final report on grant activities

MAY – 2020

COMMUNITY MOBILIZATION PROJECT FOR BILINGUAL EDUCATION

FINAL REPORT

ON GRANT ACTIVITIES

PARCEIROS

2

Index LIST OF ABBREVIATIONS .............................................. Error! Bookmark not defined.

EXECUTIVE SUMMARY ................................................... Error! Bookmark not defined.

1. INTRODUCTION ..................................................... Error! Bookmark not defined.

2. DESCRIPTION OF METHODS USED FOR THE IMPLEMENTATION AND MONITORING OF ACTIVITIES .................................... Error! Bookmark not defined.

3. DESCRIPTION OF RESULTS ............................................................................................... 4

4. DESCRIPTION OF ACTIVITIES ............................. Error! Bookmark not defined.

5. DESCRIPTION OF THE IMPACT OF ACTIVITIES WITH SUPPORTING DOCUMENTATION ........................................................ Error! Bookmark not defined.

6. DESCRIPTION OF THE PROGRAM'S ACTIVITIESError! Bookmark not defined.

7. PHOTOS OF ACTIVITIES .................................................................................................. 16

8. IMPLEMENTATION CHALLENGES AND SOLUTIONSError! Bookmark not defined.

9. SUCCESS STORIES ............................................................................................................... 20

10.LESSONS LEARNED ............................................................................................................... 22

i

LIST OF ABBREVIATIONS

APRODER- Association for the Promotion of Rural Development;

MINEDH- Ministry of Education and Human Development;

SDEJT- District Services of Education, Youth and Technology;

RTVC- Community Radio and Television;

ZIP- Pedagogical Influence Zone;

EP1-1ST Cycle Primary School;

EP2- 2nd Cycle Primary School;

PR- President of the Republic;

Doc.- Document;

OD- District Officer;

FC- Community Facilitator;

EB- Bilingual Education;

M- Man;

W- Woman;

USB - Universal Port,

SD-Card - Memory Card

USAID- United States Agency for International Development

CE- School Council

PCR- Rotational Savings and Credit

ii

Project: COMMUNITY MOBILIZATION FOR BILINGUAL EDUCATION Strategic Pillar: Education and Human Development

Province: Nampula Target Groups: Local Governments, Parents and Education Guardians, Children and Civil Society.

Donor: USAID - PROGRAMA VAMOS LER Districts: Memba and Lalaua (Nampula). Grant total amount 8,538,262.00MZM

Submission Date: May, 2020

Activity Commencement Date : December, 2018

End date of activities : June, 2020

Written by: João Alexandre Position : Community Mobilization Coordinator Submitted to: Higino Celso Mussequesse Position : Executive Director General Objective of the project:

Disseminate key messages approved by MINDEH and USAID to change parents’ and education guardians’ behavior in relation to teaching and the importance of bilingual education in reading and writing in the initial classes, as well as to strengthen the capacity of SDEJTs, communities and local governments in the context of the teaching and learning process.

1

EXECUTIVE SUMMARY

Children are the fundamental basis for the development of a Nation. For this reason, it became an imperative to introduce into the country's education system, programs that can accelerate the teaching and learning process such as: Vamos Ler Program.

Motivated by the above stated cause, APRODER took the lead as soon as it signed a service grant with USAID, Vamos Ler Program / CREATIVE in December 2018. It planned and implemented a series of activities involving a universe of 1,769 community employees out of 1,978 planned, of whom 751 were men and 1,018 women. This figure represents a total of 89% of community employees directly involved in the community mobilization process.

The failure to comply with the indicator of employees necessary for this process was due to the lack of technical conditions for the transmission of radio programs in the district of Lalaua / Administrative Post of Meti, therefore dictating the absence of listening groups adding up to 209 members to listen the radio programs, representing a percentage of 11% (cf. Database).

Regarding the training of community employees during the period in reference, 33 facilitators, corresponding to 23 men and 10 women and 330 volunteers corresponding to 174 men and 156 women, were trained in the matter of community engagement;

66 School Council members (CEs) were also trained in Early Warning System, of whom 65 men and 1 was a woman, representing 100% of the planned. It is noted that gender equity was hardly felt. Out of 66 presidents of the CE invited to the training meeting, there was a single woman as president from one of the communities in the ZIP of Geba.

66 School Managers were trained in the elaboration of the strategic plan to combat school absenteeism, resulting in the joint elaboration of the aforementioned plans for 66 schools targeted by the project, amounting to 100% of the planned.

With regard to the presentation and exhibition of entertaining plays with key messages approved by MINEDH and USAID in the communities, 111 theater plays out of 130 planned were shown, expressing a percentage of 83%. The same activity involved a total number of 11,734 participants, being 4,604 men, 5,012 women, 918 boys and 1,200 girls.

In the Production and Transmission of radio programs, APRODER had projected this activity in two districts, namely: Memba and Lalaua as areas which are targeted by the project but, technical reasons made it impossible for Lalaua district to carry out this activity, therefore leaving the remaining the district of Memba as the district where the activity took place. 12 out of 14 planned programs were produced, representing n universe of 86% of the planned programs.

In a total of 41 planned programs, 34 were transmitted, representing n universe of 83% of the programs transmitted.

In a total of 113 recordings of listening groups which were planned, 94 were carried out, representing an aggregate of 83%; In relation to discussion meetings with the communities on the teaching and learning process and

the importance of Bilingual Education (EB), 23 were held, involving 8,296 participants, of whom

2

2,815 were men, 4,093 women, 561 boys and 827 girls.

3

1. INTRODUCTION Community Mobilization Project for Bilingual Education The present project is in line with both the national and international programs that Mozambique has ratified, including the general objectives for the development of the teaching and learning process, MINEDH general policies and strategies aiming at improving the quality of education standard in the country. This report provides in detail, the set of activities and results achieved by APRODER during the period in question (December 2018 to June 2020). In its approach, the report presents key contextual aspects relevant to each activity included in the project, describing the main activities, results, challenges, discussions, lessons learned and success stories during the 18 month period (December 2018 to June 2020). In terms of structure, the report presents data related to: Package #I - School Community Campaign Vamos à Escola

1. 1. Personnel and Project Management

• Activity I.1.1. Community mapping; • Activity I.1.2. Recruitment of key project personnel; • ActivityI.1.3.Presentation of the project to District

Governments; • Activity I.1.4. Creation of Community Mobilization group

support; I. 2. Mass Awareness Campaigns for Bilingual Education (66 Schools =

47 Memba + 19 Lalaua) • Activity I.2.1. "Vamos à Escola" campaign • Actividade I.2.2. Radio programs; • Actividade I.2.3. Theater Groups

4

2. DESCRIPTION OF METHODS USED FOR THE IMPLEMENTATION AND MONITORING OF ACTIVITIES

For the implementation and monitoring of the project activities, among several methodologies, APRODER used the following:

• Presentation of the project to the district governments - Launching of the Project to the different Stakeholders (Governments of the District of Memba and Lalaua, SDEJT’s, ZIP’s and of Primary School Directorates of cohort 1) which culminated in the signing of memoranda of understanding between the parties.

• Setting of a community structure based on community mobilization and awareness activities on the importance of Teaching, advantages of Bilingual Education, School Managers’ awareness, Teachers, parents and education guardians and pupils about the importance of attendance, absenteeism reduction and school retention in the teaching and learning process;

• Use of selected communication channels to disseminate key messages approved by MINDEH and USAID to change parents’ and education guardians’ behavior in relation to Teaching and the importance of Bilingual Education in reading and writing in the initial classes;

• Carrying out of mobilization and awareness campaigns on the importance of education and the advantages of Bilingual Education through the Media (radio debates and radio listening groups), theater groups (interactive presentation and exhibition of plays), including lecture sessions in the communities;

• Promotion of regular and continuous dialogues in the communities on Attendance, absenteeism and the importance of enrolling school-aged children in School;

• Training of CE members in Early Warning System as a way to strengthen their skills to respond to their roles and responsibilities within the context of School Community liaison.

• Setting of emergency measures during the COVID-19 pandemic (update of milestone 7 activity during the COVID-19 pandemic emergency);

Tools used for the follow-up, monitoring and assessment of project activities:

• Activity plans (Master, quarterly, monthly and weekly plans)

• Action plan to combat school absenteeism;

• Activity reports (Annual, quarterly, monthly and activity report)

• RTVC activity reports;

• OD / FC data collection forms (forms for screening of pupils at risk of dropping out, home visits forms);

• Lists of attendance and minutes of the meetings (Discussions with the community, presentation and exhibition of plays and radio program listening);

5

• Portraits, audios and videos;

• Success stories.

3. DESCRIPTION OF RESULTS

The involvement of SDEJT's, ZPIs, School Directorates, School Councils, ODs, Facilitators, Volunteers, Theater groups, Radio program listening groups and Community Leaders in the mobilization, awareness and dissemination of key messages approved by MINDEH and USAID for parents’ and Education guardians’ behavior change towards teaching and the importance of bilingual education in reading and writing in the initial classes, resulted in mass adherence in the enrollment processes of school-aged children, reduction in school absenteeism levels, improved attendance and consequently, a significant percentage increase in school retention by 80% in the mapped and APRODER targeted communities of Mamba and Lalaua. It must be noted that in this period of subsidized community activities, the production and transmission of radio programs did not cover Lalaua / Meti district due to lack of technical conditions, thus conditioning the materialization of the activity in 71% as shown in the tables below.

Table1. Employees involved in the process of dissemination and spreading of key messages on Bilingual Education

District

OD’s

Facilitators Volunteers

Theatre Groups Listening Groups

School Councils

N° OD’s

Sex Nr Facil

Sex Nr of Vol.

sex Nr Grup

sex Nr of Grup

sexo Nr of CE

sex M W M W M W M W M W M W

Memba 1 1 0 24 16 8 240 100 135 47 300 350 47 207 310 47 46 1 Lalaua 1 1 0 9 7 2 95 13 82 19 43 130 0 0 0 19 19 0

TOTAL 2 2 0 33 23 10 330 113 217 66 343 480 47 207 310 66 65 1 Source : coord. Reports ./ OD's / Facilitators

The APRODER project has 2 district Officers (ODs), 33 Community Facilitators (FCs), 330 Volunteers, 66 Theater Groups, 47 Radio Program Listening Groups and 66 School Councils. Mobilization, Recruitment and Selection of employees at Community level (Facilitators, Volunteers).

