (Activity 2.1.5). Gather and apply evidence to determine the appropriate RTWG meetings to gain grade of 1 Done support for study. transition to English reading (Activity 2.1.6). Carryout transition to 2 Ongoing English study 3 Analyze results Ongoing Develop recommendations and 4 To be implemented by Q4 present to NERDC, SUBEB, UBEC, FMOE Strengthen Appropriation and Disbursement Conduct SEA IV for 1 Ongoing To be completed by this quarter process within school year 2015/16 the state and LGEAs (Activity 2.1.7) Dissemination workshop reports and 2 To be implemented by Q4 recommendations for way forward Implement SEA IV 3 To be implemented by Q4 recommendations

Activities/outputs Task (Activity Activities/ outputs planned achieved during PY3 Activities/ outputs planned for PY3 Q3 Cluster) for PY3 Q2 (January 1- Q2 (January 1-March (April 1- June 30, 2018) March 31, 2018) 31, 2018) Collaborate with NERDC and the SUBEBs to update, validate, and produce scopes and sequence, Support NERDC and linguistic maps, SUBEBs to develop and student linguistic maps in the two 1 Not to be implemented workbooks for states to support Grades 1-3 in improved teaching and Hausa; learning introduction of oral English in P2; and transition to English EGR in P3 (Activity 2.2.1). Work with Collaborate with ERDC, appropriate SMOE, SUBEB, SAME agencies to and the central office in procure, the development of the 1 Ongoing To be completed by this quarter produce, print tender documents, and distribute procurement, and SRMs (Activity distribution process of 2.2.2) SRMs

Support the conduct of SRMs 1 2017/18 Annual school Ongoing To be completed by this quarter (Activity 2.2.3). census on data collection

Support 2017/18 Annual 2 school census data Ongoing To be completed by this quarter validation exercise Support 2017/18 Annual 3 school census data entry Ongoing To be completed by this quarter exercise Support 2017/18 Annual 4 school census data Ongoing To be completed by this quarter dissemination exercise

Activities/outputs Task (Activity Activities/ outputs planned achieved during PY3 Activities/ outputs planned for PY3 Q3 Cluster) for PY3 Q2 (January 1- Q2 (January 1-March (April 1- June 30, 2018) March 31, 2018) 31, 2018) Conduct Access data base training for the 16 EMIS 5 Ongoing To be completed by this quarter officers at the state and LGEA by STTA Create a database for Non-formal learning 6 Ongoing To be completed by this quarter centers with support from the central office Produce and distribute 7 performance score card to Ongoing To be completed by this quarter the schools. MTSS quarterly target 8 Ongoing To be completed by this quarter review meetings State adoption of the 9 MTSS-SESOP for (2017- Ongoing To be completed by this quarter 19) Develop, produce and Provide AUN with distribute technical support and supplementary 1 Completed illustrators to finalize reading supplementary materials materials (Activity 2.2.4) Conduct selection and validation workshops 2 Completed Hausa Supplementary Readers Source English supplementary readers 3 Ongoing To be completed in this quarter with appropriate illustrations

Hold writing workshops 4 to adapt supplementary Ongoing To be completed in this quarter readers in English

Hold validation 5 workshops for English Pending To be completed in this quarter supplementary readers Print, package and distribute supplementary 6 Pending To be completed in this quarter readers (Hausa and English) Conduct training on use 7 Pending To be completed in this quarter of supplementary readers.

