quarterly progress report niger education and community

Niger Education and Community Strengthening (NECS) Program Cooperative Agreement AID-624-A-12-00004

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Quarterly Progress Report

Niger Education and Community Strengthening (NECS)

January 1 – March 31, 2014

USAID/West Africa:

Cooperative Agreement No. AID-624-A-12-00004

Submitted:

April 30, 2014

Submitted by: Plan International USA

Address: 1255 23rd St NW, Suite 300

Washington DC 20037

Contact: Michele Akpo

Phone: 1-202-617-2222

Email: [email protected]

mailto:[email protected]


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Content

I. Progress on activities during the reporting period

II. Management during the reporting period

III. Quarterly Financial Report

IV. Next quarter financial commitments

V. Next quarter activities

Annexes


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LIST OF ACRONYMS

AeA Aide et Action

AOR Agreement Officer Representative

AME Students’ Mothers Association

APE Students’ Parents Association (equivalent to PTA)

CAPED Cellule d’Animation Pédagogique

CGDES School Management Committees (Used to be called COGES)

CGPE Water Point Management Committees

COP Chief of Party

DGR/PLN/EC Direction Generale de la reforme, de la Promotion des Langues

Nationales et de l’Education Civique

DPSF Direction de la Promotion de la Scolarisation des Filles

DESQ Direction de l’Evaluation et du Suivi de la Qualite

EGR Early Grade Reading

EMMP Environmental Mitigation and Monitoring Plan

IEB Basic Education Inspection

IEE Initial Environment Examination

ITT Indicator Tracking Table

MCA Millenium Challenge Account

MCC Millenium Challenge Corporation

MEN/A/PLN Ministry of National Education, Literacy and Promotion of

National Languages.

NECS Niger Education and Community Strengthening

PMP Performance Management Plan

USAID United States Agency for International Development

VIE Volontaires pour l 'Intégration Educative-Kande Ni Bayra

TOR Terms of Reference

IEB Inspection de l’Enseignement de Base

IDAENF Inspection Départementale de l’Alphabétisation et de l’Education

Non Formelle

DREN Direction Régionale de l’Education Nationale

MEP/A/PLN/EC: Ministère de l’Education Primaire de l’Alphabétisation, de la

Promotion des Langues Nationales et de l’Education Civique

MPR Mathematica Policy Research


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Executive Summary

The period of January 1 to March 31, 2014 represents the third quarter of the second year

of implementation of the NECS project. During this period, NECS made important

progress towards achieving its two strategic objectives, and also faced and continued to

address both small delays and significant challenges to successful implementation. This

report outlines progress on planned activities and describes the main achievements and

issues facing the NECS project. The Niger Education and Community Strengthening

(NECS) Project is a four year program funded by the United States Agency for

International Development (USAID) and the Millenium Challenge Corporation (MCC)’s

Threshold Program for Niger. The program is being implemented by Plan International

Niger under a Cooperative Agreement with USAID with Aide et Action (AeA) as a

subgrantee implementing partner. The project objective is to improve educational

opportunities available to children while strengthening links between local communities

and state structures. Strategic Objective 1 will increase access to quality education in

schools through the achievement of two intermediate results: an improved physical and

social environment for students and increased community participation in education.

Strategic Objective 2 will increase student grade reading achievement by improving

reading instruction in primary schools and by promoting a culture of reading in

communities.

In the efforts to improve the physical and social environment in schools, this quarter saw

the approval of the Environmental Mitigation and Monitoring Plan (EMMP) by USAID.

This allowed the NECS project to begin the work of repairing existing boreholes and

constructing new ones, to ensure that all the 150 NECS schools have reliable access to

clean water. The process for all nine new boreholes has begun, and most are currently in

the stage of water quality testing, which will determine whether full construction can

begin. For existing borehole repairs, NECS is working with both companies and

community structures to determine the best way to ensure all necessary repairs within the

available budget. In addition, progress is ongoing to improve gender relations in the

NECS classrooms, with pedagogic supervisors continuing to incorporate gender

questions into their normal monitoring visits. NECS has developed and validated a new

gender monitoring tool which will be used to improve the quality of these visits. In

addition, the project has agreed with the office in charge of promoting girls’ education

within the ministry that they will authorize visits by representatives of their office to

schools to improve gender monitoring. However, this authorization is still pending due to

institutional changes within the ministry.


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The NECS project also made progress this quarter towards increasing community

participation in education. School governments made up of elected student leaders were

created in all 150 project communities, with a nearly even gender representation in

membership, and each has chosen a teacher to help the government develop and carry out

an action plan. In a country where tradition discourages children from speaking out to

adults, these school governments are encouraging students to take responsibility and hold

school management accountable through activities such as monitoring teacher absences

and ensure proper discipline. Also, community school management structures (CGDES,

APE, and AME) continued to implement the action plans they developed in the previous

quarter, with support from NECS community facilitators. Several of these structures are

raising funds locally to conduct minor repairs on boreholes, where no major repair work

is needed. The mentoring program, another mechanism to get parents and community

leaders more directly involved in education, saw some delays this quarter as the content

and validation of the mentors’ training manual took longer than anticipated due to the

limited availability of ministry officials. The manual was approved, but the selection and

training of mentors themselves did not occur. However, the project did train the

facilitators and pedagogic supervisors on the mentoring program during this quarter, in

preparation for the training and support for mentors.

Concerning the second strategic objective, promoting reading, the NECS project

undertook major efforts this quarter to address issues that had affected implementation in

the previous quarter, namely the delay in creating the reading curriculum for CI and the

withdrawal of VIE, the Nigerien organization that had been in charge of the reading

component, from the NECS consortium. This departure placed the EGR curriculum

development and implementation, as well as the adult literacy and reading promotion

activities, under the direct responsibility of Plan as the prime recipient of the NECS

award. To ensure smooth continuity of the project activities, Plan hired the three VIE

trainers in charge of developing the EGR material, as well as the VIE accountant and

driver responsible for NECS. A new Monitoring and Evaluation (M&E) assistant was

hired to replace their M&E who decided not to join Plan. The three trainers have been

placed in the regional coordinations as originally planned. The NECS project also

reviewed the Workplan plan to take that withdrawal into account. Finally, Plan

International’s Counter Fraud Unit came to Niger to audit VIE’s expenses under NECS,

which found no evidence of fraud but disallowed additional VIE spending. Plan and

NECS are in communication with VIE regarding repayment of these resources and the

final closeout of the partnership.

Despite VIE’s withdrawal, the NECS project succeeded in starting the local-language

Early Grade Reading instruction in all 150 NECS schools in January 2014, as had been

agreed with USAID in the updated EGR timeline. While only the first ten lessons had


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been approved and printed in each language, teachers, who had been trained in this

curriculum the previous quarter, were able to rely on the Scope and Sequence document

to continue teaching the full curriculum despite the delay in the approval of the remaining

guides and lessons.

Also during this reporting period, Mathematica Policy Research (MPR), who is

conducting the impact evaluation of NECS, agreed to conduct school-based EGR testing

of students in addition to the community testing already done. In late March they began a

workshop in Niamey to share the EGRA tool they developed and prepare for the pilot and

use of the tool, which will be done in the next quarter.

Purchase of reading materials to promote reading in the schools and communities was

meant to occur this quarter. NECS has identified available materials in each language,

and the project will purchase and distribute these during the next quarter. As part of this

objective, ongoing monitoring of adult literacy centers and the EGR curriculum

continued this reporting period.

During this reporting period, NECS organized quarterly team meetings as well as the full

project team meeting in Konni.


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Introduction

The Niger Education and Community Strengthening (NECS) Project is a multi-year (June

15, 2012 to December 31, 2016) Program funded by the United States Agency for

International Development (USAID) and the Millenium Challenge Corporation (MCC)’s

Treshold Program for Niger. The program is being implemented by Plan International

Niger under a Cooperative Agreement with USAID; Aide et Action (AeA) is a

subgrantee implementing partner to Plan on the Program. The consortium works closely

with the Ministry of Primary Education, Literacy and Promotion of National Languages

and Civic Education (MEN/A/PLN). Other ministries such as the Ministry of Health and

Population for the deworming of school children and the Ministry of Hydraulic and

Environment for the provision of water points are also involved to some extent in the

project. Local authorities and community leaders are key actors in project

implementation.