• Table 2. Selected and trained facilitators / volunteers District Facilitators Volunteers Percentage(%)

6

M W M/ W M W M/ W

Memba 16 8 24 161 79 240 100% Lalaua 7 2 9 13 77 90 100% Total 23 10 33 174 156 330 100% Source: ODs’ Technical Team Reports.

33 facilitators were selected, of whom 23 were men and 10 women; 330 volunteers, corresponding to 174 men and 156 women being trained in community involvement. SCHOOL COUNCILS TRAINING IN EARLY ALERT SYSTEM Table 3.Trained Council Schools Members (CE's) District ZIPs Nr. of

Schools Participants Percentage

(%) M W M/W Memba 7 47 46 1 47 100% Lalaua 6 19 19 0 19 100%

Total 13 66 65 1 66 100% Source: Coord/ODs’ Report.

The capacity of the School Councils (ECs) to monitor children at risk of abandonment through dialogues and home visits to raise awareness among parents and education guardians was strengthened. STRATEGIC PLAN TO COMBAT SCHOOL ABSENTISM Table 4. Elaboration of Strategic Plan to Combat School Absenteeism

District ZIPs Nr. of Schools

Participants Percentage (%) M W M/W

Memba 7 47 46 0 47 100% Lalaua 6 19 19 1 19 100%

Total 13 66 65 1 66 100% Source: Coord/ODs’ /Facil Report

79 Strategic Plans to Combat Absenteeism were prepared, of which 13 were for the ZIPs’ Pedagogical Departments of and 66 for School Pedagogical Departments.

RADIOPHONIC PROGRAMS

Table 5. Documents and Radio Program Listening Groups

District # Milestone

Docs of the main radio program topics

Contracts with Community Radios

Radio Program Listening groups

Percentage (%)

Plan. Perf. Plan. Perf. Plan. Perf. Memba

II 1 1 1 1 47 47 71%

Lalaua 1 0 19 0 0%

7

Total 1 1 2 1 66 47 71 % Source: Memba RTV /ODs’ / Facilitators’ Reports

APRODER has one (1) document produced (Main radio program topics), one (1) Contract with Memba Community Radio and Television, 47 Radio Program Listening Groups, amounting to 71% of the indicator. Table 6. Programs Produced /Broadcast and Listening Sessions Recordings District

# of Milestone

Broadcast Programs

Produced Programs

Recordings of Listening Group Sessions

Percentage (%)

Plan. Perf. Plan. Perf. Plan. Perf. Memba

III 7 7 2 2 47 47 100%

Lalaua 7 0 2 0 19 0 0%

Memba

IV 6 6 3 3 16 16 100% V 7 7 3 3 16 16 100% VI 7 7 3 3 15 15 100% VII 7 7 1 1 0 0 100%

Total 41 34 14 12 113 94 83% Source: Memba RTV /ODs’ / Facil. Reports

During the period in question, 34 programs out of 41 planned were broadcast, 12 program productions out of 14 planned, 94 recordings out of 113 planned, representing 83% of the indicator. Table 7. Debates produced / transmitted and spots passed

District # of Milestone

Broadcast Debates

Produced Debates

Spots Percentage (%)

Plan. Perf. Plan. Perf. Plan. Prf. Memba

III 7 7 2 2 120 120 100%

Lalaua 7 0 2 0 120 0 0%

Memba

IV 6 6 3 3 120 120 100% V 7 7 3 3 120 120 100% VI 7 7 3 3 120 120 100% VII 7 7 1 1 120 120 100%

Total 41 34 14 12 720 600 83% Source: Memba RTV /ODs’ / Facil. Reports

In the period in question, 34 debates out of 41 planned were broadcast, 12 debate productions out of the 14 projected, 600 spots passed out of 720 planned, representing 83% of the indicator. Table8. Community Discussion Sessions

District # of regular discussion meetings carried out

# Plays

# Participants M W Boys Girls

Memba 14 27 1500 2394 299 478 Lalaua 9 18 1318 1699 622 349 Total 23 45 2815 4093 561 827

Fonte: ODs’ / Facilitators’ Reports

During the period in question, 23 meetings were held and 45 theatrical plays were performed with a universe of participation of 6,908 adult community members, being 2,815 men, 4,093 women,

8

including the participation of 1,387 young people, of whom 561 were boys and 827 girls, totaling 8,297 of participants.

Table 9. Production and Exhibition of Entertainment Theater Plays in the Communities.

District # of Milestone

# of Theatre Plays exhibited in the communities

Percentage (%) Plan. Real.

Memba

III 13 13 100% IV 13 13 100% V 13 13 100% VI 13 13 100% VII 13 0 0%

Sob - total 65 52 80%

Lalaua

III 13 13 100% IV 13 13 100% V 13 13 100% VI 13 13 100% VII 13 7 54%

Sob - total 65 59 91% Total 130 111 86%

Source: ODs’ / Facilitators’ Reports

Note: The activities in connection with milestone VII, regarding the interactive exhibition of theater plays in the communities were carried out in 27% of the planned due to the emergency situation caused by theCOVID-19 pandemic and the mandatory quarantine, therefore resulting in the suspension and readjustment of the related activities. Exhibition of Interactive Theater Plays in the Communities. The following table shows the number of participants in community mobilization and awareness meetings in the period in question, disaggregated by sex and age group. Table 10. Exhibition of Interactive Theater Plays in the Communities.

District

Theatre play themes in exhibition

Nr. Of Plays Nr. Participants Percenntage

(%) Plan. Perf. M W Boys Girls

Memba

• Advantages of bilingual

65 60 2,615 3,53

2 522 705 92%

9

Lalaua

education in the teaching and learning process;

• Community involvement in bilingual education;

• Importance of monitoring

teaching activities by

providing time, material and snacks for

children in the initial classes;

65 51 1,98

9 1,48

0 396 495 78%

Total 130 111 4604 5012 918 1200 85% Source: ODs’ /Facilitators’ reports

During the period in analysis, 111 plays out of 130 planned were shown, representing a total of 85% of the indicator. 4,604 men and 5,012 women participated in the meetings, amounting to 9,616 of adults. There was also a participation of young people in a total of 2,118, of whom 918 were boys and 1,200 girls, participating in the referred meetings.

1. DESCRIPTION OF ACTIVITIES

Project Personnel Management.

Objective I. To strengthen APRODER's leadership and management capacity at all levels, (Headquarters, District and Community level) to provide flexible and coordinated Community Mobilization activities for EB (Bilingual Education).

RI. 1.1. Strengthened capacity for leadership, management and coordination of Community Mobilization program activities for bilingual education (EB) at provincial, district level, support groups (radio listening groups, cultural groups (theater, singing and dancing) and community.

The perspective of Community Mapping (recognition of APRODER target areas) is supported.

Table 11. Selected and Mapped Communities

District OD Comum. Selection.

Mapped

Communi.

#of Schools

Percentage

%)

Mamba QuindaoA.Abdala 47 47 47 100%

Lalaua Osvaldo E. da Silva 19 19 19 100%

10

SourceÇ

SDEJTs’ community mapping sheet

66 school communities were selected and mapped, of which 47 were in the district of Memba and 19 in the district of Lalaua, amounting to 100% of planned. RI. 1.2. Strengthened capacity of APRODER to create a favorable environment in terms of policies, strategies and programmatic norms for Community Mobilization programs for EB. Capacity for functioning of the support groups for Community Mobilization created and safeguarded.

Table 12: Functionality of support groups for Community Mobilization

District OD Facilit

ators

Volunt

eers Schools

Theater

groups

Listenin

g groups

Percen

tage

(%)

Memba Quindao A. Abdala 24 240 47 47 47 100% Lalaua Osvaldo E. da Silva 9 90 19 19 0 50% Total 33 330 66 66 47 75%

Source: APRODER Technical Repot

Over the period in reference, the community mobilization component worked with 33 Facilitators, 330 Volunteers, 66 Schools, 66 Theater Groups and 47 Radio Listening Groups, contrary to the 66 radio listening groups previously planned in the project. The above objective was not achieved due to the lack of Media Services in Lalaua, specifically in the Administrative Post of Meti where APRODER acting, thus reducing to 47 radio listening Groups. Mass Awareness Campaigns for Bilingual Education (66 Schools = 47 Memba + 19 Lalaua) Objective II. Improve the level of access, demand and use of Youth and Technology Education Services at community project intervention level through mass mobilization, awareness and dissemination campaigns of key messages approved by MINDEH and USAID to change parents’ and education guardians’ behavior towards the importance of Bilingual education in reading and writing in the initial classes (1st, 2nd and 3rd

Grades). RII. 1. The level of community knowledge on Education and the importance of Bilingual Education in the Administrative Posts of Memba- Memba District Headquartes and Meti in the district of Lalaua is improved. The above improvement in the present year considerably increased the levels of demand, access and use of education services by parents and education guardians in project target communities.

5. DESCRIPTION OF THE ACTIVITIES’ IMPACT WITH SUPPORTING DOCUMENTATION

With the description of the progress and impact of Community Mobilization activities in the project's intervention districts, APRODER gives reference to the following. There is data that shows considerable changes in behavior of communities in relation to Teaching and the importance of Bilingual Education, such as:

Total 66 66 66 100%

11

• Testimonials by parents and education guardians, community leaders, Teachers, School Directors, ZIP Coordinators and documents passed by some Schools and ZIPs providing information on retention and reduction in school absenteeism in 2019.

Social changes - interactive activities through the exhibition of theater plays, singing and dancing in light of community mobilization have dragged popular masses of all age groups to the place of concentration and exhibition of cultural activities in leisure times. The above-mentioned activities making the gathering or reunion of friends, family, neighbors and others who live together to talk and learn something that will help to change their attitudes and behavior in relation to mobilization over time easier. In addition, the Community Radio also played an important role in the dissemination of positive messages through radio spots and debates over the period in question. The involvement of the government, religious institutions and communities in an authentic set of ideas, was the great link and learning link for the participants as they could interact directly or indirectly with the interlocutors during the debates through telephone calls, thus contributing with their knowledge for the sake of the behavior change we see in communities today. Cultural changes - it is true that the communities have fun during leisure and ceremonies at local level, but the partnership between APRODER and the Cultural Groups (Theater, singing and dance) created enormous dynamism among these groups in the intervention areas of APRODER, performing in the community, in some government events when duly requested by other communities and becoming an authentic cultural exchange. These movements from one community to another can revolutionize cultural coexistence in the communities and at some point bring moral and spiritual benefits to community members. Changes in the economic context–for our community collaborators, specifically the facilitators who have been benefiting from incentives among other monthly subsidies, these incentives contribute significantly to the economic balance of their household, giving them a chance to afford basic household expenses such as sending their children to school with reference to 33 facilitators, corresponding to 33 households multiplied by 5 members which is the minimum base of a typical Mozambican household. We can also refer to 165 direct beneficiary members out of the indirect beneficiaries who receive help from these relatives. The theater, singing and dancing groups that we incentivize to include micro finance in their cultural activities, PCR (Savings and Revolving Credit) to allow mutual assistance among the members through small business revolving credit for the family. 66 groups consisting of 15 members per group, corresponding to 990 households, multiplied by 5 (minimum household base for a typical household in Mozambique), which statistically translates to about four thousand, nine hundred and fifty (4,950) direct beneficiary members of microfinance activities.

