Northern Education Initiative Plus - PY4 Annual Report

Northern Education Initiative Plus - PY4 Annual Report

Education Initiative Plus Annual Report October 1, 2018 – September 30, 2019


Submission Date: October 31, 2019

Contract Number: AID-620-C-15-00002 COR: Nura Ibrahim

Submitted by:

Jordene Hale, Chief of Party

The Northern Education Initiative Plus 38 Mike Akhigbe Street, Jabi, Abuja, Nigeria

Email: [email protected]

The Year of Communities and Local Governments - Refocusing for Improved

Reading Outcomes

http://neiplus.com/nei-plus-buildsskills-of-5000-teachers-on-early-grade-reading/


TABLE OF CONTENTS 1.0 PROGRAM OVERVIEW ......................................................................................................................... 5

ACRONYMS AND ABBREVIATIONS ................................................................................................................... 6

1.1 PROJECT DESCRIPTION ........................................................................................................................ 8

2.0 EXECUTIVE SUMMARY ........................................................................................................................ 9

3.0 YEAR 4 WORK PLAN AND ACTIVITIES ................................................................................................. 12

INTERMEDIATE RESULT 1. GOVERNMENT SYSTEMS STRENGTHENED TO INCREASE THE NUMBER OF STUDENTS ENROLLED IN

APPROPRIATE, RELEVANT, APPROVED EDUCATIONAL OPTIONS, ESPECIALLY GIRLS AND OUT-OF-SCHOOL CHILDREN (OOSC) IN

TARGET LOCATIONS. ............................................................................................................................................... 12 Sub IR 1.1. Increased number of education options (formal, non-formal, NFLC) meeting quality and safety benchmarks .................................................................................................................................................. 12 Sub IR 1.2. Strengthened systematic approach to school management and supervision ............................ 16 Sub IR 1.3. Standardized NFLCs model ensures education for vulnerable children and youth ..................... 18 Sub IR 1.4 Core curriculum is adopted in non-formal schools (specifically NFLC) ........................................ 21

Sub IR 1.5 Strengthen CSO capacity to mobilize PTAs, SBMCs, and communities around reading and access ........ Intermediate Result 2. Government systems strengthened to improve reading outcomes for primary grade learners in target locations ................................................................................................................................... 31

Sub IR 2.1 State and LGEA policies, timetables, and standards for reading instruction .............................. 32 and performance improved and implemented ............................................................................................ 32 Sub IR 2.2 State/LGEA systems for development, approval, and distribution of decodable readers, teacher guides, and supplemental materials for EGR instruction improved and implemented ................................ 36 Sub IR 2.3 State and LGEA systems for in-service training to teachers in public schools and NFLC in using the evidence-based reading materials improved and implemented ............................................................ 44 Sub IR 2.4 LGEA Systems for monitoring/coaching in-service teachers in EGR instruction improved and implemented ................................................................................................................................................ 50 Sub IR 2.5 State and LGEA systems for EFR assessment improved and implemented ................................. 57 Sub IR 2.6 State and LGEA systems for extending evidence-based reading instruction to nontraditional, non-formal schools improved and implemented ......................................................................................... 65 Sub IR 2.7 State, local government, and community accountability to the public for reading instruction increased ...................................................................................................................................................... 65

4.0 INTEGRATION OF CROSSCUTTING ISSUES AND USAID FORWARD PRIORITIES ................................... 67

4.1 GENDER EQUALITY AND FEMALE EMPOWERMENT ................................................................................................. 67 4.2 SUSTAINABILITY MECHANISMS .......................................................................................................................... 69 4.3 LOCAL CAPACITY DEVELOPMENT ........................................................................................................................ 71 4.4 STAKEHOLDER PARTICIPATION AND INVOLVEMENT ................................................................................................. 71

5.0 MONITORING AND EVALUATION ...................................................................................................... 72

6.0 PROJECT OPERATIONS AND MANAGEMENT...................................................................................... 75

6.1 SECURITY ....................................................................................................................................................... 75 6.2 PLANNING AND REVIEW .................................................................................................................................... 75 6.3 OFFICE MANAGEMENT ..................................................................................................................................... 75 6.4 PERSONNEL/HR .............................................................................................................................................. 75 6.5 GRANTS MANAGEMENT ................................................................................................................................... 76 6.6 PROCUREMENT ............................................................................................................................................... 76 6.7 LOGISTICS .......................................................................................................... ERROR! BOOKMARK NOT DEFINED. 6.8 INFORMATION TECHNOLOGY ............................................................................................................................. 77


6.9 COMMUNICATIONS .......................................................................................................................................... 77

6.9.1 Increased Project Communications and Visibility on global channels ............................................ 77

7.0 IMPLEMENTATION CHALLENGES AND LESSONS LEARNED ................................................................. 80

7.1 IMPLEMENTATION CHALLENGES ......................................................................................................................... 80 7.2 LESSONS LEARNED ........................................................................................................................................... 80

8.0 ANNUAL REPORT MATRIX ................................................................................................................. 81

9.0 PERFORMANCE MONITORING AND EVALUATION PLAN UPDATE .................................................... 102

10.0 ANNEXES ......................................................................................................................................... 113

ANNEX A: PY4 TRAINET REPORT (SEPTEMBER 1, 2018 – OCTOBER 31, 2019) ........................................................... 114 ANNEX B: REPORTS AND STUDIES SUBMITTED DURING REPORTING PERIOD ..................................................................... 118 ANNEX C: FINANCIAL REPORT ................................................................................................................................ 121 ANNEX D: BREAKDOWN OF COPY AND COST OF TLM PRODUCED BY BAUCHI STATE GOVERNMENT IN AUGUST/SEPTEMBER 2019 ........................................................................................................................................................................ 122


1.0 PROGRAM OVERVIEW Program Name Northern Education Initiative Plus

Activity Start Date and End Date

October 26, 2015 – October 25, 2020

Name of Prime Implementing Partner

Creative Associates International

Contract Number AID-620-C-15-00002

Name of Subcontractors

Education Development Center (EDC), Florida State University (FSU), Overseas Strategic Consulting (OSC) and Value Minds

Major Counterpart Organizations

FMOE, NERDC, NCCE, UBEC, NMEC, SMoE (Bauchi and Sokoto), SUBEB (Bauchi and Sokoto), SAME (Bauchi and Sokoto), LGEAs (Bauchi and Sokoto)

Geographic Coverage

Bauchi and Sokoto States

Reporting Period October 1, 2018 - September 30, 2019


ACRONYMS AND ABBREVIATIONS AC Area Coordinator ACE Assisting, Caring and Empowering AGLC Adolescent Girls Learning Center AMAC Abuja Municipal Area Council AMEL Activity Monitoring Evaluation and Learning AO Area Organizer ASC Annual School Census ATAP Abubakar Tatari Ali Polytechnic BESDA Better Education Service Delivery for All BUK Bayero University Kano CAPI Computer-Assisted Personal Interviewing CBMC Center Based Management Committee CC Community Coalition CIES Comparative and International Education Society COE College of Education COP Chief of Party COR Contracting Officer’s Representative CRC Community Reading Center Creative Creative Associates International CSACEFA Civil Society Action Coalition on Education for All CSO Civil Society Organization DQA Data Quality Assurance ED Executive Director EDC Education Development Center EGR Early Grade Reading EGRA Early Grade Reading Assessment EMIS Education Management Information System ES Education Secretary FMoE Federal Ministry of Education FSU Florida State University GALA Group Administered Literacy Assessment GCEP Girl Child Education Programme HT Head Teacher ICA Institutional Capacity Assessment ICT Information and Communication Technology IP International Partner IR Intermediate Result ISP Internet Service Provider IVR Interactive Voice Response JRS Jesuit Refugee Services LEMA Local Education Monitoring Assessment LF Learning Facilitator LGA Local Government Area LGEA Local Government Education Authority LoE Level of Effort MDA Ministries, Departments & Agencies M&E Monitoring & Evaluation MEAR Monitoring, Evaluation, Assessments and Research MF Mentor Facilitator MoU Memorandum of Understanding MT Master Trainer NAEC National Education Conference NCCE National Commission for Colleges of Education NCRRD Nigeria Centre for Reading Research & Development The Initiative Northern Education Initiative Plus NERDC Nigerian Educational Research and Development Council NFE Non-Formal Education NFLC Non-Formal Learning Center


NIPEP Nigeria Partnership for Education Project NMEC National Comm for Mass Literacy, Adult & Non-Formal Education NRF National Reading Framework NURTW National Union of Road Transport Workers NUT Nigerian Union of Teachers OOSC Out of School Children ORF Oral Reading Fluency OSC Overseas Strategic Consulting OSG Out-of-School Girls PMEP Performance Monitoring and Evaluation Plan PSA Public Service Announcement PTA Parent Teacher Association PY4 Project Year 4 QA Quality Assurance RAN Reading Association of Nigeria RC Reading Coordinator SAME State Agency for Mass Education SBMC School-Based Management Committees SEA State Education Account SHoA State House of Assembly SMoBSE State Ministry of Basic and Secondary Education SMoE State Ministry of Education SMS Short Message Service STTA State Technical Team Assistance STL State Team Leaders SUBEB State Universal Basic Education Board TLM Teaching and Learning Material TMIS Teacher Management Information System TPD Teacher Professional Development TRCN Teacher Registration Council of Nigeria TWG Technical Working Group UBEC Universal Basic Education Commission USAID U.S. Agency for International Development WG Women Group YLC Youth Learning Center


1.1 PROJECT DESCRIPTION Commencing in October 2015 under funding support from the United States Agency for International Development (USAID), the five-year Northern Education Initiative Plus (the Initiative) project is strengthening the ability of Bauchi and Sokoto states to provide increased access to basic education— for 400,000 Out-of-School- Children (OOSC) —and to significantly improve reading outcomes for more than 1 million school-aged children.

The Initiative employs a holistic approach, addressing a broad range of critical factors that affect learning, teaching, systems management, parental participation, and community engagement. Consistent with USAID strategy on Journey to Self-Reliance, the project focuses on strengthening the technical and administrative capacity, commitment and accountability of federal, state and Local Government Education Authorities (LGEAs) to provide effective English and mother-tongue based Early Grade Reading (EGR) teaching and learning to its pupils.

In addition, the Initiative provides innovative, cost-effective Information Communication Technology (ICT) solutions for making mobile money payments to Learning Facilitators (LFs), improves coaching and mentoring systems for teachers/LFs, and maintains an efficient Teaching and Learning Materials (TLMs) supply chain. The Initiative is building the capacity of LGEAs to plan, budget and administer schools, support and supervise teachers, deliver high-quality TLMs and mobilize community involvement for increased enrollment and improved reading outcomes. An evidence-based intervention, the Initiative continuously monitors program activities and assesses its delivery and results against established targets and milestones to improve project outcomes.

The project trains and equips Colleges of Education (CoEs) to include EGR concepts, techniques, practice, and materials in their curriculum, while playing a key role within the education sector to promote EGR policy and research. At the federal level, the project is working in close partnership with the Federal Ministry of Education (FMoE) and its agencies—Nigerian Educational Research and Development Council (NERDC), Universal Basic Education Commission (UBEC), National Commission for Colleges of Education (NCCE), Teachers Registration Council of Nigeria (TRCN) and National Commission for Mass Literacy, Adult and Non-Formal Education (NMEC) to institutionalize Early Grade Reading (EGR) in Nigeria.

By strengthening the technical and administrative capacity and accountability of federal, state and LGEAs, the Initiative has improved reading skills for over 800,000 children, training greater than 9,000 teachers and distributed over 6 million Let’s Read! Mu Karanta! TLMs to schools in 10 local government areas each in Bauchi and Sokoto states.

USAID’s Northern Education Initiative Plus is implemented by Creative Associates International in collaboration with three U.S.-based international organizations— Education Development Center (EDC), Florida State University (FSU) and Overseas Strategic Consulting (OSC)—and four local organizations—Value Minds, Civil-Society Action Coalition on Education for All (CSACEFA), Reading Association of Nigeria (RAN) and the Federation of Muslim Women’s Associations in Nigeria (FOMWAN), and over 40 Civil Society Organizations (CSOs).

2.0 EXECUTIVE SUMMARY In 2018-2019, Nigeria witnessed a heated political climate because of 2019 presidential general elections in February 2019 at the national level, and in March 2019 at the state level. While the incumbent Governor in Sokoto state secured a second term in office, a new Governor, Senator Bala Mohammed was elected in Bauchi state. Both states held relatively peaceful elections. Throughout the year, the Initiative both at national and state levels strategically engaged and participated in agenda-setting meetings to influence policies and promote a focus on EGR. The Initiative supported Bauchi and Sokoto states to develop technical hand-over notes to the new administration and developed an engagement strategy with the new administration, thus creating an enabling environment for engagement and sustained government support for the project. The electioneering period meant that the affairs of the state were largely managed by the Permanent Secretaries. While this arrangement facilitated the prompt endorsement of specific program initiatives, other high-level decisions requiring policy approvals were stalled. The project team continued to leverage its social capital and existing goodwill in both states and at the national level, to facilitate successful implementation of project activities. This year, both states invested more than N920 million ($2,548,476) in printing and distribution of Initiative-developed TLMs and to scale-up training of teachers to other non-intervention Local Government Areas (LGAs). This year, 672,118 learners (male-359,881, female-312,237) in primary schools and NFLCs were reached with USG assistance in Bauchi and Sokoto states. This figure represents a 106% achievement of the annual target of 634,181. Enrollment this year shows a positive proportion of the number of females at 46% of the total figure. This compares favorably against 38% in Program Year (PY) 2 and PY3. Activities for the year are premised on improving local government and community ownership of Initiative interventions. This effort is guided by the results of the midline Early Grade Reading Assessment (EGRA) results, which show positive gains in reading across several subtests, including an average substantial gain from baseline of 122% change in Correct Words Per Minute (CWPM) in the Hausa Oral Reading Fluency (ORF) for primary 2 in both states. Even more gains were observed in the P3 Hausa ORF with an average of 176% change in CWPM. The EGRA results are favorable when compared to the percentage of students meeting the ORF benchmark of 20 or more CWPM with an average percentage change of 127%. Although positive gains were recorded in reading across several subtests, overall results show that the vast majority (>50%) of learners in P2 and 3 have not yet developed the basic skills required for reading. Hence, the Initiative is aiming for higher endline results; the midline assessment provides insights and evidence for prioritizing and refocusing key interventions. The project uses a three-part strategy focused on improving EGR outcomes in Bauchi and Sokoto. The strategy introduces evidence-based teaching methods, support strategies, and the phasing out ‘non-EGR’ activities. With this new direction, Bauchi and Sokoto states have improved time-on-task and the quality of teaching and learning in both Hausa and English in Initiative-supported LGEAs. Efforts were made to address delay in distribution of TLMs, increasing the number of hours of EGR instruction in Bauchi State and temporarily adjusting the school timetable in Sokoto State to make up for lost instructional time. Term 2 TLMs were supplied to all schools by the second week of May 2019, utilizing the electronic track-and-trace system from state to LGEA and school levels. Issues of time-on-task, teacher quality, and pupil attendance are being addressed through reorganization and strengthening of school monitoring mechanisms. EGR coaching in formal schools is reinforced using ICT tools and instructional videos and increased training with logistics support provided by the state governments.


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Key activities included the second and third phases of instruction for the second graduate EGR course by faculty of Florida State University (FSU), with support from the local reading team. The project also began to support the NERDC to develop a National Reading Framework (NRF). In coordination with NERDC, a newly adopted, internationally-sanctioned ‘best practice’ approach to establishing EGR standards and benchmarks for Nigeria in English was agreed upon to complete the next step of the assessment tasks, as outlined in the action plan. The project provided technical support to the Bauchi and Sokoto SUBEBs to organize training activities for P1-3 on new EGR instructional techniques and procured TLMs to support EGR. States expanded these EGR trainings to non-intervention LGAs. In Sokoto State, the SUBEB utilized 30 Master Trainers (MTs) trained by the Initiative to deliver EGR content to 1,350 teachers in the 13 non-focus LGEAs. The Initiative has developed training guides for MTs and Trainers of Teachers (ToTs) to reinforce teaching, while providing ample time for practice. The training began in December 2018 and was concluded in both states in January 2019. 1,298,119 copies of Term 1 Teacher’s Guides and Pupil’s Books for P1, 2 and 3 were distributed, in Hausa and in English, in Bauchi. An additional 444,307 copies of TLMs were distributed to LGAs and schools in Sokoto for a total of 1,742,426 copies of materials provided. The project conducted data quality checks and close monitoring of the TLM distribution. This process allowed the Initiative to quickly address gaps, and to correct anomalies before Term 2 TLM distribution. The community mapping exercise adopted mobile technology and facilitated an increase in coverage of communities by 41 percent, leading to the identification of 30,000 out-of-school children in both states (male – 11,645, female – 18,355) and rapid evidence-based decisions on locations for establishing NFLCs for cohort 4. The project witnessed a progressive increase of 32 percent in the number of girls enrolled in formal schools when compared with PY3. Addressing the PY4 theme of capacity building focused more at the LGA level to address capacity gaps, with a larger number of personnel from LGAs including Community Coalitions (CCs)/School Based Management Committees (SBMCs)/Social Mobilization, School Support Officers (SSOs) and traditional institutions trained to mobilize local resources, mentor and monitor school activities using tablets. The Initiative recorded significant progress at LGA and state levels in their ability to manage and replicate EGR interventions. With improved capacity and systems support, both states now serve as a point of technical resources and role models to other states. The state and LGA Education Management Information System (EMIS) officers now manage data for education with minimal support from donor agencies and now conduct and lead data validation exercises. Technology use has been an effective and pivotal strategy this year, with a 100 percent ICT incorporation policy in the management of non-formal learning centers and activities related to cohort 4 and upcoming cohort 5 NFLC session. The community mobilization unit was mindful of the PY4 theme, centering their activities on partnership with community members and local government to address the challenges noted in the 2018 EGRA. The activities included joint advocacy visits to district heads, traditional rulers, community structures and government visits to schools; provision of space for Community Reading Centers (CRCs) by traditional leaders; and an effort to raise awareness of the importance of school monitoring by parents, government, and community members to address issues of teacher and pupil absenteeism. Finally, Sarkin Gagi and Madaki Gada in Sokoto state and Sarkin Ningi in Bauchi state read to children to promote reading culture in their communities. The combined efforts helped in actualizing PY4 as a year of communities and local government.


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This year, the proportion of female facilitators in non-formal learning centers in Bauchi state impressively increased to 40 percent. This improvement is attributed to an updated gender strategy, an inclusive recruitment process for learning facilitators by working with community leaders and leveraging data on the community mapping exercise. Throughout the year, the project integrated themes that promote female participation in education in a 24-episode radio drama produced for community outreach. A midline Institutional Capacity Assessment (ICA) conducted in the first quarter of PY4 shows that state education agencies increased their institutional management capacity by 56 percent when compared with baseline. The ICA examined 12 change domains with participation from 389 senior government officials from the SMoE, SUBEB, BASAME, and LGEAs across the 20 supported LGAs. The findings from the midline ICA were shared with USAID and state, and local government partners in January 2019 and a no-cost action plan was developed in coordination with government partners to address the capacity gaps. In PY4 Quarter 3, USAID expanded the Initiative scope to technically assist seven states, in their World Bank-Better Education Service Delivery for All (BESDA) work plan development and review. The project’s proposal identified strategies to help ensure the quality of the states’ BESDA plan implementation and to strengthen linkages between state and federal government stakeholders (e.g. UBEC). The Initiative expanded the scope and scale of EGR implementation this year to 17 non-NEI Plus supported LGEAs through BESDA, facilitated the adoption of Mu Karanta! materials by four additional states in northern Nigeria, and received approval from the NCCE to formally integrate the Initiative’s best practice approach to into the NCE minimum standards. The Initiative also facilitated EMIS training in both states and built the capacity of government agencies for a sustainable implementation of EGR. The BESDA funds continue to provide the opportunity for rapidly scale-up to non-Initiative LGAs in both Bauchi and Sokoto states, and for replication of EGR in five additional states – Borno, Ebonyi, Gombe, Kebbi, Yobe.


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3.0 YEAR 4 WORK PLAN AND ACTIVITIES

Intermediate Result 1. Government systems strengthened to increase the number of students enrolled in appropriate, relevant, approved educational options, especially girls and out-of-school children (OOSC) in target locations. Sub IR 1.1. Increased number of education options (formal, non-formal, NFLC) meeting quality and safety benchmarks Activities implemented under this sub IR expand the range of education options in the 20 intervention LGAs of Bauchi and Sokoto states in implementing the EGR program. Evidence-based mapping increases coverage of communities by 41 percent This year, the Initiative conducted the second community mapping exercise to inform site selection for new NFLCs (cohort 4). Lessons from the previous community mapping exercise conducted in PY3 provided key improvement points, with increased coverage in the number of communities by 41 percent from 5400 to 7600. The Initiative used mobile technology to map and collect data through digital forms for surveys, Focus Group Discussions (FGD), and geo-mapping. The technology used was upgraded for improved data collection experience, while a new household-level survey and FGD tool were included to capture key quantitative and qualitative data from households. The existing instruments were reviewed and revised, and a two-day training was conducted for 140 data collectors (70 in each state) selected from the SUBEBs, SAMEs, SMoEs, and CSOs in the 20 target LGAs. Data collected was then validated, analyzed and used to inform site selection of new NFLCs particularly in remote communities. The exercise led to the identification of 30,000 out-of-school children in Bauchi (male – 5,395, female – 9,605) and in Sokoto (male – 6,250, female – 8,750), rapid evidence-based decisions on locations for establishing NFLCs, communities pledging support for NFLCs, and the ownership and management of NFLCs. The annual community mapping exercise provided the Initiative with the opportunity for continuous monitoring of CSO activities to ensure compliance in the delivery of quality education services, while identifying and expanding services to educationally disadvantaged communities. 30,000 additional learners’ access EGR Cohort 4 of the NFLCs and AGLCs commenced this year expanding access to EGR to 30,000 learners (male - 11,645, female - 18,355) in Bauchi (15,000) and Sokoto (15,000). Meetings were held with the Bauchi and Sokoto SAME to establish protocols and guidelines for hiring LFs, locations, and validation of NFLCs. The SAMEs, the State Access Technical Working Group, CSOs, and the Initiative staff worked together to evaluate potential LFs, identified communities with high numbers of OOSC, and established and validated 600 NFLCs in both states. The validation exercise was conducted across the 20 supported LGAs. Each LGA had an eight-member team comprising representatives from SAME, SUBEB, Access TWG, LGA, LGEA, CSOs, and the project’s Access Coordinator. The process confirmed communities’ efforts supporting the non-formal learning program, validated center locations and verified learners enrolled in each center (number, gender and age specification of 6-11 years (NFLCs) and 12-17 years (AGLCs)).


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The project sustained existing communities in cohorts 1, 2 and 3, to provide access for more OOSC and to re-enroll learners who underperformed. Steps to mitigate dropout rates in NFLCs Stakeholders in Bauchi and Sokoto states comprising government officials and CSOs explored strategies, solutions, and synergies to address dropout of mainstreamed cohort 3 learners through meetings held in each LGA. The meetings also discussed opportunities for making learning more relevant through guidance and counseling sessions and by proactive monitoring visits. Following these meetings, centers with high dropout rates were identified and visited to ascertain the underlying reasons, and CSOs were assigned to follow-up with respective parents. Action plans developed during the meetings focused on addressing gaps to promote enrollment and create more awareness for parents on the importance of basic education, especially at the community level. Three hundred CBMC Chairpersons participated in a stakeholder dialogue during the year to discuss root causes and mitigation strategies for dropouts in NFLCs and AGLCs in Sokoto state. Key actions and stakeholder roles in implementing mitigation strategies were identified (see table 1) and monthly evaluation scheduled. Table 1: Roles of CBMCs and Women Groups in addressing the root causes of dropout rate in AGLCs and NFLCs in Sokoto state. Roles of CBMCs in addressing root causes of dropout by learners

Roles of Women Groups in addressing root causes of dropout by learners

Conduct regular monitoring of NFLC activities and report findings during CBMC meetings for corresponding action.

Visit the centers to address issues and report during meetings.

Ensure CBMC meetings discuss efforts made to improve retention in the center.

Ensure women group meetings discuss efforts made to address drop out and to improve retention in the center.

Orient facilitators on the need to adopt more child-friendly behavior during learning to encourage attendance.

Increase efforts during house-to-house campaign by orienting mothers on the dangers of hawking and the benefits of basic education.

Proactively identify potential migrant households and orient parents on the importance of learner retention and completion.

Participate in enrollment events and activities to proactively identify potential migrant learners and engage their mothers on the importance of retention and completion.

Orient parents on the dangers and effects of peer influence on retention and completion of learning milestones.

Orient mothers during house-to-house meetings on the dangers and effects of peer influence on retention and completion of learning milestones.

States capacity built to update school performance scorecard Twelve state EMIS officers (all male) in Bauchi and Sokoto improved their skills in updating the EMS application using the 2017/2018 annual school census data during separate workshops in December 2018 in each state. Participants were drawn from the MoBSE, BASAME, SUBEB, and MoE and training sessions focused on enhancing their technical skills on the architecture, design and troubleshooting modules of the EMS, as well as refreshing their skills on server configuration, SQL server installation, uploading of ASC access database, linking dummy database to the SQL database, installation of the Facilitator Management Information System (FMIS) database and report generation. The workshop also presented the opportunity to upgrade participants’ laptops to


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meet the software requirements. Both states received six Airtel modems as part of inputs to strengthen EMIS activities. The scorecards allow schools and LGEAs to target priority improvement needs, identify underperforming schools and centers and apply the aggregate findings to leverage resources to resolve issues facing the schools. The trained EMIS staff now use the database to update and disseminate the annual scorecard results independently and aided decision making at the states and local levels in a timely manner. For instance, in Sokoto, the SUBEB consults and uses ASC data on unusable classrooms as justification to facilitate decisions to access funds for furniture and infrastructure. In both states, the ASC data is consulted for TLM distribution. In PY5, the EMIS officers, with technical support from the Initiative, will apply the new skills in managing the complete process of ASC and data utilization to inform decisions. State Education Agencies Increase Institutional Management Capacity by 56 Percent Government education agencies in Bauchi and Sokoto states have improved their institutional management capacity by 56 percent with average scores of 30.75 at midline in 2018 compared with 19.5 at baseline in 2016. A midline institutional capacity assessment was conducted in PY Q1 with participation from the three key state education management institutions1 and 20 LGEAs in the two states, adopting the same methodology as the baseline, and examined changes in capacity across 12 domains.2 Overall, 389 senior government officials from the SMoE, SUBEB, BASAME, and LGEAs3 participated in the group interviews and in-depth interview sessions.

Figure 1: Percentage increase in Institutional Capacity by State Agencies

1 These are the Bauchi and Sokoto SMoE/SMoBSE, SUBEB, and BASAME/SAME 2 Education system, according to each agency’s mandate. These domains included strategic planning; policy; coordination; school support system; financial management; teacher management; social mobilization; EMIS; Teacher/TMIS/FMIS; governance; quality assurance; data management; and procurement and logistics 3 LGEAs assessed in Bauchi - Alkaleri, Bauchi, Toro, Ningi, Ganjuwa, Shira, Darazo, Misau, Gamawa and Itas-Gadau, and in Sokoto - Dange-Shuni, Gada, Gwadabawa, Shagari, Sokoto South, Tambuwal, Tangaza, Wamako, Wurno, and Yabo

66

47

56

0

10

20

30

40

50

60

70

Bauchi Sokoto Both States

Percentage increase in institutional capacity by State Agencies


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The three highest scores at the institutional level in Bauchi state at midline were Alkaleri LGEA (49 percent), SUBEB (47 percent) and BASAME (45 percent), and in Sokoto, these were Gada LGEA (41 percent), Yabo LGEA (40 percent) and SUBEB (35 percent).

Figure 2: Overall (total) institutional capacity assessment scores (as% weighted) baseline and midline, Bauchi

Figure 3: Overall (total) institutional capacity assessment scores (as% weighted), baseline and midline, Sokoto

At the domain level, highest scores at midline, were observed among Bauchi state agencies in financial management (from 42 to 67 percent), procurement and logistics (75 and 88 percent), and social mobilization (from 63 to 75 percent), while some of the lowest state agency scores, were in teacher management (21 to 46 percent). Among state agencies in Sokoto, the highest scores at midline were in procurement and logistics (75 and 50 percent); coordination (between 38 and 50 percent); and data management (for MoBSE, at 60 percent; and for SUBEB, at 40 percent). Some of the lowest state agency scores, at midline, were in teacher management (4 to 46 percent). In some domains, there was notable variation by state agency. For instance, SUBEB scored an impressive 75 percent in coordination, while BASAME scored 50 percent, and the MoE only 13 percent. There are system-wide implications for the ministry’s poor coordination capacity, given its oversight role in the sector. In Sokoto, while all agencies fell short of 100 percent capacity to do


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access and reading work in the state, every state agency and in 9 of 10 LGEAs, the overall capacity score was higher in 2018 than in 2016. Despite the improvements, significant investment must target building capacity, especially in domains where low scores were recorded in the ICA report. In PY5 the Initiative will redouble efforts to address crucial areas of limited capacity and use lessons and successes to date—such as development and adoption of reading policy briefs, and modified school timetable—to advocate for sustained human and financial support for formal and non-formal education systems in Bauchi and Sokoto states. At the LGEA level, the project will support no-cost documentation solutions to improve evidence for planning. The findings of the midline ICA were shared with USAID, state and local government partners in January 2019. The Initiative responded to the findings by developing a no-cost action plan in coordination with government partners, to address capacity gaps in state MDAs and LGEAs, which can directly improve the management of EGR within the school system. The capacity development framework covers five modules i.e. Medium-Term Sector Strategy development, policy implementation, standards and benchmarks, data utilization, and community engagement. The capacity building priority areas were included in the PY5 work plan. In addition, the project is supporting the states and local education institutions to: • Develop state-specific EGR policy • Emphasize formative assessment activities within coaching and monitoring processes by

teachers and SSOs • Improve capacity on the Budget Planning Tool (BPT) to develop MTSS and operational plans.

The BPT also prioritizes and tracks funding from state to school level • Support report writing and documentation, and routine dissemination of information • Encourage peer learning so high performing LGEAs and state staff can mentor and support low

performing LGEAs • Identify and promote champions of project activities using different communication strategies Teaching and learning materials incorporate global best practices in NFLCs For instructional delivery in the fourth cohort of NFLCs, 59,570 TLMs (primers on numeracy and life skills) and up-to-date EGR materials were printed and distributed to the SAME in Bauchi and Sokoto states. The materials incorporate global best instructional practices on EGR and are geared towards improving the reading skills of school children aged 6-11 years. The adolescent girls in AGLCs also benefited from the materials. All 20 LGA store officers attended a one-day refresher training and planning meeting to improve efficient distribution. The Initiative also provided the storekeepers one tablet and shipment note each to enter distribution data. Both states established distribution committees and developed distribution plans to ensure materials get to the 20 LGAs on schedule. The BASAME led and facilitated distribution from the state store to the LGAs while the respective LGAs supported distribution to the learners and facilitators. Each child received five books - literacy Hausa, English, Numeracy, Life skills and a Reader. Sub IR 1.2. Strengthened systematic approach to school management and supervision Under this sub-IR, several quarterly feedback and consultative meetings took place within technical teams and with state partners (SAMEs and SUBEBs) to review the implementation of the third cohort of learners in the NFLCs, and to plan for the fourth cohort; address fidelity of implementation (FOI), coaching and mentoring mechanisms for LFs; and strengthen supervision at the LGA level to improve support of the LFs.


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Coaching and mentoring skills improved to deliver EGR The Initiative strengthened the coaching and mentoring skills of 60 scheme organizers and LGA Access Coordinators during a training MFs, trainers, and other participants received training support on the use of tablets to observe NFLC learning activities to improve literacy, numeracy, and life skills. The training featured a digitalized coaching and mentoring system where MFs use tablets to monitor instructional delivery in NFLCs, provide on-the-spot feedback and track learners’ attendance.4

The Initiative supported Bauchi and Sokoto (BASAME and SAME) to hold quarterly feedback meetings to discuss coaching and mentoring data, successes, challenges, and opportunities for improving coaching and mentoring experience. The meetings also shared dashboard data on the number of visits by LGA members, lessons observed, and learners' attendance. These monitoring visits have established a solid foundation for tracking the efficiency and effectiveness of program implementation in the centers. In PY4, 50 percent of these centers were visited either for monitoring or coaching and mentoring, observing some improvement in learners’ ability to read and write, such as the ability to identify letters and form syllables of new words. However, the frequency of CSO visits to centers will need to improve to provide adequate support to centers. Centers also to extend their calendars from six to nine months, to further improve EGR outcomes.

