fy 2013 2nd quarterly progress report: january-march 2013pdf.usaid.gov/pdf_docs/pa00mg44.pdf ·...

USAID/APRENDER A LER Contract No. AID-656-C-12-00001 FY 2013 Q2 Progress Report Page | 1

1. Project Duration: 3 years with additional option year

USAID / Aprender a Ler (ApaL) Contract No. AID-656-C-12-00001 FY 2013

2nd Quarterly Progress Report: January-March 2013

Date of Submission: April 30, 2013


Acronyms & Key Terms

ApaL Aprender a Ler (Learn to Read) AWP Annual Work Plan CLIN Contract Line Item Number DIPLAC Direcção de Planificação e Cooperação (Directorate for Planning and Cooperation) DNEP Direcção Nacional de Enseno Primario (National Directorate of Primary Education) DNFP Direcção Nacional de Formação de Professores (National Directorate for Teacher Training) DNQ Direcção Nacional de Qualidade (National Directorate for Quality) DPEC Direcção Provincial de Educação e Cultura (Provincial Directorate of Education and Culture) IEG Impact Evaluation Group IFP Instituto de Formação de Professores (Teacher Training Institute) IGA Institutional Gap Analysis INDE Instituto Nacional de Desenvolvimento de Educação (Curriculum Development Institute) MINEC Ministry of Foreign Affairs MINED Ministry of Education QR Quarterly Report SDEJT Serviço Distrital de Educação, Juventude e Tecnologia (District Education, Youth and

Technical Services) TOR Terms of Reference UTSA University of Texas - San Antonio USAID United States Agency for International Development WEI World Education Inc. ZIP Zonas de Influência Pedagógica (School Clusters)


Table of Contents

1. General Project Information ........................................................................................... 4 1.1 Project Duration: 3 years with additional option year ............................................................... 4 1.2 Start Date: July 18, 2012 ............................................................................................................ 4 1.3 Life of project funding: $16,296,748.00 ..................................................................................... 4 1.4 Geographic Focus: Nampula and Zambézia provinces .............................................................. 4

2. Project Objectives .......................................................................................................... 4 Key expected results ......................................................................................................................... 4

3. Summary of the reporting period ................................................................................... 5 3.1 Period Highlights: ....................................................................................................................... 5 3.2 Key Challenges this Quarter: ...................................................................................................... 5 3.2 Summary of STTA During this Quarter: ................................................................................. 6

4. Project Performance Indicators ...................................................................................... 7 5. Major Implementation Issues ....................................................................................... 24 6. Collaboration with other donor projects ....................................................................... 25 7. Key Activities Planned for Next Quarter ....................................................................... 25 8. Evaluation/ Assessment Update ................................................................................... 28 9. Administrative Update: ................................................................................................ 28 10. Success Stories and photos: .......................................................................................... 28 11. Financial Information: .................................................................................................. 29


USAID/Aprender a Ler (ApaL) Project FY 2013 2nd Quarterly Progress Report: January-March 2013 1. General Project Information

1.1 Project Duration: 3 years with additional option year 1.2 Start Date: July 18, 2012 1.3 Life of project funding: $16,296,748.00 1.4 Geographic Focus: Nampula and Zambézia provinces 2. Project Objectives The overall goal of the USAID/Aprender a Ler (ApaL) – Learn to Read – project is to improve reading outcomes of students in grades 2 and 3 in over 1,000 urban and rural target schools in the Zambézia and Nampula provinces. The ultimate measure of project success is “more children reading “in Zambézia and Nampula in keeping with the overall goal of the project and USAID’s Education Strategy. To achieve this goal, the Contractor will provide key training, coaching and technical assistance to improve the quality of basic education services with a specific and focused emphasis on improving early grade reading outcomes. Training and technical assistance will be limited to the provinces of Zambezia and Nampula. Project goals are closely aligned with the efforts of the Mozambican authorities to improve quality of education as stated in the Strategic Plan for Education 2012-2016. One of the key goals as stated in the contract and accompanying documents is capacity and handover to Local Education Institutions (LEI) for management as they demonstrate competence. The project will be therefore be implemented using participatory and learning-by-doing approaches, based on the many years of WEI experience, to strengthen the technical and organizational skills LEIs in line with established structures and processes to ensure the sustainability and increase competence. Capacity for handover will be duly measured and the Capacity Building Work and Training plan will measure this readiness. Key expected results Project activities will focus on two Intermediate Results (IRs):