Employee Capacity Building - APRODER trained its community collaborators in the knowing, being and doing issues among others, with reference to community engagement in the same issues. To evidence this, we can refer to the following data - 33 facilitators, 330 volunteers, 66 Presidents of school councils, 66 cultural groups and 47 radio program listening groups totaling 1,936 community members who benefited from the training. RESULT AND IMPACT SAMPLES IN THE TARGET COMMUNITIES

12

APRODER - As a way of assessing data on the impact of community mobilization and awareness activities, it was necessary to collect samples to compare pupil retention before and after the implementation of the project in three schools that were once critical in terms of absenteeism and school retention, e.g. samples in EP1 of Caia in the ZIP of Naquessa and EPI of Mitoca in the ZIP of Memba were collected. The graph below shows the evolution in pupil retention levels in the years 2018 to 2019, at EP1 of Caia in the ZIP of Naquessa, Meti Administrative Post –Lalaua Distict.

The graph shows the evolution in the level of retention for 2nd Grade pupils in the years 2018 and 2019, at EP1 of Mitoca in the ZIP of Memba, - District of Memba

1st Cycle Mitoca Primary School

0

10

20

30

40

50

60

70

Monolingualeducation

Bilingualeducation

Students whodo not knowhow to read

Students whocan associateletters

Students whoknow how toread

13

Comparison Points for Bilingual and Monolingual Education As a way of assessing data on the impact of Bilingual and Monolingual Education. APRODER collected sample data to compare Bilingual and Monolingual Education before and after the implementation of the program. It must be noted that the samples were also taken in three schools from which the Mupeheria Complete Primary School was selected. 1st and 2nd Cycles Mupeheria Primary School The graph below shows the evolution in the level of reading for 2nd Grade pupils in the year 2018 and 2019, at Mupeheria EP2 in the ZIP of Memba –Memba District Headquarters.

0

10

20

30

40

50

60

70

Students whodo not knowhow to read

Students whocan associateletters

Students whoknow how toread

14

0

10

20

30

40

50

60

70

Monolingual education Bilingual education

Students who do not knowhow to read

Students who can associateletters

Students who know how toread

15

1. DESCRIPTION OF PROGRAM ACTIVITIES Activities: Implementation of the project

• In March 2018, the Community Mobilization Project for Bilingual Education was launched to the different Stakeholders (Governments of the Districts of Memba and Lalaua, SDEJT's, ZIP's and Directorates of Primary Schools Directorates of cohort 1) which culminated in the signing of a memorandum of understanding between the parts.

Setting of Ground Structure for Community Mobilization

A community structure was created for community mobilization and awareness activities on the

importance of Education, advantages of Bilingual Education, School Managers’ awareness, Teachers,

parents and education guardians and pupils about the importance of attendance, reduction of

absenteeism and school retention in the teaching and learning process; In order to accomplish the

above objective, there is an involvement of 1,769 community employees out of 1,978 Planned,

which amounts to 751 men and 1,018 women, representing an universe of 89% of community

employees directly involved in the community mobilization process.

Training of Community Employees

• During the period in reference, 33 facilitators and 330 volunteers were trained in community

involvement, of whom 23 were male employees and 10 female employees, 174 male volunteers

and 156 female volunteers;

• 66 School Council members (ECs) were trained in the field of Early Warning System, of whom 65

were men and 1 was a woman, amounting to100% of the planned training;

• 66 School Managers were trained in the elaboration of a strategic plan to combat school

absenteeism, which culminated in the joint elaboration of a plan to combat school absenteeism for

the 66 schools targeted by the project, representing 100% of the planned training;

Presentation and Exhibition of Theater Plays in the Communities

16

• During the period being reported, entertainment plays containing key messages approved by

MINEDH and USAID were presented and exhibited in the communities, representing111 plays out

130 planned and a percentage of 83%. This activity involved

11,734 participants, of whom 4,604 were men, 5,012 women, 918 boys and 1,200 girls.

Dissemination of messages through radio programs

• Production and transmission of radio programs. APRODER had projected the carrying out

of this activity in two Districts, Memba and Lalaua, being areas of the project´s intervention,

but due to technical reasons, the district of Lalaua was unable to put it in place, leaving only

the district of Memba. Therefore, out of the 14 planned programs, 12 were produced,

representing a universe of 86% of the planned;

• 34 out of 41 planned programs were broadcast, representing a universe of 83% of

transmitted programs.

• 94 out of 113 Recordings of Listening group sessions were carried out, representing an

aggregate of 83%;

Reflection Meetings with Communities

• Reflection meetings with communities on the teaching and learning process including the importance of Bilingual Education were held with reference to 23 meetings that produced actions to involve a total of 8,296 participants in the meetings, of whom 2,815 were men, 4,093 women, 561 boys and 827 girls. It is emphasized that the discussion meetings are not restricted as they are outdoors with the presentation of cultural activities that involve big numbers of people. The discussion meetings held exceeded 30 members in participation and this number is based on our estimation. See photos for evidence.

Harmonization of Activities due to COVID-19 Pandemic Emergence • Setting of emergency measures due to COVID-19 pandemic (updating in milestone 7 activity during the COVID-19 pandemic emergency); (1) a radio program was produced (Radio Debate on COVID-19 Prevention Measures and Philosophy of Education during Quarantine), (6) six transmissions totaling 7 , and 120 COVID19 prevention spots and Teaching philosophy, representing an achievement of 100% of the planned for the thirty (30) day period.

PHOTOS OF ACTIVITIES

17

Júnior Uecha (O.C.I) - Memba-Headquaters (RTVC), District of Memba-Nampula, Radio Debate.

Gracinda (Facilitator) - Namigi Community, District of Memba-Nampula, Listening of radio programs

Júnior Uecha (O.C.I) – Community of the Production Block in Meti, District of Lalaua-Nampula, Presentation and exhibition of interactive theater plays in the community.

18

Júnior Uecha (O.C.I) - Mitequereque, Memba District-Nampula, Discussion Meeting on Bilingual Education

Júnior Uecha (O.C.I) - 25 de Junho Community - Meti, Lalaua District -Nampula, Mobilization meeting with the Meti-headquarters singing and dancing group

Júnior Uecha (O.C.I) –Mirogi Community - Meti, Memba District -Nampula, Mobilization meeting with the Meti-headquarters singing and dancing group

19

8. IMPLEMENTATION CHALLENGES AND SOLUTIONS

During the implementation process of the community mobilization project for Bilingual Education, APRODER faced several challenges:

• Obstruction of community access routes, making our access to communities and making our intervention significantly difficult. Measures taken to mitigate the challenge: The access obstruction of the roads in winter has to do with climate (rains). However, it is an act of nature and beyond the control of man. Despite the difficulties, we managed to provide regular follow-up and technical support to assist the employees and support groups. APRODER believes that the problem will remain for a long time as the climate causes erosions and obstructs access to reach distant communities since we have no solutions to mitigate the problem. • The Geographical location makes it difficult to access magnetic waves to capture emissions from local or provincial radio stations at the Administrative Post of Meti / Lalaua District, making it impossible to carry out Production and Transmission of Radio Program activities. Measures taken to mitigate the challenge: There have been several attempts to find immediate or short-term solutions. APRODER unsuccessfully contacted the Community Radio of Lalaua to negotiate and sign a service contract, but because of the distance that separates the two (2) Administrative Posts the magnetic waves that do not reach Meti Administrative Post, making it impossible to conclude a service contract. APRODER, still concerned with the situation and willing to find a solution, contacted the community radio stations in Malema and Ribaué, which was not also successful given the same problem of magnetic waves that cannot be reached by these radio stations in Meti. When the communities were consulted if they were able to get tuned through the provincial broadcaster in Nampula, they also responded negatively, thus making it completely impossible to carry out radio program activities at that Administrative Post during the implementation period. APRODER believes that the solution to this problem can take a long time, but there are alternative measures that can minimize this challenge in the future, such as the recording of radio programs. In the same line, the recorded programs can be repeated within the radio program listening groups using radios with USB or SD input (use of Flash disk and memory card respectively). It is important to note that the purchase of the means (Radios) must be the responsibility of the institution with the knowledge of the partner. • The normal course of activities subject to late disbursement of funds was another challenge for APRODER. Mitigation measures for the challenge: APRODER has always privileged negotiation so that the partners could facilitate the disbursement process of funds to guarantee the normal course of activities, yet this remains as a challenge to overcome. Recommendations for the future: APRODER thinks that soon after accountability, the partner should disburse the funds to facilitate the normal course of the activities without having to make arrangements.

20

• Community leaders feel that APRODER should provide them with incentives such as t-shirts and caps because they are part of the process for stakeholders. Their request may be legitimate, but in the design of the project the purchase of this equipment was not included. Mitigation measures for the challenge: APRODER was unable to satisfy the request made by the community leaders due to the lack of budget appropriation for this item. This is a challenge that we need to take care of in the future as community activities take place with the involvement of community leaders, with special emphasis to Local chiefs (Régulos). • The COVID-19 pandemic and the quarantine declared by the PR, conditioned the carrying out of the community activities for an indefinite period of time. Mitigation measures to the challenge: APRODER was forced by the circumstances to harmonize the activity plan to be in line with the recent event, replacing the activities of direct involvement with the communities with mobilization and awareness activities with radio programs containing topics on COVID-19 prevention measures and the philosophy of Bilingual Teaching during the quarantine period. To safeguard the health of employees, APRODER adopted a work from home approach for all employees and meeting in the offices in cases of extreme need, such as visits to communities, but with all preventive measures taken. • Disinformation on some project and government activity processes in the communities: Disinformation in the communities has negatively affected the normal course of daily activities of the project and government whenever it takes place. However, depending on the level of disinformation, the population can vandalize the means, even creating riots that can lead to deaths. Mitigation measures to the challenge: To minimize cases of this nature, it is an imperative to be transparent during the implementation of the government activities and projects, creating good relations with local leaders and communities throughout the implementation process as to avoid distrust in the essence of the project.

