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Vamos Ler! / Let’s Read! Quarterly Progress Report 3 April – June 2017

Contract Number AID‐656‐TO‐000003

July 2017 This report was made possible by the support of the American People through the United States Agency for International Development (USAID). The contents of this report are the sole responsibility of Creative Associates International and do not necessarily reflect the views of USAID or the United States Government.

TABLE OF CONTENTS ACRONYMS ................................................................................................................. 3 SUBMISSION REQUIREMENTS ............................................................................... 5 EXECUTIVE SUMMARY ............................................................................................ 6 RESUMO EXECUTIVO .............................................................................................. 7 1. PROGRAM OVERVIEW .................................................................................... 8

Program Description ............................................................................................................... 8

2. PROGRESS TO DATE ....................................................................................... 9 Summary of the Quarter: Progress towards the Program Goal ................................... 9 Overview of Activities by Intermediate Result (IR) ....................................................... 10

3. MONITORING EVALUATION, & COMMUNICATIONS ................... 23 Monitoring & Evaluation (M&E) and Research ................................................................ 23 Status of Contract Deliverables ......................................................................................... 23 Communications Activities .................................................................................................. 23 Key Meetings with USAID and Partners .......................................................................... 24

4. MANAGEMENT & OPERATIONS .............................................................. 27 Operations .............................................................................................................................. 27 Staff Actions ............................................................................................................................ 27

5. PLANNED ACTIVITIES AND EVENTS FOR NEXT QUARTER ......... 29 6. APPENDICES .................................................................................................... 32

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ACRONYMS ABE LEARN Assistance to Basic Education Learn to Read Now ADPP Ajuda de Desenvolvimiento de Povo para Povo AIR American Institutes for Research ApaL Learn to Read (Aprender a Ler) BCC Behavior Change Communications BTG Blue Tree Group COP Chief of Party CSO Civil Society Organization DCOP Deputy Chief of Party DGLEMD Department of Management of School Texts and Pedagogical Materials

(Departemento de Gestão do Livro Escolar e Materiais Didácticos) DINAT Directorate of Transversal Issues (Direcção Nacional de Asuntos Transversais) DINEP National Directorate of Primary Education

(Direcção Nacional de Ensino Primário) DINEA National Directorate of Adult Education

(Direcção Nacional de Educação de Adultos) DINPE National Directorate of Special Programs (Direcção de Programas Especiais) DIPLAC National Directorate of Planning and Cooperation

(Direcção de Planificação e Cooperação) DINFP National Directorate of Teacher Training

(Direcção Nacional de Formação de Professores) DPEDH Provincial Directorate of Education and Human Rights

(Direcção Provincial de Educação e Recursos Humanos) DNGGQ National Directorate of Management and Guarantee of Quality

(Direcção Nacional de Gestão e Garantia de Qualidade) EGR Early Grade Reading EGRA Early Grade Reading Assessment EL Educational Leadership EMIS Education Management Information System G1/G2/G3 Grade One / Grade Two / Grade Three GRM Government of the Republic of Mozambique HQ Headquarters ICT Information and Communications Technology IFP Teacher Training Institutes (Insitutos de Formação de Professores) INDE National Institute for the Development of Education INSET In‐Service Teacher Training IR Intermediate Result KAP Knowledge, Attitudes, and Practices L1/L2 Language One (local language)/ Language Two (Portuguese) LOI Language of Instruction M&E Monitoring and Evaluation


MINEDH Ministry of Education and Human Development (Ministerio de Educação de Desenvolvimento Humano)

MLT Master Literacy Trainer MMEMS Mozambican Mechanism of Evaluation and Monitoring Systems NGO Non‐Governmental Organization OSC Overseas Strategic Consulting PMEP Performance Monitoring and Evaluation Plan SBCC Social Behavior Communication Change SC School Council SD School Director SDEJT District Education Offices (Servico de Educação, Juventude e Tecnologia) SM School Management STTA Short‐term Technical Assistance TOT Training of Trainers TPD Teacher Professional Development TTT Technical Task Team TWG Technical Working Groups TWG‐BE Technical Working Group for Bilingual Education UNICEF United Nations Children’s Fund UCM Universidade Católica de Moçambique UEM Universidade Eduardo Mondlane UP Pedagogical University (Universidade Pedagogica) USAID United States Agency for International Development WEI World Education, Inc. ZIP School clusters (Zona de Influencia Pedagocica)


SUBMISSION REQUIREMENTS

A USAID Award Number Contract No. AID‐OAA‐I‐14‐00052

B USAID Objective Title Investing in People (IIP)

C USAID Project Title

Contract Number AID‐656‐TO‐000003

Under Assistance to Basic Education ‐ All Children Reading (ABE‐ACR) IDIQ: SOL‐OAA‐12‐000068

D USAID Program Area and Program Element

Education (program area 3.2)

Basic Education (program element 3.2.1)

E Descriptive Title Quarterly Progress Report:

April 1 – June 30, 2017

F Author Name(s)

G Contractor name

Creative Associates International

5301 Wisconsin Avenue, NW, Suite 700

Washington, DC 20015

Telephone: 202 966 5804 Fax: 202 363 4771

Contact: Corrie Blankenbeckler, Project Director [email protected]

H USAID CO, COR Brenda Valdes‐Robles, CO

Julia Richards, COR

I Date of Publication July 2017

J Language of Document English, Executive Summary also in Portuguese

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EXECUTIVE SUMMARY Vamos Ler! is a five‐year program, funded by the U.S. Agency for International Development (USAID), with the goal to strengthen the Mozambican government’s ability to ensure that students in the target regions of Nampula and Zambézia can achieve grade‐level fluency and comprehension in the local language in the first cycle of primary education (Grades 1‐3). To this end, Vamos Ler! provides evidence‐based technical and material assistance to improve early grade literacy instruction in three local languages, Emakhuwa, Elomwe, and Echuwabo, along with second or new language acquisition and literacy support to prepare children for transition to Portuguese in Grade 4 (G4). Through a three‐fold results‐based approach Vamos Ler! supports the Ministry of Education and Human Development (MINEDH) to strengthen classroom and systems support to lay the foundation for sustaining and expanding bilingual early grade literacy throughout the country.

A foremost accomplishment this quarter is the drafting of a formal Memorandum of Understanding (MoU) between USAID and MINEDH that will guide the coordination and roles and responsibility for Vamos Ler! implementation. The MoU has generated much positive discussion around the scope and scale of bilingual education. The MoU is expected to be fully executed in Q4 pending final decisions final decisions around roles and responsibilities for Vamos Ler! support in bilingual education. Vamos Ler! has also seen many successes under each of the intermediate result (IR) areas, as follows:

IR 1: Early grade literacy classroom instruction improved: In the period of April through May, the Reading Team developed curriculum maps and produced first draft student books for Grade 1 (G1), a teachers’ manual with teaching routines and reference guides, and supplementary readers for the three target languages. Student texts and teachers’ manuals also include activities for G1 Oral Portuguese language development. In May, Vamos Ler! presented a draft teacher training and coaching model to MINEDH, and began the selection process for the trainers of trainers. In May and June, the Systems Strengthening team, alongside MINEDH representatives, formally reviewed materials and developed draft models and materials for educational leadership and district training.

