2018 - united states agency for international development

QITABI Quality Instruction towards Access and

Basic Education Improvement

Seventeenth Quarterly Report | October – December 2018

PREPARED BY

World Learning Inc.

Cooperative Agreement AID-268-A-14-00003

SUBMITTED TO

Zeina Salame

USAID Agreement Officer Representative

SUBMITTED ON

January 30, 2019

“This material is made possible by the generous support of the American people through the United States Agency for International Development

(USAID). The contents are the responsibility of QITABI and do not necessarily reflect the views of USAID or the United States Government.”

TABLE OF CONTENTS

ii

Table of Tables and Figures ............................................................................................................ iv

Tables ......................................................................................................................................... iv

Figures ......................................................................................................................................... v

Acronyms _____________________________________________________________________ 1

QITABI BRIEF DESCRIPTION ________________________________________________________ 2

RECOMMENDATIONS FOR IMMEDIATE ACTION IN QUARTER 18 ___________________________ 3

I. Executive Summary __________________________________________________________ 4

Introduction .................................................................................................................................... 4

Component 1: Improved reading outcomes for primary level public school students .............. 4

Component 2: Expanded access to safe and relevant education for vulnerable public school students ...................................................................................................................................... 4

Component 3: Strengthened management capacity to better direct/monitor education ......... 5

Monitoring and Evaluation (M&E) and Communication............................................................. 5

Financial Management and Operations ...................................................................................... 6

Challenges, Constraints, and Responses ..................................................................................... 6

II. Technical Achievements/ Programmatic Activities _________________________________ 22

Engaging with MEHE and USAID ................................................................................................... 22

Engagement with MEHE ........................................................................................................... 22

Engagement with USAID ........................................................................................................... 22

Component 1: Improved reading outcomes for primary level public school students ................ 23

Element 1: Instituting the use of early grade assessment to evaluate the reading skills of young children .......................................................................................................................... 23

Element 2: Holding a policy level workshop(s) with MEHE to dialogue and develop policies for reading and monitoring progress .............................................................................................. 23

Element 3: Conducting an assessment of public-school teacher’s knowledge of reading instruction ................................................................................................................................. 24

Element 4: Establish an Early Warning System ......................................................................... 26

Potential Focus Areas ................................................................................................................ 26

Component 2: Expanding access to safe and relevant education for vulnerable public school students ........................................................................................................................................ 29

Element 1: Developing a response strategy based on ongoing monitoring ............................. 29

Element 2: Providing amenities/equipment to crisis affected schools ..................................... 30

Element 3: Professional development for teachers and other school-based personnel .......... 30

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iii

Element 4: Addressing barriers to schooling for vulnerable students such as costs, transportation, and safety ........................................................................................................ 33

Element 5: Strengthening school based monitoring and management including financing school grants ............................................................................................................................. 33

Component 3: Strengthening management (resilience) in education system to better direct and monitor education ........................................................................................................................ 33

Element 1: Supporting the relevant departments within MEHE to develop policies and guidelines that support reforms that contribute to the management and implementation of Component 1 and 2 interventions ............................................................................................ 34

Element 2: Identifying cost-effective models for expanding access and ensuring persistence in school for vulnerable Lebanese and Syrian students ................................................................ 35

Element 3: Strengthened data collection, monitoring, management, and use of data for informed decision-making to improve reading and expand access within the MEHE at the national and sub-national levels ............................................................................................... 35

Element 4: Generating consensus among stakeholders in delivery models to minimize costs, expand access and improve the management of learning systems ......................................... 36

Element 5: Institutionalizing within the MEHE the successful reforms that increase learning outcomes, learner well-being and safety in public schools ...................................................... 36

III. Monitoring, Evaluation, and Communications _____________________________________ 37

Monitoring and Evaluation (M&E) ................................................................................................ 37

M&E Reporting.......................................................................................................................... 37

QITABI Year 5 Monitoring, Evaluation and Learning (MEL) Plan ............................................... 37

World Learning MEL Director visit ............................................................................................ 37

Data Verification........................................................................................................................ 37

Field Visits ................................................................................................................................. 38

Support Program Teams ............................................................................................................ 38

USAID Requests ......................................................................................................................... 38

Social Impact Requests ............................................................................................................. 38

Trainings and Workshops .......................................................................................................... 39

Data Analysis for Monitoring and Evaluation ............................................................................ 39

CIES............................................................................................................................................ 39

Communications ........................................................................................................................... 40

Branding .................................................................................................................................... 40

Communication Material .......................................................................................................... 40

E-kit ........................................................................................................................................... 40

Animation for the literacy Day .................................................................................................. 41

TABLE OF CONTENTS

iv

Weekly Notes ............................................................................................................................ 41

Documentation of Activities ..................................................................................................... 41

IV. Financial Management and Operations ___________________________________________ 42

Finances ........................................................................................................................................ 42

Operations .................................................................................................................................... 42

Operations and Logistics Support ............................................................................................. 42

Procurement ............................................................................................................................. 43

STAFFING ................................................................................................................................... 44

V. Challenges, Constraints, and Responses ___________________________________________ 45

Component 1 ............................................................................................................................ 45

Component 2 ............................................................................................................................ 45

Component 3 ............................................................................................................................ 46

Monitoring and Evaluation ....................................................................................................... 46

VI. Scope of Work for Next Quarter ________________________________________________ 47

VII. Results Table _______________________________________________________________ 51

VIII. Annexes __________________________________________________________________ 76

Annex 1 - Life Skills and Professional Orientation (LSPO) Plan ................................................. 76

Annex 2 – Life Skills and Professional Orientation (LSPO) Graphic Plan ................................... 76

Annex 3 – School Bus O&M Guide ............................................................................................ 76

Annex 4 – CERD OPM Presentation November 2 – QITABI ....................................................... 76

Annex 5 – CRDP Towards 2030 December 19 Presentation ..................................................... 76

Annex 6 – International Testing and Assessment in Context of CRDP’s Strategy ..................... 76

Annex 7 – CERD Proposed Approach for the Development Top Level Strategic Plan – December 2018 ......................................................................................................................... 76

TABLE OF TABLES AND FIGURES

Tables

Table 1: Quarterly Achievements ........................................................................................................ 7

Table 2: Summary of Result Table (For complete result table check section VII) ............................. 16

Table 3: distribution of observed arabic language teachers by cohort and governorate ................. 24

Table 4: distribution of arabic language teachers and coorinators by cohort and types of coaching across governorates in q17 ............................................................................................................... 26

Table 5: distribution of students - cohort 1 and 2 across grades ...................................................... 27

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v

Table 6: Distribution of 208 Invited to Regional Meetings by Attendance and Representation by Governorate ...................................................................................................................................... 28

Table 7: TRAININGS, WORKSHOPS AND ACTIVITIES DOCUMENTED................................................. 41

Figures

Figure 1: Percentage of teachers using bla improved METHODS BY cohort ..................................... 25

Figure 2: distribution of students below their grades reading levels by grade ................................ 27

Figure 3: QITABI Sustainability Plan in the 208 schools .................................................................... 29

USAID funded program, Quality Instruction towards Access and Basic education Improvement (QITABI), © 2015

Tel/Fax +9611 983904/5/6 Downtown Beirut, Lebanon

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Acronyms

AMIDEAST America-Mideast Educational and Training Services, Inc.

AOR Agreement Officer Representative

AT+ AIDTracker Plus

BLA Balanced Literacy Approach

BLN Basic Literacy and Numeracy

CERD Center for Educational Research and Development

COP Chief of Party

DG MEHE’s Director General

DGE MEHE’s Directorate General of Education

DOPS Department d’Observation Pedagogique Scolaire

EGR Early Grade Reading

EGRA Early Grade Reading Assessment

EWS Early Warning System

M&E Monitoring and Evaluation

MEHE Ministry of Education and Higher Education

MSI Management Systems International

NFE Non-Formal Education

NSLAS National Student Learning Assessment Strategy

ORF Oral Reading Fluency

Q16 Quarter 16

QITABI Quality Instruction towards Access and Basic Education Improvement

RCRs CERD Resource Managers

RFQ Request for Quotation

Sub-IRs Sub-Intermediate Results

TLM Teaching and Learning Materials

USAID United States Agency for International Development

USG United States Government

VAT Value Added Tax



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QITABI BRIEF DESCRIPTION The United States Agency for International Development (USAID)-funded Quality Instruction towards Access and Basic Education Improvement (QITABI, September 2014–December 2019) aims to expand equitable access and improve learning outcomes for vulnerable students in Lebanese public schools. QITABI project is led by World Learning (WL), and includes partners Ana Aqra’, AMIDEAST, and Management Systems International (MSI). These partners will provide technical assistance and capacity building within the context of three project components (sub-Intermediate Results [sub-IRs] in the USAID Mission’s draft Country Development Cooperation Strategy) focused on:

Sub-IR 1.1.1: Improving reading outcomes for primary level public school students;

Sub-IR 1.1.2: Expanding access to safe and relevant education for vulnerable public school students;

Sub-IR 1.1.3: Strengthening management (resilience) in education system to better direct and monitor education.



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RECOMMENDATIONS FOR IMMEDIATE ACTION IN QUARTER 18

Action Justification Comments/ Responsibility

Define the scope of work for the sustainability of the EGR intervention

Coordinate with Ministry of Education and Higher Education (MEHE) and Center for Educational Research and Development (CERD) to define the plan of action for integrating the proposed EGR intervention in MEHE and CERD and for developing a comprehensive Early Grade Reading policy for the public education sector

QITABI/ MEHE

Follow-up on the Monitoring and Evaluation (M&E) Framework Concept note

Under the National Student Learning Assessment Strategy (NSLAS) development activity, the project will follow-up with Department d’Observation Pedagogique Scolaire (DOPS) and MEHE on the M&E pilot concept note previously shared with the Ministry

QITABI / MEHE

Conduct the National Literacy Day

Identify venue and finalize logistical issues and other content aspects including agenda and keynote speaker

QITABI

Report on Access to Education

Finalize research on interventions on enhancing access to education QITABI

Teacher Competency Framework

Design and develop framework QITABI



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I. Executive Summary

INTRODUCTION

This quarter witnessed the issuance of the Government of Lebanon exceptional approval for QITABI’s extension period until December 2019 with additional funds. The approval was authorized by the President of the Republic of Lebanon and the Prime Minster.

Component 1: Improved reading outcomes for primary level public school students

In Quarter 17, Component 1 team kicked off intensely the 5th year of implementation in collaboration with the Directorate General of Education (DGE) and the Center for Educational Research and Development (CERD). Specific attention was given to the preparations for scaling up the QITABI model of Early Grade Reading based on the Balanced Literacy Approach (EGR/BLA) in 650 primary public schools, and sustainability of the current program in the existing pool of 260 schools.

EGR/BLA model implementation and scaling-up: So that literacy resources are available across all grades 1 to 4 classrooms in Lebanese public schools, the project team launched the procurement of Arabic leveled books, material and technology equipment to be furnished to newly targeted 650 schools by June 2019. As for the existing 260 schools, QITABI held regional meetings with 208 principals from all governorates (North, South, Nabatiye, Beqaa, Beirut, Mount Lebanon) to share the highlights of the model implemented during the last 2-3 years, as well as the directives for sustaining the momentum for the future. The remaining 52 schools were assigned as mentor schools where the team is following-up specifically on the implementation of the Early Warning System (EWS) framework and providing in-school support and guidance to teachers and language coordinators.

EGR/BLA program studies: QITABI launched two qualitative studies in a sample of Component 1 schools to a) complement the EGRA endline study conducted in April 2018; and b) to measure the fidelity of EGR/BLA implementation and the impact on students’ performance. Data was collected for the first study, while the proposal of the second study was developed.

CERD Capacity Building: During this quarter, the project concluded the capacity building training sessions in national assessment with focus on EGRA for CERD. Two workshops were held: 1) Statistical and Psychometric Methods and 2) Designing an EGRA Implementation Plan in October 2018. This training series, which took place throughout 2018, led to the development of a guiding plan for future EGRA management by CERD.

Teacher E-kit: Component 1 team concluded the development of the teacher E-kit content. It will provide DGE and CERD with offline resources to reinforce teachers’ knowledge and skills in implementing the EGR/BLA best practices in all 3 tiers. The E-kit production will be finalized next quarter.

Component 2: Expanded access to safe and relevant education for vulnerable public school students

In this quarter, the project successfully implemented key activities and achieved landmarks on three main tracks.

Professional Development: The project published 2 guiding documents for DOPS’ Information and Communication Technology mentors. A training guide as a reference document and a coaching manual as an instrument to use in school visits alongside the coaching tool template. Component 2 team launched a first round of visits in Y5 - December 2018 to be continued next quarter. The Life Skills for Professional Orientation (LSPO) program advanced through a final review of the framework proposed



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and a decision to proceed with recruitment of a program expert to lead on two separate tracks with CERD academic unit and DOPS.

Digital Content Development: In preparation for a production workshop for teachers in ActivInspire, as well as to serve CERD’s need for a set of criteria for the production and/or procurement of any digital content, the project recruited an e-content technical specialist, and advanced coordination with CERD toward a design workshop in January 2019 to produce a framework for all curation of digital educational resources.

Transportation solution – school buses: All 100 buses have been successfully delivered to schools. A comprehensive training program for bus operators has been completed. It is scheduled to run in series, regionally, throughout January 2019 in order to launch the effective use of buses as of January.

Component 3: Strengthened management capacity to better direct/monitor education

Capacity building activities for enhanced sustainability of project interventions are gaining momentum, especially in the following areas.

Technical assistance: Technical support to the DGE, DOPS and CERD continues to progress and the project team are responding to specific areas for needed technical assistance, such as the use of data for evidence based decision for DOPS, and the development of strategic objectives for CERD. The project is also working with the CERD team on developing a comprehensive process map for the production of Digital Learning Objects (DLO), and on providing Advanced Moodle training for enhancing knowledge management.

Institutionalization of Activities: A joint committee from the project team and the Ministry, along with a national and international assessment committee, selected Cambridge Assessment International (CAI) to develop the National Student Learning Assessment Strategy/Framework (NSLAF), relevant activities will be launched early next quarter, and completed by October 2019. The National Literacy Day has been scheduled to take place on February 7, 2019 and preparations are underway to ensure a wide dissemination of the project Early Grade Reading achievements and to kick start a structured approach to institutionalization of the project approach to teaching Arabic Literacy.

Monitoring and Evaluation (M&E) and Communication

In Quarter 17, QITABI M&E team analyzed data collected from the field to feed into the implementation of the different activities. A comprehensive M&E analysis report for Y4 will be finalized next quarter. Updated Goal 1 and Goal 3 beneficiary data sheets were shared with USAID. Year 5 MEL plan was drafted in line with QITABI Year 5 approved work plan. The plan will be submitted to USAID early January 2019. Additionally, the project applied for participation to the Comparative and International Education Society (CIES) 2019 Annual Conference. All 4 proposals submitted were accepted.

As for communications, QITABI’s pursuit towards increasing the visibility of the project and properly documenting its activities continued steadily. The main effort was focused on producing promotional material used in official events, and enriching the social media with stories and releases portraying the project’s different activities and events. This was in addition to the regular communication tasks which included, but were not limited to, maintaining a consistent marking and branding, and creating interesting content for social media in form of videos, stories and weekly notes.



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Financial Management and Operations

During this quarter, QITABI received the approval on the renewal/extension of the VAT exemption stamp at the Ministry of Finance extending the validity of the stamp till December 31, 2019. As for procurement, QITABI launched three major procurements:

The Supply, Delivery, Installation, Start-Up of ICT Equipment and Basic Orientation on the use of the equipment for Primary Public Schools in Lebanon

The purchase of classroom material

The purchase of Arabic leveled books to 650 roll-out schools

Challenges, Constraints, and Responses

QITABI EGR interventions in-schools were delayed as a result of awaiting MEHE’S approvals to access the 52 model schools. This left the team with less time for EGR/BLA implementation and shorter window for guided learning ahead of identifying struggling readers. As a workaround, intensive coaching sessions were provided for the teachers where and as needed.

As for Component 2 activities, delays in obtaining the data collected from first coaching visits from April-May 2018 led to a postponement in analyzing and identifying the teachers’ abilities to use the ICT tools and resources. Concurrently, the team is coordinating with DOPS mentors to finalize the coaching visits plan for the current academic year. Moreover, lack of in-due time coordination with DOPS director and CERD head of training unit, led to a delay in the implementation of the LSPO activity.

As for the QITABI Access barrier solution, the project and ministry teams were not able to have the schools operate the buses in time at the beginning of the academic year due to:

A series of amendments to the list of beneficiary schools which affected the delivery schedule

The bureaucratic process for drivers’ recruitment which delayed the training of drivers and thus the operation of buses



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TABLE 1: QUARTERLY ACHIEVEMENTS

Task/Activity QITABI Targets LOP Achieved Remarks/Challenges


Task 1: EGRA

Develop, pilot and finalize EGRA baseline survey tools 2 tools: EGRA survey for grade 2 and grade 3 2 tools Completed

Conduct EGRA Pilot in 20 schools 20 school/ 400 students 20 school/ 400 students Completed

Conduct EGRA Baseline for Cohorts 1 & 2 240 schools/ 4800 students 240 schools/ 4797 students Completed

Develop, pilot and finalize EGRA endline survey tools 2 EGRA survey tools

1 for grade 2 and 1 grade 3 2 tools Completed

Conduct the interim reading performance study 60 schools from Component 1 schools 60 schools from cohorts 1 and 2 Completed

Conduct endline assessment of Cohorts 1 and 2 240 schools/ 4800 students 238 schools/ 4702 students Completed

Submit EGRA implementation plan 1 plan Planned

Task 2: Holding a policy level workshop(s) with MEHE to dialogue and develop policies for reading and monitoring progress

Develop performance standards for early grade reading with MEHE and CERD

2 benchmarks (G2/G3) 2 benchmarks (G2/G3) Completed

Hold workshop(s) to share benchmarks with MEHE, CERD and education stakeholders

1 workshop (Education stakeholders) 1 workshop held with MEHE/CERD Completed

CERD Test and Item Development Workshop 1 workshop 32 CERD Staff Completed

CERD Electronic Item Banking IN fast Test Standard Setting Workshop 1 workshop 27 CERD Staff Completed

Statistical and Psychometric Methods 1 workshop 14 CERD Staff Completed

Designing an EGRA Implementation Plan 1 workshop 26 CERD Staff Completed

Task 3: Conducting an assessment of public school teachers’ knowledge of reading instruction



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Develop instruments for assessing teachers’ reading instruction knowledge and practice for piloting with EGRA tools

1 tool (teacher survey) 1 tool developed and conducted with EGRA Completed

Conduct teacher survey tool in Cohort 1 & 2 schools 432 teachers (assuming 2 teachers per school for

grades 2 and 3) 223 teachers surveyed (in most schools, same

teacher teaches grade 2 and 3) Completed

Conduct interim teacher survey with Grades 2 and 3 Arabic language teachers

60 Cohorts 1 and 2 schools 60 Cohorts 1 and 2 schools Completed

Interim Reading Performance Study 1 Study Interim Reading Performing Study covering 60

schools Completed

Task 4: Classroom Observation, Improved Methods Teacher Assessment and Coaching

Conduct classroom observations by DOPS mentors and EGR facilitators (Cohort 1 & 2) per academic year

In Year 5, classroom observation is in 91 school

At least 20% of 904 teachers (180 teachers) up to year 4

In Y5

219 classroom Observation visits were done for 219 teachers from 85 school between Oct-

Dec 2018

In year 5, Observation is in progress

Completed up to end of Year 4

294 classroom observation visits were done for 294 teachers from 112 schools in Feb-May

2018

340 First classroom observation visits were done; 536 teachers from 120 schools in Sep –

Dec 2017

200 First classroom observation visits were done for Cohort 1 schools

in Feb - March 2016 for 105 schools excluding Nabatieh

145 Second classroom observation visits were done for Cohort 1 schools

in April - May 2016 for 84 schools



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134 classroom observations were done for Cohort 1 schools in November 2016

92 classroom observations were done for Cohort 1 schools in January 2017

189 classroom observations were done for Cohort 1 schools in February 2017

266 classroom observations were done for Cohort 1 schools in May 2017

Conduct Universal Screening Tests for grades 1-4 students

In Year 5: Grades 1-4 students in 52 schools

Up to year 4 Grades 1-4 students in Component 1 (260 schools) schools

In Y5

6287 students from 52 schools completed the baseline US

Completed up to year 4 In Y4

11795 students from 169 schools completed the pre and post test

Support Implementation of the EGR in the classrooms In Year 5, 52 schools/140 teachers

Up to year 4, 260 schools/ 904 teachers

In Y5

52 schools/ 160 teachers or educators were coached

Up to June 2018


Up to March 2018


Up to December 2017


25 Regional Meetings/ 649 Arabic Language Teachers and Coordinators were coached in

September 2017

Completed for up to Year 4



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Task 5: Early Warning System (EWS)

Design an early warning system pilot 1 system EWS developed and submitted to MEHE Completed