9. SUCCESS STORIES Success Story I

“IT IS NO LOGER A CONCERN FOR MY SON TO

GO TO SCHOOL”

Sara Ali, is a 36-year-old lady with three

children, one of whom is school age. She

21

lives in the community of Chapala in the district of Memba - Nampula. Due to her desire

and strong feeling to see her son studying, she enrolled him at the age of 6 as a way to envision a

better future. During the journey he faced some difficulties: “My son, since he was enrolled in

school, never wanted to attend”. It is in these conditions that comfort, respect as well as the

encouragement must be demonstrated by the family, whose participation in the children's lives is

fundamental, so Ms. Sara said: “although we have made a lot of effort to persuade him to

return to school, we did not succeed. Then, we were visited by the APRODER

mobilizing team on Bilingual Education, they asked my son if he was studying and he

said no, because he simply didn't like it! ”. Our communities are formed from cultural,

religious beliefs, different social and economic grounds and these conditions go hand in hand with

social expectations, then the team took action: “They advised him to study in order to

become somebody important, they asked if he did not want to fly a plane, and they

kept on giving him advice and motivating him to see the advantages of studying while

talking to him”. Recognizing and applying these concepts are practices that seek to improve the

quality of life of people, in awareness campaigns, it is essential to understand who the people that

will be impacted are and how they would like the changes to happen. Ms. Sara said in a good mood:

“it is no longer a concern for my son to go to school”, with a smile on the face she added:

“Actually, I liked and I am thankful for the intervention by APRODER officers in

advising my son here in Chapala to go back to school, he has already passed to 2nd

Grade because last year he frequented 1st Grade, I liked it and I hope to receive your

help always”. Therefore, there is an incentive that also stimulates the communities in the district

and public in general; Ms. Sara created a reference network and played an important role in

encouraging more people from that region: “I appeal to all families in Memba, especially

mothers who have their children reluctant or who do not want to go to school, do not

wait for APRODER mobilizers to come, motivate and take your children to school so

that Memba can move forward”..

https://video.wixstatic.com/video/f47e10_fd726fc8ad6c4c6986dfa77bc874b93d/480p/mp4/file.mp4 Note: How to access the videos through the link - copy and paste in the search bar of the browser and press the Enter key. Success Story II

I AM NOW A HAPPY MOTHER OF MY 04

CHILDREN

https://video.wixstatic.com/video/f47e10_fd726fc8ad6c4c6986dfa77bc874b93d/480p/mp4/file.mp4

22

Ms. Amélia Muterua is a single mother, head of family with 04 children, living in 1 de Junho community in the locality of Naquessa, Administrative Post of Meti, district of Lalaua- Province of Nampula. Today she considers herself as happy because of her new life because her children now attend school. In her speech during a conversation with the APRODER technical team she said: "I am the mother of 04 children who did not want to attend school". We consider a nuclear family as one where the main financial provider is the father and the mother is dedicated exclusively fort o the education of the children and administration of the home. If is different for Ms. Amélia, She got divorced in 2013 and became responsible for her 04 school age children. '' I have supported my children to study, so that when we go to produce and sell our agricultural products, since I did not study and I am not married, they can help me to check the kilograms on the scale ”. Through the daily lives of the children, Ms. Amelia says that she has been observing many changes in her children in the last two months in the new way in which they conduct personal interaction that are beginning to be noticeable. '' since the classes started, my children have never missed school unless they are sick and I feel that it will be such that as longe they are healthy, they will never miss school. Even if one of them is sick I will inform the school that my son is unwell.'' The care given to the children caused greater affection and the children developed the taste and love for school. “I am grateful for this project and I want my children to go ahead. Personally, today I feel very happy and with the help of God I hope that my children learn to read and write, this is what we look for” for a progressive evolution in consciousness of rural families in response to transforming attitudes, Ms Amélia says she is willing to help their school-aged children to actively attend classes and school activities. https://video.wixstatic.com/video/f47e10_018be68de317488990ceeb180e53749b/360p/mp4/file.mp4 Obs: How to access the videos through the link- copy and paste in the search bar of the browser and press the Enter key. Success stories like these of (Ms. Sara and Ms. Amélia) are many around the communities targeted by the project in the districts. APRODER has chosen the two stories above as a sample of the impact that the community mobilization process has created in the district communities in reference.

1. LESSONS LEARNED The dissemination of the key messages approved by MINEDH and USAID, including the importance of Education and Advantages of Bilingual Education were widespread in the communities due to the involvement and participation of women in the whole community mobilization process. By their nature, women are the guarantors of the community mobilization processes. Recommendations: APRODER recommends the project designers involve more women than men in mobilization activities at all times and whenever needed. This can be justified by the fact that communication fluidity in women seems to be more dynamic and flexible among themselves when compared to men. The coordination of activities with the media is an asset in the community mobilization process, since the transmitted messages are fluent, comprehensive and facilitate the process of influencing changes in practices, behavior and policies in the communities where the project operates.

https://video.wixstatic.com/video/f47e10_018be68de317488990ceeb180e53749b/360p/mp4/file.mp4

23

Recommendations: Whenever dealing with community mobilization activity, the involvement of the media must be taken into account as fast and effective means for social communication; Local governments: The involvement of community leaders in public listening processes, discussion meetings, meetings, lectures with employees and dissemination of key messages by communities is a useful strategy in the fight for practice change in human development. The coordination of activities with community leaders using the voluntary model is neither practical nor sustainable in Africa, especially in Mozambique. In order for coordination to be practical and sustainable, the leaders must somehow have incentives to motivate them, for example: a t-shirt and a cap that can identify him or her as a collaborator, thus being one of the things they want to see. The lack of these incentives for the chiefs resorting to voluntary policies weakens their performance a little because in fact they do it with the hope of having something in return that sooner or later will arrive and when something does not arrive they become desperate and weaken in their performance; The involvement of cultural groups in the community mobilization process is a unique and right strategy for the mass mobilization of today's communities. Nowadays, when calling the communities to attend a meeting or lecture, the level of attendance is usually low compared to meetings with interactive exhibition of cultural activities which attract many people. Communication through community entertainment shows to be efficient for dissemination of good practices and behavior change in the communities. Negative impact of disinformation on communities: The action of disinformation in communities has negatively affected the normal course of day-to-day activities of the projects and government whenever it takes place. Meanwhile, depending on the level of disinformation, the population can vandalize the means, even creating riots that can lead to deaths. To minimize cases of this nature, it is always an imperative to create good relationships with local leaders and communities throughout the project implementation process to avoid distrust in the essence of the project. ATTACHMENTS

• Attachment 01:Memoranda of Understanding 1. Memoranda of understanding with SDEJTs( Samples); 2. Memoranda of understanding with School Education Directorates; (Samples); 3. Memoranda of understanding with theatre groups (Samples)

• Attachment 02: Production and emission of radio programs

1. Service rendering agreement with Memba RTVC; 2. Forms for Radio programs data collection;

• Attachment 03: Community Meeting Data Collection Forms 1. OD / FC Report Sheets (Sample) 2. Minutes of Meetings (Sample) 3. List of Participants (Sample); 4. Data sheet for the monthly report (Sample).

24

5. Registration form for pupils at risk of dropping out (Sample). 6. Home visit registration form (Sample) Video Summary of the Implementation Process for the Community Mobilization Project on Bilingual Education (Vamos Ler 2018 -2020 Program). https://video.wixstatic.com/video/f47e10_ae3e7b413cce44b6b846383441a1330f/720p/mp4/file.mp4 Note: Note: How to access the videos through the link - copy and paste in the search bar of the browser and press the Enter key.

https://video.wixstatic.com/video/f47e10_ae3e7b413cce44b6b846383441a1330f/720p/mp4/file.mp4

https://video.wixstatic.com/video/f47e10_ae3e7b413cce44b6b846383441a1330f/720p/mp4/file.mp4

25

ATTACHMENT 01:

MEMORANDA OF UNDERTANDING

(LOGO)

26

Association for the Promotion of Rural Development

Headquarters: Rua dos Combatentes, Casa no Nº 06, 1º Andar, Direita

Telehone 21085022; Cell: +258845261978/+258850353557;

E- mail: [email protected], Nampula - Mozambique

To: Memba Community Radio Att: unreadable Ref Nr: ____ APRODER / NPL / 2019 Date: March 25, 2019

Subject: Memo forwarding

Dear Mr. Director,

The Vamos Aprender! USAID / Program is an initiative conceived in collaboration with the Ministry of Education and Human Development, aimed at oral, reading and writing skills in in the Initial classes (1st , 2nd and 3rdGrades) using the Bilingual Education Approach in the provinces of Nampula and Zambezia..

In the scope of the above stated program, APRODER intends to implement the Community Mobilization Project for Bilingual Education in partnership with CREATIVE between December, 2018 and June, 2020. However, as there is a need to use the Community Radio of Memba for community mobilization actions, we hereby submit the respective memorandum in two (2) copies for your appreciation and signature.

Warm greetings.

(Stamp and illegible signature)

mailto:[email protected]

27

MEMORANDUM OF UNDERSTANDING

BETWEEN

Association for the Promotion of Rural Development, hereinafter referred to as APRODER –Npl, with its Head Office located at Rua de Monomotapa, S/N,

R/C (Behind Letsego Bank) Fax: 21085022; Cell: 258845261978/+258850353557, E- mail:

[email protected],

Nampula - Moçambique

AND Ministry of Education

District Service of Education, Youth and Technology of Memba, hereinafter referred to as SDEJT-Memba, located at the Main Road of the Memba District

Headquaters.

Community Mobilization Project for Bilingual Education

Duration: 18 Months–December, 2018 to June, 2020

Memba, March, 2019


28

PARTNERSHIP MEMORANDUM

BETWEEN

Association for the Promotion of Rural Development, hereinafter referred to as APRODER, with its Office at Rua de Monomotapa, S/N, R/C (Behind Letsego Bank) in Nampula City, in this act represented by Mr. Higino Celso Mussequesse as its Executive Director;

AND

District Service of Education, Youth and Technology of Memba, hereinafter referred to as SDEJT - Memba, located at the Main Street of Memba District Headquaters and duly represented in this act by Mr. Rodrigues Celestino Brás, as Director, in good will, celebrate this Memorandum of Understanding (MOUMoU), which shall be governed by the following clauses:

Clause I

(Scope)

The present MoU is intended to galvanize actions within the scope of the Project for Community Mobilization in the area of Bilingual Education, implemented by APRODER, in partnership with CREATIVE Vamos Ler!

