Assistance to Basic Education: All Children Reading (ABE …pdf.usaid.gov/pdf_docs/PA00N1CS.pdf ·...

Ministry of Education

Assistance to Basic Education: All Children Reading (ABE-ACR)

USAID’s Early Grade Reading Program (EGRP) in Nepal Quarterly Progress Report: July 1, 2016 – September 30, 2016

October 31, 2016

This publication was prepared for review by the United States Agency for International Development. It was prepared by RTI International.

Assistance to Basic Education– All Children Reading (ABE-ACR) USAID’s Early Grade Reading Program (EGRP) in Nepal Quarterly Progress Report: July 1, 2016 – September 30, 2016 Contract No. AID-367-TO-15-00002 Prepared for Siena Fleischer Health and Education Office United States Agency for International Development/Nepal GPO Box No. 295 U.S. Embassy, Maharajgunj Kathmandu, Nepal E-mail: [email protected] Prepared by RTI International P.O. Box 12194 Research Triangle Park, NC 27709-2194 Telephone: 919-541-6000 http://www.rti.org/ The authors’ views expressed in this report do not necessarily reflect the views of the United States Agency for International Development or the United States Government.

Cover photo: Students at a madrassa in Banke District using teaching and learning materials Photo credits: All photos courtesy of USAID’s Early Grade Reading Program (EGRP).

http://www.rti.org/

EGRP in Nepal, Quarterly Progress Report, July 1–September 30, 2016 iii

Table of Contents

Page

List of Tables ............................................................................................................. iv

List of Abbreviations ................................................................................................... v

1 Introduction ...................................................................................................... 1

1.1 Program Overview ................................................................................ 1

1.2 Program Description ............................................................................. 1

2 Expected Results by Intermediate Result and Sub-IR ..................................... 2

3 Summary of Accomplishments ........................................................................ 3

3.1 IR 1: Improved Early Grade Reading Instruction .................................. 4

3.2 IR 2: Improved National and District Early Grade Reading Service Delivery ................................................................................................. 6

3.3 IR 3: Increased Family and Community Support for Early Grade Reading ................................................................................................ 8

4 Progress on Program Deliverables ................................................................ 10

5 Constraints and Opportunities ....................................................................... 10

6 Activities for Next Quarter .............................................................................. 13

7 Detailed Overview of Implementation Progress ............................................. 16

7.1 Progress Narrative .............................................................................. 16

7.2 Implementation Status ........................................................................ 16

7.2.1 IR 1: Improved Early Grade Reading Instruction ...................... 16

7.2.2 IR 2: Improved National and District Early Grade Reading Service Delivery ....................................................................... 22

7.2.3 IR 3: Increased Family and Community Support for Early Grade Reading ......................................................................... 27

7.3 Monitoring and Evaluation (M&E) Plan Update (Results of Analytical Work, Assessment, and Evaluation) ................................... 34

7.4 Partnership, Collaboration, and Knowledge Sharing .......................... 34

7.5 Sustainability and Exit Strategy .......................................................... 35

7.6 Communication Efforts........................................................................ 35

8 Implementation of Cross-Cutting Activities .................................................... 37

8.1 Gender ................................................................................................ 37

8.2 Special-Needs Education .................................................................... 37

9 Management and Administrative Issues ........................................................ 38

iv EGRP in Nepal, Quarterly Progress Report, July 1–September 30, 2016

9.1 Management ....................................................................................... 38

9.2 Administration ..................................................................................... 39

10 Lessons Learned ........................................................................................... 41

11 What Does USAID Not Know That It Needs To? ........................................... 41

12 How Implementing Partner Has Addressed Task Order Contracting Officer’s Representative (TOCOR) Comments from the Last Quarterly Report ............................................................................................................ 42

Annex A: Progress by Indicators ........................................................................ 43

Annex B: Progress Summary ............................................................................. 47

Annex C: Success Story ..................................................................................... 68

Annex D. Notable Activities ................................................................................ 71

Annex E. Materials ............................................................................................. 72

Annex F: Short-Term Technical Assistance (STTA) and Home Office Support .......................................................................................................... 75

List of Tables

Table 1: Constraints, July–September 2016 ..................................................... 11

Table 2: Opportunities, July–September 2016 .................................................. 12

Table 3: Planned activities for next quarter (October–December 2016) ........... 13

Table 4: Status of recipients of TLM training or orientation this quarter ............ 19

Table 5: Status of RM management in Cohort 1 districts .................................. 21

Table 6: NGOs supporting community mobilization .......................................... 31

Table 7: District NGO staff recruitment ............................................................. 31

Table 8: Participants in the introductory NGO training ...................................... 32

Table 9: NGO cascaded training participants ................................................... 33

Table 10: NGO grantees and funding ................................................................. 40

EGRP in Nepal, Quarterly Progress Report, July 1–September 30, 2016 v

List of Abbreviations ABE-ACR Assistance to Basic Education: All Children Reading

AWP Annual Work Plan

B&M Branding and Marking

BASE Backward Society Education

BUC Banke Unesco Club

CB-EGRA Classroom-Based Early Grade Reading Assessment

CDC Curriculum Development Center

CLA Central Line Agency

CLC Community Learning Center

COR Contracting Officer’s Representative

cwpm Correct Words Per Minute

CWSN Child Welfare Scheme Nepal

CYG Chame Youth Group

DCT District Core Team

DEO District Education Office

DOE Department of Education

DQA Data Quality Assessment

EAN Equal Access Nepal

EGRA Early Grade Reading Assessment

EGRP Early Grade Reading Program

EMES Education Management Efficiency Survey

EMIS Education Management Information System

EOI Expression of Interest

EPC Education Policy Committee

ERO Education Review Office

ETC Education Training Center

FAF Foreign Assistance Framework

G2G Government to Government (USAID direct support to GON)

GON Government of Nepal

GPS Global Positioning System

ICT Information and Communication Technology

IL Implementation Letter

INGO International Nongovernmental Organization

IR Intermediate Result

IT Information Technology

KSA Knowledge, Skills, and Attitudes

L1, L2 First Language, Second Language

LOI Language of Instruction

M&E Monitoring and Evaluation

MOE Ministry of Education

n/a Not Applicable

NASA National Assessment of Student Achievement

vi EGRP in Nepal, Quarterly Progress Report, July 1–September 30, 2016

NCED National Center for Educational Development

NEGRP National Early Grade Reading Program

NFEC Non-Formal Education Center

NGO Nongovernmental Organization

NPR Nepalese Rupees

NSCMCT National Social and Community Mobilization Thematic Core Team

PMP Performance Monitoring Plan

PPR Performance Plan and Report

PSA Public Service Announcement

PTA Parent–Teacher Association

RC Resource Center

RM Reading Motivator

RP Resource Person

RTI RTI International (registered trademark and trade name of Research Triangle

Institute)

SART Secondary Analysis Results Tracking

SBCC Social and Behavior Change Communication

SIG Simplified Cost Reimbursement Grant

SMC School Management Committee

SMS Short Message Service

SRM Supplementary Reading Material

STG Standardized Cost Reimbursement Grant

STS Save the Saptari

STTA Short-Term Technical Assistance

SWOT Strength, Weakness, Opportunity, and Threat

TBD To Be Determined

TFN Transformation Nepal

TLM Teaching and Learning Material(s)

TOCOR Task Order Contracting Officer’s Representative

TOR Terms of Reference

TOT Training of Trainers

TPD Teacher Professional Development

TSU Technical Support Unit

TWG Technical Working Group

USAID United States Agency for International Development

USG United States Government

VDC Village Development Committee

VSO Volunteers in Service Overseas

EGRP in Nepal, Quarterly Progress Report, July 1–September 30, 2016 1

1 Introduction

1.1 Program Overview

Task order name: USAID’s Early Grade Reading Program (EGRP) in Nepal

Task order start date and end date:

March 2, 2015 – March 1, 2020

Name of prime implementing partner:

RTI International

Task order number: AID-167-TO-15-00002

Names of subcontractors: Another Option, Plan Nepal, Room to Read, SIL LEAD

Major host-country counterpart organizations:

Ministry of Education (MOE), Curriculum Development Center (CDC), Department of Education (DOE), Education Review Office (ERO), National Center for Educational Development (NCED), Non-Formal Education Center (NFEC)

Geographic coverage: Kathmandu and the following districts: Banke, Bardiya, Bhaktapur, Dang, Dadeldhura, Dhankuta, Dolpa, Kailali, Kanchanpur, Kaski, Manang, Mustang, Parsa, Rupandehi, Saptari, Surkhet

Reporting period: July 1, 2016 – September 30, 2016

1.2 Program Description

The two overriding goals of EGRP are as follows:

Reading skills improved: Public primary school students in grades 1–3 in the 16 target

districts with improved reading skills.

Government of Nepal (GON) services strengthened: The Contractor will have

supported the GON through Phase I of the Nepal EGRP and completed the design and

demonstration of a national model that the GON can then implement nationwide

within its budget.

These goals will be achieved through meeting the following three Intermediate Results (IRs):

Improved Early Grade Reading Instruction (IR 1)

Improved National and District Early Grade Reading Service Delivery (IR 2)

Increased Family and Community Support for Early Grade Reading (IR 3)

Based in Kathmandu and working in the following districts—Banke, Bardiya, Bhaktapur,

Dang, Dadeldhura, Dhankuta, Dolpa, Kailali, Kanchanpur, Kaski, Manang, Mustang, Parsa,

Rupandehi, Saptari, and Surkhet—EGRP will work with the Ministry of Education (MOE)

and its Central Line Agencies (CLAs), the Curriculum Development Center (CDC),

Department of Education (DOE), Education Review Office (ERO), National Center for

Educational Development (NCED), and Non-Formal Education Center (NFEC) to develop an

early grade reading program that the GON can replicate and expand to all districts of the

country in a cost-effective and sustainable manner. As such, EGRP is first and foremost a

capacity-building program.

Key EGRP activities center on developing teaching and learning materials, developing

teacher training manuals and delivering training, providing orientation for head teachers,

2 EGRP in Nepal, Quarterly Progress Report, July 1–September 30, 2016

conducting early grade reading assessments (EGRAs) and other ongoing formative classroom

assessments, strengthening the MOE’s Education Management Information System (EMIS),

strengthening District Education Offices (DEOs) to effectively manage school-based early

grade reading activities in schools, and sensitizing and mobilizing families and communities

to support early grade reading activities in schools and communities.

RTI’s technical approach to implementing EGRP consists of the following:

Providing embedded and other direct technical assistance services to the GON for the

implementation and continuing evolution of the GON’s National Early Grade Reading

Program (NEGRP) Plan. This will include supporting the GON to harmonize and

organize the multiple contributions to early grade reading that are already under way.

Maintaining consistency with GON NEGRP standards, making it feasible for the

GON to replicate and implement on a national scale. This includes utilizing and

helping to improve the policies, systems, and resources that are available to the GON.

Employing multiple first-language (L1) instructional methods and materials according

to dominant first language, in selected languages in addition to Nepali.

Utilizing evidence-based strategies to increase family and community support for

early grade reading.

As noted above in Section 1.1, EGRP has four subcontractors, each of which plays a

significant role in implementing the program, as follows:

Another Option’s contributions focus on early grade reading social and behavioral

change communication and advocacy (primarily IR 3);

Plan Nepal is overseeing much of EGRP’s community sensitization and mobilization

work (IR 3);

Room to Read provides expertise in early grade reading policy, materials and

curriculum development, and teacher training (IR 1 and IR 2); and

SIL LEAD is applying its expertise in mother tongue language development to

EGRP’s IR 1 activities (especially IR 1.1).

RTI and its subcontractors form a strong team. In the interest of program integration and

seamless implementation and reporting, references to individual organizations will be limited

in this and all EGRP reports.

2 Expected Results by Intermediate Result and Sub-IR

IR 1: Improved Early Grade Reading Instruction

a. Evidence-based early grade reading instructional materials designed, distributed, and

in use (1.1).

b. In-service professional development for teachers in public schools on reading

instruction and the use of the materials provided (1.2).

c. Monitoring and coaching for teachers in early grade reading instruction provided

(1.3).


d. Classroom-based and district-based early grade reading assessment processes

improved (1.4).

IR 2: Improved National and District Early Grade Reading Service Delivery

a. Early grade reading data collection and analysis systems improved (2.1).

b. Policies, standards, and benchmarks that support improved early grade reading

instruction institutionalized (2.2).

c. Planning and management of financial, material, and human resources devoted to

early grade reading improved (2.3).

d. National standards for early grade reading improvement adopted and geographically

expanded (2.4).

IR 3: Increased Family and Community Support for Early Grade Reading

a. Community awareness of the importance of medium of instruction (MOI) increased

(3.1).

b. Family engagement to support reading increased (3.2).

c. Parent–teacher association/school management committee (PTA/SMC) ability to

contribute to quality reading instruction increased (3.3).

d. Parent and community capacity to monitor reading progress increased (3.4).

(Note: EGRP’s progress by indicator for each IR listed above is reported in Annex A.)

3 Summary of Accomplishments Although EGRP spent some time revising its Year 2 Annual Work Plan (AWP), most time

during the quarter was devoted to implementing planned quarterly activities. This section of

the quarterly report provides a broad overview of accomplishments by IR, while Section 7.2

describes in more detail progress at the sub-IR level, and Annex B outlines in even greater

detail progress achieved at the sub-sub-IR level.1 Annex C is a success story about the

distribution of teaching and learning materials (TLMs) this quarter, and Annex D summarizes

notable accomplishments in table format.

1 Although EGRP is structured according to three IRs and a monitoring and evaluation (M&E) component, due

to the interconnectedness of the IRs and the program’s M&E system, some program activities overlap—

different aspects of the same activity in some instances are implemented and managed by different technical

teams. As a result, inevitably there is some overlap in reporting in Section 3, Section 7.2, and Annex B of this

report.


3.1 IR 1: Improved Early Grade Reading Instruction

Lively interaction during the orientation of Reading Motivators in Bhaktapur

At the beginning of this quarter, EGRP, through its contracted firm (SAMA Printers),

completed the TLM distribution, and the program completed the last rounds of teacher

trainings—before the end of July 2016, all schools in the six Cohort 1 districts had high-

quality early-grade learning materials for all grade 1 and 2 classrooms, and their teachers had

been trained on using these materials. EGRP also developed a draft instrument for

systematically collecting feedback on the TLMs in use and expects to finalize the tools with

CDC and begin using them after the Dashain holidays in October.

Also during the quarter, the supplementary materials packages (149 books, readers, and other

materials) were finalized and printed, and distribution began to all 16 Cohort 1 and 2 districts,

starting in the mountain districts; also included in the delivery are a book register and

guidance for teachers on how to effectively use the materials. The distribution started later

than originally anticipated because editing/finalizing the materials took longer than expected,

due largely to the need to edit the majority of the books according to new Nepali orthography

rules. In addition, many selected CDC materials were not available in soft copy, so

preparation of these involved re-typing the books, scanning or re-creating illustrations, and

designing/formatting the books for printing.

EGRP planned to provide technical support to CDC during the quarter to develop its own

Nepali TLMs. In August, CDC requested that EGRP develop terms of reference (TOR) for a

consultant(s) to revise/finalize its TLMs, some of which had been drafted initially in the

previous quarter with some technical input from EGRP. EGRP drafted the TOR and provided

them to CDC for review, finalization, and to initiate the selection and hiring process;

however, to date, CDC has neither provided the draft materials to EGRP for review and

feedback nor has CDC requested to move the consultant hiring process forward. EGRP has


repeatedly expressed concern over the replacement of the previously reviewed and revised

Nepali TLMs at this time, given that there has not been sufficient information from the field

about how well these revised materials are supporting student learning—information that

would be used to identify how the materials can be improved. It can be confusing to teachers

and students to replace materials after less than one year of use unless the new materials are

very similar to the ones that have been replaced. At the moment, there is no clear rationale for

replacing the materials, particularly since there is likely to be another new set of materials

once the integrated curriculum is developed and implemented. In any case, EGRP has

remained ready to support CDC in the “replacement” TLM development process and

continues to be ready to provide assistance.

EGRP expected that piloting the Rana Tharu/Nepali bilingual grade 1 materials would begin

during the reporting period, but CDC was not prepared to allow the full program to be piloted

as intended; instead, they approved only the Rana Tharu portion to be used, omitting the

important companion Nepali L2 materials. Unfortunately, piloting the materials other than as

intended could result in misleading feedback and results, and therefore EGRP determined that

it would not be beneficial to proceed with the pilot under those circumstances.

The unfortunate development regarding the Rana Tharu pilot is not an isolated occurrence but

reflects concerns that have been raised by EGRP and CDC since the beginning of the

program: there is a feeling among government colleagues that the EGRP plan for introducing

mother tongue TLMs is not in line with NEGRP in terms of timing. In addition, the Nepali

political context makes language issues very sensitive, which has likely contributed to

hesitation among government colleagues to move on this aspect of the program.

At the same time, EGRP has held numerous discussions with USAID during this quarter

about language issues, particularly in view of language mapping data, which has shown that

the predominance of single-language non-Nepali mother tongue schools may be less than

originally assumed. As such, more focus on supporting students who speak Nepali as a

second language is appropriate. In addition, local-level preference for English adds a further

complication to dialogue around the language used for reading. Continued discussions will be

needed, both with USAID and with the GON, to determine the best way forward with regard

to both Rana Tharu and language for reading under EGRP more broadly.

For teacher training, the initial seven-day training of teachers on the Nepali TLMs that was

started last quarter was completed early in this quarter; 2,049 teachers (1,048 women, 1,001

men) were trained. Parallel to that, the program oriented 1,096 head teachers (863 men, 233

women) on the same TLMs as well as 2,926 SMC members (2,484 men, 442 women).

Also during the quarter, training materials for Reading Motivator (RM) training were drafted.

For preparing these materials, the program brought together a group of representatives from

CLAs as well as international nongovernmental organizations (INGOs) active in teacher

coaching and mentoring to finalize training content. EGRP oriented writers from among these

representatives on a manual writing template and assigned sessions for them to draft. After

the draft sessions were submitted, EGRP supported NCED to compile and edit the developed

material. EGRP and NCED were fortunate that a senior reading expert from

USAID/Washington was present when initial drafts of training sessions were received, and

she was able to provide feedback and suggestions to EGRP and NCED for finalizing the

training materials.


The rollout of RM training, including the training of trainers (TOT) at central level and RM

and Resource Person (RP) training at district/Resource Center (RC) levels, will take place

during the next quarter. Discussions around the larger support structure, including how to

build the capacity of RPs to support and supervise RMs, have begun and will continue into

the next quarter.

With regard to the actual recruitment of RMs, EGRP’s IR 2 team facilitated a series of formal

and informal meetings with the MOE and DOE to decide on the appointment of 177 RMs

from the existing pool of primary-level school teachers in six Cohort 1 districts. DOE/MOE

also finalized the job description for RMs, including selection criteria. In coordination with

the DOE, EGRP facilitated the RM appointment process at the district level using the

selection criteria in each of six DEOs. To date, 148 RMs have been appointed in Cohort 1

EGRP districts, and the appointment of an additional 29 RMs is in process and expected to be

completed by end of October 2016. With the participation of MOE, DOE, and NCED

representatives, EGRP completed a two-day orientation for the appointed RMs in all six

Cohort 1 districts.

