QUARTERLY PROGRESS REPORT FY2018, QUARTER 3 (April 1 to June 30, 2018)
Accès, Lecture, Redevabilité et Rétention! (ACCELERE!) Activity 1
CONTRACT NO. AID-660-C-15-00001
United States Agency for International Development (USAID)/Education Office
USAID Contracting Officer’s Representative: Ms. Natasha de Marcken
USAID Alternate Contracting Officer’s Representative: Mr. Jean-Pierre Sangwa
Submitted April 29, 2019
This publication was produced for review by the United States Agency for International Development. It was prepared by Chemonics International Inc. Table of Contents 1. PROGRAM OVERVIEW SUMMARY ...... 3 1.1 Program Description/Introduction ...... 3 1.2 SUMMARY OF RESULTS TO DATE – QUARTERLY REPORT ...... 5 2. ACTIVITY IMPLEMENTATION PROGRESS ...... 6 2.1 Progress Narrative Summary ...... 6 2.2 Activity Implementation Status ...... 7 Work Plan ...... 8 Communications ...... 8 National Level Meetings ...... 8 Provincial- and Subdivision-Level Quarterly Meetings ...... 8 Result 1: Equitable Enrollments to a Quality Education Environment Increased ...... 8 Key Achievements and Challenges in Q2 FY18 ...... 9 IR 1.1: Barriers to access for primary education reduced ...... 9 IR 1.2: Access to alternative/accelerated learning programs that address out-of-school children and youth needs increased ...... 9 IR 1.3: Community and school collaboration and partnerships to support access to education strengthened ...... 10 IR 1.4: Quality of education environments improved (gender) ...... 10 Grants Program ...... 11 Key Achievements and Challenges in Q2 FY18 ...... 11 Development and Implementation of Grants for Increased Access and Retention ...... 15 Development and Implementation of Grants for Improved Governance ...... 16 Capacity Building of Target Grant Beneficiaries ...... 16 Result 2: Improved Education Quality ...... 16 Key Achievements and Challenges in Q3 FY18 ...... 17 IR 2.1: Quality of instruction at the primary level improved ...... 21 IR 2.2: Teaching and learning materials effectively used in the classroom ...... 23 IR 2.3: Community participation to support school based and extracurricular learning increased ...... 23 Result 3: Improved governance and accountability by stakeholders ...... 24 Key Achievements and Challenges in Q2 FY18 ...... 24 IR 3.1: Development and implementation of policies for improved access and learning strengthened ...... 24 IR 3.2: School leadership and management strengthened ...... 25 IR 3.3: Community and civil society oversight and accountability at local and provincial level increased ...... 26 Monitoring, Evaluation, and Learning and Operations Research ...... 27 Key Achievements and Challenges in Q3 FY18 ...... 27 MELP (Monitoring, Evaluation and Learning Plan) Implementation ...... 28 Operations Research ...... 30 3. KEY ISSUE NARRATIVES ...... 31 Basic Education ...... 31 Other Themes ...... 32 Children in Adversity ...... 32 Democracy, Rights, and Governance (DRG) Integration ...... 32 Science Technology and Innovation (STI) ...... 32 Youth Development (YDV) ...... 33 Gender-Based Violence (GBV) ...... 33 4. INTEGRATION OF CROSSCUTTING ISSUES AND USAID FORWARD PRIORITIES ...... 33 Gender Equality and Female Empowerment ...... 33 Sustainability Mechanisms...... 33 Environmental Compliance ...... 34 Global Climate Change ...... 34 Policy and Governance Support ...... 34 Local Capacity Development ...... 34 Training for Grantees and Local Implementing Partners ...... 34 Organizational Assessments ...... 34 Local Committees of MEPSP ...... 35 Public Private Partnership (PPP) and Global Development Alliance (GDA) Impacts ...... 35 Science, Technology, and Innovation Impact ...... 35 5. STAKEHOLDER PARTICIPATION AND INVOLVEMENT ...... 35 6. OPERATIONS, MANAGEMENT, AND ADMINISTRATION ...... 35 Key Achievements and Challenges in Q3 FY18 ...... 36 Material in Customs ...... 36 Finalization of Workplan Database ...... 36 Compliance Department Reorganization ...... 36 Scale Down of Bukavu and Kolwezi Offices ...... 37 Performance Reviews ...... 37 7. LESSONS LEARNED ...... 37 7.1 Result 1 ...... 37 7.2 Grants ...... 37 7.3 Result 2 ...... 37 7.4 Result 3 ...... 37 7.5 Monitoring, Evaluation, and Learning and Operational Research ...... 38 8. PLANNED ACTIVITIES FOR NEXT QUARTER INCLUDING UPCOMING EVENTS ...... 38 8.1 General Project Activities ...... 38 8.2 Result 1 ...... 38 8.3 Grants ...... 39 8.4 Result 2 ...... 39 8.5 Result 3 ...... 39 8.6 Monitoring, Evaluation, and Learning and Operations Research...... 40 9. HOW IMPLEMENTING PARTNER HAS ADDRESSED A/COR COMMENTS FROM THE LAST QUARTERLY OR ANNUAL REPORT ...... 40 ANNEX A. MISSION STANDARD REPORTING (ATTACHMENT) ...... 41 ANNEX B. CDCS RESULTS FRAMEWORK (ATTACHMENT) ...... 41 ANNEX C. PROGRESS SUMMARY, QUARTERLY (BELOW) ...... 41 ANNEX D. FINANCIAL REPORT Q3 (ATTACHMENT) ...... 41 ANNEX E. COMMUNICATIONS AND OUTREACH MESSAGES (ATTACHMENT) ...... 41 ANNEX F. TRIP REPORTS (ATTACHMENT) ...... 41 ANNEX G. KASAI UPDATE (ATTACHMENT) ...... 41 ANNEX H. GPS COORDINATES FOR A!1 TARGET SCHOOLS ...... 41 ACRONYMS
ACCELERE!1 Accès, Lecture, Redevabilité et Rétention! Activity 1 (A!1) ACOR Alternate Contracting Officer’s Representative ADECKA Action for the Community Development of Kananga/Kasaï ALP Alternative/Accelerated Learning Program BAK-Congo Bread and Knowledge Too BG Bureaux Gestionnaires BNCE Bureau National Catholique de l’Enfance CAP Centre d’Apprentissage Professionnel CCL Champion communautaire de la lecture CEILU Intégré d’Encadrement de Centre Intégré d’Encadrement de Lukibu CMUCC Communauté Méthodiste Unie au Congo Central COGES Comité de Gestion Scolaire COPA Comité de Parents COR Contracting Officer’s Representative CRS Centre de Rattrapage Scolaire DGENF Directorat General d’Education Non-Formelle DFID United Kingdom Department for International Development DIPROMAD Direction des Programmes et Matériels Didactiques DIVAS Division des Affaires Sociales DOPE Direction de l’Observatoire du Partenariat Educatif EMMP Environmental Mitigation and Monitoring Plan FOI Fidelity of Implementation FY Fiscal year GDRC Government of the DRC IGA Income generating activities ML Mobilisateur de la Lecture MELP Monitoring, Evaluation and Learning Plan (formerly PMEP) MEPSP Ministère de l'Enseignement Primaire, Secondaire et Professionnel M-Tew Mobile Training EveryWhere MINAS Ministry of Social Affairs, Humanitarian Action and National Solidarity NGO Non-Governmental Organization PAES Plans d’amélioration de l’environnement scolaire PIE Plan Intérimaire de l’éducation PPP Public-Private Partnership ProvED Head of the provincial education office for the MEPSP PSIS Provincial School Improvement Specialist QA Quarterly Assessments Sous-ProvED Ministre d’éducation sous provincial SRGBV School-related gender-based violence TLM Teaching and Learning Materials USAID United States Agency for International Development 1. PROGRAM OVERVIEW SUMMARY
Program Name: ACCELERE! Activity 1 (ACCELERE!1)
Activity Start Date and End May 28, 2015 - May 27, 2020 Date: Name of Prime Implementing Chemonics International Partner: AID-660-C-15-00001 Contract Number:
Family Health International (FHI 360), Cambridge Education (trading as Name of Subcontractors/Sub- Mott MacDonald), and School-to-School International awardees:
Major Counterpart Ministry of Primary, Secondary, and Professional Education (MEPSP) Organizations Ministry of Social Affairs (MINAS) Total targeted provinces and sub-provinces (26 total): Haut-Katanga (Lubumbashi 2, Sakania, Kipushi, Likasi, Kambove), Lualaba (Lubudi, Kolwezi 1, Kolwezi 2), Kasaï-Central (Kananga 1, Kananga 2, Dibaya 2, Geographic Coverage Demba 1, Dimbelenge 1, Kazumba Sud), Kasaï Oriental (Mbuji Mayi 1, (Provinces and Sub-Provinces) Mbuji Mayi 2, Mbuji Mayi 3, Kabeya-Kamwanga, Lupatapata), North Kivu, South Kivu, Equateur (Mbandaka 1, Mbandaka 2, Bikoro) and Sud- Ubangi (Gemena 1, Gemena 2, Gemena 3) Reporting Period: April 1, 2018 – June 30, 2018
1.1 PROGRAM DESCRIPTION/INTRODUCTION
The United States Agency for International Development (USAID), in collaboration with the Department for International Development (DFID), has committed to implementing a primary education initiative to improve equitable access to education and learning outcomes for girls and boys in the DRC. This collective initiative, entitled ACCELERE! (Accès, Lecture, Retention et Redevabilité or access, reading, retention and accountability), aims to support the Government of the Democratic Republic of the Congo’s (GDRC) commitment to free universal basic education and improved learning outcomes as articulated in the GDRC’s Interim Education Plan (Plan Intérimaire de l’éducation, PIE), the Education Sector Strategy, and other reform efforts in the sector.
One of the components of this joint program, Activity 1 of ACCELERE! (ACCELERE! 1 or A!1), is led by Chemonics International under the Improving Reading, Equity, and Accountability in the DRC contract with USAID (AID-660-C-15-00001) awarded with a period of performance of May 2015 to May 2020 and a total estimated cost of $134 million. The consortium’s institutional partners include FHI 360, Cambridge Education and School-to- School International. Additionally, the project has established relationships with Caritas Congo and SIL-LEAD for targeted activities in community mobilization and local language material development.
The purpose of ACCELERE! is to improve educational outcomes for boys and girls in select education provinces in the DRC. To contribute to achieving this overarching purpose, ACCELERE! 1 will support education service delivery in public primary schools (including écoles conventionnées run by religious networks) in 26 education sub-divisions across six provinces: Haut-Katanga, Lualaba, Kasaï-Central, Kasaï-Oriental, Equateur and Sud-Ubangi. Additionally, Activity 1 will support non-formal alternative/accelerated learning programs (ALPs), including centres de rattrapage scolaire (CRSs) in these 26 sub-divisions as well as in targeted areas in Nord- and Sud-Kivu provinces, and in vocational training centers (centres d’apprentissage professionnel, CAP) in target areas within the Kivus and conflict-affected zones in Haut-Katanga and Lualaba. ACCELERE! 1 also works to ensure that girls and boys benefit equally from project activities and that all assistance is conflict sensitive and disability inclusive.
ACCELERE! will help strengthen partnerships between government at the national and decentralized levels, between communities and schools, and between the public and private sectors.
ACCELERE! 1 is divided into three result areas, depicted in the results framework below.
*
*This contract will support local level activities for IR 3.3 while provincial and some sub-province level activities are covered under ACCELERE! Activity 2 project, which includes additional IRs under Result Three, including IR 3.4 (Effective resource allocation and execution in the education sector strengthened) and IR 3.5 (Strengthened systems and capacity at the national, provincial and school levels).
4 1.2 SUMMARY OF RESULTS TO DATE – QUARTERLY REPORT
Baseline Annual On MELP Q1 Q2 Q3 Q4 Performance Annual Target Standard Indicators Achieved to the FY Target Indicators FY18 FY18 FY18 FY18 End of Reporting YYYY Period (%) Y/N 1 Percentage of learners who demonstrate reading 2015 3.9% – – 2.4% – 62% N fluency and comprehension of grade level text at the end of grade 2 with USG assistance (ES.1-1) 3 Number of learners reached in reading programs at N/A 576,619 – – 691,631* 120% Y the primary level (ES. 1-5) 4 Number of learners enrolled in primary schools N/A 1,070,615 – 1,075,680 1,075,680 100% Y and/or equivalent non-school based settings with USG support (ES1-3) 5 Number of primary or secondary educators who N/A 16,000 47 72 5093 32% Y complete professional development activities with USG support (ES-1.6) 6 Number of education administrators and officials who N/A 4,000 4310 4037 4120 103% Y complete professional development activities with USG assistance (ES 1-12) 7 Number of parent teacher associations (PTAs) or N/A 2,600 1548 1137 1736 77% Y community governance structures engaged in primary or secondary education supported with USG assistance (E 1-13) New: 27 Number of primary school educators who complete N/A 16,000 0 72 5046 32% Y professional development activities on implementing evidence-based reading instruction with USG assistance (ES-1.7) New: 28 Number of primary school classrooms that receive a N/A 16,000 0 TBD TBD Y complete set of essential reading instructional materials with USG assistance (ES.1-11) 29 Number of primary or secondary textbooks and N/A 1,200,000 – TBD 821,817 68% Y other teaching and learning materials (TLM) provided with USG assistance (ES-1-10) *Figure revised and adjusted per ongoing implementation of reading program. 2. ACTIVITY IMPLEMENTATION PROGRESS
2.1 PROGRESS NARRATIVE SUMMARY
During this quarter, the project made considerable progress in its five component areas during the second quarter of fiscal year 2018 (FY18) (2017-2018 school year). Principal accomplishments include: • The 2017 Early Grade Reading Assessment (EGRA) monitoring report was finalized and submitted to USAID. Encouraging findings in formal schools include: o Students’ mean scores were higher in 2017 than in 2015 on all the fluency and reading comprehension subtasks, including letter sound/name identification, familiar word reading, non-word reading, oral reading fluency, and reading comprehension. All differences were statistically significant. o Students’ mean scores were higher in 2017 than 2015 on the first two parts of the French vocabulary sub-task, and the differences were statistically significant. o The proportion of students with zero scores declined over the two-year period on all five fluency and reading comprehension subtasks as well as on two parts of French vocabulary subtask. All differences were statistically significant. o Students are meeting the zero score targets established in the benchmarking workshop for Grade 2 by A!1 and the Ministry of Education. • The team finalized and reviewed 51 teaching and learning materials (TLM) (posters, teacher guides, student manuals, and student take-home books) for Grade 2 in Kiswahili, Lingala, and Ciluba, and for Grade 3 and CRS Level 2 in Kiswahili, Lingala, Ciluba, and French. • Additional GR1, GR2, GR3 and CRS 2 TLM validation workshop and process were successfully completed (but with the unanticipated consequence that it caused downstream delays to the TLM printing and distribution procurement process). • Grants-supported Access and Retention Strategy was finalized and presented at the June work planning workshop. • $474,093 in Grants were approved and released. • Completed Rapid Education Risk Analysis (RERA) in the Kasais. This will inform FY19 work plan. • In spite of Ebola outbreak, completed Sociolinguistic Mapping Study. • Finalized School Fees impact on General Assemblies study. This will inform R3 community accountability work.
Result 1: During this quarter, the R1 team focused its efforts on finalizing the access and retention strategy, providing support to CRS school communities through the development of Plans d’amélioration de l’environnement scolaire (PAES), developing draft functional literacy materials for CAP learners, and establishing school-related gender-based violence (SRGBV) monitoring committees.
Result 2: Following technical validation earlier in the year, the R2 materials development team, in consultation with USAID, helped develop and facilitate an additional TLM validation workshop1 with DIPROMAD (Direction des Programmes et Matériels Didactiques) during
1 This workshop and the subsequent corrections were crucial in ensuring continued solid working relationships with GDRC counterparts, but caused significant delays in the finalization of the TLMs the first week of May. Thanks to this workshop and additional detailed work on TLMs conducted by the R2 and Pluridisciplinary teams for two weeks afterwards, the team finalized 51 teaching and learning materials (posters, teacher guides, student manuals, and student take- home books) for Grade 2 in Kiswahili, Lingala, and Ciluba, and for Grade 3 and CRS Level 2 in Kiswahili, Lingala, Ciluba, and French. In addition to materials development, the training team delivered another refresher training to Grade 1 and CRS Level 1 teachers/educators, school directors, and inspectors. The R2 team also trained an additional 361 mobilisateurs de lecture (MLs) on community reading activities to boost community involvement and a culture of reading outside of school.
Result 3: The R3 team facilitated the creation of a new framework for educational partnership. The team also established a consensus on the reorganization of the partnership around the creation of the Directorate of Educational Partnership (PDE) and new statutes for the COPA and COGES, modifying their relationship vis-à-vis the MEPSP (Ministère de l'Enseignement Primaire, Secondaire et Professionnel), the umbrella organizations (APE), and the parents they represent.
MEL and Operations Research: A major achievement for the MEL team in Q3 was the update of the performance indicator targets. The A!1 team reviewed its strategies and intervention methods to better achieve target results. Another achievement for the MEL team was updating Annex A for each year of A!1’s performance per USAID request and on the basis of the revised targets.
Other Noteworthy Activities and Developments:
USAID / DFID visit to schools in May: USAID and DFID conducted a joint visit to schools in Lubumbashi and Kolwezi on May 7-10, 2018. The visits comprised of representatives from the donors (USAID and DFID), MEPSP, MAS, implementing agencies, and the educational authorities in the provinces. The purpose of the joint visit was to discuss progress made in the implementation of ACCELERE’s many activities, the achievements to date, understanding the challenges faced on the ground, and strengthen collaboration between the project and its government partners. Random reading tests administered by the team in selected classrooms showed improved reading skills.
Ebola outbreak: An outbreak of Ebola in Equateur province led to the closure of the main office in Mbandaka after five cases (four confirmed) were found in the Zone de Santé (ZS) Wangata, where the office was located. To protect staff and prevent the spread of the disease through contact with incubation centers such as schools, A!1 implemented a resilience plan as a measured and appropriate response to the level of threat posed by the disease. The declaration of the disease was made on the May 8, 2018, and the all clear was suspected around the 19-23 July (42 days after last possible exposure). All movement between Bikoro ZS and Mbandaka by temporary and permanent staff as well as visitors was halted on May 8. A1! immediately implemented a monitoring plan and sensitized staff to the disease symptoms and treatment. The project closed its office on May 16 following the discovery of the disease close to the office and reopened as part of a phased recovery plan on June 20, after 21 days of no additional cases discovered in Mbandka or Bikoro.
2.2 ACTIVITY IMPLEMENTATION STATUS
7 WORK PLAN During the third quarter, the project organized a workshop to plan the project’s fourth year. Over the course of four days, the workshop grouped together all the project’s partners to create a work plan for FY 2019, which will be submitted for USAID approval. During the workshop, the project also updated the FY2018 fourth quarter work plan and began entering activities in the planning database.
COMMUNICATIONS During the third quarter, ACCELERE!1 hosted the Technical Steering Committee meeting on June 5, 2018. Attendees included representatives of: the MEPSP Cabinet Minister; the Secretary General of the MEPSP; the head offices of the MEPSP; USAID; DFID; and other A! activities implementers (A!2, A!3, and A!4). The meeting was chaired by the Adviser for International Cooperation at MEPSP and co-chaired by USAID and DFID, and included discussion of the following points: • Feedback from the last field visit to Haut-Katanga and Lualaba (May 7-11, 2018); • Current status of ACCELERE!1’s activities; • Debate on current challenges and recommendations; • Other topics and final remarks.
NATIONAL LEVEL MEETINGS ACCELERE!1 and its other three ACCELERE! sister projects participated in monthly exchange meetings with the Secretary General. The aim of these meetings is to share information with the Ministry on the progress of the current month’s activities, as well as the activities for the following month. The main themes and activities presented are jointly developed by ACCELERE!’s implementing partners and the departments of the Ministry of Education. The two initiatives turned out to be excellent platforms to share information and opportunities for GDRC ownership of the goals and objectives of the program.
PROVINCIAL- AND SUBDIVISION-LEVEL QUARTERLY MEETINGS In each province, the PTLs met with the educational provincial authorities to present the aforementioned activities plan, highlighting the planned activities in the province and sub- provinces. Among the educational provincial authorities were: ProvED, sous-ProvED, IPP, and IPAF. As a result of these meetings, the project will be better able to harmonize and coordinate planned interventions with the other ACCELERE! Activities, as well as other projects in educational sector.
RESULT 1: EQUITABLE ENROLLMENTS TO A QUALITY EDUCATION ENVIRONMENT INCREASED
The goal of this result is to achieve increased equitable enrollment within a high-quality education environment by reducing barriers to schools, increasing access to alternative and/or accelerated learning programs that address the needs of out-of-school children, strengthening community and school collaboration, and improving the quality of education environments.
During this quarter, the R1 team focused its efforts on finalizing the access and retention strategy, providing support to CRS school communities by developing Plans d’amélioration de l’environnement scolaire (PAES), developing draft functional literacy materials for CAP learners, and establishing school-related gender-based violence (SRGBV) monitoring committees.
8 KEY ACHIEVEMENTS AND CHALLENGES IN Q2 FY18
Key achievements include: • Finalized Grants-supported Access and Retention Strategy and presented it at the Work Planning workshop the week of June 18. • Three TLMs for initial literacy and three TLMs for functional development literacy (one trainer’s guide, one learner’s booklet, and one learner’s exercise workbook). • Seventy PAES were developed in the eight provinces for 70 CRS. • The selection criteria of the grants-eligible CRSs as defined by the Secretary General in the Ministry of Social Affairs were developed and communicated to the DIVAS (Direction des Programmes et Matériels Didactiques) in all provinces. • Nine-hundred twenty-four Gender Committees were instituted in three provinces (Sud Ubangi, Kasaï Oriental and Haut-Katanga). o The role of the Gender Committee and the School-Related Gender-Based Violence (SRGBV) Monitoring Committee is to sensitize school community actors (teachers, students, the administrative staff, and parents) on combatting and preventing all forms of violence in schools. o The Committee’s will work to encourage school community actors to report all forms of violence in schools and help, listen to, and refer victims and/or perpetrators of violence in school to good places of care, depending the child’s situation.
Challenges include: • Developing a common understanding of ACCELERE!1’s strategy to improve student retention levels at the schools and in the CRSs with the MEPSP. • Obtaining monitoring and evaluation tracking data from our target Civil Society Organizations (CSOs) that benefit from the project’s grants to support student retention in targeted schools and CRSs. o A1! developed standardized tools to collect data from grantees to address the data issue. These tools will be shared with each grantee. A1! staff will train grantees on how to utilize these tools and agree on timing for reporting purpose. In addition, M&E staff, along with grants staff, will conduct periodic data quality reviews during field visits.
Specific achievements by Intermediate Result during the quarter were as follows.
IR 1.1: BARRIERS TO ACCESS FOR PRIMARY EDUCATION REDUCED
Donation of Student Kits Preparation for delivery of student kits in September 2018 continued with the development of in-kind grants, which will be delivered in collaboration with the Bureaux Gestionnaires (BG). See Grants section below for additional information.
IR 1.2: ACCESS TO ALTERNATIVE/ACCELERATED LEARNING PROGRAMS THAT ADDRESS OUT-OF-SCHOOL CHILDREN AND YOUTH NEEDS INCREASED
9 Prepare CRSs and CAPs to receive grants support to increase access and retention through development of School Environment Improvement Plans (PAES) The R1 team prepared a community “report card” for school performances and School Environment Improvement Plans in 6 provinces including: 8 PAES in Sud Ubangi Province, 4 PAES in Equateur, 5 PAES in Kasaï Central, 5 PAES in Kasaï Oriental, 5 PAES in Lualaba and 5 PAES in Haut-Katanga. The Community Achievement “report card” is a participatory analysis tool for the school environment (CRS) and the concerted identification of school needs. In addition, the Secretary General of the MINAS (Ministry of Social Affairs, Humanitarian Action and National Solidarity) developed the selection criteria for CRSs eligible for grants support.
Support to strengthen the quality of CRSs The main activities aimed at strengthening the quality of CRSs occurred through the development of training modules for teachers and educators on the psychosocial support of trauma cases in classroom situations.
Support to strengthen the quality of CAPs To strengthening the quality of CAPS, materials were developed for initial and functional development literacy including one educator’s guide, one learner’s booklet, and one learner’s workbook). Pretesting of the developed materials occurred in 2 CAPs in Haut-Katanga and 1 CRS in Nord Kivu.
IR 1.3: COMMUNITY AND SCHOOL COLLABORATION AND PARTNERSHIPS TO SUPPORT ACCESS TO EDUCATION STRENGTHENED
R1 supported our ministry counterpart in the development of ministerial orders for the establishment, organization and operation of the Parents’ Committees (COPA) and the CRS School Management Committees (COGES). Three drafts of the decrees await the signature and dissemination by the Minister of Social Affairs. These decrees will promote more functional and effective community participation structures within CRSs.
IR 1.4: QUALITY OF EDUCATION ENVIRONMENTS IMPROVED (GENDER)
Establish gender and school-related gender-based violence (SRGBV) monitoring committees in schools This quarter, the installment of gender committees occurred in 377 schools and 21 CRS in Sud Ubangi, 225 schools and 13 CRS in Haut-Katanga, and 262 schools and 26 CRS in Kasaï Oriental. In addition to the installation of gender committee, 38 MLs were trained on the Gender Committee’s missions and responsibilities.
Raise the awareness of CRS/CAP adolescents and their parents about the barriers to girls’ education, in particular, and all children in general, through femmes modèles (female role models) During the third quarter, training to sensitize girl and boy adolescents in CRSs and CAPs was provided to 16 femme modèles (female role models) women in Lualaba and 55 f women in Haut-Katanga. This training was also sensitized 534 adolescents, which included 368 girls, as well as 375 parents, of which 240 were women, in 20 CRSs in Kasaï Oriental.
10 GRANTS PROGRAM
During the third quarter of FY2018, the Grants team continued to support access and retention activities.
KEY ACHIEVEMENTS AND CHALLENGES IN Q2 FY18
During the third quarter, the A!1 project focused on finalizing the Limited Scope Grant Agreement (LGSA) drafts for the 247,100 school kits, that will be distributed to grade 1-4 students in Equateur and Sud Ubangi for the 2018-2019 year and the 18,000 kits that will be distributed to teachers in eight targeted provinces.
In addition to the above, the project worked on grant activities in Q3 which achieved the following: • Built capacity and supervised income generating activities (IGA) implemented by non-governmental organizations (NGOs). • Completed institutional diagnostic activities carried out within the NGO capacity building framework. • Prepared for the launch of 200 grant applications for school improvement plans to improve retention and contribute to a “safe-school” approach in the Equateur and Sud Ubangi provinces. • Finalized support processes for Bureaux Gestionnaires (BGs) to improve school governance and data collection and transmission. • Carried out activities to monitor school fee payments for vulnerable students. • Finalizing the materials procurement process to support school communities through book banks.
The project successfully executed six additional grants approved by USAID/DRC: • Centre Annunciata in South Kivu: $110,365.47. • Action pour le Développement Economique et Social Intégré (ADESI) in Sud-Kivu: $119,965.74. • Centre Anna Michelli in Nord-Kivu: $99,967.35. • Centre d'Actions pour la Promotion Sociale de Masuika (CAPSM) in Kasai Central: $69,053. • Province CICM d’Afrique Australe (AFA-CICM) in Kasai Central: $ 78,245; • Association pour l’Animation et l’Education au Développement (AED) in Haut- Katanga: $ 96,462.96.
Figure 1. Grants Under Review PROVINCE GRANTS UNDER NOTES REVIEW Haut-Katanga 6 File under RFA 002 Haut-Katanga 1 File under RFA 004 Lualaba 1 File under RFA 001 Kasaï-Central 4 File under RFA 004 Kasaï-Oriental 3 File under RFA 002 Kasaï-Oriental 2 File under RFA 004 North Kivu 2 File under RFA 002 South Kivu 1 File under RFA 002 Equateur 3 File under RFA 004
11 Sud Ubangi 3 File under RFA 004 Total 26
12 Exhibit 2. Grants to NGOs
TOTAL AWARD TARGET TOTAL BENEFICIARY GRANT TITLE AND DESCRIPTION DISTRIBUTED NUMBER PROVINCE AWARD AS OF 06/30/2018 Support to improve access and retention of students in primary Bureau National Catholique Kasai FAA KOR 001 schools of the Mbuji-Mayi 2 sub-division in the Kasai Oriental $140,765 $140,765 de l’Enfance (BNCE) Oriental province Humana People to People Improving access to education in the DRC through community FAA HKAT 001 Haut-Katanga $144,542 $137,992 Congo (HPP) education mobilization Support to improve access and retention of 500 vulnerable FAA HKAT 002 UMOJA children in the education Likasi sub-division through socio- Haut-Katanga $89,981 $84,181 economic strengthening of families FAA LLB 001 Caritas Kolwezi Support to the reduction of barriers to access primary education Lualaba $137,453 $123,493 Centre Intégré Strengthening of the collaboration and partnership between FAA KAC 001 d’Encadrement de Lukibu communities and school to support access to education in the Kasai Central $88,551 $88,551 (CEILU) education Kananga 1 sub-division in the Kasai Central province Union pour le Support for primary school access for children living with physical FAA HKAT 003 Développement Intégré du handicaps, albinos and children with handicapped parents in the Haut-Katanga $89,698 $81,448 Katanga et Kasais (UDIK) education Lubumbashi 2 sub-division Caritas Développement Support to improving access and retention of students in primary Kasai FAA KOR 002 $78,998 $66,348 Mbuji-Mayi school in the Mbuji-Mayi 1 sub-division Oriental Coopérative de Equipment of school furniture to public primary schools in the FAA KAC 002 Construction Rurale Bidiep Kasai Central $70,807 $60,100 Kananga 1 sub-division (COOBIDIEP) ECC/28e Communauté Community awareness of school enrollment for children in the FAA KAC 003 Méthodiste Unie au Congo Kasai Central $46,240 $19,958 Kananga 2 sub-division Central (CMUCC) Support for actions and activities that promote the access and Bread and Knowledge Too retention of students, and improvement in the quality of primary FAA HKAT 004 Haut-Katanga $92,734 $82,958 (BAK-CONGO) school instruction in 34 public schools in the Sakania sub-division of Haut-Katanga for the 2017-2018 school year Service d’Appui au Increasing awareness and mobilization of parents and community FAA HKAT 007 Développement Régional members to improve equitable access to education for girls and Haut-Katanga $78,200 $69,016 Intégré (SADRI) boys in the Sakania sub-division Action for the Community Support the furnishing of schools and training of staff for the IN-KIND KAC Development of protection of equipment in the 8 CRSs of the Kananga 2 sub- Kasai Central $65,360 $24,395 002 Kananga/Kasai (ADECKA) division TOTAL AWARD TARGET TOTAL BENEFICIARY GRANT TITLE AND DESCRIPTION DISTRIBUTED NUMBER PROVINCE AWARD AS OF 06/30/2018 FEKM (Fondation Etienne Newly signed grant FAA-HKAT 005 Support to parents of vulnerable students in Kambove Haut-Katanga $91,311,80 Kifwa Muzinga) agreeement Support to improve basic education of 1,030 children in academic upgrading in 7 CRS: Annunciata Cocchetti; Nyota; Chahi; Newly signed grant FAA-SK 001 Centre ANNUNCIATA Sud-Kivu $110,365,47 Chinyabuguma/Madeleine; Chinyabuguma/Nguba; agreeement Umoja/Cimpunda; and Mwanga in Bukavu in South Kivu province Total $1,325,006,27 $ 979,205
14 DEVELOPMENT AND IMPLEMENTATION OF GRANTS FOR INCREASED ACCESS AND RETENTION
In Q3, ACCELERE!1 grantees launched a number of activities to support access and retention, which are summarized below.
Block Grants for Reduction of School Fees NGO grantee Service d’Appui au Développement Régional Intégré (SADRI) concentrated on monitoring IGA implementation in the communities of Tshisenda, Kasumbalesa Village, Douanes, and Sodimico. SADRI examined the gradual evolution of funded IGAs (Milestone 6 activity) and actual school fee payments for 173 vulnerable children (76 girls and 97 boys) in elementary and middle grades who were identified as beneficiaries for the 2017-2018 year in the Sakania sub-division. These school fee payments allowed the children to attend and stay in school for the year due to mitigated financial barriers, and the monitoring plan contributed to ensuring sustainability of these activities and the strength of this savings mechanism.
Grantee Union pour le Développement Intégré du Katanga et Kasais (UDIK) effectively launched IGA to help 100 parents of vulnerable children. The purpose of these IGA are to facilitate economic income reinforcement so that families can support payment of school fees to 51 schools, thereby enrolling 250 vulnerable children targeted by ACCELERE!1 in the Lubumbashi 2 sub-division.
Grantee Bread and Knowledge Too (BAK-CONGO) successfully conducted final assessment sessions with their 26 beneficiary schools in Haut-Katanga. The schools provided a total of 26 assessment sheets listing 1,332 vulnerable children who received certificates d’indigence. BAK-Congo was also able to draw on the conclusions from Comité de Gestion Scolaires (COGES) and COPAs meetings on monitoring and evaluation of the destitute children schooling situation for the third and fourth quarters, and the support for school supplies given to the 26 target schools in the Sakania sub-division.
NGO grantee UMOJA launched IGA to support 75 additional families in the education of 200 vulnerable children in the Likasi educational sub-division for the 2018-2019 year. UMOJA published a detailed monitoring plan to assure careful monitoring of the revenues to be generated by implementation of these activities in the field.
A!1 supported Caritas Mbujimayi in the transmission of deliverables for Milestone 4, dedicated to monitoring school children through outreach in the Mbujimayi 1 education sub- division. Monthly monitoring reports show that 45 Mbujimayi 1 sub-division schools report that the number of girls has increased from 393 to 822, and from 328 boys to 830, showing a total of 1,652 vulnerable children for all 46 schools. A!1 initiated a grant agreement amendment for a no-cost, one-month extension to continue this important work.
Grantee ANNUNCIATA Center started implementation of their Basic Education Improvement Support Project for the benefit of 1,030 learners selected from seven CRS in Bukavu, Sud-Kivu province. Additional notable grantee activities during this quarter under the block grants for reduction of school fees include: • Action for the Community Development of Kananga/Kasai (ADECKA): distributed 653 benches out of 840 to 21 out of 28 Kananga CRS with support from Division des Affaires Sociales (DIVAS); • Coopérative de Construction Rurale Bidiep (COOBIDIEP): distributed 70 benches and 18 tables and chairs in three Kanaga schools with the support of the sub-division to improve the school environment; • ECC/28e Communauté Méthodiste Unie au Congo Central (CMUCC): provided 90 reading corners (table, chair, shelf / cabinet) to 90 schools in Kananga to improve student reading at the school level; and supplied 1,500 out of 3,000 uniforms for students from these schools. Once the total order is over, CMUCC will distribute the remaining at the beginning of the next school year.
School Improvement Plans Please see Result 3.
DEVELOPMENT AND IMPLEMENTATION OF GRANTS FOR IMPROVED GOVERNANCE
During this quarter, in the domain of Result 3, the project made fruitful contacts with ProvED, Sous ProVED, and IPP to engage state education authorities in signing grant agreements for delivery and distribution of 265,100 school kits to students and teachers in Equateur and Sud Ubangi for the 2018-2019 year, as well as to teachers in eight provinces. Additionally, Bureaux Gestionnaires (BGs) of eight provinces proceeded with signing subscription forms for internet packages, which will allow them to communicate the reporting elements on supervisory activities and data collection. Lastly, the A!1 procurement team progressed on procurement for support materials and equipment destined for 132 BGs and the 281 School Improvement Projects (SIP).
CAPACITY BUILDING OF TARGET GRANT BENEFICIARIES
In Q3, the project engaged in the following activities to build grantee capacity: • Organizational assessment: La Fondation Etienne Kifwa Muzinga (FEKM) adopted an Organizational Improvement Plan based on an analysis of the foundation’s strengths, weaknesses, and priorities. • Progress monitoring and support for NGOs: o UDIK created a functional organization chart and has instituted job descriptions, properly segregating duties of procurement functions from those of finance. Additionally, the grantee has adopted a personnel policy and created an inventory/asset list; o ADECKA has improved its records filing system and has adopted an administrative and financial policy manual. The grantee also developed a job description for each position; o CEILU has set up a monitoring and evaluation system to track indicators for the organization’s activities.
RESULT 2: IMPROVED EDUCATION QUALITY
Under Result 2, the ACCELERE!1 project works to improve the quality of instruction for boys and girls in the lower grades of primary school. The project focuses primarily on early grade reading in national languages in Grades 1 to 4, French oral language acquisition in Grades 1 and 2, and a transition to French reading and writing acquisition in Grades 3 and 4. The project is working to support an effective transition from national language reading acquisition in Lingala, Kiswahili and Ciluba to French language reading acquisition by the end of Grade 4. 16 In consultation with USAID, and based on a new request from DIPROMAD, the R2 materials development team helped develop and facilitate an unplanned TLM validation workshop2 with DIPROMAD during the first week of May. This was in addition to a full technical validation of TLMs by the GDRC/Pluri-disciplinary team and USAID, which had occurred earlier in the fiscal year.
Following this workshop and additional detailed work on TLMs conducted by the R2 and Pluridisciplinary teams for several weeks afterwards, the team finalized 51 teaching and learning materials (posters, teacher guides, student manuals, and student take-home books) for Grade 2 in Kiswahili, Lingala, and Ciluba, and for Grade 3 and CRS Level 2 in Kiswahili, Lingala, Ciluba, and French.
Though not part of the approved FY18 work plan, the team also revised Grade 1 TLMs during the workshop per request from DIPROMAD and USAID so that the World Bank-funded PAQUE project could in turn proceed with its respective printing procurement process. This workshop and the subsequent corrections were crucial in ensuring continued solid working relationships with GDRC counterparts but caused significant delays in the finalization of TLMs.
In addition to materials development, the training team delivered another refresher training to Grade 1 and CRS Level 1 teachers/educators, school directors and inspectors, similar to last quarter. The R2 team also trained an additional 361 mobilisateurs de lecture (MLs) on community reading activities to boost community involvement and a culture of reading outside of school. Community activities will be conducted in the different provinces in year 4; at this moment, we are in pilot phase with 15 schools in Upper Katanga.
KEY ACHIEVEMENTS AND CHALLENGES IN Q3 FY18
During this quarter the following was accomplished:
Teaching and Learning Materials • Co-facilitation of DIPROMAD TLM validation workshop. • Based on USAID and DIPROMAD feedback prior and during workshop, finalization and re-submission of the teacher/educator's guides, the student/learner's book and the reading book for Grades 2 and 3 and CRS level 2 in three Congolese languages and in French for Grade 3 and CRS level 2 by the R2 team and the pluri-disciplinary team members from EPSP and MINAS. • Sign-off by USAID on teacher/educator's guides, the student/learner's books and the take-home books for Grades 2 and 3 in three Congolese languages and in French. • Revision and submission of Grade 1 materials to DIPROMAD for printing by the EPSP with World Bank funding from the PAQUE project. The Grade 1 materials revision increased the number of TLMs from 33 to 51 in total and therefore created significant strain on resources as Grade 1 revisions were originally planned to take place in FY19, not FY18. • Submission of the procurement request (PAR) to procurement department for printing of the newly validated materials. Important challenge for next quarter will be to ensure
2 This TLM Validation workshop had not been part of this quarter’s planned activities and has led to delays in the printing procurement process.