Clause II

(Object)

The main objective of this Memorandum of Understanding (MoU) is to ensure the liaison between APRODER and SDEJT of Memba in all activities in connection with the program, contributing to the strengthening of the skills and participation of schools, ZIPs, School Councils, Community Leaders and Communities so that they can take action and be endowed of ownership towards the program's actions and objectives.

Clause III

(Objective)

Strengthen the strategy and link for greater involvement of the school community and all related stakeholders in all program implementation processes.

29

Clause IV

(Duration)

This Memorandum is valid for a period of (18) months, with effect from December 2018 to June 2020 and while project implementation occurs.

The present MoU may be reviewed at any moment and/or extended for a period to be agreed upon by the parties in order to accommodate aspects of collaboration that are not duly

incorporated, upon expression of interest by any part.

Clause IV

(Principles)

This MoU will be governed by the following principles:

1. Good faith: The parties directly involved, commit themselves, to always act in good faith, avoiding, at any moment, acting deliberately with the intent to negatively affect the other beneficiaries:

2. Collaboration: The parties shall collaborate in a professional, friendly and fruitful way, distancing themselves from everything that can be detrimental for the achievement of the desired results

3. Effective communication: The parties should always observe effective communication to avoid litigations, to the detriment of the parties.

4. Autonomy: Notwithstanding the existing collaboration between the parties, the parties reserve the right to discuss emerging issues as a result of the misinterpretation of the present Memorandum.

5. Freedom and equality: in the scope of activity monitoring, the parties should act freely and equally in favor of their mutual interest;

6. Transparency: the parties shall act transparently, assumes the prior sharing of all information concerning the object of joint work.

30

Clause VI

(APRODER RESPONSIBILITIES)

• Share plans and progress reports on the program

• Provide relevant information about the program

• Select the Community Facilitators together with the Memba SDEJT

• Train School Council Members, ZIP Coordinators and Community Members, including the school community in skills to be able to implement the Community Mobilization Project for Bilingual education

• Ensure the quality of the program's implementation

• Involve Focal Points of the SDEJT of Memba in the implementation of the program

Clause VII

(Memba SDEJT Responsibilities)

Within the scope of the present Memorandum, Memba SDEJT undertakes to:

• Facilitate communication and linkage with Schools, ZIPs, School Councils and the school community;

• Approve APRODER to work with schools covered by the program

• Assist in the mobilization of schools covered by the program;

• Ensure the involvement and commitment of the School Directorates

Covered by the program;

• Facilitate APODER liaison with the communities and other relevant entities;

• Participate in the trainings, workshops and seminars provided by APRODER and /or its financing partner;

• Engage in APRODER program activities to implement the agreements agreed with its partners;

• Ensure the involvement of district Focal Points in activities under the program;

31

• Ensure APRODER marketing in all program implementation stages;

• Participate in joint monitoring activities with APRODER.

Clause VIII

(Relationship between the Parties)

APRODER Npl and SDEJT-Memba- are entities independent from each other, and: (a) neither

party is an agent of the other or has the right or authority to enter into agreements, transact or assume

obligations on behalf of the other, except when specifically agreed in this Agreement; and (b)

nothing in this Agreement should be construed as a mechanism for creating employment

relationships, social participation or joint-venture between the parties, or between one of the parties

and employees, agents or employees of the other.

Clause IX

(Applicable Law and Dispute Resolution)

The present collaboration Agreement is governed by the laws of Mozambique. The parties

hereby agree that any dispute or claim arising out or in connection with this Agreement, or any

breach or alleged breach regarding its existence, shall first be referred for resolution, in good will, to

the senior representatives of the parties not directly related to the dispute, and failing such resolution,

through mediation.

In the case of dispute in connection with the implementation of this Agreement which

cannot be resolved under the above provided terms within thirty (30) days prior to written

notification, then such dispute shall be resolved by arbitration and the arbitrator´s award shall be

final and homologated by any jurisdictional court. The arbitration shall be held in Portuguese.

Clause X

(Suspension)

In case of force majeure, either party may request the suspension of this memorandum provided they notify the other party with sixty (60) days’ prior notice.

32

Clause XI

(Final Clause)

1. The present MEMORANDUM OF UNDERSTANDING constitutes the sole record of the agreement between the parties in relation to its subject matter and no representation, incentive, oral promise or agreement or otherwise between parties not included in this instrument will have legal force or binding character. This Memorandum may be supplemented, altered or modified by the parties only in writing. If any provision of this Memorandum is determined by a competent court as being invalid or inapplicable, the remaining part of it shall be in force, except the provisions deemed invalid or inapplicable. Each valid provision expressed herein shall be fully applied and permitted by law.

2. For all purposes, two (2) copies of this Agreement are deemed to be the originals and all of which taken together shall constitute one and the same instrument and duly stamped and signed by the parties entering into this agreement, with each party having a copy.

Made and signed in Memba, on 26th of March, 2019

By: APRODER Npl By: SDEJT-Memba

Name: Higino Celso Mussequesse Name: Rodrigues Celestino Braz

Title: Execute Director Title: Director

(Stamp and illegibly signed) (Stamp and illegibly signed)

33

MEMORUNDUM OF UNDERSTANDING

Between

Association for the promotion of Rural Development, hereinafter referred to as APRODER – Npl, with its Head Office located at Rua de Monomotapa, S/N,

R/C (Behind Letsego Bank) Telephone: 21085022; Cell: 258845261978/+258850353557, E- mail:

[email protected],

Nampula - Moçambique And

District Service of Education Youth and Technology of Memba, hereinafter referred to as SDEJT-Memba/

CATAIA PRIMARY SCHOOL


Duration: 18 Months–December, 2018t o June, 2020

Memba, 11th April, 2019


34


BETWEEN

Association for the Promotion of Rural Development, hereinafter referred to as APRODER, with its Head Office located at Rua de Monomotapa, S/N, R/C (Behind Letsego Bank) in Nampula City, in this act represented by Mr. Higino Celso Mussequesse as its Executive Director;

AND

EP1, EP2 or EPC of CATAIA located in the District of Memba, MEMBA HEADQUARTERS Administrative Post, Community of CATAIA, in this act, duly represented by Mr. PATRÍCIO TOMÁS VARETEQUE, enter the present Memorandum of Understanding, (MOUMoU), which shall be governed by the following clauses:

Clause I

(Scope)

The present MoU is intended to galvanize actions within the scope of the Project for Community Mobilization in the area of Bilingual Education, implemented by APRODER, in partnership with CREATIVE Vamos Ler!.

Clause II

(Object)

The main objective of this (MoU) is to ensure the liaison between APRODER and SDEJT of Memba in all activities in connection with the program, contributing to the strengthening of the skills and participation of schools, ZIPs, School Councils, Community Leaders and Communities so that they can take action and be endowed of ownership towards the program's actions and objectives.

Clause III

(Objective)

Strengthen the strategy and link for greater involvement of the school community and all related stakeholders in all program implementation processes.

35

Clause IV

(Duration)

This Memorandum is valid for a period of (18) month, with effect from December 2018 to June 2020.

It may be reviewed and/or extended for a certain period, at any time, upon agreement between the parties as to accommodate aspects of collaboration that are not incorporated, upon expression of interest by either part.

Clause V

(Principles)


1. Good faith: The parties directly involved, commit themselves, if activated, to act in good faith, avoiding to act deliberately with the intent to affect negatively the other beneficiaries:

2. Collaboration: The parties shall collaborate in a professional, friendly and fruitful way, distancing themselves from everything that can be prejudice for the achievement of the desired results;

3. Effective communication: The parties should always observe effective communication to avoid litigations, to the detriment of the parties;

4. Autonomy: Notwithstanding the existing collaboration between the parties, the parties reserve the right to discuss emerging issues resulting from the misinterpretation of the present Memorandum.

5. Freedom and equality: in the scope of activity monitoring, the parties should act, freely and equally in favor of their mutual interest;

6. Transparency: The parties shall act transparently, which must be translated in the prior sharing of all information concerning the object of joint work.

36

Clause VI

(APRODER RESPONSABILITIES)



• Select from the Memba SDEJT, the Community Facilitators

• Train School Councils Members, ZIP Coordinators and Community Members, including the school community in skills as to be able to implement the Community Mobilization Project for Bilingual education •


Clause VII









• Participate in the trainings, workshops and seminars provided by APRODER and / or its financing partner;

• Engage in APRODER program activities to implement the agreements agreed with its partners;

• Ensure the involvement of Focal Points in activities under the program at district level;


37


Clause VIII


APRODER Npl and SDEJT-Memba - are independent entities from each other, and: (a) neither

party is an agent of the other or has the right or authority to enter into agreements, transact or assume

obligations on behalf of the other, except when specifically agreed in this Agreement; and (b)

nothing in this Agreement should be construed as a mechanism for creating employment


and employees, agents or employees of the other.

Cause IX






through mediation.


can not be resolved under the above provided terms within thirty (30) days prior to written


final and homologated by any jurisdictional court. The arbitration shall be held in the

Portuguese language.

Clause X

(Suspension)

In case of force majeure, either party, may request the suspension of this memorandum (60) days after notifying the other party.

38

Clause XI

(Final Clause)

1. The present MEMORANDUM OF UNDERSTANDING constitutes the sole record of the

agreement between the parties in relation to its subject matter and no representation, oral

incentive, promise or agreement or otherwise between parties not included in this instrument

will have legal force or binding character. This Memorandum may be supplemented, altered

or modified by the parties only in writing. If any provision of this Memorandum is

determined by a competent court as being invalid or inapplicable, the remaining part of it

shall be inforce, except the provisions deemed invalid or inapplicable. Each valid provision

expressed herein shall be fully applied and permitted by law.

2. For all purposes, two (2) copies of this Agreement are deemed to be the original and all of which taken together shall constitute one and the same instrument and duly stamped and signed by the parties entering into this agreement, each party having a copy being.