The project objective is to improve educational opportunities available to children while

strengthening links between local communities and state structures. Following the

successes of the effective but suspended IMAGINE project, NECS is implementing a

two-pronged approach to encourage student-friendly schools and to enhance the quality

of education through improved local language reading instruction. Strategic Objective 1

will increase access to quality education in schools through the achievement of two

intermediate results: an improved physical and social environment for students and

increased community participation in education. Strategic Objective 2 will increase

student grade reading achievement by improving reading instruction in primary schools

and by promoting a culture of reading in communities. The project will be implemented

in all seven regions of Niger and includes cross-cutting strategies to strengthen school

relationships with state structures, foster school-community relationships, promote

gender equity, and build local capacity. The project targets 150 schools in the regions of

Agadez, Diffa, Dosso, Maradi, Tillaberi, Tahoua, and Zinder.

I. Progress on activities during the reporting period

Strategic Objective 1: Increased access to quality education at project schools

The first strategic objective of the Program is made of two components which aim at

creating an enabling environment for learners. Specifically, the first component focuses


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on improving the physical conditions of the target schools, the health of students and

teachers in addition to creating a social environment conducive to learning for all

students especially girls.

The second objective ensures community engagement in education which will foster

school attendance and performance while ensuring that parents’ involvement in their

children’s education will sustain project activities.

IR 1.1 Improved physical and social environment for students

1.1.1 Foster gender equity in classrooms:

Though the Government of Niger is committed to the concept of education for all without

distinction by sex and to combating gender stereotypes that have dominated the

educational system for many decades, gender inequities are still prevalent. The objective

of the NECS project is to raise awareness of school stakeholders in the concept and

development of gender-equitable classrooms. After training both supervisors (IEBs and

pedagogical supervisors) and teachers on gender equity, the NECS project continued to

lobby for a full integration of gender considerations in all educational activities especially

in the classroom. It was expected that it will become a critical element for supervision

activities by Supervisors; an agreement made by all participants during the training.

However, the project team noticed that it was not clearly accounted for by the supervisor

in their supervisory reports. To this end, the project team worked with the Ministry of

Education at the national level to review the supervisors’ classroom supervisory tool to

introduce gender equity elements. As previously shared with USAID, this tool is now

being used by supervisors to improve the quality of the feedback that is given to teachers

on gender responsive pedagogy. Supervisors have noted that teachers are introducing a

variety of positive changes into their classrooms regarding gender norms.

A1.1.1.1 Trainings for pedagogic supervisors: Monitoring of teachers by

pedagogical supervisors to ensure they apply gender responsive pedagogy techniques in

the classrom.

The pedagogical supervisors are responsible for the monitoring and in-service teacher

training. As such, NECS worked with supervisors this quarter in order to ensure that the

teachers apply gender equity in their classrooms as per the training they have received,

and noted that no specific tools were used to account for the application of gender equity

in the classroom. To address this, the NECS project worked with the department in

charge of girls’ education at the ministry of education to develop a classroom observation


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and monitoring tool, which is now being used by the supervisors while visiting classes.

The supervisors during their visits supervise both gender equity and Early Grade Reading

(EGR) in first grades.

The supervisors have noted lots of efforts from the teachers during their observations of

classes : that include the management of space in the classrooms to no longer separate

students by sex or give privileged seats to boys, nor differentiate in the lists and notice

boards. The supervisors have also noticed a good distribution of the floor between boys

and girls, a better distribution of tasks and responsibilities such as cleaning of the

chalkboard, fetching water, sweeping the classroom, etc.

However, there is little information available regarding the observation of behaviors

linked to the pedagogical management of the class (gender stereotypes in pedagogical

actions and intentions), and also in the interactions within the classroom and in the school

courtyard (sexist verbal violences, physical violence, discriminatory words, teasing, etc).

The NECS project has included these aspects in the new monitoring tool in their

upcoming monitoring.

A1.1.1.2 Training for teachers: Organize meetings between coordinators,

inspectors, pedagogical advisors, and girls' education focal points for experience sharing

on gender equity to be disseminated during CAPED.

A CAPED is a school cluster in the same pedagogic sector for an in-service training or

exchange on a particular theme, supervized by the a pedagogical supervisor. They are

funded by the government and held at least once a quarter to discuss topics of interest to

the teachers, both on the pedagogical challenges, or on those observed by the supervisors

during their supervisory visits. NECS targeted schools and non-NECS schools within the

same pedagogical sector all participate in the same CAPED without distinction. For the

NECS project, the CAPEDs represent an exceptional opportunity to share experience and

best practices on gender equity with non-NECS schools.

Exchange meetings planned for this quarter did not occur due to the unavailability of

supervisors involved in other administrative tasks. On their request, the meetings were

rescheduled for the next quarter.

It is worth noting that although the Governement did not provide the financial resources

needed for activities within the CAPED, some pedagogical advisors were able to plan and

discuss the topic on gender equity. Not only this demonstrate a strong commitment to


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integrate gender considerations in educational activities, it also shows some buy-in from

these key actors to sustain this activity.

A1.1.1.5 Promotion of gender equity in the community: Develop a minimum

package of activities on promoting gender equity (skits, group discussions …) -

Awareness raising/sensitization campaign through film/video in 50 communities.

During the reporting period, NECS focused on developing the package of activities to

ensure a quick rollout in the target communities. We took the time to discuss and plan

these two activities which are being packaged in one. It is planned to have Education

Days in the 50 communities which are full day sentisation activities. During the day time

there will be meetings with the community leaders and group discussions with the

community members on topics related to education (girls’ education, school attendance,

etc), public readings, peace, depending on the majors issues of the given community.

Those activities will be implemented jointly with the Cinema Numerique Ambulan and

The Peace and Development Project (PDEV II) in areas where both projects are being

implemented. There are existing videos on several topics ready to be used, and choices

will be tailored to each community. The content is being discussed with them and the

implementation will happen during the next quarter.

The development of gender equity activities in school in addition to mothers’ associations

strong support for girls’ education have yield a good school attendance for girls in the

target schools as shown in the chart below.


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A1.1.1.6 National-level advocacy for gender-related performance metrics

Meetings with MEP/A/PLN/EC for the integration of gender into the management

tools of pedagogical supervisors: NECS in collaboration with the department of

the ministry in charge of the promotion of girls’ education (DPSF) developped an

gender-focus obervation tool which shoud be included in the supervisors’

management tools. The tool is ready and is now being used for class observation.

It was also agreed with the DPSF that the Ministry will instruct (through a letter)

SCOFI focal points of the IEB to visit classrooms in order to observe the

implementation of gender equity in the classroom using the observation tool that

was developped. Unfortunately, with the institutional changes which happened at

the ministry, this issue is still pending. NECS is working with the new leadership

within the DPSF to move this process forward.

Meetings with MEP/A/PLN/EC for the adoption of a code of conduct for teachers

that takes into account gender equity: In the training module on gender equity

which has been developped jointly with the DPSF, the NECS project has

proposed a set of measures and directions relative to ethical norms and values as

well as professionnal rules of conduct well known in the matter of integration of

gender in education. This proposition was adopted by the pedagogical

supervisors, then by the teachers of the NECS schools who symbolically took

‘’the teacher’s oath’’ at the end of each gender training. When the implementation

of the PSEF begins and the working groups become functional, the NECS project

will share and propose their experience for the finalization of the quality and

equity norms which is included in the PSEF. That would come as a complement

to the guide on stereotypes developped by the DPSF.

Participate in meetings at national and regional levels to share best practices,

actions and tools related to gender. In the absence of a formal platform for PSEF,

it is challenging to operationalize regional and national partners to share

experiences and best practices. NECS will continue to advocate for the

importance of such platform and initiate relationships with other NGOs that can

be brought to the table. In addition, NECS will explore the possibility to share the

project outcomes at Africa-level and other international forums.