3.2 IR 2: Improved National and District Early Grade Reading Service Delivery

An EGRP team member interacts with children at a school in Banke District during the monitoring and supervision of supplementary reading material (SRM) delivery and distribution.

On July 31, 2016, EGRP published an advertisement for expressions of interest (EOIs) from

consulting firms and individuals to conduct seven policy studies. Based on established

selection criteria, potential applicants have been short-listed for the submission of technical

proposals with cost estimates. In the meantime, a committee has been formed to review and

finalize the anticipated proposals. EGRP drafted the TOR for all these studies and shared

them with all CLAs for their input. In the next quarter, the program is planning a one-day

workshop to finalize the TOR for these studies in consultation with CLAs. After finalization

of the TOR, selected consulting firms and individuals will be asked to submit their financial

and technical proposals to EGRP in early November 2016.


During the quarter, building on previous efforts, EGRP carried out a series of consultations

with CDC for developing Nepali reading performance standards for the early grades. As part

of that process, EGRP worked with CDC to organize two half-day workshops on

benchmarking for 47 participants representing concerned sections of CLAs, Nepali language

experts, and other external experts. EGRP’s RTI Home Office Program Manager and the IR 2

technical team presented thematic papers during the workshop on different aspects of

benchmarking (i.e., international practices for benchmarking, guiding principles and evidence

for setting benchmarks, the relevance of benchmarks for teaching and learning). The

workshop participants agreed on some cutoffs points for early grade reading performance—

45–50 correct words per minute (cwpm) and 80% comprehension for grades 2 and 3—and

also decided to form a technical working group (TWG) to develop detailed procedures for

setting benchmarks and cut-off scores for early grade reading.

Also during the quarter, a team of consultants conducted a capacity needs assessment of

central-level education institutions and personnel related to EGRP, and their draft report was

shared with the CLAs. EGRP will receive the final report in October 2016, and based on its

recommendations, the IR 2 team will develop an action plan for strengthening the capacity of

CLA institutions and their personnel. If all goes as planned, the process of capacity building

for CLA personnel (MOE, DOE, CDC, and ERO) will take place during the remainder of

Year 2 and into Year 3 of the program.

Because EGRP regional and district staff were just joining the program when the program’s

Year 2 AWP was being finalized, the program conducted two-day orientations on the AWP

for EGRP regional teams and District Coordinators. As a result of the orientations, EGRP

field staff are now familiar with central- and district-level program activities, budgets,

implementation strategies, and their respective roles in the program implementation process.

The IR 2 team also facilitated the regional teams to conduct quarterly review meetings in

each EGRP Cohort 1 district; EGRP regional staff and concerned staff of the respective

DEOs participated in the quarterly review meetings and prepared quarterly plans that took

into account the concerns raised in the review meetings. Subsequently, the concerned focal

persons of the CLAs briefed the NEGRP Steering Committee on September 28, 2016 on

progress in implementing N/EGRP.

As mentioned above under IR 1, EGRP’s IR 2 team assisted in the selection of 149 different

types of supplementary reading materials (SRMs) and helped prepare the distribution plan for

their delivery to all EGRP schools in both Cohort 1 and 2 districts. The distribution plan for

the 4,978 schools in the 16 districts was shared with DOE and DEOs. By the end of the

quarter, 1,125 schools (approximately 23%) had received the SRMs. (Details of the SRM

distribution are included in Annex E, Table E-2 of this report.)

The INGO standardization/harmonization process that was started earlier this year continued

during the July–September reporting period. EGRP’s IR 2 technical team facilitated thematic

workshops and meetings, working closely with the DOE, CDC, ERO, and NCED to prepare

early grade reading standardization and harmonization guidelines in five thematic areas:

(1) curriculum and education materials, (2) training and capacity building, (3) student

assessment, (4) community mobilization, and (5) monitoring and evaluation (M&E). Next

quarter, EGRP will organize a one-day workshop on these guidelines in which

representatives of concerned CLAs and partner INGOs will participate. Information obtained


from that workshop will be used to finalize the guidelines, and then the guidelines will be

shared with the MOE, DOE, and Education Policy Committee (EPC) for final review and

approval.

3.3 IR 3: Increased Family and Community Support for Early Grade Reading

National Social and Community Mobilization Strategy validation workshop opened by the MOE and DOE

During the quarter, the Social and Behavior Change Communication (SBCC) technical leads

placed a high premium on finalizing various communication components before the

beginning of the Nepal festival season in October. This was accomplished with the approval

and contractual agreement in place with Equal Access Nepal, the Nepal communication

agency selected to work with RTI on the mass media and advocacy and public awareness

campaigns; the addition to the IR 3 team of a well-known Nepal journalist as the SBCC

team’s advocacy and media-relations expert; and technical support from the US.

Specific activities focused on SBCC during the quarter included (1) design and development

of radio public service announcement (PSA) scripts; (2) design and development of a radio

program outline and synopsis; (3) development of advocacy information packet content, i.e.,

frequently asked questions and a one-page background document about EGRP, data-

visualization, and package design; (4) development of guidelines for school reading contest;

(5) review by NCED and USAID and formatting of Nepali and English versions of

Communication Guide for Teachers; and (6) assessment of reading materials related to the

reading contest for content and appropriateness—specifically for gender and cultural issues.

Each of these activities required approvals and collaboration with EGRP’s government

counterparts for content and focus.

The SBCC work complemented the social and community mobilization, which during the

quarter focused on the integration of EGRP community mobilization activities at the national

and district levels into NEGRP. The activities were carefully designed to eliminate

duplication of NEGRP (Government-to-Government [G2G]-funded) and EGRP activities and


to ensure activities are appropriately implemented through nongovernmental organizations

(NGOs) and government structures, such as DEOs, RCs, and schools.

During the quarter, the IR 3 team held six meetings with the National Social and Community

Mobilization Thematic Core Team (NSCMCT) to finalize the Social and Community

Mobilization Strategy for Early Grade Reading and to discuss the early grade reading

activities guidelines, which operationalize the strategy. Promoting sector-wide collaboration,

core team members (Room to Read, Save the Children, Volunteers in Service Overseas

[VSO], World Education International, World Vision International, and Plan International)

contributed resource materials for the early grade reading activities guidelines.

At the district level, the EGRP regional and district teams conducted 23 District Core Team

(DCT) meetings in 15 districts. (The DCTs are district-level teams focused on community

engagement.) The meetings proved to be a critical catalyst in assisting the EGRP team in

securing the appropriate cooperation and support from DEOs and DCT members. The DCT

meetings provided a platform to discuss the EGRP implementation strategy and NEGRP

activities through G2G funding.

In addition, the IR 3 team and EGRP regional teams provided technical support to DEOs and

RCs in Banke (9 RCs), Saptari (10 RCs), Manang (3 RCs), and Kaski (18 RCs) for the RC-

level early grade reading orientation workshops utilizing G2G funds. The orientation focused

on parents’ roles and responsibilities to improve reading levels by creating a culture of

reading at the household and community (e.g., ward citizen forums and community groups

such as water users’ associations) level.

On August 17, 2016, senior-level officials from the MOE/DOE, representatives from EGRP

and USAID, and NSCMCT members (a total of 66 participants) attended a national-level

meeting to review and ratify the Social and Community Mobilization Strategy. The goal of

the workshop was to provide a platform for national-level stakeholders to provide final

comments and to endorse the strategy. The NSCMCT incorporated workshop feedback into

the strategy, and as of the writing of this report, the strategy is with the National Steering

Committee for approval and printing.

At the beginning of the reporting period, six district-based NGOs were awarded major grants

to provide technical assistance to the district EGRP staff and DEOs to promote afterschool

early grade reading activities. Additionally, the EGRP IR 3 team and regional office teams

provided support in the recruitment selection of NGO staff to implement the grant activities.

By the end of the quarter, the six NGOs had filled 137 (out of an anticipated 208) staff

openings.

EGRP conducted a two-day introductory NGO training September 12–13, 2016 in

Kathmandu. The 48 participants included senior officials from the MOE and DOE and

representatives from USAID, in addition to the EGRP team and staff from the six NGOs

(e.g., program managers, program coordinators, and M&E coordinators). The objectives of

the training included an introduction to the Social and Community Mobilization Strategy for

Early Grade Reading; discussion of the operationalization of the strategy at the district,

village, municipality, and school levels; presentation of the Tole Reading Group concept; and

development of a detailed implementation plan for the period of September through

November 2016, until the next round of training is conducted.


The EGRP regional team staff (five Regional Field Coordinators, five Regional Field

Officers, and six District Coordinators) and key NGO staff that participated in the

introductory NGO training successfully cascaded the same training to the remaining staff of

the six NGOs. To promote the concept of the Tole Reading Group, the NGOs explored

existing successful community organizations where the Tole Reading Group approach has

been employed. NGOs shared their completed detailed implementation plans during the

cascade training, which DCT members and DEO staff also attended. Altogether 148

participants (98 men, 50 women), including facilitators and NGOs staff, participated in the

two-day initial orientation training and gained knowledge and skills on community

mobilization works with a district perspective.

Finally, EGRP’s IR 3 team, grants team, and broader EGRP technical staff participated in

several meetings to redesign the SMC grant process because the previous model involving

Resource Center Management Committees was deemed unworkable by DOE. In addition,

EGRP developed criteria to narrow the scope of grant awardees so that the total number will

be closer to 1,500 SMCs/schools rather than all 5,000 SMCs/schools, a number that would

have been too ambitious. The process of finalizing the grant model was delayed due to issues

regarding fund flows—sending funds to school bank accounts—but by the end of the quarter

it appeared a solution to that bottleneck may have been found. Early next quarter, the

revamped SMC grant design will be shared with DOE and, hopefully, endorsed so the grants

can start flowing.

4 Progress on Program Deliverables No formal program deliverables were due during the July–September 2016 reporting period.

The next major program deliverable to be reported on will appear in the April–June 2017

quarterly report.

5 Constraints and Opportunities Although annual work planning took up more time and energy during the quarter than

planned, satisfactory progress was made on implementing program activities, as described

briefly above and in more detail below in Section 7. The program also experienced some

constraints during the reporting period. Table 1 summarizes the constraints and challenges

EGRP encountered during the quarter, while Table 2 briefly describes the opportunities

encountered.


Table 1: Constraints, July–September 2016

Description Solution Timing

The CDC has consistently resisted engaging in work on language-related early grade reading, especially mother tongue materials development/piloting and entering into dialogue around Nepali for non-Nepali speakers. This has hampered EGRP’s ability to move forward with core contractual requirements; if the issues are not addressed and resolved, NEGRP success in supporting early grade reading for all students will be hampered.

Concomitantly with recognizing CDC’s reluctance to engage in work that they believe is being brought on board without concern for the NEGRP timeline, language mapping data indicates that the original assumptions that went into language-for-reading planning in the EGRP work plan may not hold.

Discussions need to take place on the way forward for supporting reading in a way that recognizes the needs of learners who speak languages other than Nepali, and an agreement between USAID and the GON needs to be reached on this topic, with EGRP providing technical advice.

To ensure that an agreed-upon plan for supporting language appropriate in early grade reading is included in both the upcoming contract modification and Year 3 AWP development process, an agreement needs to be reached by the end of the next quarter (December 2016).

Since January 2016, CDC has consistently stated that they are planning to produce, test, and finalize new CDC Nepali TLMs for early grade reading to be rolled out by the next school year. This is contrary to EGRP’s advice, since the current materials have not been used long enough to provide feedback on areas needing improvement; also, replacing learning materials so quickly could cause confusion for teachers and students. Although CDC has so far opted to not follow advice based on best practice and evidence, EGRP has repeatedly maintained that it is ready to support the process they have stated they will follow. However, since the last quarter, CDC has not taken any steps to move ahead on the material development process and has not shared existing drafts with EGRP. At present, there is a risk that new materials will not be ready in time for the start of the 2017–2018 school year.

There are two options still available. One is for CDC to immediately share the existing drafts with EGRP and for EGRP to support CDC in examining whether they are aligned with the books currently in use (to reduce confusion among teachers and students if current books are replaced), and then to quickly develop a plan for completing the new materials. The second, and still preferred, option is to reach an agreement that the existing materials be reviewed and revised under CDC leadership, and grade 3 materials be developed, all based on learning from the field, with EGRP supporting the process.

In the September 28, 2016 NEGRP Steering Committee meeting, CDC again asserted that it plans to move ahead with new materials. As such, the next steps for review must begin immediately after the Dashain holidays (mid-October). At that time, and based on overview of existing drafts, EGRP will advise whether it is possible to have this new set of materials ready for distribution in time for the start of the April 2017–2018 school year.

The transfer of the senior executives of the central-level agencies (CDC, DOE, NCED) in September 2016 has impacted the working modality and implementation pace of EGRP and G2G early grade reading activities.

EGRP will need to rebuild rapport with CLA heads and provide orientations on EGRP and G2G activities.

Also, EGRP will need to conduct frequent meetings and consultations and organize joint monitoring visits to the program districts with new CLA and MOE colleagues.

Immediately.

Coordination and consultation with multiple CLAs is time-consuming and causes delays in the program implementation process.

The timeframe for activities needs to be more flexible.

Try to address this in EGRP’s Year 3 AWP.


Description Solution Timing

Developing and finalizing EGRP’s Year 2 AWP in consultation and coordination with multiple stakeholders and government departments was very time-consuming and stressful.

Also, due to G2G and the mismatch between GON and EGRP fiscal years, aligning EGRP and G2G activities was challenging.

Finally, considerable delays in the approval of the G2G work plan caused delays in EGRP program implementation because most of the EGRP activities are directly linked with G2G activities.

Perhaps need to rethink linking G2G and EGRP activities so closely. For example, G2G program and activities could focus more on NEGRP and the other 59 districts. Also, USAID needs to be more proactive and engaged in working with the GON on defining G2G activities in the AWP development process.

Consider changing EGRP’s AWP timeline to match the GON’s fiscal timeline (mid-July to mid-July).

Hopefully next year and onward, implementation letters (ILs) will be produced and approved earlier.

Agree ahead of time with CLAs and USAID on a fixed time-frame for AWP and G2G planning and approval deadlines.

Table 2: Opportunities, July–September 2016

Description

Reading Motivators (RMs) were oriented and mobilized during this quarter. They made initial visits to schools to begin building rapport and to begin gaining an understanding of the new materials and instructional approaches, as well as classroom contexts and challenges facing teachers as they begin using the new materials. Training materials are being developed for a five-day intensive training for RMs, which is the first step in helping them effectively support teachers in early grade reading instruction. There are some challenges in relation to the mobilization of RMs—chiefly, given that it is not possible to create positions, the DOE and DEOs are relying on RMs that also have teaching duties. However, by “getting the ball rolling,” it will be possible over time to identify the circumstances where the existing RM criteria/structure will work and where it will need to be shifted. Similarly, solutions may be found at the local level that can inform alternative approaches for ensuring ongoing teacher support.

The standardization guidelines on curriculum and education materials, training and capacity, student assessment, community mobilization and monitoring, and M&E of early grade reading activities will help to standardize early grade reading activities. This will expand opportunities for INGOs to deliver quality programs in coordination with concerned government departments and sections of the MOE, and INGOs can plan supportive activities for early grade reading activities.

In addition to the preceding information about RMs, the current DOE/MOE decision for RMs to have a dual role and responsibility will help them to enhance their technical knowledge and skills through EGRP inputs and practice at their mother schools and cluster schools as well. RMs’ dual function will generate valuable knowledge and lessons for CLAs and other organizations, which will hopefully produce new directions for NEGRP.

The start-up of seven policy-related studies in coordination with concerned CLAs will require a series of consultations and workshops with CLAs and the external consultants who are recruited. If this process is managed properly, the studies will facilitate policy dialogue on early grade reading-related areas in the education system. Ultimately, the policy studies and their dissemination and discussion will hopefully help to sensitize key stakeholders to the need for policy changes for effective implementation of NEGRP.


6 Activities for Next Quarter As EGRP heads into the second quarter of Program Year 2, the program will continue to

mature and gain momentum, with an increased focus on implementing activities in schools

and districts. The present section of the report delineates key activities to be undertaken next

quarter, as depicted in Table 3.

Table 3: Planned activities for next quarter (October–December 2016)

Activity Time frame

IR 1: Improved Early Grade Reading Instruction

Complete leveling and gap analysis of SRMs. Oct–Nov

Provide technical support for preparing CDC-produced Nepali TLMs. Oct–Dec

Finalize TLM feedback/monitoring tools. Oct

Collect feedback/pilot information on TLMs. Nov–Dec

Refine/finalize training materials for library management/follow-up teacher training. Nov

Provide technical support for the training of master trainers, trainers, and teachers on library management/follow-up teacher training.

Nov–Dec

Provide technical support for district-level TOT for library management/follow-up teacher training.

Dec

Provide technical support for library management/follow-up teacher training. Dec

Provide technical support to NCED for development of 10-day teacher professional development (TPD) early grade reading module.

Dec

Train trainers for RM training. Oct

Train RMs. Nov

Develop and pilot classroom observation tool for periodic/regular monitoring. Nov–Dec

Develop and validate classroom observation instruments for Nepali L1/L2 and mother tongue.

Sep–Nov

Pilot test the classroom observation instruments, revise and revisit for finalization. Nov–Dec

Orient Cohort 1 districts' DEOs (school supervisors, RPs, RMs) and head teachers/teachers on monitoring using classroom observation instruments, mentoring, and coaching.

Nov–Dec

Conduct a study on non-monetary incentive systems. Oct–Dec

Assist GON to develop a menu of policies and programs for TPD and promotions tied to early grade reading performance.

Dec

Support RPs and RMs in Cohort 1 districts to develop district M&E plan. Nov–Dec

Help develop district- and village-level program-based budget tools. Nov–Dec

Support ERO to develop EGRA instruments for item bank. Oct–Dec

Provide technical support to ERO in updating classroom-based Early Grade Reading Assessment (CB-EGRA) instruments.

Dec

Provide capacity building support to DEOs for district monitoring and reading data management.

Dec

Establish database in each district; support data analysis and early grade reading progress reporting.

Dec


Activity Time frame

IR 2: Improved National and District Early Grade Reading Service Delivery System

Review and update school census form to capture teacher assignment by grade, assignment by language and qualifications, qualification by grade, and language of communication by students for education management information system (EMIS)/flash database.

Oct–Nov

Pilot test the updated school census form to capture teacher assignment by grade, assignment by language and qualifications, qualification by grade, and language of communication by students; establish reliability of the form.

Dec

Update EMIS and flash database based on the updated teacher assignment by grade, assignment by language and qualifications, qualification by grade, and language of communication by students.

Dec

Develop central early grade reading database and reporting instruments for CB-EGRA, M&E, and National Assessment of Student Achievement (NASA) at ERO and DOE.

