School-Community Partnerships for Education (SCOPE)

Quarterly Report Quarter 4, Fiscal Year 2016 Period: July – September 2016

Submitted 30 October 2016 This publication was produced for review by the United States Agency for International Development. It was prepared by Save the Children.

School-Community Partnerships for Education (SCOPE) Cooperative Agreement No. AID-696-A-16-00002

Quarterly Report

Period of Performance: July – September 2016

Quarter 4, Fiscal Year 2016

Submitted by:

Save the Children

Date Submitted: 30 October, 2016

Chief of Party: Alex Alubisia

Email: [email protected]

Telephone:

SCOPE Quarterly Report for the Period July-September 2016

Contents List of Abbreviations ...... 4 I. Activity Summary ...... 5 Table 1: Intervention activities and outcomes by stakeholder ...... 8 Table 2: SCOPE Results Framework ...... 13 II. Overall Progress of the Activity: July 1st, 2016, to September 30, 2016 ...... 15 III. Progress by SCOPE Activity Components ...... 18 Result 1: Strengthen the Capacity of School Leadership to Promote School-Community Partnerships and Improve Student Literacy ...... 18 Activity 1.1 Create nationally appropriate vision of effective literacy school-community partnerships through existing SLM standards and development of evidence-based standards for SGACs ...... 18 1.1 Create nationally appropriate vision of effective literacy school-community partnerships through existing SLM standards and development of evidence-based standards for SGACs ...... 18 1.2.1 Develop training and instructional materials for guiding standards implementation at sector and school levels ...... 19 Result 2: Increase Effective Community and Parental Involvement to Improve Literacy Skills ...... 25 Activity 2.1 Develop and implement a social behavior change communications campaign for literacy ...... 26 Activity 2.3 Promote and Incentivize Local Initiatives for Community Literacy Activities ...... 33 Activity 2.4 Leverage existing civic service models to support community literacy activities .....34 Result 3: Foster a Culture of Reading ...... 36 Activity 3.1 Enhance the capacity of Rwanda Reads to support networking, coordination and information sharing among literacy stakeholders ...... 36 Activity 3.2 Advance a literacy-promoting advocacy agenda through Rwanda Reads ...... 38 Activity 3.3 Strategically strengthen supply and demand within the children’s book industry ....39 Activity 3.4 Increase communities’ access to age-appropriate, relevant reading materials ...... 45 Table 3: Progress against planned activities ...... 47 IV. Monitoring and Evaluation ...... 66 V. Progress toward Targets ...... 67 VI. Management Issues ...... 70 VII. Coordination ...... 70 Completed Procurement (July-September 2016) ...... 71 ICT ...... 73 Gender & Disability Inclusion ...... 73 Institutional Strengthening ...... 74 VII. Challenges, Solutions, Lessons Learned and Actions Implemented: ...... 74 VIII. Priorities for programming for Quarter 1: October – December 2016 ...... 75 Annexes ...... 78

SCOPE Quarterly Report for the Period July-September 2016

List of Abbreviations

COP: Chief of Party DDP: District Development Plan DEC: Development Experience Clearinghouse DEO: Director of Education EGRA: Early Grade Reading Assessments GOR: Government of Rwanda HT: Head Teachers HLE: Home Learning Environment ICT: Information and Communications Technology LB: Literacy Boost LC: Literacy Champion M & E: Monitoring and Evaluation MEAL: Monitoring Evaluation and Analysis and Learning MINALOC: Ministry of Local Government MOE: Ministry of Education MVP: Millennium Villages Project NGO: Non-governmental organization NUDOR: National Union of Disabilities’ Organizations of Rwanda PSF: Private Sector Federation PRO: Public relations Officer RR: Rwanda Reads REB: Rwanda Education Board RWAMREC: Rwanda Men’s Resource Center SC: Save the Children SBCC: Social and Behavior Change Communication SCOPE: School-Community Partnerships for Education SE: Executive Secretary SEO: Sector Education Officer SGAC: School General Assembly Committees SIP: School Improvement Plans SLM: School Leadership and Management SMT: Senior Management Team TA: Technical Advisor URCE: University of Rwanda-College of Education USG: US Government

SCOPE Quarterly Report for the Period July-September 2016

I. Activity Summary School-Community Partnerships for Education (SCOPE) is a four-year USAID-funded project that aims to foster partnerships between schools and the broader community in a bid to improve children’s literacy outcomes. The project is being implemented by Save the Children and its partner organizations, Umuhuza and Urunana DC, through a phased approach, in all 30 districts of the country from January 2016 to January 2020. SCOPE has been designed to contribute to the Rwandan Education Sector under the Government of Rwanda’s national development priorities, whose strategic plan acknowledges the importance of developing lifelong reading habits and ensuring students develop the foundational skills needed to move from ‘learning to read’ to ‘reading to learn’ across all curriculum subjects.1 Accordingly, the goal of SCOPE is to improve P1-P3 students’ ability to read with fluency and comprehension by: 1. Strengthening the capacity of school leadership to improve student literacy through school- community partnerships; 2. Increasing effective community and parental involvement to improve literacy skills; and 3. Fostering a culture of reading.

These three interrelated results will improve the quality of school-community partnerships as well as community and home learning environments (HLEs) (see definition in box 1). The theory of change is that children learn to read better in these supportive conditions than if they are receiving classroom-based instruction alone. SCOPE complements the classroom-based interventions of other USAID-funded education programs, namely L3 and Soma Umenye.

Box 1: Supportive School-Community Partnerships and Community/Home Learning Environments SCOPE defines supportive school-community partnerships and community/home-learning environments with the following measurable characteristics:  Students participate in community reading activities;  Students spend time engaged in reading practice outside of school;  School General Assembly Committees are active and discuss literacy at the meetings;  Head Teachers encourage teachers to communicate with parents regarding their children’s reading progress, support community literacy activities, and communicate literacy promotion messages to parents;  Parents/families are aware of their children’s progress in reading and take specific actions to support their children’s literacy development at home; and  Parents and students have positive attitudes regarding reading.

In order to strengthen the capacity of school leadership to improve student literacy, SCOPE will first work in collaboration Rwanda Education Board (REB)-School Leadership and Management (SLM) department to develop National Standards for Parent-School Partnership. These standards will serve as the framework for the training modules for Head Teachers and School General Assembly Committee (SGAC) presidents and vice presidents, which will be used for self-study and with peer-learning circles facilitated by Sector Education Officers (SEOs). SEOs will have their own versions of the training modules with facilitation guidance notes and will receive a face-to-face training on their use. Once these training modules and the self-study method have been piloted in 12 districts, they will be scaled up to the remaining 18 districts in the country.

1 Education Sector Strategic Plan 2013/14-2017/18. (October 2013) Republic of Rwanda, Ministry of Education.

SCOPE Quarterly Report for the Period July-September 2016

To increase effective community and parental involvement to improve literacy skills, SCOPE will conduct a comprehensive Social Behavior Change Communication (SBCC) campaign, which among other strategies, will include training community radio station workers on key SCOPE literacy messages and integrating literacy content into implementing partner Urunana’s popular radio drama series. In addition, SCOPE implementing partner Umuhuza will popularize and promote community literacy by training community volunteer Literacy Champions and engaging national youth volunteers in the promotion of literacy. Using SCOPE-developed Literacy Champion toolkits, these volunteers will organize community literacy activities such as weekly reading clubs, parent sessions on the importance of reading, Umuganda literacy activities for children, and reading festivals. In addition, SCOPE will incentivize local initiatives for community literacy activities through a Community Literacy Fund (that can be applied to in order to receive books), through using recognition strategies for best practice and high performing districts, and through fostering public-private partnerships for literacy. SCOPE will also work with national and local governments to leverage existing civic service models, such as Urugerero youth service and Umuganda, to support community literacy activities.

These complementary activities will be reinforced and sustained by technical work to foster a culture of reading and specifically to:  Support Rwanda Reads as a technical collaboration platform for government and civil society, including revitalization of its website;  Advocate for literacy promotion through support of policy, standards and other guidance and for institutionalization in REB and Ministry of Local Government (MINALOC) systems;  Strengthen supply and demand of the children’s book industry through stakeholder capacity building, market research, and networking;  Increase communities’ access to age-appropriate, relevant reading materials via book distribution for initial school-community libraries, managed by Literacy Champions, and via collaboration with Kigali Public Library.

The social inclusion and gender dimensions of the program will be integrated into all aspects of SCOPE work including in work plans, implementation, monitoring and evaluation. For example, at implementation level, SCOPE will embrace role models, by having women in leadership positions both within the project and in project activities, and encouraging women in communities to take responsibility for project activities (e.g. being a Literacy Champion, or leading a community reading celebration). SCOPE is also committed to promoting the role of men in supporting their children’s education and will work with civil society partner, Rwanda Men's Resource Centre (RWAMREC), to devise strategies that target men. Organizations helping people with disabilities and RWAMREC will work with SCOPE throughout the materials and SBCC campaign development to ensure SCOPE represents men, women, people with disabilities, and other disadvantaged groups in its work, and to ensure project activities include strategies for inclusion. Where possible, SCOPE will disaggregate data by sex and disability, sharing data with relevant organizations that work on these issues.

Working in the context of other interventions that are aimed at improving the quality of classroom instruction and access to high-quality, relevant teaching and learning materials, SCOPE will contribute to improved literacy outcomes for children in the primary grades, leading to increased opportunities for their success in schooling, by focusing on reaching children in their homes and communities. By the end of the project, SCOPE expects that more students will be able to read at grade level with fluency and comprehension because they are participating in out-of-school reading practice activities that complement in-class instructional activities. With the support of local officials and an effective system of professional development, Head Teachers and SGACs will promote the active participation of men and women in supporting children’s reading acquisition, including people with disabilities, the poor, and other vulnerable populations. Parents throughout Rwanda will be aware of what and how their children are reading in

SCOPE Quarterly Report for the Period July-September 2016 school, and will be involved in supporting their children’s learning both in and out of school. Parents will deem literacy skills foundational for success in school, promote reading at home and in the community, and set high expectations for the academic achievement of their children. Reading resources in the community will be accessible and well utilized. The culture of reading will be growing stronger throughout Rwanda. As to the policy environment related to reading, a National Literacy Promotion Policy will be developed and disseminated; Umuganda Literacy will be integrated in MINALOC policy framework and programs; literacy will form an integral part of the Imihigo of key education officials at district and sector levels; and literacy will be integrated in District Development Plans and School Strategic Plans.

Please see table 1 below for more details of what constitutes a complete intervention and expected outcomes for each SCOPE stakeholder.

SCOPE Quarterly Report for the Period July-September 2016

Table 1: Intervention activities and outcomes by stakeholder Stakeholder Complete intervention consists of: Expected Outcomes Child  Exposed to Urunana radio drama  Children spend more time reading and series practicing reading skills in their homes  Has an enabling environment for and communities learning to read (stakeholders listed  Children’s literacy-related knowledge, below receive intervention and act attitudes, and practices improve accordingly)  Children’s reading abilities improve  Attends community literacy events such as reading clubs, reading festivals, etc.

Parent  Attends SGA meetings on the  Parent literacy-related knowledge, importance of literacy attitudes, and practice will improve,  Participates in parent session on such as: practical strategies for supporting  Speaks more with children at children’s literacy home, including story-telling, to  Listens to Urunana radio series build vocabulary and  Is exposed to other SBCC messaging comprehension skills on radio, TV or other channels  Sits and reads with child for a few  Participates in reading events or minutes every day activities held in school or the  Gives child time to attend community community reading activities and time to read at home  Engages with child’s school, supporting reading progress DEO  Attends introductory SCOPE  During meetings at District level, SEOs meeting in Kigali are encouraged to share achievements  Supports facilitation of introductory about literacy promotion, SCOPE meeting at the district level implementation of what they learnt  Attends training with SEOs on from self-study modules, etc. Parent-School Partnerships for  Sensitize community members on the Education (SLM modules training) importance of literacy through  Is exposed to other SBCC messaging Umuganda meetings and other district on radio, TV or other channels level meetings  District may be recognized if high  Organize reading events at district level performing or demonstrating best  Include children’s literacy promotion in practice their annual action plans Leading to:  Literacy in the district is prioritized and integrated in DEO’s annual action plans  Meetings with SEOs to review progress on literacy promotion held regularly  At least one reading event held per year SEO  Attend sector level SCOPE  Facilitate face-to-face training at sector introductory meetings level for HTs and SGAC presidents and

SCOPE Quarterly Report for the Period July-September 2016

 Attend SEO training at District level vice presidents on the first module of on Parent-School Partnerships for the Parent-School Partnerships for Education (SLM modules training) Education  Receive direction/support from  Follow up on HTs’ and SGACs’ SCOPE staff on implementation of progress towards completing and SCOPE activities (facilitation of SLM applying learning from the self-study self-study modules with HTs / SGAC modules presidents/vice presidents, etc.)  Visit reading clubs in school  Is exposed to other SBCC messaging communities and provide feedback on radio, TV or other channels  Sensitize community members on the  May be recognized via social media importance of literacy through or other channel if high performing Umuganda meetings and other sector or showing best practice level meetings  Coordinate Literacy promotion activities in the sector  Support the coordination of the selection of Literacy Champion selection  Organize reading festivals, competitions and events  Support schools in the sector on the allocation of community literacy funds  Include in their annual plans children’s literacy promotion activities Leading to:  Effective Literacy Champions selected and mobilized  Literacy in the sector is prioritized and integrated into SEO’s annual action plans  Meetings with HTs & SGACs to review progress on literacy promotion held regularly  At least one reading event held per year Head Teacher  Collaborates with SGAC president &  Communities mobilized to support vice president to complete the 6 SLM children’s reading activities study modules: Parent-School  Parents engaged in the life of the school Partnerships for Education with established channels for  Receives a monitoring visit from SEO communication  Attends 2 face-to-face meetings with  Communities and parents provide SEO and peers support for children’s reading  Helps to select and support development community volunteer Literacy  Children of all ages use books in class Champion and take them home

SCOPE Quarterly Report for the Period July-September 2016

 Oversees and supports community  Strengthened relationships with SGAC reading activities and parent leaders  Is exposed to other SBCC messaging on radio, TV or other channels

SGAC president/  Supports village leaders in the  Effective Literacy Champions selected vice president selection of Literacy Champions and mobilized  Attends training at sector level to  Works with Literacy Champions and complete the first module for Parent- Head Teachers to apply for Community School Partnerships for Education Literacy Funds  In collaboration with Head  Works with Head Teacher to organize Teachers, completes the remaining reading festivals in the school five SLM modules on Parent-School community Partnerships for Education  Visits reading clubs and provides  Is exposed to other SBCC messaging feedback to LCs on radio, TV or other channels  Sensitizes community members on the importance of literacy through SGA and SGAC meetings  At least one reading festival held per year Leading to:  Vibrant reading clubs and community libraries Literacy  Selected by HT, SGAC, and village  Leads reading initiatives (reading clubs, Champion leaders parent sessions, Umuganda, etc) for P1-  Trained for a minimum of two days P3 children by Umuhuza  Manages book collections for use in  Receives a copy of the Literacy reading clubs and other reading Champion Toolkit activities  Receives support from HT, SGAC,  Works with Urugerero youth to village leaders, and SEO promote literacy in the community  Manages the book collections  Sensitizes community members on the  May receive monitoring or coaching importance of literacy from other LCs, Umuhuza, Peace  Works with School Leadership and Corps volunteers or Save the SGACs in the application of Children staff Community Literacy Funds;  Collaborates with school leadership and SGAC to organize reading festivals in the school community Leading to:  Participatory reading activities that are well-attended  Vibrant reading clubs and community libraries

SCOPE Quarterly Report for the Period July-September 2016

Urugerero Youth  Receives training in volunteer  Support reading initiatives in volunteer community literacy activities via its communities – reading clubs, integration in Itorero curriculum community libraries  Receives direction/support from  Ensures that all children, boys and girls, Literacy Champion, HT, SGAC, and those with disabilities have equal access village leaders in supporting to reading material and opportunities community literacy activities Other  Listens to Urunana radio series  Play an active role in children’s reading community  Listens/exposed to literacy messaging activities such as providing space and members (Umuganda, parent sessions, SGA relevant materials meetings, etc.) given by LC, HT,  All children regardless of gender and SGAC, or village leaders disability status benefit from available  Invited to attend/support literacy reading opportunities activities in the community, such as Umuganda MINALOC – Vice  Attends introductory SCOPE meeting  At least one coordination meeting on Mayors in charge in Kigali literacy held at district level on a of Social Affairs  Attends district level introductory quarterly basis SCOPE meeting  Oversees overall coordination of literacy efforts in the district  Participates in literacy promotion activities

A phased approach to implementation: The School-Community Partnerships for Education (SCOPE) project was launched in Rwanda in 2016. Burera and Gicumbi districts were chosen as implementation locations in year one in order to build on operational and program activities already in place by Save the Children and Umuhuza in these areas. This selection was made to enable immediate start-up of program activities under SCOPE, capitalizing on program experience, existing infrastructure and community/government relationships.

Going forward, however, Save the Children is committed to the expansion of SCOPE into additional districts in partnership with REB. The anticipated plan for district expansion is outlined below:  In Year 2 (FY 2017, commencing October 2016), SCOPE will phase operations into 10 new districts of Gasabo, Nyarugenge, Rwamagana, Kayonza, Ngororero, Nyabihu, Rubavu, Muhanga, Ruhango and Musanze.  In Year 3 (FY 2018, commencing October 2017), the 18 remaining districts will be phased-in to reach national scale.  In Year 4, SCOPE will consolidate its model at scale, making adjustments to various approaches as necessary, documenting experiences, best practices and lessons learnt.

Relation of SCOPE to USAID/Rwanda’s Country Development and Cooperation Strategy SCOPE was designed to address USAID/Rwanda’s Country Development and Cooperation Strategy (CDCS) Intermediate Result 4.1 of improved literacy outcomes for children in primary grades in the overall goal of attaining USAID/Rwanda‘s CDCS Development Objective 4 of increased opportunities for Rwanda children and youth to succeed in schooling and the modern workplace.

SCOPE Quarterly Report for the Period July-September 2016

SCOPE RESULTS FRAMEWORK The primary purpose of the SCOPE initiative is to improve literacy outcomes for children in primary grades. The SCOPE results framework has three intermediate Results (IRs): (1) strengthened capacity of school leadership for leading literacy focused school-community partnerships, (2) improved parental and community engagement in providing literacy support, and (3) improved culture of reading.

In order to achieve a strengthened capacity of school leadership to promote literacy-focused school- community partnerships (IR 1), the enabling policy environment must be improved so that school leaders are supported and held accountable via national standards for school community partnerships (Sub-IR 1.1). Once standards have been agreed upon, training materials will need to be developed that can guide school leaders in how to uphold these school-community partnership standards (Sub-IR 1.2). Finally, once the materials have been developed, piloted, and revised, they will need to be scaled up at the national level so that all school leaders are supported to uphold the literacy-focused school-community partnership standards (Sub-IR1.3).

For achieving improved parental and community engagement in providing literacy support (IR 2), parents and community members first need to be convinced that providing time and support for literacy learning outside the classroom is essential. To this end, SCOPE will conduct a SBCC campaign to influence attitudes towards reading (Sub-IR 2.1). As children, parents and community members are being exposed to the SBCC campaign, community reading events and supports need to be available to try out in order to confirm budding ideas about the importance of literacy learning outside of schools. Accordingly, Sub-IR 2.2 selects and trains community Literacy Champions to organize community reading activities and mobilize parents and community members to support their children’s literacy learning. However, on their own Sub-IRs 2.1 and 2.2 may not be enough to drive sustainable changes around literacy in the 4 years of project implementation, especially where many communities are starting out with few to no appropriate children’s books and considering that the community literacy activities are largely dependent on volunteers. Consequently, SCOPE is also incentivizing communities to normalize and institutionalize these community reading activities via a Community Literacy Fund that communities can apply to in order to receive books and receive public recognition on radio, social media, and other popular forums in Rwanda; additionally, SCOPE is engaging with private institutions to popularize public-private-partnership models for literacy in Rwanda (Sub-IR 2.3). Moreover, SCOPE is working towards institutionalization of community-led reading activities for children by (1) advocating within the national youth service body (Itorero) to have community reading activities be accepted as an option for this national youth service requirement and (2) advocating for literacy activities for children during monthly Umuganda days; this will ensure that SCOPE’s community reading activities continue after the life of the project (Sub-IR 2.4).