By: APODER Npl By: CATAIA EP1

Name: Higino Celso Mussequesse Name: PatrícoTomásVareteque

Tittle: Execute Director Tittle: School Director


39

MEMORUNDUM OF UNDERSTANDING

Between


Headquarters: Rua dos Combatentes, Casa no Nº 06, 1º Andar, Direita

Telephone 21085022; Cell: +258845261978/+258850353557;E- mail: [email protected]

Nampula - Mozambique And

PEDAGOGICAL INFLUENCE ZONE (ZIP) THEATRE GROUPS (THEATRICAL)


Duration: 18 Months–December, 2018to June, 2020

Memba, 12th April, 2019


40


BETWEEN

Association for Rural Development, hereinafter referred to as APRODER, with its Head Office located at Rua de Monomotapa, S/N, R/C (Behind Letsego Bank) in Nampula City, in this act represented by Mr. Higino Celso Mussequesse as Executive Director;

AND

EP1, EP2 or EPC or MEMBA HEADQUARTERS, located in the District of Memba, Administrative Post of Memba Headquarters, Community of Memba Headquarters, in this act, duly represented by Ms. JACINTA ARMINDA ANTONIO, as its School Director, enter the present Memorandum of Understanding, (MOU), which shall be governed by the following clauses:

Clause I

(Scope)

The present MoU is intended to galvanize actions within the scope of the Project for Community Mobilization in the area of Bilingual Education, implemented by APRODER, in partnership with CREATIVE VamosLer.

Clause II

(Object)

The main objective of this (MOU) is to ensure the liaison between APRODER A ZIP of MEMBA-SEDE and TUFO-BEIRA MAR THEATER GROUP in all activities in connection with the program, contributing to the strengthening of the skills and participation of schools, ZIPs, School Councils, Community Leaders and Communities so that they can take action and be endowed of ownership towards the program's actions and objectives.

Clause III

(Objective)

Strengthen a strategy and link for greater involvement of the school community and all related stakeholders in all program implementation processes.

41

Clause IV

(Duration)

This Memorandum is valid for a period of (18) months, with effect from December 2018 to June 2020.

It may be reviewed and/or extended for a certain period at any time, upon agreement between the parties to accommodate aspects of collaboration that are not incorporated, upon expression of interest by either part.

Clause V

(Principles)


7. Good faith: The parties directly involved, commit themselves to acting in good faith, avoiding acting deliberately with the intent of negatively affecting the other beneficiaries:

8. Collaboration: The parties shall collaborate in a professional, friendly and fruitful way, distancing themselves from everything that can be prejudice the achievement of the desired results;


10.Autonomy: Notwithstanding the existing collaboration between the parties, the parties reserve the right to discuss emerging issues resulting from the misinterpretation of the present Memorandum;


12. Transparency: The parties shall act transparently, which assumes the prior sharing of all information concerning the object of joint work.

42

Clause VI

(Aproder Responsabilities)



• Select the Community Facilitators together with the Memba SDEJT,

• Train members of School Councils, Coordinators of ZIPs and the school community in skills for the implementation of the Community Mobilization for Bilingual Education Project


• Involve the Focal Points of the SDEJT in Memba in the implementation of the program.

Clause VII









• Participate in the trainings, workshops and seminars provided by APRODER and /or its financing partner;

• Engage in APRODER program activities to implement the agreement as agreed with its partners;

• Ensure the involvement of district Focal Points in activities under the program;


43


(Responsibilities of the Cultural Groups)

• Within the scope of this Memorandum, the Cultural group of TUFO-BEIRA MAR

undertakes to:

• Support community mobilization in the campaigns of “Bilingual Education” and “Vamos à

Escola” using theater plays included in the program;

• Ensure the involvement of the community in the mobilization campaigns, sensitization and

full commitment of the community and religious leaders, passing key program messages;

• Participate in the trainings, workshops and seminars provided by APRODER and /or its

financing partner;

• Involve Community Leaders (Local leaders, Cabos and Queens), Religious Leaders

(churches, mosques) in the implementation of the program;

• Participate in the permanent jointly monitoring activities with APPRODER.

Clause VIII


APRODER Npl, and MEMBA SDEJT and CULTURAL GROUPS - are independent entities

from one another, and: (a) neither party is an agent of the other or has the right or authority to enter

into agreements, transact or assume obligations on behalf of the other, except when specifically

agreed in this Agreement; and (b) nothing in this Agreement should be construed as a mechanism for

creating employment relationships, social participation or joint-venture between the parties, or

between one of the parties and staff, agents or employees of the other.

44

Cause IX






through mediation.





Clause X

(Suspension)

In case of force majeure, either party, may request the suspension of this memorandum provided they notify the other party within (60) days’ notice.

Clause XI

(Final Clause)

1. The present MEMORANDUM OF UNDERSTANDING constitutes the sole record of the

agreement between the parties in relation to its subject matter and no representation,

incentive, oral promise or agreement or otherwise between parties not included in this

instrument will have legal force or binding character. This Memorandum may be

supplemented, altered or modified by the parties only in writing. If any provision of this

Memorandum is determined by a competent court as being invalid or inapplicable, the

remaining part of it shall be in force, except the provisions deemed invalid or inapplicable.

Each valid provision expressed herein shall be fully applied and permitted by law.

45

2. For all purposes, two (2) copies of this Agreement are deemed to be the original and all of which taken together shall constitute one and the same instrument and duly stamped and signed by the parties entering into this agreement, with each party having a copy.


By: APRODER Npl By: ZIP nº 4-Memba Headquarters

Name: Higino Celso Mussequesse Name: Jacinta Armando António

Title: Execute Director Title: ZIP Coordinator


By: Tufo Beira Mar

Name .CarlitosOssufo

Title: President

(Illegibly Signed)

46

(LOGO)

Association for the Promotion Rural Development

Headquarters: Rua doMonomotapa, S/N, R/C (Behind Letsego Bank) Telephone: 21085022; Cell: +258845261978/+258850353557;E- mail: [email protected],

Nampula - Mozambique LIST OF PARTICIPANTS

Memba Headquarters, 11th April, 2019 Attachment 1, Page 53

Nr.

Full Name Tufo Beira Mar Cultural Group

SEX CONTACT M F

1 Carlitos Ossufo F 871340295 2 Belinha Manuel F 860403856 3 Leonoura José F 4 Catarina Manuel F 5 Ilda Patricio F 6 Achira Inacio da Silva M F 872883319 7 Caidano Momade M F 8 (Unreadable) F 84031027O 9 Muhahija Ernesto F 864192490

10 Maria Manuel F 11 Elizabe Mupequia


47

ATTACHMENT O2

Production and Dissemination of Radio Programs

48

(LOGO)

Association for the Promotion of Rural Development, hereinafter referred to as APRODER–Npl, with its Head Office located at Rua de Monomotapa, S/N, R/C (Behind Letsego Bank)

Telephone: 21085022; Cell: 258845261978/+258850353557, E- mail: [email protected]

Nampula – Mozambique

Project: In the scope of USAID Project/Vamos Ler, Community Mobilization Project for Bilingual Education

Duration: From 1st May, 2019 to 30th April, 2020

SERVICE RENDERING CONTRACT

Between

Association for the Promotion of Rural Development, hereinafter referred to as APRODER-Nampula

And

Memba Community Radio and Television- Memba RTVC


49

Between:

Association for the Promotion of Rural Development, hereinafter referred to as APRODER, with its Office at Rua de Monomotapa, S/N, R/C (Behind Letsego Bank) in Nampula City, in this act represented by Mr. Higino Celso Mussequesse as the Executive Director;

And

Memba Community Radio and Television, Institute for Social Communication Institute’s (ICS) Broadcasting Station,with its Head Office located in Memba District, Nampula Province hereby represented by Mr. Assuate Satar Muquele, as the RTVC Coordinator respectively, with sufficient powers for this act, hereinafter referred to as “RTVC of Memba”.

Accordingly, the present Contract of Service Rendering, (hereinafter referred to as “Contract”) is concluded and shall be governed by the following clauses:

Clause I

(Scope)

The present Contract is intended to develop community mobilization programs on the importance of Bilingual Education in Memba District, in the scope of the program and in partnership with CREATIVE VamosLer.

Clause II

(Object)

1. Under the present Contract, Pemba RTVC undertakes to produce and broadcast 12 debates / radio programs on the importance of bilingual education and children's learning, at prime time, according to the terms and conditions stipulated in this Contract.

2. The contents for the production of Debates / programs listed above shall be made available by APRODER Npl in advance.

1.

Clause III

(Objective)

Strengthen the strategy and link for greater involvement of the school community and all

50

related stakeholders in all program implementation processes.

Clause IV

(Duration)

This Contract is valid from May 2019 to 30th April, 2020, being the period in which the program shall be implemented. The Contract shall be reviewed, reduced and/or extended at any instant given prior agreement between the parties to accommodate aspects of collaboration that are not incorporated, upon expression of interest by either party.

Clause V

(Principles)

This Contract will be governed by the following principles:

1. Good faith: The parties directly involved, commit themselves to acting in good faith, avoiding deliberately acting with the intent to negatively affect the other beneficiaries.

2. Collaboration: The parties shall collaborate in a professional, friendly and fruitful way, distancing themselves from everything that can be prejudice for the achievement of the desired results;


4. Autonomy: Notwithstanding the existing collaboration between the parties, the parties reserve the right to discuss emerging issues as a result of the misinterpretation of the present Memorandum.


6. Transparency: The parties shall act transparently, which assumes the prior sharing of all information concerning the object of joint work.

51

Clause VI

(Price)

1. For the provision of services, the Association for the Promotion of Rural Development, APRODER, shall pay a total amount of 324,000.00 in Meticais (Three hundred and twenty-four thousand Meticais) in check or bank transfer in the account: 301482647100, Standard Bank in the name of Memba Community Radio and Television.

2. The amount referred to in number 1shall be paid in three (3) installments, under the following terms:

a) 134,000.00 Mt after signing the Contract (as an advance);

b) 100.000.00 Mt after the confirmation of radio Debates/programs broadcasting and submission of the 1st installment performance Report;

c) 90.000.00 at the end, after confirmation of all Debates / programs and submission of the 2nd installment performance Report.

Subsequently, the submission of the Final performance Report.

3. The transmitted Debates/programs must be recorded (in CD, Flash or other suitable means), including their sharing on Telegram x.