Nov–Dec

Train ERO on statistical techniques for analyzing, processing, and managing CB-EGRA and NASA data.

Nov–Dec

Design teacher mobility study in consultation with MOE/DOE, and conduct survey. Oct–Dec

Design and conduct parent and community attitudes and beliefs survey on Nepali and mother tongue.

Oct–Dec

Develop, pilot, and validate teacher performance standards. Oct–Nov

Review and conduct a study for timetable/time-on-task policy revision. Oct–Dec

Provide institutional capacity building support to CDC (alternative power backup, information technology [IT] and equipment support).

Oct–Dec

Support orientation of head teachers on timetable/time-on-task policy in Cohort 1 schools. Dec

Provide IT equipment support to NCED and Education Training Centers (ETCs). Oct–Dec

Support and update DOE's EMIS database server. Nov–Dec

Support NEGRP quarterly reviews in regions and districts. Oct–Nov

Develop and implement materials (SRMs) distribution plan. Oct–Dec

Hold consultative workshops with MOE, DOE, and Teacher Service Commission about language of instruction (LOI) adjustment process based on the findings of the study on LOI for reading and teacher assignment/teacher mobility study.

Dec

Support national-level consultative meeting(s) on early grade reading standardization guidelines (sharing and finalization of guidelines).

Oct–Nov

IR 3: Increased Family and Community Support for Early Grade Reading

Based on feedback and approval from USAID and DOE, finalize communication tools and materials, including the information packet, Reading Contest Ideas book and guidelines, radio program and two PSAs, and “Communication Guide for Teachers.”

Nov

Provide technical assistance to DOE to organize early grade reading media orientation. Nov

Start airing PSAs. Dec

With DOE, organize media orientation event at the national level. Dec

Pre-test, finalize, and produce radio program. Nov–Dec

Pre-test reading contest guidelines with the Bhaktapur educators. Oct

With DOE, implement the reading contest in Bhaktapur schools. Nov

With Door Shiksha, pre-test and produce the PSAs. Oct

Hold SBCC presentation at local NGO training. Nov


Activity Time frame

Orient and disseminate the Social and Community Mobilization Strategy to district stakeholders.

Dec

Develop NGO capacity building training package. Oct–Nov

Deliver seven-day training to NGOs. Nov

Cascade NGO (seven-day) training to relevant district-based NGO staff.

Conduct six district-level workshops to finalize SMC grant implementation guidelines. Dec

Conduct regular meetings with NSCMCT. Oct–Dec

Hold regular meetings with DCTs/DEOs. Oct–Dec

Hold meeting with SMC/PTA/Village Education Committees/Municipality Education Committees to initiate CB-EGRA forums.

Oct–Dec

Monitoring and Evaluation (M&E)

Develop and roll out EGRP’s comprehensive internal monitoring system. Oct–Dec

Provide M&E capacity development training to IR 3 partners. Nov

Develop EGRA instrument for item bank. Oct–Dec

Provide technical support to ERO in finalizing EGRA instruments. Oct–Dec

Provide technical support to ERO in updating CB-EGRA instruments. Oct–Dec

Assess technical information and communication technology (ICT) capacity of DEOs to manage district monitoring data.

Oct–Dec

Assist ERO in organizing district and RC-level TOTs for CB-EGRA implementation. Oct–Dec

Provide technical assistance to establish district M&E reporting system at DEOs. Oct–Dec

Develop central early grade reading database and reporting instruments for CB-EGRA, M&E, and NASA at ERO and DOE.

Oct–Dec

Management and Administration

Complete procurement of six motorcycles and 24 laptops on behalf of local NGO partners. Oct–Nov

Deliver remaining SRM to all EGRP schools (16 districts). Nov–Dec

Complete installation of solar panel back-up power system at CDC. Nov

Manage external audit of EGRP’s financial management system. Nov

Procure IT and other equipment for CDC, NCED, and ETCs. Nov–Dec


7 Detailed Overview of Implementation Progress

7.1 Progress Narrative

EGRP made significant progress in implementing the activities that were planned for the

July–September quarter. Progress achieved in implementing program activities at the sub-IR

level is described below in Section 7.2, and in more detail—at the sub-sub-IR level—in

Annex B.

7.2 Implementation Status

7.2.1 IR 1: Improved Early Grade Reading Instruction

Grade 2 students in Naindabar, Saptari District, draw in their student workbooks.

Sub-IR 1.1: Evidence-based early grade reading instructional materials designed, distributed, and in use

Nepali L1 TLMs

As reported in the previous quarterly report, CDC had developed draft student workbooks,

which drew in part on the Nepali TLMs provided to Cohort 1 districts this year. CDC has

reportedly also developed and possibly made changes to the Nepali scope and sequence.

However, they have not yet shared these materials with EGRP for feedback, despite multiple

requests for them to do so.

In August, CDC requested EGRP to recruit a consultant to finalize the “new” TLMs, so

EGRP drafted the TOR for a consultant and submitted them to CDC for finalization. EGRP

has made it clear that the program remains ready to take the next steps in hiring a consultant

and moving ahead with reviewing and providing feedback in order to finalize the CDC

materials, but by the end of the quarter CDC had not requested EGRP to move ahead on

hiring a consultant.


Also during the quarter, EGRP drafted tools for monitoring and collecting feedback on the

use of the existing Nepali TLMs, with the goal of identifying possible ways to improve the

materials and/or teacher training to support the use of the materials. Next quarter, the tools

will be piloted and finalized in collaboration with CDC and will be shared with EGRP

regional and district teams, as well as with government counterparts, in order to gather

information about the TLMs currently being used in classrooms.

SRMs (Classroom Library)

By the end of the previous quarter, all 149 of the book titles for the SRM packages had been

identified and selected, and the numbers of each title were determined for each grade. Many

of the books needed editing, however, and that work took place during July and into August.

In particular, the titles selected from CDC were not available in soft copy, so this work

involved typing the full text, scanning or recreating illustrations, and undertaking design

work. In addition, all titles had to be edited to comply with the recently changed Nepali

orthography rules. Because of the extent of editing and design work that was required,

preparing the materials for printing took longer than expected. Printing began the second

week of August for the titles ready at that time, and all titles were ready for printing by the

end of August.

EGRP developed a booklet containing a book register and guidance/instructions to teachers

for using the supplementary materials. This is particularly important in the 10 Cohort 2

districts, where schools will be receiving SRMs, but teachers will not be receiving in-person

training on the use of the SRMs. The booklets include information about the importance of

the SRMs, simple instructions on how to use and care for them, and simple guidance on how

to consider and match students to appropriate book levels.

During the reporting period, EGRP also drafted gap analysis and book leveling tools. The gap

analysis examines elements such as gender balance, topical and thematic content, supporting

material for students who speak Nepali as a second language, and a range of titles per level in

order to identify any gaps in the existing SRM packages. Because CDC is not ready to

engage on these tasks, EGRP will begin with an internal process to identify what gaps may

exist in the current SRM package, which could help to determine future tasks related to

SRMs. Once CDC is able to engage, EGRP can either share its analysis for review or work

with CDC to perform its own review and analysis, whichever it prefers.

Rana Tharu Bilingual TLMs

Activities related to the Rana Tharu bilingual materials have not been able to move forward

as anticipated. During the end of July and into August, EGRP had multiple discussions with

CDC to attempt to reach an agreement and make a plan for piloting the grade 1 Rana

Tharu/Nepali L2 materials that had been developed during Year 1 of the program. One of the

issues that CDC raised was that the materials include both a Rana Tharu portion and a Nepali

(L2) portion, and CDC did not support utilizing the Nepali portion for piloting. However,

EGRP explained that, as a bilingual program, the two portions work together: piloting one

portion separately would not provide useful information because the materials would not be

used as intended. Initially, CDC communicated to EGRP that we could discuss the matter

further at the district level, and if there was agreement at that level, we could proceed with

the pilot. However, CDC quickly reversed this decision and determined that the pilot could


proceed if only the Rana Tharu portion was used. After discussing the matter with SIL LEAD

experts, EGRP determined that this could potentially undermine the pilot because teachers

would be using the materials in a manner they were not intended or designed to be used.

Therefore, at present EGRP has determined it would be better to continue discussions and

negotiations with CDC to determine if the Rana Tharu TLM pilot could possibly proceed as

intended in the 2017–2018 school year.

While the preceding was transpiring, EGRP had numerous discussions with USAID about

language issues, particularly in view of language mapping data, which has shown that the

predominance of single-language non-Nepali mother tongue schools may be considerably

less than originally assumed. As such, more focus on supporting students who speak Nepali

as a second language is likely to be appropriate. Continued discussions will be needed, both

with USAID and with the government, in order to determine the best way forward with

regard to both Rana Tharu and language for reading under EGRP more broadly.

TLM and SRM Printing and Distribution

As reported in the previous quarterly report, nearly all schools had received the TLMs by the

end of the April–June 2016 quarter. At the beginning of July, the remaining schools received

their TLMs. In some cases, there was initially an incorrect match between the number of

students and number of TLMs, largely due to challenges in obtaining accurate student

enrollment data. However, EGRP worked with DEOs to re-assign materials as needed to

ensure that schools received the appropriate numbers.

As mentioned above, SRMs were prepared for printing by the end of August. During

printing, EGRP reviewed proofs of all materials before full printing and conducted weekly

quality checks at the printing house. (The distribution of the SRMs is described in the IR 2

sections of the present report.)

Sub-IR 1.2: In-service training for teachers in public schools on the use of these materials provided

Teacher Knowledge, Skills, and Attitudes (KSA)

During this quarter, EGRP completed baseline data collection and cleaning and conducted

data analysis. The analysis included factor analysis to finalize the indices for both teacher

KSAs and instructional practice. Baseline results as well as targets for out years of the

program were calculated and included in the revised Performance Monitoring Plan (PMP)

(see the M&E sections of this report for details).

Initial In-service Training on TLMs and Head Teacher/SMC Orientation

While most of the targeted grade 1 and 2 teachers were trained on the Nepali TLMs last

quarter, the remaining 2,049 teachers were trained at the beginning of July. Similarly, the

remaining head teachers (1,096) and SMC members (2,926) were oriented on the same

materials in July. As such, the Nepali TLM teacher training and head teacher/SMC member

orientation totals were as follows (see Table 4):


Table 4: Status of recipients of TLM training or orientation this quarter

Cohort District Head Teachers

Oriented SMC Members

Oriented Teachers Trained

Male Female Total Male Female Total Male Female Total

Cohort 1

Saptari 0 0 0 693 79 772 505 325 830

Bhaktapur 0 0 0 0 0 0 42 108 150

Kaski 42 12 54 23 5 28 197 263 460

Manang 0 0 0 0 0 0 7 4 11

Banke 62 25 87 449 150 599 250 348 598

Cohort 2

Dhankuta 0 0 0 539 79 618 n/a n/a n/a

Dolpa 65 5 70 74 4 78 n/a n/a n/a

Rupandehi 316 59 375 291 30 321 n/a n/a n/a

Surkhet 378 132 510 415 95 510 n/a n/a n/a

TOTAL 863 233 1,096 2,484 442 2,926 1,001 1,048 2,049

n/a = Not applicable, because teachers were not trained in Cohort 2 districts.

Library Management/Follow-Up Training

The draft manual for this three-day training to supplement the initial seven-day training on

Nepali TLMs, was prepared during the previous quarter. The rollout of the training was

postponed due to the ending of the government fiscal year, the later-than-expected

distribution of SRMs, and competing activity priorities (particularly the standardization

process and RM mobilization). While it is unfortunate that there have been delays in the

rollout of this follow-up training, EGRP and NCED have discussed that it also presents an

opportunity to ensure that the training can respond to challenges seen in the field. As such,

the training manual prepared for this follow-up will be reviewed and refined in October/

November, to prepare for training rollout in November/December 2016.

Sub-IR 1.3: Monitoring and coaching for teachers in early grade reading instruction provided in target districts

Training for Teacher Mentoring and Ongoing Support

At the same time that RMs were oriented (see below on RM orientation) and beginning their

first rapport-building and information-gathering visits to schools, EGRP started working with

NCED to develop the materials for the five-day RM training. Preparatory discussions began

in August, and a manual development workshop was held in September. On September 16,

2016, representatives were brought together from NCED, other CLAs, and INGOs for a one-

day orientation. In that meeting, the content of the training was finalized with contributions

from the participants. The training content includes in-depth training on the TLMs,

particularly focusing on using the Teachers’ Guide to teach the reading components;

undertaking classroom observations, including introduction of the RM classroom observation

tool; conducting facilitative reflective discussions with teachers; and communication with

head teachers and other stakeholders. During this orientation, the need for heavy emphasis on

practice, particularly practice using the Teachers’ Guide and learner materials to teach the


different reading components, was highlighted. In addition to reviewing the content together,

a manual writing template was shared. This template was intended to ensure that there would

be a common approach throughout the training sessions and that the focus on key training

objectives was assured—including ensuring that sufficient practice will be integrated into the

training. EGRP and NCED were fortunate that a senior reading expert from

USAID/Washington was present when initial drafts of training sessions were received, and

she was able to provide feedback and suggestions to EGRP and NCED for finalizing the

training materials.

The rollout of RM training, including TOT at the central level and RM and RP training at

district/RC levels, will take place next quarter. Discussions around the larger support

structure—including how to build the capacity of RPs to support and supervise RMs—have

begun and will continue into the next quarter.

Classroom Observation Instruments and Monitoring System

A classroom observation instrument for use by RMs during school visits was developed as

part of the RM training materials. The purpose of this instrument will be to provide support to

RMs as they observe reading classes and prepare to engage in reflective discussions with

teachers. A school visit summary tool was also drafted, which will summarize school-level

feedback and information, such as best practices observed, as well as challenges, which will

be brought to the RC level for compilation and sharing horizontally and vertically. Both of

these tools will be piloted in Bhaktapur and finalized during the TOT for RM training, which

will allow for finalization with feedback from those trainers.

A classroom observation instrument for classroom monitoring purposes will be developed

and piloted during the next quarter in collaboration with DOE. Discussions around

government monitoring systems and the relationship between the ongoing support structure

and government monitoring will continue into next quarter.

RM Recruitment and Orientation

As briefly mentioned elsewhere, EGRP facilitated a series of meetings with MOE, DOE, and

other CLAs in which we provided evidence and examples from national and international

best practices, which helped DOE to make the decision on appointing RMs and finalizing

their job description. After a concerted effort, DOE decided to appoint RMs from the existing

pool of primary teachers. The target is to appoint 177 RMs (3 RMs x 59 RCs) for EGRP

Cohort 1 districts. Out of the 177, 148 RMs have been appointed, and the remaining 29 will

be recruited after the Dashain and Tihar holidays.


Table 5: Status of RM management in Cohort 1 districts

Districts Required

RMs Appointed RMs Vacant Oriented (2 days)

Banke 27 25 2 21

Bhaktapur 24 24 0 24

Kanchanpur 21 21 0 21

Kaski 66 39 27 39

Manang 9 9 0 9

Saptari 30 30 0 30

Total 177 148 29 144

In consultation with DOE, NCED, CDC, and ERO, EGRP developed the content for a two-

day RM orientation package focusing on areas such as the importance of NEGRP; the roles

and responsibilities of GON bodies at different levels such as the RC, DEO, and RMs; and

the methods and techniques of early grade reading implementation. The DOE, with technical

support from EGRP, conducted the orientation program for RMs in Saptari, Kanchapur,

Banke, Kaski, Manang, and Bhaktapur districts. To facilitate the orientations, MOE, DOE,

and NCED representatives participated with EGRP central team staff in each district. In all,

144 RMs participated in the orientation, which also included EGRP regional team members,

District Coordinators, and DEO early grade reading focal persons.

During RM orientations, school supervisors, RPs, and DEO technical and administrative

officers were also oriented on NEGRP implementation modalities and expected results.

Intensive group discussions were facilitated by the EGRP team to review NEGRP progress,

challenges, and lessons learned using the strength, weakness, opportunity, and threat (SWOT)

analysis technique. This was followed by group presentations and discussions.

Feasibility Study on Cell Phone Applications and Short Messaging Service (SMS)

Monitoring

EGRP’s mandate includes exploring options for using IT in the monitoring and mentoring/

coaching of teachers. To this end, this quarter EGRP, with DOE, drafted the TOR for

consultants to conduct a feasibility study for the use of ICT in monitoring and coaching

teachers. The draft TOR were shared with the CLAs for their input and will be finalized in

early October 2016. Then EGRP will recruit consultants to conduct the study and to suggest

options for the effective use of SMS in the program. Based on the findings of the study,

cellphone applications will be developed and piloted toward the end of Year 2 into Year 3 of

the program.

Non-monetary Incentive Systems for Teachers

EGRP consulted with DOE and NCED during this quarter on motivating teachers through

non-monetary incentive systems, with due consideration to existing MOE policies, rules, and

regulations. For this purpose, EGRP will conduct a study on non-monetary systems for

incentivizing teachers. This quarter, TOR were developed for the study and shared with

concerned CLAs for their review and necessary feedback. The study will be conducted next

quarter after the consultants have been recruited.


Sub-IR 1.4: Classroom-based and district-based early grade reading assessment processes improved in target districts

During the quarter, an external consultant completed the final report on the previously

conducted CB-EGRA pilot, and ERO shared the report with concerned stakeholders. Based

on the pilot, recommendations for the revision of CB-EGRA tools/instruments have been

suggested and will be incorporated into finalization of the CB-EGRA tools. Due to delays in

signing the G2G IL, ERO could not implement CB-EGRA-related activities on time as

planned, and because EGRP’s activities are linked with corresponding G2G activities, related

EGRP activities were also delayed. However, the program made some progress on drafting

ICT capacity assessment tools and preparing a roster of potential consultants to support the

capacity of DEOs, DOE, and ERO in CB-EGRA data management.

7.2.2 IR 2: Improved National and District Early Grade Reading Service Delivery

Rajani Dhimal of CDC presenting on reading skills during a workshop on early grade reading benchmarking

Sub-IR 2.1: Early grade reading data collection and analysis systems improved for NEGRP

During the July–September 2016 quarter, EGRP participated in many meetings with DOE

and ERO that were focused on their data collection and data system needs, with a view to

providing technical support to strengthen their capacity in those areas. As will be repeatedly

noted in this section of the present report, EGRP will be recruiting consultants who will

provide technical assistance to improve capacity in the identified areas.

Review and Update the School Census Form

After reviewing the existing EMIS school census form, it was determined that there is a need

to update the form to capture early grade reading data on LOI, language of communication of

teachers, teacher assignment by grade and subject, and language of communication of

students in early grades. With regard to this, EGRP held consultative meetings with DOE's

EMIS and Quality Section to determine the support activities that will help data collection

and analysis that is/are required for NEGRP. The DOE agreed to update the school census


form to incorporate the aforementioned data fields. Then, as per the Year 2 AWP, EGRP

drafted TOR for external technical assistance support to further review and update the school

census form in collaboration with DOE and EGRP. The TOR were shared with DOE for

review and finalization. EGRP will facilitate the overall process to update the school census

form and the software currently being used by the DOE.