1.1.2 Promote leadership training for student governments


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A school government is a student’s elected body that manages students’ activities. It

gives the students an opportunity to play an active role in their school. Following the

training on School Governments which happened last quarter, the NECS project focussed

on the establishment of governments in the NECS schools. A total of 151 school

governments were established in total during the reporting period. There are 151

governments instead of 150 because the school of Boukoki Nord in Arlit has been split in

two schools. Each school government is accompanied by one of the teachers. We note

quite a good representation of girls (45%) in the school governments.

A1.1.2.1 Student government training for CGDES, teachers, and students

(CONVENTION WITH IEB):

Hold training of CGDES, teachers and students: Trainings were held in the

previous quarter.

Establish school governments where they do not already exist: As a result of the

training and sensitizations campaingns,

all 150 schools established their school

governments. This establishment is done

democratically according to the

regulation of the ministry of education

(arreté N# 165/MEN/A/PLN/SG of 21

October 2011). The total number of

elected members are 1,355 including 614

girls; a representation of 45% for girls. The teams, mainly teachers and CGDES

are working with the schools that do not have 50% girls to explore ways to get to

equal representation of boys and girls.

Table 1 : School Government:

School Government of Bouda, Konni 1


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Note: Data are not yet available from Diffa.

A1.1.2.2 Follow-up monitoring and supervision

Support the development, implementation and monitoring of school government

action plans.The school governments are being coached by teachers of their

choice for the development of the action plans. During the reporting period, all

school governments were able to develop their school action plan. The majority

activities include hygiene and sanitation, monitoring absences of their peers and

of the teachers, school discipline, management of the water point, and combatting

school violence. To ensure accountability of this activity, teachers will report to

the CGDES. However, the school governments have to face some social and

cultural challenges which do not allow children to speak out in front of adults and

so cannot be involved in large debate. The role of the accompanying teachers is to

provide guidance on how to deal with those challenges and be able to express

themselves without “offending” adults. Pedagogical supevisors also

follow/monitor the fucntionality of the school governments.

A1.1.2.3 Synergy with PDEV II: (i) Mapping out overlapping activities and (ii)

Roll-out partnership and follow-up monitoring:The NECS project and PDEV II renewed

contacts recently. To capitalize on this, the NECS project invited the PDEV II project to

participate in the training on mentoring in the Zinder Region. The NECS Regional

Coordination of Zinder also participated in an award ceremony organized by PDEV II to

reward the best students of the Junior secondary school (CEG IX) of the Commune III of

Zinder. We hope that this contact renewal will lead to other activities in partnership and


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intend to remain in contact with PDEV II. As noted above, NECS and PDEV II will also

collaborate on Community Education Days.

1.1.3 Construct boreholes and provide maintenance training

A significant progress was made during the reportiing period with the establishment of

water management committees and the effective intital construction of new boreholes and

rehabilitation of the boreholes built under the IMAGINE project. Since the approval of

the EMMP on January 17, 2014 NECS project was able to resume the implementation of

hydraulic activities. The new boreholes are being built : in the Tahoua region six new

boreholes were built and one connection achieved. Only the borehole of Foura could not

be built because of the depth (540m) which is beyond NECS’ financial means. The

connection of the school of Boukoki Nord in Arlit should be done in the next quarter. The

estimate for repairing the borehole built under IMAGINE being too high, NECS has

assessed the level of repairs in order to determine whether they should be completed by

NECS or by the communities with their own resources. In order to ensure the

communities can manage their water points, the NECS project had settled water

management committees and local artisans repairers at the level of all water points.

A1.1.3.1 Assessment, repair, and construction of boreholes:

Carry out environmental evaluations

The EMMP is based on the environmental evaluations provided with support from the

USAID regional environmental officer. Water quality evaluations will be ongoing during

the construction and use of the boreholes, following the EMMP.

Develop bidding documents (repairs, hydraulic studies, borehole installation,

water point connections, manual pump installation, and supervision of

construction work)Selection of firms and signature of contracts: While waiting

for the approval of the EMMP, the NECS project had developped the

documentation for the bidding process and selected the different enterprises for

the constructions of new boreholes, rehabilitation of existing boreholes as well as

work supervision. Following the approval of the EMMP, the contracts were

reviewed to include new clauses in order to conform with the EMMP. That

concerned the inclusion of new parameters in the water analysis such as Arsenic.

Carry out repair/construction works: The rehabilitation of the existing boreholes

and the construction of new one started during the reporting period with the

following results to date :


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Construction of new boreholes: In the Tahoua Region, six

boreholes have been achieved out of seven planned. We are now at the

stage of the water analysis. Depending on their results, the project will

proceed with theinstallation of the pumps and the construction of the

superstructures (walls) to protect the boreholes. The project was not able

to construct the seventh borehole, in Foura Guirke in the Tahoua region,

because of its depth (540m) which would have exceeded the budget of the

project. However, the government is building a borehole with a mini

adduction system. The project then plans to connect to that system in order

to provide water to the school. This process has begin with the agency

managing the city water supply in order to create this junction made. The

other two boreholes in Darthcande and Tidani have also been done and we

are waiting for the results of the water analysis to know whether or not the

boreholes can be put to consumption or not. The installation of the pumps

and construction of the superstructures also depend on the water analysis.

Repairs of existing boreholes: Following the approval of

the EMMP in January, NECS launched the bidding process for repairing

existing boreholes. However, once bids were received, it was realized that

the estimation for the repairs of the borehole built under IMAGINE was

too low, and that the repairs would be more expensive than estimated in

the NECS budget. The NECS project reviewed the level of repairs to be

made, negotiating with the companies to identify those repairs which are

indispensable to get the pumps running. Minor repairs which concerned

the superstructures (such as wall degradation) can be performed by the

communities with locally-raised funds. Of the 49 boreholes, 23 were

determined to require minor repairs, and NECS is helping community

structures raise funds locally. All major work, the remaining 26 boreholes,

will be done by the NECS project. The NECS project will now work with

the communities to perform these repairs. The repair work was started

during the reporting period and will continue during the next quarter.

Monitor works: The NECS project contracted with a control bureau for the

supervision/monitoring of both the repairs and new contructions. The control

bureau is responsable for the respect of all clauses that are contained in the

contracts of the companies in charge of the repairs and new constructions. These

clauses include measures indicated in the EMMP. The control bureau designates

technicians that are based on the constructions sites all the time the work is going


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on to ensure the respect of the clauses. The control bureau provides monthly

report with all details of their supervisory work at all sites.

Provisional reception: At the end of the repair or construction work, the control

bureau organizes a technical reception, with the company, and project engineer to

ensure the work is conform to the technical prescriptions and in compliance with

the EMMP. A provisional reception is then organized later on with all

stakeholders present, including: IEB, pedagogical supervisor, community

structures (CGPE, CGDES, APE, AME), the mayor, the local responsables of the

ministry of hydraulic, and relevant community leaders. The ceremony involves

speeches, and interventions to explain the objective of the project, the funding

agency, the role of the water management committee (CGPE). After that the

ceremony ends with a visit to the infrastructure (borehole) and the borehole is

then officially handed over to the community. The final act is the eleboration of a

Provisional Reception Report stating that according to the contrat, the borehole is

under warranty for one year, and noting the responsabilities of the building

company during this period and that the final reception will occur in one year.

A1.1.3.2 Training of CGDES:

Develop the Terms of Reference and sign convention with hydraulique

local/district directors: NECS has developped the Terms of Reference for the

training of the Water Management Committee (CGPE) and community

technicians which they have submitted to the local district director of hydraulic

for observation before signature. NECS is awaiting their observations. The

CGPEs, once set up, become part of the CGDES, like the APEs and AMEs.

Develop training module on the maintenance of boreholes/water points: The

Ministry of Hydraulics has already developped training modules for both the

CGPE and community technicians. The modules are with the local representatives

of the Ministry of hydraulic who are now preparing to perform the training.

Hold the training: It is expected that the training will be held during the next

quarter after the signature of the contracts with the local/district director of

hydraulic.

Organize handover ceremonies for the water points/boreholes: This will occur

next year.


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Follow-up of training impact: It is planned for the next quarter

A1.1.3.3 Training of technicians

Develop the Terms of Reference: The Terms of References for the training of

community artisans repairers have been developped and the training will start

during the next quarter, as planned.