17 that per USAID request, that DIPROMAD officially validates GR2, GR3 and CRS 2 TLMs to prevent printing procurement from being further delayed. • The political dialogue and negotiations around the harmonization of ELAN and A! 1 approaches and tools has led to added technical work and will require additional technical inputs to fully incorporate the evidence base that A!1 has accumulated throughout FY18.
Teacher Training • Refresher training of 5,093 Grade 1 and CRS Level 1 teachers/educators on the A1! reading program in 6 provinces. • Finalization and printing of the training modules for Grade 1 and CRS Level 1 teachers/educators. • Design, development, and validation of Grades 2 and 3 and CRS Level 2 training modules for the summer training including modules for the training of trainers and training of teachers—15 modules in total (one per language and grade level for teachers and one per language for the training of trainers) • Design and development of the two forum d’echange recueil des activites modules to be used at the three levels of the forum d’echanges—unite pedagogique/grade-level (one recueil) and cellule de base/school-based and reseau de proximite/school clusters (one recueil). These contain technical handouts to be used to guide continuing professional development sessions with teachers that are based on themes pertaining to the effective implementation of the A1! reading program. • Monitoring of revitalization of the forums d’echange in all the 8 provinces. • Development of monitoring tools for the forums d’echange activities. • Finalization and printing of Grades 2 and 3 and CRS Level 2 training modules by the pluri-disciplinary team members of MEPSP and MINAS. • Finalization of the directory of school clusters (réseaux de proximite) identified by the PTLs in the project provinces. • Initiation of the printing process of Grades 2 and 3 and CRS Level 2 training modules • Finalization and data collection on reading/writing activities in the forum d’echange (grade level, school based, cluster level). • Monitoring of observation and coaching of teachers and educators by ALs; 14,700 data sheets collected by the ML and saved in FHI 360 “Open Data Kit” (ODK) server Aggregate DRC.
Community Reading Support • The School/AL Director of schools that were selected for quarterly assessments, identified 265 community reading club beneficiary students and their parents in Nord- Kivu, Haut-Katanga and Lualaba. • Training of community reading champions (CCLs) on community reading activities and the use of Mobile Teaching Everywhere (M-TEW). • Initiation of the printing process of the reading community support materials. • Initiation of the procurement process for the community reading clubs kits.
Challenges The late distribution of student books in schools continued to present a challenge. It was addressed through the ongoing refresher training. As with last quarter, the refresher training provided teachers with a reminder of how to effectively employ the student materials in their reading lessons.
18 To conform with the national teacher training policy, we continued to train in school clusters. This further increased the number of training sites which in turn required more trainers. The accessibility of the more remote sites also posed a logistical challenge for trainings. To obtain the number of trainings required, we resolved to create a group of provincial trainers to increase the number of trainers. These provincial trainers received a one-day orientation. Due to the difficulty of accessing sites in Lubudi and Bikoro, the team continued to use the alternative modes of transportation and routes to get to the training sites.
As noted last quarter, the unavailability of book banks made it difficult to initiate community reading support activities in all school communities in the 8 target provinces. Instead of starting with all school communities this year, the program will start with a sample of 265 schools that will benefit from community support as a pilot and next year the program will be launched at scale. The Grants department is leading the printing of materials for book banks with this reduced number of community schools.
As stated above, the unexpected DIPROMAD TLM validation workshop delayed finalization and printing of the TLMs. To avoid a bigger impact on the TLM schedule, four additional infographs and two illustrators were hired. The R2 team worked overtime including weekends to complete the TLM revisions required by DIPROMAD.
During various field monitoring activities, the R2 team noted that teachers are adapting well, and they like to use the ACCELERE! approach. A significant challenge encountered is teacher mobility. As previously trained teachers move on from the profession, switch schools or grade-levels, the project must work with many new teachers who are unfamiliar with the ACCELERE! supported approach. To address this, we have asked school leaders to encourage teacher peer-to-peer exchanges through the Pedagogical Units (unite pedagogique) to indirectly reach teachers not previously trained in the new approach.
The following table outlines the implementation status of the activities planned in the FY18 Work Plan:
Figure 3. ACTIVITY STATUS COMMENTS RESULT 2.1: QUALITY OF INSTRUCTION AT THE PRIMARY LEVEL IMPROVED 2.1.1 Teaching and learning materials development Ongoing materials Finalization of the draft 1 of the Printing pending the signature development for Grade 2 and 3 teacher/educator guides, student/learner by the Preface of the MEPSP and CRS level 2 in Congolese manual and take-home books for Grade 2 and and MINAS languages and for French 3 and CRS Level 2 in Congolese languages Grade 3 and CRS Level 2. and for French Grade 3 and CRS Level 2.
Integration of USAID inputs in the teaching and learning materials.
Approval/validation of the Validation by USAID, DIPROMAD and The technical validation teacher/educator guides and DGENF of the teacher/educator guides and workshop by DIPROMAD student/learner manual and student/learner manual and take-home books significantly disrupted the take-home books for Grade 2 for Grade 2 and 3 and CRS Level 2. planned schedule of TLM and 3 and CRS Level 2. printing and distribution procurement.
To accommodate USAID and DIPROMAD request to
19 ACTIVITY STATUS COMMENTS review Grade 1 TLMs to meet PAQUE/World Bank timeline requirements, the team reviewed Grade 1 TLMs in May-June instead of Sept-Nov. Thus, the TLM team reviewed 51 materials instead of the 33 planned for in work plan with minimum additional resources.
2.1.2 Training of trainers and teachers Finalization of training modules Design and development of the two forum Training modules and data and data collection on the d’echange recueil des activites modules to be collection on the revitalization revitalization of the of the used at the three levels of the forum of the reseaux de proximité reseaux de proximite d’echanges—unite pedagogique/grade-level were finalized in this quarter (one recueil) and cellule de base/school-based and reseaux de proximite/school clusters (one recueil). Refresher training of teachers / The refresher training took place in school The refresher training was educators clusters in April 2-4. The training covered held in 8 provinces decoding strategies and the effective use of targets; 5,093 teachers the A1! materials in classrooms by /educators took part. teachers/educators and students/learners. Organization of the annual Design, development and validation of Grade A 3-day orientation session is summer trainings 2, Grade 3 and CRS Level 2 teacher training planned with the national modules TOT team in July before the Finalization of the thematic collection on the major summer training organization of the reseaux de proximite
2.1.3 Training and support for ALs and supervisors Training of MLs Refresher training of MLs on tablet usage with 361 ML took part in this ODK and Tangerine application refresher training FOI (Fidelity of Implementation) data FOI data collection carried out by the MLs 14700 records were collected collection
RESULT 2.2: TEACHING AND LEARNING MATERIALS USED IN THE CLASSROOM EFFECTIVELY Permanent testing USAID and UKAID joint donor mission in Satisfaction noted in relation May, with MEPSP, MINAS and all ACCELEREs to the presence of the to assess the implementation of project materials in the classroom and activities including the effective use of their effective use and materials provided to schools especially the fact that the sample of students randomly selected within the formal and non-formal could read a text written by the visitors.
RESULT 2.3: COMMUNITY PARTICIPATION TO SUPPORT SCHOOL-BASED AND EXTRA- CURRICULAR LEARNING STRENGTHENED Student and Learner Identification of learners and their parents in Due to the delay in the Identification for Reading Clubs Haut-Katanga and Lualaba printing of the book banks, and book Bank Ordering the implementation of the Launch of the process of printing community activities in the sample of 265 reading and writing materials with the community-schools will be support of A! 1 (in Kinshasa) effective from September 2018. 20 ACTIVITY STATUS COMMENTS Launch of the Kits Ordering Process for Community Reading Clubs with the support of A! 1
IR 2.1: QUALITY OF INSTRUCTION AT THE PRIMARY LEVEL IMPROVED
During Q3, A!1 developed and finalized 51 teaching and learning materials (posters, teacher guides, student manuals, and student take-home books) including 33 TLMs for Grade 2 in Kiswahili, Lingala, and Ciluba, and for Grade 3 and CRS Level 2 in Kiswahili, Lingala, Ciluba, and French, as well as 18 TLMs for Grade 1. (N.B and as stated above: to accommodate USAID and DIPROMAD request to review Grade 1 TLMs to meet PAQUE/World Bank timeline requirements, the team reviewed Grade 1 TLMs in May-June instead of Sept-Nov, thereby greatly stretching existing resources and delaying printing procurement schedule.
GRADE/ LEVEL LANGUAGE MATERIALS Lingala Teacher guides, student books, take-home books + Grade 2 Ciluba 1 set of posters (same posters across languages) Kiswahili Lingala Teacher guides, student books, take-home books + Ciluba Grade 3 2 sets of posters (1 set for Congolese languages and 1 set for Kiswahili French) French Lingala Teacher guides, student books, take-home books + Ciluba 2 sets of posters (1 set for Congolese languages and 1 set for CRS Level 2 Kiswahili French) French Lingala Integration of DIPROMAD inputs following the May 2018 Grade 1 Ciluba workshop Kiswahili
Teaching and Learning Materials Development ACCELERE!1 achieved TLM development through the following accomplishments in April, May and June.
April 2018: • Finalization of Grade 2 in Kiswahili, Lingala, and Ciluba, for Grade 3 and CRS Level 2 in Kiswahili, Lingala, Ciluba, and French. • Integration of USAID feedback for TLMs.
May 2018: • TLM Improvement with USAID, DIPROMAD and DGENF of Grade 2 and Grade 3 TLMs in Kiswahili, Lingala, and Ciluba, and for CRS Level 2 in Kiswahili, Lingala, Ciluba, and French. • Revision of Grade 1 TLMs based on DIPROMAD and DGENF feedback.
June 2018: • The availability of all the materials in the table below will make it possible to better prepare the major trainings from August to September on the effective use of materials for the 2018-2019 school year. 21 GRADE/ LEVEL LANGUAGE MATERIALS Lingala Teacher guides, student books, take-home books Grade 2 Ciluba + Kiswahili 1 set of posters (same posters across languages) Lingala Teacher guides, student books, take-home books Ciluba + Grade 3 Kiswahili 2 sets of posters (1 set for Congolese languages French and 1 set for French) Lingala Teacher guides, student books, take-home books Ciluba + CRS Level 2 Kiswahili 2 sets of posters (1 set for Congolese languages French and 1 set for French)
Training of Trainers and Teachers ACCELERE!1 supported training of trainers and teachers through the following activities in April, May and June.
April 2018: • Finalization and printing of training modules on the effective use of the Grade 1 and CRS Level 1 teaching and learning materials. • The refresher training was held for 5,093 Grade 1 teachers/educators in 6 provinces. • Design, development and validation of training modules for Grade 2 and Grade 3 and CRS level 2 teachers
May 2018: • Continuation of design, development and validation of training modules for Grade 2 and Grade 3 and CRS level 2 teachers • Monitoring of revitalization activities of the forums d’echange in all the project provinces • Design of data collection on reading/writing activities in the forum d’echange • Development of monitoring tools for the forums d’echange activities • Design and development of the two forum d’echange “recueil des activites” modules to be used at the three levels of the forum d’echanges—unite pedagogique/grade-level (one recueil) and cellule de base/school-based and reseau de proximite/school clusters (one recueil). These contain technical handouts to be used to guide continuing professional development sessions with teachers that are based on themes pertaining to the effective implementation of the A1! reading program. These modules will be used with both CRS (non-formal) educators and formal teachers at all grade-levels.
June 2018: • Finalization of the réseaux de proximite (school clusters) identified by the PTLs • Finalization of data collection on reading/writing activities in the forum d’echange (grade level, school based, cluster level) • Monitoring of observation and coaching of teachers and educators by ALs; 14,700 data sheets collected by the ML and saved in FHI 360 ODK server Aggregate DRC • Finalization of Grades 2 and 3 and CRS Level 2 training modules by the pluridisciplinary team members of MEPSP and MINAS • Finalization of the two forum d’echange “recueil des activites” modules to be used at the three levels of the forum d’echanges
22 IR 2.2: TEACHING AND LEARNING MATERIALS EFFECTIVELY USED IN THE CLASSROOM
In May 2018, the mobilisateurs de lecture (MLs) collected fidelity of implementation data on teachers’ application of the reading program in sample schools. in May 2018. MLs were provided a brief refresher training on the technical usage of the tablets and general data collection techniques on critical indicators to be monitored at the school level. The previously created dashboard was updated with the new data collected via the FOI (Fidelity of Implementation) tool. The dashboard includes real time information on the timing of application of each activity, the average FOI for each activity, the observed student use of their manuals as well as the student/manual ratio, the average number of coaching visits teachers report receiving per month, and MLs more qualitative post-observation comments (see FOI TLM section for more information).
In May 2018, the mobilisateurs de lecture (MLs) collected quarterly assessment data on student performance in sample schools in trimester 3. These assessments are keyed to the A1! reading program to provide concrete insight on curriculum pacing and student uptake of the content and skills. Grade 1, Grade 2, and CRS Level 1 students were tested to understand how students were performing in relation to the content and skills embedded in the reading program.
On a qualitative note, in May 7-11, USAID, UKAID and ACCELERE! Senior Management team conducted a school visit in Haut-Katanga and Lualaba to assess the project implementation activities. It was observed that the TLMs were present and being effectively used in classrooms and children were comfortably reading in formal and non-formal schools.
IR 2.3: COMMUNITY PARTICIPATION TO SUPPORT SCHOOL BASED AND EXTRACURRICULAR LEARNING INCREASED
During this quarter, the ACCELERE!1 project initiated the process of ordering the Community reading kits and the printing of the reading materials for community clubs. In preparation of the selection and training of the Champions communautaires de lecture (CCL), 219 ML in 5 provinces (Haut-Katanga, Lualaba, Kasaï Oriental, Kasaï Central et Nord-Kivu) benefited from orientation sessions on the vision of the community support activity for reading and its implementation strategy.
The challenge of the community support activity remains the lack of materials (book banks) which are still in the procurement process. To mitigate this situation, the project is conducting a pilot phase of only 265 schools Upon positive results of the pilot phase, the project will extend the community program to more schools next year.
M-TEW program. Due to inadequacy with the learning environment (lack of connectivity) and sustainability issues after the project (cost, maintenance and replacement of the telephone devices) the M-TEW pilot was not continued. Instead, the R2 ICT in Education Specialist is exploring the development of a mobile application to support a glossary of local languages to allow teachers with smart phones to access words explanations. R2 is also considering setting up a TLM data base to facilitate online access to the ACCELERE! TLMs by teachers and educators of DRC.
In addition, the project is also working on the following initiatives: • The political dialogue around the harmonization of ELAN and A! 1 approaches and tools has led to added technical work, albeit minimal but intense in reflection and is to be navigated delicately. 23 • Harmonization and strategic planning of interventions and outputs of different results and cross-cutting activities. • The mapping of school clusters, a prerequisite for the success of training and adopted as a replacement for the long and costly cascades, was carried out during this quarter. This was an unplanned yet necessary activity.
RESULT 3: IMPROVED GOVERNANCE AND ACCOUNTABILITY BY STAKEHOLDERS
The objectives of Result 3 are to support policy development to improve access and learning, to strengthen management and leadership, and to improve community and civil society oversight and accountability at the local and provincial levels. KEY ACHIEVEMENTS AND CHALLENGES IN Q2 FY18
Governance work remains a challenge in DRC’s fragile context. However, our approach based on building resilience, supporting the system in place, and collaborating closely with government leadership to plan activities has succeeded in bringing about important change. This has led to the creation of a new framework for educational partnership, beginning with the existing observatory. Initially, stakeholders were unable to build consensus regarding key aspects of governance, there was reduced visibility over collaboration and partnership that already existed between different stakeholders at various levels of the education system and the MEPSP, and all partners had low levels of accountability toward schools. We influenced stakeholders in reaching a consensus on the reorganization of the partnership around the creation of the Directorate of Educational Partnership (PDE). We also built consensus around new statutes for the COPA and COGES, modifying their relationship vis-à-vis the MEPSP, the umbrella organizations (APE), and the parents they represent. These were the results of gathering initial consensus amongst all stakeholders (CSOs, APE, MEPSP), which we hope to continue.
IR 3.1: DEVELOPMENT AND IMPLEMENTATION OF POLICIES FOR IMPROVED ACCESS AND LEARNING STRENGTHENED
Reading Roadmap and Reading Observatory In April, the Congolese Reading Observatory conducted its first meeting. The primary agenda included: • Review and adoption of the Observatory’s Rules of Procedure. • Establish the technical commission called: “Congolese Reading Observatory” to increase ownership of the Ministerial Order No. °MINEPSP/0027/201. • Defined the Congolese Reading Observatory’s mission statement. • Planned the Congolese Reading Observatory’s next activities. • Development of the Observatory’s advocacy and visibility strategy. • Discussed working conditions for the members of the Observatory.
Continued discussion with the Director of DIPROMAD, the reading reform effort’s focal point, for planning a road map review workshop. The second review of the roadmap will be held in July 2018.
Promotion Scolaire and Statues of Education Briefs This quarter the following activities were completed:
24 • Developed a common road map and planned joint activities between A!1 and A!2 to ensure monitoring of the Promo Scolaire reform’s implementation. • Technical committee’s organization of the Promo Scolaire, chaired by the Directorate of School Administration (DAS) and appointed by the SG. Since June 12, the commission has met once each week. As commission members, the A!1 R3 Education Policy Advisor and the A!1 R3 Policy Agenda Support Specialist took part in four meetings led by the commission and subcommittees to accompany the DAS regarding the meeting’s format, and the identification of participants and feedback from the provinces. The meetings will continue until August. • Dissemination of tableaux de bord (Status of Education Briefs) developed in 2017 by A!1’s 13 sub-divisions. Each sub-division received 100 copies of the dashboards to distribute to all actors in the system.
Capacity Building at the Local Institutional Level (Local Committees of MEPSP)
The project also built capacity at the local institutional level for local committees of MEPSP. A!1’s support to the Partnership Observatory (DOPE) influenced the adoption of new policies regarding the creation and operation of Comité de Parents (COPA) and Comité de Gestion Scolaire (COGES), to ensure their functions aligned with the provisions of the law framework (Loi Cadre) and the Sectoral Strategy for Education and Training (SSEF). The Minister of Education signed these Decrees and, along with the Secretary General, notified the Provincial Governors.
A!1 and DOPE also reviewed the existing partnership regulation framework between the MEPSP and the other education stakeholders at various levels. Because of this activity, the Directorate of Educational Partnership (DPE) was established. The DPE creation decree, signed by the Minister in June 2018, provides a legal basis for DPE. The Partnership Observatory will also continue to operate independently, with a modified mission
Support to the Continuous Teacher Training Policy No activities were planned this quarter. This activity is part of the support given to the implementation of the reading road map and will be addressed as soon as the Congolese Reading Observatory starts its activities.
Collaboration with R1, R2, A!2, IGA, PAQUE and MEPSP A!1 collaborated with A!2, through R3, to plan meetings for the Promo Scolaire reform. This included: • Development of a common roadmap for meetings at the national and decentralized levels. • Joint meetings with DAS to discuss the harmonization of Promo Scolaire formats. • Coordination with A!2 for the distribution of tableaux de bord to all concerned stakeholders within A!1’s subdivisions.
IR 3.2: SCHOOL LEADERSHIP AND MANAGEMENT STRENGTHENED
Improving Management and Leadership of School Directors There were no activities planned for this quarter. Data collection for the evaluation of directors' practices will begin next quarter.
25 School Monitoring Support Framework (SMSF) Following last quarter’s provincial workshops, and with central level stakeholders in Kinshasa, the completion of the revised guides is in progress following first revisions of the guidelines/strategies/tools organized during the previous quarter: • The set of SMSF guides, strategies, and tools were pre-validated by MEPSP, and their comments and observations were incorporated into new versions. They await final validation and will be made available to trainers, decentralized administrations and school committees.
Development of School Improvement Plans This quarter the following activities were completed: • Validation of the mechanisms and training of trainers and managers (focal points) for the development of School Improvement Plans in Sud Ubangui and Equateur. • These provincial trainers then organized the training in three sites (Bobito, Bwamanda and Gemena) from May 18 to May 27. The training targeted 87 trainers and focal points in the three sub-divisions, including 15 women. • The training of trainers workshop for Equateur was held from 3 to 11 May and targeted a total of 59 people including 8 women. • The recycling of the training of trainers for school improvement plans and the planning of the annual review of school performance and the recycling of the training for focal points for SMSF (CASE) management in Lualaba. A total of 124 were trained, including 29 women. • Training of school committees for the development of the school improvement plans and the planning of the annual review of school performance in Lualaba and Sud Ubangui.
Guidelines for School Director Training This quarter, the first training was held in Sud Ubangui from June 24-29, 2018, at 100 schools. In total, this training involved 200 school committee members at the rate of two per school: 100 directors, including 16 women, and 100 community members, five of whom were women.
Revitalization of COPA and COGES This quarter the recycling phase of the committee training in Lualaba was held from June 23 to 29, 2018 among 59 schools, targeting 118 committee members. The exercise will be implemented in the other provinces in the next quarter.
IR 3.3: COMMUNITY AND CIVIL SOCIETY OVERSIGHT AND ACCOUNTABILITY AT LOCAL AND PROVINCIAL LEVEL INCREASED
COPA and Associations des Parents des Elèves (APE) training in governance and school management To better prepare the COPA/COGES, APE, and OSC training workshops on accountability and citizen control over school management, planned for the next quarter, the R3 technical team started developing the training module and related leaflet. The validation process of these training materials includes contribution from team members and sharing with the SERNAFOR Inspectors. To reach the final target, 3 trainings for trainers at the national, provincial & sub-provincial and local levels will be planned.
26 Collaboration with DOPE/SG EPSP to set up a regulatory framework for the educational partnership During this quarter, R3 participated in several meetings with the ministry regarding the new regulatory framework of the educational partnership. The meetings were held successively with the Cabinet of the Minister of EPSP and the new Directorate of Education Partnership (DOPE).
As a result, 4 out of the 5 expected decrees were signed by the Minister of EPSP and notarized by the Secretary General to the EPSP: • Ministerial Order No. MINEPSP/CABMIN/1606/2018 of 21/05/2018 amending and supplementing Ministerial Order No. MINEPSP/CABMIN/0799/2011 of 02/09/2018 establishing the organization and function of the parent committees (COPA) in kindergarten, primary and secondary schools; • Ministerial Order No. MINEPSP/CABMIN/1655/2018 of 31/05/2018 amending and supplementing Ministerial Order No. MINEPSP/CABMIN/0827/2011 of 06/09/2018 establishing the organization and function of the Management Board (COGES) in kindergarten, primary and secondary schools; • Ministerial Order No. MINEPSP/CABMIN/1082/2018 of 10/04/2018 establishing the Directorate for Partnerships in Education (DOPE) within the Ministry of Primary, Secondary and Vocational Education; • Ministerial Order No. MINEPSP/CABMIN/1607/2018 amending and supplementing Ministerial Order No. MINEPSP / CABMIN / 0201/2004 of 26/08/2004 establishing an Observatory of the Educational Partnership (DOPE) within the Ministry of Primary, Secondary and Vocational Education.
The last decree expected relates to the Regulation of the Partnership for Education and Training in the DRC to allow the new Directorate of Education Partnership (DOPE) to assume its new responsibilities.
Strengthening community dynamics with community mobilizers We have not planned any related activities during this quarter. We need to identify and train community mobilisers (MOBICOM). This will be one of the main objectives in Year 4.
MONITORING, EVALUATION, AND LEARNING AND OPERATIONS RESEARCH
The objectives of the monitoring, evaluation, and learning (MEL) and operations research plan were to gather quantitative and qualitative data on program implementation and provide feedback to the three result areas that allow the activity to learn from program pilots and implementation, as well as contribute to the broader body of evidence for early grade reading in the DRC context.
KEY ACHIEVEMENTS AND CHALLENGES IN Q3 FY18
A major achievement for the MEL team in Q3 was the update of the performance indicator targets. Following two years of implementation, the A!1 team reviewed its strategies and intervention methods to better achieve target results. The A!1 team leaders collaborated in several work sessions to review the logic and scope of planned interventions. During these work sessions, team leaders used the data collected to determine updated targets for each performance indicator. Another achievement for the MEL team was updating Annex A for each year of A!1’s performance at the request of USAID and based on the revised targets. The
27 MEL team completed Annex A filing by putting in the target values of the performance indicators and obtained results.
A major challenge encountered in updating the targets and Annex A was the revision of the performance indicator targets for Year 1. When the initial plan was submitted, most of the indicator targets were not yet determined. In the absence of reliable data from the education system and general data on the school-age population, the A!1 had to use the data collected over two successive years to establish trends and estimate averages. The annual collection in the educational structures supported by the A! have been a crucial contribution in determining the targets of the performance indicators.
Another major challenge was combining the GPS file containing the coordinates of the educational structures targeted by A!1 with the file containing the coordinates of the management offices targeted by A!2. Several meetings were held with A!2 and USAID’s GIS specialist to address the issue. The major difficulty was the method the information was collected. A!1 collected information on the schools, their geographical location, and their management regime membership; whether they were religious or not. A!2 collected data on the managing offices; their geographical location and the number of schools covered by each office. With the complexity of the managing offices, pooling the two data files remained difficult as A!1 did not have the names of the schools covered by each management office. To address this issue, A!1 and A!2 reached an agreement that A!2 would include the list of schools in their data file. A!1 plans to combine the 2 files as soon as the list is obtained.
MELP (MONITORING, EVALUATION AND LEARNING PLAN) IMPLEMENTATION
Data and GIS Collection Cycle (Annual Data Collection) This quarter was an opportunity to audit the data collected and finalize the contract of the service provider selected for the organization of data collection within the educational structures. The reports were received and shared with the technical team at the national level to incorporate their comments into the final version. To prepare the return of the data collected in each intervention province, the M&E team is working on the preparation of provincial reports. The A! team gave priority to the audit of the file containing the GPS coordinates of the surveyed structures. This file was sent to the A! home office for submission to USAID as deliverable.
Integrated Education Management Information System The contract of the consultant charged with developing A!'s integrated data management system came to an end in May. The consultant finished the design and architecture of the system; integrating the export of data into the Annex A format with Power BI. The consultant also worked with the M&E IT Support Manager, hired in April, to build his capacity to handle and maintain the system. They worked together to develop drafts of digitized collection tool for the system to use. These tools are currently being tested in the field, with the help of the provincial officers in charge of the monitoring and evaluation, to be operational starting the beginning of Year 4.
TLM Fidelity of Implementation (FOI) Tracking of teachers’ fidelity of implementation (FOI) vis-à-vis the use of the teaching and learning materials and training of MLs took place in May 2018. MLs were provided a brief refresher training on the technical usage of the tablets and general data collection techniques on critical indicators to be monitored at the school level. 28 During Q3, the previously created dashboard was updated with the new data collected via the FOI tool. The dashboard includes real time information on the timing of application of each activity, the average FOI for each activity, the observed student use of their manuals as well as the student:manual ratio, the average number of coaching visits teachers report receiving per month, and MLs more qualitative post-observation comments. This data will be useful to inform eventual revisions to the materials which aim to start in October 2018. In addition to this, the FOI data was used to inform the training design for the summer training. For example, it was noted that teachers had difficulties adhering to the time allocated for each activity as specified in the guide. On average, sampled teachers also tend to skip the ‘you do’ portion of activities. In part, this is due to the late arrival of the student materials but likely because teachers are reluctant to gradually release responsibility to students and would rather remain in control. Therefore, during the summer 2018 training, these aspects were explicitly included in the training sessions to ensure teachers understand the importance of pacing a lesson and giving students the opportunity to practice their skills (“you do” step).
Project-Wide Theory of Change / Fidelity of Implementation (TOC/FOI) The fidelity of implementation (FOI) tools developed in the previous quarter were piloted in April in Lubumbashi and in Kipushi. In pairs, M&E staff together with STS staff, Mr. Mpwate and Mr. Limbisa, spent a week going through each set of tools with target audiences to test the questions and answer option. Following the piloting tools, the team made recommendations on questions and options needing revisions. After making the necessary revisions, Mr. Mpwate and Mr. Limbisa held a training in Goma with MLs from April 23rd to 26th. MLs were trained on the purpose of FOI, the content of the tools, and the procedures for administering the tools during data collection. From May 2nd through May 16th, MLs visited CRSs in North Kivu and collected FOI data. This pilot data was analyzed and a memo on the results was shared in June. During the June project-wide work planning workshop, Dr. Mark Lynd led a presentation on the Theory of Change and the results from the pilot. Dr. Lynd also led one-on-one sessions with each Result team to discuss in detail the results of the pilot and further tools modifications.
The team faced one main challenge during this quarter regarding the FOI: certain tools could not be piloted in Lubumbashi and Goma. For example, the gender committee and CCLs were not yet functional in communities and therefore it was not possible to test those tools. FOI tools are currently being revised and will be ready in time for FOI data collection at the end of trimester 1 of the upcoming school year.
Quarterly Assessments (QA) From April 23 to 28, 2018, MLs were trained on how to administer the quarterly assessment tools for trimester 3. Dr. Gandara led trainings with PTLs of each province (excluding North and South Kivu) via Skype prior to April 23rd. PTLs were then charged with sharing the training documents and gathering MLs from their province for a one-day QA training. PTLs went over the training documents, tools, and left time for MLs to practice each subtask administration. PTLs also gathered all concerns and questions from MLs and scheduled a call with Dr. Gandara to discuss solutions and resolve any issues if needed. This was the first QA administration in North and South Kivu. Mr. Mpwate and Mr. Limbisa therefore led face-to- face trainings with these MLs who had not previously administered quarterly assessments in schools and CRSs. Following the trainings of MLs in all target provinces, MLs collected QA data from May 2 to May 16.
29 The major challenge with quarterly assessments is the lack of supervision of MLs. PTLs are overloaded with administrative work and do not have the capacity to provide adequate oversight to the MLs during training and data collection each trimester. Unfortunately, the M&E staff, who are also well-positioned and qualified to provide this type of supervision of data collection, are not available. To remedy this issue, we will improve the training via Skype by having increased access to PTLs before each quarterly assessment process. By conducting several one-on-one sessions, PTLs will be better equipped to provide data collection supervision and support the trainings each trimester.
Early Grade Reading Assessment (EGRA) In Quarter 3, the 2017 Early Grade Reading Assessment report was finalized and submitted to USAID. The results from the 2017 EGRA were also shared through a presentation held at the A! M&E and Research Working Group (MERWG) meeting. During Quarter 3, the team developed a strategy for disseminating results at the national and provincial level with A!3 and the MERWG. A!3 will be leading the dissemination efforts with technical support from A!1.
OPERATIONS RESEARCH
The Operations Research team led several meetings to update the Operations Research Agenda. In a collaborative effort, the team and partners reviewed each study’s purpose and relevance to the project. In conclusion, 6 studies were retained: 1. Rapid Education & Risk Assessment (RERA) (In process) 2. Teacher national language ability (in process) 3. Student Sociolinguistic Mapping (in process) 4. Teacher Motivation and Incentives Study (in process) 5. SBCC/Community Engagement Study (completed) 6. Accountability (in process)
Study #1 Rapid Education and Risk Assessment (RERA) Noted progress for the RERA study included: • Terms of reference and lit review were completed. • With the support of USAID’s Nina Weisenhorn, Senior Advisor, Education in Crisis & Conflict, the RERA team finalized the research questions. • RERA team drafted questionnaires and tools. • Training of data collectors and piloting of questionnaires and tools was conducted in Mbuji Mayi during the week of May 14th. Training consisted of 8 MLs • RERA was conducted 12 primary schools and in 4 CRS in 4 educational sub-divisions of Kasaï Oriental and Kasaï Central. • Project Director, Sonia Arias and Freddy Kabala, CRS Coordinator and RERA field lead, presented preliminary Kasai Oriental findings at the work planning workshop during the week of June 18th and served to inform FY19 work plan. • The RERA report is currently being finalized and will be shared next quarter.
Study #2 and #3 Teacher Language Skills and Student Socio Linguistic Mapping To complete these studies, MLs were trained in target provinces and conducted data collection. SIL conducted data analysis and initial findings were presented during the work planning sessions in June. The SIL team is currently finalizing the report to be shared next quarter.
30 Study #4 Teacher Motivation Incentives Study (TMIS) The TMIS Phase III concept note was developed and finalized during the third quarter. The STS team finalized data collection plans for August 2018 and developed tools for administration to teachers and school directors in French and local languages.
3. KEY ISSUE NARRATIVES
BASIC EDUCATION During this quarter, the project made considerable progress in its five component areas during the second quarter of fiscal year 2018 (FY18) (2017-2018 school year). Principal accomplishments include: • The 2017 Early Grade Reading Assessment (EGRA) monitoring report was finalized and submitted to USAID. Encouraging findings in formal schools include: o Students’ mean scores were higher in 2017 than in 2015 on all the fluency and reading comprehension subtasks, including letter sound/name identification, familiar word reading, non-word reading, oral reading fluency, and reading comprehension. All differences were statistically significant. o Students’ mean scores were higher in 2017 than 2015 on the first two parts of the French vocabulary sub-task, and the differences were statistically significant. o The proportion of students with zero scores declined over the two-year period on all five fluency and reading comprehension subtasks as well as on two parts of French vocabulary subtask. All differences were statistically significant. o Students are meeting the zero score targets established in the benchmarking workshop for Grade 2 by A!1 and the Ministry of Education. • The team finalized and reviewed 51 teaching and learning materials (TLM) (posters, teacher guides, student manuals, and student take-home books) for Grade 2 in Kiswahili, Lingala, and Ciluba, and for Grade 3 and CRS Level 2 in Kiswahili, Lingala, Ciluba, and French. • Additional GR1, GR2, GR3 and CRS 2 TLM validation workshop and process was successfully completed. • Grants-supported Access and Retention Strategy was finalized and presented at the June work planning workshop. • $474,093 in Grants were approved and released. • Completed Rapid Education Risk Analysis (RERA) in the Kasais. This will inform FY19 work plan. • Despite Ebola outbreak, completed Sociolinguistic Mapping Study. • Finalized School Fees impact on General Assemblies study. This will inform R3 community accountability work.
Result 1: During this quarter, the R1 team focused its efforts on finalizing the access and retention strategy, providing support to CRS school communities through the development of Plans d’amélioration de l’environnement scolaire (PAES), developing draft functional literacy materials for CAP learners, and establishing school-related gender-based violence (SRGBV) monitoring committees.
Result 2: Following technical validation earlier in the year, the R2 materials development team, in consultation with USAID, helped develop and facilitate an additional TLM validation workshop with DIPROMAD (Direction des Programmes et Matériels Didactiques) during the
31 first week of May. Thanks to this workshop and additional detailed work on TLMs conducted by the R2 and Pluridisciplinary teams for two weeks afterwards, the team finalized 51 teaching and learning materials (posters, teacher guides, student manuals, and student take- home books) for Grade 2 in Kiswahili, Lingala, and Ciluba, and for Grade 3 and CRS Level 2 in Kiswahili, Lingala, Ciluba, and French. In addition to materials development, the training team delivered another refresher training to Grade 1 and CRS Level 1 teachers/educators, school directors, and inspectors. The R2 team also trained an additional 361 mobilisateurs de lecture (MLs) on community reading activities to boost community involvement and a culture of reading outside of school.
Result 3: The R3 team facilitated the creation of a new framework for educational partnership. The team also established a consensus on the reorganization of the partnership around the creation of the Directorate of Educational Partnership (PDE) and new statutes for the COPA and COGES, modifying their relationship vis-à-vis the MEPSP (Ministère de l'Enseignement Primaire, Secondaire et Professionnel), the umbrella organizations (APE), and the parents they represent.
OTHER THEMES
CHILDREN IN ADVERSITY In Q3, A!1 moved to address the various unique challenges that children face within DRC’s educational climate. Addressing external factors such as conflict and gender-based violence, for example, was intentionally integrated into programming efforts. In consideration of the latter, the project utilized a series of provincial committees to sensitize teachers and children. As a result, A!1 was able to better identify situations of gender-based violence, and train teachers for their psychological awareness of the issue. Another important thing to note is that the project took clear action to assess the socio-political crisis in the Kasais, and its implications for the education environment in A!1 schools. To that end, the project conducted a Rapid Education Risk Assessment to collect data from students and teachers and to understand the causes, characteristics and consequences of the risks of the ongoing conflict in the region.
DEMOCRACY, RIGHTS, AND GOVERNANCE (DRG) INTEGRATION Governance is a major component of the project’s overall objectives. Governance work, primarily carried out through Result 3, continues to focus on cross-cutting stakeholder involvement and communication. Progress in Q3 was characterized by several successes such as launching the Congolese Reading Observatory, with an aim to develop a concrete action plan and for and continue to promote reading reform efforts in the DRC. Further, A!1 and A!2 closely collaborated on activities related to the Promo Scolaire reform, which included heavy involvement from the Directorate of School Administration. Overall, the project worked to substantially increase partnerships and worked with public administrators to strengthen education policy. The project engaged directly with government officials, as they actively validated strategies and tools pertaining to School Monitoring Support Frameworks, for example. Lastly, the project worked successfully with the Ministry to establish a new regulatory framework, which set the foundation for the Directorate of Education Partnership (DPE).
SCIENCE TECHNOLOGY AND INNOVATION (STI) Due to inadequacy with the learning environment (lack of connectivity) and sustainability issues after the project (cost, maintenance and replacement of the telephone devices) the M- TEW pilot was not continued. Instead, we are exploring the development of a mobile
32 application to support a glossary of local languages to allow teachers with smart phones to access words explanations. R2 is also considering setting up a TLM data base to facilitate online access to the ACCELERE! TLMs by teachers and educators of DRC.
YOUTH DEVELOPMENT (YDV) This quarter, the A!1 team worked on developing better access to alternate and accelerated learning programs that address out-of-school children and increased youth needs. The team developed training modules for teachers and educators on the psychosocial support of trauma cases in classroom situations. Additionally, the team continued to develop functional development literacy materials, which included one trainer’s guide, one learner’s booklet, and one learner’s exercise workbook.
GENDER-BASED VIOLENCE (GBV) This quarter, A!1 continued to support the establishment of SRGBV monitoring committees at schools. 3,701 members of the committees (teachers, parents and students) were trained, of which 2,345 were male and 1,356 were female. In addition, 96 individuals were trained in clusters in MUKABE KASARI of which there were 24 men, 24 women, 24 boys and 24 girls. An additional 2,511 members, of which there were 1,257 parents and teachers (630 men and 627 women), and 1,254 students (628 boys and 626 girls) were trained in clusters.
Six-hundred ninety-eight members of SGBV Committees in charge of follow-up in the school venues were trained by the Mobilisateurs de lecture and the schools’ principals, in collaboration with our provincial government counterparts.
4. INTEGRATION OF CROSSCUTTING ISSUES AND USAID FORWARD PRIORITIES
GENDER EQUALITY AND FEMALE EMPOWERMENT For this quarter, the project set up 223 school-related, gender-based violence (SRGBV) monitoring committees in the provinces of Sud Ubangi and Mbandaka and trained 6308 members of 698 committees in Sud Ubangi, Lualaba and Kasai Central.
In Lualaba the SGVB Committees recorded 20 SGBV cases. To mitigate this situation, Lualaba teachers will be trained on positive discipline during the August training sessions.
The project also raised awareness among young girls on the importance of education, the SGBV issue and difficulties related to access to school. 909 community members were sensitized through femmes modèles (female role models) in 20 CRSs in Mbuji Mayi Province (534 pupils: 368 girls, 166 boys; and 375 parents: 135 male and 240 female). The awareness activity within the CRSs/CAPs motivated a Christian Pastor to engage in awareness raising on the importance of education for girls during his Sunday service. Finally, The A1 team developed a teacher training module on psychological support in classroom situation, in collaboration with our government counterparts.