Implement early warning system pilot 20 schools-40 teachers

41 teachers/ 37 DOPS attended regional EWS sensitization session

Completed

Deliver EWS Library 20 schools

1 set for each grade G1-4

20 schools

111 classes received sets Completed

Scale up early warning system 1 plan In Progress in 52 schools

Conduct National Reading Week celebration 1 celebration

20 schools

Around 30 teachers and 380 students from grade 3 to 4

Completed

Task 6: EGR and ICT Training for the Arabic Language Teachers and Administrators (CERD & DOPS)

Finalize EGR training materials EGR training material for Teachers, CERD and

DOPS

EGR Teacher training manual, EGR Training of Trainers manual, Teacher assessment manual

(for DOPS), Student assessment manual for the universal screening

Completed

Conduct CERD- DOPS induction workshop 1 Workshop February 2016 attended by 29 DOPS Completed

Conduct and Support CERD in providing ICTE Training for Teachers 260 schools/ 904 teachers 253 schools/ 803 teachers registered, 758

completed the training Completed

Provide Capacity Building Training for DOPS representatives on ICTE - In Y4Q1

37 DOPS representatives trained Completed

Provide Capacity Building Training for 30 to 60 DOPS representatives on the EGR Program

30-60 DOPS Up to Y3Q4

41 registered & successfully trained DOPS Completed

Provide TOT Training for 20 to 40 CERD Master Trainers on the EGR 20-40 CERD 19 registered & 17 successfully trained CERD

Master Trainers Completed

Conduct and Support CERD in providing EGR Training for Teachers 260 schools/ 904 teachers 260 schools/ 1104 teachers registered, 966

completed the training Completed



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Conduct EGR Mini Lesson Experimental Workshop 3 schools/ 5 teachers 3 schools/ 5 teachers Completed

EGR Training Materials Revision WORKSHOP with CERD 1 Workshop 1 Workshop (18 CERD trainers) Completed

Conduct Regional meetings for the principals and coordinators of 208 schools

7 Regional Meetings

7 Regional Meetings

142 Principals, 134 Coordinators, 21 teacher or supervisor, and 30 DOPS

Completed

Task 7: Procurement of supporting EGR implementation materials

Provide QITABI Leveling Criteria 1 set of criteria 1 set of criteria submitted to MEHE and

validated Completed

Procure and provide Libraries (Teaching and Learning Materials-TLMs) to all classrooms in targeted schools

211,900 classroom libraries to 1630 classroom in 260 schools

2838 teacher manuals to training participants (teachers and administrators trained)

5076 student textbooks to 16 DOPS & 2 CERD centers

Up to year 4

224,544 student textbooks to 1736 classrooms in 260 schools

8,144 books/ 64 sets to 16 DOPS centers

736 books/ 16 sets to 16 CERD centers

18,640 books/80 sets to 20 EWS/PRC schools

7,954 Teacher manuals handed to the training participants

Completed

Procure and supply Classroom materials to all classrooms in targeted schools

260 schools/ 1630 classrooms

up to Y 3 260 schools/ 1630 Sections Completed

Procure and supply Classroom Materials to all classrooms in targeted schools (Compete sets -MoneyGram Foundation)

42 schools/ 61 sets Up to Q11 42 schools/ 61 sets Completed

Procure and supply Classroom Materials to all classrooms in targeted schools (refill sets- MoneyGram Foundation)

260 schools/ 260 sets Up to Q11 260 schools/ 260 sets Completed

Develop an effective model of ICT classroom support 1 model Model includes a laptop, a projector a white screen, a sound system, a UPS, and a secured

cabinet per classroom Completed

Procure and provide Teachers’ Portfolio

260 schools/1115 Teachers’ Portfolio

16 DOPS centers/ 16 Teachers’ Portfolio

17 CERD centers/ 17 Teachers’ Portfolio

259 schools/1111 Teachers’ Portfolio

16 DOPS centers/ 16 Teachers’ Portfolio

17 CERD centers/ 17 Teachers’ Portfolio

Completed



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Develop an application for the Universal Screening Tool 1 Universal Screening Tool Application 1 Universal Screening Tool Application

Developed and tested In progress

Procure and provide ICT equipment to 260 schools - Grades 1 to 6 and provide orientation on use of set-up

260 schools/ 2443 sections Gr.1 to Gr.6

up to Y4Q2 260 schools/ 2442 Sections

Delivery and Installation

Completed

Procure digitized content for Arabic language reading

Digitized reading stories and read-aloud books from classroom libraries set for grades 1-6,

- Digitized eLearning support platform for Arabic language

2461 digitized content TLMs

3286 digitized CD of e-stories (grades 1-4) to 259 Component 1 schools

Completed

Task 8: Building up Parent Reading Circles

Design & submit Parents' reading circles guide 1 Guide 1 Guide submitted to MEHE Completed

Deliver Parents' reading circles guide 20 Parents' reading circles guide 20 Guide delivered to 20 PRC schools’

principals Completed

Deliver PRC Classroom Libraries 20 schools

1 set for each grade G1-4

20 schools

111 classes received sets Completed

Pilot Parent reading circles implementation 20 Schools parent reading circles

Y4Q3

20 schools/20 PRC/ 1270 parents and caregivers of Cycle 1 and Grade 4 students

Y4Q2

20 schools/20 PRC/ 1147 parents and caregivers of Cycle 1 and Grade 4 students

Y4Q1

20 schools/20 PRCs/ 819 parents and caregivers of Cycle 1 and Grade 4 students

Completed

Deliver Parents' reading circles guide to 52 model schools principals 5 guides for each of the 52 schools 260 Guide delivered to 52 PRC schools’

principals Completed

Component 2: Expanded access to safe and relevant education for vulnerable public school students

Task 9: Procurement of ICT equipment for public schools

Develop an effective model of ICT resource room 1 model Model includes an interactive board with

sound system, a projector, a laptop, a UPS, a safe cabinet, 15 active expression devices

Completed



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(clickers) and the Active Inspire software per resource room

Procure and deliver ICT equipment to 300 schools and support proper setup

300 schools/ 400 resource rooms 300 schools / 400 resource rooms Completed

Procure and deliver ICT Resource Room equipment to 19 CERD Centers

19 CERD Centers/ 19 Resource Rooms 19 CERD Centers/ 19 Resource Rooms Completed

Procure and deliver ICT Resource Room equipment to 16 DOPS Centers

16 DOPS Centers/ 16 Resource Rooms 16 DOPS Centers/ 16 Resource Rooms Completed

Recruit E-content Technical Specialist 1 Specialist 1 Specialist Completed

Procure digitized content for use in the resource rooms Digitized eLearning support platform cycles 1, 2,

3 1800 digitized content TLMs

In Progress Assessing digitized content

Task 10: Professional Development for School Personnel/Admins

Finalize the training materials 3 manuals: CERD, DOPS and Teacher

1 DOPS training manual on ActivInspire

1 CERD training manual on ActivInspire

1 Teacher training manual on ActivInspire

Completed

Provide MCE training for CERD staff 51 CERD staff 47 CERD Trainers / 45 successfully trained Completed

Provide training on ActivInspire and use of active board to teachers, DOPS mentors and CERD trainers

840 teachers – 300 schools Up to Y4Q1

1068 teachers/1038 successfully completed – 295 schools

64 DOPS mentors

50 CERD trainers

Completed 60 DOPS mentors

30 CERD trainers

Provide teachers with ICTE coaching in 300 schools 300 schools/ 1200 teachers 62 DOPS coaches started for the 300 schools at a rate of one visit per school for the past

academic year In Progress

Hold PD (Awareness and Orientation) workshops for up to 300 schools 300 schools 277 school representatives Completed

Hold regional meetings with schools principals and IT officers 600 schools’ principals and IT officers 484 principals and IT officers with 61 DOPS Completed

Provide expertise and support to DOPS and the Directorate of Primary Education on Component 2 activities

Up to 3 consultants 1 ICT in education specialist Completed



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Finalize ICTE Training Guide and ICTE Coaching Manual for DOPS mentors

1 ICTE Training Guide and 1 ICTE Coaching Manual

1 ICTE Training Guide and 1 ICTE Coaching Manual

Completed

DOPS coaching Visits Schools teachers working on ActivInspire In Y4

282 teachers coached In Progress

Task 11: Provide access solution based on transportation

Support MEHE to finalize an operational model for buses 1 model and list of schools

School bus operation model submitted by MEHE Completed

List of schools issued

Draft the O&M plan for USAID 1 Plan 1 Plan submitted in May 2017 Completed

Procure & deliver 100 buses to selected schools and ensure successful delivery

100 schools/ 100 buses Procurement: Completed

Delivery: 100 Buses delivered Completed

Provide Basic Literacy Numeracy (BLN) and outreach through a mobile bus (school in a bus) targeting out-of-school children with no access to formal education

180 students

Up to Y4Q1

327 vulnerable students gained access to primary education through school in a bus

activities in North Lebanon & Akkar

Completed

Task 12: Procurement of Teaching and Learning Materials

Procure and provide Teaching and Learning Materials (TLMs) 2688 teacher manuals to training participants

(teachers and administrators trained)

Up to Y4

4,407 TLM distributed to the trainings participants

Completed

Procure and provide Teaching and Learning Materials (TLMs) for CERD 16 CERD Centers

16 sets

16 CERD Centers

16 sets Delivered Completed

Component 3: Strengthened management in education system to better manage and monitor education

Task 13: Technical Assistance

Providing MEHE and CERD with technical assistance including monitoring mechanism

Education specialist to DOPS Education specialist to DOPS onboard

In progress Education analyst to DOPS

Arabic literacy specialist to CERD Policy consultant to CERD onboard

Educational Policy Consultant

Capacity Building of CERD on Moodle 10 IT experts from CERD 8 IT experts from CERD Completed



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Capacity Building of CERD on Assessment design and planning 25 CERD Staff 25 CERD Staff successfully trained Completed

Capacity Building of CERD on Standards Setting 31 CERD Staff 26 CERD Staff successfully trained Completed

Capacity Building for CERD Academic Unit staff on ICTE 30 CERD Academic Unit staff 28 CERD Trainers / 22 successfully trained Completed

Digital Flipchart Revision Workshop for CERD Team 30 CERD staff 30 CERD staff Completed

Moodle training 2 for CERD Public user 27 CERD staff 27 CERD staff Completed

Moodle TOT Training Basic and advanced 6 CERD staff 6 CERD staff, 5 successfully completed Completed

CERD Statistical Concepts Workshop 30 CERD staff 22 CERD staff Completed

Basic ICT Training For CERD Directors and Staff 66 CERD staff 44 CERD staff Completed

Outlook Training for Dekweneh CERD Center-Cohort 1

Outlook Training for Dekweneh CERD Center-Cohort 2

19 CERD Staff

11 CERD Staff

8 CERD Staff

2 CERD Staff Completed

Coaching of CERD Regional Directors on ICT 25 CERD Staff 25 CERD Staff Completed

CERD Moodle Advanced Trainers Roll Out 8 CERD Staff 8 CERD Staff, 5 successfully completed Completed

Task 14: Gap Analysis

Develop Gap analysis to map current regulations with program activities in component 1 and 2

1 gap analysis In Progress

Task 15: Identifying cost-effective models for expanding access

Identify evidence-based cost-effective solutions, strategies, and draft models to support the educational needs

As needed School bus as access to education solution In Progress

Task 16: Institutionalizing within the MEHE the successful reforms

Develop set of tools to provide a continuous flow of data to strengthen education system

As needed

ActivInspire Rubric

In Progress

Arabic Rubric

Universal screening data collection sheet

Teacher classroom observation tool

ICT logbook



Page 16

TABLE 2: SUMMARY OF RESULT TABLE (FOR COMPLETE RESULT TABLE CHECK SECTION VII)

Reference

Indicator (with disaggregation)

Target Unit

Reporting

Frequency

Bas

elin

e

Targ

et

Yea

r I (

Oct

20

14

to

Sep

t 2

01

5)

Ach

ieve

d Y

ear

I (O

ct

20

14

to

Sep

t 2

01

5)

Targ

et

Yea

r II

(O

ct

20

15

to

Sep

t 2

01

6)

Ach

ieve

d Y

ear

II (

Oct

20

15

to

Sep

t 2

01

6)

Targ

et Y

ear

III (

Oct

20

16

to

Sep

t 2

01

7)

Ach

ieve

d Y

ear

III

(Oct

20

16

to

Sep

t

20

17

)

Targ

et Y

ear

IV (

Oct

20

17

to

Sep

t 2

01

8)

Ach

ieve

d Y

ear

IV

(Oct

20

17

Targ

et Y

ear

V (

Oct

20

18

to

Sep

t 2

019

)

Targ

et Q

1

Ach

ieve

d Q

1

Targ

et

LOP

To

tal

Justification for Variation from

Target

USAID Lebanon Mission Overall CDCS Goal Objective: [insert when CDCS is approved]

CDCS Goal: Improved accountability and credibility of public institutions, and broader economic prosperity

Goal-level indicators: Goal 1 (Improved reading skills) and Goal 3 (equitable access in conflict environments)

DO 1: Improved capacity of the public sector in providing transparent, quality services across Lebanon

IR 1.1.1 Improved reading outcomes for primary level public school students

Ind-1b

Number of schools/learning spaces that receive in-classroom-ICT equipment to improve reading outcome

Schools Quarte

rly 0 N/A N/A N/A N/A 260 260 N/A N/A 260 0 0 520

New N/A N/A N/A N/A N/S 260 N/A N/A N/S 0 0 N/S

Akkar N/A N/A N/A N/A N/S 32 N/A N/A N/S 0 0 N/S

Baalbeck Hermel

N/A N/A N/A N/A N/S 19 N/A N/A N/S 0 0 N/S

Beirut N/A N/A N/A N/A N/S 28 N/A N/A N/S 0 0 N/S

Beqaa N/A N/A N/A N/A N/S 23 N/A N/A N/S 0 0 N/S

Mount Lebanon N/A N/A N/A N/A N/S 45 N/A N/A N/S 0 0 N/S

Nabatieh N/A N/A N/A N/A N/S 33 N/A N/A N/S 0 0 N/S



Page 17

Reference


Target Unit

Reporting

Frequency

Bas

elin

e

Targ

et

Yea

r I (

Oct

20

14

to

Sep

t 2

01

5)

Ach

ieve

d Y

ear

I (O

ct

20

14

to

Sep

t 2

01

5)

Targ

et

Yea

r II

(O

ct

20

15

to

Sep

t 2

01

6)

Ach

ieve

d Y

ear

II (

Oct

20

15

to

Sep

t 2

01

6)

Targ

et Y

ear

III (

Oct

20

16

to

Sep

t 2

01

7)

Ach

ieve

d Y

ear

III

(Oct

20

16

to

Sep

t

20

17

)

Targ

et Y

ear

IV (

Oct

20

17

to

Sep

t 2

01

8)

Ach

ieve

d Y

ear

IV

(Oct

20

17

Targ

et Y

ear

V (

Oct

20

18

to

Sep

t 2

019

)

Targ

et Q

1

Ach

ieve

d Q

1

Targ

et

LOP

To

tal


Target

North Lebanon N/A N/A N/A N/A N/S 46 N/A N/A N/S 0 0 N/S

South Lebanon N/A N/A N/A N/A N/S 34 N/A N/A N/S 0 0 N/S

Single shift N/A N/A N/A N/A N/S 144 N/A N/A N/S 0 0 N/S

Double shift N/A N/A N/A N/A N/S 116 N/A N/A N/S 0 0 N/S

Male N/A N/A N/S 26 N/S 18 N/S 36 N/S N/A N/A N/S

Female N/A N/A N/S 613 N/S 437 N/S 894 N/S N/A N/A N/S

Single shift N/A N/A N/S 330 N/S 244 N/S 507 N/S N/A N/A N/S

Double shift N/A N/A N/S 309 N/S 211 N/S 423 N/S N/A N/A N/S

Teachers/educators with disability

N/A N/A N/S 2 N/S N/A N/S N/A N/S N/A N/A N/S

Total Teachers/educators registered

N/A N/A N/S 786 N/S 868 N/S 505 N/S N/A N/A N/S

IR 1.1.2 Expanded access to safe and relevant education for vulnerable public school students

Ind-2.1

Sub-IR 1.1.2b: Number of vulnerable students gaining access to education. (custom)

Students

Quarterly

(starting Year

II)

0 0 21 60 182 60 150 0 0 5000 0 0 5180

Public school 0 0 0 35 0 0 0 0 N/S 0 0 5000

Akkar 0 0 0 18 0 0 0 0 N/S 0 0 N/S

Baalbeck Hermel

0 0 0 0 0 0 0 0 N/S 0 0 N/S

Beirut 0 0 0 0 0 0 0 0 N/S 0 0 N/S



Page 18

Reference


Target Unit

Reporting

Frequency

Bas

elin

e

Targ

et

Yea

r I (

Oct

20

14

to

Sep

t 2

01

5)

Ach

ieve

d Y

ear

I (O

ct

20

14

to

Sep

t 2

01

5)

Targ

et

Yea

r II

(O

ct

20

15

to

Sep

t 2

01

6)

Ach

ieve

d Y

ear

II (

Oct

20

15

to

Sep

t 2

01

6)

Targ

et Y

ear

III (

Oct

20

16

to

Sep

t 2

01

7)

Ach

ieve

d Y

ear

III

(Oct

20

16

to

Sep

t

20

17

)

Targ

et Y

ear

IV (

Oct

20

17

to

Sep

t 2

01

8)

Ach

ieve

d Y

ear

IV

(Oct

20

17

Targ

et Y

ear

V (

Oct

20

18

to

Sep

t 2

019

)

Targ

et Q

1

Ach

ieve

d Q

1

Targ

et

LOP

To

tal


Target

Beqaa 0 0 0 0 0 0 0 0 N/S 0 0 N/S

Mount Lebanon 0 0 0 0 0 0 0 0 N/S 0 0 N/S

Nabatieh 0 0 0 0 0 0 0 0 N/S 0 0 N/S

North Lebanon 0 0 0 17 0 0 0 0 N/S 0 0 N/S

South Lebanon 0 0 0 0 0 0 0 0 N/S 0 0 N/S

Male 0 0 0 23 0 0 0 0 N/S 0 0 N/S

Female 0 0 0 12 0 0 0 0 N/S 0 0 N/S

Second shift 0 0 0 34 0 0 0 0 N/S 0 0 N/S

First shift 0 0 0 1 0 0 0 0 N/S 0 0 N/S

Lebanese 0 0 0 0 0 0 0 0 N/S 0 0 N/S

Syrians 0 0 0 35 0 0 0 0 N/S 0 0 N/S

Other nationalities

0 0 0 0 0 0 0 0 N/S 0 0 N/S

Students with disability

0 0 0 0 0 0 0 0 N/S 0 0 N/S

New Entrants 0 0 0 0 0 0 0 0 N/S 0 0 N/S

New entrants with disability

0 0 0 0 0 0 0 0 N/S 0 0 N/S

New entrants Male

0 0 0 0 0 0 0 0 N/S 0 0 N/S

New entrants Female

0 0 0 0 0 0 0 0 N/S 0 0 N/S

NFE 0 0 21 60 156 60 150 0 0 N/A N/A N/A 180

Akkar 0 21 N/S 156 N/S 100 0 0 N/A N/A N/A N/S

Baalbeck Hermel

0 0 N/S 0 N/S 0 0 0 N/A N/A N/A N/S

Beirut 0 0 N/S 0 N/S 0 0 0 N/A N/A N/A N/S



Page 19

Reference


Target Unit

Reporting

Frequency

Bas

elin

e

Targ

et

Yea

r I (

Oct

20

14

to

Sep

t 2

01

5)

Ach

ieve

d Y

ear

I (O

ct

20

14

to

Sep

t 2

01

5)

Targ

et

Yea

r II

(O

ct

20

15

to

Sep

t 2

01

6)

Ach

ieve

d Y

ear

II (

Oct

20

15

to

Sep

t 2

01

6)

Targ

et Y

ear

III (

Oct

20

16

to

Sep

t 2

01

7)

Ach

ieve

d Y

ear

III

(Oct

20

16

to

Sep

t

20

17

)

Targ

et Y

ear

IV (

Oct

20

17

to

Sep

t 2

01

8)

Ach

ieve

d Y

ear

IV

(Oct

20

17

Targ

et Y

ear

V (

Oct

20

18

to

Sep

t 2

019

)

Targ

et Q

1

Ach

ieve

d Q

1

Targ

et

LOP

To

tal


Target

Beqaa 0 0 N/S 0 N/S 0 0 0 N/A N/A N/A N/S

Mount Lebanon 0 0 N/S 0 N/S 0 0 0 N/A N/A N/A N/S

Nabatieh 0 0 N/S 0 N/S 0 0 0 N/A N/A N/A N/S

North Lebanon 0 0 N/S 0 N/S 50 0 0 N/A N/A N/A N/S

South Lebanon 0 0 N/S 0 N/S 0 0 0 N/A N/A N/A N/S

Male 0 6 N/S 76 N/S 86 0 0 N/A N/A N/A N/S

Female 0 15 N/S 80 N/S 64 0 0 N/A N/A N/A N/S

Lebanese 0 0 N/S 0 N/S 0 0 0 N/A N/A N/A N/S

Syrian 0 21 N/S 156 N/S 150 0 0 N/A N/A N/A N/S

Other nationalities

0 0 N/S 0 N/S 0 0 0 N/A N/A N/A N/S


0 0 N/S 0 N/S 0 0 0 N/A N/A N/A N/S

New Entrant 0 21 N/S 156 N/S 150 0 0 N/A N/A N/A N/S




0 0 N/S 0 N/S 0 0 0 N/A N/A N/A N/S

IR 1.1.3 Strengthened management (resilience) in education system to better direct and monitor education