IR 2: National EGR policy framework and delivery systems improved: The newly established Technical Working Group for Bilingual Education (TWGBE) has met three times in this quarter. Key activities included the development of a Terms of Reference for the group, as well as the scope for the first national Bilingual Education Symposium planned for September, 2017. In May, the draft report of the qualitative data for the situational analysis of community and school knowledge, attitudes, and practices (KAP) was presented, and the initial results of the quantitative data for the language mapping study were shared at the end of June. Data collection for the Teacher and Educator study was also completed in June, with initial results expected in August 2017. In June, the Systems Strengthening team conducted a bilingual education policy mapping exercise, which will be followed up in Q4.

IR 3: Parental and community engagement in EGR increased: The Community Mobilization team held workshops between the period of May 9 through 16, to present the preliminary results of community KAP study and develop key messages to be used in the Social and Behavior Change Communication strategy. The first draft of the SBCC strategy was shared in June.

There are ongoing challenges with the implementation of a large‐scale expansion of bilingual education. There are still many skeptics of bilingual education, and other administrative obstacles such as qualified trainers and education experts fluent in the target local languages. These are issues which will be tackled through systematic evidence‐based promotion, and capacity building of key actors within the educational system.

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RESUMO EXECUTIVO Vamos Ler! é um programa de cinco anos, financiado pela Agência dos Estados Unidos para o Desenvolvimento Internacional (USAID), com o objetivo de fortalecer a capacidade do governo moçambicano para garantir que os alunos das províncias de Nampula e Zambézia possam atingir a fluência e compreensão da língua local no primeiro ciclo do ensino primário (graus 1‐3). Neste âmbito, Vamos Ler! dá assistência técnica e material baseado em evidências para melhorar a instrução de ensino do grau inicial em três línguas locais, Emakhuwa, Elomwe e Echuwabo, assim como apoio para preparar as crianças para a transição para o Português no 4º ano. Através de uma abordagem baseada nos resultados, Vamos Ler! apoia o Ministério da Educação e Desenvolvimento Humano (MINEDH) no reforço de sistemas em salas de aulas para estabelecer as bases para a sustentação e expansão do ensino bilíngue no primeiro ciclo de ensino primário em todo o país.

IR 1: Desenvolvimento de materiais de Leitura: de Abril à Maio, a equipe de Leitura desenvolveu mapas curriculares e produziu os primeiros livros do aluno para primeira classe, um manual do professor com rotinas de ensino, guiões e livros suplementares de leitura nas três línguas do programa. Os textos nos livros do aluno também incluem exercícios para prática da oralidade da língua portuguesa na primeira classe. Em Maio, o Vamos Ler! apresentou uma proposta de modelo de formação e acompanhamento ao MINEDH e em simultâneo iniciou o processo de selecção de formadores de formadores. Ainda em Maio e Junho, a equipe de Fortalecimento de Sistemas junto dos representantes do MINEDH, fizeram a revisão dos materiais e desenvolveram propostas de matérias e modelos de formação em liderança educacional para os distritos.

IR 2: Sistema e serviços de educação melhorados: o novo grupo técnico de Educação Bilingue (GTEB) realizou 3 encontros neste trimestre. As principais actividades do grupo foram o desenvolvimento de termos de referência de trabalho e o escopo do primeiro simpósio de educação bilingue agendada para Setembro de 2017. Em Maio, a primeira versão do relatório do estudo de atitudes, comportamento e práticas (CAP) foi apresentado em simultâneo com os resultados preliminares da pesquisa quantitativa de mapeamento de línguas em Junho.

Ainda em Junho, foi também realizado um estudo com os professores e gestores escolares cujos resultados serão apresentados em Agosto de 2017. A equipa de Fortalecimento de Sistemas realizou um mapeamento de políticas de educação bilingue, uma acção a ser seguida no quarto trimestre, Q4.

IR 3: Pais encarregados de educação engajados na educação bilingue: A equipe de mobilização da comunidade realizou um workshop de apresentação dos resultados da pesquisa KAP de 09 – 16 de Maio, o que resultou da discussão e desenvolvimento de mensagens chave a serem usadas na estratégia de comunicação para mudança social e de comportamento cujo draft inicial foi partilhado em Junho.

Existem desafios contínuos com a expansão em larga escala da educação bilíngüe. Ainda há obstáculos sobre a implementação da Educação bilingue e o seu funcionamento tais como a escassez de formadores qualificados que são também falantes de línguas moçambicanas seleccionadas. Estas questões serão colmatadas através de acções de promoção sistematizadas e baseadas em evidência e capacitação de actores chaves do sistema de educação.

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1. PROGRAM OVERVIEW

Program Name: Vamos Ler! (Let’s Read!)

Activity Start and End Dates: August 12, 2016 – July 10, 2021

Name of Prime Implementing Partner: Creative Associates International

Contract Number: Contract Number AID-656-TO-000003 Under IDIQ ABE LEARN SOL-OAA-12-000068

Reporting Period: April 1 – June 30, 2017

Program Description

The Government of Mozambique is committed to improving its early grade literacy outcomes through investment in the expansion of its national bilingual education program. With the rollout of bilingual education training and planned revision of the bilingual education curriculum in 2017‐2018, the government hopes to reverse the worrisome trends plaguing its school system: Fewer than half of Mozambican children complete primary school, and rates of teacher absenteeism are among the highest in the world. Mozambique’s investment in a bilingual education policy highlights its ambition to significantly improve early grade reading (EGR) outcomes. Reform efforts focus on L1 to L2 transition, strengthening EGR policy frameworks, and building the capacity of the MINEDH to roll out the bilingual education program across the country. Funded by the United States Agency for International Development (USAID), under the Assistance to Basic Education Learn to Read Now (ABE LEARN) IDIQ, the Vamos Ler! program will strengthen the Mozambican government’s ability to ensure that students in the two target regions (Nampula and Zambézia) can achieve grade‐level fluency and comprehension in the local language in the first cycle of primary education (grades 1‐3). Vamos Ler! will focus early grade literacy instruction in three local languages, Emakhuwa, Elomwe, and Echuwabo, and will provide second or new language acquisition and literacy support to prepare children for transition to Portuguese as language of instruction in grade 4. Through a three‐fold results‐based approach Vamos Ler! supports the Ministry of Education and Human Development (MINEDH) to strengthen classroom and systems support to lay the foundation for sustaining and expanding bilingual early grade literacy throughout the country:

IR 1: Early grade reading (EGR) classroom instruction improved

IR 2: National EGR policy framework and delivery systems improved

IR 3: Parental and community engagement in EGR increased

Lead implementing contractor, Creative Associates International, and sub‐contractors, World Education, Inc. (WEI), American Institutes for Research (AIR), Oversees Strategic Consulting (OSC), and blueTreeGroup (bTG) are committed to support the government of Mozambique to realizing these aims over the five‐year program, through quality, cost‐effective and sustainable, evidence‐based technical and material assistance.