Both IR 1 and IR 2 are dependent on and influence the culture of reading in Rwanda. In order to ensure that the culture of reading is fostered and sustained (IR 3), SCOPE will work to revitalize MINEDUC/REB’s Rwanda Reads networking platform, which strives to foster synergies among stakeholders via information sharing, networking, and promotion of literacy activities and initiatives. SCOPE will re-energize dormant Rwanda Reads members, bringing on new members and supporting members to organize literacy events all year round and especially during the Literacy Month in September; SCOPE will be the technical lead to revitalize the RR website with important advocacy and implementation resources (Sub-IR 3.1). Simultaneously, SCOPE will seek to improve the enabling policy environment related to literacy promotion to ensure the culture of reading is supported at the national level and cascaded down to local levels by supporting the drafting and approval process of a National Policy for Literacy Promotion; SCOPE will also support its dissemination through its various project activities and forums. Additionally, via advocacy for districts to incorporate literacy, and school-community partnerships specifically, into their Imihigo and District Development Plans, SCOPE will work with districts to improve the enabling environment at the district and sector levels by building literacy-related objectives into their plans (Sub-IR 3.2).

SCOPE Quarterly Report for the Period July-September 2016

As the enabling environment is promoted at the policy level, SCOPE will cultivate improved supply and demand for children’s Kinyarwanda-language reading materials through its whole-system approach, which intervenes at every stage of the local book chain. Stakeholders in the publishing industry will benefit from trainings, the continuation and expansion of the Abana writer’s café, book purchasing consortiums, and meetings of the Rwanda Children’s Book Forum; research on market preferences and other demand- related questions will be conducted and shared with publishers and the Rwanda Reads community (Sub- IR 3.3). In the interim while literacy momentum is being built up, SCOPE will ensure communities have an initial supply of 100 books so that Literacy Champions and communities can begin organizing reading activities, will reward selected champion districts with an initial district-level library, and will work with Kigali Public Library to help communities make better use of the books already in community libraries (Sub-IR 3.4).

These Intermediate Results and Sub-Intermediate Results are shown in Table 2 below:

Table 2: SCOPE Results Framework

Project Purpose: Improved literacy outcomes for children in primary grades IR 1: Capacity of school IR 2: Effective community and IR 3: Culture of reading leadership to improve student parental involvement to improved literacy through school- improve literacy skills community partnerships increased strengthened Sub-IR 1.1: Nationally Sub-IR 2.1: Social behavior Sub-IR 3.1: Capacity of appropriate vision of effective change communications Rwanda Reads to support literacy school-community campaign for literacy networking, coordination and partnerships through developed and implemented information sharing among evidence-based standards literacy stakeholders enhanced developed Sub-IR 1.2: Training and Sub-IR 2.2: Parents and Sub-IR 3.2: Literacy-promoting instructional materials for community mobilized to advocacy agenda through guiding standards improve student literacy Rwanda Reads advanced implementation at sector and school levels developed Sub-IR 1.3: Scalable training Sub-IR 2.3: Local initiatives for Sub-IR 3.3: Supply and demand approach for building school community literacy activities within children’s literature leadership capacity promoted and incentivized industry increased implemented Sub-IR 2.4: Existing civic Sub-IR 3.4: Communities’ service models leveraged to access to age-appropriate, support community literacy relevant reading materials activities increased

The framework will serve as one of the primary SCOPE management tools, enabling the management team to define and organize its annual work plan around the desired end results, to gauge progress toward the achievement of results and to make appropriate adjustments to relevant programs and activities. The framework will also function as an effective communication tool, enabling the SCOPE team to succinctly

SCOPE Quarterly Report for the Period July-September 2016 capture and communicate the key elements of its strategy to increase time students spend reading outside of school.

SCOPE was renamed “Mureke Dusome” through a contractual modification in the third quarter of FY2016. With the exception of project plans and reports, the project will be referred to as Mureke Dusome for all other purposes for the life of the project.

SCOPE Quarterly Report for the Period July-September 2016

II. Overall Progress of the Activity: July 1st, 2016, to September 30, 2016

The celebration of the International Literacy Day on September 8th is one of the major highlights of the reporting period. As the Secretariat of Rwanda Reads, SCOPE spearheaded the coordination and celebration of the International Literacy Day, which was combined with the Rwanda Reads General Assembly and marked the opening of the National Literacy month. The Ministries of MINEDUC (through REB), MIGEPROF, MINALOC and MINISPOC made presentations at the Assembly in which they articulated their commitment to the promotion of literacy in Rwanda. SCOPE and MINISPOC co- facilitated the celebration of the International Literacy Day on September 9, 2016. SCOPE, as the Secretariat, documented the literacy-related achievements of Rwanda Reads members during National Literacy month and submitted the report to USAID.

Engagement with the media was strengthened with the training of 18 journalists on Mureke Dusome’s objectives and its literacy messaging approach. Consequent to this training, 10 stories focusing on Mureke Dusome and 19 on Rwanda Reads member activities during the literacy month were published. More significantly, the Rwanda Broadcasting Agency (RBA) was actively engaged in supporting literacy month efforts, resulting in an audio story from a local publisher aired through “Itetero”, a child focused program sponsored by UNICEF.

The complementary efforts of the Rwanda Reads General Assembly, government ministries, the publishing sector and the media engagement have helped to generate momentum for literacy promotion across the country.

Three (3) SEOs School Leadership and Management (SLM) modules and the Literacy Champion Toolkit were piloted in two (2) school communities in Burera and 2 school communities in Gicumbi districts. The modules were accordingly reviewed and finalized following this pretest.

With the active leadership and participation of the Rwanda Education Board (REB), SLM Unit, SCOPE finalized three SLM self-study modules, entitled Parent-School Partnerships for Education. Consequently, the project team facilitated a training of trainers (ToT) on Parent-School Partnerships for Education for Sector Education Officers (38) and Directors of Education for Burera and Gicumbi districts (2) on diverse dates between August and September 2016. As a result of the trainings, participants recognized the importance of literacy, especially for young children in lower classes since children who fail to read and write at an early age struggle to perform well in school. Participants carried out a self-assessment of the current situation on the collaboration between the school and parents to improve children’s literacy and discovered a big gap. They also decided to strengthen collaboration between school leadership and SGACs to ensure increased participation of parents in School General Assembly meetings. In line with the objectives of the modules, participants (SEOs and Directors of Education) were also trained on the selection criteria for Literacy Champions from their villages.

Under the supervision of the Umuhuza Community Engagement and Save the Children’s SCOPE teams, SEOs in their respective sectors trained 190 Head Teachers and 379 SGAC leaders on how to select Literacy Champions. Simultaneously, Umuhuza facilitated the development of a cadre of 22 trainers via a Training of Trainers to support Literacy Champion training, initially in Burera and Gicumbi districts and in the longer term, in the countrywide training of LCs and Urugerero youth.

The Literacy Champion toolkit was piloted, disseminated and adapted by stakeholders before its use during the LCs training in Gicumbi and Burera districts. Following their training on selection criteria, HTs, SGACs and village leaders selected two volunteer LCs for their (village) school community. 382 LCs were selected based on the selection criteria. The SCOPE team with the support of the trainers conducted the

SCOPE Quarterly Report for the Period July-September 2016

Literacy Champions’ training for 381 LCs based on the Literacy Champion Toolkit in Gicumbi and Burera districts. Each LC trained received a copy of the Literacy Champion Toolkit:

LCs Identified LCs trained Number Number No District of of Sectors Schools M F T M F T

1 Gicumbi 21 100 97 103 200 97 103 200

2 Burera 17 92 90 92 182 90 91 181

Total 2 38 192 187 195 382 187 194 381

The Umuganda Literacy initiative continues to grow in momentum with five (5) events held during the reporting period. More than 320 children participated in Umuganda literacy activities in Kigali and Burera. On September 24, 2016, USAID staff led by the Charge d'affaires, Matt Roth, joined Umuhuza and the rest of SCOPE team in reading for children during Umuganda at SOS children’s village in Kacyiru, Kigali. For more details, you can follow the following link: http://savethechildren.us13.list- manage.com/track/click?u=e37448a270db411560e1288e7&id=8caeef9901&e=c43b00f750.

Mureke Dusome also completed the children’s readership study, which is under revision prior to the release of the final report in Q1 FY2017. The study confirmed Save the Children’s observations and advocacy messages from the last three years on the importance of children accessing a range of culturally relevant books in order to ensure all children can access reading materials that pique their interest.

Two internal book review meetings were conducted in September 2016, whereby publishers submitted 48 titles including 12 that were developed during the writers’ and illustrators’ trainings.

To continue strengthening the local publishing industry, local publishers formed and officially registered the Rwandan Children’s Book Forum (RCBF), an organ that serves as a networking platform for professional publishers, writers, editors, illustrators, designers, scholars and other actors who are actively engaged in the promotion of the reading culture among children in Rwanda. Since its registration in July 2016, the RCBF has amongst other key activities organized a study trip to Burera and Gicumbi districts, convened an RCBF General Assembly, made book donations to community libraries, facilitated a workshop for new publishers and organized a book fair.

The reporting period ended with a brand new illustrators’ website launched as a means of gaining visibility for the emerging cadre of children’s book illustrators.2

SCOPE engaged a consultant in Q3 to review secondary literature related to reading in Rwanda, to consult with relevant actors in the field of education, and to synthesize international evidence alongside existing experience of SC and others. The consultant submitted the report in Q4 whose analysis and recommendations have informed the project’s approach and served as a resource for advocacy with the Government of Rwanda (GoR) regarding the importance of the community and home environment. The

2 The website can be viewed at www.rwandanillustrators.org

SCOPE Quarterly Report for the Period July-September 2016 project plans to share the findings of this study with education development partners together with the dissemination of KAP findings in Q1 FY2017.

In order to strengthen the project’s M&E function, a local consultant has been recruited to design and implement the SMS reporting system, which if successful will automatically combine all SMS information into one single database at SC’s office in Kigali. It will improve communication channels between the SCOPE project with Sector Education officers (SEOs) and Literacy Champions. SEOs and LCs will be responsible to report on a quarterly basis using a simple SMS system. Full implementation of this system commences in QR2 FY2017.

MINEDUC with USAID/UNICEF assistance has provided all Directors of Education, DEOs (3 per district) and SEOs in the country laptops and internet facilities for one year to assist them in their routine work, in managing data and in preparing and sending reports to MINEDUC. The district officials have already been trained on School Data Management System (SDMS) Web-Based Application in September 2016. A similar training is planned for all Head Teachers and one additional teacher per school in Q1 of FY2017.

This new government supported system provides SCOPE an excellent opportunity to integrate its reporting effort with that of the district. Taking this into consideration and in addition to the SMS reporting arrangement, SCOPE will pilot the web-based reporting in Burera and Gicumbi districts in Q1 FY2017 focusing on SEOs and Literacy Champion representatives. While SEOs will use the web-based reporting, the Literacy Champion representatives will use the SMS facility. As SCOPE negotiates letters of collaboration and plans with new districts, the project will include this reporting requirement in the roles and responsibilities of all SEOs and Literacy Champion representatives.

Mureke Dusome is also collaborating with FHI’s Teacher Community of Practice (TCOP) to monitor how SEOs are supporting HTs and SGACs to complete their self-study modules. In Q1 FY2017, TCOP will create a web-based forum for each district whereby SEOs will share their best practices in the implementation of Mureke Dusome thereby learning from each other. Mureke Dusome will use that forum to monitor progress in SEOs completing their modules. Analysis of the SCOPE KAP survey is at an advanced stage with the final report expected before the end of QR1 FY2017. The final version of SCOPE’s Monitoring and Evaluation plan was submitted to USAID for approval.

To ensure proper documentation of Mureke Dusome project work, Quarter 2 and 3 reports have been successfully uploaded onto the USAID Development Experience Clearinghouse (DEC). Details can be found in Annex 4 (Mureke Dusome media and content monitoring tool, tab/sheet 3).

SCOPE Quarterly Report for the Period July-September 2016

III. Progress by SCOPE Activity Components

Result 1: Strengthen the Capacity of School Leadership to Promote School-Community Partnerships and Improve Student Literacy

During July-September 2016 reporting period, SCOPE finalized its inputs on the MOU with URCE and sent it back to URCE for endorsement and signature.

SCOPE in partnership with REB organized a workshop with the SLM unit partners to review the draft for National Parent-School Partnerships Standards before being submitted to REB/SMT for their endorsement. Among other partners, Girl Effect and RWAMREC attended and participated in the review to ensure that gender and social inclusion dimensions were reflected in the content. Participants provided their inputs and recommended to have another workshop for their validation.

In addition, SCOPE piloted the first 3 SLM modules, the SEO’s versions of these 3 SLM modules and the Literacy Champion Toolkit in 2 school communities in Burera and 2 school communities in Gicumbi. The toolkit and the modules were adjusted and finalized based on the results of the pilot exercise.

A training of trainers for 38 SEOs and 2 Directors of Education in Gicumbi and Burera on Parent-School Partnerships for Education was conducted using the SLM modules. The training focused on the overview of the modules and on learning together the content of the first module: Sharing Responsibility.

The SEOs in turn trained 190 Head Teachers and 379 SGAC presidents and vice presidents in their respective sectors. HTs and SGAC presidents and vice presidents will continue to complete and apply their modules in their respective school communities.

In total, 191 Head teachers, 382 SGAC presidents and vice presidents, 38 SEOs, and 2 Directors of Education from Gicumbi and Burera Districts received the Kinyarwanda version of the first 3 SLM modules, and 381 Literacy Champions and 38 SEOs from Burera and Gicumbi received the Kinyarwanda version of the Literacy Champion Toolkit.

As a result of these trainings, SEOs, HTs and SGAC presidents and vice presidents collaborated with local authorities to ensure the selection of Literacy Champions who are able and willing to regularly conduct reading activities in their villages. These local authorities committed to supporting LCs and ensuring that children’s literacy activities will be established and strengthened in their school communities.

Activity 1.1 Create nationally appropriate vision of effective literacy school-community partnerships through existing SLM standards and development of evidence-based standards for SGACs

1.1 Create nationally appropriate vision of effective literacy school-community partnerships through existing SLM standards and development of evidence-based standards for SGACs

1.1.1 Synthesize existing knowledge of reading approaches in Rwanda In Q3, SCOPE engaged a consultant to review secondary literature related to reading in Rwanda, to consult with relevant actors in the field of education and to synthesize international evidence alongside existing experience of SC and others. This study was finalized during this quarter. The analysis and recommendations of this study has informed the project’s approach and served as a resource for advocacy with the Government of Rwanda (GoR) regarding the importance of the community and home

SCOPE Quarterly Report for the Period July-September 2016 environment. The project plans to share the findings of this study with education development partners together with the dissemination of KAP findings in Q1 FY2017.

1.1.2 Conduct formative research with URCE on interests, attitudes and needs of stakeholders & disseminate results of research After URCE confirmed its interest to partner with Save the Children on this research in the last quarter, a draft Memorandum of Understanding (MoU) was sent to URCE for review. URCE responded with positive feedback and some suggestions for improvement. This quarter, SCOPE included URCE inputs in the MOU and sent it back to URCE for a final review. URCE proposed to be the first to sign the MOU and SCOPE is waiting for URCE’ signature. Once the MOU is signed by both parties, collaboration on the research will start.

1.1.3 National Parent-School Partnerships Standards development and dissemination In the goal of bridging the gap between schools and parents, SCOPE and REB SLM staff developed a draft of National Parent-School Partnership Standards last quarter. These standards will be used by SGACs and school leaders to strengthen their collaboration in order to ultimately improve students’ learning. The draft National Parent-School Partnership Standards were shared with REB-SLM unit for their final review this quarter.

After reviewing, REB-SLM unit suggested that SCOPE organize a workshop whereby other partners intervening in SLM can participate and review the drafted standards before submitting to REB SMT for approval. Accordingly, on August 19, 2016, SCOPE conducted a workshop with REB, VVOB, Wellspring, VSO, IEE, Girl Effect, and Rwanda Men’s Resource Center (RWAMREC) to review the developed standards for Parent-School Partnerships. 12 participants (4 females and 8 males) attended the workshop.

In the workshop, SCOPE presented a draft of the developed standards with inputs from the previous workshops. Amongst key recommendations were to add an annex for beneficiary self-evaluation on the implementation of the standards, to simplify the language, and to add more examples from research findings in order to strengthen the rationale. Another review workshop is planned in Q1 FY2017, after which the draft of the standards will be submitted to REB SMT for endorsement.

1.2.1 Develop training and instructional materials for guiding standards implementation at sector and school levels 1.2.1 Mapping of existing resources [Activity achieved in Q2 of FY2016. Please refer to the FY2016 Annual Report.]

1.2.2 Develop Literacy Champion Toolkit REB-SLM unit and Save the Children in partnership with Community Engagement Team from Umuhuza piloted the first draft of the Literacy Champion toolkit developed in Q3. Beneficiaries (LC, SEOs, HTs, SGAC presidents and vice presidents, and JADF representatives) provided their inputs for the revision of the toolkit, which was finalized and distributed to Literacy Champions this quarter (see Literacy Champion toolkit table of context below; for full details, see activity 2.2).

SCOPE Quarterly Report for the Period July-September 2016

Literacy Champion Toolkit - Table of Contents: 1. Introduction i. Role of Literacy Champion in Literacy Promotion ii. Role of the Community in Literacy Promotion iii. Literacy Champion Resources iv. Book Management 2. Principles of Working with Children 3. Using Story Books with Children i. Reading Aloud ii. Free Reading 4. Facilitating Reading Activities i. Reading Clubs ii. Umuganda Literacy for children iii. Parent Sensitization Meetings 5. Organizing Reading Celebrations 6. Supporting Gender Equity 7. Supporting Inclusion

1.2.3 Revise and finalize SLM (HTs & SGACs) modules based on the Parent-School Partnerships Standards (Formerly: 1.2.3 Develop draft SGAC guide & 1.2.4 Develop SLM modules) This quarter, SCOPE incorporated inputs from REB-SLM unit into 3 SLM training modules for SEOs, HTs and SGAC presidents and vice presidents to support implementation of the drafted National Parent- School Partnership Standards; the SLM training modules were then finalized.

The 3 finalized modules are: 1. Sharing Responsibility 2. Active Participation in School Life 3. Communicating Effectively

The project contracted a designer to improve the overall presentation and layout of the modules through illustrations. These have now been translated and distributed in Kinyarwanda, although English versions also exist. 191 Head Teachers, 382 SGAC presidents and vice presidents, 38 SEOs, and 2 DEOs each received a Kinyarwanda copy as they were being trained on the first module. The other 3 modules are still under development. (See activity 1.3 for details.)

1.2.4 Collaborate with NUDOR and RWAMREC to revise and finalize training material on social and gender inclusion SCOPE developed and negotiated a MOU with RWAMREC on integrating gender and social inclusion dimensions in SCOPE training materials including modules and toolkit. RWAMREC and Girl Effect participated in the workshop of reviewing the National Parent-School Partnerships Standards that took place on August 19, 2016. They also provided inputs on the developed modules and toolkits about gender and social inclusion. It is expected to bring RWAMREC on board on a sub-contract basis with SCOPE once the technicalities of the contracting process are finalized and a contract awarded, expected between October and November 2016.

SCOPE Quarterly Report for the Period July-September 2016

SCOPE established that NUDOR had very limited capacity to provide technical assistance to SCOPE and has accordingly dropped this potential partner. Efforts are on-going to identify another disability-oriented organization to provide technical assistance for disability inclusion in the project.