Finally, 26 government officials and CSO representatives participated in a two-day coordination meeting before the commencement of cohort 4 center establishment. Participants agreed to modify the action plan for cohort 4 action (e.g., locations of some centers, based on community mapping). CSOs have since been directly involved in the enrollment and establishment of the centers, as proposed at the meeting. Other coordination meetings were also held to discuss and address CSOs’ performance in the management of NFLCs. Data quality and coordination, data collection, and data entry using the M&E tablets were addressed during these quarterly coordination meetings.

Bauchi and Sokoto states and communities fund materials to mainstream cohort 3 learners The Initiative distributed 2,007,443 scholastic materials (e.g., books and school bags) to children mainstreamed into formal schools in both states. The program in Bauchi also leveraged 2M Naira (5540 USD) from BASAME to fund terminal examinations for cohort 3 learners. Materials were distributed in the presence of CSOs and Center-Based Management Committees. Communities also contributed to support mainstreaming of learners. For example, CCs in Darazo LGA (Bauchi state) supported 70 mainstreamed learners with school supplies valued at 248,000 Naira (686 USD). CCs in Misau, and Itas Gadau and Shira contributed 450,000 Naira (1246 USD) and 180,000 Naira (498), respectively. In Sokoto, the Gada CC donated scholastic materials and printed graduation certificates valued at 197,000 Naira (545 USD) to facilitate mainstreaming of 28 learners into Lungusu Primary School.

Coordination mechanisms for local structures expand to the grassroots The Initiative strengthened LGAs and community structures to facilitate education improvement by intensifying community advocacy, sensitization, and mobilization in tackling EGR program challenges (e.g., learner absenteeism) at the center level. This year the states established TWGs across all 20 LGAs to strengthen quality assurance mechanisms by closely monitoring teaching and learning activities in schools and NFLCs. Monitoring did improve, for example, in Ganjuwa, Ningi, and Darazo LGAs (Bauchi State). In Sokoto state, similar structures were established at the district

4 Relies upon logistics support and other resources provided by SAME and BASAME.


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and community levels for effective monitoring and supervision of centers and regular reporting to improve the sustainability of EGR in non-formal education.

Sub IR 1.3. Standardized NFLCs model ensures education for vulnerable children and youth This Sub-IR aims to improve access to quality education and to strengthen the capacity of states and LGEAs-level structures to better meet the learning needs (including EGR) of OOSC. These needs include literacy, numeracy, and life skills, with greater emphasis on improving reading outcomes against continued broadening of access by, for example, freeing up resources for access activities to strengthen EGR learning and training activities in both formal and non-formal learning contexts. Improved participation and performance in examinations

There is an improvement in PY4 in the number of learners that sat for the terminal examination. This is partly attributed to increased sensitization by community structures using the Initiative’s outreach messages promoting retention and transition. In Sokoto state, for instance, 96 percent of learners participated in examinations compared with only 56 percent in cohort 2. In Bauchi 98 percent of learners participated in the cohort 3 examinations when compared with 54 percent in cohort 2. The pass rate also improved marginally in this cohort. For Sokoto state, in cohort I, 86 percent passed. In cohort 2, 88 percent passed and in cohort 3, 89 percent passed the examination. In Bauchi state the performance remained at over 90 percent. The results were also authenticated by SAMEs. All learners who passed will be mainstreamed into levels/grades and provided with basic literacy certificates. To prepare for cohort 4, the Initiative trained 141 participants (Male – 123, female – 18) in Bauchi, and 143 participants (male - 134, female – 9) in Sokoto on literacy, numeracy and life skills and the new EGR material for six days to step down the training at the LGA level to 284 LFs (male -228, female - 56). In Bauchi state, 20 MTs (male - 12, female - 8) who attended refresher training conducted a step-down to 300 LFs (male - 181, female - 119), other participants included three (3) BASAME staff. The training was conducted in Sokoto State for 30 MTs (male - 29, female -1). In collaboration with SAMEs and SUBEBs from Bauchi and Sokoto states, the Initiative supported 41 CSOs to establish 600 NFLCs in the 20 intervention LGAs. In both states, 60 LGA POs, engaged


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by the CSOs and responsible for managing the established NFLCs, also participated in the trainings. Female facilitation of learning increases by 39 percent with cohort 4 The Initiative increased the number of female LFs in cohort 4 by 39 percent by identifying qualified female graduates within the intervention areas during the community mapping exercise. These female teachers serve as role models for girls and adolescent girls who are part of the nine-month NFE program. The recruitment process for LFs set the Nigeria Certificate in Education as the minimum qualification, with at least a year teaching experience, and preference that the candidate resides in communities where NLFCs are located. In Bauchi state, 410 candidates were shortlisted and the best 300 were selected after undergoing a written test and interview. However, Sokoto state shortlisted 300 and only 206 passed the test. Another test was given to replace the remaining 94 candidates.

As part of the onboarding process, the Initiative organized a three-day orientation meeting for the 41 CSOs engaged to manage 600 NFLCs in Bauchi and Sokoto states. The meeting oriented CSO Executive Directors, POs and M&E officers on the project’s new focus of improving EGR outcomes. Strategies discussed included community mobilization and outreach to promote reading, strengthening quality assurance mechanisms at the NFLCs through coaching and mentoring for LFs, monitoring, proper record keeping and reporting. Ensuring learning centers are child-friendly and comply with standards The Initiative worked with 44 CSOs and government agencies to establish, site and validate 600 NFLCs in Bauchi (300) and in Sokoto (300) using findings from the community mapping conducted. Validation of the centers was completed through a team comprising representatives from the SAME, SUBEB, ATWG, LGA, LGEA, CSOs (including CSACEFA and FOMWAN) and the access coordinator in each LGA. These teams ensured that centers were located in compliance with the project guidelines, principles and standards for establishing NFLCs. They also verified the extent and reach of community mobilization campaigns by the CSOs, the establishment of community structures,5 and determined that learners enrolled in each center meet project specifications on age requirements. Graduated learners to be certified USAID, through the Initiative, has expanded access to 219,415 learners (male – 108,688, female – 110,727) who have graduated from 189,415 between 2016 – 2018 in Bauchi (94,915) and Sokoto (94,500) states. Another 14,070 learners in cohort 1 (Bauchi - 3651, Sokoto - 10,419) and cohort 2 (Bauchi – 11,941, Sokoto - 20,928) were mainstreamed into primary schools in both states (Bauchi – 15,592, Sokoto – 31, 348) in the period. The provision of certificates by SAME Sokoto to the graduating learners from cohorts 1,2 and 3 was still a great challenge due to a lack of funds to print the certificates. The award of certificates will positively affect learner’s enrollment and mainstreaming into primary schools. The Initiative facilitated a meeting with SAME Sokoto, to explore options for addressing the challenges and get the certificates for cohorts 1,2,3 and 4. Following the meeting, SAME resolved the challenge by including the provision of certificates in

5 CBMC, CCs and WG


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the 2019 counterpart funding request and budget. It was also agreed that the Agency will follow up on ALGON’s pledge to support the printing of the certificates

Improved synergy among MDAs to facilitate learners mainstreaming A joint planning meeting in Sokoto state held between MoBSE, SUBEB and SAME on learners mainstreaming into formal schools was held with state officials represented by the Directors of Planning, Research and Statistics, Directors of Basic Literacy, Literacy and SAME Programme Director shared the Initiative's experience on learners' mainstreaming into formal schools and discussed:

o Opportunities to facilitate the engagement of stakeholders; o Strategies to improve and sustain learners mainstreaming into formal schools; and o Options for promoting ownership and sustainability of the NEI Plus project activities.

Participants agreed to improve inter-agency coordination through quarterly meetings led by the Department of Planning, Research and statistics of the Ministry to facility synergy and collaboration within the education sector especially on learners mainstreaming into formal schools. On a quarterly basis, Area Coordinators will submit details of mainstreamed learners to the SAME Director of Basic Literacy who will share with the SUBEB. The Bauchi state government, with the Initiative's support, inaugurated a nine-member committee to facilitate joint planning of SUBEB and BASAME on learner mainstreaming into formal schools. The members include representatives from the SUBEB, BASAME, MOE, and State Committee on Tsangaya. Following their inauguration, committee members discussed and agreed to the terms of reference and developed an action plan. Steps to standardize administration of basic literacy examinations This year, the project secured the support of the NMEC to standardize the administration of basic literacy examinations in the NFE sector in Nigeria. A three-day workshop led by the Initiative was held to standardize the structure of NFE examinations with emphasis on validity and reliability of the process and test items. The workshop was attended by NMEC, SAMEs, and lecturers from the Ahmadu Bello University Zaria, Usman Danfodio University, Sokoto and CoE, Azare and Initiative staff. The basic literacy examination standardization is aimed at strengthening the credibility of the basic literacy certificate. Over 200 test items were developed using the NFE curriculum, EGRA and GALA as resource materials. Moving forward, SAMEs will set up a formal assessment process to include the establishment of examinations committees and appoint examinations officers.

Technological innovations facilitate real-time data and decisions and mobile money payment solutions Learning facilitators in many communities across the two implementation states reside in hard-to-reach areas, making it difficult to access payments from banks. Responding to this challenge, the Initiative pioneered the mobile money platform working with partner e-Tranzact. As such, the LGs were trained on how to operate the mobile money platform. At the end of the training, timesheets were printed and assigned to each LFs and they were oriented to keep their pin numbers secured. The Initiative has fully integrated the use of technology to aid the implementation of CSOs activities. The project trained and deployed 102 mobile devices, portable solar chargers and power banks to 42 M&E officers and 60 LGA POs in Bauchi and Sokoto states. The tablet-based system allows CSOs to report on the establishment of NFLCs, enrollment of learners, recruitment, mentoring and coaching of LFs, routine monitoring, and milestone reporting on grants. There is


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also a job aid application which contains all multimedia resources produced on the project for community engagement and outreach, to improve access and reading outcomes. This year, the Initiative reviewed its center management and supervision strategy for the NFLCs to conform with EGR best standards and processes used in formal schools. The Initiative concluded a review and modification of its NFLC coaching and mentoring tool currently in use for observing EGR lessons and providing coaching and mentoring feedbacks to LFs. Training and ICT materials were provided to 102 staff of CSOs in Bauchi (60) and Sokoto (42) in August 2019 to facilitate efficient and effective implementation of cohort 4 and 5 activities. These materials include mobile devices and backup power facilities, to be utilized in:

a. Establishment of centers b. Recruitment of Learning Facilitator c. Enrollment of learners, d. Monitoring and coaching of LFs NFLCs e. Routine monitoring activities in NFLC and Communities f. Grants milestone reporting

CSO staff have begun using the tablets to capture and report data on all 600 NFLCs, recruitment of LFs, and the enrollment of 30,000 learners in cohort 4. Sub IR 1.4 Core curriculum is adopted in non-formal schools (specifically NFLC) Community coalitions equipped to deliver high-level policy advocacies Master trainers participated in a two-day training on policy advocacy, voice and accountability, to improve their capacity to implement high-level quality advocacies and community education to address policy issues inhibiting EGR. These issues include poor implementation of teacher recruitment and deployment policy, and teacher absenteeism. Participants developed advocacy action plans to address identified issues in the focal LGAs. The implementation of the advocacy action plans commenced in PY4Q4 and will be tracked and reported in PY5Q1. Sub IR 1.5 Strengthen CSO capacity to mobilize PTAs, SBMCs, and communities around reading and access Advocacy to improve access Strategic engagement of traditional leaders to improve access to quality education In PY4, the Initiative established stronger ties with traditional institutions to gain their support for improved education service delivery in their communities. The traditional institutions were encouraged to become active champions of change and support the sustainability of project interventions at the community level. The Initiative participated in the First Northern Nigeria Traditional Leader Conference on OOSC in Kaduna State, organized by the Federal Ministry of Education, NMEC and Sultan Foundation for Peace and Development in collaboration with the UNICEF from October 11-12, 2018. The conference was attended by traditional leaders, CSOs, members of the academia, faith-based organizations, international development partners, youth and women organizations, MoEs and their departments and agencies, members of the media and other critical stakeholders. The conference reviewed and stimulated discussions on the situation of OOSC, called on traditional leaders to take action and explored options for reducing the number of OOSC in the region.


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At the end of the conference, participants agreed on key actions and roles, committed to by the traditional leaders with a signed communique. The actions included to: enroll all children in their domain; identify and address key socio-cultural barriers affecting children (especially girls); improve enrollment, retention and completion in schools; establish and support implementation of structured enrollment-driven commitments with clear monitoring mechanisms; and advocate and work with relevant government agencies and community structures to increase funding for improved quality delivery of basic education. The Initiative partnered with UNICEF to work with the emirate councils to organize community dialogues; support the Emirs to conduct advocacy to political leaders; and engage traditional leaders to massively mobilize and serve as role models in their areas of administration. Initiative state teams have held initial meetings with UNICEF to plan implementation of these activities. The project will also develop a framework for engagement with traditional institutions in Bauchi and Sokoto states learning from the UNICEF experience in PY5. Additionally, the Initiative is collaborating with Sokoto SUBEB to work with the Sultanate Council to gain the buy-in of traditional institutions to support reading activities in schools and monitor inputs that affect the quality of teaching and learning beyond school enrollment. LGA-level education stakeholders discuss access challenges and solutions The Initiative in July 2019 facilitated a coordination meeting of 173 education stakeholders (male - 130, female - 43) from the LGAs, LGEAs, traditional and religious institutions, CSOs and education managers in Bauchi state, to discuss strategies for improving access to education services and reading outcomes. The stakeholders discussed the challenges including insufficient financial commitment from the state government, inadequate mobilization of local resources, inadequate monitoring of schools and centers by community structures, and inadequate supervision of schools by the traditional rulers. The mitigation strategies discussed include the need to improve the mobilization of local resources to support access and reading outcomes in schools and centers. In Sokoto, the meetings were attended by 282 stakeholders (male - 190, female -92) including LGA Chairmen, ES, LGA Social Mobilization Officers, Area Coordinators, Scheme Organizers, LGA TWGs, LGA Councils, traditional leaders, religious leaders, representative of Director Social Mobilization, CCs, SBMCs, CSOs, CBMCs, CSOs and NUT. The participants discussed and committed to contextual solutions. The Initiative's Community Mobilization Officers will follow-up with the various partners to monitor the implementation of the action plan to track implementation success, challenges and lessons. Advocacy to improve reading outcomes State-level advocacy to improve reading outcomes This year, the SUBEBs and SAMEs explored opportunities to improve access to basic education services. These included two quarterly meetings during the 2019-2020 school enrollment process to discuss and explore solutions to key challenges. In Bauchi state, sub-committees formed undertook a visit to the wife of the State Governor to discuss an abandoned Women Model Upper Basic School and developed plans for monitoring books distribution to schools. In response, the wife of the Governor setup a committee to investigate the over five-year non-operational status of the school. In Sokoto, the state the team visited several village and district heads in Wamakko, Wurno, Shagari and Tambuwal LGAs who were encouraged to monitor teacher and pupil attendance,


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quality of teaching and learning in the schools, and promote the use of the CRCs. They made commitments to visit schools regularly and report any teacher not discharging their responsibilities, to the LGEA Education Secretary. LGA level meetings to address reading outcomes The Initiative organized a series of constructive meetings with 112 LGA technical working group members in both states to provide an update on the new community mobilization strategy to address poor reading outcomes. Members comprised LGA chairmen, ESs, Social Mobilization officers, Area Coordinators, Scheme Organizers, SSOs, Secretaries of SBMCs, CCs, WGs, NUTs, NURTWs, NUTs, and security agencies. The meetings overlapped with the merging of Access and Reading technical working groups to form one LGA technical working group led by the LGA chairmen. The LGA technical working groups continued to complement and support project activities around access to education and improving reading outcomes in formal and non-formal schools. LGC education stakeholders promised to serve as mentors by assigning the schools among themselves to improve monitoring and to commit more funds from their allocation or mobilize resources for logistics. The district heads agreed to mandate village heads and community leaders to pay regular visits to schools and share information on performing and truant teachers for decision making in the TWG meetings. The TWGs committed to support head teachers by paying high-level advocacy visits to elicit punitive actions against non-complying teachers, and to advocate for recruitment of more teachers. The TWGs also expressed commitment to support SBMCs to implement the School Improvement Program, address teachers/student's absenteeism, time-on-task, and to mobilize funds. Royal summit conducted to improve reading outcomes The project participated in a state-level conference in Sokoto state chaired by His Eminence, the Sultan of Sokoto, Alhaji Sa’ad Abubakar III to acquaint district heads of their responsibilities in the enrollment of OOSC, especially girls. The Sultan briefed all 23 traditional leaders on the communiqué from the national conference with emphasis on specific actions to be taken by the district heads. They were required to:

- Reach out to all children within their domain and bring them into school; - Identify and address key socio-cultural barriers impacting children (especially girls)

enrollment, retention and completion; - Establish and support implementation of structured enrollment-driven commitments with

clear monitoring mechanisms to ensure children enrolled are retained; - Conduct advocacy to relevant government agencies and community structures to increase

funding for improved quality delivery of basis education; and - Adopt “How Traditional Rulers Can Support Basic Education” as guideline

The following targets were agreed:

- 30% increase in school enrollment, depending on the prevalence rate of OOSC - Socio-cultural barriers identified and addressed - Enrollment monitoring teams established at all levels to monitor children - Improve school conditions by making available new/renovated classrooms, furniture, water,

sanitation and hygiene facilities, and school supplies. Advocacy to curb absenteeism According to EGRA midline data, teachers are spending on average, less than 40 minutes of the allotted 60 minutes of class time attending to instructional activities, and absenteeism was high


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among both groups. The rates of teachers reporting absent at least once in the prior week of school stand at 23% and 30% for Bauchi and Sokoto, respectively. Following advocacy visits by the Initiative to CCs and 42 district heads in the 10 focus LGAs in Sokoto state, district heads organized meetings with village heads and community members to discuss education and actions to improve monitoring and supervision of schools, NFLCs and community reading centers. Prior to the advocacy visits, the Initiative improved the advocacy skills of 44 community structures by discussing best strategies and approach to advocacy, with focus on addressing issues around teachers and pupil absenteeism. The district heads received advocacy tools including key messages and pledged their unflinching support to the project. They appealed to the LGEAs to share information on teachers deployed to their communities and to take decisive actions on any defaulting teacher to serve as a deterrent to others. In Sokoto state, the Initiative conducted several monitoring, mentoring and coaching visits to CCs and SBMCs and interacted with head teachers to determine the level of support provided by these two community structures. In most schools visited, the head teachers indicated that they enjoy a cordial relationship with SBMCs as they particularly support mobilization of children to school and TLM distribution from the LGEA stores to schools. A serious gap, however, was not monitoring teachers’ attendance. As a result, advocacy was conducted to the groups to expand their support to track teacher attendance and ensure compliance with the school timetable. They were also asked to report teachers who fail to discharge their duties to the LGEAs for necessary action. While in Bauchi state, the state team paid visits to schools. In Toro LGEA, the team discovered that SBMCs do not exist in some schools and where they exist, they do not meet regularly. They also found that most donor support were concentrated in urban areas and without proper supervision. Based on the findings, an action plan was developed to sensitize 50 key stakeholders in the LGAs with advocacy visits conducted between February 2 - 25, 2019. These stakeholders comprised the ES, ward heads, village heads, religious leaders, youths, SBMC/ PTA members, SSOs, AEOs, WGs and HTs. Resolutions reached following the advocacy visits include: the need to leverage resources to provide voluntary teachers in schools; the need for stakeholders to visit the schools to observe the performance of teachers and children, the need to explore options for providing accommodation to teachers posted to remote areas as an incentive for retention, and the need for AEOs to liaise with the ward heads to form “Ward Education Committees” to conduct routine monitoring visits to schools. The initiative will support the stakeholders in tracking implementation of the action plans from PY5. Local women groups reach 44,640 households with key messages During the reporting period, CSOs provided community structures with the Initiative’s monthly, themed messages on enrollment, retention and transition and parental support for EGR. Women groups, who are responsible for household outreach, sensitized parents to keep their children at the centers. The women groups also:

- Informed parents of the project’s plan to reintroduce the AGLCs; - Appealed to parents to allow their children take the exit examinations; - Addressed complaints by LFs that parents were sending their children on errands during

contact periods; - Informed parents about plans to mainstream learners into formal schools; and - Liaised with CCs and CBMCs to address the immediate needs of learners especially girls


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The women groups reached 44,640 households during outreach. CSOs organized community influencers meetings, palace-based meetings and youth dialogues. Community leaders noted the positive impact of the project and pledged their continued support for education of their children Communities contribute resources to make learning environment conducive in NFLCs In PY4 Q1, the Initiative continued with monitoring, mentoring and coaching of CSOs and community structures6 to address issues related to learners’ absenteeism, teaching and learning and resource mobilization. Significant improvements were recorded on mentoring support provided by CSOs to the community structures. LGA POs attended several meetings of CCs, CBMCs and WGs, many of them were observed using themed messages on enrollment, retention and transition for mobilization. Examples of communities creating conducive learning environment for learners at the NFLCs include; Yabo LGA CC which purchased and distributed mats and water containers to all the NFLCs, the CBMC at NFLC Kanwuri Dange in Dange shuni LGA roofed the center, purchased water pots and seating mats. They also contributed N15,000 ($41) to construct a toilet for the learners. Also, the CBMC in Mallam Aminu NFLC Gudurega Community in Yabo LGA purchased three mats for learners, CBMC in Inadatul Islam Gidan Gwarko Yabo LGA constructed a toilet in the center. The CBMC in Mallam Modi NFLC in Dagawa community Yabo LGA constructed a toilet and provided a well for the center. The CBMC in Makarantar Mallam Auwal Umar Dan Abba Salame in Gwadabawa LGA renovated two uncompleted classrooms in the center. CBMCs in centers all in Gwadabawa LGA purchased mats, pots for drinking water, kettles and cups for their centers. Community Outreach Activities Between July and September 2019, the Initiative supported CSOs to form WGs and Center-Based Management Committees. The groups and committees received orientation on their roles and responsibilities and conducted 1501 house-to-house visits (Bauchi in 1026 and 475 in Sokoto) and monitored formal and non-formal schools. They also mobilized children to formal and non-formal schools, as well as to the existing CRCs. The WGs focused their activities on two themes - enrollment and retention. The enrollment message is for new pupils and learners and returning messages to continuing pupils. These messages were developed in the second year of the project and have been used over time by the CSOs and community structures for awareness creation, mobilization, and advocacy. The committees also provided information to WGs to follow-up on absent learners. CCs were asked to continue with advocacy visits and resource mobilization. They were also updated on their additional roles such as coordinating the other community structures, conducting advocacy visits to traditional leaders to support education in their communities and mobilizing children to CRCs. The CSOs conducted a series of palace-based influencing meetings and community dialogues with youth to increase community support for the project and to gather data and information on the activities of the community structures. Figure 6 provides details on the number of meetings conducted by CSOs and other structures. Advocacy through print, radio, SMS, and media The Initiative has continued to provide technical support to community structures and CSOs to use appropriate strategies to advocate to traditional institutions at State and LGA levels in both states.

6 CCs, CBMCs and Women Groups (WGs


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This year, key advocacy messages were developed through a participatory process and used in developing a factsheet in English. The Hausa version of the fact sheet including key messages has been developed and validated by representatives of community structures, CSOs, and the media. The validated factsheet will be designed, printed and disseminated in PY5 Q1.

Messages developed to improve access to quality education and early grade reading were disseminated during community mobilization/awareness campaigns on enrollment, retention, transition, mainstreaming and EGR using traditional and new media such as SMS, IVR, mobile video units and Pico projectors. The messages were shared with the CSOs and they were mentored to emphasize the messages during monitoring visits, when reviewing subgrantee reports and during meetings and trainings. The Initiative also mandated the CSOs to share the messages with the community structures and the community structures were in turn mandated to report in their respective minutes of meetings messages shared with them by the CSOs. In the minutes of meetings submitted by the community structures these were checked for compliance. Representatives of community structures were questioned on whether they have been receiving SMS and IVRs and indicated that messages were being received and used for the intended purposes. The community mobilization unit have also been showcasing the community outreach videos in different occasions to relevant education stakeholders.

Radio drama series developed to address issues inhibiting access to quality education The Initiative is working to enrich community outreach through media in Bauchi and Sokoto states. This year, a series of activities w conducted to develop and produce a 24-episode radio drama series in Hausa language. Stories address issues impeding access to quality education such as culture and tradition, unqualified teachers, absenteeism, accountability, community ownership, gender inclusivity and low reading outcomes. The production team brought together experienced scriptwriters who worked on similar projects with the BBC Media Action and DFID to develop contents, stories, synopsis, episodes and characters to suit the theme of the project PY4. During the writing process, the project involved 10 representatives of community and religious leaders, WGs, youths, teachers, and SUBEB. Popular artists from the Hausa movie industry (Kannywood) were casted to record the 24-episode drama series. The project pre-tested the radio drama series in Bauchi and Sokoto states with 200 participants drawn from CSOs, WGs, CCs, teachers, religious leaders, community leaders, SAME, SUBEB, state radio staff and project staff. Participants listened and gave feedback at the end of each episode played. There was a general understanding of the core messages and call to action, the language used was understood by both Bauchi and Sokoto participants and it was culturally appropriate, and minor corrections were noted and edited. Meanwhile, the Initiative’s 24-episode radio Hausa drama series promoting the benefits of education and EGR has started airing in Bauchi State, fully sponsored by the SUBEB. It airs on Saturdays by 4:45 pm with a repeat broadcast on Mondays by 9:00 am. Same commitment is still being followed on in Sokoto and will be continued in PY5. Communities applaud visual Innovation during outreaches on EGR The project conducted sensitization activities for community members, parents, children and other relevant stakeholders using the 14 community outreach videos and 24 audio drama series reaching 992 community members in Bauchi (562 – male - 300, female - 262) and Sokoto (430- male - 330, female - 100) states. Community members provided positive feedback on the video contents, expressed their understanding of the messages including weaknesses and lessons and


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expressed willingness to make amends based on the lessons. They applauded the innovations displayed by the Initiative and highlighted additional themes and content areas for new production. The suggested themes are:

• School monitoring by community leaders, governments agencies, community structures; • The benefit of teachers doing their jobs; • The recognition of role model teachers and • How to advocate for resources.

Figure 6 shows the number of meetings conducted by CSOs which ncluded the Gishiri Rayuwa listening program in the communities and Muyi Kalo outreach video viewing. Figure 7 provides data on the number of views and listening per episode.

Prominent traditional and religious leaders promote reading This year, traditional leaders joined the Initiative in engaging to parents to support EGR as demonstrated by district head of Gada, district head of Gagi in Sokoto South LGA, district head of Wurno, district head of Sayyinawal in Shagari LGA, district head of Kurgaba in Wurno LGA in Sokoto and Sarkin Ningi in Ningi LGA, Madawaki Bauchi and Limam Katagum a religious leader in Bauchi. The Initiative did a video coverage of the traditional rulers in their palace, reading and encouraging pupils in primary schools and non-formal schools. The traditional rulers identified with the advocacy efforts of the Initiative and expressed their commitment to education. Using the

Figure 6: Meetings conducted by CSOs and other Structures in PY4

Figure 7: Data on views and listening per radio program episode


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theme 'Gishirin Rayuwa' meaning ‘education makes life sweet,' they called on parents to support EGR. The Initiative recorded the tradition leaders reading with children in their palaces, representing an open declaration in support of EGR. In PY5, the Initiative will continue to partner with the traditional institutions to improve EGR in schools and learning centers. Piloting technology to mobilize communities The Initiative in year 4, achieved a major milestone in integrating ICT in mobilizing and sensitizing community members in Bauchi and Sokoto states, by providing 227 mobile tablets, 50 Pico video projectors, Bluetooth portable speakers and other accessories to pilot the MUYI MAGANA (Let's talk) application. MUYI MAGANA is a mobile-based application module containing, various tools serving as a digital job aid, digital resource center and data collection and tracking tool for community organizations and their community-based workers. The tools are used to enhance community outreaches, WG house-to-house visits, clustered radio listening groups of the Gishirin Rayuwa radio drama series, and clustered video viewing group of the community videos. The MUYI MAGANA application has the following tools:

1. MU TATTAUNA (Lets Discuss): To facilitate community discussions and track outcomes of discussions and feedback from community members.

2. MU SAURARA (Lets Listen): To facilitate and disseminate the Initiative Gishirin Rayuwa Radio drama series via connection to a portable bluetooth speaker for large audience listening group.

3. MUYI KALO (Lets Watch): To facilitate and disseminate the community mobilization videos to viewing groups at RAN established community reading centers and community household clustered outreach events via wireless connection to portable Pico Projector and Portable Speakers.

Figure 4: The user menu of the MUYI MAGANA mobile application


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4. ZIYARA TABBATAR (House Visit Tracker): To track the outcomes and household feedback of Women group members house-to-house visits.

5. RAHOTON TARO (Meeting Report): used by CSO LGA Program officers to track and report discussions and outcomes of community structures monthly meetings.

6. CONTACT FORM: used by CSOs to collect consents and contact information of community members during outreach activities. This consenting contacts are then enrolled in the Initiatives Information Communication SMS, IVR, Social media Channels.

The innovative use of ICT for community mobilization provides evidence of completion of milestone activities by grantees according to expected deliverables as stipulated in the grants contract. Evidence and data collected also contributes to the custom indicators for outreach activities. Initial pilot testing data from Muyi Magana from July – September 2019 shows positive insights on uptake and usage. The project will officially launch the Muyi Magana with a three days training of all CSO staff in PY5Q1. Innovative technology promotes evidence-based and interactive outreaches The Initiative continues to apply the use of innovative technology to broaden community outreach using mobile technology, SMSs and Interactive Voice Responses (IVRs) to reach targeted audiences with social behavioral change messages. This year, the Initiative disseminated a total of 15,358 IVR Messages within two months totaling 28,358 IVR minutes to 3,836 contacts with each respondent receiving an average of 2-3 messages per month and listening for 1-3 mins in each call. Each IVR flow in a month experienced an average of 60–70 percent audience listening completion rate, with 20 percent rate interrupted/unanswered/busy calls and about 10 percent dropped calls. We have experienced this year, an average of 4 percent in audience opting out/unsubscribing to receive the IVR messages, while audience that pledged to continue and also give referrals increased to a rate of 40 percent on the average. In PY4Q2, the campaign was expanded to include other topics such as safety and conflict sensitivity, time-on-task and gender inclusivity. More emphasis was placed on pupils and teachers’ attendance, teacher recruitment, parental support and fidelity of implementation. Target audiences was expanded to include respondents from the household surveys conducted during the community mapping exercise. CSO and State-level Coordinators Support CSO Support The project developed a training manual for CSOs in preparation for cohort 4 milestone implementation. The manual provides step-by-step instructions for trainers of trainees and represents an integral part of program design for CSO's formal training. The manual also serves as

Figure 5: Screen view of MUYI KALO Job Aid video for advocating equal opportunities for Girls and Boys to read at home


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a reference document for replicating training for replaced or new CSO staff. The process for developing the manual include a workshop to reveiw thematic areas and agree the format for the manual, using available training documents and additional research. By the end of the workshop, participants identified, sorted and developed thematic areas to address capacity gaps from the CSO assessments. The workshop also started the process of compiling suggestions and inputs from all units on CSO’s daily implementation to produce a reference guide for CSOs. The orientation for CSOs EDs, LGA program staff and M&E officers for implementation of cohort 4 non-formal learning activities was held in Sokoto and Bauchi states to provide an update on additional activities for the milestone contracts. Other issues discussed were the use of tablets in conducting videos and radio drama outreach activities including monitoring of non-formal activities and capturing data and monthly meetings of community structures.7 The orientation focused on the modalities required for CSOs LGA program officers and M&E officers to commit to the new scope of work to deliver milestones timely and effectively. Access and Reading Coordinators trained on program management Fifty-six LGA Access and Reading Coordinators (male - 45, female - 11) improved their coordination skills during a three-day workshop on program management. The training was facilitated by the technical leads, focused on mandates of CSOs and community structures, effective coordination, management and support of CSOs and community structures for effective sustainability, accountability, partnership and proper networking with government, parents, traditional and religious leaders. The three-day training improved the capacity of the LGA coordinators on:

• how to support partners at the community level; • strategies for gathering, documenting and reporting best practices from community

outreaches and engagements; and • how to collaborate with each other and with their respective partners at State, LGEA and

community levels, using an established communication plan. Community Outreach Activities Between July and September 2019, the Initiative supported CSOs to form WGs and Center-Based Management Committees. The groups and committees received orientation on their roles and responsibilities and conducted 1501 house-to-house visits (Bauchi in 1026 and 475 in Sokoto) and monitored formal and non-formal schools. They also mobilized children to formal and non-formal schools as well as to the existing CRCs. The WGs focused their activities on two themes - enrollment and retention. The enrollment message is for new pupils and learners and returning messages to continuing pupils. These messages were developed in the second year of the project and have been used over time by the CSOs and community structures for awareness creation, mobilization, and advocacy. The committees also provided information to WGs to follow-up on absent learners. CCs were asked to continue with advocacy visits and resource mobilization. They were also updated on their additional roles such as coordinating the other community structures, conducting advocacy visits to traditional leaders to support education in their communities and mobilizing children to CRCs. The CSOs conducted a series of palace-based influencing meetings and community dialogues with youth to increase community support for the project and to gather data and information on the

7 These are community coalitions, community-based management committees and women groups


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activities of the community structures. Figure 6 provides details on the number of meetings conducted by CSOs and other structures. Other activities organized by the CSOs include the Gishiri Rayuwa listening program in the communities and Muyi Kalo outreach video viewing. Figure 7 provides data on the number of views and listening per episode.