SUSTAINABILITY MECHANISMS During Q3, the A!1 team worked with the Secretary General to involve Ministry officials in activities implemented by partners, this accentuating their level of ownership and sustainability. The Secretary General personally urged the members of the commission composed of the Heads of Service and the advisers to meticulously apply all the recommendations of the reform process in the education system.
33 ENVIRONMENTAL COMPLIANCE While there are no updates at this time, A!1 will include environmental compliance in accordance with its Environmental Mitigation and Monitoring Plan (EMMR/EMMP) as part of the approach to school and classroom refurbishments if they take place later in the reporting year.
GLOBAL CLIMATE CHANGE There are no updates at this time.
POLICY AND GOVERNANCE SUPPORT The team provided significant support endorsed by the Ministry vis-à-vis the educational partnership by bringing together the civil society stakeholders and government officials to discuss the educational partnership. This has produced impressive results including: • Adoption of a regulation on the educational partnership for all the stakeholders • Requalification of the Education Partnership Observatory which operated at the Ministry level through the establishment of a Directorate for Educational Partnership, • Review of the decrees on COPA and COGES by the declaration of new decrees correcting and consolidating the old ones. In short, the contribution to the establishment of a new framework for the educational partnership in the DRC was exceptional.
LOCAL CAPACITY DEVELOPMENT
TRAINING FOR GRANTEES AND LOCAL IMPLEMENTING PARTNERS In FY18Q3, the ACCELERE!1 project focused on capacity building and supervising income generating activities (IGA) implemented by NGOs and project grantees. This included supporting NGO grantee Service d’Appui au Développement Régional Intégré (SADRI) in Haut-Katanga to follow their monitoring plan and track the gradual evolution of funded IGAs and actual school fee payments for 173 beneficiary vulnerable children (76 girls and 97 boys) for the 2017-2018 year. Also in Haut-Katanga, the project built capacity of grantee Bread and Knowledge Too (BAK-CONGO) to successfully conduct final assessment sessions with their 26 beneficiary schools.
In this quarter, the project also completed institutional diagnostic activities under the NGO capacity building framework. A!1 built organizational capacity of grantees: • Union pour le Développement Intégré du Katanga et Kasais (UDIK) to develop an organizational chart, personnel policy, and inventory/asset list; • Action for the Community Development of Kananga/Kasai (ADECKA) to adopt an administrative and financial policy manual; • and Centre Intégré d’Encadrement de Lukibu (CEILU) to set up a monitoring and evaluation system to track indicators for their technical activities. Lastly, A!1 focused on finalizing support processes for Bureaux Gestionnaires (BGs) to improve school governance and data collection and transmission. BGs of eight provinces proceeded with signing subscription forms for internet packages, which will allow them to communicate the reporting elements on supervisory activities and data collection.
ORGANIZATIONAL ASSESSMENTS In addition to the grantee organizational capacity building training and support mentioned in the previous section, during this quarter ACCELERE!1 built the capacity of grantees through 34 organizational assessments and pre-award risk assessments. Grantee Foundation Etienne Kifwa Muzinga (FEKM) developed an Organizational Improvement Plan based on analysis of their individual strengths and weakness, as well as priorities.
LOCAL COMMITTEES OF MEPSP The project also built capacity at the local institutional level for local committees of MEPSP. A!1’s Partnership Observatory (DOPE) support influenced the adoption of new policies regarding the creation and operation of Comité de Parents (COPA) and Comité de Gestion Scolaire (COGES), to ensure their functions align with the provisions of the framework law (Loi Cadre) and the Sectoral Strategy for Education and Training (SSEF). The Minister of Education signed these Decrees and, along with the Secretary General, notified the Provincial Governors of them.
A!1 and DOPE also reviewed the existing partnership regulation framework between the MEPSP and the other education stakeholders at various levels. Because of this activity, the Directorate of Educational Partnership (DPE) was established. The DPE creation decree, signed by the Minister in June 2018, provides a legal basis for DPE. The Partnership Observatory will also continue to operate independently, with a modified mission.
PUBLIC PRIVATE PARTNERSHIP (PPP) AND GLOBAL DEVELOPMENT ALLIANCE (GDA) IMPACTS After the project’s Mobile Training EveryWhere (M-TEW) program pilot in 15 schools in Haut-Katanga, which ran from January to March 2018, A!1 decided to stop this program that was originally devised through a partnership with Orange. This is due to M-TEW’s inadequacy with the learning environment (lack of connectivity) and sustainability issues (telephone device cost, maintenance, and replacement) after project end. The A!1 R2 team is instead exploring a local languages glossary mobile application to allow teachers with smartphones to access words explanation and setting up a TLM database to facilitate DRC teachers and educator’s online access to the ACCELERE! TLM. The A1! project will continue to explore PPPs that could support this and other project goals and technical initiatives.
SCIENCE, TECHNOLOGY, AND INNOVATION IMPACT Due to inadequacy with the learning environment (lack of connectivity) and sustainability issues after the project (cost, maintenance and replacement of the telephone devices) the M- TEW pilot was discontinued. Instead, A1! is exploring the development of a mobile application to support a glossary of local languages to allow teachers with smart phones to access words explanations. R2 is also considering setting up a TLM data base to facilitate online access to the ACCELERE! TLMs by teachers and educators of DRC.
5. STAKEHOLDER PARTICIPATION AND INVOLVEMENT
During Q3, the A!1 team worked with the Secretary General to involve Ministry officials in activities implemented by partners, this accentuating their level of ownership and sustainability. The Secretary General personally urged the members of the commission composed of the Heads of Service and the advisers to meticulously apply all the recommendations of the reform process in the education system.
6. OPERATIONS, MANAGEMENT, AND ADMINISTRATION 35 In Quarter 3, the ACCELERE!1 operations team worked diligently to overcome historical challenges in financial management and to establish effective and efficient procedures going forward. Certain materials (a vehicle, two sets of cameras) were held in customs or not delivered by DHL. A workplan database has been created and staff were trained and began to use it by the end of June. Most notably, the project made impressive gains in restructuring and centralizing finance and retraining staff; payment of outstanding invoices and improving future payment procedures; and budget management through increased operational efficiencies. With the departure of the expatriate Compliance Director on June 30th, the Compliance Officer is assuring compliance with the support of the DCOP as well as the Chemonics Office of Business Conduct through ongoing staff orientation, training and weekly reviews. The Bukavu and Kolwezi offices have been scaled down and moved to smaller locations. Supervisors have also completed performance reviews with staff to provide feedback and possible updates in their job descriptions.
KEY ACHIEVEMENTS AND CHALLENGES IN Q3 FY18
MATERIAL IN CUSTOMS The Toyota Landcruiser with the carton of spare parts ran into complications with the customs office as it was not possible to reintroduce a revised exoneration request which included the spare parts. Initially, only the vehicle was exonerated, as it was not known that it was accompanied by a separate carton of parts. There were negotiations between the agent and customs office and the vehicle was on track to be released in early July.
The two sets of cameras in Lubumbashi and Kinshasa are still not out of customs. The cameras in Lubumbashi have been physically located and the process to get the material out of customs has been initiated. The cameras in Kinshasa have not been located. Because the material has been taken out of the DHL system, it is more difficult to locate. We were informed that the package had been found on several occasions but discovered upon inspection that it was not our material. We are continuing to work with DHL to identify this package.
FINALIZATION OF WORKPLAN DATABASE A workplan database, developed in SQL, was completed to facilitate annual work planning, activity budgeting, ongoing monitoring of workplan implementation and reporting. By the end of June, staff were trained and began entering their workplan into the database. The database is a shared tool and accessible to staff in the field offices through a link on the SharePoint.
COMPLIANCE DEPARTMENT REORGANIZATION While working on ACCELERE!1 for 3 years, the Compliance Director mentored and trained a local staff to assure ACCELERE!1 is in compliance with Chemonics policies and procedures and USAID regulations. With the departure of the expatriate Compliance Director on June 30, the Compliance Officer who worked closely with the Compliance Director is assuring compliance under the direction of the DCOP Operations and with support from the Chemonics Office of Business Conduct. Through ongoing staff orientation and training, weekly review of financial transactions and investigation of allegations as they are identified, he is assuring compliance throughout the project offices. All staff are responsible for compliance, and the compliance officer assures that all staff are trained and monitors compliance. Compliance has improved considerably with closer oversight and training in the finance and procurement departments due to the new directors who are managing these large teams.
36 SCALE DOWN OF BUKAVU AND KOLWEZI OFFICES Bukavu and Kolwezi offices are scaled back and have been moved into smaller locations to be more economical. Kolwezi staff now share an office with our government partners. In addition to reduced costs, the objective is to improve communication and partnership through closer collaboration with the PROVED. Bukavu staff moved into a smaller shared space with a governance program managed by DAI. Although we wanted to share with our government partners, space was unavailable.
PERFORMANCE REVIEWS During this period, supervisors completed performance reviews with staff, offering the opportunity for two-way feedback and updating of job descriptions. 7. LESSONS LEARNED
7.1 RESULT 1 Parents of boys and girls enrolled in life skill-building programs through CRS and CAPs expressed gratitude that their children have the opportunity to develop skills that they did not have access to as children. For example, building self-esteem, self-confidence, learning self- control, and developing critical thinking skills. They agree that through building these skills, their children will possess greater self-awareness, and be more equipped to manage situations of conflict and violence in the future.
7.2 GRANTS Regular interactions with grantees helped clarify areas of misunderstanding and readjust activities according to the agreements. Additionally, NGOs grantees need to be supported to achieve milestones.
7.3 RESULT 2 The technical validation process must include the official endorsement of the Secretary General of EPSP early on. This finally allowed for the validation of the materials produced with the support of ACCELERE!1 to be printed and distributed at national scale.
There is a need for regular field visits by the technical team to really be assured of behavioral change in teachers’ teaching practices and the development of reading skills by students.
7.4 RESULT 3 During this quarter, we managed to bring about major improvements in the educational partnership policy thanks to our close collaboration with the Ministry and CSOs as well as the Parents’ Associations. Thus, the Observatory of the Educational Partnership has been requalified into the Directorate for Educational Partnership (DPE), making it a full-fledged, stand-alone administration in the ministry of the EPSP with all the necessary features to manage the issue of educational partnership. In addition, this collaboration led to the review of COPA and COGES bylaws as well as the establishment of a Regulation of the Educational Partnership. The hiring of Community Mobilisers remains essential to ensure a real concrete impact of these new regulatory advances at the school and community levels.
The evaluation experience of the Year 3 school improvement plans showed the need for enhanced local monitoring, to complement and support the assistance provided by the zonal trainers. In this regard, the strengthening of the PSIS (Provincial School Improvement
37 Specialist) team is crucial to ensure day to day work at school level, supervision and coaching, especially for this 4th and final year of program implementation. We therefore plan to mobilize four additional PSIS to strengthen activities in schools and sub-divisions for provinces with the largest number of beneficiary schools (Haut-Katanga, Kasai Central, Equateur and Sud Ubangui).
The Congolese Reading Observatory does not yet have a consolidated planning of its activities and requires technical support for a better understanding and interpretation of the Roadmap to improve the Reading Program and reform. In addition, our team observes a rather weak involvement and participation of the Observatory members. These limitations must be kept in mind for a strategic planning of our year 4 activities.
When Ministry officials are involved in activities implemented by partners, their level of ownership and sustainability is accentuated. The Secretary General personally urged the members of the commission composed of the Heads of Service and the advisers to meticulously apply all the recommendations of the reform process in the education system. While A! 1 and A! 2 feared resistance from some executives, the Secretary General’s involvement and a high-level participation of the Minister's Directors and Councilors had already paved the way.
We report that the training sessions of the school committees of Equateur’s 100 schools could not be held because of the Ebola outbreak in Bikoro. These trainings are postponed to the next quarter.
7.5 MONITORING, EVALUATION, AND LEARNING AND OPERATIONAL RESEARCH Better communication with the provincial education authorities, especially for non-formal schools, on the list of beneficiary structures would enable the project to avoid misunderstandings and better target its interventions. It is not advisable these authorities insist on increasing the number of targeted structures in the beginning of Year 4. This would have an impact on the quality of the interventions and may eventually create a double speed system. 8. PLANNED ACTIVITIES FOR NEXT QUARTER INCLUDING UPCOMING EVENTS
8.1 GENERAL PROJECT ACTIVITIES Next quarter A!1’s management and administrative activities include: Plan to continue to improve processes for efficient and timely vendor payments, and quality of invoice and payment documentation; continued implementation of budget and operational efficiencies to reduce burn rate.;
8.2 RESULT 1 Activities related to Result 1 will include the following during Quarter 4: • Building the capacity of inspectors, directors, and CAPs trainers about basic alphabet and functional literary (40 inspectors and 348 directors and trainers). • Hold a series of meetings to continue to develop PAES for 20 CRS in the provinces of North and South Kivu. • Integrate learning materials and field observations after pre-testing.
38 • Train female CRS educators to lead awareness-raising sessions for adolescent boys and girls enrolled in CRS and CAPs, as well as for their parents (Lualaba and Haut- Katanga). • Train CRS inspectors, directors, and educators regarding providing psycho-social support in classrooms where children who have experienced trauma are present (North and South Kivu).
8.3 GRANTS In FY18 Quarter 4, grant activities will include the following: • Finalization of 20 new grants for NGOs (one from RFA 001, seven from RFA 002, and 12 from RFA 004) to increase access and retention. • Capacity building for 11 NGO beneficiaries of newly awarded grants in organizational development and planning. • Closeout of six NGO grant agreements which will have come to an end. • Monitoring procurement of materials for 280 school projects. • Launching applications for the PAES. • Monitoring procurement and distribution of IT equipment and motorcycles to 132 Bureaux Gestionnaires (BGs), SERNAFOR, and CELTA. • Follow-up with procurement on purchasing school kits for students (247,100 kits) and teachers (18,000 kits) to be distributed in the first quarter of the next school year. • Follow-up on procurement of materials for school book banks and proceed with distribution in school communities. • Official launch of five NGOs grants newly approved by USAID/DRC.
8.4 RESULT 2 A!1 Quarter 4 activities related to Result 2 include the following: • Quality control review and finalization of the 2018-19 TLM to integrate inputs from USAID and DRC MOE. • Print and distribute Grade 2, Grade 3, and CRS Level 2 TLMs and training modules in time for the training. • Delivery of face-to-face training to national training team, inspector and school directors, and Grade 2, Grade 3, and CRS Level 2 teachers/educators in school clusters. • Continuation of community reading activities through the production and distribution of supplementary materials. • Review of the formative evaluation data collected to inform the final review of the TLMs starting in October 2018: FOI data, QA data, language mapping data, and qualitative reports from the field.
8.5 RESULT 3 For Quarter 4, we will focus on the following activities: • Dissemination of the road map activities to support reading reform at decentralized levels through the provincial trainers, to include activities related to improving teaching and learning in each school improvement plan. • Support the National Commission to organization of the Promo Scolaire. • As part of the preparation for Promo Scolaire, support the bureaux gestionnaires for the analysis and use of data in the tableaux de bord prepared by the schools to produce the Status of Education Brief for 26 sub-divisions. • Launch an evaluation of school director practices.
39 • Development and validation of the School director competency framework. Design implementation measures to operationalize the National Standards of a Quality School and the School director competency framework. • Train School Directors on Leadership and Pedagogical Supervision. • Conduct follow-up visits for the preparation and update of School Improvement Plans and annual performance reviews for 423 schools by provincial trainers. • Support school improvement pilot plans: planning for an evaluation of school improvement plans implementation carried out by sub-provincial committees and support the committee’s work with schools to improve the plans and implementation. • Follow-up visits on the development, updating and implementation of school improvement plans by PSIS; hiring 4 additional PSIS to further strengthen work with schools and sub-divisions. • Identification of Mobicom within school communities (in anticipation of Year 4 work) • Follow-up, supervision, and support to COPA/COGES/APE. • Community Engagement Strategy Paper validation workshop. • Provide support to operationalize the Congolese Reading Observatory. • Hold a workshop to review and revise the Roadmap to improve the Reading Program and identify partners involved in the reform. • Support the dissemination of COPA, COGES Decrees in schools supported by A!1 R3.
8.6 MONITORING, EVALUATION, AND LEARNING AND OPERATIONS RESEARCH A!1 Quarter 4 activities related to monitoring, evaluation, and learning and operations research include the following: • Preparation of provincial reports and organizing the annual data collection feedback workshops. • Revision of the monitoring and evaluation plan. • Draft user manuals and train users (A !1 staff and partners) in the A !1 EMIS system. • The project-wide FOI tools will be finalized and ready for the full rollout and data collection in the 2018-2019 academic year. • Quarterly assessment tools for trimester 1 of the upcoming academic year will be developed. • August 13th and 14th, a select group of MLs will be trained in 3 provinces on the TMIS Phase III teacher and director questionnaires. Between August 16th and August 31st, MLs will conduct interviews with a sample of second and third grade teachers and school directors during the A! trainings. • During Quarter 4, the project will be preparing for the 2018 EGRA administration taking place in late September – early October. Ciluba, Lingala, and Kiswahili tools and SSME questionnaires will be reviewed and adjusted as needed. In August and September, the EGRA enumerator training materials will be prepared and finalized. The training of trainers will occur the final week of September. 9. HOW IMPLEMENTING PARTNER HAS ADDRESSED A/COR COMMENTS FROM THE LAST QUARTERLY OR ANNUAL REPORT
ACCELERE!1 has not yet received feedback on the FY17 Annual Report submitted November 6, 2017 nor the Q2 FY18 report submitted May 1, 2018.
40 ANNEX A. MISSION STANDARD REPORTING (ATTACHMENT)
ANNEX B. CDCS RESULTS FRAMEWORK (ATTACHMENT)
ANNEX C. PROGRESS SUMMARY, QUARTERLY (BELOW)
ANNEX D. FINANCIAL REPORT Q3 (ATTACHMENT)
ANNEX E. COMMUNICATIONS AND OUTREACH MESSAGES (ATTACHMENT)
ANNEX F. TRIP REPORTS (ATTACHMENT)
ANNEX G. KASAI UPDATE (ATTACHMENT)
ANNEX H. GPS COORDINATES FOR A!1 TARGET SCHOOLS Not applicable this quarter.
41 ANNEX C. PROGRESS SUMMARY, QUARTERLY APRIL – JUNE 2018
Submitted on June 30, 2018 as part of the ACCELERE! Activity 1 Quarterly Progress Report (Quarter 3, FY 2018, Apr – Jun 2018)
The list of indicators is based on the approved MELP (PMEP) approved January 18, 2016. List to be updated based on pending approval of revised Indicators, Targets, and PIRS.
TABLE 1(A): PMP INDICATOR PROGRESS - USAID STANDARD INDICATORS AND PROJECT CUSTOM INDICATORS Baseline data FY 2018 Quarterly Status – FY 2018 Reporting Annual Annual Data Source Frequency Annual Performance Ind # Indicator Cumulative Comment(s) per the Year Value Cumulative Q1 Q2 Q3 Q4 Achieved to Planned PMEP Actual Date (in %) Target PROGRAM OBJECTIVE: IMPROVED EDUCATIONAL OUTCOMES FOR BOYS AND GIRLS IN SELECT EDUCATIONAL PROVINCES OF THE DRC Percent of learners who STS: Project Annual 2015 3% 3.9% 2,4% ------62% demonstrate reading Monitoring Data collected in Haut-Katanga, fluency and EGRA Lualaba, Nord Kivu and Sud Kivu. 1 comprehension of grade Plus, additional counterfactuals in level text at the end of Equateur and Sud Ubangi. Data grade 2 with USG analysis in process. assistance (ES. 1-1) Percentage of Grade 4 STS: Project Annual 2015 10% 7% N/A ------N/A No EGRA data collected for G4 students who after four Monitoring students. A1 Reading program has years of schooling or its EGRA not yet starting with G4 equivalent (Niveau 2 in 2 an ALP) are able to read and comprehend grade- level text in French language
Number of learners ACCELERE! Annual N/A -- 576,619 691,631 ------120% Data are annual. Figure revised and reached in reading 1 adjusted as per ongoing 3 programs at the primary database/sch implementation of reading program level (ES.1-5) ool enrollment record Number of learners in ACCELERE! Annual 2015 151,82 1,070,615 1,075,680 ------100% Data are annual primary schools or 1 database 4 equivalent non-school 4 based settings reached with USG education assistance (ES.1-3) Project Annual N/A -- Figures include Refresher Training Number of primary or records T: for teachers G1 in formal school and secondary school 4974 Teachers Level 1 in CRS. In Kasai educators who complete T: 47 T: 72 F: Oriental training targeted Teachers 5 professional 16,000 5093 F: 19 F: 32 32% 2040 G2 and G3 in formal school and CRS development activities M: 28 M: 40 M: teachers level 1 with USG assistance 2934 (ES.1-6) Number of education Project Annual N/A -- Annual unique participant figure will administrators and records T: be confirmed with annual report. officials who complete 4037 T: 359 T: 6 professional 4000 4120 F: 575 F: 77 103% 4310 development activities M: M: 282 with USG assistance 3462 (ES.1-12) Number of parent Project Annual N/A -- Figure include training of COGES and teacher associations Records COPAs members on their roles and (PTAs) or community responsibilities in school governance structures management and accountability. 7 2600 1736 1548 1137 0 77% engaged in primary or secondary education supported with USG assistance (ES.1-13) Number of public- Project Annual N/A -- private partnerships Records 8 1 ------TBD To be completed in annual report (PPPs) supporting project outcomes RESULT 1: EQUITABLE ENROLLMENTS TO A QUALITY EDUCATION ENVIRONMENT INCREASED Number of additional A!1 Annual N/A -- 44290 75026 169% Data are annual learners enrolled in Database primary schools or 9 equivalent non-school------based settings from improved retention through U.S.
43 government and UKAID support Percentage of enrolled A!1 Annual N/A -- 77% 77% ------100% Data are annual learners who continue Database 10 on to next grade (Promotion Rate) Number of new entrants A!1 Annual N/A -- 395218 264,578 ------77% Data are annual in primary schools or Database equivalent non-school- 11 based settings with U.S. government and UKAID support Percent of conflict- A!1 Records Annual Y3 TBD 40% TBD ------TBD ACCELERE! 1, with STS, will conduct affected youth in a test in CAP to assess youth targeted CAP classes competency in reading 12 demonstrating a minimum level of key competencies for workforce-readiness IR 1.1: Barriers to access for primary education reduced Initially, target was to distribute Number of children in school kits to all students targeted in targeted school- Project all provinces where A1 is intervening. 13 communities receiving Annual N/A N/A 246,706 11,231 9,625 1,606 -- 5% Records Due to budgetary constraints, material support to implementation has been adjusted to access education vulnerable children with Grants fund. Number of classrooms Project Annual N/A N/A 104 0 ------0% No construction nor rehabilitation built or repaired with Record scheduled in the program 14 U.S. government and UKAID support [output, custom] IR 1.2: Access to alternative/accelerated learning programs that address out-of-school children and youth needs increased Number of CRS Project Annual N/A N/A 320 336 0 336 -- 105% receiving project Record 15 support to increase access to high quality learning Number of CAP Project Annual N/A N/A 180 0 0 0 0 0% Activities ongoing are the receiving project Record development of modules for the 16 support to increase training of CAP educators in access to high quality functional literacy.
44 learning Number of youth in Project Annual N/A N/A 18000 0 0 0 0 0% Activities in CAP will start after the targeted CAPs who Record training of educators in reading 17 receive project- program supported vocational training IR 1.3: Community and school collaboration and partnerships to support access to education strengthened Number of targeted Project Annual N/A N/A 1642 284 66 189 67 17% school-communities Record receiving project grant 18 funds to improve equity of access, retention, and/or completion Percentage of targeted Project Annual N/A N/A 90% 100% 100% ------111% ACCELERE! 1 supports local sub provinces reached Record campaigns (Back to school campaign) with campaigns for for school access and retention in all 19 mobilizing stakeholder 26 SPs targeted support for school access, retention, or completion IR 1.4: Quality of education environments improved Number of USG Project Annual TBD TBD 1040 TBD TBD TBD supported schools or record 20 learning spaces meeting criteria for safe schools program Number of school- Project Annual N/A N/A 3852 978 0 978 0 25% community actors record 21 trained in safe school methods Percentage of schools A!1 Annual N/A N/A Formal: Formal: ------F: 83% Data are annual (and non-formal Database 70% 58% 22 equivalents) benefiting Non- Non- NF: 90% from health-related Formal: Formal: interventions 50% 45% RESULT 2: EDUCATION QUALITY IMPROVED Percent of teachers Classroom Annual N/A N/A 30% 5% 5% 5% -- 17% implementing the observation 23 project-supported / FOI tool reading and math
45 programs with fidelity Percent of observed Classroom Annual N/A N/A 70% 51% 23% 51% -- 73% classrooms in which observation every child has a project-provided 24 student manual and at least 75 percent are observed using them during reading lessons. Percent of targeted Project Annual N/A N/A 50% 0% 0% 0% 0% 0% school-communities Records supporting school-based 25 or extra-curricular opportunities for learning IR 2.1: Quality of instruction at the primary level improved Percentage of Attendance Annual N/A N/A 85% TBD 0 0 0 0% Teacher training scheduled for targeted schools sheets, Q4 where all teachers in project targeted grades/levels record 26 have been trained in the project-supported reading program approach Percentage of Reading Annual N/A N/A 60% 91% -- 88% 94% 152% targeted teachers support 27 receiving at least one tool reading support visit per month Number of primary Project Annual N/A N/A 16,000 5046 -- 72 4974 32% Teacher refresher training school educators who Record scheduled for Q4 complete professional development activities 28 on implementing evidence-based reading instruction with USG assistance (ES-1.7)
46 IR 2.2: Teaching and learning materials used in the classroom effectively Number of primary classroom that receive a complete set of essential Project 29 Annual 2017 2900 16000 TBD 0 -- -- 0% reading instructional record materials with USG support Number of primary or To be completed secondary textbooks and other teaching and Project 286,47 531,44 30 Annual N/A N/A 1,200,000 821,817 3,892 68% learning materials (TLM) record 6 9 provided with USG assistance(ES.1-10) IR 2.3: Community participation to support school-based and extra-curricular learning increased Number of targeted Project Annual N/A N/A 1642 0 0 0 0 0% Grants activities ongoing with school-communities record selection of grantees that will 31 receiving project grant implement and support school- funds to increase communities learning RESULT 3: GOVERNANCE AND ACCOUNTABILITY BY STAKEHOLDERS IMPROVED Percentage of assessed Project Annual N/A N/A 30% 0% ------0% School assessment scheduled for Q4 schools meeting record minimum standards as 32 defined by School Management and Support Framework (SMSF) Percentage of trained Project Annual N/A N/A 30% 0% ------0% School Directors assessment is part school directors meeting record of school assessment 33 minimum standards for school leadership and school management Percentage of Project Annual TBD TBD 50% 43% ------86% Data to be provided in annual targeted school record; report communities with COPAs/C 34 COPA and COGES OGES that both function record according to EPS-INC decrees [outcome,
47 custom] IR 3.1: Development and implementation of policies for improved access and learning strengthened Number of selected GDRC and Annual N/A N/A 8 ------TBD Support ongoing institutions that Project strengthened record implementation of targeted laws, policies, 35 regulations or guidelines to improve primary grade reading programs or increase equitable access IR 3.2: School leadership and management strengthened 36 Percent of school- Project Annual N/A N/A 50% -- -- 0% Annual school performance review communities that record. SPR scheduled for Q4 receive a School reports Performance Review visit from education authorities 37 Number of school Project Annual N/A N/A 1300 2087 2087 -- -- 161% Schools director and assistants’ directors and assistant record director trained on partnership and directors trained in community involvement as part of school leadership and school management management as supported by the project IR 3.3: Community and civil society oversight and accountability at local and sub-province levels increased 38 Number of targeted SDP report. Annual N/A N/A 323 0 0 -- -- 0% School development plan process school-communities that Project ongoing develop effective quality report school development plan 39 Number of targeted SDP report. Annual N/A N/A 323 0 0 -- -- 0% School Report Card is part of the school-communities that Project School development plan process Institute a School report Report Card
48 Annex A: Standard Reporting Template
Indicator title Indicator Disaggregated by DQA Baseline value FY 2018 Quarterly Results - FY2018 Deviation ( Deviation Type Region (DRC Other (Sex, Sector, Institution, Age, date Year Value Annual Annual Actual Q1 Q2 Q3 Q4 %) Narratives (- /+ 1=PMP; Provinces, CARPE etc.) Planned 10%) Landscapes, or 2=PPR; PSO/CAR) Target 3 PMP & Number of local organizations that received USAID assistance (assistance refers to sub-grants and sub None N/A For Profit N/A N/A N/A N/A N/A - - - - N/A contracts) Number of local organizations that received USAID assistance (assistance refers to sub-grants and sub None N/A Non-profit N/A N/A N/A 19 19 - - 19 - 0% contracts)
Amount in USD provided to local organizations (with None N/A For Profit N/A N/A N/A N/A N/A - - - - N/A USAID funds).
Amount in USD provided to local organizations (with None N/A Non-profit N/A N/A N/A 1,750,000 1,218,158 - - 1,218,158 - -30% USAID funds).
