USAID SINDH READING PROGRAM
Annual Progress Report October 2017 – September 2018
Contract No. AID-391-C-14-00001
This report was produced for review by the United States Agency for International Development. It was prepared by Chemonics International, Inc.
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USAID Sindh Reading Program
ANNUAL PROGRESS REPORT (OCTOBER 2017 – SEPTEMBER 2018)
Sponsored by: USAID
Contract Number: AID-391-C-14-00001
Contractor: Chemonics International, Inc.
Submitted on: October 30, 2018
DISCLAIMER The views expressed in this report do not necessarily reflect the views of the United States Agency for International Development or the United States Government.
TABLE OF CONTENTS
TABLE OF CONTENTS ...... I ACRONYMS ...... II EXECUTIVE SUMMARY ...... 4 LIFE OF PROJECT TARGET ACHIEVEMENTS, SEPTEMBER 2018 ...... 7 PROGRAM HIGHLIGHTS AND ACCOMPLISHEAD TEACHERENTS ...... 8 COMPONENT I: SCHOOL-BASED SUPPORT FOR EARLY GRADE READING ...... 8 COMPONENT 2: EARLY GRADE READING ASSESSMENTS AND STANDARDS ...... 17 COMPONENT 3 READING MATERIALS AND READING SPACES...... 23 COMPONENT 4 READING FOR OUT OF SCHOOL CHILDREN...... 29 CROSS-CUTTING SECTORAL ACTIVITIES ...... 35 CROSS-CUTTING FIELD SUPPORT: LEARNING & LITERACY ADVISOR TEAM ...... 36 SUCCESSES AND ACHIEVEMENTS ...... 38 ISSUES AND CHALLENGES...... 39 RECOMMENDATIONS...... 39 MONITORING AND EVALUATION ACTIVITIES...... 40 CLEANING AND MANAGEMENT OF COHORT-3 DATA ...... 42 YEARLY PROJECT INDICATORS UPDATE ...... 44 EDUCATING THE NEGLECTED FUTURE ...... 46 CHANGING THE SCHOOL OF THOUGHT! ...... 47 SUCCESS STORY...... 48 TEACHING METHODOLOGIES RE-DEFINED IN KEMARI TOWN SCHOOL...... 48 ANNEX –B: PROJECT ANNUAL FINANCIALS...... 49
Annual Progress Report—October 2017 – September 2018 i ACRONYMS
ACRONYMS
ALP Alternative Learning Pathway AQAL Advancing Quality Alternative Learning BoC Bureau of Curriculum C1 Component 1 C2 Component 2 C3 Component 3 C4 Component 4 CPD Continuous Professional Development CMP Community Mobilization Program DCAR Directorate of Curriculum, Assessment and Research DEOs District Education Officers DFPs District Focal Persons DL&NFE Directorate of Literacy and Non-Formal Education FGD Focus Group Discussions EGRA Early Grade Reading Assessment FA Formative Assessment FMs Field Mentors GECE Government Elementary College for Education GoS Government of Sindh GTs Guide Teachers HANDS Health and Nutrition Development Society IRC Indus Resource Center JICA Japan International Cooperation Agency LOP Life of Project M&E Monitoring and Evaluation MDF Management & Development Foundation MoU Memorandum of Understanding MSF Mission Strategic Framework MTs Master Trainer NCHD National Commission for Human Development NFE Non-Formal Education OTJ On-the-Job PEACe Provincial Education Assessment Center PITE Provincial Institute of Teacher Education
Annual Progress Report—October 2017 – September 2018 ii ACRONYMS
PMIU Project Management Implementation Unit PMP Project Management Plan PRP Pakistan Reading Program QAC Quality Assurance Committee RSU Reform Support Unit SBEP Sindh Basic Education Program SCDP Sindh Capacity Development Project SE&LD School Education and Literacy Department SED School Education Department SEF Sindh Education Foundation SEMIS Sindh Education Management Information System SRP Sindh Reading Program STEDA Sindh Teacher Education Development Authority STS School-to-School TEOs Taluka Education Officers TLMs Teaching & Learning Materials TTI Teacher Training Institutions UPS Uninterrupted Power Supply
Annual Progress Report—October 2017 – September 2018 iii TARGET ACHIEVEMENTS
EXECUTIVE SUMMARY
This annual report summarizes activities of the fifth and final year of the USAID Sindh Reading Program (SRP) covering the period from October 2017 to September 2018. SRP wrapped up technical implementation of activities in the field and worked in close partnership with Government of Sindh (GoS) counterpart institutions to sustain the approaches to improved instruction in early grade reading introduced by SRP. We collaborated closely with other partners including the Sindh Basic Education Program (SBEP) PMIU, Sindh Education Foundation, UNICEF and JICA to leverage USAID’s investment in SRP beyond the life of the project.
The School-Based Support for Reading initiative (Component 1) reached 432,124, exceeding its LOP target of reaching 400,000 children in grades 1 and 2, through capacity building and on-the-job training for 15,551 teachers. The initiative further included production and distribution of more than 800,000 copies of teaching and learning materials (TLM) to children and teachers.
Under Component I, SRP implemented the school-based on-the-job-training (OJT) for first and second grade teachers of Cohort 3. This final round of capacity building featured more robust support to head teachers and district level officials than Cohort 2 recognizing that more teachers maintain fidelity to the instructional strategies learned in OJT when head teachers set expectations and provide ongoing support to new practices.
SRP also held three regional review workshops following Cohort 3 implementation. These events were held in Larkana, Sukkur and Karachi with all concerned stakeholders impacted by SRP to share the progress, issues and challenges over the past four and a half years. The workshops provided a platform for stakeholders to discuss the way forward and recommendations to enable SE&LD to continue its focus on early grade reading through ongoing reform initiatives.
SRP’s Early Grade Reading Assessments and Standards initiative (Component 2) strengthened the capacity of SE&LD to assess the impact of reading in Sindh under SRP. Formative Assessments (FA) which were introduced under cohorts 1 and 2 continued in cohort 3. Consistent with SRP’s approach to learning from experience and adapting the model after each iteration, teachers administered the assessment in Cohort 3 with coaching support using the tablet-based Teacher Advice app. External resources funded by the project administered FA in prior years. The objective of the activity was to institutionalize FA at the school/classroom level, led by the teachers, with lighter touch support from external experts. SRP also continued to build the capacity of a nine-member group of government officials led by DCAR designated to work with SRP to develop FA reports in data analysis and reporting.
SRP has passed the responsibility for the EGRA endline data collection and analysis to USAID contractor MSI to implement through a separate contract. This change means that SRP does not have direct authority over the execution of the endline but is available to assist in any way needed. SRP provided feedback into MSI’s proposed sample for the end-line EGRA assessment. SRP discovered that the sample is heavily skewed toward schools that only received support under Cohort-1. SRP reported the evidence for these concerns to MSI, STS and USAID for their consideration before the endline data collection commences.
Under the Reading Material and Reading Spaces (Component 3) initiative, SRP continued to seek government and community level partnerships to sustain upgraded libraries and reading spaces. It is important for the communities to be mobilized and take ownership of the libraries to sustain them and continue their use as social spaces for all sections of the population. SRP met its target of 10 public libraries during the reporting period. Further upgrading of campus school libraries will not be possible during the term of SRP because none of the remaining 83 SBEP hub schools will be handed over to SE&LD and Education Management Organizations (EMO). Until EMOs are selected and officially designated, SRP does not have an entity to accept materials for the library corners. It is unlikely that SRP will meet its target due to the delays in construction and establishment of EMOs.
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Under the Reading for Out of School Children initiative (Component 4), SRP coordinated closely the Directorate Non-Formal Education(NFE), JICA and UNICEF to complete the first ever Alternative Learning Path curriculum and TLM packages. SRP provided technical assistance to NFE to develop materials and an overarching policy framework to support the 45% of children in Sindh who are not in school. The collaboration on the ALP will enable OOSCs to gain foundational literacy and math skills and offer a pathway to be mainstreamed into the formal education system. SRP also completed activities of direct support to NFE centers and indirect support in cooperation with JICA and UNICEF for the benefit of 28,340 learners, just short of the 30,000 target.
Sustainability Plans Take a Twist. Throughout the year, the project team worked with the GoS counterparts on departmental budget proposals to sustain the early grade reading instructional approaches introduced by SRP. The COP and component leads spent significant time following up with the School Education and Literacy Department (SE&LD) on proposals developed in the first half of project year 5 for inclusion in the annual GoS budget request. While proposals were accepted at the departmental level by PITE, DCAR and the NFE directorate, the budget cycle was interrupted by the July elections. When the new government was sworn in, a new budget was developed. During this transition process, none of the budget proposals advocated by SRP were included in the 2018-2019 departmental regular budget allocations. The provincial government’s Finance Department instructed SE&LD to wait for the appointment of the new government’s Minister of Education and Secretary of SE&LD and the 2019-20 budget cycle. In the interim, the departments were instructed to seek what is known as block allocation, which are funds outside of the SE&LD core funding that are drawn from a general pool of funding for special projects that requires a separate application process.
With the appointment of a new Minister of Education and Secretary of SE&LD, SRP quickly engaged in direct briefings with department heads and the Secretary to revive the work done that would ensure the government allocates funding to sustain SRP activities. Given the political environment, i.e. new relationships among our counterparts with the Secretary, the department heads have been reluctant to press their case with their new boss. This hesitation means that departments on their own are not going to advocate, much less expend precious political capital with the new reform-minded leadership, toward using their own budget allocation toward sustaining SRP interventions.
With this context in mind, SRP found itself at a standstill with nothing to show for at least a year of effort. With every large change where some pathways close, other opportunities emerge. While the Secretary was opposed to making changes to individual budgets and department heads were not willing to take risks by promoting their EGR plans, the Secretary became interested in SBEP and its overall sustainability and accountability measures. As part of his review, he requested that the PMIU revise and update the original internal government funding document, the PC-1 proposal, which covers all SBEP activities, including SRP. The revised PC-1 will request another round of funding for the government’s contribution to SBEP school construction. SRP recognized that this has opened a new opportunity to adjust our approach to helping our counterparts obtain funding for sustainability. Rather than expect department heads to seek funding as individual departments, who were feeling insecure in the Secretary’s strong presence, we negotiated with the PMIU to include language in the revised PC-1 that grants permission to the departments, essentially creating a mandate from above for departments to implement the proposals in the context of a much wider reform program that is being pushed by the new Secretary. Often in the Pakistan context of governance and political dynamics, managers and administrators are incentivized to follow orders, but they do not push for change on their own. This new SRP angle toward sustainability was only possible because of the trust the team developed with counterpart department heads over the past two years. The revised SBEP PC-1 process will result in a mandate from above and will include departmental requirements for sustaining EGR approaches, and hence political cover, for departments that they would not have been able to achieve on their own. SRP is working closely with the PMIU to ensure language in the PC-1 related to early grade reading sufficiently provides the mandate needed for future annual departmental budget allocations. Furthermore, SRP is also ensuring that the language includes accountability measures to ensure departments report against improvements in EGR practices and outcomes even when the current heads are reassigned, hence leveraging
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SRP’s trust and relationships. As a result, even with the leadership changes and changing relationship dynamics, the reading priorities of SRP are not dependent on SRP’s constant follow-up.
Partnerships for Sustainability. During this year, USAID led the coordination of SRP and PRP to allow both initiatives to better align their activities, avoid duplication and guide SE&LD better. As a result of this effort, SRP and PRP contributed to the development of a draft Reading Improvement Strategy (RIS) for the province, a combined training of master trainers for newly recruited head teachers in the province, and training of guide teachers and review of the SE&LD’s Continuous Professional Development policy. Final activities include a review of Sindhi and Urdu Languages Curriculum to incorporate Reading Standards and instructional approaches to early grade reading into revised textbooks.
Additional partnerships continued with the Sindh Education Foundation (SEF) to use SRP TLMs and classroom approaches to instruction and formative assessment across the province in SEF-supported schools. SRP was also in discussions at the time of this reporting with The Citizens Foundation (TCF) to incorporated SRP TLMs into its enormous network of schools reaching vulnerable populations. Finally, the OIG team that has been reviewing USAID/Pakistan’s overall education development objective for more than a year continued to request ad hoc reports and ask questions of SRP staff related to technical approaches and implementation experience. Staff and the COP did their best to accommodate these informal requests.
Annual Progress Report—October 2017 – September 2018 6 LIFE OF PROJECT TARGET ACHIEVEMENTS, SEPTEMBER 201 8
Life of Project Target Achievements, September 2018
LIFE OF PROGRESS PROGRESS PROGRAM TARGETS/PROGRESS PROJECT THROUGH IN % TARGET SEPTEMBER 2018 Children receiving reading interventions 400,000 432,124 108% Number of teachers trained 15,000 15,551 104% 100% of 10 public public 10 public libraries libraries and libraries and Public and Campus school libraries supported and 23 campus 106 campus 22% campus school libraries schools school libraries Out-of-school children enrolled in NFE centers 30,000 28,340 94%
Government administrators and officials trained 300 311 104% Government administrators and officials trained 200 229 114% on EGRA administration The following table summarizes project achievement of required indicators against the contract’s targets.