Intermediate Result 2. Government systems strengthened to improve reading outcomes for primary grade learners in target locations Both Bauchi and Sokoto expanded EGR implementation to include non-Initiative supported LGEAs.8 System strengthening activities, including the use of the Initiative’s Budget Planning Tool, EMIS training, and support to improve the quality and timely collection of Annual School Census data reinforced the two states’ developing system capacities toward sustainable implementation of EGR best practices (e.g., TLM provision). An additional four states of northern Nigeria9 adopted Mu Karanta! and/or Let’s Read! materials under the BESDA initiative with technical support (i.e., to assist with implementation planning) from NEI Plus. The NCCE formally integrated the Initiative’s best-practice approach into the NCE minimum standards, officially sanctioning the introduction of the Initiative’s successful pre-service EGR course for all Colleges of Education (COEs) nationwide.10 As part of our ongoing effort to strengthen Bauchi and Sokoto state capacities to sustain EGR inputs and outcomes beyond the program, NEI Plus introduced ICT-based EGR classroom observation and instructional support tools in Q3. This innovation has motivated tablet-equipped SSOs, the Initiative’s EGR ‘coaches’ to increase the level and quality of school visits while providing much-needed data to improve teaching and learning.11 Two teacher training workshops were also held, in Q2 and Q4, respectively, further reinforcing teachers’ EGR instructional skills. The Initiative’s state and Abuja teams supported the SUBEBs in Bauchi and Sokoto states to improve the quality and timely collection of data and on-time delivery of Teaching and Learning Materials (TLM) during PY4. The Initiative realized these improvements through reinforced planning, active engagement of state- and LGEA-level education officials (e.g., SSOs), and by strengthening its own internal monitoring strategies. Finally, the Initiative’s Local Evaluation and Monitoring Approach (LEMA) provided both Bauchi and Sokoto with critically-needed, accessible tools to further support evidence-based decision making and sustainability of the NEI Plus model beyond LOA. The Initiative realized these key achievements despite significant challenges, including issues stemming from national and state elections in January and February 201912 and the two states’ inabilities to follow-through on commitments to provide TLM to schools in NEI Plus-supported

8 Sokoto state government supported expansion of the NEI Plus approach and materials to an additional 13 states. Both Bauchi and Sokoto expanded the approach to an additional total of 17 LGEAs via BESDA. 9 Ebonyi state (in south-central Nigeria) adopted an adapted version of Let’s Read! materials under the BESDA initiative. 10 In collaboration with the DfID-funded TDP and RANA activities (also supported by UNICEF). 11 To be expanded from 100 to a total of 450 tablet-equipped SSOs in PY5, subject to USAID approval. See Planned Activities, below, for further details. 12 Personnel transfers in the education sector, especially in Sokoto, have affected the Initiative’s ability to sustain progress in the implementation of EGR inputs. See Implementation Challenges, below.


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LGEAs. These and other challenges have hampered the Initiative’s progress in an already challenging context. The present section explains these and other activities completed under IR2 during the reporting period. A critical difference between PY1-3 achievements and the current reporting period was the much-improved level of state and LGEA engagement, follow-through (e.g., improved capacity and motivation to apply BPT and other innovations) and policy-level initiative at both state and federal levels (e.g., integration of EGR into the NCE minimum standards). These changes are significant evidence of the potential for continued improvement and sustainability of EGR outcomes beyond NEI Plus, as the program moves into its fifth and final year of implementation. Sub IR 2.1 State and LGEA policies, timetables, and standards for reading instruction and performance improved and implemented Develop state-level policy reform briefs and plan for distribution Building on the policy mapping and gap analysis of policies on teaching reading in Hausa and English in the early grades in PY1 and PY2, and the policy dialogues in PY2 and PY3, the Initiative in PY4 finalized two reading policy briefs,13 and worked with key government stakeholders to modify the school timetable to include substantial time for reading.14 The EGR states’ policy/guidelines will be finalized, validated and disseminated at the state and local levels in Q1 of PY5.15

Activities were organized in the two states to identify themes, topics, and content of media messages to promote support among education stakeholders for EGR. Message content included the importance of reading instruction in the mother tongue, access to materials (i.e., texts), the need for teachers to be present in class (i.e., time) and other themes and topics related to the 5Ts.16 Some 200 stakeholders (i.e., 10 from each LGA) participated in testing of new IVR contents, including representatives of Women Groups (WGs), Community Coalitions (CCs), religious leaders, and the states’ SUBEBs.17 National Reading Framework Development The Initiative supported the NERDC to organize and facilitate meetings to implement activities toward developing NRF. Activities held during the reporting period include review and revision of a draft concept paper, which was first produced in May 2018. The finalization of this document paved the way for the establishment of a TWG for implementation and oversight of the NRF development activities. These series of activities culminated in the initial meeting of the TWG to identify core elements, activities, and resources to support the development of the proposed NRF at the end of October 2018. The joint NERDC-NEI Plus secretariat established to guide the coordination of NRF activities met to develop an action plan, which has since been submitted to the NERDC ES for review and approval. Planning of a national reading assessment to support the NRF proceeded in Q2, as the Initiative team supported the NERDC to develop a draft sampling framework. Other planned activities, including review and revision of EGR performance benchmarks by the Reading TWG, were postponed due to the national and state elections in Nigeria.

13 For Texts and Tests. Briefs for Tongue, Teaching and Time were completed in PY3. 14 Both states issued written directives to schools in Initiative-supported LGEAs to provide up to twice the originally-allotted time of five hours per week to reading instruction. 15 A policy matrix was drafted in PY3, based on input from each SUBEB. Subject to SUBEB acceptance and USAID approval of PY5 work plan. 16 Including 24-episode radio drama (e.g., on need to reduce teacher absenteeism) and social media messages. 17 See Q1 Y4 report for details.


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The NRF is a major initiative led by NERDC and supported by the Initiative. NRF activities completed during the reporting period include meetings held to 1) review and revise the action plan and timeline and 2) support identification and recruitment of local resource persons to facilitate the completion of key tasks. The specific tasks include the development of EGR performance standards and benchmarks, which is critical to establishing a comprehensive accountability framework for the NRF. These meetings followed significant delays due to key stakeholders scheduling conflicts. Work on the NRF was also delayed due to issues in the identification and engagement of local resource persons some of whom have been unavailable since NRF activities first began in October and November 2018. However, NEI Plus got agreement on a newly-adopted internationally-sanctioned ‘best practice’ approach to establishing EGR standards and benchmarks for Nigeria, beginning with English, by the end of PY4. Standards/benchmarks will focus on Oral Reading Fluency (ORF) and listening comprehension for P1, P2, and P3. These efforts should allow the joint NERDC/the Initiative NRF secretariat to move forward on completing the assessment tasks, as outlined in the action plan. The second phase of activity can then proceed with standards/benchmarks development in nine ‘network Nigerian (i.e., local or indigenous) languages’ (e.g., Hausa), starting in October 2019. However, work on the NRF action plan activities requires that the joint NERDC and the Initiative secretariats work collaboratively to outline the roles and responsibilities of both parties. The project received input from the NERDC at the end of June 2019 to finalize this document, which was first shared with the NERDC for their review in December 2018. Disseminate evidence from mini-EGRA, classroom observations, regular monitoring, and research studies The focus for this year’s EGR training was to support teachers in using Term 1 TLM content, in both Hausa and English reading programs. The primary aim was to improve upon the positive though the overall low performance of pupils, as measured during the midline EGRA study. New teaching techniques introduced include re-teaching (i.e., remediation), organizing learners in pairs and small groups during instruction, using gestures and other aids to better support learning, and supporting learners to practice reading and writing. Four days of training were provided to teachers, as part of the Initiative’s reinforced Continuous Professional Development (CPD) model. The training provided supplemental guidance documents to support TLCs, weekly review lessons (i.e., Lesson 5) and using SRMs distributed by the Initiative. New coaching techniques, emphasizing the importance of observing and addressing issues of learning and learners’ participation and engagement, were also introduced to strengthen support for teachers. The series of training activities featured a ‘live’ practicum for MTs and ToTs, allowing them to practice applying the new teaching techniques in front of actual learners (e.g. P2) in local schools. Key challenges such as eyes on print, decoding of words and syllables, and skipping some lesson tasks as observed during the previous coaching activities in schools were discussed and addressed. Low performance in terms of skills proficiencies as revealed in the EGRA midline results was also discussed and addressed during the training. Disseminate the EGR performance standards, benchmarks, and targets for pupils and teachers Through workshops and stakeholder meetings, the EGR performance standards, benchmarks, and targets for pupils and teachers were developed in PY3. In early 2019, the set standards and benchmarks were validated in a workshop. The validated standards and benchmarks were disseminated through a Bauchi and Sokoto joint Reading Technical Working Group (RTWG)


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meeting conducted in PY4. Members of the Reading Technical Working Group (RTWG) from the federal and state participated in this validation workshop. Participants included representatives of the FME, NERDC, NCCE, SUBEBs of both states, and BASAME/SAME. A workshop to review and revise the standards and benchmarks (see Activity 2.1.3.2, below) was not held in PY4 due to budgetary constraints, and other factors.18 As per the above, a workshop to complete this process has been included in the PY5 workplan.19 The student standards and benchmarks were integrated into a three-level training workshop20 conducted in December 2018/January 2019. The standards and benchmarks (developed via Activity 2.1.3.1, above) were presented to SSOs, Head Teachers, and teachers during teacher training activities held in December 2018 and January 2019. The dissemination activity provided over 8,500 teachers with an understanding of the benchmarks and targets to be achieved to improve reading outcomes in P1-P3. The two activities marked an important milestone in the Initiative’s efforts to effect changes in both policy and practice to support sustained improvement in EGR outcomes in the two states. An important goal of these activities is to strengthen system accountability for learning within state structures of education.21 The standards and benchmarks apply equally to formal and non-formal EGR teaching and learning, to provide an evidence-based approach to improving the quality of reading instruction. Strengthen appropriation and disbursement processes within states and LGEA increases budgetary allocation The Initiative implemented activities to strengthen the appropriation and funds disbursement processes at both state and LGEA levels. Sokoto state released N179 million ($495,845) to produce third term TLMs, teacher training and SSO activities (school monitoring and supervision). The Executive Governor of the state Aminu Waziri Tambuwal flagged off the distribution of the reading materials on Friday, December 7, 2018, at the Sokoto SUBEB. The Governor also released N15 million ($41,551) for Sokoto SAME to print cohort 3 TLMs. Sokoto SUBEB and Nigeria Partnership for Education Project (NIPEP) have also expressed readiness to use the recently trained 30 MTs drawn from SUBEB, Sokoto State College of Education (CoE) and Sokoto State University to deliver EGR content in the target schools in the 13 non-focus LGEAs. Similarly, Bauchi SUBEB printed 30,000 copies of the Let’s Read! /Mu Karanta! materials for the third term. Bauchi State Agency for Mass Education also printed 10,000 copies of the NFLC materials as part of the 30 percent state contribution for 2018 (estimated at N5M – $13,850). The Bauchi SUBEB also budgeted N550M in 2019 budget projections to secure funding to support TLM printing, SSO visits, EMIS/data management and implementation of Teacher Management Information System (TMIS). Resource mobilization roundtable meetings The Initiative supported Bauchi and Sokoto states in the conduct of a joint roundtable meeting on budget performance and execution from the 14th to 15th of November 2018 at Tahir Guest Palace, Kano. In attendance at the meeting were 13 (12M, 1F) participants from Bauchi and 12 (11M, 1F) participants from Sokoto including the Commissioners of Education from both states, Directors

18 National and state-level elections held in January and February 2019. 19 Subject to USAID approval and stakeholder participation. 20 Integrated into teacher training activities. See Activity 2.3.2, below. 21 A workshop to support the RTWG to review and revise the established targets, based on EGRA mid-line and other data, is planned for Q2 of PY5. The activity will include a ‘self-assessment’ by the participants of the progress the states have made to date toward improving EGR outcomes against the benchmarks adopted.


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from Education MDAs, Accountant General of the states, members of House of Assembly, Education Committee, Directors from the State Agency for Mass Education, representatives from the Ministry of Budget and Economic Planning, Ministry of Finance, Office of the Accountant General, Ministry of Local Government and Chieftaincy Affairs, State Universal Basic Education Board, LGEAs, and one representative each from UBEC, NERDC, and SEA teams. The meeting sensitized the government on MoU agreement and effective budgetary performance for TLMs production and distributions, teacher training cost; and opportunities for leveraging on alternative sources of funds. The two-day meeting resulted in these immediate results:

• The Bauchi state released the 70 percent cost share (NGN492M – $1,362,880) of the total project cost for TLMs and training planned for PY4 in the MoU. Sokoto state government released N427,493,144.86 ($1,184,191) for TLMs production/distribution, teacher training, and school supervision.

• The state developed implementation plans to replicate and scale-up NEI Plus intervention through sustained financial commitment for the provision of TLMs, teachers/facilitators training, school monitoring, and supervision.

• The states reinstated commitment to the fidelity of implementation to improve reading outcomes.

• Implementation of the policy document that would institutionalize and guide quarterly joint meetings between SMoE/SMoBSE, SUBEB and SAME, LGCs, LGEAs and Area Coordinators at the state and LG levels respectively and incorporate SAME into the SUBEB action plan.

• Consensus on continued conduct of high-level advocacy to policymakers and enlistment of Non-Governmental Organizations, philanthropists, private individuals, and organizations participation to support and promote education; and

• Consensus on the need to strengthen community structures and collaborate with the media to promote educational activities and achievements.

During the roundtable meeting, stakeholders identified challenges impeding the quality of basic education in the states including:

• delay in budgetary release, insufficient funds for monitoring of EGR school activities, retirement and redeployment of teachers, poor record-keeping in the LGEAs and schools, late supply of TLMs and low capacity of teachers and SSOs.

• Weak inter-agency collaboration and coordination within the SMoE and cognate MDAs. The Initiative also facilitated mitigation strategies to the identified challenges including budget expenditures analysis and production of factsheet for dissemination, leveraging alternative sources of funds to address EGR-related issues, quarterly high-level policy strategy meetings and quarterly professional learning circles for teachers. Support for quarterly forums of LGEAs/LGCs to promote local ownership and community involvement in EGR-related activities including the establishment of community reading centers in both states RAN and NEI Plus established 73 functional Reading Centers, 203 functional Reading Forums (RFs) and organized 16 reading competitions in Sokoto State. In Bauchi State, 400 RFs and 100 CRCs were established and reactivated respectively in 10 LGAs. 40 RFs and 10 CRCs in each LGA. In Bauchi State, 190 RFs and 59 CRCs are functional out of 500 centers established. The functional reading centers are those with physical structures and materials, and utilized by members of the community, which include both adults and children. Toro and Ningi LGAs are


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examples of communities that provided physical structure and reading materials to the centers. Centers providing physical structures in Toro LGA include Kofar Fadan Toro CRC, Tilden Fulani CRC, Ringin Gaini CRC, Gumau CRC, Rimin Zayam and Rishi CRCs. In Ningi LGA, centers providing physical structures and reading materials include Gada Jangu ward CRC, Tashar Mate CRC, Guda CRC, Nasaru CRC, Balma CRC, and Burra CRC. Volunteers support and guide learners in the centers in Bauchi state. The volunteers are educated members of the community who teach learners, both children, and adults how to read. They ask learners to read after them and help them improve their handwriting skills. Develop and implement institutional scorecards for reading instruction and performance The Initiative supported regular meetings of the SUBEB and other government stakeholders to address the need for School Performance Scorecards (SPS). These sessions included the need to integrate EGR standards and benchmarks into the SPS, as part of the effort to improve accountability for education outcomes down to the school level. The SPS themselves, however, have not been implemented as planned. Instead, the Initiative disseminated the standards and benchmarks via federal and state education stakeholders, who ensured schools adhere to the required criteria for the successful implementation of EGR inputs. Other activities, including implementation of LEMA and sharing of EGRA and LEMA results with each SUBEB, have achieved greater levels of accountability for EGR outcomes, which was the overall goal of the scorecards. See Planned Activities, below, for details of system strengthening activities to support this goal. Sub IR 2.2 State/LGEA systems for development, approval, and distribution of decodable readers, teacher guides, and supplemental materials for EGR instruction improved and implemented Several significant achievements were realized during PY4 under the Initiative, as part of Sub IR 2.2. These included the printing and distribution of TLMs in P1-P3 for both Hausa and English, and supplementary reading materials (SRM) and training of teachers on their use. These supplementary materials have provided schools and communities with additional texts to support learning, for pupils in formal schools and learners in the NFLCs. The Initiative also supported the consolidation of Mu Karanta! and Let’s Read! materials into a single Pupil’s Book and Teacher’s Guide for Hausa and English, respectively. The program enlisted members of the RTWG at the federal and state level to review the TLM and provide input for the consolidation. Further, the consolidation has allowed BESDA states to easily print and distribute quality TLM to pupils and teachers by reducing the number of titles being provided.22 Efforts to improve the quality of ASC data collected (Activity 2.2.3.1, below) already helped the state SUBEBs to increase the reliability of pupil data and fill gaps in the quantities of TLM provided to learners—which has been an important objective of the survey. The goals have been at least partially achieved regarding TLM, specifically, as evidenced by the states’ response to the TLM consolidation effort and the recent expansion of Mu Karanta! / Let’s Read! programs to non-Initiative supported states. The Initiative printed and distributed scope and sequence documents in Hausa and English, and templates for record books of teacher learning circles (TLCs) and sessions. These activities helped pave the way to expand the NEI Plus EGR model to non-supported LGEAs.

22 Replacing individual, term-by-term titles following the distribution of Term 1 materials in September 2019.


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Update, validate, and print TLM in Primary 1-3 in Hausa; Primary 2 and 3 in English and Scopes and Sequence, and Linguistic Maps for classroom use and teachers’ materials Consolidation of Primary 1-3 textbooks upon request of BESDA states The Initiative consolidated the Mu Karanta! Materials for the World Bank-supported BESDA project. The consolidation exercise merged the three terms of the P1-P3 Mu Karanta materials into single books each. Besides merging the books, the materials were enhanced to support better reading outcomes by adding these features into the materials; one, checking for understanding was incorporated in every section. Two, syllable and word decoding activities were merged to reduce the echo reading observed during mentoring and coaching activities and support more decoding. Additional enhancements included the introduction of punctuation marks in the P3 Mu Karanta materials and a more elaborate writing section across all the materials. Develop, produce and distribute P1 English reading materials One of the most significant achievements of PY4 in reading was the development of draft materials for introducing oral English language skills development in P1. With this addition to the Let’s Read! TLMs, the program has provided much-needed support to the NERDC and state-level SUBEBs toward the goal of ensuring children have the skills to transition to English as the language of instruction by P4. Work on the scope-and-sequence was completed in Q4. Drafts of more than half of the 18 Big Books to be provided with the program, and templates for a complete Teacher’s Guide, were completed. Field testing of the materials was postponed until October 2019, when schools were assured to be open and fully-functioning in Bauchi and Sokoto states. Further, since the materials were being prepared for eventual implementation nationwide, the NERDC must participate in all stages of planning, development, review, and testing of the P1 English program materials. Both the NERDC and state-level stakeholders (e.g., SUBEBs) provided input at all stages, asking that field testing be scheduled in October to avoid conflicts with other NERDC activities. The Initiative has included a final review of the field test results, revised materials, and validation in the proposed work plan for Q1 of PY5 with the full participation of the NERDC and the two SUBEBs. Textbook printing and distribution The Initiative provided Textbooks- Mu Karanta! and Let’s Read! for Terms 1 and 2 to improve EGR outcomes. Term 1 TLMs were distributed to all LGAs and schools in both states,2 while Term 2 materials were distributed and warehoused at the state level, with support from the SUBEB in each state.3 All LGA stakeholders, HTs, TWG members, and community groups supported the distribution down to the school level. The table below provides a breakdown of the quantities of materials printed and distributed, by grade level and type (i.e., Pupil’s Book and Teacher’s Guide, for Hausa and English) 2018/2019:

Grade Pupil’s Book Teacher’s Guide Hausa English Hausa English

P1 272,752 0 6,735 0 P2 452,705 452,213 6,530 6,382 P3 403,060 406,435 6,371 6,323

1,298,119 copies of Term 1 Teacher’s Guides and Pupil’s Books for P1, 2 and 3 were distributed, in Hausa and in English, in Bauchi. An additional 444,307 TLMs copies were distributed to LGAs


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and schools in Sokoto, totaling 1,742,426 copies provided. Reading, ICT and Monitoring Evaluation Assessment and Research (MEAR) staff conducted data quality checks and close monitoring of TLM distribution during the first phase of this effort in early March. This process allowed the Initiative to quickly address gaps and correct any issues before Term 2 TLM distribution. Printing and distribution of TLC and CLC record book for a pilot in the selected schools. The Teacher Learning Circle (TLC) and Cluster Learning Circle (CLC) are platforms where teachers interact with each other for continuous development on EGR at school and cluster levels respectively. A TLC Guide was developed in December 2019 to provide a step-by-step structure for teachers/Head Teachers to follow in conducting TLCs/CLCs. This became necessary as some observed that teachers were not holding the TLC meetings as regularly as they should, mainly because they did not have a structure to follow. Teachers, Head Teachers, and SSOs were trained on the TLC Guide during the December 2018/January 2019 Teacher Professional Development (TPD) trainings. The TLC Guide was printed and distributed to LGEAs during the September/October 2019 TPD. These will be distributed to schools in PY5. The Shehu Shagari College of Education was also provided with 30 copies of the TLC guide for the EGR Resource room. Additional copies were provided to 10 LGEAs, SUBEB, Ministry of Basic and Secondary Education (MoBSE), and other relevant MDAs. Print and provide guidelines of use of SRM in Primary 1-3 in Hausa; Primary 2 and 3 in English In 2019, The Initiative, in collaboration with the American University of Nigeria (AUN) developed 200 Hausa Supplementary Reading Materials (SRMs) consisting of both 50 decodable and 150 leveled readers for different levels. English supplementary materials were identified from materials developed by the Education Development Center (EDC) in Malawi and the Republic of Congo. The Initiative’s Reading Team selected 48 (32 Hausa and 16 English) titles for utilization in both formal schools and the CRCs. In 2019, 238,784 supplementary reading materials were distributed to the 883 formal schools and 60,950 were distributed to the 100 CRCs. States received 36 Hausa and 12 English language reading titles, including decodable texts (for P1 and 2) and leveled readers (P1, 2 and 3). Finalize SRMs use and management framework and conduct orientation for SUBEBs and SAMEs The Supplementary Reading Materials (SRMs) use and management framework was finalized in December 2018. The framework was incorporated into the December 2018 Teacher Professional Development (TPD) Training. Through this, all SUBEB Quality Assurance Staff, most of which are the EGR Master Trainers (MTs) were oriented on how to use and manage the SRMs both at formal school and community reading centers levels during teacher training activities held in December 2018 and January 2019. Support SUBEBs and LGEAs to train teachers, center facilitators on the use and management of SRMs in schools, NFLCs and community reading centers As in 2.2.4.2 above, the Supplementary Reading Materials (SRMs) use and management framework was incorporated into the January 2019 Teacher Professional Development (TPD) Trainings. Besides that, the teachers were trained on how to utilize the materials at the classroom level, using a model for day 5 lesson (review and catch-up day). The teachers were further trained in September/October 2019 on the benefits of SRMs in teaching and learning, the roles of teachers in SRM use, and steps for SRM use at the classroom level. Support to SUBEB in Sokoto and Bauchi and NIPEP to scale-up


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The SUBEB Sokoto was supported to develop a 5-day training for scale-up of EGR training into additional 13 LGEAs. The training manual developed was used for the training of SSOs in the remaining 13 LGEAs not intervened by the Initiative. These SSOs served as Trainers of Teachers (TOTs) and stepped-down the training to 1,350 Head Teachers and Teachers in the 13 LGEAs. In Bauchi State, the Initiative provided technical expertise for the proposed TPD of SUBEB. This was initiated upon receipt of a letter from the board to participate in the opening ceremony of the TPD activity on February 13, 2019. The invitation prompted the Initiative to meet with SUBEB and agree on modalities for scaling up the EGR model in other LGAs. The SUBEB, therefore, agreed:

- To scale up the training in 250 schools covering 1,500 teachers across the nine remaining LGAs. N39,000,000 was earmarked for this training

- Include the funding of SSO support in the 2017 UBEC TPD funds by September 2019 - Scale-up other assessments – EGRA and Local Education Monitoring Approach (LEMA) - Provide additional support for SBMC development - Fund state and LGA monitoring and reporting mechanisms

NIPEP was provided with electronic copies of the print-ready EGR materials to facilitate production and distribution.3 The implementation of the EGR scale-up is expected to begin with the 2019/2020 school year. The Initiative’s MTs and select SSOs are slated to support the planned NIPEP- funded teacher training activities in the target LGEAs, starting in August. ASC engagement and school-level data verification in collaboration with UNICEF and other partners Pre-ASC engagement / planning meeting for 2018/19 Annual School Census data collection To strengthen EMIS systems and promote collaborations among development partners, the Initiative technical team participated in a 5-day planning and engagement meeting organized by the FME in partnership with UNICEF & NEI Plus to discuss challenges, best practices, data utilization and way forwards to be adopted in the conduct of 2018-19 ASC exercise. In attendance at the meeting were the Directors planning, Heads of EMIS and the statisticians of the Ministry of Education and SUBEB of 16 states in the federation. Also, NEMIS staff of FME & UBEC, NEI Plus and UNICEF were represented in the meeting. The process of the complete ASC cycle (planning meeting, forms printing, training of headteachers, data clerks, data collection, data entry, data validation, cleaning, report writing, dissemination) is decentralized at the states with supports from donor agencies and the Federal Ministry of Education. The ratio of cost-share has been 75 and 25 percent respectively between the donor agency and the sates. The major highlight of the 2018-19 ASC exercise is skills transfers to the headteachers in managing the ASC exercise and as enumerators. The shift in paradigm for the conduct of the exercise during the 2017-18 academic session, using the trained school headteachers and SSOs as ASC data enumerators has improved the output of the ASC process. The shift resulted in: • The 2018-19 ASC activity recorded above 95 percent response from schools to the LGEAs; • The frequency of data falsification was reduced compared to previous experiences; • Improved capacity of the headteachers and SSOs in data capturing; • The project's financial support to the conduct of the ASC was reduced by 20 percent and a high

rate of value for money was recorded.


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• The precision rate recorded in the two states was about 98 percent compared to 95 percent in the previous year.

The Initiative, in collaboration with the United Nations Children’s Fund (UNICEF), supported a 2-day training workshop for 20 data managers on the UNESCO Institute of Statistics data management software in Sokoto and Bauchi states, with the active participation of SUBEBs, SMoEs, LGEAs and BASAME/SAME officials. State-level data entry exercises were organized by UNICEF, in collaboration with the governments and the Initiative. Bauchi entered data for 8,656 schools in 10 days, and Sokoto entered data for 877 schools. Both states held validation exercises supported by the Initiative, with good parity. For example, Sokoto achieved a 94% coverage rate in a random sample of 200 schools (23%), despite challenges in the quality of teacher-related data entered. Still, 70% of ASC forms submitted at the LGA level were completed with high consistency (i.e., reflecting quality data). These activities improved the states’ capacity to provide reliable data through an improved process for the 2018/2019 ASC data, expected to be published in the two states later in 2019. Conduct Field data validation for the 2018/2019 ASC The Initiative, in collaboration with states education MDAs, EMIS and QA units, and the support of the Federal Ministry of Education (FME) conducted 2018/2019 ASC data validation exercise in Sokoto and Bauchi states. A sample of 200 out of 877 schools (23 percent) was selected in Sokoto and 258 out of 1770 schools (14.6 percent) were selected in Bauchi using a probabilistic sampling technique for the validation. A coverage rate of 94 percent (187 of 200 schools) and 77.7 percent (198 of 258 schools) was achieved for Sokoto and Bauchi states respectively. The variation in precision between the ASC and validation data showed a variation of 1.0 percent in pupils’ enrollment; 0.4 percent in physical classroom count in Sokoto state; while in Bauchi state, -0.7 percent in pupils’ enrollment and -8.5 percent in physical classroom count. The above percentages showed an improvement in data collection procedures and systems in the states, with Sokoto having a better performance than Bauchi in data management. The capacity enhancement recorded in the states are because of trainings, coaching and mentoring programs as designed in the Capacity Development Plan (CDP) for the states with technical inputs from the Initiative. The teacher’s attendance rate on the day of the validation was tracked but with a low attendance rate for the two states, 16 percent and 60.9 percent for Sokoto and Bauchi states respectively. The data validation conducted has given confidence in the education data available in the states and hence, high reliability. The education data available in both states are good for the planning process and can be used for standard state-wide comparison. Generation of school-level data for dissemination to states to improve planning As part of the effort in supporting planning and management of intervention, the system strengthening unit undertook ASC data-set scrutiny for the 2017/2018 academic sessions and generated the schools’ level data for all schools in Bauchi and Sokoto states. The school-level data revealed the status (in terms of capacity) of each school on indices of pupils’ enrollment, staff strength, useable classrooms, pupils’ textbooks, water and sanitation/health facilities among other educational inputs that determine the capacity of schools and the efficiency of the states’ educational system. In Sokoto State, the pupils’ enrollment was 731,583 to 14,151 teachers (11,480m and 2671f) with the Pupil-teacher ratio of 52:1 (all teachers) and 103:1 (qualified teachers). There are 8,700 useable classrooms across the public primary schools in the state, with 2392(27%) in need of major repair; 5350 (61%) with insufficient seats. Generally, the schools in Sokoto state are averagely capacitated and require attention to make them more learners’ friendly to enhance learning achievement. In Bauchi State, the pupils’ enrollment was 920,356 to 15,599 teachers (10,576m and 5,023f) with the pupil-teacher’s ratio of 59:1 (all teachers) and 69:1 (qualified teachers). There are 10,431 useable classrooms across the public primary schools in the


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state, with 3,457(33%) in need of major repair and 7,767(34%) with insufficient seats. The scrutiny of the data sets was the basis for developing key performance indicators in the domains of intervention used in community/political advocacy for improved learning outcomes. The data generated from the ASC data sets, disaggregated by gender, class, school, and LGA, was used to plan the procurement and distribution of TLMs for the states. ICA action matrix The findings of the ICA revealed the need to enhance the capacities of government officials through training, mentoring, coaching and sharing of best practices. An off-shoot of the ICA was the development of a no-cost-action plan matrix to address identified challenges with the government organizations in managing EGR and improving reading outcomes. The below matrix is the no-cost-action plan matrix implementation tracking. Table 2: Bauchi & Sokoto Institution Capacity Assessment (ICA) - No cost Action Plan Matrix

Domains ISSUES ACTIONS Status Policy Availability of state-

based reading policy to enhance reading in schools

Dissemination of reading policy briefs Documentation of policy statement to aid reading implementation in the states Support the completion of National Reading Framework Domestication of NRF to states specific

The EGR state policy guidelines is being developed to be validated and disseminated at the state and local levels. (45% implemented)

Teacher management

Using master trainer and facilitators should be shared with other donor agency and stakeholders as best practice

Attend National and International conferences to share the best practices of skills transfers using master training and facilitators Document replication efforts as a separate success story (e.g UNICEF is already using the same model and officials) Dissemination through publication in National and International Journals

National and International conferences are attended by the state partners and project staff and best practices are shared.