Page 20

Reference


Target Unit

Reporting

Frequency

Bas

elin

e

Targ

et

Yea

r I (

Oct

20

14

to

Sep

t 2

01

5)

Ach

ieve

d Y

ear

I (O

ct

20

14

to

Sep

t 2

01

5)

Targ

et

Yea

r II

(O

ct

20

15

to

Sep

t 2

01

6)

Ach

ieve

d Y

ear

II (

Oct

20

15

to

Sep

t 2

01

6)

Targ

et Y

ear

III (

Oct

20

16

to

Sep

t 2

01

7)

Ach

ieve

d Y

ear

III

(Oct

20

16

to

Sep

t

20

17

)

Targ

et Y

ear

IV (

Oct

20

17

to

Sep

t 2

01

8)

Ach

ieve

d Y

ear

IV

(Oct

20

17

Targ

et Y

ear

V (

Oct

20

18

to

Sep

t 2

019

)

Targ

et Q

1

Ach

ieve

d Q

1

Targ

et

LOP

To

tal


Target

Ind-3.2

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

Person Quarte

rly 0 N/A N/A 35 52 77 68 35 194 153 N/A 32 257

Akkar N/A N/A N/S 2 N/S 3 N/S 10 N/S N/A 0 N/S

Baalbeck Hermel

N/A N/A N/S 2 N/S 0 N/S 9 N/S N/A 0 N/S

Beirut N/A N/A N/S 9 N/S 9 N/S 15 N/S N/A 0 N/S

Beqaa N/A N/A N/S 9 N/S 10 N/S 23 N/S N/A 1 N/S

Mount Lebanon N/A N/A N/S 12 N/S 14 N/S 84 N/S N/A 28 N/S

Nabatieh N/A N/A N/S 9 N/S 9 N/S 16 N/S N/A 2 N/S

North Lebanon N/A N/A N/S 5 N/S 13 N/S 22 N/S N/A 1 N/S

South Lebanon N/A N/A N/S 4 N/S 10 N/S 15 N/S N/A 0 N/S

School principals/Males


School principals/Females


MEHE/Males N/A N/A N/S 0 N/S 0 N/S 0 N/S N/A 0 N/S

MEHE/Females N/A N/A N/S 0 N/S 0 N/S 0 N/S N/A 0 N/S

CERD/Males N/A N/A N/S 4 N/S 30 N/S 33 N/S N/A 13 N/S

CERD/Females N/A N/A N/S 16 N/S 38 N/S 66 N/S N/A 19 N/S



Page 21

Reference


Target Unit

Reporting

Frequency

Bas

elin

e

Targ

et

Yea

r I (

Oct

20

14

to

Sep

t 2

01

5)

Ach

ieve

d Y

ear

I (O

ct

20

14

to

Sep

t 2

01

5)

Targ

et

Yea

r II

(O

ct

20

15

to

Sep

t 2

01

6)

Ach

ieve

d Y

ear

II (

Oct

20

15

to

Sep

t 2

01

6)

Targ

et Y

ear

III (

Oct

20

16

to

Sep

t 2

01

7)

Ach

ieve

d Y

ear

III

(Oct

20

16

to

Sep

t

20

17

)

Targ

et Y

ear

IV (

Oct

20

17

to

Sep

t 2

01

8)

Ach

ieve

d Y

ear

IV

(Oct

20

17

Targ

et Y

ear

V (

Oct

20

18

to

Sep

t 2

019

)

Targ

et Q

1

Ach

ieve

d Q

1

Targ

et

LOP

To

tal


Target

DOPS/Males N/A N/A N/S 13 N/S 0 N/S 38 N/S N/A 0 N/S

DOPS/Females N/A N/A N/S 22 N/S 0 N/S 57 N/S N/A 0 N/S

Administrators and officials with disability

N/A N/A N/S 0 N/S 0 N/S 0 N/S N/A 0

N/S

TOT trainings

Total number of administrators and officials successfully trained

N/A N/A N/S 17 N/S 49 N/S 0 N/S N/S 5 N/S

Total number of administrators and officials registered


Ind-3c

Number of standardized learning assessments supported by USG (Archived F 3.2.1-34)

Standardized

assessment tools

Annually

0 0 2 2 0 0 0 2 2 N/A N/A N/A 4

22

II. Technical Achievements/ Programmatic Activities

ENGAGING WITH MEHE AND USAID

This quarter, QITABI management and senior leadership team continually engaged on operational and

strategic levels with MEHE General Directorate (GD) and CERD through several coordination meetings.

These meetings aimed to consolidate and agree on activity structure and implementation timeline

needed to advance all QITABI activities. In parallel, the project’s management frequently and

consistently communicated and discussed all planned activities with USAID AOR and Director of

Education Office.

Engagement with MEHE

Under component 1, QITABI coordinated continuously with MEHE to present the sustainable model of

implementation of the BLA/EGR program in the schools. This model was communicated to school

principals and DOPS mentors in regional meetings held in November and December 2018. Component

1 activities inside the schools for the year 2017-2018 were closely coordinated with MEHE/DOPS. At

the level of CERD, QITABI requested CERD’s head of training to nominate an CERD Resource Manager

(RCR) to lead the EGR with ICT training agenda and material review and integration in December 2018.

By the end of Q17, QITABI shared with MEHE the EGRA endline and the Universal Screening reports, as

well as, the descriptive analysis regarding the Parent Reading Circle (PRC) pilot activity in 20 schools.

In Component 2, QITABI received a notice of facilitation of visits for ICTE mentors at DOPS to conduct

their Year 5 visits to the schools along with the regional educational meetings for teachers on ICTE. On

the other hand, several meetings were held between QITABI Component 2 team, DOPS and CERD to

plan and coordinate the Life Skills and Professional Orientation activity. Regarding the buses, MEHE

issued several ministerial decisions substituting some of the schools assigned to benefit from the school

bus. In addition, QITABI is coordinating with MEHE, the training sessions for drivers and supervisors’ as

the drivers’ employments and supervisor assignments are being confirmed.

Under Component 3, QITABI held meetings with the different CERD units to coordinate capacity building and system strengthening activities in response to CERD’s need. Planning included, among other topics, workshops and trainings on the development of digital objects, capacity building of teachers trained on ActivInspire and the kick-off of the National Assessment Strategy. The coordination took into consideration synergizing with other donors on the work being done with CERD, when applicable. Moreover, follow up and coordination with MEHE DG and CERD is ongoing for the preparation of the National Literacy Day.

Engagement with USAID

During Q17, QITABI continued updating USAID AOR by promptly responding to official requests, calls, emails, and meetings. On November 9, 2018, USAID AOR approved QITABI Year 5 work plan that was submitted on October 19, 2018. As for USAID procedures, an email was received from USAID Vetting Advisor on December 10, 2018 regarding Vetting Policy Update for vetting of LTTA/STTAs. During this period, the GOL also approved the cost extension for QITABI.

Additionally, QITABI submitted Q16 report, weekly notes, MEHE monthly updates, QITABI achievement report, TraiNet report for FY18, Goal 1 and Goal 3 reporting sheets, QITABI Beneficiaries, EGRA final

23

report and QITABI Assessment of EGR skills (Universal Screening) report”, school blurbs, as well as other data reporting sheets to USAID/AOR.

COMPONENT 1: IMPROVED READING OUTCOMES FOR PRIMARY LEVEL PUBLIC SCHOOL STUDENTS

Element 1: Instituting the use of early grade assessment to evaluate the reading skills of young children

On November 13, 2018, QITABI shared the EGRA Endline report and QITABI assessment methodology of EGR skills report (Universal Screening analysis) with MEHE DG and CERD. The Component 1 team and M&E team developed a concept note for a fidelity of implementation study that aims to assess the extent to which the EGR/BLA program is being implemented by Arabic language teachers in Grades 1 to 4 during the 2018-2019 school year and how the fidelity of implementation affects students’ reading outcomes. Qualitative and quantitative data will be collected from 16 Grades 1 to 4 classrooms in eight schools. It is expected that the fidelity of implementation study will be launched during the next quarter.

Element 2: Holding a policy level workshop(s) with MEHE to dialogue and develop policies for reading and monitoring progress

During this quarter, QITABI led the last two workshops in a series of workshops intended to build the capacity of CERD in the design and implementation of national assessments, with a focus on EGRA.

Statistical and Psychometric Methods

“Statistical and Psychometric Methods” 4-day workshop, that started last quarter, on September 28, 2018, was concluded on, October 3, 2018. Fourteen (14) CERD participants were trained on the use of the “Winsteps Software” to conduct test equating data analysis.

Designing an EGRA Implementation Plan

QITABI conducted the last workshop in the series “Designing an EGRA Implementation Plan” on October 10, 12, 15 and 16, 2018. The workshop was attended by 26 participants from the research office and academic unit at CERD. During the workshop, the participants worked in small groups on designing an EGRA implementation plan. Following the workshop, QITABI finalized a detailed version of the proposed plan. The finalized national EGRA implementation plan provides CERD with a detailed description of each step of the assessment process in addition to recommendations based on the QTIABI experience in conducting EGRA in Lebanon.

CERD PARTICIPANTS DURING THE “DESINING AN EGRA IMPLEMENTATION PLAN”

WORKSHOP

24

Element 3: Conducting an assessment of public-school teacher’s knowledge of reading instruction Teacher Practices Qualitative Study

The Component 1 and M&E team collected qualitative data from Arabic language teachers and EGR facilitators to provide additional information on how the BLA/EGR program is implemented by teachers and to identify the challenges faced during the implementation. It will add insights into the EGRA endline quantitative results. In this study, eight semi-structured in-depth interviews were conducted with Grades 1 to 4 Arabic language teachers in five primary public schools that were part of the EGRA endline study. Additionally, three QITABI facilitators who supported the selected teachers participated in a group discussion. Data analysis and reporting will be completed during the next quarter.

Digitizing the DOPS Classroom Observation Tool

QITABI started planning for the development of an automated version of the classroom observation tool to be used by DOPS Arabic language mentors. In November 2018, the QITABI team requested a meeting with the director of DOPS to discuss the automation of the DOPS classroom observation tool that would facilitate data collection and analysis. The meeting is expected to take place next quarter.

Data Collection on teachers’ knowledge of reading instructions 2018-2019

In an attempt to assess public school teachers’ knowledge of reading instructions, DOPS coaches collected data using the Classroom Observation tool. In addition, both QITABI M&E checklist tool “Using Improved Instruction Methods” and the “coaching evaluation form” were completed to collect additional data about Arabic language teachers’ practices.

QITABI- DOPS Classroom Observation Tool: Beginning of the Year Assessment (Visit 1)

DOPS mentors accompanied by QITABI/EGR intervention team conducted beginning of the year assessment of the Arabic language teachers’ practices in 48 out of the 52 model QITABI assigned public schools between October 15 and December 11, 2018. Additionally, pre-assessment visits were conducted by DOPS mentors to 37 out of the 39 component one schools to end up with 219 Grades 1-4 Arabic language teachers in 85 Component 1 schools observed and assessed.

The table below summarizes the distribution of Arabic language teachers of the 85 schools visited by DOPS mentors by cohort and governorate:

TABLE 3: DISTRIBUTION OF OBSERVED ARABIC LANGUAGE TEACHERS BY COHORT AND GOVERNORATE

Governorate Total Number of Observed Teachers

Cohort One Cohort Two Total

Akkar 6 22 28

Baalbeck/Hermel 6 17 23

Beirut 3 12 15

Bekaa 4 6 10

Mount Lebanon 9 26 35

Nabatieh 17 19 36

North Lebanon 19 22 41

25

Governorate Total Number of Observed Teachers

Cohort One Cohort Two Total

South Lebanon 13 18 31

Total 77 142 219

QITABI-EGR Checklist for Using Improved Instruction Methods

During this quarter, QITABI EGR facilitators administered the checklist of “Improved Instruction Methods” with 153 Arabic Language teachers in the 52 model schools. Teachers were asked to reflect and self- report their classroom performance and the application of EGR instructional methods. Findings show that 88% of teachers are adequately implementing the BLA improved methods. Looking at the different layers of the BLA approach, the highest percentage of teachers reported implementing the circle time and read aloud in their classrooms while around 50% of the teachers reported on using the carpet, 60% the flip chart and 68% for the ICT equipment. As reported by the teachers, one of the reasons is the small size of classrooms which makes it difficult to fit the flip chart and the carpet. The analysis also showed that 30% of the teachers do not use ICT, as they lack basic ICT skills. QITABI EGR facilitators will continue supporting teachers to integrate technology in the Arabic classroom.

FIGURE 1: PERCENTAGE OF TEACHERS USING BLA IMPROVED METHODS BY COHORT

QITABI-EGR Coaching Evaluation Form

During Q17, based on the one to one coaching discussions with teachers, QITABI EGR facilitators used a “coaching evaluation” form to assess the ability of 160 teachers in the 52 model schools in implementing the QITABI early grade reading practices effectively and independently inside the classrooms. Findings will help plan further teachers’ support.

26

Element 4: Establish an Early Warning System Building on the findings of the EWS pilot study implemented in the academic year 2017-2018, QITABI EGR facilitators supported the Arabic language teachers in the 52 model schools in integrating the Early Warning System. QITABI trained the teachers to assess students’ basic reading skills and how to provide timely supportto the struggling readers’ needs.

Potential Focus Areas Area 1: Developing teacher training modules on reading instruction

During the next quarter and based on the feedback received from CERD master trainers, QITABI team is working closely with CERD continuous training department to review and develop a simplified version of the previously adopted QITABI TLMs: TOT Master Trainers guide, Teachers’ guide, Teacher Assessment guide. Lessons learned from the current intervention of EGR/BLA inside the 52 schools will also inform this revision.

Area 2: Training/Coaching/Supporting primary grade teachers in early grade reading instruction Teaching Model for the academic year 2018-2019

Between October and December 2018, QITABI offered intensive coaching visits to the 52 model schools. Twelve schools that previously piloted EWS (2017-2018) received two visits per month by QITABI EGR Facilitators and one visit by DOPS. The remaining 40 schools received four visits per month by QITABI EGR Facilitators and one visit by DOPS. As a result, a total of 160 Arabic language teachers and coordinators in the 52 model schools received weekly and monthly coaching sessions by 22 DOPS mentors supported by 15 QITABI EGR facilitators to improve teachers’ instructional methods and classroom management skills. The table below summarizes the number of teachers in the 52 schools by governorate:

TABLE 4: DISTRIBUTION OF ARABIC LANGUAGE TEACHERS AND COORINATORS BY COHORT AND TYPES OF COACHING ACROSS GOVERNORATES IN Q17

Governorate Total Number of Teachers that Received Coaching in the 52 Model schools in

PY5Q1

Beirut 12

Mount Lebanon 22

South 21

Nabatiyeh 23

North 34

Akkar 21

Bekaa 13

Baalbeck-Hermel 14

Total 160

Coaching on Universal Screening: Student Pre-assessment of Reading Skills

In this quarter, QITABI enhanced the universal screening tool to facilitate its implementation by teachers. The universal screening was administered between November and December 2018 for Cycle 1 and Grade 4 students in the 52 model schools with the support of QITABI EGR facilitators and DOPS

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mentors. Cycle one and grade 4 Arabic teachers, received an updated copy of the running records texts, student’s assessment guide and assessment methodology.

A baseline level of the students was collected to diagnose students’ reading levels. The data was compiled for a total sample of 6,287 students, which account for 86.5% of the total number of students in the 52 model schools. The table below shows the distribution of the records compiled by grade and cohort.

TABLE 5: DISTRIBUTION OF STUDENTS - COHORT 1 AND 2 ACROSS GRADES

Cohort Grade 1 Grade 2 Grade 3 Grade 4 Total

Cohort 1 1015 1026 981 914 3936

Cohort 2 610 558 572 611 2351

Total 1625 1584 1553 1525 6287

The figure below summarizes the distribution of students who scored below their grade reading level across grades 1 to 4.

FIGURE 2: DISTRIBUTION OF STUDENTS BELOW THEIR GRADES READING LEVELS BY GRADE

Update and pilot of the Universal Screening Application

During this quarter, QITABI updated the universal screening application based on observations and findings from the field test. The newly updated version was tested on November 30, 2018 by the 14 EGR facilitators who oversee training and coaching the teachers on its use. Technical difficulties occurred during the testing session that required additional fixes and testing prior to the roll-out in schools. An updated version of the app is expected to be launched in January 2019. QITABI will test the application in three or four school prior to the pilot in 20 schools in February and April 2019.

1622 1581 1550 1524

6277

454 258 222 2021136868 588 418 327

2201

0

2000

4000

6000

8000

Grade 1 Grade 2 Grade 3 Grade 4 Total

Nu

mb

er o

f St

ud

ents

Students who completed running records

Students who scored 1 level below their grade reading level at the pretest

Students who scored 2 levels or less below their grade reading level at the pretest (including non readers)

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Area 3: Providing technical assistance to CERD in the development and dissemination of the new curriculum’s early grade educational materials QITABI teacher E-Kit

During this quarter, QITABI team finalized the editing of the teachers’ E- kit content while continuing the work on the final stages of the voice over. The E- Kit will be used for in- class support to provide teachers with needed material and strategies when working with struggling readers in small groups. The E-kit production will be finalized next quarter.

Area 4: MEHE and CERD undertaking systemic reform to promote early grade learning

Sustainability plan in 208 public schools

To ensure sustainability of the project intervention, Component 1 team planned regional meetings for 208 public schools from the 260 schools that were initially assigned to QITABI. The purpose of these meetings was to share with the participants a sustainable plan to continue the implementation of the EGR/BLA program in collaboration with MEHE/ DOPS Arabic language mentors and CERD master trainers after having acquired the necessary skills that enable them to support the schools beyond Y5 QITABI project. The same sustainability plan will be adopted by the 650 for scaling up the EGR/ BLA program. The meetings were held in all governorates in the DOPS centers as per MEHE’s request. All meetings

were well attended by school directors and Arabic language coordinators (see table below).

TABLE 6: DISTRIBUTION OF 208 INVITED TO REGIONAL MEETINGS BY ATTENDANCE AND REPRESENTATION BY GOVERNORATE

Governorate Number of

Schools Invited

Number of Schools

Participated

Principals

Coordinators

Others (teacher/Supervisor

)

DOPS

Beqaa 18 17 12 11 6 6

Baalback-Hermel

15 9 8 9 0 3

South 27 21 14 15 2 2

Nabateih 26 22 20 18 2 6

Beirut 23 21 17 19 2 3

Mount Lebanon

36 30 25 22 2 3

North 37 30 27 28 1 4

Akkar 26 23 19 12 6 3

Total 208 173 142 134 21 30

The figure below shows the main layers of the sustainability plan:

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FIGURE 3: QITABI SUSTAINABILITY PLAN IN THE 208 SCHOOLS

Area 5: Parents and guardians learning explicit strategies for supporting children’s reading success and retention in school

Scaling up Parents reading circles

As planned, QITABI provided hard copies of the Parents Reading Circle guide to the principals from the 52 model schools at a rate of 5 PRC guides per school to be kept at the disposal of the school’s principals and to be shared with the school’s parents’ committee. The guide will contribute in engaging the parents and caregivers of cycle one and grade 4 students to improve the literacy and reading skills of their children by adopting the necessary skills to enhance their children’s practice at home.

COMPONENT 2: EXPANDING ACCESS TO SAFE AND RELEVANT EDUCATION FOR VULNERABLE PUBLIC SCHOOL STUDENTS

Element 1: Developing a response strategy based on ongoing monitoring

This quarter, QITABI team met with several sector-related parties and attended events on the general trends of the sector. One series of events involved a cooperation track between the MEHE and the ministry of health over the nexus of education and mental health.

In parallel, the Education Partners’ Meetings (EPM), as well as the Inter-Agency monthly meetings, remained the main coordination venues. Additional in-depth discussions over the status of the sector, the prospects for coordinated involvement in school-based activities and the regulatory status of Non-Formal Education (NFE) have continued through meetings with UN agencies, international organizations, and local NGOs; these include UNICEF, EBRD, GIZ, Himaya, Mentor Arabia, and Skoun.

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Element 2: Providing amenities/equipment to crisis affected schools

Digital Content

Last quarter, the project had identified over 250 teachers, trained of ActivInspire, as adequately able to use ActivInspire for further capacity building in collaboration with CERD. The project team has been coordinating with CERD toward launching a production track for these teachers. The track envisions a round of workshops that are subject-specific and co-administered with CERD academic unit, training department, and resources department, as well as external specialists. The objective is to bring teachers who can use the platform to produce, as an outcome of the workshop, a series of digital activities which are ready for endorsement by CERD on grounds of technicality and pedagogy. Discussions in parallel are being held with CERD to explore potential sourcing of finished digital content for immediate supply to teachers of the 300 schools of QITABI Component 2.