Additionally, 807,203 copies of Teaching and Learning Material (TLMs) have been provided to teachers and children. Sustainability efforts of the past year provide evidence of additional indirect beneficiaries through an MOU with the Sindh Education Foundation (SEF) and an MOU with The Citizens Foundation (TCF) that is currently being finalized. The MOUs outline commitments from each organization to use TLMs including teacher professional development, lesson plans, and supplemental reading materials. SEF will apply TLMs and instructional approaches in 915 schools with 3,182 teachers benefiting 106,122 children. SEF intends to adopt SRP’s formative assessment application and have a separate MOU with the project outlining this transfer. Unfortunately, the technical assistance required by SRP in order to handover the application for the tablets was not completed this quarter, but we continue to work on it and hope to finalize in the coming quarter.
Annual Progress Report—October 2017 – September 2018 7 PRO GRAM HIGHLIGHTS AND ACCOMPLIS H ENTS
PROGRAM HIGHLIGHTS AND ACCOMPLISHMENTS
Component I: School-based Support for Early Grade Reading
SRP is promoting activities that help establish a strong culture of reading at the classroom and school levels. Our goal under this component is to ensure that children successfully learn to read in Grades 1 and 2. To this end, our approach centers on providing students a rich set of age-, language- and level-appropriate reading materials, coupled with well‐structured 35‐minute daily scripted lesson plans for teachers that cover the five core areas of reading.
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Cohort 3: Induction training of Master Trainers and Field Staff Associates on On-the-Job (OTJ) model implementation SRP conducted a three-day induction training for implementation of Cohort-3 activities, which was held in Sukkur from October 23 to 25, 2017. Seventy-two participants representing SE&LD, SRP and partner organizations attended the sessions. Participants benefited from a detailed orientation on the design and implementation strategy of the OTJ plan. They engaged in a hands-on practice session using Teaching and Learning Materials (TLMs), observation of practicing class, and feedback on teaching instructions. The interactive training involved an orientation on school-based assessment and monitoring and evaluation, and discussions on the roles of Master Trainers (MTs), Field Support Associates (FSAs), and Headmasters/Headmistresses (head teachers). Facilitators used handouts and videos for training presentations. Table 1 depicts a breakdown of MTs, FSAs, and ASAs who attended FSA sharing her views on implementation of TLMs the training.
Induction training of Head Teachers on On-the-Job model implementation
SRP conducted two-day trainings for head teachers in each SRP district and five towns of Karachi. These trainings were held from November 1 through November 14, 2017. As many as 2,5771 head teachers participated in the trainings, which featured an orientation on the roles and activities of SRP, the Cohort-3 implementation plan, and mentoring of teachers. The training provided support to clarify and define the roles and responsibilities of head teachers and teachers , and extensive hands-on practice of TLMs and classroom observation tools and checklists. Table 2 shows a district-wise breakdown of head teachers trained.
Participants of the training session in group discussion phase SRP-trained FSA conducting a training session in Karachi
The table below provides a district break-down of head teachers trained by district.
Sr. DISTRICT Head Teachers Trained No. 1 Dadu 494 2 Jacobabad 252
1 22 head teachers later discontinued their participation in the program
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3 Qamber 313 4 Karachi 230 5 Kashmore 136 6 Khairpur 552 7 Larkana 415 8 Sukkur 163
Total 2,555
Induction training of teachers on OTJ model implementation
Upon completion of the induction training for head teachers, each head teacher conducted an eight-hour induction training session with Grade 1 and 2 teachers in their respective schools. Head Teachers were prepared to cascade the contents of their own training to teachers. Induction of teachers was completed between November 13 and November 19, 2017 in all SRP target districts. FSAs also supported and monitored these trainings. A total of 4,956 Grade 1 and 2 teachers received the induction training from their respective head teachers and FSAs on effective use of TLMs to improve reading skills of children.
Distribution of TLMs among MTs, FSAs and head teachers during induction trainings
During the induction training of head teachers, SRP handouts and sets of TLMs for Grade 1 and 2 were provided to all head teachers. Each TLM set for each grade consists of 100 lesson plans, and 10 titles each of read-alouds, and leveled readers (four copies of each title). Additionally, TLMs and tablets were also provided to MTs and FSAs for quality assurance. The tablets are loaded with different sets of checklists and proformas, including classroom observation, meetings with parents, and feedback to teachers on their induction sessions.
OTJ coaching/mentoring visits to support head teachers and Teachers by FSAs
Soon after the induction training of head teachers and teachers, FSAs initiated OTJ visits to schools, beginning on November 20, 2017. FSAs were paired to move in the field and visit 2-3 schools in a day. They visited each school twice for OTJ support during the entire Cohort-3 duration. FSAs spent an hour in school, interacting with head teachers and teachers to ensure effective implementation of SRP-provided TLMs. They observed classrooms and provided feedback to head teachers and teachers. Additionally, they interacted with parents and students to determine how the reading instructions Students engage in an activity supported them, both at school and at home. Based on feedback received from FSAs and MTs on the implementation of TLMs, head teachers and teachers started using the TLMs. They also prepared additional learning materials and developed reading corners in the classrooms of schools. Teachers and head teachers reported that SRP support was instrumental in enabling them and the students to learn reading skills; however, FSAs reported that many head teachers did not provide proper orientation trainings to their respective teachers. This was confirmed by some teachers and observed
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by FSAs themselves. Based on this feedback, SRP organized a one-day refresher for all Grade 1 and 2 teachers to further supplement the OTJ support.
Refresher for teachers on OTJ model implementation under Cohort-3
As part of its intervention to strengthen the OTJ support model, SRP organized a one-day refresher for teachers, covering several batches from January 23 through February 03, 2018. A total of 3,460 teachers including 745 females benefitted from the refresher. Its main contents comprised understanding foundational reading skills, orientation and demonstration of SRP-provided TLMs. and practices by teachers for effective implementation of TLMs.
Teacher demonstrating during the refresher session at a school Teams of FSAs and MTs were formed in each district in Karachi to facilitate the refreshers.
Based on initial field reports, teachers took keen interest in learning about foundational reading skills. They developed flash cards with low-cost materials, demonstrated and observed lesson plan delivery, and provided feedback for peer coaching. Many of them were able to enhance their level of understanding of the focused areas in reading as demonstrated during the refresher exercise.
Cluster-based review, refresher and planning meetings of head teachers with FSAs
Monthly meetings of FSAs with designated head teachers were part of the Cohort-3 design. These meetings played a role in reviewing progress, providing refreshers to head teachers, if required, and helping head teachers to plan for similar scheduled follow-ups. SRP organized a few monthly meetings with each head teacher during the Cohort-3 phase. The agenda of these meetings was to a) get updates about teachers’ trainings and identify areas for required support, b) conduct refresher sessions, and c) collect data of teachers and students benefiting from SRP support. FSA conducting a meeting with head teachers in a school
SRP engaged MTs to support facilitation of refresher training for teachers. Pairs of MTs and FSAs were formed for effective content delivery. Around 15 MTs joined the SRP team of FSAs in their assigned districts. MTs, along with FSAs and/or District Focal Persons (DFPs), were engaged to visit schools for follow-up of OTJ support. They also attended the monthly progress sharing meetings of FSAs with DFPs in each district.
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Monthly progress sharing meetings with district administration
As part of the Cohort-3 design, SRP communicated regularly with District Education Officers (DEOs) to provide updates on the progress of school-level support and sought guidance in dealing with challenges, such as teacher and student attendance and effective implementation of TLMs. A series of meetings were held at the SRP district offices and the DEOs offices with the participation of respective Directors, DEOs, and Taluka Education Officers (TEOs). Government counterparts appreciated SRP’s work approach and provided invaluable inputs for effective and seamless implementation. District team in a meeting with DEOs at the DEO Office MTs of School Education & Literacy Department (SE&LD) were also taken onboard in these meetings for synergy among SE&LD allied institutions.
Support to GoS in curriculum revision to embed reading skills, Student Learning Outcomes (SLOs) for Grade 1 & 2
To support sustainability of USAID investments in improving reading skills in the government system, SRP collaborated with the Pakistan Reading Program (PRP) to develop the Sindh Reading Improvement Strategy (RIS) in consultation with the Curriculum Wing, Directorate of Curriculum Assessment and Research (DCAR), Sindh Teachers Education Development Authority (STEDA), and Provincial Institute for Teacher Education (PITE). SE&LD approved the RIS while its allied institutes started implementation in November 2017. With USAID-supported technical assistance, Participant conducting storytelling practice sessions with his group at the workshop. DCAR convened a series of workshops from November 2017 to September 2018 in which the appropriate departmental-level staff developed implementation guidance, tools, and plans to implement the RIS. The RIS encompasses revision of schemes of study to integrate a reading period during the school day and adopts system-wide, monthly formative assessment practices. The strategy also provides a government-led framework to: integrate early grade reading instructional approaches into the curriculum and textbooks; implement a school-based, OTJ Continuous Professional Development (CPD) policy, development of reading focused supplementary materials, and promotion of a reading culture across primary schools in Sindh. This work will continue after SRP close-out.
The scheme of studies allocates four 35-minute periods each week for reading instruction. Revised Sindhi and Urdu curriculum of grades 1 through 5 includes Students Learning Outcomes (SLOs) with reference to reading performance standards. Textbook revisions will embed reading-focused text and instructions in textbooks, with a focus on making the content simple and user-friendly for both teachers and students. PRP provided the logistical and technical support to this nine-month process with technical support from SRP.
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Stakeholder engagement for institutionalization of SRP reading interventions and teacher training model
On October 27, 2017, SRP and Sindh Education Foundation (SEF) signed an MoU in Karachi for implementation of USAID-funded interventions of SRP in SEF-assisted schools in select districts across Sindh. The collaboration is promising and strategic given SEF’s status as a semi-autonomous unit of SE&LD. SEF expressed strong willingness to continue implementation of SRP interventions in 915 SEF schools, which comprise of 3,182 teachers and 106,122 students of Grade 1 and 2. The accord will help ensure sustainability of reading interventions including the supply of SRP-created TLMs among students and teachers as indirect Chiefs of Party from SRP and PRP and the Managing Director SEF beneficiaries of SRP. SRP provided TLMs in soft at the MoU signing ceremony between SRP, PRP and SEF copy to SEF for printing.
Five-day training for SEF technical team on reading instruction, materials and assessment
SRP’s MoU with SEF seeks to develop expertise in reading through teacher training, utilization of customized TLMs, and ICT-based assessments. In line with the understanding of the memorandum, a five-day training on reading instruction and assessment was organized for SEF trainers. A total of 46 participants of the core SEF team, of which 19 were females, attended the training. Subsequent to the training, SEF trainers provided trainings to teachers in the districts of Larkana, Sukkur, Khairpur and Shikarpur. These trainings were held between February 22 and March 2, 2018. During these trainings, SRP teams and SE&LD MTs co-facilitated the session alongside the SEF team in Larkana and Khairpur. Moving forward, SEF plans to implement reading interventions in 915 schools across SBEP districts.
Progress review and planning meetings with SE&LD regional and districts stakeholders
SRP organized regional performance review meetings in Sukkur and Larkana regions in April and in Karachi on May 14, 2018. SBEP partners and SRP facilitated the reviews that included 93 participants comprised of senior officials of Regional Education Directorate such as Deputy Directors, Assistant Directors, DEOs, TEOs, head teachers, team members of SEF, the Community Mobilization Program (CMP), and teachers. The meetings featured sharing of SRP progress and challenges since its inception, and deliberation on recommendations for sustainability of reading instructions in public schools.
Quarterly performance review meetings were organized by SRP in districts Sukkur and Jacobabad in April 2018 and in the Karachi district in May 2018 to share the objectives and progress of SRP since its inception in Sindh. The meetings also highlighted key milestones achieved and lessons learned with external stakeholders and government officials to gauge their opinion regarding program activities and sustainability efforts post- completion of the SRP activities.
Participants played an active role in the discussions during the meeting. One of the participants, Ms. Saba Mehmood, exclaimed, “SRP has made a really amazing impact in terms of reviving the long-forgotten art of story-telling, and the program has excellent assessment practices in place”. At the same time, she also felt the number of storybooks provided to schools by SRP are not enough, and the program’s efforts would be more impactful if every child in the classroom had a storybook in his or her hand. Ms. Mehmood went on to say that the areas SRP works in are too remote, with some communities being stronger, larger, and more supportive than others. Provided below are remarks made by other participants present:
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• At least one mobile library should be established per district, and some standardized data regarding square feet per student should also be shared with the directorate for future use; • SRP should share results of the Formative Assessments (FA) etc. with TEOs and DEOs to increase government ownership and accountability/initiatives; • SRP should conduct a capacity-building workshop with all the DEOs and TEOs in its seven districts and Karachi for increased sustainability and continuity of program efforts or conduct a training workshop with teachers from schools not currently being worked in during the summer or winter vacations. The Government of Sindh should issue a notice that requires SRP’s lesson plans to be continued at the classroom level; • SRP should create or continue a social media platform on Facebook or WhatsApp for teachers’ feedback; and ensure that there is a follow-up mechanism in place; • A ‘reading desk’ should be created at the Directorate or at the D.O. level for ensured sustainability after SRP’s completion/conclusion; and
• SRP and PRP should also include some private schools in their pool to get better comparative results, and these programs should also focus on writing in addition to reading, as many students these days have forgotten how to write in Urdu/Sindhi.