Quality Assurance

Unavailability of continuous assessment guidelines in the state and LGEAs.

The project might not able to cover requirements in implementing a full-scale CA process. The project will emphasize formative assessment activities within the coaching and monitoring process by teachers and SSOs. Which would be documented as evidence.

The coaching and mentoring activities of the SSOs to the schools are supporting the formative and summative assessment activities in schools

Teacher Management

States and LGEA offices cannot produce copies of documented

Finalize the development of a competency-based selection guideline for MTs and

The competence-based selection criteria are


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guidelines for the recruitment of master trainers and facilitators

teachers. Mentor the LGEA staff and SUBEB on the procedure for the recruitment of master trainers and facilitators.

developed for the selection of the MTs and MFs. The TRD document id revived and shared with education managers in the state.

Strategic planning

Low capacity of the LGEA management staff to develop MTSS and Operation plan for the LGEAs Non-availability of MTSS and Operation plan at the LGEAs

Training on Budget Planning Tool (BPT) to the LGA planning staff for developing MTSS, Operation plan, and DWP.

The training on BPT utilization is done to the state and LGA staff and budget development process are made ease with high efficiency.

Poor Reporting and Documentation process at the LGEA – Template Design

Support report writing and documentation at the LGEAs Termly LGEAs reporting and dissemination for the LGCs – LGEA - ESD

Training on report writing are completed and the mentoring process is continuous at the state and LGEA level.

Teacher management

TRD Support the review and utilization of the Teacher Recruitment and Deployment (TRD) guidelines

The Teacher Recruitment and Deployment (TRD) guidelines (TRD) is shared with the education managers and implementation in progress

Data management

EGR /LEMA data not included in the state database

Support the development of the implementation plan to include EGR data in the state database and utilization

Developed capacity of EMIS Officers on rudiments of EGR data architecture. EMIS personnel commenced EGR data collection.

Planning Capacity Building / Development Plan

Support the state in developing CBP addressing 5 strategic areas of MTSS Development Process, Policy Implementation, Standard Setting, Community Engagement, and Data Utilization

The CBP is developed and utilization in progress.

The need to identify and promote champions of the project activities

Publication of success stories on the contributions of Education Secretaries from Ningi and Alkaleri local government of Bauchi State as documented during the ICA. Same for Gada and Wurno local government education authority in Sokoto

The process is on-going as led by the communication unit. Policy champions are engaged in Sokoto state and the engagement resulted in the immediate seek of approval for the PY4 TLMs proposals

The need to highlight the successes of

Creation of success stories and news items in the newsletter on the successes of

The process is on-going as led by the communication team.


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reading corners in the project

reading corners in schools and community

Social mobilization

The government agency requires advocacy skills and strategy to lobby the policymakers for funds release

Advocacy strategy training workshop for the education mangers and in the state and LGEAs

The capacity building section of the community unit will include the item in the PY5 work plan.

Social mobilization

The details and full list of stakeholders within the community are not available in the states and the LGEAs.

Technical support to the states and LGEAs to generate and documents the profile of stakeholders within the community

The community unit of the Initiative is working on the profile generation

Social mobilization

Unavailability of CBMCs guidelines in the states, and LGEAs.

Support the state in the development, documentation, and utilization of CBMCs guidelines by the non-formal sector Adaptation of SBMCs guidelines for the CBMCs

The community unit of the Initiative is working on the profile generation

Budget Planning Tool (BPT) The Initiative developed the Budget Planning Tool (BPT) software for and with the technical staff of Bauchi and Sokoto states government to capture the education policy objectives and prioritization, produce performance monitoring reports and track progress against planned activities and targets. The software reduced the turn-around time for developing MTSS, Annual Operational Plan and Departmental Work Plans. It also aided the budget development process for education MDAs and other line parastatals. The process of the institutionalization adopted included: advocacy & sensitization, planning meeting, application version completeness, deployment of application & training of data managers, adoption of application by the states and participation in MTSS development workshops. The process was led by the Ministry of Budget and Economic Planning with the technical support from the Initiative. Thirty-one (30 males, 1 female) participants attended the workshop in Sokoto while a total of (33 males, 1 female) drawn from MDAs attended in Bauchi. The participants were Directors of Planning Research and Statistics of all the state ministries and the Ministry of Budget, and Economic Planning (MBEP) coordinated the activity to promote ownership and sustainability of the process. Below were some highlights of the activity:

• MBEP led the institutionalization process of BPT in both states which promoted state ownership, skills transfer and sustainability of the process.

• The implementation plan to be funded by the states for the BPT Institutionalization was developed.

• The robustness of the application to work on a network server and on a stand-alone PC facilitated acceptance by the states and promotes value for money.

• The BPT application followed Nigeria’s budget coding system (IPSAS) and could be adjusted to specific feature of every ministry in the states.

The Director of Budget, Ministry of Budget and Economic Planning (MBEP) - Sokoto, Alhaji Shehu Garba Wababe, during the institutionalization process workshop appreciated the technical support of the Initiative, noting that “the software will greatly enhance and ease the preparation of the budget in the state”. He also affirmed the continuous support of the ministry. A communiqué was developed for onward submission to the government to seek fund and support. The peak of the


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activity was the ownership and coordination of the BPT Institutionalization by the MBEP and adoption of the application in both states to develop MTSS and aid the annual budget development process. The web address for the application is: http://bpt.ems.ng; Username: admin: Password: Password1

The Initiative responded to findings from the midline ICA by developing a no-cost action plan, in coordination with government partners, to address capacity gaps in state Ministries, Departments and Agencies (MDAs) and LGEAs, which can directly improve the management of EGR within the school system. Sub IR 2.3 State and LGEA systems for in-service training to teachers in public schools and NFLC in using the evidence-based reading materials improved and implemented The Initiative supported the SUBEBs in Bauchi and Sokoto states to train MTs and SSOs (Trainers of Teachers -TOTs) to facilitate Teacher Professional Development (TPD) activities on EGR. 55 MTs and SUBEB staff were screened to determine their competency and availability to participate in the subsequent training of P1-3 teachers. The MTs then trained 673 SSOs (Activity 2.3.2.4) to train the teachers at the school cluster level. The training focused on supporting teachers to provide more time and guidance to pupils for reading practice, among other instructional skill areas. The training included the use of SRMs to enhance learners’ basic reading skills. Development of learners’ letter-sound (and other decoding skills), syllable identification and listening comprehension skills were also featured in the MTs and TOTs training, which took place during the third and fourth weeks of December 2018, respectively. As part of the Initiative’s approach to improve reading outcomes in the states, training and retraining programs support teachers towards improving their competencies for teaching reading in early primary grades. The Initiative trained 9,414 teachers (P1-3) in Bauchi and Sokoto states on new instructional techniques in two rounds in January 2019. In Bauchi State, the Initiative supported the SUBEB to

https://www.creativeassociatesinternational.com/stories/zainab-fulfills-her-educational-dreams-in-northern-nigeria/


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train MTs and SSOs for continuous coaching of teachers to effectively deliver on EGR in the target schools. Twenty (28) MTs and 242 SSOs supported the cluster training. While 242 SSOs served as trainers, the 28 MTs provided technical support and monitored the training at the cluster level in the 10 LGEAs. Twenty-two (22) MTs and 140 SSOs supported the cluster training in Sokoto State. While 140 SSOs served as trainers, the 22 MTs provided technical support and monitored the trainings in the 10 LGEAs. Over 50 EGR resource persons participated in a training workshop held in May 2019 on how to establish and manage PLCs to support EGR education. The Initiative’s partner, FSU, developed the content and facilitated the training with support from the reading team. Bayero University Kano (BUK), which is equally benefitting from a USAID reading intervention, hosted the two-day workshop. The training content focused primarily on strategies for mobilizing local communities to support EGR teaching and learning. The participants have since helped to promote EGR outreach across Bauchi and Sokoto. The Initiative made progress institutionalizing EGR in Nigeria, awarding certificates to 22 education experts working at state and federal levels after completion of a five-month postgraduate course titled, Literacy Skills in the Primary School: A Graduate Course for Teacher Educators. The graduates participated in practical classroom observations, reviewed published articles on EGR, and conducted independent research projects to complete the course. The graduation ceremony was held on Thursday, January 31, 2019, in Abuja and was attended by the USAID Nigeria Education Office Director, USAID Nigeria Contracting Office Representative for the Initiative and the Executive Secretary NERDC. The program had seen the first cohort of over 20 professionals complete the course in October 2017. Now certified in basic literacy, these professionals have gained skills to implement sustainable reading programs to improve literacy outcomes for primary school children throughout the country. Following the graduation ceremony, the participants announced that they were forming a new organization, The Early Grade Reading Association of Nigeria (TEGRAN). The group will organize community outreach programs to promote reading across the country. Participants in the postgraduate program included education professionals from Bauchi and Sokoto SMoEs, SUBEBs, FMoE, NERDC, NCCE, UBEC, and NMEC. The Initiative represented by reading and systems strengthening team participated in planning activities for the second Nigerian Annual Education Conference (NAEC), sponsored by the Ministry of Education with support from USAID, DFID, UNICEF, British Council and other IDPs. The conference featured a panel presentation by NEI Plus partners, featuring the reading and systems strengthening teams (Activity 2.3.5.3). The establishment of EGR resource rooms in the four-project supported Teacher Education Institutions (TEIs); Kangere CoE, Abubakar Tatari Ali Polytechnic (ATAP) and Aminu Saleh CoE in Bauchi and Shehu Shagari CoE in Sokoto during PY3 was an innovative approach to pre-service teacher education. TEIs were engaged in developing these EGR resource rooms. Re-modeling of the spaces funded by the TEIs - included painting, installation of secure windows and doors, air conditioning systems, upgrading electrical systems, generators, and furnishing. This year, the Initiative installed ICT equipment at the TEIs in the EGR resource rooms, including electronic access to EGR instructional resources, videos of classroom instructional practices; and a repository of EGR texts (including SRMs in Hausa and English).


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The Initiative also supported the TEIs to develop a sustainability budget/running cost for the EGR resource rooms. The initial draft of the sustainability plan budget was concluded by CoE Kangere as a model for the remaining three focused TEIs. Work with LGEAs, SUBEBs, and CSOs to research and develop a sound program of in-service teacher training Due to budget limitations, the Initiative could not complete any substantive research activities on in-service teacher training during the reporting period. The Initiative continues to work with state- and LGEA-level stakeholders, and CSOs, to collect data and other information (e.g. Fidelity of Implementation- FOI) via EGRA mid-term, LEMA, and regular joint monitoring and reporting. This information has been invaluable to the program’s ongoing efforts to support stakeholders to develop, reinforce and sustain a viable and effective training model to improve EGR outcomes. Such information has been integrated into training content (e.g., new EGR instructional techniques) and training implementation strategies23 have also been revised to reflect this input. See Activities 2.3.2.4 and 2.3.2.5 for details. In-service teacher training In PY4, over 4,000 teachers and Head Teachers across 876 schools from the 10 focus LGEAs were trained on EGR implementation--an increase of about 50% in the number of teachers from the previous EGR training conducted in 2016/2017. The first round of trainings was conducted in three levels: Master Trainers (MTs); School Support Officers (SSOs) training; and EGR teachers training. In the second round of trainings, one level of training (i.e. SSOs training) was collapsed into the first in order to address training losses and ensure cost effectiveness. The following paragraphs provides more details on the different aspects of the training:

The first round of training commenced with MTs training on 17th to 21st of December 2018. 27 MTs from SUBEB, SSCOE and State University were trained. These MTs provided training for 381 (362M, 19F) SSOs from 27th to 31st of December 2018. Following this, the SSOs cascaded the training to in two batches. 1,893 (1,461M, 432F) headteachers and EGR teachers were trained from 2nd to 6th January 2019. While 2,086 (1,711m, 375f) teachers were trained from 15th to 19th January 2019 in the second batch. The teacher trainings were trained in clusters pers LGEAs in venues provided by the secretariats.

The objectives of the training were;

- To strengthen the capacity of State and LGEAs partners in EGR classroom instructions. - Introduce Supplementary Reading Materials (SRMs) and provide a practical guide on how

to use the SRMs at school/classroom levels. - To strengthen and provide a structure/guide for the Professional Learning Communities

(PLCs) through the Cluster Learning Circles (CLCs) and Teacher Learning Circles (TLCs). - To train participants on School Safety and Conflict Sensitivity for teachers to identify

potential risks, control, and possible solutions within their schools.

Initiative staff, SUBEB officials and RTWG members participated in monitoring the trainings at different locations/clusters to ensure quality delivery. At the end of the training, results from pre- and post-test indicated high score increase on Supplementary Reading Materials (SRMs). Other areas were use of gradual release and decoding. However, it was observed that some teachers

23 Including a two- versus three-tier training model, as well as reduced length of and frequency of teachers’ training workshops in PY5 to reinforce teachers’ skills and minimize training losses.


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are still having difficulty in simulating the lessons from the TGs and have difficulty with the songs, especially the Let’s Read! songs.

Further, SUBEB and NIPEP indicated interest in using the same MTs for their planned EGR scale-up and replication in the 13 non-focus LGEAs in the State. Both SUBEB and NIPEP confirmed their preparedness for the scale-up in January and February respectively. The Initiative reading team in Sokoto will follow up and continue to provide technical support.

In preparation for the second round of trainings, the Initiative supported SUBEB and LGEAs to validate P1-P3 Hausa and English teachers. These teachers including N-Power teachers were identified and validated by the LGEAs and pre-registered by data enumerators and reading coordinators. This was to ensure the right teachers were being trained and accountability on the parts of the teachers. At the end of the validation exercise, 3,054 teachers were identified, validated and pre-registered before the training. A major challenge faced during this activity was the lack of unique identification number (this was a requirement for identifying and validating teachers for the TPD) for teachers by Sokoto SUBEB. However, an agreement was reached to use the computer numbers used for teacher salaries and valid means of identification (service ID card, voter’s card, driving license, national ID card). Therefore, the TPD (teacher training) initially scheduled for 16th – 19th and 23rd – 26th September 2019 was postponed to 30th September – 3rd October and 5th -8th October 2019.

The second round of CTPD as in the first commenced with Master Trainers training on 9th-14th September 2019. However, unlike the first round, MTs and School Support Officers (SSOs) trainings were collapsed into a single training to minimize training (knowledge) loss and ensure cost effectiveness. Therefore, twenty-two (22) MTs and 140 SSOs participated in the training.

These SSOs facilitated the teacher training conducted at cluster level for EGR teachers from 30th September to 3rd October and 5th – 8th October 2019. While the MTs provided technical support and monitored the trainings.

The focus of these trainings was to address gaps identified from coaching and monitoring visits, coaching feedback and EGRA midline results such as use of pupils’ engagement, SRM and other EGR teaching techniques. Hence, the objectives of the training were

- Teachers will be able to organize learners in pairs within a small classroom and a large classroom; use pair work in EGR lessons and give instructions to learners on pair work

- Teachers will be able to identify learners who need more support by doing discrete activities (eyes on print, tracing, sounding syllables)

- Teachers will be able to identify and use 3 activities on EGR teaching techniques that can support learners to understanding

In addition, a 2-day refresher training on ICT based classroom monitoring and coaching were added to this training.

Proficiency Assessments for teachers and master trainers Design and conduct EGR (Mu Karanta! Let's Read) proficiency assessment on all the MTs to determine their eligibility in supporting the teacher professional development In 2016, a team of 22 Master Trainers (MTs) were selected from the State Universal Basic Education Board (SUBEB) Quality Assurance Department and Shehu Shagari College of Education (SSCOE) Sokoto. These MTs extended the EGR trainings to the LGEA Quality Assurance (QA) staff between 2016-2018.


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Another screening of the MTs became necessary due to these reasons; one, 30 % of the existing MTs were engaged in other activities and can no longer serve as EGR MTs for Sokoto State. Two; to ensure the sustainability of the EGR program, it was important that the additional MTs are identified from the SUBEB. Sokoto SUBEB embarked on the screening of the MTs. Twenty-seven (23m, 4f) candidates were screened and 22 (19m, 3f) MTs were selected based on a pre-agreed cut-off mark. The activity was funded by the Sokoto SUBEB with technical support from the Initiative. The interview instrument was a section from the Mu Karanta! teacher’s guide that contained these sections; syllable sound discrimination, letter name, syllable decoding, and word decoding sections of the lessons. The timing of the lesson was adjusted to be delivered in 15 minutes as the number of syllables and words in the selected lesson were reduced. A rubric/scoring sheet was also developed for each section of the lesson to be observed. Each candidate demonstrated the lesson and at least 2 rubric/scoring sheets were completed for each candidate. The methodology was selected considering the training designed that was to be more of practical/lesson demonstrations. This ensured that all candidates selected as MTs can demonstrate an ideal lesson, during the training(s). Design and conduct EGR (Mu Karanta! Let's Read!) Proficiency assessment on SSOs to determine their eligibility in supporting the teacher professional development. Sokoto: Similar to Activity 2.3.2.1 above, in 2016, a team of Trainers of Teachers (TOTs) was selected from the Local Government Education Authority (LGEA) Quality Assurance Department. This TOT extended the EGR training to the Head Teachers and teachers in the intervening LGEAs between 2016-2018. Another screening of Trainers of Teachers (TOTs) became necessary mainly because the number of teachers identified for the PY4 training was higher than the previous years, hence the need for additional TOTs. The interview instrument, rubric, and methodology for the screening of the TOTs were all similar to those used in the screening of the MTs. Similarly, the activity was funded by the Sokoto SUBEB with technical support from the Initiative. 237 candidates were screened and 134 (123m, 11f) TOTs were selected based on pre-agreed cut-off marks. Support SUBEBs to develop and present a proposed EGR training plan for funding In its effort to ensure the sustainability of the EGR program in the states, Sokoto SUBEB was supported to develop and present a training plan to its management for funding. Through this effort, were released for a two-level cascade training on EGR in the remaining 13 LGEAs were The Initiative is not intervening. The first part of the training was a 5-day training of Schools Support Officers (SSOs) from the 13 LGEAs by The Initiative trained MTs and The Initiative staff. During this training, the MTs conducted a screening exercise and selected Trainers of Teachers (TOTs) from their respective training centers. These selected TOTs conducted the second level of the cascade training by stepping-down the training to selected teachers. The training focused on the 5 + 2 Reading skills, Transition to English, Oral Language, Gradual Release, and Professional Learning Communities. Both trainings were monitored by different teams formed, consisting of SUBEB and the Initiative staff. Support TEIs to establish ICT Enhanced EGR Resource rooms including installation and utilization of ICT materials The Initiative this year commenced the ICT installation of four TEI EGR resource rooms three (3) in Bauchi; Kangere College of Education, ATAP COE and Aminu Saleh COE; and one (1) in Sokoto;


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Shehu Shagari COE. NEI Plus provided the four COEs renovation recommendations and specifications for the proposed EGR rooms’ as a prerequisite for qualification for the ICT installations. NEI Plus conducted an appraisal activity of the renovations by the four COEs in their respective proposed EGR resource rooms. After the appraisal, all three COEs in Bauchi were confirmed to have completed renovations at an acceptable level as recommended by the Initiative. Thereafter the first part of the ICT installation for the resource rooms commenced in Quarter 3 with Kangere COE, Aminu Saleh COE Azare and ATAP. In Sokoto, the Initiative supported Shehu Shagari COE with technical support through its ICT component to complete the renovation of the College’s proposed EGR resource room. This support enabled the Shehu Shagari COE to meet the renovation requirements and qualifies for the commencement of the part ICT installation at the renovated EGR resource rooms. The ICT team then proceeded with the part installation at the College. As part of the sustainability plan, the Initiative supported the COEs to develop a sustainability plan budget for their respective CEO EGR resource room operational cost. Kangere COE first concluded the initial draft of the sustainability plan and operational budget. The draft template and contacts were shared with the other 3 COEs to foster collaboration and idea-sharing. The Initiative plans to conduct a training of Staff and management of the EGR resource room in PY5Q2. The Initiative has completed the procurement and installation of ICT items for the 4 TEIs in Bauchi and Sokoto State. NEI Plus technical support to BESDA states The Initiative technically assisted the seven (7) BESDA states24 adopting the NEI Plus Mu Karanta! Let’s Read! Approach. The project supported the process review of the BESDA workplan, development of implementation guide in accordance to EGR best practices and charting a performance monitoring plan, states field-based dissemination of implementation guides and performance monitoring plan to BESDA steering committees and facilitated an interactive session on the status of BESDA activities implementation. All supported states have received at least the first tranche of credit line of $3M each while some like Ebonyi Borno and Sokoto have received two tranches. Ebonyi state has adopted the Let’s Read English TLM and commenced implementation in 7 of 13 LGAs25 with training on EGR conducted for MTs and teachers potentially benefitting 80,976 learners (formal – 25,976, non-formal – 55,000). Gombe state flagged off the BESDA program in August 28, 2019, adopting the Mu Karanta! Hausa EGR materials for Primary 1 and indicated readiness to adopt NFLC materials for implementation in 9 of 11 LGAs26 potentially benefiting 125,843 learners (formal – 58,693, non-formal – 67,150). The State has trained MTs and teachers and the Executive Governor has appointed a BESDA Coordinator from the State University. Yobe state has adopted and printed Mu Karanta! Let’s Read! and the NFLC materials, trained MTs and teachers potentially benefitting 173188 (formal P1 – 80,916, non-formal – 46,136, Almajiri – 24,701, girls – 21,435) in 627 of 17 LGAs. The BESDA program in Borno is adopting Let’s Read (P2), RANA Hausa material, and printed P2 and P3 Let’s Read materials for the next academic session, the program is being implemented in 1528 of 27 LGAs benefitting 112,592 (formal – 52,000, NFLC – 30,296, Almajiri – 24,296, orphans

24 Bauchi, Borno, Ebonyi, Gombe, Kebbi, Yobe and Sokoto 25 Ohaukwu, Izzi, Ivo, Ikwuo, Ishielu, Afikpo North and Ohaozara 26 Balanga, Yamaltu-diba, Shongom, Kaltungo, Kwami, Funakaye, Dokku, Nafada & Gombe 27 Bade, Nguru, Postiskum, Buru sari, Damaturu & Yusufari 28 MMC, Jere, Konduga, kaga, Bama, Dambua, K-kusar, Mongono, Shani, Chibok, Mafa, Askira, Biu, Hawul & Bayo


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– 6,000). In Sokoto, the program is implemented in 829 of 23 LGAs, NEI Plus in 10 LGAs, NIPEP and UNICEF in 5 LGAs30. The state has printed Let’s Read! and Mu karanta! materials and is printing the NFLC materials. The program in Bauchi is implemented in 931 LGAs benefiting 80,695 (Formal 25,270, Non formal: Almajiri – 33,075, girl child – 22,350), besides the 10 NEI Plus LGAs while UNICEF is implementing the program in Zaki. The Initiative is awaiting a formal letter from the Kebbi state government indicating their decision to opt-out of the NEI Plus BESDA technical assistance. Before the decision, the state had participated in the process review workshop, expressed willingness to adopt Mu karanta! Let’s Read! materials. Zamfara and Taraba states were not originally part of the TA but participated in the Best Practice workshop with their own funding. The BESDA states have indicated the following technical assistance needs:

• Training on community mapping • Support development of Igbo TLM – Ebonyi • Support implementation of coaching and mentoring model

Sub IR 2.4 LGEA Systems for monitoring/coaching in-service teachers in EGR instruction improved and implemented Collaborate with LGEAs and states to develop, improve, and implement EGR instruction, monitoring, and coaching, including criterion-referenced tools and methods Based on the midline EGRA result, a new mentoring and coaching approach was designed to better support the SSOs and the Teachers. The new approach is based on Mentoring the Mentors. Through this, SUBEB PQAOs and The Initiative’s Reading Coordinator (RCs) are assigned two SSOs each and six schools monthly to mentor/coach based on a joint schedule developed. Over time, success has been observed in both SSOs skills to mentor teachers and teachers’ skills to deliver the lesson. The major challenges faced with the activity included:

1. Too few teachers in the schools 2. Poor teacher attendance 3. Poor pupil attendance 4. Poor SSO attendance in some LGEA. In such cases, the MT or RC will be in the school to

mentor the SSO, but the SSO will not be in the school. The EGRA midline report shows a substantial gain from baseline to midline with 143% and 100% change in Correct Words Per Minute (CWPM) respectively in the Hausa Oral Reading Fluency for primary 2 in Bauchi and Sokoto states. Even more gains were observed in the P3 Hausa ORF results with 235% and 116% change in CWPM respectively in Bauchi and Sokoto states.

29 Binji, Goronyo, Bodinga, Ilela, Kware, Silame, Sokoto North, and Tureta 31 Dass, Kirfi, Katagum, Bogoro, Tafawa Balewa, Giade, Jamare, Warji & Dambam


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Table 3: P2 Hausa EGRA Oral Reading Fluency Results at Baseline and Midline

State Baseline CWPM (SY 2015/16)

Midline CWPM (SY 2017/18)

Change in CWPM (Baseline to Midline)

% change CWPM baseline to midline

Effect size (Baseline to Midline)

Bauchi 3.0 7.3 4.3 +143% 0.3 Sokoto 1.9 3.9 1.9 +100% 0.2

Table 4: P3 Hausa EGRA Oral Reading Fluency Results at Baseline and Midline

State Baseline CWPM Midline CWPM Change in CWPM

% change CWPMbaseline to midline

Effect size baseline to midline

Bauchi 5.1 18.0 13.0 +255% 0.7 Sokoto 4.9 10.7 5.7 +116% 0.4

The EGRA results compares favorably when compared with the percentage of students meeting the ORF benchmark of 20 or more CWPM with 16% at midline compared with 7% at baseline for primary 2 in Bauchi, and 9% at midline compared with 4% at baseline for Sokoto, representing a percentage change respectively of 129% and 125% at midline compared with baseline. Table 5: P2 students meeting Hausa ORF benchmark (20 or more CWPM)

State Baseline Midline % change baseline to midline

Bauchi 7 16 +129% Sokoto 4 9 +125%

The Initiative is aiming for even higher gains at endline, and the midline EGRA findings provide insights and evidence for prioritizing and refocusing key interventions. This includes the PY5 work planning theme: “All Children Reading,” which informed all activities planned to consolidate the gains achieved from PY1 to PY4, with emphasis on sustainable interventions and innovations that facilitates and improve EGR. The Initiative supports mentoring and coaching activities between SUBEBs, LGEAs and program reading teams. The diagram below (figure 10) shows the three levels of support being provided. Each SSO, as the primary ‘coach’ to teachers, will schedule 12 coaching/mentoring visits per month (see sample calendar, below figure 11 and 12). SSOs will in turn be supported (i.e., coached) by the Reading Coordinators (RCs) and Master Trainers (MTs) to support the development of SSOs’ coaching and monitoring skills. The main responsibility of the RCs/MTs would be to coach the SSOs by conducting the mentoring/coaching activities while the SSOs observe the teachers. Each RCs/MTs will schedule

Figure 10: Mentoring and Coaching Levels


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10 coaching/monitoring visits per month. The individual SSO schedules are harmonized at the LGEA level and those are later harmonized at the state level and shared with SUBEB for monitoring.

Figure 11: SSO-1 Sample Mentoring Schedule

Figure 12: RC/MT Sample Mentoring Schedule


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In October, the SSOs in the 10 focus LGEAs visited their respective schools as part of their continuous coaching effort to ensure teachers were delivering the right content of EGR. Over the period, the Reading Team in the states conducted about 70 coaching support visits and classroom observations in schools. Both teachers/Head Teachers and School Support Officers (SSOs) were supported on the general EGR fidelity. Cluster Learning Cycle meetings were also monitored by the team in collaboration with LGEAs to enhance the opportunities for teacher professional development for all EGR teachers at the cluster level. During the visits, some observed that schools/trained teachers offer in-house EGR training for newly posted/deployed teachers to speed them up on the lesson implementation. Other remediations to some challenges on implementation were also addressed during the TLCs and CLCs. These have shown a great deal of commitment by teachers and their supporting officers in the EGR implementation. The Abuja reading team made three visits in May and June (Q3, following the ICT-based training in April) to support SSOs and the state reading teams in Bauchi and Sokoto. The aim of these visits was to monitor and reinforce support provided to EGR teachers in focus schools while developing the SSOs’ (i.e., coaches) capacity. The combined Abuja, Bauchi and Sokoto reading teams visited 14 LGEAs (7 in Bauchi, 7 in Sokoto) and over 45 schools during the two- months period. They also provided support to LGA Reading Coordinators (RCs) to improve ‘coaching’ to the SSO EGR teacher-coaches. Activities included debriefings on joint school visits between the reading teams and SSOs in the schools. Findings from school visits show that, although SSOs have observed and supported EGR teachers with much-needed feedback using the new ICT (i.e., tablet-based) tools, teachers’ pedagogical knowledge needs to be further reinforced to improve the quality of instruction. However, initial data collected, now available on the Initiative’s dashboard (reporting application), shows a significant increase in the frequency of coaching visits. These data also indicate improved time-on-task (i.e., average instructional time per EGR lesson), lower student absenteeism, and improved teacher attendance in the classroom, as noted above. For example, dashboard data for the periods of March-April (before the ICT-based coaches’ training workshops held in April) and May-June 2019 show an increase of 88% in the number of coaching visits made by SSOs overall across the two states. Instructional time has improved, while teacher and student absenteeism have reduced, according to these initial data. However, participation among teachers and students was more of a challenge in Sokoto, due to several factors. More information will be provided on a quarterly basis and as additional data become available.32 Finally, the Abuja reading team provided internal monitoring support to the state reading teams during the implementation of ICT-based coaching and monitoring activities and strategies. The team visited 15 additional schools during the same two- month period (i.e., May to June), over and above those visited to jointly support SSOs’ coaching activities. Findings from these monitoring visits show significant availability of TLM for pupils across P1-3 for Mu Karanta! and Let’s Read! materials. Participation was also strong from Week 1 of Term 3 in the state. However, monitoring visits in Sokoto revealed much lower levels of participation among learners in Initiative-supported schools (some schools had fewer than 20 learners present across grade levels). HTs also complained of being unable to distribute TLM due to low student attendance. Further, teachers were often not present in the classroom during visits to schools in Initiative-supported LGEAs in

32 As emphasized during meetings, presentations and other communications to USAID since Q3.


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the state. Information collected during the visit’s points to a combination of factors to explain their absence: late payment of teachers’ salaries in the LGEAs visited, teacher transfers, and pupils’ absence. The monitoring team advised HTs to work closely with community leaders to improve pupils’ attendance. Additional strategies may be needed to address these fundamental issues, as more data become available. Support the SUBEB to deploy PQAOs to visit and support SSOs on EGR Implementation Through meetings and engagements with the SUBEBs, the Principal Quality Assurance Officers (PQAOs) were assigned LGEAs for mentoring and coaching activities. These PQAOs assigned are also EGR Master Trainers (MTs). Each PQAO is assigned 2 SSOs and six schools attached to the two SSOs to mentor/and coach monthly. At the end of each month, the PQAOs write reports on the mentoring and coaching activities and share that with the Initiative. Quarterly review meetings with LGEAs QA staff & management on EGR coaching and mentoring activities At the beginning of every month, a mentoring review meeting was held to discuss the successes and challenges faced during the previous month’s mentoring and coaching activities. During those meetings, new joint mentoring schedules are drawn-up between the SUBEBs PQAOs and The Initiative’s Reading Coordinators (RCs) and the SSOs to be mentored using the mentoring of mentors’ approach. Train SUBEB PQAOs and selected SSOs from the LGEAs on the pilot instrument (tablets) approach and implementation Based on meetings and engagements with SUBEB, 12 tablets and other ICT equipment were bought by SUBEB for the PQAOs for mentoring and coaching. The PQAOs/MTs were trained in 2-days during the September MTs/TOTs training. The training has provided the PQAOs with an opportunity to familiarize themselves with the tablets functionality and using tablets for mentoring coaching. In PY4, 60 SSOs were trained on ICT based EGR mentoring and coaching through a 6-day training. 6 SSOs were selected from each LGEA, and at the end of the 6-day training 5 SSOs were selected and provided with the ICT kits. Conduct joint reading coordination meeting Abuja, Bauchi, and Sokoto During the year under review, two joint reading coordination meetings were held between Abuja, Bauchi and Sokoto staff. The meeting provided a platform for the team to sync its activities with the two implementing states and the Abuja office. The first meeting was held to review all the reading activities conducted in PY4 Q2, to plan for PY4 Q3 activities, to address some challenges identified during quarter two program implementation and to orient the staff on the ICT-Based training plan for the SSOs. The second coordination meeting was held to review PY4 progress (gaps, key activities, lessons learned, etc.), plan for PY5 activities (work plan draft), plan for the September 2019 Teacher Professional Development (TPD) training and plan for TLM Distribution. ICT tools for Coaching and Mentoring The Initiative introduced ICT tools and revised, reinforced coaching and monitoring strategy in PY4. These two steps were taken 1) to improve the quality, frequency and access to data on EGR instruction and related inputs (e.g., TLM provision); and 2) improve learning outcomes through improved quality and frequency of supervisory support being provided by SSOs to teachers. The result has been a significant increase in the frequency (80+ percent) of coaching visits made in schools where the ICT component was implemented. Teacher and pupil absenteeism, quality of school support, and the level and quality of engagement of LGEAs and SUBEBs decision-makers—which have posed significant challenges for the


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program since its inception—have improved as well.33 The ICT and coaching model innovations include widespread use of the Initiative’s dashboard by state implementing teams. These combined efforts are helping to ensure improved quality of EGR coaching support to teachers over time, with support from the Initiative via SUBEBs and LGEAs QA personnel. This is besides the already institutionalized SSOs’ school visits with QA Officers from the SUBEB and LGEA levels. Adding the ICT-based monitoring and coaching tools (i.e., tablets and observation protocol) also allow for complete collection and reporting of data on EGR in real-time. As an example, Figure 7 below provides a breakdown of school visits conducted in Bauchi by the 50 ICT-trained SSOs across the 10 intervention LGEAs in June 2019:

Figure 7 Breakdown of school visits conducted in Bauchi by the 50 ICT-trained SSOs across the 10 intervention LGEAs in June 2019 The Initiative trained in PY4Q3 and PY4Q4 320 SSOs and MOE QA officers in Bauchi and Sokoto states on the tablet-based school monitoring and coaching tool. The training covered the key EGR instructional skills and how to use mobile devices to conduct classroom observations while providing real-time coaching and mentoring feedback to teachers.34 The figures below provide a snapshot of the outcome of ICT and other coaching and monitoring tools on EGR instruction, and SSO support provided in the benefitting schools, in Bauchi and Sokoto, respectively:

33 Teacher shortages were also highlighted through these focused coaching activities and tools. However, teacher recruitment and deployment decisions rely solely upon state and LGEA authorities and are beyond the scope of the Initiative. 34 Using both tablet-based (e.g., classroom video segments) and Pico projector tools.