Establish Central Early Grade Reading Database and Reporting System

The EGRP team conducted a series of consultative meetings with the ICT and EMIS sections

of DOE and ERO on developing a CB-EGRA database and their reporting instruments. DOE

agreed to assess the current status of the database and reporting instruments. DOE has agreed

to prepare a report on the existing reporting system that identifies the gaps and provides

insight and direction for developing a central early grade reading online database and

reporting instruments.

Integrate CB-EGRA Indicators into the NASA Reporting System

One of ERO’s roles is to prepare NASA reports and to disseminate the findings (on national

achievement of grades 3, 5, and 8) to all stakeholders at an interval of every two years. To

strengthen ERO’s reporting system, EGRP provided IT equipment, including five laptops and

a data server. This support enabled ERO to prepare its report on the CB-EGRA piloted in 20

schools of five districts (Nuwakot, Kavre, Bhaktapur, Makawanpur, and Chitwan). The CB-

EGRA covered 1,200 students in grades 1–3. ERO shared the report findings with key

stakeholders on September 26, 2016. The findings of the CB-EGRA will inform the process

of identifying the CB-EGRA indicators that can be integrated gradually into the NASA

system.

Support ERO Personnel on Statistical Techniques to Manage CB-EGRA and NASA

Data

During the quarter, EGRP’s IR 2 team held a meeting with ERO to discuss its needs with

regard to developing its capacity on statistical techniques for analyzing, processing, and

managing CB-EGRA and NASA data. ERO indicated the need to train its technical staff on

statistical techniques to reduce its dependence on external technical services. As mentioned

elsewhere, EGRP is currently assessing the capacity needs of CLAs in relation to

implementing early grade reading, and the draft report has been shared by the consultants

with the CLAs for feedback. Based on the recommendations of the capacity needs assessment

report, EGRP will provided support on statistical techniques to manage, analyze, and report

on the CB-EGRA data.

Support to Update DOE’s EMIS database server

Also during the reporting period, EGRP conducted a series of meetings with the EMIS,

Quality, and ICT Sections of DOE to assess DOE’s needs with regard to upgrading its EMIS

database server. Based on those discussions, EGRP drafted TOR for technical assistance

support to the DOE to update its database server. The TOR were shared with the DOE and,

once finalized, EGRP will recruit an external consultant to determine the needs that will

guide the process of updating the DOE’s database server. This activity is planned for next

quarter.


Sub-IR 2.2: Policies, standards, and benchmarks that support improved early grade reading instruction institutionalized for NEGRP

Considerable progress was made this quarter in terms of moving forward on several policy

studies and starting the process of setting teacher standards and student reading benchmarks.

Develop Nepali Reading Performance Standards

Since the beginning of the program, EGRP has held several mini-workshops with CDC and

concerned CLAs to create a common understanding of the nature of and need for benchmarks

and targets for reading to assess progress that is being made over time. During this quarter,

EGRP and CDC jointly organized two half-day workshop on August 15–16, 2016 to set

reading benchmark for grades 1–3. A total of 47 participants representing CLAs, the Nepali

Language Committee, and Nepali language experts participated in the workshop. RTI

provided technical assistance from its home office. Intensive discussions were held on the

concept, process, and practices of setting benchmarks, and issues such as relevant and valid

data for setting benchmarks, whether to include all five reading components/capstones or to

select just a few, how to link standards with curricular learning outcomes, and how to address

multilingual situations while setting benchmarks for early grades were noted and discussed.

Furthermore, participants raised concerns about whether benchmarks were required to be

grade specific or if there can be a common benchmark for all early grades. Although opinions

differed, by the end of the workshops the participants agreed on 45–50 cwpm and 80%

comprehension as preliminary benchmarks for children in grades 2 and 3. Additionally, the

workshop participants decided to form a TWG to finalize the benchmarks. Once the results of

the EGRA baseline are available in late October or early November, the TWG will finalize

and formalize the reading benchmarks.

Developing Teacher Performance Standards

As part of developing a comprehensive early grade reading program, teacher performance

standards for early grade teachers need to be developed in coordination with NCED. During

the reporting period, EGRP facilitated consultative meetings with NCED and DOE to start

the process of developing early grade reading teacher performance standards. In the meetings,

it was agreed that the focal persons from NCED, DOE, CDC, ERO, and MOE and

representatives of IR 1 and IR 2 will work as a TWG on developing teacher performance

standards specific to early grade teachers. To further this process, in October EGRP will

organize a workshop in which participants will draft a framework for teacher performance

standards, which will then be piloted.

Revising the Classroom Timetable/Time-on-task Policy

Also during the quarter, EGRP started working with CDC and DOE on revising the

classroom timetable/time-on-task policy for early grades. The TLMs that are approved by

CDC and already distributed in schools in six Cohort 1 districts were designed based on a 90-

minute scope and sequence, which assumes 90 minutes of Nepali teaching and learning every

day. Based on discussions with CDC/DOE and in line with the task order, EGRP’s IR 2 team

developed TOR to carry out a study on timetable/time-on-task policy of the early grades and

shared them with the CLAs. The study will be conducted next quarter, and the

recommendations in the report will guide CDC/MOE in revising the existing classroom

timetable for grades 1–3, with technical support from EGRP. In addition to this, the study


will also specify performance standards for early grade teachers that will inform the design of

instruments to monitor teacher performance; the standards will also inform teacher coaching

and mentoring.

Teacher Mobility Study

Another IR 2 activity is to work with the GON to develop, validate, and apply policies to

mitigate the effects of teacher mobility in the early grades. To this end, EGRP’s IR 2 team

participated in several meetings with DOE and NCED during the quarter to prepare TOR for

consultants to carry out the teacher mobility study. The discussions suggested some areas to

include in this study—for example, the current situation with regard to the transfer of early

grade teachers who have been trained, and the number of female teachers in the early grades.

These and other aspects of teacher mobility were incorporated into draft TOR, which were

shared with all of the CLAs. The study will be conducted next quarter, and based on the

findings of this study, the EGRP team will provide technical support to DEO for addressing

issues regarding the match between teacher assignment and LOI (also referred to as medium

of instruction).

Parents’ and Communities’ Attitudes and Beliefs toward LOI for Reading

A final research study that EGRP began during the previous quarter, working with CLA

counterparts, was on community awareness of the importance of LOI. EGRP met with

colleagues from DOE, NCED, CDC, NFEC, and ERO to discuss how to approach learning

more about community attitudes and beliefs regarding LOI and, based on those consultations,

EGRP’s IR 2 team developed TOR to assess and document the perceptions, beliefs,

understandings, and attitudes of parents and communities. The TOR were shared with CLAs

and related EGRP IR technical teams for their review and inputs, and will be finalized early

next quarter. This study is expected to be completed before the end of December 2016.

Sub-IR 2.3: Planning and management of financial, material, and human resources devoted to early grade reading improved

Review of NEGRP Progress at the District and Central Levels

NEGRP teams at district and regional levels, with guidance from the IR 2 team, prepared

quarterly progress reports that documented the activities carried out during the present

quarter. Then regional and district staff participated in NEGRP review meetings organized in

the DEOs of all 16 focus districts. Following the discussions of early grade reading progress

achieved during the quarter, the regional and district teams prepared action plans for the

October–December 2016 quarter. Likewise, an NEGRP progress report for the quarter was

prepared and shared at the central level in the NEGRP Steering Committee meeting held on

September 28, 2016 at the MOE.

Institutional Capacity Building of the CLAs

With a view to strengthening CLAs and building the capacity of CLA personnel responsible

for implementing early grade reading activities, EGRP has a mandate to enhance their

capacity in key areas of early grade reading. As a foundation for this activity, EGRP

contracted a team of external consultants to carry out a capacity needs assessment of the

CLAs, especially related to early grade reading program implementation. By the end of the

quarter, the consultants had produced a draft report of the CLAs’ capacity needs and shared


the findings with EGRP and the CLAs, who provided feedback that the consultants are

incorporating into their final report. The report, which will be submitted to EGRP in October,

will provide a comprehensive picture of the capacity needs of DOE, NCED, CDC, ERO, and

the MOE. Based on the recommendations in the report, EGRP will develop an action plan for

GON institutional strengthening and human resource capacity building, focusing on early

grade reading.

ICT Equipment Support to CDC, NCED, and ETCs

With a view to strengthening the capacity of CDC, NCED, and ETCs, EGRP has planned, in

consultation with the concerned CLAs, to provide ICT equipment, the process of which

started this quarter. As included in EGRP’s Year 2 AWP, EGRP will provide an alternative

power backup system, eight laptops, five printers, and one copier to CDC. In addition, EGRP

will procure and provide 10 laptops, 11 multi-functional printers, and 10 overhead projectors

to NCED for their central office and for use by the ETCs. The procurement process for all the

items was underway by the end of the quarter.

Orientation on Year 2 AWP

Because EGRP’s regional and district staff were unable to participate in the Year 2 AWP

development process (they were being recruited during that time), EGRP’s central office

planned and delivered a two-day orientation on the EGRP/G2G Year 2 AWP for those staff

members, including four Regional Managers, five Field Coordinators, five Regional Field

Officers, five Regional Finance and Administrative Officers, and 15 District Coordinators

(one District Coordinator joined the program later). The orientations were conducted within

each region. In Kathmandu, EGRP operations staff and IR teams were also involved. The

orientations were appreciated by EGRP field staff and were valuable in helping them to

understand the overall EGRP program and, in particular, Year 2 activities and their role in

implementing them.

Sub-IR 2.4: National standards for early grade reading improvement adopted and geographically expanded

Developing Guidelines for Early Grade Reading Standardization (INGO

Harmonization)

An important dimension of EGRP’s mandate is to work with the GON to standardize (in

effect, to harmonize) the early grade reading contributions of NGO and INGO partners to

enhance the coherence of NEGRP. Work started on this last quarter when five thematic

groups were formed and tasked with developing standardization guidelines in five major

areas related to early grade reading (with an associated lead CLA):

1. Curriculum and educational materials development (CDC)

2. Teacher training (NCED)

3. Student assessment (ERO)

4. Community mobilization (DOE)

5. M&E (MOE)


During this quarter, EGRP, in close consultation with DOE, NCED, CDC, ERO, and MOE,

facilitated the guideline development process through workshops and a series of consultations

with the CLAs. The CLAs’ focal persons presented the guidelines at the September 28, 2016

NEGRP Steering Committee meeting. The Committee instructed the CLAs to make the

guidelines uniform in an integrated format to avoid duplication. Next quarter, the guidelines

will be finalized accordingly in coordination with the EPC/MOE. As part of that process, the

Steering Committee directed DOE to organize a one-day sharing workshop on the guidelines,

attended by all the CLAs and partner organizations (INGOs).

7.2.3 IR 3: Increased Family and Community Support for Early Grade Reading

Participants enjoying a team-building exercise at the NGO introductory orientation

Sub-IR 3.1: Community awareness of the importance of language of instruction increased in target districts

During the reporting period, EGRP’s IR 3 team, working closely with GON colleagues,

achieved much in terms of laying the groundwork for the program’s early grade reading

public awareness activities.

Equal Access Nepal (EAN) and Mass Media and Advocacy Public Awareness

A local media organization, Equal Access Nepal (EAN), was selected through a competitive

bidding process to be EGRP’s communication partner. Through a series of meetings with the

SBCC technical team and EGRP’s Grants Management team, work began in July. Colleagues

focused on SBCC provided an orientation about EGRP, branding and marking (B&M), the

scope of work, and timeline, and EGRP’s Grants team provided orientation on terms and

conditions of the grant, reporting, and deliverables.

Radio PSAs

During the quarter, EAN and the SBCC technical team designed two 60-second radio PSAs

and a synopsis of the planned 15-minute radio program, which will be aired later in the year.

The radio PSAs target parents of students in grades 1–3 and the students’ teachers. The 15-

minute radio program is designed in three- to five-minute segments: one segment aims to


help teachers with teaching skills for early grade reading. The inputs for the teacher segment

will be provided by IR 1. A second segment is a drama that is targeted toward parents and

other people who influence children learning to read to show how to encourage early grade

reading and to explain the immediate and long-term benefits of early grade reading. The third

segment is an interview and a well-known person in Nepal reading from one of the

government-approved books. This special guest will represent popular people from different

sectors of life, both men and women. The two PSAs, the teacher’s tips, and the guest speaker

segment of the first episode of the radio program have been developed and in the first week

of October will be shared with GON counterparts for their feedback.

Information Package

The information package to be used by the media, communities, and national stakeholders

consists of frequently asked questions about early grade reading and information on the

GON’s early grade reading activities, USAID and EGRP, data visualization, and the graphic

design of the packet. After several internal reviews, the materials were shared with the DOE

Information Officer for his input; they will be finalized next quarter.

NCED and the Communication Guide for Teachers

NCED’s teacher material development writers requested technical assistance to develop

materials on how teachers can more effectively talk to parents. In February 2016, the SBCC

team made a presentation to the Teacher Material Development group on information that

should be included in the training materials. The SBCC team was asked this quarter to

expand that presentation and to develop a one-day illustrated module, Parents–Teachers

Partnering Guide for Teachers. NCED also requested that EGRP assist in developing a

condensed 90-minute session of the one-day training, which EGRP did. For this year, the 90-

minute version will be used in the Teacher Training Manual and the longer one-day module

will be used as a resource. The Communication Guide for Teachers has been accepted by

NCED with strong guidance from IR 1 colleagues.

Reading Contest and Guidelines

The SBCC team met with the Director of DOE and its focal person to discuss the overarching

themes of the reading contest. The first step to develop the guidelines was to meet with an

RP, teachers, principals, and head teachers to receive their input and recommendations. A

focus group discussion was organized by the Bhaktapur Field Officer, who brought together a

select group of teachers, head teachers, principals, and vice-principals as well as the RP. IR 3

staff who are part of the broader SBCC team participated and observed. The insights and

comments from the teachers and educators, along with the Director’s instructions, were taken

into consideration in developing the first draft of the reading contest guidelines. The

guidelines were reviewed by the NSCMCT with a few comments and edits, mostly related to

format and template. The final version was then resubmitted to the same national core team.

Media Buy

After much debate about the appropriate vehicle to employ, it was agreed that the media buy

for the radio PSAs and radio program will be included in EAN’s current grant; as such,

EAN’s existing contract will be modified. The media buy is scheduled to begin in early

December 2016.


National Validation Workshop for Social and Community Mobilization Strategy for

Early Grade Reading

The validation workshop for the Social and Community Mobilization Strategy for Early

Grade Reading was held at Hotel Himalaya in Lalitpur on August 17, 2016. The objective of

the workshop was to obtain final feedback on the Strategy and receive an endorsement from

MOE and DOE. A total of 66 participants, including senior-level officials form MOE and

DOE and representatives from EGRP, USAID, and NSCMCT attended. DOE and USAID

acknowledged and appreciated the Strategy development process and content.

The Strategy serves as the overarching framework to guide the early grade reading social and

community mobilization activities at the school-community level to promote family and

household involvement in the development of a reading environment, both within the home

and in the broader community. The Strategy is designed to be a resource to enable the MOE,

DOE, development partners, DEOs, NGOs, Village Education Committees, Municipality

Education Committees, SMCs, and PTAs, among other groups, to design, plan, implement,

monitor, and evaluate social and community mobilization activities to enable community

stakeholders to help children learn to read and to become able readers.

The Strategy includes (1) the definition of social and community mobilization, (2) guiding

principles, (3) the approach, and (4) activities the community may undertake to promote early

grade reading. Some major Strategy activities that EGRP will implement include

(1) convening a community forum to share information on early grade reading and CB-

EGRA results, (2) organizing after-school early grade reading activities, (3) using

supplementary materials to organize reading camps or festivals, (4) establishing community-

based reading spaces, (5) supporting locally produced early grade reading materials, and

(6) establishing Tole Reading Groups.

The workshop was divided into two sessions: (1) the opening session, chaired by the MOE

Acting Secretary Dr. Dilli Ram Rimal and Dr. Hari Lamsal, Joint Secretary of MOE, and

(2) the technical session, chaired by the DOE with technical assistance from EGRP. During

the opening session, in addition to remarks by the MOE, the EGRP Chief of Party and

USAID also discussed EGRP community mobilization activities. The technical session,

chaired by DOE Director Baikuntha Prasad Aryal, introduced the Strategy. DOE Deputy

Director Bishnu Prasad Adhikari presented an overview of the Strategy’s development

process, followed by the MOE Under-Secretary Mr. Dhan Singh Dhami, who discussed the

definition of social and community mobilization. EGRP Senior Community Mobilization

Advisor Anil Neupane presented guiding principles and approaches of strategy, and EGRP

Community Mobilization Specialist Hita Gurung presented the Strategy’s activities.

Following the Strategy presentation, feedback and questions were received and

noted/answered by the MOE, DOE, and the EGRP IR 3 technical team. The information was

documented and discussed with the NSCMCT, with relevant comments and feedback

incorporated into the Strategy. The Strategy has been submitted to DOE, which will submit it

to the NEGRP Steering Committee for final endorsement and printing by the MOE.

Technical Assistance for Community Mobilization Orientations Funded by G2G

With technical support from IR 3 and EGRP regional teams, the DEOs in five of EGRP’s six

Cohort 1 districts held orientations on early grade reading in all RCs in Banke (9 RCs),


Saptari (10 RCs), Manang (3 RCs), and Kaski (18 RCs) for a total of 40 orientation sessions.

(The sixth Cohort 1 district, Bhaktapur, held its orientation last quarter.) The orientations

included discussions on parents’ roles and responsibilities to improve learners’ reading

results and the creation of a culture of reading at the household level and in the community.

Sub-IR 3.2: Family engagement to support reading increased in target districts

Orientation of Parents on the Use of Locally Produced Reading Materials

The planned peer education guidelines will include a focus on working with non-literate

parents; the guidelines for how to use locally produce afterschool reading materials will be

developed and delivered as part of the local NGO training planned for November 2016.

Sub-IR 3.3: PTA/SMC ability to contribute to quality reading instruction increased in target districts

Many of EGRP’s activities that are focused on enabling SMCs and PTAs to effectively

support reading instruction are being implemented by local NGOs receiving grants from

EGRP.

Build on Current Best Practices for Community Mobilization

The IR 3 team held six meetings with the NSCMCT to finalize the Social and Community

Mobilization Strategy for Early Grade Reading and discuss the guidelines for early grade

reading activities to operationalize the Strategy. Core team members (Room to Read, Save

the Children, VSO, World Education International, World Vision International, and Plan

Internationa1) provided resource materials for the guidelines.

During this quarter, the IR 3 team developed the agenda for the NGO training. Guidelines for

how to form a Tole Reading Group were developed and delivered as part of the introductory

training in September. Additionally, the team drafted sections of the November training

guidelines, with a particular focus on the SMC grant activities, and shared them with the

NSCMCT.

At the district level, the EGRP regional and district teams conducted 23 DCT meetings in 15

districts. The meetings have proven to be a critical catalyst in assisting EGRP in securing the

appropriate cooperation and support from DEOs and DCT members as well as providing a

platform to discuss the EGRP implementation strategy and NEGRP activities through the

G2G budget.