PARTICIPANTS SUKKUR LARKANA KARACHI TOTAL
Directors 1 - - 1 Deputy Directors /Assistant Director 1 2 2 5 District Education Officers/Deputy DEOs 4 2 4 10 Taluka Education Officers 20 21 1 42 Master Trainers 5 5 2 12 Head Masters/ Mistresses 2 3 4 9 Teachers 4 4 - 8 Other stakeholders (SEF, CMP, PMIU) 3 2 1 6 Total 40 39 14 93 Following the formation of a new Government post the 2018 national elections, the Program Management and Implementation Unit (PMIU) invited all SBEP partners for an introductory meeting with Minister and Secretary Education. The meeting was held on September 12. PRP also participated. SRP gave a briefing ab out its interventions and progress. The team briefly explained the significance of reading and how it can be promoted across all schools in Sindh. It also highlighted key steps taken for sustainability of interventions through allied departments of SE&LD and requested the Secretary for a follow-up of these proposals. Both the Minister and the Secretary appreciated the efforts of SBEP as a whole and SRP, in particular, for creating and providing TLMs and classroom-based support to teachers. Secretary Education requested SRP to provide data of trained teachers along with their performance rankings in order to sustain SRP capacity-building of the strongest performers and guide teachers and master trainers employed by the government.
Deliberations with MRC members on key findings of TLMs’ review reports and on recommendations for institutionalization of TLMs
SRP requested the Curriculum Wing, Directorate of Curriculum, Assessment and Research (DCAR) and the Sindhi Language Authority (SLA) to initiate a meeting of language experts for SRP and PRP to share updates vis-à-vis technical support provided to schools, focused on sensitization and review of supplementary reading and teaching materials. The meeting took place on August 30, 2018 in Hyderabad. The purpose was to update senior Sindhi language experts about SRP and PRP contributions towards improvement in early grade reading
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skills. The update included discussions on teaching and learning practices, impact of the improved teaching methodology, and materials on students’ reading gains and policy level reforms for sustainability of reading- specific support in the system. SRP and PRP teams gave an overview of the videos they developed to support instructional practices in the classroom, while screening a few during the meeting. Experts suggested minor modifications related to phonemic awareness in the videos and corresponding alterations to the lesson plans.
Experts identified the need to develop a standard graded vocabulary of Grade 1 and 2 during the SRP-PRP materials development process. Both programs identified high-frequency words used in textbooks and incorporated this vocabulary in developing lesson plans and leveled readers. SRP highlighted the significance of high-frequency words in developing grade reading skills in early grades and shared its analysis of the Grade 1 textbook, wherein 1086 words have been used, of which 72% words have been used only once in the entire textbook. This is a major barrier to helping children to learn to read. Comprehension and gaining skills to be able to “read to learn” require foundational vocabulary and fluency skills first. This comes from textbooks that allow children to gradually build these skills. A lack of familiar words and the ability to learn by repetition and practice is critical. SRP’s analysis of the current textbook provided a powerful message to DCAR and SLA experts in the workshop.
SRP apprised participants of global best practices in materials development for young learners based on the Dolch Sight Words list2, the most commonly used set of sight words in English. The list contains 220 “service words” plus 95 high-frequency nouns. These words comprise 80% of the words found in a typical children’s book, and 50% of the words found in writings for adults. Once a child knows this list of words, reading becomes easier because the child can then focus his/her attention on the remaining words and better understand the context of what is being read. The Dolch words are conventionally divided into groups by grade level, ranging from pre-kindergarten to Grade 3, with a separate list of nouns. There are 315 Dolch Sight Words. This information was shared to float the idea of having a similar list of sight or high-frequency words in Sindhi and Urdu. Dr. Ghulam Ali Allana, former chairman SLA, shared that some work has been done in the past for compiling a dictionary of basic words; it consisted of over 1000 such words. Sindh Textbook Board (STBB) and Institute of Sindhology (IS) should have copies of these documents, and these can be reviewed against international practices proven to accelerate a child’s acquisition of reading skills. The participants concluded that both reading programs led by PRP will explore these documents and SLA will notify a committee of experts for review and finalization of graded vocabulary and high-frequency word lists (ECE Grade V) for onward use by textbook writers.
As a result of deliberations organized in August 2018 at SLA, SRP followed up with PRP regarding collection of documents identified in the meeting. DCAR shared softcopy of a book (Sindhi Zaban Ji Bunyadi Lughat (Basic Vocabulary of Sindhi Language) published in 1972 by SLA. PRP is leading this exploration while SRP is following up with SLA and Dr. Ghulam Ali Allana, an eminent Sindhi language expert and also former chairman of SLA and VC of Sindh University, for notifying a committee to review, to deliberate, and to suggest graded vocabulary from Early Child Education (ECE) to primary, NFE, and Adult Education levels. Since SRP has almost completed all its deliverables per year-five work plan, this activity requires follow-up and resources to accomplish intended tasks. SRP recommended that PRP take up this activity till its logical completion by providing both technical and financial support.
Roundtable discussions on reading-focused interventions and acknowledgments of contribution
SRP, in collaboration and consultation with USAID, PRP, and SE&LD, has scheduled a ‘Sindh Reading Conference: Sustaining and Scaling-up Early Grade Reading’. The event will be held in November at the Sindh
2 Educator Dr. Edward William Dolch developed the list in the 1930s-40s by studying the most frequently occurring words in children’s books of that era.
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Boy Scout Association auditorium in Karachi. The half-day conference will deliberate on the way forward regarding continuation of efforts to improve reading instruction, assessment practices at the classroom level, and implementation of key policies already approved and/or identified by the Government of Sindh under RIS. The event is expected to be attended by USAID, the Minister and Secretary of Education, heads of SE&LD partner institutions/wings, teachers, teacher educators, developmental partners of SE&LD, SBEP partner organizations, various NGOs, and the print and electronic media
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Component 2: Early Grade Reading Assessments and Standards
The Sindh Reading Program is creating data‐informed practices, grounded in continuous assessment and impact evaluation. The approach for this component is based on positioning assessment as a key driver of the design of SRP’s technical activities. Activities bring Sindhi and Urdu educators and policy officials together in a dialogue around reading standards, with the objective of embedding activities to promote reading skills and assessment more broadly within the Government of Sindh curriculum.
Orientations of Assessment Support Associates
During the third and fourth year of the project, SRP successfully conducted ICT-based Formative Assessment (FA) in Cohorts-1 and 2. This successful model of FA continued in year 5 as part of SRP’s Cohort-3 roll-out. Based on the experience in Cohort 2, SRP adapted the model to conduct the assessment every month (as opposed to once in a quarter in Cohorts-1 and 2). SRP engaged Assessment Support Associates (ASAs) and
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head teachers to conduct FA in the Cohort-3 schools having more than one section of Grade 1 and 2. Teachers were provided with tablets and FA tools for three rounds of FA to achieve desired results. Implementation of Cohort-3 began with selection and training of ASAs, followed by orientation of head teachers, and training of Grade 1 and 2 teachers as described in the Component 1 section of this report.
Formative Assessment: Data collections & analysis
SRP completed the first round of data collection in December 2017. During this round, more than 50% of the classroom teachers could administer FA in their respective classrooms; however, they required continuous support in administering the tools and uploading tablet data to the cloud server. In January and February 2018, two more rounds were completed in all districts. During this period, ASAs visited each teacher every month to support the administration and uploading of FA data.
The table below shows the number of students assessed during Rounds 1 and 2 of the Formative Assessment:
LANGUAGE GRADE GIRLS BOYS TOTAL Sindhi 1 3,085 5,787 8,872 ROUND 1 Sindhi 2 2,594 4,729 7,323 Urdu 1 914 644 1,558 Urdu 2 724 537 1,261 Sindhi 1 4,413 2,718 7,131 Sindhi 2 2,518 4,074 6,592 ROUND 2 Urdu 1 448 695 1,143 Urdu 2 4,471 740 1,211
Formative Assessment – Tools development workshops & orientations
SRP conducted a five-day tools development workshop in Hyderabad from November 11 to November 17, 2017 to develop the FA tools. Subject and language experts representing Schools, STBB, PITE, STEDA, PEACE, and GECE developed these tools. Nineteen subject experts and two composers were part of the workshop. The language experts were given an orientation on the Cohort-3 FA model and plans. Experts developed FA tools for each month starting from December 2017 to May 2018. Each tool was piloted, refined, and digitized before its actual administration in the classroom. The sample size each month included 128 students for Urdu (64 each from Grade 1 and 2) and 336 students for Sindhi (168 each from Grade 1 and 2).
SRP conducted a four-day orientation session for ASAs at SRSO premises in Sukkur from November 23-26, 2017 to train the newly inducted FSAs and ASAs on SRP’s OTJ and FA model. Participants were oriented on SRP TLMs and FA structure, FA application, and administration and protocols. The session also featured a session on tools, rules of each task and FA application ‘Tangerine’ and its ‘Teacher Advice’ feature. The orientation also apprised ASAs about their roles and responsibilities during Cohort-3 and how they will support teachers during the process. Formats and training materials to use during the trainings of Head Masters and teachers were also distributed.
From November 28, 2017 to December 20, 2017, SRP conducted a two-day training on ICT-based FA for teachers Experts reviewing the developed tool for FA of Grade 1 and 2 from selected schools. The training was held
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in seven districts and four towns of Karachi at four different venues. Its objective was to orient classroom teachers on how to: a) conduct ICT-based FA, b) interpret FA results, and C) refine teaching practices using FA results.
The training familiarized teachers with SRP and its FA model of Cohort-3. A detailed orientation on FA tools and the customized Tangerine application was also held. The participating teachers received training on downloading the application, rules and protocols for Assessment Support Associates during training on FA at Karachi administering FA, interpretation of students’ results, sharing results and feedback with head teachers, and creating an FA work plan.
The table below shows district-wise distribution of participants:
NO. OF FEMALE NO. OF MALE TOTAL DISTRICT PARTICIPANTS PARTICIPANTS PARTICIPANTS Dadu - 81 81 Jacobabad 14 87 101 Qamber 27 71 98 Karachi 50 29 79 Kashmore 09 71 80 Khairpur 22 78 100 Larkana 16 90 106 Sukkur 12 85 97 Total 150 592 742
SRP organized a six-day FA tools development workshop from January 8 to January13, 2018 at the Training Resource Centre (TRC), Hyderabad. Language and subject experts from PITE, Government Elementary Colleges of Education (GECE), DCAR, Sindh Teacher Education Development Authority (STEDA), Sindh Textbook Board (STBB), teachers, and head teachers participated in the workshop. The participants were given an orientation about SRP FA model and Tangerine application. They worked both as experts and participants to develop and review the tools. During the course of the workshop, the participants developed and finalized FA tools for February, April and May. Moreover, based on the teachers’ feedback, they also modified some content of the tools, and included additional activities to improve teaching strategies.
Refresher Trainings and Work with Head Teachers
SRP organized a two-day refresher for Assessment Support Associates (ASAs) on March 18-19, 2018 at the Sindh Rural Support Organization (SRSO), Sukkur. The objectives of the training included: discussions on the strengths of the first two rounds of ICT-based FA; obtaining feedback from ASAs regarding the challenges faced by teachers and head teachers on FA test administration; orientating on FA tools and teacher feedback feature; and preparation of ASAs for onward refresher trainings to Head Teachers and teachers. A total of nine ASAs attended the training. The ASAs were given an orientation on ICT-based FA and their roles and responsibilities. The participants included two new incumbents for Kashmore and Jacobabad.
SRP arranged a one-day orientation session on FA model for 210 Head Masters/Mistresses. ASAs conducted the training on November 24 and 25 at different venues in each district. Objectives of the workshop were to
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orient head teachers on the significance and process of SRP-ICT-based FA, and how to guide classroom teachers to interpret FA results and refine teaching practices.
The table below shows district-wise distribution of participants:
NO. OF FEMALE NO. OF MALE DISTRICT GRAND TOTAL PARTICIPANTS PARTICIPANTS Dadu - 17 17 Jacobabad 2 21 23 Qamber 5 21 26 Karachi 15 10 25 Kashmore 2 33 35 Khairpur 4 34 38 Larkana 1 14 15 Sukkur 3 28 31 Total 32 178 210
Active participation of head teachers contributed to the success of the training at all venues. Although most of the head teachers did not possess IT skills, they were still able to grasp by practicing on the ICT-based FA tools. Experts provided a detailed introduction of the FA model and processes for better understanding. In addition, a presentation on how the FA model works, coupled with an emphasis on the significance of their role, enabled better understanding of the model. The training also included guidance on how to support teachers during the FA and on the management of Tablets during assessment for each round.
SRP conducted a one-day refresher training on FA for teachers and head teachers of Grade 1 and 2 in all eight districts from March 21, continuing up to April 2. The ASAs conducted the training sessions at five different venues within their respective allocated districts. Objectives of the training were akin to those of the training for ASAs on FA. It is worth mentioning that attendance in all districts was impressive and the teachers had many success stories to share. They shared challenges faced during the first two rounds of FA, which the ASAs responded to in detail.