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2. PROGRESS TO DATE

Summary of the Quarter: Progress towards the Program Goal

Much progress has been made during this quarter. A foremost accomplishment is the drafting of a formal MoU between USAID and MINEDH, the purpose of which is to guide the coordination and roles and responsibility for Vamos Ler! implementation as part of the Bilingual Education expansion in Nampula and Zambézia provinces. The MoU has generated much positive discussion around the scope and scale of bilingual education for the Vamos Ler! target languages. The MoU is expected to be fully executed in Q4 pending final decisions around roles and responsibilities for Vamos Ler support in bilingual education.

Other key successes and lessons learned are as follows:

Successes to Date

Scope & Sequence, curriculum framework completed and learning materials in production for children and teachers in three different Mozambican languages and Portuguese for grade 1 of primary school. Vamos Ler! has received formal authorization from the Minister of Education, Dra. Conceita Sortane, to develop and lead the curriculum materials development, testing, review, printing and distribution in collaboration with key Ministry stakeholders. All newly developed materials will be considered formally part of the national MINEDH curriculum for Emakhuwa, Elomwe, Echuwabo and Oral Portuguese in the provinces of Nampula and Zambézia.

Establishment of Technical Working Group for Bilingual Education (TWG‐BE) under leadership and coordination of the Ministry of Education (MINEDH). The TWG‐BE has participated in the organization of several workshops for the development of core Vamos Ler! activities (e.g. development of learning materials, enabling environment, community mobilization and monitoring and evaluation). Other key activities include the development of the TWG‐BE Terms of Reference, as well as the scope for the first national Bilingual Education Symposium planned for Q4.

Vamos Ler! has completed initial analysis of findings for two research studies: language mapping and community and school knowledge, attitudes and practices (KAP), as well as data collection for a third study which is investigating more deeply the perceptions and practices of teachers and school directors of existing bilingual schools (Teacher and School Director KAP study).

Challenges and Lessons Learned

There are ongoing challenges with the implementation of a large‐scale expansion of bilingual education. There are still many skeptics of bilingual education, and other administrative obstacles such as qualified trainers and education experts fluent in the target local languages. These are issues which will be tackled through systematic evidence‐based promotion, and capacity building of key actors within the educational system. As per the final district selection process conducted in Q2, Vamos Ler! will target a little over 2800 schools in 21 districts (8 in Zambézia, and 13 in Nampula) for the expansion of the bilingual education program in Grades 1‐3. Bilingual education is, however, typically a decision made by communities and districts, referred to as the “bilingual option,” by MINEDH authorities. The bilingual option is often implemented alongside the monolingual option (Portuguese only) in some communities that are

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unable to come to consensus about the language of instruction in the early grades. This leads to complications for school administrators and teachers, and can have poor results. Vamos Ler! is in ongoing discussions with MINEDH authorities to determine how best to proceed under these circumstances. Vamos Ler! and MINEDH are working together to explore ways to ensure that community and district voices are heard while maintaining the scope of the proposed expansion. The final decision will be included in the final signed MoU.

Overview of Activities by Intermediate Result (IR)

IR 1: Early Grade Reading Classroom Instruction Improved

IR 1.1: Evidence-based, gender-responsive early grade reading materials in Mozambican languages used

1.1.1 Review of existing EGR materials and curriculum

This activity was completed in the Q2 FY17.

1.1.2 Develop EGR Materials

With technical assistance from Creative consultant and EGR curriculum expert, Amy Pallangyo, the Vamos Ler! Reading Team, alongside the MINEDH curriculum department, hosted a 15‐day Grade 1 materials development workshop from 19th to 28th of April in Marracuena district, Macaneta, just outside of Maputo. 40 participants participated in the workshop, including education, language, and linguistic experts from MINEDH, University of Eduardo Mondlane (UEM), as well as DPEDH representatives and teachers from Zambézia and Nampula provinces. Participants were divided into four working groups with a special focus on the four selected languages (Emakhuwa, Elomwe, Echuwabo, and Oral Portuguese for Grade 1). The participants not only received training on the five elements of Early Grade reading and how to develop L2 instructional and oral issues, but also learned how to develop reading and writing activities and teaching routines. Specific practical training was provided on:

The components of a context‐based, comprehensive, evidence‐based early grade reading and writing program

The purpose and components of a scaffolded curriculum map

How to create and use a leveling guide for the development of decodable and leveled texts

How to write decodable and leveled books

How to write lessons plans linked to student text The blended training model varied explicit instruction with specific tasks assigned to each group. Smaller groups were selected to continue the work after the training, under supervision and guidance

Macaneta workshop participants

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from the Vamos Ler! Reading Team. Materials development and the development of reading and writing activities and teaching routines continued post workshop. A five‐day follow up review and revision workshop was hosted in May with a smaller, selected group of linguistic specialists (31). In June, the Reading Team worked with illustrators to build capacity to design age‐ and context‐ appropriate EGR illustrations. Graphic designers were also identified and given formal orientation to principles of formatting and design for early grade student textbooks and readers (e.g. use of font sizes, icons instead of written instructions, etc.). With technical assistance support from Creative EGR expert consultant, Corinne McComb, the teams reviewed and identified suitable formatting for teacher training guides that adhered to principles of simplicity and ease of use. Illustrations and formatting will be completed, tested and validated by MINEDH committee in Q4.

Sample Pages from Emakhuwa Student Textbook

Successes to Date

Capacity built for reading team and other MINEDH and university stakeholders for development of evidence‐based early grade reading and writing curricula, aligned with learning goals and a child friendly design.

Reading materials developed for the three selected Mozambican languages based and oral Portuguese:

o Curriculum maps for three local languages and oral language Portuguese. The maps are aligned with the government themes, and weeks of instruction, with explicit links to cross‐cutting issues (gender and inclusion). Decodable and sight word vocabulary are identified for each week, and supplementary book topics and titles are developed to align with each unit.

o Student textbook drafts, in template for three local languages consistent with the program structure and weekly instructional map.

o Draft student decodable texts (2 per week, one for student textbook and one for supplemental book), and 12 teachers’ read‐aloud texts for each of the three local languages.

o Portuguese teacher read‐aloud texts.

o Core text and sample routine lessons for teachers’ guide.

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Challenges & Associated Actions

Workshops in Y1 depend heavily on the Vamos Ler! Reading Team to complete since pressure on timelines for materials development is very high. The teams have developed detailed Y2 plans to ensure that MINEDH teams’ capacity is built to take on greater roles in both the development and quality assurance for curriculum and materials development.

1.1.3 Print and distribute materials

In May and June, Vamos Ler! Project Director and representatives from Field Operations and technical leads organized weekly check‐ins via skype with the blueTree Group (bTG) and the Creative HQ Development Lab. Tasks are distributed weekly between team members to ensure continued progress toward printing in September 2017 (e.g. development of RFQ, SOW for printing, publishing and distribution training, orientation and research for digital tracking models, capacity building and orientation plans for MINEDH and local printers, etc.).