Activities/outputs Task (Activity Activities/ outputs planned achieved during PY3 Activities/ outputs planned for PY3 Q3 Cluster) for PY3 Q2 (January 1- Q2 (January 1-March (April 1- June 30, 2018) March 31, 2018) 31, 2018) Collaborate Conduct Quarterly with NCCE Meeting with TEIs Pre- and COEs to Service Working Group develop pre- (PWG) on the EGR service EGR 1 Ongoing Ongoing Pilot/Rollout Program syllabi and and Resource Room instruction Utilization and courses Sustainability (Activity 2.3.1). Support the TEIs to review the NCE Minimum Standards 2 Ongoing To be completed in this quarter related to early grade reading instruction and NCE program. 2.3.3.3 Support NCCE to lead workshops for TEIs to Develop EGR Instructional Content into 3 other NCE courses to Ongoing To be completed in this quarter reflect evidence based reading approaches (e.g. Hausa language, primary methods etc.) Support NCCE to lead workshops to critique, revise, validate and 4 approve the developed Ongoing To be completed in this quarter EGR Instructional Content into other NCE courses Support NCCE to conduct a workshop to review the monitoring 5 Completed and evaluation data from the pilot EGR course and provide recommendations Present the EGR pre- service course 6 recommendations to the Completed NCCE Executive Secretary Finalize the EGR pre- 7 service course based on Ongoing To be completed in this quarter recommendations

Activities/outputs Task (Activity Activities/ outputs planned achieved during PY3 Activities/ outputs planned for PY3 Q3 Cluster) for PY3 Q2 (January 1- Q2 (January 1-March (April 1- June 30, 2018) March 31, 2018) 31, 2018) Print sample copies of the 8 EGR pre-service course To be completed in this quarter materials Support NCCE to introduce the validated 9 To be completed by Q4 EGR pre-service course to TEIs nationwide Support NCCE to secure funding through 10 TETFUND and other Ongoing Ongoing sources for the printing of the course materials Disseminate the EGR pre-service course to the 11 To be completed by Q4 state RTWGs, TEIs and other stakeholders Train Teacher Educators (Sokoto and Bauchi) on 12 To be completed by Q4 approved EGR pre- service course. Train Teacher Educators on new EGR pre-service 13 To be completed by Q4 NCE minimum standards content (curriculum) Support NCCE to carryout routine 14 To be completed by Q4 monitoring of course implementation Develop blended learning activities integrating ICT 15 Ongoing To be completed by the fourth quarter. into the pre-service content (curriculum) Develop, validate and implement post Revise merit based Graduate application and selection Course on 1 process for second cohort Completed Application is ongoing early grade of participants in post reading for key graduate course on EGR. federal and state officials (2.3.2) Select and inform participants on their 2 To be completed this quarter. enrollment in the PG course

Activities/outputs Task (Activity Activities/ outputs planned achieved during PY3 Activities/ outputs planned for PY3 Q3 Cluster) for PY3 Q2 (January 1- Q2 (January 1-March (April 1- June 30, 2018) March 31, 2018) 31, 2018) Hold face to face teaching sessions 3 To be completed by Q4 (Classes) in Abuja, Bauchi and Sokoto Hold a course finalization 4 To be completed by PY4 event in Abuja Teaching Assistants 5 support instruction of Scheduled for Q4 both cohorts Establish Support TEIs to establish resource rooms EGR Resource rooms for early grade 1 including, procurement, Ongoing To be completed by the fourth quarter reading in installation and utilization TEIs (Activity of ICT materials 2.3.3) Train and support the TEIs and NCCE on how to use, maintain, secure, 2 source, and develop EGR Ongoing To be completed by the fourth quarter. Resource Room technology and do outreach to local schools. Collaborate with LGEAs and states to Update coaching and develop, Mentoring Guide for improve, and School Support Officers implement and PQAOs MTs. Using EGR data from mentoring and instruction, 1 coaching as well as some Ongoing Ongoing monitoring and innovative practices on coaching, teacher professional including development (EGR criterion- professional learning referenced community) tools and methods (Activity 2.4.1).