These tracks converged, in this quarter, with CERD’s need for criteria for the curation or production of any digital educational resources (DER’s). QITABI closely coordinated with CERD over the course of the quarter to identify the most effective support track to this effect. It was decided that QITABI would support a team at CERD to develop a framework that would serve as guide to produce DER’s by teachers, such as the pool of teachers who are going to receive advanced production training under QITABI. This same framework would also serve as reference for the selection of existing or future DER’s which CERD has access to, and it will form the criteria reference for the development of any RFP’s geared toward curating DER’s identified as lacking in the other two pools.

QITABI, therefore, recruited in this quarter an e-content technical specialist to guide the process of developing the framework. The specialist has been coordinating with CERD team at the resources department, academic unit, and training department, to prepare for a joint workshop in January 2019 which aims to produce the draft of the framework.

Element 3: Professional development for teachers and other school-based personnel

ICT-in-Education Track

ICTE Training Guide and ICTE Coaching Manual

Upon agreement with DOPS on the design of both the ICTE Coaching Guide and Training Manual on October 5, the project team set out to publish the ICTE Coaching Guide in the form of an instructional booklet, with the ICTE Training Manual saved on a USB device attached to the ICTE Coaching Guide for easy reference. In this way, the ICTE mentors would be equipped with all training material and instructions needed for effective mentoring during their ICTE visits to schools in Y5. The printing of the ICTE Coaching Guide and Training Manual was completed in December 2018, to be shared with the ICTE mentors in January 2019 during the ICTE workshops.

ICTE Workshops for DOPS Mentors

As planned, two ICTE workshops for DOPS mentors will take place during Y5. The main objective of the ICTE workshops is to reflect on the ICTE learning experiences, to highlight the challenging situations that the mentors faced over the course of their visits to schools, and to address these situations with recommended courses of action. During a meeting on December 6 with DOPS Director, it was agreed that January 12 and 19, 2019, will be the dates for the first workshop, a one-day primer for 30 out of 60 mentors at a time.

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Accordingly, on December 14, 2018, QITABI received an official letter from MEHE inviting the ICTE mentors to this workshop, along with a list including the names of the mentors.

ICTE Coaching Visits to Schools

Data from the first coaching visits

In a meeting on October 11, 2018, DOPS Director assigned Omar Ashour to be the focal point at MEHE for the academic year 2018/2019 between QITABI and DOPS at MEHE regarding the ICTE element, in addition to Grace Talj, who is still the focal point between QITABI and the ICTE mentors. The team coordinated with Omar Ashour to put a structure to ensure the anonymity of the teachers observed in the completed coaching tools. On November 5, 2018, the team started the data entry of the tools at MEHE.

Out of the total 282 completed coaching tools, the data entry and compilation of 258 tools was concluded on December 4, 2018. The team has not yet received the remaining 24 tools, related to 5 mentors, to complete the data entry. A detailed analysis of the current situation in the 282 public schools regarding the effective use of the resource rooms and the teachers’ abilities to use the ICT tools and resources effectively in their teaching, and whether they have been able to successfully integrate technology into their classrooms, will be illustrated after receiving the remaining tools in the next quarter.

Upcoming coaching visits

Regarding the Y5 ICTE coaching visits, QITABI received on December 12, 2018, an official letter from MEHE facilitating the ICTE visits to Component 2 schools. Sixty ICTE mentors will continue their work with QITABI by visiting the schools and coaching the teachers on the effective integration of the technology into their classrooms. The first round of visits will be conducted in January 2019. The second round of visits will be done between March and April.

In preparation for the coaching visits, the project team developed a soft version of the ICTE Coaching Tool that automatically summarizes the details and data of each school, per visit, in Excel . This tool will eliminate the need for manual data entry and allow the team to accelerate the data processing and analysis of the ICTE Coaching Tools.

Between the two rounds of visits, DOPS will hold regional coaching events in ActivInspire at the regional DOPS centers for the teachers being coached at these schools. The events respond to a need identified in the results of the previous visits where teachers expressed that they needed refresher engagement.

In a meeting on December 6, 2018 at MEHE, DOPS Director insisted on the need to provide ICTE mentors with interactive lessons in all subject areas to be used in DOPS coaching visits of the 300 primary public schools. These sample lessons would be needed to jump-start the use of the resource rooms as the teachers are being coached toward the ability to produce material for themselves.

Coordination between QITABI and CERD is needed in order to formulate the interactive lessons for teachers requested by the DOPS Director. The CERD workshop planned for January 2019 to develop a framework for digital educational resources is the first step in that direction.

Additionally, DOPS Director discussed with the project team the potential of having a focused and intense engagement with a selection of 20 schools that are most effective in ICTE integration. The ICTE mentors, each specialized in a different subject matter, would regularly visit these schools and coach all teachers on the effective use of various ICTE tools. The selection of the 20 schools and the details of engagement will be discussed further and decided upon during the next quarter.

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ICTE Mentor Discussions through the Moodle Forum

In this quarter, the ICTE Specialist added features to enhance the Moodle forum in a way to make it more useful and interactive for the ICTE mentors as a learning platform. Internationally-recognized resources in diverse subject matters related to the Lebanese curriculum were selected and uploaded by the ICTE Specialist to address the learning needs of the mentors. As of December 2018, 52 resources related to the following seven different subjects have been uploaded: Languages (Arabic, English, and French), Math, Sciences (Biology, Physics, and Chemistry), Social Studies, Philosophy, Arts, and Computer Science. This is in addition to 6 Technology Integration Tools and 4 Online References.

These freely accessible resources will encourage the mentors to adapt and use them as a basis to build their own knowledge and experience as they coach teachers on the development of interactive lessons.

Capacity Building of Approximately 490 DOPS coaches or Extensive Coaching for the 60 ICTE Mentors

The DOPS Director’s raised again her request to train the remaining coaches on ICTE on December 6, 2018. Discussions noted that Microsoft Office and ActivInspire would be the training content for these additional workshops for DOPS coaches, with the possibility of having Microsoft as a training provider.

In response to this request, QITABI is studying the feasibility of implementing this additional training of almost 500 coaches.

Life Skills for Professional Orientation Track

Throughout this quarter, QITABI met and coordinated extensively with both DOPS and CERD to finalize the design of the Life Skills for Professional Orientation (LSPO) element in a way that would align with both parties’ visions and meet the project’s objectives. The project team prepared a proposed framework and shared it with CERD and DOPS over several drafts and discussions throughout October 2018.

The framework addresses the perception of relevance and quality in education as a key to student success by producing sets of activities and skill-development tools to supplement the curriculum. The objective of the program is to improve the relevance of education to the demands of personal and professional success, as well as the empowerment of students to make informed and responsible life and career choices. To reach the stated objective, QITABI will focus on four main areas: i) Personal Capacities and Tendencies; ii) Professional Awareness and Competence; iii) Fields of Study: Specializations and Training; and, iv) Professional Tracks: Demand and Opportunities.

The team prepared a final narrative description of the proposed plan (Annex 1) and shared it, along with the graphic representation (Annex 2), with MEHE DGE and CERD President on November 5, 2018.

After a series of coordination meetings with CERD and DOPS to obtain a unified response to the proposed program, it was agreed to design and implement separate activities with each of these institutions, within the scope of work of each party, which would then complement each other at the end.

Based on the above, QITABI started working on the development of a TOR for the recruitment of the LSPO program expert who will work in coordination with CERD and DOPS to achieve the objective of each party. QITABI shared the prepared TOR with DOPS and CERD on December 28, 2018, and is proceeding with the recruitment process in January 2019.

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Element 4: Addressing barriers to schooling for vulnerable students such as costs, transportation, and safety

Bus Delivery

The delivery of buses started on September 27, 2018, and completed within this quarter, facilitated by the directives to schools in MEHE Memo 5362 dated September 4, 2018 (School Bus Handover Procedures). At the average rate of 5-6 schools per day, delivery had been projected to end in the last week of October 2018. However, it was extended well into the last week of December due to a series of amendments to Decision 1133/M/2016 (Designation of Schools to Benefit from School Bus Grant) which had nominated the original list of 100 schools to receive buses.

The amendments came under Decision 1209/M/2018 dated October 19, Decision 1298/M/2018 dated October 30, Decision 1342/M/2018 dated November 8, and Decision 1516/M/2018 dated December 26. These decisions presented modifications to the list of beneficiary schools. QITABI successfully mitigated the changes and completed the delivery process before the end of the year. Through continuous coordination with MEHE focal point, regional directorates, and school principals, the delivery process ran smoothly. Every school visit and delivery were accompanied by the bus commissioner appointed by MEHE at the relevant regional directorate, a technical team from AutoXpert to provide sound delivery and basic operation induction for principals, and a team from QITABI to ensure sound exchange and record.

Element 5: Strengthening school based monitoring and management including financing school grants

Bus Operation and Maintenance (O&M) Guide, Training, and Support

QITABI team produced capacity building program and O&M Guide (Annex 3) for all bus operators and administrators. The program includes reference sheets on sound operation and maintenance, safe-driving tutorials, child-protection charters, and reproducible tools for tracking and monitoring by drivers, supervisors, school administrators, and MEHE regional commissioners. This was completed during the delivery process in this quarter and was ready for implementation in regional workshops to kick-start the operation of the bus fleet in this academic year. The program was developed in collaboration with a child protection specialist recruited by QITABI in this quarter, YASA as road safety partner, and AutoXpert as technical partner.

By the end of the quarter, half of the schools had completed the recruitment of drivers according to the criteria set in MEHE Decision 798/M/2016 and Memo 5362 dated September 4, 2018 (School Bus Handover Procedures). Accordingly, QITABI decided to proceed with the existing recruited drivers and plan these regional training events early in January. The training series will start in the first week of January and conclude before the end of the month.

COMPONENT 3: STRENGTHENING MANAGEMENT (RESILIENCE) IN EDUCATION SYSTEM TO BETTER DIRECT AND MONITOR EDUCATION

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Element 1: Supporting the relevant departments within MEHE to develop policies and guidelines that support reforms that contribute to the management and implementation of Component 1 and 2 interventions

Technical Assistance to CERD and DOPS

The program officer and the education expert continue to provide technical assistance to the DG office and to DOPS leadership. QITABI also initiated discussions with the Director of DOPS on the design and scope for a capacity-building program for DOPS. The program will target a core group of DOPS staff and will focus on issues relating to the use of data resulting from monitoring, evaluations and assessments.

In CERD, the seconded Institutionalization Consultant has provided support to CERD in the development

of documentation of structure mandates, needs and activities (Annex 4). Critical information collected

during QITABI’s technical assistance to CERD in developing the documentation, will directly feed into

the work planned under development of Strategic Planning scheduled to officially start during the next

quarter. QITABI consultant assisted CERD senior management in developing the center’s vision and long

term planning towards 2030 (Annex 5). In regards to capacity building, QITABI is coordinating with CERD

department heads to develop the scope and agenda for the different capacity building activities as

needed. This included the capacity building on setting criteria, framework, and training modules for

Digital Learning Objects (DLO). This work will be co-led with the e-content expert recruited during this

quarter. Tools and material developed under this workshop will feed into the Digital Resource

production process map, which is being elaborated under the project.

QITABI developed a document titled “International Testing and Assessment in Context of CERD’s

Strategy” (Annex 6). The document summarizes the previous international testing that CERD

implemented, namely PISA 2015, and TIMSS 2015 & 2018, lessons learnt, and the estimated budget for

implementing PISA 2021, and TIMSS 2019. It also touches on the value of administering international

standardized testing as part of the National Assessment Strategy.

Moreover, and after finalizing a needs assessment exercise for the CERD Print-house Conference room

and the DOPS Uruguay center, the project team is now finalizing the procurement process for the

required equipment and furniture.

Capacity Building for CERD on ICTE

This Quarter, QITABI team concluded trainings for enhancing CERD’s personnel capacity on the use of technology. The trainings took place on December 5, 2019, and 26 CERD regional directors completed the course.

Building the Capacity of CERD on Moodle

After the finalization of the development and updating the CERD Moodle platform, an Advanced Moodle ToT for Central and Regional CERD IT teams was concluded on October 5, 2018.

Furthermore, the project team coordinated with the French public institution Reseau Canope, to decide on how best 1) to synergize the CERD activities implemented by the French Institute and QITAIBI, and 2) to train the core CERD team working with the French Institute on Moodle that has been developed by the QITABI team. QITABI and the l’Institut Francais agreed on training 8 staff from CERD’s French academic unit on developing hybrid-training material that integrates ICT with language training. The 3-day training was held in November 2018, and it was attended by all 8 participants from the technical

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and techno-pedagogical team at CERD. During the trainings, participants were also introduced to the different Moodle features and uses. As a follow up to the face-to-face training, the QITABI moodle consultant provided the project team technical guidance on CRDprof software while designing the French hybrid-training module. The final version of the developed training material will be uploaded on the CERD Moodle to use in future teacher trainings.

Element 2: Identifying cost-effective models for expanding access and ensuring persistence in school for vulnerable Lebanese and Syrian students The team continued to map documented evidence of experiences targeting the enhancement of access to education for refugees and vulnerable and marginalized populations. The mapping resulted in four major findings:

1. Research on barriers to education in Lebanon, particularly for refugees, has been limited to supply side factors with little emphasis on the demand side. This can be clearly seen in the amount of literature focused on enhancing the enabling environment for learning, including resources, education staff capacities and facilitating administrative processes that constitute a great barrier in many cases for student registration and retention. However, although evidence on demand side barriers has been found and reported, little research has been done to enhance our understanding of these barriers and how they can be addressed.

2. More evidence has been produced on demand-side barriers from research done in Africa and Central and South East Asia. While the evidence is mostly indicative of underlying local cultural and socio-economic challenges, the methodologies used in conducting the research can be contextualized to help us conduct a more thorough understanding of the barriers that are relevant to the situation in Lebanon.

3. In the case of education for refugees, research conducted in Lebanon has not distinguished between urban refugees and the rest of the refugee populations, mostly residing in camps. In-depth research on barriers to education for Syrian refugees will show that different types of challenges exist for each group.

4. The nature and structure of the education system have significant impact on the level of inclusion in the learning experience. Policy interventions must take into consideration the aspects of the learning experience, including the school environment, that have strong effects on inclusion. This includes the physical infrastructure, PSS preparedness, and safety standards, in addition to other aspects.

The team will consolidate the findings into a macro level conceptual framework to inform the construction of a cost effective model for enhancing access to education in Lebanon for both Lebanese and Syrian refugees. The model will incorporate existing and newly generated knowledge, particularly from the implementation of the SLE toolkit, and will build on the findings from QITABI’s intervention on enhancing access to education.

Element 3: Strengthened data collection, monitoring, management, and use of data for informed decision-making to improve reading and expand access within the MEHE at the national and sub-national levels

During this quarter, the project team finalized the selection process for the institution that will develop the National Student Learning Assessment Strategy/Framework (NSLAS). During the last week of December 2018, the project shared a draft contract with the selected institution, CAI, for signature. Subsequently, CAI shared a draft inception report with the project team before the end of the year, and

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the project team, and the national and international consultants provided input and feedback on the draft report. A revised and final version of the inception report is expected to be shared by CAI by mid-January 2019. The project is still anticipating the possibility of reinitiating discussions with MEHE on the proposed M&E Framework under the NSLAS development activity.

During this quarter, the project team drafted an outline for a proposed approach for the development of a strategic plan for CERD (Annex 7). The proposed approach is to be shared with the president of CERD and the senior management team for their feedback and input. In the coming quarter, a series of workshops will be implemented with the CERD management team to co-develop CERD’s strategic plan.

Element 4: Generating consensus among stakeholders in delivery models to minimize costs, expand access and improve the management of learning systems

The National Literacy Day is scheduled to take place on February 7, 2019. The main objective of the day is to show case the achievements in teaching Arabic literacy that have been taken place to date, and to kick start a dialogue on literacy acquisition at the national level to generate consensus on a model for Early Grade Reading.

MEHE and CERD have named teachers, trainers, coaches and officials, who will be activity participating in the event and presenting their experience and the learnt lessons, along with challenges and opportunities for improving Arabic literacy in the public sector. The project literacy expert has scheduled several preparatory meetings with MEHE/CERD. The project team has also contracted an animator to develop a 4-minute animation that summarizes the project EGR model to be presented during the event, and procurement of promotional materials (bags, pens and USBs) to be distributed during the event has been finalized.

Element 5: Institutionalizing within the MEHE the successful reforms that increase learning outcomes, learner well-being and safety in public schools

QITABI is continuing to generate evidence on the project intervention models both for literacy and for ICT integration. World Learning Director of Monitoring, Evaluation, Research and Learning (MERL) visited QIATBI office during December to outline a list of impact studies that will be carried out using the data collected under the project. The results of these studies will inform an evidence based advocacy process for the institutionalization of the successful reforms tried and tested under the project. Simultaneously, capacity-building activities across all components and provision of equipment and other resources to both CERD and MEHE, both at the central and at the regional levels, are on-going (as described in detail under elements 1 to 4 above and under Components 1 and 2). This will contribute to strengthening the public sector system to be better prepared to implement the recommended policies and reform initiatives.

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III. Monitoring, Evaluation, and Communications

MONITORING AND EVALUATION (M&E)

The M&E team was active this quarter with annual data verification, and field visits. The team responded to USAID and Social Impact requests by submitting data reports as needed. Additionally, continuous data was provided for planning of different activities, along with continuous development and updating projects’ tools to be used in the ongoing activities.

M&E Reporting

Online Data Reporting: QITABI reported its Y4Q4 achievements under the appropriate indicators as per the updated definition through World Learning’s DevResults system.

Weekly Reports: As per the requirements of the cooperative agreement, 12 weekly reports were submitted to USAID AOR this quarter.

Quarterly Report: Q16 report was completed and submitted to USAID on October 30, 2018. In preparation for Q17, the team shared Quarterly 17 template and timeline with component leads and partners on December 18, 2018.

TraiNet: The M&E team finalized uploading data to TraiNet for FY18 trainings, and submitted the report with its annexes to USAID on November 30, 2018.

Reporting on Indicators: QITABI has completed PPR FY2018 sheets and submitted them to USAID PMSPL-II upon their request on November 7, 2018. A modified file was re-submitted on November 13, 2018 in line with USAID PMSPL-II guidance to include analysis of performance for each of the indicators.

QITABI Year 5 Monitoring, Evaluation and Learning (MEL) Plan

During the period between November-December 2018, the M&E team was working on updating the MEL plan in line with Year 5 approved work plan. The document was shared with Social Impact (SI), USAID PMSPL2, on December 14, 2018. Minor comments relating QITABI to IBESP program in the MEL plan were noted in SI feedback on December 21, 2018. The QITABI Year 5 MEL plan will be submitted to USAID AOR during the first week of January, 2019 for approval after addressing SI comments.

World Learning MEL Director visit

During the period of December 3-December 7 2018, MEAL Director from Home office, visited QITABI where she got introduced to the different data sets and tools used in reading and provided support in the impact evaluation studies planned on ICT and school buses in addition to providing training sessions on TAAP and CLA for the team.

Data Verification

Planning Level Data Verification: The team verified and updated the list of QITABI schools included in the list of 52 intensively coached Component 1 schools. The list of the 100 schools benefiting of school buses was also updated as per MEHE’s decisions 1209/M/2018 dated October 19, 2018, 1298/M/2018 dated October 30, 2018 and 1342/M/2018 dated November 8, 2018.

On-going Data Verification: The M&E team was covering this quarter a series of data verification tasks across the submitted data. The verification process was performed across the “MSI-Designing an EGRA implementation plan workshop”, “CERD Professional Moodle Training database”, “Coaching of CERD

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Directors on basic ICT”, and “Component 208 schools Reflection session - Principals meeting”. On the other hand, the team continuously followed up on the proper process of Vetting of participants in ongoing activities and trainings.

Field Visits

M&E team conducted field visits to monitor QITABI ongoing activities as follows:

M&E officers monitored Component 1 208 schools principal’s regional meetings in Halba, Nabateih, and Beirut on November 29, 2018 and December 4 and 6, 2018 respectively.

Monitored the delivery of buses in Akkar governorate on October 22, 2018.

Conducted several field visits to ensure accurate buses branding.

Support Program Teams

The M&E team supported the planning and implementation of QITABI’s components’ activities by providing needed data, reports and information for planning, data collection tools for documentation, assistance in managing trainings, meetings and workshops. The team is supporting the preparation of QITABI activities, most recently, M&E officers participated in 2 Qualitative EGRA endline field visits data collection to Haret Sakher and Iskandar Rizk Public school on Tuesday November 27, 2018 and to Al Basta School on Thursday November 29, 2018.