Summary of Successes to Date

Support MINEDH and Vamos Ler! to establish price points and minimum quality standards for student materials. Price estimates and timelines from various printers that have delivered quality work in the past have been shared by email on 20 June. Other printers will still be approached and blueTree Group is collaborating with Creative procurement officers to ensure a wide range of options and quality.

Materials printing and distribution plan options drafted to respond to schedule requirements and best value for money. A digital tracking system for delivery of materials from the printing source to the end‐user is under development with plans expected to be finalized in Q4.


Given limited printing capacity in country, the project will need to initially procure larger volumes of teaching and learning materials internationally. With support from bTG, Vamos Ler! is working on a training and capacity building plan to gradually increase the capacity of local printers for large print orders, starting with smaller volumes and working up to larger volumes over time.

Vamos Ler! is investigating local storing and distribution options for “last mile” distribution in order to build MINEDH and local distribution capacity.

IR 1.2: Teachers’ use of evidence-based, gender-responsive instructional practice in early grade reading increased

1.2.1 Employ evidence-based TPD model

A model for Teacher Professional Development (TPD) has been discussed internally between the different sections and initial draft has been presented to MINEDH in May, 2017. The Vamos Ler! model is based on a direct training approach that will allow Master Trainers face‐to‐face training time with teachers, coaches, and school directors. This model is more robust than the current in‐service approach, which relies on three‐tiered cascade (IFP clusters / ZIPs schools), and will therefore need to be formally approved for success and sustainability of the model.

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Successes to Date

The MINEDH National Directorate of Teacher Training (DINFP) has expressed positive interest in the Vamos Ler! approach (described below) and has requested a formal presentation scheduled for July 2017.


Given the low number of trainers at the Teacher Training Institutes (IFPs), Vamos Ler! will need to build a cadre of trainers from among university experts (particularly Pedagogical University), expert teachers, as well as the IFPs.

1.2.1 Support quality teacher training

In May, Vamos Ler! Reading Teams conducted simultaneous two‐day Master Trainer (MT) selection and orientation workshops in Quelimane and Nampula. Key criteria for selection of MTs included proficiency in one of these target local languages and years of training experience in primary schools, as well as overall interest in participating in the bilingual education expansion program. MINEDH, DPEDH and SDEJT representatives participated actively in the pre‐selection process in order to ensure a wide pool of qualified candidates.

Successes to Date

Pre‐selection of candidate Master Trainers completed, with final selection expected in Q4.

139 pre‐selected candidates in Quelimane, and 130 candidates in Nampula participated in written and listening tests in the languages for which they were selected: 69 candidates (39 female, 30 male) for teacher training in Echuwabo and 70 candidates (24 female, 46 male) for training in Elomwe and 130 (32 female and 98 male) in Emakhuwa.


Test results showed that many of pre‐selected candidates did not in fact speak or write one of these selected languages, and some candidates even had difficulties in speaking, reading and writing Portuguese. Given the limited pool of qualified candidates from this first round, another round is scheduled for Q4.

IR 1.3: Educational management and governance in support of early grade reading strengthened

1.3.1 Train SDs

In May, the Vamos Ler! Systems Strengthening team facilitated a pedagogical leadership materials review workshop with representatives from MINEDH (DINGGQ, DINFP, DINEP), Pedagogical University (UP), and ADPP. The group developed criteria for the analysis of available materials on educational leadership, and drafted a training model with different themes such as foundations and principles of education and education management, planning and work organization, monitoring and evaluation, management for results, dimensions of implementation, democratic and participatory leadership, human resources management and pedagogical leadership. In June, with assistance from Creative school management expert, Corinne McComb, the team conducted deeper analysis of pedagogical

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leadership materials and best practices, both within Mozambique and from the region, in order to develop and refine the pedagogical leadership package.

Successes to Date

Draft training model and teacher’s guide developed for the in‐service training of school directors and supervisors.


Many strong school leadership materials have already been developed for Mozambique with support from international NGOs. Vamos Ler! will build on these materials and is working with MINEDH and partners to identify gaps and opportunities for additional materials specific to bilingual education.

School Directors (SDs) have limited training in education management, and little to no training in pedagogical leadership. While SDs may have teaching experience, many are promoted from among secondary schools, and most do not have primary school or early grade experience. Vamos Ler! is working MINEDH not only to design practical training for SDs to be able to provide relevant pedagogical support for EGR teachers, but also to establish longer term plans for recruitment and induction training for SDs that addresses challenges specific to primary education.

1.3.2 Improve school governance through School Councils

In April, the Vamos Ler! Systems Strengthening team, supported by representatives of IBIS and GIZ hosted a school council materials review workshop with participants from MINEDH (DINAEA, DNGGQ, DINFP, DPEDH Zambézia and Nampula), and OXFAM. Participants developed criteria for review of materials, and developed a list of themes, modules and key issues that could be addressed in school council training.

Successes to Date

A draft training model, training plan and guide developed for in‐service training of school councils.


Protocols exist for school councils, but the greater challenge lies in the establishment of well‐functioning, active councils that have the motivation and skill to engage communities to hold school accountable for quality education outcomes. Vamos Ler! is exploring ways to build this capacity on a large scale through the involvement of local NGOs/CSOs.

IR 1.4: Coaching and supervision of early grade reading instruction improved

1.4.1 Support in-school coaching for teachers

Coaching plans will be developed in Q4.

1.4.2 ZIP Coordinator training

This activity will be implemented in Q4.

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1.4.3 Develop district level capacity to improve EGR (supervision)

In June, the Vamos Ler! Systems Strengthening team, facilitated a regional workshop with DPEDH staff from Zambézia and Nampula in Nampula center. Attended by 39 representatives from MINEDH, DPEDH, and SDEJT, the workshop developed a model for district support, draft tools for district supervision, as well as a monitoring and evaluation plan to help DPEDH measure the impact of district visits. The participants worked in three separate groups on the reading, systems and community mobilization components. Existing materials from MINEDH were adopted so that they could be used for the monitoring and support by district officers to bilingual education. Materials were pre‐tested and there will be a test later in Q4 as well. One of the conclusions at the end was that a specific part of the format for district supervision of schools should be added which helps to report about the learners’ progress in reading and writing. This will be added in Q4.

Successes to Date

A draft supervision, training plan and M&E guide developed for district supervision


District supervision will have limited impact if there is little follow up targeted training or other actions taken. Vamos Ler! has thusfar developed plans and tools for school and cluster visits, but a more robust system for follow up and linkages to target support is still under review and will be further discussed and development with MINEDH in the coming months.

1.4.3 Use ICT for data management and analysis

During this quarter, Vamos Ler! technical component leaders from the Reading, Systems Strengthening, and Community Engagement teams met with various local and international ICT service providers (e.g. Vodacom) and NGOs with ICT focus, such as Viamo, to explore opportunities for use of ICT in the program. Additionally, during the district supervision workshop (see 1.4.2), the program presented to DGGQ staff the possibility of using ICT for data management and analysis, through demonstration of a MINEDH district supervision tool adapted to run on a program‐developed mobile platform. DGGQ has been looking for some time for an efficient way to use mobile technology to collect and analyze district supervision data and are looking forward to piloting the use of this technology through Vamos Ler!