Activities/outputs Task (Activity Activities/ outputs planned achieved during PY3 Activities/ outputs planned for PY3 Q3 Cluster) for PY3 Q2 (January 1- Q2 (January 1-March (April 1- June 30, 2018) March 31, 2018) 31, 2018) Strengthen capacity of state and LGEAs quality assurance officers (SSOs, HOSS, HDQA, PQAO, ESs etc.) on EGR 2 implementation support Ongoing To be completed by this quarter and monitoring to all quality assurance officers at the state and LGA level Through workshops and mentoring Support SUBEB and LGEAs to revise the EGR (Mu Karanta! Let's Read!) mentoring and 3 Ongoing Ongoing coaching visit schedule with LGEAs (use MTs and SSOs and FOs as coaches) and SAME Support SSOs with transport to conduct mentoring and coaching visits for one year 4 Not to be implemented (October 2017 to August 2018) this will be based on the performance records of the SSOs visits Support the SUBEB to deploy MTs, SSOs and TOTs to visit and coach the teachers who have 5 To be completed by this quarter been trained on EGR (Mu Karanta! Let's Read!) from primary schools and NFL Centers Strengthen the capacity of SSOs/HTs on Leadership and school 6 management through To be implemented this quarter workshops, mentoring and professional learning communities for SSOs

Activities/outputs Task (Activity Activities/ outputs planned achieved during PY3 Activities/ outputs planned for PY3 Q3 Cluster) for PY3 Q2 (January 1- Q2 (January 1-March (April 1- June 30, 2018) March 31, 2018) 31, 2018) Support SUBEB to review the Teacher Professional Development (TPD) to ensure policies that 7 support in-service, To be implemented this quarter professional learning communities coaching and mentoring systems established under the Initiative. Conduct training for SSOs on record keeping 8 and routine data To be implemented this quarter collection in schools link to Support state to review the existing Teacher Recruitment and 9 To be implemented this quarter Deployment Guidelines (TRD) with State and LGEA officials. Present the revised TRD document to BESC for 10 policy consideration link To be implemented this quarter to improved reading outcomes Coordinate monthly meetings (2 days) for the EMIS officers and the SSOs on data 11 Ongoing Ongoing management and harmonization link to LGEA monthly coordination meeting Quarterly system 12 strengthening Done To be implemented this quarter coordination meetings Digitize Tools - Teacher Registration; Classroom Observation; Teacher 13 Coaching and Mentoring; Done EGR Coaching Aid Resource; Teacher Ranking

Activities/outputs Task (Activity Activities/ outputs planned achieved during PY3 Activities/ outputs planned for PY3 Q3 Cluster) for PY3 Q2 (January 1- Q2 (January 1-March (April 1- June 30, 2018) March 31, 2018) 31, 2018) Procure tablets and devices Teacher Registration; Classroom Observation; Teacher Procurement and deployment to 14 Not done Coaching and Mentoring; commence this quarter EGR Coaching Aid Resource; Teacher Performance Support SUBEB and MoEs to Train LGEAs EMIS officers, SSOs and HoSS, HDQA on Support 15 and use of technology To be completed next quarter supported Digitized Coaching and mentoring tools content, data analysis and reporting Support the state to Design EGR implementation data output reporting for analysis for all tools and 16 To be implemented this quarter Train State MOEs and LGEA data quality officers on analysis and reporting of data collected Develop ICT materials to support instructional 17 leadership at Cluster Done Deployment for this quarter Learning Circles (CLCs) Meeting Deploy ICT materials to support Instructional 18 Deployment for this quarter Leadership for Cluster circle Develop SMS/IVR Messaging to SSO/TOT/MTs on 19 To commence this quarter Support for Instructional leadership for Cluster groups