Percentage of learners who demonstrate reading fluency and comprehension of grade level text at the end of grade PPR N/A TOTAL Kiswahili (25 CWPM) TBD 2015 0.3% 3.9% 2.4% - - - - -38% 2 with USG assistance (ES.1-1)
Percentage of learners who demonstrate reading fluency and comprehension of grade level text at the end of grade PPR N/A FEMALE Kiswahili (25 CWPM) TBD 2015 0.0% TBD 4.8% - - - - 2 with USG assistance (ES.1-1)
Percentage of learners who demonstrate reading fluency and comprehension of grade level text at the end of grade PPR N/A MALE Kiswahili (25 CWPM) TBD 2015 0.5% TBD 0.0% - - - - N/A 2 with USG assistance (ES.1-1)
Percentage of learners who demonstrate reading TOTAL Kiswahili (60% None N/A TBD 2015 0.0% 3.8% 0.0% -100% comprehension at the end of grade 2 with USG assistance comprension)
Percentage of learners who demonstrate reading FEMALE Kiswahili (60% None N/A TBD 2015 0.0% 0.0% comprehension at the end of grade 2 with USG assistance comprension)
Percentage of learners who demonstrate reading None N/A MALE Kiswahili (60% comprension) TBD 2015 0.0% 0.0% comprehension at the end of grade 2 with USG assistance
Percentage of learners who demonstrate reading None N/A TOTAL Ciluba (60% comprension) TBD 2015 1.0% 1.0% N/A comprehension at the end of grade 2 with USG assistance
Percentage of learners who demonstrate reading None N/A FEMALE Ciluba (60% comprension) TBD 2015 0.5% N/A comprehension at the end of grade 2 with USG assistance
Percentage of learners who demonstrate reading None N/A MALE Ciluba (60% comprension) TBD 2015 1.4% N/A comprehension at the end of grade 2 with USG assistance
Percentage of learners who demonstrate reading None N/A TOTAL Lingala (60% comprehnsion)) TBD 2015 1.8% 1.8% N/A comprehension at the end of grade 2 with USG assistance
Percentage of learners who demonstrate reading FEMALE Lingala (60% None N/A TBD 2015 1.4% N/A comprehension at the end of grade 2 with USG assistance comprension)
Percentage of learners who demonstrate reading None N/A MALE Lingala (60% comprension) TBD 2015 2.1% N/A comprehension at the end of grade 2 with USG assistance Percentage of learners who demonstrate reading fluency at None N/A TOTAL Kiswahili (25 CWPM) TBD 2015 0.3% 3.9% 2.4% -38% the end of grade 2 with USG assistance
Percentage of learners who demonstrate reading fluency at None N/A FEMALE Kiswahili (25 CWPM) TBD 2015 0.0% 4.8% the end of grade 2 with USG assistance
Percentage of learners who demonstrate reading fluency at None N/A MALE Kiswahili (25 CWPM) TBD 2015 0.5% 0.0% the end of grade 2 with USG assistance
Percentage of learners who demonstrate reading fluency at None N/A TOTAL Ciluba (25 CWPM) TBD 2015 1.7% 1.7% N/A the end of grade 2 with USG assistance
Percentage of learners who demonstrate reading fluency at None N/A FEMALE Ciluba (25 CWPM) TBD 2015 0.0% N/A the end of grade 2 with USG assistance
Percentage of learners who demonstrate reading fluency at None N/A MALE Ciluba (25 CWPM) TBD 2015 3.4% N/A the end of grade 2 with USG assistance
Percentage of learners who demonstrate reading fluency at None N/A TOTAL Lingala( 30 CWPM) TBD 2015 1.8% 1.8% N/A the end of grade 2 with USG assistance
Percentage of learners who demonstrate reading fluency at None N/A FEMALE Lingala( 30 CWPM) TBD 2015 1.4% N/A the end of grade 2 with USG assistance
Percentage of learners who demonstrate reading fluency at None N/A MALE Lingala( 30 CWPM) TBD 2015 2.1% N/A the end of grade 2 with USG assistance
Percentage of learners with zero scores at the end of grade None N/A TOTAL Kiswahili (0 CWPM) TBD 2015 82.0% 73.1% 57.9% -21% 2 in an assessment of Oral Reading Fluency
Percentage of learners with zero scores at the end of grade None N/A FEMALE Kiswahili (0 CWPM) TBD 2015 78.6% 55.2% 2 in an assessment of Oral Reading Fluency
Percentage of learners with zero scores at the end of grade None N/A MALE Kiswahili (0 CWPM) TBD 2015 84.7% 60.8% 2 in an assessment of Oral Reading Fluency
Percentage of learners with zero scores at the end of grade None N/A TOTAL Ciluba (0 CWPM) TBD 2015 79.8% 79.8% N/A 2 in an assessment of Oral Reading Fluency
Percentage of learners with zero scores at the end of grade None N/A FEMALE Ciluba (0 CWPM) TBD 2015 88.4% N/A 2 in an assessment of Oral Reading Fluency
Percentage of learners with zero scores at the end of grade None N/A MALE Ciluba (0 CWPM) TBD 2015 71.2% N/A 2 in an assessment of Oral Reading Fluency
Percentage of learners with zero scores at the end of grade None N/A TOTAL Lingala (0 CWPM) TBD 2015 78.9% 78.9% N/A 2 in an assessment of Oral Reading Fluency
Percentage of learners with zero scores at the end of grade None N/A FEMALE Lingala (0 CWPM) TBD 2015 82.0% N/A 2 in an assessment of Oral Reading Fluency Percentage of learners with zero scores at the end of grade None N/A MALE Lingala (0 CWPM) TBD 2015 76.2% N/A 2 in an assessment of Oral Reading Fluency
Percentage of Grade 4 students who after four years of schooling or its equivalent (Niveau 2 in an ALP) are able to None N/A TOTAL French (60% comprension) TBD 2015 7.0% 7.0% N/A read and comprehend grade-level text in French language
Percentage of Grade 4 students who after four years of FEMALE French (60% schooling or its equivalent (Niveau 2 in an ALP) are able to None N/A TBD 2015 6.5% N/A comprension) read and comprehend grade-level text in French language
Percentage of Grade 4 students who after four years of FEMALE French (60% schooling or its equivalent (Niveau 2 in an ALP) are able to None N/A TBD 2015 7.4% N/A comprension) read and comprehend grade-level text in French language
Percentage of Grade 4 students who after four years of schooling or its equivalent (Niveau 2 in an ALP) None N/A TOTAL French( 45 CWPM) TBD 2015 7.7% 7.7% N/A demonstrate reading fluency in French
Percentage of Grade 4 students who after four years of schooling or its equivalent (Niveau 2 in an ALP) None N/A FEMALE French( 45 CWPM) TBD 2015 5.6% N/A demonstrate reading fluency in French
Percentage of Grade 4 students who after four years of schooling or its equivalent (Niveau 2 in an ALP) None N/A TBD 2015 9.5% N/A demonstrate reading fluency in French
Percentage of learners in Grade 4 or its equivalent (Niveau 2 in an ALP) with zero scores in an assessment of Oral None N/A TOTAL French ( 0 CWPM) TBD 2015 39.2% 39.2% N/A Reading Fluency
Percentage of learners in Grade 4 or its equivalent (Niveau 2 in an ALP) with zero scores in an assessment of Oral None N/A FEMALE French ( 0 CWPM) TBD 2015 47.4% N/A Reading Fluency
Percentage of learners in Grade 4 or its equivalent (Niveau 2 in an ALP) with zero scores in an assessment of Oral None N/A MALE French ( 0 CWPM) TBD 2015 32.1% N/A Reading Fluency
Number of learners reached in reading programs at the PMP&PPR N/A Total Nov-16 N/A N/A 576,619 691,631 - - - - 20% primary level (ES.1-5)
Number of learners reached in reading programs at the PMP&PPR N/A Female Nov-16 N/A N/A 275,194 331,096 - - - - 20% primary level (ES.1-5) Number of learners reached in reading programs at the PMP&PPR N/A Male Nov-16 N/A N/A 301,424 360,535 - - - - 20% primary level (ES.1-5) Number of learners reached in reading programs at the PMP&PPR Equateur Formal/Total Nov-16 N/A N/A 53,127 58,948 - - - - 11% primary level Number of learners reached in reading programs at the PMP&PPR Equateur Formal/Female Nov-16 N/A N/A 26,024 28,140 - - - - 8% primary level Number of learners reached in reading programs at the PMP&PPR Equateur Formal/Male Nov-16 N/A N/A 27,103 30,808 - - - - 14% primary level Number of learners reached in reading programs at the PMP&PPR Equateur Non-Formal/Total Nov-16 N/A N/A 635 3,272 - - - - 415% primary level Number of learners reached in reading programs at the PMP&PPR Equateur Non-Formal/Female Nov-16 N/A N/A 326 1,640 - - - - 403% primary level Number of learners reached in reading programs at the PMP&PPR Equateur Non-Formal/Male Nov-16 N/A N/A 309 1,632 - - - - 428% primary level Number of learners reached in reading programs at the PMP&PPR Haut-Katanga Formal/Total Nov-16 N/A N/A 87,420 106,364 - - - - 22% primary level Number of learners reached in reading programs at the PMP&PPR Haut-Katanga Formal/Female Nov-16 N/A N/A 42,675 51,896 - - - - 22% primary level Number of learners reached in reading programs at the PMP&PPR Haut-Katanga Formal/Male Nov-16 N/A N/A 44,745 54,468 - - - - 22% primary level Number of learners reached in reading programs at the PMP&PPR Haut-Katanga Non-Formal/Total Nov-16 N/A N/A 3,104 12,926 - - - - 316% primary level Number of learners reached in reading programs at the PMP&PPR Haut-Katanga Non-Formal/Female Nov-16 N/A N/A 1,672 6,498 - - - - 289% primary level Number of learners reached in reading programs at the PMP&PPR Haut-Katanga Non-Formal/Male Nov-16 N/A N/A 1,432 6,428 - - - - 349% primary level Number of learners reached in reading programs at the PMP&PPR Kasai Oriental Formal/Total Nov-16 N/A N/A 84,231 90,206 - - - - 7% primary level Number of learners reached in reading programs at the PMP&PPR Kasai Oriental Formal/Female Nov-16 N/A N/A 41,335 44,229 - - - - 7% primary level Number of learners reached in reading programs at the PMP&PPR Kasai Oriental Formal/Male Nov-16 N/A N/A 42,896 45,977 - - - - 7% primary level Number of learners reached in reading programs at the PMP&PPR Kasai Oriental Non-Formal/Total Nov-16 N/A N/A 1,018 3,578 - - - - 251% primary level Number of learners reached in reading programs at the PMP&PPR Kasai Oriental Non-Formal/Female Nov-16 N/A N/A 490 1,750 - - - - 257% primary level Number of learners reached in reading programs at the PMP&PPR Kasai Oriental Non-Formal/Male Nov-16 N/A N/A 528 1,828 - - - - 246% primary level Number of learners reached in reading programs at the PMP&PPR Kasai Central Formal/Total Nov-16 N/A N/A 177,510 209,722 - - - - 18% primary level Number of learners reached in reading programs at the PMP&PPR Kasai Central Formal/Female Nov-16 N/A N/A 82,480 98,602 - - - - 20% primary level Number of learners reached in reading programs at the PMP&PPR Kasai Central Formal/Male Nov-16 N/A N/A 95,030 111,120 - - - - 17% primary level Number of learners reached in reading programs at the PMP&PPR Kasai Central Non-Formal/Total Nov-16 N/A N/A 1,248 2,628 - - - - 111% primary level Number of learners reached in reading programs at the PMP&PPR Kasai Central Non-Formal/Female Nov-16 N/A N/A 648 1,377 - - - - 113% primary level Number of learners reached in reading programs at the PMP&PPR Kasai Central Non-Formal/Male Nov-16 N/A N/A 600 1,251 - - - - 109% primary level Number of learners reached in reading programs at the PMP&PPR Lualaba Formal/Total Nov-16 N/A N/A 45,926 53,256 - - - - 16% primary level Number of learners reached in reading programs at the PMP&PPR Lualaba Formal/Female Nov-16 N/A N/A 22,636 25,241 - - - - 12% primary level Number of learners reached in reading programs at the PMP&PPR Lualaba Formal/Male Nov-16 N/A N/A 23,290 28,015 - - - - 20% primary level Number of learners reached in reading programs at the PMP&PPR Lualaba Non-Formal/Total Nov-16 N/A N/A 544 2,229 - - - - 310% primary level Number of learners reached in reading programs at the PMP&PPR Lualaba Non-Formal/Female Nov-16 N/A N/A 252 1,096 - - - - 335% primary level Number of learners reached in reading programs at the PMP&PPR Lualaba Non-Formal/Male Nov-16 N/A N/A 292 1,133 - - - - 288% primary level Number of learners reached in reading programs at the PMP&PPR Sud-Ubangi Formal/Total Nov-16 N/A N/A 111,086 124,914 - - - - 12% primary level Number of learners reached in reading programs at the PMP&PPR Sud-Ubangi Formal/Female Nov-16 N/A N/A 50,803 58,115 - - - - 14% primary level Number of learners reached in reading programs at the PMP&PPR Sud-Ubangi Formal/Male Nov-16 N/A N/A 60,283 66,799 - - - - 11% primary level Number of learners reached in reading programs at the PMP&PPR Sud-Ubangi Non-Formal/Total Nov-16 N/A N/A 269 2,599 - - - - 866% primary level Number of learners reached in reading programs at the PMP&PPR Sud-Ubangi Non-Formal/Female Nov-16 N/A N/A 147 1,338 - - - - 810% primary level Number of learners reached in reading programs at the PMP&PPR Sud-Ubangi Non-Formal/Male Nov-16 N/A N/A 122 1,261 - - - - 934% primary level Number of learners reached in reading programs at the PMP&PPR Nord-Kivu Non-Formal/Total Nov-16 N/A N/A 6,207 13,937 - - - - 125% primary level Number of learners reached in reading programs at the PMP&PPR Nord-Kivu Non-Formal/Female Nov-16 N/A N/A 3,299 7,294 - - - - 121% primary level Number of learners reached in reading programs at the PMP&PPR Nord-Kivu Non-Formal/Male Nov-16 N/A N/A 2,908 6,643 - - - - 128% primary level Number of learners reached in reading programs at the PMP&PPR Sud-Kivu Non-Formal/Total Nov-16 N/A N/A 4,294 7,052 - - - - 64% primary level Number of learners reached in reading programs at the PMP&PPR Sud-Kivu Non-Formal/Female Nov-16 N/A N/A 2,408 3,880 - - - - 61% primary level Number of learners reached in reading programs at the PMP&PPR Sud-Kivu Non-Formal/Male Nov-16 N/A N/A 1,886 3,172 - - - - 68% primary level Number of learners in primary schools or equivalent non- school based settings reached with USG education PPR N/A Total Nov-16 N/A N/A 1,070,615 1,075,680 - - - - 0% N/A assistance (ES.1-3) Number of learners in primary schools or equivalent non- school based settings reached with USG education PPR N/A Female Nov-16 N/A N/A 508,332 507,825 - - - - 0% N/A assistance (ES.1-3)
Number of learners in primary schools or equivalent non- school based settings reached with USG education PPR N/A Male Nov-16 N/A N/A 562,283 567,855 - - - - 1% N/A assistance (ES.1-3) Number of learners in primary schools or equivalent non- school based settings reached with USG education PPR Equateur Formal/Total Nov-16 N/A N/A 99,858 96,084 - - - - -4% assistance Number of learners in primary schools or equivalent non- school based settings reached with USG education PPR Equateur Formal/Female Nov-16 N/A N/A 47,932 45,945 - - - - -4% assistance Number of learners in primary schools or equivalent non- school based settings reached with USG education PPR Equateur Formal/Male Nov-16 N/A N/A 51,926 50,139 - - - - -3% assistance Number of learners in primary schools or equivalent non- school based settings reached with USG education PPR Equateur Non-Formal/Total Nov-16 N/A N/A - 4,461 - - - - assistance Number of learners in primary schools or equivalent non- school based settings reached with USG education PPR Equateur Non-Formal/Female Nov-16 N/A N/A - 2,266 - - - - assistance Number of learners in primary schools or equivalent non- school based settings reached with USG education PPR Equateur Non-Formal/Male Nov-16 N/A N/A - 2,195 - - - - assistance Number of learners in primary schools or equivalent non- school based settings reached with USG education PPR Haut-Katanga Formal/Total Nov-16 N/A N/A 152,632 168,773 - - - - 11% assistance Number of learners in primary schools or equivalent non- school based settings reached with USG education PPR Haut-Katanga Formal/Female Nov-16 N/A N/A 73,263 81,302 - - - - 11% assistance Number of learners in primary schools or equivalent non- school based settings reached with USG education PPR Haut-Katanga Formal/Male Nov-16 N/A N/A 79,368 87,471 - - - - 10% assistance Number of learners in primary schools or equivalent non- school based settings reached with USG education PPR Haut-Katanga Non-Formal/Total Nov-16 N/A N/A 10,299 16,083 - - - - 56% assistance Number of learners in primary schools or equivalent non- school based settings reached with USG education PPR Haut-Katanga Non-Formal/Female Nov-16 N/A N/A 5,252 8,157 - - - - 55% assistance Number of learners in primary schools or equivalent non- school based settings reached with USG education PPR Haut-Katanga Non-Formal/Male Nov-16 N/A N/A 5,046 7,926 - - - - 57% assistance Number of learners in primary schools or equivalent non- school based settings reached with USG education PPR Kasai Oriental Formal/Total Nov-16 N/A N/A 194,507 146,135 - - - - -25% assistance Number of learners in primary schools or equivalent non- school based settings reached with USG education PPR Kasai Oriental Formal/Female Nov-16 N/A N/A 93,363 70,800 - - - - -24% assistance Number of learners in primary schools or equivalent non- school based settings reached with USG education PPR Kasai Oriental Formal/Male Nov-16 N/A N/A 101,144 75,335 - - - - -26% assistance Number of learners in primary schools or equivalent non- school based settings reached with USG education PPR Kasai Oriental Non-Formal/Total Nov-16 N/A N/A 2,278 4,711 - - - - 107% assistance Number of learners in primary schools or equivalent non- school based settings reached with USG education PPR Kasai Oriental Non-Formal/Female Nov-16 N/A N/A 1,162 2,338 - - - - 101% assistance Number of learners in primary schools or equivalent non- school based settings reached with USG education PPR Kasai Oriental Non-Formal/Male Nov-16 N/A N/A 1,116 2,373 - - - - 113% assistance Number of learners in primary schools or equivalent non- school based settings reached with USG education PPR Kasai Central Formal/Total Nov-16 N/A N/A 275,946 327,522 - - - - 19% assistance Number of learners in primary schools or equivalent non- school based settings reached with USG education PPR Kasai Central Formal/Female Nov-16 N/A N/A 132,454 151,692 - - - - 15% assistance Number of learners in primary schools or equivalent non- school based settings reached with USG education PPR Kasai Central Formal/Male Nov-16 N/A N/A 143,492 175,830 - - - - 23% assistance Number of learners in primary schools or equivalent non- school based settings reached with USG education PPR Kasai Central Non-Formal/Total Nov-16 N/A N/A 2,243 3,463 - - - - 54% assistance Number of learners in primary schools or equivalent non- school based settings reached with USG education PPR Kasai Central Non-Formal/Female Nov-16 N/A N/A 1,144 1,804 - - - - 58% assistance Number of learners in primary schools or equivalent non- school based settings reached with USG education PPR Kasai Central Non-Formal/Male Nov-16 N/A N/A 1,099 1,659 - - - - 51% assistance Number of learners in primary schools or equivalent non- school based settings reached with USG education PPR Lualaba Formal/Total Nov-16 N/A N/A 82,012 86,697 - - - - 6% assistance Number of learners in primary schools or equivalent non- school based settings reached with USG education PPR Lualaba Formal/Female Nov-16 N/A N/A 39,366 41,203 - - - - 5% assistance Number of learners in primary schools or equivalent non- school based settings reached with USG education PPR Lualaba Formal/Male Nov-16 N/A N/A 42,646 45,494 - - - - 7% assistance Number of learners in primary schools or equivalent non- school based settings reached with USG education PPR Lualaba Non-Formal/Total Nov-16 N/A N/A 2,006 2,747 - - - - 37% assistance Number of learners in primary schools or equivalent non- school based settings reached with USG education PPR Lualaba Non-Formal/Female Nov-16 N/A N/A 1,023 1,329 - - - - 30% assistance Number of learners in primary schools or equivalent non- school based settings reached with USG education PPR Lualaba Non-Formal/Male Nov-16 N/A N/A 983 1,418 - - - - 44% assistance Number of learners in primary schools or equivalent non- school based settings reached with USG education PPR Nord-Kivu Non-Formal/Total Nov-16 N/A N/A 19,773 16,931 - - - - -14% assistance Number of learners in primary schools or equivalent non- school based settings reached with USG education PPR Nord-Kivu Non-Formal/Female Nov-16 N/A N/A 10,084 8,894 - - - - -12% assistance Number of learners in primary schools or equivalent non- school based settings reached with USG education PPR Nord-Kivu Non-Formal/Male Nov-16 N/A N/A 9,689 8,037 - - - - -17% assistance Number of learners in primary schools or equivalent non- school based settings reached with USG education PPR Sud-Kivu Non-Formal/Total Nov-16 N/A N/A 17,599 8,673 - - - - -51% assistance Number of learners in primary schools or equivalent non- school based settings reached with USG education PPR Sud-Kivu Non-Formal/Female Nov-16 N/A N/A 8,975 4,824 - - - - -46% assistance Number of learners in primary schools or equivalent non- school based settings reached with USG education PPR Sud-Kivu Non-Formal/Male Nov-16 N/A N/A 8,624 3,849 - - - - -55% assistance Number of learners in primary schools or equivalent non- school based settings reached with USG education PPR Sud-Ubangi Formal/Total Nov-16 N/A N/A 211,462 190,078 - - - - -10% assistance Number of learners in primary schools or equivalent non- school based settings reached with USG education PPR Sud-Ubangi Formal/Female Nov-16 N/A N/A 101,502 85,607 - - - - -16% assistance Number of learners in primary schools or equivalent non- school based settings reached with USG education PPR Sud-Ubangi Formal/Male Nov-16 N/A N/A 109,960 104,471 - - - - -5% assistance Number of learners in primary schools or equivalent non- school based settings reached with USG education PPR Sud-Ubangi Non-Formal/Total Nov-16 N/A N/A - 3,322 - - - - assistance Number of learners in primary schools or equivalent non- school based settings reached with USG education PPR Sud-Ubangi Non-Formal/Female Nov-16 N/A N/A - 1,664 - - - - assistance Number of learners in primary schools or equivalent non- school based settings reached with USG education PPR Sud-Ubangi Non-Formal/Male Nov-16 N/A N/A - 1,658 - - - - assistance Number of primary or secondary school educators who complete professional development activities with USG PMP&PPR N/A Total Nov-16 N/A N/A 16,000 5,093 47 72 4974 -68% assistance (ES.1-6)
Number of primary or secondary school educators who complete professional development activities with USG PMP&PPR N/A Female Nov-16 N/A N/A 5,540 2,091 19 32 2040 -62% assistance (ES.1-6)
Number of primary or secondary school educators who complete professional development activities with USG PMP&PPR N/A Male Nov-16 N/A N/A 10,460 3,002 28 40 2934 -71% assistance (ES.1-6)
Number of primary or secondary school educators who complete professional development activities with USG PMP&PPR Equateur Formal/Total Nov-16 N/A N/A 402 402 assistance Number of primary or secondary school educators who complete professional development activities with USG PMP&PPR Equateur Formal/Female Nov-16 N/A N/A 146 146 assistance Number of primary or secondary school educators who complete professional development activities with USG PMP&PPR Equateur Formal/Male Nov-16 N/A N/A 256 256 assistance Number of primary or secondary school educators who complete professional development activities with USG PMP&PPR Equateur Non-Formal/Total Nov-16 N/A N/A 36 36 assistance Number of primary or secondary school educators who complete professional development activities with USG PMP&PPR Equateur Non-Formal/Female Nov-16 N/A N/A 17 17 assistance Number of primary or secondary school educators who complete professional development activities with USG PMP&PPR Equateur Non-Formal/Male Nov-16 N/A N/A 19 19 assistance Number of primary or secondary school educators who complete professional development activities with USG PMP&PPR Haut-Katanga Formal/Total Nov-16 N/A N/A 816 816 assistance Number of primary or secondary school educators who complete professional development activities with USG PMP&PPR Haut-Katanga Formal/Female Nov-16 N/A N/A 462 462 assistance Number of primary or secondary school educators who complete professional development activities with USG PMP&PPR Haut-Katanga Formal/Male Nov-16 N/A N/A 354 354 assistance Number of primary or secondary school educators who complete professional development activities with USG PMP&PPR Haut-Katanga Non-Formal/Total Nov-16 N/A N/A 92 92 assistance Number of primary or secondary school educators who complete professional development activities with USG PMP&PPR Haut-Katanga Non-Formal/Female Nov-16 N/A N/A 56 56 assistance Number of primary or secondary school educators who complete professional development activities with USG PMP&PPR Haut-Katanga Non-Formal/Male Nov-16 N/A N/A 36 36 assistance Number of primary or secondary school educators who complete professional development activities with USG PMP&PPR Kasai Oriental Formal/Total Nov-16 N/A N/A 500 500 assistance Number of primary or secondary school educators who complete professional development activities with USG PMP&PPR Kasai Oriental Formal/Female Nov-16 N/A N/A 207 207 assistance Number of primary or secondary school educators who complete professional development activities with USG PMP&PPR Kasai Oriental Formal/Male Nov-16 N/A N/A 293 293 assistance Number of primary or secondary school educators who complete professional development activities with USG PMP&PPR Kasai Oriental Non-Formal/Total Nov-16 N/A N/A 86 47 39 assistance Number of primary or secondary school educators who complete professional development activities with USG PMP&PPR Kasai Oriental Non-Formal/Female Nov-16 N/A N/A 39 19 20 assistance Number of primary or secondary school educators who complete professional development activities with USG PMP&PPR Kasai Oriental Non-Formal/Male Nov-16 N/A N/A 47 28 19 assistance Number of primary or secondary school educators who complete professional development activities with USG PMP&PPR Kasai Central Formal/Total Nov-16 N/A N/A 1,504 1504 assistance Number of primary or secondary school educators who complete professional development activities with USG PMP&PPR Kasai Central Formal/Female Nov-16 N/A N/A 516 516 assistance Number of primary or secondary school educators who complete professional development activities with USG PMP&PPR Kasai Central Formal/Male Nov-16 N/A N/A 988 988 assistance Number of primary or secondary school educators who complete professional development activities with USG PMP&PPR Kasai Central Non-Formal/Total Nov-16 N/A N/A 103 72 31 assistance Number of primary or secondary school educators who complete professional development activities with USG PMP&PPR Kasai Central Non-Formal/Female Nov-16 N/A N/A 53 32 21 assistance Number of primary or secondary school educators who complete professional development activities with USG PMP&PPR Kasai Central Non-Formal/Male Nov-16 N/A N/A 50 40 10 assistance Number of primary or secondary school educators who complete professional development activities with USG PMP&PPR Lualaba Formal/Total Nov-16 N/A N/A 361 361 assistance Number of primary or secondary school educators who complete professional development activities with USG PMP&PPR Lualaba Formal/Female Nov-16 N/A N/A 193 193 assistance Number of primary or secondary school educators who complete professional development activities with USG PMP&PPR Lualaba Formal/Male Nov-16 N/A N/A 168 168 assistance Number of primary or secondary school educators who complete professional development activities with USG PMP&PPR Lualaba Non-Formal/Total Nov-16 N/A N/A 12 12 assistance Number of primary or secondary school educators who complete professional development activities with USG PMP&PPR Lualaba Non-Formal/Female Nov-16 N/A N/A 7 7 assistance Number of primary or secondary school educators who complete professional development activities with USG PMP&PPR Lualaba Non-Formal/Male Nov-16 N/A N/A 5 5 assistance Number of primary or secondary school educators who complete professional development activities with USG PMP&PPR Nord-Kivu Non-Formal/Total Nov-16 N/A N/A 86 86 assistance Number of primary or secondary school educators who complete professional development activities with USG PMP&PPR Nord-Kivu Non-Formal/Female Nov-16 N/A N/A 53 53 assistance Number of primary or secondary school educators who complete professional development activities with USG PMP&PPR Nord-Kivu Non-Formal/Male Nov-16 N/A N/A 33 33 assistance Number of primary or secondary school educators who complete professional development activities with USG PMP&PPR Sud-Kivu Non-Formal/Total Nov-16 N/A N/A 99 99 assistance Number of primary or secondary school educators who complete professional development activities with USG PMP&PPR Sud-Kivu Non-Formal/Female Nov-16 N/A N/A 65 65 assistance Number of primary or secondary school educators who complete professional development activities with USG PMP&PPR Sud-Kivu Non-Formal/Male Nov-16 N/A N/A 34 34 assistance Number of primary or secondary school educators who complete professional development activities with USG PMP&PPR Sud-Ubangi Formal/Total Nov-16 N/A N/A 959 959 assistance Number of primary or secondary school educators who complete professional development activities with USG PMP&PPR Sud-Ubangi Formal/Female Nov-16 N/A N/A 264 264 assistance Number of primary or secondary school educators who complete professional development activities with USG PMP&PPR Sud-Ubangi Formal/Male Nov-16 N/A N/A 695 695 assistance Number of primary or secondary school educators who complete professional development activities with USG PMP&PPR Sud-Ubangi Non-Formal/Total Nov-16 N/A N/A 37 37 assistance Number of primary or secondary school educators who complete professional development activities with USG PMP&PPR Sud-Ubangi Non-Formal/Female Nov-16 N/A N/A 13 13 assistance Number of primary or secondary school educators who complete professional development activities with USG PMP&PPR Sud-Ubangi Non-Formal/Male Nov-16 N/A N/A 24 24 assistance Number of education administrators and officials who complete professional development activities with USG PMP&PPR N/A Total Nov-16 N/A N/A 4,000 4,120 4,310 4,037 359 3% assistance (ES.1-12) Number of education administrators and officials who complete professional development activities with USG PMP&PPR N/A Female Nov-16 N/A N/A 610 597 575 77 -2% assistance (ES.1-12) Number of education administrators and officials who complete professional development activities with USG PMP&PPR N/A Male Nov-16 N/A N/A 3,390 3,523 3,462 282 4% assistance (ES.1-12) Number of education administrators and officials who complete professional development activities with USG PMP&PPR Equateur Formal/Total Nov-16 N/A N/A 472 441 31 assistance Number of education administrators and officials who complete professional development activities with USG PMP&PPR Equateur Formal/Female Nov-16 N/A N/A 42 39 3 assistance Number of education administrators and officials who complete professional development activities with USG PMP&PPR Equateur Formal/Male Nov-16 N/A N/A 430 402 28 assistance Number of education administrators and officials who complete professional development activities with USG PMP&PPR Equateur Non-Formal/Total Nov-16 N/A N/A 38 38 assistance Number of education administrators and officials who complete professional development activities with USG PMP&PPR Equateur Non-Formal/Female Nov-16 N/A N/A 9 9 assistance Number of education administrators and officials who complete professional development activities with USG PMP&PPR Equateur Non-Formal/Male Nov-16 N/A N/A 29 29 assistance Number of education administrators and officials who complete professional development activities with USG PMP&PPR Haut-Katanga Formal/Total Nov-16 N/A N/A 601 1,220 541 60 assistance Number of education administrators and officials who complete professional development activities with USG PMP&PPR Haut-Katanga Formal/Female Nov-16 N/A N/A 118 335 106 12 assistance Number of education administrators and officials who complete professional development activities with USG PMP&PPR Haut-Katanga Formal/Male Nov-16 N/A N/A 483 867 435 48 assistance Number of education administrators and officials who complete professional development activities with USG PMP&PPR Haut-Katanga Non-Formal/Total Nov-16 N/A N/A 58 58 assistance Number of education administrators and officials who complete professional development activities with USG PMP&PPR Haut-Katanga Non-Formal/Female Nov-16 N/A N/A 27 27 assistance Number of education administrators and officials who complete professional development activities with USG PMP&PPR Haut-Katanga Non-Formal/Male Nov-16 N/A N/A 31 31 assistance Number of education administrators and officials who complete professional development activities with USG PMP&PPR Kasai Oriental Formal/Total Nov-16 N/A N/A 397 850 397 assistance Number of education administrators and officials who complete professional development activities with USG PMP&PPR Kasai Oriental Formal/Female Nov-16 N/A N/A 59 59 assistance Number of education administrators and officials who complete professional development activities with USG PMP&PPR Kasai Oriental Formal/Male Nov-16 N/A N/A 338 338 assistance Number of education administrators and officials who complete professional development activities with USG PMP&PPR Kasai Oriental Non-Formal/Total Nov-16 N/A N/A 43 43 assistance Number of education administrators and officials who complete professional development activities with USG PMP&PPR Kasai Oriental Non-Formal/Female Nov-16 N/A N/A 10 10 assistance Number of education administrators and officials who complete professional development activities with USG PMP&PPR Kasai Oriental Non-Formal/Male Nov-16 N/A N/A 33 33 assistance Number of education administrators and officials who complete professional development activities with USG PMP&PPR Kasai Central Formal/Total Nov-16 N/A N/A 1,164 995 1130 34 assistance Number of education administrators and officials who complete professional development activities with USG PMP&PPR Kasai Central Formal/Female Nov-16 N/A N/A 125 114 11 assistance Number of education administrators and officials who complete professional development activities with USG PMP&PPR Kasai Central Formal/Male Nov-16 N/A N/A 1,039 1016 23 assistance Number of education administrators and officials who complete professional development activities with USG PMP&PPR Kasai Central Non-Formal/Total Nov-16 N/A N/A 44 44 assistance Number of education administrators and officials who complete professional development activities with USG PMP&PPR Kasai Central Non-Formal/Female Nov-16 N/A N/A 11 11 assistance Number of education administrators and officials who complete professional development activities with USG PMP&PPR Kasai Central Non-Formal/Male Nov-16 N/A N/A 33 33 assistance Number of education administrators and officials who complete professional development activities with USG PMP&PPR Lualaba Formal/Total Nov-16 N/A N/A 381 554 234 147 assistance Number of education administrators and officials who complete professional development activities with USG PMP&PPR Lualaba Formal/Female Nov-16 N/A N/A 64 102 31 33 assistance Number of education administrators and officials who complete professional development activities with USG PMP&PPR Lualaba Formal/Male Nov-16 N/A N/A 317 452 203 114 assistance Number of education administrators and officials who complete professional development activities with USG PMP&PPR Lualaba Non-Formal/Total Nov-16 N/A N/A 7 7 assistance Number of education administrators and officials who complete professional development activities with USG PMP&PPR Lualaba Non-Formal/Female Nov-16 N/A N/A 1 1 assistance Number of education administrators and officials who complete professional development activities with USG PMP&PPR Lualaba Non-Formal/Male Nov-16 N/A N/A 6 6 assistance Number of education administrators and officials who complete professional development activities with USG PMP&PPR Nord-Kivu Non-Formal/Total Nov-16 N/A N/A 102 102 assistance Number of education administrators and officials who complete professional development activities with USG PMP&PPR Nord-Kivu Non-Formal/Female Nov-16 N/A N/A 33 33 assistance Number of education administrators and officials who complete professional development activities with USG PMP&PPR Nord-Kivu Non-Formal/Male Nov-16 N/A N/A 69 69 assistance Number of education administrators and officials who complete professional development activities with USG PMP&PPR Sud-Kivu Non-Formal/Total Nov-16 N/A N/A 109 109 assistance Number of education administrators and officials who complete professional development activities with USG PMP&PPR Sud-Kivu Non-Formal/Female Nov-16 N/A N/A 24 24 assistance Number of education administrators and officials who complete professional development activities with USG PMP&PPR Sud-Kivu Non-Formal/Male Nov-16 N/A N/A 85 85 assistance Number of education administrators and officials who complete professional development activities with USG PMP&PPR Sud-Ubangi Formal/Total Nov-16 N/A N/A 672 691 585 87 assistance Number of education administrators and officials who complete professional development activities with USG PMP&PPR Sud-Ubangi Formal/Female Nov-16 N/A N/A 67 49 18 assistance Number of education administrators and officials who complete professional development activities with USG PMP&PPR Sud-Ubangi Formal/Male Nov-16 N/A N/A 605 536 69 assistance Number of education administrators and officials who complete professional development activities with USG PMP&PPR Sud-Ubangi Non-Formal/Total Nov-16 N/A N/A 32 32 assistance Number of education administrators and officials who complete professional development activities with USG PMP&PPR Sud-Ubangi Non-Formal/Female Nov-16 N/A N/A 7 7 assistance Number of education administrators and officials who complete professional development activities with USG PMP&PPR Sud-Ubangi Non-Formal/Male Nov-16 N/A N/A 25 25 assistance
Number of parent teacher associations (PTAs) or community governance structures engaged in primary or PMP&PPR N/A Total TBD N/A N/A 2,600 1,736 1,548 1137 0 -33% secondary education supported with USG assistance (ES.1- 13)
Number of parent teacher associations (PTAs) or community governance structures engaged in primary or secondary PMP&PPR Haut-Katanga N/A TBD N/A N/A 330 325 325 223 -2% education supported with USG assistance Number of parent teacher associations (PTAs) or community governance structures engaged in primary or secondary PMP&PPR Lualaba N/A TBD N/A N/A 160 168 155 168 5% education supported with USG assistance
Number of parent teacher associations (PTAs) or community governance structures engaged in primary or secondary PMP&PPR Kasai Oriental N/A TBD N/A N/A 270 289 289 273 7% education supported with USG assistance
Number of parent teacher associations (PTAs) or community governance structures engaged in primary or secondary PMP&PPR Kasai Central N/A TBD N/A N/A 990 259 259 0 -74% education supported with USG assistance
Number of parent teacher associations (PTAs) or community governance structures engaged in primary or secondary PMP&PPR Equateur N/A TBD N/A N/A 400 393 393 171 -2% education supported with USG assistance
Number of parent teacher associations (PTAs) or community governance structures engaged in primary or secondary PMP&PPR Sud-Ubangi N/A TBD N/A N/A 450 302 117 302 -33% education supported with USG assistance
Number of public-private partnerships (PPPs) supporting None N/A N/A TBD N/A N/A 1 0 - - - -100% project outcomes
Number of additional learners enrolled in primary schools or equivalent non-school-based settings from improved None N/A Total TBD N/A N/A 44290 75026 - - - - 69% retention through U.S. government and UKAID support
Number of additional learners enrolled in primary schools or equivalent non-school-based settings from improved None N/A Female TBD N/A N/A 23872 32672 - - - - 37% retention through U.S. government and UKAID support
Number of additional learners enrolled in primary schools or equivalent non-school-based settings from improved None N/A Male TBD N/A N/A 20418 42354 - - - - 107% retention through U.S. government and UKAID support
Number of additional learners enrolled in primary schools or equivalent non-school-based settings from improved None Haut-Katanga Formal/Total TBD N/A N/A 21695 - - - - retention through U.S. government and UKAID support
Number of additional learners enrolled in primary schools or equivalent non-school-based settings from improved None Haut-Katanga Formal/Female TBD N/A N/A 10310 - - - - retention through U.S. government and UKAID support
Number of additional learners enrolled in primary schools or equivalent non-school-based settings from improved None Haut-Katanga Formal/Male TBD N/A N/A 11385 - - - - retention through U.S. government and UKAID support
Number of additional learners enrolled in primary schools or equivalent non-school-based settings from improved None Haut-Katanga NonFormal/Total TBD N/A N/A 6887 - - - - retention through U.S. government and UKAID support
Number of additional learners enrolled in primary schools or equivalent non-school-based settings from improved None Haut-Katanga NonFormal/Female TBD N/A N/A 3331 - - - - retention through U.S. government and UKAID support
Number of additional learners enrolled in primary schools or equivalent non-school-based settings from improved None Haut-Katanga NonFormal/Male TBD N/A N/A 3556 - - - - retention through U.S. government and UKAID support
Number of additional learners enrolled in primary schools or equivalent non-school-based settings from improved None Lualaba Formal/Total TBD N/A N/A 6909 - - - - retention through U.S. government and UKAID support Number of additional learners enrolled in primary schools or equivalent non-school-based settings from improved None Lualaba Formal/Female TBD N/A N/A 1769 - - - - retention through U.S. government and UKAID support
Number of additional learners enrolled in primary schools or equivalent non-school-based settings from improved None Lualaba Formal/Male TBD N/A N/A 5140 - - - - retention through U.S. government and UKAID support
Number of additional learners enrolled in primary schools or equivalent non-school-based settings from improved None Lualaba NonFormal/Total TBD N/A N/A 718 - - - - retention through U.S. government and UKAID support
Number of additional learners enrolled in primary schools or equivalent non-school-based settings from improved None Lualaba NonFormal/Female TBD N/A N/A 389 - - - - retention through U.S. government and UKAID support
Number of additional learners enrolled in primary schools or equivalent non-school-based settings from improved None Lualaba NonFormal/Male TBD N/A N/A 329 - - - - retention through U.S. government and UKAID support
Number of additional learners enrolled in primary schools or equivalent non-school-based settings from improved None Equateur Formal/Total TBD N/A N/A 4507 - - - - retention through U.S. government and UKAID support
Number of additional learners enrolled in primary schools or equivalent non-school-based settings from improved None Equateur Formal/Female TBD N/A N/A 1114 - - - - retention through U.S. government and UKAID support
Number of additional learners enrolled in primary schools or equivalent non-school-based settings from improved None Equateur Formal/Male TBD N/A N/A 3393 - - - - retention through U.S. government and UKAID support
Number of additional learners enrolled in primary schools or equivalent non-school-based settings from improved None Equateur NonFormal/Total TBD N/A N/A 2383 - - - - retention through U.S. government and UKAID support
Number of additional learners enrolled in primary schools or equivalent non-school-based settings from improved None Equateur NonFormal/Female TBD N/A N/A 1203 - - - - retention through U.S. government and UKAID support
Number of additional learners enrolled in primary schools or equivalent non-school-based settings from improved None Equateur NonFormal/Male TBD N/A N/A 1180 - - - - retention through U.S. government and UKAID support
Number of additional learners enrolled in primary schools or equivalent non-school-based settings from improved None Kasai Central Formal/Total TBD N/A N/A 26648 - - - - retention through U.S. government and UKAID support
Number of additional learners enrolled in primary schools or equivalent non-school-based settings from improved None Kasai Central Formal/Female TBD N/A N/A 13305 - - - - retention through U.S. government and UKAID support
Number of additional learners enrolled in primary schools or equivalent non-school-based settings from improved None Kasai Central Formal/Male TBD N/A N/A 13343 - - - - retention through U.S. government and UKAID support
Number of additional learners enrolled in primary schools or equivalent non-school-based settings from improved None Kasai Central NonFormal/Total TBD N/A N/A 14 - - - - retention through U.S. government and UKAID support
Number of additional learners enrolled in primary schools or equivalent non-school-based settings from improved None Kasai Central NonFormal/Female TBD N/A N/A -17 - - - - retention through U.S. government and UKAID support Number of additional learners enrolled in primary schools or equivalent non-school-based settings from improved None Kasai Central NonFormal/Male TBD N/A N/A 31 - - - - retention through U.S. government and UKAID support
Number of additional learners enrolled in primary schools or equivalent non-school-based settings from improved None Kasai Oriental Formal/Total TBD N/A N/A -330 - - - - retention through U.S. government and UKAID support
Number of additional learners enrolled in primary schools or equivalent non-school-based settings from improved None Kasai Oriental Formal/Female TBD N/A N/A -935 - - - - retention through U.S. government and UKAID support
Number of additional learners enrolled in primary schools or equivalent non-school-based settings from improved None Kasai Oriental Formal/Male TBD N/A N/A 605 - - - - retention through U.S. government and UKAID support
Number of additional learners enrolled in primary schools or equivalent non-school-based settings from improved None Kasai Oriental NonFormal/Total TBD N/A N/A 1504 - - - - retention through U.S. government and UKAID support
Number of additional learners enrolled in primary schools or equivalent non-school-based settings from improved None Kasai Oriental NonFormal/Female TBD N/A N/A 745 - - - - retention through U.S. government and UKAID support
Number of additional learners enrolled in primary schools or equivalent non-school-based settings from improved None Kasai Oriental NonFormal/Male TBD N/A N/A 759 - - - - retention through U.S. government and UKAID support
Number of additional learners enrolled in primary schools or equivalent non-school-based settings from improved None Nord-Kivu NonFormal/Total TBD N/A N/A -74 - - - - retention through U.S. government and UKAID support
Number of additional learners enrolled in primary schools or equivalent non-school-based settings from improved None Nord-Kivu NonFormal/Female TBD N/A N/A -477 - - - - retention through U.S. government and UKAID support
Number of additional learners enrolled in primary schools or equivalent non-school-based settings from improved None Nord-Kivu NonFormal/Male TBD N/A N/A 403 - - - - retention through U.S. government and UKAID support