Clause VII

(APRODER Obligations)

1. Pay the costs in accordance with the price defined in Clause Sixth for the production and broadcasting of 12 radio debates/programs, during the surveillance of the Contract and as shown in the table below;

52

Table.1 Details of Debates /Programs emissions, including production and insertion costs

Radio Debates/programs Transmission and Insertion Costs

Installments/Milestones Year/Month Nr. of production and transmission of

debates per Month

Nr. of debates broadcast per

Month

Cost

I May,2019 1 2

134,000.00mt June, 2019 1 2 July, 2019 1 2 August, 2019 1 2 September, 2019 1 2

II October, 2019 1 2 100;000.00mt November, 2019 1 2

December, 2019 1 2 III January, 2020 1 2

90,000.00mt February, 2020 1 2 March, 2020 1 2 April , 2020 1 2

Total 324,000,00mt

2. Ensure the participation of SDEJT and School Councils in the program production process;

3. Create conditions for each radio debate /program to have a residing specialist, whenever deemed necessary and depending on the topic

4. Provide materials/messages to be used in the radio Debates / programs;

5. Supervise the selection of material, production and insertion of programs;

6. Mobilize the involvement of ZIP Coordinators, Teachers, CE Members, Facilitators, Members of Listening groups and community in the production of programs;

Clause VIII

(Memba Community Radio and Television Obligations)

Within the scope of the present Contract, Memba Community Radio and Television Radio undertakes to:

1. Create specific space in their grid, during prime time, of 30 minutes on

53

Wednesdays, from 1610 hrs to 1640 hrs, dedicates to the emission of a monthly Debate/Radio program on the importance of teaching, with a suggestive name, related to the subject, and with a focus on bilingual education;

2. Conduct two (2) repetitions of the Debate/Radio program referred in the previous point, every Friday, at the same time;

3. Emit 4 promotional spots per day, from Monday to Sunday, produced by the Memba Community Television and Radio;

4. Create humane conditions, allocation of three Radio technicians as Producer, Presenter and Editor/Sounder of Programs;

5. After confirmation of the reception of monetary values, the Memba Community Television and Radio must write and deliver an Invoice and Receit to APRODER Npl;

6. Assure that the ZIP Coordinators, School Directors, School Councils, Community and Religious Leaders, Facilitators and dance and theater groups an model listeners, are used as resources in the process of production of mobilization messages about bilingual teaching;

7. Assure that before the insertion of the produced programs, they have the approval of SDEJT, APRODER/C CREATIVE Vamos Ler;

8. Make the recorded and inserted Debate/Radio Program available on a monthly basis;

9. Assure the collection, production and insertion of programs, debates, lectures and spots by the Radio, in the formats agreed upon with APRODER;

10. Develop and elaborate an activity report that shows the number of Debates/Radio programs, spots produced and inserted, involved, dates and locations well documented

11. Create technical, material and financial conditions for the frequent travel for the collection of data (recording) for messages, debates, and lectures to be used in the spaces made available by the Radio.

Clause XIX


1. APRODER Nampula and Memba Community Radio and Television- are independent entities

from each other, and:

54

(a) Neither party is an agent of the other or has the right or authority to enter into agreements,

transact or assume obligations on behalf of the other, except when specifically agreed in this

Agreement; and

(b) Nothing in this Agreement should be construed as a mechanism for creating employment


and staff, agents or employees of the other.

Cause X


1. The present Contract of Service Rendering is governed by the laws of Mozambique. The

parties hereby agree that any dispute or claim arising out or in connection with this Agreement, or

any breach or alleged breach regarding its existence, shall first be referred for resolution, in good

will, to the senior representatives of the parties not directly related to the dispute, and failing such

resolution, through mediation.

2. In the case of dispute in connection with the implementation of this Agreement which




Clause XI

(Force Majeure)

1. Without prejudice to the remaining provisions of the Contract, either party shall be relived of liability for delay, non-performance or defective performance deriving from facts completely beyond control of the parties, such as strikes, epidemics, war, economic embargoes, earthquakes, fires, attacks, power failures or nuclear disasters.

2. In case of situations described in the previous number, the non-compliant or affected party shall promptly notify other party, providing evidence of such event of Force Majeure within 7 (seven) business days.

Clause XII

(Suspension)

In case of force majeure, either party, may request the suspension of this Contract to other Party, (7) days after notifying the other party.

55

Clause XI

(Final Provisions)

1. The present Contract constitutes the sole record of the agreement between the parties in relation to

its subject matter and no representation, incentive, oral promise or agreement or otherwise between

parties not included in this instrument will have legal force or binding character.

2. This Memorandum may be supplemented, altered or modified by the parties only in writing. If any

provision of this Memorandum is determined by a competent court as being invalid or inapplicable,

the remaining part of it shall be in force, except the provisions deemed invalid or inapplicable. Each

valid provision expressed herein shall be fully applied and permitted by law.

3. For all purposes, two (2) copies of this Contract are deemed to be the originals, which taken together, shall constitute one and the same instrument, duly stamped and signed by the parties entering into this agreement and each party having a copy.

4. All communications established in the scope of the present Contract shall be considered valid if addressed to the addresses of the parties contained in the header of this contract.

5. Any alterations to this Contact will be performed upon addendums signed by the parties and shall constitute an integral part thereof.

6. The parties are bound to comply with the present Contact under the terms in which it was celebrated.

Made and signed in Memba, on 1 April, 2019

By: APRODER Npl By: Memba Community Radio and Television

Name: Higino Celso Mussequesse Name: Assuate Satar MUQUELE

Title: Execute Director Title: Director Title: Coordinator

(Stamp and illegibly signed) (Stamp and illegibly signed

56

Radio Broadcast Programs Registration Form

Debates/ Interviews/ Radio Theaters

Topic: Importance of Bilingual Education Emission ( Live) Date: 1st of May 2019 Hour: 1610 hrs Location: RTVC- Memba Debate guests Arestides Lino, Paulo Forai SDJT- Memba, Jacinta Armindo Antonio- EPC Director, Memba Headquarters, Sousa Saide - School Council Member Interviewees ________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ Theater Group ____________________________________________________________ Coordinator of RTVC : (Illegible signature) District Officer: Quindão A. Abdala _________________________________________________________________ Emission ( Repetition) Date: 10,15, 17, 22 Month: May, 2019 Time: 1610 hrs Place: Memba – RTVC Coordinator of RTVC : (Illegible signature) District Officer: Quindão A. Abdala

Emission ( Repetition) Date: 24, 29, 31 Month: May, 2019 Time: 1610 hrs Place: RTVC – Memba Coordinator of RTVC : (Illegible signature) District Officer: Quindão A. Abdala

57

Attachment 03

Community Meeting

Data Collection Sheets

58

Republic of Mozambique ( Logo) (Logo) (Logo) ( Logo)

Ministry of Education and APRODER Vamos Ler ! USAID Human Development

Attachment 3, page 66

BASIC DATA SHEET FOR USAID MONTHLY REPORT Table.1 Plays December 2019

District Location/ Community

Nr of plays

Themes for plays on display Nr. Of Participants

H H Boys Girls

Namigi 3 School Retention 90 110 15 25 Napile 2 School Absenteeism 140 93 30 27 Namote 2 Children at school 27 50 10 22 Micuta 2 School Opening 40 100 9 20 Mitequereque 3 School Opening 30 40 3 7 Matata 2 School Opening 15 30 10 15 Nanquica 3 School Retention 28 30 5 19 Mirrose 2 School Retention 80 110 18 29 Mitoca 2 School Opening 39 94 14 22 Chapala 2 School Opening 48 41 13 28 Nhucure 2 School Opening 30 40 27 19 Maciaca 3 School Opening 70 110 15 20

Total =

637 846 164 253

Table 2. Radio programs District

Number of programs carried out

Nr. of Participants Number of Debates

Number of plays

Number of spots Number of listening groups

H

M

Memba

01

01

0

180

47

280

215

59

Table 3. Meetings with the community District Location/

Community Number of regular

discussion meetings held Nr. of Participants

M W Boys Girls Memba Namige 2 90 100 15 25 Memba Napila 4 140 93 30 27 Memba Namote 2 25 50 10 22 Memba Mitiquereque 3 30 40 3 7 Memba Micute 3 39 94 14 22 Memba Nanquica 2 28 30 5 19 Memba Nhucure 1 30 40 27 19

Total 382 447 101 141

Table 4. Meetings with the community

District Location/ Community

Number of community mobilization and

awareness meetings

Nr. of Participants

M W Boys Girls Memba Namigi 4 150 170 20 30 Memba Napila 3 51 96 19 28 Memba Namote 2 57 51 15 45 Memba Mitiquereque 5 93 102 17 24 Memba Micute 3 80 95 10 18 Memba Nanquica 2 73 100 08 30 Memba Nhucure 1 96 105 28 70 Memba Chapala 3 60 83 40 60 Memba Namanhaca 3 70 200 50 76 Memba Maciaca 2 40 100 42 29 Memba Nauquane 1 30 98 40 20

Total 800 1200 289 430

60

Republic of Mozambique (Logo) (Logo) (Logo)

Ministry of Education and Vamos Ler! USAID Human Development

REGISTRATION FORM OF TRACKED STUDENTS AT RISK OF DROP OUT Nr.

District

ZIP

EP1/ EPC of

Name of the teacher

Grade

Class

Student Nr.

Name of parent or guardian

Community or neighborhood where the child lives

1 Atija Oscar Miaja Namote Emmanuel Venáncio 3 A 03 (unreadable) 2 Sonia (unreadable) Miaja Namote Emmanuel Venáncio 3 A Rachide Faustino (unreadable) 3 Domingos Jaime Miaja Namote Inês Constantino 3 B (unreadable) 4 Delfina (unreadable) Miaja Namote Inês Constantino 3 B Namachila 5 Fátima Daúdo Miaja Namote Emmanuel Venáncio 3 A (unreadable) 6 Zainabo Basílio Miaja Namote Felismino P. 4 U 20 Basilio Pode (unreadable) 7 Telma Jaime Miaja Namote Felismino P. 4 U 19 (unreadable) 8 Dafiana Adriano Miaja Namote Felismino P. 4 U 14 Namote 9 Jaime Saide Miaja Namote Felismino P. 4 U 21 Naparro 10 (unreadable) Miaja Namote Felismino P. 4 U 8 (unreadable) 11 Elisio Paulo Miaja Namote Felismino P. 4 U 6 Namote 12 Bernardo Luis Miaja Namote Silvino A. Lourenço 5 U 04 Bairro 13 Dickson Luciano Miaja Namote Silvino A. Lourenço 5 U 07 (unreadable) 14 Estefánia João Miaja Namote Silvino A. Lourenço 5 U 01 (unreadable) 15 José Aide Miaja Namote Silvino A. Lourenço 5 U 10 Marcarida jamal (unreadable) 16 Julieta antonio Miaja Namote Silvino A. Lourenço 5 U 11 (unreadable) 17 Juma João Miaja Namote Silvino A. Lourenço 5 U 12 Nachilo Facilitator Director of Studies Rihane R. Rachide Adriano José Carlos Stamp

Seen by: The ZIP Coordinator

61

Republic of Mozambique (Logo) (Logo) (Logo) Attachment 3 page 69 Ministry of Education and Vamos Ler ! USAID Human Development

REGISTRATION FORM OF TRACKED STUDENTS AT RISK OF DROP OUT Nr.