Tools development: The M&E team supported program teams in preparing documentation forms and data entry files including the following:

Developed and updated the Delivery notes needed for bus distribution (GPS and Bus)

Developed buses retrieval delivery notes

Develop attendance and TLM sheets for component 1- 208 schools regional principals meetings

Develop attendance and TLM sheets for CERD Directors coaching session on ICT

Develop the Database sheet to be used to the upcoming EGR coaching session in the 52 schools

Developed e-stories and posters delivery notes for 31 CERD & 16 DOPS centers

Developed the M&E data collection tools for the upcoming component 2 trainings for the Bus drivers and supervisors

USAID Requests

QITABI has completed the USAID Goal 1 and Goal 3 reporting sheets and submitted them to USAID AOR on October 8, 2018. Based on USAID request, QITABI shared updated data on the beneficiaries of 100 schools buses, 300 component 2 schools, 260 component 1 schools and the total 517 QITABI schools on by December 3, 2018. Additionally, QITABI shared the semi-annual Achievements Report with USAID AOR on December 3, 2018. By the end of the quarter, QITABI shared information about schools through 6 Blurbs for schools in South Lebanon and Beqaa and data on trainees and beneficiaries as requested by USAID AOR.

Social Impact Requests

QITABI shared the revised and updated list of activities for QITABI up till the end of September 2018

with SI, on October 17, 2018.

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Trainings and Workshops

M&E Workshop for QITABI Staff: As part of sharing knowledge and tips, M&E director held on November 26 2018, a short MS Word/Excel tips and tricks session about functions that are essential in developing, editing, formatting, merging and cleaning documents and tables.

Automated Universal Screening Tool Workshop: Senior Database manager and M&E officers attended the Universal screening tool meetings / workshop to evaluate the updated version.

PVS portal Training: M&E officer attended a training in the U.S Embassy-regarding the PVS portal on October 24, 2018.

M&E director attended an Educational seminar on The Impact of Frontiers Technologies and Education and Youth on November 30, 2018 at UN-House/ESCWA.

Data Analysis for Monitoring and Evaluation

During Q17, M&E team received data from the field and started verifying and cleaning the data in preparation for analysis to feed into the different activities.

Some of the data received are:

1. Beginning of year Universal screening records 2. Coaching visits data 3. Coaching evaluation

A separate report will be prepared, showing the analysis with the emerging results, and recommendation on the related activities.

Moreover, the design of the following three impact evaluation studies was launched in this quarter.

1. In-classroom ICT model on engaging students in the Arabic class and enhancing reading outcomes

2. Resource room ICT model on enhancing learning environment 3. School bus program on increasing retention/access to education

CIES

QITABI has applied to the Comparative and International Education Society (CIES) 2019 Annual Conference. QITABI will be presenting three formal papers and one poster in the conference that will be held from April 14 to April 18, 2019 in San Francisco. QITABI’s participation will be through the following papers:

QITABI Universal screening formative assessment tools: A complementary approach to standardized assessment of early grade reading skills: Formal Paper Presentation

QITABI Teacher Coaching model: A sustainable model to reform teaching and learning in Lebanese classrooms: Formal Paper Presentation

Arabic language offline e-resources to support teacher professional development and sustain reading intervention in public-schools: Poster presentation

QITABI Individualized Arabic reading support through the early warning system: Formal Paper Presentation

40

COMMUNICATIONS

During Q17, QITABI’s effort towards increasing the project outreach was mainly focused on documenting and promoting the distribution of the 100 buses to the 100 public schools across Lebanon. QITABI communications maximized its effort toward 2 main activities:

- Organizing the National Literacy Day event - Completing the E-kit material

Branding

Facebook cover designs

QITABI Facebook cover photo was regularly updated with relevant visuals on different occasions using photos from the field and adapting them to the project’ cover template. The main theme across this quarter was focusing on the bus ceremony and buses branding and distribution.

Promotional Items

In preparation for the Literacy Day, which is scheduled to take place on February 7, 2019, additional set of promotional items were produced. The promotional items include the production of new branded bags, pens and USBs.

Communication Material

Social Media updates and Online Presence

Throughout this quarter, QITABI’s online presence was continually updated. Both the project’s Facebook page (www.facebook.com/qitabiprogram) and Twitter account (https://twitter.com/QITABIprogram) were updated with fresh and relevant news, enriched with video and audio. Social media engagement was high due to the engagement that resulted from promoting the bus distribution to public schools across Lebanon. During this quarter, short videos were produced and shared along with photos and testimonials across QITABI’s social media channels. Several posts were shared by USAID and the US Embassy Facebook page.

QITABI Facebook Page insights

By analyzing the insights, a clear increase in the Facebook page number of Likes is noticed with an increase from 1878 as of October 1, 2018 to 2058 as of December 31, 2018. This increase in the number of Likes (180 new likes) lead to an increase in engagement in terms of numbers of fans, shares and comments. This improvement is 100% organic, which means without any paid advertisement on the page.

E-kit

The major effort of the team was focused on producing and finalizing the E-Kit. Communications in close coordination with Component 1 and QITABI’s Arabic language expert finalized the content of the complete EWS and Unit 1.

Video Editing and Voice Over for Power Point

Based on an extensive review of the EGR intervention video footage, a group of short clips were selected. These videos were part of the EGR Theoretical Framework. Several videos were edited and branded which were later embedded in the Power Point presentations. Moreover, the team worked on

http://www.facebook.com/qitabiprogram

https://twitter.com/QITABIprogram

41

finalizing the content for the Voice Over to be used for Power Point presentations which was recorded over 3 days in December. By the end of the quarter, 18 Power Point presentations were reviewed and edited according to the main EWS, Unit 1, and theoretical framework PDFs. The Power point editing included text, visuals, animation, transitions and Voice Over.

Animation for the literacy Day

In preparation for the Literacy Day, scheduled on February 7, 2019, communication team, with Component 1 team, developed a script for the storyboard suggested by the project team. The project recruited an animation specialist who worked closely with communication on developing the animation. By the end of the quarter, content and animation were finalized. The next step will be to record the Voice Over and provide it to the animation specialist for synchronization.

Weekly Notes

As part of documenting the program achieved and planned activities and promoting it to USAID, 13 weekly notes were produced during this quarter highlighting the most important project activities.

Documentation of Activities

During this quarter, in addition to the planned school visits, QITABI Communication covered more than 6 major occasions, events and training workshops for components 1 and 2 in photos and videos. Moreover, photos, videos and stories from the field were collected through regular visits to schools and through input received from the field team. The most important workshops documented during the past quarter are listed in the following table:

TABLE 7: TRAININGS, WORKSHOPS AND ACTIVITIES DOCUMENTED

Activity Type of Documentation

1. Statistical and Psychometric CERD workshop Photos

2. Moodle Training for Trainers – Advanced Level Photos

3. CERD Moodle Training Photos

4. Regional Meetings – Principals Coordinator Photos

5. USAID visit to Boueirij School Photos

6. EDEX event Photos

42

IV. Financial Management and Operations

FINANCES

Disbursement: $33,431,371 has been disbursed by December 31, 2018, representing 72.22% of the total QITABI budget.

As part of the regular reporting mechanism, the regular reports related to the quarterly Income Tax, VAT reports, and monthly Social Security payments were submitted on time to the Ministry of Finance and the National Social Security Fund, in coordination with the Accounting/Audit Office.

VAT exemption stamp: the renewal/extension of the VAT exemption stamp was finalized at the Ministry of Finance extending the validity of the stamp till December 31, 2019, the end date of QITABI program. The approval letter was received on October 8, 2018 with the stamp made available on October 10, 2018.

Reporting to USAID: As part of the regular donor reporting mechanism, all the reports requested by the AOR were submitted on time.

Value Added Tax (VAT) and Customs Duties: QITABI continued benefitting from the granted VAT exemption by stamping VAT free invoices received from the suppliers. However, few purchases could not be issued with VAT free taxes due to restricted accounting systems, although QITABI submitted a copy of the approved exemption letter. The VAT amount paid during Q4/2018 amounted to $540.44. This amount will be submitted to the Ministry of Finance (MOF) for reimbursement by January 20, 2019. On the other hand, no VAT reimbursement was received from the MOF during the current quarter.

OPERATIONS

Operations and Logistics Support

Safety and security measures: QITABI Security Manager (SM) assigned by Protectron, the service provider, continued monitoring the security operations for the organization by inspecting all the areas to be visited during the field activities to ensure that the environment is safe for staff and visitors. Moreover, the SM performs regular monthly inspection of the office vehicles to insure safety and security of staff.

QITABI Trainings/Conferences: During this period, QITABI DFO attended the Innovative Approaches to Financing for Education session on November 27, 2018 at MEHE organized by UNESCO Beirut under the Arab Regional Launch of the 2019 Global Education Monitoring Report on Migration, Displacement and Education. The session focused on innovative approaches to mobilizing new sources of financing for education in emergencies, including the emergence of large private sector donors and foundations, as well as public-private partnerships. Furthermore, QITABI DFO and M&E Director attended, on November 30, 2018, the Educational seminar “The Impact of Frontiers Technologies on Education and Youth” organized by Rafic Hariri Foundation and ESCWA Beirut. The objective of the seminar was to focus on addressing the challenges associated with technology and education from different perspectives aiming to raise the awareness on the impact of frontiers technology on sustainable development.

International Travel: Two MSI program staff arrived Beirut for 10-day trip as part of QITABI activities. In addition, WL MEAL Director visited QITABI during the period of December 2-December 8, 2018 to. The objectives of this visit included the following:

43

support the implementation of the QITABI Evaluations on ICT models introduced to components 1 and 2 schools and the evaluation of the school bus activity within component 2

review QITABI datasets and map out available data that can be used to build an evidence base on QITABI’s Reading model (using USAID’s mosaic as a guidance), identify needs for further analysis, determine what studies may be needed, and how the existing studies may be used

build capacity on the basics of CLA and TAAP for internal staff

USAID Official Vetting: Email confirmation on the VSU visit to Lebanon was received on October 4, 2018. Hence, a meeting was held with the vetting specialist’s on October 24, 2018 at USAID offices to answer all the vetting questions and to confirm the new vetting ceiling of $25,000 per transaction.

Procurement

All major procurement tasks were completed in coordination with Home Office procurement and compliance teams. Skype calls focused on exchanging program and operations’ activities updates and processes.

School buses: The distribution of the buses to the beneficiary schools were fully completed during this quarter. The last bus was transferred to the respective school on December 19, 2018. In the meantime, arrangements for training the assigned drivers, principals and regional commissioners was ongoing in coordination with the buses’ dealer in partnership with YASA International. YASA International is an International Non-Governmental Organization that seeks, through its efforts, to create a greater level of safety awareness and commitment from all people in order to reduce the global burden of unintentional injuries. The trainings were delayed till January 2019 due to the delay in the recruitment of the drivers having a valid bus driving license.

Insurance Coverage for School Buses: the buses’ “All Risk” insurance policies were issued during the month of October 2018 to be distributed to the schools benefitting from the school buses program during the driver’s trainings.

Renovation of CERD and DOPS Centers: The equipping/renovation of the CERD and DOPS main centers were partially completed during this quarter. The works that required the assessment of an electro-mechanical engineer related to the air conditioning of the CERD main training room is to be carried out during next quarter.

National Student Learning Assessment Strategy/Framework (NSLAS) RFP#80: The procurement process for the RFP#80 was concluded during this quarter with the contract issued and shared with the winning bidder. The selected institution, Cambridge Assessment International (CAI), is not within Geographic Code 937; hence, the project submitted a request to USAID CO to provide prior approval to waive off the geographic restriction. The project received approval for the waiver from USAID on November 21, 2018, and on the same day, an email was sent to CAI to inform them of the final selection result. The full execution of the contract was delayed till January 2019 due to the review process adopted by the winning bidder which necessitated that their US lawyer approves the contract prior to the signature.

National Arabic Literacy Day: preparations for the national literacy day that will be held on February 7, 2019 continued including the procurement of an event organizer, venue and other logistical preparations.

44

The Supply, Delivery, Installation, Start-Up of ICT Equipment and Basic Orientation on the use of the equipment for Primary Public Schools in Lebanon (RFQ)#104: In preparation for equipping grades 1 -4 in a selected number of primary public schools with QITABI ICT classroom support model, the project announced a Request For Quotations (RFQ)#104 for the Supply, Delivery, Installation, Start-Up of ICT Equipment and Basic Orientation on the use of the equipment for Primary Public Schools in Lebanon. The Ad was published in different newspapers by mid of November and on Daleel Madani website starting November 12, 2018. The ad has been posted as well with USAID, Devex, and the WL website starting November 13, 2018. As a result, 23 bidders showed interest and hence received the full RFQ document. Questions were raised by the set deadline on November 23, 2018 with answers shared with all the bidders on November 30, 2018 extending the bidding deadline till December 18, 2018. Opening of bids session was held on December 19, 2018 in the presence of three delegates from QITABI and two representatives from MEHE. The committee observed the opening of two closed bids. The second technical evaluation session is scheduled on January 10, 2019.

The purchase of classroom material (RFQ) #107: In preparation for the equipping of additional 650 roll-out schools with classroom material under Component 1, QITABI launched the procurement on December 11, 2018. The advert was published in three local newspapers and on Daleel Madani to ask the interested bidders to request the full RFQ by sending an email of interest to QITABI procurement. The bidding deadline is January 14, 2019.

The purchase of books to 650 roll-out schools: QITABI DFO and M&E Director participated in the bid’s evaluation committee as voting members for the books’ procurement initiated under Ana Aqra (AA) for 650 roll-out primary public schools (Grades 1-4). The bids opening session was held on December 13, 2018 in the presence of one representative from MEHE and two representatives from AA. The second MEHE representative was not able to join the meeting due to previous commitments. During the meeting, the committee observed the opening of three closed bids where one of them was considered as uncompliant for not providing the required documentation. Hence, two official offers are being evaluated currently with the second evaluation session to take place on January 3, 2019 at AA offices in Beirut.

STAFFING

World Learning Staffing and HR: Advertisement for the position of Senior Digital Media and Communications Officer was posted on Daleel Madani from November 19, 2018 until November 26, 2018 following the resignation of QITABI Digital Media and Communication Manager. The selection was finalized internally within QITABI with the Component 2 Program Officer promoted to Senior Digital Media and Communications Officer. The change in the position is effective January 1, 2019.

45

V. Challenges, Constraints, and Responses

Component 1

MEHE’s delay in facilitating QITABI’s initiation of Year 5 activities in the 52 model schools delayed QITABI EGR intervention inside the schools until November 7, 2018. EGR team school visits was initiated as soon as the visits were facilitated.

Automation of tools: In regards to the automation of tools, the automation of DOPS classroom observation tool aiming to enhance the documentation of the DOPS observation and its analysis was delayed due to difficulty in organizing a meeting with DOPS director to discuss the scope of the automation and the process. Nevertheless, data is being collected by DOPS using the hard copy tool which then is being entered by QITABI team and the team is continuously following up with DOPS director to set a meeting. On the other hand, the automated universal screening tool continues to present significant technical difficulties which hindered its roll-out in November 2018, as planned. Meanwhile, data on universal screening is being collected using the tool in its hardcopy. Once the automated tool is enhanced to resolve the technical issues, it will be piloted in a couple of schools before it will be used by schools to collect midline data.

Teachers’ turnover: Principals of Component 1 schools continue to reassign Cycle 1 and Grade 4 Arabic languages teachers and coordinators due to multiple reasons. In this quarter, 17 Arabic language teachers and coordinators dropped out from the project, either because they ceased to teach Arabic, or because they are no longer teaching cycle one and grade 4 students. Furthermore, 6 teachers left the schools and one teacher dropped out due to health issues. Parallel to that, 14 teachers are newly assigned during this academic year to teach Arabic language in Cycle 1 and Grade 4. These teachers will remain in need of EGR training. Nevertheless, QITABI team is providing them with intensive coaching to successfully implement the early grade reading instructional methods inside the classrooms.

Component 2

ICTE capacity building: A delay in receiving the completed ICTE Coaching Tools related to the first coaching visits from April-May 2018 is one of the main challenges faced in this quarter as it led to a delay in analyzing and identifying the teachers’ abilities to use the ICT tools and resources. QITABI team is following up with DOPS to finalize the data entry of the coaching session that took place end of last academic year to be able to analyze it. Concurrently, the team is coordinating with DOPS mentors to finalize the coaching visits plan for the current academic year.

LSPO: The limited availability of DOPS Director and CERD Head of Training Unit, added to a lack of coordination between DOPS and CERD, led to a delay in the implementation of the LSPO activity. QITABI is following closely with DOPS and CERD to reach an executional plans with both stakeholders to progress on that matter.

School bus program: A major challenge that affected the bus delivery schedule was a series of amendments to the list of beneficiary schools. This continued well until the end of December and kept the last few buses pending until the last week of the quarter. QITABI coordinated continuously with the vendor to be responsive and efficient in delivering the school buses as modifications of the Ministerial decree were being issued. On the other hand, the recruitment of drivers was very slow. Only half of all 100 schools had recruited drivers by the end of the quarter. This delayed training of drivers and thus

46

the operation of buses. QITABI will be offering the training in phases so that the drivers are being trained regionally in groups as they are being recruited.

Component 3

The main challenge remains the capacity and bandwidth of the public education sector to engage with, adapt, and adopt the interventions introduced by the project. Both the DG’s and CERD’s staff are spread thin among diverse activities that are on-going in the sector and this is impacting the level of sector commitment to invest the needed effort for successfully institutionalizing the project interventions. More specifically, CERD has limited human resources to engage with QITABI and S2R2 barring other activities being introduced by UNICEF, UNESCO and others. Similarly, DOPS senior technical team is required to contribute to QITABI, the Child Protection project, the Inclusion Schools pilot along with over 50 other projects. This is further aggravated by the delay in assigning a cabinet of ministers, which has cast a mood of “procrastination” in all public sector entities, including the education sector, and is negatively affecting the momentum and the level of effort required for profound integration of interventions in the sector system. QITABI has been trying to alleviate this strain by providing the needed technical and coordination assistance through assigned technical assistants to MEHE/DG and CERD.

Monitoring and Evaluation

School bus operation: The delay in finalizing the school list to receive the school buses and the delay in recruiting the drivers to operate the buses in due time prior to enrolment of students rendered measuring the impact of this activity challenging. QITABI will be carrying a study to evaluate the impact of school buses on students’ enrolment in the public schools during Y5. Data will be collected from schools first operating the buses once they are put in action. These evaluation studies, together with data to be collected next year will serve to report on the impact of QITABI activities in due time prior to end of the project.

Official school data: Regarding the official school data from CERD, the first quarter ended without receiving updated school data for the academic year 2018-2019. This data is needed for proper planning and execution of procurement of classroom libraries, classroom material and ICT equipment. For planning purposes, QITABI is using the official school data for the year 2017-2018 in proxy for the current data. This will be updated once CERD shares the 2018-2019 data.