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Figure 8: Current view of a section of the Initiative School Monitoring and Coaching Dashboard Showing

Figure 9: Current view of a section of the Initiative School Monitoring and Coaching Dashboard Showing insights for Sokoto for 2019 SSOs in the target LGEAs in both states visited schools, as part of their routine activity to support teachers (Activity 2.4.1.29). In addition, the Sokoto reading team conducted 70 joint coaching support visits and classroom observations in schools with SSOs during the reporting period. Some schools visited offered in-house EGR training for newly deployed P1-3 teachers to support the development of their EGR instructional skills 5. In Bauchi, LGEAs now use monthly school visit schedules to track the performance of each SSO, using tools introduced by the Initiative. ES of each LGEA knows the schedule of each SSO and can identify gaps in SSO coverage. These efforts have improved the performance (e.g., report writing) and accountability of the SSOs. However, even with these successes coaching in this state was not without challenges. The lack of new EGR TLMs during Term 1 of the school year,


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inadequate numbers of teachers in the rural schools, constant transfer of teachers without replacement, and other issues have hampered the progress in reading Sub IR 2.5 State and LGEA systems for EFR assessment improved and implemented All PY4 activities planned under this sub IR were implemented except the third term Local Education Monitoring Approach (LEMA) for Bauchi state. This activity was supposed to be funded and led by the Bauchi state government, however following the general elections in Nigeria, there was a change of government, which affected the implementation of this activity as some officials driving the Initiative were moved.

Support state partners to conduct LEMA administration The Initiative and the Bauchi and Sokoto states agreed on implementing the Local Education Monitoring Approach (LEMA) three times in PY4, where data collection was to be done each school term. LEMA results were to be used to address identified issues in subsequent school terms. The Initiative provided financial support for two school terms while the states were expected to fund term 3 LEMA. Sokoto state funded term 3 LEMA, while Bauchi state did not. Bauchi could not fund term 3 LEMA due to the change of government. As highlighted above, three LEMA was implemented in Sokoto, while two were administered in Bauchi state. The Initiative provided technical support to the state partners (MEAR TWG and SUBEB) who took lead in planning for the LEMA. Planning for LEMA data collection included reviewing LEMA instruments, selecting SSOs for data collection, and agreeing on data collection and results dissemination timelines. Planning for LEMA data collection took place on November 12, 2018, in Bauchi and on November 27, 2018, in Sokoto. Ten SSOs were selected from each LGEA by Education Secretaries. As it is necessary to have assessors who can read fluently so they do not mislead the pupils when providing instructions for the Group Administered Literacy Assessment (GALA), the selected SSOs were assessed through a language competency test. The test consisted of reading a passage in Hausa and answering comprehension questions based on the same passage. Five best SSOs per each LGEA total of 50 per state were then trained and engaged in data collection for all subsequent LEMAs. And 10 LGEA officials (1 per each LGEA) were also trained in LEMA tabulation and data collection supervision. The MEAR TWG, NEI Plus MEAR team, co-trainers from Sokoto and Bauchi reviewed the LEMA data collections instruments and the training agenda. The review of instruments looked at the flow of the instructions and terminology, the flow of the questions and general presentation of the pupil’s stimuli for easy understanding of the instructions. All the instructions were translated from English to Hausa to ensure all SSOs can accurately transmit the instructions. Train state and LGA EMIS Officers in technology use for LEMA data collection and management As part of the sustainability plans for the LEMA, the Initiative organized a four-day LEMA ICT training for states and LGEAs EMIS officers in Sokoto state from September 2 to 5, 2019. Similar training has been planned for Bauchi during the first quarter of PY5. This training aimed at equipping the EMIS Officers with requisite skills in programming surveys using the Commcare platform, building data validation procedures to improve data quality, exporting and analyzing data. The EMIS Officers will provide continued support to the states in digital data collection and management. A free community Commcare platform is used for managing LEMA digital data for the state, however, the states may migrate to the paid platform should they wish to do so.


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The training is expected to add value to the quality of data collected as errors get reduced with digital data collection. EMIS Officers will be playing a pivotal role in supporting state and LGEA systems for school monitoring. The first day of the training concentrated on familiarizing the EMIS Officers with the LEMA and associated data collection tools. The training was well patronized and included all SUBEB EMIS Offices from the state and LGEAs, EMIS Officers from SAME, EMIS Officer from MOE. The Head of EMIS Officers at MOE and SUBEB also participated. There was active participation and by the end of the training, the participants created a WhatsApp forum to support each other technically beyond the training. This training was led by the M&E Unit in collaboration with ICT and System Strengthening Units of the Initiative. The Training was attended by 5 State M&E Technical Working Group and 15 EMIS Officers and from the State and 10 Local Government Area where the Initiative intervene. Support state partners to conduct a termly public forum for sampling of schools for LEMA administration To ensure transparency in the selection of sampled schools, public fora for school sampling were organized in both Bauchi and Sokoto states for each LEMA data collection. The public fora were attended by the MEAR TWG, Education Secretaries, SUBEB and NEI Plus staff. The agreed sampling criteria include urban and rural schools, mixed-gender schools (ensuring equal representation of boys and girls), and schools with a minimum enrollment of 30 pupils in primary 3 (It is worth-noting that Sates plan to administer the LEMA in primaries 1 to 3 beginning 2019/2020 academic calendar). Schools visited during the previous LEMA data collection round/s were removed from the sampling frame to provide an opportunity for more schools to be covered by the end of the academic year. Random number generation aided by MS Excel formula was used to ensure that all schools within strata had an equal opportunity of being selected. 20 schools (urban and rural varied according to LGEAs) were sampled in each of the initiative LGEAs for 200 schools. And a replacement sample of two schools (one rural and urban) per LGEA was selected if an assessor could not assess a sampled school due to unforeseen circumstances. Sampled schools were validated by Education Secretaries to ensure they met the sampling criteria. Support state partners to conduct termly refresher training for LEMA administration The Initiative supported the MEAR TWG and SUBEB in Sokoto and Bauchi to conduct a four-day LEMA refresher training for data collectors (SSOs) in Bauchi and Sokoto states. The training targeted the same SSOs engaged for term 1 and term 2 LEMA in Bauchi and terms 1, 2 and 3 in Sokoto. The training aimed at refreshing participants on the administration of LEMA instrument and particularly emphasizing how to solicit data of high quality. The training used presentations, role-plays and a one-day practicum at school to practice administration of instruments in real schools. Assessors had interviewing skills, class observation skills, GALA administration, and data tabulation. There has been a general improvement in the quality of data collected by the SSOs indicating a learning curve and skills gained. While the total engaged during each LEMA exercise was 50 SSOs from each State, the total trained was slightly higher due to the replacement of SSOs across subsequent LEMA activities. In Sokoto, 66 SSOs (64 males and 2 females) were trained, while in Bauchi 67 SSOs (64 males and 3 females) participated in the training. The Initiative further trained SSOs in Sokoto state on ICT for LEMA data collection. Sokoto state used tablets for LEMA data collection during the second term of the academic year. To ensure adaptability to use of tablets, the Initiative ensured that only SSOs previously trained in paper-based LEMA instruments were trained is tablet-based data collection. The training further looked at data collection protocols and data tabulation in using tablets. The ICT and MEAR Units of the Initiative with support from the MEAR TWG facilitated the training. And LGEA level supervisors


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were also trained. Thus term 2 and term 3 LEMA data were collected through tablets in Sokoto state. Support state partners to conduct termly data collection for LEMA in formal schools As highlighted above, LEMA data collection was conducted for all the three school terms in Sokoto and for terms 1 and 2 in Bauchi. Sokoto state used tablets for data collection for terms 2 and 3. During each data collection exercise, a team of five selected SSOs and one supervisor (LGEA Head of Planning Officer or Quality Assurance Officer) were deployed to each of the 10 LGEAs in each to collect data on LEMA in 20 schools. Thus 50 SSOs were engaged in each state and collected data from 200 schools (20 schools per each of the 10 LGEAs). SSOs interviewed headteachers, teachers and conducted classroom observation to determine the quality of lesson delivery. And SSOs administered the Group Administered Literacy Assessment (GALA) to 10 boys and 10 girls in primary 3 at each school visited. The GALA test comprised the Hausa Syllables, Familiar Words in English and Hausa, and English and Hausa comprehension. The LGEA Head of Planning or Quality Assurance Officers supervised the SSOs during data collection. They were also responsible for ensuring quality and completeness the data, and tabulating LGEA-level results. The Initiative MEAR Unit, Reading and Access & Fragility Coordinators in collaboration with the MEAR TWG provided an extra layer of supervision by randomly visiting SSOs during the data collection exercise. Support state partners to disseminate LEMA result at LGA level Both Sokoto and Bauchi states have disseminated LEMA results for term 1 and term 2. LEMA term 3 results for Sokoto will be disseminated during the first term of the 2019/2020 academic calendar. The Initiative technically supported the states by summarizing the LEMA findings in information products that could easily be understood by the target audience. All invitations, and presentations, were led by the state team (MEAR TWG), with support from the Initiative staff. The dissemination workshops were chaired by a senior official from the Ministry of Education or SUBEB. Participants to the workshops included all the Education Secretaries form the 10-Initiative supported LGEAs in each state, traditional leader’s representatives, MEAR TWG, Reading TWG, MOE Officials, SUBEB Officials, SAME/BASAME and other education stakeholders as decided by the state teams. The dissemination workshops provided an opportunity for stakeholders to understand areas where LGEAs/schools were performing well and where they were under-performing. As the LEMA recommends, each LGEA was assessed based on whether they met the minimum standard of specific indicators or not. Minimum standards were developed by the MEAR TWG, Reading TWG and SUBEB in collaboration with key stakeholders such as NEI Plus. The dissemination workshop also provided an avenue for brainstorming driving factors for poor-performing indicators and better performing indicators and devising strategies for sustaining good performing indicators and improving on poor performing indicators.


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Figure 13: Example of the LEMA dashboard presented during the dissemination workshop in Sokoto The data showed positive trends in some LGEAs on some indicators, while in some LGEAs and indicators there was a downward trend. Analyzing the trend was to stimulate discussion among education managers to foster commitment to addressing some issues that are within their influence. The screenshot above highlights one of the dashboard pages comparing LEMA results for first and second school terms in Sokoto. Several positive outcomes have been registered through the dissemination workshops. In Sokoto, major concerns related to poor teacher attendance, pupil absenteeism, and teachers spending less time on instruction. SUBEB highlighted that it will recruit 2000 additional teachers to address teacher shortage in primary schools. The workshop also recommended that Education Secretaries periodically visit with SSOs to schools and to ensure that issues of teacher and pupil absenteeism are being addressed. The workshop advised the Education Secretaries to disseminate the LGEA specific findings at LGEA level with all key stakeholders. Following the second term LEMA dissemination in Sokoto, SUBEB called for an expanded SUBEB management meeting to deliberate poor teacher and pupil attendance in schools. The meeting was held on March 14, 2019, at SUBEB, where SUBEB Board of Directors, Permanent members, traditional leaders, all Education Secretaries and the Chairperson of School-Based Management Committees participated. The Initiative was requested to make a presentation on the findings of these two indicators. Expanded SUBEB meeting came up with these resolutions:

• SUBEB to work with College of Education (COE) to eliminate teachers with fake teaching qualifications.

• SUBEB to provide continuous training to teachers during each school term just before the school term begins.

• SUBEB should hold LGEAs ES, AEOs responsible for high levels of teacher absenteeism. • SUBEB Community Mobilization Department needs to mobilize and engage communities,

traditional rulers, and all education stakeholders at the LGAs on the importance of education and sending their children to schools.


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• SUBEB needs to recruit more teachers, the SUBEB is recruiting over 2000 qualify teachers in the state and this will accommodate the address the issues.

• Quality Assurance Officers (QAOs) to ensure that teachers are spending their time-on-task during lesson delivery sessions. Monitoring and coaching visits should be enhanced.

• SUBEB management should continue to follow up with Government to harmonize primary school teacher’s salaries in the state with that of the Teachers Service Board (TSB). The harmonization is likely to motivate teachers.

• SBMCs, traditional rulers, Coalition Committees, Women Groups, and religious leaders need to be visiting the schools all their communities time to ensure schools are functioning and report any issues to the LGEA.

• ES and AEOs should be submitting monthly progress reports to SUBEB on how they are addressing teacher attendance and commitment.

LEMA results were disseminated at the LGEA level using the cluster approach. The Sokoto dissemination took place between July 21 to 23 at the cluster level. The table below highlights the action plan drawn by the LGEAs to address issues arising from the LEMA findings. Table 6: Action plan to address issues arising from LEMA findings in Sokoto state

Issues Expected Outcomes

Local Resources (Types)

Actions Responsible Timeframe

Learners’ lateness to school & Centers/poor attendance

Learners to be punctual in schools/centers

• SBMC/CBMC Chairmen

• PTA Chairman • Community

Leaders • Religious Leaders • Women Groups • Parents

• Mobilization of parents & children

• Sensitization of parents & children, SBMC/CBMC/ traditional leaders and religious leaders on the importance of attendance in school.

• Constant Supervision and monitoring

• SBMC/CBMC chairmen

• Community leaders

• Religious leaders

• WG & CC’s

30th July – 14th August 2019

Teachers’ lateness to schools/Centers

Punctuality of Teacher’s in schools/centers

• Education Secretaries

• QAO • HOSS • Community

leaders • SBMC/CBMCs • PTA • WG • CC’s • AC • Scheme

organizers

• Mobilization and active supervision by SBMC/CBMC/PTA

• Proper monitoring & supervision by LGEA officials

• Monitoring & Supervision by WG & CC

• SBMC’s/CBMC/PTA

• WG/CC’s • Education

Secretaries • AEO’s • Community

leaders • Religious

leaders

14th – 22nd August 2019

Lack of effective teaching in schools/Centers

Teaching in Schools/ Centers improved. -Time-on-task & Pupils engagement

• QAO • HOSS • AEO’s • SSO’s • SBMC’s/CBMC’s • RC’s • AFC’s • Teachers • AC • Scheme

Organizers

• Effective monitoring/mentoring & coaching

• Advocacy for the recruitment of qualified teachers/ facilitators

• Training and re-training of teachers/ facilitators

• SUBEB • LGEA • AC SAME • Community

leaders • SBMC/CBM

C

22nd – 31st August 2019


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Poor/lack of Sanitary facilities in Schools/Centers

Adequate sanitary facilities provided in schools/ centers

Human/Material & Financial: • Community • SUBEB • SAME • LGC • LGEA • Funds

• SBMC/CBMC’s/PTA • Community members • Local Council

Government Chairmen • SUBEB Chair • Special Advisor (SAME)

• Community • LGEA • LGC’s • SUBEB • SAME

22nd August- 30th September 2019

Lack of effective School/Centre security

• Effective security in Schools/NFLC,

• Friendly Learning environment enhanced

• Community

Member’s • Parents • SBMC/CBMC’s/

PTA • LGEA • CBO’s

• Provision schools/centers fencing

• Provision of Schools/Centers security personnel

• Sensitization of Community/Leaners on security awareness

• Regular meetings on security Matters

• SBMC’s/CBMC

• LGEA • LGC • WC • CC’s • Community

leaders • Religious

leaders


Lack of utilization of reading centers at the community

Adequate utilization of the centers will be achieved

• Community leaders

• Community members

• SBMC’s/CBMC’s/PTA

• ES • AC • RAN

• Mobilization & sensitization of community members for the proper utilization of reading centers.

• RAN • ES • AC • Scheme

Organizer • RC • AFC • SBMC/CB

MC • CC • WG


Ineffective supervision/monitoring of schools/centers

Teaching and Learning improved

• LGEA • AC • Scheme

Organizer • CCs • WG • WDC • RCs

• Proper & regular Schools/centers monitoring/supervision by LGEA

• Effective supervision by SBMC/CBMC/PTA/WG/AC/Scheme Organizer/CCs

• QAO • HOSS • AC • Community

leaders • SBMC/CB

MC • LGC’s • Scheme

Organizer


Similarly, in Bauchi state, the Initiative in collaboration with Bauchi state organized a dissemination workshop for the LEMA term 1 and term 2 findings. The workshop was held on September 10, 2019, at SUBEB conference hall, and was coordinated by the SUBEB Communications Officer. Twenty-nine participants drawn from the LGEAs, SUBEB, LGA, BASAME, MOE, BASANE and TWG member attended the workshop. Besides sharing and discussing LEMA Term 1 and term 2 results, the workshop also served as a platform discussing ownership and sustainability mechanisms for subsequent LEMA activities. The Acting SUBEB Permanent Secretary (Muktar Abubakar Abdu) complained about poor performance on some key performance indicators such as availability of pupil’s textbooks, which were not provided on time. He, however, highlighted that the government has approved the printing of books by the state, hence the expectation is that performing this indicator should improve. Participants, however, noted that some pupils do not bring their textbooks to school, hence this affects the performance of the indicator on availability of pupil textbooks. The consensus was to increase parental awareness to ensure they encourage their children to read at home and bring along their books to school. There was a general call to encourage community and


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parental active participation in supporting their children’s education. The Permanent Secretary further communicated that LGEAs have been provided with motorcycles to aid with school support services. The Permanent Secretary asked the SUBEB Director of Quality Assurance to further study the LEMA results, after which they were to meet with the Education Secretaries to devise strategies for addressing identified gaps. The LEMA results showed that most pupils do not have writing materials such as pencils, this prompted a representative from BASAME to request that the state should support pupils with writing materials just like BASAME does in non-formal education institutions. The Ministry of Education Director of Quality Assurance noted that poor teacher attendance was due to interference of politics as many teachers left their duties to join campaign rallies and no action is taken against them even after being reported. He pleaded with the state to be fair in its appointment of teachers, to only consider qualified and those committed to the job. Bauchi state also disseminated LEMA results at the LGEA level through two clusters. The activity leveraged on the round table discussion meetings with local government education stakeholders organized by Community Mobilization, System strengthening, Reading and Access units of the Initiative. The first cluster included participants from Bauchi, Toro, Akaleri, Ganjuwa and Ningi LGEAs, while the second cluster meeting drew participants from Misau, Darazo, Shira, Gamawa, and Itas Gadau LGEAs. The table below summaries the main issues arising from the dissemination and agreed-upon action points. Table 7: Action plan to address issues arising from LEMA findings in Sokoto state

Issues Actions to be taken Resources needed Persons responsible

Time frame

Time-on-task

Itas/Gadau: • Review meeting with

SSOs school support and reporting.

• Human resources and logistic.

• teachers/SSOs • Community members

SSOs, SBMCs, CBMCs, CC, women group.

September 16, 2019

Itas/Gadau: • Advocacy for the

provision of local accommodation for teachers.

Logistics: • Transportation • Typing/printing of

materials

SBMCs/local government.

September 23, 2019

Misau: • Meeting with SSOs

and AEOs. • Advocacy to ES and

Sensitization to community leaders and influencers.

• CBMCs, SBMCs, CC, PTA, TWG.

CC and SBMC chairmen.

August 14, 2019

Gamawa: • To organize a

sensitization meeting with SSOs, teachers.

• Community and religious leaders, CSOs, CBMCs, SBMCs, and CCs

Chairman SBMC and chairman CBMC

September 11- 18,2019

Shira: • Sensitize SSOs,

SBMC, CBMC, CC for effective supervision/monitoring.

• Time, fund skills, knowledge, and technical know-how.

August 10- 20,2019


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Darazo: • Sensitization of

Parents. .

• Parents, Pupils, teachers, Reading Centers /Corners, local government Technical Working Group.

CCs/CSOs, SBMCs/CBMCs, Women Group, Traditional rulers/religious leaders

September10- 24,2019

Pupil’s attendance

Misau: • Sensitization to parents

and opinion leaders. • Advocacy to village

heads.

• Teachers/Facilitators, Head teacher’s /scheme organizers.

• Money(funds) for transportation, motivation for Teachers/Pupils

• PTA and women group

ESD, ES, CSOs, CC, WG

September 20, 2019

Gamawa: • Advocacy visit to

community leaders. • To Sensitize Parents

SBMCs, CBMCs, PTA, women group, CC.

CSOs, CCs, SBMC, CBMC.

September 20- 23 30,019

Availability of Pupil writing materials

Itas/Gadau: • Planning Meeting • Community Out-reach

• Writing materials, Skills, knowledge, and experience.

• Mobility, skills, knowledge and experience, community members.

SBMCs, CBMCs, CCs and Women group. SBMCs, CBMCs, CCs and women group.

9th/Sept/2019

September 12, 2019

Shira: • Parental awareness

/mobilization on the need for parents to support EGR.

• Time should be considered, Town crier, radio and women group, mother’s Association.

Community leaders, CC, women group

August 21-31,2019

Darazo: • Sensitization to parents.

Parents, community/religious leaders, teachers, and Pupils.

SBMCs/CBMCs, PTA, CC, women group.

August 26, 2019, to September 8, 2019.

Cohort 4 NFL EGRA baseline Conduct training of assessors and data collection for PY4 NFLC EGRA baseline A one-day assessor’s refresher training for the PY4 NFLC EGRA baseline was conducted on July 8, 2019, in Bauchi and on July 15, 2019, in Sokoto. Participants were refreshed on EGRA test items, classroom observation domains, learner interview questions, facilitator interview questions, protocols for tool administration, tips for data solicitation, and planning for data collection. Out of the 58 trained assessors (44 males and 14 females) in Sokoto, 50 (37 males and 13 females) were deployed for data collection. In Bauchi, 60 assessors (46 males and 14 females) were trained, out of which 50 (39 males and 11 females) were engaged in data collection. All the assessors passed the inter-rater reliability assessment, however, only the best 50 assessors in each state were deployed for data collection. EGRA data collection was conducted from 9th to 12th July 2019 in Bauchi and from 16th to 19th July 2019 in Sokoto. Forty assessors and 10 classroom observers were chosen to conduct the four-days data collection exercise. Data were collected from a representative sample of non-formal learning centres (NFLCs) and Adolescent Girls Literacy Centres (AGLCs). Three NFLCs and one AGLC were sampled per each of the 10 LGEAs in each state, totalling 30 NFLCs and 10 AGLCs


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per state. Due to the high quality of assessors engaged in data collection, data was successfully collected with minimal issues. Most issues identified were immediately addressed as the NEI Plus M&E team checked on incoming data daily and provided feedback to assessors as they arose. To ascertain reading gains for cohort 4 NFLC & AGLC learners, results of the baseline EGRA will be compared to endline EGRA results, which will be administered in March 2020. Sub IR 2.6 State and LGEA systems for extending evidence-based reading instruction to nontraditional, non-formal schools improved and implemented The Initiative’s reading and access teams collaborated to integrate and support EGR training through developing materials and activities in EGR for NFLC LFs. The primary objective of the integration is to give OOSC access to quality EGR education and improve on the quality of the learning outcomes of those learners already enrolled in the NFLCs. See IR1, above for further details. For the Cohort 4 rollout, the Initiative phased out ‘non-EGR’ activities (e.g., mainstreaming) to increase program focus and investment in reading inputs. The NFLC learning cycle increased from 6 to 9 months. Sub IR 2.7 State, local government, and community accountability to the public for reading instruction increased The Initiative built the capacity of CSOs to step down training to community structures on parental support for EGR. The trainings utilized pictorial flipcharts illustrating practical steps parents and other community members can take to help their children become better readers despite their education level. CSOs and 930 WGs received the flipcharts and have been utilizing them for community outreach. The RAN continues to mobilize community members to support the functionality of established CRCs and Reading Forums across the 20 LGAs supported by the Initiative. RAN organized a reading competition across 10 LGEAs of the Initiative in both Bauchi and Sokoto States. The competitions were conducted at the headquarters of the LGEAs with participants from both formal and non-formal schools RAN also launched a community mobilization outreach to source for donation of reading materials for the Community Reading Centers, from direct beneficiaries and members of the community. Due to intense mobilization and advocacy to influencers in host communities, children now utilize the centers for after-school activities and the centers are managed by community members voluntarily. The Initiative will continue support RAN to use the WGs to mobilize more children to attend centers and advocate for at least one-hour reading time, with more fun activities such as quizzes and reading camps to build reading skills outside of school. The project will also continue monitoring these centers to ensure that they remain active. The Initiative provided 48 titles of both Hausa and English decodable texts and leveled readers to public primary schools (e.g., reading corners) and CRCs across program-supported LGEAs in both Bauchi and Sokoto states, over and above the other TLMs distributed during the reporting period. RAN has played a primary role in facilitating the distribution and use of these materials at the school-community level while working with CSOs, SBMCs and other local structures—though not


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without challenges. These challenges include the lack of awareness and proper storage and management mechanisms in some schools and communities. In both Bauchi and Sokoto states, the project continued to support RAN in ensuring CRCs are functional through effective monitoring and supervision. Several sensitization meetings were held with traditional rulers and community members to mobilize children and youths in the communities to utilize the centers which now have SRMs and other donated books, to encourage reading culture. RAN also carried out advocacy visits to district heads, religious leaders and members of the community. The visits were used to solicit support for CRCs, encourage and motivate the facilitators. The community leaders were also asked to encourage members of their communities to make more donations of reading materials, and patronage and utilization of the center by learners, especially women and girls. RAN also visited schools with Reading Forums and advised the headmasters and the teachers-in-charge of the forum to encourage the pupils to enroll at the reading forum and monitor reading activities there. Some successes that can be highlighted through this engagement are that books are being donated often to the centers, several children and community members are utilizing the reading centers, a community in Toro LGA organized another reading center for women besides the one established by RAN, while another community in Alkaleri LGA constructed a structure for CRC instead of convening under a tree for reading activities. Communities rally to revive reading centers In Project Y4 Q1, the Initiative supported RAN to mobilize community members to improve the functionality of the 200 CRCs (100 in each state) and 800 school reading forums (400 in each state) established in PY2. Following findings that some of the CRCs were not patronized owing to inadequate reading materials, the Initiative oriented RAN staff strategies to mobilize for support for reading materials from traditional leaders, community members, government officials, and philanthropists. The RAN staff mobilized community members to provide reading materials to the CRCs, and traditional leaders in some communities are providing spaces within their palaces as reading spaces and spend time during their leisure reading to children. Following a facilitative process, the LGEA social mobilization units are now monitoring CRCs and mobilizing community members to patronize the CRCs. The Initiative visited the CRCs to discuss with and elicit the support of village heads, community members and facilities with positive actions including contribution of reading materials, weekly mobilization of children to the CRCs, and facilitation of writing and quiz competitions. Competitions build momentum for reading activities RAN also received support to organize separate reading competitions among learners in the formal schools and non-formal centers. Learners from NFLCs competed among themselves from the LGA level to the state level in activities witnessed by dignitaries. Performance at the competition indicated reading and spelling at the center level with winners awarded prizes to encourage learners and students to improve participation and efforts in lessons, especially reading in their respective centers and schools. Realtime monitoring by CSOs


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Reports of previous cohorts and milestones by CSOs on learning centers experienced challenges. In response, the Initiative purchased mobile tablets to support monitoring activities and trained CSOs on how to use the devices to capture activities and evidence. Throughout the year, the Initiative continued to mentor the CSOs to improve their effectiveness and achievement of set milestones. Teachers and communities resolve to address absenteeism Teachers and community members developed action plans addressing the root causes of absenteeism and inability to implement time-on-task. The action plans were developed following cluster meetings facilitated by the Initiative attended by representatives of teachers, SBMCs, WGs, CCs, community leaders, CBMCs, CSOs, LGEA Social Mobilization officers, Director Social Mobilization SUBEB. The meeting was also used as a platform to share the 2018 LEMA, GALA, and ICA key findings. A summary of the key root causes is presented below:

• Favoritism and nepotism in recruitment, posting, and transfer of teachers • Poor welfare and delay in payment of teacher salaries • Insecurity in some communities • Political interference and poor school management • Poor support from traditional leaders, parents and teachers to learners • Inadequate commitment from teachers • Engagement of learners in farming activities during school hours • Inadequate quality learning structures and facilities • Inadequate teaching and learning materials in schools

Participants made these key recommendations:

• Teachers posted to the community should introduce themselves to the community leaders to enhance monitoring

• Communities should embrace ownership and lead their schools to improve education for their children.

• Parents should be oriented to support their children frequently • Strategies and investments should be employed to decongest classrooms to enhance

teaching and learning • Strategies should reduce unemployment among youths.

4.0 INTEGRATION OF CROSSCUTTING ISSUES AND USAID FORWARD PRIORITIES

4.1 Gender Equality and Female Empowerment This year the Initiative continued to ensure equitable and gender-responsive implementation with an average increase of 32% in the number of girls enrolled in formal schools in Bauchi (33%) and Sokoto (31%) when compared with PY3. As stated in figure 14, the Initiative has witnessed a progressive increase in girls’ enrollment in formal schools between PY2 and PY4 with 14% and 22% increase respectively in Bauchi and Sokoto in PY3.


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Figure 14: Girls enrollment in formal schools When compared with boys, the proportion of girls in formal schools remained consistent between PY2 to PY4 with an average of 46% to 54% enrollment in Bauchi state. Although the number of girls enrolled in formal schools in Sokoto was one-third (36%) of total enrollment in PY2, this improved positively by 21% by PY4 to 44%. In Bauchi state, the proportion of female facilitators in non-formal learning centers impressively increased from 12% in PY3 to 40% in PY4 with 98 of 810 total of facilitators in PY3, and 121 of 300 facilitators in PY4.