• IR1. Improved QUALITY of reading instruction in grades 2-3 in targeted schools Sub IR 1.1: Improved In-Service Teacher Training & Coaching Sub IR 1.2: Increased Availability of Learning Materials to Students & Teachers in Grades 2-3

• IR2. Increased QUANTITY of reading instruction in grades 2-3 in targeted schools


Sub IR 2.1: Strengthened School Management

To achieve these goals, USAID/ApaL will: 1) Train over 5,000 teachers in early grade reading instruction and continuous learning assessment

in reading and over 1,000 school directors in school management to increase classroom reading time;

2) Develop high-quality reading and instructional materials for students and teachers; and 3) Develop and adapt summative and formative assessment instruments to measure

improvements in reading ability, instruction quality, and school management skills.

3. Summary of the reporting period 3.1 Period Highlights: • Successful completion of baseline data collection despite significant challenges: The baseline data

collection took place in February and March, in the middle of Mozambique’s traditional rainy season. This year’s rainy season saw extreme weather conditions with heavy rains, strong winds, and severe flooding throughout many areas of the country, and in particular in Nampula and Zambezia provinces. In both rural and urban areas in these provinces flooding at times made roads impassable, thereby severely hampering ApaL’s access to schools included in the baseline assessment. Heavy rains in several cases made major roads impassable, leaving some schools inaccessible throughout the entire period of the baseline data collection. While it was initially anticipated that many ApaL schools might become inaccessible amid the widespread flooding, by the end of the data collection period enumerator teams were unable to reach a total of only 6 schools out of 180 selected for the sample (1 in Zambezia and 5 in Nampula). In order to maintain the sample size, these schools were replaced with a new ZIP (Muezia ZIP, 7 schools) in Nampula (Rapale District), mutually agreed upon by ApaL, the IE, and USAID. In total, EGRA and SMA baseline data was collected in 94 schools in Nampula and 85 schools in Zambezia between February 12 – March 12, 2013.

• Key decisions made to allow the team to move ahead this quarter: 1) To stop postponing scheduled activities like the ApaL presentations both in Nampula and Zambézia, and some of the trainings, and to move forward to put in an extra effort to implement project activities, and to fight for doing it in a high quality manner as much as possible in order to reduce gaps in project deliverables, and 2) Development of the training activities plans in February highlighted existing challenges in meeting project deliverables, and encouraged the team to begin to identify stop-gap solutions to deliver higher quality results.

• The first cohort of 10 titles of TLAs with high quality illustrations developed and finalized. Printing is underway and planned for completion and distribution to schools in early Q3.

3.2 Key Challenges this Quarter: • The end of the contractual relationship with international subcontractor UTSA resulted in a shift in

the TLA development strategy. While ApaL has engaged a team of highly qualified local consultants with greater knowledge of the Mozambican context, this shift caused some delays in TLA development. However, these delays have been discussed with USAID and mitigation strategies employed to ensure that printing and delivery occurs on-time in Q3. Furthermore, the revised


strategy has allowed ApaL to save time in TLA development because translation is not required in the development process.

• The management of ApaL project as a whole requires more regular meetings and team building in order to ensure ApaL team understanding of contract aims and deliverables.

• Short implementation timeline between completion of baseline assessment and planned beginning of teacher training activities. This resulted in a high volume of activities being carried out at once in both provinces in order to meet AWP deliverables.

3.2 Summary of STTA During this Quarter: Dates STTA

Dec 31, 2012- Jan15, 2013

International subcontractor UTSA’s materials development team (Dr. Misty Sailors, Dr. Jim Hoffman, and Troy Wilson) traveled to Nampula with the ApaL team to facilitate the Field Testing Workshop (#3) for Cohort 1 and the Book Development Workshops 1 and 2 for Cohort 2.