47

VI. Scope of Work for Next Quarter

Component/Element

Partner

Activities*


Element 1: Instituting the use of an early grade assessment to evaluate the reading skills of young children

Finalize data analysis and reporting of the qualitative teacher data to complement EGRA final report

Element 2: Holding a policy level workshop(s) with MEHE to dialogue and develop policies for reading and monitoring progress

Element 3: Conducting an assessment of public school teacher’s knowledge of reading instruction

Develop an electronic version of the DOPS classroom observation tool

QITABI will continue to assess teacher’s knowledge of reading instruction in cycle one and grade 4 using QITABI Classroom observation by DOPS mentors and coaching evaluation forms filled by QTABI EGR facilitators

Element 4: Establish an Early Warning System Following the completion of midterm exams, and midline assessment, QITABI team will support Arabic language teachers in the 52 schools to implement tier 3 of EWS intervention with the struggling students

Focus Area 1: Developing teacher training modules on reading instruction

QITABI will work closely with CERD continuous training department to finalize the new revised training module to be adopted as the reference for use by Arabic language master trainers in their future training on the EGR/comprehensive BLA

Focus Area 2: Training/Coaching/Supporting primary grade teachers in early grade reading instruction

Roll-out the automated version of the universal screening tool to 20 schools(MSI)

QITABI, in coordination with DOPS will continue to carry out coaching visits to Arabic language teachers and coordinators from the 52 model schools in order to support them in implementing EGR interventions

As for the 650 remaining public schools, QITABI will hold one visit per school to orient teachers and coordinators on the use of classroom resources

48

Component/Element

Partner

Activities*

Moreover, in collaboration with DOPS, QITABI will organize a one-day meeting for principals, teacher and/or coordinator to raise awareness on the EGR/BLA Model and the use of resources

Focus Area 3: Providing technical assistance to CERD in the development and dissemination of the new curriculum’s early grade educational materials

QITABI will scale up the procurement and distribution of classroom resources (classroom libraries and teacher’s portfolio) for the remaining primary public schools (650) that were not targeted in the previous years, in addition to 14 CERD centers and 65 newly opened sections from the 260 component one schools

Focus Area 4: MEHE and CERD undertaking systemic reform to promote early grade learning

QITABI to follow up on supporting MEHE/DOPS and CERD in understanding and planning for adopting and implementing the sustainability plan

Focus Area 5: Parents and guardians learning explicit strategies for supporting children’s reading success and retention in school

QITABI will provide hard copies of the Parents Reading Circle guide to CERD trainers and DOPS Mentors

Component 2: Expanding access to safe and relevant education for vulnerable public school students

Element 1: Developing a response strategy based on ongoing monitoring

Continue to follow on initiatives in the education sector which impact access

Finalize tools needed to capture impact of ICT and buses, and proceed to data collection in coordination with MEHE

Element 2: Providing amenities/equipment to crisis affected schools

Support CERD to produce a framework for digital educational resources, including through a workshop to this effect in January 2019

Establish, in coordination with CERD, the need for digital content beyond teacher-produced material and proceed to preferred channel of sourcing content

Element 3: Professional development for teachers and other school-based personnel

Continue with data entry and analysis of the ICTE Coaching Tools

Conduct 1-day ICTE workshop for 60 DOPS mentors on January 12 and 19

Distribute “ICTE Training Guide” and the “ICTE Coaching Manual”

49

Component/Element

Partner

Activities*

Distribute and analyze the Competency Mapping survey to the 60 DOPS mentors

Plan and follow up on regional coaching workshops for teachers in ICTE at DOPS centers

Finalize decision and plan for ICTE training for all DOPS mentors

Select 20 schools for extensive coaching in ICTE

Plan and follow up on the second ICTE coaching visits to Component 2 schools planned for March-April

Recruit technical expert for the Life Skills for Professional Orientation program

Design and move forward with the LSPO program

Element 4: Addressing barriers to schooling for vulnerable students such as costs, transportation, and safety

Element 5: Strengthening school-based monitoring and management, including financing school grants

Conduct regional orientation and training programs for drivers, supervisors, and administrators

Distribute the Bus O&M Guide

Train regional bus commissioners at MEHE on fleet management and monitoring

Effect monitoring activities in collaboration with the regional bus commissioners

Element 6: Expanding access opportunities for learning through non-formal education and accelerated learning programs

Component 3: Strengthening management (resilience) in education system to better direct and monitor education

Element 1: Supporting the relevant departments within MEHE to develop policies and guidelines that support reforms that contribute to the management and implementation of Component 1 and 2 interventions

Continue in technical support for DOPS, CERD and the DGE

Launch the capacity-building program for DOPS

Support CERD in developing their Strategic Plan towards 2030

50

Component/Element

Partner

Activities*

Refurbish the CERD Print House and the DOPS Uruguay center

Upload training materials for the French hybrid-training module on the CERD Moodle

Implement the capacity building activity for Digital Learning Objects (DLO)

Element 2: Identifying cost-effective models for expanding access and ensuring persistence in school for vulnerable Lebanese and Syrian students

Consolidate a macro theory of change conceptual framework to inform the construction of a cost effective model for enhancing access to education in Lebanon for both Lebanese and Syrian refugees

Element 3: Strengthened data collection, monitoring, management, and use of data for informed decision-making to improve reading and expand access within the MEHE at the national and sub-national levels -

Launch the NSLAF/S and start the data collection phase for the development of the strategy

Draft the strategic goals for CERD for the next 3 years

Element 4: Generating consensus among stakeholders in delivery models to minimize costs, expand access and improve the management of learning systems

Conduct the National Arabic Literacy Day

Start advocating for a National Arabic Literacy Working Group

Element 5: Institutionalizing within the MEHE the successful reforms

Consolidate findings from impact studies to inform the design and scope of institutionalization activities

Monitoring, Evaluation, Research and Learning

Launching Impact Evaluation Studies Launch three impact evaluation studies: In-classroom ICT model, ICT resource room, and school bus program

Online Reporting for USAID TraiNet Upload Q17 trainings into TraiNet

M&E field visits Conduct M&E field visits to schools where QITABI intervention is taking place

Data Analysis Analyze data received from the field

CIES 2019 conference Finalize in coordination with Component 1 the papers to be presented at CIES 2019 conference

*All program activities requiring coordination with school personnel are pending approval by MEHE.

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VII. Results Table

Reference


Target Unit

Reporting

Frequency

Bas

elin

e

Targ

et

Yea

r I (

Oct

20

14

to

Sep

t 2

01

5)

Ach

ieve

d Y

ear

I (O

ct

20

14

to

Sep

t 2

01

5)

Targ

et

Yea

r II

(O

ct

20

15

to

Sep

t 2

01

6)

Ach

ieve

d Y

ear

II (

Oct

20

15

to

Sep

t 2

01

6)

Targ

et Y

ear

III (

Oct

20

16

to

Sep

t 2

01

7)

Ach

ieve

d Y

ear

III

(Oct

20

16

to

Sep

t

20

17

)

Targ

et Y

ear

IV (

Oct

20

17

to

Sep

t 2

01

8)

Ach

ieve

d Y

ear

IV

(Oct

20

17

Targ

et Y

ear

V (

Oct

20

18

to

Sep

t 2

01

9)

Targ

et Q

1

Ach

ieve

d Q

1

Targ

et

LOP

To

tal


Target

USAID Lebanon Mission Overall CDCS Goal Objective: [insert when CDCS is approved]

CDCS Goal: Improved accountability and credibility of public institutions, and broader economic prosperity

Goal-level indicators: Goal 1 (Improved reading skills) and Goal 3 (equitable access in conflict environments)

DO 1: Improved capacity of the public sector in providing transparent, quality services across Lebanon

Ind-1

Number of laws, policies, regulations, or guidelines developed or modified to improve primary grade reading programs or increase equitable access (F 3.2.1-38) (Archived)

Law/policy Annual

ly 0 N/A1 N/A N/A N/A N/A 2 0 0 1 N/A N/A 3

Drafted 0 N/A N/A N/A N/A N/A 0 0 0 0 N/A N/A N/S2

Reviewed/Modified

0 N/A N/A N/A N/A N/A 0 0 0 0

N/A N/A N/S

Submitted 0 N/A N/A N/A N/A N/A 2 0 0 1 N/A N/A N/S

Ind-2 Number of entities with

Entities Annual

ly 0 N/A N/A N/A N/A 436 501 547 512 958 N/A N/A 958

1 “N/A”: Not applicable as per the work plan of the specific year, or where data is not found (such as when no data is available on disability). N/A is also used for years prior to including the indicator in the MEL plan 2 “N/S”: Not specified for the targets of disaggregation of the indicators

52

Reference


Target Unit

Reporting

Frequency

Bas

elin

e

Targ

et

Yea

r I (

Oct

20

14

to

Sep

t 2

01

5)

Ach

ieve

d Y

ear

I (O

ct

20

14

to

Sep

t 2

01

5)

Targ

et

Yea

r II

(O

ct

20

15

to

Sep

t 2

01

6)

Ach

ieve

d Y

ear

II (

Oct

20

15

to

Sep

t 2

01

6)

Targ

et Y

ear

III (

Oct

20

16

to

Sep

t 2

01

7)

Ach

ieve

d Y

ear

III

(Oct

20

16

to

Sep

t

20

17

)

Targ

et Y

ear

IV (

Oct

20

17

to

Sep

t 2

01

8)

Ach

ieve

d Y

ear

IV

(Oct

20

17

Targ

et Y

ear

V (

Oct

20

18

to

Sep

t 2

01

9)

Targ

et Q

1

Ach

ieve

d Q

1

Targ

et

LOP

To

tal


Target

enhanced abilities as a result of USG assistance (DO1c)

Akkar N/A N/A N/A N/A N/S 68 N/S 69 N/S N/A N/A N/S

Baalbeck Hermel

N/A N/A N/A N/A N/S 39 N/S 39 N/S N/A N/A N/S

Beirut N/A N/A N/A N/A N/S 32 N/S 32 N/S N/A N/A N/S

Beqaa N/A N/A N/A N/A N/S 52 N/S 53 N/S N/A N/A N/S

Mount Lebanon N/A N/A N/A N/A N/S 93 N/S 97 N/S N/A N/A N/S

Nabatieh N/A N/A N/A N/A N/S 56 N/S 57 N/S N/A N/A N/S

North Lebanon N/A N/A N/A N/A N/S 103 N/S 106 N/S N/A N/A N/S

South Lebanon N/A N/A N/A N/A N/S 58 N/S 59 N/S N/A N/A N/S

MEHE/DOPS N/A N/A N/A N/A N/S 16 N/S 16 N/S N/A N/A N/S

CERD N/A N/A N/A N/A N/S 8 N/S 19 N/S N/A N/A N/S

Public School N/A N/A N/A N/A N/S 477 N/S 477 N/S N/A N/A N/S

Ind-3

Proportion of female participants in USG-assisted programs (DO1 d)

Female Annual

ly 0 N/A N/A N/A N/A N/A N/A 50% 50.1% 50% N/A N/A 50%

Teacher/educator

N/A N/A N/A N/A N/A N/A N/S 92.2% N/S N/A N/A N/S

N/A N/A N/A N/A N/A N/A N/S 66.2% N/S N/A N/A N/S Officials/Admins

Students/Learner

N/A N/A N/A N/A N/A N/A N/S

49.4% N/S N/A N/A N/S

53

Reference


Target Unit

Reporting

Frequency

Bas

elin

e

Targ

et

Yea

r I (

Oct

20

14

to

Sep

t 2

01

5)

Ach

ieve

d Y

ear

I (O

ct

20

14

to

Sep

t 2

01

5)

Targ

et

Yea

r II

(O

ct

20

15

to

Sep

t 2

01

6)

Ach

ieve

d Y

ear

II (

Oct

20

15

to

Sep

t 2

01

6)

Targ

et Y

ear

III (

Oct

20

16

to

Sep

t 2

01

7)

Ach

ieve

d Y

ear

III

(Oct

20

16

to

Sep

t

20

17

)

Targ

et Y

ear

IV (

Oct

20

17

to

Sep

t 2

01

8)

Ach

ieve

d Y

ear

IV

(Oct

20

17

Targ

et Y

ear

V (

Oct

20

18

to

Sep

t 2

01

9)

Targ

et Q

1

Ach

ieve

d Q

1

Targ

et

LOP

To

tal


Target

<10 years N/A N/A N/A N/A N/A N/A N/S 47.5% N/S N/A N/A N/S

10 – 29 Years N/A N/A N/A N/A N/A N/A N/S 51.8% N/S N/A N/A N/S

>29 years N/A N/A N/A N/A N/A N/A N/S 87.2% N/S N/A N/A N/S

Age not specified


95.9% N/S N/A N/A N/S

Akkar N/A N/A N/A N/A N/A N/A N/S 50.6% N/S N/A N/A N/S

Baalbeck Hermel


49.2% N/S N/A N/A N/S

Beirut N/A N/A N/A N/A N/A N/A N/S 51.4% N/S N/A N/A N/S

Beqaa N/A N/A N/A N/A N/A N/A N/S 52.2% N/S N/A N/A N/S

Mount Lebanon N/A N/A N/A N/A N/A N/A N/S

50.5% N/S N/A N/A N/S

Nabatieh N/A N/A N/A N/A N/A N/A N/S 50.7% N/S N/A N/A N/S

North Lebanon N/A N/A N/A N/A N/A N/A N/S

48.9% N/S N/A N/A N/S

South Lebanon N/A N/A N/A N/A N/A N/A N/S

48.5% N/S N/A N/A N/S

IR 1.1: Project Purpose: Expanded access to quality education for vulnerable students in Lebanese public schools

KPI 1

Percent of learners who demonstrate reading fluency and comprehension of grade level text at the end of grade 2 with USG assistance (Standard ES. 1-1)

Students Year IV 1.7 N/A N/A N/A N/A N/A N/A 10%

change 2.7 N/A N/A N/A

10% change

Cohort 1 N/A N/A N/A N/A N/A N/A N/S 2.8 N/A N/A N/A N/S

Grade 2 N/A N/A N/A N/A N/A N/A N/S 3.3 N/A N/A N/A N/S

Male N/A N/A N/A N/A N/A N/A N/S 2.8 N/A N/A N/A N/S

54

Reference


Target Unit

Reporting

Frequency

Bas

elin

e

Targ

et

Yea

r I (

Oct

20

14

to

Sep

t 2

01

5)

Ach

ieve

d Y

ear

I (O

ct

20

14

to

Sep

t 2

01

5)

Targ

et

Yea

r II

(O

ct

20

15

to

Sep

t 2

01

6)

Ach

ieve

d Y

ear

II (

Oct

20

15

to

Sep

t 2

01

6)

Targ

et Y

ear

III (

Oct

20

16

to

Sep

t 2

01

7)

Ach

ieve

d Y

ear

III

(Oct

20

16

to

Sep

t

20

17

)

Targ

et Y

ear

IV (

Oct

20

17

to

Sep

t 2

01

8)

Ach

ieve

d Y

ear

IV

(Oct

20

17

Targ

et Y

ear

V (

Oct

20

18

to

Sep

t 2

01

9)

Targ

et Q

1

Ach

ieve

d Q

1

Targ

et

LOP

To

tal


Target

Female N/A N/A N/A N/A N/A N/A N/S 3.8 N/A N/A N/A N/S



N/A N/A N/A N/A N/S



Female N/A N/A N/A N/A N/A N/A N/S 3 N/A N/A N/A N/S



N/A N/A N/A N/A N/S

Cohort 2 N/A N/A N/A N/A N/A N/A N/S 2.5 N/A N/A N/A N/S






N/A N/A N/A N/A N/S






N/A N/A N/A N/A N/S

KPI 2

Indicator IR1.1c Number of schools targeted with USG assistance. (custom)

Schools Annual

ly 0 N/A N/A 140 249 477 477 512 477 910 N/A N/A 910

New targeted schools

N/A N/A 140 249 228 228 35 0 433 N/A N/A N/S

Continuing targeted schools

N/A N/A 0 N/A 249 249 477 477 477 N/A N/A N/S

55

Reference


Target Unit

Reporting

Frequency

Bas

elin

e

Targ

et

Yea

r I (

Oct

20

14

to

Sep

t 2

01

5)

Ach

ieve

d Y

ear

I (O

ct

20

14

to

Sep

t 2

01

5)

Targ

et

Yea

r II

(O

ct

20

15

to

Sep

t 2

01

6)

Ach

ieve

d Y

ear

II (

Oct

20

15

to

Sep

t 2

01

6)

Targ

et Y

ear

III (

Oct

20

16

to

Sep

t 2

01

7)

Ach

ieve

d Y

ear

III

(Oct

20

16

to

Sep

t

20

17

)

Targ

et Y

ear

IV (

Oct

20

17

to

Sep

t 2

01

8)

Ach

ieve

d Y

ear

IV

(Oct

20

17

Targ

et Y

ear

V (

Oct

20

18

to

Sep

t 2

01

9)

Targ

et Q

1

Ach

ieve

d Q

1

Targ

et

LOP

To

tal


Target

Akkar N/A N/A N/S 27 N/S 66 N/S 66 N/S N/A N/A N/S

Baalbeck Hermel

N/A N/A N/S

19 N/S

36 N/S

36 N/S

N/A N/A N/S

Beirut N/A N/A N/S 27 N/S 29 N/S 29 N/S N/A N/A N/S

Beqaa N/A N/A N/S 23 N/S 49 N/S 49 N/S N/A N/A N/S

Mount Lebanon N/A N/A N/S

45 N/S

89 N/S

89 N/S

N/A N/A N/S

Nabatieh N/A N/A N/S 28 N/S 54 N/S 54 N/S N/A N/A N/S

North Lebanon N/A N/A N/S

46 N/S

99 N/S

99 N/S

N/A N/A N/S

South Lebanon N/A N/A N/S

34 N/S

55 N/S

55 N/S

N/A N/A N/S



Assistance to Improve Reading Outcomes

0 N/A N/A 140 249 260 260 260 260 910 N/A N/A 910

Assistance to Expand Access

0 N/A N/A 0 0 300 300 354 300 358 N/A N/A 358

KPI 3

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

Person Annual

ly 0 N/A N/A 294 639 1395 1020 1040 1363 980 N/A N/A 2118

New trainees N/A N/A 294 639 1105 891 110 588 0 N/A N/A N/S

Continuing trainee

N/A N/A N/A 0 291 129 930 775 980 N/A N/A N/S

56

Reference


Target Unit

Reporting

Frequency

Bas

elin

e

Targ

et

Yea

r I (

Oct

20

14

to

Sep

t 2

01

5)

Ach

ieve

d Y

ear

I (O

ct

20

14

to

Sep

t 2

01

5)

Targ

et

Yea

r II

(O

ct

20

15

to

Sep

t 2

01

6)

Ach

ieve

d Y

ear

II (

Oct

20

15

to

Sep

t 2

01

6)

Targ

et Y

ear

III (

Oct

20

16

to

Sep

t 2

01

7)

Ach

ieve

d Y

ear

III

(Oct

20

16

to

Sep

t

20

17

)

Targ

et Y

ear

IV (

Oct

20

17

to

Sep

t 2

01

8)

Ach

ieve

d Y

ear

IV

(Oct

20

17

Targ

et Y

ear

V (

Oct

20

18

to

Sep

t 2

01

9)

Targ

et Q

1

Ach

ieve

d Q

1

Targ

et

LOP

To

tal


Target


Baalbeck Hermel




Mount Lebanon N/A N/A N/S 113 N/S 197 N/S 194 N/S N/A N/A N/S


North Lebanon N/A N/A N/S 90 N/S 198 N/S 291 N/S N/A N/A N/S

South Lebanon N/A N/A N/S 109 N/S 192 N/S 138 N/S N/A N/A N/S









KPI 4

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

Students Annual

ly 0 0 21 18782 33133 102676 102865 102676

102039

130425

N/A N/A

168116

New students N/A 21 18782 33133 87394 78271 3551 17446 N/S N/A N/A N/S

57

Reference


Target Unit

Reporting

Frequency

Bas

elin

e

Targ

et

Yea

r I (

Oct

20

14

to

Sep

t 2

01

5)

Ach

ieve

d Y

ear

I (O

ct

20

14

to

Sep

t 2

01

5)

Targ

et

Yea

r II

(O

ct

20

15

to

Sep

t 2

01

6)

Ach

ieve

d Y

ear

II (

Oct

20

15

to

Sep

t 2

01

6)

Targ

et Y

ear

III (

Oct

20

16

to

Sep

t 2

01

7)

Ach

ieve

d Y

ear

III

(Oct

20

16

to

Sep

t

20

17

)

Targ

et Y

ear

IV (

Oct

20

17

to

Sep

t 2

01

8)

Ach

ieve

d Y

ear

IV

(Oct

20

17

Targ

et Y

ear

V (

Oct

20

18

to

Sep

t 2

01

9)

Targ

et Q

1

Ach

ieve

d Q

1

Targ

et

LOP

To

tal


Target

Continuing students

N/A 0 0 0 15222 24594 99125 84593 N/S N/A N/A N/S

Public school N/A 0 18722 32986 102616 102715 102616 10203

9 N/S N/A N/A

167936

Akkar N/A 0 N/S 3372 N/S 15729 N/S 14970 N/S N/A N/A N/S

Baalbeck Hermel

N/A 0 N/S 2277 N/S 7018 N/S 7252 N/S N/A N/A N/S

Beirut N/A 0 N/S 4594 N/S 7684 N/S 7789 N/S N/A N/A N/S

Beqaa N/A 0 N/S 2149 N/S 10022 N/S 10026 N/S N/A N/A N/S

Mount Lebanon N/A 0 N/S 5088 N/S 17840 N/S 16502 N/S N/A N/A N/S

Nabatieh N/A 0 N/S 3251 N/S 9764 N/S 10338 N/S N/A N/A N/S

North Lebanon N/A 0 N/S 7359 N/S 22148 N/S 22849 N/S N/A N/A N/S

South Lebanon N/A 0 N/S 4896 N/S 12510 N/S 12313 N/S N/A N/A N/S

Male N/A 0 N/S 17661 N/S 52244 N/S 51672 N/S N/A N/A N/S

Female N/A 0 N/S 15325 N/S 50471 N/S 50367 N/S N/A N/A N/S

Lebanese N/A 0 N/S 23701 N/S 80942 N/S 78801 N/S N/A N/A N/S

Syrian N/A 0 N/S 35 N/S N/A N/S N/A N/S N/A N/A N/S

Other nationalities

N/A 0 N/S 9250 N/S 21773 N/S 23238 N/S N/A N/A N/S


N/A 0 N/S N/A N/S N/A N/S N/A N/S N/A N/A N/S

NFE N/A 21 60 156 60 150 60 0 N/A N/A N/A 180

Akkar N/A 21 N/S 156 N/S 100 N/S 0 N/A N/A N/A N/S

Baalbeck Hermel

N/A 0 N/S 0 N/S 0 N/S 0 N/A N/A N/A N/S

Beirut N/A 0 N/S 0 N/S 0 N/S 0 N/A N/A N/A N/S

Beqaa N/A 0 N/S 0 N/S 0 N/S 0 N/A N/A N/A N/S

58

Reference


Target Unit

Reporting

Frequency

Bas

elin

e

Targ

et

Yea

r I (

Oct

20

14

to

Sep

t 2

01

5)

Ach

ieve

d Y

ear

I (O

ct

20

14

to

Sep

t 2

01

5)

Targ

et

Yea

r II

(O

ct

20

15

to

Sep

t 2

01

6)

Ach

ieve

d Y

ear

II (

Oct

20

15

to

Sep

t 2

01

6)

Targ

et Y

ear

III (

Oct

20

16

to

Sep

t 2

01

7)

Ach

ieve

d Y

ear

III

(Oct

20

16

to

Sep

t

20

17

)

Targ

et Y

ear

IV (

Oct

20

17

to

Sep

t 2

01

8)

Ach

ieve

d Y

ear

IV

(Oct

20

17

Targ

et Y

ear

V (

Oct

20

18

to

Sep

t 2

01

9)

Targ

et Q

1

Ach

ieve

d Q

1

Targ

et

LOP

To

tal


Target

Mount Lebanon N/A 0 N/S 0 N/S 0 N/S 0 N/A N/A N/A N/S

Nabatieh N/A 0 N/S 0 N/S 0 N/S 0 N/A N/A N/A N/S

North Lebanon N/A 0 N/S 0 N/S 50 N/S 0 N/A N/A N/A N/S

South Lebanon N/A 0 N/S 0 N/S 0 N/S 0 N/A N/A N/A N/S

Male N/A 6 N/S 76 N/S 86 N/S 0 N/A N/A N/A N/S

Female N/A 15 N/S 80 N/S 64 N/S 0 N/A N/A N/A N/S

Lebanese N/A 0 N/S 0 N/S 0 N/S 0 N/A N/A N/A N/S

Syrian N/A 21 N/S 156 N/S 150 N/S 0 N/A N/A N/A N/S

Other nationalities




KPI 5

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

Item Annual

ly 0 N/A 19

114607

163881

62839 77363 11368 32060 41466

4 N/A N/A

687987

IR 1.1.1 Improved reading outcomes for primary level public school students

Ind-1.1

Percentage of learners showing improvement of at least one reading level.