Workshop in Nampula on district supervision

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Successes to Date

Vamos Ler! has procured tablets to be used for multiple purposes. The program will use Tangerine for EGRA data collection, and will also adapt digital tools for use in training, coaching, and monitoring at the cluster / ZIP level.


Mobile connectivity has been slow to expand in Mozambique, with many areas still lacking access to mobile networks (and even basic electricity). However, several companies and NGOs have demonstrated success in using ICT to reach even the most rural areas, and user networks are expected to continue to grow exponentially over the coming years.

IR 2: National EGR policy framework and delivery systems improved

IR 2.1 National mechanisms for coordinating EGR interventions strengthened

2.1.1 Develop and support EGR coordination body

Since its establishment earlier this year, the Technical Working Group for Bilingual Education (TWGBE) has met three times in this quarter. The National Directorate of Primary Education (DINEP) chairs the TWG‐BE, and in additional to MINEDH directorates, several local and international NGOs regularly take part (e.g ADPP, Progresso) to share to share experiences, learn from each other and improve the effectiveness and sustainability of bilingual education programming in Mozambique. Key activities for this quarter have included the development of a Terms of Reference for the group, as well as the scope for the first national Bilingual Education Symposium planned for September, 2017. The TWGBE has also developed a detailed calendar of bilingual education activities, including activities in the 11 languages not supported by ADPP or Vamos Ler!

Successes to Date

Technical Working Group for Bilingual Education (TWGBE) has met three times in this quarter.

On the 12th of May, the Minister of Education signed a letter indicating that Vamos Ler! had been authorized to produce the curriculum reading and writing materials for the selected languages, a result of joint lobbying between USAID, Vamos Ler! and MINEDH.


On 14th of June the Vice Minister called USAID and Vamos Ler! team and all senior MINEDH‐staff from the relevant directorates to request the inclusion of the development and revision of mathematics materials into the Vamos Ler! program scope. Because this decision has substantial implications for human and financial resources, the program is exploring options with USAID, and a formal and clear decision will be made in Q4.

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2.1.2 Organize evidence-based symposia

Successes to Date

The TWG‐BE has drafted a scope for the national symposium on bilingual education and set a tentative date for September 29. This seminar will also give an opportunity to present some of the results of the research implemented in the first program year about the language mapping, the community and teacher KAP.


It has been a challenge to settle on a final date for the symposium given competing MINEDH activities. A key task of the TWG‐BE will be to support MINEDH to establish a firm date and outcomes for this important activity.

2.1.3 Provide capacity-building support to the EGR coordinating body and MINEDH staff

The TWG‐BE now exists in which government, donors, and programs such as Vamos Ler! can directly discuss principal issues in bilingual education. The aim of the body is to offers the government the full opportunity to coordinate and learn from all different efforts made by the different partners and impacts. To date the meetings have concentrated on the presentation of activities and plans by the different partners. However, because of routing sharing of activity calendars MINEDH is now able to participate actively in the different events and learn from the different workshops and trainings organized by Vamos Ler!

IR 2.2: Early grade reading standards, benchmarks, and curricula for Mozambican languages developed

2.2.1 Define G1-G3 student standards and benchmarks

The Vamos Ler! team, with support from AIR STTA, Todd Drummond, are working on a conceptual framework that will be used to guide the standards and benchmarks for the material development and curriculum review process for reading. During the material development process (see 1.1.2), with assistance from Amy Pallangyo, all teaching and learning materials have been aligned to the newly revised curriculum for Bilingual Education. The curriculum map includes milestones for G1 students. Student benchmarks will be developed pending baseline EGRA results in October / November of 2017.

2.2.2 Develop EGR teacher standards

No activities planned for this quarter.

IR 2.3: Research-based policies in support of EGR instruction implemented

2.3.1 Build institutional capacity in conducting policy-relevant research

In May, the draft report of the qualitative data for the situational analysis of community and school knowledge, attitudes, and practices (KAP) was presented, and the initial results of the quantitative data

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for the language mapping study were shared at the end of June. Data collection for the Teacher KAP study was also completed in June, with initial results expected in August 2017. In June, the Systems Strengthening team conducted a bilingual education policy mapping exercise, which will be followed up in Q4. In May and June, Vamos Ler! developed and implemented data collection for a KAP survey to learn more about teachers and school directors' attitudes towards bilingual education. In June, 24 representatives from MINEDH and DPEDH participated in research tool development workshops in Zambézia and Nampula. The M&E Team then trained 18 data collectors in Nampula and Zambézia. A summary of the data collected is shown in the table below.

Teacher and Educator KAP Study Data Collection

Lesson observation Reading and Comprehension Teacher KAP ""Attitudes""

Gurué 19 18 52 108 178

Mulevala 2 2 6 15 23

Namarroi 13 13 39 71 123

Namacurra 5 5 13 23 41

Nicoadala 11 11 30 54 95

Quelimane 15 13 42 62 117

Total Zambezia 65 62 182 333 577

Erati 15 15 41 128 184

Ilha de Mocambique 7 6 20 81 107

Nampula 3 3 9 32 44

Ribaue 14 14 36 174 224

Rapale 4 4 11 47 62

Mugovolas 4 4 11 38 53

Total Nampula 47 46 128 500 674

112 108 310 833 1 251

Total

Questionnaires

Totals

Province Districts covered

# of Schools

covered

Assessments

Zambezia

Nam

pula

Successes to Date

Draft reports of the Community KAP and Language Mapping studies are in progress and will be submitted in the next quarter.

Data collection completed for Teacher KAP study.


The quantitative data analysis for the language mapping requires census data which the project has encountered difficulties obtaining. This has delayed the quantitative analysis and report writing timeline, but should be rectified in Q4.

2.3.2 Build capacity for data management and reporting

A core part of the initial situational analyses and research activities will be based on an analysis of the current Education Data System (EDS) in the target provinces of Nampula and Zambézia. The purpose

Research tool development workshop for teacher KAP in Zambézia

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of the activity will be to identify strengths and weaknesses at the provincial and district level in the several aspects of the data management systems and strengthen qualitative data collection and analysis about teaching and learning of reading and writing. In Mozambique, the data system at the provincial and district level is often referred to as the March 3rd data‐system. In the end of March and April the Systems Strengthening and Monitoring and Evaluation teams have started to prepare for this assessment. However, because the TWG for Policy, M&E has not been formally established (see 2.3.3), this assessment has now been postponed to the start of the new program year in October.

2.3.3 Build MINEDH capacity to use research and other data for policy decision-making

The Vamos Ler! M&E team developed a Terms of Reference for the TWG Research, Policy and M&E have been presented to MINEDH (DIPLAC) in June. The ToR includes membership criteria as well as roles and responsibilities and activities. The ToR will be finalized once we have received final approval from MINEDH (DIPLAC).

Successes to Date

Draft ToR for the TWG Research, Policy and M&E developed and awaiting final approval.


MINEDH has presented a list of possible members, which is still in review as most of the individuals have little formal experience in monitoring and evaluation. Development of capacity building plans will depend on the final membership.