January 28 – February 19,2013

WEI Vice President, Dr. Shirley Burchfield, traveled to Maputo to work with the ApaL project team to meet with the COP to review staff performance and to discuss general project management issues, including Annual Work Plan (AWP) progress and adjustments needed due to the dropping out of international partner, UTSA. In addition to the above, Dr. Burchfield travel to Nampula and Quelimane to provide senior level support in overseeing the baseline data collection process.

February 10 – March 2, 2013

WEI Senior Program Officer, Corrie Blankenbeckler, traveled to Maputo with the original purpose to work with the USAID/Aprender a Ler project team a) to assist the team in finalizing the Institutional Gaps Analysis (IGA) instruments and implementation plan; b) to assist in review and development of various activities/plans/tools of the School Management component; and c) to support the team with other essential planning and budgeting activities. However, upon arrival in Mozambique, as a result of urgent data collection oversight needs as well as other time-sensitive strategic planning needs, the SOW was revised to support the following: • Provide senior level oversight and technical direction for baseline EGRA+SMA

data collection in Nampula. • Develop the process for training overlap and coordination with key technical

staff. • Support Local Capacity Building Specialist to articulate revised liaison strategy

with DPECs and to develop draft for local capacity building reporting in Year 1. • Support School Management and Reading Specialists to draft the SMRA and

Classroom Observation assessment tools.

February 3-27, 2013

WEI Program Officer, Sophie Sikina, traveled to Mozambique to support the review of project finance/admin procedures & local subcontract administration, project communications materials & activities, and program planning.


February 7 – February 18, 2013

WEI Senior Monitoring and Evaluation Advisor, Dr. Valeria Rocha, traveled to Maputo to 1) Revise PMP based on feedback from USAID; 2) Revise plan for data entry and analysis for EGRA and SMA with National M&E Coordinator; 3) Assist National and Local M&E Coordinators in developing monitoring systems to document and follow-up on project activities at ZIP level; and 4) Oversee and check process to develop IGA and SM, and SMRA instruments. Dr. Rocha additionally traveled to Quelimane to assist National M&E Coordinator in supervising data collection in the provinces.

March 5-11, 2013 WEI Vice President, Dr. Shirley Burchfield, traveled to Maputo to Meet with USAID Education Team and other staff to continue negotiations towards a contract modification, meet with ApaL team to assess status on Annual Work Plan, and meet with Capacity Building Specialist, Zaida Cabral to discuss proposed role as DCOP.

March 15 -April 4, 2013

WEI Senior Program Officer, Corrie Blankenbeckler, traveled to Maputo to provide strategic support in the areas of planning and implementation of key training activities for the quarter and to provide assistance to Zaida Cabral to ensure project is managed according to USAID rules and regulations and deliverables met in a timely and high quality manner.

4. Project Performance Indicators

During this reporting period, project activities are reported based on the Year One Annual Work Plan, as the Performance Management Plan (PMP), retitled the Monitoring and Evaluation Plan (MEP) is pending USAID approval. During the next quarter, ApaL project monitoring and evaluation systems and processed will be established to allow reporting based on the MEP following final approval.

Overall Program Management and Capacity Building Task A: Engage Stakeholders and Build Institutional Capacity in Reading Instruction and Management Key Successes: • The numerous sessions that have been held to inform project stakeholders at all levels about ApaL

have been very useful to increasing knowledge and buy-in for project context, objectives, approach and contribution to the problem the country is facing with reading in early grades.

• The trust and confidence ApaL is gradually gaining, particularly from ZIP Coordinators, School and Pedagogical Directors, is notable. These groups have expressed enthusiasm and interest in ApaL project goals and objectives.

Key Anticipated Challenges: • To achieve alignment and similar understanding on the objectives of reading and school

management with all the técnicos who conduct supervision/inspection from IFPs, DPECs, MINED, INDE and Inspection.