The following tables show details of participants at each venue for the refresher training:
Head Teachers
DISTRICT MALE FEMALE TOTAL Dadu 8 2 10 Qamber Shahdadkot 21 2 23 Jacobabad 21 6 27 Kashmore 30 2 32 Sukkur 25 5 30 Khairpur 30 3 33 Karachi 11 12 23 Larkana 12 2 14 Total 192
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Classroom Teachers
DISTRICT MALE FEMALE TOTAL Dadu 99 4 103 Qamber Shahdadkot 69 23 92 Jacobabad 84 14 98 Kashmore 58 14 72 Sukkur 82 14 96 Khairpur 74 19 93 Karachi 30 47 77 Larkana 83 31 114 Total 745
Capacity Building of Education officials on early grade reading assessment results
SRP organized a workshop for officials from DCAR, PEACe (Provincial Education Assessment Center), the Hyderabad Examination Board and from Schools Education Directorate. The main purpose of this workshop was to increase capacity and skills of education officials on the using various packages of data analysis, which include how to carry out reporting on early grade reading results. The workshop was held in the last week of January and the first week of February 2018. SE&LD notified a group of nine members to become part of SRP’s ICT-based FA data analysis and reporting team. These individuals worked as a team with SRP to analyze and submit reports for FA Round 4 and tool piloting for Round 5. SRP conducted a survey in June to assess the capacity of these members in using Statistical Package for Social Sciences (SPSS) for data analysis. Based on survey results, SRP organized two webinars in June 2018 to work with the data analysis team to analyze and report on the FA Round 4 data. Objectives of the first webinar were to refresh their knowledge about data cleaning and reporting as a first step, and then work in pairs to clean the Round 4 FA data. The second webinar provided team members with an orientation on FA reporting template and processes. Each pair was assigned a grade to analyze data and draft the report for FA Round 4. The first draft was shared with School-to-School (STS) and SRP teams for their respective reviews and was finalized in July 2018.
Collaboration with DCAR, SEF & SBEP partners for FA sustainability SRP held a meeting with Secretary Education at the SRP office in Karachi on November 30, 2017 to share SRP’s FA model and to discuss the future of FA in the province. As a result of this meeting, a concept note was drafted and shared with DCAR for review and input in January 2018. Based on the DCAR feedback, SRP conducted meetings with PEACe teams and developed a costed proposal for institutionalization of ICT-based FA, in line with SRP’s tablet-based model. The Secretary approved the proposal, and it was submitted as part of SE&LD’s annual budget request to the Sindh Finance Department. Due to elections in August 2018, the Government of Sindh decided not to include any new scheme in the budget, and the FA proposal was not included in the year 2018-19 budget. However, after elections and induction of the new Minister and Secretary in the Education Department, SRP made follow ups and provided orientation to the Secretary along with the Director of DCAR. The Secretary agreed to include the proposal in the 2019-20 budget cycle. In the meantime, DCAR plans to work align SRP’s FA approach in its UNICEF-funded program to strengthen District Examination Committees. To facilitate the ongoing use of the SRP model, SRP executed a disposition for 150 Tablets to DCAR for use during assessment.
Building on work completed last year with the SEF, SRP developed a second MOU to support SEF’s adoption of the tablet-based FA application developed by SRP. SEF’s commitment to integrating SRP-developed teaching and learning materials into its 915 schools promises to upgrade the Foundation’s assessment capabilities and teacher capacity to identify specific components of reading development and follow-up with teaching strategies
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in the classroom based on FA data. This adds 106,122 learners and 3,182 teachers in 915 schools as indirect beneficiaries of USAID’s investment in SRP. At the time of this report, the MOU was pending review by the Sindh Law Department. In the interim, Chemonics home office IT department provided capacity-building webinars and face-to-face trainings for the SEF core team on management and administration of the Assessment Application. SRP trained the SEF field team and teachers to administer the tablet-based assessment in accordance with the earlier MOU between SRP and SEF, in which the transfer of reading materials and teacher training on reading instruction was completed.
As an additional capacity-building measure, Chemonics’ Knowledge and Innovation Team, at no cost to the project, facilitated a three-day face-to-face training for the SEF Training and Assessment Units from September 12 to September 14, 2018 in Karachi as part of the MoU for transfer of the ICT-based assessment system. The training was titled “The Principles for Digital Development (PDD) and You: Using the PDD to Choose and Use Technology in Education Projects”. It was attended by 17 participants. SEF appreciated SRP’s support beyond simply teaching the basics of the technology and helping to build capacity in SEF’s technology and assessment teams to support and Participants from SEF along with SRRP technical team apply design thinking across the foundation’s schools and during the meeting at SRP office Karachi student performance monitoring and assessment requirements; however, the workshop was not as impactful as it could have been because the tablets and formative assessment software that will be used as a result of the MOU with SEF were not included in the workshop. Participants reported that the workshop focused on general principles about digital development, which was useful but not as practical as it could have been. SEF has submitted the MoU to the Law Department of Government of Sindh for comments, if any. The document is expected to be signed by the last week of October 2018.
Support to USAID/MSI end-line EGRA assessment
USAID contracted MSI to execute the SRP endline EGRA. SRP staff facilitated the transfer of responsibilities. SRP met with the MSI team responsible for implementing the end-line EGRA assessment on SRP schools. SRP provided verification of the sample and highlighted discrepancies to ensure MSI only includes schools that participated in SRP in the end-line study. SRP staff also pointed out where the sample is likely to bias their findings against Cohorts-2 and 3 and skew the data toward Cohort-1. This will be a problem because the package of TLMs was not completed when Cohort 1 took place. For example, 38 of 65 Karachi schools in the sample only participated in Cohort 1. This will skew the overall Urdu results because nearly all of the Urdu language schools are in Karachi. If the aim of the end-line is to determine the extent to which SRP contributed to reading gains, the sample should include more Cohort-2 and 3 schools. On the other hand, seeing a breakdown of Cohort 1 schools could shed light on whether teachers have continued using the limited TLM packages and reading-focused instructional approaches two years after the intervention. Given the current sampling approach, it is not clear that the sample will permit disaggregation by Cohort with any level of confidence in the results. SRP raised these concerns with USAID and MSI, but it remains to be seen whether they will do anything differently as a result of the feedback.
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Component 3 Reading Materials and Reading Spaces
One of the SRP’s strategic objectives is to identify innovative ways to incentivize and encourage children to read in communal spaces and utilize libraries to facilitate their intellectual development. To achieve this objective, SRP is upgrading 106 multi-campus school libraries, 30 school reading spaces, and ten public libraries in Sindh. SRP will continue to build momentum around upscaling libraries in Sindh to meet high standards. Model libraries are being designed to serve as social access points, offering young readers much more than just books.
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Building partnerships with Government of Sindh and Civil Society Organizations
SRP made extensive engagements with government institutions at all to strengthen libraries in SBEP districts. SRP engaged with the Ministry of Culture, local district and municipal administrations, and civil society organizations for carrying out advocacy in favor of revival and rehabilitation of existing government libraries. SRP helped convene government and local non-government organizations (NGOs) to work jointly for the promotion of ‘reading culture’ in their respective communities. Sub-committees and taskforce groups were formed and facilitated by SRP to provide basic facilities at libraries, such as drinking water, furniture, toilets for female visitors, electricity, and separate sitting arrangements for female visitors as per the local cultural context. Advocacy meetings included community-led dialogue about what “reading culture” means to their community and awareness walks within communities and amongst schools’ students to identify barriers in the community for accessing the libraries. One such example is described in more detail below that involved a community that created a program to mobilize community action to “deweaponize” the neighborhood around the library.
As an example of community-level government-CSO cooperation, the Larkana Assistance Commissioner held a series of collaborative meetings with the Sindh Education Alliance (SEA) and the library management committees of Ghulam Mustafa Jatoi Public Library at Dokri. Plans were developed jointly to further improve the existing library facilities, especially to encourage female participation at the library. Another local organization, Alif Ailaan Larkana, organized an advocacy session with community leaders, high schools and college students on educational challenges and issues that persist in District Larkana. SRP facilitated an energetic dialogue with the community to mobilize youth and children to use the library as a safe public space, and ways students can benefit from the available resources by engaging and assisting other library visitors to create an environment conducive to reading.
Students in SRP-supported schools and public libraries participated at the Larkana Science Festival to further collaborate with local Education Department officials on encouraging students to take part in extra curricu lar activities. More than 15 head teachers and teachers and students from these schools participated. The District Education Officer (DEO) and respective Taluka Education Officers (TEOs) also participated in the event. In addition, SRP-supported libraries in Dokri, Larkana, and Ghulam Mustafa Jatoi facilitated this event by providing transportation for people wanting to participate in the two-day event.
School children visit SRP stall at the Science Festival in Larkana Children display SRP materials at the Science Festival in Larkana
SRP also supported events and activities that emphasize and promote reviving a thriving local literature community. SRP engaged literary writers of Sindhi and Urdu languages at the local level in the libraries to encourage visitors to read literature produced and published in the mother-tongues of Sindh. SRP also interacted with various literacy personalities of Sindh to promote a culture of reading and the significance of reading spaces available through libraries. Since the province already enjoys a significant number of literacy clubs formed in all districts of Sindh, SRP targeted these groups to leverage community assets in literature and connect writers and readers through public space of libraries.
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An example from Khairpur illustrates this community-led literacy promotion. The head librarian of Dr. Atta Muhmamd Hami Library coordinated with the Department of Culture and Tourism, and conducted a planning meeting to commemorate the death anniversary of the famous Sindhi/Urdu author, Dr. Atta Mohammad Hami, after whom the library is named. The event was held at the library with the Deputy Commissioner of Khairpur and other community leaders. The head librarian briefed the DC on the facility of a separate section for ladies and children coupled with the complete support package installed in these spaces by SRP. The librarian highlighted the activities that have been conducted at the library space after the USAID-SRP intervention. Culture & Tourism Department, GoS during a meeting organized at the Library
For example, the library organized an essay-writing and drawing competition by inviting nearby government schools to the library. Students were randomly divided into groups and asked to write an essay on one thing that they like about their country. The essay was required to be supported by an illustration. SRP distributed branded mugs, pens and canvas bags to the top five winners, along with appreciation certificates. All other participating students were awarded participatory certificates. This activity was a step in the direction of SRP’s continued support towards public libraries outreach to schools in their respective communities. Library Spaces to promote community resilience and harmony
In February 2018, SRP participated in a de-weaponization march, “Walk Cause to Raise your Voice for PEACE and De-weaponization” in the Orangi town of Karachi. This event was organized by the Citizen’s Against Weapons consortium. Members of the community joined the march with great enthusiasm. About 100 students from schools supported by the NGO, Development in Literacy(DiL) in Orangi town, Karachi, actively participated in the activity. Children developed exciting pop-out cards, banners, and other creative material with respect to the theme. The walk was followed by an interactive reflection session conducted by SRP with about 50 children on current social issues affecting their lives and educational learning paths, and how library spaces can be effectively utilized to promote dialogue on such social and societal issues at the community level on SRP member conducting reading sessions during the campus school launch at the newly constructed school regular basis. Students expressed keen interest in building of GHS Pir Essa discussing issues that have been impeding and effecting the education in the wake of communal and ethnic violence in Orangi and other parts of Karachi, which restricts them to stay indoors during the days of violence and conflicts, thereby limiting their regular access to learning spaces such as schools and libraries.
Upgradation of Public Libraries SRP launched its 8th Public Library, Pir Sibghatullah Shah Rashdi library in the town of Pir Jo Goth, Khairpur on March 24, 2018. The ceremony was held after midterm examinations as children moved on for a ten-day school spring break. Two girls’ schools (GGHS Hammid Bhutto and GGPS New Bhatyoun), from the town of Pir Jo Goth, participated in the event. The library was equipped with the standard pre-approved SRP library package, which includes a children’s reading room within the library space, two android Tablets to cater for both young and adult readers, a high-power UPS to provide backup electricity to the children’s section, Wi-Fi Internet
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device, and a multimedia projector with screen, complemented by a basic 2.1 sound system to support audio/visual learning activities for library visitors. Participating children took part in interactive read-aloud activities, viewed educational material on the projector, and did the musical reading. In addition, a group of children also presented a puppet-show related to the event.
The facilities are a valuable addition to the public space. These will prove conducive during communal sessions such as documentary screenings, or to help facilitate inter-school learning/life skill sessions on a periodic basis as the library space can host an audience of over150 people. A large size colorful mural was painted within the children’s corner along with five different mural drawings within the library premises, and three bookshelves equipped with more than 350 early grade storybooks in Sindhi and Urdu languages. Moreover, a comfortable mat with cushions and beanbags for children to sit and read comfortably, and child-height friendly furniture (low wooden tables and chairs) Member of a partner organization conducting reading sessions with has been provided to the library by the children during the library launch activity Department of Culture and Tourism, Sindh.
SRP is continuing to collaborate with a local non-profit entity Naaz Old-High-School Welfare Trust (NOWA), who believes and maintains that the major cause of decrease in educational activities and reading and learning habits is the unavailability of healthy environment in which children can study and take advantage of learning aid materials like books and audio and visual aids. NOWA is also part of DiL’s government school intervention plan.
SRP launched its 9th Public Library at the Youth Community Center in Mehr, Dadu. The space is managed by the department of Social Welfare, Government of Sindh. SRP established a children’s reading room within the public library space equipped with similar customized SRP support package. The relaunch was held on April 26, 2018 and was attended by three schools from nearby vicinities in Mehr - Sindh Public School, Shining Star Elementary School and Paramount Primary School. SRP gave an introduction of the newly installed resources during the ceremony, followed by an interactive projector-based learning session with the children. Representatives of both the non-profit entities engaged with the audience, while the Assistant Director Social Welfare Department of Mehr Dadu gave the closing remarks.