Identify community technicians: The community technicians were identified

during the establishment of the water management committees. They are also

members of the committees and they will be in charge of small scale repairs. They

will be trained to be able to open the pumps, make diagnosis and change broken

parts. Their training will happen the same time as the management committee.

The training will be conducted by technicians from the Ministry of Hydraulics.

Purchase tools for community technicians: The list of tools have been provided

by the local/district responsible of hydraulic. The NECS project has started the

process to acquire tool boxes for the community tecnicians so that they will be

able to perform their tasks correctly after receiving the training.

An excel table that tracks construction of boreholes by the NECS Project is provided in

Annex 1.

Environmental Mitigation Measures (EMMP)

The NECS project has taken measures to address environmental issues and ensure that all

activities in the field are compliant with the EMMP.

These measures are included in the contracts with the companies and control bureau

and therefore are compulsory. Measures include for example:

The choice for the construction of new boreholes. All the sites for the construction

of the new boreholes were done respecting the minimum of 50 m from latrines,

place were people damp waste, low points to avoid contamination of the water

cable ;

The cleaning of the sites before the provisionary reception of the infrastructures ;

The analysis of the water to ensure the quality of the water before putting the

borehole to consumption.


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The establishment and training of water management committees to accompany the

communities in ownership process of the water points.

1.1.4 Support deworming treatment for children

Incorporate related messaging and information into community mobilization efforts to

achieve universal coverage of deworming medication in project schools: During the

deworming period in February 2014, the community facilitators of the NECS project, in

collaboration with the members of the CGEDS, APE and AME mobilized themselves to

spread out information and sensitization messages in the communities. The deworming

campaign was organized by the Ministry of Education through Hellen Keller

International (HKI) in some regions of Niger.

A total of 30,338 students, including 13,270 girls, benefitted from this deworming

campaign as indicated in the table below.

Recapitulative chart of deworming in the NECS Schools, by gender

Region IEB Boys Girls Total per region

Dosso

Dosso département 1,613 877 2,490

Mokko 713 654 1,367

Tillabéri

Bankilaré 1,396 1,595 2,991

Gothèye 1,529 1,260 2,789

Agadez Arlit ND ND 0

Tahoua

Allela 805 528 1,333

Malbaza 1,613 877 2,490

Bangui 1,001 737 1,738

Ourno 1,076 728 1,804

Diffa

Maine Soroa ND ND 0

Goudoumaria ND ND 0

Maradi

Aguié 1380 1310 2,690

Gazaoua 1191 824 2,015

Ourafane 1362 786 2,148

Tessaoua 921 675 1,596

Zinder

Gouré 925 1025 1,950

Magaria 1593 1394 2,987

Total 17,118 13,270 30,388


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For security reasons, it was not possible to perform deworming in Arlit. The districts of

Flingue and Balleyara were not covered by this campaign. The ministry said that another

partner is in charge of those location but it has not taken place yet. The NECS project is

follwing that and will continue with information and sensitization of the communities

until the deworming actually takes place. In general, the communities were opened to the

campaign and no resistance was noted at the levels of the communities.

IR 1.2 Increased community participation to support education

1.2.1 Mobilize community actors to support education

Introductory paragraph (this accounts for achievement of the current quarter)

The community mobilization around the schools to reinforce the capacities of the

community participatory structures (CGDES, APE, AME) to support education is an

ongoing process and has been part of the routine activities of the community facilitators

during their visits to the schools and communities. As a result of these visits, all NECS

schools have action plans developed for each structure (CGDES, APE, and AME), and

implementation is ongoing.

A1.2.1.1 Assessment and trainings of CGDES, APEs, and AMEs

Mobilization of CGDES, APEs and AMEs (support functioning, counseling…): The

NECS project has continued to provide support to the community participatory structures

(CGDES, APE, AME) with focuss on their roles and responsabilities, their missions and

attributions. The support included the settlement of the school governments, information

and sensitization on the mentoring program, development of the structures by-laws,

review of their action plans. Examples of aditionnal activities include discussions on

gender. For each review, the facilitator and the structure would go over all the activities

planned at the level of the school/community, make analysis and if necessary redefine

some of the activities they had planned.

In total, the facilitators have realised 152 support missions, i.e. 152 meetins/general

assemblies which were organized to support local initiatives and provide advice.

Support the development of action plans for CGDES, APEs and AMEs: We note with

satisfaction that all the schools have developped their action plans which they are

implementing. There are three action plans per school: the APE’s, the AME’s and the

CGDES. This gives a total number of 450 programmes of activities. All these

programmes are derived from the schools’ global action plan.


20

A1.2.1.2 Supportive monitoring of action plan implementation

Monitor the implementation of the action plans (participate in CGDES, APE and

AMEs meetings): As noted above, NECS Facilitators monitored action plans and

participated in meetings as part of their regular support missions.

Organize inter-community exchange workshops and Organize exchange visits for

community leaders (ToR, identification of leaders, carry out visits): To adequately

prepare for these exchanges, the NECS project development a framework that will

guide the implementation of exchange visits and workshops. The framework

include approaches, benefiaries, practical organization on the field. These

activities will be organized during the next quarter as planned, following the

guidance included in the framework document.

Awards to best schools/communities during foras and inter-exchange workshops:

At this stage of the implementation of the project, many acivities are being

implemented at community level. This is a new activity whose purpose is to

stimulate the community participatory structures and encourage them. The idea is

to award at least one community per communes based on their dynamism. The

criteria and nature of the award as well as the awarding will be determined during

the next quarter as planned.

The community facilitators will continue to provide support to the community

participatory structures using the guide which has been developed with assistance from

the pedagogical supervisors. The project is trying to get more involvement of the CGDES

focal points as well as the SCOFI representatives (focal points for girls’ education). The

implementation of the other activities will reinforce their capacities to face challenges in

order to promote access to quality education.

1.2.2 Develop a school-to-community mentoring program

During the reporting period, training on mentoring were provided to pedagogical

supervisors, CGDES focal points, focal points in charge of girls’ education (SCOFI), as

well as the project community facilitators. The objective of the trining was to grant them

knowledge and competences that will allow them play their advisory role, provide

training to schools and communities for the implementation of the mentoring program.


21

A1.2.2.1 Development of a mentoring framework

Develop terms of reference for the design of a mentoring framework: Completed

in the previous quarter.

Recruit a consultant for the design of the mentoring framework, development of

training modules: Completed in the previous quarter.

A1.2.2.2 Mentorship program

Training of pedagogic supervisors, teachers, and facilitators on mentoring: A

total number of 80 supervisors were trained on the mentoring framework this

quarter, including 31 pedagogical supervisors, 15 SCOFI focal points, 18 CGDES

focal points and 02 representatives of the Zinder Regional Direction of Primary

Education. The training was conducted by two consultants with the support of

representatives from the Ministry of Education, namely the National Coordination

of the CGDES and the Direction for the Promotion of Girls’ Education (DPSF).

There were two training sites, Zinder and Dosso. The training focussed on the

following :

A reward system for mentors ;

Selection criteria and comitment of the mentors ;

Identification of students with difficulties ;

Ownership of the process by community members (mentoriring must be

anchored in the community)

Practical organisation for the implementation of the mentoring system

(community mobilisation, identification of mentors and students with

dificulties)

Training content (module)

Develop a training module for mentors: The content of the training of the mentors

was defined during the training of the supervisors (training of trainers – TOT),

based on the module presented by the consultant. The trainers agreed on the

following content for the training of the mentors :

Objectives of the mentoring

Importance of mentoring

Students’ school and psychosocial difficulties

Caracteristics of the mentors and of the mentees


22

Functioning of mentoring system

How to set up a mentoring system

Monitoring and evaluation.

Identification of mentors (religious leaders, students or former students, female

role-models, ... ) and Training of mentors: These activities were not started for

two main reasons: It took more time to get a consensus on the content of the

documentation before their validation, and the supervisors who were to conduct

the identification process of the mentors were busy with other agendas from their

ministry. The training will occur following the identification of mentors.