MINEDH (DIPLAC) has held up formal confirmation of the TWR for Research, Policy and M&E, due to concerns over a perceived glut in research studies conducted in Mozambique. More work needs to be done to better inform MINEDH of the process and purpose of the research, particularly for the expansion of bilingual education.

IR 2.4: EGR systems strengthened

2.4.1 Develop EGR assessments

Vamos Ler! has begun preparations for the development of Early Grade Reading Assessment (EGRA) with the aim to establish a baseline in September. Technical assistance to the Vamos Ler! M&E team and MINEDH will be organized in the beginning of July on how to gradually develop and adapt the tools for EGRA (for all 3 grades) in Emakhuwa, Elomwe, and Echuwabo and Portuguese as a Second Language. The steps involved in the EGRA development process will include development, pre‐testing and piloting of the EGRA instruments, enumerator training, data collection in September, supervision of data collection, analysis, presentations, and reports.

Successes to Date

EGRA plans developed and finalized with MINEDH for baseline implementation in September 2017.


EGRA development and implementation is intensive work that will continue including the data analysis and reporting till November 2017. However, consultants specialized in EGRA development, capacity building and data analysis will assist.

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2.4.2 Train and support implementation of national EGR assessment for quality and fidelity of results.


IR 3 Parental and community engagement in EGR increased

IR 3.1: Awareness of the importance of using Mozambican languages in EGR increased

3.1.1 Develop SBCC strategy

The findings from the Community KAP study feed in a draft Social and Behavior Change Communications (SBCC) strategy and communication campaign. In April, OSC consultant and SBCC expert Susan Shulman, prepared preliminary results of the study, and in May, Ms. Shulman, along with the Vamos Ler! Community Engagement team, presented the preliminary results in workshop with approximately 52 representatives from MINEDH, DPEDH, and local CSOs in Nampula province. This was followed by a smaller 3‐day workshop for the development of the key component of the Vamos Ler! SBCC strategy. The workshop combined some introduction to the central concepts of SBCC theory and practice with various break‐out, small group sessions following these steps:

Identify and prioritize specific behaviors we want to encourage.

Examine what people are currently doing instead of those “recommended behaviors” and why (barriers and behavioral determinants).

Prioritize those determinants in terms of their influence on behavior and whether they can be changed within the project’s duration and resources.

Identify and develop a psycho‐social profile of our major target groups.

Identify the best communication channels or activities to reach those target groups

Start to develop a detailed plan to implement those SBCC activities.

Final results were presented to 23 MINEDH (DINEA) staff and other key stakeholders – Centro de Estudos Africanos da UEM, ADPP, Oxfam, Associação Progresso, Embaixada da Finlândia – in Maputo on 16th of May.

Successes to Date

In June, the SBCC strategy was drafted based on the results of the study, as well as workshop activities. Specific objectives of the strategy include:

Informal chat about parent’s involvement at school in Zambézia.

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Identify the specific behaviors to be promoted and major barriers to those behaviors identified during the formative research and discussed and agreed on at a partner planning workshop.

Identify and describe priority target audiences to be reached during the project.

Identify and prioritize key messages that should be communicated to these audiences.

Identify prioritized communication activities to be used to communicate these messages.

Describe next steps for operationalizing the strategy.


The team is exploring way to effectively mainstream core messages into Vamos Ler! activities, materials and modules. Component leaders are working closely together to review and refine messages to be applied for behavior change with key stakeholders.

3.1.2 Implement SBCC strategy

The implementation of the SBCC strategy is planned to initiate in Q4.

3.1.3 Integrate the use of ICT in SBCC

Discussions are going on about how ICT can be best used during the communication campaign and in the different activities such as radio programs, telephone messages, use of tablets etc.

IR 3.2: Family members’ use of evidence-based materials and techniques that reinforce children’s pre-reading and reading skills increased

3.2.1 Develop community engagement model

Community engagement model was drafted this quarter and will be finalized in Q4.

3.2.2 Provide training for parents, family members, and caretakers

Activities have been moved to FY 18.

IR 3.3: CSOs ability to mobilize communities in support of improved EGR increased

3.3.1 Identify and negotiate grants with CSOs.

The Vamos Ler! Community Engagement team has begun a CSO mapping exercise to identify CSOs working in the two target provinces. Also during this quarter, the teams developed draft criteria for selection of CSOs that would be capable to manage grants for the community mobilization for early grade reading and writing and promotion of bilingual education. A grant manual has been developed and a draft shared with USAID at the 3rd of April. Based on comments, the final version is expected to be approved in Q4.

Successes to Date

CSOs mapping exercise and draft selection criteria completed.

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Draft grant manual submitted to USAID and we are awaiting approval.


While there are a few CSOs working in the target provinces, there are few that meeting the selection criteria for managing USAID grants. Vamos Ler! is investigating local NGOs that could receive funds to carry out activities.

3.3.2 Develop and implement community activities

Activities have been moved to FY 18.

3.3.3 Hold schools accountable for EGR outcomes.


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3. MONITORING EVALUATION, & COMMUNICATIONS

Monitoring & Evaluation (M&E) and Research

Establishment of M&E system

On 26th of May, the program submitted the second draft of Performance Monitoring and Evaluation Plan (PMEP) to USAID and comments were received on 24th of June. A final PMEP is expected in Q4.

M&E team has been trained on the use of the following packages: PMEP indicators and plans, and reporting guidelines

Preparations and detailed plan made for establishment of EGRA and the establishment of the first program base line (including adaptation of tools for the three selected Mozambican languages, testing, recruitment and training of enumerators, implementation in September, data collection and reporting.

Performance indicators found in Appendix.

Research capacity building activities undertaken

Plan formulated for the improvement of EMIS (3rd of March data). Dates to be agreed with MINEDH and TWG for Research, Policy and M&E to be established.

In the month of June (see 2.3.1), MINEDH representatives participated in the development and implementation of the teacher and education KAP study.

Status of Contract Deliverables

Deliverables Due date Delivery date Date approved by client

PMEP Revised due 5/26/2017

5/26/2017 Comments received on 24th of June, 2017

Grants manual N/A 4/03/2017 Pending final approval based on comments.

VAT Report 4/15/2017 4/15/2017

Accrual Report 6/15/2017 6/15/2017

QFR 4/30/2017 4/28/2017

QPR 4/30/2017 5/01/2017 24th of June 2017

Branding and marking plan N/A 5/05/2017 Revised version 06/06/2017

6th of June 2017

Communications Activities

The main activities implemented during this quarter are the following:

Revised Branding and Marking plan completed and approved on 6th June, 2017.

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Core materials (ToR, program, presentations, banners, visual testimonials, etc.) updated/developed to adhere to branding and marking plan.

Communications strategy drafted and in review and will be submitted in the next quarter.

Beginning in May, submit Vamos Ler! news bullets on a weekly basis to USAID.