Figure 15: Female teachers in NEI+ supported NFLCs in Bauchi state The observed increase is attributable to implementing an updated gender strategy, an inclusive process adopted in recruiting additional learning facilitators by working with village heads and leveraging on data from the community mapping exercise. The updated gender strategy and action plan addressed the key findings and recommendations of a rapid gender assessment conducted in

138,670

161418

184246

68,078

89424109636

020,00040,00060,00080,000

100,000120,000140,000160,000180,000200,000

PY2 PY3 PY4

Girls enrollment in formal schools

Bauchi Sokoto

98 121

810

300

0

100

200

300

400

500

600

700

800

900

PY3 PY4

Female Teachers in NEI+ supported NFLCs in Bauchi state

Bauchi Total


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PY3Q4. The project also integrated themes promoting ‘female participation in education,’ ‘educated women as role models’ and encouraging ‘girls’ education’ in a 24-episode radio drama produced for community outreach activities. The 24-episode radio drama was launched this year in Bauchi and Sokoto states as part of efforts to mark the International Women’s Day themed #BalanceforBetter to create more opportunities for girls and women to benefit the society. And the Initiative joined the world to mark the 16 Days of activism against gender-based violence between November 26 to December 10, 2018, to prevent and eliminate violence against women and girls around the world. The events enlightened all personnel and presented a unanimous position that violence of any kind should not be encouraged but reported. The events also provided the opportunity for government partners to discuss the project’s efforts to broaden educational opportunities for OOSC, (especially girls) through the NFLCs. In Bauchi State, adolescent girls displayed products of vocational skills gained under the project. Respected female role models in both states shared experiences of difficulties they overcame to gain an education and how they are improving lives through their careers. The Initiative has prioritized gender in its approach to data collection and reporting, by ensuring issues of gender are articulated in key strategic documents. The AMEL Plan provides strategic direction on how the project captures and reports data that is gender-balanced. And the plan provides a road map on the approach towards ensuring gender consideration in all M&E tasks and that indicators are gender disaggregated. Gender is also integrated into the Initiative’s campaign media messaging as they target challenges faced by girls or female parents in accessing education. The messages also clearly emphasize that all children may learn. For example, instead of saying “children”, the Initiative’s messages say, “girls and boys” so parents understand that education is a human right regardless of sex. To encourage adequate female representation and participation, the project developed videos to support EGR teacher skills improvement during coaching and mentoring visits and through PLCs. Mu Karanta! the segmented lesson was presented by a male teacher while Let’s Read! the lesson was presented by a female teacher. Also, the number of females MTs has increased from 6 out of 20 (30%) to 9 out of 28 (32%). Similarly, the project has improved women’s inclusion in mobile money/financial services through training and provision of technology equipment such as tablets. Reading materials have been carefully designed to show girls as role models who are aspirational and intelligent. The Initiative also ran a 45-hour certificate course in EGR for 20 staff from national, state and civil society partner organizations. This course contributes to building a foundation for a cadre of experts in EGR for Nigeria. Part of the requirements for each registering institution or partner is to provide at least 50 percent of women participation in the course. This is part of deliberate efforts to empower women in Bauchi and Sokoto states. 4.2 Sustainability Mechanisms Sustainability of the NEI Plus program implementation gained more ground in PY4 with sustained buy-in by both states and key federal level agencies, with activities conducted demonstrating willingness and commitment to own and sustain initiatives beyond the project life. There has been improved synergy and coordination between the project and the UNICEF, World Bank and NIPEP with everyone working to support the state in achieving better education service delivery. Proper understanding and articulation of the BESDA funds continue to provide the opportunity for rapid scale-up of the Initiative model in the remaining non-Initiative LGAs in both states. This year, the Initiative positioned itself within the framework of the World Bank BESDA, to provide technical


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expertise to states utilizing the funds for the replication of EGR. Seven states35 including Bauchi and Sokoto are implementing the project’s reading intervention to improve literacy levels for children. The states received support in developing their respective workplans with a focus on documenting best practices along with fidelity of implementation, development of implementation guide and performance monitoring plans. Follow up hands-on support was given to the states to disseminate the implementation guide to larger stakeholders, determine the functionality of state BESDA steering committees and finalize the procedures of EGR MTs trainers. The Initiative continue to engage intensely with the Bauchi and Sokoto state governments vis-à-vis the education ministries and agencies36 to ensure they adhere to the terms in the Memorandum of Understanding (MoU) and increase their financial and managerial responsibility and “ownership” of the project’s key activities. Both states met their 30 percent counterpart funding obligations on the provision of TLMs, teacher and facilitator training and school monitoring and supervision. Sokoto state produced the third term TLMs, teacher training and SSO activities (school monitoring and supervision) valued at N179 million ($495,844). The Executive Governor of Sokoto state Aminu Waziri Tambuwal flagged off distributing the reading materials on Friday, December 7, 2018, at the Sokoto SUBEB. The Governor also approved the release of N15 million ($41,551) for Sokoto SAME to print cohort 3 TLMs. In Bauchi State, the SUBEB printed 30,000 copies of the Let’s Read! Mu Karanta! materials for the third term. The SUBEB also included N550m ($1,523,545) in the 2019 budget to fund TLM production, SSO visits EMIS/data management and implementation of TMIS. The SUBEB used the 29 MTs trained by the Initiative to deliver EGR content to 1,350 teachers in the 13 non-focus LGEAs. This makes the project’s Let’s Read! Mu Karanta! a statewide activity benefitting millions of more children. A two-day round table meeting on MoU adherence, budget execution and performance for basic education was held with high-level stakeholders from the MoE, MoBSE, Ministry of Budget and Economic Planning, Ministry of Finance, Office of the Accountant General, Ministry of Local Government and Chieftaincy Affairs, State Houses of Assembly (SHoA), SAME, SUBEB of Bauchi and Sokoto States and LGEAs with federal representation from the NERDC and the UBEC. The meeting deliberated on results and recommendations of evidence-based research conducted by NEI Plus (midline EGRA, State Education Account, and midterm ICA), funding for the LGEAs, state government roles, and responsibilities towards developing the NRF and utilization of the World-Bank BESDA funds for EGR replication and scale-up. The meeting reached the consensus to strengthen efforts of the two-state MoEs and their agencies in their collaborations with respective SHoAs to enhance the prompt release of funds to meet the 70 percent counterpart funding required to sustain the model of the NEI Plus. The stakeholders also agreed to develop implementation plans for the replication and scale-up of NEI Plus intervention and to sustain the financial commitment towards the provision of TLMs, training of teachers and facilitators and school monitoring and supervision. The Initiative and state counterparts agreed to entrust key monitoring and assessment responsibilities to the state leading to developing sustainability plans. The States drafted plans to implement the term 3 LEMA without financial support from the project. While the Sokoto state honored this pledge, Bauchi is yet to implement LEMA with its own funding source, owing to a change in administration. The Initiative has engaged the new government and there is a

35 Borno, Bauchi, Ebonyi, Gombe, Kebbi, Sokoto and Yobe 36 SMoE/SMoBSE, SUBEBs and SAMEs


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commitment to sustain project initiated monitoring activities. Besides utilizing a free Commcare platform, EMIS staff in Sokoto have been trained in technology use for LEMA data collection. Another sustainability gain for the project is the adoption of the BPT by the MBEP as a mechanism for budget processes and costing in Bauchi state. The tool was used to develop the 2019 budget. This is besides utilizing the tool for MTSS and other operational plans. The PY5 workplan matrix of the Initiative was developed with the host government technical staff and management of education at the federal, state and LGEAs. 4.3 Local Capacity Development The Initiative continues to build capacity of federal, state and community partners across the board. In PY4Q1, the project conducted 10 trainings to expand access to education and improve reading skills for learners. (See Annex A for Trainet Report) The Initiative continues to strengthen the capacity of federal, state and community partners. In PY4 Q3, the project conducted nine trainings to expand access to education and improve reading skills for learners. (See Annex A for Trainet Report) The Initiative also trained EMIS officers and data entry officers to conduct and complete the ASC and other studies. At the LGA level, we trained the SBMCs, CC and WGs in advocacy and resource mobilization to support the reading program in their communities. With the establishment of the reading centers across the LGAs, community members have been given the opportunity to learn and encourage children to use the supplementary readers provided. This will help in increasing the literacy level and allow parents to support their children at home. More so, at the state level, the Initiative empowered the EMIS team to adopt the BPT and database management process by updating the software installed. The state is capable of data entry, analysis, and generation of reports with minimal support. The Initiative oriented CSOs EDs, LGA program staff and M&E officers for implementation of cohort four non-formal learning activities and used the opportunity to update the CSOs on additional activities added to cohort four milestone contract, using the tablet in conducting videos and radio drama series outreach activities, monitoring of non-formal activities, capturing of data and monthly meetings of community structures (CCs, CBMCs, and WGs). 4.4 Stakeholder Participation and Involvement The Initiative has a good working relationship with all federal and state key players in the basic education landscape in Nigeria, and actively partnering with key education projects in both states. We have also built active partnerships with donor-funded agencies like UNICEF, World Bank, and DFID replicating our EGR model and non-formal education in Bauchi and Sokoto states under projects such as NIPEP. The Initiative continues to hold several meetings with these IPs to continue to explore areas of collaboration and provide technical leadership and direction. This year, the Initiative participated in a meeting initiated by USAID to build synergy for sustaining program interventions through BESDA. Also attending the meeting were representatives from DFID, World Bank, UBEC, NERDC, and FMoE. The meeting was convened to discuss the use of the BESDA $611 million fund, to build on interventions of NEI Plus and Reading and Numeracy Activity (RANA) for improved reading outcomes for more children, understanding roles of government in implementing the BESDA program, and how development partners (DFID, World Bank and USAID) can collaborate better with government partners to provide technical assistance.


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The meeting clarified the BESDA focus and UBEC’s role as the implementing agency, funding mechanisms for disbursements, issues around identification of indigenous languages to implement literacy programs in the different states and in what ways IDPs could provide technical expertise. The Initiative received and responded positively to requests from Ebonyi and Yobe states seeking technical assistance to use our EGR as a model to implement BESDA in their states. The Ebonyi SUBEB Director of Planning met with project management and technical leads in Abuja to discuss the feasibility of using our materials (to be translated to Igbo) and TPD methodology to implement the literacy component of BESDA. After deliberations, it was agreed that the Ebonyi SUBEB writes formally to USAID highlighting all specific areas of collaboration. Similarly, two meetings held with the Yobe SUBEB in Abuja and Bauchi to request project assistance to implement our EGR program using the Let’s Read! Mu Karanta! materials and TPD model in 359 schools in 10 LGAs. The state is also using the project’s digitalized TLM distribution framework, EGRA assessment and experimenting with the LEMA survey. Members of the MEAR TWG provided leadership at all levels for the LEMA process ensuring that SSOs participated during training and helped to provide access routes to the schools in the communities. The state MEAR TWGs were also tasked with the responsibility of sensitizing all the stakeholders on the process of LEMA and validating the data from the school and LGEAs level. Due to this partnership, the SMoEs and the SUBEBs are discussing institutionalizing LEMA into the state budget. The Initiative participated in strategic national sector events such as the Nigeria Education Innovation Summit held in Lagos in October 2018, the Nigeria Annual Education Conference held in November 2018, organized by the Federal Ministry of Education, and the 2019 Comparative and International Education Society conference. These events provided the opportunity to share project experience and lessons through panel presentations and visibility products including success stories, lessons, training manuals and outreach videos.

5.0 MONITORING AND EVALUATION 5.1 TLM Distribution The Initiative supported the distribution and tracking of terms 2 and 3, and NFLC TLM from states to LGAs, and from LGAs to schools. The Unit ensured that printing of TLM shipment notes was timely and a system for tracking books from states to LGAs to schools was in place and functional. In collaboration with the states, the Initiative further collection GPS coordinates from all schools that received the TLM across 20 LGAs in Bauchi and Sokoto. The GPS data supports other school information management besides tracking of the TLM. TLM tracking was done through tablets linked to the TLM dashboard. Once TLM recipients at LGA and school level consent by signing, tablets are synched, and data is immediately reflected on the dashboard. And SMS alerts were used to confirm that the school headteacher has received the TLM. SMS alerts are a quick way of getting confirmation of receipt, however, not all headteachers respond to the request. Besides supporting TLM distribution, the Initiative further conducted independent TLM distribution monitoring visits to ascertain bottlenecks in the process and establish the extent to which the standard operating procedures were adhered to. In Bauchi, the team conducted sample-based visits to three LGAs namely Bauchi, Ningi and Misau from May 28 to 3, 2019. A random sample of schools was drawn from the list of schools in the Initiative intervening LGAs. At least 10 schools


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per each of selected LGAs were visited. The table below summarizes the main findings across the three LGAs. Table 8: TLM distribution findings LGAs Misau Bauchi Ningi TLM Distribution LGA to school process followed? Yes No No TLM distribution completed in schools? No No No Timely communication of the TLMs arrival Yes Yes Yes Adequacy of TLMs received Yes Yes Yes Outstanding TLMs from previous distribution Yes Yes Yes Completeness of State to LGA shipment notes Yes Yes Yes Completeness of LGA to school shipment notes Yes Yes Yes

The monitoring exercise further revealed that even after orienting the SSOs on how to accurately capture TLM data on tablets, some faced challenges and had to be supported. Some storekeepers at the LGA did not document TLMs distributed to the schools as required. The Initiative through the Reading and Access Coordinators thus provided additional support to ensure that the process was properly implemented.

5.2 Routine monitoring The MEAR Unit conducted joint and independent monitoring visits to project implementation localities to verify compliance with the project's standard operating procedures. These monitoring visits were aimed at identifying project implementation challenges and providing needed support to the state and LGA teams. In Coordination with the State Team Leaders and the Systems Strengthening Unit, the MEAR Unit developed the LGA monitoring instrument, which was utilized by state teams to monitor Initiative activities at LGA and community levels. Reports generated through routine monitoring have been used positively by state teams in addressing issues related to activity implementation. 5.3 Data Quality Assessments The Initiative Activity Monitoring Evaluation and Learning (AMEL) Plan mandates the Monitoring, Evaluation, Assessment and Research (MEAR) Unit of the Initiative to conduct periodic data quality assessments to ensure that data collected and reported meets the expected data quality standards as set out in USAID ADS 201. The MEAR team conducted a data quality assessment on teacher training in Bauchi state from May 6 to 9, 2019 following the teacher training implemented in the state. The data quality assessment examined the five data quality dimensions as regards teacher training data. These dimensions include data validity, reliability, integrity, timeliness and precision. The team compared the data uploaded to the central database by state teams, with raw data, to validate the accuracy of reporting. The team randomly sampled schools in Ningi, Darazo, Bauchi and Misau LGEAs to validate teachers reported to have been trained in schools. LGEA officials, NEI Plus state officials (Reading Unit) and the State MEAR Unit were interviewed to assess their understanding of the data collection protocols and procedures. The major findings of the DQA were validating school teachers to be registered during the training. Even though the state has tried to ensure that primary 1 to 3 English and Hausa teachers be trained, there appear to be loopholes in the system that could lead training unintended targets. A detailed report with recommendations was shared with the state team and the Initiative senior


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management. Based on the report, the Initiative developed teacher validation protocols and instituted a teacher validation exercise for the upcoming round of teacher training. 5.4 Dashboard development and refinements The MEAR unit continued working with other Units in developing, customizing and refining dashboards. Some of the notable dashboards include the classroom observation dashboard, the LEMA dashboard, the TLM dashboard and the NFLC dashboard. These dashboards have become popular with the project and state partners, as they provide a quicker and easier way of interpreting results. 5.5 Activity Monitoring, Evaluation and Learning (AMEL) Plan Update The Initiative is revising the AMEL plan to reflect additions to the new indicators and amendments to targets. The revised AMEL Plan is in progress by USAID. The MEAR Unit of the Initiative collected and timely reported on indicator data on a quarterly basis.


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6.0 PROJECT OPERATIONS AND MANAGEMENT The project management continues to coordinate project activities, day-to-day managerial oversight of the field office and respond to requests from USAID. 6.1 Security The project paid close attention to potential safety and security challenges throughout the election period. The project adapted, and adjusted service delivery as warranted limiting movement inter and intrastate weeks before and after the elections. At the state level, a liaison coordination mechanism linking state and LGEA levels was instituted. Under this new arrangement, state officers are appointed as liaisons for specific LGAs and must provide technical support to the LGA reading and access coordinators for effective implementation of project activities. A reporting mechanism that encourages continuous feedback to the key staff in the LGEAs and vice-versa was also set up to encourage close collaboration and improve turnaround time for addressing challenges at the school level. This strategy has proven very effective in the states, improving the quality of program implementation and allowing STLs to provide hands-on and specific solutions for the different LGAs. 6.2 Planning and Review This year, the PY4 work plan was realigned to include activities addressing key findings from the EGRA and ICA midline results, TLM distribution process and support to states for BESDA rollout. In addition to the revised work plan, the project shared supporting documents including the TLM printing and distribution status, BESDA collaboration plan, ICA action plan matrix and budget, and PY4 work plan reinforcement matrix, with the Mission. These documents reinforce actions to address concerns from the midline EGRA and ICA findings. The project also developed a detail justification for developing P1 English TLM as part of activities to improve learning outcomes. In January 2019, the Initiative organized a 3-day team-building retreat for all 109 staff members to forge stronger ties amongst themselves, boost efficiency, and work productivity and encourage staff to support one another while assuming leadership and being accountable. The retreat presented the opportunity to analyze the successes of the project, reflect on areas that needed urgent improvement and collectively resolve to achieve the goal of improving reading outcomes for the children of Bauchi and Sokoto states. 6.3 Office Management Both the Abuja and Bauchi offices ensured effective office operations by making requisitions to replace used office items. External and internal maintenance works in the Abuja and Bauchi office buildings were also carried out while business and identity cards were processed for onboarding staff. The Annual Inventory Report was also updated and submitted to USAID, and approved by our COR. 6.4 Personnel/HR The activities of the project HR in Y4 included staff hires in both Bauchi and Abuja offices. A Procurement & Logistics Assistant and LGA Access Coordinator were hired in Bauchi while a Grant Officer, Communication officer, and Project Driver were hired for the Abuja office. Following the project Communication manager’s resignation, the recruitment process for a suitable replacement has been initiated. Some consultant agreements for the graphic artists were also renewed with USAID approval so they can work with the Reading Unit. Annual staff performance reviews were conducted on the anniversaries of the staff. Compliance with established policies and procedures were ensured while meeting project expectations by staff. Staff insurance issues were also managed especially for new staff.


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6.5 Grants Management The Initiative also developed the CSOs training manual covering different topics on critical thematic areas of the project.1 Beyond trainings, CSOs now have a reference document addressing technical requirements for execution of grants. In PY5, the Initiative will no longer conduct CSO trainings but provide on-the-ground support to the CSOs through customized coaching and mentoring to deliver on grant activities targeted at improving reading outcomes for OOSC. The project trained and deployed 102 mobile devices and portable solar chargers and power banks to 42 M&E officers and 60 LGA POs in Bauchi and Sokoto states. The tablet-based system allows CSOs to report on the establishment of NFLCs, enrollment of learners, recruitment, mentoring and coaching of LFs, routine monitoring, and milestone reporting on grants.

6.6 Procurement TLMs procurements:

Reading Unit (Formal Schools) Supplementary Reading Materials

NGN 32,916,259

1,018,000 copies

Reading Unit (Formal Schools)

Teaching & Learning Materials

NGN 777,301,590.50

3,489,344 copies

Access & Fragility Unit (Non-Formal Schools)

Mu Karanta! Let’s Read

NGN119,521,331

599,200 copies

Other procurements include:

Script writing & studio rental NGN 8,900,000

ICT Materials for Teacher Education Centers NGN 16,436,000

Supply of school kits for NFLCs in Bauchi NGN 29,168,101.50

333,036 items

The procurement of 227 pieces of tablets and 177 pieces of solar chargers for the non-formal program in both Bauchi and Sokoto states was initiated. This procurement is being handled at the home office because of the unavailability of the specified items in Nigeria.

The project bought two heavy duty scanners to support the grant unit in program implementation. Project procurement unit ensured compliance in all the procurements to support program activities both in Abuja & Bauchi and supported the Sokoto office when called upon. The vendor database was updated, awards were properly advertised to ensure competitiveness and the Blanket Purchase Agreements with service providers were managed well. There were quarterly visits to the Bauchi office to ensure compliance in the state procurements and to identify gaps, support and train staff accordingly.

The procurement process for the Cohort 4 NFLC TLMs and SRMs was concluded and the materials delivered to the states. The procurement process for the PY4 EGR TLMs was initiated. The procurement process to produce a 24-episode radio drama was concluded and pre-tested in the states. ICT materials for the CoEs were procured. Provided logistics


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support for all STTA visits. Provided procurement and logistics support for all program activities, while ensuring compliance with the policies.

6.7 Information Technology Maintenance of IT and communication infrastructure was conducted. The office IT equipment was maintained while ensuring staff adherence to the company’s policies. The Internet Service Provider was also reviewed to facilitate improved service delivery.

6.8 Communications The project’s communication team implemented several activities publicizing achievements and raising awareness of its objectives to stakeholders and the general public. Increased Project Communications and Visibility on global channels On the communications front, the Initiative increased visibility for the project, launching its presence on social media (Twitter, Facebook, and Instagram) this year. These platforms are being utilized to share the project’s best practices and contributions to improvements in education with the wider online community. Since launching on April 4, audiences and user engagements on these accounts continue to grow.

Figure 16: NEI+ Social Media Impressions (April – September 2019) Overall tweet impressions between April - September 2019 is 80,300 while the number of posts on Facebook is 126 with a total reach of 244,546 and impressions of 334,689. Several stories and news items were featured on USAID’s Naija Weekly newsletter website with these links:

• https://www.creativesociatesinter-national.com/stories/26934/ • http://neiplus.com/bauchi-subeb-pledges-to-deliver-textbooks-to-schools-early/ • http://neiplus.com/nei-plus-launch-es-24-episode-radio-drama-as-stakeholders-

canvass-for-girl- child-education/ • http://neiplus.com/trcn-to-integrate-nei-plus-reading-materials-into-teacher-training-

programs/ • http://neiplus.com/nei-plus-celebrates-womens-day-launches-ra-dio-drama-on-

education-in-bauchi- sokoto/ • http://neiplus.com/colleges-of-education-in-nigeria-to-offer-ear-ly-grade-reading-

course/ • http://neiplus.com/nei-plus-celebrates-international-mother-lan-guage-day/ • http://neiplus.com/nei-plus-buildsskills-of-5000-teachers-on-early-grade-reading/ • http://neiplus.com/nei-plus-staffshare-memorable-experiences-on-the-first-team-

building-event/ • http://neiplus.com/nei-plus-retreatfosters-unity-amongst-staff/

Newsletter: http://neiplus.com/newsletters/

334,689

FacebookImpressions

80,300

Tweet Impressions



http://neiplus.com/nei-plus-staffshare-memorable-experiences-on-the-first-team-building-event/


mailto:[email protected]



http://neiplus.com/trcn-to-integrate-nei-plus-reading-materials-into-teacher-training-programs/



http://neiplus.com/nei-plus-celebrates-womens-day-launches-ra-dio-drama-on-education-in-bauchi-%20sokoto/



http://neiplus.com/nei-plus-retreatfosters-unity-amongst-staff/



http://neiplus.com/wp-content/uploads/2018/01/The-Initiative-Weekly-January-8-21-2018.pdf

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http://neiplus.com/wp-content/uploads/2018/01/The-Initiative-Weekly-January-8-21-

2018.pdf http://neiplus.com/wp-content/uploads/2017/11/The-Initiative-Weekly-October-30-

November-10-2017.pdf http://neiplus.com/wp-content/uploads/2017/11/The-Initiative-Weekly-November-13-

24-2017.pdf http://neiplus.com/wp-content/uploads/2017/09/The-Initiative-Weekly-September-11-

15-2017.pdf http://neiplus.com/wp-content/uploads/2017/09/The-Initiative-Weekly-September-25-

29-2017.pdf http://neiplus.com/wp-content/uploads/2017/08/The-Initiative-Weekly-July-24-28-

2017.pdf http://neiplus.com/wp-content/uploads/2017/07/The-Initiative-Weekly-July-10-14-

2017.pdf http://neiplus.com/wp-content/uploads/2017/07/The-Initiative-Weekly-July-3-7-

2017.pdf http://neiplus.com/wp-content/uploads/2017/06/The-Initiative-Weekly-June-12-16-

2017.pdf http://neiplus.com/wp-content/uploads/2017/07/The-Initiative-Weekly-June-19-23-

2017.pdf http://neiplus.com/wp-content/uploads/2017/04/NEIPlus-newsletter-April-4-8-

2017.pdf http://neiplus.com/wp-content/uploads/2017/03/NEIPlus-newsletter-March-13-17-

2017..pdf http://neiplus.com/wp-content/uploads/2017/02/NEIPlus-newsletter-February-13-17-

2017.pdf http://neiplus.com/wp-content/uploads/2017/03/NEIPlus-newsletter-February-27-

March-3-2017.pdf http://neiplus.com/wp-content/uploads/2017/01/NEIPlus-newsletter-January-23-27-

2016.pdf http://neiplus.com/wp-content/uploads/2017/02/NEIPlus-newsletter-January-30-

February-3-2017.pdf http://neiplus.com/wp-content/uploads/2016/12/NEIPlus-newsletter-December-5-9-

2016.pdf http://neiplus.com/wp-content/uploads/2016/12/NEIPlus-newsletter-December-12-16-

2016.pdf http://neiplus.com/wp-content/uploads/2016/11/NEIPlus-newsletter-October-31-

November-4-2016.compressed.compressed-2.pdf http://neiplus.com/wp-content/uploads/2016/11/NEIPlus-newsletter-November-7-11-

2016.compressed-1.pdf http://neiplus.com/wp-content/uploads/2016/11/NEIPlus-newsletter-November-14-18-

2016.compressed-1.pdf http://neiplus.com/wp-content/uploads/2016/11/NEIPlus-newsletter-November-21-25-

2016.compressed.pdf http://neiplus.com/wp-content/uploads/2016/10/NEIPlus-newsletter-October-3-7-

2016.pdf http://neiplus.com/wp-content/uploads/2016/10/NEIPlus-newsletter-October-10-14-

2016.pdf http://neiplus.com/wp-content/uploads/2016/10/NEIPlus-newsletter-October-24-29-

2016.compressed.pdf This year, the Initiative interviewed popular Kannywood celebrities with a large following on social media to feature on our social media channels. The celebrities endorsed the project’s efforts in promoting education and appealed to their fans (many of whom reside in Bauchi

http://neiplus.com/wp-content/uploads/2017/08/The-Initiative-Weekly-July-24-28-2017.pdf



http://neiplus.com/nei-plus-celebrates-international-mother-lan-guage-day/



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http://neiplus.com/nei-plus-launch-es-24-episode-radio-drama-as-stakeholders-canvass-for-girl-%20child-education/



http://neiplus.com/wp-content/uploads/2017/04/NEIPlus-newsletter-April-4-8-2017.pdf



http://neiplus.com/bauchi-subeb-pledges-to-deliver-textbooks-to-schools-early/






http://neiplus.com/wp-content/uploads/2017/06/The-Initiative-Weekly-June-12-16-2017.pdf






http://neiplus.com/colleges-of-education-in-nigeria-to-offer-ear-ly-grade-reading-course/



https://www.creativeassociatesinternational.com/stories/usaid-trained-teacher-transforms-lives-in-rural-nigeria/



http://neiplus.com/newsletters/



http://neiplus.com/wp-content/uploads/2017/03/NEIPlus-newsletter-February-27-March-3-2017.pdf



http://neiplus.com/wp-content/uploads/2017/01/NEIPlus-newsletter-January-23-27-2016.pdf



https://www.creativesociatesinter-national.com/stories/26934/



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and Sokoto states) to support education and follow the Initiative’s social media handles. The celebrities interviewed were Rabiu Rikadawa, Naburaska, Hannatu, Fati Al Amin, Sadiq Sani Sadiq, Asma’u Sani, Rukayya Dawayya, Shehu Hassan Kano, Yakubu Mohammad, and Usman Uzee. The video clips are being edited and will be published on the social media platforms PY5 Q1. The Initiative staff marked the International Mother Language Day on February 21, 2019, with reflections on this year’s theme: “Indigenous languages matter for development, peacebuilding, and reconciliation.” A team of four discussed how the project uses its innovative EGR program, Mu Karanta! Let’s Read! to build reading skills for children in Hausa and transition to English. Further, the panel discussed community mobilization to support education by using local language media campaigns. Staff marked the event dressed in native attire worn by some of the 500 tribes in Nigeria. News stories highlighting key achievements of the project can be viewed here: http://neiplus.com/category/news/ http://neiplus.com/new-chief-of-party-resumes-engages-partners-for-improved-

reading-outcomes/ http://neiplus.com/ncce-commissions-early-grade-reading-resource-center/ http://neiplus.com/nmec-to-standardize-basic-literacy-exams-in-nigeria/ http://neiplus.com/sustaining-reading-activities-will-improve-education-quality-in-

sokoto-state/ http://neiplus.com/usaid-trained-reading-experts-promote-literacy-awareness-in-

nigeria/ http://neiplus.com/ict-based-coaching-for-teachers-a-major-breakthrough-for-egr-in-

nigeria-subeb-chairman/ http://neiplus.com/bauchi-subeb-pledges-to-deliver-textbooks-to-schools-early/ http://neiplus.com/nei-plus-launch-es-24-episode-radio-drama-as-stakeholders-

canvass-for-girl- child-education/ http://neiplus.com/trcn-to-integrate-nei-plus-reading-materials-into-teacher-training-

programs/ http://neiplus.com/nei-plus-celebrates-womens-day-launches-ra-dio-drama-on-

education-in-bauchi- sokoto/ http://neiplus.com/colleges-of-education-in-nigeria-to-offer-ear-ly-grade-reading-

course/ http://neiplus.com/nei-plus-celebrates-international-mother-lan-guage-day/ http://neiplus.com/nei-plus-buildsskills-of-5000-teachers-on-early-grade-reading/ http://neiplus.com/nei-plus-staffshare-memorable-experiences-on-the-first-team-

building-event/ http://neiplus.com/nei-plus-retreatfosters-unity-amongst-staff/

Stories promoting the project’s achievements were also posted on Creative’s website, accessible from these links:

• https://www.creativeassociatesinternational.com/stories/sokoto-state-government-extends-usaids-reading-program-to-more-children/

• https://www.creativeassociatesinternational.com/stories/spotlight-on-nigeria-coaching-early-grade-reading-and-the-future-of-education-policy/

• https://www.creativeassociatesinternational.com/stories/26934/ • https://www.creativeassociatesinternational.com/stories/usaid-trained-teacher-

transforms-lives-in-rural-nigeria/ • https://www.creativeassociatesinternational.com/stories/zainab-fulfills-her-

educational-dreams-in-northern-nigeria/

http://neiplus.com/wp-content/uploads/2016/12/NEIPlus-newsletter-December-12-16-2016.pdf


http://neiplus.com/ict-based-coaching-for-teachers-a-major-breakthrough-for-egr-in-nigeria-subeb-chairman/



http://neiplus.com/wp-content/uploads/2017/11/The-Initiative-Weekly-October-30-November-10-2017.pdf

http://neiplus.com/wp-content/uploads/2017/11/The-Initiative-Weekly-October-30-November-10-2017.pdf

http://neiplus.com/nmec-to-standardize-basic-literacy-exams-in-nigeria/

http://neiplus.com/nmec-to-standardize-basic-literacy-exams-in-nigeria/

http://neiplus.com/sustaining-reading-activities-will-improve-education-quality-in-sokoto-state/



http://neiplus.com/usaid-trained-reading-experts-promote-literacy-awareness-in-nigeria/



https://www.creativeassociatesinternational.com/stories/26934/

















http://neiplus.com/wp-content/uploads/2017/03/NEIPlus-newsletter-March-13-17-2017..pdf

http://neiplus.com/wp-content/uploads/2017/03/NEIPlus-newsletter-March-13-17-2017..pdf

http://neiplus.com/category/news/

http://neiplus.com/category/news/






https://www.creativeassociatesinternational.com/stories/sokoto-state-government-extends-usaids-reading-program-to-more-children/



https://www.creativeassociatesinternational.com/stories/spotlight-on-nigeria-coaching-early-grade-reading-and-the-future-of-education-policy/



http://neiplus.com/wp-content/uploads/2017/02/NEIPlus-newsletter-January-30-February-3-2017.pdf

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• http://campaign.r20.constantcontact.com/render?m=1113399587420&ca=67b3fa69-431b-4006-a6ef-37de784ef8ea

The project printed and distributed a compendium showcasing impact in improved learning outcomes to federal and state partners. The collection was well-received, with some organizations writing back to commend the project.