Determine a system for rewarding mentors: This point was discussed at the

training sessions in Zinder and Dosso, at times with lots of passion. The outcome

is that the people were not in favor of a reward system for the mentors as they are

not the only community actors involved with the school. Also for purpose of

sustainability, any reward system would not survive the NECS project. The

agreed to the fact that the initiative should be left to the CGDES to decide of the

type of award they can give based on their resources. Thus they should integrate

the mentors reward in their action plans. Both the project facilitators and

supervisors would discuss that during the training sessions with the communities.

Identification and classification of children with difficulties/special needs

(academic and social): The NECS project has developped tools that will help

both the teachers and communities in the identification of the children with

difficulties. The tools include an identification grid and a selection report

template. The identification grid provide criteria for the identification of the

children and can also be used to monitor progress. The selection report template

recapitulates those students that have retained to participate in the program and

basic information on each of them.

Participate in meetings at national and regional levels to share practices, actions,

tools & materials related to mentorship: The PSEF not being functional for the

moment, no working group nor instance exists at national or regional level. This

activity does not depend on the NECS project. However, the NECS project

worked with the ministry to develop the approach and has had meetings with the

Japanes International Cooperation (JICA) to share the documentation, invited

them to the validation of the framework document and of the training module.


23

The implementation of the mentoring program did experience some delay due to two

main factors : It took more time to get a consensus on the content of the documentation

before their validation and the Ministry priorities. Now that all tools have been

developped and validated, NECS and its partners should be able to implement most

activities related to mentoring in the next quarter.

Strategic Objective 2: Increased student grade reading achievement

Strategic Objective 2 of the NECS Program aims at increasing student grade reading

achievement framed around two main components. The first component will improve

reading instruction and learning in target schools and the second component will focus on

promoting a culture of reading in target communities.

IR 2.1 Improved reading instruction and learning in primary schools

2.1.1 Provide teacher training and support

Following the training of teachers and in accordance with the implementation plan

adopted by mutual agreement with the management at central and decentralized levels of

MEP/ A /PLN / EC, the Ealy Grade Reading program has started in all 150 intervention

schools on Monday, January 6, 2014.

To ensure a smooth and continuous monitoring of the implementation of the program of

rapid reading, NECS project funded supervision missions to provide support to teachers

by pedagogic supervisors, and has sumitted and received approval from the MEP/A/PLN

/EC for testing EGR documents and has finally launched the printing process of the final

documents.

A2.1.1.1 Training for teachers, pedagogical advisors, and IEB inspectors in Rapid

Reading

Develop a "business case" and obtain MEN approval for rapid reading:

Completed in the previous quarter.

Ownership/appropriation and provision of documentation for review to committee

members: Completed in the previous quarter.


24

Training of supervisors (MEN): Completed in the previous quarter

Training for teachers (by the pedagogic supervisors): Completed in the previous

quarter

A2.1.1.2 Follow-up and supportive monitoring of teachers

Partnership agreement with the IEB for monitoring activities: Completed in the

previous quarter

Organization of monitoring by pedagogic supervisors: After the signing of

partnership agreements with Inspections of Primary Education (IEP), the project

has funded a first monitoring mission in the NECS schools by the Pedagogic

advisers. This mission allowed them to see the actual start of the EGR in all CI

classes of intervention schools, to assess the regularity of the courses, observe

sessions of rapid reading and provide advice to different teachers

Generally, :

- The EGR courses took place as planned except few teachers who left but were

promptly replaced by the School Principals;

- The various stages of the educational process are met and mastered by most

teachers. Those who had difficulties benefited from the support of Pedagogic

advisers ;

- The first 10 lessons for which documents were made available to teachers and

pupils are exhausted. Faced with this situation, the first setpoint was given to the

teachers do review sessions/consolidation pending receipt of final documents.

Thereafter, concordant reflections allowed to adopt a consensual solution between

the NECS Project, the EGR Committee and Pedagogic advisers . The solution is

to continue the lessons following the progression grid by language and respecting

the methodological approach which is identical to the study of all letters/sounds.

It has been widely discussed with all concerned Pedagogic advisers who are

responsible for transmitting it to the Schools Principals and teachers as desired to

apply to all. However, the mission also identified some concerns:

- Delay in the implementation of EGR documents ;

- failure to take into account in the writing in the timetable;

- deficit in the supervision ; Schools principals have not been trained..

NECS is in the process of printing and dissiminating the remaining materials,

immediately after obtaining the approval of the Ministry for their testing by letter N


25

006_2014/MEP/A/PLN/EC/SG/DGR/PLN/EC dated 26 March 2014. To the question of

writing and the training of Schools Principals, they will be taken into account in the

preparatory activities of the 2014-2015 school year. The project has already begun

discussions with the DGR/PLN/EC to comprehensively address all issues related to the

reading / writing program of CI and CP in NECS schools, in line with the new curriculum

adopted by the Ministry.

Organization of supervisors' experience sharing meetings: This was not be

accomplished during this period; NECS will continue working to organize these

meetings.

2.1.2 Implement the Early Grade Reading Program in first and second grades

Introductory paragraph (this accounts for achievement of the current quarter)

After VIE’s withdrawal which intervened early December 2013, NECS project was still

able to (i) conduct the teachers’ training session scheduled for December 2013 as planned

and in agreement with the Ministry, (ii) start the implementation of EGR in all 150

schools on 6 January 2014. In order to ensure good management and monitoring of the

Early Grade Reading program, the NECS project facilitated the monitoring of the EGR

classes by the pedagogical supervisors, got the ministry’s validation of the EGR

documentation and launched the printing of the EGR documentation.

Community outreach about the rapid reading program (information, negotiation,

definition or roles and responsibilities with different actors): Completed in the

October – December 2013 quarter

Evaluation by MCC/MPR and performance follow up (Refer to Year 2 Work Plan

for detailed timeline): At the request of MCC, assessment of student learning in

NECS schools, which was initially performed by the Directorate of Evaluation

and Quality Monitoring (DESQ) of MEP/A/PLN/EC will finally be conducted in

May 2014 by the Office of Research Mathematica (MPR) which will apply to

this end the EGRA protocol.

In this perspective, MPR held a preparatory workshop with stakeholders: MCC,

MCA/Niger, USAID, MEP/A/PLN/EC and NECS. During this workshop, the

EGRA evaluation methodology was presented, 3 equivalent tests have been

developed by language for the years 2014, 2015 and 2016. The evaluation will be

preceded by a pilot survey during the month of April, 1000 pupils will be

involved in CI and CP randomly selected in 20 schools from a sample of 50

pupils in each school (25 pupils of CI and 25 of CP).


26

Organization of workshops for the amendment and adoption of the Zarma

documents and the other languages: hausa, fulfulde, and kanuri (progress grid

and teacher's guide): Completed in the previous quarter

Validation of EGR documents for all 4 languages: On March 10, 2014, the team

in charge of analyzing the EGR documents submitted by the NECS project was

installed during a meeting held in the meeting room of the DGR/PLN/EC, in the

presence of Plan Niger Country Director and the Representative of the General

Director in charge of the Reform, Promotion of National Languages and Civic

Education (DGR/PLN/EC.

After having noted the integration of observations made by its officials, the

Ministry has authorized the testing of EGR documents in 4 languages (Fulfulde,

Hausa, Kanuri, Zarma) by approval letter N

006_2014/MEP/A/PLN/EC/SG/DGR/PLN/EC dated 26 March 2014.

Graphics, illustration and layout of documents: Following the completion of the

work of the EGR committee, which completed the content of all the EGR

materials, the NECS project worked with artists and illustrators for the drawing of

the pictures/images/illustrations, infographes and designers for the final design

and lay out of the EGR materials.

Printing of learner documents in zarma,hausa, fulfulde and kanuri: After

obtaining the approval of Ministry, the NECS project made the last corrections

requested and initiated the process of printing all the EGR documents. Under the

terms of the contract with the selected printer, the documents should be delivered

in April 2014. The printing is being carried out in accordance with quality

standards as required by the Ministry.

Printing of teachers' pedagogic and didactic documents: The teachers’ documents

are included in the same contract as the learner documents.