Key Meetings with USAID and Partners

The management and specialist staff made a conscious effort in coordination with USAID during the third quarter to increase the number of contacts and strengthen the relations with the decision makers in the Ministry and education sector (see list below). Also, the direct relations between the technical staff in the different Vamos Ler! teams of reading/writing, systems strengthening and community mobilization intensified their connections with their partners in the different directorates in the Ministry, at the Provincial Directorate of Education and in the districts as well as with NGOs and USAID. The following table provides a list of the formal meetings with the client, partners or other donors at which key decisions affecting project program or operations were taken or major presentations made.

Key (most senior) program

representative

Date Key client and / or partner

representative(s)

Topic / focus of meeting

Key decisions / outcomes

(if any)

COP, DCOP, Specialist reading, provincial manager Nampula

April 5, 2017

Director UP Nampula

Cooperation between UP and Vamos Ler!

Follow up meeting agreed with provincial manager Nampula

COP, several representatives from Vamos Ler! (reading, systems strengthening and community mobilization section)

April 13, 2017

Assistant directors DINEP, INDE, representatives DINEA, DINFP, USAID and ADPP

TWG Bilingual Education: Increased collaboration between MINEDH, Vamos Ler!, ADPP on bilingual education program

‐MOU ‐Program calendars shared ‐Brochure/one pager agreed about objectives, approach etc. of program

‐Detailed program calendar for the community mobilization component

COP and specialists from systems strengthening and community mobilization team

April 24, 2017

Assistant directors DINEP, INDE, representatives DINEA, DINFP, USAID, ADPP

TWG Bilingual Education: ‐Memorandum MINEDH‐USAID on material development ‐Coordination of activity planning between Vamos Ler! ADPP and MINEDH

‐Coordination of community mobilization campaign

All these topics need to be finalized before next meeting

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representative


representative(s)



(if any)

Tony Ribeiro, Director Global Security Operations CAI, Security Coordinator Vamos Ler!

April 25, 2017

Julia Richards and Jason Gardner (Security Office, US‐Embassy)

Security issues Security assessments and action plans for all three offices in program

Rosa Dimande, systems strengthening specialist, Samima Patel, reading specialist, Dilson Buque, pedagogical leadership coordinator and Pieter Potter, COP

May 19, 2017

Director of Teacher Training, Feliciano Mahalambe and Deputy Director of Teacher Training Directorate,

Objectives, approaches of Vamos Ler! and plans for training of different actors in program

Meeting about detailed approach and involvement of DNFP‐staff at national, provincial and ZIP‐level

Rosa Dimande, systems strengthening specialist and Pieter Potter, COP VL

May 22, 2017

Director of school book and materials department, Remigio Rainde

‐Exchanging experiences ‐Looking for ways on how to collaborate

‐MINEDH active involvement in material production process

‐Capacity building for department staff in printing, and distribution of materials

‐Involvement of material production process for Vamos Ler!

COP and specialists from reading, systems strengthening and community mobilization team

May 30, 2017

Directors from DINFP, DINEA, Deputy directors of INDE, DINEP, DINFP, USAID and ADPP

TWG Bilingual Education: ‐Information about program Vamos Ler! ‐MoU

‐Regional Education Conference

Presentation about Vamos Ler! for TWG Bilingual Education and later technical committee in MINEDH

COP June 13, 2017

Embassy of Canada, UNICEF, ADPP, Save the children, GIZ, USAID

Primary Education Interest Group (PEIG) meeting: Information sharing, PEE, UNESCO mission, presentations from UNICEC, Vamos Ler! Absenteeism/SAQMEC, planning for PEIG, planned research in the sub sector

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representative


representative(s)



(if any)

COP and Reading Specialist

June 14, 2017

Vice Minister, all (deputy) directors from MINEDH (DINFP, DINEP, INDE, DINEA, DINAT, DIPLAC, DILEM) and USAID

Request from MINEDH to include mathematics materials for G1 in Vamos Ler! scope of work

‐implications of mathematics materials production, revision estimated in terms of costs

‐further discussions Monday 19th of June

COP, Reading, Systems and Community Mobilization Specialist

June 19, 2017

Vice Minister, all (deputy) directors from MINEDH (DINFP, DINEP, INDE, DINEA, DINAT, DIPLAC, DILEM) and USAID

Collaboration between MINEDH and Vamos Ler! on the elaboration and translation and inclusion of first class maths materials

Vice Minister decided to produce revised mathematics materials and use these in 2018

COP, all specialist and reading and gender coordinator

June 22, 2017

(Deputy) directors and other staff from MINEDH (DINFP, DINEP, INDE, DINEA, DINAT, DIPLAC, DILEM) and USAID

TWG Bilingual Education: Presentation of Vamos Ler! program

Calendar of activities to be made on 3rd of July and projections to be shared on teacher, students etc. numbers

COP June 28, 2017

UNICEF, CIDA Save The Children, CESC, GIZ, ADPP, USAID,MEPT/GEC and Vamos Ler!

Primary Education Interest Group (PEIG) meeting: ‐Information sharing about mission of UNESCO (Revision of policies), UNICEF study about absenteeism and SAQMEC, Vamos Ler! and TWG Primary Education

‐Research matrix

Follow up on meeting of TWG for Primary Education, including the presentation of SACMEQ IV, presentation of UNICEF study to DINEP, GIZ/UNICEF school management manual to be distributed to interested partners

COP, DCOP and M&E specialist and Senior research coordinator

June 29, 2017

COP MMEMS, Mark Renzi and senior evaluation specialist, Luis Reves

Introduction of MMEMS program, development of Scope of Work and advice on EGRA for Vamos Ler!

Collaboration between MMEMS and Vamos Ler!

Participation in EGRA development for Vamos Ler!

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4. MANAGEMENT & OPERATIONS

Operations

Staff Team Building: In April, 57 Vamos Ler! staff participated in an all staff meeting in Zambézia, to learn the program and its procedures, and to produce detailed planning for the different sections (reading/writing, systems strengthening and community mobilization) till end of September 2017. The all staff meeting presented a strong opportunity for team building and cross component / region interaction and collaboration.

Revision of plans and budget: In April, the program worked with USAID to adapt the program plans and budget to a three cohort model with the aim to develop a flexible model and manageable scale‐up approach.

Procurement and operations training: In May and June, core operations/procurement team received training on fundamentals of procurement, award mechanisms, evaluations, and the procurement file checklist conducted by Creative collaborators from headquarters.

Staff Actions

Key Personnel

The new candidate for the position of Senior Monitoring and Evaluation Specialist was proposed to USAID on 7th of April. Trymore Mafucha Dhliwayo was approved on May 11th and he started working on 1st of June 2017.

Recruitment and Status of LTTAs

Now 94.3% of the positions are now filled. Host Country Nationals (HCN) recruited during this quarter: Name Position Starting date Flavio Magaia Senior Research and Assessment Capacity

Development Coordinator (WEI) 2nd of May 2017

José Luís de Rosario Accountant (WEI) 15th of May 2017

Trymore Mafucha Dhliwayo Monitoring and Evaluation Specialist (WEI) 1st of June 2017

Saide Carlos Momade Driver (CAI) 1st of June 2017

Henriques Retxua Data Assistant (CAI) 5th of June 2017

Mario Cumba Senior Accountant (CAI) 19th of June 2017

Henriqueta Zambeze, HR Officer talking to Vamos Ler! in Nampula

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Staff and Consultant International Travel

The table represents approved USAID staff and consultant travel.