7.0 IMPLEMENTATION CHALLENGES AND LESSONS LEARNED 7.1 Implementation Challenges The election process stalled activities in Bauchi and Sokoto states where rerun elections were conducted. This affected state resources and personnel, which were focused on politics rather than education administration. The election period also disrupted school activities including the distribution of TLMs, however, the Initiative mitigated this setback and secured additional hours for missed lessons. The PY4 workplan review process was beneficial and strengthened low cost opportunities and synergies. However, delay in approval of the PY4 workplan and grant agreements slowed down the implementation of activities. Systemic issues such as teacher tardiness and absenteeism, irregular monitoring visits to schools, too few teachers and continuous establishment of schools remain a challenge. In response, the Initiative fine-tuned its strategies to focus on technical support at the school level while engaging with the government to perform their responsibilities and community leaders to hold them accountable. Lack of adherence to protocols by some SSOs during LEMA administration remain a challenge. Sometimes, some SSOs could not conduct assessments in schools, yet did not report in time to the supervisors for guidance. Despite constant messages on the LEMA, some SSOs still feel the results of the LEMA will judge their performance and hence do not strictly adhere to protocols that limit children from cheating. This challenge makes the GALA results not conclusive but rather indicative of pupils reading abilities. During the period under review, it was interesting to see SSOs using tablets to collect the LEMA data. For some time, there has been a discussion about the SSO’s capacity to handle such tasks. Most of the SSOs demonstrated interest and used the tablets with ease. This indicates that some of these SSOs are eager and can make a difference if their capacities are appropriately built. 7.2 Lessons Learned It is interesting that SSOs trained in collecting data through tablets ably did so. This is against the background that people view SSOs as lacking the capacity for that high-level activity. It is, however, important to note that SSOs engaged under the LEMA were assessed, hence are expected to be trainable. The collaboration of ICT, Reading and MEAR Unit further utilized this opportunity by letting those SSOs exposed to using technology for data collection to pioneer classroom observation using a similar approach.

Monitoring TLM during distribution is critical to addressing issues as they emerge and provide timely support that improves the overall book distribution experience. Data quality assessments (DQA) have demonstrated to be key to improving the project's systems in as

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far as data quality is concerned. The DQA conducted in Bauchi allowed the Initiative to rethink some strategies in implementing teacher training.

Collaboration among the Initiative Units has improved over time, and this has allowed synergy in implementing activities, as some activities were leveraged on others. This proved useful when the project has limited funding, yet a lot more activities were still achieved.

8.0 ANNUAL REPORT MATRIX Task (Activity Cluster)

Outputs planned for Y4 (Oct. 2018 – Sept. 2019)

Outputs achieved during Y4 (Oct. 2018 – Sept. 2019)


1.1.1.4 1. Hold 1 -day LGEA education stakeholders dialogue on mitigating dropout rate

Completed with participation by 600 stakeholders (534m 66f). Action plan developed

Planned in Y5 as feedback meeting to review implementation of action plan

1.1.2.2 2. Develop SMS and IVR messages for parents, educators and CSOs/ community stakeholders on safety awareness and conflict sensitivity

Completed Planned in Y5 to extend safety and conflict sensitivity messages to all LGAs

1.1.2.3 3. Deliver SMS/IVR messages on safety risk reduction and conflict sensitivity to LFs, CSOs, CBMCs & SBMCs

Completed Planned in Y5 (cohort 5) to deliver SMS/ IVR on safety, risk reduction and conflict sensitivity to LFs, CSOs, CBMCs and SBMCs.

1.1.4.1 4. Procure/produce TLMs that prioritize EGR

TLM developed and transported to both states, distributed to 30,000 learners.

Distribute remaining TLMs to cohort 5 in both states.

1.1.3.3 5. Conduct 2-day training for LGEA management staff and School Support Officers on EGR coaching, mentoring and report writing.

Completed

1.1.3.4 6. Conduct 2-day training for management staff of ESD and Scheme Organizers on EGR coaching, mentoring and report writing.

Completed

1.2.1.1 7. Quarterly feedback meeting of MFs on successes recorded during mentoring and coaching of LFs and Scheme Organizers.

Two quarterly feedback meetings held with scheme organizers and SAME in both states. Dashboard presented; data, successes and challenges discussed.

Planned for cohort 5 (Q1 & Q2)


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Task (Activity Cluster)




1.2.2.1 8. Conduct quarterly Access coordination meeting with other components (national level)

Completed. Planed for cohort 5.

1.2.3.2 9. Hold Access TWGs (2 quarters) state stakeholders’ forum to discuss learning outcomes, school access and safety data, issues & solutions

Two TWG meetings conducted in Bauchi and in Misau, 2019/2020 enrollment, and abandoned schools discussed. Advocacy visit conducted to SUBEB and MoE. ATWG meeting not held in Sokoto as activity was not approved for implementation in PY4.

Planned for cohort 5 in Q2.

1.2.3.3 10. Conduct Monthly Access Coordinators routine monitoring to NFLCs at LGAs

Monthly monitoring visit conducted to centers, findings discussed and documented; issues resolved. 260 of 300 centers monitored in Sokoto state

Planned for cohort 5 Q1, 2 and 3

1.2.3.4 11. Hold state joint monitoring visits to centers (monthly)

Joint technical monitoring visits conducted in both states

Planned for cohort 5 Q1 and 2.

1.2.3.5 12. Hold Technical Staff/LPO joint field visit to ensure FOI at the center level quarterly

In Bauchi, one Joint technical visit conducted to three LGAs. In Sokoto, joint monitoring visits conducted with Access and Fragility coordinators, and POs to 300 centers. Issues resolved and report developed.


1.2.3.6 13. Conduct Quarterly follow-up meeting between LPOs and Access Coordinators

Technical lead paid joint monitoring visit to centers, compiled successes and issues were discussed and resolved. In Sokoto,



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supported SAME in establishing 300 (180 NFLCs, 120 AGLC) based on the mapping result

1.3.1.1 14. Support the state SAME to establish 600 NFLCs with child-friendly spaces to encourage EGR

Completed with the establishment of 600 NFLCs (300 each in Bauchi and Sokoto State).

In PY5 Q1, Cohort 5 will commence with the initiative establishing 1000 NFLCs (500 each in Bauchi and Sokoto State)

1.3.1.3 15. Conduct 2-day training for 600 NFLCs Learning Facilitators on mobile money

Training of 360 LFs on mobile money was conducted in both states

Planned for cohort 5.

1.3.1.4 16. Conduct 10-day training for 600 NFLC learning facilitators on the new EGR integrated learning materials

Trained 600 LFs on new developed EGR

Planned for cohort 5. Q1.

1.3.1.5 17. Conduct quarterly facilitators cluster learning cycle meetings to monitor and support EGR learning outcomes

Not approved for implementation in PY4.

Planned for cohorts 4 and 5.

1.3.1.6 18. Planning, coordination and feedback meetings with LGA Access Coordinators

Coordination and feedback meeting conducted, report documented


1.3.1.7 19. Jointly validate 600 NFLCs, Facilitators and learners enrolled based on set-criteria

Validation of Cohort 4 learners completed, verified and changes were made in some centers

Planned for cohort 5. Q1.

1.3.2.1 20. Conduct 3-day workshop to standardize NFLC exams with the NFE stakeholders and NMEC, including assessment of basic EGR skills

3-Day workshop on standardized NFLC examination completed, standard developed and agreed by NMEC

To be finalized in Q1.

1.3.2.2 21. Support SAME to certify successful learners

Not completed due to inadequate funding from SAME in Sokoto. In Bauchi, cohort began late.

Planned for cohort 5 Q2.

1.3.2.3 22. Develop M&E guideline and technical reports for tracking monthly status of learners' absenteeism and dropout

Not completed Planned for cohort 5 Q2.


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1.4.1.1 23. Conduct 2-day joint policy advocacy and accountability skills training for 50 MTs, to include EGR inputs, standards and benchmarks

Completed, action plan developed and submitted.

No

1.5.1.1 24. Conduct post award review meetings and orientation for CSOs

Milestone achieved. 40 CSOs were oriented on cohort activities, trained on APPs in the tablet


1.5.1.2 25. Conduct CSO meetings to review inputs, targets (e.g. EGR) and budget

Achieved. Regular meetings with CSOs at the state level to review inputs, target and budget


1.5.1.3 26. Conduct end of year performance assessment of grantees, based on targets established

Achieved. Result was used to distribute NFLCs to CSOs

Planned for cohort 5 Q1, Q2, Q3.

1.5.1.4 27. Monitoring of outputs implemented by CSOs against targets (e.g. EGR)

Completed. Ongoing activity planned for cohort 5 Q1, Q2, Q3.

1.5.1.8 28. Conduct LFs' verification and mobile money set up

Achieved LFs were verified and mobile money was set-up

Ongoing activity planned for cohort 5 Q1, Q2, Q3.

1.5.1.11 29. Conduct monthly check-in meetings with grantees


1.5.1.12 30. Conduct compliance review of grant outputs


1.5.1.13 31. Conduct monthly monitoring of outputs implemented by CSOs and provide feedback


1.5.1.14 32. Facilitate community dialogues around key issues and finding solutions to challenges on absenteeism and EGR

Completed. Planned for PY5. Conduct a 5 -day communication and community mobilization meeting to compile, review and package materials to facilitate knowledge management and transfer/ output: Communication and community mobilization materials compiled and reviewed

1.5.1.15 33. Provide technical support to conduct Joint advocacy on EGR to traditional institutions at LGAs and

Achieved in Sokoto. Management asked Bauchi to delay the implementation of the activity until when CSOs come

Planned for PY5. Monitor the implementation of the Action Plan developed during round table discussions with Local Government and


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Sultanate/Emirates at state level

on board for cohort 4 activities because CSOs management the community structures such as WGs, CBMCs, CCs Sokoto were prom-active to work directly with the Community Coalition instead of waiting for the CSOs. The CCs mobilized other structures including the government partners for the activity.

community education stakeholders around improving reading outcomes/ Output: Action plan monitored, and feedback shared

1.5.1.16 34. Organize feedback/coordination meetings with Local Government Councils, LGEAs, Area Coordinators SUBEB, SAME and community structures to support and improve EGR outcomes

Achieved Planned for PY5. Provide technical support through mentoring and coaching to the government on implementing their sustainability strategy in promoting reading outcomes/Output: “How to Guide” developed and utilized for coaching

1.5.1.18 35. Provide technical support to government to hold community dialogues finding solutions to challenges of EGR and attendance

Achieved Planned for PY5. Conduct monthly monitoring and mentoring of CSOs to improve reading outcomes/ Output: CSOs mentored, coached and gaps identified addressed

1.5.1.19 36. Conduct royal summit on improved reading outcome

Achieved. Participated in collaboration with UNICEF

Planned for PY5. Finalize development of a traditional institutional framework, translate the framework into the Hausa language, validate with education stakeholders and disseminate for improved reading outcomes/ Output: Research and documented traditional institution framework for supporting education

1.5.1.20 37. Hold monthly meetings with CSOs, IPs (e.g. UNICEF) and government partners (state level) towards improving EGR outcomes

Achieved: Participated in the monthly meetings organized by the state government

Planned for PY5. Support CC’s to implement the traditional institutional framework, mobilize resources and coordinate with other structures to effectively use CRC to improve reading/Output:


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CCs facilitated to utilize the traditional institution framework (Wrap-around activity)

1.5.1.22 38. Hold monthly cluster meetings for Teachers, CSO LGA POs, SBMCs, CCs, WGs and LGA Social Mobilization Officer to address the challenges of teachers and learners’ absenteeism

Achieved Planned for PY5. Conduct training on mainstreaming gender in community engagement (LGEAs, CCs and WGs)/Output: Gender sensitivities mainstreamed into community activities (This is wrap around activity)

1.5.2.1 39. Conduct 3- day training on coaching and mentoring tools for new MFs, to support 9-month of EGR learning in NFLCs

Completed, scheme organizers carried out coaching and mentoring of LFs, reported, tracked by M&E and report developed

Planed for Cohort 5 Q1, Q2, Q3

1.5.2.2 40. Develop pedagogical curricular messages and two-way SMS/IVR data collection to support facilitators/teachers to improve EGR outcomes

Not completed Planed for Cohort 5 Q1, Q2, Q3

1.5.2.3 41. Deploy pedagogical curricular messages “e.g. EGR” and two-way SMS/IVR data collection to support facilitators/teachers

Activity was paused in Quarter 4 Y4 due to content review

Activity will continue in Q1- Q3 of Y5 as routine activity focusing on new themed messages e.g. Corporal punishment

1.5.4.3 42. Conduct community mobilization/awareness campaigns on retention, transition and EGR using traditional and new media such as SMS, IVR, mobile video units and Pico projectors.

Achieved

1.5.4.5 43. Orient LGA POs on ICT tool for Pilot to scale Implementation of ICT supported community mobilization dissemination and utilization of multimedia messages

Ongoing. Delays in Content production

Activity will be completed in Q1 PY5

1.5.4.7 44. Collect success stories from states on EGR on a quarterly basis.

Completed Activity will continue in Q1- Q3 of Y5 as routine activity focusing on consolidating successes and sustaining gains


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achieved through the Initiative.

1.5.4.8 45. Produce a variety of public relations toolkits for promotional outputs such as flyers, posters, leaflets, brochures and postcards

Completed Activity will continue in Q1- Q3 of Y5 as routine activity focusing on consolidating successes and sustaining gains achieved through the Initiative.

1.5.4.11 46. Organize knowledge fairs and cafes to promote all unique systems and processes in the project for positioning as leading EGR implementer


1.5.4.12 47. Organize outputs promoting accountability to state partners rounded off with press briefing by partners


1.5.4.15 48. Production of “I am the Initiative” videos


2.1.1.3 49. Present Text and Testing policy briefs to the federal and state stakeholders (reduce scale: print 1,000 copies each X 5 policy briefs = 5,000 total copies for PY4 – see ‘new policy framework activity’ - below)

Text and Testing policy briefs completed. Briefs not printed nor presented due to budget limitations; activity re-designed to support review and adoption of state policy action matrix (Activity 2.1.1.1 – i.e., supported by existing policy briefs and other documents)

Activity 2.1.1.1: output – revised and adopted EGR policy action matrix (by December 2019)

2.1.1.5 50. Support NERDC to hold meetings to sensitize federal and state stakeholders on the need develop for a National Reading Framework

Activity not completed due to lack of stakeholder input (NERDC)

Activities 2.1.1.6, 2.1.1.7 and 2.1.1.8: NERDC to participate with other, federal-level stakeholders (e.g., FME) to complete accountability framework, to include standards and benchmarks in Hausa (for which data already exists) by


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December 2019 (2.1.1.6); draft NRF document to be developed (jointly by FME and NERDC – by February 2020) and presented by government stakeholders to the NCCE for review and adoption (2.1.1.7 and 8)

2.1.1.7 51. Support NERDC to collect stakeholder opinions and perspectives through questionnaires and other instruments on the National Reading Framework


See above

2.1.1.8 52. Support NERDC to hold meetings with stakeholders nationwide (including regional) to gather input for the National Reading framework


See above

2.1.1.9 53. Conduct advocacies to state policy makers on increasing budgetary allocation for education and EGR outputs

Completed. The budget release for TLMs and teacher training in the support EGR improvement in schools rose from 26.3 percent (PY3) to 66 percent (PY4) FOR Sokoto. In Bauchi, the amount rose from 4 percent (PY3) to 50.4 percent (PY4). The combined states contributions rose 12.1 percent to 57 percent.

Activity on continuous advocacies for increase in budgetary allocation and releases for EGR improvement continues through the life span of the project

2.1.1.10 54. Conduct LGEA round table meeting with community leaders, education managers and CSOs on resource mobilization of local resource to support EGR

Completed. The activity was conducted in collaboration with the community mobilization team, low cost local resources are documented to address the immediate challenge impeding improved EGR

The community mobilization team developed in PY5 activities for tracking the implementation of the plan to achieve improved reading outcomes and alleviate the risk of teachers’ absenteeism, low time-on-task and poor attendance rate in schools.


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outcomes. Action plans on the low-cost mitigating factors are developed.

2.1.1.12 55. Support the quarterly conduct of the Initiatives - LGEAs - LGCs Forum for local ownership and community involvement

Completed. The community mobilization team developed activities for tracking the implementation of the plan to achieve improved reading outcomes and alleviate the risk of teachers’ absenteeism, low time-on-task and poor attendance rate in schools.

None.

2.1.1.13 56. Conduct 4-day workshop to finalize the Initiative/State sustainability framework and costed strategy plan for implementation with stakeholders (SMoE, SUBEB, SAME, LGEA, CSOs, Community Representatives)

The activity was moved to PY5 Q1 due to prioritization of activity during the PY4 workplan modification.

Activity planned for PY5 Q1

2.1.2.1 57. Support 3 days training of data managers (EMIS personnel) on FMIS windows of EMS application (Central office)

Completed. The training was conducted for the state EMIS personal on the management of FMIS application and the achievement of the activity includes

None

2.1.3.2 58. Revise student benchmarks based on midline EGRA (reduce scale: 2 days, no STTA)

Not completed due to budget constraints; activity carried over to PY5

Activity 2.1.3.2 to be completed in Q2

2.1.4.2 59. Conduct 2-day sensitization workshop of stakeholders on the report for planning, and budgeting processes (30 people)

Completed. The Activity took place in both Bauchi and Sokoto States with Directors of Planning from all State MDAs in

Development of MTSS 2020-2022 using BPT in PY5 Q1.


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attendance. 2.1.4.3 60. Training of policy

makers on expenditure tracking, forecasting and supporting evidence-based decision making and resource allocation

The activity was part of SEA process activities and it was moved to PY5Q1


2.1.4.4 61. Support states to develop tools for capturing expenditures on the categories of interest



2.1.4.5 62. Support states to capture and report on education expenditures



2.1.4.6 63. Support the states to ensure detailed budgeting at all levels



2.1.4.7 64. Track state government budgetary allocation, fund release and expenditure for basic education



2.2.1.3 65 Print and distribute TLMs for teachers and pupils in P1, P2 and P3

Completed. TLM were distributed in both states in Quarter 2 and Quarter 3.

Activity planned for PY5.

2.2.1.6 66 Develop and support RTWG review of supplementary teaching and training tools to support improved EGR outcomes (replaces Activity 2.3.2.6)

N/A Workshop of RTWG (federal/state representatives) to be held in Dec 2019 to review teachers’ training guide and other materials. See 2.3.2.6, below.

2.2.3.1 65. Support 2018/2019 Annual school census processes (Pre-Planning, Data collection, Data entry, Validation and Dissemination)

Completed. Further support will be provided in PY5 but with reduction in funds from the project

2.2.4.1 66. Distribute and track EGR supplementary materials to support school- and community-based reading outputs in February and August

Bauchi: total of 629,814 copies of 48 SRM titles supplied to state; 577,275 copies provided to schools (for SRFs); remaining

Activities 2.7.1.1-5: activities to provide support for locating additional resources (e.g., reading materials) for CRCs, organizing reading activities, and promoting


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52,539 copies provided to 100 CRCs targeted Sokoto: 59,130 copies of SRM reported delivered to 100 CRCs targeted, by RAN; school and CRC distribution data not yet verified; to be provided in future reports

improved/increased support for reading in school communities (Community Mobilization component activities, with support from reading – see below)

2.2.4.4 67. Develop, pilot and finalize the evaluation tool for SRM use and management (to be integrated with other outputs – e.g., ICT training – at no cost)

Draft tool developed, but not piloted, due to budget constraints and grants-related delays in SRM distribution (distributed in May and June 2019 – see 2.2.4.1, above)

See Activities 2.7.1.1-5: tool to be integrated into CSO-led activities, for use by state, M&E and reading teams (Abuja) to support internal monitoring

2.2.5.1 68. Conduct planning meetings and scope and sequence development for P1 English reading program

Planning and draft scope and sequence documents completed; 18 draft Big Books and template for Teacher’s Guide completed for field testing

Activity 2.2.5.5: Scope and sequence to be presented, reviewed and adopted with other materials (TG and BBs) at final validation workshop in Q1. See below.

2.2.5.2 69. Develop P1 English pupil’s book and teacher’s guide

See above. No pupil’s book required (deemed inappropriate for age/grade level, in consultation with NERDC); teacher’s guide not completed due to field test requirements (scheduled for October 2019, in consultation with NERDC);

Activities 2.2.5.1-2: To be completed in October 2019, following the completion of field testing (18 Big Books, 1 Teacher’s Guide)

2.2.5.3 70. Pilot testing of draft P1 English reading materials (pupil’s book and teacher’s guide)

See above – field testing impossible until October 2019, due to school calendar in Bauchi and Sokoto (where testing to take place)

See above. Activities 2.2.5.3-4: to be completed in October 2019; test instruments produced, piloted and field tests conducted in schools in both states

2.2.5.4 71. Conduct validation workshop for P1 English reading TLM

See above. Activity 2.2.5.5: validation of scope and sequence, 18 Big Books and 1 TG (to be completed under NERDC leadership during November 2019 workshop)

2.3.1.13 72. Jointly consult with state SUBEBs/BESDA team,

Completed. Progress review of implementation workplan


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WB Review: tools, strategies, outputs, timelines, milestones

The activity shared the project best practices on performance monitoring and implementation workplan for EGR intervention for 7 additional BESDA States.

and Performance Monitoring Plan for BESDA activity in PY5 Q1.

2.3.1.14 73. Conduct 3-day workshop for all TWGs on the Initiative’s technical approach

Completed None

2.3.1.15 74. Consultations with SUBEBs (state level) including establishment of BESDA TWGs

Completed in the Six BESDA States.

None

2.3.1.16 75. Stakeholders Meeting to share program objectives and plan (USAID, UBEC/BESDA, FMoE, WB, NERDC, BESDA States)

Completed.

None.

2.3.1.17 76. Development and/or review of BESDA work plans by states’ TWGs and local consultants

Completed. Consultants recruited by the Initiative visited the States to disseminate the implementation Workplan and PMP for BESDA Activities to expanded Stakeholders.

Technical review meeting with Bauchi and Sokoto on Fidelity of Implementation for BESDA activity in PY5 Q1

2.3.1.18 77. Conduct finalization workshop of reviewed and/or developed BESDA work plans

Completed in all seven BESDA States supported by the Initiative.

None.

2.3.1.19 78. BESDA work plans and other documents submitted to BESDA

Completed. All documents as finalized in the seven States has been submitted to World Bank by the respective States.

None.

2.3.1.20 79. Work plans tracking for fidelity of implementation

Completed Technical review meeting with Bauchi and Sokoto on Fidelity of Implementation for BESDA activity in PY5 Q1

2.3.1.21 80. Conduct 2-day final stakeholders technical review workshop

Planned for PY5 Q1.

Stakeholder Technical Meeting will be Conducted in PY5 Q1


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2.3.2.6 81. Support the development of supplemental teaching and training tools to support improved EGR outcomes

Ongoing. Completed new TLC session template, new training guide, lesson 5 template, and video tools to support coaching/mentoring

Activity 2.2.1.6: Workshop to support RTWG to review and adopt new EGR training guide and supplemental materials (e.g., lesson 5 template)

2.3.2.7 82. Support SUBEB to provide 5-day CPD on EGR coaching for MTs and SSOs to support improved quality and frequency of reading instruction, in April and August (reduce scale: 4-day CPD for 240 SSOs (140 Bauchi, 100 Sokoto), to be expanded via SUBEB – see also 2.3.2.11, below)

Bauchi: 231 SSOs and 354 TWG members benefitted from teachers’ training (Dec 2018/Jan 2019); no figures provided for trainings in Aug/Sept 2019; Sokoto: trainings completed; figures not yet available (from state team)

Activities 2.3.2.14-15: all EGR coach teachers P1-P3 to be trained on new teaching techniques in Q1; additional training on ICT-based coaching and monitoring tools to be provided as well (see Activity 2.1.4.19, below)

2.3.2.8 83. Joint evaluation, monitoring and coaching of HTs to support teachers to improve EGR instruction

Completed Planned for PY5 Q1

2.3.2.9 84. 3-day leadership training for HTs on EGR inputs, outcomes and support strategies (reduce scale: 2-day training of 1040 HTs)

Not completed due to budget constraints

None

2.3.2.10 85. Support MTs, SSOs to provide supplemental training to teachers

Completed in Aug/Sept 2019 – 230 SSOs/MTs trained (estimated – verify figures with M&E)

Additional training to be provided in Dec 2019 – see Activity 2.3.2.14, below)

2.3.2.11 86. Support SUBEB to provide 2-day cluster-based CPD on EGR to teachers (via 100 ICT + 240 SSOs – see 2.3.2.7 and 2.4.1.26)

4-day training provided in Bauchi and Sokoto in Aug/Sept 2019; figures not yet available

Please explain related or new outputs planned for PY5 Q1

2.3.2.12 87. Support SUBEB to provide two, 2-day trainings on coaching/mentoring and monitoring to non-ICT equipped SSOs

N/A Trainings to be provided for all 771 SSO coaches/mentors (and associated MTs) in November 2019

2.3.2.14 88. Support SUBEB to select and provide two, 6-day EGR trainings to qualified MTs (replaces 2.3.2.7)

N/A 306 MTs as TOTs (Dec 2019) for training of teachers in Jan 2020

2.3.2.15 89. Support SUBEB to select and provide two, 4-day ICT-based training

N/A 450 SSOs/MTs trained on ICT-based coaching and monitoring tools (Nov 2019 –


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workshops on coaching/mentoring and monitoring to MTs (replaces 2.4.1.26)

to include original 100 SSOs trained in PY4). To be combined with 2.3.2.14, above, for Dec 2019 training.

2.3.2.16 90. Support SUBEB to update teacher validation and register teachers before trained for teachers

N/A 8500 teachers to be screened/verified and validated before participating in Jan 2020 teachers’ training (beginning in Dec 2019)

2.3.2.17 91. Produce videos and/or audio tools to support EGR training and coaching/mentoring

N/A 2 full-length classroom videos to be produced in Oct/Nov 2019 (Hausa and English)

2.3.2.18 92. Support SUBEBs to provide two, 3-day trainings of MTs to train non-ICT equipped SSOs on coaching/mentoring and monitoring

N/A 20 MTs trained to train non-ICT equipped SSOs on coaching and monitoring (December 2019). See Activity 2.3.2.12, above.

2.3.2.19 93. Equip an additional 350 SSOs with tablets to expand and sustain use of ICT-based tools to support coaching/ mentoring and monitoring (see Activity 2.3.2.15, above)

N/A Provide an additional 350 SSOs with tablets for coaching and monitoring EGR teachers and inputs. See Activity 2.3.2.15, above.

2.3.4.7 94. Develop blended learning outputs integrating ICT into the pre-service content (curriculum)

ICT equipment installed (see below) and some content (e.g., classroom videos) provided; activity delayed due to budget constraints; concept note for blended learning also under review by USAID

Blended learning materials (including teacher’s guide) to be developed by Dec 2019, subject to USAID approval of concept note (see note at left)

2.3.6.2 95. Support TEIs to establish ICT Enhanced EGR Resource rooms including installation and utilization of ICT materials

ICT equipment installed at 4 TEIs in Bauchi and Sokoto states

Activity 2.3.6.6: ICT-based EGR resource center to be established at the NCCE (Dec 2019)

2.3.6.3 96. Train and support the TEIs and NCCE on how to use, maintain, secure, source, and develop EGR resource rooms technology and do outreach to local schools (reduce scale: no STTA support for training)

Not completed due to budget constraints; carried over to PY5

No activities planned (inauguration of one of four centers to take place in Q3)


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2.3.6.5 97. Participate in International Conferences (CIES)

Completed. The Initiative participated in the 2019 CIES.

Planned

2.4.1.1 98. Support SUBEBs and LGEAs to revise the EGR (Mu Karanta! Let's Read!) mentoring and coaching visit schedule with LGEAs (use PQAOs and SSOs as coaches)

Ongoing. Schedules revised and established three times: during teachers’ training of Jan 2019 (TOTs), ICT training of April 2019 (for 100 coaches only – 50 from each state), and TOTs in Aug/Sept 2019 (Q4)

Review/revision of all coaches’ schedules in October 2019

2.4.1.2 99. Support the SUBEB to deploy PQAOs to visit and support SSOs on EGR (Mu Karanta! Let's Read!) implementation

Not completed, due to budget constraints

To be completed once per quarter (starting November 2019 – Q1)

2.4.1.3 100. Quarterly review meetings with LGEAs QA staff & management on EGR (Mu Karanta! Let's Read!) coaching and mentoring outputs

Not completed, due to budget constraints

Once per quarter (starting in December 2019)

2.4.1.5 101. Develop segmented and full EGR lesson classroom videos including SSOs' school support

2 full-length classroom videos completed in Hausa and in English (one each in Bauchi and Sokoto) in Q2; 2 additional videos (in Hausa only – one Bauchi, one Sokoto) in August 2019 N.B.: 2 videos produced in August have yet to be reviewed by USAID

Activity 2.3.2.17: Additional 4 videos (2 Hausa, 2 English) to be produced in October 2019

2.4.1.6 102. Develop SSOs monitoring framework for piloting of mentoring/coaching and reporting of EGR implementation and monitoring in the LGEAs

Draft framework developed;

Activities 2.3.2.15; 2.3.2.18-19:

2.4.1.10 103. Implement scalable pilot for deployment of Mu Karanta! mobile based school monitoring, EGR classroom observation, coaching and mentoring outputs (reduce scale: train 100 SSOs, 20 MTs)

Completed: 100 SSOs, 20 MTs trained

To be expanded in PY5. See Activity 2.3.2.15, above.

2.4.1.12 104. Support SUBEB and MoEs to train LGEAs EMIS officers, MTs,

Not completed due to budget constraints

450 ICT devices and kits provided. 450 SUBEB and MoE HDQAs trained.


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SSOs, HoSS and HDQA on Implementation of Scalable pilot of Mu karanta ! Mobile based School monitoring, EGR classroom observation, coaching and mentoring.

2.4.1.13 105. Support the state to design and train MoEs, SUBEBs, SAMEs, LGEAs QA officers on data analysis and reporting of the scalable pilot of Mu karanta! mobile based school monitoring, EGR classroom observation, coaching and mentoring

Not achieved due to budget constraints.

Data routinely collected, analyzed and reported at State, LGEA and school levels (beginning in Q2) in all 20 LGEAs (via tablet-equipped SSOs).

2.4.1.14 106. Develop ICT materials to support instructional leadership at TLCs and Cluster Learning Circles (CLCs) meeting via scalable pilot of Mu karanta mobile based coaching and mentoring module

Not completed due to budget constraints. Some school-based support provided via tablets and Pico projectors (to over 500 schools).

None

2.4.1.15 107. Deploy ICT materials to support Instructional leadership for CLCs

Not completed due to budget constraints.

None

2.4.1.17 108. Deploy SMS/IVR bi-monthly messaging to SSOs/TOTs/MTs on support for Instructional leadership for cluster groups

Completed. 24-episode radio drama produced to support EGR inputs, best practices.

None

2.4.1.19 109. Train SUBEB PQAOs and selected SSOs from the LGEAs on the pilot instrument (tablets) approach and implementation

Completed, exceeding targets. See Activity 2.4.1.26, below.

See Activity 2.4.1.26, below.

2.4.1.20 110. Pilot the new framework tested in the selected schools

Completed, exceeding targets. See 2.4.1.19, above.

See 2.4.1.19, above.

2.4.1.21 111. Work with SUBEB to review/analyze the data and develop report from the pilot exercise

Not completed due to budget constraints.

Report to be presented to RTWG and integration of SSOs monitoring framework to begin in December 2019.

2.4.1.22 112. Present the report (pilot mentoring/coaching and reporting of EGR implementation and monitoring) and the final SSOs monitoring

Not completed due to budget constraints. See above.

See Activity 2.4.1.21, above.


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framework to the RTWG and recommend scale up

2.4.1.23 113. Conduct LGEA/LGA coordination meeting on EGR support and implementation

Ongoing. Held once each quarter in PY4.

To continue in PY5. See 2.4.2.4, below.

2.4.1.25 114. Conduct meeting with LGEAs/LGA SSOs/Scheme Organizers on monitoring findings

Ongoing. Held once each quarter in PY4.

To continue in PY5.

2.4.1.26 115. Train SSOs on ICT based EGR mentoring and coaching to improve monitoring and EGR outcomes

Exceeded target of 100, training 200 SSOs on ICT-based coaching and monitoring tools. Lesson length (i.e., time of instruction) increased by 90%

To be expanded in PY5 to 450 SSOs. See Activity 2.3.2.15, above.

2.4.1.27 116. Provide continuous support (i.e., logistics) to LGEA QA, MTs and SSOs to carry out coaching and mentoring of teachers in schools

Completed. Increased number of school visits per coach by 50%.

See e.g., 2.4.1.26, above. 500 SSOs supported to make 2 school visits per month for 6 months (Oct-Mar 2019).

2.4.1.32 117. Visit on SSOs coaching mentoring outputs for teachers and schools, based on the mentoring schedule and monitoring plan

Ongoing. Frequency of monitoring visits was limited in Q2 and Q3, due to national/state elections and budget constraints, respectively.

To continue in PY5, jointly with LGEA QA staff. See Activity 2.4.1.2, above, also 2.4.1.27.