Number of additional learners enrolled in primary schools or equivalent non-school-based settings from improved None Sud-Kivu NonFormal/Total TBD N/A N/A -6518 - - - - retention through U.S. government and UKAID support
Number of additional learners enrolled in primary schools or equivalent non-school-based settings from improved None Sud-Kivu NonFormal/Female TBD N/A N/A -3720 - - - - retention through U.S. government and UKAID support
Number of additional learners enrolled in primary schools or equivalent non-school-based settings from improved None Sud-Kivu NonFormal/Male TBD N/A N/A -2798 - - - - retention through U.S. government and UKAID support
Number of additional learners enrolled in primary schools or equivalent non-school-based settings from improved None Sud-Ubangi Formal/Total TBD N/A N/A 8255 - - - - retention through U.S. government and UKAID support
Number of additional learners enrolled in primary schools or equivalent non-school-based settings from improved None Sud-Ubangi Formal/Female TBD N/A N/A 4486 - - - - retention through U.S. government and UKAID support
Number of additional learners enrolled in primary schools or equivalent non-school-based settings from improved None Sud-Ubangi Formal/Male TBD N/A N/A 3769 - - - - retention through U.S. government and UKAID support Number of additional learners enrolled in primary schools or equivalent non-school-based settings from improved None Sud-Ubangi NonFormal/Total TBD N/A N/A 2428 - - - - retention through U.S. government and UKAID support
Number of additional learners enrolled in primary schools or equivalent non-school-based settings from improved None Sud-Ubangi NonFormal/Female TBD N/A N/A 1169 - - - - retention through U.S. government and UKAID support
Number of additional learners enrolled in primary schools or equivalent non-school-based settings from improved None Sud-Ubangi NonFormal/Male TBD N/A N/A 1259 - - - - retention through U.S. government and UKAID support
Percentage of enrolled learners who continue on to next None N/A Total TBD N/A N/A 77% 77% - - - - 0% grade Percentage of enrolled learners who continue on to next None N/A Female TBD N/A N/A 81% 76% - - - - -6% grade Percentage of enrolled learners who continue on to next None N/A Male TBD N/A N/A 72% 79% - - - - 10% grade Percentage of enrolled learners who continue on to next None Haut-Katanga Formal/Female TBD N/A N/A 88% grade Percentage of enrolled learners who continue on to next None Haut-Katanga Formal/Male TBD N/A N/A 91% grade Percentage of enrolled learners who continue on to next None Haut-Katanga NonFormal/Female TBD N/A N/A 103% grade Percentage of enrolled learners who continue on to next None Haut-Katanga NonFormal/Male TBD N/A N/A 114% grade Percentage of enrolled learners who continue on to next None Lualaba Formal/Female TBD N/A N/A 82% grade Percentage of enrolled learners who continue on to next None Lualaba Formal/Male TBD N/A N/A 91% grade Percentage of enrolled learners who continue on to next None Lualaba NonFormal/Female TBD N/A N/A 82% grade Percentage of enrolled learners who continue on to next None Lualaba NonFormal/Male TBD N/A N/A 93% grade Percentage of enrolled learners who continue on to next None Kasai Oriental Formal/Female TBD N/A N/A 72% grade Percentage of enrolled learners who continue on to next None Kasai Oriental Formal/Male TBD N/A N/A 76% grade Percentage of enrolled learners who continue on to next None Kasai Oriental NonFormal/Female TBD N/A N/A 106% grade Percentage of enrolled learners who continue on to next None Kasai Oriental NonFormal/Male TBD N/A N/A 102% grade Percentage of enrolled learners who continue on to next None Kasai Central Formal/Female TBD N/A N/A 77% grade Percentage of enrolled learners who continue on to next None Kasai Central Formal/Male TBD N/A N/A 78% grade Percentage of enrolled learners who continue on to next None Kasai Central NonFormal/Female TBD N/A N/A 63% grade Percentage of enrolled learners who continue on to next None Kasai Central NonFormal/Male TBD N/A N/A 66% grade Percentage of enrolled learners who continue on to next None Equateur Formal/Female TBD N/A N/A 76% grade Percentage of enrolled learners who continue on to next None Equateur Formal/Male TBD N/A N/A 81% grade Percentage of enrolled learners who continue on to next None Equateur NonFormal/Female TBD N/A N/A 151% grade Percentage of enrolled learners who continue on to next None Equateur NonFormal/Male TBD N/A N/A 161% grade Percentage of enrolled learners who continue on to next None Sud-Ubangi Formal/Female TBD N/A N/A 65% grade Percentage of enrolled learners who continue on to next None Sud-Ubangi Formal/Male TBD N/A N/A 70% grade Percentage of enrolled learners who continue on to next None Sud-Ubangi NonFormal/Female TBD N/A N/A 112% grade Percentage of enrolled learners who continue on to next None Sud-Ubangi NonFormal/Male TBD N/A N/A 104% grade Percentage of enrolled learners who continue on to next None Nord-Kivu NonFormal/Female TBD N/A N/A 53% grade Percentage of enrolled learners who continue on to next None Nord-Kivu NonFormal/Male TBD N/A N/A 57% grade Percentage of enrolled learners who continue on to next None Sud-Kivu NonFormal/Female TBD N/A N/A 31% grade Percentage of enrolled learners who continue on to next None Sud-Kivu NonFormal/Male TBD N/A N/A 31% grade Number of new entrants in primary schools or equivalent non-school-based settings with U.S. government and None N/A Total TBD N/A N/A 395,218 264,578 - - - - -33% UKAID support Number of new entrants in primary schools or equivalent non-school-based settings with U.S. government and None N/A Female TBD N/A N/A 191,874 127,990 - - - - -33% UKAID support Number of new entrants in primary schools or equivalent non-school-based settings with U.S. government and None N/A Male TBD N/A N/A 203,344 136,588 - - - - -33% UKAID support Number of new entrants in primary schools or equivalent non-school-based settings with U.S. government and UKAID None Equateur Formal/Total TBD N/A N/A 19,965 - - - - support Number of new entrants in primary schools or equivalent non-school-based settings with U.S. government and UKAID None Equateur Formal/Female TBD N/A N/A 9,438 - - - - support Number of new entrants in primary schools or equivalent non-school-based settings with U.S. government and UKAID None Equateur Formal/Male TBD N/A N/A 10,527 - - - - support Number of new entrants in primary schools or equivalent non-school-based settings with U.S. government and UKAID None Equateur Non-Formal/Total TBD N/A N/A 1,511 - - - - support Number of new entrants in primary schools or equivalent non-school-based settings with U.S. government and UKAID None Equateur Non-Formal/Female TBD N/A N/A 784 - - - - support Number of new entrants in primary schools or equivalent non-school-based settings with U.S. government and UKAID None Equateur Non-Formal/Male TBD N/A N/A 727 - - - - support Number of new entrants in primary schools or equivalent non-school-based settings with U.S. government and UKAID None Haut-Katanga Formal/Total TBD N/A N/A 40,051 - - - - support Number of new entrants in primary schools or equivalent non-school-based settings with U.S. government and UKAID None Haut-Katanga Formal/Female TBD N/A N/A 19,760 - - - - support Number of new entrants in primary schools or equivalent non-school-based settings with U.S. government and UKAID None Haut-Katanga Formal/Male TBD N/A N/A 20,291 - - - - support Number of new entrants in primary schools or equivalent non-school-based settings with U.S. government and UKAID None Haut-Katanga Non-Formal/Total TBD N/A N/A 6,899 - - - - support Number of new entrants in primary schools or equivalent non-school-based settings with U.S. government and UKAID None Haut-Katanga Non-Formal/Female TBD N/A N/A 3,456 - - - - support Number of new entrants in primary schools or equivalent non-school-based settings with U.S. government and UKAID None Haut-Katanga Non-Formal/Male TBD N/A N/A 3,443 - - - - support Number of new entrants in primary schools or equivalent non-school-based settings with U.S. government and UKAID None Kasai Oriental Formal/Total TBD N/A N/A 33,706 - - - - support Number of new entrants in primary schools or equivalent non-school-based settings with U.S. government and UKAID None Kasai Oriental Formal/Female TBD N/A N/A 16,812 - - - - support Number of new entrants in primary schools or equivalent non-school-based settings with U.S. government and UKAID None Kasai Oriental Formal/Male TBD N/A N/A 16,894 - - - - support Number of new entrants in primary schools or equivalent non-school-based settings with U.S. government and UKAID None Kasai Oriental Non-Formal/Total TBD N/A N/A 1,733 - - - - support Number of new entrants in primary schools or equivalent non-school-based settings with U.S. government and UKAID None Kasai Oriental Non-Formal/Female TBD N/A N/A 839 - - - - support Number of new entrants in primary schools or equivalent non-school-based settings with U.S. government and UKAID None Kasai Oriental Non-Formal/Male TBD N/A N/A 894 - - - - support Number of new entrants in primary schools or equivalent non-school-based settings with U.S. government and UKAID None Kasai Central Formal/Total TBD N/A N/A 82,019 - - - - support Number of new entrants in primary schools or equivalent non-school-based settings with U.S. government and UKAID None Kasai Central Formal/Female TBD N/A N/A 38,779 - - - - support Number of new entrants in primary schools or equivalent non-school-based settings with U.S. government and UKAID None Kasai Central Formal/Male TBD N/A N/A 43,240 - - - - support Number of new entrants in primary schools or equivalent non-school-based settings with U.S. government and UKAID None Kasai Central Non-Formal/Total TBD N/A N/A 1,374 - - - - support Number of new entrants in primary schools or equivalent non-school-based settings with U.S. government and UKAID None Kasai Central Non-Formal/Female TBD N/A N/A 737 - - - - support Number of new entrants in primary schools or equivalent non-school-based settings with U.S. government and UKAID None Kasai Central Non-Formal/Male TBD N/A N/A 637 - - - - support Number of new entrants in primary schools or equivalent non-school-based settings with U.S. government and UKAID None Lualaba Formal/Total TBD N/A N/A 17,726 - - - - support Number of new entrants in primary schools or equivalent non-school-based settings with U.S. government and UKAID None Lualaba Formal/Female TBD N/A N/A 8,537 - - - - support Number of new entrants in primary schools or equivalent non-school-based settings with U.S. government and UKAID None Lualaba Formal/Male TBD N/A N/A 9,189 - - - - support Number of new entrants in primary schools or equivalent non-school-based settings with U.S. government and UKAID None Lualaba Non-Formal/Total TBD N/A N/A 1,029 - - - - support Number of new entrants in primary schools or equivalent non-school-based settings with U.S. government and UKAID None Lualaba Non-Formal/Female TBD N/A N/A 484 - - - - support Number of new entrants in primary schools or equivalent non-school-based settings with U.S. government and UKAID None Lualaba Non-Formal/Male TBD N/A N/A 545 - - - - support Number of new entrants in primary schools or equivalent non-school-based settings with U.S. government and UKAID None Nord-Kivu Non-Formal/Total TBD N/A N/A 7,929 - - - - support Number of new entrants in primary schools or equivalent non-school-based settings with U.S. government and UKAID None Nord-Kivu Non-Formal/Female TBD N/A N/A 4,195 - - - - support Number of new entrants in primary schools or equivalent non-school-based settings with U.S. government and UKAID None Nord-Kivu Non-Formal/Male TBD N/A N/A 3,734 - - - - support Number of new entrants in primary schools or equivalent non-school-based settings with U.S. government and UKAID None Sud-Kivu Non-Formal/Total TBD N/A N/A 3,366 - - - - support Number of new entrants in primary schools or equivalent non-school-based settings with U.S. government and UKAID None Sud-Kivu Non-Formal/Female TBD N/A N/A 1,882 - - - - support Number of new entrants in primary schools or equivalent non-school-based settings with U.S. government and UKAID None Sud-Kivu Non-Formal/Male TBD N/A N/A 1,484 - - - - support Number of new entrants in primary schools or equivalent non-school-based settings with U.S. government and UKAID None Sud-Ubangi Formal/Total TBD N/A N/A 45,866 - - - - support Number of new entrants in primary schools or equivalent non-school-based settings with U.S. government and UKAID None Sud-Ubangi Formal/Female TBD N/A N/A 21,551 - - - - support Number of new entrants in primary schools or equivalent non-school-based settings with U.S. government and UKAID None Sud-Ubangi Formal/Male TBD N/A N/A 24,315 - - - - support Number of new entrants in primary schools or equivalent non-school-based settings with U.S. government and UKAID None Sud-Ubangi Non-Formal/Total TBD N/A N/A 1,404 - - - - support Number of new entrants in primary schools or equivalent non-school-based settings with U.S. government and UKAID None Sud-Ubangi Non-Formal/Female TBD N/A N/A 736 - - - - support Number of new entrants in primary schools or equivalent non-school-based settings with U.S. government and UKAID None Sud-Ubangi Non-Formal/Male TBD N/A N/A 668 - - - - support
Percent of conflict-affected youth in targeted CAP classes demonstrating a minimum level of key competencies for None N/A N/A TBD N/A N/A 40% TBD workforce-readiness
Number of children in targeted school-communities PMP N/A Total TBD N/A N/A 246,706 11,231 9,625 1,606 - -95% receiving material support to access education
Number of children in targeted school-communities PMP N/A Female TBD N/A N/A 122,848 5,479 4,710 769 - -96% receiving material support to access education
Number of children in targeted school-communities PMP N/A Male TBD N/A N/A 123,858 5,752 4,915 837 - -95% receiving material support to access education
Number of children in targeted school-communities PMP Haut-Katanga Formal/Total TBD N/A N/A 1,981 1,422 559 receiving material support to access education
Number of children in targeted school-communities PMP Haut-Katanga Formal/Female TBD N/A N/A 972 695 277 receiving material support to access education
Number of children in targeted school-communities PMP Haut-Katanga Formal/Male TBD N/A N/A 1,009 727 282 receiving material support to access education
Number of children in targeted school-communities PMP Haut-Katanga Non-Formal/Total TBD N/A N/A - receiving material support to access education
Number of children in targeted school-communities PMP Haut-Katanga Non-Formal/Female TBD N/A N/A - receiving material support to access education
Number of children in targeted school-communities PMP Haut-Katanga Non-Formal/Male TBD N/A N/A - receiving material support to access education
Number of children in targeted school-communities PMP Lualaba Formal/Total TBD N/A N/A - receiving material support to access education
Number of children in targeted school-communities PMP Lualaba Formal/Female TBD N/A N/A - receiving material support to access education
Number of children in targeted school-communities PMP Lualaba Formal/Male TBD N/A N/A - receiving material support to access education Number of children in targeted school-communities PMP Lualaba Non-Formal/Total TBD N/A N/A - receiving material support to access education
Number of children in targeted school-communities PMP Lualaba Non-Formal/Female TBD N/A N/A - receiving material support to access education
Number of children in targeted school-communities PMP Lualaba Non-Formal/Male TBD N/A N/A - receiving material support to access education
Number of children in targeted school-communities PMP Kasai Oriental Formal/Total TBD N/A N/A 7,404 7,404 receiving material support to access education
Number of children in targeted school-communities PMP Kasai Oriental Formal/Female TBD N/A N/A 3,621 3,621 receiving material support to access education
Number of children in targeted school-communities PMP Kasai Oriental Formal/Male TBD N/A N/A 3,783 3,783 receiving material support to access education
Number of children in targeted school-communities PMP Kasai Central Formal/Total TBD N/A N/A 1,846 799 1,047 receiving material support to access education
Number of children in targeted school-communities PMP Kasai Central Formal/Female TBD N/A N/A 886 394 492 receiving material support to access education
Number of children in targeted school-communities PMP Kasai Central Formal/Male TBD N/A N/A 960 405 555 receiving material support to access education
Number of children in targeted school-communities PMP Kasai Central Non-Formal/Total TBD N/A N/A - receiving material support to access education
Number of children in targeted school-communities PMP Kasai Central Non-Formal/Female TBD N/A N/A - receiving material support to access education
Number of children in targeted school-communities PMP Kasai Central Non-Formal/Male TBD N/A N/A - receiving material support to access education
Number of children in targeted school-communities PMP Nord-Kivu Non-Formal/Total TBD N/A N/A - receiving material support to access education
Number of children in targeted school-communities PMP Nord-Kivu Non-Formal/Female TBD N/A N/A - receiving material support to access education
Number of children in targeted school-communities PMP Nord-Kivu Non-Formal/Male TBD N/A N/A - receiving material support to access education
Number of children in targeted school-communities PMP Sud-Kivu Non-Formal/Total TBD N/A N/A - receiving material support to access education
Number of children in targeted school-communities PMP Sud-Kivu Non-Formal/Female TBD N/A N/A - receiving material support to access education
Number of children in targeted school-communities PMP Sud-Kivu Non-Formal/Male TBD N/A N/A - receiving material support to access education
Number of primary or secondary classrooms built or PPR N/A Total TBD N/A N/A 104 0 - - - - -100% repaired with USG assistance (ES.1-14)
Number of CRS receiving project support to increase PMP N/A Total TBD N/A N/A 320 336 336 5% access to high quality learning
Number of CRS receiving project support to increase access PMP Haut-Katanga N/A TBD N/A N/A 54 51 51 -6% to high quality learning Number of CRS receiving project support to increase access PMP Lualaba N/A TBD N/A N/A 8 7 7 -13% to high quality learning
Number of CRS receiving project support to increase access PMP Kasai Oriental N/A TBD N/A N/A 24 27 27 13% to high quality learning
Number of CRS receiving project support to increase access PMP Kasai Central N/A TBD N/A N/A 32 29 29 -9% to high quality learning
Number of CRS receiving project support to increase access PMP Equateur N/A TBD N/A N/A 19 32 32 68% to high quality learning
Number of CRS receiving project support to increase access PMP Sud-Ubangi N/A TBD N/A N/A 13 25 25 92% to high quality learning Number of CRS receiving project support to increase access PMP Nord-Kivu N/A TBD N/A N/A 86 84 84 -2% to high quality learning Number of CRS receiving project support to increase access PMP Sud-Kivu N/A TBD N/A N/A 84 81 81 -4% to high quality learning Number of CAPS receiving project support to increase None N/A N/A TBD N/A N/A 180 - - - -100% access to high quality learning
Number of youth in targeted CAPs who receive project- None N/A N/A TBD N/A N/A 18,000 - - - -100% supported vocational training
Number of targeted school-communities receiving project grant funds to improve equity of access, retention, or None N/A Total TBD N/A N/A 1,642 284 66 189 67 -83% completion Number of targeted school-communities receiving project grant funds to improve equity of access, retention, or None Haut-Katanga N/A TBD N/A N/A 233 161 - 161 26 -31% completion Number of targeted school-communities receiving project grant funds to improve equity of access, retention, or None Kasai Oriental N/A TBD N/A N/A 157 66 66 - - -58% completion Number of targeted school-communities receiving project grant funds to improve equity of access, retention, or None Kasai Central N/A TBD N/A N/A 535 41 - 12 41 -92% completion Number of targeted school-communities receiving project grant funds to improve equity of access, retention, or None Lualaba N/A TBD N/A N/A 98 16 - 16 - -84% completion Number of targeted school-communities receiving project grant funds to improve equity of access, retention, or Equateur N/A TBD N/A N/A 221 - - - - -100% completion Number of targeted school-communities receiving project grant funds to improve equity of access, retention, or Sud-Ubangi N/A TBD N/A N/A 260 - - - - -100% completion Number of targeted school-communities receiving project grant funds to improve equity of access, retention, or Nord-Kivu N/A TBD N/A N/A 71 - - - - -100% completion Number of targeted school-communities receiving project grant funds to improve equity of access, retention, or Sud-Kivu N/A TBD N/A N/A 68 - - - - -100% completion Percentage of targeted subprovinces reached with campaigns for mobilizing stakeholder support for school None N/A Total TBD N/A N/A 90% 100% 100% - - 11% access, retention, or completion Number of targeted subprovinces reached with campaigns for mobilizing stakeholder support for school access, None Kasai Oriental N/A TBD N/A N/A 5 5 5 - - 0% retention, or completion Number of targeted subprovinces reached with campaigns for mobilizing stakeholder support for school access, None Kasai Central N/A TBD N/A N/A 6 6 6 - - 0% retention, or completion Number of targeted subprovinces reached with campaigns for mobilizing stakeholder support for school access, None Haut-Katanga N/A TBD N/A N/A 6 6 6 - - 0% retention, or completion Number of targeted subprovinces reached with campaigns for mobilizing stakeholder support for school access, None Lualaba N/A TBD N/A N/A 3 3 3 - - 0% retention, or completion Number of targeted subprovinces reached with campaigns for mobilizing stakeholder support for school access, None Equateur N/A TBD N/A N/A 3 3 3 - - 0% retention, or completion Number of targeted subprovinces reached with campaigns for mobilizing stakeholder support for school access, None Sud-Ubangi N/A TBD N/A N/A 3 3 3 - - 0% retention, or completion
Number of USG supported schools or learning spaces PMP N/A Total TBD N/A N/A 1,040 TBD meeting criteria for safe schools program
Number of school-community actors trained in safe school None N/A Total TBD N/A N/A 3,852 978 0 978 -75% methods Number of school-community actors trained in safe school None N/A Female TBD N/A N/A 1,275 - -100% methods Number of school-community actors trained in safe school None N/A Male TBD N/A N/A 2,577 - -100% methods Number of school-community actors trained in safe school None Equateur Total TBD N/A N/A - methods Number of school-community actors trained in safe school None Equateur Female TBD N/A N/A - methods Number of school-community actors trained in safe school None Equateur Male TBD N/A N/A - methods Number of school-community actors trained in safe school None Haut-Katanga Total/Formal TBD N/A N/A 310 310 methods Number of school-community actors trained in safe school None Haut-Katanga Female/Formal TBD N/A N/A - methods Number of school-community actors trained in safe school None Haut-Katanga Male/Formal TBD N/A N/A - methods Number of school-community actors trained in safe school None Haut-Katanga Total/NonFormal TBD N/A N/A 38 methods Number of school-community actors trained in safe school None Haut-Katanga Female/NonFormal TBD N/A N/A methods Number of school-community actors trained in safe school None Haut-Katanga Male/NonFormal TBD N/A N/A methods Number of school-community actors trained in safe school None Kasai Central Total TBD N/A N/A - methods Number of school-community actors trained in safe school None Kasai Central Female TBD N/A N/A - methods Number of school-community actors trained in safe school None Kasai Central Male TBD N/A N/A - methods Number of school-community actors trained in safe school None Kasai Oriental Total TBD N/A N/A - methods Number of school-community actors trained in safe school None Kasai Oriental Female TBD N/A N/A - methods Number of school-community actors trained in safe school None Kasai Oriental Male TBD N/A N/A - methods Number of school-community actors trained in safe school None Lualaba Total TBD N/A N/A 210 210 methods Number of school-community actors trained in safe school None Lualaba Female TBD N/A N/A - methods Number of school-community actors trained in safe school None Lualaba Male TBD N/A N/A - methods Number of school-community actors trained in safe school None Sud-Ubangi Total TBD N/A N/A 420 420 methods Number of school-community actors trained in safe school None Sud-Ubangi Female TBD N/A N/A - methods Number of school-community actors trained in safe school None Sud-Ubangi Male TBD N/A N/A - methods Number of school-community actors trained in safe school None Nord-Kivu Total TBD N/A N/A - methods Number of school-community actors trained in safe school None Nord-Kivu Female TBD N/A N/A - methods Number of school-community actors trained in safe school None Nord-Kivu Male TBD N/A N/A - methods Number of school-community actors trained in safe school None Sud-Kivu Total TBD N/A N/A - methods Number of school-community actors trained in safe school None Sud-Kivu Female TBD N/A N/A - methods Number of school-community actors trained in safe school None Sud-Kivu Male TBD N/A N/A - methods
Percentage of schools (and non-formal equivalents) None N/A Total -Formal TBD 2016 65% 70% 58% -17% benefiting from health-related interventions
Percentage of schools (and non-formal equivalents) None N/A Total - Non Formal TBD 2016 45% 50% 45% -10% benefiting from health-related interventions
Percentage of schools (and non-formal equivalents) None Haut-Katanga Formel TBD 2016 59% 65% 64% -2% benefiting from health-related interventions Percentage of schools (and non-formal equivalents) None Haut-Katanga Non Formel TBD 2016 11% 15% 43% 187% benefiting from health-related interventions Percentage of schools (and non-formal equivalents) None Lualaba Formel TBD 2016 68% 70% 87% 24% benefiting from health-related interventions Percentage of schools (and non-formal equivalents) None Lualaba Non Formel TBD 2016 25% 30% 50% 67% benefiting from health-related interventions Percentage of schools (and non-formal equivalents) None Kasai Oriental Formel TBD 2016 70% 75% 59% -21% benefiting from health-related interventions Percentage of schools (and non-formal equivalents) None Kasai Oriental Non Formel TBD 2016 86% 90% 56% -38% benefiting from health-related interventions Percentage of schools (and non-formal equivalents) None Kasai Central Formel TBD 2016 72% 75% 68% -9% benefiting from health-related interventions Percentage of schools (and non-formal equivalents) None Kasai Central Non Formel TBD 2016 33% 35% 26% -26% benefiting from health-related interventions Percentage of schools (and non-formal equivalents) None Equateur Formel TBD 2018 31% N/A 31% benefiting from health-related interventions Percentage of schools (and non-formal equivalents) None Equateur Non Formel TBD 2018 25% N/A 25% benefiting from health-related interventions Percentage of schools (and non-formal equivalents) None Sud-Ubangi Formel TBD 2018 42% N/A 42% benefiting from health-related interventions Percentage of schools (and non-formal equivalents) None Sud-Ubangi Non Formel TBD 2018 24% N/A 24% benefiting from health-related interventions Percentage of schools (and non-formal equivalents) None Nord-Kivu Non Formel TBD 2016 79% 80% 63% -21% benefiting from health-related interventions Percentage of schools (and non-formal equivalents) None Sud-Kivu Non Formel TBD 2016 35% 40% 46% 15% benefiting from health-related interventions
Percent of teachers implementing the project-supported None N/A Total TBD N/A N/A 30% 5% 5% 5% - -83% reading and math programs with fidelity.
Percent of teachers implementing the project-supported None N/A Female TBD N/A N/A 30% 5% 4% 5% - -83% reading and math programs with fidelity.
Percent of teachers implementing the project-supported None N/A Male TBD N/A N/A 30% 5% 5% 5% - -83% reading and math programs with fidelity.
Percent of teachers implementing the project-supported None Haut-Katanga Total TBD N/A N/A 5% 6% 5% - reading and math programs with fidelity. Percent of teachers implementing the project-supported None Haut-Katanga Female TBD N/A N/A 5% 6% 5% - reading and math programs with fidelity. Percent of teachers implementing the project-supported None Haut-Katanga Male TBD N/A N/A 6% 6% 6% - reading and math programs with fidelity. Percent of teachers implementing the project-supported None Lualaba Total TBD N/A N/A 9% 3% 9% - reading and math programs with fidelity. Percent of teachers implementing the project-supported None Lualaba Female TBD N/A N/A 10% 3% 10% - reading and math programs with fidelity. Percent of teachers implementing the project-supported None Lualaba Male TBD N/A N/A 9% 3% 9% - reading and math programs with fidelity. Percent of teachers implementing the project-supported None Kasai Oriental Total TBD N/A N/A 4% 7% 4% - reading and math programs with fidelity. Percent of teachers implementing the project-supported None Kasai Oriental Female TBD N/A N/A 1% 5% 1% - reading and math programs with fidelity. Percent of teachers implementing the project-supported None Kasai Oriental Male TBD N/A N/A 6% 8% 6% - reading and math programs with fidelity. Percent of teachers implementing the project-supported None Kasai Central Total TBD N/A N/A 5% N/A 5% - reading and math programs with fidelity. Percent of teachers implementing the project-supported None Kasai Central Female TBD N/A N/A 9% N/A 9% - reading and math programs with fidelity. Percent of teachers implementing the project-supported None Kasai Central Male TBD N/A N/A 3% N/A 3% - reading and math programs with fidelity. Percent of teachers implementing the project-supported None Equateur Total TBD N/A N/A 3% N/A 3% - reading and math programs with fidelity. Percent of teachers implementing the project-supported None Equateur Female TBD N/A N/A 4% N/A 4% - reading and math programs with fidelity. Percent of teachers implementing the project-supported None Equateur Male TBD N/A N/A 2% N/A 2% - reading and math programs with fidelity. Percent of teachers implementing the project-supported None Total TBD N/A N/A 3% N/A 3% - reading and math programs with fidelity. Sud-Ubangi Percent of teachers implementing the project-supported None Female TBD N/A N/A 2% N/A 2% - reading and math programs with fidelity. Sud-Ubangi Percent of teachers implementing the project-supported None Male TBD N/A N/A 3% N/A 3% - reading and math programs with fidelity. Sud-Ubangi
Percent of classrooms in which learners are observed PMP N/A Total TBD N/A N/A 70% 51% 23% 51% - -27% using student manual during reading lessons.
Percent of classrooms in which learners are observed using PMP Haut-Katanga N/A TBD N/A N/A 66% 34% 66% - student manual during reading lessons.
Percent of classrooms in which learners are observed using PMP Lualaba N/A TBD N/A N/A 62% 16% 62% - student manual during reading lessons.
Percent of classrooms in which learners are observed using PMP Kasai Oriental N/A TBD N/A N/A 62% 5% 62% - student manual during reading lessons.
Percent of classrooms in which learners are observed using PMP Kasai Central N/A TBD N/A N/A 6% N/A 6% - student manual during reading lessons.
Percent of classrooms in which learners are observed using PMP Equateur N/A TBD N/A N/A 48% N/A 48% - student manual during reading lessons.
Percent of classrooms in which learners are observed using PMP N/A TBD N/A N/A 51% N/A 51% - student manual during reading lessons. Sud-Ubangi
Percentage of targeted school-communities supporting None N/A Total TBD N/A N/A 50% 0% 0 0 - -100% school-based or extra-curricular opportunities for learning
Percentage of targeted school-communities supporting None Haut-Katanga N/A TBD N/A N/A - - - - school-based or extra-curricular opportunities for learning Percentage of targeted school-communities supporting None Lualaba N/A TBD N/A N/A - - - - school-based or extra-curricular opportunities for learning
Percentage of targeted school-communities supporting None Kasai Oriental N/A TBD N/A N/A - - - - school-based or extra-curricular opportunities for learning
Percentage of targeted school-communities supporting None Kasai Central N/A TBD N/A N/A - - - - school-based or extra-curricular opportunities for learning
Percentage of targeted school-communities supporting None Equateur N/A TBD N/A N/A - - - - school-based or extra-curricular opportunities for learning
Percentage of targeted school-communities supporting None Sud-Ubangi N/A TBD N/A N/A - - - - school-based or extra-curricular opportunities for learning
Percentage of targeted school-communities supporting None Nord-Kivu N/A TBD N/A N/A - - - - school-based or extra-curricular opportunities for learning
Percentage of targeted school-communities supporting None Sud-Kivu N/A TBD N/A N/A - - - - school-based or extra-curricular opportunities for learning
Percentage of targeted schools where all teachers in targeted grades/levels have been trained in the project- None N/A Total Formal TBD N/A N/A 85% TBD - - - supported reading program approach Percentage of targeted schools where all teachers in targeted grades/levels have been trained in the project- None N/A Total Non Formel TBD N/A N/A 85% TBD - - - supported reading program approach Percentage of targeted schools where all teachers in targeted grades/levels have been trained in the project- None Equateur Formal TBD N/A N/A supported reading program approach Percentage of targeted schools where all teachers in targeted grades/levels have been trained in the project- None Equateur Non Formal TBD N/A N/A supported reading program approach Percentage of targeted schools where all teachers in targeted grades/levels have been trained in the project- None Haut-Katanga Formal TBD N/A N/A supported reading program approach Percentage of targeted schools where all teachers in targeted grades/levels have been trained in the project- None Haut-Katanga Non Formal TBD N/A N/A supported reading program approach Percentage of targeted schools where all teachers in targeted grades/levels have been trained in the project- None Kasai Oriental Formal TBD N/A N/A supported reading program approach Percentage of targeted schools where all teachers in targeted grades/levels have been trained in the project- None Kasai Oriental Non Formal TBD N/A N/A supported reading program approach Percentage of targeted schools where all teachers in targeted grades/levels have been trained in the project- None Kasai Central Formal TBD N/A N/A supported reading program approach Percentage of targeted schools where all teachers in targeted grades/levels have been trained in the project- None Kasai Central Non Formal TBD N/A N/A supported reading program approach Percentage of targeted schools where all teachers in targeted grades/levels have been trained in the project- None Lualaba Formal TBD N/A N/A supported reading program approach Percentage of targeted schools where all teachers in targeted grades/levels have been trained in the project- None Lualaba Non Formal TBD N/A N/A supported reading program approach Percentage of targeted schools where all teachers in targeted grades/levels have been trained in the project- None Nord-Kivu Non Formal TBD N/A N/A supported reading program approach Percentage of targeted schools where all teachers in targeted grades/levels have been trained in the project- None Sud-Kivu Non Formal TBD N/A N/A supported reading program approach Percentage of targeted schools where all teachers in targeted grades/levels have been trained in the project- None Sud-Ubangi Formal TBD N/A N/A supported reading program approach Percentage of targeted schools where all teachers in targeted grades/levels have been trained in the project- None Sud-Ubangi Non Formal TBD N/A N/A supported reading program approach Percentage of targeted teachers receiving at least one None N/A Total TBD N/A N/A 60% 88% TBD 88% 94% 47% reading support visit per month Percentage of targeted teachers receiving at least one None N/A Female TBD N/A N/A 60% 88% TBD 88% 93% 47% reading support visit per month Percentage of targeted teachers receiving at least one None N/A Male TBD N/A N/A 60% 88% TBD 88% 95% 47% reading support visit per month Percentage of targeted teachers receiving at least one None Haut-Katanga Female TBD N/A N/A 60% 87% 85% 88% 44% reading support visit per month
Percentage of targeted teachers receiving at least one None Haut-Katanga Male TBD N/A N/A 60% 89% 86% 92% 48% reading support visit per month
Percentage of targeted teachers receiving at least one None Lualaba Female TBD N/A N/A 60% 97% 96% 97% 61% reading support visit per month
Percentage of targeted teachers receiving at least one None Lualaba Male TBD N/A N/A 60% 94% 94% 94% 57% reading support visit per month
Percentage of targeted teachers receiving at least one None Kasai Oriental Female TBD N/A N/A 60% 94% 90% 97% 56% reading support visit per month
Percentage of targeted teachers receiving at least one None Kasai Oriental Male TBD N/A N/A 60% 95% 92% 97% 58% reading support visit per month
Percentage of targeted teachers receiving at least one None Kasai Central Female TBD N/A N/A 60% 91% 87% 95% 52% reading support visit per month
Percentage of targeted teachers receiving at least one None Kasai Central Male TBD N/A N/A 60% 93% 90% 96% 55% reading support visit per month
Percentage of targeted teachers receiving at least one None Equateur Female TBD N/A N/A 60% 90% 90% 90% 50% reading support visit per month
Percentage of targeted teachers receiving at least one None Equateur Male TBD N/A N/A 60% 92% 92% 91% 53% reading support visit per month
Percentage of targeted teachers receiving at least one None Sud-Ubangi Female TBD N/A N/A 60% 90% 84% 95% 49% reading support visit per month
Percentage of targeted teachers receiving at least one None Sud-Ubangi Male TBD N/A N/A 60% 86% 79% 93% 43% reading support visit per month
Percentage of targeted teachers receiving at least one None Nord-Kivu Female TBD N/A N/A 60% 94% 95% 93% 57% reading support visit per month
Percentage of targeted teachers receiving at least one None Nord-Kivu Male TBD N/A N/A 60% 96% 95% 96% 59% reading support visit per month
Percentage of targeted teachers receiving at least one None Sud-Kivu Female TBD N/A N/A 60% 83% 84% 82% 38% reading support visit per month
Percentage of targeted teachers receiving at least one None Sud-Kivu Male TBD N/A N/A 60% 88% 85% 90% 46% reading support visit per month Number of primary school educators who complete professional development activities on implementing PPR N/A Total TBD N/A N/A 16,000 5,046 - 72 4,974 -68% evidence-based reading instruction with USG assistance (ES.1-7) Number of primary school educators who complete professional development activities on implementing PPR N/A Female TBD N/A N/A 5,540 2,072 - 32 2,040 -63% evidence-based reading instruction with USG assistance (ES.1-7) Number of primary school educators who complete professional development activities on implementing PPR N/A Male TBD N/A N/A 10,460 2,974 - 40 2,934 -72% evidence-based reading instruction with USG assistance (ES.1-7) Number of primary school educators who complete professional development activities on implementing PPR Equateur Formal/Total TBD N/A N/A 402 402 evidence-based reading instruction with USG assistance (ES.1-7) Number of primary school educators who complete professional development activities on implementing PPR Equateur Formal/Female TBD N/A N/A 146 146 evidence-based reading instruction with USG assistance (ES.1-7) Number of primary school educators who complete professional development activities on implementing PPR Equateur Formal/Male TBD N/A N/A 256 256 evidence-based reading instruction with USG assistance (ES.1-7) Number of primary school educators who complete professional development activities on implementing PPR Equateur Non-Formal/Total TBD N/A N/A 36 36 evidence-based reading instruction with USG assistance (ES.1-7) Number of primary school educators who complete professional development activities on implementing PPR Equateur Non-Formal/Female TBD N/A N/A 17 17 evidence-based reading instruction with USG assistance (ES.1-7) Number of primary school educators who complete professional development activities on implementing PPR Equateur Non-Formal/Male TBD N/A N/A 19 19 evidence-based reading instruction with USG assistance (ES.1-7) Number of primary school educators who complete professional development activities on implementing PPR Haut-Katanga Formal/Total TBD N/A N/A 816 816 evidence-based reading instruction with USG assistance (ES.1-7) Number of primary school educators who complete professional development activities on implementing PPR Haut-Katanga Formal/Female TBD N/A N/A 462 462 evidence-based reading instruction with USG assistance (ES.1-7) Number of primary school educators who complete professional development activities on implementing PPR Haut-Katanga Formal/Male TBD N/A N/A 354 354 evidence-based reading instruction with USG assistance (ES.1-7) Number of primary school educators who complete professional development activities on implementing PPR Haut-Katanga Non-Formal/Total TBD N/A N/A 92 92 evidence-based reading instruction with USG assistance (ES.1-7) Number of primary school educators who complete professional development activities on implementing PPR Haut-Katanga Non-Formal/Female TBD N/A N/A 56 56 evidence-based reading instruction with USG assistance (ES.1-7) Number of primary school educators who complete professional development activities on implementing PPR Haut-Katanga Non-Formal/Male TBD N/A N/A 36 36 evidence-based reading instruction with USG assistance (ES.1-7) Number of primary school educators who complete professional development activities on implementing PPR Kasai Oriental Formal/Total TBD N/A N/A 500 500 evidence-based reading instruction with USG assistance (ES.1-7) Number of primary school educators who complete professional development activities on implementing PPR Kasai Oriental Formal/Female TBD N/A N/A 207 207 evidence-based reading instruction with USG assistance (ES.1-7) Number of primary school educators who complete professional development activities on implementing PPR Kasai Oriental Formal/Male TBD N/A N/A 293 293 evidence-based reading instruction with USG assistance (ES.1-7) Number of primary school educators who complete professional development activities on implementing PPR Kasai Oriental Non-Formal/Total TBD N/A N/A 39 39 evidence-based reading instruction with USG assistance (ES.1-7) Number of primary school educators who complete professional development activities on implementing PPR Kasai Oriental Non-Formal/Female TBD N/A N/A 20 20 evidence-based reading instruction with USG assistance (ES.1-7) Number of primary school educators who complete professional development activities on implementing PPR Kasai Oriental Non-Formal/Male TBD N/A N/A 19 19 evidence-based reading instruction with USG assistance (ES.1-7) Number of primary school educators who complete professional development activities on implementing PPR Kasai Central Formal/Total TBD N/A N/A 1,504 1504 evidence-based reading instruction with USG assistance (ES.1-7) Number of primary school educators who complete professional development activities on implementing PPR Kasai Central Formal/Female TBD N/A N/A 516 516 evidence-based reading instruction with USG assistance (ES.1-7) Number of primary school educators who complete professional development activities on implementing PPR Kasai Central Formal/Male TBD N/A N/A 988 988 evidence-based reading instruction with USG assistance (ES.1-7) Number of primary school educators who complete professional development activities on implementing PPR Kasai Central Non-Formal/Total TBD N/A N/A 103 72 31 evidence-based reading instruction with USG assistance (ES.1-7) Number of primary school educators who complete professional development activities on implementing PPR Kasai Central Non-Formal/Female TBD N/A N/A 53 32 21 evidence-based reading instruction with USG assistance (ES.1-7) Number of primary school educators who complete professional development activities on implementing PPR Kasai Central Non-Formal/Male TBD N/A N/A 50 40 10 evidence-based reading instruction with USG assistance (ES.1-7) Number of primary school educators who complete professional development activities on implementing PPR Lualaba Formal/Total TBD N/A N/A 361 361 evidence-based reading instruction with USG assistance (ES.1-7) Number of primary school educators who complete professional development activities on implementing PPR Lualaba Formal/Female TBD N/A N/A 193 193 evidence-based reading instruction with USG assistance (ES.1-7) Number of primary school educators who complete professional development activities on implementing PPR Lualaba Formal/Male TBD N/A N/A 168 168 evidence-based reading instruction with USG assistance (ES.1-7) Number of primary school educators who complete professional development activities on implementing PPR Lualaba Non-Formal/Total TBD N/A N/A 12 12 evidence-based reading instruction with USG assistance (ES.1-7) Number of primary school educators who complete professional development activities on implementing PPR Lualaba Non-Formal/Female TBD N/A N/A 7 7 evidence-based reading instruction with USG assistance (ES.1-7) Number of primary school educators who complete professional development activities on implementing PPR Lualaba Non-Formal/Male TBD N/A N/A 5 5 evidence-based reading instruction with USG assistance (ES.1-7) Number of primary school educators who complete professional development activities on implementing PPR Sud-Ubangi Formal/Total TBD N/A N/A 959 959 evidence-based reading instruction with USG assistance (ES.1-7) Number of primary school educators who complete professional development activities on implementing PPR Sud-Ubangi Formal/Female TBD N/A N/A 264 264 evidence-based reading instruction with USG assistance (ES.1-7) Number of primary school educators who complete professional development activities on implementing PPR Sud-Ubangi Formal/Male TBD N/A N/A 695 695 evidence-based reading instruction with USG assistance (ES.1-7) Number of primary school educators who complete professional development activities on implementing PPR Sud-Ubangi Non-Formal/Total TBD N/A N/A 37 37 evidence-based reading instruction with USG assistance (ES.1-7) Number of primary school educators who complete professional development activities on implementing PPR Sud-Ubangi Non-Formal/Female TBD N/A N/A 13 13 evidence-based reading instruction with USG assistance (ES.1-7) Number of primary school educators who complete professional development activities on implementing PPR Sud-Ubangi Non-Formal/Male TBD N/A N/A 24 24 evidence-based reading instruction with USG assistance (ES.1-7) Number of primary school educators who complete professional development activities on implementing PPR Nord-Kivu Non-Formal/Total TBD N/A N/A 86 86 evidence-based reading instruction with USG assistance (ES.1-7) Number of primary school educators who complete professional development activities on implementing PPR Nord-Kivu Non-Formal/Female TBD N/A N/A 53 53 evidence-based reading instruction with USG assistance (ES.1-7) Number of primary school educators who complete professional development activities on implementing PPR Nord-Kivu Non-Formal/Male TBD N/A N/A 33 33 evidence-based reading instruction with USG assistance (ES.1-7) Number of primary school educators who complete professional development activities on implementing PPR Sud-Kivu Non-Formal/Total TBD N/A N/A 99 99 evidence-based reading instruction with USG assistance (ES.1-7) Number of primary school educators who complete professional development activities on implementing PPR Sud-Kivu Non-Formal/Female TBD N/A N/A 65 65 evidence-based reading instruction with USG assistance (ES.1-7) Number of primary school educators who complete professional development activities on implementing PPR Sud-Kivu Non-Formal/Male TBD N/A N/A 34 34 evidence-based reading instruction with USG assistance (ES.1-7)