1.2.5 Conduct initial piloting of SLM Modules and Literacy Champion Toolkits SCOPE piloted the first 3 SLM Modules for SGAC presidents and vice presidents, HTs and SEOs in 4 schools (2 in Burera & 2 in Gicumbi districts). The pilot aimed at assessing the effectiveness of the self- study modules in terms of language and content appropriateness for beneficiaries. Those modules are:

 Module 1: Sharing Responsibility  Module 2: Active Participation in the School Life  Module 3: Communicating Effectively

Head teachers, SGAC presidents and vice presidents from these 4 schools worked together with support from SEOs to complete the first module during the training. Save the Children staff observed an initial reluctance for SGAC presidents and vice presidents and Head Teachers to collaborate, with a strong preference to complete the module separately. This evidenced the assumption, made by stakeholders during the National Parent-School Partnership standards development and revision workshop held in Q3, around the need for relationship building between these two groups. Due to the nature of the module, Head Teachers and SGAC presidents and vice presidents realized it was necessary for them to collaborate to complete the modules, and they eventually started engaging, sharing ideas openly and making action points. (See the MEAL section of this report for more on documenting how the relationships between Head Teachers and SGACs may change over the course of the activity, and about how these strengthened relationships improve student learning.)

Attendance During Piloting of SLM Self-Study Modules

Date District Head teachers SGACs SEOs General Total Male Female Total Male Female Total Male Female Total Male Female Total 11/8/2016 Burera 2 0 2 2 2 4 1 1 2 5 3 8 12/8/2016 Gicumbi 1 1 2 3 1 4 1 1 2 5 3 8 General Total 3 1 4 5 3 8 2 2 4 10 6 16

After completing the module, HTs and SGAC presidents and vice presidents provided feedback on the modules. According to the SEOs and Save the Children staff in attendance, they appreciated the interactive aspect of the modules (discussions, activities to be completed, case studies, monthly assignments, etc.) as well as how easily the ideas can be put into practice. Participants also provided new ideas to be considered in the modules, for instance additional strategies for how parents can support learning and how all children can be involved in reading activities, as well their perspectives on best practices in terms of collaboration with the community to promote children’s learning. Those ideas will be reflected in the draft of the 3 remaining modules that are still under development:

 Module 4: Supporting Learning  Module 5: Ensuring Equity and Inclusion  Module 6: Collaborating with the Community

SCOPE Quarterly Report for the Period July-September 2016

The Literacy toolkit was also piloted in Burera and Gicumbi school communities by testing out the modules and providing guidance for reading clubs, Umuganda Literacy for Children, and Parent Sensitization Meetings. The LC toolkit was adjusted based on feedback from the pilot (for more details, see activity 2.2).

1.3 Implement scalable training approach for building school leadership capacity

1.3.1 Dissemination at the district level of research findings (Formerly: Utilize LARS data to inform district advocacy efforts) Completed in Q3 FY2016 for Gicumbi and Burera (for more details, see FY2016 Annual Report, activity 2.2.2), meetings in other districts to be held in FY2017 and FY2018.

1.3.2 Pilot peer learning meetings conducted by national training team for targeted SEOs After the initial pilot of the training model in 4 schools (see activity 1.2.5), SCOPE conducted a training of trainers for SEOs and DEOs on Parent-School Partnerships for Education. The objective of the training was to introduce the self-study SLM modules (entitled Parent-School Partnerships for Education), complete the first module (Module 1: Sharing Responsibility), practice how they will self-study the other modules, and ensure that they are prepared to facilitate the training for Head Teachers and SGAC presidents and vice presidents in their respective sectors.

SCOPE started the training by providing participants with an overview of the Mureke Dusome project and then introduced the modules. Afterwards, participants worked in groups to complete the first SLM module entitled Sharing Responsibility. This initial module emphasizes the function of the School General Assembly and the School General Assembly Committee and gives tips for improving the School–Parent Leadership relationship and increasing collaboration. The assignment is to boosting collaboration by organizing after-school learning opportunities, particularly reading clubs. The SEO guide for this module supports his/her facilitation of the session on the first module and gives guidance for how to monitor Head Teachers and SGAC presidents and vice presidents in their application of the module content.

After the group discussions, participants felt comfortable reflecting on the actual situation of their schools in terms of collaboration with parents to improve children’s learning. They found that the relationship needs to be strengthened in terms of increasing the number of parents who attend School General Assembly Meetings. Solutions proposed by the participants included engaging parents to attend meetings by increasing awareness during community meetings, collaborating with village and cell leaders to mobilize parents, and ensuring there is a timely announcement of the meetings to parents. Additionally, involving more parents in school improvement planning, forming a sector-level parent representative committee to ease peer learning, field visits and monitoring were also shared as sustainable ways of boosting parents’ contribution in improving children’s learning. Realizing that children stay only a few hours in school compared with the time spent in homes and communities was a surprising realization for participants, which led them to decide to put greater emphasis on out-of-school learning activities.

Attendance in SEO/DEO training on Parent-School Partnership for Education Date District Number: SEOs Number: DEOs General Total Male Female Total Male Female Total Male Female Total 31/08/2016 Burera 14 3 17 1 0 1 15 3 18

SCOPE Quarterly Report for the Period July-September 2016

1/9/2016 Gicumbi 193 2 20 0 1 1 18 3 21 Total 33 5 38 1 1 2 33 6 39

1.3.3 Target SEOs’ support of HTs and SGACs to complete training modules Following the training of trainers, SEOs organized trainings for Head Teachers and SGAC presidents and vice presidents in their respective sectors. The training was an opportunity for self–evaluation on how schools are collaborating with parents to improve children’s learning. Head Teachers along with SGAC presidents and vice-presidents from each school worked together to complete Module 1: Sharing Responsibility. During the self-evaluation session, each school identified what they are doing well and what they need to improve in terms of sharing responsibility between parents and schools. During presentations from group activities, they shared what they learned from the module that they will implement in order to improve school and parents’ relationship to support children’s learning. Some ideas included:  Creating strategies to ensure that SGA and SGACs are more functional to support children’s learning  Using SGA meetings to talk to parents about how they can support in promoting their children’s literacy both at school and after school, in their home and community  Strengthening reading clubs in their school communities  Identifying opportunities for literacy awareness during different meetings with parents

Attendance during the trainings included:

1. Burera District Attendance in the Head Teachers and SGACs training on Parent-School Partnership for Education SGAC president General Total Date Sector Number: / vice president Number: HTs Male Female Total Male Female Total Male Female Total 6/9/2016 Rwerere 7 3 10 4 1 5 11 4 15 6/9/2016 Nemba 10 4 14 2 5 7 12 9 21 6/9/2016 Ruhunde 8 0 8 4 0 4 12 0 12 6/9/2016 Cyeru 7 1 8 2 2 4 9 3 12 6/9/2016 Rusarabuye 7 3 10 4 1 5 11 4 15 6/9/2016 Rugarama 13 3 16 5 3 8 18 6 24 7/9/2016 Butaro 14 4 18 6 3 9 20 7 27 7/9/2016 Kivuye 9 3 12 6 0 6 15 3 18 7/9/2016 Gitovu 6 4 10 4 1 5 10 5 15 7/9/2016 Rugengabari 5 3 8 3 1 4 8 4 12 7/9/2016 Kinoni 7 3 10 4 1 5 11 4 15 7/9/2016 Gahunga 8 2 10 2 3 5 10 5 15 7/9/2016 Gatebe 4 2 6 3 0 3 7 2 9

3 One SEO from Ruvune Sector, Gicumbi District, who was not able to attend the SEOs training was mentored by another neighboring SEO from Bwisige Sector, Gicumbi District. The DEO from Gicumbi District also visited and provided support to that SEO in Ruvune Sector during the training for HTs and SGAC presidents and vice presidents at sector level.

SCOPE Quarterly Report for the Period July-September 2016

7/9/2016 Bungwe 7 1 8 3 1 4 10 2 12 8/9/2016 Kinyababa 12 0 12 4 2 6 16 2 18 8/9/2016 Kagogo 8 1 9 5 0 5 13 1 14 8/9/2016 Cyanika 10 2 12 6 0 6 16 2 18 Total 142 39 181 67 24 91 209 63 272

2. Gicumbi District Attendance in the Head Teachers and SGACs training on Parent-School Partnership for Education SGAC president Date Sector Number: / vice president Number: HTs General Total Male Female Total Male Female Total Male Female Total 5/9/2016 Byumba 8 4 12 5 1 6 13 5 18 5/9/2016 Miyove 7 3 10 4 1 5 10 5 15 5/9/2016 Rukomo 10 2 12 5 1 6 15 3 18 5/9/2016 Kageyo 5 1 6 3 0 3 8 1 9 6/9/2016 Rutare 9 1 10 4 1 5 13 2 15 7/9/2016 Mutete 10 2 12 6 0 6 16 2 18 7/9/2016 Rwamiko 7 1 8 4 0 4 11 1 12 7/9/2016 Muko 8 2 10 5 0 5 13 2 15 7/9/2016 Giti 7 1 8 4 0 4 11 1 12 7/9/2016 Bukure 6 2 8 4 0 4 10 2 12 8/9/2016 Cyumba 9 1 10 4 1 5 13 2 15 8/9/2016 Rubaya 3 3 6 3 0 3 6 3 9 8/9/2016 Nyankenke 7 2 9 4 1 5 11 3 14 8/9/2016 Kaniga 6 4 10 5 0 5 11 4 15 8/9/2016 Manyagiro 6 2 8 4 0 4 10 2 12 9/9/2016 Bwisige 7 3 10 5 0 5 12 3 15 9/9/2016 Nyamiyaga 5 2 7 3 1 4 8 3 11 9/9/2016 Ruvune 11 3 14 7 0 7 18 3 21 9/9/2016 Mukarange 6 2 8 4 0 4 10 2 12 9/9/2016 Rushaki 9 3 12 4 2 6 13 5 18 9/9/2016 Shangasha 6 2 8 1 2 3 7 4 11 Total 152 46 198 88 11 99 239 58 297

Summary of attendance in the Parent-School Partnerships for Education (SLM) trainings in Gicumbi and Burera Districts: 4

4 The gender disparity among school leadership and SGAC presidents and vice presidents did not go unnoticed by SCOPE staff. Mitigation efforts to encourage better gender parity are discussed in the sub-section on Gender on page 71.

SCOPE Quarterly Report for the Period July-September 2016

Gender Head Teachers SGAC presidents SEOs DEOs Total and vice presidents Male 155 294 33 1 482 Female 35 85 5 1 126 Total 190 379 38 2 608

1.3.4 Support HTs, SEOs, and other MINALOC leaders (Mayors and Executive Secretaries) to develop a calendar of literacy activities & events Drafting of a calendar of literacy days along with key activities, events and messages began in quarter 4. It has been submitted to USAID for review and comment and will then be sent to REB for approval. Once approved, the calendars will be printed (in Q1 FY2017) and distributed to HTs, SEOs and other MINALOC leaders to implement. SCOPE will monitor this process and provide support as necessary.

1.3.5 Engage REB, VVOB, and URCE to explore the possibility of including reading programs in the Head Teacher certification program (formerly 1.3.7) During Q4, SCOPE conducted meetings with VVOB and REB, in which all parties agreed to the inclusion of reading components in Head Teacher certification program. With the coming on board of the USAID- funded Soma Umenye project, discussions are on-going in regards to all the Early Grade Reading (EGR) projects (Mureke Dusome, Soma Umenye, TCOP) and VVOB negotiating and signing one MOU with URCE to advance EGR objectives. Further meetings will be held between these agencies in FY2017 to determine specific plans and timelines for implementing agreed decisions and actions.

Result 2: Increase Effective Community and Parental Involvement to Improve Literacy Skills

The celebration of the International Literacy Day in conjunction with the Rwanda Reads General Assembly and the celebration of National Literacy Month with all the organization/coordination work around these events have been some of the key achievements within the reporting period of July-September 2016. Pulling together all Rwanda Reads members to combine efforts towards the observation of the above- mentioned days has yielded tangible results with approximately 240 people in attendance at the General Assembly and more than 5,000 people reached by Rwanda Reads member activities throughout the literacy month.

Engagement with the media was strengthened with the training of 18 journalists from Gicumbi and Burera districts and Kigali City. Training focused on Mureke Dusome’s messaging approach and key messages. Consequently, ten stories on Mureke Dusome activities were covered by various media outlets. A framework was also designed on how Mureke Dusome messages would be aired through their media outlets. Key messages on literacy have been developed and will be shared using brochures, cards and calendars. Some have already been disseminated through Rwanda Reads members while others will be disseminated through a range of literacy-oriented stakeholders to support engagement with parents, teachers, children and communities at large.

Airtel, one of the leading telecommunication companies in Rwanda, has been identified as a potential partner in terms of advancing Mureke Dusome’s literacy efforts. A proposal was developed and an introductory meeting to explore potential areas of collaboration was conducted. Financial and/or material support from this company is expected in Q1 FY2017.

In terms of mobilizing parents and communities to improve students’ literacy, the Literacy Champion toolkit was piloted, and 381 LCs were trained in Gicumbi and Burera. A training of trainers was conducted

SCOPE Quarterly Report for the Period July-September 2016 for LCs, and more than 320 children were reached through children Umuganda literacy in Kigali and Burera.

Activity 2.1 Develop and implement a social behavior change communications campaign for literacy

In the reporting period of July-September, an SBCC strategy was submitted for feedback to the Senior Advisor/Team Leader on Behavior Change and Community Health at Save the Children US for quality check. A final draft with her inputs is available and awaiting KAP survey results to be completed. KAP survey results will provide a precise picture of knowledge, attitudes and practices which will contribute to revamping the audience segmentation as needed and thus help in strategizing channels and targeted messages. The SBCC strategy will be finalized in Q1 FY2017.

2.1.1 Incorporate key literacy messaging into all partner and SCOPE capacity building and development communications materials and training events

In the reporting period of July-September 2016, Urunana Development Communications continued airing literacy messages through its bi-weekly radio soap opera series. Fifteen episodes featured key messages promoting community and family support for children’s literacy development. Activities related to pre- production and post-production of Urunana Radio soap opera series are outlined below:

i. Script meeting

Three script meetings were conducted to decide on the best option for relaying the messages with impact. They brought together staff from Save the Children and Urunana DC’s production team. This quarter’s script meetings involved messages directed towards emphasizing the role of parents in helping their children to be able to learn to read in Kinyarwanda. They also took into consideration the fact that children will be on holiday from November 2016-January 2017 and worked on messages that remind children of their own role in advancing their reading skills.5

ii. Writing of Urunana Soap Opera

Fifteen episodes featured key messages promoting community and family support for children’s literacy development. The messages began with Annonciata, a community mobilizer, starting to spread the SCOPE-related messages in spite of resistance by some Nyarurembo community members. This quarter, many parents have begun to understand the importance of the advice and now have a better appreciation of the community mobilizers in supporting children’s learning and development. The information at one point created conflicts between parents and teachers after learning that their children are not able to read at grade-level expectations.

Feedback from the audience was collected using telephone calls, short messages and Facebook. A total of 249 messages were collected through this feedback. Below is a summary of feedback received with a focus on literacy in Q4 FY2016:

Feedback from female listeners 2

5 While children are not the primary target audience for Urunana, there is evidence that they often listen to the program with their parents.

SCOPE Quarterly Report for the Period July-September 2016

Feedback from males listeners 23

Total feedback collected 256

Some sample feedback from beneficiaries, translated from Kinyarwanda:

Respondent Date of Feedback feedback Phone caller 20/8/2016 “Annonciata should continue sensitizing parents about the importance of children knowing how to read Kinyarwanda well, it’s a good

activity.” Phone caller 26/8/2016 “Shame on Stefano for not heeding the advice Annonciata is giving him when his child is not able to read at the appropriate level. I think Stefano will agree when he hears Kagabo reading Kinyarwanda poorly. Please Stefano, the Kinyarwanda reading support Annonciata is giving children is very important to them. She was trained to do that; you can even call her a teacher because she deserves it. The reading practice for young children is very much required because it will make them be very intelligent. Thanks.” Commented on Urunana 3/8/2016 “The first responsibility of a parent is to send a child to school. It’s the Facebook page school to blame for not putting up libraries and encouraging children to visit them more often and organizing reading competitions.” Commented on Urunana 3/8/2016 “Parents can teach their children how to read even when they have only Facebook page a little knowledge in reading. Teachers have a role to play in poor reading skills of the children as teachers just rush to finish the syllabus. Moreover, they don’t teach the local languages at nursery level and in international schools.” Commented on Urunana 5/8/2016 “For children to know how to read Kinyarwanda the role of parents is Facebook page very important, a parent should always chat with his children in Kinyarwanda and not through proverbs. They should be discussing in Kinyarwanda in their free time.” Phone caller 8/9/2016 “Nyiramariza should continue getting Kagabo reading books as he doesn’t know how to read Kinyarwanda.”

Phone caller 24/9/2016 “Personally I think that failure of children to perform well in school is due to the teachers, especially when they don’t do follow up on children.

We are aware that teachers are poorly paid and they just rush through school to go and look for other means of survival and this makes them lose concentration. Others want parents to pay for coaching so that children get extra attention.”

6 The disparity in terms of feedback from male and female listeners is likely due to the limited access many females in Rwanda have to cell phones and other technology with which to leave feedback, and is likely not an indication of one gender listening more to the Urunana radio series than another. While continuing to consider other options that may be more gender-sensitive, SCOPE will ensure that future audience surveillance focus group discussions (see below) are gender-separated so that women have a space to freely share their feedback.

SCOPE Quarterly Report for the Period July-September 2016

Phone caller 25/9/2016 “I thank Urunana for reminding the society of some things they don’t care about. To tell the truth, failure of children to be able to read to

their level depends on parents. How many parents ask their children what they have learnt at school as they come home? In general, getting knowledge is not a sole responsibility of teachers. Parents’ follow up is needed. A parent shouldn’t allow children to come from school and go directly to the kitchen before showing parents what they learnt at school.” Commented on Urunana 7/9/2016 “The advice we can give to parents is to go back and teach their children Facebook page how to read as Mama Kagabo did, because now Mama Kagabo has learnt that what Annonciata is sensitizing them about is very important to parents and their children.” Commented on Urunana 9/9/2016 “Personally, teachers have no role in the failure of children to learn to Facebook page read as some children are very stubborn and not easy to teach.”

Generally, the feedback received through phone calls and social media indicated listeners’ understanding of the importance of supporting children’s reading in Kinyarwanda. However, as noted in two of the above comments, there are also outliers with strong perceptions of whose sole responsibility it is to teach a child to read, with some emphasizing parents or teachers exclusively. Future storylines will focus on the collaboration and partnership aspects of this role in order to better shape community members understanding of the need for partnership between parents and schools.

iii. Audience Surveillance

Two audience surveillance surveys were conducted to assess the knowledge and attitudes of the selected audience vis-a-vis children’s literacy. It also sought to pre-test already developed literacy messages to see if they are in line with the needs of the audience and their context. Two sessions were held in Rubavu District, Western Province (July 28-29, 2016) and Nyaruguru District, Southern Province (September 29- 30, 2016), with 60 people as a target. Focus group discussions were used as the main methodology for both sessions in Rubavu and Nyaruguru Districts.

In Rubavu, participants consisted of two groups: 26 adults (8 men and 18 women) and 12 children (7 girls and 5 boys between 7 and12 years of age). All of the adult participants were parents and all participants reported that they listen to Urunana radio soap opera episodes every week. None of the participants were observed to have a visible disability.

From the findings of the audience surveillance in Rubavu District, there is fairly good knowledge about the importance of improving Kinyarwanda reading skills of children in lower primary grades. Participants reported that children were often punished by parents, teachers and siblings when they failed to read. The role of men (male parents) in helping children improve their reading skills was found too often to be lacking in comparison to mother’s engagement, and identified as an area that should be emphasized. Children also recognized that they need to spend more time in learning how to read and that they need the support of their parents to teach them how to read.