Name of Traveler Destination(s) Dates of Travel Purpose of Trip

Yuri Machkasov Boston‐Maputo 15 April‐1 May Technical support to HR and finance to Zambézia office; training of WEI staff in ingredient reporting and in Replicon, an on‐line software for timesheet

Amy Pallangyo Dar es Salaam‐Maputo

15 April‐6 May Technical support to elaboration of G1 teaching and learning materials

Tony Ribeiro Washington‐Maputo

18 April‐1 May Technical advice on security matters in Maputo and Nampula office

Susan Shulman Philadelphia‐Maputo

2‐12 May 2017 Technical support to the presentation of the preliminary results of the community KAP and to the SBCC‐model and strategy

Jamie Lewis Dar es Salaam‐Maputo

6‐11 May 2017 Technical support to procurement processes and capacity building for the COP and operations staff in Maputo office.

Adem Abdella Addis Abeba‐Maputo

24 May‐3 June 2017

Support to operations and finance in Zambézia and training of the newly hired Finance/Operations Coordinator

Corinne McComb Thunder Bay‐Maputo

17 June‐30 June Support to development of school management and pedagogical leadership materials and training materials for teacher training and community engagement

Drake Warrick Kabul‐Maputo 17 June‐1 July Support to action planning for the second program year 2017/2018 for the systems strengthening team and preparation of a policy gap analysis.

Harley Black Washington‐Maputo

28 June – 7 July Support to material procurement processes and other operation issues

Corrie Blankenbeckler Washington‐ Maputo

29th of June ‐13th of July

General technical support to all program components and participation in planning and budgeting process for AWP 2017‐2018

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5. PLANNED ACTIVITIES AND EVENTS FOR NEXT QUARTER

Activity Start Date End Date IR 1 Early Grade Reading Classroom Instruction

IR 1.1 Evidence-based, gender-responsive early grade reading materials in Mozambican languages used

1.1.2 Develop EGR Materials

Continuation of reading and teaching materials Training the trainers in the testing of materials Pre‐testing of Materials

Workshop on the revision of the material

1st of July 17th of July 24th of July

31st of July

31st of August 21st of July 28th of July

4th of August

1.1.3 Print and Distribute Materials

Preparation of procurement process for learning and teaching materials for Cohort 1 Training in printing, distribution of learning and teaching materials (by BTG) Selection of printing and distribution companies

Printing process starts

1st of July 21st of August 28th of August

1st of Sept

31th of July 25th of August 1st of Sept

31st of October

IR 1.2: Teachers’ use of evidence-based, gender-responsive instructional practices in EGR increased

1.2.1 Employ evidence‐based TPD model

Development a capacity building model for teachers, coaches and other actors (ZIP coordinators, SDEJT‐technical officers)

10th of July

14th of July

1.2.2 Support quality teacher training

Elaboration of materials for the training and professional development of trainers Testing of training and evaluation tools

Supervision and coaching of trainers and teachers by the district staff

24th of July 11th of Sept

18th of Sept

9th of Sept 15th of Sept

22nd of Sept

1.1.3 Print and Distribute Materials

Prepare and deliver print RFQ and best practices workshop Prepare and delivery distribution best practice analysis and training

1st July 1st July

31st August 31st August

IR 1.3: School management and governance in support of early grade reading strengthened

1.3.2 Improve school governance through school councils

Seminar to finalize the materials for the school councils to promote readership in the communities

10th of July 14th of July

IR 1.4 Coaching and supervision of early grade reading instruction improved

1.4.2 ZIP Coordinator Training

Seminar for the revision and development of materials and a model for the peer training of ZIP coordinators for the 1st Cohort

17th of July 21st of July

1.4.3 Develop district level capacity to improve EGR (supervision)

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Testing of materials for supervision by district staff in several selected districts


IR 2 National EGR policy framework and delivery systems improved IR 2.1 National mechanisms for coordinating EGR interventions strengthened

2.1.2 Organize evidence‐based symposia

Conduct seminar (1 or 1.5 days) about bilingual education and Early Grade Reading

21st of Sept.

(to be agreed with MINEDH and USAID)

22nd of Sept.

(to be agreed with MINEDH and USAID)

2.1.3 Provide capacity‐building support to the EGR coordinating body and MINEDH staff

Dissemination of the program Vamos Ler! to the provinces and districts

31st of July 4th of August

IR 2.2: Early grade reading standards, benchmarks, and curricula for Mozambican languages developed

No activities planned for Q4

IR 2.3: Research-based policies in support of EGR instruction implemented

Final reports for situational analyses and language mapping submitted

Formal presentation of reports / BE Symposium

July / August

15th of Sept.

15th of Sept.

29th of Sept.

IR 2.4: EGR systems strengthened

2.4.1 Develop EGR assessments

Seminar to develop and adapt the tools for EGRA in three different languages and Portuguese oral

Testing of adopted tools for EGRA

11th of July

18th of July

14th of July

20th of July

2.4.2 Train and support implementation of national EGR assessment for quality and fidelity of results

Workshop to develop additional materials and tools Training of Trainers in EGRA Training of enumerators for EGRA

Collection of data for EGRA

24th of July 21th of August 28th of August

1st of Sept.

28th of July 25th of August 1st of Sept.

31st of Sept.

IR 3 Parental and community engagement in EGR increased IR 3.1: Awareness of the importance of using Mozambican languages in EGR increased

3.1.1 Develop BCC strategy

Testing of the messages for the SBCC‐strategy

Workshops to validate the strategy of the SBCC in coordination with the committees in the communities and other partners

14th of August

21st of August

18th of August

25th of August

3.1.2. Implement the BCC strategy

Develop materials for the communication campaigns Develop the campaign for the SBCC Incorporate CSOs in the implementation of the SBCC activities

Launching of the first campaign through radio, printing materials and events in the communities

10th of July 10th of July 31st of July

28th of August

31th of July 30th of Sept. 1st of August

1st of Sept.

IR 3.2: Family members’ use of evidence-based materials and techniques that reinforce children’s pre-reading and reading skills increased

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3.2.1 Develop community engagement model

Workshop to develop materials for community engagement Piloting materials

Seminar for the revision and validation of materials

7th of August 14th of August

21st of August

11th of August 21st of August

25th of August

3.2.2 Provide training for parents, family members, and caretakers

Organize groups or committees of parents and community members

Training of parents and community members to test the materials/packages for community mobilization

10th of July

1st of September

31st of July

31st of September

IR 3.3: CSOs ability to mobilize communities in support of improved EGR increased 3.3.1 Identify and negotiate grants with CSOs

Workshop to develop criteria and capacity building plans for the selected CSOs Initial identification of CSOs to pilot activities



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6. APPENDICES Success Story

Workshop Participation Lists

Community KAP study draft report

Language Mapping study draft report

Performance Targets and Indicators

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