Number of primary school classrooms that receive a complete set of essential reading instructional materials PPR N/A Total TBD N/A N/A 16,000 - 0 - - -100% with USG assistance(ES.1-11)
Number of primary school classrooms that receive a complete set of essential reading instructional materials with PPR Haut-Katanga Formal TBD N/A N/A 2500 -100% USG assistance Number of primary school classrooms that receive a complete set of essential reading instructional materials with PPR Haut-Katanga Non Formal TBD N/A N/A 100 -100% USG assistance Number of primary school classrooms that receive a complete set of essential reading instructional materials with PPR Lualaba Formal TBD N/A N/A 1100 -100% USG assistance Number of primary school classrooms that receive a complete set of essential reading instructional materials with PPR Lualaba Non Formal TBD N/A N/A 50 -100% USG assistance Number of primary school classrooms that receive a complete set of essential reading instructional materials with PPR Nord-Kivu Non Formal TBD N/A N/A 150 -100% USG assistance Number of primary school classrooms that receive a complete set of essential reading instructional materials with PPR Sud-Kivu Non Formal TBD N/A N/A 100 -100% USG assistance Number of primary school classrooms that receive a complete set of essential reading instructional materials with PPR Kasai Central Formal TBD N/A N/A 5100 -100% USG assistance Number of primary school classrooms that receive a complete set of essential reading instructional materials with PPR Kasai Central Non Formal TBD N/A N/A 100 -100% USG assistance Number of primary school classrooms that receive a complete set of essential reading instructional materials with PPR Kasai Oriental Formal TBD N/A N/A 1650 -100% USG assistance Number of primary school classrooms that receive a complete set of essential reading instructional materials with PPR Kasai Oriental Non Formal TBD N/A N/A 50 -100% USG assistance Number of primary school classrooms that receive a complete set of essential reading instructional materials with PPR Equateur Formal TBD N/A N/A 2050 -100% USG assistance Number of primary school classrooms that receive a complete set of essential reading instructional materials with PPR Equateur Non Formal TBD N/A N/A 150 -100% USG assistance Number of primary school classrooms that receive a complete set of essential reading instructional materials with PPR Sud-Ubangi Formal TBD N/A N/A 2800 -100% USG assistance Number of primary school classrooms that receive a complete set of essential reading instructional materials with PPR Sud-Ubangi Non Formal TBD N/A N/A 100 -100% USG assistance
Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR N/A Total TBD N/A N/A 1,200,000 821,817 286,476 531,449 3892 -32% assistance(ES.1-10)
Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR N/A Formal TBD N/A N/A 773,981 248462 521851 3668 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR N/A Non Formal TBD N/A N/A 47,836 38014 9598 224 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Haut-Katanga Formal/Leaners/G1 TBD N/A N/A 93,848 92666 0 1182 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Haut-Katanga Femal/Formal/Leaners/G1 TBD N/A N/A 46,200 45620 0 580 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Haut-Katanga Male/Formal/Leaners/G1 TBD N/A N/A 47,648 47046 0 602 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Haut-Katanga Non Formal/Leaners/G1 TBD N/A N/A 12,412 12412 0 0 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Haut-Katanga Femal/Non Formal/Leaners/G1 TBD N/A N/A 6,316 6316 0 0 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Haut-Katanga Male/Non Formal/Leaners/G1 TBD N/A N/A 6,096 6096 0 0 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Haut-Katanga Formal/Leaners/G2 TBD N/A N/A 68,004 67452 0 552 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Haut-Katanga Femal/Formal/Leaners/G2 TBD N/A N/A 33,354 33062 0 292 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Haut-Katanga Male/Formal/Leaners/G2 TBD N/A N/A 34,650 34390 0 260 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Haut-Katanga Formal/Leaners/G3 TBD N/A N/A - 0 0 0 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Haut-Katanga Formal/Leaners/G4 TBD N/A N/A - 0 0 0 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Haut-Katanga Formal/Educator/G1 TBD N/A N/A 3,348 3220 0 128 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Haut-Katanga Femal/Formal/Educator/G1 TBD N/A N/A 1,836 1776 0 60 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Haut-Katanga Male/Formal/Educator/G1 TBD N/A N/A 1,512 1444 0 68 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Haut-Katanga Non Formal/Educator/G1 TBD N/A N/A 264 264 0 0 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Haut-Katanga Femal/Non Formal/Educator/G1 TBD N/A N/A 164 164 0 0 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Haut-Katanga Male/Non Formal/Educator/G1 TBD N/A N/A 100 100 0 0 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Haut-Katanga Formal/Educator/G2 TBD N/A N/A 2,820 2728 0 92 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Haut-Katanga Femal/Formal/Educator/G2 TBD N/A N/A 1,332 1280 0 52 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Haut-Katanga Male/Formal/Educator/G2 TBD N/A N/A 1,488 1448 0 40 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Haut-Katanga Formal/Educator/G3 TBD N/A N/A 601 598 0 3 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Haut-Katanga Femal/Formal/Educator/G3 TBD N/A N/A 254 254 0 0 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Haut-Katanga Male/Formal/Educator/G3 TBD N/A N/A 347 344 0 3 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Haut-Katanga Formal/Educator/G4 TBD N/A N/A 525 522 0 3 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Haut-Katanga Femal/Formal/Educator/G4 TBD N/A N/A 180 179 0 1 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Haut-Katanga Male/Formal/Educator/G4 TBD N/A N/A 345 343 0 2 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Lualaba Formal/Leaners/G1 TBD N/A N/A 43,194 43194 0 0 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Lualaba Femal/Formal/Leaners/G1 TBD N/A N/A 20,570 20570 0 0 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Lualaba Male/Formal/Leaners/G1 TBD N/A N/A 22,624 22624 0 0 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Lualaba Non Formal/Leaners/G1 TBD N/A N/A 2,702 2702 0 0 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Lualaba Femal/Non Formal/Leaners/G1 TBD N/A N/A 1,384 1384 0 0 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Lualaba Male/Non Formal/Leaners/G1 TBD N/A N/A 1,318 1318 0 0 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Lualaba Formal/Leaners/G2 TBD N/A N/A 34,938 34938 0 0 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Lualaba Femal/Formal/Leaners/G2 TBD N/A N/A 17,202 17202 0 0 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Lualaba Male/Formal/Leaners/G2 TBD N/A N/A 17,736 17736 0 0 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Lualaba Formal/Leaners/G3 TBD N/A N/A - 0 0 0 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Lualaba Formal/Leaners/G4 TBD N/A N/A - 0 0 0 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Lualaba Formal/Educator/G1 TBD N/A N/A 1,408 1408 0 0 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Lualaba Femal/Formal/Educator/G1 TBD N/A N/A 732 732 0 0 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Lualaba Male/Formal/Educator/G1 TBD N/A N/A 676 676 0 0 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Lualaba Non Formal/Educator/G1 TBD N/A N/A 52 52 0 0 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Lualaba Femal/Non Formal/Educator/G1 TBD N/A N/A 32 32 0 0 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Lualaba Male/Non Formal/Educator/G1 TBD N/A N/A 20 20 0 0 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Lualaba Formal/Educator/G2 TBD N/A N/A 1,228 1228 0 0 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Lualaba Femal/Formal/Educator/G2 TBD N/A N/A 504 504 0 0 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Lualaba Male/Formal/Educator/G2 TBD N/A N/A 724 724 0 0 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Lualaba Formal/Educator/G3 TBD N/A N/A 264 264 0 0 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Lualaba Femal/Formal/Educator/G3 TBD N/A N/A 101 101 0 0 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Lualaba Male/Formal/Educator/G3 TBD N/A N/A 163 163 0 0 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Lualaba Formal/Educator/G4 TBD N/A N/A 244 244 0 0 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Lualaba Femal/Formal/Educator/G4 TBD N/A N/A 74 74 0 0 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Lualaba Male/Formal/Educator/G4 TBD N/A N/A 170 170 0 0 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Nord-Kivu Non-Formal/Leaners/G1 TBD N/A N/A 14,278 14278 0 0 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Nord-Kivu Femal/Non Formal/Leaners/G1 TBD N/A N/A 7,616 7616 0 0 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Nord-Kivu Male/Not Formal/Leaners/G1 TBD N/A N/A 6,662 6662 0 0 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Nord-Kivu Non-Formal/Educator/G1 TBD N/A N/A 576 576 0 0 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Nord-Kivu Femal/Non-Formal/Educator/G1 TBD N/A N/A 296 296 0 0 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Nord-Kivu Male/Non-Formal/Educator/G1 TBD N/A N/A 280 280 0 0 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Sud-Kivu Non-Formal/Leaners/G1 TBD N/A N/A 7,318 7318 0 0 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Sud-Kivu Femal/Non Formal/Leaners/G1 TBD N/A N/A 4,146 4146 0 0 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Sud-Kivu Male/Not Formal/Leaners/G1 TBD N/A N/A 3,172 3172 0 0 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Sud-Kivu Non-Formal/Educator/G1 TBD N/A N/A 412 412 0 0 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Sud-Kivu Femal/Non-Formal/Educator/G1 TBD N/A N/A 284 284 0 0 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Sud-Kivu Male/Non-Formal/Educator/G1 TBD N/A N/A 128 128 0 0 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Kasai Orientale Formal/Leaners/G1 TBD N/A N/A 73,846 0 73520 326 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Kasai Orientale Femal/Formal/Leaners/G1 TBD N/A N/A 36,364 0 36206 158 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Kasai Orientale Male/Formal/Leaners/G1 TBD N/A N/A 37,482 0 37314 168 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Kasai Orientale Non Formal/Leaners/G1 TBD N/A N/A 3,548 0 3548 0 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Kasai Orientale Femal/Non Formal/Leaners/G1 TBD N/A N/A 1,718 0 1718 0 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Kasai Orientale Male/Non Formal/Leaners/G1 TBD N/A N/A 1,830 0 1830 0 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Kasai Orientale Formal/Leaners/G2 TBD N/A N/A 53,308 0 53012 296 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Kasai Orientale Femal/Formal/Leaners/G2 TBD N/A N/A 26,428 0 26280 148 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Kasai Orientale Male/Formal/Leaners/G2 TBD N/A N/A 26,880 0 26732 148 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Kasai Orientale Formal/Leaners/G3 TBD N/A N/A - 0 0 0 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Kasai Orientale Formal/Leaners/G4 TBD N/A N/A - 0 0 0 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Kasai Orientale Formal/Educator/G1 TBD N/A N/A 2,172 0 2156 16 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Kasai Orientale Femal/Formal/Educator/G1 TBD N/A N/A 900 0 892 8 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Kasai Orientale Male/Formal/Educator/G1 TBD N/A N/A 1,272 0 1264 8 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Kasai Orientale Non Formal/Educator/G1 TBD N/A N/A 156 0 156 0 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Kasai Orientale Femal/Non Formal/Educator/G1 TBD N/A N/A 80 0 80 0 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Kasai Orientale Male/Non Formal/Educator/G1 TBD N/A N/A 76 0 76 0 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Kasai Orientale Formal/Educator/G2 TBD N/A N/A 988 0 980 8 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Kasai Orientale Femal/Formal/Educator/G2 TBD N/A N/A 384 0 380 4 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Kasai Orientale Male/Formal/Educator/G2 TBD N/A N/A 604 0 600 4 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Kasai Orientale Formal/Educator/G3 TBD N/A N/A 425 0 422 3 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Kasai Orientale Femal/Formal/Educator/G3 TBD N/A N/A 108 0 107 1 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Kasai Orientale Male/Formal/Educator/G3 TBD N/A N/A 317 0 315 2 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Kasai Orientale Formal/Educator/G4 TBD N/A N/A 387 0 384 3 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Kasai Orientale Femal/Formal/Educator/G4 TBD N/A N/A 80 0 80 0 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Kasai Orientale Male/Formal/Educator/G4 TBD N/A N/A 307 0 304 3 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Kasai Central Formal/Leaners/G1 TBD N/A N/A 159,380 0 158374 1006 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Kasai Central Femal/Formal/Leaners/G1 TBD N/A N/A 74,690 0 74272 418 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Kasai Central Male/Formal/Leaners/G1 TBD N/A N/A 84,690 0 84102 588 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Kasai Central Non Formal/Leaners/G1 TBD N/A N/A 2,324 0 2108 216 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Kasai Central Femal/Non Formal/Leaners/G1 TBD N/A N/A 1,192 0 1080 112 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Kasai Central Male/Non Formal/Leaners/G1 TBD N/A N/A 1,132 0 1028 104 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Kasai Central Formal/G2 TBD N/A N/A - 0 0 0 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Kasai Central Femal/Formal/Leaners/G2 TBD N/A N/A - 0 0 0 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Kasai Central Male/Formal/Leaners/G2 TBD N/A N/A - 0 0 0 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Kasai Central Formal/Leaners/G3 TBD N/A N/A - 0 0 0 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Kasai Central Formal/Leaners/G4 TBD N/A N/A - 0 0 0 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Kasai Central Formal/Educator/G1 TBD N/A N/A 6,196 0 6172 24 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Kasai Central Femal/Formal/Educator/G1 TBD N/A N/A 2,084 0 2080 4 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Kasai Central Male/Formal/Educator/G1 TBD N/A N/A 4,112 0 4092 20 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Kasai Central Non Formal/Educator/G1 TBD N/A N/A 112 0 104 8 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Kasai Central Femal/Non Formal/Educator/G1 TBD N/A N/A 80 0 72 8 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Kasai Central Male/Non Formal/Educator/G1 TBD N/A N/A 32 0 32 0 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Kasai Central Formal/Educator/G2 TBD N/A N/A 3,942 0 3924 18 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Kasai Central Femal/Formal/Educator/G2 TBD N/A N/A 1,317 0 1314 3 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Kasai Central Male/Formal/Educator/G2 TBD N/A N/A 2,625 0 2610 15 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Kasai Central Formal/Educator/G3 TBD N/A N/A 1,103 0 1099 4 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Kasai Central Femal/Formal/Educator/G3 TBD N/A N/A 299 0 299 0 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Kasai Central Male/Formal/Educator/G3 TBD N/A N/A 804 0 800 4 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Kasai Central Formal/Educator/G4 TBD N/A N/A 975 0 971 4 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Kasai Central Femal/Formal/Educator/G4 TBD N/A N/A 198 0 196 2 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Kasai Central Male/Formal/Educator/G4 TBD N/A N/A 777 0 775 2 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Equateur Formal/Leaners/G1 TBD N/A N/A 36,962 0 36962 0 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Equateur Femal/Formal/Leaners/G1 TBD N/A N/A 18,262 0 18262 0 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Equateur Male/Formal/Leaners/G1 TBD N/A N/A 18,700 0 18700 0 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Equateur Non Formal/Leaners/G1 TBD N/A N/A 2,540 0 2540 0 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Equateur Femal/Non Formal/Leaners/G1 TBD N/A N/A 1,296 0 1296 0 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Equateur Male/Non Formal/Leaners/G1 TBD N/A N/A 1,244 0 1244 0 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Equateur Formal/Leaners/G2 TBD N/A N/A 26,930 0 26930 0 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Equateur Femal/Formal/Leaners/G2 TBD N/A N/A 13,138 0 13138 0 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Equateur Male/Formal/Leaners/G2 TBD N/A N/A 13,792 0 13792 0 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Equateur Formal/Leaners/G3 TBD N/A N/A - 0 0 0 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Equateur Formal/Leaners/G4 TBD N/A N/A - 0 0 0 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Equateur Formal/Educator/G1 TBD N/A N/A 1,876 0 1876 0 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Equateur Femal/Formal/Educator/G1 TBD N/A N/A 868 0 868 0 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Equateur Male/Formal/Educator/G1 TBD N/A N/A 1,008 0 1008 0 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Equateur Non Formal/Educator/G1 TBD N/A N/A 116 0 116 0 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Equateur Femal/Non Formal/Educator/G1 TBD N/A N/A 52 0 52 0 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Equateur Male/Non Formal/Educator/G1 TBD N/A N/A 64 0 64 0 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Equateur Formal/Educator/G2 TBD N/A N/A 1,329 0 1329 0 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Equateur Femal/Formal/Educator/G2 TBD N/A N/A 645 0 645 0 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Equateur Male/Formal/Educator/G2 TBD N/A N/A 684 0 684 0 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Equateur Formal/Educator/G3 TBD N/A N/A 405 0 405 0 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Equateur Femal/Formal/Educator/G3 TBD N/A N/A 168 0 168 0 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Equateur Male/Formal/Educator/G3 TBD N/A N/A 237 0 237 0 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Equateur Formal/Educator/G4 TBD N/A N/A 389 0 389 0 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Equateur Femal/Formal/Educator/G4 TBD N/A N/A 118 0 118 0 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Equateur Male/Formal/Educator/G4 TBD N/A N/A 271 0 271 0 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Sud-Ubangi Formal/Leaners/G1 TBD N/A N/A 82,898 0 82898 0 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Sud-Ubangi Femal/Formal/Leaners/G1 TBD N/A N/A 39,154 0 39154 0 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Sud-Ubangi Male/Formal/Leaners/G1 TBD N/A N/A 43,744 0 43744 0 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Sud-Ubangi Non Formal/Leaners/G1 TBD N/A N/A 252 0 252 0 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Sud-Ubangi Femal/Non Formal/Leaners/G1 TBD N/A N/A 138 0 138 0 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Sud-Ubangi Male/Non Formal/Leaners/G1 TBD N/A N/A 114 0 114 0 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Sud-Ubangi Formal/Leaners/G2 TBD N/A N/A 59,664 0 59664 0 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Sud-Ubangi Femal/Formal/Leaners/G2 TBD N/A N/A 27,920 0 27920 0 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Sud-Ubangi Male/Formal/Leaners/G2 TBD N/A N/A 31,744 0 31744 0 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Sud-Ubangi Formal/Leaners/G3 TBD N/A N/A - 0 0 0 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Sud-Ubangi Formal/Leaners/G4 TBD N/A N/A - 0 0 0 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Sud-Ubangi Formal/Educator/G1 TBD N/A N/A 2,708 0 2708 0 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Sud-Ubangi Femal/Formal/Educator/G1 TBD N/A N/A 800 0 800 0 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Sud-Ubangi Male/Formal/Educator/G1 TBD N/A N/A 1,908 0 1908 0 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Sud-Ubangi Non Formal/Educator/G1 TBD N/A N/A 20 0 20 0 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Sud-Ubangi Femal/Non Formal/Educator/G1 TBD N/A N/A 8 0 8 0 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Sud-Ubangi Male/Non Formal/Educator/G1 TBD N/A N/A 12 0 12 0 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Sud-Ubangi Formal/Educator/G2 TBD N/A N/A 2,404 0 2404 0 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Sud-Ubangi Femal/Formal/Educator/G2 TBD N/A N/A 604 0 604 0 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Sud-Ubangi Male/Formal/Educator/G2 TBD N/A N/A 1,800 0 1800 0 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Sud-Ubangi Formal/Educator/G3 TBD N/A N/A 519 0 519 0 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Sud-Ubangi Femal/Formal/Educator/G3 TBD N/A N/A 116 0 116 0 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Sud-Ubangi Male/Formal/Educator/G3 TBD N/A N/A 403 0 403 0 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Sud-Ubangi Formal/Educator/G4 TBD N/A N/A 469 0 469 0 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Sud-Ubangi Femal/Formal/Educator/G4 TBD N/A N/A 83 0 83 0 assistance Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG PMP&PPR Sud-Ubangi Male/Formal/Educator/G4 TBD N/A N/A 386 0 386 0 assistance
Number of targeted school-communities receiving project None N/A Total TBD N/A N/A 1642 0 0 0 0 -100% grant fund to increase learning
Percentage of assessed schools meeting minimum standards as defined by School Management and Support PMP N/A N/A TBD N/A N/A 0.3 TBD - - - Framework (SMSF) [outcome, custom]
Percentage of trained school directors meeting minimum PMP N/A Total TBD N/A N/A 0.3 TBD - - - standards for school leadership and school management
Percentage of targeted school communities with COPA and COGES that both function according to MEPSP None N/A Total TBD N/A N/A 50% 43% - - - - -14% decrees Percentage of targeted school communities with COPA and None Haut-Katanga N/A TBD N/A N/A 50% 69% - - - 38% COGES that both function according to MEPSP decrees
Percentage of targeted school communities with COPA and None Lualaba N/A TBD N/A N/A 50% 61% - - - 22% COGES that both function according to MEPSP decrees
Percentage of targeted school communities with COPA and None Kasai Oriental N/A TBD N/A N/A 50% 60% - - - 20% COGES that both function according to MEPSP decrees
Percentage of targeted school communities with COPA and None Kasai Central N/A TBD N/A N/A 50% 28% - - - -44% COGES that both function according to MEPSP decrees
Percentage of targeted school communities with COPA and None Equateur N/A TBD N/A N/A 50% 59% - - - 18% COGES that both function according to MEPSP decrees
Percentage of targeted school communities with COPA and None Sud-Ubangi N/A TBD N/A N/A 50% 29% - - - -42% COGES that both function according to MEPSP decrees
Number of selected institutions that strengthened implementation of targeted laws, policies, regulations or PMP N/A N/A TBD N/A N/A 8 - - - -100% guidelines to improve primary grade reading programs or increase equitable access
Percent of school-communities that receive a School None N/A N/A TBD N/A N/A 50% 0 0 0 -100% Performance Review visit from education authorities
Number of targeted school directors trained in school None N/A Total TBD N/A N/A 1300 2087 2087 - - 61% leadership and management as supported by the project
Number of targeted school directors trained in school None N/A Female TBD N/A N/A 263 - - -100% leadership and management as supported by the project
Number of targeted school directors trained in school None N/A Male TBD N/A N/A 1037 - - -100% leadership and management as supported by the project
Number of targeted school directors trained in school None Haut-Katanga Total TBD N/A N/A - - leadership and management as supported by the project
Number of targeted school directors trained in school None Haut-Katanga Female TBD N/A N/A - - leadership and management as supported by the project
Number of targeted school directors trained in school None Haut-Katanga Male TBD N/A N/A - - leadership and management as supported by the project
Number of targeted school directors trained in school None Lualaba Total TBD N/A N/A - - leadership and management as supported by the project
Number of targeted school directors trained in school None Lualaba Female TBD N/A N/A - - leadership and management as supported by the project
Number of targeted school directors trained in school None Lualaba Male TBD N/A N/A - - leadership and management as supported by the project
Number of targeted school directors trained in school None Kasai Oriental Total TBD N/A N/A - - leadership and management as supported by the project
Number of targeted school directors trained in school None Kasai Oriental Female TBD N/A N/A - - leadership and management as supported by the project
Number of targeted school directors trained in school None Kasai Oriental Male TBD N/A N/A - - leadership and management as supported by the project Number of targeted school directors trained in school None Kasai Central Total TBD N/A N/A - - leadership and management as supported by the project
Number of targeted school directors trained in school None Kasai Central Female TBD N/A N/A - - leadership and management as supported by the project
Number of targeted school directors trained in school None Kasai Central Male TBD N/A N/A - - leadership and management as supported by the project
Number of targeted school-communities that develop None N/A Total TBD N/A N/A 323 0 - - - -100% effective quality school development plan
Number of targeted school-communities that develop None N/A Formel TBD N/A N/A 323 0 - - - -100% effective quality school development plan Number of targeted school-communities that develop None N/A Non Formel TBD N/A N/A 0 0 effective quality school development plan Number of targeted school-communities that develop None Haut-Katanga N/A TBD N/A N/A 118 - - - -100% effective quality school development plan Number of targeted school-communities that develop None Lualaba N/A TBD N/A N/A 59 - - - -100% effective quality school development plan Number of targeted school-communities that develop None Kasai Oriental N/A TBD N/A N/A 70 - - - -100% effective quality school development plan Number of targeted school-communities that develop None Kasai Central N/A TBD N/A N/A 76 - - - -100% effective quality school development plan Number of targeted school-communities that develop None Equateur N/A TBD N/A N/A 0 - - - effective quality school development plan Number of targeted school-communities that develop None Sud-Ubangi N/A TBD N/A N/A 0 - - - effective quality school development plan
Number of targeted school-communities that institute a None N/A Total TBD N/A N/A 322 0 - - - -100% School Report Card
Number of targeted school-communities that institute a None N/A Formel TBD N/A N/A 322 0 - - - -100% School Report Card Number of targeted school-communities that institute a None N/A Non Formel TBD N/A N/A 0 0 - - - School Report Card Number of targeted school-communities that institute a None Haut-Katanga N/A TBD N/A N/A 118 - - - -100% School Report Card Number of targeted school-communities that institute a None Lualaba N/A TBD N/A N/A 59 - - - -100% School Report Card Number of targeted school-communities that institute a None Kasai Oriental N/A TBD N/A N/A 70 - - - -100% School Report Card Number of targeted school-communities that institute a None Kasai Central N/A TBD N/A N/A 76 - - - -100% School Report Card Number of targeted school-communities that develop None Equateur N/A TBD N/A N/A 0 - - - effective quality school development plan Number of targeted school-communities that develop None Sud-Ubangi N/A TBD N/A N/A 0 - - - effective quality school development plan Number of operational research and evaluations None N/A N/A TBD N/A N/A 6 0 -100% conducted by A! partners Number of research/evalution results dissemination workshops held with government officials at national and None N/A N/A TBD N/A N/A 12 0 -100% local levels Number of government officials engaged in the implementation of research and evaluations supported by None N/A N/A TBD N/A N/A 24 0 -100% A! Number of coordination and learning events led by A! and None N/A N/A TBD N/A N/A 2 1 1 0 -50% which include government officials Number of newsletters published and disseminated by A! None N/A N/A TBD N/A N/A 4 0 0 0 -100% partners Number of data collection and management systems None N/A N/A TBD N/A N/A 1 1 1 0% improved with USG assistance Instructions générales: 1. Chaque cellule doit être complétée sur chaque ligne. 2. Si un indicateur est désagrégé, chaque niveau de désagrégation aura sa propre ligne. Ainsi par exemple, si vous reportez sur le nombre de personnes formées dans 5 provinces qui sont par la suite désagrégées par sexe, vous aurez à insérer le numéro de l'indicateur, son intitulé, le type d'indicateur ainsi que la dernière date du DQA sur 10 lignes suivies par les données respectives and targets specific for each disaggregation.
Colonnes correspondantes Instructions Responsable Colonne A (Indicateurs de performance) Insérez le titre de l'indicateur tel que repris dans le Plan de Suivi, COR/AOR ou le partenaire de mise en œuvre Evaluation et Apprentissage Colonne B (Type d'indicateur) Choisissez le type d'indicateur en séléctionnant 1 (=Indicateur PMP), 2 COR/AOR (=Indicateur PPR), 3(=Indicateur PMP et PPR) ou 4 (Aucun des trois types précédents). Colonne C (Désaggrégation des données Ajoutez une ligne distincte pour chaque region/province pour chaque le partenaire de mise en œuvre par Region) indicateur Colonne D (Autres critères de Ajoutez une ligne supplémentaire pour chaque niveau de désagrégation Partenaire de mise en oeuvre désaggrégation) pour chaque indicateur Colonne E (Date de l'Evaluation de la Insérez la date de la dernière Evaluation de la Qualité des Données pour COR/AOR Qualité des Données) chaque indicateur Colonne F (Année de référence) Insérez l'année de référence pour chaque indicateur Partenaire de mise en oeuvre Colonne G (Valeur de référence) Insérez la valeur de référence pour chaque indicateur Partenaire de mise en oeuvre Colonne H (Cible annuelle) Indiquez la cible de cette année pour chaque indicateur ou chaque Partenaire de mise en oeuvre niveau pertinent de désagrégation Colonne I (Résultat Annuel) Indiquer le résultat de cette année pour chaque indicateur ou chaque Partenaire de mise en oeuvre niveau pertinent de désagrégation Colonne J (Résultat trimestriel) Indiquez le résultat du premier trimestre ici s'il s'agit d'un rapport Partenaire de mise en oeuvre trimestriel. Colonne K (Résultat trimestriel) Indiquez le résultat du deuxième trimestre ici s'il s'agit d'un rapport Partenaire de mise en oeuvre trimestriel.. Colonne L (Résultat trimestriel) Indiquez le résultat du troisième trimestre ici s'il s'agit d'un rapport Partenaire de mise en oeuvre trimestriel.. Colonne M (Résultat trimestriel) Indiquez le résultat du quatrième trimestre ici s'il s'agit d'un rapport Partenaire de mise en oeuvre trimestriel.. Colonne N (Déviation) Générée automatiquement MECC Colonne O (Explication de la déviation) Insérez un commentaie expliquant la déviation lorsque celle-ci dépasse Partenaire de mise en oeuvre +/- 10 % Colonne P (Cible pour l'année 2018) Indiquez la cible pour chaque indicateur pour l'année 2018 Partenaire de mise en oeuvre Colonne Q (Cible pour l'année 2019) Indiquez la cible pour chaque indicateur pour l'année 2019 Partenaire de mise en oeuvr General guidelines: 1. Every cell should be completed in each row. 2. If an indicator is disaggregated, every level of disaggregation will have its own row. For example, if you are reporting on number of people trained in 5 provinces, further disaggregated by gender, you will enter the indicator number, name, type, and last DQA date in 10 rows, followed by data and targets specific for each disaggregation.
Columns Instructions Responsable Column A (Performance indicators) Enter the title of the indicator as noted in the activity MELP COR/AOR or Implementing partner Column B (Indicator type) Choose the correct type by selecting either 1 (= PMP indicator), 2 (=PPR COR/AOR indicator), 3(=both PPR and PMP indicator) or 4 (None of the above) Column C (Data disaggregation by Province) Enter a distinct row for each province for which data for a given indicator are Implementing partner reported. Column D (Other disaggregation criteria) Enter a distinct row for each disaggregation level. Implementing partner Column E (DQA date) Enter the date of the last DQA for each indicator COR/AOR Column F (Baseline year) Enter the baseline year for the indicator Implementing partner
Column G(Baseline value) Enter the baseline value for the indicator or for the relevant disaggregation Implementing partner
Column H (Annual target) Enter current year target for the indicator or for the relevant disaggregation Implementing partner
Column I (Annual Achievement) Enter the current year actual for the indicator or relevant disaggregation Implementing partner Column J (Quarterly achievement) Enter quarter 1 achievement in case of a quarterly reporting. Implementing partner
Column K (Quarterly achievement) Enter quarter 2 achievement in case of a quarterly reporting. Implementing partner
Column L (Quarterly achievement) Enter quarter 3 achievement in case of a quarterly reporting. Implementing partner
Column M (Quartely achievement) Enter quarter 4 achievement in case of a quarterly reporting. Implementing partner
Column N (Deviation) Automatically generated MECC Column O (Deviation narratives) Enter an explanatory comment if the standard deviation exceeds +/- 10 Implementing partner percent Column P (Annual Target) Enter the target for FY 2018 Implementing partner
Column Q (Annual Target) Enter the target for FY 2019 Implementing partner N/A Bas-Uele Equateur Haut-Katanga Haut-Lomami Haut-Uele Ituri Kongo Central Kwilu Kinshasa Kasai Oriental Kasai Kasai Central Kwango Lualaba Lomami Mai-Ndombe Maniema Mongala Nord-Kivu Nord-Ubangi Sankuru Sud-Kivu Sud-Ubangi Tanganyika Tshopo Tshuapa PSO/Central African Republic CARPE: Sangha Tri-National Landscape CARPE: Batéké-Leconi-Léfini Landscape CARPE: Lac Télé-Lac Tumba Landscape CARPE: Salonga-Lukenie-Sankuru Landscape CARPE: Maringa-Lopori-Wamba Landscape CARPE: Maiko-Tayna-Kahuzi Biega Landscape CARPE: Ituri-Epulu-Aru Landscape CARPE: Virunga Landscape CARPE: Garamba-Chinko Landscape ANNEX B. CDCS RESULTS FRAMEWORK—ACTIVITY CROSSWALK, APRIL – JUNE 2018
Submitted on July 31, 2018 as part of the ACCELERE! 1 Quarterly Report (Quarter 3, FY 2018, Apr-Jul 2018).
DISCLAIMER
The author’s views expressed in this publication do not necessarily reflect the views of the United States Agency for International Development or the United States Government. Development Objective Development Objective 2: Lives improved 1: Selected national- Transition Objective 3: through coordinated, level institutions more Foundation for durable sustainable effectively peace strengthened in development implementing their Eastern DRC approaches in selected mandates regions
IR 1.1 Capacity to identify constraints to development and propose solutions IR 2.1 Local service Report page increased. IR 3.1 Practical solutions to Implementation delivery institutions number specific drivers of conflict Activities IR 1.2 Capacity to create strengthened. reference identified and accepted. policy and legal frameworks IR 2.2 Citizens empowered in targeted sectors IR 3.2 Promising to access quality services. improved. interventions to establish IR 2.3 Provincial and local or solidify peace IR 1.3 Capacity to stakeholders adopt implemented. implement selected policies, common goals and agenda laws, and programs IR 3.3 Humanitarian and for accountable governance. enhanced. protection services provided. IR 1.4 Congolese resources made available for selected sectors.
DISCLAIMER
The author’s views expressed in this publication do not necessarily reflect the views of the United States Agency for International Development or the United States Government. Grants for local NGOs serving formal schools in Haut-Katanga, p . 11-14 2.1.1 Lualaba, Kasai Oriental and Central
Grants for local NGOs serving CRS in H p- . 11 12 2.2.1 Katanga, Lualaba, Kasai Oriental and Central
Back to school campaign focused on 2.2.1 out-of-school children
Local capacity building support for local p. 15 2.1 grantees
Adaptation, validation and training in materials in H Katanga 2.2 3.2 and North & South Kivus against Gender- Based School Violence
DISCLAIMER
The author’s views expressed in this publication do not necessarily reflect the views of the United States Agency for International Development or the United States Government. Development and testing of teaching and learning materials for early grade reading p. 15-19 2.2.1 3.2.1 and comprehension in Kiswahili, Ciluba, Lingala and Oral French
Initial training and support to school communities to improve support for school-based and p. 22 2.3 extra-curricular learning in targeted school in four provinces
Piloting of online platform (M-Tew) to support teacher p. 22 2.2.1 trainng and coaching and peer-to-peer support
DISCLAIMER
The author’s views expressed in this publication do not necessarily reflect the views of the United States Agency for International Development or the United States Government. Development of a national education brief (canevas) based on provincial EB p. 23-26 1.1 2.3.1 focused on key education sector indicators
Development of local school improvement plans to improve schools and increase accountability at the local level with p- . 23 26 1.1 2.3 provincial authorities, school directors, members of the school committees (COGES) and COPAS
Assessing student achievement through p. 28 2.2 quarterly assessments of targeted schools
DISCLAIMER
The author’s views expressed in this publication do not necessarily reflect the views of the United States Agency for International Development or the United States Government. Conducting operational research activities in support of p- . 29 30 2.2 teacher with non- monetary incentives (TMIS phase 2)
Discussions on EGRA p. 29 2.2.1 strategy and timeline
DISCLAIMER
The author’s views expressed in this publication do not necessarily reflect the views of the United States Agency for International Development or the United States Government. ANNEX E. COMMUNICATIONS AND OUTREACH MESSAGES APRIL – JUNE 2018
Draft submitted on July 31, 2018 as part of the ACCELERE! 1 Quarterly Report, Quarter 3, FY 2018, April-July 2018.
ACCELERE! 1 SOCIAL MEDIA MESSAGE In May 2018, with funding provided by the of the United States Agency for International Development (USAID) and UK Department for International Development (DFID), ACCELERE!1 organized a community awareness session in Mbuji Mayi on the importance of girl's education with input from female role models. At the end of the awareness session, one of the participants, Pastor Samuel Mukuna from the Mount Sinai Worshiping Church in the Lubanda district in the Bipemba Commune, asked for a copy of the talking points used by the female role models. He used the message on Sunday during the sermon,
to emphasize his belief in the importance of the Church members listening to the Pastor’s message educating children. Photo: R1 Team Mbuji Mayi, May 2018
ACCELERE!1 SUCCESS STORY See below. SNAPSHOT Thanks to Income Generating Activities (IGA), Children Return to School in Haut-Katanga Mr. Ilunga Musebento lives in Likasi, in Haut-Katanga. This father of three welcomed the two children of his brother, who died in 2014. Unemployed, Mr. Musebento was not able to send his children or the children of his late brother to school for two school years in a row (2015- 2016 and 2016-2017).
Yet, thanks to the training and support received from an M. MUSEBENTO working with his children in his ACCELERE!1 Income Generating chicken coop. Activity (IGA) grant implemented by (Photo UMOJA - May 2018) the UMOJA OSCJA NGO, Mr. Musebento was able to raise 100 chickens as part of an IGA and then sold these assets to obtain capital. The sale of these 100 chickens brought him 700USD, which allowed him to pay the school fees for all five of his children, for the 2017-2018 school year and invest in his AGR with the remaining money. At the end of the school year, all his children went passed into the next grade.
Thanks to the ACCELERE! 1 project, Mr. Musebento’s children were finally M. MUSEBENTO with his wife and 2 of their able to go back to school. “I will never children forget that it is thanks to ACCELERE! (Photo UMOJA - June 2018) 1, that the future of my children has been saved and my family has come out of poverty” testified Mr. Musebento. IMPROVING READING, EQUITY, AND ACCOUNTABILITY IN THE DEMOCRATIC REPUBLIC OF CONGO “ACCELERE!” PROGRAM
Trip Report
Purchase order number no. PO18001311 Project no. 102116.000.000
Arrival Date 01 May, 2018 Departure Date 12 May, 2018
DISCLAIMER The author’s views expressed in this publication do not necessarily reflect the views of the United States Agency for International Development or the United States Government. Trip Summary:
The ACCELERE! project requires an expert in teacher coaching and professional development to help support our Result 2 training team in their implementation of the teacher professional development and revisions to the Grade 2, Grade 3, and CRS Level 2 teaching and learning materials (TLMs) to ensure that they conform to USAID and the MEPSP’s vision of an effective reading program.
Travel Objectives:
Co-lead a ten-day workshop with the DIPROMAD (pluridisciplinary team) and the Result 2 team to revise Grade 2 (Ciluba, Lingala, and Kiswahili), Grade 3, and CRS Level 2 (Ciluba, Lingala, Kiswahili, and French) teaching and learning materials in accordance to USAID’s feedback, DIPROMAD recommendations, and FHI 360’s feedback to finalize the materials for printing for use in the 2018/19 school year. Liaise with the Senior Education Advisor, Reading Advisor, and Result 2 Lead to plan and ensure a smooth delivery of the ten-day workshop. Ensure recommendations are integrated into the materials and are print-ready.
Specific activities: Held regular skype meetings with FHI 360 HQ team, the Senior Reading Advisor, and the Director of ACCELERE (Sonia) to share updates, challenges, and define strategies. Held regular, small meetings with the workshop coordinator (Don Gaston) to discuss the workshop agenda, make daily plans based on the previous days’ achievements, division of responsibilities, and other associated tasks. Delivered a presentation on the best practices for teaching reading and writing and the links between our materials, the National Curriculum, and other government documents related to teaching reading, and writing. Demonstrated some reading and writing skills/components (3 steps of the writing process, making predictions before reading a story, activities to do after reading a story, monitoring pupils comprehension while reading aloud, and etc.) to ensure participants understanding so they could provide constructive feedback and inputs. Supported the workshop participants in identifying different writing activities to add to the teachers guides and in the student readers. Provided daily support to the small groups; ensuring that they understood their assignment and that the suggestions/inputs they made to the teacher guides, students readers, and student workbooks were coherent and aligned with our approach. Facilitated some of the discussions and supported the group in decision making and ensuring that all the changes/amendments were done in line with the decisions taken within the group discussions. Collected daily reports and wrote the final report of the workshop.
DISCLAIMER The author’s views expressed in this publication do not necessarily reflect the views of the United States Agency for International Development or the United States Government. Deliverables: (Status) 1. Trip Report – Finalized.