Develop training modules for teachers and supervisors (VIE,IEB): Completed in

the previous quarter

Partnership with the IEB for monitoring schools: Completed in the previous

quarter


27

Start-up of reading activities in 150 schools: The EGR Program has started in the

150 schools of the Project and is concerns 8991 pupils of CI, including 4253 girls

(47%), for the four languages. The first ten lessons in each language had been

fully approved and distributed. Despite the delay in approval from the ministry of

the remaining lessons, teachers were able to proceed with the curriculum using

the Scope & Sequence document that had been provided during the training on

the EGR curriculum during the previous quarter.

Work with ministry (DGR/PLN/EC) to determine a plan for CP EGR content and

updated scope & sequence for both the CI & CP programs to be implemented

throughout the school year in coordination with the national curriculum: This

will occur in the next quarter as planned. Given the long process of development

and validation of the CI materials for this school year, the NECS project has

started talks with the department of the ministry in charge of curriculum this

quarter in order to ensure that the process begins early and has the full

involvement of the ministry throughout. The objective this time is to have the CI

& CP materials developed, validated, printed, and distributed as well as teachers

and directors trained before the next school year begins.

Develop CP EGR scope & sequence and any new materials and update/improve

CI materials based on the first year's experienceand plan per coordination with

the national curriculum: The NECS project has started talks with the ministry.

The objective is to agree on the CP material as soon as possible. Regarding the CI

material, the updating process will start as soon as the school year is closed. The

NECS project will have a workshop with the supervisors and EGR committee

members who developped the materials. They will examine all the observations

they have gathered in their monitoring visits and discussions with the teachers in

order to update the CI materials.

Validation of new/revised CI & CP EGR materials: This is scheduled for July

2014. NECS will organize a workshop with all those involved in the process,

pedagogical supervisors and the EGR committee (specialists from the ministry

and EGR specialists of NECS project) to update the CI materials based on the

observations during the monitoring and submit them to the Ministry for

valadation. As for CP material, the NECS project plan to use materials

developped by the ministry.

Printing of EGR materials for CI and CP: This is scheduled for July – September

2014 quarter.


28

Preparation of training plan and materials for CI and CP teachers (by the

pedagogic supervisors): training is planned for October: This is scheduled for

July – September 2014 quarter.

Training for school directors (by pedagogic supervisors): NECS has been

working with the Ministry of Education to plan this training to fit in the directors’

busy schedules. The ministry has agreed for this training to occur in September

2014.

Liaise with other international partners around the issue of EGR/local language

scale-up via the national curriculum and support of the GPE and others and

actively participate in discussions and work. During the next quarter, the NECS

project will continue to explore a partnership with CONCERN, an INGO who

plans to do some work in the area of EGR. At this stage, they are conducting a

baseline on reading; the results of which will allow them to make up their

decision on the type of interventions. In the meantime, Plan Niger will work with

the coordinator of the Technical and Financial Partners (PTF) of the Education

Sector in Niger to explore the possibility of organizing a meeting on the issue of

EGR.

Overall, the departure of VIE during the previous reporting period did not create a

vacuum in the implementation of the reading curriculum. However, recognizing the

delays that affected the previous development and validation of the CI reading materials,

NECS is anticipating a potentially long process for the CI & CP materials as well, and

will begin this process early in April.

IR 2.2 Culture of reading promoted in project communities

2.2.1 Develop and implement adult literacy training

Following the withdrawal of VIE which was responsible for the implementation of adult

literacy program, the NECS project has made every effort to ensure the proper

implementation of planned activities for this component during the quarter. Thus it has

signed new partnerships agreements with the Department in charge of Adult Literacy and

Non-Formal Education with the Ministry (IAENF). NECS has also funded all monthly

monitoring missions and identified relevant literature in national languages which will be

purchased for the literacy centers in April 2014.


29

A2.2.1.1 Literacy training for CGDES, APEs, and AMEs

Community outreach sessions (information, first meetings, engagements): This

was performed from July to November 2013 to get registration to literacy classes

Ongoing training of literacy facilitators: As conceived with IAENF the ongoing

training of literacy teachers takes place for each, in his center, during one of the

monthly monitoring missions

Partnership with the IDAENF for the monitoring of centers: During this quarter,

new partnership agreements have been signed with IAENF to regularize and

reframe the partnership with the project, following the withdrawal of the VIE

from NECS consortium. (see Partnership Agreement). Planned monitoring

missions were therefore conducted at all literacy centers. At the end of these

missions, the following findings emerge: in general, classes are held normally, the

collection sheets on the inventory of supplies, data on literacy centers and

enrollment of learners are completed. However, it is unfortunate to find in some

localities, the low attendance of centers by men due to an increase in seasonal

migration following the poor harvest recorded this year

Year end evaluation and exchange meetings on literacy at the level of the regional

coordinations: This activity is scheduled for the next quarter.

Annual appraisal of the functioning of centers: This activity is scheduled for the

next quarter.

2.2.2 Engage communities around reading

A2.2.2.1 1 Community action planning

Revision of action plans developed by the communities: The community

facilitators have been visiting the communities regularly and working/reviewing

their action plans with them and when necessary, the community structures have

reviewed their action plans to integrate new activities. In almost all cases, they

have integrated activities related to school governments. The settling of school


30

governments started in December and their they developped their action plan

during the reporting period.

2.2.3 Develop culturally relevant reading materials

Identification and purchase of documentation in national local languages for

students and adults and distribution in NECS sites (schools and communities): As

part of the promotion of a literate environment to accompany the Ealy Grade

Reading programs (EGR) and Adult Literacy environment, NECS has initiated

the acquisition of culturally relevant reading materials in national languages. This

acquisition consists of purchasing 3 titles per language of books for adults

addressing relevant topics related to the current life skills, and 1 title per language

for picture books for children. The NECS project will purchase a total number of

4,833 books during the month of April. This adds to the 8457 reading materials

already delivered in literacy centers at the beginning of the campaign by VIE.

Project Monitoring and Evaluation

The quarter was marked by the training of the staff in monitoring/evaluation; the

launching of the process of the Baseline Component 2 of the Project with MPR and the

Ministry. The period was also marked by the holding of several support missions of the

Heads of Agency and USNO. As for the implementation, we can note:

The Monitoring of the implementation of school action plans: This is a

routine activity that consists of monitoring continuously the evolution of the

implementation of the planned activities by the structures. This is to make

observations and take necessary decisions while creating conditions that can

reframe the implementation of activities planned. Overall, the level of

achievement seems satisfactory and the trend suggests that most activities will

be implemented as planned. The main concern is the failure to hold meetings

and general meetings on a regular basis by the structures and especially the

establishment of the various documents that govern the operation of structures

(Minutes of meetings, accounting documents). In response, community

facilitators have helped some structures to improve this.

The Monitoring of the implementation of the programs’ activities of the

structures: This activity aims to make a participatory monitoring of the level

of implementation of the programs activities of the structures whose period


31

came to an end such as the development of the action plans, building huts and

classrooms, and cleaning of schoolyard. For other upcoming events, members

of structures are sensitized to respect the periods referred to achieve a positive

annual review of implementation of programs activities.

Mission of heads of agencies: The Heads of Agencis of NECS project

undertook a mission in the three regional coordinations to ascertain the level

of implementation of NECS project activities, especially with the withdrawal

of VIE consortium. This mission included a meeting with the staff, a meeting

with partners and field visits which were focussed on literacy centers,

educational facilities and the EGR. Some recommandatiosn were formulated.

Monitoring Mission of the COP: The objectives of this mission was to visit

the new office of the Regional Coordination of Konni and have a working

session with the team for a better understanding. The working session with the

team focused on the new situation after the withdrawal of VIE, working

conditions (problems and challenges), exhange on additionnal facilitators,

monitoring / evaluation in terms of data collection and their treatment. At the

heart of this meeting, palliative support means for technical facilitators who

have more than 14 villages was developed pending the recruitment of

assistants.

Follow up PMP implementation and Reporting: An ITT report is developed to

monitor the implementation of the PMP and ensure the achievement Project

Indicators. The report took into account the new indicators that were achieved

during this quarter; it is namely the training on mentoring, School Governments,

and the percentage of girls; the attendance rates, the number of children

dewormed and success stories.