A.1: Orient and engage local education institutions and personnel in ApaL Formal meetings w. DPECs to introduce the program. In NAMPULA: During this period, ApaL staff held two formal meetings (January 18 and March 11, 2013) with the Head of Repartição de Formação, Manuel Aissa, to officially present the ApaL project and project activities, to


discuss the ToR for the Provincial Coordinating Group (GCP – Nampula), to present the proposed IGA process (questionnaires, interviews and capacity building plan), and to discuss and coordinate the Teacher and School Management INSET training schedules for Teachers and School Directors and the TOTs of Lead Trainers and ZIP Coordinators. In the March meeting, ApaL also requested that M. Aissa organize a meeting with the new Provincial Director, Raul Juga Nhamunwe, early in quarter three. In ZAMBÉZIA: ApaL held two formal meetings on March 30, 2013 to discuss overall cross cutting issues related to the ApaL project and its implementation, and to discuss the IGA process and its tentative schedule with the following groups: 1) with the head of the Repartição do Ensino Básico, Maria João Alfainho, and other staff (technicos), Inacia M. Cadet and Rosário; and 2) with SDEJT Nicoadala and SDEJT Quelimane. In addition, ApaL held meetings with the following technical staff at DPEC – Zambézia about the implementation of ApaL activities: i) Head of Pedagogical Department, Armindo Primeiro, and the Head of the Repartição do Ensino

Básico, Maria João Alfainho (13.3.13). ii) Head of the Repartição de Formação, Alves Muridiua, and his colleague, Tito Nossomarques

(19.3.13). iii) Head and staff of the Pedagogical Department at DPEC, Directors of the IFPQ and the IFPN. iv) Deputy Director, Faustino Amimo (March 4-6, 2013 – communications via phone and email).

Agenda items in the above meetings included: ApaL project activities, the SOW for the GCP – Zambezia, the IGA process (questionnaires, interviews and capacity building plan), training sessions of ZIPs Coordinators, School Directors, Lead Trainers, and DPEC/IFP supervision and monitoring. The involvement of IFPs and the role of the trainers were always emphasized, as well as the expected transfer of responsibility for project activities to the government institutions. Formal meeting w. IFPs to introduce the program. In NAMPULA: ApaL held several meetings in this quarter to present ApaL project activities and goals, the organization of the GCP – Nampula, the IGA implementation process, and the training sessions of ZIPs Coordinators, School Directors, Lead Trainers with the following IFP representatives and trainers:

• The Pedagogical Director of the IFP Marrere, Mariamo Agostinho, and the INSET responsible, Abdala Mepula (14.1.13),

• The 4 trainers already working with ApaL (Henrique Jose, Bernardo Norte, Jose Mussa, and Hermenegildo Laurenco) to explain the essence of the project – how it was conceived, what is allowed (e.g. rule and regulations on per diem payments), and their role as trainers from the IFPs.

• The Director and the Deputy of the IFP Nampula (15.1.13). During these meeting, ApaL also emphasized the expected transfer of responsibility to local institutions, the EGRA+SMA data collection and analysis process, and key project issues such as the critical need for effective use of the 40-45 minutes to teach children how to read. The other aspects discussed had to do with the preparation for upcoming workshops and trainings. On March 9, 2013, ApaL held a special meeting with all staff of both IFP Nampula and IFP Marrere, to present the ApaL project, and what was done so far on materials, and preparation for upcoming workshops starting in March and continuing in April, and July, as well as the full proposed INSET plan for


Teachers and School Directors starting from March through September/October. In ZAMBÉZIA: With the similar agenda to above meetings in Nampula, ApaL held formal meetings in Zambezia with the following IFP representatives:

• IFP Nicoadala (30.1.13): with the Director, the Pedagogical and Administrative Deputies. • IFP Quelimane (30.1.13): with the Pedagogical Deputy. • Trainers of IFPQ and IFPNic of Reading, School Management, Social Sciences, Psicopedagogia, to

organize the preparation of the trainings sessions (14.3.13). • IFP Quelimane and IFP Nicoadala: meeting with both Pedagogical Deputies to organize the

preparation and the training of ZIPC and LTs and the ApaL presentation meeting. Negotiations for LOCs w. DPECs, IFPs, SDEJTs, ZIPs During this quarter, ApaL initiated discussions at DPEC levels in both target provinces to propose the development of Letter of Commitment (LOCs) at the provincial, district and ZIP levels. Representatives of DPEC – Nampula and Directors of DPEC – Zambézia suggested signing only one LOC at the provincial level that would cover commitments at the SDEJT and ZIP levels, due to the fact that they are the principal authority for all subgroups. ApaL is reviewing the implications of this proposal and upon further discussions will present a final decision to USAID in the next quarter. Meetings are scheduled to discuss LOCs for IFPs in the next quarter. A.2: Annual Leitura Symposium: Onde estamos? Onde vamos?