In Nyaruguru District, the audience surveillance took place in Ngera Sector where three focus group discussions were held at different sites. The first two groups comprised 32 adults (11 men and 21 women) with the overall age bracket ranging from 27-55 years. All of the adult participants are parents with 80%

SCOPE Quarterly Report for the Period July-September 2016

(25 out of 35) reporting listening to Urunana at least once a week. The third group was made up of 12 children between 7 and12 years of age.

The first issue explored was the reasons behind the poor Kinyarwanda reading skills among lower primary grades. The major reasons identified by participants include conflicts in homes, lack of scholastic materials, irresponsibility of parents who do not care about their children and teachers who beat children in school.

Few parents understood how they could help their children to boost their reading skills with most respondents saying that an illiterate parent can send his/her child to the neighbors or to his/her friend’s place for assistance when the child is facing difficulties. “How should I support my child when I know nothing?” was the answer from a majority of parents who were asked what an illiterate parent could do to help boost a child’s reading ability.

As a way forward, the identified gaps in knowledge, attitudes and practices will be factored and addressed in upcoming storylines. Findings of this audience surveillance will also inform program production and will be discussed during the upcoming script meeting.

Future respondents’ groups will also be divided by gender and diversified in terms of categories (teachers, illiterate parents, literate parents and children) to ensure that representatives from each group have the chance to voice their perspective about the Urunana radio series.

2.1.2 Civil society partners including NUDOR and RWAMREC review all BCC strategies and messages for inclusion and play an active role in promoting literacy programs In this quarter, no communications materials have been shared with NUDOR and RWAMREC. SCOPE abandoned plans to collaborate with NUDOR given this agency’s limited and stretched capacity; on the other hand, the process of contracting RWAMREC took longer than expected and had not been finalized by the end of the reporting period.

In the next quarter, a session on the final review of the SBCC strategy will be organized whereby feedback from several stakeholders including RWAMREC will be gathered and incorporated into the final version of the SBCC strategy.

2.1.3 Develop radio/TV program content based on Literacy Boost (LB) reading awareness workshops for local TV programming and/or MINEDUC or other radio timeslot 2.1.3.1 & 2.1.3.2- activities described under 2.1.1 above.

2.1.3.3 Provide MINEDUC with strategic messages for inclusion and focus in weekly MINEDUC radio spots and/or Rwanda TV. A meeting with the Director of Radio Rwanda, Mr Aldo Havugimana, was conducted in the last week of August to discuss potential ways in which Radio Rwanda could support the promotion of literacy. Radio Rwanda is one of the broadcasting entities of the Rwanda Broadcasting Agency (RBA). This government-owned facility is the most listened to station with whole country-coverage. Programs that better suit the channeling of literacy messages were discussed, including:

1. Itetero: Targets children from 3-6 years, sponsored by UNICEF and aired once a week (every Tuesday from 18:30-19:00) 2. Ikiganiro cy’umuryango (family welfare program): targets youth and parents. Aired once a week every Friday from 21:30-23:00 3. News: targets the general public with a focus on policy makers

SCOPE Quarterly Report for the Period July-September 2016

4. Morning shows (or talk shows): in the form of debates where presenters choose one topic and have an open discussion with the audience through phone calls and short messages 5. Radio Iwacu: these are quarterly outreach in different communities where journalists visit a particular area for one week and cover trends of that area live on radio. In discussions, the Radio Rwanda Director pointed out that children’s content (especially audio storybooks) in Kinyarwanda and English were not sufficient. Mureke Dusome volunteered to elicit audio stories from several local publishers, an idea in line with promoting literacy throughout National Literacy Month. As a result, an audio story submitted to RBA was aired on Tuesday September 27, 2016 during Itetero Radio Program.7

The Director of Radio Rwanda also proposed some options for airing literacy messages in a regular and sustainable way in case Mureke Dusome was interested in buying airtime.

In addition, during Q3, MINEDUC resumed timeslots on Rwanda TV and Radio Rwanda. The SCOPE Communications Specialist held an introductory meeting with MINEDUC Public Relations Officer to discuss various areas of collaboration. MINEDUC advised that its timeslots focus on MINEDUC and its implementing agencies only (that is, REB, Workforce Development Agency and others). For MINEDUC to air Mureke Dusome literacy messages, it would require approval from the Ministry’s Permanent Secretary (PS) with cost implications. The MINEDUC Public Relations Officer also advised that the best option for handling this would be to run a request through REB. Consultative meetings with REB Public Relations Officers continue to be held to discuss the best ways of channeling literacy messages through REB in the next quarter.

2.1.4 Train staff of community radio stations (local media) on key SCOPE literacy messages and themes to encourage their support in communicating key literacy messages through community radio broadcasts Eighteen journalists working and/or based in Gicumbi and Burera Districts plus Kigali City were trained on key Mureke Dusome messages on August 17th (Kigali), August 22nd (Gicumbi), and August 26th (Burera). The aim of this activity was to encourage local media to support the dissemination including broadcasting of key literacy messages through community radio broadcasts, newspaper articles and TV programs. Media houses for training were selected based on their presence in SCOPE implementation areas (Gicumbi and Burera), their popularity, and their having editorial lines that support education efforts in general. For increased impact, key media houses based in Kigali were also trained. Methodologies used in the media training in Burera, Gicumbi and Kigali include group discussions, presentations, pre/post-test questions and question and answer (Q&A) sessions.

As a result, a simple guideline/framework on how identified and trained local media houses will air literacy messages was developed and agreed upon by the journalists. Trained journalists demonstrated their understanding of their role and contribution towards the advancement of literacy in Rwanda. In addition, key programs/opportunities for airing and/or broadcasting SCOPE key literacy messages were identified.

Towards greater impact and sustainability, one of the recommendations from journalists is for Mureke Dusome to engage Senior/Chief editors in all of its initiatives. This not only enhances the capacity of the journalists but it also significantly increases the chances of Mureke Dusome messages being prioritized and disseminated by media houses. Such an effort will also ensure that editors and reporters are on the same page when it comes to initiatives that target advancing literacy, so that some stories do not end up not being broadcasted because editors are not conversant with literacy initiatives.

7 The story was aired as part of Episode 39. It can be listened to at https://soundcloud.com/radio- rwanda/ikiganiro-itetero-episode-39

SCOPE Quarterly Report for the Period July-September 2016

Below is the agreed framework.

MUREKE DUSOME MEDIA ENGAGEMENT FRAMEWORK (2016-2020)

Objective 1 Objective 2 Objective 3 Encourage media practitioners Mobilize media to publicize Engage media practitioners to cover literacy stories community best practices that to be lead advocates and promote literacy promoters of literacy

Developing media practitioners’ capacity in literacy

Timely provision of quality literacy content/materials

Involving media practitioners in literacy events

2.1.5 Foster relationships with notable figures and celebrities to become national literacy champions and leverage their popularity to promote literacy messages and opportunities SCOPE finalized terms of reference which detail selection criteria and what is expected of both parties this quarter. A meeting to attempt to recruit the first celebrity as a SCOPE national literacy champion was not successful due to a revealed mismatch in expectations; however, SCOPE has identified two other potential national literacy champions. Discussions will start with them in Q1 FY2017.

Activity 2.2 Mobilize parents and the community to improve student literacy

Various toolkits and guides were piloted in Gicumbi and Burera communities and revised accordingly. The Children’s Umuganda Literacy guide, one of the main components of the Literacy Champion toolkit was piloted in Q4 in Burera District in the following locations: Kagogo Sector, Nyamabuye Cell, Musarara Village; in Gitare I and in Gahunga sectors, Gisizi Cell, Gisizi Village to ensure it is relevant, easily understood and reflects the community’s needs.

On August 9 and 11, 2016, a pilot of the complete Literacy Champion toolkit (involving the components of reading club guides and parents’ sensitization guides) was organized in school communities of Gicumbi and Burera Districts in order to ensure its reliability and relevance.

A meeting with 12 volunteers was held to strengthen their knowledge on how to use toolkit while leading a reading club and during parent sensitization meetings. Practical sessions were conducted whereby community volunteers provided their inputs/feedback on the effectiveness of the toolkit. General observations from community volunteers were that the toolkit is easy to use and to understand but there was a need to include more examples in the key messages sections. The participants also recommended the removal of the Abana Writers Café guidance that was a component of the LC Toolkit due to the more academic nature of the activity. (See further discussion of this issue under 3.3.3.)

SCOPE Quarterly Report for the Period July-September 2016

Inputs were collected and used by Mureke Dusome’s Community Engagement and SLM teams to revise the toolkit.

Summary of attendance of Pilot of Literacy Champion Toolkit

DISTRICT Category of participants M F TOTAL Burera Parents 11 15 26 Children 18 19 37 Volunteers 3 3 6 Gicumbi Parents 7 7 14 Children 21 15 36 Volunteers 4 2 6

To increase accountability and show commitment to our stakeholders, a quarterly consultative meeting was held with Gicumbi District Officials on July 28, 2016. The District Permanent Secretary (DPS) of the Joint Action Development Forum (JADF) who represented the Mayor of Gicumbi commended efforts being employed to advance literacy and education and committed to support all efforts being deployed, as these contribute to the achievement of the district’s performance contracts and the general welfare of Gicumbi residents.

2.2.1 With REB/SLMU, create guidelines for the selection criteria and process for use by SEOs in choosing Literacy Champions, as part of the Literacy Champion Toolkit This quarter the Community Engagement team from Umuhuza in collaboration with SLM unit finalized an initial draft of the LC toolkit that defines roles and responsibilities of LCs. Toolkits were translated from English into Kinyarwanda.

2.2.2 Village-led recruitment of Literacy Champions through the SGACs and SEOs The Community Engagement team in collaboration with SEOs, HTs, SGAC presidents, vice presidents, and Village chairpersons in Burera and Gicumbi Districts actively contributed in the identification of the LCs and communicated the details and dates of the upcoming trainings to the LCs. Below is a table highlighting main results of this activity:

Number of Number of Targeted LC LC Identified # District sectors schools M F T M F T 1 Gicumbi 21 100 100 100 200 97 103 200 2 Burera 17 91 91 91 182 90 92 182 Total 2 38 191 191 191 382 187 195 382

2.2.3 Initial Community Literacy Champions training provided From September 13-15, a training of trainers was organized at SOS Kacyiru premises in Kigali. Participants included volunteers and Umuhuza staff members who committed themselves to voluntarily work with Umuhuza in facilitating trainings for Literacy Champions and other related reading activities in SCOPE’s various areas of implementation. Many of these volunteers have regular positions with different employers yet are committed to community service, and therefore elect to support Umuhuza’s work. Education

SCOPE Quarterly Report for the Period July-September 2016 levels vary, although some volunteers are highly-educated, with careers in respectable institutions such as the National Bank.

Throughout this training, there was a strong emphasis on gender and disability inclusion. LCs were encouraged to ensure that reading club venues were ideally located for girls in terms of distance and time to reach them. By the end of the training, participants were able to understand both the purpose and objectives of the SCOPE project as well as the role of the Literacy Champion in supporting reading in the community.

From September 19-29, SCOPE’s Community Engagement team with support of the ToT cadres from Umuhuza trained LCs from all 38 sectors of Burera and Gicumbi Districts. LCs were trained on various components that will help them deliver and promote reading activities in their respective areas of operation. Training topics covered include:

1. The importance of literacy in the community and roles of the LCs

2. How to work with children

3. How to carry out community reading activities

4. How LCs can support Inclusion & Equity with respect to Gender and Disability

Below is a summary of attendance:

Number of Number of LC Identified LC Trained No District Sectors Schools M F T M F T 1 Gicumbi 21 100 97 103 200 97 103 200 2 Burera 17 92 90 92 182 90 91 181 Total 2 38 192 187 195 382 187 194 381

2.2.4 Literacy Champions facilitate reading clubs, reading buddies, parent awareness workshops, reading events, as selected from the Literacy Champion Toolkit [This activity will commence in FY2017]

2.2.5 Follow up Literacy Champions trained [This activity will commence in FY2017]

2.2.6 Master Literacy Champions identified at district level [This activity will commence in FY2017]

2.2.7 Master Literacy Champions participate as trainers in national scale up (as part of the National Training Team) [This activity will commence in FY2017]

Activity 2.3 Promote and Incentivize Local Initiatives for Community Literacy Activities The majority of activities under 2.3 will commence in FY2017, with a few starting in Q4 FY2016.

SCOPE Quarterly Report for the Period July-September 2016

In Quarter 4, SCOPE:

 Produced 3 case studies and shared on the Save the Children website & Facebook page, with Rwanda Reads, USAID and staff: a. Launch of Illustrators’ website and Abana Writers’ Café in August 2016 b. Rwanda Children’s Book Forum visit children in Burera c. Umuganda Literacy for children in Burera  Updates on activities carried out by SCOPE and by other Rwanda Reads members during literacy month were shared through Rwanda Reads weekly updates, including the Children’s Book Fair organized in collaboration with RCBF and the Children’s Umuganda Literacy organized in collaboration with Umuhuza.  Publicized best practices using community radio, Facebook, Twitter, Save the Children website and Rwanda TV. In addition, 14 Facebook posts went out with 687 followers as reach rate for the most viewed, shared and commented on. 71 tweets (inclusive of 27 direct tweets) were recorded, with the tweet about the Children’s Book Fair being the most popular with 6 retweets.  Developed a dissemination strategy with identified media houses working in Gicumbi and Burera: A dissemination framework was developed and agreed upon with trained media houses. See 2.1.4.  Invited several media outlets to SCOPE events: this resulted in 10 stories broadcasted and/or published through various media outlets. o Media engagement through Rwanda Reads was also successful and spearheaded by SCOPE during the literacy month. Full media coverage summary for Rwanda Reads and SCOPE can be found in Annex 4.  Developed a tracker to monitor radio broadcasts, print and digital media publications on literacy events.  Identified one PPP (Airtel) and held an introductory meeting to discuss potential areas of collaboration. Discussions to continue in Q1 FY2017.

Activity 2.4 Leverage existing civic service models to support community literacy activities

2.4.1 During National Literacy Month, work with MINALOC to have literacy messages raised during Umuganda days Preliminary attempts to engage MINALOC to raise literacy messages during Umuganda were undertaken whereby a letter with key messages was submitted to MINALOC for endorsement ahead of the International Literacy Day. The Ministry was expected to use its communication channels to disseminate the letter with key literacy messages to all Umuganda programs across the country. MINALOC has yet to provide a response to this request. Follow up will continue in Q1 FY2017 to raise awareness and institutionalize Umuganda Literacy in MINALOC policy framework and programs.

2.4.2 Encourage children reading during Umuganda days Children’s Umuganda Literacy is one of strategies initiated by Umuhuza and Save the Children in order to promote literacy and to raise the public awareness on the power of literacy at an early age.

SCOPE Quarterly Report for the Period July-September 2016

On September 24, 2016 USAID staff led by the Charge d'affaires, Matt Roth, joined the Community Engagement team from Umuhuza and the rest of the SCOPE team in reading for children during Umuganda. Children enjoyed the activity, including stories read aloud to them by the Charge d'affaires.

Children in attendance included P1 to P3 pupils from SOS and from the community surrounding SOS. Pre- school and upper primary children also participated. A total of 71 children attended the event; a disaggregated table by age bracket and gender is included below:

Age bracket Male Female Total Below 4 4 9 13 4-6 9 9 18 7-9 8 13 21 10 - 14 9 10 19 15 – 19 0 0 0 Total 30 41 71

During the quarter, five (5) Umuganda Literacy events were conducted: 3 events in Burera District (in July) and 2 in Kigali City (one in August and in September 2016). During the Umuganda event held in Burera District, Kagogo Sector, Nyamabuye Cell, Musarara Village on July 30th, more than 280 children attended.

2.4.3 Mobilize Rwanda Reads (RR) members to support training of Urugerero During the Rwanda Reads General Assembly, several speakers noted the use of Urugerero volunteers as an example of grassroots efforts to promote a reading culture. Encouraged by this feedback on the potential of Urugerero, Save the Children continues to strengthen on-going work with Urugerero youth through Umuhuza while at the same time promoting advocacy efforts to incorporate reading into the national Urugerero training content. Once the objective of integrating reading into Urugerero training content has been achieved and the non-political nature of the Urugerero initiative for reading has been demonstrated, SCOPE will mobilize Rwanda Reads members to replicate this effort. The project will accordingly share with RR members relevant training and related materials.

2.4.4 Collaborate with government stakeholders (to include potential work with URCE) to incorporate reading promotion into national Urugerero training content SCOPE drafted a brochure highlighting the approach of working with Urugerero youth to support literacy initiatives in villages. Save the Children’s Education Program staff and Umuhuza staff have given feedback on this brochure, which was used to revise the final version. The final brochure will be disseminated generally and through Rwanda Reads members in Q1 FY2017.

2.4.5 HTs/SGACs elect one Urugerero (‘community literacy volunteer’) per village [This activity will commence in FY2017]

2.4.6 Urugerero youth support LC in the facilitation of reading activities

SCOPE Quarterly Report for the Period July-September 2016

[This activity will commence in FY2017]

2.4.7 Advocate with Peace Corps to have volunteers support community literacy activities SCOPE has held meetings with the Management team at Peace Corps. The latter agency has agreed to provide up to a maximum of four volunteers to support the project’s reading programs. Terms of Reference have been drawn and agreed between SCOPE and Peace Corps to mobilize two volunteers within the first two quarters of FY2017. The first one will be based in the SCOPE Kigali Office to support Rwanda Reads with the second one stationed in Musanze to support Literacy Champions in the Northern and Western provinces of Rwanda. The Kigali-based volunteer is expected to commence work in Q1 FY2017 and the Musanze-based volunteer will report in QR2 FY2017. The latter will mainly provide capacity building/mentoring support to Literacy Champions in the running of community libraries, reading clubs and other reading initiatives within communities. Based on the experience of the first two volunteers, Peace Corps will mobilize the remaining two volunteers between April and July FY2017.

Result 3: Foster a Culture of Reading

SCOPE completed the children’s readership study, which is under revision prior to the release of the final report in Q1 FY2017. The study confirmed Save the Children’s observations and advocacy from the last three years regarding the importance of ensuring children access a wide range of diverse, culturally relevant storybooks in the promotion of a reading. Two internal book review meetings were conducted in September 2016 whereby publishers submitted 48 titles, including 12 that were developed during the writers and illustrators trainings that took place in Q3 FY2016.

To continue strengthening the local publishing industry, local publishers formed and officially registered the Rwandan Children’s Book Forum (RCBF); a professional organization that serves as a networking platform for professional publishers, writers, editors, illustrators, designers, scholars and other actors who are actively engaged in the promotion of the reading culture among children in Rwanda. Since its registration in July 2016, the RCBF has organized a study trip to Burera and Gicumbi, organized a general assembly, donated books, facilitated a workshop for publishers, and organized a book fair.

This reporting period also ends with the launch of a brand new illustrators’ website.

Activity 3.1 Enhance the capacity of Rwanda Reads to support networking, coordination and information sharing among literacy stakeholders

3.1.1 Map existing actors (refreshing an existing survey) and identify potential new members and collaborators The database of Rwanda Reads members was updated. The new members who expressed interest in joining Rwanda Reads were given application forms for completion. The members include Edified Generation, a youth organization of URCE alumni, and Bright Academy School based in Nyamagabe District, Southern Province.

MINEDUC, MIGEPROF, MINISPOC and MINALOC have been included in the Rwanda Reads mailing list used to share weekly updates around literacy month activities. Ongoing efforts to encourage cross- ministerial support to promote literacy through Rwanda Reads will continue to be carried out in Q1 FY2017.

3.1.2 Support Rwanda Reads to continue the International Literacy Day (ILD) celebration and to organize additional events at regional levels, by improving coordination and publicity

SCOPE Quarterly Report for the Period July-September 2016

In collaboration with Rwanda Education Board and the Ministry of Education, SCOPE, as the secretariat for Rwanda Reads, spearheaded the organization of the International Literacy Day that coincided with Rwanda Reads General Assembly and marked the official opening of National Literacy month.