Activities/outputs Task (Activity Activities/ outputs planned achieved during PY3 Activities/ outputs planned for PY3 Q3 Cluster) for PY3 Q2 (January 1- Q2 (January 1-March (April 1- June 30, 2018) March 31, 2018) 31, 2018) Deploy SMS/IVR Messaging to SSO/TOT/MTs on 20 Support for Instructional To commence this quarter leadership for Cluster groups at a Bi Monthly Schedule Develop non- Award early grade monetary reading “certificates” to incentives to all In-service reward teachers/facilitators who effective EGR 1 To be implemented this quarter are trained and have teachers implemented EGR (Activity 2.4.2) lessons fully with the (see also pupils Activity 2.3.3). Work with TRCN to include EGR data for 2 teachers with specific To be implemented this quarter training on EGR (Mu Karanta! Let's Read!) Support state to develop a plan to recognize and award excellent EGR (Mu Karanta! Let's 3 Ongoing To be implemented by Q4 Read!) teachers /facilitators from Schools and NFLCs for 2018 award Develop locally based award systems for International literacy day, children’s day, teacher’s day fathers, mother 4 tongue day etc. to award Ongoing To be implemented by Q4 excellent teachers, students and parents and publicize local and state wide on radio and other media Reach out to 5 communities, private Ongoing To be implemented by Q4 sector for prizes, etc.

Activities/outputs Task (Activity Activities/ outputs planned achieved during PY3 Activities/ outputs planned for PY3 Q3 Cluster) for PY3 Q2 (January 1- Q2 (January 1-March (April 1- June 30, 2018) March 31, 2018) 31, 2018) Generate and review on quarterly basis motivational messaging 6 To be implemented by this quarter SMS, videos and IVR at cluster and other related meetings Conduct regular dissemination of 7 Motivational Messages Ongoing Ongoing for effective EGR teaching Provide professional Support SUBEB QAOs support for to conduct monthly teachers to review meetings with adapt new 1 LGEAs and SSOs on the Ongoing To be implemented this quarter behavior and Classroom Observations, instructional Mentoring and Coaching methods outcomes (Activity 2.4.3) Pilot TLC and CLC 2 record book in Bauchi Pending To be implemented this quarter and Sokoto Support SUBEB to regularly monitor teacher learning circles TLCs and 3 cluster learning circles Pending To be implemented this quarter CLCs using the developed record book for the meetings Train SSOs on coaching and mentoring, TLCs and CLCs and follow-up, 4 Pending To be implemented this quarter reporting, scheduling and using ICT to support teachers Develop SMS/IVR messaging for Teachers 5 and Head teachers on To commence this quarter EGR instructional Methods Disseminate Messages to Head teachers and 6 To commence this quarter Teachers at a bi Monthly Schedule per Term

Activities/outputs Task (Activity Activities/ outputs planned achieved during PY3 Activities/ outputs planned for PY3 Q3 Cluster) for PY3 Q2 (January 1- Q2 (January 1-March (April 1- June 30, 2018) March 31, 2018) 31, 2018) Support states and federal educators to participate in international education 7 Completed conferences to share best practices and collaborate internationally Collaborate with states and LGEAs to create item Pilot testing and equating data banks and of the new EGRA 1 Completed generate and instruments in Formal administer Schools and NFLCs EGRA assessments (Activity 2.5.1). Conduct Public Forum for Sampling of Formal 2 Schools and NFLCs for Completed Initiative and Non- Initiative LGAs Review of EGRA Assessors list for 3 Completed continuous EGRA implementation. Identify additional 4 Assessors for EGRA Completed Administration Create/ review/ revise 5 training plans for data Completed collection. Training of Assessors on 6 Completed EGRA Administration Conduct 2nd Year In- 7 take EGRA Post-test data Completed collection in NFLCs Conduct Midline EGRA in Formal Schools in 8 Cross sectional and To be conducted in Q4 Longitudinal samples from Mini EGRA Support State Partners to conduct training on 9 Baseline EGRA in Non- Completed Initiative LGAs in collaboration