Develop and validate an M&E training module: A training module on Monitoring

and Evaluation has been developed by the M&E staff with the partcipation the

Ministry managerial staff and Plan Niger, and the module was validated following

an internal two-day workshop. The edition of the module is programmed for the

next quarter.

Participate in the organization of the baseline: This occurred in the previous

quarter.

Organization of a refresher training on monitoring tools for the regional teams:

Training of 28 team members including 15 Facilitators and 3 Regional


32

Coordinators took place from 10 to 12 March 2014 on the basis of the training

module developed. Training has allowed to strengthen the capacities of these

actors on the monitoring and evaluation system of the Project, the mechanism of

data collection, PMP and many other tools for monitoring and evaluation. The

training saw the participation of two staff from the management of the MEP/A/

PLN/EC and Plan Niger who contribute to the development of the module.

Supervise the data collection process, compile and analyze the data: The process

of data collection has been performed normally, and technical support in

simplifying the tools was given during the training; this quarter 6 Indicators were

collected and analyzed (Mentoring, School Government (2), EGR Learners,

deworming, school attendance). These indicators will be exported to the database

and will be subject of queries for information processing. A detailed project

information card was developed as a matter of visibility of Project activities at

regional and national level.

Coordinate the information research to complement Mathematica's work

Project supervision by Ministry Regional Directors (DREP/IEP): In order to

ensure all level of authorities and supervisory stages have had the opportunity to

supervize the project, the NECS project plan to facilitate supervision of the

activities of the project by the Regional Directors (DREP) who are the highest

level of supervisory bodies in the field. The Regional Directors are above the IEB,

who directly supervize the pedagogical supervisors. For this reason, the IEB will

also be given the opportunity to supervize to monitor project activities.

Project supervision by Project Technical and Monitoring Committee (CTS): No

activity has been carried out within this framework; A mission is planned for next

quarter

Project supervision by Steering Committee (CP): No activity has been carried out

in this context

II. Management during the reporting period

This was the first full reporting period following the withdrawal of VIE from the NECS

consortium. In order to maintain the expertise in reading, Plan hired VIE staff who were

in charge of the implementation of VIE activities. This include the three trainers who


33

were in charge of the development of the Early Grade Reading (EGR) material, the

acountant and the driver. A new Monitoring and Evaluation (M&E) assistant was hired to

replace their M&E staff member who decided not to join Plan. The three trainers have

been placed in the regional coordinations as originally planned. The NECS project

reviewed the work plan to take the withdrawal into account.

VIE Audit by IH counter fraud Unit :

During the previous quarter, an internal Plan audit had identified potential fraud and

financial mismanagement by VIE under their NECS sub-award. Despite their withdrawal

from the consortium, a full investigation was conducted in accordance with Plan’s

internal policies about reporting and investigating cases of potential fraud. A team led by

the Counter-Fraud Unit from Plan’s International Headquarters, and including a

representative from Plan USA’s grants and compliance team, conducted a 12-day visit to

Niger for a full investigation. The scope of this investigation was to review expense

documentation submitted by VIE between June 2012 and December 2013 in line with

USG (US Government) and Plan policies and procedures. The specific purpose was to

review VIE’s expenditures for the entirety of the sub-agreement (June 2012 to December

2013) for allowability; to identify any instances of fraud of misappropriation by VIE with

NECS program funds; to identify any potential liabilities that Plan may incur; and to

determine the final figures of expenses accepted by Plan and any balances due.

Ultimately, the investigation did not find evidence consistent with fraud on the part of

VIE. However, instances of non-compliance with financial management and other

operational procedures as set out both in the Plan International operations manual and

USG Rules were observed and documented. VIE made some non-allowable expenses and

has agreed to pay these back to Plan.

Plan USA Support to NECS:

From 2-8 February, the NECS project manager from Plan USA visited Niger to provide

support following VIE’s withdrawal from the consortium, in order to ensure that the

reading component activities were making progress as agreed with USAID. Also in

March 2014, Michele Akpo replaced Alberto Begue as the project manager in charge of

supporting NECS from Plan USA.


34

III. Next Quarter Activities

Strategic Objective 1

Please provide bullets to highlight what activities will be undertaken in the next quarter

and which activities will be completed and any expected challenges.

IR 1.1 Improved physical and social environment for students

Monitoring of teachers by pedagogical supervisors to ensure they apply gender in

classroom

Develop a minimum package of activities on promoting gender equity (skits,

group discussions …)

Awareness raising/sensitization campaign through film/video in 50 communities

(Konni 10, Tillabéry/Dosso 16 et Zinder 24)

Participate in meetings at national and regional levels to share practises, actions

and tools related to gender.

Support the development, implementation and monitoring of school government

action plans.

Hold the training

Organize handover ceremonies for the water points/boreholes

Training of technicians

IR 1.2 Increased community participation to support education

Mobilization of CGDES, APEs and AMEs (support functioning, counseling…)

Mobilization of CGDES, APEs and AMEs by PF/CGDES (support functioning,

counseling…)

Monitor the implementation of the action plans (participate in CGDES, APE and

AMEs meetings) (Participation des facilitateurs aux réunions communautaires)

Organize inter-community exchange workshops (Awards to best

schools/communities during foras and inter-exchange workshops).Récompense

des meilleurs écoles/villages au cours des foras

Organize exchange visits for community leaders (ToR, identification of leaders,

carry out visits)


35

Identification of mentors (religious leaders, students or former students, female

role-models, ... )

Training of mentors.

Identification and classification of children with difficulties/special needs

(academic and social)

Follow-up of training impact (support-counseling)

Participate in meetings at national and regional levels to share practices, actions,

tools & materials related to mentorship

Strategic Objective 2



IR 2.1: Improved reading instruction and learning in primary schools

Organization of monitoring by pedagogic supervisors

IR 2.2: Culture of reading promoted in project communities

Ongoing training of literacy facilitators (lors des suivi des IAENF)

Partnership with the IDAENF for the monitoring of centers

Year end evaluation and exchange meetings on literacy at the level of the regional

coordinations

Annual appraisal of the functioning of centers

Monitoring and Evaluation



Organize meetings between coordinators, inspectors, pedagogical advisors, and

girls' education focal points for experience sharing on gender equity to be

disseminated during CAPED.

Follow up PMP implementation and Reporting

Participate in NECS Baseline Testing for Grade 1 and Grad 2 students by MPR


36

Supervise the Data Collection process, compile and analyze the data; specialy for

the for the Compoment 2 of the project and follow up M&E Assistant Work

Edit the training module developped last quarter

Follow up revision of Data Base

Project supervision by Ministry Regional Directors (DREP/IEP)

Project supervision by Project Technical and Monitoring Committee (CTS)

Project supervision by Steering Committee (CP)


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ANNEXES

Annex 1: Borehole construction progress

Nº Nature des travaux Village

bénéficiaire Commune Département Avancement des travaux

LOT N 1 REGION DE TILLABERY

1 Branchement poste à eau Bangoutara Dargol

GOTHEYE

Démarrage en cours

2 Forage équipé de PMH Dargol Quartier Dargol Forage négatif

3 Forage équipé de PMH Darkinde Dargol En cours/Attente Analyse

des eaux 4 Forage équipé de PMH Tidani Filingue FILINGUE En cours/Attente Analyse

des eaux

LOT N 2 REGION DE TAHOUA

5 Forage équipé de PMH Kanguiwa Allela En cours/Attente Analyse

des eaux


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Annex 2: Recapitulative chart of the implementation of the current quarter activities (January – March 2014)

Recapitulative chart of the implementation of the current quarter activities (January – March 2014)

Activities Achieved

(yes, no,

on going)

Comments Next quarter

(yes/no)

Strategic Objective 1: Increased access to quality education at project schools:

Training of pedagogic supervisors on

mentoring

Yes The training of the supervisors offered the

opportunity to determine the content of the module of

the mentors’ training

Ensure supervisors will disseminate training

No

6 Forage équipé de PMH Lamame Allela

KONNI

En cours/Attente Analyse

des eaux 7 Forage équipé de PMH Salewa Malbaza En cours/Attente essais de

pompage 8 Forage équipé de PMH Foura Guirke Malbaza Non realisable

9 Forage équipé de PMH Guidan Dagna Bangui

MADAOUA

En cours/Attente Analyse

des eaux 10 Forage équipé de PMH Zaboure Bangui En cours/Attente Analyse

des eaux 11 Forage équipé de PMH Dan Toudou

Galadima

Ourno En cours/Attente Analyse

des eaux 12 Connexion a Mini AEP Boude Ourno En cours/Attente Analyse

des eaux 13 Connexion a Mini AEP Boukoki Nord Arlit ARLIT Réalisation trimestre

prochain


39

Activities Achieved

(yes, no,

on going)


(yes/no)

Training of mentors No Ensure mentors are selected based on criteria defined

in agreement with local stake holders.