No activities planned for this quarter as per approved AWP.

A.3: Establish Taskforce and Steering Committees Negotiations for SOW and membership of Provincial Steering Groups As mentioned above under the section title “Formal meetings w. DPECs to introduce the program,” ApaL initiated during this period discussions of the proposed TORs for the Provincial Steering Groups (GCPs). As a result of meetings held in Nampula (11.3.13) and Zambézia (20.3.13), the participating groups (DPEC and IFP representatives) agreed to develop ToRs of the GCP and the district level Reading Planning Groups, along with working guides that clearly articulates roles and activities of each group. In Zambézia, representatives agreed to include three Directors from DPEC (the Director and the two deputies) as part of the group (20.3.13) among whom responsibilities would be divided. A final draft of the GCP has been submitted by ApaL to DPEC for review. The ApaL team will follow up in April in order to push ahead with finalization of the document and signatures. The same for Nampula. Whether or not to include a representative from the SDEJTs in the GCP remains under discussion. Not all SDEJTs are based in Nampula or Quelimane centers, which would involve travel costs and additional coordination (e.g. meeting schedules). The Provincial Director of DPEC – Nampula is considering the option, but will likely decided against it as SDEJTs will also have the opportunity to participate in the Reading Planning Groups at district level. We expect to have final decisions from both Nampula and Zambézia in the second half of April. At central level, ApaL has begun discussions with DNEP and INDE representatives regards establishing a National Reading Task Force. We have learned that there is already an informal group composed by Associação Progresso, Save the Children, UNICEF, UP, UDEBA LAB, along with DNEP and other National


Directorate representatives. ApaL will further explore the options (either join what exists, or discuss other alternatives if this group is not expected to be fully established) in Quarter three.

A.4: Conduct joint institutional gap analysis (IGA) of local education institutions and personnel and develop capacity building work plan Initial consultative meetings with DPECs, IFPs, SDEJTs, ZIPs, and UGEA In all of the meetings previously described, the IGA process was explained in some detail. In addition, a power point presentation was developed and presented at the meeting held on the 16th March in Quelimane, Zambézia that clearly articulated the IGA implementation process and the need for institutional collaboration at each level. The first phase of IGA implementation was to ask the institutions to respond to a questionnaire specifically developed for each separate professional group. Only the ZIPs had only one questionnaire. All others had two or three specifically designed for multiple representatives: Directors, Trainers, Técnicos, etc.The return of the fulfilled questionnaire is still going on, and we are going to report the percentage of return in the next quarter report. Develop/adapt IGA instruments The development of IGA questionnaires for ZIPs, SDEJTs and IFPs was finalized in February and March. The questionnaires for IFPs and DPECs were revised once again to accommodate some particularities linked to the cross cutting issues and general data from the institutions, and have been finalized in March. Distribution began at the end of March and will continue into April. Begin implementation of IGAs with institutions: DPECs, IFPs, SDEJTs, ZIPs Questionnaires have been distributed to the following groups:

- 13 ZIPs (Coordinators/Directors and Pedagogical of the ZIP school), - 7 SDEJTs (Director and Técnicos), - 4 IFPs (Directors and Trainers).