Activities/outputs Task (Activity Activities/ outputs planned achieved during PY3 Activities/ outputs planned for PY3 Q3 Cluster) for PY3 Q2 (January 1- Q2 (January 1-March (April 1- June 30, 2018) March 31, 2018) 31, 2018) Support State Partners to conduct Baseline EGRA 10 Data collection in Non- Initiative LGAs Collaborate Conduct refresher with LGEAs to training on EGRA Data collect, analyze, 1 Analysis and Reporting Ongoing and report to State and LGEA EGRA results partners (Activity 2.5.2). Conduct Training on EGRA Data analysis and 2 reporting to Non- To be implemented in Q4 Initiative LGAs stakeholders Report EGRA Data for the Initiative and non- 3 Initiative stakeholder Ongoing Ongoing according to reporting templates and schedule Collaborate with states and LGEAs to develop and implement local education monitoring Support State partners to approach conduct Schools 1 Completed (LEMA) and Sampling for LEMA report findings Administration in order to inform fidelity of implementatio n (Activity 2.5.3). Training of State and LGAs partners (SSOs, 2 Completed EMIS Officers) on LEMA data collection Support State partners to 3 conduct LEMA data Completed collection Support State partners to 4 analyze and report Ongoing To be completed this quarter LEMA data

Activities/outputs Task (Activity Activities/ outputs planned achieved during PY3 Activities/ outputs planned for PY3 Q3 Cluster) for PY3 Q2 (January 1- Q2 (January 1-March (April 1- June 30, 2018) March 31, 2018) 31, 2018) Support State partners to 5 disseminate LEMA To be completed this quarter findings Pilot the group administered literacy assessment (GALA) in selected schools in 6 Completed Bauchi and Sokoto. Analyze findings and determine implications for wider implementation Develop targeted research on In collaboration with factors other TWGs and the affecting central office, develop a student 1 research/learning agenda. Ongoing Ongoing attendance and Identify research reading priorities vis-à-vis performance in existing evidence Hausa and English (Activity 2.5.4). Develop a research plan (research questions, mechanisms for gathering 2 data, budget allocations, Ongoing Ongoing staffing for analysis and reporting) with support from the central office Support implementation of the research plan while 3 Ongoing Ongoing collaborating with the central office Facilitate the dissemination of the findings with support 4 from the central office Ongoing Ongoing and hold dialogues (policy and other) on outcomes

Activities/outputs Task (Activity Activities/ outputs planned achieved during PY3 Activities/ outputs planned for PY3 Q3 Cluster) for PY3 Q2 (January 1- Q2 (January 1-March (April 1- June 30, 2018) March 31, 2018) 31, 2018) Collaborate with agencies, states, and LGEAs to adapt EGR The Initiative to support policies, States in conducting timetables, and monitoring visits and standards to conducting routine 1 To be implemented this quarter the NFLCs review of monitoring data context, and communicate including findings to the state adapting agencies and partners reading materials for P1-P3 (Activity 2.6.1). NFLC materials are revised to incorporate 2 EGR best practices and Ongoing To be completed this quarter improve pupil book quality Adapt Let's Read! (P2-3 3 transition to English) for Ongoing To be completed this quarter NFLCs Provide training and support for NFLC Management and monitoring the CSO Reporting System application of 1 developed, supervisors To be completed by Q4 the reading trained and monitoring programs in schedules developed IQTEs and NFLCs (Activity 2.6.2). Build capacity in CSOs to Capacitate CSOs, SAME train PTAs and and SUBEB to train SBMCs/CBMC CBMCs, SBMCs, CCs, s to provide 1 and Women group on To be implemented in Q4. EGR EGR guide and monitor instructional with support from the support and central office monitoring (Activity 2.7.1).