Harmonize strategies in all regional coordinations

Yes

Community mobilization around the

issue of school governments and

mentoring (awareness of stakeholders

and implementation)

On going Finalization of school government activities

Ensure mentors of school government are identified

Yes

Support and coaching of CGDES,

APE, SG and AME (Finalization of

Schools Action plans and program of

activities of the structures)

Yes Participate in community structures meetings about

twice per quarter to support them in the

implementation of their action plans.

Yes

Continued construction of new water

points and boreholes everywhere or on

accessible sites;

On going Waiting for the results of the water analysis. Yes

Environmental mitigation measures

and monitoring plan of the project;

On going RAS Yes

Establishment of management

committees at each water point;

On going Establish the water management committees of the

school in Arlit during the provisional reception of the

branching to the city water system.

Yes

Training of village repairmen; No Sign agreements with local directions of hydraulics

Budget approval

Yes

Training of hand pumps repairmen; No Yes


40

Activities Achieved

(yes, no,

on going)


(yes/no)

Completion of the rehabilitation of old

water points constructed by

IMAGINE;

No Payement in the next quarter Yes

Strategic Objective 2: Increased student grade reading achievement:

Starting the EGR in first grade classes

in partner schools;

Yes Ensure monitoring by supervisors

Plan the training of school director for close

monitoring

No

Finalization and printing of EGR

documents (Scope and Sequence,

Teachers’ Guide and Student’s

Booklet);

On going Accelerate document printing

Yes

Providing schools of all the EGR

necessary documents;

No Document being printed

Yes

Monitoring of the implementation of

the EGR by pedagogic supervisors and

Inspectors ;

Yes Noticed that some trained teachers left their classes

(make the situation of these departures)

Yes

Monitoring and Community

Mobilization around the «Early Grade

Reading» and educated Environment;

Yes Reinforce social mobilization around EGR

(sensitization, information)

Yes

Monitoring of literacy centers by

IAENF;

Yes RAS Yes

Purchase of books for village libraries

and schools;

On going Review the number of books due to budget

constraints (from 10,000 to 5,000)

Yes


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Activities Achieved

(yes, no,

on going)


(yes/no)

Launching of public reading activities.

No Discuss draft document developped by Diallo Yes


Monitoring of the data collection

process with MPR and analysis of the

results for setting indicator baseline

values and guiding project

implementation.

On going Get the results of MPR’s data collection

Monitoring of CI and CP testing.

Yes

Finalization, validation and

dissemination of the Technical

Training Guide on monitoring and

evaluation.

Yes RAS No

Follow up the modifications to the

project database.

On going RAS Yes

Training/retraining of community

facilitators on the system of

monitoring and evaluation and

development of a tool for monitoring

the facilitators.

Yes RAS No

Development and Monitoring of the

reports on PMP and ITT.

On going on going Activity Yes


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Activities Achieved

(yes, no,

on going)


(yes/no)

Monitoring and supervising the

activities of data collection on the

field.

On going on going Activity Yes

Continuing development of a GIS

system, including acquisition of

software and the creation of map of

project activities.

On going Problem with software Yes

Annex 3: Activity planning April – June 2014

Activity Planning April_May_June 2014 (according to work plan)

Activities Comments Delay

Strategic Objective 1: Increased access to quality education at project schools

Component 1.1.1: Foster gender equity in classrooms

Monitoring of teachers by pedagogical supervisors to ensure they

apply gender in classroom

Organize meetings between coordinators, inspectors, pedagogical

advisors, and girls' education focal points for experience sharing

on gender equity to be disseminated during CAPED.

Develop a minimum package of activities on promoting gender

equity (skits, group discussions …)


43


Meetings with MEP/A/PLN/EC for the integration of gender into

the management tools of pedagogical supervisors.

Meetings with MEP/A/PLN/EC for the adoption of a code of

conduct for teachers that takes into account gender equity

Participate in meetings at national and regional levels to share

practises, actions and tools related to gender.

Component 1.1.2: Promote leadership training for student

governments

Support the development, implementation and monitoring of

school government action plans.

Roll-out partnership and follow-up monitoring (PDEV 2)

Component 1.1.3: Construct boreholes and provide maintenance

training

Carry out environmental evaluations

Selection of firms and signature of contracts

Carry out repair/construction works

Monitor works (repair/construction)

Provisional reception

Hold the training of CGDES on the maintenance of

boreholes/water points


44


Organize handover ceremonies for the water points/boreholes

Follow-up of training impact

Develop the Terms of Reference for the Training of technicians

Identify community technicians

Purchase tools for community technicians

Training of technicians

Component 1.1.4: Support deworming treatment

Incorporate related messaging and information into community

mobilization efforts to achieve universal coverage of deworming

medication in project schools

Component 1.2.1: Mobilize community actors to support

education

Mobilization of CGDES, APEs and AMEs (support functioning,

counseling…)

Monitor the implementation of the action plans (participate in

CGDES, APE and AMEs meetings)

Organize inter-community exchange workshops

Organize exchange visits for community leaders (ToR,

identification of leaders, carry out visits)

Awards to best schools/communities during foras and inter-


45


exchange workshops.

Component 1.2.2: Develop a school-to-community mentoring

program

Identification of mentors (religious leaders, students or former

students, female role-models, ... )

Training of mentors

Identification and classification of children with difficulties/special

needs (academic and social)

Follow-up of training impact (support-counseling)/mentoring

Participate in meetings at national and regional levels to share

practices, actions, tools & materials related to mentorship

Strategic Objective 2: Increased student grade reading achievement:

Component 2.1.1: Provide teacher training and support

Organization of monitoring by pedagogic supervisors

Organization of supervisors' experience sharing meetings

Component 2.1.2: Implement the Early Grade Reading Program

in first and second grades

Evaluation by MCC/MPR and performance follow up (Refer to

"School Based EGRA - Timeline" for detailed timeline)

Work with ministry (DGR/PLN/EC) to determine a plan for CP

EGR content and updated scope & sequence for both the CI & CP


46


programs to be implemented throughout the school year in

coordination with the national curriculum

Develop CP EGR scope & sequence and any new materials and

update/improve CI materials based on the first year's

experienceand plan per coordination with the national curriculum

Validation of new/revised CI & CP EGR materials

Training for school directors (by pedagogic supervisors)

Liaise with other international partners around the issue of

EGR/local language scale-up via the national curriculum and

support of the GPE and others and actively participate in

discussions and work.

Component 2.2.1: Develop and implement adult literacy training

Ongoing training of literacy facilitators

Opening, functioning, and monitoring of centers

Year end evaluation and exchange meetings on literacy at the level

of the regional coordinations

Annual appraisal of the functioning of centers

Component 2.2.2: Engage communities around reading

Revision of action plans developed by the communities

Component 2.2.3: Develop culturally relevant reading materials

for adults and children in local languages


47


Identification and purchase of documentation in national local

languages for students and adults and distribution in NECS sites

(schools and communities.


Follow up PMP implementation and Reporting

Supervise the data collection process, compile and analyze the data

Coordinate the information research to complement Mathematica's

work

Project supervision by Ministry Regional Directors (DREP/IEP)

Project supervision by Project Technical and Monitoring

Committee (CTS)

Project supervision by Steering Committee (CP)

quarterly progress report niger education and community

Documents