Weekly task force meetings were organized to track progress towards achievements of planned activities ahead of International Literacy Day and to gather new ideas. These meetings included the participation of MINEDUC representative(s)..

On September 8, 2016, Rwanda Reads held a General Assembly that marked the official opening of Rwanda’s 2016 National Literacy Month, and a national celebration of the International Literacy Day.

Under this year’s theme “Beyond School Walls: Promoting Reading in Homes and Communities,” the International Literacy Day and Rwanda Reads General Assembly aimed at sharing achievements, experiences and lessons learnt. Emphasis was also placed on forging a way forward into new initiatives, plans and areas of collaboration. It was a great opportunity to remind all Rwanda Reads members and the public that the promotion of reading is the work of many, not only the teachers.

With 238 participants, the event featured 3 panel discussions and speeches from government officials including representatives from REB, MIGEPROF, MINISPOC and MINALOC. They all articulated their respective ministries’ commitment to promoting reading in Rwanda.

The event included an exhibition of books and reading material from 20 Rwanda Reads members. Other activities aimed at advancing the culture of reading included panel discussions, presentations and an exhilarating children’s skit by Iyugi Arts about reading. The format of the celebration of International Literacy Day and Rwanda Reads General Assembly encouraged discussions and exchanges between panelists and other participants.

The following were the participants of the General Assembly: representatives from MINEDUC/REB, MIGEPROF, MINISPOC, RALC, MINALOC, DEOs and SEOs, URCE and TTCs, Rwanda Library Services, publishers and booksellers, Head Teachers, donors, local and international NGOs, private sector, and others whose efforts are geared towards creating a strong culture of reading.

Key highlights of Rwanda’s National Literacy Month:

 A calendar of literacy month activities developed together with Rwanda Reads Task Force members was uploaded onto MCOP website for easy accessibility  Weekly highlights of literacy month activities shared with all Rwanda Reads members  Media engagement on the rise throughout literacy month with 19 stories covered on SCOPE and other RR members activities by various local media outlets  Invitations to events shared to all Rwanda Reads members to increase synergy and collaboration amongst members  A concise report of the International Literacy Day and Rwanda Reads shared with REB  Audio stories from Rwandan illustrators featured in Itetero (children’s program) aired on Radio Rwanda in the last week of the literacy month as a result of active engagement of the Rwanda Broadcasting Agency (RBA) in supporting literacy month efforts

3.1.3 Compile and make public a set of resources on statistics, evidence and best practice for mobilizing community support for reading on RR website

SCOPE Quarterly Report for the Period July-September 2016

REB approved the concept note for the RR website this quarter. A sitemap and a web portal was designed and will be presented initially to RR Task Force members for review and comment and subsequently to Rwanda Reads Steering Committee, USAID and REB for endorsement and approval in Q1 of FY2017. Internal procurement procedures to hire a web developer were still ongoing at the end of Q4.

3.1.4 Maintain calendar of events, including learning events hosted by SCOPE and other Rwanda Reads members An electronic interactive calendar of literacy events to be celebrated by Rwanda Reads members was designed and shared widely with all Rwanda Reads members. To ensure easy accessibility, it was uploaded onto MCOP website. The same was shared with REB and used as a reference in tracking Rwanda Reads members’ activities, a practice that was highly commended by REB.

In addition, the project produced literacy message cards, Rwanda Reads 2-pagers, and designed wall calendars containing major literacy events and key literacy messages. These are in line with publicizing Rwanda Reads and engaging new members to join and share messages that promote the culture of reading. The literacy material will be disseminated between Q1 and Q2 FY2017.

3.1.5 Host learning events on a half-yearly basis8 for all Rwanda Reads members The first learning event took place in June 2016 (it was reported on in the Q3 report). The second one is planned for Q1 FY2017.

3.1.6 Create and maintain a training resource page on Rwanda Reads website, including access to all Literacy Toolkit resources and training modules [Implementation of this activity is contingent on the revamping of the RR website. In the FY2017 Annual Plan, this activity has now been embedded under 3.1.3 (3.1.3.2). Please see activity 3.1.3 for progress made in Q4].

Activity 3.2 Advance a literacy-promoting advocacy agenda through Rwanda Reads

3.2.1 Provide technical assistance on the drafting of a revised Literacy Policy The first consulting company that drafted the Literacy Policy was unable to secure an appointment with MINEDUC to present their first draft report. Consequently, this company was not able to make any further progress on the literacy assignment. Save the Children has now engaged a second consultant to produce a zero draft of the literacy policy and Strategic Implementation Plan to facilitate consultations with a wide range of stakeholders. This process will permit a final version to be prepared for presentation to MINEDUC Planning for review, additional input and validation. A decision will then be made on who will present the policy to MINEDUC SMT.

3.2.2 Engage districts to include literacy related goals in their Imihigo SCOPE’s Community Engagement team through its awareness campaigns with government officials at both district and sector levels has been able to get literacy prioritized by districts and sectors. Among key activities promoted by the Community Engagement team that feature in the Burera and Gicumbi District Development Plans, Sector Development Plans, and Districts Performance contracts (Imihigo) include Urugerero youth efforts in promoting literacy; Umuganda Literacy and reading clubs for children to help reduce drop out, and Gender and family promotion through parents’ sensitization meetings.

SCOPE Quarterly Report for the Period July-September 2016

Activity 3.3 Strategically strengthen supply and demand within the children’s book industry

In their efforts to grow the publishing industry and to celebrate the national Literacy Month, local publishers created and officially registered the Rwandan Children’s Book Forum (RCBF). In addition, Furaha Publishers organized an Umuganda reading activity in Kibagabaga and a writing competition in St Ignace School, also located in Kibagabaga. Together the publishers have also donated more than 300 books to a reading club in Gicumbi. Five of the local publishers and one bookseller, the most established and experienced, facilitated (on a pro bono basis) different sessions of the “Introduction to Publishing” training delivered to new publishers (see below).

SCOPE completed the children’s readership study, which is under revision before the release of the final report. One of the key purposes of the qualitative study will be to inform publishers’ new title development, as well as inform SCOPE’s future targeted support for the sector.

Simultaneous with the LC training sessions, books, mats and storage units were distributed including 10,400 books, 104 metallic boxes and 104 mats to community libraries in Gicumbi and Burera districts. SCOPE established that the 7 sectors of Gicumbi supplied with book banks in 2014 by UMUHUZA’s Literacy Boost Community Action (LBCA) project in the first cohort, were in need of replenishment. Consequently, SCOPE supplied 3800 books in the 38 school community sites.

SCOPE did not deliver materials to 14 sectors currently covered by Umuhuza in the Literacy Boost Community Action (LBCA) project. 33 school communities in these 14 sectors received book banks from LBCA in this second cohort distribution of 111 books per book bank; 29 school communities were left out in this cohort and will be covered in the second round. SCOPE has already trained Literacy Champions in these villages, and plans are underway to provide book banks (2900 books) in all the remaining 29 villages.

Two internal book review meetings were held in September 2016 whereby publishers submitted 48 titles including the 12 titles that were developed during the writers and illustrators trainings that happened in Q3.

SCOPE also organized two workshops for publishers in Q4 to ensure new publishers are equipped with the basics in publishing and producing books for young readers. 13 publishing houses attended the workshops, with 7 of them having just started their publishing business this year. The first training focused on making books for emergent readers and took place in August 2016. It highlighted emergent readers’ development according to children’s developmental phases, including appropriate themes, design and layout, and the production process particular for such kinds of books. The second workshop focused on “Introduction to Publishing” and took place in September 2016. It featured the following sessions:  the history of publishing in Eastern Africa and Rwanda  publishing as an artistic expression and as a business  the functions of publishing, editorial issues and practice  legal issues in publishing, book design, book marketing, and opportunities and challenges in the local publishing sector.

The Abana Writers’ Café continues to grow in strength with many young and creative authors and illustrators participating. The event has become a platform for sharing new project ideas and other events happening in the book sector. In this quarter, the café received more poetry and fantasy than ever, and the audience has appreciated the increase in the diversity of the content authors are creating.

SCOPE Quarterly Report for the Period July-September 2016

3.3.1 Provide training to local publishers, illustrators, authors, & other book sector actors to improve publishing outputs of Kinyarwanda children’s books

Trainings and workshops to strengthen local publishers

With the growth of the local publishing industry and the entry of new publishers this quarter, SCOPE BDU organized two trainings for the publishers: one three-day training on making books for emergent readers (August 24-26, 2016; 15 participants) and one two-day workshop on introduction to publishing (September 26-27, 2016; 19 participants).

The main objective of organizing these trainings was to increase professionalism in the local publishing sector, to encourage the culture of working together and to explore the possibilities of widening the type of books they make, including books for emergent readers. Books for emergent readers are also needed in SCOPE community libraries, because many children who attend P1 still need to start with easy books, with short words, short sentences, fewer pages and on simple themes or topics. Many of the children who start primary school never had the opportunity to attend pre-primary and kindergarten and have never touched or interacted with a book. With this in mind, the training empowered local publishers with the skills and knowledge necessary to be able to develop books for every reader from emergent to upper emergent, making sure no child is left behind.

During the workshop on “Introduction to Publishing”, publishers shared their experiences from working together, the benefits they are now noticing and the most gratifying aspects of their work. Their success stories included working with booksellers, raising visibility for the whole sector, and learning how to share clients without falling into negative competition. They also discussed the way forward and how they would be advocating as one voice. One example includes a suggestion they had of submitting books to REB as one consortium, the RCBF. They also discussed how to develop a goal-oriented marketing strategy where publishers would agree to divide out according to segments of the increasingly growing children’s book market; the segments may be textbooks, fantasy, girl empowerment, traditional tales, baby books, and books for emergent readers and many more. Additionally, two publishers shared their experience on how the discount they give to the booksellers is not a lost investment because the booksellers will cover the marketing and distribution costs. One publisher testified that 7% of his 2016 annual income was realized through booksellers. Other publishers who were reluctant to work with booksellers committed to change and promised they would start to work with local booksellers from October 2016 and beyond.

SCOPE also organized coaching sessions with all the thirteen publishing houses to ensure they grasp the technical feedback the Book Review Meeting provided them. During the coaching sessions, SCOPE team members explain the techniques, tips and logic behind every suggested correction.

Publishers have also increasingly assumed a greater role in supporting reading development in Rwanda. This quarter saw several cases of publishers who have started to organize community-based activities and to encourage solidarity among the industry, including:  Furaha Publishers held a Writing Competition in St Ignace Primary School where they will publish the winning children’s stories. Furaha Publisher’s also organized an Umuganda reading activity on September 23, 2016 where more than a hundred children participated. They said parents and the local administration have requested them to organize the event on a regular basis. The event provided them the opportunity to market their books and also recruit more clients. Both events were organized in collaboration with SCOPE.

SCOPE Quarterly Report for the Period July-September 2016

 Excel Education Partners is equipping its Reading Room in Masaka with the intention of opening it soon to the wider public. The Managing Director has indicated that as a publisher, it is their duty to promote the culture of reading in their own communities. They now recognize it as a good marketing strategy.  SBD Publishers has effectively coordinated with other publishers to donate books to community libraries. Donations are still in progress, with final figures to be indicated in the Q1 FY2017 report.

The launch of the Rwandan Children’s Books Illustrators website

One of the areas of the local publishing sectors that has grown dramatically, particularly in 2016, is the children’s book illustrators. There were only four professional and semi-professional illustrators in 2013 who were specialized in children’s books. Their rates were extremely low, and they would not give their best for an industry that had little to offer and was not recognizing their potential. Now there are more than 30 professional and semi-professional children’s books illustrators who are fully invested in their work, learning new techniques, writing books, and taking courses to master their art. One of these illustrators, Pacifique Kabandana, showed an interest in becoming a trainer and took the initiative to empower fellow illustrators and give them an opportunity to be connected to the world and upload their portfolios online. In this vein, SCOPE worked closely with Pacifique to build the Rwandan Illustrators website and to launch it (http://rwandanillustrators.org). During the launch, more than twenty illustrators exhibited pictures from books they illustrated and eight of the pictures were sold that evening. Now, illustrators who are featured on the website say they are receiving more requests for work from different people, both nationally and internationally.

As the website administrator, Pacifique has noted that more young illustrators have been contacting him seeking mentorship and learning opportunities. SCOPE will look at the possibility of supporting Pacifique to establish “a small learning platform” for illustrators who want to learn new skills in making children’s books. Several other well-established illustrators like Felix and Safari have expressed their interest in teaching young artists. Considering the national politics on promoting vocational and artistic jobs among youth, these illustrators have multiple opportunities that will allow them to move forward and start building a viable system where young artists can hone their skills in illustrating children’s books, reading materials and other child-friendly communications tools.

3.3.2 Facilitate a book review committee that evaluates books in draft forms and provides guidance to publishers on how to improve the quality of books prior to their investment in printing During Q4, SCOPE organized two internal book review meetings9 on September 9th and 23rd. For these reviews, publishers submitted a total of 48 books and the meeting endorsed 46 titles, with recommendations on how to improve them, and rejected 2 that were not redeemable.

3.3.3 Extend literacy groups like Abana Writers Café to communities beyond Kigali As described earlier, during the piloting of the LC toolkit, participants recommended the removal of the Abana Writers Café guide that was a component of the LC Toolkit due to the more academic nature of the activity. Now, after discussions among the team, SCOPE will only distribute the guide to LCs who express interest in organizing an Abana Writers Café; SCOPE will then work with SEOs to promote and organize Abana Writers Cafes at the sector level with LCs and with teachers who are interested in

9 The book review meeting consists of providing feedback that usually revolves around eight core topics: content, illustration and layout, appropriateness of age and context, quality of writing, use of language and editorial, promotion of positive values, publishing children’s book management, better collaboration among publishing industry actors and networking.

SCOPE Quarterly Report for the Period July-September 2016 becoming children’s book authors, illustrators or reviewers. In Q4, one Urugerero youth in Gicumbi District and two groups of teachers in Burera District took the initiative to start organizing Abana Writers’ Café in their communities.

During this quarter, SCOPE organized three sessions of Abana Writers’ Café in Kigali, which showed increased success by attracting a wider range of diverse readers, writers and illustrators. Five authors presented their stories (2 female, 3 male) with all of them able to secure contracts with publishers. The event has also become a platform where different institutions, organizations and individuals share their book-related initiatives. The sessions happened every last Monday of July, August and September 2016. In August, the event coincided with the launch of the website of Rwanda illustrators. Only one author presented a story that evening.

3.3.4 Conduct research on children’s reading preferences and market demand for reading materials for emergent readers SCOPE completed the children’s readership study, which is under revision before the release of the final report.

This study had three objectives:

 Conduct a desk review of existing literature to identify patterns around recreational reading and out of school reading, with a particular focus on the Rwandan and East African context;  Identify publishing patterns in the local market, existing gaps in the current children’s book market and potential areas for growth in relation to market demand;  Collect and analyze qualitative data on children’s preferred reading materials, including preferred genres, illustrations and themes as well as identification of language, gender, cultural and socio- economic factors influencing readership preferences.

The study is very rich in its findings and it will serve its purpose as a reference to explore children’s readership more deeply in the future. Children persistently say that they love to read books about Rwanda in Kinyarwanda. For instance, one boy participant in the study, Ernest, age 9 living in a Kigali suburban area, said, “It’s our motherland!” He believes that parents have “made a mistake” not buying or acquiring books for their children.

One of the trends in children’s preferences for the 7-9 age sample group was to see that girls tended to prefer stories in which girls were the main characters and boys preferred stories about boys. Girls regularly mentioned the importance of good behavior and morals in their favorite storybooks, suggesting that this is something that adults tell girls regularly. Additionally, several girls mentioned that “girls are more intelligent than boys” and that is why girls prefer more realistic stories compared to “silly” ones. SCOPE and Save the Children’s future programming will investigate these types of attitudes and comments to see if they are more widespread and to explore the causes and effects that such attitudes could have on girls’ and boys’ motivation to read.

This study suggests that the most important elements of developing a ‘culture of reading’ are parental and teacher engagement, a belief in the importance of storytelling, and setting aside time to read to/with children (even if parents are illiterate).

Another major finding is that every single child in the study was curious and interested in books, even the youngest who had never seen a storybook before. This universal truth is heartening for all the actors working on improving literacy and fostering a culture of reading in Rwanda.

SCOPE Quarterly Report for the Period July-September 2016

One of the recommendations for publishers from the study is that the majority of children in Rwanda live in rural areas and should be considered ‘of ‘low exposure’ to reading material; publishers should consider writing more books that will resonate with this audience. Specifically, they should continue to write stories that are set in rural Rwanda, with the relevant animals and corresponding imagery, to capture their rural audience.

However, at the same time, the observed reality is that children are extremely forgiving about content, illustrations, even the stories themselves, if the activity of reading is exciting, interesting, sociable and fun. In addition, during data collection, children showed they have varied interests in their topics, styles, characters and locations of their preferred storybooks. Therefore, publishers should strive to develop a varied market that includes many different types of books. Initially, children will read all of them, and gradually refine their interests and preferences.

Moreover, for publishers, the study shows that children – who are the end-users of publishers’ books – are a forgiving audience because they are hungry for stories. Even though they are able to express opinions about which storybooks they prefer and why, what is strikingly clear is that they are eager to hear, read and look at new and different stories. Even if these stories involve things they have never heard of in their village life (like a superhero), their curiosity for discovering a new story trumps this. Given this, along with a focus on topics for rural readers, publishers should also be bold and varied with the topics they choose to write about, since children are highly likely to be interested and engaged.

Finally, children overwhelmingly enjoy books that are fun, playful and funny. Publishers should recall this when they write books.

SCOPE is reviewing the final report and will organize a workshop to disseminate the results to stakeholders, beneficiaries and other entities in Q1 FY2017. The outcome of this research will be shared with USAID, Rwanda Reads, and RENCP members and Save the Children staff. It will also be shared with publishers, authors, illustrators and other publishing sector actors before the dissemination seminar and sharing through wider networks, including the Rwanda Reads website. It is also expected that this study will have some influence on the way MINEDUC/REB and the wider public school system allocates budgets for school reading materials.

3.3.5 Promote RCBI purchasing consortium events through Rwanda Reads10 Rwandan Children’s Book Forum (RCBF) in collaboration with SCOPE organized the first Rwandan Children’s Book Fair in the Car Free Zone from September 30 to October 1, 2016. An invitation to the event was circulated through Rwanda Reads literacy month weekly updates sent to all members. There was a reading tent where Grace Rwanda supported in managing the children through various activities including, read aloud sessions, a face painting desk, a bracelet maker, and a group of traditional storytellers. The tent welcomed around 700 children and the Book Fair had around 1000 visitors over the two days. Publishers said they sold many books and had an opportunity to talk to visitors and connect with them, something they had never experienced before (see more on point 3.3.6).

3.3.6 Organize meetings of a Children's Book Forum to support quality children's literature creation and promotion in Rwanda The RCBF in collaboration with SCOPE organized its first study field trip on July 15th with 59 participants in attendance. SCOPE and the RCBF realized that organizing this type of sharing event engages the

10 Book Purchasing Consortium serve as an opportunity for joint orders of books from different organizations, but the approach can apply in one organization where different projects can combine their orders.

SCOPE Quarterly Report for the Period July-September 2016 beneficiaries in even more ways than they initially expected. Now publishers and other book sector actors say publicly they are committed to bring more and better children’s books to all the communities in Rwanda. During the visit, SCOPE, teachers and reading club volunteers conducted read aloud sessions and other post-reading activities that RCBF members enjoyed. They said it was an emotional moment for them to see children from remote areas talking about how they liked the books they had developed. One child attending P3 in a school from Burera said, “I want to become a writer too when I grow up. I want to think of things because it would make me explore other places and make my mind open.”

As a result of the visit, RCBF agreed to donate books to community book banks in Gicumbi. So far, SCOPE has received 300 children’s books donated to the community reading clubs, which will be distributed by Umuhuza in Q1 FY2016.