Activities/outputs Task (Activity Activities/ outputs planned achieved during PY3 Activities/ outputs planned for PY3 Q3 Cluster) for PY3 Q2 (January 1- Q2 (January 1-March (April 1- June 30, 2018) March 31, 2018) 31, 2018) Support RAN to Work with implement activities CSOs, LGEAs, promoting early grade PTAs, and reading such as SBMCs/CBMC establishing reading s to implement corners in Schools and 1 To be implemented this quarter community communities with activities Supplementary readers, supporting reading competition, EGR (Activity community reading 2.7.2). centers, book drives, reading clubs, etc. Dissemination and 2 adoption of community To be implemented this quarter reading charter Develop a monitoring plan for CSO monitoring local implementation of EGR programs; support CSOs in conducting 3 Ongoing Ongoing monitoring visits including use of ICT in collecting data with support from the central office Workshop to review progress of the 4 implementation of To be implemented in quarter 4 community mobilization outreach programming

Provide support to CSOs 5 in conducting monitoring Ongoing Ongoing visits.

Local governments sustain Reading program in Nigeria

SOKOTO, Nigeria- Not daunted by the challenge of meagre Local education authorities budget releases for school management, Local Government are tackling the problem of Education Authorities (LGEAs) in Sokoto state are sponsoring teacher quality. teacher professional development on Early Grade Reading (EGR).

Funded by the U.S. Agency for International Development, the Northern Education Initiative Plus project in 2016 introduced an EGR program based on global best practices called Mu Karanta! Let’s Read! in Bauchi and Sokoto states.

In its first two years, the project improved the reading skills of more than 500,000 pupils in Primary 1-3 by teaching them to read in Hausa which is the language of the environment and helping them transition to English. This was achieved by Teachers are equipped with skills to teach pupils to read in Hausa and English. equipping more than 6,000 teachers with skills to teach the curriculum and distributing over 3 million teaching and learning textbooks.

“This Reading program has impacted our teachers The plan is to sustain the program by mobilizing the Sokoto and pupils positively and we knew we had to drive state government to fund teacher training, school monitoring sustainability locally to bridge gaps.” and books distribution through its yearly budget allocation to the education sector and other sources of funding from the Muhammed Dan Umar, Education Secretary of Sokoto South Local Government Education Sokoto State Universal Basic Education Board. Authority, Sokoto State In the interim, three Local Government Education Authorities of Gada, Yabo and Sokoto South in Sokoto state have devised innovative ways of training teachers on the Reading program at limited cost.

Education Secretaries of these local governments realized this was the only way to deal with challenges of continuous transfer of trained teachers, expansion to new schools and maintaining the quality of the program.

“This Reading program has impacted our teachers and pupils positively and we knew we had to drive sustainability locally to bridge gaps,” said Muhammed Dan Umar, Education Secretary of Sokoto South Local Government Education Authority.

The local governments used the pool of Teacher Trainers initially trained by the project to train teachers in clusters. Teachers are provided with less than $3 for feeding and transportation.

So far, 150 teachers have been trained by the Local Government Education Authorities using funds for operational costs.

“The teachers are very appreciative of the training because for them it is an opportunity to learn what their colleagues know and apply it in their classrooms. The trainings have motivated them,” said Ibrahim Mohammed, Education Secretary of Yabo Local Government Education Authority.

In Sokoto state, absenteeism among teachers and students is high. The Local Government Education Authorities are also strengthening school monitoring and supervision to ensure proper implementation of the Reading program.

“We are making School Support Officers who are in charge of school monitoring and supervision work proactively. Though funding is a challenge, they have been clustered to visit schools around them that requires little or no transportation,” said Nasiru Abdullahi, Education Secretary of Gada Local Government Education Authority.

The project is also gaining the attention of other donor organizations such as the United Nations Children’s Fund (UNICEF). UNICEF plans to implement the Mu Karanta! Let’s Read! program in 120 schools in Bauchi and 210 in Sokoto.

The Northern Education Initiative Plus program builds ownership among federal, state and Local Government Education Authorities and works closely with them to ensure commitment to quality early grade reading instruction and increased access to education.