Next Steps and Recommendations: The ALP materials were not considered in the workshop. Therefore, I recommend holding a similar workshop with the Ministry of Social Affairs to update them on the changes/amendments made and receive their approval. In the workshop, DIPROMAD raised the issue of scripted lessons. DIPROMAD raised the concern that scripting all lessons limits the teachers’ creativity. I explained the reasons and benefits behind scripted lessons, but they remain unconvinced and the workshop ended without reaching a tangible decision to resolve this issue. I recommend that this discussion continue to avoid any misunderstandings or conflicts during the next steps of validation. Both USAID and DIPROMAD recommend that the formatting of teacher guides be reviewed in order to improve the desktop publishing and lessen the number of pages. I recognized this weakness in the workshop and put a plan in place to improve the design and layout and reduce the number of pages in the teachers’ guides. I did not discuss the cursive font issue, which was raised by USAID, because the issue had already been resolved. The participants did not have any concerns about the cursive font during the workshop. My recommendation to the team is to make sure that we are consistent throughout the 3 documents (guide, work book, reader).
Attachments: 1. Final workshop report
DISCLAIMER The author’s views expressed in this publication do not necessarily reflect the views of the United States Agency for International Development or the United States Government. REPUBLIQUE DEMOCRATIQUE DU CONGO MINISTERE DE L’ENSEIGNEMENT PRIMAIRE, SECONDAIRE ET PROFESSIONEL DIRECTION DES PROGRAMMES SCOLAIRES ET MATERIEL DIDACTIQUE
Rapport final de l’atelier d’amélioration des matériels pédagogiques produits dans le cadre d’ACCELERE !1
Du 02 au 11 Mai, 2018 Introduction
Faisant suite à l’analyse des experts de la Direction des Programmes scolaires et Matériel Didactique développé par ACCELERE !1, il s’est tenu au Fleuve Congo Hôtel du 02 au 11 Mai, 2018. Un atelier d’amélioration des dits matériels en vue de les conformer à la politique actuelle du ministère de l’enseignement primaire, secondaire et professionnel qui consiste à promouvoir l’enseignement en langues nationales au primaire. Conformément aux dispositions de la loi – cadre no 14/004 du 11 Février 2014 de l’enseignement national.
Objectif général de l’atelier
‐ Procéder à l’amélioration des livrets de l’élève, des cahiers de lecture et des guides de l’enseignant des classes de 1ere année, 2ème année, et 3ème année primaires, développés dans le cadre du projet ACCELERE ! 1 en Lingala, Kiswahili ; Tshiluba et Français, au regard de l’analyse de la DIPROMAD contenue dans le rapport‐synthèse établi à cet effet ; ‐ Préparer les conditions requises pour la validation de ces matériels pédagogiques selon la procédure officielle en vigueur.
Objectifs spécifiques de l’atelier ‐ Procéder à l’amélioration dans la forme et le fond des livrets de l’élève, des cahiers de lecture et des guides de l’enseignant en 4 langues. ‐ Intégrer certains amendements dans les documents selon les recommandations de l’atelier. ‐ Déterminer le processus et le cadre des validations des outils pédagogiques.
Participation
Les participants à l’atelier étaient des acteurs et témoins privilégies du système éducatif congolais. Au total, 35 experts ont pris part à l’atelier sur 40 prévus, soit 90% dont :
‐ 17 de la Direction des Programmes scolaires et Matériel Didactique, ‐ 2 du Service National de la Formation de l’inspection général de l’enseignement, ‐ 3 du centre de linguistique théorique et appliquée, ‐ 1 de l’université de Kinshasa ‐ 2 de l’université pédagogique nationale, ‐ 10 du projet ACCELERE !1
Méthodologie de travail
L’atelier de 10 jours s’est déroulé dans un climat serein où le travail était axé sur les exposés de clarification suivi de lecture individuelle, de débat d’information, de précisions et de plénière pour obtenir des enrichissements et pour la prise de décisions en rapport avec les intégrations des amendements dans les guides, livrets et cahiers et cela pour un agencement logique et didactique.
Déroulement des travaux
Organisée le 02 Mai dans la salle Berlin du Fleuve Congo Hotel, la cérémonie d’ouverture a été marquée par les allocutions de la directrice de l’éducation au sein de l’USAID et du directeur, chef de service de la DIPROMAD. Les deux allocutions étaient axées sur : ‐ L’intérêt de l’enfant congolais qui doit être mis en avant plan surtout dans le développement des matériels et manuels scolaires, ‐ L’esprit d’équipe qui doit animer les participants afin de réviser et produire des matériels pédagogiques de qualités destinées à l’enfant et à l’enseignant congolais.
Les activités de mise entrain ont débuté par la présentation des participants. Il s’en est suivi de l’adoption du code de bonne conduite ; de désignation des rapporteurs journaliers et généraux ; de la désignation de la cheftaine du village et son adjoint qui a été suivi par l’adoption de l’agenda de l’atelier.
Chaque jour, les activités de l’atelier se déroulaient de 08 :30 à 16:30. Chaque jour commençait par la lecture du rapport du jour précèdent lequel était examiné et adopté moyennant les amendements de fond et de forme.
Les travaux de l’atelier étaient supervisés par le directeur chef de service de la DIRPOMAD, tandis que la coordination technique par le chef de division de l’enseignement maternel et primaire et monsieur le conseiller en éducation au sein du projet ACCELERE ! Ils étaient secondés par le point focal du programme de lecture écriture au sein de la DIPROMAD et la conseillère technique en lecture écriture au sein de ACCELERE !
Pendant les 10 jours, les participants ont eu l’occasion de faire des lectures individuelles des 3 documents produits par ACCELERE ! 1 (guides, livrets et cahiers de la 1e année, 2e année et 3e année primaire). Ils ont aussi eu l’occasion de discuter dans de petits groupes et d’échanger sur les remarques et amendements à faire dans chacun des 3 matériels. La majorité des échanges se faisaient en rapport avec le rapport et feedback produit par la DIPROMAD mais aussi en rapport avec quelques éléments nouveaux découverts lors de la lecture individuelle. Apres les échanges journaliers, les participants travaillaient dans des sous‐groupes pour continuer avec les propositions pratiques des intégrations à effectuer dans chaque document. Certaines intégrations ont été faites directement dans les documents mais d’autres seront soumis aux illustrateurs et infographes, surtout ceux en rapport avec la forme.
Aux termes de 10 jours, de dur labeur d’activités à caractère hautement pédagogique, les décisions ci‐ après ont été prises. A savoir :
1. Couverture : Le texte en rapport avec les bailleurs de fonds a été élagué. On a adopté les titres pour les 3 documents produits par ACCELERE (Guide = Apprendre à lire et à écrire, 1e , 2e & 3e année primaire, Guide de l’enseignant, Livret = Apprendre à lire et à écrire, 1e , 2e, 3e année primaire, manuel de l’élève, Cahier = Apprendre à lire et à écrire, 1e , 2e , 3e année primaire, cahier de l’élève). 2. Couverture pour les livrets et cahiers ont été traduit en langue congolaise. 3. L’introduction et la préface pour les langues congolaise seront harmonisées et traduites en langues congolaises. 4. Texte de l’introduction du guide a été revisité en mettant en évidence le Ministère de l’enseignement primaire, secondaire et professionnel, en élaguant du texte qui est en rapport avec ACCELERE (mais en maintenant la part d’ACCELERE dans la préface), en faisant ressortir l’importance des leçons scriptees, et en donnant des explications concernant le recours aux 2 icones qui ont été retenues pour les activités d’écriture et de lecture. En plus, le texte de l’introduction a été réorganisé sous 3 parties importantes : Introduction/contexte général, Principes didactiques de l’enseignement de lecture – Ecriture et Présentation du guide de l’enseignant 1e, 2e ou 3e. 5. Les icones: 2 icones ont été maintenues : « Le livre ouvert pour toutes les activités de lecture et la main qui écrit pour toute les activités d’écriture » et cela dans les manuels de 1e dans toutes les langues et dans les manuels de Français 3e. Pour le reste, les consignes simples ont été maintenues et enrichies. Dans le cahier, une autre icone a été retenue « un enfant qui discute avec sa maman » pour l’activité de raconte l’histoire lu en classe a un membre de la famille. 6. Les exercices d’écriture ont été considérés dans le livret en se basant sur les instructions d’écriture qui existaient déjà dans le guide mais aussi sur les enrichissement de tels exercice pendant les leçons de production écrite mais aussi en s’assurant que chaque leçon de lecture se termine par un simple exercice d’écriture. 7. Les conventions de textes ont été plus explicitées dans les leçons de lecture guidée mais aussi dans les leçons de production écrite. 8. Thèmes et sous thèmes ont été ajoutés dans les livrets de l’élève. 9. Sommaire doit être ajouté au début du livret et du cahier de l’élève. 10. Volume du guide a été réduit en éliminant les espaces vides, en mettant l’intervention de l’élève entre parenthèses après la question de l’enseignant, en éliminant le soleil et en mettant le texte dans le soleil dans une case rectangulaire pour gagner un peu d’espace, etc, … 11. Taille de la police de caractère : La taille recommandée est de 14. 12. Les images se trouvant dans le livret pour introduire les nouveaux sons, portent désormais des titres. 13. Les lettres qui n’existent pas dans les langues, ont été élaguées dans tous les documents. 14. Beaucoup d’illustrations ont été améliorées afin de correspondre au thème ou aux sons qu’ils introduisent. 15. Les coquilles ont été identifiées et corrigées. 16. Les questions inferentielles et d’extrapolations ont été enrichies pour donner l’opportunités a l’élève de faire des analyses critiques et faire une connexion entre l’histoire lu et sa vie quotidienne. 17. Pour le jour 1, l’étape de pré lecture a été revisitée pour donner plus d’opportunités aux élèves de prédire sur quoi l’histoire va porter. Dans la partie vocabulaire, les consignes en rapport avec l’utilisation des nouveaux mots dans différents contextes ont été ajoutées. 18. En ce qui concerne le décodage, l’introduction d’une lettre par jour/leçon a été maintenue. Toutefois, l’enseignant a la latitude d’augmenter le nombre de lettres par jour en fonction des progrès réalisés par ses élèves. 19. En 3e année, spécifiquement pour la grammaire sur les noms ‐ leçons 3.3, 4.3, 5.3, 6.3 la progression dans ces leçons a changé comme suit : 3.3 : La notion de noms, 4.3 : Types des noms (noms communs, noms propres), 5.3 : noms propres (des personnes, des animaux, des choses), 6.3 : noms communs (des personnes, des animaux et des choses). 20. En 3e année, la leçon 17.3 et 18.3 à propos des objectifs qualificatifs ont été enrichi en tenant compte de deux manières d’exprimer les qualificatifs dans les langues bantu. (17.3 » Parler d’abord des adjectifs qualificatifs qui s’accordent avec les mots qu’ils accompagnent et dans la leçon 18.3 : Traiter les adjectifs qualificatifs qui ne s’accordent pas avec les mots qu’ils accompagnent. Cérémonies de clôture
La cérémonie de clôture a été présidée par le Directeur chef de service de la DIPROMAD. Deux allocutions ont été prononcées à savoir : le mot du conseiller en éducation au sein d’ACCELERE et le mot de circonstance du Directeur chef de service de la DIPROMAD. Le conseiller en éducation au sein d’ACCELERE a souligné l’avantage politique de l’atelier qui a constitué à restaurer la place du gouvernement qui est propriétaire des matériels pédagogiques. Il a rassuré la volonté d’ACCELERE d’achever les amendements des matériels en collaboration avec le ministère. De son côté, le Directeur de la DIPROMAD a exprimé sa joie de clôturer l’atelier eu égard au travail abattu par les participants.
Conclusion
A la lumière des objectifs assignés à l’atelier, nous pouvons affirmer que ceux‐ci ont été largement atteints à la grande satisfaction des organisateurs et des participants car les matériels pédagogiques développés par ACCELERE ont été améliorés et enrichis. Ces documents ainsi améliorés feront l’objet d’une validation finale par la DIPROMAD après intégration des amendements restant d’ici deux semaines par une équipe conjointe (Ministere ‐ EPSP et ACCELERE).
Fait à Kinshasa le 11, Mai 2018 ACCELERE! Trip Report
Contract no. AID-660-C-15-00001
Arrival Date: May 15, 2018 Departure Date: May 22, 2018
NOTE: 1. Soft copies of documents (Word) were given to the Literacy and Learning Advisor and the Professional Development Advisor. Trip Goal and Objective [Short paragraph]: a. Assist in the development of training modules for the facilitator and teacher trainings for the summer 2018 trainings on the effective use of the ALP Level 2 TLMs in national languages (Kiswahili, Lingala,Tshiluba) and French. b. Liaise with Reading Advisor, Professional Development Advisor, and other consultants working to develop the summer 2018 training modules.
Activities :
Planned Tasks Comments Development of training Reviewed the materials that were to be the focus of modules for the facilitator and the training (ALP level 2 French and ALP level 2 teacher trainings for the Lingala) summer 2018 trainings on the Produced a first draft of the Training guide for effective use of the ALP Level 2 educators and hand outs for review TLMs in national languages (Kiswahili, Lingala, Tshiluba) and French. Assist the CAP material Conducted a two hour work session with the writing development team team The ACCELERE! training modules are based on the classroom use of the TLMs they produce. Given the Result 2 team had not yet finalized the ALP or formal Grades 2-3 materials, the consultant was not able to finalize the training guide. At the time of departure, the ACCELERE! R2 material development team was still meeting with the MEPSP and revisions to the materials were still being made. On –going communication with the teams during their meetings with the MEPSP helped keep abreast of possible upcoming changes to the materials and these were incorporated into the sessions’ design. To facilitated quick finalisation of the training module, materials for training sessions were identified and only page numbers will need to be adjusted. As well, since it is quite possible that materials will not be ready for distribution during the trainings, reference to the materials during the training were kept as concise as possible, using lessons from Unit 5 for demonstrations, lessons from Unit 6 for Simulations and lessons from unit 8 for sessions on specific instruction for developing literacy competencies.
Next Steps: ALP Training guides (CRS) The Kiswahili and Tshiluba training guides were not produced as it is better to wait until the Lingala ALP Level 2 training module is finalized. Action: To finalize the ALP Level 2 Lingala training guide the following is required: a. Finalize the pre and post test questions (3 to be added) b. Adjust page numbers according to finalized TLMs c. Draft and insert Day 6 on the Forums d’échanges d. Insert the examples of dictées in French for Day 4 e. Complete package of separate hand outs (including the list if lessons and units)
Once the teaching and learning materials are finalized, adaptations in Kiswahili and Tshiluba should not take more than half a day and are all highlighted in yellow to be easily found. Action: Adaptations will require: a. Adjusting page numbers b. Substituting some hand outs (already drafted) c. Substituting the word “Lingala” for either “Kiswahili” or “Tshiluba” d. Substituting a few titles of stories or phrases.
CAP The 12 week Alphabétisation Initiale course is almost completed. Review checklists have been shared with the team and a session on how to use these was conducted. The material development team is meeting with the Direction Générale de l’Enseignement Non Formel the week of May 28-June 1, for finalisation of materials. Action: A final review and draft of an introduction to the guide will be needed.
The 11 week Alphabétisation fonctionnelle course is being drafted, Guide lessons for units 1-6 have been submitted for review. The consultant is awaiting the correspondent learner materials before completing the review in order to ensure congruence. Action: On-going review of materials produced by the material development team. It should be noted that reviews of both Alphabétisation Initiale and Alphabétisation fonctionnelle materials incorporate a capacity building component.
Materials for the CAP educators and learners will need to be printed and distributed. A training module for the CAP literacy courses will have to be developed. The project needs to identify the number of days needed, the size of the training groups before a training agenda and training module can be developed. It was recommended to Thomas Pembi to contact the TLM team for production and distribution of materials and Eric Kabitshwa for info on logistics and content of trainings. Action: Take steps to ensure procurement and training logistics are in place. Action: Develop Training module and Training Guide
Meetings/activities: Date Activity Monday Depart Canada May 14 Tuesday Arrive DRC May 15 Wednesday • Met with Professional Development Advisor to review summary of May 16 Level 2 materials • Met with Senior Education Director and CAP representatives to discuss CAP material development planning • Drafted objectives and agenda for CRS Level 2 training in Lingala and sent to experts for feedback prior to drafting training plan • Met to plan work session with CAP material development team
Thursday • ACCELERE! office closed May 17 • Meeting via skype • Began draft of CRS Level 2 training guide and annexes (Days 1 and 2) Friday • Met with CRS French and Lingala writers to draft session on guide May 18 introductions: drafting postponed as introductions are being rewritten • Met with Professional Development Advisor to answer questions that arose in meetings. Sent answers. • Drafted Day 3 CRS Level 2 training guide and annexes • Sent draft of Days 1,2,3 of CRS Level 2 training guide and annexes; drafts are incomplete awaiting information from writing teams Saturday • Drafted 2 hour CAP writers training session for Monday May 21 May 19 • Met with Senior Education Advisor • Drafted Days 4 and 5 CRS Level 2 training guide and annexes and sent for comment
Monday Met with CRS writing and training teams to share first draft of May 21 training guide and assign sections to complete Facilitated 2 hour training with CAP writing team Worked with various CRS team members in the completion of the training guide Drafted Reference sheet for trainers to assist them with questions that may arise concerning inclusive education or multi‐level classes Tuesday • Work session to finalise sections of the training guide (French) May 22 • Work session with to finalise sections of the training guide (Lingala) • Meeting: debrief • Meeting: debrief • Made revisions and sent CRS Level 2 Training guide (Lingala) for review: still to finalize: pre and post test, hand outs and update according to finalized materials • Depart DRC
Wednesday Arrive Canada May 23 IMPROVING READING, EQUITY, AND ACCOUNTABILITY IN THE DEMOCRATIC REPUBLIC OF CONGO “ACCELERE!” PROGRAM
Trip Report
Purchase order number no. PO18001311 Project no. 102116.000.000
Arrival Date: May 14, 2018 Departure Date: May 27, 2018
DISCLAIMER The author’s views expressed in this publication do not necessarily reflect the views of the United States Agency for International Development or the United States Government. Attachments: 1. Trip Report 2. Initial R2 Year 4 work plan draft 3. Initial R2 Y3 training work plan draft 4. Draft SOW for assessment of gender activities
Trip Goal and Objective:
Support the R2 leadership team to prepare the Y4 Work Plan, review the Y3 achievements, priorities and challenges; revisit the Y5 budget and assist the Senior Education Advisor (SEA) in A1! strategic meetings with the MOE (Ministry of Education) partners, and prepare the Y3 training work plan.
Responsible for carrying out the tasks as described below: Participate in the Y4 Work Planning workshop in support of the R2 leadership team, Review budget assumptions for Y5, Work with the SEA and the R2 leadership team to assess the status of R2 implementation, review achievements, priorities, challenges for Y3, and identify new opportunities and priorities to inform the Y4 work plan, Participate in the work planning of Y3 training, and Meet with the MOE stakeholders (DIPROMAD, CERNAFOR, CELTA) on the TLM validation and the A1! continuous testing strategy.
Activities:
Planned Tasks Comments Briefing with the SEA - Status on the negotiation with the MOE partners: 2 SERNAFOR technical staff were added to the 7 new DIPROMAD appointed staff to revise the TLM with the R2 team following the recommendations from the May 2-10 workshop. - Next steps for the TLM delivery: in collaboration with the Reading advisor, the delivery date to Chemonics is set for May 31st. - Planning of activities with the SEA departure. Alex Kabeya, the R2 team lead will be acting SEA during the transition period
Participate in the Y4 Work - Organized a one-day workshop with the R2 leadership team to Planning workshop in prepare for the upcoming Y4 Work Planning retreat, taking support of the R2 advantage of the national holiday on May 17th. The guiding principle leadership team of Y4 activities (TLM, ToT, Community) was based on close collaboration with the EPSP, MINAS and beneficiary communities to Work with the SEA and ensure ownership and sustainability beyond the life of project. The the R2 leadership team to WP activity with the team continued via email exchanges until the assess the status of the R2 final session which was held on the 24th. The drafted Y4 Work Plan implementation, review is in the attachment. achievements, priorities, challenges for Y3 and
DISCLAIMER The author’s views expressed in this publication do not necessarily reflect the views of the United States Agency for International Development or the United States Government. identify new opportunities - With the participation of SEA, R2 Lead, Reading Advisor, Training and priorities to inform the Advisor and the Gender Specialist, led a review of the Y3 planned Y4 work plan activities, achievements, challenges, perspectives to mitigate the challenges and success stories (see attachment)
- Worked with the Gender specialist on drafting the SOW for the assessment of gender activities implementation to be supported by FHI360 HQ. Andrea Bertone will be replaced by Jennifer Linkletter to support Madho, following CHEMONICS’ approval.
Review budget assumptions Discussed with the R2 Leadership Team about the Y4 activities and for Y4 budget revisions; which concluded as follows: - TLM th o development for 4 year only nd rd nd o revisions of 2 and 3 grades formal and 2 year CRS o No more CRS development o 30 developers reduced to 16 (4/language) - Refresher training targeting only 5,000 participants on 4th year TLM, less trainers - Community activities. Use CCL for sustainability and less expensive (distribution of guides and training) - Gender and other cross cutting activities, nothing changes (1 extra training day) - Strengthening of the Proximity Networks using the guide for their operationalization during the TLM revision period, working with the school Directors will require more resources
Participate in the work - Completed with the Training Advisor (see attachment): +12750 planning of Y3 training participants, from July 29 to August 20, 2018
Meet with the MOE - Met with Don Gaston, DIPROMAD, to discuss revision and the stakeholders (DIPROMAD, integration of the workshop report recommendation in the TLM to CERNAFOR, CELTA) on have him committed to its timely finalization the TLM validation and the - COP and SEA succeeded in having DIPROMAD Director committed A1 continuous testing to review the TLM introduction and submit to the MOE strategy Commissioner for final signature and validation - For the continuous testing strategy, the June workshop will collect the recommendations from the TLM team and the MOE/MINAS representatives
Discussions with the COP Discussed with the COP: about the R2 challenges - SOW of this trip for his support and proposed solutions - Collaboration with the MOE regarding TLM development and validation - Transition plan for the SEA position,
DISCLAIMER The author’s views expressed in this publication do not necessarily reflect the views of the United States Agency for International Development or the United States Government. o The SEA position is strategic and key to the R2 team. The SEA is the POC between FHI360 and Chemonics and supports the vision and collaboration with the partners for better results; o The Reading Advisor position is most needed for the strengthening of the team in close collaboration with the R2 TL
Non-planned tasks Discussion with the R2 Outcomes of the discussion : Team Lead on the - Alex, the R2 TL, will be acting SEA during the transition period of management of the 2-3 months, allowing FHI360 to finalize the hiring process of a new transition period in SEA absence of a SEA - Main activities needing support from HQ: o WP retreat June 18-23: Julia or Lamine will attend o Teacher trainings of 12,750 participants led by Alex and Eric, July 29 - August 20, 35 R2 staff + 25 EPSP/Minas involved: Suzanne Simard (CRS TOT, 10 days remote assistance), Chantal (Training within the proximity networks in Kinshasa, 7 days max), Nathalie (TOT formal TLM)
Participation at the global - Security debriefing on the Ebola outbreak in Mbandaka ACCELERE! Senior - General information on staff movement (on leave, mission, incoming, Management Team meeting outgoing), Y4 Work planning retreat, use of the Data base to key in Y4 activities and budget, important meeting on TLM timeline (distribution in schools rescheduled for November) - Priority activities in each component: HR (centralization in Kinshasa, recruitment to replace leaving staff, PTL and R2 focal point functions combined, new organigram), R2 (TLM finalization, finalization of training materials, support to CAPs, late book bank delivery impacting the community activities implementation), Operations (sharing office space with other organizations in the provinces, issues related to centralized management, internet access in provinces, management of late payments, materials and equipment inventory), Finance (late bill pay regularizations, , R1(community activities, TLM for CAPs harmonization meeting with MINAS, meeting on retention, evaluation of the conflict impact, workshop with DIPROMAD on the psychosocial module), STS (Presentation of the FOI and EGRA results), M&E (school cartography pending on MOE, meeting with A3, EGRA and GPS data), R3 (refresher training of first selected schools, MOE staff payment) , Grants (school kits, school project, local NGO follow up), Compliance (memo on perdiem, CRS control), Communication (monthly newsletter), Planning (Gant
DISCLAIMER The author’s views expressed in this publication do not necessarily reflect the views of the United States Agency for International Development or the United States Government. Chart, support to PTLs), IT (support platform, Data Base for the work planning, IT equipment inventory)
Issues & Recommendations:
All the planned tasks for this trip as well as other non-planned tasks were successfully achieved and the issues raised were concluded with proposed solutions as detailed in the trip notes. The major issues and recommendations are: 1. Y4 community activities challenge is about sustaining the volunteering system by changing the approach to have community members including parents to own and sustain children’s reading activity. It is recommended to retain the CCL instead of the MobiCom, who are financial resources dependent and not likely to be continued beyond the project life. 2. Hold off the M-TEW activity and proceed with the development of functional and sustainable outputs that will remain as ACCELERE! legacy to the GoDRC. The R2 IT specialist will develop: a. ACCELERE! Glossary mobile application for teachers to have access to requested definition of words or themes on their smart phones b. ACCELERE! TLM data base that will be handed over to the EPSP by USAID & Chemonics at the end of the project.
DISCLAIMER The author’s views expressed in this publication do not necessarily reflect the views of the United States Agency for International Development or the United States Government. ACCELERE! Trip Report
Contract no. AID-660-C-15-00001
Associate Director, East Africa, FHI 360 Arrival Date : 5 June 2018 Departure Date : 21 June 2018
DISCLAIMER The author’s views expressed in this publication do not necessarily reflect the views of the United States Agency for International Development or the United States Government. Trip Goal and Objective:
The purposed of the trip was to provide operational support in light of the resignation of the ACCELERE! Senior Education Advisor and the new budget revision to be reflected in the year 4 work plan and year 5.
Activities: Initially scheduled to end on June 15, I had to extend my stay in the DRC to June 21 for an opportunity to join the ACCELERE! team in the work planning session and meet with Sonia and Josh to discuss the R2 budget and ramifications.
Planned Tasks Comments Work with the ACCELERE Senior Assessment was done and we received Reading Advisor to assess need for approval from Chemonics to recruit additional consultants to support additional desktop publishers. They were material revision brought on board and contributed to material development and revision. Facilitate the hiring of consultants as needed Review R2 staff files for compliance Met with Donna Coulibaly and heard her concerns regarding management of R2 staff. I Assess operational needs for R2 for discussed the concerns with our team and the upcoming trimester and year and we are working on solutions to address the start preparations for identified needs concerns. Worked with the HR and Finance Associate to review the files of the R2 team staff for completeness and proper filing. All files are in order. HR will update files with performance appraisals from supervisors. Inform and discuss with the R2 Worked with Alex Kabeya to balance the leadership team and staff about the year 4 and year 5 budget based on perceived budget revision impact on activities, needs for local staff on the project and legal timelines and staff contracts requirements of staff contracts. We made substantial cuts and agreed to continue to monitor staff contracts and make decisions as contracts near their final stages. We will share a new org chart with Chemonics based on new development of removing the Senior Education Advisor. Attended the ACCELERE year 4 Prior to the work plan, worked with Alex workplan Kabeya to review activity budget and intervention strategy as drafted during the trip of Fatimata to the DRC. During the workshop, contributed to group DISCLAIMER The author’s views expressed in this publication do not necessarily reflect the views of the United States Agency for International Development or the United States Government. level discussions with government partners on how to ensure the government is routinely involved and informed on TML process. Also, worked with the procurement team to share ideas on how to ensure materials are distributed in a timely fashion.
Issues & Recommendations:
Replacing the SEA: Given new changes in strategy, Chemonics now prefers to remove the position and combine it with the DCOP technical role. To facilitate the transition, FHI 360 will be seeking approval from Chemonics to field a short-term consultant to play the SEA role for two months.
Replacing the Reading Advisor: While in the DRC, our Reading Advisor, Aliou Seck, presented his resignation. He will however stay with us until August and leave when the training of trainers end. We have alerted Chemonics and received approval to start the search for a replacement. We will be proposing a new Reading Advisor this July to Chemonics.
Next Steps: Facilitate the recruitment of a Reading Advisor as soon as possible to avoid a gap in the project Facilitate approval of a consultant, Alpha Bah, to play a transition role for the SEA Share a revised organogram to Chemonics, given decision of removing the SEA position Monitor R2 in-country staff management to be responsive to Chemonics’ concerns Submit a revised travel plan to Chemonics. We will need more in-country presence to avoid a leadership gap.
DISCLAIMER The author’s views expressed in this publication do not necessarily reflect the views of the United States Agency for International Development or the United States Government. ACCELERE! Trip Report
Contract no. AID-660-C-15-00001
Associate Director, Teaching & Learning, FHI 360 Arrival Date: 19 June 2018 Departure Date: 28 June 2018
DISCLAIMER The author’s views expressed in this publication do not necessarily reflect the views of the United States Agency for International Development or the United States Government. Trip Goal and Objective:
ACCELERE! Activity 1 requires support for the interim SEA while the recruitment process continues. During the proposed period of this trip, ACCELERE! will be conducting the annual work planning workshop in Kinshasa.
Tasks:
1. Participate in Year 4 work planning. 2. Assist the interim SEA in R2 oversight.
Activities: Due to a delay in receiving the visa for travel, I missed the first days of the work planning workshop. However, I was able to participate in the last work day and the closing ceremony, and I supported the R2 lead with tasks related to materials finalization and training preparation. In addition, removal of the SEA position and restructuring of our organigramme for R2 required time to respond and address.
Planned Tasks Comments Participate in Met with representatives from the Pluridisciplinary Team, the Year 4 work team of experts from the ministries and academia that works closely with R2, to discuss improvements to our materials planning. development process, training plans, and communication with our government counterparts for Y4. The other priority we agreed on during work planning is the use of data (from a variety of sources including FOI, QAs, and qualitative feedback) to inform materials development and revision and training development.
Assist the I joined the R2 Lead/Interim SEA for multiple meetings about TLM interim SEA in finalization, printing, and distribution strategies as well as meetings to plan the operations side of the trainings for the opening of the R2 oversight. school year. These meetings were both with Chemonics’ operations team as well as internal to R2 and/or FHI 360. In light of changes in dates and deadlines as well as the sudden change in the R2 leadership structure, we worked to develop strategies to cover all activities while guaranteeing high technical quality. We recommend the hiring of a consultant to assist in leadership and management of R2 during this busy period as well as the hiring of multiple local consultants to support the teams in the field during trainings. DISCLAIMER The author’s views expressed in this publication do not necessarily reflect the views of the United States Agency for International Development or the United States Government. Additionally, I supported the materials development teams in finalizing the Grade 2, 3, and CRS Level 2 TLMs incorporating Nathalie Louge’s feedback, and I reviewed some TLMs.
Unplanned Tasks Review staffing The removal of the role of SEA necessitated a series of meetings structure and to review our staffing and needs and develop a strategy to make needs for R2. sure FHI 360s responsibility to provide high quality technical Meet with R2 support to A!1 can be met. While on the ground, I drafted a team leads, R2 revised leadership plan for R2 based on inputs from the R2 team staff, and the lead and other FHI 360 senior advisors and managers. representatives of the I also met with the R2 team leads, the full R2 team, and the Pluridisciplinary representatives of the Pluridisciplinary Team to share FHI 360’s Team to discuss thinking on a new staffing structure based on our draft strategy modifications to and meetings with Chemonics. I elicited their input to refine the our structure strategy according to their insights and concerns and shared that based on the with our HO team for consideration in the final staffing plan. removal of the SEA.
DISCLAIMER The author’s views expressed in this publication do not necessarily reflect the views of the United States Agency for International Development or the United States Government. Issues & Recommendations:
Replacing the Reading Advisor/SEA : With the removal of the position of Sr. Education Advisor, FHI 360 will need to revisit the JD for the Reading Advisor position (also in recruitment). Given the shift in roles and responsibilities, we will need to recruit someone who has both technical and management experience. We will also need to revisit our organigram and roles/responsibilities for several key team members to redistribute tasks. With both an SEA and a Reading Advisor, the leadership team for R2 (including the R2 Lead) was overstretched. We will need to create a position(s) and make some structural changes to make sure we can continue to deliver quality technical work with a reduced team.
Next Steps: Work with the A!1 R2 team to revise the JD for Reading Advisor and support the recruitment process. Revise the R2 team management structure to reorganize the leadership, management, and technical tasks as well as to revisit several other team roles, such as those of the writing team leads. Continue to support review and finalization of TLMs as needed.
DISCLAIMER The author’s views expressed in this publication do not necessarily reflect the views of the United States Agency for International Development or the United States Government. ACCELERE! Trip Report
Contract no. AID-660-C-15-00001
Associate Director, East Africa, FHI 360 Arrival Date 11 June 2018 Departure Date 30 June 2018
DISCLAIMER The author’s views expressed in this publication do not necessarily reflect the views of the United States Agency for International Development or the United States Government. Trip Goal and Objective:
The purpose of the proposed trip was to facilitate a transition period as a consultant was departing the DRC, and to provide support to ACCELERE finance team including the Senior Finance Officer and Finance Associate.
Activities: Although my initial travel dates where May 25 – June 8, 2018, I had to make adjustment to my travel dates so that they could coincide with the consultant departure and also to the availability of the finance team.
Planned Tasks Comments Provide technical assistance to the Technical assistance was provided. We Senior Finance Officer and the worked on the ACCELERE quarterly and separation accruals, balance sheet Finance Associate currently working reconciliation for ACCELERE items, cash on ACCELERE request, effectivity of the process of providing supporting document as per the ACCELERE contract, train the staff of the production of the ACCELERE pipeline.
Review the procurement process for We went through the procurement process to the recruitment of consultant on the recruit a consultant for the ACCELERE project, we work to make the process more ACCELERE project efficient. We cleared all the issues that the finance team had concerning the recruitment consultants on the ACCELERE project. Review the Country Office payroll to I reviewed the computation of taxes for ensure proper computation of taxes on ACCELERE staff, assessed and provided feedback on all other payroll related matters. ACCELERE project and assess Provided feedback on the outsourcing of the whether the service could be payroll to a third party. outsourced.
• Work with finance consultant, to Facilitate the transition between the transition tasks to the Senior Finance consultant and the Senior Finance Officer Officer. Facilitate the invoicing mechanism I have addressed issues that could hold up the under the ACCELERE project production of ACCELERE invoices.
Issues & Recommendations:
DISCLAIMER The author’s views expressed in this publication do not necessarily reflect the views of the United States Agency for International Development or the United States Government. Prepare all supporting documents before the due date of the ACCELERE invoice Prepare ACCELERE pipeline every month Coordinate the work between the Senior Finance Officer and Associate Finance Provide weekly technical assistance to ACCELERE finance team.
Next Steps:
Monitor and review the production the ACCELERE pipeline Facilitate the production of supporting documents for the ACCELERE project Monitor and facilitate the recruitment of consultants on ACCELERE Provide feedback on the shared cost for the ACCELERE project Monitor and review ACCELERE expenditure of a certain amount
DISCLAIMER The author’s views expressed in this publication do not necessarily reflect the views of the United States Agency for International Development or the United States Government. ACCELERE! Trip Report
Contract no. AID-660-C-15-00001
Arrival Date: 18th June 2017 Departure Date: 27th June 2017 Attachments: n/a
DISCLAIMER The author’s views expressed in this publication do not necessarily reflect the views of the United States Agency for International Development or the United States Government. Trip Goal and Objective:
The aim of this trip was to participate in the Year 4 planning workshop in Kinshasa, working with the Result 3 team to review current R3 progress and planning.
Activities:
Planned Tasks Comments Participate in and contribute to the Year 4 Completed work planning sessions
Work with R3 team to review R3 progress Completed and draft R3 Year 3 workplan
Inception meetings with new STTA in Completed support of sub-result 3.3 (Dana Olds)
Issues & Recommendations:
The sessions organized during the four days retreat for all A!1 were a perfect occasion to further explore synergies between the three result areas and foster collaboration around a joint strategy and theory of change. Having such an opportunity to learn from other result areas, and align approaches and priorities is a very important moment in the life of a project. Planning for the fourth and final full year of program implementation was seen as a special challenge. The priority in the final year is to strengthen achievement, especially at school and sub-divisional level and make sure the program interventions have a maximum impact and are integrated into the education system to be sustainable. It was thus decided to concentrate efforts at deconcentrated levels, strengthening our work in the provinces, with schools and sub-divisions, as much as possible. For R3 this means advocating for additional staff (Provincial School Improvement Specialists – PSIS) to onboard for this last program year in the four provinces with the highest number of schools supported and the most challenging working environment (Haut Katanga, Sub-Ubangi, Equateur, Kasai Central). Cambridge Education made a special effort in the budget realignment exercise to be able to finance these additional positions within the current budget ceiling.
Next Steps: - Support finalizing the Gantt chart, narrative and budget for Year 4 - Support stabilizing the indicator list and detailed information sheets DISCLAIMER The author’s views expressed in this publication do not necessarily reflect the views of the United States Agency for International Development or the United States Government. -
- Further exchange with A!2 and within A!1 on a joint governance approach, and in particular ways to address the school fee issue - Further exchange with A!2 on governance work at sub-divisional level - Support to R3 for activity planning for Q4/Year 3 - Support to R3 for reporting on Q4/Year 3 and Year 3 annual report - QA on R3 technical deliverables, including TOR of technical activities
DISCLAIMER The author’s views expressed in this publication do not necessarily reflect the views of the United States Agency for International Development or the United States Government. ACCELERE! Trip Report
Contract no. AID-660-C-15-00001
Arrival Date: 17th June 2018 Departure Date: 23rd June 2018 Attachments: n/a
DISCLAIMER The author’s views expressed in this publication do not necessarily reflect the views of the United States Agency for International Development or the United States Government. Trip Goal and Objective:
The aim of this trip was to participate in the Year 4 planning workshop in Kinshasa, and to gain overview of the current R3 progress to further help with Y4 planning.
Activities:
Planned Tasks Comments Participate in and contribute to the Year 4 Completed work planning sessions
Work with R3 team to review R3 progress Completed and draft R3 Year 4 workplan
Inception meetings with R3 staff to get Completed overview of the role and responsibilities of each team member.
Issues & Recommendations:
The sessions organized during the four days retreat for all A!1 were a perfect occasion to gain an overview of the overall progress achieved so far in each result area and meet with R3 in person. These sessions also allowed to understand the remaining challenges needed to be addressed for Y4 and further explore synergies between the three result areas. The participation in this planning workshop allowed to establish a first contact with R3 team in particular and the rest of the Result areas, that proved to be essential to ensure technical support in the activities related to Y4 planning finalization.
The fourth-year planning process has been revised, considering the budget realignment effort A!1 had to do. On this occasion, result area were given a global budget limit to be considered while planning activities and defining the scope of each one. This exercise has been particularly interesting and led the team to reflect on its achievement indicators. The focus of Year 4 is placed on strengthening achievements, especially at school and sub-divisional levels and to make sure the program interventions have a maximum impact and are integrated into the education system to be sustainable.
DISCLAIMER The author’s views expressed in this publication do not necessarily reflect the views of the United States Agency for International Development or the United States Government. It was thus decided to concentrate efforts at deconcentrated levels, as much as possible. R3 team reflected on the more efficient use of resources to ensure it met its objective and identified the need for additional staff (Provincial School Improvement Specialists – PSIS) to onboard for this last program year in the four provinces with the highest number of schools supported and the most challenging working environment (Haut Katanga, Sub-Ubangi, Equateur, Kasai Central).