District

ZIP

EP1/ EPC of

Name of the teacher

Grade

Class

Student Nr.

Name of parent or guardian

Community or neighborhood where the child lives

1 Memba Miaja Namote Amina Abdala 1 A 05 José Maria (unreadable) 2 Adolfo Francisco Miaja Namote Amina Abdala 1 A Francisco (unreadable) 3 Alexandre (unreadable) Miaja Namote Amina Abdala 1 A Waide (unreadable) 4 Alticio (unreadable) Miaja Namote Amina Abdala 1 A Ali (unreadable) (unreadable) 5 Anifa Viage Miaja Namote Amina Abdala 1 A Temotio (unreadable) 6 Angelina (unreadable) Miaja Namote Amina Abdala 1 A (unreadable) (unreadable) 7 Chelsia Juma Miaja Namote Amina Abdala 1 A Bairro 8 Laura Joaquim Miaja Namote Amina Abdala 1 A (unreadable) Namichilo 9 Matique (unreadable) Miaja Namote Amina Abdala 1 A Namichilo 10 Nelson Saide Miaja Namote (unreadable) 1 B (unreadable) (unreadable) 11 Saide Pinoca Miaja Namote (unreadable) 1 B (unreadable) 12 Telma Agostinho Miaja Namote (unreadable) 1 B (unreadable) 13 Tonito Antonio Miaja Namote (unreadable) 1 B 14 Verissa Manuel Miaja Namote (unreadable) 1 B (unreadable) 15 (unreadable) Miaja Namote (unreadable) 1 A (unreadable) 16 Alima Antonio Miaja Namote (unreadable) 2 A 12 Fátima (unreadable) 17 (unreadable) Miaja Namote (unreadable) 2 A 15 18 Rafael (unreadable) Miaja Namote (unreadable) 2 A 57 (unreadable) 19 Salimo Amade Miaja Namote (unreadable) 2 A 60 Namichilo 20 Bena (unreadable) Miaja Namote (unreadable) 2 A 66 Namichilo Facilitator Director of Studies Rihane R. Rachide Adriano José Carlos Stamp


62


Ministry of Education and Vamos Ler ! USAID Human Development

REGISTRATION FORM FOR HOUSEHOLD VISITS AND FREQUENCY MONITORING Nr.

Student

ZIP

EP1/ EPC of

Name of the teacher

Grade

Class

Student Nr.

Identified (Home counseling

visit) Dates

Recovered (Attends the School)

Signature of the Teacher

1

José Atija Oscar Adolfo Francisco

Miaja Namote Emmanuel (unreadable) 1 A 03 1st Emmanuel Venáncio Miaja Namote Emanuel (unreadable) 3 A 2nd 09/03/2019

Miaja Namote Ines Constantino 3 A 3rd 2 Sonia Rachide

Delfina João Domingos Jaime

Miaja Namote Ines Constantino 8 B 1st 09/03/2019 Emmanuel Venáncio Miaja Namote (unreadable) 8 B 2nd 09/03/2019

Miaja Namote (unreadable) 8 A 3rd 09/03/2019 3 Fátima Paulo

Zainabo Basílio Telma jaime

Miaja Namote Felismina G 4 11 1st Miaja Namote Felismina G 4 11 20 2nd Miaja Namote Felismina G 4 11 19 3rd 09/05/2019

4 Jatique (unreadable) Jaime saide (unreadable)

Miaja Namote Felismina G 4 11 14 1st Miaja Namote Felismina G 4 11 21 2nd 09/05/2019 Miaja Namote Felismina G 4 11 8 3rd 09/05/2019

5 Basílio Paulo Bernardo Luis (unreadable)

Miaja Namote Silvino A. L 4 11 6 1st Miaja Namote Silvino A. L 5 11 07 2nd Miaja Namote Silvino A. L 5 11 07 3rd 09/05/2019

6 Estefania João José Aida Paulo Antonio

Miaja Namote Silvino A. L 5 11 08 1st Miaja Namote Silvino A. L 5 11 10 2nd 09/05/2019 Miaja Namote Silvino A. L 5 11 11 3rd 09/05/2019

7 Juma João Miaja Namote Silvino A. L 5 11 12 1st


63

9

Alexandre Waide Aldicio Abacar Anifa Viage

Namote Namote Amina Abudo 1 A 1st 09/06/2019 Amina Miaja Namote Amina Abudo 1 A 2nd 09/06/2019

Miaja Namote Amina Abudo 1 A 3rd 10 Angelina (unreadable)

Chalcio Juma Laura Joaquim

Miaja Namote Amina Abudo 1 A 1st 09/06/2019 Amina Miaja Namote Amina Abudo 1 A 2nd

Miaja Namote Amina Abudo 1 A 3rd 11 Matique Antonio

Nelson Saide Saide Pinoca

Miaja Namote Amina Abudo 1 B 1st Amina Miaja Namote Amina Abudo 1 B 2nd 09/06/2019

Miaja Namote Amina Abudo 1 B 3rd 12 Telma Agostinho

Tonito Antonio Verina Manuel

Miaja Namote Amina Abudo 1 B 1st 09/09/2019 Amina Miaja Namote Tamaio 1 B 2nd Miaja Namote Tamaio 1 B 3rd 09/09/2019

13 (unreadable) Alima Antonio (unreadable)

Miaja Namote Tamaio 1 B 1st 09/09/2019 Abudo J. Carlos Miaja Namote Aduane Jaime carlos 2 A 12 2nd

Miaja Namote Aduane Jaime carlos 2 A 15 3rd 14 Rafael (unreadable)

Fátima António Zena Adamo

Miaja Namote Aduane Jaime carlos 2 A 57 1st 09/09/2019 Abudo J. Carlos

Miaja Namote Aduane Jaime carlos 2 A 60 2nd 09/09/2019 Miaja Namote Aduane Jaime carlos 2 A 66 3rd 09/09/2019

64

Republic of Mozambique (Logo) (Logo) (Logo) (Logo)

Ministry of Education and APRODER Vamos Ler! USAID Human Development

MINUTES OF The Chilabane Theater Meeting Topic: Vamos à Escola Campaign for school registration A Community Mobilization meeting took place on December 7th 2019, at 9:20 a.m. in the Community of Chilabane , district of Memba, within the scope of the “ Vamos Ler ” program to reinforce the Bilingual Education strategy in the district. For the above stated meeting, the following were present: Mr(s)_______________ in representation of the District Service for Education, Youth and Technology, Mrs(s) Amina José representing the Local Authorities and Mr. Andre Manuel , representing the School Council and Quindão Alexandre on the part of APRODER: Objective: To raise community awareness for behavior change in relation to Education. Table 1: Total number of participants in the meeting divided by sex and age. Participants Community Men Women Boys Girls 85 103 21 23 Total Recommendations: Mobilization should continue for many more years in this district of Memba. Therefore, the meeting ended and these minutes were drawn up and signed by us. The Community Leader (Present at the meeting) OD/ FC Fatima Manuel Gracinda Amos

Memba, 9th November, 2019


Headquarters: Rua dos Combatentes, Casa no Nº 06, 1º Andar, Direita Telehone 21085022; Cell: +258845261978/+258850353557;

E- mail: [email protected], Nampula – Mozambique


65

Republic of Mozambique (Logo) (Logo) (Logo) (Logo)

Ministry of Education and APRODER Vamos Ler ! USAID Human Development

List of meeting participants Nr. Full name Role in the Community 1 Men 85 2 Women 103 3 Boys 21 4 Girls 23 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35





66


Ministry of Education and Vamos Ler ! USAID

MONTHLY REPORT- COMMUNITY COMPONENT- APRODER- NAMPULA This report is about the activities carried out by the community component of the Vamos Ler program, in the scope of Bilingual Education in the month of ___________________ of 2019. It provides data on community mobilization: OD/ FC _____________________________________________ District ____________________________________________________________________________

Date: ______/ _____/ _____

Project: Bilingual Education/ CREATIVE- Vamos Ler Program

Communities

Activities ________________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________________________ Theme: ________________________________________________________________________________________________________________________________________ Objective: _______________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________________________


67

Target Group

School Council (Coordination sessions or meetings between the Facilitator and the school council) OD / FC

Radio Listening Groups (Facilitator and Volunteer, create 1 listening group per school community) FC / v

Radio Listening Sessions (Sessions or radio listening meeting followed by) OD/FC

Volunteers (Identification of Volunteers) FC

Theater Groups (Identification of Theater Groups) OD/FC

Community (Community mobilization meeting) OD/FC

Facilitators (Session or coordination meeting with facilitators) OD

School Board Student Screening (Facilitator in coordination with the school council to make home visits to raise awareness) FC / CE / V

Planned

Performed

Planned

Identified

Planned

Performed

Planned

Identified

Planned

Identified

Planned

Performed

Planned

Performed

Students at risk of abandonment identified

Recovered students

Participants

M W M W M W M W M W M W M W M W M W

Total

68

Association for the Promotion of Rural Development Headquarters: Rua dos Combatentes, Casa no Nº 06, 1º Andar, Direita

Telehone 21085022; Cell: +258845261978/+258850353557; E- mail: [email protected],Nampula – Mozambique

Achieved Results: ___________________________________________________________________________________________________________________________________ Next Steps of the activities

1. Details on carrying out the activities


69


Telehone 21085022; Cell: +258845261978/+258850353557; E- mail: [email protected],


2. LESSONS LEARNED

3. OPORTUNITIES


70




4. DIFFICULTIES

5. CHALLENGES


71




6. SUCCESS STORIES


72

7. RECOMMENDATIONS

ATTACHMENT 1 (Illustrative photographs of the field activities carried out by the community team). Note: Send them via email or WhatsApp