ApaL began to receive completed questionnaires from the ZIPs, SDEJTs and IFPs in both provinces in late March. The data treatment started in late March and the analysis will start in April-May, once all questionnaires have been received. The IGA implementation strategy includes two methods of data collection: questionnaires followed by individual/group interviews to deepen the data collection and situational analyses. The preparation of the interviews started in March and continue in April in Zambézia, and May in Nampula. A.5: Implement institutional capacity building training program for local education institutions and carry out regular ROAs UGEA initial meeting After repeated attempts ApaL succeeded to have only one short, introductory meeting with the representative in charge at DAF – DPEC Zambézia (213.32). The 20 minutes meeting covered a general presentation of the project and to answer questions for clarification. The head UGEA – Zambézia , Augusto Joao Fernando, expressed a genuine interest in learning about the project and UGEA’s role. He expressed need for UGEA training on procurement and financial management procedures. Since it was not possible to get more detailed information in this meeting, a second meeting has been scheduled for the end of April, with the head of the Administrative and Financial Department at DPEC. ApaL was also able to meet with a UGEA representative in the IFP of Marrere – Nampula, who also expressed need for training in procurement and financial management procedures.


Further meetings with UGEA representatives from DPECs, SDEJTs and IFPs are scheduled in both provinces in April and May. It is also necessary to note that not all SDEJTs have a UGEA department representative.

Hold provincial-level ApaL presentation and activity planning meetings in each province During this period, meetings took place in Nampula (9.3.13) and Zambézia (16.3.13) where ApaL project was presented formally to a large group of staff from DPECs, IFPs, SDEJTs. Further, an overview of ApaL was formally presented in the Reading and School Management TOT training sessions, to the SDEJT staff, ZIP Coordinators, School Directors, Pedagogical Directors, and Lead Trainers. Therefore, we can say that at all levels at least some people know ApaL objectives and activities. Develop initial framework for ApaL orientation and institutional capacity building training with, IFPs, DPEC, and possibly SDEJTs ApaL developed an initial draft for ApaL orientation and institutional capacity building training with IFPs, DPECs, and other groups in order to provide a framework for development of the data needed for the IGA (See attached Annex 2). Task B: Aprender a Ler Project Management Key Successes: • Some decisions made to allow the team to move ahead this quarter:

o To stop postponing scheduled activities like the ApaL presentations both in Nampula and Zambézia, and some of the trainings, and to more forward to put in an extra effort on its preparations, fighting for doing it with some quality. This allowed us to reduce the gaps in program deliverables.

o Development of the training activities plans in February highlighted existing challenges in meeting project deliverables, and encouraged the team to begin to identify stop-gap solutions to deliver higher quality results.

Key Challenges: • The management of ApaL project as a whole requires more regular meetings and team building in

order to ensure ApaL team understanding of contract aims and deliverables. B.1: A Politecnica learning-by-doing plan to ensure capacity for implementation Carry out learning-by-doing program to build Politecnica’s capacity to co-implement ApaL As per ApaL’s agreement with Politecnica, the university has identified and contracted several key consultants to support specific activities on the project. These consultants bring varying levels of capacity and have required some on-the-job training to more fully support project activities. The key consultants and their roles on the project are described below: José Mausse – He has provided technical support in the area of Reading Instruction. Mausse was involved in all the trainings and the material development for the Teacher INSET program. He has additional supported review of the instruments and tools and has assisted ApaL staff in providing guidance and training for the IFP teacher trainers. In addition J. Mausse participated in the baseline data collection training and provided coordination support to the ApaL Provincial Coordinator during the data collection process. Lourenco Marcos – L. Marcos participated in the baseline data collection training and provided coordination support to the ApaL Provincial Coordinator during the data collection process.


Aurelio Ginja – Assisted in facilitation of the book development workshops with UTSA. Irene Mendes – Assisted in providing critical linguistic revision of project training materials and books.

B.2: Monthly management meetings

Regular management meetings not conducted.

Task C: USAID Reporting

Key Successes: • FY13Q1 Progress and Financial Reports submitted. • Second draft M&E Plan submitted to USAID and feedback received.

C.2: Develop Annual Work Plan (AWP)

No activities scheduled for this period as per approved AWP.