Next Steps: - Support finalizing Quarterly report. - Support finalizing the Gantt chart, narrative and budget for Year 4. - Support stabilizing the indicator list and detailed information sheets. - Help coordinating dialogue with A!2 on a joint approach in particular on addressing school fee issues. - Further exchange with A!2 on governance work at sub-divisional level - Support to R3 for activity planning for Q4/Year 3 - Support to R3 for reporting on Q4/Year 3 and Year 3 annual report - QA on R3 technical deliverables, including TOR of technical activities.
DISCLAIMER The author’s views expressed in this publication do not necessarily reflect the views of the United States Agency for International Development or the United States Government. ACCELERE!1 Trip Report
Contract no. AID-660-C-15-00001
Dates: February 27, 2018 – March 17, 2018 Attachments: Annexe 1 : COMPTE RENDU DE L’ATELIER DE RÉVISION DU CASE
DISCLAIMER The author’s views expressed in this publication do not necessarily reflect the views of the United States Agency for International Development or the United States Government. Objectif:
La mission qui s’est déroulée à Kinshasa entre le 27 février et le 17 mars 2018 s’inscrivait dans la suite d’un travail de révision des outils du CASE, engagé dès octobre 2017 par une étude documentaire et complété par une mission de terrain réalisée en République Démocratique du Congo entre novembre et décembre 2017. L’objectif de cette dernière mission était de participer à l’atelier national organisé entre le 5 et le 10 mars 2017 et, à sa suite, de procéder à la révision des différents outils et dispositifs.
Le présent rapport fait état des travaux réalisés au cours des ateliers nationaux, des révisions en cours CASE et formule des recommandations à court terme.
1. L’atelier national de révision des outils du CASE
Préalablement à la présentation de l’atelier national et à ses implications sur l’évolution des outils et dispositifs du CASE, cette première section rappelle, dans la perspective de situer les enjeux de l’atelier national, les principaux constats formulés par le consultant au terme de l’étude documentaire et de la mission de terrain.
1.1 Principaux constats de l’étude documentaire et de la mission de terrain 1.1.1 L’étude documentaire Elle avait permis de formuler une première série d’observations sur les outils et les dispositifs du CASE. Les observations à caractère général : o Le manque de précision, concernant notamment les dimensions relatives à la mobilisation communautaire : le rôle des COPA et des COGES et leurs modalités de collaboration et d’actions communes sur des objectifs à atteindre ; o La complexité en termes de concepts utilisés, de vocabulaire et de création de structures nouvelles (réseaux de COPA et union de COGES) venant s’agréger à des entités existantes et peu fonctionnelles ; o Le manque de pragmatisme des approches, notamment concernant l’élaboration et la mise en œuvre des projets d’écoles. Les observations plus ciblées et plus spécifiques : o Elles concernaient en particulier l’élaboration et la mise en œuvre des projets d’écoles avec des réserves exprimées sur les standards et normes de l’école de qualité qui fixent un « idéal » à atteindre mais semblent en réalité bien éloignées de la situation d’une majorité d’écoles primaire de RDC qui ne sont pas aptes, aujourd’hui, à atteindre des objectifs de changement trop ambitieux. Dans la mesure où les standards et normes de l’école de qualité déterminent les fondements et l’architecture du CASE, on pouvait légitimement se demander si les dispositifs et outils qui en découlaient avaient une raison d’être ; o Elles concernaient également les approches de la formation qui manquaient singulièrement de réalisme dans la mesure où, faute de référentiels de compétences clairement formulés, les dispositifs proposés ne semblaient pas viser le développement de compétences susceptibles de faire concrètement évoluer les pratiques et de produire des effets réels sur l’amélioration de la qualité des apprentissages ;
DISCLAIMER The author’s views expressed in this publication do not necessarily reflect the views of the United States Agency for International Development or the United States Government. o Elles concernaient aussi la question clé de la mobilisation communautaire, dimension nécessaire à la formulation et à la mise en œuvre d’un projet d’école mais dimension abordée avec un manque de réalisme et de pragmatisme par les différentes composantes du CASE.
1.1.2 L’enquête de terrain A plus d’un titre, l’enquête de terrain a validé certaines hypothèses formulées au terme de l’étude documentaire. Le défaut d’élaboration et de mise en œuvre des projets d’établissement S’il n’est évidemment pas possible de tirer des conclusions générales à partir d’un nombre restreint d’observations, l’enquête de terrain a mis en lumière la difficulté des écoles à élaborer des projets d’établissement à l’aune des normes et des standards de l’école de qualité : dans 100% des projets analysés, l’état des lieux de l’école était incomplet, les analyses réelles de la situation faisaient défaut et les axes d’amélioration proposés, principalement centrés sur des améliorations infrastructurelles et matérielles ne répondaient pas aux besoins réels de l’école, l’analyse diagnostic préalable n’ayant pas permis de les identifier. La faiblesse des activités de formation L’enquête de terrain a également mis en lumière la faiblesse des activités de formation. Les causes en sont multiples : o Le manque de compétence des formateurs, à tous les niveaux de la chaine ; o L’absence d’objectifs précis de formation à atteindre, faute de profil et faute atteindre ; o L’absence de dispositifs adaptés (conséquence possible de l’absence de profil) ; o L’absence de suivi et d’évaluation des activités de formation L’insuffisance de la mobilisation communautaire (ces éléments ont été longuement développés dans le rapport de l’enquête de terrain) ; L’incapacité des différents niveaux impliqués dans le processus (proved, sous-proved, points focaux, inspecteurs, formateurs de zone) à se mettre en distance et à formuler une vision claire de ce qu’il faut faire évoluer. Concernant ces acteurs et ces entités, le consultant avait également pu constater, au cours des ateliers régionaux, qu’ils maîtrisaient mal l’approche projet et qu’ils manquaient singulièrement de moyens et de ressources pour mener à bien leurs missions.
Il ne s’agit pas ici de reprendre l’ensemble des éléments développés dans le rapport d’enquête mais de se remettre en mémoire les enjeux d’importance que l’atelier national devait prendre en compte pour faire évoluer le CASE vers davantage de réalisme et de pragmatisme et valider le dispositif au niveau national.
1.2 Déroulement et apports de l’atelier national de révision et de validation du CASE L’atelier national s’est déroulé en trois étapes successives : - Etape 1 (21 février) : introduction au CASE et partage du rapport consolidé de l’évaluation de la mise à l’essai du CASE ; - Etape 2 (du 27 février au 2 mars) : atelier de révision du CASE - Etape 3 (du 5 au 9 mars 2018) : atelier de partage et d’amendement des stratégies, outils et dispositifs révisés.
Dans la mesure où le consultant n’est intervenu qu’à partir de l’étape 2, il ne sera question, dans ce développement que d’une présentation des travaux des étapes 2 et 3.
1.2.1 Atelier de révision du CASE
DISCLAIMER The author’s views expressed in this publication do not necessarily reflect the views of the United States Agency for International Development or the United States Government. Objectifs Sur la base des rapports d’évaluation provinciaux et sur la base des analyses externes du consultants, l’objectif était que les techniciens du MEPSP et les PTF participants révisent les dispositifs et les outils conçus et expérimentés dans le cadre du CASE. Cette révision devait aller dans le sens d’une meilleure opérationnalisation des dispositifs et des outils.
Organisation et méthode Cette seconde étape à laquelle a participé le consultant s’est déroulée entre le 27 février et le 2 mars. Les participants, des techniciens du Ministère, des représentants des partenaires techniques et financiers et des représentants d’ACCELERE, étaient divisés en trois groupes de travail : un groupe sur l’engagement communautaire – un groupe sur la formation et un groupe sur l’élaboration du projet d’établissement. Chacun des groupes pouvait s’appuyer sur une série de documents destinés à enrichir la discussion : les rapports d’évaluation provinciaux consolidés, les deux rapports produits par le consultant (étude documentaire et rapport de l’enquête de terrain) ainsi que des documents faisant état des travaux réalisés par les partenaires techniques et financiers dans les domaines investis par le CASE.
Résultats
Les aspects positifs de l’atelier Cet atelier a permis plusieurs avancées : o Une appropriation par les techniciens du MEPSP des composantes du CASE ; o Des discussions et des échanges entre techniciens et entre les techniciens et les représentants des PTF (lorsque ces derniers ont participé aux travaux) ; o Des améliorations apportées aux documents dans le sens d’une simplification et d’une opérationnalisation des outils (du guide d’élaboration du projet d’établissement en particulier) ; o Une prise de conscience réelle sur la nécessité de déconcentrer la gestion du système éducatif pour améliorer les performances scolaires des écoles.
Les faiblesses de l’atelier o La participation en pointillés des techniciens du MEPSP qui ont dû s’absenter à plusieurs reprises pour faire face à l’ensemble de leurs obligations professionnelles ; o La faible participation des PTF ; o L’absence de référence aux documents dont disposaient chacun des participants. S’ils avaient pris le temps de les consulter, les participants auraient vraisemblablement exercer un regard plus critique et, au final plus constructif, sur les différentes composantes du CASE ; o La teneur des discussions qui ont principalement porté sur des éléments de forme et sur des éléments réglementaires aux détriments de réflexions sur le fond : la gestion de l’école primaire et ce qu’elle requiert d’évolution à tous les niveaux du système pour améliorer les apprentissages des élèves. Cette centration des discussions fut due, en partie, à la méthode de travail qui consistait principalement à faire une analyse linéaire des différents documents du CASE. Les représentants d’ACCELERE et le consultant ont tenté, à certains moments, de pousser les participants à approfondir leurs réflexions.
Bien que décevant dans sa portée et dans l’implication réelle des participants, cet atelier de révision a malgré tout permis d’aller vers une simplification des documents pour les rendre plus accessibles aux utilisateurs
DISCLAIMER The author’s views expressed in this publication do not necessarily reflect the views of the United States Agency for International Development or the United States Government. finaux et donc plus opérationnels sur le terrain. Pour autant, l’ensemble des défis qu’avaient pointé l’étude documentaire et l’enquête de terrain n’ont pu être relevé.
1.2.2 Atelier de partage et d’amendement des stratégies, outils et dispositifs révisés
Objectif
L’objectif de ce deuxième atelier était de partager, d’amender si nécessaire et de valider les dispositifs et les outils du CASE qui avaient été révisés au cours de la phase précédente.
Organisation et méthode
Cet atelier s’est déroulé sur une période de 5 jours entre le 5 et le 9 mars 2018. Il réunissait des représentants des directions centrales du MEPSP, des représentants de l’administration déconcentrée des provinces dans lesquelles avait eu lieu la mise à l’essai du CASE et des représentants des partenaires techniques et financiers, l’AFD en particulier.
Il était initialement planifié que le travail s’organise comme suit :
Jour 1 : engagement communautaire ; Jour 2 : formation Jour 3 et 4 : projet d’établissement Jour 5 : synthèse des travaux et validation
Pour les trois grands thèmes traités, il était prévu que le séquençage soit le suivant :
Présentation des outils et des dispositifs révisés Discussions Amendements Validation. La planification initiale a dû s’adapter au caractère exhaustif des présentations et à l’ampleur des discussions. Malgré des modifications substantielles, chaque thème a été traité.
Résultats
Les points forts de l’atelier : o Les outils et les dispositifs révisés ont pu être partagés et discutés à un cercle élargi de représentants du MEPSP central ; o Certains amendements ont été apportés et cela a permis d’apporter des améliorations aux documents préalablement révisés ; o Les stratégies, dispositifs et outils ont été validés au niveau national. Les points faibles de l’atelier :
DISCLAIMER The author’s views expressed in this publication do not necessarily reflect the views of the United States Agency for International Development or the United States Government. o La majorité des participants n’a pas pris connaissances des rapports d’évaluation provinciaux et des rapports d’évaluation externe ; o Les participants qui venaient des provinces et qui ont concrètement participé à la mise à l’essai du CASE n’ont pas suffisamment témoigné de cette expérimentation : des réussites – des difficultés rencontrées – des choix réalisés pour adapter le CASE aux spécificités locales – des leçons apprises, etc. ; o Les partenaires techniques et financiers étaient peu représentés et ils n’ont pas suffisamment rendu compte de leurs projets dans les domaines de la gestion des écoles et de la mobilisation communautaire ; o Les discussions ont principalement porté sur des questions de forme et des questions réglementaires, assez peu sur le fond : la déconcentration du système éducatif, ses implications en termes de transformation des missions des niveaux intermédiaires (notamment les missions de l’inspection), la mise à l’échelle du CASE, l’évaluation et le suivi des projets d’établissement, la pertinence des standards et des normes de l’école de qualité, le changement des pratiques de formation (le développement de compétences professionnelles notamment), le suivi des formation, autres ; o Les représentants d’ACCELERE et le consultant ont, comme ils l’avaient fait pour l’atelier précédent, tenter d’orienter les débats sur des questions plus centrales mais ce fut souvent sans effet réel sur la consistance des débats ; o Au final, la contribution de la partie nationale a été faible, trop faible pour une composante clé de la stratégie sectorielle de l’éducation et de la formation. Il semble que les directions centrales n’ont pas pris la mesure de ce que représente une plus grande autonomie donnée aux écoles et une plus grande implication des communautés.
Les différents documents ont été validés mais il a été décidé que les observations formulées au cours de l’atelier devaient être prise en compte et qu’elles nécessitaient de la part des membres de l’équipe du projet ACCELERE une ultime révision des éléments constitutifs du CASE.
2. La révision des documents du CASE
L’ultime révision des documents du CASE est en cours de réalisation. Elle tient compte des évaluations successives qui ont été menées (évaluations internes et évaluations externes faites par le consultant) et des derniers ateliers nationaux qui se sont tenus en février et mars dernier.
2.1 Les travaux réalisés entre le 12 et le 17 mars
Au cours de la semaine qui a suivi l’atelier de partage et d’amendement des stratégies, outils et dispositifs du CASE, Magatte FAYE et les consultants ont travaillé sur une nouvelle version des quatre documents socles du CASE :
Le cadre stratégique de redynamisation des COPA, des COGES et des comités d’établissement ; Le guide d’élaboration et de mise en œuvre du projet d’établissement : concernant ce guide, il a été décidé de fusionner le guide d’élaboration et de mise en œuvre avec le guide d’évaluation de telle sorte que les directeurs d’école et les communautés aient, réunies dans un même document l’ensemble des éléments indispensables pour l’implémentation des nouvelles modalités de gestion par projet ; DISCLAIMER The author’s views expressed in this publication do not necessarily reflect the views of the United States Agency for International Development or the United States Government. Orientation de la formation des acteurs et cadre stratégique de la formation des directeurs en leadership et gestion Guide de gestion du cadre d’appui et de suivi des écoles par les services des sous-proved
Concernant ces 4 documents, l’option qui a été retenue est la simplification afin de les rendre plus opérationnelles et par conséquent plus facilement utilisables par les différents niveaux du système.
2.2 Les travaux en cours
Les quatre documents cités au paragraphe précédent sont en cours de finalisation. Ils ont fait l’objet de remarques et de commentaires formulés par les membres de l’équipe du projet ACCELERE et par le consultant. Pour certains d’entre eux, les observations portent sur des éléments de fond et il est donc nécessaire d’adresser rapidement les questions qui restent pendantes car elles questionnent le sens et les finalités du CASE. Il s’agit notamment : Du suivi assurer par les services des sous-proved : le processus d’évaluation des projets d’établissement qui semble encore assez lourd – de la collecte et de l’exploitation des données relatives aux projets d’établissement qui sont également assez lourds eu égard aux moyens dont disposent les services ; Des approches relatives à la formation des acteurs : l’élaboration des référentiels de compétences - la distinction entre compétences théoriques et compétences pratiques qui est de nature à semer la confusion et à impacter négativement la conception et la mise en œuvre du système de formation – l’architecture des modules de formation qui gagnerait à être simplifié en concevant notamment une matrice de formation intégrant : les objectifs pédagogiques, les situations de formation, les outils et les modalités d’évaluation ; De la redynamisation des COPA et des COGES : les attributions de ces deux entités, leurs objets et leurs modalités de collaboration doivent dépasser le seul cadre réglementaire pour créer réellement une dynamique au sein de l’école – la création des « superstructures » réseaux de COPA et union de COGES risque également de ne pas atteindre ses objectifs eu égard à la faiblesse actuelle de la mobilisation communautaire ; De l’élaboration et de la mise en œuvre des projets d’établissement : l’aspect central est celui des standards et normes de l’école de qualité qui, désormais, ont été adoptés au plan national. La question n’est pas la pertinence de ces standards et normes mais le fait que les écoles doivent systématiquement s’y référer pour l’élaboration de leur projet alors même qu’elles devraient se concentrer sur deux ou trois axes d’amélioration prioritaire.
DISCLAIMER The author’s views expressed in this publication do not necessarily reflect the views of the United States Agency for International Development or the United States Government. 3. Deux principales recommandations dans les semaines à venir
3.1 Finaliser les documents du CASE
La première urgence est de finaliser les différents guides et outils du CASE. Dans la mesure où la partie nationale a validé le dispositif en mars dernier, cette révision revient exclusivement aux membres de l’équipe du projet ACCELERE. Cette finalisation est un objectif important car, comme indiqué dans la section précédente, elle obligera à faire des choix qui touchent aux fondements du CASE. Idéalement et dans un premier temps, il serait souhaitable, pour ce travail de finalisation, que les membres de l’équipe ACCELERE se réunissent pendant un ou deux jours afin : De passer en revue l’ensemble des observations et remarques formulées sur les documents ; D’engager une discussion sur les propositions d’évolution, en particulier sur le fond (voir 2.2) ; De faire des choix qui sont partagés.
Dans un second temps, chaque membre de l’équipe pourrait finaliser les documents en intégrant les modifications décidées par l’équipe.
3.2 Travailler sur la formation
Les formations sont un élément clé du CASE et, à ce titre, il y a plusieurs activités à mener pour élever sensiblement le niveau du dispositif : Finaliser un référentiel de compétences professionnelles du directeur d’école primaire : il existe actuellement des référentiels qui n’en sont pas réellement et surtout, qui ne sont pas aisément traduisibles en termes de formation. Pour élaborer le futur référentiel, il faudra : o Identifier clairement les domaines d’intervention du directeur ; o Pour chaque domaine, formuler 2 ou 3 compétences principales ; o Pour chaque compétence, inventorier les ressources qu’elle mobilise. Prendre appui sur le référentiel, pour identifier les besoins de formation des directeurs ; Concevoir des modules de formation qui développent les compétences telles qu’elles sont présentées dans le référentiel et ne pas faire une distinction artificielle entre compétence théorique et compétence pratique ; Revoir l’architecture des modules de formation et y insérer des matrices de formation intégrées : ces matrices permettront aux formateurs d’être guidés « pas à pas » pour le développement des compétences ; Former les formateurs au développement des compétences afin qu’ils fassent évoluer leurs pratiques et leurs postures qui sont encore trop centrées sur la transmission de savoirs ; Mettre en place un système de suivi plus performant et plus régulier de telle sorte que les directeurs d’école soient davantage appuyés dans les phases d’élaboration, de mise en œuvre et d’évaluation des projets d’établissement. Dans cette perspective, il serait souhaitable de réduire les temps de formation en présentiel et d’accroitre l’accompagnement sur le terrain, dans les écoles ; Mettre en place un dispositif d’évaluation systématique des activités de formation : l’évaluation systématique des activités de formation permet d’apprécier d’une part la satisfaction des bénéficiaires et, d’autre part, l’organisation des formations et leur impact sur les pratiques des bénéficiaires.
DISCLAIMER The author’s views expressed in this publication do not necessarily reflect the views of the United States Agency for International Development or the United States Government. Annexe 1 : COMPTE RENDU DE L’ATELIER DE RÉVISION DU CASE
Modalité de l’atelier : travaux en 3 groupes techniques restreints sur : l’engagement communautaire, la formation et l’élaboration du projet d’établissement (période du 27/02 au 02/03)
Objectif de l’atelier : L’objectif de cet atelier était de réunir une équipe d’experts nationaux afin qu’ils travaillent sur une révision du CASE à l’aune des outils et des stratégies existantes, des rapports d’évaluation provinciaux consolidés sur la mise à l’essai du CASE, des deux rapports produits par le consultant (analyse critique des outils et stratégies et rapport de l’enquête de terrain) et des travaux menés par les PTFs dans le domaine de la gouvernance de l’école et de la gestion déconcentrée du système éducatif.. Compte tenu de son arrivée tardive, le consultant a pris l’atelier en cours de route en intégrant le groupe technique en charge du développement de l’école.
Jour Travail réalisé Observations 27/02/2018 La journée 1 a été consacrée à l’introduction 1.) Dans le groupe technique auquel le du guide et à la définition du projet consultant a participé, les différents d’établissement membres n’ont quasiment jamais fait 28/02/2018 La journée 2 a été consacrée à l’auto- référence aux documents qui étaient mis évaluation de l’école à leur disposition : rapports régionaux 01/03/2018 La journée 3 a été consacrée à la formulation consolidés sur la mise à l’essai du CASE du plan d’actions et à la validation des et rapports d’analyse produits par le ressources consultant (il est à noter que le rapport 02/03/2018 Le jour 4 a été consacré à la mobilisation de l’enquête de terrain n’a été remis aux communautaire, à la mise en œuvre et au participants qu’au terme de la journée reportage. du 01/03/2018) ;
Au terme de la journée, chaque groupe a fait 2.) La participation des membres du GT état de l’avancement de ces travaux et les a été très fluctuante, chacun ayant documents révisés ont été remis à Magatte d’autres activités à mener parallèlement, FAYE. y compris le représentant d’ACCELERE. Ce manque de stabilité et de régularité n’a pas été propice à la qualité du travail ;
3.) La méthode de travail a principalement consisté a faire une lecture cursive du guide d’élaboration du projet d’école. Si cette méthode favorise l’analyse formelle et thématique d’un document, elle ne permet pas de prendre systématiquement le recul nécessaire à une réflexion stratégique sur le fond ;
DISCLAIMER The author’s views expressed in this publication do not necessarily reflect the views of the United States Agency for International Development or the United States Government. 4.) le consultant a fait valoir les travaux qu’il a réalisés lorsqu’ils pouvaient éclairer tel ou tel aspect ;
5.) De manière unanime, les membres du groupe ont considéré, qu’en l’état, le document était beaucoup trop complexe pour être mis en œuvre utilement par les directeurs d’école et par les représentants des services techniques déconcentrés. De manière systématique, leurs recommandations ont préconisé des simplifications : simplifications lexicales et syntaxiques – simplification du cadre théorique – simplification des processus décrits – simplification des outils ;
6) Il a manqué une réflexion de fond sur les caractéristiques intrinsèques du projet d’établissement : la déconcentration du système éducatif et le partage des responsabilités au sein de l’école – les nécessaires changements de posture et de pratiques des corps d’inspections et, plus généralement, des services techniques déconcentrés.
Les travaux des autres groupes techniques (formation et engagement communautaire) ont approximativement suivi le même cheminement et produit les mêmes effets.
Bilan de l’atelier : ces quatre jours de travail ont permis aux techniciens nationaux de s’approprier les stratégies et les outils du CASE. Cette appropriation progressive les a conduits à simplifier les différentes composantes du CASE pour les rendre plus accessibles aux bénéficiaires finaux : vu sous cet angle, cet atelier a été utile. Il est regrettable cependant que les techniciens nationaux n’aient pas intégré les différentes évaluations existantes de la mise en œuvre du CASE afin d’engager une réflexion en profondeur sur la gouvernance des écoles, leurs apports se limitant trop souvent à des aspects de forme et à des aspects réglementaires. L’absence des partenaires techniques et financiers est regrettable.
DISCLAIMER The author’s views expressed in this publication do not necessarily reflect the views of the United States Agency for International Development or the United States Government. ANNEX G. Q3 UPDATE ON A!1 ACTIVITIES IN THE KASAÏS
INTRODUCTION Based on the principles and security scheme presented in the Business Continuity Plan (BCP), and ANNEX 7 of FY18 Workplan, this document provides an update to ACCELERE! Activity 1 (A!1)’s planned quarterly activities in light of recent developments and security incidents in the Kasaï Central and Kasaï Oriental provinces of the Democratic Republic of the Congo (DRC).
The geographic scope of the plan includes the 11 educational sub-divisions in the Kasaïs. Specifically, the sub-divisions targeted through A!1 are: Kasaï Central: Kananga 1, Kananga 2, Demba 1, Dimbelenge 2, Dibaya 1, and Kazumba Sud Kasaï Oriental: Mbuji-Mayi 1, Mbuji- Mayi 2, Mbuji-Mayi 3, Katanda, and Miabi. With respect to number of schools, teachers and students, A!1 targets the following schools in the Kasais:
Kasaï Kasaï Total Total A!1 Oriental Central Kasaïs Target At start of Y3 work plan 313 1,081 1,394 3,075 As of June 30, 2018 281 1,034 1,315 2,718 Schools % of Total A!1 Target 10% 35% 45% 45% % of Total A!1 Target as of June 9% 34% 43% 43% 30, 2018 At start of Y3 work plan 1,915 4,346 6,261 16,883 As of June 30, 2018 1,762 5,601 7,363 16,305 Teachers % of Total A!1 Target 11% 26% 37% 37% % of Total A!1 Target as of June 11% 33% 44% 44% 30, 2018 At start of Y3 work plan 159,100 221,100 380,200 863,200 As of June 30, 2018 109,712 257,238 366,950 785,563 Students % of Total A!1 Target 18% 26% 44% 44% % of Total A!1 Target as of June 13% 30% 43% 43% 30, 2018
SECURITY/RISK ANALYSIS UPDATE Since the start of 2018, inter-factional disputes within Kamuina Nsapu have contributed to fractionalization and lack of strategy from the group. Their targeting and operational effectiveness has decreased significantly and the FARDC and police response has reflected this status quo by de-escalating in the province. There is a growing sense of normalization throughout the Kasais with few project-related incidents reported in Kasai Oriental and a significant downturn in incidents in Kasai Central.
July 2018 – This publication was produced for review by the United States Agency for International Development (USAID). It was prepared by Chemonics International Inc. for the ACCELERE! Activity 1. Nonetheless, health continues to play a significant role and Cholera is now resurgent in a Province which has little resistance to the disease. By consequence the fatality rate is elevated at 13%.
Of 25 health districts in Kasia Centrale, 18 are on alert for food insecurity.
Total Reported Incidents by Location Q3 2018 Équateur, 4
Tanganyika, 25 Équateur Haut-Katanga Kasaï, 1 Ituri Ituri, 51 Kasaï Kasaï-Central, 14 Kasaï-Central Sud-Kivu, 54 Kasaï-Oriental Kinshasa Nord-Kivu Kasaï-Oriental, 2 Sud-Kivu Sud-Ubangi Kinshasa, 5 Tanganyika Nord-Kivu , 125
Figure 1 Incident Distribution DRC Q3 2018
Reported incidents in Kasai Central have leveled off within expected reporting parameters given the season, time of year, and incident category.
Kasai Central and Kasai Oriental have both seen a significant drop in the number of reported incidents.
1 July 2018 – Kasaïs Quarterly Security and Technical Update – Accès, Lecture, Redevabilité et Rétention! (ACCELERE!) Activity 1 Project Reported Incidents Kasais Q1-Q3 2018
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0 0 0 0 0 5 6 7 8 9 MONTHS JANUARY - 01 JUNE 2018
Kasaï Kasaï-Central Kasaï-Oriental
Figure 2 Total Incidents Kasais Jan – 01 June 2018
A!1 conducted a Rapid Education Risk Assessment (RERA) in May to better address our Kasai interventions. An extract of the RERA Goal and Key Questions follows:
“While the situation in the Kasais warrants broader comprehensive conflict, disaster risk, education needs, and resilience analyses to determine how the international community can best respond to the ongoing crisis, ACCELERE!1 proposes using a Rapid Education Risk Assessment (RERA).
The RERA is known as a ‘good enough’ situation analysis that examines education as integral to the risk dynamics in its context and investigates how risk impacts education (schools, education sector, learnings, school communities), how education influences risk, and how contextual risks influence each other. The RERA helps USAID and implementing partners understand how risks, hazards, and other threats interact with different levels of institutional, school, community, household, and individual resilience and vulnerability and is unique because it integrates methodological elements of rapid education needs assessments and contextual risk analysis, including conflict analysis, disaster risk assessments, and resilience analysis. Education is a key institutional actor in conflict and crisis environments, and in a situation of high risk like the Kasais, the education sector is inherently threatened by the conflict around it. The education sector can also serve as a powerful local actor that plays a crucial role in rebuilding the social compact which is how we envision the RERA fitting into current ACCELREE!1 programming.
2 July 2018 – Kasaïs Quarterly Security and Technical Update – Accès, Lecture, Redevabilité et Rétention! (ACCELERE!) Activity 1 Project …
To safeguard investments in the ACCELERE!1 program, improve results in this conflict and crisis-affected context, and help the education system in the Kasais continue to function so that children have access to education at a most basic level, there is a need to evaluate the causes, characteristics, and consequences of the contextual risks of the ongoing conflict.
Research questions: • ACCELERE!1 seeks to understand how the education sector in the Kasais relates to and is interacting with the broader political, economic, social, and security environment • What are the resilience factors that positively influence access to safe, and quality education? • How can our program strengthen these factors for an immediate impact? • Education continues to play a critical role in addressing the root causes of conflict and violence, enhancing equity and reaching the most marginalized, reducing disaster risk, and building community resilience.
This Rapid Education Risk Assessment (RERA) is intended to identify the best ways in which ACCELERE!1 can do this within the current areas of intervention of the A!1 technical scope of work and based on the principles stipulated in the ACCELERE! conflict-sensitivity analysis.
The ACCELERE!1 RERA will provide information to USAID, DFID, and Chemonics International to help improve decision-making and strategies to increase equitable access to safe, quality education for children in the conflict-affected areas of the Kasais where ACCELERE! is working, through informing activities designed to achieve: • Increased availability of safe and accessible primary education services. • Increased Equitable Enrollments to a Quality Education Environment. • Improved safety in and around schools/school communities in conflict-affected environments by reducing internal (from within the school: teacher, staff, students, peers including: SRGBV, trauma, tribal rivalries) and external risks (physical and psychosocial risks in the community, family, neighborhood, tribe, including: SRGBV, trauma, individual attacks to/from school, tribal rivalries, ideological attacks targeting learning environment, being caught in crossfire (i.e. armed groups using schools for shelter)) o Doorways training o SGBV Code of Conduct o SGBV Monitoring Committees o Improved gender-sensitive primary education services. Because this is a mid-program RERA, conducted in response to unforeseen impacts of conflict in the Kasais on educational programming, ACCELERE1! is not proposing to use the findings of this RERA to add a significant amount of new interventions, but instead aims to use the information discerned from the RERA to ensure our activities are
3 July 2018 – Kasaïs Quarterly Security and Technical Update – Accès, Lecture, Redevabilité et Rétention! (ACCELERE!) Activity 1 Project responsive to the on-the-ground needs of the students, teachers, families, and school communities affected by the Kasais crisis, and best suit the needs of our beneficiaries at this moment. Safe Environment activities in IR 1.4. for example, could be repurposed and redirected.
The RERA will inform ACCELERE1! understanding of students, schools, school governance in the public schools and alternative schooling options that may be in place. Schooling in conflict zones have associated risks and each area requires specified risk mitigation strategies. Within those risks and mitigation strategies, the RERA will consider the influence of gender and age. Finally, the RERA will map the available options for formal, non-formal, and other learning options for students.”
The final report and findings will be shared in Q4. Preliminary Findings power point for Kasai Oriental is attached.
4 July 2018 – Kasaïs Quarterly Security and Technical Update – Accès, Lecture, Redevabilité et Rétention! (ACCELERE!) Activity 1 Project School Name Total Total Number Occupied Occupied Looted Damaged Destroyed by Group Month of State of the A!1 Changes number of number of of female by IDPs by militia/ by conflict conflict responsible incident school after the activities in classrooms students students army incident impacted planning Kasai-Oriental – S/MIABI Educational Sub-Division Completely EP MIKETA 6 299 138 No No Yes Yes Yes Militia May No destroyed Plan made for EP BALAMBULA 6 408 170 No No No Yes Yes Militia June No reconstruction Students studying EP KAPUMA 6 290 110 No No No Yes Yes Militia May No under trees EP BANA Students studying 6 315 82 No No Yes Yes Yes Militia May No CIMUNGU under lean-tos
Kasai-Central – Educational Sub-Division
We are still gathering data on the impact on schools within Kasai Central, and will include that in future updates
July 2018 – This publication was produced for review by the United States Agency for International Development (USAID). It was prepared by Chemonics International Inc. for the ACCELERE! Activity 1. ACCELERE! ACTIVITE 1
Analyse Rapide des Risques pour l’Education: RERA Mai 2018
Données quantitatives Préliminaires: Kasaï Oriental Qu’est-ce qu’une Evaluation Rapide du Risque Educatif (RERA) ? • Evaluation pas exhaustive, mais rapide, suffisante pour permettre la prise des décisions • Intégrée : conflit, éducation, l’environnement, genre, social, économiques, catastrophe • Sommaire • Contextuelle • Axée sur l’éducation Questions de recherche
• Quels sont les liens et les interactions entre l’environnement politique, sécuritaire et social national et le système éducatif du Kasaï ? • Quels facteurs de résilience ont une influence positive sur l’accès à une éducation de qualité et dans un environnement sécurisé ? • De quelles manières le programme A1! peut-il renforcer ces facteurs pour qu’ils aient un impact immédiat ? Sous questions
• Comment la résilience déjà présente au sein de la communauté peut-elle être renforcée ? • Quels sont les domaines dans lesquels la communauté a fait preuve de cohésion et comment renforcer ces domaines ? • Comment les mouvements de population affectent-ils l’éducation ? • Quels sont les risques de sécurité dans et autour des écoles ? • Est -il possible et utile de former les enseignants à une méthode éducative adaptée aux conditions psychosociales ? L’analyse RERA ne pourra pas • Permettre au programme A1! de mobiliser davantage de fonds ou de personnel • Mobiliser davantage de fonds pour la communauté ou l’éducation • Expliquer les causes du ou des conflits • Formuler des stratégies pour atténuer le conflit Cibles de la recherche • 6 écoles et 2 CRS des sous-divisions éducationnelles rurales de MIABI et KATANDA au Kasaï Oriental • 6 écoles et deux CRS de la sous-division urbano-rurale de KANANGA 1. • Elèves, Enfants non-Scolarises, Enseignants, Parents, Autorités, BG • Quantitatif et Qualitatif • 4 MLs / Province Limitations --aujourd’hui
• Aperçu, pas encore finale • Données partielles (Kasaï Oriental) – BG Kasaï Central • Quantitatives • Faute d’orthographes, anglicismes! Qu'est ce qui est à la base des divisions et conflits dans votre communauté? Selon vous, qu'est ce qui est à la base des divisions et conflit dans votre communauté? #1 (all respondents) 70
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0 Conflits armes Violences physiques Viols/rape Deplacements Destruction Pillages Autres Comment le conflit a-t-il affecté votre vie quotidienne? Comment le conflit a-t-il affecté votre vie quotidienne? (Parents, autoritées) (#2) 30
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0 Incapacite de realiser Handicap Physique Traumatisme Maladie Problèmes conjugaux Mesententes entre Autres mon travial families Comment le conflit a-t-il affecté votre vie quotidienne?
Comment le conflit a-t-il affecté votre vie quotidienne? (Student and Teachers Response) #2 30
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0 Fermeture de Mangue Perturbation du Destruction total Destruction Absence de la prise Abandon de la Pertes de materiel Autres l'ecole d'enseignants / calendrier scolaire de l'ecole partielle de l'ecole en charge scolarite du au scolaire / Manque Abandon du poste deplacement de documents de travail scolaires
Student Teacher De quelle façon le système éducatif créer t-il des conflits?
De quelle façon un conflit vécu à l’école peut-il créer des conflits dans la communauté? (All respondants) #7 35
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0 Recrutement des Exclusion des membres Emergence des groupes Enseignant auteur de la Viol Injustices et favoritismes Autres enseignants d'une meme des autres ethnies violents grossesse ethnic Quelles sont les situations a l’école les plus dangereuses pour vous?
Quelles sont les situations a l’ecole les plus dangereuses pour vous? (élèves) #17
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0 Tribalismes Mauvais sorts Reject de l'enseignant par la Bancarisation du salaire Non-paiement du salaire Autres communaute Quels sont les risques que les conflits ont engendré pour les enfants non-scolarisés
80 Risques pour les non-scolarises (All respondents) #43
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0 Recrutement par les groupes Banditisme Pratiques fetichistes Autres Prostitutions (ENS Only) Toxicomanie (ENS only) armes
Authorities Students Teachers Parents Quels sont les facteurs qui contribuent a la cohésion de la communauté?
(facteurs de cohésion de la communauté (Parents/DA) #19 20
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0 École communautaire Adhésion à une religion Reconstructions communes Recontres sportives Epargnes communes Autres commune de cases Comment vous soutenez-vous au moment des difficultés ?
Comment vous soutenez-vous au moment des difficultés ? (Enseignants) #36 14
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0 Champs communautaires Ristourne Caisses Mutuaelles Forums d'echanges Cotisations ponctuelles Autres Comment les parents ou la communauté sécurisent -ils les enfants en route vers l’école? Comment les parents ou la communauté securisent -ils les enfants en route vers l'ecole? #24 (all respondents) 30
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0 On les accompagne Un aine les accompagne Deplacement en groupe/ Consignes de securities (not Chefs de villages sont Autres Aller en groupe avialable on the EL codes) responsablises (not available on the EL) Quelles sont les actions que la communauté doit mener pour récupérer et retenir les enfants ayant abandonne l'ecole a cause des conflits? Apporter quoi pour retenir les enfants a l'ecole? (All respondents but out-of-school children) #49 80
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0 Supprimer les frais scolaires Distribuer les uniforms Assurer la cantine scolaire Autres Données préliminaires BG
QUESTIONS AUX BUREAUX GESTIONNAIRES - Voudriez-vous nous parler de l’impact des conflits sur votre équipement, vos services et vos infrastructures ? les conflits ont-ils affectés votre capacité de visiter les écoles ? - Les provinces ont-elles un budget disponible pour réparer les écoles qui ont été endommagées ou pour d’autres interventions d’éducation en situation d’urgence ? Données préliminaires BG Les BG du Kasaï Central n’ont pas été impactés par les conflits malgré les menaces des milices qui s’opposaient à l’ouverture des écoles. Les écoles ont été momentanément fermées pour la sécurité des enseignants et des élèves.
La province ne dispose pas de ressources pour intervenir dans les écoles. Vu la précarité des ménages, le Gouverneur de province a pris la décision d’exempté les finalistes des CRS du paiement des frais de participation au TENAFEP. Données préliminaires BG
A Kananga 1, certaines écoles ont été les champs de bataille entre les milices et les forces régulières. Ces combats ont causé des dégâts sur les infrastructures scolaires.
C’est dans la sous-division des KAZUMBA que les infrastructures du BG ont été saccagés et détruites. (cette sous-division n’est pas appuyée par ACCELERE !1) Autre Observations
• Traumatismes: Difficile à comprendre / expliquer – Rien n’est fait • Enfants non-scolarisés: travail dans les mines, petits métiers, rien. Veulent allez à l’école. • Effets pervers à corriger A1! – Sélection des enseignants pour les formations – Distribution équitable des kits Actions A!1
• Préliminairement: – Caisse d’épargnes/AVECs R1) • Epargnes communes – frais scolaires (R3) – Appui psychosociale (R1) • …..par les subventions aux OSCs Quelques images des écoles impactées par les violences
Merci pour votre aimable attention TUASAKIDILAYI