Students

Annually for

years II - V

0.00% N/A N/A 50.00

% N/A 50.00% 71.4% 50.0% 79.4% 75% N/A N/A

70.00%

Cohort 1 N/A N/A N/S N/A N/S 69.5% N/S 81.6% N/S N/A N/A N/S

59

Reference


Target Unit

Reporting

Frequency

Bas

elin

e

Targ

et

Yea

r I (

Oct

20

14

to

Sep

t 2

01

5)

Ach

ieve

d Y

ear

I (O

ct

20

14

to

Sep

t 2

01

5)

Targ

et

Yea

r II

(O

ct

20

15

to

Sep

t 2

01

6)

Ach

ieve

d Y

ear

II (

Oct

20

15

to

Sep

t 2

01

6)

Targ

et Y

ear

III (

Oct

20

16

to

Sep

t 2

01

7)

Ach

ieve

d Y

ear

III

(Oct

20

16

to

Sep

t

20

17

)

Targ

et Y

ear

IV (

Oct

20

17

to

Sep

t 2

01

8)

Ach

ieve

d Y

ear

IV

(Oct

20

17

Targ

et Y

ear

V (

Oct

20

18

to

Sep

t 2

01

9)

Targ

et Q

1

Ach

ieve

d Q

1

Targ

et

LOP

To

tal


Target

Akkar N/A N/A N/S N/A N/S 69.4% N/S 77.4% N/S N/A N/A N/S

Baalbeck Hermel

N/A N/A

N/S N/A

N/S 74.6% N/S 78.1% N/S N/A N/A N/S

Beirut N/A N/A N/S N/A N/S 62.7% N/S 73.2% N/S N/A N/A N/S

Beqaa N/A N/A N/S N/A N/S 69.9% N/S 81.4% N/S N/A N/A N/S

Mount Lebanon N/A N/A

N/S N/A

N/S 64.4% N/S 63.7% N/S N/A N/A N/S

Nabatieh N/A N/A N/S N/A N/S 75.4% N/S 85.8% N/S N/A N/A N/S

North Lebanon N/A N/A

N/S N/A

N/S 61.3% N/S 88.8% N/S N/A N/A N/S

South Lebanon N/A N/A

N/S N/A

N/S 70.9% N/S 65.7% N/S N/A N/A N/S

Lebanese N/A N/A N/S N/A N/S 69.3% N/S 82.1% N/S N/A N/A N/S

Syrian N/A N/A N/S N/A N/S 69.9% N/S 80.8% N/S N/A N/A N/S

Other nationalities

N/A N/A

N/S N/A

N/S 70.1% N/S 57.5% N/S N/A N/A N/S


N/A N/A

N/S N/A

N/S 47.6% N/S 38.5% N/S N/A N/A N/S

Grade 1 N/A N/A N/S N/A N/S 71.0% N/S 82.7% N/S N/A N/A N/S

Male N/A N/A N/S N/A N/S 67.7% N/S 82.6% N/S N/A N/A N/S

Female N/A N/A N/S N/A N/S 74.6% N/S 82.9% N/S N/A N/A N/S








60

Reference


Target Unit

Reporting

Frequency

Bas

elin

e

Targ

et

Yea

r I (

Oct

20

14

to

Sep

t 2

01

5)

Ach

ieve

d Y

ear

I (O

ct

20

14

to

Sep

t 2

01

5)

Targ

et

Yea

r II

(O

ct

20

15

to

Sep

t 2

01

6)

Ach

ieve

d Y

ear

II (

Oct

20

15

to

Sep

t 2

01

6)

Targ

et Y

ear

III (

Oct

20

16

to

Sep

t 2

01

7)

Ach

ieve

d Y

ear

III

(Oct

20

16

to

Sep

t

20

17

)

Targ

et Y

ear

IV (

Oct

20

17

to

Sep

t 2

01

8)

Ach

ieve

d Y

ear

IV

(Oct

20

17

Targ

et Y

ear

V (

Oct

20

18

to

Sep

t 2

01

9)

Targ

et Q

1

Ach

ieve

d Q

1

Targ

et

LOP

To

tal


Target



Cohort 2 N/A N/A N/S N/A N/S 73.7% N/S 75.7% N/S N/A N/A N/S

Akkar N/A N/A N/S N/A N/S 75.0% N/S 74.1% N/S N/A N/A N/S

Baalbeck Hermel

N/A N/A

N/S N/A

N/S 86.5% N/S 95.6% N/S N/A N/A N/S

Beirut N/A N/A N/S N/A N/S 77.5% N/S 52.8% N/S N/A N/A N/S

Beqaa N/A N/A N/S N/A N/S 85.1% N/S 72.8% N/S N/A N/A N/S

Mount Lebanon N/A N/A

N/S N/A

N/S 58.4% N/S 65.2% N/S N/A N/A N/S

Nabatieh N/A N/A N/S N/A N/S 65.2% N/S 71.1% N/S N/A N/A N/S

North Lebanon N/A N/A

N/S N/A

N/S 72.5% N/S 77.4% N/S N/A N/A N/S

South Lebanon N/A N/A

N/S N/A

N/S 70.7% N/S 73.7% N/S N/A N/A N/S

Lebanese N/A N/A N/S N/A N/S 75.2% N/S 76.3% N/S N/A N/A N/S

Syrian N/A N/A N/S N/A N/S 70.1% N/S 77.6% N/S N/A N/A N/S

Other nationalities

N/A N/A

N/S N/A

N/S 62.7% N/S 33.7% N/S N/A N/A N/S


N/A N/A

N/S N/A

N/S 35.2% N/S 56.7% N/S N/A N/A N/S








61

Reference


Target Unit

Reporting

Frequency

Bas

elin

e

Targ

et

Yea

r I (

Oct

20

14

to

Sep

t 2

01

5)

Ach

ieve

d Y

ear

I (O

ct

20

14

to

Sep

t 2

01

5)

Targ

et

Yea

r II

(O

ct

20

15

to

Sep

t 2

01

6)

Ach

ieve

d Y

ear

II (

Oct

20

15

to

Sep

t 2

01

6)

Targ

et Y

ear

III (

Oct

20

16

to

Sep

t 2

01

7)

Ach

ieve

d Y

ear

III

(Oct

20

16

to

Sep

t

20

17

)

Targ

et Y

ear

IV (

Oct

20

17

to

Sep

t 2

01

8)

Ach

ieve

d Y

ear

IV

(Oct

20

17

Targ

et Y

ear

V (

Oct

20

18

to

Sep

t 2

01

9)

Targ

et Q

1

Ach

ieve

d Q

1

Targ

et

LOP

To

tal


Target






Ind-1.2

Number of learners reached in reading programs at the primary level (ES. 1-5) (F 3.2.1-35)

Students Annual

ly 0 N/A N/A 18722 32951 34222 34222 34222 37843 98063 N/A N/A

127183

Pilot and Cohort 1

N/A N/A 18722 18722 18722 18722 18722 20878 N/S N/A N/A N/S

New students N/A N/A 18722 18722 4750 4750 4750 6315 N/S N/A N/A N/S

Continuing N/A N/A 0 0 0 13972 0 14563 N/S N/A N/A N/S


Baalbeck Hermel










62

Reference


Target Unit

Reporting

Frequency

Bas

elin

e

Targ

et

Yea

r I (

Oct

20

14

to

Sep

t 2

01

5)

Ach

ieve

d Y

ear

I (O

ct

20

14

to

Sep

t 2

01

5)

Targ

et

Yea

r II

(O

ct

20

15

to

Sep

t 2

01

6)

Ach

ieve

d Y

ear

II (

Oct

20

15

to

Sep

t 2

01

6)

Targ

et Y

ear

III (

Oct

20

16

to

Sep

t 2

01

7)

Ach

ieve

d Y

ear

III

(Oct

20

16

to

Sep

t

20

17

)

Targ

et Y

ear

IV (

Oct

20

17

to

Sep

t 2

01

8)

Ach

ieve

d Y

ear

IV

(Oct

20

17

Targ

et Y

ear

V (

Oct

20

18

to

Sep

t 2

01

9)

Targ

et Q

1

Ach

ieve

d Q

1

Targ

et

LOP

To

tal


Target

Lebanese N/A N/A N/S 13356 N/S 13356 N/S 14846 N/S N/A N/A N/S

Syrian N/A N/A N/S N/A N/S N/A N/S N/A N/S N/A N/A N/S

Other nationalities


Learners with disability

N/A N/A N/S N/A N/S N/A N/S N/A N/S N/A N/A N/S

Grade 1 N/A N/A N/S 4750 N/S 4750 N/S 5502 N/S N/A N/A N/S




Cohort 2 N/A N/A N/S 14229 15500 15500 15500 16965 N/S N/A N/A N/S

New N/A N/A N/S 14229 15500 3902 3902 4761 N/S N/A N/A N/S

Continuing N/A N/A N/S 0 0 11598 N/S 12204 N/S N/A N/A N/S


Baalbeck Hermel










Lebanese N/A N/A N/S 10345 N/S 11161 N/S 12385 N/S N/A N/A N/S

63

Reference


Target Unit

Reporting

Frequency

Bas

elin

e

Targ

et

Yea

r I (

Oct

20

14

to

Sep

t 2

01

5)

Ach

ieve

d Y

ear

I (O

ct

20

14

to

Sep

t 2

01

5)

Targ

et

Yea

r II

(O

ct

20

15

to

Sep

t 2

01

6)

Ach

ieve

d Y

ear

II (

Oct

20

15

to

Sep

t 2

01

6)

Targ

et Y

ear

III (

Oct

20

16

to

Sep

t 2

01

7)

Ach

ieve

d Y

ear

III

(Oct

20

16

to

Sep

t

20

17

)

Targ

et Y

ear

IV (

Oct

20

17

to

Sep

t 2

01

8)

Ach

ieve

d Y

ear

IV

(Oct

20

17

Targ

et Y

ear

V (

Oct

20

18

to

Sep

t 2

01

9)

Targ

et Q

1

Ach

ieve

d Q

1

Targ

et

LOP

To

tal


Target

Syrian N/A N/A N/S N/A N/S N/A N/S N/A N/S N/A N/A N/S

Other nationalities


Learners with disability

N/A N/A N/S N/A N/S N/A N/S N/A N/S N/A N/A N/S





Ind-1.3

Sub IR1.1.1d Percentage of teachers supported or trained observed to be using improved methods and materials. (custom)

Teachers

Annually

Years III and

IV

0 N/A N/A N/A N/A 70% 88.90% 70% 90.00

% 85% N/A N/A 80%

Akkar N/A N/A N/A N/A N/S 93.80% N/S 100.00

% N/S N/A N/A N/S

Baalbeck Hermel

N/A N/A N/A N/A N/S 84.40% N/S 85.70

% N/S N/A N/A N/S

Beirut N/A N/A N/A N/A N/S 80.50% N/S 67.10

% N/S N/A N/A N/S

Beqaa N/A N/A N/A N/A N/S 98.30% N/S 100.00

% N/S N/A N/A N/S

Mount Lebanon N/A N/A N/A N/A N/S 83.20% N/S 81.50

% N/S N/A N/A N/S

Nabatieh N/A N/A N/A N/A N/S 93.10% N/S 92.30

% N/S N/A N/A N/S

North Lebanon N/A N/A N/A N/A N/S 84.20% N/S 93.50

% N/S N/A N/A N/S

64

Reference


Target Unit

Reporting

Frequency

Bas

elin

e

Targ

et

Yea

r I (

Oct

20

14

to

Sep

t 2

01

5)

Ach

ieve

d Y

ear

I (O

ct

20

14

to

Sep

t 2

01

5)

Targ

et

Yea

r II

(O

ct

20

15

to

Sep

t 2

01

6)

Ach

ieve

d Y

ear

II (

Oct

20

15

to

Sep

t 2

01

6)

Targ

et Y

ear

III (

Oct

20

16

to

Sep

t 2

01

7)

Ach

ieve

d Y

ear

III

(Oct

20

16

to

Sep

t

20

17

)

Targ

et Y

ear

IV (

Oct

20

17

to

Sep

t 2

01

8)

Ach

ieve

d Y

ear

IV

(Oct

20

17

Targ

et Y

ear

V (

Oct

20

18

to

Sep

t 2

01

9)

Targ

et Q

1

Ach

ieve

d Q

1

Targ

et

LOP

To

tal


Target

South Lebanon N/A N/A N/A N/A N/S 97.30% N/S 97.80

% N/S N/A N/A N/S

Male N/A N/A N/A N/A N/S 100% N/S 80.00

% N/S N/A N/A N/S

Female N/A N/A N/A N/A N/S 88.60% N/S 90.30

% N/S N/A N/A N/S


N/A N/A N/A N/A N/S N/A N/S N/A N/S N/A N/A N/S

Ind-1a

Number of students undertaking EGRA

Students

Quarterly as EGRA

is implemente

d

0 N/A N/A 3840 4797 N/A N/A 3840 4702 N/A N/A N/A 7680

Akkar N/A N/A N/S 615 N/A N/A N/S 612 N/A N/A N/A N/S

Baalbeck Hermel

N/A N/A N/S 358 N/A N/A N/S 352 N/A N/A N/A N/S

Beirut N/A N/A N/S 520 N/A N/A N/S 500 N/A N/A N/A N/S

Beqaa N/A N/A N/S 414 N/A N/A N/S 419 N/A N/A N/A N/S

Mount Lebanon N/A N/A N/S 823 N/A N/A N/S 795 N/A N/A N/A N/S

Nabatieh N/A N/A N/S 605 N/A N/A N/S 589 N/A N/A N/A N/S

North Lebanon N/A N/A N/S 841 N/A N/A N/S 837 N/A N/A N/A N/S

South Lebanon N/A N/A N/S 621 N/A N/A N/S 598 N/A N/A N/A N/S

Lebanese N/A N/A N/S 3396 N/A N/A N/S 3349 N/A N/A N/A N/S

Syrian N/A N/A N/S 1279 N/A N/A N/S 1254 N/A N/A N/A N/S

Other nationalities

N/A N/A N/S 122 N/A N/A N/S 99 N/A N/A N/A N/S


N/A N/A N/S 0 N/A N/A N/S N/A N/A N/A N/A N/S

Grade 2 N/A N/A 1920 2401 N/A N/A 1920 2352 N/A N/A N/A 3840

65

Reference


Target Unit

Reporting

Frequency

Bas

elin

e

Targ

et

Yea

r I (

Oct

20

14

to

Sep

t 2

01

5)

Ach

ieve

d Y

ear

I (O

ct

20

14

to

Sep

t 2

01

5)

Targ

et

Yea

r II

(O

ct

20

15

to

Sep

t 2

01

6)

Ach

ieve

d Y

ear

II (

Oct

20

15

to

Sep

t 2

01

6)

Targ

et Y

ear

III (

Oct

20

16

to

Sep

t 2

01

7)

Ach

ieve

d Y

ear

III

(Oct

20

16

to

Sep

t

20

17

)

Targ

et Y

ear

IV (

Oct

20

17

to

Sep

t 2

01

8)

Ach

ieve

d Y

ear

IV

(Oct

20

17

Targ

et Y

ear

V (

Oct

20

18

to

Sep

t 2

01

9)

Targ

et Q

1

Ach

ieve

d Q

1

Targ

et

LOP

To

tal


Target

Grade 2/Male N/A N/A N/S 1201 N/A N/A N/S 1183 N/A N/A N/A N/S

Grade 2/Female N/A N/A N/S 1200 N/A N/A N/S 1169 N/A N/A N/A N/S

Grade 3 N/A N/A 1920 2396 N/A N/A 1920 2350 N/A N/A N/A 3840

Grade 3/Male N/A N/A N/S 1219 N/A N/A N/S 1213 N/A N/A N/A N/S

Grade 3/Female N/A N/A N/S 1177 N/A N/A N/S 1137 N/A N/A N/A N/S

Ind-1b

Number of schools/learning spaces that receive in-classroom-ICT equipment to improve reading outcome

Schools Quarte

rly 0 N/A N/A N/A N/A 260 260 N/A N/A 260 0 0 520

New N/A N/A N/A N/A N/S 260 N/A N/A N/S 0 0 N/S

Akkar N/A N/A N/A N/A N/S 32 N/A N/A N/S 0 0 N/S

Baalbeck Hermel

N/A N/A N/A N/A N/S 19 N/A N/A N/S 0 0 N/S

Beirut N/A N/A N/A N/A N/S 28 N/A N/A N/S 0 0 N/S

Beqaa N/A N/A N/A N/A N/S 23 N/A N/A N/S 0 0 N/S

Mount Lebanon N/A N/A N/A N/A N/S 45 N/A N/A N/S 0 0 N/S

Nabatieh N/A N/A N/A N/A N/S 33 N/A N/A N/S 0 0 N/S

North Lebanon N/A N/A N/A N/A N/S 46 N/A N/A N/S 0 0 N/S

South Lebanon N/A N/A N/A N/A N/S 34 N/A N/A N/S 0 0 N/S

Single shift N/A N/A N/A N/A N/S 144 N/A N/A N/S 0 0 N/S

Double shift N/A N/A N/A N/A N/S 116 N/A N/A N/S 0 0 N/S

66

Reference


Target Unit

Reporting

Frequency

Bas

elin

e

Targ

et

Yea

r I (

Oct

20

14

to

Sep

t 2

01

5)

Ach

ieve

d Y

ear

I (O

ct

20

14

to

Sep

t 2

01

5)

Targ

et

Yea

r II

(O

ct

20

15

to

Sep

t 2

01

6)

Ach

ieve

d Y

ear

II (

Oct

20

15

to

Sep

t 2

01

6)

Targ

et Y

ear

III (

Oct

20

16

to

Sep

t 2

01

7)

Ach

ieve

d Y

ear

III

(Oct

20

16

to

Sep

t

20

17

)

Targ

et Y

ear

IV (

Oct

20

17

to

Sep

t 2

01

8)

Ach

ieve

d Y

ear

IV

(Oct

20

17

Targ

et Y

ear

V (

Oct

20

18

to

Sep

t 2

01

9)

Targ

et Q

1

Ach

ieve

d Q

1

Targ

et

LOP

To

tal


Target

Ind-1c

Number of primary school educators who complete professional development activities on implementing evidence-based reading instruction with USG assistance (Standard ES. 1-7)

Teachers Annual

ly 0 N/A N/A 294 639 555 455 699 930 140 N/A N/A 1148

New trainees N/A N/A 294 639 265 348 N/S 161 N/S N/A N/A N/S

Continuing trainee

N/A N/A N/S N/A 291 107 N/S 769 N/S N/A N/A N/S


Baalbeck Hermel












67

Reference


Target Unit

Reporting

Frequency

Bas

elin

e

Targ

et

Yea

r I (

Oct

20

14

to

Sep

t 2

01

5)

Ach

ieve

d Y

ear

I (O

ct

20

14

to

Sep

t 2

01

5)

Targ

et

Yea

r II

(O

ct

20

15

to

Sep

t 2

01

6)

Ach

ieve

d Y

ear

II (

Oct

20

15

to

Sep

t 2

01

6)

Targ

et Y

ear

III (

Oct

20

16

to

Sep

t 2

01

7)

Ach

ieve

d Y

ear

III

(Oct

20

16

to

Sep

t

20

17

)

Targ

et Y

ear

IV (

Oct

20

17

to

Sep

t 2

01

8)

Ach

ieve

d Y

ear

IV

(Oct

20

17

Targ

et Y

ear

V (

Oct

20

18

to

Sep

t 2

01

9)