Following the field visit, RCBF organized its first General Assembly on July 18, 2016. Eighty-seven (87) participants attended, with representation from MINISPOC, publishers, authors, illustrators, university students and lecturers from the publishing college. The agenda featured presentations from a variety of stakeholders, and was an effective first step towards improved coordination in the sector.

As described under 3.3.5, SCOPE in collaboration with the Rwanda Children’s Book Forum, organized a Book Fair in Kigali from September 30th to October 1st, 2016 in the Car Free Zone. The different Rwandan publishers and booksellers displayed their books and other supplementary materials such as storybooks, concept books, baby books, song posters, and wall charts. Books included many Kinyarwanda titles published for the 0 to 9 age group. The publishers with exhibits included Editions Bakame, SBD, Mudacumura Publishers, Kibondo Editions, Excel Education Partners, Furaha Publishers, Cactus Publishers, Highland Publishers, Perdua Publishers, and Arise Education. Parents, other visitors and publishers said this book fair was absolutely needed, as it gave them an opportunity to learn about new publishers and new books they did not know about before. They gave many suggestions highlighted below:

Visitors 1. They did not know there were publishers making children’s books in Rwanda other than Bakame. 2. They requested RCBF to organize another Book Fair in December 2016 when all children are on holiday as well as to have presence at other holiday events, including the Annual Christmas Fair held at Umubano on December 3rd. 3. They requested the organizers to organize book fairs more frequently and make it “a children’s book rendez-vous” in the Car Free Zone and other areas beyond Kigali. 4. Participants were happy to find books in all official languages; mostly in Kinyarwanda, but also English and French. They appreciated the Kinyarwanda titles that are translated in other languages.

Publishers 5. They suggested future fairs extend the duration to 6 or 7 days, to happen every quarter. 6. They said this is their first time to sell a significant number of children’s books, mostly Kinyarwanda storybooks. All said they made good sales and that it was the best book fair they have ever attended in Rwanda. 7. They said they were willing to give a financial contribution to make the event be organized in the best way possible.

SCOPE Quarterly Report for the Period July-September 2016

8. They said they would collaborate with Save the Children to engage the media a month before the event to ensure all media including TV stations, and bloggers are invited. Under RCBF, publishers succeeded at working together, and they are creating a greater impact. RCBF has started the discussion with the Made in Rwanda campaign to be included as well. In addition, they started developing strategies to advocate to policy makers so that they establish a policy that gives them the exclusive/major rights to publish and sell Kinyarwanda storybooks for the 0-9 on the Rwandan territory; similar policies are being applied in other sectors, in Rwanda and other countries. They say it would one of the best ways they can see to ensure the viability and sustainability of the industry.

3.3.7 Liaise with NUDOR and RWAMREC to generate positive messages around gender, disabilities and inclusion to share with the book industry Meetings were held with RWAMREC to assess potential areas of collaboration, including delivering a training on gender inclusion in children’s books. Messages and all materials that need their review will be shared with them once an Agreement including the ToR outlining areas of collaboration is signed – see activity 2.1.2.

3.3.8 Connect organizations for the blind with publishers Publishers have not yet shown interest in producing Braille materials due to their lack of capacity in the area, the prohibitively high production costs, and the limitations of the potential market. However, this quarter, several publishers took the initiative to release rights to audio books of a few of their best-selling titles and have had the stories aired by Radio Rwanda during the Literacy Month.

Activity 3.4 Increase communities’ access to age-appropriate, relevant reading materials

3.4.1 Provide an initial supply of 100 books per school-community library, reading mat, and storage unit In Q4, all the previously purchased books were stamped, sorted and packed accordingly. SCOPE distributed 10,400 children’s books, 104 reading mats and 104 storage units to 104 community libraries (66 libraries in Burera and 38 libraries in Gicumbi) all in September 2016. These materials were distributed immediately following the completion of the Literacy Champion training in both districts. The storage units are metal lockable boxes, holding a collection of 100 books, thus forming a school-community book bank.

In Gicumbi, the Literacy Boost Community Action (LBCA) implemented by UMUHUZA had provided book banks in July 2014 in 38 school community sites in 7 sectors out of 21. However, data from BDU monitoring visits revealed that some of these initial book banks were old and in need of replenishment. During Q4, SCOPE therefore undertook to deliver book banks to all these sites (38x100) immediately after the Literacy Champion training.

In the remaining 14 sectors in Gicumbi, LBCA is implementing literacy programs and supplying book banks in phases. So far, LBCA has provided book banks to 33 school community sites (leaving out 29 sites to a later phase) with each site receiving 111 books (Match-fund) without any mats. Since SCOPE has already trained LCs in these sites and can therefore not wait for LBCA to reach them, the project will undertake to deliver book banks to the remaining 29 sites, 100 books per site, in October 2016 (Q1, FY2017).

Likewise, in Burera, there are 25 school communities that did not receive book banks as the Lawson project had already delivered book banks to these villages. In each book bank, Lawson provided a tin trunk, 100 books (2 copies of same title hence 50 different titles for the age range 4 – 9 years), 2 mats and assorted equipment for making local reading materials. Lawson plans to deliver another round of 50

SCOPE Quarterly Report for the Period July-September 2016 new titles to the 26 communities in November 2016. The Lawson input is being treated as match-funding to SCOPE.

3.4.2 Literacy Champions, in collaboration with SGACs, assume management of these school-community libraries in order to ensure they are accessed by children – see activity 2.2.4 After delivery of the book banks and mats, Literacy Champions in Gicumbi and Burera assumed management of the book banks and have agreed with school leadership where to store the books, either on the school premises or at another site of choice within the community. Starting FY2017, LCs will become efficient in effectively managing the use of the book banks and in how to sensitize parents and children about caring for books.

3.4.3 Collaborate with Kigali Public Library (KPL) to conduct mapping of existing inventory of books and libraries across the country In Q4, the library indicated the completion of the inventory mapping which will be shared with SCOPE after cleaning their database. A strict timeline was not committed to; however, the KPL has indicated they are willing to collaborate to complete the mapping process in the 2016 calendar year. The KPL has been increasingly collaborative on other activities including, participating in SCOPE BDU workshops, the RCBF Book Fair, Abana Writers’ Café and literacy day planning. The impact of BDU work is also being noticed by the KPL. In the Publishers workshop, the KPL Outreach Assistant said,

“Since the creation of the KPL, we have never seen children coming and reading books so intensely. All the Kinyarwanda storybooks we bought from local publishers in May 2016 look like they are very old now, and all the other books are well arranged in their shelves, they rarely touch them. We were very surprised to see that. We need to buy more Kinyarwanda storybooks from these publishers.”

After a request made by SCOPE BDU and RCBF, the KPL Outreach team agreed to start recording which books children choose to read, when, why, and which books they borrow. This information will complement the reading preferences study and will help to inform Save the Children and SCOPE about children’s preferences in reading on a continuous basis. The SCOPE BDU will provide the tools to facilitate the KPL in this activity.

3.4.7 Kigali Public Library will commit to on-going monitoring support for community libraries, including training of librarians as well as periodic book donations [This activity has been modified in the process of the FY2017 Annual Planning to ensure government ownership of this activity. It will commence in FY2018].

SCOPE Quarterly Report for the Period July-September 2016

Table 3: Progress against planned activities11

Year 1 (Oct 15-Sept 16) Status at Plans for End of Q4 Quarter Status at End Planned Status at End of (July - 1 Activity of Q2 Timefra Q3 (April - June September (October (January - me 2016) 2016) – March 2016) Decembe r 2016) Share Study finalized results

- - and results will with be Directors Consultant

disseminated of 1.1.1 Synthesize Initial engaged for with KAP Education, existing contributions supplementary Planned survey DEOs, knowledge of to report made study on for findings. Mayors & reading through home/community FY2016 Vice approaches in consultations literacy Mayors in

effective literacy school

based standards. Rwanda with L3/EDC environment. Study

- introducto underway. ry meeting; share through RR website 1.1.2 Conduct Got inputs from URCE has sent formative URCE on MOU; the MoU for MoU research with Planned Due to delays in review by signed and URCE for MoU shared signing an MoU, their lawyer share ToR on interests, FY2016- with URCE. these research for attitudes and FY2019 activities have been research needs of pushed back to with REB stakeholders FY2017-FY2019 1.1.3 Convene

Community Partnerships and Improve Student Literacy national

community partnerships through evidence Planned workshop to for disseminate FY2017- results of

Activity 1.1 Create nationally appropriate vision of Result 1:Strengthen the of School Capacity Leadership to Promote School FY2019 research and studies12

11 This table has been modified from the one in the Quarter 2 FY2016 Report in order to more clearly describe progress against planned activities. Targets for key indicators are listed in section V: Progress towards targets.

12 Activity 1.1.3 has been split into parts and embedded under 1.1.1, 1.1.2, and MEAL national-level baseline results dissemination activities in the FY2017 Annual Plan.

SCOPE Quarterly Report for the Period July-September 2016

1.1.4 Use Used structure of existing School SLM standards and Leadership and See 1.1.5 competency Management Planned framework to (SLM) standards for develop National developed by See 1.1.5 FY2016- Parent School REB as a FY2018. Standards in framework to collaboration with train HTs on REB SLM literacy department. promotion13 Conducted a Hold workshop another

- with REB and meeting partners to for a final Developed draft review review and 1.1.5 Support Parent School developed follow up REB in the Planned Partnership standards. with REB Partnerships and development of FY2016- Standards; for literacy-focused FY2018 conducted a validation SGAC standards workshops to get of the inputs on standards National

Community

- Parent School Partnership standards 1.1.6 Develop

and execute a

community partnerships through evidence - plan for the See dissemination of footnote SLM and SGAC 10 standards through the

Activity 1.1 Create nationally appropriate vision of effective literacy school standards.based system

Improve Student Literacy 1.2.1 Mapping of SLM and SGAC existing training resources (such Planned materials as existing for Q2 Completed gathered from SGACs manuals FY2016 REB, VVOB, as part of 1.1.1 Wellspring & above) Concern Any Initial First draft revisions drafting 1.2.2 Develop 1 draft of LC completed and as needed, planned Literacy Toolkit literacy toolkit piloted based on

materials for guiding standards for Q3 & (for LC) developed piloting in Q4

Result 1:Strengthen the of School Capacity Leadership to Promote School 12 FY2016

implementation sector at and schoollevels Activity 1.2 Develop training and instructionalmaterials for guiding standards implementation sectorat and schoollevels districts.

Activity 1.2 Develop training and instructional

13 Activities 1.1.4, 1.1.5, & 1.1.6 have been modified and embedded under 1.1.3 National Parent-School Partnership Standards development and dissemination in the FY2017 Annual Plan.

SCOPE Quarterly Report for the Period July-September 2016

Initial drafting Drafts of HTs and See 1.2.4 1.2.3 Develop planned SGACs training draft SGAC See 1.2.4 for Q3 & modules (1-6) guide14 Q4 developed FY2016 Finalize 1-3 SLM drafts of 4- modules for 6 SLM Initial HTs, SGACs modules drafting Drafts of HTs and completed and for piloting 1.2.4 Develop planned SGACs training 1-3 SEO’s in 12 SLM modules for Q3 & modules (1-6) modules districts Q4 developed completed (HTs/SGA FY2016 Cs version & SEOs version) -Piloted 1-3 SLM modules in 2 school Piloted Umuganda communities Literacy Guide in Burera and Continued 1.2.5 Conduct (section of LC 2 in Gicumbi piloting in initial piloting of Toolkit; also serves District 12 SLM Modules, Planned as a stand-alone -Piloted districts, SGAC Literacy for Q3 document) during literacy including FY2016 – Umuganda in May champion Guides and SLM FY2018 and June in 8 toolkit in 3 Literacy modules 1- villages in Gicumbi school Champion 6 and LC district and one communities Toolkits toolkit village in Burera in Burera and district. 3 in Gicumbi District

Meetings held in No meetings - Prepare Gicumbi and held in this 1.3.1 Utilize for district Burera to quarter.

School LARS data to level disseminate inform district meetings in

information about advocacy15 10 new SCOPE and districts literacy in Rwanda

Completed for Identify 1.3.2 Pilot peer

capacity Gicumbi and national learning Planned Burera pilot training

Student Literacy meetings for Q4 districts team for conducted by FY2016- who will national training FY2018 train SEOs; team for

Result 1:Strengthen the of Capacity prepare

Community Partnerships and Improve

SchoolLeadership to Promote

Activity 1.3 Implement scalable training approach for building school leadership targeted SEOs TOT

14 Activity modified and embedded under SLM module development 15 The SCOPE team has heard that LARS data may not be published, so this activity has been adjusted in the FY2017 work plan.

SCOPE Quarterly Report for the Period July-September 2016

91 HTs and Distribute 181 SGAC SLM presidents and modules 4- vice presidents 6 to in Burera and HTs/SGAC 1.3.3 Target 198 SGAC Planned leadership SEOs’ support of presidents and for Q4 via SEOs; HTs and SGACs vice presidents FY2016- support to complete self- and 99 HTs FY2018 SEOs to study modules completed follow up their first SLM on module during HT/SGAC face-to-face self-study meeting with of modules SEOs 1.3.4 HTs provide SGACs with SGAC Literacy Guide See 1.3.3 See 1.3.3 and LC toolkit and support use16 1.3.5 Support HTs and local MINALOC Calendar Printing leaders (Mayors drafted. Still and Planned and Executive under USAID disseminati for Q4 Secretaries) to and REB on to be 2016- facilitate the review. completed FY2019 development of in Q1 a calendar of FY2017 literacy activities and events17 1.3.6 Strategy development Planned meetings for for Q4 incorporating FY2017, standards into Q4

for building

accountability FY2018, & systems within Q4 SLMU & FY2019 18 Activity 1.3 Implement scalable training approach MINALOCschoolleadership capacity

16 This activity has been embedded under 1.3.3 in the FY2017 work plan. 17 This activity is now number 1.3.4 in the FY2017 work plan. 18 This activity has been embedded under 1.1.3.2 in the FY2017 work plan and has been shifted to begin towards the end of FY2017.

SCOPE Quarterly Report for the Period July-September 2016

In meetings Meeting with VVOB, with VVOB leadership to indicated the determine inclusion of timeline reading for program in curriculum 1.3.7 Engage head teacher developme REB, VVOB, and Initial discussions certification nt; URCE to held with VVOB has been Continue explore the Planned around inserting agreed by both discussions possibility of for Q4 literacy content VVOB and with including reading FY2016 – into the HT REB. VVOB, programs in the FY2018 certification REB and head teacher program. URCE certification regarding program19 inserting literacy content into the HT certificatio n program.

Messages were incorporated in all Urunana Collate soap opera feedback radio series. and finalize 15 series with

SBCC literacy strategy

Improve Literacy Skills messages 2.1.1 The messaging was when KAP aired. SBCC Incorporate key incorporated into survey run through literacy Gender the radio drama results SC US for messaging into sensitive and and began being available. Planned quality check, all partner and inclusive key aired in May 2016. Key for Q2 all inputs SCOPE capacity messages were In Q3, 11 episodes messages FY2016- incorporated. building and developed in with literacy will be FY2019 Awaiting KAP development partnership supportive incorporat survey results communications with Urunana. messages were ed in to finalize materials and broadcast. SBCC SCOPE’s SBCC training events strategy drafted. capacity strategy. building communications campaign for literacy Audience materials surveillance and sessions training conducted for events. Activity 2.1 Develop implementand behavior social a change Urunana radio

Result 2: Increase Effective Community and ParentalInvolvement to programs aired.

19 In the FY2017 work plan, this activity is number 1.3.5.

SCOPE Quarterly Report for the Period July-September 2016

An Agreement has been negotiated Once the with Agreement 2.1.2 Civil RWAMREC has been society partners NUDOR and and a draft reviewed including RWAMREC sent to SCUS and NUDOR and Planned participated in SBCC strategy for approved RWAMREC for FY201 the literacy drafted and sent review/approv by USAID,

review all SBCC 6-FY2019 message design out for feedback. al. Several RWAMRE strategies and exercise led by disability- C will

messages for Urunana. focused commence inclusion organizations review of are currently all SCOPE being vetted as materials potential partners. Meeting held with Radio Rwanda Organize Managing meeting Director. with 2.1.3 Develop Q3 work on this Potential areas Rwanda radio/TV activity initially of TV to program content focused on collaboration discuss key based on MINEDUC radio explored, literacy Literacy Boost spots; however, children audio messaging (LB) reading Planned this activity has stories and plan awareness for Q3 been adjusted submitted to for workshops for FY2016- because Radio Rwanda integration local TV FY2019 MINEDUC radio and one aired into programming was canceled. through a available and/or Instead, SCOPE child-focused timeslots. MINEDUC or will focus on program called Include other radio working with Itetero on REB into implementbehavior social a change communications campaign for literacy timeslot Rwanda TV in Q4. Sept 27th. discussions Initial with discussions MINEDUC with MINEDUC held. 2.1.4 Train Trained 18 community radio journalists in Result 2: Increase Effective Community and ParentalInvolvement to Improve Literacy Skills Identify station workers Kigali, Burera

Activity 2.1 Develop and local media (local media) on and Gicumbi. stations key SCOPE Developed Planned and others literacy messages Radio stations and agreed on for Q2 Training agenda in 10 new and themes to identified and a framework FY2016- developed. districts encourage their list produced. on how FY2019. and begin support in literacy negotiating communicating messages will agreement key literacy be s messages aired/broadcas

through ted/published

SCOPE Quarterly Report for the Period July-September 2016

community radio through their broadcasts media outlets. ToR finalized. One First attempt celebrity of recruitment ambassado 2.1.5 Foster failed. Internal r recruited relationships discussions on Conduct with notable 2 other introducto figures and identified ry celebrities to Potential celebrities meetings;

Planned become national celebrities and ongoing. conduct for Q4 literacy notable figures orientation FY2016-

literacy champions and have been session on FY2018 leverage their identified. SCOPE; popularity to define promote literacy TOR for messages and the opportunities celebrity national

Activity 2.1 Develop implementand social a

behavior change communications for campaign literacy champion.