The EGRP team conducted 23 DCT meetings in 15 districts, as follows:

Itahari Region (4 meetings): Saptari (2) and Dhankuta (2)

Dhangadi Region (6 meetings): Kailali (1), Kanchanpur (3), and Dadeldhura (2)

Pokhara Region (4 meetings): Kaski (2), Manang (1), and Mustang (1)

Nepalgunj Region (7 meetings): Banke (3), Bardiya (1) Dang (1), Dolakha (1), and

Surkhet (1)

Kathmandu Region (2 meetings): Bhaktarpur (1) and Parsa (1).

During the meetings, the EGRP team shared the NEGRP conceptual and implementation

strategy with DCTs and provided information on how NEGRP and EGRP activities are


complementary. Additionally, EGRP regional teams provided technical support to DCTs to

conduct the early grade reading orientations held at the RC level with G2G funding.

Grants to NGOs for Community Mobilization

Much of the work to bring the six Cohort 1 district NGOs under contract was completed last

quarter, and the process was completed in July. As previously reported, the following are the

six NGOs (see Table 6).

Table 6: NGOs supporting community mobilization

Name of NGO District

Banke Unesco Club (BUC) Banke

Transformation Nepal (TFN) Bhaktapur

Backward Society Education (BASE) Kanchanpur

Child Welfare Scheme Nepal (CWSN) Kaski

Chame Youth Group (CYG) Manang

Save the Saptari (STS) Saptari

Technical Support to District NGO Recruitment Process

After the contractual process was completed, EGRP regional teams met with their respective

district NGOs to (1) prioritize the preliminary activities related to community mobilization

and (2) provide ongoing technical support to the NGOs for adequate planning and

recruitment of NGO staff for the positions of program manager, program coordinator(s),

community mobilization officers, M&E coordinator, finance coordinators, etc.

For the recruitment and selection of NGO staff, the EGRP Kathmandu and regional teams

provided technical assistance to NGOs to finalize technical scopes of work for staff and to

develop advertisements. By the end of the quarter, the NGOs had recruited the following staff

(see Table 7).

Table 7: District NGO staff recruitment

Position CYG

Manang CWSN Kaski

STS Saptari

BASE Kanchanpur

TFN Bhaktapur

BUC Banke

Executive Director 1** 1** 1** 1** 1** -

Program Manager 1 1 1 1 1 1

Monitoring and Documentation Coordinator

1 1 1 1 1 1

Finance Coordinator; Office Manager

1 1 1 under recruitment

1 1 1

1**

Program Coordinator - 2 2 1 1 2

Community Mobilization Officers

5 22

3 under recruitment

20 13 8 18

Office support staff 1** 1** - 1** - 1**

Subtotal 10 29 26 19 13 25

Total (to date) 122

** Recruited on a part-time basis.


Introductory NGO Training

A two-day introductory training was held in September for the six district NGOs at the Hotel

Marsyandi in Kathmandu, with a total of 48 participants from NGOs, EGRP, USAID, and

MOE/DOE in attendance (see Table 8).

Table 8: Participants in the introductory NGO training

Organization Number of

Participants Male Female

NGOs 20 17 3

EGRP 23 18 5

USAID 2 0 2

MOE/DOE 3 3 0

Total 48 38 10

The objectives of the introductory training were the following:

Introduction to the Social and Community Mobilization Strategy for Early Grade

Reading and how to operationalize activities at the district, village, municipality, and

school levels

Overview of key district findings (Cohort 1 districts) and how this will impact

application of social and community mobilization activities for early grade reading

Discussion on how to establish Tole Reading Groups

Finalization of an outline of how NGOs initiate social and community mobilization

work in their districts, and development of detailed implementation plans to guide

activities between September and November 2016. This will help with the detailed

implementation plan, i.e., what activities will be conducted, when, and by whom.

The technical sessions during the workshop covered the following topics:

Introduction to the Social and Community Mobilization Strategy for Early Grade

Reading and how to operationalize activities at the district, village, municipality, and

school levels

Overview of key district findings (Cohort 1 districts) and how this will impact

application of social and community mobilization activities for early grade reading

How to establish and operationalize Tole Reading Groups and integrate them into

existing community structures

Small grant process and compliance, financial reporting, and compliance; M&E;

program reporting; and discussion of detailed implementation work plans.

Cascaded Introductory Master Training to Remaining District NGO Staff

The EGRP regional team staff (five Regional Field Coordinators, five Regional Field

Officers, and six District Coordinators) and key NGO staff that participated in the

introductory training, successfully cascaded the introduction training (above) to the

remaining staff of each NGO. The training focused on the SCM grant strategy, early grade

reading activities through Tole Reading Group initiation, and grant and financial compliance.


With an objective to introduce the overall concept of Tole Reading Group to the DCTs, the

NGOs explored the existing successful community organizations where the Tole Reading

Group approach may be incorporated. NGOs also shared their detailed implementation plans.

DCT members and DEOs also participated in the cascaded training; altogether 148

participants (including facilitators and NGOs staff; see Table 9) participated and gained

knowledge and skills on community mobilization work with a district perspective.

Table 9: NGO cascaded training participants

Name of NGOs

CYG (Manang)

CWSN (Kaski)

STS (Saptari)

BASE (Kanchanpur

TFN (Bhaktapur)

BUC (Banke)

Date of Training

Sept 22–23 Sept 18–19 Sept 26–27 Sept 27–28 Sept 19–20 Sept 22–23

Number of participants

14 29 32 24 16 33

Men 10 17 24 16 9 22

Women 4 12 8 8 7 11

Grand Total 148

Draft SMC Grant Modality

After numerous discussions, designs, and redesigns over the past months, EGRP decided to

adopt a cluster approach for awarding and implementing SMC grants and to engage the six

NGOs to assist with some of the implementation and technical verification. At the time of

writing this report, the EGRP Grants team was in the process of finalizing the SMC grant

implementation modality and hopes to receive concurrence from USAID and DOE to proceed

accordingly. The following draft documents have been developed:

SMC grant management guidelines

SMC grant application template

SMC grant milestone reporting template

RC-level training concept note

Support to PTA/SMCs, RCs, and Community Learning Centers (CLCs) to Hold

Community Events in Support of Early Grade Reading

The introductory NGO training in September described above introduced the Tole Reading

Group concept and explained how to integrate the Tole Reading Group into existing, active

community-based structures—preferably PTAs, SMCs, or CLCs—in the interest of

sustainability. The Tole Reading Group will be the key community-based group for the

promotion of many early grade reading activities.

Sub-IR 3.4: Parent and community capacity to monitor reading progress increased in target districts

In each Cohort 1 district, the selected NGO will work with the community to establish

community forums to share reading data and other early grade reading information. As part

of the NGO training in November, the CB-EGRA will be discussed. Key points will include

the importance of CB-EGRA and the process/steps to involve community members and


parents of children who are early grade readers. The IR 3 and M&E teams drafted guidelines

on how to conduct a community-based forum to share CB-EGRA results, which will be part

of the November NGO training.

7.3 Monitoring and Evaluation (M&E) Plan Update (Results of Analytical Work, Assessment, and Evaluation)

The M&E team finished cleaning data from the EGRA and Education Management

Efficiency Survey (EMES) baselines, which was started in the previous quarter. Indicator

indices and cutoff scores were defined for the analysis of the results, and the baseline values

for the assessment regarding PMP-related indicators were finalized.

The team also completed the PMP revision process that was started last quarter, and the

revised PMP was submitted to USAID on September 30, 2016. In the revised PMP, three

indicators were removed, two new cross-cutting indicators were added, and some indicators

were modified. Baseline values for the indicators and corresponding targets for the program

period were updated (and proposed in the case of new indicators). Based on the newly added

indicator related to local organizations’ capacity (NGOs’ capacity), the M&E team conducted

an organizational capacity assessment for the six EGRP partner NGOs, which will provide

the baseline value for this new indicator. (For more on the revised PMP, see Annex A.)

Work on the program’s internal M&E system continued throughout the quarter. The first set

of internal monitoring indicators were identified, and data collection instruments for

indicators related to training, workshop, seminars, Tole Reading Group formation, and Tole

Reading Group orientation have been finalized. Basic data collection and an electronic

transfer system for IR 3 indicators are being developed.

Also related to the internal M&E system, discussions and system analysis are underway to

identify an appropriate software package for the development of a comprehensive

information management system that will address the monitoring information/data needs of

EGRP at different levels. This is a major task that will be a priority next quarter.

Finally, with regard to M&E, due to performance issues in implementing and managing the

EGRA and EMES baseline surveys, EGRP proposed to restructure its local partner New

ERA’s subcontract, which New ERA declined. As a result, EGRP’s partnership with New

ERA ended on July 31, 2016. Subsequently, EGRP undertook a process of recruiting new

M&E staff to fill the vacancies created by New ERA’s departure; by the end of the quarter,

EGRP’s M&E team was nearly fully reconstituted.

7.4 Partnership, Collaboration, and Knowledge Sharing

As described elsewhere in this report, EGRP is playing a leading role with the GON in the

INGO standardization and harmonization process with regard to early grade reading, which at

its core encourages partnership, collaboration, and sharing with other INGOs working in the

early grade reading sub-sector. In addition to its close partnership with the GON at all levels,

EGRP now has six local NGO partners who are tasked with spearheading much of the

program’s community sensitization and mobilization work.


7.5 Sustainability and Exit Strategy

As reported in previous quarterly and annual reports, EGRP’s design as an embedded

technical assistance program within the GON inherently promotes the institutionalization and

sustainability of many program activities. The extensive collaborative process that was

involved in developing and finalizing EGRP’s Year 2 AWP—which involved close

integration of EGRP and G2G activities—ensures that program activities are part and parcel

of the GON’s early grade reading initiatives, as manifest in the recently completed School

Sector Development Plan.

7.6 Communication Efforts

As the program gains traction and becomes a major fixture in the early grade reading

landscape in Nepal, communications and outreach become increasingly important and gain

more prominence.

Media and Outreach

During this quarter, EGRP gained increased visibility from print media to broadcast media,

with messages regarding the importance of early grade reading widely disseminated through

newspaper articles and radio jingles in almost all the development regions. Most importantly,

these activities facilitated a better understanding regarding the integral relationship between

EGRP and the GON’s NEGRP.

A local newspaper from the mid-western development region, Rapti Post, ran a news article

on July 14, 2016 regarding the orientation of NEGRP at the Narayanpur RC in Dang and the

role of EGRP in providing technical assistance toward its implementation. On the same date,

Naya Patrika, a popular Nepali-language tabloid, ran a news article about NEGRP in

Dhankuta district and the technical assistance provided by USAID. Additionally, Rara

Khabar, an online news portal based in Surkhet district, ran an article on July 26, 2016 about

the implementation of NEGRP and EGRP in five districts of the mid-western development

region, namely Banke, Bardiya, Dang, Dolpa, and Surkhet. The article discussed EGRP’s key

objectives and some major activities.

Similarly, on July 31, 2016, Kantipur Daily, one of Nepal’s most prominent news dailies,

published a feature article on the relevance of EGRP in the context of Nepal. Focusing on

Kanchanpur District, the article highlighted the need for and benefits of EGRP, with

reference to the EGRA results from Kanchanpur that show extremely low reading ability

among early grade children. The article also highlighted positive remarks from respective

district education officials toward the USAID-funded EGRP and their hopeful expectations

for the program’s outcomes. Most importantly, the article reported on the government’s

interest in taking ownership of the program by forming a monitoring committee under the

leadership of relevant education officials to ensure proper implementation and monitoring of

the program in Kanchanpur District.

While news about EGRP’s technical assistance toward NEGRP’s implementation was being

featured and published in various newspapers and online portals, radio jingles about the

importance of early grade reading were simultaneously being aired through various local FM

stations in the six Cohort 1 districts. Although these radio programs were part of NEGRP’s

community mobilization component, EGRP provided technical assistance to DOE/NFEC in


the production of these jingles. Altogether, 28 local radio stations from all the development

regions aired the jingles throughout July 2016. This has helped the general public understand

the relationship between EGRP and NEGRP, which will further help in strengthening the

relationship between the two programs.

Visibility

Due to the complex nature of the project, EGRP’s visibility has been continuously impacted.

One major factor that hinders program visibility is limited web presence. Although the

program contract does allow for creating a webpage, procedural guidance about this does not

appear in EGRP’s contract, particularly guidance pertaining to web hosting, content

management, and control. Furthermore, EGRP is not explicitly mentioned in any of the

technical documents concerning NEGRP found on DOE’s and MOE’s websites, which has

added to the challenges.

Therefore, to resolve this issue, EGRP’s Communication and Operation teams sought

technical guidance from USAID and the RTI home office throughout the quarter. A waiver

requesting USAID’s approval for EGRP to build a program webpage, explaining the current

situation, proposing alternatives, and seeking clarification on some technical matters in line

with the Communication and Outreach Plan was submitted to the Contracting Officer’s

Representative (COR) on September 22, 2016. As outlined in the Communication and

Outreach Plan, many components concerning visibility are tied to a website/webpage—for

example, e-newsletter, sharing resources developed by EGRP, videos, social media

mobilization, etc. If the webpage issue is resolved sooner, EGRP’s visibility would be

significantly enhanced.

However, despite such challenges, EGRP had the opportunity to amplify its programmatic

achievements at some important events. During July 14–15, 2016, the program’s

Communication team attended the Crisis Communication Workshop organized by USAID,

where a majority of USAID’s implementing partners were present and became familiar with

EGRP for the first time. The workshop provided the program a platform to identify

collaborative opportunities with other USAID implementing partners. Similarly, EGRP

displayed its TLMs and SRMs at the International Literacy Day celebration on September 8,

2016, organized by the DOE/NFEC. Many curious audience members, including those from

the donor community, the government, local NGOs, and the general public, not only

appreciated the TLMs and SRMs, but also asked for copies of the materials.

Branding and Marking (B&M)

Following the meeting with CDC on June 14, 2016 last quarter regarding B&M, USAID

approved a B&M exception for Year 1 SRMs on July 15. This decision facilitated USAID’s

stated desire for the CDC and the MOE/DOE to take ownership of these materials.

In this reporting quarter, many B&M concerns were raised. The Communication team

routinely struggled to execute the B&M Plan as outlined in the contract. Due to the intricate

nature of EGRP and its relationship with NEGRP and G2G, the Communication team often

feels that EGRP’s unique identity becomes diluted, and therefore the B&M Plan cannot be

faithfully implemented. With the intention of resolving this issue, the Communication team,

in consultation with USAID, developed a revised B&M Plan that is based on the existing plan

but also proposes several alternatives to develop a uniform B&M Plan for EGRP, NEGRP,


and G2G-related activities because many EGRP activities coincide with NEGRP and G2G

activities.

On September 26, 2016, EGRP Operations and IR 1 teams, along with USAID, met at the

CDC with representatives from all CLAs to discuss the B&M issue. The meeting was

organized with an objective to clarify and agree on logo placements for USAID, GON, and

other partners that might be involved in producing or developing technical and promotional

materials through EGRP. Although no major decisions were made in that meeting, the CLA

representatives expressed their sincere gratitude toward USAID and the American people in

helping to strengthen Nepal’s education system. However, they felt that placing USAID’s

identity on the covers of the national curriculum would be undermining and questioning the

GON’s capacity and sovereignty.

Referring to similar projects in the past, CDC shared that donors were generally

acknowledged in the preface section of the materials. They suggested a follow-up meeting,

although no specific date was fixed. Meanwhile, EGRP, in consultation with USAID,

discussed creating mock-ups for each and every item to be produced by the program and

presenting them in the follow-up meeting.

The final B&M Plan will also determine and facilitate the production of promotional

materials such as tee-shirts, pens, bags, etc., production that has been put on hold due to a

lack of B&M clarity.

Finally, USAID brought to the program’s attention that EGRP had been using the incorrect

USAID logo in some presentations and reports. This was rectified, and all EGRP staff,

including regional teams, were duly informed to use the correct logo and templates.

8 Implementation of Cross-Cutting Activities

8.1 Gender

The gap analysis regarding SRMs that EGRP and CDC will conduct will include careful

consideration of gender balance and equity. This includes identifying the number of books at

each level that include male versus female protagonists. In addition, attention will be paid to

whether gender stereotypes are or are not maintained. Although it is not expected that all

books in the SRM packages will involve scenarios that counter gender stereotypes, a gender-

sensitive collection would include some books that depict men/boys and women/girls

undertaking activities or fulfilling roles that are counter to gender stereotypes—for example,

a mother working outside the home, boys helping with cooking and household chores, girls

becoming football stars, and so on.

8.2 Special-Needs Education

The aforementioned gap analysis of SRMs will include consideration of social inclusion as it

relates to individuals with special needs. This includes examining the books in the SRM

packages to determine whether they include (a) stories specifically focused on creating a

positive view of individuals with special needs (for example, a story about challenges

overcome by an individual with a physical disability) and (b) stories in which characters with

special needs are framed in a positive light and/or which model social inclusion—for


example, an illustration of a schoolyard that includes children with and without visible

disabilities playing together.

9 Management and Administrative Issues

9.1 Management

Subcontract Modifications

After finalizing the contracts with EGRP’s subcontractors near the end of Year 1, EGRP

began to modify some of the same subcontracts due to lessons learned and the refocusing of

some activities in Year 1. As mentioned elsewhere, due to New ERA’s subpar performance in

planning and managing the EGRA and EMES baseline data collection, RTI decided to scale

back New ERA’s subcontract and, in turn, New ERA responded that they did not wish to

continue as an EGRP partner. As a result, New ERA’s contract was terminated as of July 31,

2016, and they are no longer an EGRP partner. Also during the quarter, work started on

modifications of other partners’ subcontracts; however, at the end of the quarter, USAID and

EGRP agreed that the EGRP task order contract needs to be modified a second time. For this

reason, the modification of EGRP partner subcontracts will be carried out after the task order

contract modification is completed, which is projected for the end of January 2017.

Year 2 AWP

As reported last quarter, EGRP submitted its Year 2 AWP to USAID on June 27, 2016.

USAID reviewed the plan and on July 14, 2016 sent feedback to be incorporated in a revision

of the plan. In the meantime, although it was understood that the G2G plan that was included

in the originally submitted EGRP work plan was the final version, some changes were made

to that plan. These G2G also needed to be reflected in the revised Year 2 EGRP AWP. EGRP

revised the work plan accordingly, and the second and final version of the plan was submitted

to USAID on August 16, 2016. USAID approved the Year 2 AWP on August 19, 2016.

Program Orientation of Regional and District Staff

Because most EGRP regional and district staff joined the program last quarter, it was not

possible for them to participate to any significant degree in the development of the program’s

Year 2 AWP, which was a process that started in late January 2016. As a result, few regional

and district staff were knowledgeable about Year 2 activities during the first few weeks after

being hired. To remedy this situation, EGRP’s central office technical staff planned a series

of Year 2 AWP orientations for all field staff during late August and September. Two-day

meetings were held at regional offices in Dhangadhi (which also included Nepalgunj), Itahari,

Pokhara, and the Technical Support Unit (TSU) (which serves as the de facto regional office

for Bakhtapur and Parsa districts). In each case, regional staff and the District Coordinator

from each district supported, by the respective regional offices, participated in the

orientations, which greatly helped all staff members achieve the same understanding and

vision in terms of Year 2 program activities.