2.4.1.33 118. Conduct monthly joint monitoring outputs between M&E and reading/access teams to improve EGR outcomes

Ongoing. Frequency of monitoring visits was limited in Q2 and Q3, due to national/state elections and budget constraints, respectively.

To continue in PY5, starting in Q1. See Activity 2.4.1.27, above.

2.4.1.34 119. Visit central office reading team to monitor and support states’ progress on new EGR improvement strategy

Ongoing. Frequency of monitoring visits was limited in Q2, due to national/state elections and budget constraints, respectively. However, reinforced for ICT-equipped SSOs’ school visits. Over 80 schools visited during two-month period of May-June (Bauchi) and June-July (Sokoto). See above.

To continue in PY5, starting in Q1, to support more frequent and active coaching. See Activity 2.4.1.27, above.


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2.4.1.36 120. Conduct training of Scheme Organizers and ESDs on EGR coaching strategies for NFLCs

Completed.

To continue in PY5, starting in Q1. See Activity 2.4.1.27, above.

2.4.2.1 121. Develop with SUBEBs/LGEAs/head teachers a plan to recognize exceptional teachers (e.g. with perfect attendance) for award annually

Not completed due to budget and other logistics constraints (e.g., movement/re-deployment of EGR teachers to non-NEI Plus LGEAs).

To be handed over to SUBEB, with technical support provided to identify teachers, based on available (i.e., coaching/monitoring) data.

2.4.2.2 122. Conduct quarterly joint monitoring and supervision with SUBEBs and MoEs

Ongoing. 50% completed, due to national elections and budget constraints in Q2 and Q3, respectively.

See 2.4.1.27, above.

2.4.2.4 123. Conduct joint reading coordination meeting Abuja, Bauchi and Sokoto

Ongoing. Completed (4 of 4 meetings held).

To continue in PY5, joined with 2.4.1.23, above.

2.4.2.5 124. Conduct joint mid-year RTWG meeting Abuja, Bauchi and Sokoto

Completed. System strengthening to organize, unless stated in approved workplan (e.g., review/revise standards and benchmarks).

2.5 State and LGEA systems for EGR assessment improved and implemented

Collaborate with LGEAs to collect, analyze, and report EGRA results (Activity 2.5.2).

125. Conduct refresher training for Assessors of Mini – EGRA 2019

Refresher training for mini-EGRA conducted

Planned for 2019/2020 EGRA endline assessment in formal schools

126. Conduct data collection for Mini – EGRA 2019

Mini-EGRA data for Language Transition study collected in both states

Planned for EGRA 2019/2020 endline assessment in formal schools

127. Verify assessors for EGRA administration

EGRA assessors for NFLC baseline identified and assessed

Planned for EGRA 2019/2020 endline assessment in formal schools

128. Conduct planning meeting to review training plans for PY4 NFLC EGRA baseline

Planning meetings to review training plans for PY4 NFLC EGRA data collection conducted

Not planned

129. Conduct training for assessors of PY4 NFLC EGRA baseline

State level data assessors identified and trained in EGRA administration

Not planned

130. Conduct data collection for PY 4 in NFLCs EGRA baseline

NFLC EGRA data collected in all the 10 LGAs in each state

Not planned


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131. Conduct refresher training for PY 4 NFLCs EGRA endline

Not conducted due to late commencement of cohort 4 NFLC

Planned for 2019/2020

132. Conduct data collection for PY4 NFLCs EGRA endline

Not conducted due to late commencement of cohort 4 NFLC


Collaborate with states and LGEAs to develop and implement local education monitoring approach (LEMA) and report findings to inform fidelity of implementation (Activity 2.5.3).

133. Support state partners to conduct termly schools sampling and planning for LEMA administration

LEMA school planning meetings and school sampling were conducted for all 3 school terms in Sokoto and for two out of 3 school terms in Bauchi

Planned for 2019/2020. Schools will be sampled in each of the 10 Initiative supported LGAs in each State

134. Support state partners to conduct termly refresher training for LEMA administration

Training on LEMA data collection conducted


135. Support state partners to conduct termly data collection for LEMA in formal schools (1 month before term exams)

LEMA data collection conducted


136. Support state partners to disseminate LEMA result at LGA level

LEMA data analyze and reported and disseminated at both state and LGA cluster levels


Develop targeted research on factors affecting student attendance and reading performance in Hausa and English (Activity 2.5.4).

137. Support implementation of the research plan while collaborating with the central office

Collected data on mainstreaming study and well as language of transition (Hausa to English) study

Not planned for 2019/2020

138. Facilitate the dissemination of the findings with support from the central office and hold dialogues (policy and other) on outcomes

Partly met. Preliminary results have been shared during the PY5 Annual work planning workshop where key stakeholders were invited


2.6.3.1

139. Train MFs and MTs on coaching and mentoring

Completed, tablets updated and

None


100





towards EGR implementation in NFLCs

reviewed

2.7.1.1 140. Support RAN to implement outputs promoting early grade reading in the established reading corners in schools and communities with supplementary readers, reading competition, community reading centers, book drives, reading clubs, etc.

Achieved 2.7.1.1 Activity: Work with CSOs to implement activities promoting early grade reading by raising awareness, mobilize children, parents and community members to CRCs to support children reading/ Output: RAN implementing activities in the schools that promote EGR

2.7.1.2 141. Develop a monitoring plan for CSO monitoring local implementation of EGR programs; support CSOs in visiting including use of ICT in collecting data, analysis and reporting with support from the central office

Achieved 2.7.1.2 Activity: Work with CSOs to Inherit or establish new CRCs sources for materials for existing and proposed new CRCs, identify community volunteers for CRCs/ Output: CSO implementing activities in the schools that promote EGR

2.7.1.3 142. Provide support to CSOs in visiting

Achieved 2.7.1.3 Activity: Work with CSOs and RAN to conduct: reading competitions, spelling bees, debates, song, folk tales, fun fares, rallies, carnivals, open days, etc in RCs / Output: All stakeholders aware of CRC /RC activities to promote reading

2.7.1.4 143. Provide 3-day training to Social Mobilization Unit to support local structures to support reading practice (reduce scale: 2-day training)

Achieved. Reading unit included LGA social mobilization officers in their teacher’s trainings

2.7.1.5 Activity: Train RAN and CSOs on tablets, PICO projector to conduct outreach and monitoring of reading activities (wrapped around CSOs orientation meeting)/Output: CSOs are effective


101





in supporting EGR through community-based monitoring of activities

2.7.1.5 144. Support LGEA Social Mobilization Unit to provide 2-day training to representatives of SBMCs, CCs, WGs, CBMCs, and community leaders on strategies to support reading practice in and out of schools

Achieved in Sokoto. Sokoto leverage on monthly cluster meetings. No funds to implement in Bauchi

None

2.7.1.6 145. Support LGEA Social Mobilization Unit to guide and monitor community reading centers

No direct support but supported LGA TWG which LGA social mobilization officers are members to support monitoring

Planned


102

9.0 PERFORMANCE MONITORING AND EVALUATION PLAN UPDATE The PMEP reports on 18 indicators, see below a detailed Performance Data Table for PY4.

PY4 Annual Performance Data Table

№ Indicator Method, Data Source, Frequency Frequency Quarter

1 Quarter 2 Quarter 3 Quarter 4 PY4 Actual

PY4 Target

PY4 Performance Comments

ES.1-3 Number of learners in primary schools and/or equivalent non-school based settings reached with USG education assistance

Method: NFLC Enrollment Record and EMIS Record Review

Annually 672,118

634,181 106%

Data Source: NFLC Records, EMIS Unit of measurement: Number of learners Disaggregation: State, LGEA, sex, school type

NFLCs

Male

Bauchi 5,395

Sokoto 6,250

Total males

11,645

Female

Bauchi 9,605

Sokoto 8,750

Total females

18,355

Formal Schools

Male

Bauchi 209,497

Sokoto 138,739

Total males

348,236

Female

Bauchi 184,246

Sokoto 109,636

Total females

293,882


103

Custom 1: Number of learners entering the entry grade/year of the targeted educational opportunity (access)


Annually 269,768

382,931 70%

Target was not met due to the decision in PY4 to change the target for non-formal learning centers from establishing 1972 centers to 600 centers, which reduced anticipated enrollment from 98,595 to 30,000.


NFLCs

Male

Bauchi 5,395

Sokoto 6,250

Total males

11,645

Female

Bauchi 9,605

Sokoto 8,750

Total females

18,355

Formal Schools

Male

Bauchi 76,055

Sokoto 53,570

Total males

129,625

Female

Bauchi 66,545

Sokoto 43,598

Total females

110,143

Custom 2: Number of primary or secondary school learners from underserved and/or disadvantaged


Annually 672,118

634,181 106%


NFLCs Male Bauchi 5,395


104

groups benefiting from USG education assistance specifically targeted at reducing inequity

Sokoto 6,250

Total males

11,645

Female

Bauchi 9,605

Sokoto 8,750

Total females

18,355

Formal Schools

Male

Bauchi 209,497

Sokoto 138,739

Total males

348,236

Female

Bauchi 184,246

Sokoto 109,636

Total females

293,882

Custom 4: Number of primary school learners in USG-assisted school’s/learning environments with staff and communities trained in safety awareness and promotion

Method: NFLC Enrollment Record and EMIS Record Review, locally defined criteria

Annually 30,000

98,595 30%

Target was set based on establishing 1,972 centers and therefore training 1,972 facilitators from these centers where 98,595 learners were expected to benefit. In PY4, target was reduced from 1972 centers to 600 centers, reducing number of learners by 68,595.

Data Source: NFLC Records, EMIS, locally defined criteria Unit of measurement: Number of learners Disaggregation: State, LGEA, sex, school type

NFLCs

Male

Bauchi 5,395

Sokoto 6,250

Total males

11,645

Female Bauchi

9,605

Sokoto 8,750


105

Total females

18,355

Formal schools

Male

Bauchi -

Sokoto -

Total males

-

Female

Bauchi -

Sokoto -

Total females

-

Custom 3: Percentage of students who, by the end of three grades of primary schooling (or equivalent), demonstrate that they can read and understand the meaning of English grade level text

Method: Sample, student test

Years 1,3, 5

Data for this indicator will be reported in Year 5.

Data Source: Early Grade Reading Assessment (EGRA) Unit of measurement: Percentage of learners Disaggregation: state, LGEA, sex, school type

NFLCs

Male

Bauchi

Sokoto

Total males

Female

Bauchi

Sokoto

Total females

Formal Schools

Male

Bauchi

Sokoto

Total males

Female

Bauchi

Sokoto

Total females

Method: Sample, student test Years 1,3, 5


106

ES.1-1 Percent of learners who demonstrate reading fluency and comprehension of grade level text at the end of grade two with USG assistance

Data Source: Early Grade Reading Assessment (EGRA)

Data for this indicator will be reported in Year 5.

Unit of measurement: Percentage of learners Disaggregation: State, LGEA, sex, school type

NFLCs

Male

Bauchi

Sokoto

Total males

Female

Bauchi

Sokoto

Total females

Formal Schools

Male

Bauchi

Sokoto

Total males

Female

Bauchi

Sokoto

Total females

ES.1-13 Number of parent teacher associations (PTAs) or community governance structures engaged in primary or secondary education supported with USG

Method: Project Record Review

Annual 600 730 82%

Target was set based on each CBMC in NFLC managing 3 to 4 centers. However, this was later thought not to be an effective approach and a decision was taken to establish and support one CBMC per each learning centre. Thus 600 CBMCs

Data Source: Data from project documents Unit of measurement: Number of SBMCs/ CMBCs Disaggregation: State, LGEA, school type

NFLCs (CBMCs)

Bauchi 300

Sokoto 300

Formal schools (SBMCs)

Bauchi 0

Sokoto 0


107

were established and supported.

Custom 5: Number of CSO and local organizations mobilizing PTAs/SMBCs and communities to support reading and/or access

Method: Record Review

Annual 41 45 91%

CSOs were engaged to mobilize communities during community mapping exercise. 3 local organizations (FOMWAN, SCECAFA, RAN) operate in both Sokoto and Bauchi hence only counted once when aggregating for both states.

Data Source: Checklist, project documents Unit of measurement: Number of CSOs/local organizations Disaggregation: State, LGEA, CSO type

CSOs

Bauchi 22

Sokoto 22

ES.1-5 Number of learners reached in reading programs at the primary level


Annual 672,118

634,181 106%

To be reported in quarter 4 for formal schools and quarter 3 for NFLCs

Data Source: Checklist, data from project documents Unit of measurement: Number of learners Disaggregation: State, LGEA, sex, grade, school type

NFLCs

Bauchi

Male 5,395

Female 9,605

Total 15,000

Sokoto

Male 6,250

Female 8,750

Total 15,000

Formal schools Bauchi Male 209,497


108

Female 184,246

Total 393,743

Sokoto

Male 138,739

Female 109,636

Total 248,375

Custom 6: Percent of teachers using scripted lessons and other evidence-based reading instructional approaches, including formative assessment and homogeneous grouping

Method: Sample, observation, interview

Years 1,3, 5

Data for this indicator will be reported in Year 5, when endline EGRA will be administered in formal schools.

Data Source: SCOPE teacher observation tool, questionnaire Unit of measurement: Percent of teachers

Disaggregation: State, LGEA, sex, grade, school type

Custom 7: Number of laws, policies, regulations, or guidelines developed or modified to improve primary grade reading programs or increase equitable access)

Method: Document, record review

Annually 200% 300% 67%

Require confirmation from DCOP

Data Source: GON and state records, The Initiative program records Frequency: Annually Unit of measurement: Number of laws/policies Disaggregation: Federal, state, policy type Govt. Level Federal

State Bauchi 2

Sokoto 2


109

ES. 1-10 Number of primary or secondary textbooks and other TLMs (TLM) provided with USG assistance


Quarterly 670 1,742,426 1,391,150 152,700.0

3,286,946 376,122 874%

Data for term 1 PY5 in formal schools is still pending. Actual is high because PY4 target was based on distributing TLM only to NFLCs, however, a decision was made to provide TLM formal schools for all the three school terms.

Data Source: The Initiative records of materials delivered to each school Unit of measurement: Number of TLMs Disaggregation: State, LGEA, type, language

NFLCs Bauchi 30 0 0

76,500

76,530

Sokoto 410 0 59130 76,200

135,740

Formal Schools Bauchi 30 1,298,119 705,430 0

2,003,579

Sokoto 200 444,307 626,590 0 1,071,097

ES. 1-6 Number of primary or secondary school educators who complete professional development activities with USG assistance


Quarterly 0 9,409 300 7,995 9,993 1972 507%

Actual is high because PY4 target was set based only training 1972 facilitators from 1972 centers in Bauchi and Sokoto states, however, a decision was made to also train teachers in formal schools.

Data Source: Attendance records from teacher trainings Unit of measurement: Number of teachers Disaggregation: State, LGEA, sex, grade, teacher type, school type

Formal School - Teachers

Bauchi Male 0

4,110 0 3,345

4,110

Female 0 1,576 0

1,436

1,576

Sokoto Male 0

2,197 0 2,250

2,197

Female 0 767 0

680

767

Formal School - Head Teachers

Bauchi Male 0 - 0

- -

Female 0 - 0

- -

Sokoto Male 0 743 0

-

743

Female 0 16 0

-

16


110

NFLC Instructors

Bauchi Male 0 - 179

-

179

Female 0 - 121

-

121

Sokoto Male 0 - 0

228

228

Female 0 - 0

56

56

Custom 8: Number of LGEAs using criterion-referenced classroom monitoring and coaching to support and monitor early grade reading instruction

Method: Survey, observation

Annual 20 20 20 100%

Data Source: Survey of LGEAs, survey of head masters Unit of measurement: Number of LGEAs Disaggregation: State, LGEA Number of LGEAs Bauchi State 10 10

Sokoto State 10 10

ES. 1-9 Number of primary or secondary school educators who complete professional development activities on peace education, conflict sensitivity, or conflict transformation with USG assistance


Quarterly 0 9,409

300

284

9,993

1,972 507%

Actual is high because PY4 target was set based only training 1972 facilitators from 1972 centers, however, a decision was made to also train teachers in formal schools.

Data Source: Attendance records from teacher trainings Unit of measurement: Number of teachers Disaggregation: State, LGEA, sex, grade, teacher type, school type

Number of formal school teachers

Bauchi State Male 0

4,110 -

-

4,110

Female 0 1,576

-

-

1,576

Sokoto State Male 0

2,197 -

-

2,197

Female 0 767

-

-

767

Number of formal school head teachers

Bauchi State Male 0

- -

-

-

Female 0 -

-

-

-


111

Sokoto State Male 0

743 -

-

743

Female 0 16

-

-

16

Number of NFLC instructors

Bauchi State Male 0

-

179 -

179

Female 0 -

121

-

121

Sokoto State Male 0

- -

228

228

Female 0 -

-

56

56

Custom 9: Number of LGEAs assessing early grade reading outcomes per established M&E requirements (at least every two years)

Method: Record review, survey

Annually 20 20 20 100%

With support from the Initiative, States implemented the LEMA in all 10 LGEAs.

Data Source: Survey of state/LGEA officials; project records Frequency: Annually Unit of measurement: Number of states/LGEAs Disaggregation: LGEA, type of assessment Number of LGEAs Bauchi State 10 10

Sokoto State 10 10

ES. 1-12 Number of education administrators and officials who complete professional development activities with USG assistance

Method: Record review

Quarterly 836

17

173

504

1,530 0

PY4 target was zero, however, a decision was made to train administrators on EGR and other professional development activities.

Data Source: Program records; oversight committee records Frequency: Annually Unit of measurement: Number of teachers Disaggregation: State, LGEA, school type

Number of Administrators

Bauchi State

Male 363

80

295

738

Female 31

10

23

64


112

Total 394

-

90

318

802

Sokoto State

Male 417

-

79

174

670

Female 25

17

4

12

58

Total 442

17

83

186

728

Custom 10: Percentage of costs of teacher and learning materials procured and distributed by GON

Method: Record review

Annually 58% 70% 83%

Data Source: State budgets; SEA report; NEI Plus Budget Unit of measurement: Percentage of costs Disaggregation: State

Percentage of Costs

Bauchi State 50%

Sokoto State 66%


113

10.0 ANNEXES

Annex A: Trainet Report

Annex B: Reports and studies submitted during reporting period

Annex C: Financial Report


114

Annex A: PY4 TRAINET Report (September 1, 2018 – October 31, 2019)


115

Training Title Male Female Total Coordinating Unit

Training Venue

State Duration Start Date End Date

1-3-1-4 Conduct 8 days training for 1972 NFLC learning facilitators on the new EGR integrated learning materials Sokoto

228 56 284 Access and Fragility

Access Clusters

Sokoto 8 2019-06-30 2019-07-07

1-4-1-1 Conduct 2-day joint policy advocacy and accountability skills training for 50 MTs Kano


Tahir Guest Palace

Kano 2 2019-08-15 2019-08-16

LEMA – ICT Training for State Partners and EMIS Officers Sokoto

20 0 20 MEAR Dan Kani Guest Palace

Sokoto 4 2019-09-02 2019-09-05

2-3-2-4 Support SUBEB to provide 5-day Continuous Professional Development on EGR for 22 MTs, 171 SSO/ToTs based on the evidence gathered (First session) Sokoto

134 9 143 Reading Dan Kani Guest Palace

Sokoto 5 2019-09-10 2019-09-14

2-2-3-2 Support the conduct of phase III database training on Server Query Language (SQL) to the 32 EMIS officers at the states and LGEAs Sokoto

13 0 13 System Strengthening/EMIS

Sokoto Education Development Trust Fund

Sokoto 2 2019-07-15 2019-07-16

2-3-2-4 Support SUBEB to provide 6-day Continuous Professional Development on EGR for MTs, SSOs based on the evidence gathered Bauchi

123 18 141 Reading Saadu Zungur Primary School / River Edge

Bauchi 6 22/8/2019 27/8/2019

2-3-2-5 Support SUBEB to provide 4-day Continuous Professional Development on EGR for teachers based on the evidence gathered Bauchi (4 rounds of 4 days per teacher)

3345 1436 4781 Reading LGA Cluster Locations

Bauchi 4 2/9/2019 21/9/2019

2-3-2-5 Support SUBEB to provide 4-day Continuous Professional Development on EGR for teachers based on the evidence gathered Sokoto (2 rounds of 4 days per teacher)

2250 680 2930 Reading LGA Cluster Locations

Sokoto 4 30/9/2019 08/10/2019


116

2-3-2-5 Support SUBEB to provide 4-day Continuous Professional Development on EGR for SSOs based on the evidence gathered Bauchi (177 SSOs are trained as part of the teachers)

172 5 177 Reading LGA Cluster locations

Bauchi 4 18/9/2019 21/9/2019

Support SUBEB to provide 4-day Continuous Professional Development on EGR for teachers based on the evidence gathered (Round 1)

2025 1022 3047 Reading Reading cluster locations

Bauchi 5 3/1/2019 7/1/2019

Support SUBEB to provide 4-day Continuous Professional Development on EGR for teachers based on the evidence gathered (Round 2)

2085 554 2639 Reading Reading cluster locations

Bauchi 5 15/1/2019 19/1/2019

Joint Reading Coordination Meeting - Training Reading Coordinators on ICT based Mobile Classroom Observation Monitoring tool

25 7 32 Reading Tahir Hotel Kano

Kano 5 16/3/2019 20/3/2019

Support SUBEB to provide 4 days continuous Profession Development on EGR for Teachers based on the evidence gathered (first session)

3159 805 3,964 Reading LGA Clusters Sokoto 5 2019-01-02 2019-01-19

Training on Center Community Mapping Sokoto


Dan kani Guest Palace

Sokoto 2 2018-10-10 2018-10-11

Conduct 6 days training for 20 Master Trainers on EGR Learning Materials


Grand Ibro Hotel

Sokoto 6 2018-11-19 2018-11-24

Support State Partners to conduct termly refresher training for LEMA Administration

64 2 66 MEAR Grand Ibro Hotel

Sokoto 4 2018-11-28 2018-12-01

Support SUBEB to provide 6 days Continuous Professional Development on EGR for 25 MTs based on evidence gathered (First session)

27 7 34 Reading Grand Ibro Hotel

Sokoto 5 2018-12-17 2018-12-21

Support state partners to conduct termly refresher training for LEMA administration

64 3 67 MEAR Chartwell Hotel

Bauchi 4 14/11/2018 17/11/2018


117

Conduct 8 days training for master trainers on EGR learning materials


Bagari Suites Bauchi 6 17/11/2018 22/11/2018

Train Access & Reading Coordinators on program management

41 13 54 Community Mobilization

Tahir Hotel Kano (Bauchi staff)

3 13/11/2018 15/11/2018

Support SUBEB to provide 5 days Continuous Professional Development on EGR for SSO/ToTs based on the evidence gathered (First session)

310 25 335 Reading LGA Locations

Bauchi 5 27 / 12 / 2018

31 / 12 / 2018

Support SUBEB to provide 5 days Continuous Professional Development on EGR for 323 SSO/ToTs based on the evidence gathered (First session)

288 13 301 Reading LGA Clusters Sokoto 5 2018-12-27 2018-12-31

ICT Classroom Observation Training for SSOs

57 3 60 Reading River Edge Bauchi 6 13/4/2019 18/4/2019

2 days refresher training for master trainers on the new EGR integrated learning materials Bauchi


Chartwell Hotel

Bauchi 2 20/6/2019 21/6/2019

Conduct 6 days training for 300 NFLC learning facilitators, 10 Area Organisers and 30 CSO program officers on the new EGR integrated learning materials Bauchi


LGA Cluster Locations

Bauchi 6 24/6/2019 29/6/2019

2-4-1-19 Train SUBEB PQAOs and selected SSOs from the LGEAs on the pilot instrument (tablets) approach and implementation Sokoto

57 3 60 Reading Dan kani Guest Palace

Sokoto 6 2019-04-01 2019-04-06

2-1-2-1 Support training of data managers (EMIS personnel) on FMIS windows of EMS application (Central office) Sokoto

3 0 3 System Strengthening/EMIS

NEI Plus Office

Sokoto 2 2019-04-23 2019-04-24

1.3.1.4 Conduct 2-day MTs refresher training on the new EGR integrated learning materials


Dan kani Guest Palace

Sokoto 2 2019-06-27 2019-06-28


118

Annex B: Reports and studies submitted during reporting period

Northern Education Initiative Plus Deliverables

Name of Deliverable Date Submitted to COR

Submitted by Whom?

Status

Y4 Annual Report 10/31/2019 Jordene Hale Submitted

Annual Inventory Report 10/21/2019 Jennifer Ross Submitted Trip Report Abidemi Oderinde (August 24 - 31, 2019)

10/29/2019 Jordene Hale Submitted

Trip Report Kristi Fair (August 24 - 31, 2019) 10/29/2019 Jordene Hale Submitted

Trip Report Adrienne Barnes (August 14 - 31, 2019) 10/29/2019 Jordene Hale Submitted Trip Report Robert Arsenault (August 23 - 31, 2019) 10/29/2019 Jordene Hale Submitted

Trip Report Susan Ross (August 23 - 31, 2019) 10/29/2019 Jordene Hale Submitted Trip Report Eileen St. George (August 23-31, 2019) 10/29/2019 Jordene Hale Submitted

Trip Report Drake Warrick (July 4-19, 2019) 10/29/2019 Jordene Hale Submitted

Trip Report Joy du Plessis (June 29 - July 18, 2019) 10/29/2019 Jordene Hale Submitted Trip Report Norma Evans (June 23 - 26, 2019) 10/29/2019 Jordene Hale Submitted

Trip Report Daniel Lavan (June 23-30, 2018) 10/29/2019 Jordene Hale Submitted Y5 Workplan Narrative and Matrix 10/3/2019 Jordene Hale Submitted

Q3 Quarterly Report 7/31/2019 Jordene Hale Submitted

FY19 Q3 Accruals 6/15/2019 Jordene Hale Submitted Revised AMEL Plan 6/9/2019 Nurudeen

Lawal Submitted

Trip Report Jenn Ross (March 29-April 6) 5/16/2019 Nurudeen Lawal

Submitted


119

Trip Report Semere (March 29-April 6) 5/17/2019 Nurudeen Lawal

Submitted

Trip Report Adrienne Barnes (January 27 - February 1)

5/18/2019 Nurudeen Lawal

Submitted

Trip Report Marion Fesmire (January 27 - February 1)


Submitted

Trip Report Jose Gomez (November 27 - December 7, 2018)


Submitted

Trip Report Marion Fesmire (December 1 - 8, 2018) 5/21/2019 Nurudeen Lawal

Submitted

Trip Report Adrienne Barnes (December 1 - 8, 2018) 5/22/2019 Nurudeen Lawal

Submitted

Q2 Quarterly Report 4/29/2019 Nurudeen Lawal

Submitted

FY19 Q2 Accruals 3/15/2019 Nurudeen Lawal

Submitted

Q1 Quarterly Report 1/30/2019 Nurudeen Lawal

Submitted

State Education Account IV Report 1/17/2019 Nurudeen Lawal

Submitted

Institutional Capacity Assessment Report 1/11/2019 Nurudeen Lawal

Submitted

FY19 Q1 Accruals 12/14/2018 Nurudeen Lawal

Submitted

Trip Report Kristi Fair (Nov 3, 2018) 12/11/2018 Nurudeen Lawal

Submitted

Trip Report Jose Gomez (November 1-8, 2018) 12/11/2018 Nurudeen Lawal

Submitted

Trip Report Brendan McGurk (November 5-9, 2018 12/11/2018 Nurudeen Lawal

Submitted

Trip Report Emily Brown (September 18 - 29, 2018) 12/11/2018 Nurudeen Lawal

Submitted

Trip Report Norma Evans (October 15-26, 2018) 12/12/2018 Nurudeen Lawal

Submitted


120

Trip Report Jose Gomez (September 22 - October 14, 2018)


Submitted

Trip Report Kristi Fair (September 22 – October 6, 2018)


Submitted

Trip Report Kristi Fair (August 25 – September 1, 2018)


Submitted

Trip Report Adrienne Barnes and Marion Fesmire (Sept 22 - October 2, 2018)


Submitted

PY3 Annual Report 10/30/2018 Nurudeen Lawal

Submitted

EGRA Midline Report 10/26/2018 Nurudeen Lawal

Submitted

Trip Report Carl Vosloh (August 25 - September 1, 2018)


Submitted

Trip Report Adrienne Barnes (July 7-August 18, 2018)


Submitted

Trip Report Marion Fesmire (July 7-August 18, 2018) 10/24/2018 Nurudeen Lawal

Submitted

Trip Report Adrienne Barnes (August 27-31, 2018) 10/24/2018 Nurudeen Lawal

Submitted

Trip Report Lonna Milburn (August 12-21, 2018) 10/24/2018 Nurudeen Lawal

Submitted

Trip Report Deepika Chawla (August 5 - 12, 2018) 10/24/2018 Nurudeen Lawal

Submitted

Trip Report Maria Luces (August 25-September 3, 2018)


Submitted

Trip Report Robert Arsenault (August 55-September 3, 2018)


Submitted

Trip Report Ivan Monge (August 15-September 10, 2018)


Submitted

NEI Plus PY4 Workplan Matrix and Narrative 2nd Submission


Submitted

Annex C: Financial Report The project financial report for the period under review is below.

Financial Report

Line Items

Budget 5 Years

Actuals through September 30, 2019

Projections Total Actual + Projections Costs

Accrued*

FY2020 Q1 (Oct-Dec) Q2 (Jan-Mar)

Salaries and Wages 6,607,817 4,872,989 - 430,423 416,423 5,719,835

Fringe Benefits 2,438,592 1,702,593 - 162,536 156,726 2,021,855

Allowances 3,020,883 2,211,083 - 156,191 95,552 2,462,827

Consultants 553,648 415,992 - 26,245 47,323 489,560

Travel, Transportation, and Per Diem

1,341,904 1,000,913 - 122,670 61,453 1,185,036

Equipment and Supplies 1,121,963 918,959

- 15,691.35 15,691 950,341

Subcontracts 23,688,682 17,703,087 - 2,460,515 1,804,629 21,968,232

Subgrants 6,850,000 3,775,694 - 709,840 450,077 4,935,611

Participant Training 12,091,629 10,070,199 - 1,223,378 1,005,097 12,298,674

Security Costs 519,254 399,875 - 30,219 30,219 460,313

Other Direct Costs 3,729,109 2,156,487 - 127,006 127,006 2,410,499

Total Direct Costs 61,963,481 45,227,871 - 5,464,714 4,210,198 54,902,783

Indirect Costs 14,339,614 10,684,661 - 1,202,849 999,821 12,887,332

Total Estimated Cost 76,303,095 55,912,532

- 6,667,563 5,210,019 67,790,115

Fixed Fee 5,898,068 2,961,918 - 347,503 265,612 3,575,034

Total 82,201,163 58,874,451 - 7,015,067 5,475,631 71,365,149


122

ANNEX D: Breakdown of copy and cost of TLM produced by Bauchi state Government in August/September 2019

SN Titles Copies Unit Cost Total

1 P1 term one Mu karanta 101,334 N325.50k N32,984,217

2 two 101,334 N325.50k N32,984,297

3 three 101,334 N325.50k N32,984,297

4 P2 term one 86,279 N325.50k N28,083814.5

5 two 86,279 N325.50k N28,083814.5

6 three 86,279 N325.50k N28,083814.5

7 P3 term one 77,000 N325.50k N25,063,500

8 two 77,000 N325.50K N25,063,500

9 three 77,000 N325.50K N25,063,500

10 P2 term one Let’s read 86,295 N325.50k N28,083,814.5

11 two 86,295 N325.50k N28,083,814.5

12 three 86,295 N325.50k N28,083,814.5

13 P3 term one Let’s read 77,000 N325.50k N25,063,500

14 two 77,000 N325.50k N25,063, 500

15 three 77,000 N325.50k N25,063,500

16 P1 term1 Jagoran Malamai 4,800 N346.70K N1,664,160

17 P1 term 2 Jagoran Malamai 4,800 N346.70K N1,644,160




21 P2 term 3 Jagoran Malamai 4,800 N346.70K N1, 664,160




23 P2 Let’s read teacher’s guide term 1

1,604 N636.00 N1,020,144


123

24 P2 Let’s read teacher’s guide term2

1,604 N636.00 N1,020,144


1,604 N636.00 N1,020,144


1,604 N636.00 N1,020,144


1,604 N636.00 N1,020,144


1,604 N636.00 N1,020,144

Grand total 1,336,548 438,954,513.00

Northern Education Initiative Plus - PY4 Annual Report

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Transcript of Northern Education Initiative Plus - PY4 Annual Report