SRP COP observes children reading books provided by SRP at As part of SRP’s partnership model, the library the library’s children corner. partnered with two local non-profit entities, Greenstar Foundation and Al- Shafique welfare association, to promote the library through their work with at- risk youth and community training in vocational and life skills.
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The 10th and final SRP-supported library was launched on September 28, 2018 at Kandhkot in Kashmore district. Led by the dynamic deputy commissioner, senior citizens and youth, the community reconstructed and renovated the Iqbal Memorial Library. This remarkable community-led initiative comprises eight sections including an SRP-supported section for young children. More than 100 participants, including district administration, the district education department, teachers, students, youth, senior citizens, community leaders, parents, media, and local literary personalities, came together to celebrate the launch ceremony. Headed by the CoP, the SRP team actively participated in the event. Participants especially children, youth and senior citizens were enthusiastic for having a Deputy Commissioner, Raja Tarique Chandio sharing his library facility in the Kandhkot town, which will open views on the importance of library space at the launch event. new avenues of learning for the people of district Kashmore. The district administration organized all the logistics and invited community of the area, demonstrating a strong model and success story of community ownership and enthusiasm for improving and promoting learning and a culture of reading.
Other plans are underway to expand upon the utility of the library. The library is designed to be a resource for all age levels, including aspiring candidates sitting for the Civil Service Examination. The current district administration, headed by Raja Tarique Chandio, is interested in creating more libraries and reading spaces in the district based, in part, on support received from SRP. . Establishment and handing over of campus school libraries – CMP launch event
SRP has the mandate to establish library and reading spaces in all 106 USAID-SBEP campus schools upon completion of schools’ construction and be handed over to EMOs. Thus far, 23 schools have been completed where SRP has provided its library packages. The remaining 83 schools are under construction or various stages of being handed over to Education Management Organizations (EMOs). The final schools will not be completed until 2020. SRP is exploring alternative strategies to ensure USAID carries through on its commitment to equip all of the Hub Schools. SRP has recommended that USAID use another contract mechanism such as CMP or PRP to procure and deliver library materials to these schools as construction concludes and EMOs take over management. The following nine Campus School libraries were established during the reporting year:
EMO (Education Management SCHOOL DISTRICT Organization) GHS Satabo Khairpur Indus Resource Center (IRC) Sindh Rural Support GHS Numaish Sukkur Organization (SRSO) GHS Modern Sukkur Charter for Compassion (CFC) GHS Faqeerabad Khairpur Indus Resource Center (IRC) GHS Drib Mehar Shah Khairpur Indus Resource Center (IRC) Sindh Rural Support GHS Sami Khairpur Organization (SRSO) GHS Tando Nazar Ali Khairpur Charter for Compassion (CFC)
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HANDS (Health and Nutrition GHS Pir Essa Khairpur Development Society) HANDS (Health and Nutrition GHS Bhellar Sukkur Development Society) Charter for Compassion (CFC) GHS Setharja Khairpur
GHS Hussainabad Khairpur Charter for Compassion (CFC) HANDS (Health and Nutrition GHS Kamal Khan Indhar Sukkur Development Society) GHS Dodanko Sukkur Charter for Compassion (CFC) Not assigned yet to EMO GHS Wikiya Sangi Larkana
Prior to the official launch of the SBEP hub schools managed by GHS Numaish in Sukkur, SRP equipped libraries with books in the Sindhi, Urdu, and English languages both through direct purchasing and through donations secured through a partnership with the Rotary Pakistan Literacy Mission (RPLM). Library spaces include SRP posters, children’s soft seating (floor rug, beanbags, cushions), and local language-based print rich materials for the library walls.
Reading session being conducted by FSA at the library Fully functional library room of GHS Numaish powered by on the launch day. SRP.
At any given time, the Campus School library facilities have the capacity to cater to up to 35 students during the library periods. The facilities can also be made available during recess. Campus school reading space development plans include, where feasible, the extension of school reading spaces for the local community. This will create significant impact on access to information and reading in the rural areas, where public library services are lacking and are not expected to be available in the foreseeable future.
Launch of first SBEP Campus School in Larkana District
In the last week of June 2018, SBEP inaugurated Government High School Wikiya Sangi in district Larkana. USAID Deputy Mission Director for Sindh and Balochistan, John Smith-Sreen, and Sindh Education Minister Dr. Saadia Rizvi inaugurated the launch. Members from the community including parents, teachers and students were present at the launch event. SRP supported the school library with its standard library package including patented SRP posters, general knowledge posters in local languages, and the establishment of a reading corner with comfortable seating for children, and books in both Sindhi and Urdu languages.
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Component 4 Reading for Out of School Children
Component Four of SRP focuses on strengthening Non-Formal Education (NFE) in Sindh, to foster community responsiveness to support children who are at‐risk of not attending school and for school dropouts. To integrate out-of-school children into educational opportunities, SRP is working at the policy level and providing technical assistance to the Literacy and Non-Formal Education Directorate to design and finalize a NFE and Literacy Framework, programs, and materials.
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Identification of locations, learners and teachers
Subsequent to the first MOU signed with Director NFE in November 2017, SRP recruited teachers and provided a five-day induction training on SRP-developed materials. SRP provided assistance to establish 85 NFE centers for 3,000 learners in Sukkur and Khairpur. Against this target, SRP established 28 centers in Sukkur district with 1,000 learners. Fifty-seven centers were established with 2,000 learners enrolled in KhairpurThe table below provides a tabulated presentation of the NFE centers and learners in the target districts:
NFE centers and learners in SBEP districts through SRP NFE Directorate partnership
GIRLS BOYS TOTAL Female Male TOTAL DISTRIC GIRLS BOYS CENTERS CENTERS Centers Teachers Teachers Teachers TS
Sukkur 22 6 28 21 7 28 788 212 1,000
Khairpur 33 24 57 33 24 57 1,118 887 2,005
TOTAL 55 30 85 54 31 85 1,906 1099 3,005
The NFE Directorate signed a second MoU with SRP in March, 2018 for 34 additional NFE centers in Larkana, Qamber- Shahdadlkhot for completion of Package A. Initially, 24 locations in Qamber and 34 in Larkana were identified for NFE centers in consultation with the District Education Department. SRP district teams physically verified these locations to ensure that the centers are genuinely needed in these localities and villages. Registration of learners continued throughout the month of April 2018 and 1000 learners were successfully enrolled.
Training of NFE teachers
SRP provided a five-day induction training for newly appointed NFE teachers. The training included an orientation on the literacy approach, customized for out-of-school learners with a special focus on phonics- based literacy instruction and the TLMs developed by SRP. Training also included assistance to teachers to develop their own low-cost materials. SRP engaged Master Trainers, who previously worked with SRP on TLM development and were familiar and experienced in the use of the materials and instructional approaches. Field Support Associates (FSAs) and NFE Academic Trainer engages in discussion with NFE teachers during the Coordinators facilitated the sessions. Teachers Training session
The following topics were covered during the five-day training sessions:
• NFE philosophy and approach • NFBE curriculum • NFBE materials, integrated curriculum and learners’ learning needs • Role of NFE teachers • Introduction of Sindhi, English and Mathematics textbooks and teacher guides • Approach and method
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• Basic skills of language • Importance of phonics methodology • What is a phoneme? • Introduction of language and math teaching methods • Child-centered and activity-based teaching methodology • How to learn Sindhi reading by using pre-reading strategies • English alphabets and their sounds • Lesson planning (KWL Model) • Storytelling and roleplay
The respective District Officers (Literacy), appreciated SRP's NFE initiative and partnership with the Directorate. They reiterated their commitment and ownership of the centers and learners, and ensured their support and cooperation for the program at every stage.
Refresher Training for NFE Teachers
SRP reopened 47 NFE centers in Jacobabad and Kashmore districts for completion of the remaining Package B course from May 1, 2018. These centers were closed due to the delay in the vetting eligibility process of Sindh Rural Support Organization (SRSO). In order to make up for lost time, SRP organized a one-day refresher session in May, 2018. Overall, 47 NFE centers (26 in Jacobabad and 21 in Kashmore) were reopened for completion of the Package B course.
SRP also organized a two-day refresher training in July for NFE teachers from Larkana and Qamber districts on Package A materials. A total of 32 NFE teachers and two Academic Coordinators (ACs) participated in the refresher.
Distribution of Package A materials, learners and center kits
SRP distributed 85 center kits, 3,000 learner kits and 9,000 NFE books in the Sukkur and Khairpur districts. Each center kit comprised one blackboard, one floor-mat, one water-cooler with drinking glasses, one attendance-register, and blackboard chalk. Each learner kit comprised three notebooks, six pencils, one box of color-pencils, six erasers and six sharpeners for each learner. Nine thousand books of Sindhi, Urdu, English, and mathematics were also distributed among 3,000 learners in both districts. Distribution ceremonies were arranged at the local level in each center; DOs in Sukkur and Khairpur districts along with local noteworthy individuals and Union Council (UC) representatives of the respective centers attended the ceremonies and distributed the materials and kits among the leaners. The high-level community-led ceremonies helped to raise awareness of the critical challenges faced by out of school children in these districts.
End-line assessment for Package B
The end-line assessment of NFE Phase-1 learners in Dadu was due in September 2017, but was delayed due to the partner vetting approval process of implementing partner (IP) MDF. This resulted in MDF requiring additional time for the revision of the entire scheme of study. Meanwhile, end-line assessment tools were developed for Sindhi, English, and Mathematics in consultation with JICA experts in mid-November 2017.
An endline assessment of Package B NFE learners was initially planned in 101 centers from Phase I in Dadu, Jacobabad, and Kashmore. Due to delays in the vetting approval process of SRSO, 67 centers of Jacobabad and Kashmore were dropped.
Five members from the FSA team planned and conducted Package B end-line survey in Dadu under the supervision of DFP-Dadu, with technical assistance provided by SRP in collaboration with JICA. As with earlier
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assessments, all team members conducting the assessment were oriented on the end-line assessment tool, and a complete schedule was also developed and shared with each team member in Dadu, containing basic information on each NFE center and its teachers.
The aim of this activity was to conduct a Package B NFE end-line assessment of learners for the piloting of Package B materials, and to collect data from 28 NFE centers to gauge any improvements by comparing the findings with baseline surveys that had been conducted before SRP’s intervention. This activity was aimed at assessing the Package B materials and curriculum to identify which sections of the curriculum need further improvement. The tools would also capture teachers’ perceptions regarding the NFE curriculum and materials.
During the survey, each NFE teacher was observed delivering a 30-minute sample lesson. Focus group discussions (FGDs) were conducted among teachers to capture their perceptions about the curriculum and materials, lesson planning, teaching approaches, assessment of students’ learning, professional development as an educator, and community involvement. A total of 890 learners were assessed in Sindhi, English, and Mathematics.
Initial analysis of results showed that 46% of learners were able to read Sindhi text correctly, while only 25% could read a simple sentence in English, and 30% could write Sindhi text correctly, while only 20% gave written answers for a simple sentence in English. NFE learners were generally able to recognize place value and solve addition questions. 74% of the learners recognized up to three-digit numbers, while 26% could recognize two digits correctly and only 44% were able to do addition and subtraction with two- and three-digit numbers correctly.
During the Focus Group Discussion (FGD) organized by the SRP team after the assessments, teachers were asked about different methods for formative assessment of Package B. The responses summarized that 75% use oral quiz as a method to assess learners, 9% conduct written tests, and the observation method of assessment was used by 16% of the teachers.
The SRP team also collaborated with the SRSO head office team and academic coordinators to conduct the final assessment activity of Package B with 1,200 children in 47 NFE centers (25 centers in Jacobabad, and 22 centers in Kashmore respectively) during the last week of June 2018. The team members responsible to conduct the assessment were given a prior orientation of the end-line assessment tools.
End-line assessment of Package A
In December 2017, SRP Field Support Associates (FSAs) collaborated with VTT Global to successfully carry out the Package-A end-line activity among 2,000 children in 57 non-formal education centers located in the towns of Bin Qasim, Gadap, Lyari, Kemari, and Orangi in Karachi. The end-line assessment was designed by SRP after completion of Package A. The subjects assessed included English, Urdu, and mathematics. All team members conducting the assessment were given an orientation on the end-line assessment tool. The assessment was also carried out in May and September as NFE centers completed package A materials.
Review workshop for Package C materials SRP participated in a five-day review workshop to collaborate with the NFE Directorate, DCAR, JICA and UNICEF for the Package C material development process. DCAR notified the formation of subject-wise review committees of six subjects (Sindhi, Urdu, English, mathematics, science and social studies). DCAR organized the first review workshop Marc, 2018 at its office in Jamshoro. Both JICA and SRP provided technical support during the review process and ensured that suggestions and edits are incorporated. During the review process, participants also identified areas for improvement in the textbooks and teacher guides.