2.2.1 With REB/SLMU, create guidance Selection guidelines on selection and criteria were criteria and Planned developed and process for use for Q3- included in SLM Completed

by SEOs in Q4 modules; choosing FY2016 Developed TOR Literacy for LC selection Champions, as part of Literacy Toolkit SGAC Hold presidents and sector vice presidents level and HTs sensitizatio supported in n meetings the LCs in Burera; selection in select team 2.2.2 Village-led their of literacy recruitment of respective volunteers Planned Literacy school and train

Result 2: Increase Effective Community and ParentalInvolvement to Improve Literacy Skills for Q4 Champions community to hold FY2016- through the catchment meetings in FY2018 SGACs and areas other SEOs districts; develop a schedule of sector Activity 2.2 Mobilize parents and the community to improve student literacy sensitizatio n meetings in 10 new districts

SCOPE Quarterly Report for the Period July-September 2016

381 LCs In FY2017 2.2.3 Initial Planned trained on LC LCs from Literacy for Q4 toolkits in the 10 new

Champion FY2016- Burera and Districts training provided FY2018 Gicumbi will be Districts trained. 2.2.4 Literacy Champions LCs in facilitate reading Gicumbi clubs, reading and Burera

buddies, parent Planned are awareness for supported

workshops, FY2017- to organize reading events, FY2019 reading

as selected from activities the Literacy with Champion children Toolkit Monitor LCs in Gicumbi and 2.2.5 Follow up Planned Burera; Literacy for begin Champions FY2017- exploring trained FY2019 other coaching options for LCs 2.2.6 Master

Planned Literacy for Q3 Champions and/or Q4 identified at FY2017 district level

2.2.7 Master Literacy Planned Activity 2.2 Mobilize parents and the community to improve student literacy Champions for Q4

participate as FY2017- trainers in FY2018 national scale up

Developed draft A module for application the Complete instructions and management the 2.3.1 Community eligibility guidelines and developme

Result 2: Increase Effective Community and ParentalInvolvement to Improve Literacy Skills Result 2: Increase Effective Community and ParentalInvolvement to Improve Literacy Skills Literacy Funds for the Community administration nt of Planned supporting Literacy Fund that of the Communit for Q4 community-led are included in the Community y Literacy FY2017- reading activities SLM modules; Literacy Fund Fund FY2019 around the Established review is being manageme country guidelines for the developed - nt and Community planned administrat Literacy Fund completion in ion Q1 FY2017 guidelines

SCOPE Quarterly Report for the Period July-September 2016

and determine communica tion channels for applicants 3 success Produce 2.3.2 Document stories case and share produced and studies and success stories shared on SC share on and best website and the Save practices with Planned Facebook the local leaders and for Q4 page. 2 Children

SEOs at FY2016- successful website & Umuganda days FY2019 SCOPE events Facebook and Open Days shared with all page, with at both national Rwanda Rwanda and district members Reads, levels during literacy USAID and month staff. 2.3.3 Support SEOs to Activity Planned organize literacy now for Q4 based embedded FY2016- competitions and under SLM FY2019 awards modules ceremonies20 alInvolvement to 2.3.4 Highlight examples of best

practice from around the country, or Planned through for See 2.3.2 partnerships FY2017-

with community FY2019 radio and Rwanda Reads

Improve Literacy Skills website and social media 2.3.5 Reward top performing schools, districts, Planned through for Q4

recognition FY2017- strategies on FY2019

Result 2: Increase Effective Community and Parent radio, website,

and social media

20 This activity has been embedded under 1.2.3 in the FY2017 work plan.

SCOPE Quarterly Report for the Period July-September 2016

19 stories 2.3.6 Work with from Rwanda Media radio and media Reads engagemen partners to members t to be promote literacy activities were reinforced events and covered through reading Planned through the competition for promotion different media winners, FY2017- outlets of the particularly at FY2019 chocolate local level on book radio, in print, campaign and on the and local website and publishers’ social media. book fair

Proposal for Follow up

Airtel finalized, with Airtel Introductory and 2.3.7 Identify meeting approach Airtel and Ecobank PPPs that can conducted ECOBAN Planned have been provide awards with Airtel. K to for Q3 identified as the for competitions Awaiting discuss

FY2016- first PPPs with the held at sector, Airtel’s concrete FY2019 potential to district, and feedback plans for support SCOPE. national levels supporting reading interventio ns.

Activity 2.3 Promote and incentivize initiativeslocal for community literacy activities Messages, Follow up cards, and a on having request letter literacy sent to messages

MINALOC. during Attempt failed October and and ParentalInvolvement to Improve Literacy Skills for September Umuganda; 2.4.1 During Umuganda. to be National Literacy disseminat

Month, work Planned ed once with MINALOC for Q4 MINALOC

to have literacy FY2016 – ’s approval support messages raised FY2019 of literacy during Umuganda messages days secured. Disseminat ion from sector to village level to be

Activity 2.4.Leverage existing service civic models to Result 2: Increase Effective Community coordinate d

SCOPE Quarterly Report for the Period July-September 2016

1 Umuganda Advocate literacy event with held in 3 MINALOC 5 Umuganda villages in for 2.4.2 Encourage Planned literacy sessions Burera District Umuganda children reading for Q3 held in 8 sectors in and 2 reading

during Umuganda FY2016- Gicumbi and Umuganda activities to days FY2019 Burera. literacy events be in Kigali City. endorsed in revised Umuganda policy. Urugerero No definite Representatives Youth feature plans as 2.4.3 Mobilize from the civil developed and detailed in Rwanda Reads society held initial finalized narrative, Planned (RR) members discussions on the together with considering from Q3 to support possibility of using Umuhuza. how to FY2016- training of Urugerero youth approach FY2019 Urugerero to volunteers as this in a support reading vehicle for literacy non- promotion. political way. Organize a 2.4.4 meeting Collaborate with with the government Itorero stakeholders (to Chairperso include potential Planned n to work with for Q4 negotiate URCE) to FY2016- the incorporate FY2019 inclusion of reading literacy promotion into messages national in the Urugerero Urugerero training content curriculum TOR for selecting 2.4.5 Urugerero HTs/SGACs literacy elect one Planned

volunteers Urugerero for

to be (‘community FY2017 – developed literacy FY2019 after volunteer’) per Itorero village permission

Literacy Skills secured models to support 2.4.6 Urugerero Planned youth support Planned for for LC in the later in FY2017- and Parentaland Involvement to Improve facilitation of FY2017

Result 2: Increase Effective Community

Activity 2.4.Leverage existing service civic FY2019 reading activities

SCOPE Quarterly Report for the Period July-September 2016

Discussions Contracts completed to be with Peace developed Corps to for mobilize up to engaging 2.4.7 Advocate Negotiations a maximum of the with Peace Planned commenced and 4 volunteers volunteers Corps to have for Q3 principles of to support with the volunteers FY2016 - engagement agreed SCOPE’s first 2 support FY2019 with Peace Corps reading efforts volunteers community Management. in districts expected literacy activities to be mobilized to start in Q1 & Q2 FY2017 The database The was updated mobilizatio with 2 n for organizations Rwanda interested in Reads joining. membershi 3.1.1 Map MINEDUC, p will existing actors MINALOC, continue. (refreshing an Planned 199 existing actors MIGEPROF, Engagemen existing survey) for Q3 identified, 9 new MINISPOC t of and identify FY2016- members joined. identified as MINEDUC

potential new FY2019 new partners , members and MINALOC collaborators , MIGEPRO F, MINISPOC will be

a culturea of reading reinforced International literacy day 3.1.2 Support SCOPE RR Working was a success Rwanda Reads commenced Group sessions with 240

Result 3:Foster to continue the this activity held to plan for participants, International ahead of International 12 stories Monthly

information sharing among literacy stakeholders Literacy Day Planned schedule by Literacy Day and covered and updates to celebration and for Q4 supporting the National weekly be shared to organize FY2016- World Read Literacy Month; updates shared with all RR additional events FY2019 Aloud Day and established RR task with all members at regional levels, providing advice force and held Rwanda Reads by improving to RR partners regular meetings members to coordination and on the World between May and leverage their publicity Book Day June. engagement

Activity 3.1 Enhance the capacity of Rwanda Reads to support networking,coordination and during literacy month

SCOPE Quarterly Report for the Period July-September 2016

3.1.3 Compile This activity Hire a and make public commenced ahead local web a set of of schedule as developer resources on working with REB & design statistics, Planned to have ownership website, evidence and for of the RR website Concept note ensuring

best practice for FY2017- may take time; approved. content mobilizing FY2019 Concept note doesn’t community designed for duplicate support for website and shared MCOP reading on RR with REB for informatio website approval. n SCOPE routinely Updated sent RR members calendar of alerts on the literacy events 3.1.4 Maintain a calendar of reading shared with calendar of The calendar events; SCOPE RR members events, including Planned for April to celebrated the and uploaded Calendar

learning events for June was shared International Day onto MCOP to be hosted by FY2017- with Rwanda of Families by website. refreshed. SCOPE and FY2019 Reads raising awareness Calendar other Rwanda members. on how parents shared with

Reads members can support their REB also children’s learning in one village in

Gicumbi District. SCOPE organized a stakeholders RR General support networking,coordination information and sharing among literacy Assembly Preparatory event that also

Result 3:Foster culture a of reading 3.1.5 Host SCOPE will functioned as a learning events Planned organize a learning event; Successful RR on a half-yearly for Q4 Rwanda participants shared GA basis for all FY2016- Reads and learn from one meeting/celebr Rwanda Reads FY2019 learning another’s ation in Q4 – members event. experiences, as see 3.1.2; they worked on much learning planning the and sharing General Assembly took place. - see activity 3.1.2 3.1.6 Create and maintain training resource page Planned on Rwanda for See activity Reads website, See activity 3.1.3 See activity FY2017- 3.1.3 including access 3.1.3

Activity 3.1 Enhance the capacity of Rwanda Reads to FY2019 to all Literacy Toolkit

resources and

SCOPE Quarterly Report for the Period July-September 2016

training modules21 Presentatio n of draft A consulting Following the to company was first MINEDUC contracted and consultant’s Additional produced 1st draft failure to comments of Literacy Policy. 3.2.1 Provide effectively and MINEDUC has not technical Planned engage feedback been available for assistance on the for Q3 MINEDUC, by REB, the presentation of drafting of a FY2016- Save the other RR this draft into revised Literacy FY2019 Children has members which REB and RR Policy contracted a as a basis members were second for expected to input consultant to finalization for validation and finalize the and formal approval by literacy policy approval of MINEDUC. effort policy by MINEDUC DDPs, Sector Coordinati Plans and on among Imihigo of key Umuhuza Held district level officials in both and Save

promoting advocacy agenda through Rwanda Reads

- introduction Burera and the meetings in Gicumbi Children/S Gicumbi and districts now COPE staff Burera, shared 3.2.2 Engage contain to prepare Planned project overview districts to literacy-related materials for and action plan include literacy activities for

FY2017- with local

Advance Advance literacya related goals in introducto FY2019 authorities, laying their Imihigo ry level the foundation for meetings future to be held conversations

Activity 3.2 in the ten related to new phase DDPs/SSPs/Imihigo 2 districts in Q1 FY2017. Trainings 3.3.1 Provide will be held training to local Trainings were based on

Result 3:Foster culture a of reading publishers, held for 7 identified Mentoring illustrators, publisher skill gaps provided to 9 authors, & other Planned Trainings were industry for the publishers; Training book sector for Q3 held for 68 actors. same of 30 illustrators; actors to FY2016- publisher publishing Training of 17 improve FY2019 industry actors. sector writers; Coaching publishing actors

literature industry literature industry of 12 Authors outputs of trained Kinyarwanda earlier in children’s books FY2016;

Activity 3.3 Strategically strengthen Activity 3.3 Strategically strengthen

supply demand and within children’s supply demand and within children’s SCOPE will

21 In the FY2017 Annual Plan, this activity has been embedded under 3.1.3.

SCOPE Quarterly Report for the Period July-September 2016

work to recruit 16 new actors including publishers and editors to receive training. 3.3.2 Facilitate a book review committee in Kinyarwanda Organized two Organized two Will that evaluates Planned book review Organized two book review organize at books in draft once per meetings, 48 book review meetings, 41 out of least one forms and quarter, books meetings, to 53 submitted were book provides starting reviewed and evaluate newly endorsed for review guidance to Q2 46 were developed further editing and meeting in publishers on FY2016- endorsed books feedback; 12 were Q1 how to improve FY2019 rejected. FY2017 the quality of books prior their investment in printing Explore Shared the other Organized two Abana modalities Abana Writing Writers’ Café for Café sessions at 3.3.3 Extend guide as a establishing Kigali Public Developed a Abana Writers Planned module in the Abana Library; facilitators guide Café literacy Q2 LC toolkit. Writers’ adopted and Abana Writers’ activity to FY2016- Feedback Cafes piloted a new Cafés in the communities FY2019 received outside of structure community beyond Kigali suggested to Kigali, during the make it a likely at Kigali March separate the sector meeting document. level with SEOs Results will 3.3.4 Conduct be research on finalized, children’s Wrote the disseminat reading Consultant Planned report and ed and preferences and engaged and for Q3 reviewed the shared market demand research FY2016 results. with key for reading underway. stakeholde materials for rs & used emergent for readers advocacy

SCOPE Quarterly Report for the Period July-September 2016

One purchasing consortium turned into a book fair, 10 One purchasing publishers, 1 consortium held at bookseller Innovation Village; attended and 7 publishers in the attended and exhibition, displayed more they displayed

than 200 more than 200 P Kinyarwanda books. This lanned at 3.3.5 Promote children’s books. was done in A least twice RCBI purchasing The event had partnership purchasing a year consortium visitors from the with Rwanda consortium starting events through National Syndicate Children’s will be Q3 Rwanda Reads of Teachers, Teach Book Forum. organized FY2016- Rwanda, the Kigali There was a FY2019 Public Library, reading tent Grace Rwanda, for children booksellers and and 100 the media. More Kinyarwanda than 40 people books titles visited the event. were available to read. Around 1000

adults and 700 children visited the tent for reading. One General RCBF Rwanda Children’s Assembly members

Result 3:Foster culture a of reading Book Forum was meeting was will handed over to held in July and continue 3.3.6 Organize local book sector there was a to meetings of a actors. It was study trip to encourage Planned at Children's Book officially registered Gicumbi donation least twice Forum to as an independent where RCBF of books a year support quality body. This process donated to starting children's of registering as a books. community Q3 literature professional organ reading FY2016- creation and of the local activities.

Activity 3.3 Strategically strengthen supply demand and within children’s literature industry FY2019 promotion in publishing sector Members Rwanda delayed this will submit activity, so the new book meeting has been titles to pushed to Q4. REB for approval. 3.3.7 Liaise with Both organizations Attempts to Identify a NUDOR and Planned participated in engage suitable RWAMREC to for Q3 book review NUDOR to partner

generate positive FY2016- sessions and support with messages around FY2019 provided feedback SCOPE has disability gender, on social inclusion not yet been inclusion

SCOPE Quarterly Report for the Period July-September 2016

disabilities and messaging; successful; expertise inclusion to preliminary SCOPE is & negotiate share with the meetings were exploring an MoU; book industry held with NUDOR other options Once the and RWAMREC to for partnership MoUs are assess potential in this area. signed, areas of RWAMREC’s messages collaboration in support is and all preparation for the expected once materials drafting of MoUs. their MOU has that need been signed. their review will be shared with the two partners. NUDOR explained cost of producing Braille material Explore is prohibitive; opportuniti publishers not es for PPP willing to funding to invest given produce limited Braille demand. Initial meeting was reading However, 3.3.8 Connect Planned held with NUDOR materials in several organizations for for Q3 on the viability and collaborati publishers the blind with FY2016- need for Braille on with took the publishers FY2019 publishing for the Union initiative and children of the published Blind, CBM audio books of and other their best actors in sellers. Some the field of audio books visual were aired by impairment Radio Rwanda during the Literacy Month. Distributed Distribute

10,400 books, the 104 mats and remaining Developed 3.4.1 Provide an 104 storage 8,700 criteria that will Purchased 19100 initial supply of units in 104 books to be used in the children’s books, 100 books per Planned school replenish selection of 191 mats and 191 school- for Q2 communities book banks books for storage units to be community FY2016- in Gicumbi and in Burera

appropriate, relevant distribution to distributed to - library, reading FY2018 Burera and school- community mat, and storage Districts. Gicumbi reading materials community libraries in Q4 unit. Districts. libraries Procure books and

Activity 3.4 Increase communities’ access to age plan

SCOPE Quarterly Report for the Period July-September 2016

distributio n for the phase 2 districts. Through the trainings 381 3.4.2 Literacy LCs were Champions, in trained and cooperation with acquired skills SGACs, assume on effective Monitor Planned management of use and and for Q4 these school- management document FY2016- community of community lessons FY2019 libraries in order libraries in learned to ensure they collaboration are accessed by with SGACs, children local authorities and school leaders BDU team

liaised with 3.4.3 Kigali Public Collaborate with Library to Follow up Kigali Public request with Kigali Library to available Public Planned conduct mapping information on Library for Q4 of existing community regards the FY2016 inventory of libraries and informatio books and reading n libraries across materials in requested.

3:Foster culture a of reading the country their database. Feedback

esult pending. R 3.4.4 Kigali Public Library Originally undertakes planned ongoing for Q4 monitoring FY2016- support for FY2019,

community this libraries, activity including training has been of librarians as moved to well as periodic FY201822. book donations 3.4.5 Champion Planned districts receive for books for FY2018 - community FY2019 libraries

22 This activity was updated to ensure GoR ownership of work with community libraries. This is especially important as ownership of Kigali Public Library may be returning to a public body.

SCOPE Quarterly Report for the Period July-September 2016

IV. Monitoring and Evaluation

Quality monitoring visits were undertaken for the pilot of Umuganda Literacy event in Burera District, Gahunga Sector. MEAL team shared best practices, including:

 The facilitators were confident and able to apply what they learnt on how to conduct the reading activity.  The local leaders and parents were supportive and even participated in the session to see how children’s Umuganda Literacy event was being carried out.  Children were very interested in free reading. All children were excited to read books, irrespective of their gender and socio-economic status. The MEAL team received a complaint on the small quantity of books where some of the facilitators raised the issue of insufficient supply of books for children. Especially when it comes to borrowing, children are not quenching their thirst for reading as some lack the chance to borrow the books they wanted to because of the small number of books.

From monitoring observations made before SCOPE started its active implementation, in Burera District there are many interventions implemented by Save the Children. To make sure that there will not be any confusion, miscommunication and overlap in same community, three meetings were held between program staff including partners from different projects to come up with a lasting solution in harmonizing the work from those different projects.

In addition, to be able to monitor the partnership between the school leadership and community, some pretest questions were given to Head Teachers and School General Assembly Committee members including SGAC presidents and vice presidents. These same participants will take a post-test at the completion of modules.

Monitoring quality benchmarks were developed for different activities (Umuganda and other training activities). All TOTs for Literacy Champion training received a MEAL induction, along with the template to use for capturing all necessary information to report on the SCOPE indicators. The template will also facilitate reporting on Total Reach as the project is now covering 12 Districts.

SCOPE MEAL plan SCOPE MEAL plan was revised and submitted to USAID for approval on September 30th, 2016.

SMS Data Reporting The company to build the SMS reporting system was recruited and the design phase commenced in Q4 FY2016. The internal process of recruiting the SMS company took much longer than expected due to the initial poor response to Save the Children’s advert. HOSTHOLIK has now been identified with actual contract implementation expected to commence in Q1 2017. The commissioning and functioning of the platform is expected in Q2 FY2017.

Evaluation KAP Survey data collection To ensure that data collection was being conducted in all 4 parts of the country at the same time, 4 teams were created where one team was assigned to go in Northern, Southern, Eastern and Western provinces. Thirty-six assessors were recruited and grouped into teams; each team was composed of nine assessors (7 assessors, one team leader assistant and one team leader). In the sample, each district was represented by 3-5 villages. Data collection started on July 7th and was completed by August 7th in 29 districts apart

SCOPE Quarterly Report for the Period July-September 2016 from Kamonyi District which was done on August 24th due to delays brought about by the District’s approval process for the study.

Data collection was done using Samsung tablets loaded with all instruments digitized using Tangerine, a data collection software developed by Research Triangle Institute (RTI). Collection of data with this software on Samsung tablets is more efficient and effective compared to paper and pencil tools, as it saves time and the costs involved in data entry. To ensure data quality, daily data upload and checks were done to reduce chances of missing data. Any missing data identified was immediately addressed. The data collection supervision was done for all 4 teams on different days in all five provinces.

KAP survey data cleaning and data analysis From August 25th, data cleaning of the four datasets (parent, child, Head Teacher, SGACs) started and the analysis is now underway along with continued data cleaning. The critical purpose of this analysis is to establish the knowledge, attitude and practices profile of the target groups (children, parents, HTs, SGAC presidents and vice presidents) prior to the intervention. Explanatory variables (behavioral factors, socio- demographic characteristics) which significantly contribute to the explanation of the variance in the behaviors of interest (i.e., KAP) are being identified. Summary statistics, accompanied by odds ratio of positive KAP are being reported for each significant explanatory variable. To determine the factors associated with literacy-friendly KAP, logistic regression analyses are being conducted to examine which explanatory variables are significantly associated with the behavior(s) of interest. In addition, factor analysis is being used to assure the reliability and dimensionality of our KAP and other behavioral scales.

The analysis and report writing is still in progress. After finalization, the report will be reviewed and validated by government relevant bodies including REB and NISR.

Internal capacity building The MEAL Officer attended a workshop on Introduction to Data Analysis Using SPSS (Quantitative data) and ATLAS.ti (Qualitative data) from July 18-23, 2016. The acting Senior MEAL Specialist attended a workshop on Research/Evaluation Methods and Questionnaire Designs and Advanced Data Analysis using SPSS software from September 25-30 in Kigali. This training was conducted by SCI’s Head of MEAL.