Targ

et Q

1

Ach

ieve

d Q

1

Targ

et

LOP

To

tal


Target


N/A N/A N/S 2 N/S N/A N/S N/A N/S N/A N/A N/S



Ind-1d

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

Reading circles

Quarterly

0 N/A N/A N/A N/A 5 0 20 20 N/A N/A N/A 20

Akkar N/A N/A N/A N/A N/S 0 N/S 3 N/A N/A N/A N/S

Baalbeck Hermel

N/A N/A N/A N/A N/S 0 N/S 1 N/A N/A N/A N/S

Beirut N/A N/A N/A N/A N/S 0 N/S 2 N/A N/A N/A N/S

Beqaa N/A N/A N/A N/A N/S 0 N/S 2 N/A N/A N/A N/S

Mount Lebanon N/A N/A N/A N/A N/S 0 N/S 3 N/A N/A N/A N/S

Nabatieh N/A N/A N/A N/A N/S 0 N/S 3 N/A N/A N/A N/S

North Lebanon N/A N/A N/A N/A N/S 0 N/S 3 N/A N/A N/A N/S

South Lebanon N/A N/A N/A N/A N/S 0 N/S 3 N/A N/A N/A N/S

IR 1.1.2 Expanded access to safe and relevant education for vulnerable public school students

68

Reference


Target Unit

Reporting

Frequency

Bas

elin

e

Targ

et

Yea

r I (

Oct

20

14

to

Sep

t 2

01

5)

Ach

ieve

d Y

ear

I (O

ct

20

14

to

Sep

t 2

01

5)

Targ

et

Yea

r II

(O

ct

20

15

to

Sep

t 2

01

6)

Ach

ieve

d Y

ear

II (

Oct

20

15

to

Sep

t 2

01

6)

Targ

et Y

ear

III (

Oct

20

16

to

Sep

t 2

01

7)

Ach

ieve

d Y

ear

III

(Oct

20

16

to

Sep

t

20

17

)

Targ

et Y

ear

IV (

Oct

20

17

to

Sep

t 2

01

8)

Ach

ieve

d Y

ear

IV

(Oct

20

17

Targ

et Y

ear

V (

Oct

20

18

to

Sep

t 2

01

9)

Targ

et Q

1

Ach

ieve

d Q

1

Targ

et

LOP

To

tal


Target

Ind-2.1

Sub-IR 1.1.2b: Number of vulnerable students gaining access to education. (custom)

Students

Quarterly

(starting Year

II)

0 0 21 60 182 60 150 0 0 5000 0 0 5180

Public school 0 0 0 35 0 0 0 0 N/S 0 0 5000

Akkar 0 0 0 18 0 0 0 0 N/S 0 0 N/S

Baalbeck Hermel

0 0 0 0 0 0 0 0 N/S 0 0 N/S

Beirut 0 0 0 0 0 0 0 0 N/S 0 0 N/S

Beqaa 0 0 0 0 0 0 0 0 N/S 0 0 N/S

Mount Lebanon 0 0 0 0 0 0 0 0 N/S 0 0 N/S

Nabatieh 0 0 0 0 0 0 0 0 N/S 0 0 N/S

North Lebanon 0 0 0 17 0 0 0 0 N/S 0 0 N/S

South Lebanon 0 0 0 0 0 0 0 0 N/S 0 0 N/S

Male 0 0 0 23 0 0 0 0 N/S 0 0 N/S

Female 0 0 0 12 0 0 0 0 N/S 0 0 N/S

Second shift 0 0 0 34 0 0 0 0 N/S 0 0 N/S

First shift 0 0 0 1 0 0 0 0 N/S 0 0 N/S

Lebanese 0 0 0 0 0 0 0 0 N/S 0 0 N/S

Syrians 0 0 0 35 0 0 0 0 N/S 0 0 N/S

Other nationalities

0 0 0 0 0 0 0 0 N/S 0 0 N/S


0 0 0 0 0 0 0 0 N/S 0 0 N/S

69

Reference


Target Unit

Reporting

Frequency

Bas

elin

e

Targ

et

Yea

r I (

Oct

20

14

to

Sep

t 2

01

5)

Ach

ieve

d Y

ear

I (O

ct

20

14

to

Sep

t 2

01

5)

Targ

et

Yea

r II

(O

ct

20

15

to

Sep

t 2

01

6)

Ach

ieve

d Y

ear

II (

Oct

20

15

to

Sep

t 2

01

6)

Targ

et Y

ear

III (

Oct

20

16

to

Sep

t 2

01

7)

Ach

ieve

d Y

ear

III

(Oct

20

16

to

Sep

t

20

17

)

Targ

et Y

ear

IV (

Oct

20

17

to

Sep

t 2

01

8)

Ach

ieve

d Y

ear

IV

(Oct

20

17

Targ

et Y

ear

V (

Oct

20

18

to

Sep

t 2

01

9)

Targ

et Q

1

Ach

ieve

d Q

1

Targ

et

LOP

To

tal


Target

New Entrants 0 0 0 0 0 0 0 0 N/S 0 0 N/S


0 0 0 0 0 0 0 0 N/S 0 0 N/S

New entrants Male

0 0 0 0 0 0 0 0 N/S 0 0 N/S

New entrants Female

0 0 0 0 0 0 0 0 N/S 0 0 N/S

NFE 0 0 21 60 156 60 150 0 0 N/A N/A N/A 180

Akkar 0 21 N/S 156 N/S 100 0 0 N/A N/A N/A N/S

Baalbeck Hermel

0 0 N/S 0 N/S 0 0 0 N/A N/A N/A N/S

Beirut 0 0 N/S 0 N/S 0 0 0 N/A N/A N/A N/S

Beqaa 0 0 N/S 0 N/S 0 0 0 N/A N/A N/A N/S

Mount Lebanon 0 0 N/S 0 N/S 0 0 0 N/A N/A N/A N/S

Nabatieh 0 0 N/S 0 N/S 0 0 0 N/A N/A N/A N/S

North Lebanon 0 0 N/S 0 N/S 50 0 0 N/A N/A N/A N/S

South Lebanon 0 0 N/S 0 N/S 0 0 0 N/A N/A N/A N/S



Lebanese 0 0 N/S 0 N/S 0 0 0 N/A N/A N/A N/S

Syrian 0 21 N/S 156 N/S 150 0 0 N/A N/A N/A N/S

Other nationalities

0 0 N/S 0 N/S 0 0 0 N/A N/A N/A N/S


0 0 N/S 0 N/S 0 0 0 N/A N/A N/A N/S

New Entrant 0 21 N/S 156 N/S 150 0 0 N/A N/A N/A N/S


70

Reference


Target Unit

Reporting

Frequency

Bas

elin

e

Targ

et

Yea

r I (

Oct

20

14

to

Sep

t 2

01

5)

Ach

ieve

d Y

ear

I (O

ct

20

14

to

Sep

t 2

01

5)

Targ

et

Yea

r II

(O

ct

20

15

to

Sep

t 2

01

6)

Ach

ieve

d Y

ear

II (

Oct

20

15

to

Sep

t 2

01

6)

Targ

et Y

ear

III (

Oct

20

16

to

Sep

t 2

01

7)

Ach

ieve

d Y

ear

III

(Oct

20

16

to

Sep

t

20

17

)

Targ

et Y

ear

IV (

Oct

20

17

to

Sep

t 2

01

8)

Ach

ieve

d Y

ear

IV

(Oct

20

17

Targ

et Y

ear

V (

Oct

20

18

to

Sep

t 2

01

9)

Targ

et Q

1

Ach

ieve

d Q

1

Targ

et

LOP

To

tal


Target



0 0 N/S 0 N/S 0 0 0 N/A N/A N/A N/S

Ind-2.2

Sub-IR 1.1.2a Number of schools showing improved learning environment as a result to f ICT-in-education intervention (custom)

Schools Annual 0 N/A N/A N/A N/A N/A N/A 210 0 210 N/A N/A 210

New schools N/A N/A N/A N/A N/A N/A 210 0 210 N/A N/A N/S

Continuing schools

N/A N/A N/A N/A N/A N/A 0 0 0 N/A N/A N/S

Akkar N/A N/A N/A N/A N/A N/A N/S 0 N/S N/A N/A N/S

Baalbeck Hermel

N/A N/A N/A N/A N/A N/A N/S 0 N/S N/A N/A N/S

Beirut N/A N/A N/A N/A N/A N/A N/S 0 N/S N/A N/A N/S

Beqaa N/A N/A N/A N/A N/A N/A N/S 0 N/S N/A N/A N/S

Mount Lebanon N/A N/A N/A N/A N/A N/A N/S 0 N/S N/A N/A N/S

Nabatieh N/A N/A N/A N/A N/A N/A N/S 0 N/S N/A N/A N/S

North Lebanon N/A N/A N/A N/A N/A N/A N/S 0 N/S N/A N/A N/S

South Lebanon N/A N/A N/A N/A N/A N/A N/S 0 N/S N/A N/A N/S

Single shift N/A N/A N/A N/A N/A N/A N/S 0 N/S N/A N/A N/S

Double shift N/A N/A N/A N/A N/A N/A N/S 0 N/S N/A N/A N/S

71

Reference


Target Unit

Reporting

Frequency

Bas

elin

e

Targ

et

Yea

r I (

Oct

20

14

to

Sep

t 2

01

5)

Ach

ieve

d Y

ear

I (O

ct

20

14

to

Sep

t 2

01

5)

Targ

et

Yea

r II

(O

ct

20

15

to

Sep

t 2

01

6)

Ach

ieve

d Y

ear

II (

Oct

20

15

to

Sep

t 2

01

6)

Targ

et Y

ear

III (

Oct

20

16

to

Sep

t 2

01

7)

Ach

ieve

d Y

ear

III

(Oct

20

16

to

Sep

t

20

17

)

Targ

et Y

ear

IV (

Oct

20

17

to

Sep

t 2

01

8)

Ach

ieve

d Y

ear

IV

(Oct

20

17

Targ

et Y

ear

V (

Oct

20

18

to

Sep

t 2

01

9)

Targ

et Q

1

Ach

ieve

d Q

1

Targ

et

LOP

To

tal


Target

Ind-2a

Number of learners benefiting from QITABI access solution

Learner

Annually

starting Year

IV

0 N/A N/A N/A N/A N/A N/A N/A N/A 5000 N/A N/A 5000

Akkar N/A N/A N/A N/A N/A N/A N/A N/A N/S N/A N/A N/S

Baalbeck Hermel

N/A N/A N/A N/A N/A N/A N/A N/A N/S N/A N/A N/S

Beirut N/A N/A N/A N/A N/A N/A N/A N/A N/S N/A N/A N/S

Beqaa N/A N/A N/A N/A N/A N/A N/A N/A N/S N/A N/A N/S

Mount Lebanon N/A N/A N/A N/A N/A N/A N/A N/A N/S N/A N/A N/S

Nabatieh N/A N/A N/A N/A N/A N/A N/A N/A N/S N/A N/A N/S

North Lebanon N/A N/A N/A N/A N/A N/A N/A N/A N/S N/A N/A N/S

South Lebanon N/A N/A N/A N/A N/A N/A N/A N/A N/S N/A N/A N/S

First shift N/A N/A N/A N/A N/A N/A N/A N/A N/S N/A N/A N/S

Second shift N/A N/A N/A N/A N/A N/A N/A N/A N/S N/A N/A N/S

Ind-2b

Number of teachers receiving ICT-in-education and Life skills for professional orientation training/coaching to improve learning environment

Teachers Annual

ly 0 N/A N/A N/A N/A 840 585 341 453 840 N/A N/A 1018

72

Reference


Target Unit

Reporting

Frequency

Bas

elin

e

Targ

et

Yea

r I (

Oct

20

14

to

Sep

t 2

01

5)

Ach

ieve

d Y

ear

I (O

ct

20

14

to

Sep

t 2

01

5)

Targ

et

Yea

r II

(O

ct

20

15

to

Sep

t 2

01

6)

Ach

ieve

d Y

ear

II (

Oct

20

15

to

Sep

t 2

01

6)

Targ

et Y

ear

III (

Oct

20

16

to

Sep

t 2

01

7)

Ach

ieve

d Y

ear

III

(Oct

20

16

to

Sep

t

20

17

)

Targ

et Y

ear

IV (

Oct

20

17

to

Sep

t 2

01

8)

Ach

ieve

d Y

ear

IV

(Oct

20

17

Targ

et Y

ear

V (

Oct

20

18

to

Sep

t 2

01

9)

Targ

et Q

1

Ach

ieve

d Q

1

Targ

et

LOP

To

tal


Target

Akkar N/A N/A N/A N/A N/S 50 N/S 69 N/S N/A N/A N/S

Baalbeck Hermel

N/A N/A N/A N/A N/S 0 N/S 90 N/S N/A N/A N/S

Beirut N/A N/A N/A N/A N/S 32 N/S 1 N/S N/A N/A N/S

Beqaa N/A N/A N/A N/A N/S 0 N/S 124 N/S N/A N/A N/S

Mount Lebanon N/A N/A N/A N/A N/S 159 N/S 56 N/S N/A N/A N/S

Nabatieh N/A N/A N/A N/A N/S 121 N/S 0 N/S N/A N/A N/S

North Lebanon N/A N/A N/A N/A N/S 97 N/S 113 N/S N/A N/A N/S

South Lebanon N/A N/A N/A N/A N/S 126 N/S 0 N/S N/A N/A N/S

First shift N/A N/A N/A N/A N/S 397 N/S 286 N/S N/A N/A N/S

Second shift N/A N/A N/A N/A N/S 188 N/S 167 N/S N/A N/A N/S

Ind-2c

Number of schools/learning spaces that are equipped with ICT-resource rooms to improve learning environment

Schools Quarte

rly 0 N/A N/A N/A N/A 300 300 N/A N/A N/A N/A N/A 300

Partially received

N/A N/A N/A N/A N/S 0 N/A N/A N/A N/A N/A N/S

Fully received N/A N/A N/A N/A N/S 300 N/A N/A N/A N/A N/A N/S

Akkar N/A N/A N/A N/A N/S 38 N/A N/A N/A N/A N/A N/S

Baalbeck Hermel

N/A N/A N/A N/A N/S 24 N/A N/A N/A N/A N/A N/S

Beirut N/A N/A N/A N/A N/S 9 N/A N/A N/A N/A N/A N/S

Beqaa N/A N/A N/A N/A N/S 35 N/A N/A N/A N/A N/A N/S

73

Reference


Target Unit

Reporting

Frequency

Bas

elin

e

Targ

et

Yea

r I (

Oct

20

14

to

Sep

t 2

01

5)

Ach

ieve

d Y

ear

I (O

ct

20

14

to

Sep

t 2

01

5)

Targ

et

Yea

r II

(O

ct

20

15

to

Sep

t 2

01

6)

Ach

ieve

d Y

ear

II (

Oct

20

15

to

Sep

t 2

01

6)

Targ

et Y

ear

III (

Oct

20

16

to

Sep

t 2

01

7)

Ach

ieve

d Y

ear

III

(Oct

20

16

to

Sep

t

20

17

)

Targ

et Y

ear

IV (

Oct

20

17

to

Sep

t 2

01

8)

Ach

ieve

d Y

ear

IV

(Oct

20

17

Targ

et Y

ear

V (

Oct

20

18

to

Sep

t 2

01

9)

Targ

et Q

1

Ach

ieve

d Q

1

Targ

et

LOP

To

tal


Target

Mount Lebanon N/A N/A N/A N/A N/S 64 N/A N/A N/A N/A N/A N/S

Nabatieh N/A N/A N/A N/A N/S 29 N/A N/A N/A N/A N/A N/S

North Lebanon N/A N/A N/A N/A N/S 64 N/A N/A N/A N/A N/A N/S

South Lebanon N/A N/A N/A N/A N/S 37 N/A N/A N/A N/A N/A N/S

Single shift N/A N/A N/A N/A N/S 197 N/A N/A N/A N/A N/A N/S

Double shift N/A N/A N/A N/A N/S 103 N/A N/A N/A N/A N/A N/S

IR 1.1.3 Strengthened management (resilience) in education system to better direct and monitor education

Ind-3.1

Sub-IR 1.1.3a: Number of new management and monitoring systems, procedures and tools recommended and/or introduced to (MEHE/DOPS and CERD) as a result of USG assistance(custom)

System/procedures and or tools

Annually

0 N/A N/A N/A N/A N/A N/A 2 0 5 N/A N/A 5

MEHE/DOPS N/A N/A N/A N/A N/A N/A N/S 0 N/S

N/A N/A N/S

CERD N/A N/A N/A N/A N/A N/A N/S 0 N/S N/A N/A N/S

Management system

N/A N/A N/A N/A N/A N/A N/S 0 N/S

N/A N/A N/S

Monitoring system

N/A N/A N/A N/A N/A N/A N/S 0 N/S N/A N/A N/S

74

Reference


Target Unit

Reporting

Frequency

Bas

elin

e

Targ

et

Yea

r I (

Oct

20

14

to

Sep

t 2

01

5)

Ach

ieve

d Y

ear

I (O

ct

20

14

to

Sep

t 2

01

5)

Targ

et

Yea

r II

(O

ct

20

15

to

Sep

t 2

01

6)

Ach

ieve

d Y

ear

II (

Oct

20

15

to

Sep

t 2

01

6)

Targ

et Y

ear

III (

Oct

20

16

to

Sep

t 2

01

7)

Ach

ieve

d Y

ear

III

(Oct

20

16

to

Sep

t

20

17

)

Targ

et Y

ear

IV (

Oct

20

17

to

Sep

t 2

01

8)

Ach

ieve

d Y

ear

IV

(Oct

20

17

Targ

et Y

ear

V (

Oct

20

18

to

Sep

t 2

01

9)

Targ

et Q

1

Ach

ieve

d Q

1

Targ

et

LOP

To

tal


Target

Ind-3.2

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

Person Quarte

rly 0 N/A N/A 35 52 77 68 35 194 153 N/A 32 257

Akkar N/A N/A N/S 2 N/S 3 N/S 10 N/S N/A 0 N/S

Baalbeck Hermel


Beirut N/A N/A N/S 9 N/S 9 N/S 15 N/S N/A 0 N/S

Beqaa N/A N/A N/S 9 N/S 10 N/S 23 N/S N/A 1 N/S

Mount Lebanon N/A N/A N/S 12 N/S 14 N/S 84 N/S N/A 28 N/S

Nabatieh N/A N/A N/S 9 N/S 9 N/S 16 N/S N/A 2 N/S

North Lebanon N/A N/A N/S 5 N/S 13 N/S 22 N/S N/A 1 N/S

South Lebanon N/A N/A N/S 4 N/S 10 N/S 15 N/S N/A 0 N/S

School principals/Males


School principals/Females


MEHE/Males N/A N/A N/S 0 N/S 0 N/S 0 N/S N/A 0 N/S

MEHE/Females N/A N/A N/S 0 N/S 0 N/S 0 N/S N/A 0 N/S

CERD/Males N/A N/A N/S 4 N/S 30 N/S 33 N/S N/A 13 N/S

CERD/Females N/A N/A N/S 16 N/S 38 N/S 66 N/S N/A 19 N/S

75

Reference


Target Unit

Reporting

Frequency

Bas

elin

e

Targ

et

Yea

r I (

Oct

20

14

to

Sep

t 2

01

5)

Ach

ieve

d Y

ear

I (O

ct

20

14

to

Sep

t 2

01

5)

Targ

et

Yea

r II

(O

ct

20

15

to

Sep

t 2

01

6)

Ach

ieve

d Y

ear

II (

Oct

20

15

to

Sep

t 2

01

6)

Targ

et Y

ear

III (

Oct

20

16

to

Sep

t 2

01

7)

Ach

ieve

d Y

ear

III

(Oct

20

16

to

Sep

t

20

17

)

Targ

et Y

ear

IV (

Oct

20

17

to

Sep

t 2

01

8)

Ach

ieve

d Y

ear

IV

(Oct

20

17

Targ

et Y

ear

V (

Oct

20

18

to

Sep

t 2

01

9)

Targ

et Q

1

Ach

ieve

d Q

1

Targ

et

LOP

To

tal


Target

DOPS/Males N/A N/A N/S 13 N/S 0 N/S 38 N/S N/A 0 N/S

DOPS/Females N/A N/A N/S 22 N/S 0 N/S 57 N/S N/A 0 N/S

Administrators and officials with disability

N/A N/A N/S 0 N/S 0 N/S 0 N/S N/A 0

N/S

TOT trainings

Total number of administrators and officials successfully trained


Total number of administrators and officials registered


Ind-3c

Number of standardized learning assessments supported by USG (Archived F 3.2.1-34)

Standardized

assessment tools

Annually

0 0 2 2 0 0 0 2 2 N/A N/A N/A 4

76

VIII. Annexes

Annex 1 - Life Skills and Professional Orientation (LSPO) Plan

Annex 2 – Life Skills and Professional Orientation (LSPO) Graphic Plan

Annex 3 – School Bus O&M Guide

Annex 4 – CERD OPM Presentation November 2 – QITABI

Annex 5 – CRDP Towards 2030 December 19 Presentation

Annex 6 – International Testing and Assessment in Context of CRDP’s Strategy

Annex 7 – CERD Proposed Approach for the Development Top Level Strategic Plan – December 2018

2018 - united states agency for international development

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