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The review committee conducted a final review in October 2018. SRP provided technical expertise as part of the NFE Directorate’s development and adaptation process of the government’s final set of instructional and curriculum materials in the new Alternative Learning Program (ALP). These Package C materials comprise Sindhi, English, mathematics, social studies, and science subjects for the ALP’s Grades 4 and 5. During the reporting period, the Sindhi versions of science and mathematics textbooks and teacher guides were completed. The composition and layout design of the Social Studies textbook and teacher guide were completed and submitted to Members of Sindhi and Urdu group reviewing the NFE material DCAR through the NFE Directorate to undertake a review of Package C material. This final review will be carried out during October 2018. This represents a major milestone for SRP’s support to the NFE Directorate. For the first time in its history, Sindh will have a complete set of evidence-based, tested teaching, and learning materials for the 7.4m children who are out of school. This is a foundational step toward providing pathways for children, due to poverty, drop-out, or other accessibility issues, to enter primary school and gain the valuable skills they need for a better life.
Development of NFE Policy Implementation Framework
The approval of the NFE policy by the Sindh Education & Literacy Department of the Government of Sindh provides a long-term vision for NFE in the Sindh province. Achieving end-targets through policy options elaborated in the policy document required translation and breaking down the policy into a five-year implementation plan. Toward this end, the NFE consortium of development partners: USAID-Sindh Reading Program, USAID-Sindh Capacity Development Program, JICA, and UNICEF supported the NFE directorate to prepare the “NFE Implementation Framework”, translating the NFE policy into an implementation plan. SRP provided extensive technical assistance based on our field experience and lessons learned from our pilot NFE interventions.
The NFE policy implementation framework’s timeline was developed in accordance with the long-term, medium-term, and short-term activity targets, and based on undertaking priority policy options in the first five-year plan, while the NFE policy implementation framework would be for a total of 15 years, divided into three five-year plans. The consortium has agreed to develop a quarterly timeline for the implementation of various NFE policy options’ activities to track progress on a regular basis.
The draft implementation framework elaborates the sequence of activities for the next 5 years in the following areas:
i. NFBE enrolment targets/projections for the first 5-year NFE Policy implementation plan. ii. Identification of resource requirements and associated costs to achieve NFBE enrolment targets. iii. Costing of quality, governance and management related interventions as identified in NFE Policy
Data collection and data verification for NFE centers SRP is coordinating with NFE service providers operating NFE centers in SRP districts for collection of centers’ and learners’ data. These implementing partners were contracted by SRP, but are using SRP and its partners’ (JICA, UNICEF, NFE Directorate) developed NFE curriculum and materials for implementing NFE programs.
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The collection, clean-up and finalization process of the datasets of more than 16,544 NFE learners and teachers has been under scrutiny in close coordination and liaison with non-SRP stakeholders such as UNICEF, SEF, NGO World, and JICA. The table below highlights district-wise summary of centers using the curriculum and materials introduced by SRP: DISTRICT FEMALE MALE TOTAL
Dadu 602 554 1,156 Jacobabad 2,140 1,636 3,776 Karachi 6,363 3,935 10,298 Kashmore 116 183 299 Khairpur 1,158 636 1,794 Larkana 305 2 307 Sukkur 309 390 699 Total 10,993 7,336 18,329
NFE sustainability efforts
SRP held detailed meetings with officials at the NFE Directorate to discuss budgeting and technical aspects regarding sustainability of the currently ongoing NFE activities and centers so that the latter can be streamlined and regulated under a well-thought out plan. As a part of these efforts, SRP collaborated in the formulation and submission of a proposal for the sustainability of NFE centers to the Secretary SE&LD through relevant officials. The finance department advised Secretary education office to use blocked allocation funds already available with Education Department for the purpose of continuation and sustainability of 300 NFE centers, which would require Sindh Chief Minister’s approval for using budget from blocked allocation funds. To initiate the process of seeking Chief Minister approval on the usage of ‘blocked allocation funds’, an official summary document is under development, with the Secretary’s blessing and SRP assistance, to submit to the CM’s office.
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Cross-Cutting Sectoral Activities
Activities in the four SRP components require synergy and coordination with the SED officers at various levels (districts and provincial) as well as with SRP partners for effective implementation of activities. Field teams regularly provide feedback to the Component Leads about challenges and issues encountered. Field teams keep the Regional Directors and District Education Officers abreast of program intervention activities so that they can sensitize the education field officers on how to mainstream and sustain SRP’s interventions.
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CROSS-CUTTING FIELD SUPPORT: LEARNING & LITERACY ADVISORY TEAM
SRP technical initiatives’ Road Map to Sustainability: Collaboration with Ministry of Education.
Throughout the year, the project team worked with the GoS counterparts on departmental budget proposals to sustain the early grade reading instructional approaches introduced by SRP. The COP and component leads spent significant time following up with the School Education and Literacy Department (SE&LD) on proposals developed in the first half of project year 5 for inclusion in the annual GoS budget request. While proposals were accepted at the departmental level by PITE, DCAR, and the NFE directorate, the budget cycle was interrupted by the July elections. When the new government was sworn in, a new budget was developed. During this transition process, none of the budget proposals advocated by SRP were included in the 2018- 2019 departmental regular budget allocations. The provincial government’s Finance Department instructed SE&LD to wait for the appointment of the new government’s Minister of Education and Secretary of SE&LD and the 2019-20 budget cycle. In the interim, the departments were instructed to seek what is known as block allocation, which are funds outside of the SE&LD core funding that are drawn from a general pool of funding for special projects that requires a separate application process.
With the appointment of a new Minister of Education and Secretary of SE&LD, SRP quickly engaged in direct briefings with department heads and the Secretary to revive the work done that would ensure the government allocates funding to sustain SRP activities. Given the political environment, i.e. new relationships among our counterparts with the Secretary, the department heads have been reluctant to press their case with their new boss. This hesitation means that departments on their own are not going to advocate, much less expend precious political capital with the new reform-minded leadership, toward using their own budget allocation toward sustaining SRP interventions.
With this context in mind, SRP found itself at a standstill with nothing to show for at least a year of effort. With every large change where some pathways close, other opportunities emerge. While the Secretary was opposed to making changes to individual budgets and department heads were not willing to take risks by promoting their EGR plans, the Secretary became interested in SBEP and its overall sustainability and accountability measures. As part of his review, he requested that the PMIU revise and update the original internal government funding document, the PC-1 proposal, which covers all SBEP activities, including SRP. The revised PC-1 will request another round of funding for the government’s contribution to SBEP school construction. SRP recognized that this has opened a new opportunity to adjust our approach to helping our counterparts obtain funding for sustainability. Rather than expect department heads to seek funding as individual departments, who were feeling insecure in the Secretary’s strong presence, we negotiated with the PMIU to include language in the revised PC-1 that grants permission to the departments, essentially creating a mandate from above for departments to implement the proposals in the context of a much wider reform program that is being pushed by the new Secretary. Often in the context of governance and political dynamics In Pakistn, managers and administrators are incentivized to follow orders, but they do not push for change on their own. This new SRP angle toward sustainability was only possible because of the trust the team developed with counterpart department heads over the past two years. The revised SBEP PC-1 process will result in a mandate from above and will include departmental requirements for sustaining EGR approaches, and hence political cover, for departments that they would not have been able to achieve on their own. SRP is working closely with the PMIU to ensure language in the PC-1 related to early grade reading sufficiently provides the mandate needed for future annual departmental budget allocations. Furthermore, SRP is also ensuring that the language includes accountability measures to ensure departments report against improvements in EGR practices and outcomes even when the current heads are reassigned, hence leveraging SRP’s trust and relationships. As a result, even with the leadership changes and changing relationship dynamics, the reading priorities of SRP are not dependent on SRP’s constant follow-up.
Other sustainability efforts this quarter involved co-sponsoring discussions with broader audiences about lessons learned and recommendations. We are working with SE&LD to sponsor the Sindh Reading Conference in cooperation with the USAID Pakistan Reading Project. This conference will be held on November 13.
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Coordination with government education officials at field level. SRP extensively collaborated with government officials at the Directorate, District, and Taluka levels to get approval for the venues of the head teachers’ induction trainings, and permission for the head teachers to be relieved on the training dates so that the latter could attend the trainings and following refresher meetings organized by SRP. Furthermore, all the respective District Education Officers (DEOs) were also requested to ask the relevant Taluka Education Officers (TEOs) for assistance in informing the head teachers of the SRP trainings, and stress upon the head teachers the importance of attending the guided sessions conducted by the FSAs and MTs. Government education officials were kept updated on the planned activities and their progress. Their support was sought in addressing key implementation challenges at the schools’ level. Regular monthly and quarterly debriefing and review meetings were held at the divisional and district levels to strengthen program intervention activities, so that the district education officials can be advocated for continuation of reading instruction with the Ministry of Education. Closure of field activities / operations This reporting year marked remarkable progress by SRP in achieving its targets and eventually wrapping up SRP’s field level activities with all major field operations concluding in all districts’ field offices shut down in May 2018. Heading towards the closure of the program, SRP undertook the task of disposition of SRP inventory stock items in consultation with the SRP’s Operation and Procurement departments for effective coordination with various recipient government departments for seamless delivery as approved by USAID. The list of inventory stock was jointly reviewed, and proposals were sought from beneficiary government departments on the utilization of the proposed disposition of items. Efforts were made to equip SRP supported public libraries in Karachi, Dadu, Larkana, and Kashmore districts for optimum utilization of SRP stock and resources to encourage general public and students to attend public libraries on a daily basis. Librarians from the said districts were excited to receive these items. World Teachers’ day celebrations 2017 across all districts On October 5 and October 6 2017, SRP organized World Teachers’ Day events and activities in two schools in each of its districts; all of which were very well-attended and well-received by the guests, students and teachers alike. The events began with the recitation of the Holy Quran and a welcome note by the Head Master/Mistress, followed by speeches, tableaus, and song performances by Grade 1 and 2 students, centered on the theme of thanking all teachers and appreciating their hard work.
An event was also organized in Sukkur’s GNHS Modern to commemorate the international day. It was attended by USAID Senior Policy Advisor and Program Manager of SBEP Dr. Randy Hatfield, Director Schools Education (Primary, Secondary, Higher Secondary) Government of Sindh, Head Master GNHS Modern, Sukkur, SRP representatives, and Guide Teachers (GTs) from the Children of M. Hassan Panwar School performing a tableau on Sukkur district. World Teachers’ Day
Women’s Day activities across all districts Every year, March 8 marks the worldwide celebration Children of Modern School performing a tableau on World and commemoration of International Women’s Day, Teachers’ Day which is aimed at celebrating and further promoting women’s achievements, with a special focus on gender equality and gender parity. In 2018, SRP celebrated the day by setting up a ‘Women’s Corner’ in schools and offices where female students and teachers put up their dreams, goals, concerns and challenges on sticky notes, following which all messages were read out loud and discussed collectively by everyone in attendance. Documentary screenings and discussions were organized in SRP’s offices in light of this year’s IWD theme of Press-for-Progress, which serves as a ‘strong call to motivate Girls Posing for a Photograph by a Women's Corner at GGPS Main School KN Shah, Dadu
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and unite friends, colleagues and communities to think, act and be gender inclusive.’
By organizing these low, no-cost activities, SRP acknowledged and thanked all the hardworking and talented women in the program’s offices, schools, and remote districts, who dedicated their time and resources towards spreading literacy and improving the quality of education in Sukkur, Dadu, Larkana, Kashmore, Khairpur, Qamber, Jacobabad, and Karachi. The events provided an opportunity for women to voice their thoughts and opinions, share stories, and be heard by those around them.
SUCCESSES AND ACHIEVEMENTS
• SE&LD shows resolve to continue with SRP initiatives: Sindh Reading Program over the course of its engagement and collaboration with the Sindh Education and Literacy Department of the Government of Sindh successfully passed on the message regarding the significance of introducing reading specific strategies into the education system. SE&LD showed commitment to take on and carry forward SRP initiatives for improving reading skills at the primary education level. Evidence of this commitment is demonstrated in the PITE, NFE, and DACAR budget proposals. SRP will continue to follow-up with the Government of Sindh until close-out. • Renewed commitment to learning after World Teachers’ Day activities: There was widespread appreciation and a sense of renewed vigor thanks to SRP’s initiative to organize events in each district commemorating World Teachers’ Day. All attendees expressed their continued commitment to spreading the ability to read and write among children, while government officials in attendance praised SRP for making the day memorable for all. • Schools’ and teachers’ appreciation of TLMs: Teachers and head teachers of SRP Cohort 3 expressed gratitude on receiving SRP’s customized TLMs. They were excited for the children to begin using the Levelled Readers and Read Alouds. Head teachers being equipped with TLMs for Grades 1 and 2 leaners for both Sindhi and Urdu languages are incorporating and implementing a 35-minute duration ‘Reading Period’ in the classes’ timetables. By doing so, the head teachers hope to encourage reading among students by dedicating a time slot and class space solely for this activity. • Head teachers improved ability to use tablets: During the monthly refresher meetings, head teachers improved their ability to use and interact with the tablets provided to them. • MOU Signing: SRP and SEF signed an MoU on October 27, 2017 in Karachi, which aims to build capacity of SEF to utilize SRP’s reading initiatives including teacher development and material production in their schools in select districts across Sindh. An additional MOU for SEF to adopt the FA system is pending approval at the time of this writing.