V. Progress toward Targets

The chart below shows progress towards targets for key indicators listed in the MEAL plan:

SCOPE Quarterly Report for the Period July-September 2016

Actual as of Quarter 4 end of Q4 Year 1 Target (July- Target September Actual as of Explanation for Variation Indicator (FY 2016) 2016) end of Year 1 In Burera and Gicumbi Districts, there are other SC interventions (Lawson project and Literacy Boost Community 2: Number of textbooks and other teaching and learning materials Action) which support community

(TLM) provided with USG 19,100 19,100 libraries. In communities in Gicumbi assistance (F Indicator 3.2.1-33) 10,400 10,400 with older book banks, replenishment was provided. The remaining 8700

books will be split inQ1 FY2017 in Burera and Gicumbi to top up the ones provided in Q4 FY2016. 3: Number of local publishers, There were 2 additional participants. illustrators, authors, & other book One was a new publisher and another sector actors trained to improve 73 5 was a staff from Kigali Public Library 7 75 publishing outputs of Kinyarwanda who wanted to learn more and liaise children’s books with other publishers in network.

5: Number of administrators and officials successfully trained with 0 0 8 8 USG support (F Indicator 3.2.1-3)

10: Number of PTAs or similar ‘school’ governance structures 4 4 4 4 supported (F Indicator 3.2.1-18)

SCOPE Quarterly Report for the Period July-September 2016

(TLM) provided with USG 19,100 19,100 libraries. In communities in Gicumbi assistance (F Indicator 3.2.1-33) 10,400 10,400 with older book banks, replenishment was provided. The remaining 8700

5: Number of administrators and officials successfully trained with 0 0 8 8 USG support (F Indicator 3.2.1-3)

The missing LC was from Cyanika Sector in Burera District; this chosen 13: Number of Literacy Champions LC sent her colleague to attend the trained on leading community training on her behalf and this led to reading activities such as reading 382 382 381 381 her dismissal by the SEO in clubs and book buddies programs collaboration with school leadership.

This LC will be replaced in Q1 FY2017.

SCOPE Quarterly Report for the Period July-September 2016

VI. Management Issues The major management issue this quarter has been the recruitment of the project’s Senior MEAL Specialist. Following three consecutive recruitment processes, SCOPE was unable to identify a candidate qualified for this role. The adverts for the three recruitments were for the MEAL Specialist. In order to make this position more attractive and competitive (especially in terms of pay and benefits package), a conscious decision was taken to elevate the role to that of Senior MEAL Specialist. In accordance with this decision, a fourth advert for this post went out during the reporting period with interviews expected in Q1 FY2017. SCI HR Department will be building a database of good quality CVs for the hard-to-fill positions to facilitate faster recruitments of this nature.

The award of USAID’s Soma Umenye activity, implemented by Chemonics, presents both opportunities and challenges. As described in the development hypothesis above, SCOPE was conceptualized to work in synergy with Soma Umenye. While Soma Umenye will improve classroom instruction in reading and strengthen systemic capacity to sustain those improvements, SCOPE provides increased community and family engagement and fosters a culture of reading, as well providing additional support of school leadership. Both activities are crucial to improve student reading. The challenge is to ensure proactive management for efficient use of resources in the sector.

The vision is for USAID’s Early-Grade Reading Project (which includes Mureke Dusome, as well Soma Umenye, Teacher Community of Practice and the Impact Evaluation of Soma Umenye) to present one coherent package of interventions at the national, district and school levels. Coordination is essential to ensure complementarity of messaging and training content, to avoid duplication of effort, and to manage drawing on the same thin government human resource pool.

To actualize this synergy, Mureke Dusome is proactively communicating and planning, particularly at this stage with Chemonics/Soma Umenye. Management and coordination activities anticipated in the upcoming quarter include the following:

- Collaborative participation in USAID’s bi-annual partner meeting - Collaborative participation in the Early-Grade Reading Steering Committee, which will be co- chaired by USAID and GOR, and which is expected to hold its first meeting in Q2 FY17 - Participation in regular joint update meetings together with Soma Umenye and USAID - Ad hoc meetings with Soma Umenye staff as issues are identified, to strengthen both projects through collaborative discussion - Inclusion of a section in quarterly reports summarizing collaborative efforts (see below)

VII. Coordination

During FY16 Q4, Mureke Dusome met with Soma Umenye and USAID to provide advice related to Soma Umenye’s work plan development. Mureke Dusome shared its program details and strategized collaboratively with USAID and Soma Umenye on how to implement efficiently and effectively in areas of potential overlap and/or complementarity. Mureke Dusome also offered comments to strengthen the ToR for the Early-Grade Reading Steering Committee mentioned above.

For FY17 Q1, coordination plans include: - Review of Soma Umenye’s draft work plan, providing feedback based on insights about the context for education in Rwanda and particularly on issues related to complementarity between the two activities

SCOPE Quarterly Report for the Period July-September 2016

- Collaboration with USAID to refine a summary of coordination discussions, to aid USAID in ensuring that activities and personnel job descriptions do not overlap and to document agreed strategies between Soma Umenye and Mureke Dusome (such as collaboration on introductions of USAID’s EGR Project at the district level) - Collaboration with Soma Umenye to introduce activities at the district level in a unified manner. Mureke Dusome will participate in the orientation of Soma Umenye-funded District Advisors in the 12 districts in which both Soma Umenye and Mureke Dusome will be intervening during FY17. Mureke Dusome will offer suggestions to support Soma Umenye in ensuring that District Advisors to aid coordination at the district level, including managing the pool on government human resources at the district, sector and school levels. - Participation in the USAID’s Implementing Partner Meeting, which will be held at the US Embassy on November 9, 2016 - Collaboration between Mureke Dusome and Soma Umenye on all planned evaluations including sharing research and evaluation findings - Collaboration between REB, Mureke Dusome, Soma Umenye, VVOB and URCE related to HT certification program and research on literacy.

Completed Procurement (July-September 2016)

N0 DESCRIPTION OF GOODS QUANTITY UNIT

1 Internet monthly pack for routers 3 months

2 Fuel for vehicles 1933 Ltrs

3 Hiring of 8 Vehicles for KAP survey data collection 8 1 month

4 Purchase of tents to cover pick-up vehicles 3 Pcs

5 Rope to secure materials loaded in vehicles 45 Meter

6 Padlocks for book banks 382 Pcs

7 Airtime for enumerators in KAP data collection 60 Pcs

8 Airtime for enumerators in KAP data collection 40 Pcs

9 Notice Board for SCOPE office 90m.150m Meter

10 Cartridges HP Laserjet 312A Black 2 pcs

SCOPE Quarterly Report for the Period July-September 2016

11 Cartridges HP Laserjet 312A Yellow 2 Pcs

12 Cartridges HP Laserjet 312A Red 2 Pcs

13 Cartridges HP Laserjet 312A Blue 2 Pcs

14 Blue Pens 1 Pcs

15 Post Its 20 Pcs

16 1 TB Hard drives 2 PCS

17 Printing of SCOPE 2-pagers 200 PCS

18 Rwanda Reads folders 250 PCS

19 Printing Rwanda Reads 2-pagers 1000 PCS

20 Full day Rwanda Reads GA conference package 1 PCS

21 Rwanda Reads GA banners 2 PCS

22 Printing internal communication (RCBI posters) 100 PCS Full day Rwanda Reads working groups conference 23 package 1 PCS

24 Rwanda Reads Bookmarks 500 PCS Photography cost of Urugerero youth feature 25 coverage 1 PAX

26 Fully day Media Training conference package 2 PCS

27 Consultancy for Rwanda Reads website 1 PAX

28 Business cards for Alice and Gloria 100 PCS Translation of communication materials (SCOPE 2- pager, RR 2-pager, Message cards, RR 2017 29 calendars) 4 PCS

SCOPE Quarterly Report for the Period July-September 2016

ICT An electronic interactive calendar of literacy events to be celebrated by Rwanda Reads members was designed and shared widely with all Rwanda Reads members. To ensure easy accessibility, it was uploaded onto MCOP website. The same was shared with REB and used as a reference in tracking Rwanda Reads members activities; a practice that was highly commended by REB.

In order to strengthen the project’s M&E function, a local consultant has been recruited to design and implement the SMS reporting system, including a web-based reporting system for SEOs, which if successful will automatically combine all SMS information into one single database at SC’s office in Kigali. The Terms of Reference are:

 Prepare and present an inception report, and sign a confidentiality agreement (2days)  Develop the SMS-based reporting & communication system and produce a web-based dashboard functionality  Install the SMS and webserver in parallel (2days)  Develop in parallel both the web application and mobile system depending on the findings, parameters and indicators defined in the inception report (17days)  Test and deploy the application (3days)  Train Users (3days)  Submit final report with all technologies, source code and specifications to Save the Children International (2days)  Maintain the system and provide technical support from January 2017 to January 2020.

Full implementation of this system commences in Q1 FY2017.

Gender & Disability Inclusion Gender is now a fully integral part of SCOPE programming. All training sessions address gender and disability inclusion; project material (training, development communications and those of the Book Development and Use unit reflect a concern for gender and social inclusion).

Gender and disability inclusion were key features of the training of facilitators for the Literacy Champion training as well as in the actual training of Literacy Champions. In FY 2017, the SCOPE project team will monitor the performance of the LCs paying particular attention to the way gender and disability aspects are being addressed by these champions. While Urunana DC has already made an attempt to incorporate gender and disability inclusion messaging in their scripts, targeted training will be provided by RWAMREC to enable the partner to be more focused in terms of addressing gender inclusion in all aspects of their programming. In particular, the audience surveillance process will include an equal number of men and women, girls and boys as well as any person with disability who can be identified to participate in focus group discussions.

Authors and publishing houses now produce stories which depict women/girls as protagonists or heroes. Data are analyzed for both gender and disability inclusion aspects to see how the project can be adjusted to better seek out the voices of these beneficiaries and to better reach these stakeholders with programming.

The stark differences between the numbers of male and female SEOS and school leaders was noted by SCOPE leadership. Strategies for lessening the potential effects of gender inequity were discussed with

SCOPE Quarterly Report for the Period July-September 2016

Save the Children US technical support with the decision to work with RWAMREC to pilot mitigation measures in the new districts.

Institutional Strengthening SCOPE has supported the review of UMUHUZA’s organizational capacity assessment (OCA). This process has identified the need for the partner to beef up its work force and improve its finance and administrative systems. SCOPE has put aside some funds to help the NGO recruit a consultant to revamp their strategic plan, work on related organizational development aspects and ultimately ensure a much stronger institution is in place in the next twelve months. In addition to this, the SCOPE Chief of Party and Finance Director have been involved in a series of meetings with the partner aimed at streamlining their systems and addressing some of their serious HR challenges.

Finally, all Umuhuza training facilitators received training on how to address gender and social inclusion during the training of Literacy Champions. These facilitators were able to demonstrate sufficient understanding of both the concept and practice of gender and disability inclusion during the training of Literacy Champions.

VII. Challenges, Solutions, Lessons Learned and Actions Implemented:

Challenges

As reported earlier, book distribution to several school communities in both Burera and Gicumbi districts begun in Q4. According to anecdotal evidence, the number of children turning up in reading clubs in many of these communities far exceeds the books available. In one community in Burera District, over 500 children have been identified while the village only has 100 book titles, the maximum that the project can provide given the current funding allocation.

In addition to SCOPE, SC now has at least two other education interventions in both Burera and Gicumbi districts. The potential for overlap and duplication is therefore considerable. SC has accordingly facilitated three meetings between program staff including partners from different projects to come up with a lasting solution in the harmonization and implementation of project activities. An important objective of this harmonization is to promote the match-fund arrangement to provide more books (distributed by other Save the Children programs (ARR)) that are both age and level appropriate.

SCOPE sent a proposal to Airtel and met with its key officials to discuss the possibility of the company providing assistance to the project’s reading interventions. Airtel agreed to provide unspecified support to SCOPE’s efforts in Q1 of 2017. The project has also approached Ecobank Rwanda with the same objective.

Maternity leaves for two staff members and some staff resignations (Logs and Admin) in Q3 continued to affect the efficiency and effectiveness of the project team. Both positions were filled in Q4 with the qualifying candidates expected to report at the start of Q1 FY2017.

Other challenges were addressed in the Management section.

Lessons Learnt Dedicating time and effort at team building has considerable payoffs. Weekend fun days and/or retreats would be a great way in which team building could be developed and sustained. In addition, because one

SCOPE Quarterly Report for the Period July-September 2016 cannot predict things like maternity leave and related, it is essential that SCOPE develops a shadowing system in which every staff member has someone who can fill in for them when they are away on normal leave, sick leave or on maternity leave.

VIII. Priorities for programming for Quarter 1: October – December 2016

Result 1: Strengthen the Capacity of School Leadership to Promote School-Community Partnerships and Improve Student Literacy

Activity 1.1 Create nationally appropriate vision of effective literacy school-community partnerships through existing SLM standards and development of evidence-based standards for SGACs. o Support REB in the finalization and validation of National Parent-School Partnership Standards & accompanying Competency Framework and Rubric o Follow up with URCE to sign MOU and start collaboration in research o Conduct introductory meetings in the 10 new Districts Activity 1.2 Develop training and instructional materials for guiding standards implementation at sector and school levels o Finalise module 4, 5 and 6 for Head teachers and SGAC presidents and vice presidents o Finalise module 4, 5 and 6 for SEOs o Revise modules and modality as needed o Translate module 4,5 and 6 for Head teachers and SGAC presidents and vice presidents o Translate module 4,5 and 6 for SEOs Activity 1.3 Implement scalable training approach for building school leadership capacity o Follow up with SEOs, HTs and SGACs in Burera and Gicumbi districts to complete their self-study modules o Establish communication channels for participants (DEOs, SEOs, HTs, SGAC presidents and vice presidents) from the 10 new Districts who will learn self-study modules

Result 2: Increase Effective Community and Parental Involvement to Improve Literacy Skills

Activity 2.1 Develop and implement a social behavior change communications campaign for literacy, including: o Finalize SBCC strategy, include KAP survey findings and ensure RWAMREC reviews all messages for gender equity o Finalize the contracting process for RWAMREC and ensure they review key training and communications materials for SCOPE and provide training to both Urunana DC and Umuhuza on gender inclusion o Collect views of audiences through audience surveillance surveys that aimed at assessing audience’s perceptions towards program key messaging through Focus Group Discussions and Key Informant Interviews conducted at school, cell, sector or district level depending on the issue being investigated o Ensure that key messages continue to be well incorporated into Urunana radio drama

SCOPE Quarterly Report for the Period July-September 2016

o Urunana and SCOPE MEAL teams continue to monitor the broadcasts for quality and timelines o Collect feedback from listeners through SMS, phone calls, Facebook, website and shared with SCOPE project Focal person (Communications Specialist) and CoP on a quarterly basis o Provide strategic messages for inclusion and gender and focus on Rwanda TV . Hold a consultative meeting with Rwanda TV to discuss key literacy messages and how they can be incorporated in their free timeslots . Discuss a plan on how literacy messages will be incorporated into identified timeslots and programs o Conduct introductory meetings and recruit one selected celebrities/notable figure Activity 2.2 Mobilize parents and the community to improve student literacy, including: o Monitoring the establishment of community libraries, reading clubs, parent awareness workshops, reading events, and other opportunities for the promotion of reading in the villages o Requesting collaboration and conduct introduction meetings into 10 new Districts (in coordination with Soma Umenye) o Monitor, document and report on the lessons learnt and best practices on school- community libraries, reading clubs, other reading events, Umuganda literacy for children and other opportunities for the promotion of reading in the school communities o Monitor LCs trained to evaluate level of understanding of their roles and responsibilities o (Funds permitting) Undertake refresher training for all LCs trained in FY 2016 o (Through Peace Corps volunteers) Provide coaching/mentoring support to Literacy Champions o Conduct advocacy to MINALOC to have Umuganda Literacy officially endorsed in the revised Umuganda policy o Advocate to MINALOC through National Itorero Commission to include literacy activities as option for Urugerero youth national services o Develop TOR for selecting community literacy volunteers (Urugerero) o SCOPE introduction (awareness) meetings in the new 10 districts (in the context of USAID’s Early-Grade Reading Project) o Awareness visit to youth doing Itorero o Organizing district annual review meetings (for Gicumbi and Burera districts) and share with SEOs examples of activities that can be conducted during literacy events Activity 2.3 Promote and Incentivize Local Initiatives for Community Literacy Activities o Develop a module for the management and administration of the Community Literacy Fund with planned completion in Q1 FY2017 o Identify the best approach for disseminating application instructions and eligibility guidelines for the Community Literacy Fund o Work with radio and other media partners to promote literacy events and reading competition winners, particularly at local level on radio, in print, and through relevant websites and social media o Engage identified PPPs in providing support for reading activities held at sector, district, and national levels

SCOPE Quarterly Report for the Period July-September 2016

Activity 2.4 Leverage existing civic service models to support community literacy activities o Document successful experiences of literacy messaging/campaigns o Depending on the outcome of progress on integrating reading into Urugerero national training content, send training and communication materials to Rwanda Reads members on ways in which they can support training of Urugerero o Organize a meeting with the Itorero Chairperson to negotiate the inclusion of literacy messages in the Urugerero curriculum

Result 3: Foster a Culture of Reading

Activity 3.1 Enhance the capacity of Rwanda Reads to support networking, coordination and information sharing among literacy stakeholders: o Seek approval for web portal design from REB, USAID and Rwanda Reads Task Force and Steering Committee o Organize Rwanda Reads learning event o Share monthly updates to keep up the momentum around promoting literacy Activity 3.2 Advance a literacy-promoting advocacy agenda through Rwanda Reads, including: o Submit Literacy Policy to MINEDUC for comments and review o Follow up with working group leaders on moving their plans forward Activity 3.3 Strategically strengthen supply and demand within the children’s book industry. o Share research results on children’s reading preferences and market demand for reading materials for emergent readers within SC, USAID, RR and other relevant stakeholders to improve project performance and the publishing sector actors to discuss implications of the research on the book sector . Organize a results dissemination event on November 25th 2016 o Organize a RWAMREC training for publishers on including positive gender messages in their books o Organize a training for the Internal Book Review Committee on editing children’s books o Organize a training for RCBF and editors on editing children’s books in collaboration with Editions Bakame (TBD in November 2016) o Organize the Abana Writers’ Café every last of the month in October and November 2016 o Organize the first Publishers Evening Talk in November 2016 o Reinforce media engagement through the promotion of the chocolate book campaign and local publishers’ book fair. Activity 3.4 Increase communities’ access to age-appropriate, relevant reading materials. o Make list of books to purchase for the FY2017 o Prepare documents and logistics to purchase, receive and stock books, mats, and storage units that will be distributed to 898 community libraries in the ten districts of phase 2.

Monitoring and Evaluation Plan:

Reviewing quality benchmarks for different activities Field quality monitoring visits for literacy promotion activities implemented by SCOPE Review MEAL tools (Action Tracker, IPTT, Total Reach)

SCOPE Quarterly Report for the Period July-September 2016

SMS data reporting system pilot GIS mapping data collection for new districts Develop accountability strategy Train SEOs on SMS reporting system Field quality monitoring visits for literacy promotion activities implemented by SCOPE Joint quality monitoring visit with Partners SMS data reporting system in action GIS mapping data collection for new districts KAP survey findings dissemination Establish information sharing and complaints and feedback mechanisms (CFM) Train program staff and Partners on Monitoring, Evaluation, Accountability and Learning (MEAL) Establish Complaints and Feedback Mechanisms Development of assessment tools to be used in impact assessment in 2017 Preparing the sampling of districts and school community catchment area

Annexes23

1: Success Story Annex 1: Training on Parent-School Partnerships for Education

2: Success Story Annex II: Launch of Illustrators’ Website

23 Please see the attachments to the main report