Also during the reporting period, EGRP conducted a four-day training for its Regional

Finance/Administrative Specialists on EGRP and USAID financial procedures and


compliance issues. The four regional staff were also oriented on the interface of the six

Cohort 1 local NGOs and the role of the finance specialists in managing that relationship.

Beijing Education Conference

During August 22–26, 2016, a team from Nepal participated in the XVI World Congress of

Comparative Education Societies, hosted by Beijing Normal University in Beijing, China.

The team from Nepal included EGRP’s Chief Technical Advisor and Senior Reading

Advisor; Baikuntha Aryal, DOE Director; Dinesh Shrestha, Central Regional Education

Directorate; and EGRP’s USAID COR. The team presented on key aspects of EGRP and the

interface between the program and the GON’s NEGRP. This was a good opportunity to

highlight EGRP achievements and challenges to date.

9.2 Administration

Staff Recruitment

Since staff recruitment is now completed, EGRP will no longer routinely report on this topic;

only important changes in staffing will be reported. In that vein, after a lengthy recruitment

process, EGRP’s new Senior M&E Advisor/Team Leader joined the program on September

15, 2016; the new Assessment/Training Coordinator, who will replace the former staff

member hired through New ERA, will join the program in October 2016. After a lengthy

transition process involving releasing New ERA as a subcontractor, it is heartening that

EGRP’s M&E team is now nearly fully staffed and is performing well.

Procurement

In light of the fact that EGRP has an earmark of $20 million for printed materials, inevitably

procurement will play a major role in program implementation. During the reporting period,

the first large print run of Nepali TLMs for all Cohort 1 district schools, which was reported

on last quarter, was completed. Because some issues were encountered in the delivery of the

TLMs to some schools, both EGRP and DOE sent teams to the most affected areas to learn

about the nature of the challenges being encountered and to help problem-solve. By the end

of July, all TLMs had been delivered to their intended recipients.

As reported elsewhere in this present report, especially under IR 1, another major

procurement activity during the quarter was the awarding of an approximately $2 million

contract for the printing of SRMs, which will be delivered to all schools in EGRP’s 16 focus

districts and to all Tole Reading Groups in Cohort 1 districts. In all, 149 titles were selected,

and a total of 3,166,980 books are being printed and distributed. As with the previous TLM

printing (above), SAMA Printers was the winning vendor because of its superior capacity,

quality, and price point. The contract was executed with SAMA in mid-August, and by the

end of the reporting period delivery of the books was well underway. (For details, see

Annex E, Table E-2.)

Other procurement-related activities during the quarter included the following:

Receipt of 22 motorcycles, which were delivered to EGRP’s Kathmandu office, the

TSU, regional offices, and district offices.


USAID approved the procurement and installation of a solar-panel power back-up

system for CDC at Sanothimi; the purchase order was issued, and the purchase and

installation were underway at the end of the quarter.

USAID also approved the purchase of 24 laptops and six motorcycles for the Cohort 1

district local NGOs; the purchase orders have been issued to the suppliers, and

delivery is anticipated soon.

The procurement and delivery of equipment and furniture for the program’s 16 district

offices was completed, and all 16 offices are now fully functional.

Finally, with regard to procurement, EGRP issued a public notice for EOIs to develop a

roster/database of qualified local consultants and consulting firms for upcoming capacity

assessments, policy studies, and research studies.

Grant Awards to Local NGOs

As reported last quarter and in the present report under IR 3, EGRP did much of the work to

award grants to its six Cohort 1 NGO partners during the April–June 2016 quarter, but the

actual agreements were executed and the funds started moving in July, as follows:

Table 10: NGO grantees and funding

SN Grantee Name Budget NPR Grant type

1 Save the Saptari (STS) 44,450,506 STG

2 Banke UNESCO Club (BUC) 32,828,539 STG

3 Child Welfare Scheme Nepal (CWSN) 41,666,211 STG

4 Transformation Nepal (TFN) 21,891,313 STG

5 Backward Society Education (BASE) 23,455,756 STG

6 Chame Youth Group (CYG) 14,001,485 SIG

Note: STG = Standardized Cost Reimbursement Grant SIG = Simplified Cost Reimbursement Grant

During the remainder of the quarter, the six NGOs recruited staff, set up offices (as required),

and in general prepared to undertake their work on behalf of EGRP. On July 11, 2016, EGRP

held a one-day kick-off meeting for the local NGOs, and then during September 12–13, 2016,

EGRP provided a two-day orientation for the six NGOs (including EGRP’s regional and

Cohort 1 district teams), which focused mainly on administrative and management issues,

with a more substantive seven-day training in early grade reading, community mobilization,

SMC grants, etc., planned for November after the Dashain and Tihar holidays.

In addition, EGRP awarded an SBCC public relations and advocacy grant to EAN for the

period July 2016 through March 2017, with a value of approximately 2.6 million NPR. EAN

will develop short radio spots that will be broadcast on local radio stations, focusing on the

importance of reading and the role parents and communities can play in building a culture of

reading.


NGO Pre- and Post-Intervention Capacity Assessment

As reported elsewhere, EGRP was asked by USAID to add two cross-cutting democracy and

governance indicators to its PMP, one of which will track the number of local NGOs with

increased capacity. In order to track progress against this indicator with the program’s 16

local NGO partners—presently six in Cohort 1 districts, and later in the program, 10 in

Cohort 2 districts—the program developed an instrument to use to conduct pre- and post-

intervention capacity assessments. The instrument includes administrative, financial, and

technical aspects the program expects to impact. The pre-assessment of the six Cohort 1

districts was conducted in early September before the initial orientation of the NGOs.

Uploading EGRA Data to SART and TraiNet

When the cleaning of EGRA data was completed in late August, RTI uploaded the data set to

the Secondary Analysis for Results Tracking (SART) database, which is a contractual

requirement. Additionally, as also contractually required, EGRP updated all training data in

the TraiNet database by the end of the quarter, which was also the end of USAID’s fiscal

year.

IT Support

As the program completed setting up its regional and district offices, the following IT-related

tasks were accomplished during the quarter: set up laptops for the 16 District Coordinators,

installed McAfee and LANDesk applications in all RTI laptops as per RTI’s ITS policy,

established Internet connections for all 16 district offices (WIMAX for Manang and Mustang,

and EVDO for the other 14 offices), set up the five procurement laptops for ERO in

Sanothimi, and ensured that all RTI laptops’ anti-virus programs are up to date.

10 Lessons Learned Being an education program, EGRP is open to learning from experience; this quarter some

important lessons were learned (or relearned):

1. Collaborating and working efficiently and effectively with the GON requires establishing

and maintaining relationships based on collegiality and trust. As reported elsewhere,

unfortunately near the end of the quarter many GON colleagues with whom EGRP had been

working (including 11 of 16 District Education Officers) were transferred, which in the short-

term will hamper program progress and will require orienting new GON colleagues at the

district and central levels.

2. Effective coordination and networking with district- and community-level stakeholders is

essential for timely implementation of program activities. In this regard, the DCTs have

initially proven to be an effective mechanism to prevent the duplication of program activities

and to coordinate NEGRP and EGRP activities at the district and ward/village levels.

11 What Does USAID Not Know That It Needs To?

As noted in previous quarterly reports, EGRP maintains regular, open communication with

the education team at USAID/Nepal, and therefore USAID routinely knows about program


issues and challenges as they arise, which enables EGRP and its donor to problem-solve and

address issues promptly. In particular, this quarter a colleague from USAID/Washington was

in Nepal during September, and there was much interaction and collaboration between her

and EGRP. In part as a result of those interactions, it was agreed that a second EGRP contract

modification will be necessary to bring some of the program’s key activities more in line with

evolving realities on the ground.

12 How Implementing Partner Has Addressed Task Order Contracting Officer’s Representative (TOCOR) Comments from the Last Quarterly Report

As noted above, EGRP and USAID maintain regular—virtually daily—communication and

have routine meetings during which program issues are discussed and addressed, including

issues that emerge from quarterly reports. This quarter, issues from the last quarterly report

were discussed in ongoing meetings rather than in a meeting held specifically to discuss the

quarterly report.


Annex A: Progress by Indicators The indicator table below is from the revised Performance Monitoring Plan (PMP) that EGRP submitted to USAID on September 30, 2016. As

part of the PMP revision process, three indicators were removed, two new indicators were added, and several indicators were modified. In

addition, baseline values for biennial indicators were updated from the findings of the baseline assessment. Indicator targets have been adjusted

for the project period based on baseline data. The current version of the PMP will be reviewed by USAID, and early next quarter EGRP will

meet with USAID to discuss further adjustments that need to be made (including the addition of some new indicators) before this version of the

PMP is considered “final.” All changes to the current version of the PMP (below) are shaded in yellow.

As per the agreed PMP reporting frequency, out of 17 PMP indicators, only indicator 03 requires quarterly reporting. During the reporting

period, there was no progress on this indicator because no activities were implemented that contribute to the indicator.

Table A-1: Performance indicators and targets

Indicator Serial Number

Indicator Levels of Disaggregation

Data Source

Reporting Frequency

Respon-sible for Data Col lection

Cumulative/Non cumulative

Baseline Year 1 SY 15/16

Year 2 Target SY 16/17




LOP Target (year 1-5)

Indicator Measuring Progress toward Goals of USAID’s Education Strategy

01 Percentage of students who, by the end of two grades of primary schooling, demonstrate that they can read and understand the meaning of grade-level text. (FAF indicator 3.2.1-27)

Sex; Ethnicity

Home language

Cohort

EGRA survey

Biennial (Baseline, midline, and endline)

RTI C 9.6% n/a 12.0% n/a 25.0% 25.0%

Indicators Consistent with USAID Nepal’s 2014–2019 Performance Monitoring Plan (PMP) and Performance Plan and Report (PPR)

02 Number of PTAs or similar “school” governance structures supported (FAF indicator 3.2.1-18)

District

Cohort

project record

Annual RTI NC 0 300 450 750 0 1,500




Data Source

Reporting Frequency









03 Number of teachers/ educators/ teaching assistants who have successfully completed in-service training or received intensive coaching or mentoring with USG support (FAF indicator 3.2.1-31)

Sex; Ethnicity;

Age group , District/ cohort

Activity type:

EGRP activity record/ G2G training record

Quarterly RTI NC 0 3,416 1,783 6,973 3,616 15,788

04 Number of textbooks and other teaching and learning materials (TLM) provided with USG assistance (FAF indicator 3.2.1-33).

Type of TLM/SRM; District

Project record

Annual (in 000)

RTI NC 1,149.6 3,551.1 3,453.2 4,563.3 1,397.8 14,115.3

05 Number of learners receiving reading interventions at the primary level (FAF indicator 3.2.1-35)

Cohort

District

Project record/EMIS

Annual RTI C 143,106 147,399 486,688 496,867 1,274,060

06 Average grade 2 oral reading fluency (ORF) (correct words per minute [cwpm]) scores among students in USAID/Nepal’s EGRP target districts for Nepali language (EGRP custom indicator)

Sex; Ethnicity; Nepali language (L1 or L2); Cohort

EGRA Survey

Biennial (baseline, midline, endline)

RTI C 7.0 n/a 9.0 n/a 12.0 12.0




Data Source

Reporting Frequency









Custom Indicators (Mission)

07 Percentage of grade two teachers that scored 9 or more out of 13score on a reading instructional index, demonstrating fidelity to effective EGR teaching practices (EGRP custom indicator)

Cohort,

Sex

EMES Survey


RTI C 48.8% n/a 60.0% n/a 75.0% 75.0%

08 Percentage of target schools allocating at least 1 hour a day to reading instruction (grades 1–3) ( EGRP custom indicator)

Overall EMES Survey


RTI C 0.0% n/a 75.0% n/a 90.0% 90.0%

09 Percentage of schools that score 5 or above out of 7 on the remediation practice index, demonstrating supplemental support for struggling students (EGRP custom indicator)

Cohort

EMES Survey


RTI C 47.7% n/a 60.0% 75.0% 75.0%

10 Percentage of parents or guardians who report reading to their children or listening to their children read to them at least once a week (EGRP custom indicator)

Cohort;

Sex; Ethnicity;

EMES/ Survey


RTI C 69.2% n/a 74.0% n/a 80.0% 80.0%

11 Percentage of schools that score at least 10 of 14 total possible points on the school leadership and management index, demonstrating active support for EGR (EGRP custom indicator)

Cohort EMES/ Survey


RTI C 22.7% n/a 35.0% n/a 50.0% 50.0%




Data Source

Reporting Frequency









12 Number of schools reporting progress toward standards for reading performance (EGRP custom indicator)

Cohort ERO Annual NGO/ RTI NC Piloting 2,600 TBD TBD TBD TBD

13 Percentage of SMCs and PTAs (receiving grants)that support increased emphasis on EGR at school, as evidenced by the number of schools effectively implementing school EGR improvement grants

District; Cohort

Project record

Annual RTI C 0.0% 25.0% 50.0% 80.0% 90.0% 90.0%

14 Percentage of parents and school management committee members expressing positive attitude toward EGR and mother tongue

Cohort EMES Survey


RTI C 58.2% n/a 65.0% 70.0%

15 Percent of teachers who score 18 or above of 25 score on a knowledge /skills/attitudes index

Sex

Cohort

EMES Survey


RTI C 27.9% n/a 35.0% 50.0% 50.0%

16 Number of Civil Society Organizations (CSOs) receiving USG assistance engaged in advocacy interventions (2.4.1-9)

Cohort Project record

Annual RTI NC 0 7 10 17

17 Percent of local organizations (NGOs) with improved capacity and/or performance scores

Cohort Capacity Assessment Report

Start and end of partnership with EGRP

RTI NC Baseline 80.0% 80.0% 80.0%


Annex B: Progress Summary The following activity table is structured to correspond with activities in EGRP’s Year 2 AWP and reports on activities at the sub-sub-IR level

during the July-September 2016 quarter:

Activity Jul Aug Sep Outputs Actual status by end of quarter

INTERMEDIATE RESULT 1: Improved Early Grade Reading Instruction

Sub-IR 1.1: Evidence-based early grade reading instructional materials designed, distributed, and in use

1.1.1 Collaborate with the MOE and CLAs to develop/revise scopes and sequences, teaching and learning materials (TLMs), and other student material for grade 1–3 (G1–G3) reading instruction in Nepali for first-language speakers of Nepali.

Provide technical support for selecting supplementary reading materials (SRMs).

Provide technical support for developing guidelines for teachers for using SRMs.

Begin technical support for development of and/or selection of additional Nepali L1 SRMs based on gap analysis.

Production of draft CDC’s “new” Nepali TLMs.

Technical support for piloting and obtaining feedback on TLMs.

Begin to provide technical support to CDC for developing integrated curriculum for G1–G3.

SRMs selected.

Guidelines for teachers for using SRMs completed.

EGRP beginning gap analysis internally/informally.

Initial draft workbooks and teachers’ guides were developed during the last quarter. EGRP supported development of TOR for consultant(s) to revise/finalize TLMs. CDC has not wished to proceed further.

EGRP has developed draft pilot monitoring tools which are intended to be used internally by EGRP as well as to share with CDC.

EGRP provided background literature/information on range of approaches to integrating curriculum. EGRP remains ready to provide support as appropriate and requested.



1.1.2 Collaborate with the MOE and CLAs to develop scopes and sequences, TLMs, and other student material for G1–G3 reading instruction in Nepali for second-language speakers of Nepali, including appropriate strategies for transition from mother tongue.

Begin to provide technical support to develop action plan for Nepali L2.

Begin to provide technical support for the selection and/or development of learning support or SRMs for Nepali L2, based on need.

EGRP is beginning to have internal discussions to determine the best approach for engaging/dialogue with the GON on Nepali for second language learners.

EGRP is starting a gap analysis internally/informally, which will include determining which SRMs include sufficient materials that are supportive of second language learners.

1.1.3 Collaborate with the MOE and CLAs to develop scopes and sequences, TLMs, and other student material for G1–G3 reading instruction in Tharu, Awadhi, and Maithili, and technical assistance for other languages.

Provide technical support to develop an action plan for mother tongue materials development/ revision.

Provide technical support to revise/develop scope and sequence for Rana Tharu/Nepali L2.

Provide technical support for the review, finalization, and approval of Rana Tharu/Nepali L2 pilot materials.

Collaborate with CDC to pilot and collect feedback from the field on Rana Tharu/Nepali L2 pilot lessons.

EGRP is having internal discussions to determine the best approach for engaging/dialoguing with the GON on the use of mother tongue to support reading.

CDC has not approved piloting the existing draft Rana Tharu/Nepali L2 materials.

1.1.4 Collaborate with MOE and CLAs to produce accompanying teachers’ guides for G1–G3 for each set of materials.

Teachers’ guides connected to the above (1.1.3) materials.

See above – teachers’ guide is an integral part of all TLM packages.

1.1.5 Produce and distribute the approved reading materials and teachers’ guides in early grade for each level and school context.

Print and distribute Nepali TLMs for G1–G2.

Print and distribute supplementary materials for schools in all 16 districts.

Print and distribute reading materials for after-school activities.

TLMs distributed to all schools in six Cohort 1 districts.

Distribution of supplementary materials packages, as well as packages for after-school activities, has begun.



1.1.6 Incorporate provisions for expenses related to the recurring costs of providing early grade reading materials into Village Development Committee (VDC) and district-level annual budget plans.

No planned activities in Year 2.

Sub-IR 1.2: In-service training for teachers in public schools on the use of these materials provided

1.2.1 Collect baseline data on teacher attitudes, practices, and skills in early grade reading instruction.

Attitudes/practices/skills data from baseline analyzed and reported.

Index created based on baseline results. Baseline results and targets are integrated into revised PMP.

1.2.2 Employ behavior change communication strategies to encourage teachers to change their behavior in teaching early grade reading.

Provide technical support to ensure that SBCC is incorporated in training materials.

EGRP provided input to NCED for potential 90-minute and/or full-day sessions for SBCC, focusing on communicating with parents, to be incorporated into the 10-day teacher training module that NCED will develop later this year.

1.2.3 Provide training of master trainers (master TOT) to all target districts, VDCs, and cluster resource persons (RPs) on the use of the materials packages for G1–G3 instruction.

Provide technical support for the development of training materials for library management/follow-up training.

Training of master trainers for library management/follow-up training.

Provide technical support for development of training materials for RP/RM training.

First draft of training materials for library management/follow-up training completed.

Training of master trainers postponed.

Draft of training materials for RP/RM training completed.

1.2.4 Provide technical assistance to the MOE to conduct training of trainers in all target districts, VDCs, and cluster resource persons (RPs) on the use of materials packages for G1–G3 reading instruction.

Provide technical support for TOT for library management/follow-up training.

Library management/follow-up training postponed to next quarter.