Appreciation of SRP’s refresher trainings to repeat and reinforce previously provided guidelines:
There was a lot of appreciation for SRP’s initiative to organize one-day refresher trainings for both lesson plan delivery and ways to use TLMs, as well as on how to conduct Formative Assessment using SRP-provided tablets. Many teachers admitted to finally understanding SRP’s materials and methodologies which were not fully understood in the initial induction trainings. Head teachers that participated in the refresher trainers were overwhelmingly of the view that the program was productive for Grades I and 2 students, and the TLMs and teacher trainings on how lesson plans had improved their awareness, skills, and knowledge of teaching methodologies. Head teachers went on to pledge that they want to continue the program and teach students of Grades I and 2 through phonics-based approach. They stated that they found the TLMs more unique
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compared to the Sindh Text Book Board, and as the lesson plans were activity-based, they piqued the students’ interest in learning the language.
• Observance of SRP measures at work in schools during field visits: During the field visits, FSAs observed positive changes in schools at the classroom level, with low, no-cost materials being used during lessons and flashcards displayed on the walls. Reading periods have now also been established, after having no such provision prior to this. • Frequent lesson plan deliveries result in increased efficacy: SRP’s field teams were happy to report that there were a number of schools where teachers regularly delivered lesson plans. The frequency in lesson plan delivery enabled them to gain a clear understanding of how to prepare the lesson plans and deliver them correctly in sequential order. Overall, SRP reported that about 40% of teachers used the lesson plans and followed SRP approaches. This is seen as a success given the limited amount of contact time provided and limited system support for teachers to perform new skills that are in addition to the current curriculum and textbooks.
ISSUES AND CHALLENGES
- Due partly to vetting delays, the NFE work was not completed as planned. Only 30% of centers completed both packages A and B, i.e. grades ECE through 3. While we were close to meeting the target for the overall number of NFE learners reached, we did not have time to complete a full pilot of the first ever ALP program in Sindh. Package C materials of the ALP that cover grades 4-5 were not finalized by the government and donor partners at the time of this report. - In spite of the principled consent and approval on the sustainability proposals put forth by SRP, rigorous follow-ups and real-time effort and support to the offices of education secretariats is required to put working papers in order and to expedite files in order to negotiate the lengthy bureaucratic processes involved in getting these proposals across from one department to the other for want of finalization (allocation of budgetary resources). - Procurement of remaining library materials requires handover to an EMO in one of the new Hub Schools or agreement, directed and approved by USAID, to properly document disposition and transfer of ownership. As of this writing there are no additional EMOs online to accept library reading corner materials from SRP and USAID has yet to provide direction to either CMP or PRP projects as a solution. An MOU would be developed with either project to ensure they take ownership of materials before SRP close-out and agree to distribute to schools over the next year as EMOs become activated.
RECOMMENDATIONS • Allotment of newly-appointed teachers to early grade classes: One of the suggestions that came up during the one-day review meetings was that the newly-appointed teachers should be assigned to early grade classes as they are more comfortable with trying out innovative
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approaches and incorporating SRP teaching methodologies, which include use of the levelled-readers, read- alouds, teacher guides, and preparation of low, no-cost materials. • Appointment of language teachers restricted to teaching only Grades 1 and 2 classes: Head teachers suggested that language teachers should be appointed to teach only Grades I and 2 in order to sustain reading period instructions, and to ensure that the classes are moving at the desired pace of learning. • Government should adopt and continue tablet-based assessments: Another suggestion that came up was that the government should ensure continuity of tablet-based assessments by adopting a model similar to the FA tablet-based approach, so that teachers can continue to get real-time results of students’ learning progress. • Hand-off sustainability activities to PRP: PRP should pick-up where SRP left off to continue to follow-up with the PMIU’s PC-1 revision and the Education and Finance departments regarding reading assessment funding for DCAR. • Increase Investment in the ALP Given the overwhelming challenge of 7.4m children out of school, USAID should increase investment in creating a functional ALP system to mainstream as many of these children as possible or at a minimum contribute to basic literacy skills through community-based NFE centers.
MONITORING AND EVALUATION ACTIVITIES
SRP carried out the following M&E activities during the year:
Data collection tools for Cohort 3
The project developed four tools for collection of Cohort-3 data. Primarily the purpose of these tools was to help maintain the records of schools, teachers, and learners, TLMs, head teachers, Field Support Associates (FSAs), and ASAs. SRP developed written guidelines for each tool which helped data collectors in filling out the tools. The project not only incorporated all data fields that are mandatory for reporting on USAID PakInfo, but also studied the structure of Sindh Education Management Information System (SEMIS) data collection tools (2016-17). The aim was that the tools developed for Cohort-3 data collection shall integrate all important data fields available in the SEMIS tools. Data collected through these tools show the progress towards the three Mission Strategic Framework (MSF) indicators:
• Sub-Obj-2.1-a-Number of learners receiving reading interventions at the primary level (MSF 4.2.2.-a) • Obj-Obj-2.1-b-Number of teaching and learning materials provided with USG assistance (MSF 4.2.2-d; F 3.2.1-33) • Sub-Obj-2.1-c-Number of teachers / educators / teaching assistants who successfully completed training or received intensive coaching or mentoring with USG support (MSF 4.2.2b; F 3.2.1-31) Tablet based data collection (Kobo collect)
After a successful tablet-based FA data collection in Cohort-2, SRP decided to replicate the strategy in Cohort- 3. Tablet-based data collection is carried out around the world and is a comparatively contemporary data collection method. The project moved forward with the idea of tablet-based data collection and designed tools on ‘Kobo collect’ for Cohort-3. The android-based ‘Kobo collect’ is a free data collection software. It provides the ability to develop customized data collection forms/tools through an online toolkit, and is efficient enough
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to deploy forms based on Microsoft XLS format. The software enables its users to collect the data offline and store it in the memory of the Tablet. Users can upload the form and data at the server with Internet availability.
To socialize the idea with the program and field implementation teams, SRP conducted meetings with field staff to learn from their experiences and to know their suggestions regarding data collection through Tablet PCs. Since they have worked as a helping hand of M&E during the data collection of Cohort-2 in the field, they were hence the best judge. After detailed discussions with field implementation team and considering the time and resources in hand, it was decided to deploy three tools on the Kobo collect platform: one tool each for head teachers, TLMs, and a tool to track FSAs and ASAs. After developing and deploying the data collection tools, the team tested these and developed written guidelines for filling each field. Data collection of schools, teachers, and learners was carried out through paper-based data collection.
The M&E team also deployed Kobo-based checklists under Component 1 for classroom observation, post- induction training and parents’ interviews and FSA observation tools. These tools are deployed in three different languages (Sindhi, Urdu and English) for convenience and user-friendliness. The purpose of these checklists and tools is to gauge the progress and efficacy of Cohort-3 interventions. Moreover, SRP also deployed a monitoring tool for NFE centers in consultation with Component 4.
Training of field implementation team on data collection
Components 1 and 2 designed an induction training workshop for FSAs and ASAs. SRP conducted a meeting with both the Components and the Early Learning Literacy Advisor (ELLA) Karachi (Field Implementation team lead) to share the idea of providing training to DFPs, FSAs, and ASAs during their induction training, instead of arranging another training on data collection tools. The M&E team was included in the agenda of induction training of FSAs and ASAs. SRP’s M&E team successfully conducted two sessions. In the first session, the participants (FSAs, ASA and DFPs) were oriented on M&E protocols and timelines for data collection and reporting. They were also oriented on indicator-wise achievements to-date and the targets set for Cohort-3. In the second session, the M&E team shared each tool with the participants and oriented them on how to fill out the tools. Queries from the participants were also addressed during the session. For hands-on practice of participants, the team installed a few dummy records in the tool which helped build better understanding of the tools.
Data collection of Cohort 3
SRP successfully collected the data of 40 FSAs, 8 ASAs, more than 2,500 head teachers and data on more than 300,000 copies of TLMs provided in schools. The data was collected on the tablet-based platform. FSAs supported the M&E team during the data collection process. The team developed a paper-based data collection tool for data collection of schools, teachers and learners. This tool was filled by the head teacher of each school during the induction training workshops in their respective districts. SRP received 2,547 tools from all target districts of the program. It also received data on more than 140,000 learners, around 4,900 teachers, and about 2,500 schools through these tools. Moreover, SRP developed data entry screens for data entry of these tools. During the reporting year, the project successfully completed the data entry of this voluminous data and is presently engaged in the data cleaning process.
SBEP database, data reporting and dissemination
SRP updated the SBEP database and uploaded the datasheets. Data was cleaned and uploaded on USAID PakInfo. Raw datasheets were also shared with USAID. The M&E team also assisted the Communications team in updating the SRP one-pagers. The team has provided the data to reflect achievements of the program against all indicators. Data of refurbished libraries was shared with PMIU and Sindh Capacity Development Program (SCDP) for their quarterly monitoring visits.
Annual Progress Report – October 2017- September 2018 41
Responding to various data calls of USAID and PMIU
USAID requested ad hoc data regarding teachers, learners, schools, NFE centers, NFE teachers, NFE learners, public libraries, and Campus School libraries and TLMs. SRP shared all the data with USAID in a timely manner as a result of our robust database and use of technology in data collection. The M&E team updated the sheets of Goal 1 and 3 received from USAID and shared with the Contracting Officer’s Representative for review; the sheets were then shared with USAID Islamabad per instructions.
Cleaning and management of Cohort-3 data
The cleaning of data becomes crucial and important when we use data as information for effective planning and decision making. SRP ensures reporting of clean and complete data as per data quality standards. The SRP team cleaned and managed the data of Cohort-3 interventions of the program during this reported period. This was an extensive and tedious process that started at the data entry level. In order to ensure error-free data entry, SRP developed data entry guidelines for DEOs. SRP trained the DEOs on how data anomalies could be minimized during entry. Unique identifiers in each data entry sheet were included so that data could be compared with other sources for crosschecking easily and errant data could be deleted at the data entry stage.
FSAs filled and submitted n=2693 classroom observation checklist and n= 379 parent observation checklists on Kobo. The analysis not only shares the numbers of responses received against each question in the checklists, but also provides graph charts for more understanding and comparisons. SRP used the pivot chart option in MS Excel for analyzing the data which has helped in developing charts that shows district and month- wise comparison of the variables in both checklists. This analysis provided the picture of classroom teaching and learning practice in the focused schools of Cohort-3, and has also shared the frequency of school visits by the FSAs and MTs.. DFPs have shared this analysis with FSAs regarding their respective districts. SRP team alongside the field implementation team shared this analysis with officials of the education department at the district level in our quarterly meetings.
Data for quarterly monitoring visits
SRP responded to numerous data calls related to the program data during this reported period, and shared data of Cohort-3 and NFE centers of district Khairpur and Sukkur with the Program Management and Implementation Unit (PMIU) and the Sindh Capacity Development Program (SCDP) teams to plan their quarterly monitoring visits. The required data was furnished in the format shared by SCDP. Subsequently, PMIU and SCDP also requested detail data against numbers shared in the format. Monitoring teams of PMIU and SCDP have reviewed the training Means of Verification (MoVs) for two trainings: 1) head teachers’ induction and 2) teachers’ induction. They have shared a list of 17 head teachers and teachers of Cohort-3 with SRP and requested to share the training MoVs of these head teachers and teachers. SRP shared scanned copies of Personal Information Forms (PIFs) and attendance sheets with PMIU and SCDP as MoVs of training, which have been reviewed and found satisfactory.
SRP maintained the record of all the training MoVs of the program and has also developed guidelines and SOPs for maintaining the record of MoVs. These guidelines and SOPs are also shared with the technical team. A tracking sheet maintained by SRP makes availability of the MoVs quite handy and available as and when required.
Monthly planner, weekly and monthly updates
SRP shared weekly updates of the program with USAID. M&E coordinated with all components on a weekly basis and collected precise inputs against activities performed during the week. After collecting the updates, these are compiled and reviewed to ensure that all information in the updates are correct and up-to-date. These updates were shared in the form of bullets with USAID on every Tuesday of the week. The M&E team assisted Communications in developing monthly updates for SBEP periodical bulletins, and also reviewed and
Annual Progress Report – October 2017- September 2018 42
verified data reflected in the monthly updates shared by the components. The team is also responsible to develop and share the monthly performance indicator table to feed into monthly updates.
Data management of NFE centers and learners
SRP shared discrepancies in the data of NFE learners enrolled in the centers of other NFE providers (working with GoS) in the focused and non-focused districts of SRP. SRP worked with SEF on missing and incomplete data of the centers established by SEF. The SEF team shared that they are working on data cleaning and will share the updated version of the data with SRP in October. SRP also requested other NFE providers and partners to share the data of centers and teachers. Most of these have only maintained the record of learners. and do not have the complete data that should include teachers and centers. SRP shared the format that it is using to maintain the record of centers and teachers for further sharing with partners working with Government of Sindh. As noted previously in this report, these are called “nonformal” education centers for good reason, community-based and led with often fluid enrollment and scheduling and facilities that match the overwhelming poverty levels of the communities where the centers are located. The introduction of basic data collection and reporting has been one of the unintended benefits provided by SRP.
Data dissemination and reporting
During the reported period, SRP shared the data of program interventions with various stakeholders. The team updated the data against Mission Strategic Framework (MSF) indicators on USAID PakInfo. Detailed datasheets against the reported data were also shared with USAID. Moreover, SRP worked on the data-call from MSI for the SRP endline EGRA. The MSI team required an updated list of Cohorts 1, 2 and 3 schools along with their SEMIS codes. MSI also required the list of schools that received training in multiple cohorts. SRP shared the updated data with MSI.