C.2: Develop Quarterly Progress Reports QPR due to USAID January 31, 2013. An extension for the submission of the Q1 Progress Report was requested and granted by USAID. The FY13 Q1 Quarterly Progress Report was submitted to USAID on February 7, 2013. C.3: Develop Quarterly Financial Reports QFR due to USAID January 31, 2013. An extension for the submission of the Q1 Financial Report was requested and granted by USAID. The FY13 Q1 Quarterly Financial Report was submitted to USAID on February 7, 2013. C.4: Annual Summary Report (ASR)


C.5: Annual Project Review (APR)


C.6: Short Term Consultant Reports

See summary of STTA above.

C.7: Performance Management Plan (PMP) – Now M&E Plan No activities were scheduled for this period per approved AWP. However, revision of the M&E Plan according to USAID’s feedback is ongoing. A revised M&E Plan is planned for submission to USAID for review on April 30, 2013. Intermediate Result 1: Improved Quality of Reading Instruction in Grades 2-3 in Target Schools Sub IR 1.1: Improved In-Service Teacher Training and Coaching in Reading Instruction


Key Successes: • Successful baseline data collection of EGRA and SMA data for the impact evaluation/RCT despite

challenging weather conditions and at times severe flooding in project areas. • Successful participatory selection of a cohort of Lead Trainers to implement the teacher INSET

Saturday sessions, in collaboration with DPECs, SDEJTs, and ZIP Coordinators. • First TOT of Lead Trainers held and teacher INSET Saturday sessions begun this quarter. • Highly motivated participants in TOT sessions showed interest in ApaL goals and training material. Key Challenges: • Short implementation timeline between completion of baseline assessment and planned beginning

of teacher training activities. This resulted in a high volume of activities being carried out at once in both provinces in order to meet AWP deliverables.

1.1.1 Design, Pilot and implement EGRA instrument Enumerator training for Y13 baseline EGRA data collection To carry out the EGRA and SMA baseline data collection, ApaL selected and trained a cadre of enumerators and supervisors in each province. This process is described below: Enumerator selection: ApaL’s M&E team developed a series of forms for enumerator interviews and selection, including criteria lists and a sample profile for enumerators in order to be selected for training. The first selection criteria for enumerators included previous experience conducting interviews with children and data collection and fluency in Portuguese and the local language of the area. The Apal team contacted Pedagógica, Catolica and Politécnica universities to support the identification of qualified students to apply for enumerator positions. Students in the social sciences with experience conducting qualitative and quantitative research were highly encouraged to apply. In addition, ApaL communicated closely with DPEC offices to ensure involvement of DPEC technical officers in training and data collection in each province. In each province, 16 enumerators were trained, for a total of 32 enumerators. In Nampula, the Apal team received applications from 54 university students and two technical officers from DPEC. After analyzing CVs and conducting interviews, 16 enumerators were selected for training (two from DPEC and fourteen from Universities). In Zambezia, the Apal team received applications from 234 university students, 60 of whom were selected for interviews. Of this number, twelve students were selected for training. They were joined by four DPEC technical officers. Enumerator training: Enumerator training in Nampula included three days of EGRA implementation training and 3 days of SMA implementation training, which took place from January 28th to February 6th. In Zambezia, due to logistical problems with training organization, training was extended slightly. Three days of EGRA training and four days of SMA training took place between January 28th and February 11th. The training covered both theoretical and practical aspects of the data collection. The practical component of the training included practice data collection by the enumerators in selected schools (outside the ApaL treatment and control samples). Each enumerator visited the school, followed each step in the protocol, and conducted the interview with 2-3 Grade 2 and 3 children. The enumerators were observed by ApaL and IE supervisors.