1.2.5 Provide technical assistance to the MOE to train all grade one, two, and three teachers on the use of the materials packages for G1–G3 instruction in Nepali.

Technical support for teacher initial in-service training on TLMs.

Training for teachers for library management/follow-up training.

Teacher initial in-service training on TLMs completed.

Library management/follow-up training postponed.



1.2.6 Provide technical assistance to the MOE to conduct training of trainers transitioning to Nepali only for reading instruction by the start of G4.

No activities planned this quarter.

1.2.7 Provide technical assistance to the MOE to train all G1–G3 teachers on the use of the materials packages for second-language speakers of Nepali.


1.2.8 Provide technical assistance to the MOE to conduct orientation workshops for head teachers (HT) on early grade reading.


Sub-IR 1.3: Monitoring and coaching for teachers in early grade reading instruction provided in target districts

1.3.1 Support cluster and district-level partners to implement criterion-referenced classroom monitoring and coaching of reading instruction.

Review of existing tools, Teacher Observation Survey form, consultations with MOE and DOE for drafting classroom observation instruments.

Consultation meeting with MOE/DOE regarding pre-piloting process and develop revisited version for regional and district-level piloting.

Classroom observation tool for use by RMs developed. Monitoring-oriented tool still needs to be developed.

1.3.2 Develop and test non-monetary systems for incentivizing teachers.

Conduct a study on non-monetary incentive systems.

TOR for conducting study for non-monetary incentivizing system has been drafted and will be finalized by mid-October in consultation with MOE, DOE and other concerned CLAs.

1.3.3 Provide technical assistance to plan for teacher mentoring visits to classrooms implementing early grade reading.

Support DOE to develop RM orientation manuals and conduct RM orientations.

Develop guidelines for mentoring teachers.

Draft framework for district-level M&E plan in consultation with CLAs.

RM orientation materials developed and RM orientations held in all six Cohort 1 districts.

RM training materials developed, including RM guidance.



1.3.4 Incorporate mentoring/transport provisions into DEO/VDC budget (see Sub-IR 2.3).

Small-scale study to be conducted next quarter to identify viable options of remuneration for school visits. TOR have been developed to review district- and village-level program-based budget tools.

TOR have been drafted and being reviewed by CLAs for finalization.

Sub-IR 1.4: Classroom-based and district-based early grade reading assessment processes improved in target districts

1.4.1 Collaborate with education authorities to create item banks for the generation of EGRAs.

Develop EGRA instruments for item bank.

Provide technical support to ERO to finalize EGRA tools

Discussions held with ERO. As G2G funds were not yet released due to delayed G2G IL approval, ERO suggested to organize these events next quarter.

1.4.2 Support districts in generating simplified EGRAs or Annual Status of Education Report-type assessments from these item banks for regular assessment.

No activities planned in Year 2.

1.4.3 Improve the capacity of district monitors to administer EGRA tests in all languages used for early grade reading instruction.


1.4.4 Collaborate with district monitors to collect assessment data using CB-EGRA procedures.

Provide technical support to ERO to update CB-EGRA instruments.

The CB-EGRA piloting results and the draft report were shared by ERO. Updating CB-EGRA instrument based on the recommendations of the piloting is a G2G activity. ERO could not receive IL approval in the reporting period to implement this activity from MOE/DOE, so it is planned for next quarter.

1.4.5 Provide technical assistance to district representatives to plan for CB-EGRA for assessing early grade reading outcomes.




1.4.6. Assist districts to analyze and report their lot quality assurance sampling (CB-EGRA) results.

Assess technical ICT capacity of DEOs to manage district monitoring data.

Provide capacity building support to DEOs for district monitoring and reading data management.

Provide technical assistance to establish district M&E reporting system in DEOs.

Establish database in each district; support analysis and early grade reading progress reporting.

DEOs’ ICT capacity assessment tool is being drafted. Will be finalized soon for rollout

At the end of reporting period, CB-EGRA draft piloting report was shared within ERO and with other development partners; the planned activities related to CB-EGRA instrument finalization and rollout will be implemented as per the recommendations of the CB-EGRA piloting.

EOI for the selection of an appropriate consultant for the capacity building support of DEOs and ERO on CB-EGRA data management system has been published, and a roster of potential consultants has been created.

INTERMEDIATE RESULT 2: Improved National and District Early Grade Reading Service Delivery Sub-IR 2.1: Early grade reading data collection and analysis systems improved for NEGRP

2.1.1 Provide technical assistance to improve national data collection procedures to enable the government to collect data on teacher assignment by grade.

Revisit the school census form and support improving national data collection procedure to collect data on teacher assignment by grade.

TOR have been finalized, EOI to conduct the study to improve the early grade reading data collection and analysis system for NEGRP has been issued, and potential consulting companies and consultants have been short-listed to carry out the study.

2.1.2 Update the national data collection procedures to enable the government to record the language of communication of the students.

Revisit the school census form and support improving national data collection procedure to collect data on language of communication of the students.


2.1.3 Update the national data collection procedures to enable the government to record— teacher assignment by language and qualification.

Revisit the school census form and support improving national data collection procedure to collect data on teacher assignment by language and qualification.


2.1.4 Support the development of school maps coded for language of communication.

No activity planned this quarter.



2.1.5 Assist the MOE and its line agencies to improve NASA for nationwide early grade reading data collection.

Technical support to develop central early grade reading database and reporting instruments for CB-EGRA, M&E, and NASA at ERO and DOE.

CB-EGRA piloting report could not be finalized by ERO by the end of this quarter. Activities postponed to next quarter.

2.1.6. Incorporate EGRA results into early grade reading barometer-type instrument.

Technical support to ERO to process, analyze, and manage CB-EGRA and NASA results and to incorporate them into early grade reading barometer-type instruments

CLAs capacity development plan is in process, which will identify the needs and support required to ERO to incorporate EGRA results into early grade reading barometer-type tools.

2.1.7 Conduct a language survey in a sample of schools in the EGRP districts.

See 2.1.2 and 2.1.3.

2.1.8 Use the result of the surveys to generate GPS-based language maps.


2.1.9 Support the GON to conduct teacher mobility studies on teaching personnel in the early grades.

Design and conduct teacher

mobility study, and support DEOs

for planning in the early grades

based on the findings of the study.

TOR for teacher mobility study were developed and shared with all CLAs.

2.1.10 Introduce policy makers to the methodology for school language surveys and teacher mobility assessments.


2.1.11 Investigate parent and community attitudes and beliefs about selected languages of instruction (LOI) and Nepali instruction and learning.

Design and conduct survey for parent and community attitudes and beliefs about Nepali and mother tongue in 16 districts.

TOR to investigate parent and community attitudes and beliefs about the selected LOI have been developed and shared with MOE, DOE, CLAs, and IR 3 team.

Sub-IR 2.2: Policies, standards, and benchmarks that support improved early grade reading instruction institutionalized for NEGRP

2.2.1 Support the GON to develop a standards framework for student performance.

Set reading benchmarks by grade and language. Established cutoff scores for G1–G3.

Organized and delivered two-half day workshop on benchmarking in which 47 participants representing CLAs and Nepali Language experts and other external experts participated. Tentative benchmark cutoffs have been discussed and agreed by the participants. EGRP is expecting finalize the benchmark cutoffs by CDC.



2.2.2 Support the GON to develop a standards framework for teacher performance.

Develop a standards framework for teacher performance in relation to EGR.

A technical working group has been formed involving representatives of NCED, DOE, CDC, ERO, and MOE, as well as representatives of EGRP’s IR 1 and IR 2 teams, to develop teacher performance standards specific to early grade teachers.

2.2.3 Support the GON to develop and implement timetable/time-on-task policy.

Based on discussions with CDC and DOE, IR 2 team developed TOR to carry out the study on timetable/time-on-task policy and shared them with the CLAs. This study will guide CDC/MOE to revise the existing classroom timetable of G1–G3 with EGRP technical support.

TOR for conducting time-able/time-on-task policy have been drafted and will be finalized by mid-October in consultation with MOE, DOE, and other concerned CLAs.

2.2.4 Recommend the LOI for reading recommended for each school in each target district.

EGRP expects to initiate activities such as facilitating schools/SMCs to finalize LOI for reading based on the results of language mapping and a policy workshop on LOI for reading adjustment process.

Preliminary language mapping was completed last year. However, EGRP reviewed language mapping report and found that it is necessity to update this database with a wider coverage of EGRP districts.

2.2.5 Support the GON to develop, finalize, and apply policies for mitigating teacher mobility in the early grades.


Sub-IR 2.3: Planning and management of financial, material, and human resources devoted to early grade reading improved

2.3.1 Assist the MOE to develop and keep up-to-date a costed, five-year national early grade reading plan.

Review NEGRP progress at district, region, and central levels and develop action plan to keep NEGRP up-to-date.

Review of quarterly progress in all 16 districts has been completed. Regional and district staff participated in the review program organized by the DEOs and developed action plans for next quarter.

2.3.2 Develop a textbook and materials procurement and distribution plan.

No activities planned this quarter. (SRMs distribution was started in mid-September—see Annex E, Table E-2.)

2.3.3-2.3.4 Determine the match between teacher assignments and LOI for reading in a given school.

Develop and implement a plan for rectifying any mismatches between teacher assignment and LOI for reading.

Support GON to develop and implement a plan for rectifying mismatches between teacher assignment and LOI for reading.

TOR for the study identifying the relation between teachers' assignment and LOI for reading have been developed and shared with CLAs for review.



2.3.5 Support the GON to implement a plan for reducing teacher mobility for teachers in the early grades in target districts.


2.3.6 Policy workshop regarding the LOI for reading adjustment process.

See 2.2.3 - 2.2.4

Sub-IR 2.4: National standards for early grade reading improvement adopted and geographically expanded

2.4.1 Leverage sufficient GON resources to support early grade reading at the national level.


2.4.2 Assist the GON to standardize government contributions to early grade reading from nongovernmental organizations (NGOs and INGOs).

Develop guidelines to standardize and harmonize EGR activities being implemented, in coordination with CLAs and INGOs.

Guidelines on five major themes, namely, curriculum and educational materials development (CDC), teacher training (NCED), student assessment (ERO), community mobilization (DOE), and M&E (MOE) have been developed and presented to NEGRP Steering Committee.

Finalizing the guidelines will take place in coordination with the Education Policy Committee (EPC)/MOE. A one-day sharing workshop on the guidelines for all CLAs and partner organizations (INGOs) will be organized next quarter.

2.4.3 Seek private partner support to facilitate a steady supply of EGR materials.



Activity Jul Aug Sep Outputs Actual status by end of quarter INTERMEDIATE RESULT 3: Increased Family and Community Support for Early Grade Reading Sub-IR 3.1: Community awareness of the importance of language of instruction increased in target districts

3.1.1 Support the DOE and NFEC to design and implement social and behavior change communications (SBCC) campaigns.

Design SBCC key messages and materials to use at the national and district levels and adapt them to mother tongue languages. Develop radio public service announcements (PSAs) for national campaign.

Design a national and district level early grade reading advocacy campaign targeted to influential persons and stakeholders. Design reading competition. Serve as resource to CDC curriculum development team to design the parent teacher interpersonal communication session.

The information package for media and other stakeholders has been developed and submitted to DOE for review and feedback

The storylines and scripts have been developed for two PSAs, and the tips for teacher segment and the guest reader segment for one episode of the radio drama has been finalized.

Two PSAs, part of the teachers’ tips, and the guest speaker segment of the first episode of the radio drama are ready. The Peer Education materials are ready for parents. The information package is ready and will be used once approved by the GON and USAID.

The reading competition guidelines were submitted to the National Social and Community Mobilization Thematic Core Team (NSCMCT) for review. The reading competition kit is being developed

The parents and teachers partnership guide has been provided for the government to use it as resource.



3.1.2 Hold community forums to discuss classroom-based assessment results and LOI for reading.

Conduct a one-day validation

workshop on the Social and

Community Mobilization Strategy,

including classroom-based

assessment results and LOI as a

part of the strategy.

Disseminate the Social and

Community Mobilization Strategy at

district level.

Provide training to district-level NGOs (grant recipients) on social and community mobilization and on holding community forums to discuss EGRA-based results and the importance of early grade reading.

Award grant to district level NGOs

Developed the Social and Community Mobilization

Strategy and menu of early grade reading activities

to promote the importance of early grade reading.

National validation workshop on the strategy was

held in August. Final feedback has been received

from MOE, DOE, and other key stakeholders. The

IR 3 team, in coordination with the NSCMCT,

incorporated the feedback and submitted the

strategy to DOE for further approval from the

NEGRP Steering Committee.

This activity will be conducted next quarter in district-

level fora. District core team (DCT) members will be

invited along with other key stakeholders.

Finalized NGO training agenda. Training sessions for NGO introductory training were developed and delivered, which also included the importance of early grade reading and formation of Tole Reading Groups. Training session information was shared with DOE and MOE.

Grants to Child Welfare Scheme Nepal (Kaski District); Backward Society Education (Kanchanpur District); Banke Unesco Club (Banke District); Save the Saptari (Septari District); Transformation Nepal (Bhaktapur district); and Chame Youth Group (Manang District) awarded in July 2016.



3.1.3 Promote after-school early grade reading-related activities.

Conduct a one-day validation workshop on Social and Community Mobilization Strategy on afterschool early grade reading-related activities.



district level.

Provide training to district-level NGOs (grant recipients) on social and community mobilization, including and engaging CLC facilitators in mobilizing communities to promote afterschool early grade reading-related activities in Nepali and mother tongue.

Award grants to district level

NGOs.

Finalized the Social and Community Mobilization Strategy for early grade reading and presented it to MOE/DOE. The strategy identifies myriad potential afterschool early grade reading activities, including but not limited to establishing a reading corner, setting up a mobile reading corner, working with Child Clubs to identify role models for younger readers, supporting reading camps, and organizing reading competitions. The national validation workshop on the strategy incorporated feedback from stakeholders, and the strategy was submitted to MOE/DOE for final endorsement.

This activity will be conducted next quarter at a district level. DCT members will be invited along with other key stakeholders.

Finalized the NGO training agenda. Training sessions for the NGO introductory training were developed that included the importance of early grade reading and the formation of Tole Reading Groups. Training session information was shared with DOE/MOE. Child Welfare Scheme Nepal (Kaski District), Backward Society Education (Kanchanpur District), Banke Unesco Club (Banke District), Save the Saptari (Septari District), Transformation Nepal (Bhaktapur District), and Chame Youth Group (Manang District) were awarded grants in July.



3.1.4 Involve communities to develop reading materials for after school activities.

Conduct a one-day Social and Community Mobilization Strategy validation workshop.



the district level.

Provide training to grant recipients (district level NGOs) on social and community mobilization including developing after-school reading materials for early grade reading.


Finalized the Social and Community Mobilization Strategy for early grade reading and presented it to MOE/DOE The strategy includes activities for developing local reading materials, e.g., encouraging elders and other knowledgeable community members to contribute folktales that are written on posters or in simple books; consulting with community members to identify local authors or artists to develop materials; using community forums, PTA, and SMC meetings to generate ideas and identify folktales or other language materials’ subject content. Submitted the strategy to MOE/DOE for final endorsement.

This activity will be conducted next quarter in district- level fora. DCT members will be invited along with other key stakeholders.

Finalized the NGO training agenda. With coordination and support from IR 1 team; team will be developing training guidelines on involving communities to develop afterschool reading material. Child Welfare Scheme Nepal (Kaski District), Backward Society Education (Kanchanpur District), Banke Unesco Club (Banke District), Save the Saptari (Septari District), Transformation Nepal (Bhaktapur District), and Chame Youth Group (Manang District) were awarded grants in July.


Activity Jul Aug Sep Outputs Actual status by end of quarter Sub-IR 3.2: Family engagement to support reading increased in target districts

3.2.1 Orient parents on use of locally produced reading materials.

Conduct a one-day validation workshop on the Social and Community Mobilization Strategy, which includes material on orienting parents on use of locally produced reading materials.



the district level.

Training manual for social mobilization grant recipients.


Developed the Social and Community Mobilization Strategy. The strategy includes suggestions on how to develop local reading materials (e.g., encouraging elders and other knowledgeable community members to contribute folktales that are written on posters or in simple books; consulting with community members to identify local authors or artists to develop materials; and using community forums, PTA, and SMC meetings to generate ideas and identify folktales or other language materials’ subject content.). The national validation workshop on the strategy was conducted in August.

This activity will be conducted next quarter in district-level fora. DCT members will be invited along with other key stakeholders.

Guidelines for producing local early grade reading

materials will be included in the NGO training

(planned for November) manual.

Grants to six local NGOs Child Welfare Scheme Nepal (Kaski District), Backward Society Education (Kanchanpur District), Banke Unesco Club (Banke District), Save the Saptari (Septari District), Transformation Nepal (Bhaktapur District), and Chame Youth Group (Manang District) were awarded in July.



3.2.2 Develop approaches to work with literate and illiterate parents and guardians so they can support their children’s reading acquisition.

Conduct a one-day validation workshop on the Social and Community Mobilization Strategy on approaches with literate and illiterate parents and caregivers (non-literate and low-literate).

Provide training to grant recipients (district-level NGOs) on social and community mobilization including approaches to work with literate and illiterate parents and guardians.


No activity during this quarter.

Finalized NGO training agenda which will include this activity as a cross-cutting lens.

Grants awarded to six local NGOs: Child Welfare Scheme Nepal (Kaski District), Backward Society Education (Kanchanpur District), Banke Unesco Club (Banke District), Save the Saptari (Septari District), Transformation Nepal (Bhaktapur District), and Chame Youth Group (Manang District).

3.2.3 Propose innovative ways for parents and children to use cell phone applications for home-based early grade reading practice (voice and SMS stories and reading messages).

Assessment of existing SMS gateway applications and feasibility in supporting reading practice, and results sharing.

The IR 2 team is developing TOR for conducting a feasibility study on the potential use of SMS gateway application and the feasibility of adopting ICT to support reading practice and results sharing.


Activity Jul Aug Sep Outputs Actual status by end of quarter IR 3.3: PTA/SMC ability to contribute to quality reading instruction increased in target districts

3.3.1 Build on current best practices for community mobilization to support early grade reading improvements.

Working meetings of the NSCMCT to develop the Social and Community Mobilization Strategy and guidelines.

Conduct workshop on EGRP social and community mobilization with DCT members.

Quarterly meetings conducted by 16 DCTs on social and community mobilization.

Six meetings were held this quarter to finalize the

strategy. Core team member from INGOs—Room

Room to Read, Save the Children, VSO, World

Education International, Plan International, and

World Vision International—have provided resource

materials for early grade reading activities

guidelines. Core team members also participated in

national strategy validation workshop.

This activity is planned for next quarter.

DCT meetings were organized in 15 districts under 5 regional team as follows;

Regional team (Itahari): 2 in Saptari, 2 in Dhankuta

Regional team (Dhangadi): 1in Kailali, 3 in Kanchanpur, 2 in Dadeldhura

Regional team (Pokhara): 2 in Kaski, 1 in Manang , 1 in Mustang

Regional team (Nepalgunj): 3 in Banke , 1 in Bardiya , 1 in Dang, 1 in Dolakha, 1 in Surkhet

Regional team (Kathmandu): 1 in Bhaktarpur, 1 in Parsa

NEGRP concept and implementation strategy shared to DCTs; as a result, DCTs are involved in NEGRP activities’ implementation.