Furthermore, SRP worked on the data for the development of project infographics. The team consolidated the data of all project activities in a MS Excel spreadsheet. The sheet shows gender and district-wise progress of the program. SRP, in collaboration with the Communications team, developed program infographics.
SRP responded to numerous data calls from the OIG team and shared the required information. During OIG’s visit to our office, the team reviewed hard data collection tools related to some of the activities. The team also cross verified the hard data collection tools with soft datasets and found data consistency in both sources. OIG reported that they had never seen a more robust M&E database or system for quality assurance than what they found at SRP.
Dashboard development Since the project is completing its life and most of the targets were achieved, it was mandatory to consolidate the data of program interventions in such a manner that the data users can access and retrieve desired data quickly. With close-out and handing the database off in mind, SRP created an MS Excel-based Dashboard. The Dashboard has multiple benefits. It reduces time and brings productivity in responding data related queries, and it helps organizing multiple worksheets, Word and PDF files in a single folder. Its user-friendly interface makes it way more advantageous for the users.
The Dashboard provides component-wise details of all program activities. All data sheets related to each component are linked with it and proper captions are provided to hyperlinks for quick and easy access. It contains all such data that was collected against indicators assigned to SRP. It also contains various summary sheets that were developed for data reporting at various stages. Additionally, the Dashboard quickly provides access to other important documents such as QPRs and APRs, quarterly and monthly indicator tables, datasets reported to USAID, data reported to Chemonics HO, SEMIS dataset data collection tools, and guidelines for data collection and the project monitoring plan. Moreover, URL to access all important websites such as SBEP database, USAID PakInfo, Kobo toolbox, and the Rural Support Unit (RSU) website for school verification are
Annual Progress Report – October 2017- September 2018 43
also provided in the Dashboard. Following the data security protocols, the Dashboard is password protected and only authorized users can access it.
The Office of Inspector General (OIG) team visited the SRP office and the dashboard came in quite handy while responding to their questions and queries. They reviewed the data management Dashboard and appreciated the quick reporting system.
Maintenance of hard data files and data entry
SRP maintains the record of activities that are performed by all of its program components. In this regard, SRP developed SOPs and protocols for proper collection of the means of verification (MOVs) of the training, workshops and other activities. These SOPs and protocols are already shared with the program team, therefore, after completion of each activity, the program teams submitted attendance sheet, personal information forms and evaluation forms. SRP ensured completion of these MOVs and its timely data entry. During the reported quarter, SRP completed data entry of Cohort 3 data collection tools and MOVs of teachers and head teachers trained on Formative Assessment. Hardcopies of these trainings were also maintained, and tracking number/s were allocated to each form/tool. The name tags/titles of the files were properly developed and pasted on each file. These titles help in tracking the MOVs. All files have been boxed for dispatch to Home Office.
YEARLY PROJECT INDICATORS UPDATE
Annual Cumulative S. Annual Indicator Target (LOP) Progress of FY Progress to No Target 2017-18 Date
Goal-b-Number of out-of-school children newly enrolled or re-enrolled in 1 30,000 24,000 22,339 28,340 education system with USG assistance (MSF 4.1-a) 3 public 10 public libraries 3 public library 10 public Sub-Obj-1.1-c Number of newly libraries and and 10 and 14 campus libraries and 23 2 constructed school libraries and 106 campus campus School campus school refurbished libraries functional (MSF) School School Libraries libraries Libraries Libraries 4.2a. Percent of learners who demonstrate reading fluency and 15% of cohort 1 3 50% NA NA comprehension of grade level text at the learners end of grade 2 with USG assistance 4.2d. Number of primary school students 4 who show improved reading skills due to 200,000 NA NA 70,760 USG interventions 4.2.2-a Number of learners receiving reading interventions at primary level 5 400,000 120,000 143,188 432,124 (USG standard indicator/SBEP PMP indicator) (MSF) 4.2.2-b Number of in-service teachers/educators/teaching assistants who successfully completed training or 6 15,000 6,553 7,104 15,551 received intensive coaching or mentoring with USG support (USG standard indicator/SBEP PMP indicator)
Annual Progress Report – October 2017- September 2018 44
Number of teaching and learning 7 materials provided with USG assistance 830,118 303,680 279,933 807,203 (MSF 4.2.2d; F 3.2.1-33) 4.3.2-a Number of administrators and 8 officials successfully trained with USG 300 NA NA 311 support Obj 4-e Number of education officials 9 trained to administer early grade reading 200 181 210 229 assessments.
Annual Progress Report – October 2017- September 2018 45
ANNEX – A: SUCCESS STORIES
SUCCESS STORY
Educating the neglected future
In a country plagued by generational poverty and income inequality, education is one of The newly-developed Non-Formal the key factors that enables and encourages social mobility and provides those from Education curriculum by the impoverished backgrounds, a chance at a better life. In Pakistan, however, even the basic Government of Sindh lights up the right to education is not afforded to all. Many children, especially from rural areas with path towards education for little or no resources, are forced to drop out of school at an early age either due to this factor or other economic related familial hardships. These children, once removed forgotten out-of-school children in Sindh from the formal education system, have a slim to zero chance of getting an education as the policies, frameworks, and curricula needed for their reintegration and continued education outside formal schools and institutions are currently non-existent.
Surrounded by this deprived milieu, the Sindh Reading Program (SRP) emerged as a beacon of hope for these children. SRP initiated working directly with the Directorate of Literacy and Non-Formal Education (NFE), for designing and finalizing an NFE framework as well as putting together materials for out-of-school children in the Sindh province. As a part of this venture, SRP has been providing technical support to the Directorate in engaging and replicating an already developed NFE model that has proven successful in the Punjab province, by taking a lead role in the trans-adaptation of the curriculum and instructional materials for use across eight districts in Sindh. The NFE
Chief of Party SRP and M. Alam Taheem model in question comprises three packages—Package A (Grades K-1), Package B Director NFE GoS at MoU signing off ceremony (Grades 2-3), and Package C (Grades 4-5), in tandem with a teachers’ package which includes a training manual, teacher’s guide, and educational charts. Each of the three NFE textbook packages ensures that the competency of the NFE student is at par with a certain grade of formal school, and the selection of the package is based on a pre- assessment of the child’s educational level.
In January 2015, the NFE Task Force formed five subcommittees, with SRP leading the one on curriculum development. SRP convened a provincial-level subject expert nucleus consisting of key government and private sector stakeholders invested in NFE advancement and is technically supporting the introduction of reading-specific skills in the NFE framework and curriculum.
As a result of these collective efforts by USAID SRP and other stakeholders and international partners, the Sindh province approved a comprehensive NFE policy, NFBE curriculum and Package A and B textbooks, and teacher guides that are developed and NFE Material developed by SRP with support endorsed by the Education Department through consultative processes and evidence- of JICA. based advocacy, relevant to the needs, age groups, and context of Sindh. The USAID Sindh Reading Program, with the help of other international partners, has created and established the groundwork for an NFE curriculum, minimum NFE standards, NFE instructional materials, and NFE assessments. These have all been developed in Urdu and Sindhi for increased knowledge and understanding and have been reviewed and approved by the Department of Education of the Government of Sindh. These efforts have borne fruit—SRP has succeeded in establishing 306 NFE centers in Sindh and is Annual Progress Report – October 2017- September 2018 46 hopeful to provide the province’s out-of-school children a shot at a better future!
SUCCESS STORY
Changing the school of thought!
Amid a substantial number of children in Sindh who are unable to get education at the right time or are unable to have access to school lives Ponam, a 16-year old girl Ponam finds meaning to a fuller from a very small town in Sukkur named New Pind. life! Her struggle continues… Most of the people in New Pind are professional beggars, belonging to a minority
Hindu community. Aware of only the harsh realities needed to survive, education has no space in the lives of this community’s members, and they firmly believe that education cannot change anything; having never received any themselves.
Ponam, who lives with her parents and younger sister, has grown up seeing beggary as the norm around her and has never been to school. With a father who works as a cobbler, and a mother who begs on the streets all day, Ponam always lived under the illusion that this was a universal way of life and expected nothing different for herself in the future, not realizing that all of this would change. In January 2018, SRP established a new NFE center in this town. Interested, some girls from the town enrolled in the center, and later went on to bring more girls from their neighborhoods to enroll in the new NFE center called Government Girls High School in New Pind. Ponam was one of them. Now, after attending the NFE center for four months, she is currently studying SRP’s eight-month-long Package A, she has learned a great lot. She has received a chance--the chance to learn, and to discover new things about life that are diametrically opposed to the begging practices she witnessed since childhood. ‘Now that I have started learning, the world seems a better place to live in’! As a student at the New Pind NFE Center, Ponam and her family feel extremely proud of all that she has learned so far. ‘People used to call us uneducated and ill-mannered, and used to avoid us; not anymore, since I started learning! I am being valued- more both at home and in the community. I can talk to people, I can share my thoughts with them. Education has not only provided me with knowledge but has also given me the confidence to face the world’, is how Ponam expresses her thoughts and feelings about leaving illiteracy behind. ‘I can write my name properly, and I can also read many words on the sign boards out in the city’, she says excitedly.
The benefits of education started reflecting in Ponam’s daily life so much that it encouraged her parents to enroll their eight-year-old younger daughter in a school as well. Being unable to afford the cost of schooling, they reached out to a private school where Ponam’s mother used to work as a cleaning lady, years ago. Luckily the school admitted Ponam’s younger sister, waiving all tuition costs.
Today, Ponam lives a very positive life and helps her younger sister with her studies too. ‘My mother says I am good in studies as compared to my younger sister, even though she is studying at a private school’ Ponam proudly shares.
Annual Progress Report – October 2017- September 2018 47 SUCCESS STORY
Teaching methodologies re-defined in Kemari Town school
A dream come true for Noor Ul Lack of innovative and contemporary teaching techniques has always been the bane of Islam! teachers in Sindh. In the absence of any awareness of the new and evolved learning methodologies, these teachers have been facing mounting problems with early grade students. As a result, children have begun to lose interest in education altogether, and not just that, even the teachers are at the ebb of morale and starved for ideas for improvement.
In the wake of this recurrent dilemma, USAID’s Sindh Reading Program’s intervened by developing and distributing supplementary reading materials and teacher’s training guides. And also developed lesson plans in both Sindhi and Urdu languages for Grade 1 and 2. The lesson plans were developed with the collaboration of various education experts from the Government of Sindh as well as the private sector. Eventually, these materials were distributed among targeted schools in Sindh, complemented by training sessions with the early grade teachers to guide them on how to implement these lesson plans in the classroom. “I feel I have developed a strong connection with Government Boys Primary School Al Qudoos is located in Kemari Town of Karachi, my students ever since I introduced newer and better ways for them to learn” and is one of the many SRP target schools where Noor Ul Islam, a multi-grade teacher, had been struggling with obsolete pedagogy techniques for quite a while now. His battle Noor Ul Islam soon ended—SRP’s interventions in his school in December 2017 helped put a new life Multi-Grade Teacher in the teaching system and things began to change. “I discovered a variety of ways to GBPS Al Qudoos teach by virtue of the training sessions I made sure not to miss ever”, Noor says with pride. He showed a great interest in learning more about new teaching skills; this is what he had aspired for and always wanted to learn. “My curiosity increased to such a level that I started exploring the Internet with a keen desire to learn more about ways to make reading more effective and efficient, and at the same time enjoyable”, Noor went on to say. After watching video-clips on how alphabets in the English language are taught in diverse ways with phonemic sounds rhythms, he applied the same techniques to teach Urdu and Sindh languages to his students.
Sincerity of purpose coupled with hard work culminated in Noor creating a jingle based on Urdu alphabets with phonemic sounds, whereby he attributed either a word or an object from each alphabet. The strategy worked wonders for Noor. “My alphabet jingle translated in a considerably increased interest and attention from my students to learn more about the alphabets”, boasts Noor with a glimmer in his eyes. “SRP’s lesson plans opened my eyes, and I discovered there is a lot more to learning for the child than just the textbooks. I have now developed a penchant to search for new techniques and apply these in the classroom. My students not only enjoy it but also learn way faster”, shares a beaming Noor.
Noor’s efforts have not only developed a keen interest among students, but she has also become a role-model for fellow teachers to emulate. The application of modern teaching practice has resulted in an increase in daily class attendance. Children now seem excited to attend school daily. In the words of Noor “I now regret wasting the past years in which I was oblivious to such effective teaching techniques, but I am also glad I got the opportunity to learn, apply and witness the results of the new teaching methodology.”
Annual Progress Report – October 2017- September 2018 48
ANNEX –B: PROJECT ANNUAL FINANCIALS
Level of Effort Report LOE to Date Labor Category
Long-Term Expatriates
Short-Term Expatriates/TCNs Long-Term Local Professionals
Short-Term Local Professionals
Local Support Home-Office Professionals Total
Expenditures Report Expenses to Category Life of Project Date
Salaries Contract Value Fringe Benefits
Overhead
Travel and Transportation
Allowances Obligation
Other Direct Costs
Equipment, Vehicles, and Freight
Training Percentage of Subcontractors Obligation Spent
General and Administrative
Fixed Fee Total Estimated Cost &
Fixed Fee
Annual Progress Report – October 2017- September 2018 49