10. ANNEXES

ANNEX A: MEMO FROM THE INITIATIVE TO SUBEB

ANNEX B: MEMO FROM THE INITIATIVE TO BASAME

ANNEX C: REQUEST LETTER FROM BORNO SUBEB

ANNEX D: REQUEST LETTER FROM OANDO FOUNDATION

ANNEX E: TRAINET REPORT

Training Title F M Total Coordinating Venue State SubIR Start Date End Date Duration (Days) Unit 2-day Mentoring And 4 20 24 Access and Other Bauchi 1.2.2 20/03/2018 21/03/2018 2 Coaching for Fragility Ownership and Sustainability Advocacy Training of 2 5 7 Community Other Abuja 1.5.2 20/02/2018 22/02/2018 3 Trainers Mobilization / Capacity Development Pre - ASC Planning 5 51 56 System Other Sokoto 2.2.3 26/03/2018 27/03/2018 4 and Engagement Strengthening (Record Keeping Training for Head Teachers) Refresher Training for 3 27 30 Access and Other Other 1.1.4 15/03/2018 16/03/2018 2 Master Trainers on Fragility NFLC Management Skills Support Bauchi state to 5 67 72 MEAR Hazibal Suites Bauchi 2.4.3 13/03/2018 16/03/2018 4 conduct LEMA training Support State 17 81 98 MEAR Sokoto Guest Inn Sokoto 2.4.3 13/03/2018 16/03/2018 4 Government in Conducting Training on LEMA Data Collection SWG Orientation and 0 23 23 System Other Bauchi 2.4.2 21/03/2018 22/03/2018 2 Training Workshop on Strengthening Framework Development Training on Classroom 4 30 34 Access and Other Other 1.4.2 12/02/2018 14/02/2018 3 and NFLC Mentoring Fragility and Monitoring Tools

ANNEX F: FINANCIAL REPORT

Creative Associates International

CLIENT: USAID/Nigeria

Contract: AID-620-C-15-00002

TITLE: Northern Nigeria Education Initiative Plus (NEI+) Activity Period of Performance: October 26, 2015 - October 25, 2020 Date: 4/24/2018 Financial Report Projections Budget 5 Actuals through Total Actual +

Line Items Years Mar 30, 2018 Accrued* FY18 Q3 FY18 Q4 Projections Costs Apr 01 - Jun 30, 2018 Jul 01 - Sep 30, 2018

SALARIES AND WAGES 6,557,733 2,842,741 - 353,062 353,062 3,548,866

FRINGE BENEFITS 2,541,652 1,092,013 - 137,597 137,597 1,367,207

ALLOWANCES 3,350,644 1,459,111 - 155,857 155,857 1,770,825

CONSULTANTS 464,975 330,486 - 22,836 22,836 376,158

TRAVEL, TRANSPORTATION, AND PER DIEM 1,153,033 660,906 - 29,390 25,367 715,662

EQUIPMENT AND SUPPLIES 1,333,048 893,192 - 8,996 8,996 911,185

SUBCONTRACTS 26,092,216 11,608,295 - 1,580,734 1,810,489 14,999,518

SUBGRANTS 6,850,000 1,971,858 - 352,000 399,000 2,722,858

PARTICIPANT TRAINING 6,539,092 5,549,127 - 525,000 525,000 6,599,127

SECURITY COSTS 963,834 217,510 - 26,537 26,537 270,584

OTHER DIRECT COSTS 5,964,714 1,402,235 - 251,714 251,714 1,905,663

TOTAL DIRECT COSTS 61,810,938 28,027,474 - 3,443,723 3,716,455 35,187,653

INDIRECT COSTS 14,247,157 6,612,883 - 197,135 187,970 6,997,987

TOTAL ESTIMATED COST 76,058,095 34,640,357 - 3,640,858 3,904,425 42,185,640

FIXED FEE 5,898,068 1,846,064 - 189,687 202,773 2,238,524

TOTAL 81,956,163 36,486,420 - 3,830,545 4,107,199 44,424,165