3.3.2 Identify and mobilize local NGOs to provide support to PTAs/SMCs.

Identify and assess district-based NGOs and other potential small grant recipients.

Social mobilization strategy and tools/guidance, including guidance for SMCs/PTAs to integrate reading activities into School Improvement Plans.

Deliver training for local NGOs

Layout and printing social and community mobilization strategy and guidelines.

SMC grant implementation design.

Conduct workshop on finalizing SMC grants implementation guidelines in six districts

Award SMC grants to schools.

Six NGOs were awarded grants in July. EGRP central and regional team provided technical support for the recruitment and training of NGO staff.

Developed training agenda and training guideline for introductory training. Finalized NGO training agenda. Developed introductory training guidelines: 20 NGO staff and 16 EGRP regional team staff attended.

EGRP regional team in coordination with NGO key staff cascaded the two-day NGO introductory training to their respective NGO teams.

This activity is planned for next quarter. Internally, a cluster-based approach for SMC grant administration has been agreed to. Criteria for cluster selection will be developed and DOE concurrence sought next quarter. This activity is planned for next quarter. After the concurrence from DOE, USAID, and EGRP management, team will be in the position to award SMC grants based on the agreed criteria and framework.



3.3.3 Support PTAs/SMCs, RCs, and community learning centers (CLCs) to hold community events in support of EGR.

Provide technical support to NGOs in facilitating PTAs/SMCs/RCs and CLCs to hold community events.

EGRP will support DOE and NFEC for social mobilizers’ orientation at CLC level (G2G budget).

Introductory NGO training conducted in September, which introduced preliminary ways for NGOs to facilitate PTA, SMC, and CLC early grade reading events, most notably the establishment of Tole Reading Groups and sharing the Social and Community Mobilization Strategy and how to operationalize it.

NFEC/CLC discussion to provide EGRP orientation to social mobilizers. This will help engage parents/households, in particular households with limited literacy, to engage in early grade reading

activities. IR 3.4: Parent and community capacity to monitor reading progress increased in target districts

3.4.1 Teachers periodically inform parents of reading assessment results.

Social mobilization tools and training materials, including guidance on teacher observation tools and EGRA results reporting.

Training delivered to grant recipients.

EGRP’s M&E team is developing guidelines that will be available next quarter.

Guidance will be included in the November NGO training; session on teacher observation tools and EGRA results reporting.

3.4.2 Organize regular community forums in which reading data are shared and regular classroom assessment and parental support are discussed.

Initiate NSCMCT meeting.

Initiate DCT meetings.

IR 3 team initiated six NSCMCT meetings. Reading data will be shared with core team when available.

EGRP regional team held 23 DCT meetings in 15 (Cohort 1 and Cohort 2) districts to familiarize teams with NEGRP and EGRP activities.

3.4.3 Set up mobile phone interfaces for dissemination of reading data and messages.

Assessment of existing SMS gateway applications and feasibility in supporting reading practice and results sharing

EGRP’s IR 2 team (with input from IR 3 team) is in process of developing TOR for feasibility study to identify the existing SMS gateway applications and to determine the feasibility of supporting reading practice and results sharing.


Activity Jul Aug Sep Outputs Actual status by end of quarter Monitoring and Evaluation

4.1 Capturing results for PMP indicators

4.1.1 EGRA/EMES baseline survey. No survey activities this quarter.

4.1.2 Finalize formats for capturing training attendance.

Completed.

4.1.3 Finalize training database. No activities planned this quarter.

4.1.4 Submit results on quarterly indicators. A format containing training progress status will be developed and implemented

Training participants recording sheet has been updated by NCED, incorporating gender, age, and caste/ethnicity requirement of USAID. The updated recording sheet is being implemented.

4.1.5 Submit results on annual indicators.

4.1.6 Submit information for PPR.

4.1.7 Submit results for assessment related indicators (biennial/baseline indicators).

A list of key indicators such as oral reading fluency, listening comprehension, reading comprehension, leadership and management index, KSA index, remediation practice, reading instructions, etc. will be captured from the baseline survey.

Baseline values for the respective assessment-related indicators along with KSA index were finalized/established based on the baseline survey data analysis.

4.1.8 Update PMP. Based on the status of the performance indicators, target will be revised and PMP will be revisited and updated.

PMP revision process completed. Final draft of the revised PMP was submitted to USAID on September 30, 2016.



4.1.9 Prepare for data quality assessment (DQA).

Evidence-based information management will conducted to ensure DQA.

Raw baseline survey data from the source(s) have been maintained in electronic form.

Cleaned baseline survey data set is available in electronic form.

Baseline indicator index has been defined and data is maintained accordingly.

TLM distribution and receipts records maintained for each school.

(These procedures will help for the DQA process.)

4.1.10 Organize central-level baseline result dissemination workshop.

Conduct a half-day sharing workshop to share EGRA/EMES baseline results with CLAs

Not done. Baseline data cleaning and analysis, and finalization of results took more time than expected. EGRP is waiting for the final baseline report from NORC; dissemination workshop will be organized once the final report is available.

4.2 Develop and implement M&E system for program monitoring and evaluation

4.2.1 Identify M&E requirement per activity by IRs (1, 2 &3).

.

4.2.2 Develop internal M&E system for IRs. Draft internal M&E systems. National consultant will be hired to facilitate.

Development of internal M&E system is ongoing. A set of internal monitoring indicators have been identified in consultation with respective IR teams.

4.2.3 Develop M&E tools for program monitoring.

Activity-specific progress recording sheet will be developed.

Training, workshop, seminar-related participants recording tool has been developed and is being used. Data collection tool for Tole Reading Group formation and orientation activities has been developed and is in use.

4.2.4 Design internal database for program monitoring.

Develop internal M&E database/tools to track the program activities for M&E purposes.

Comprehensive database for overall internal monitoring system for EGRP is being explored. As a beginning, a Tangerine-based data collection and transfer application platform for IR 3 activities has been designed and shared with program technical teams for review and finalization.



4.2.5 IR team orientation on specific tools. Organize one-day workshop for program teams to orient on M&E tools

No formal workshop held. However, the monitoring tools that were developed during the reporting period have been discussed with the IR teams.

4.2.6 Conduct internal program monitoring together with program team.

Regular and continuous joint monitoring by M&E and program teams

Not done. The M&E priorities for the reporting period were on PMP revision and baseline data cleaning, analysis, and result finalization.

4.2.7 Generate program progress status data for quarterly reports.

M&E team will report the progress of the program activities on a quarterly basis.

M&E team supported for the development of the previous quarterly report (April-June).

4.2.8 Quarterly progress status sharing meeting with IRs.


4.2.9 Regional level quarterly progress review meetings.

M&E team will share the progress of the program activities on a quarterly basis in regions

Not started yet.


Annex C: Success Story

Bridging the Language Barrier between Madrasas and Mainstream Education

“I want to see her as a teacher someday, so if she reads properly and regularly from today,

she will become a good teacher.”

A lack of child-friendly learning materials, copious amounts of homework, and traditional

teaching methods kept Sabreen Sekh from enjoying school and actively participating in

classroom activities. Jinat Halwai, on the other hand, struggled to keep her students engaged

while teaching.

Both Sabreen and Jinat are residents of Nepalgunj, a city in the mid-western Nepal district of

Banke. Of the city’s 141,700 total population, about 27 percent are ethnic Muslims, an often

economically and socially marginalized minority group. At Aaisha Madarsatul Banat, where

Sabreen is studying in the first grade and Jinat is a primary-level teacher, students were

struggling with the “mainstream lessons.” Until a few months ago, curriculum textbooks were

Jinat’s only source of teaching the mainstream lessons, and in the absence of adequate

learning resources, Sabreen had little motivation to learn.

Sign pointing toward Aaisha Madrasa located in Aaishanagar of Nepalgunj

Out of 121 Islamic schools, more commonly known as madrasas in Nepal and many parts of

the world, Aaisha Madarsatul Banat is the only all-girls madrasa in Banke. With an aim to

provide access to quality education to all children without them having to feel any prejudices

in the form of cultural, ethnic, or caste discrimination, the Government of Nepal, under the

framework of Education for All, introduced the provision of mainstreaming madrasas into the

formal government school system after 2008. As a result, all 121 madrasas in Banke have

been mainstreamed.

While this was an important step toward the development of Nepal’s Muslim community,

many challenges had to be addressed: resource constraints in providing quality teaching and

learning materials and creating a balance between mainstream and Islamic courses (both are

taught through an integrated curriculum at madrasas). Most students at Aaisha Madarsatul

Banat, who are native Awadhi speakers, find it difficult to read the mainstream courses,

which are only available in the Nepali language.


Just when Sabreen’s and Jinat’s frustration levels were beginning to rise, the teaching and

learning materials developed by the Government of Nepal’s Curriculum Development

Center, with technical support from USAID’s Early Grade Reading Program (EGRP), found

their way to Aaisha Madarsatul Banat, helping bridge the language barrier gap between the

madrasa course and the mainstream course. The National Center for Education Development,

with technical assistance from EGRP, trained local teachers from Banke on teaching Nepali

reading skills to students through these teaching and learning materials.

Sabreen reads aloud from a new book developed by the Curriculum Development Center.

After attending this training session, Jinat applied the techniques that she learned and

gradually saw results. In about five months of using the teaching and learning materials,

student engagement and interaction between students and teachers in classroom activities

increased significantly. Clear instructions in the teacher’s guide were particularly helpful for

Jinat in planning her daily lessons and selecting the right set of teaching and learning

materials to use. “The teacher’s guide clearly mentions and explains the use of materials,” she

said.

For Sabreen, drawing in the student workbook, reading aloud from the colorful big books,

and playing with the teaching aids have made learning the Nepali language much easier and

fun. “I really enjoy working on the exercise book. I also play games to identify letters and

make up words using the letter cubes,” she said, with a look of perfect contentment. By

presenting information in a new and exciting way, teaching aids have helped reinforce

reading skills for Sabreen.


With the increased use of teaching and learning materials at Aaisha Madarsatul Banat,

teachers were happy that children had been freed of the unnecessary burden of homework.

“There is really no need to assign homework to students if teachers can appropriately use the

[teaching and learning materials] in classrooms,” Jinat said. This has given Sabreen the

freedom to play or enjoy other activities at home and to regularly attend school.

Much elated with Sabreen’s motivation to go to the madrasa regularly, her mother, Afreen

Khan, remarked on the recent changes seen in her daughter. “I was frustrated earlier that she

was not interested to go to school and hardly focused on school activities. But once she

started learning through this new approach, she is very much eager to learn and she tells me

what and how she learned when she returns home.”

Sabreen with her mother Afreen, who dreams of her daughter being a teacher someday.

Afreen envisions her daughter teaching when she grows up. “I want to see her as a teacher

someday, so if she reads properly and regularly from today, she will become a good teacher,”

she said.

The implementation of USAID’s EGRP at Aaisha Madarsatul Banat has helped girls like

Sabreen from the Muslim community succeed in mainstream education along with Islamic

education. By building a strong foundation for reading, the program is paving the way for a

better future for Sabreen and instilling the importance of reading in parents like Afreen.

“Now, I am confident that this excitement in Sabreen will fulfill my dream,” said Afreen.


Annex D. Notable Activities Especially notable activities for EGRP this quarter were as follows:

Description and Next Steps Outputs and Related Contract Result Time frame

The GON’s creation of the position of Reading Motivator (RM) has been an important development in the evolution of NEGRP and EGRP. Progress was furthered this quarter with the recruitment of most of the RMs for Cohort 1 districts and their orientation.

Assisting the GON to design and implement a teacher support system involving mentoring and coaching is an important element of EGRP’s mandate. More than formal training, ongoing coaching and mentoring of teachers by committed mentors have been shown to improve the quality of teaching and learning.

Ongoing.

The distribution of Supplementary Reading Materials (SRMs) to all schools of EGRP’s 16 districts has been started and has been going well because EGRP has applied lessons learned from the previous distribution of teaching and learning materials. Innovative features include the use of online tracking with GPS locations of the schools and manual verification of the materials’ delivery.

SRM distribution was started the second week of September, and by the end of September, 1,125 schools out of 4,978 had received the books. It is notable that the distribution in the three most remote districts (Dolpa, Mustang, and Manang), which have geographical complexities, was nearly completed before the October festival season.

The SRM distribution process will be completed by mid-December.

Six local NGOs were awarded grants to assist EGRP to implement social and community mobilization activities for early grade reading.

The local NGOs are critical to the successful implementation of EGRP’s work in schools and communities since they are situated “on the ground” and work closely with parents, communities, and school leaders.

For the time being, Cohort 1 districts receive both high- and low-intensity interventions.


Annex E. Materials The table below summarizes EGRP materials submitted to USAID. Those from the current quarter are highlighted in gray.

Table E-1: Reports, work plans

No. Title Type of document

or materials Description

Location of digital materials

1 Weekly Reports Contractually required progress report.

During the program start-up period, EGRP was required to write and submit weekly progress reports briefly outlining progress, challenges, and important upcoming activities. This practice was followed until the end of April 2016 when activities started in the districts.

Submitted weekly reports every Sunday (for the preceding week) through April 30, 2016, when the practice was discontinued.

2 Final Report: Dispatch of Emergency Supplemental Books from District Education Offices to Schools in the Earthquake Affected Districts

Report addressing requirements in the May 4, 2016, letter of authorization to deliver books from six DEOs to the intended recipient schools.

The final report summarizes actions EGRP undertook to oversee the delivery of the remaining boxes of 200 books in the six most problematic earthquake-affected districts (eventually a seventh district was added), including lessons learned.

Submitted to Jayanti Subba, Acting EGRP COR, on June 8, 2016.

3 Year 2 Annual Work Plan Contractually required annual planning document

Annual planning document, developed in close coordination with GON’s G2G annual planning process.

Submitted the first, incomplete draft to USAID on April 18, 2016. Submitted the final first draft to EGRP’s COR, Siena Fleischer, on June 27, 2016.

4 Revised Year 2 Annual Work Plan

Contractually required annual planning document

Annual planning document, developed in close coordination with GON’s G2G annual planning process.

After receiving feedback from USAID, revised the Year 2 AWP and submitted it EGRP’s COR on August 16, 2016; the plan was approved on August 19, 2016.


No. Title Type of document

or materials Description

Location of digital materials

5 Revised PMP Contractually required M&E document.

As the program evolves, it is normal to revisit the program’s PMP and to make required adjustments. This was especially required in the case of EGRP since the EGRA and EMES baselines had been completed in May 2016 and the findings from the two surveys needed to be incorporated into the program’s PMP. Since the targets for some of the indicators still need to be agreed upon with USAID, EGRP will re-submit the PMP in October 2016 after discussing and agreeing on those targets with USAID.

Submitted to EGRP’s COR on September 30, 2016.

Table E-2: Supplementary reading materials delivered to schools as of September 30, 2016

SN District

Total No of

Schools

No of Schools Received

SRMs Remarks SN District

Total No of

Schools


SRMs Remarks

1 Banke 378 223 Resume immediately after Tihar

7 Bardiya 301 0 Distribution Start 2nd week of November

2 Bhaktapur 130 130 Completed 8 Dadeldhura 249 0 Distribution Start 2nd week of November

3 Kanchanpur 261 226 Resume immediately after Tihar

9 Dang 421 0 3rd week of November

4 Kaski 397 125 Resume immediately after Tihar

10 Dhankuta 310 0 2nd week of November

5 Manang 27 27 Completed 11 Dolpa 115 21 Resume immediately after Tihar

6 Saptari 411 318 Resume immediately after Tihar

12 Kailali 565 0 Start 2nd week of November

TOTAL 1,604 1,049 13 Mustang 55 55 Completed


SN District

Total No of

Schools


SRMs Remarks SN District

Total No of

Schools


SRMs Remarks

Summary Total Schools

Received % Received 14 Parsa 373 0 Start 3rd week of November

Cohort 1 1,604 1,049 65.40% 15 Rupandehi 474 0 Start 3rd week of November

Cohort 2 3,374 76 0.02 16 Surkhet 511 0 Start 2nd week of November

Grand Total 4,978 1,125 22.60% TOTAL 3,374 76


Annex F: Short-Term Technical Assistance (STTA) and Home Office Support

The following consultants and/or RTI home office colleagues came to Nepal during the

quarter to provide STTA; in each case a trip report was submitted to USAID.

Name of Advisor Dates Assignment Outcome

Joan Sullivan-Owomoyela

Jun 22–Jul 7 Support the EGRP IR 3 team in finalizing the Social and Community Mobilization Strategy.

Assist in developing the training program for the first cohort of NGO grant recipients.

Support the implementation of remaining Year 2 activities (budget modification, mobile reading application, M&E, reporting, etc.)

Assisted the EGRP IR 3 team to finalize the Social and Community Mobilization Strategy.

Worked with the IR 3 team to revise the previous outline for the NGO training and helped develop the new training outline and schedule.

Provided support for other key Year 2 activities (budget modification, mobile phone applications, M&E, reporting, etc.).

Dee Bennett Jul 24-Aug 4 Provide technical assistance on public awareness, advocacy, and mass media.

Provide technical support to IR 1 (supplemental reading and teacher training on talking with parents) and IR 2 (private sector partnerships).

Meet with appropriate representatives from the GON, USAID, and civil society.

Provided technical assistance to the technical team and the communication agency grantee on the advocacy and public awareness activities, PSAs, and radio program story lines and script concepts.

Coordinated with the EGRP technical teams on private sector engagement and supplemental writing.

Worked with EGRP technical teams on the tasks undertaken in scope of work; participated in several meetings with key GON colleagues; conducted debrief with USAID.

Alastair Rodd Aug 6-18 Develop and deliver materials for an EGR benchmarking workshop with the GON.

Advise ERO and EGRP on CB-EGRA expectations and rollout.

Assist with revising EGRP’s PMP.

Meet with USAID to discuss EGRP progress, implementation issues, and budgetary issues.

With EGRP and USAID, developed materials for a two-day benchmarking workshop with the GON and served as lead facilitator of the workshop.

Met with ERO and EGRP to review CB-EGRA progress to date, reviewed and advised on the instruments, and advised on adjustments that need to be made in the instruments and implementation modalities.

Worked with EGRP’s M&E and technical teams to review the current PMP and to revise indicators and Performance Indicator Reference Sheets; also advised on the construction of indexes for use in setting indicator targets.

Participated in numerous meetings with EGRP’s technical and operations teams to review progress and future plans, and to problem-solve as required. Also held in-brief and out-brief meetings with USAID.

Assistance to Basic Education: All Children Reading (ABE …pdf.usaid.gov/pdf_docs/PA00N1CS.pdf ·...

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Transcript of Assistance to Basic Education: All Children Reading (ABE …pdf.usaid.gov/pdf_docs/PA00N1CS.pdf ·...