Following the training of the 16 enumerators in Nampula, eight enumerators were selected to conduct EGRA and 5 to receive training on SMA data collection. In Zambezia nine enumerators were selected to conduct data collection for EGRA and 6 to receive training on SMA data collection. The selection of the enumerators for data collection EGRA and SMA were based on their performance during the pilot data collection activity. Enumerator performance was based on observed data collection protocol and accurate completion of EGRA and SMA forms. At the end of the training, twelve enumerators were selected to conduct the data collection in Nampula and thirteen in Zambezia. Reviewing & adapting the EGRA tools w. IE Contractor Initial revisions to the EGRA tools were made in Quarter 1. Further revisions were made in this Quarter with the IE before enumerator trainings. Revisions included clarifying the instructions for use of the instruments, revisions to the demographic information to better accommodate cultural situations encountered in the communities, and addressing additional gaps in information needed by ApaL and IE teams. ApaL M&E staff worked closely with the IE team and with guidance from USAID to complete these last revisions to the tools. Reproduction of EGRA tools and materials ApaL team prepared and printed all the materials needed for field work. This included questionnaires, manuals for enumerators, support materials for enumerators (e.g. pens, bloc notes, stop watch, storage materials for questionnaires, etc.). Additional materials for supervisors included data quality checklist, manuals for supervisors, and support materials. In addition, due to the severe weather conditions, it was necessary for ApaL to procure weather gear, including raincoats and boots, for enumerators. Inform management in target baseline schools The ApaL supervisor called school directors in all schools targeted for EGRA baseline data collection at least one day in advance. During the call school directors were informed of the program and upcoming data collection visit and an appointment for the data collection was set. Directors were asked about the condition of the road and potential difficulties in arriving to the school. This later verified by a member of the IE team. EGRA baseline data collection in 180 schools A total of four teams of two enumerators in each province conducted the EGRA baseline data collection in 180 schools. In each province a coordination team composed of one field coordinator and one supervisor from ApaL and one data quality supervisor from the IE team managed the data collection process. This team visited each school and initiated the data collection process which was carried out by two enumerators who collected EGRA data from 10 Grade 2 and 10 Grade 3 children. The baseline data collection took place in February and March, in the middle of Mozambique’s traditional rainy season. This year’s rainy season saw extreme weather conditions with heavy rains, strong winds, and severe flooding throughout many areas of the country, and in particular in Nampula and Zambezia provinces. In both rural and urban areas in these provinces flooding at times made roads impassable, thereby severely hampering ApaL’s access to schools included in the baseline assessment. Data collection plans (including transportation, materials, and timing of school visits) were revised to reflect the severe weather conditions. Heavy rains in several cases made major roads impassable, leaving some schools inaccessible throughout the entire period of the baseline data collection. During data collection, ApaL, the IE, and USAID discussed regularly the weather conditions and mitigation strategies in order to ensure the success of the baseline data collection. While it was initially anticipated that many ApaL schools might become inaccessible amid the widespread flooding, by the end of the data collection period enumerator teams were unable to reach a total of only 6 schools out of 180 selected for the sample (1 in Zambezia and 5 in Nampula). In order to maintain the sample size, these


schools were replaced with a new ZIP (Muezia ZIP, 7 schools) in Nampula (Rapale District), mutually agreed upon by ApaL, the IE, and USAID. In total, EGRA and SMA baseline data was collected in 94 schools in Nampula and 85 schools in Zambezia between February 12 – March 12, 2013. In Nampula province, fieldwork began in Monapo district. During ten days of intensive fieldwork, the teams were able to visit 34 of the 36 total schools planned. Two schools were inaccessible due to road conditions deteriorated by the heavy rains. In Nampula Cidade, the teams reached all 31 schools planned within eight days. Finally, in Murrupula district, the teams visited 22 out of 25 schools planned. Three schools were inaccessible due to the road conditions. In Zambezia province, the fieldwork began in Quelimane district. Enumerator teams reached all 5 schools planned in Quelimane District within 1 day. In Mocuba district which followed, enumerators were able to reach 37 out of 38 planned schools over a period of 10 days. One school in Mocuba was inaccessible because of the deteriorated road conditions. Finally, data collection in Zambezia ended in Nicuadala district, which was hard hit by flooding. However, in Nicuadala the enumerator teams were able to reach all 43 schools planned. Supervision of baseline data collection process Throughout the data collection process, supervisors played an important role in reviewing the questionnaires, planning activities for next day, and in fostering a spirit of teamwork and creative solutions to logistical obstacles. The baseline data collection was supervised by one field coordinator and one field supervisor from the ApaL team and one data quality supervisor from the IE team using a data quality checklist. The data collection checklist looked for consistency and completeness in the data and completion of all field implementation protocols. Upon completion of the interviews, the enumerators give the completed forms to the ApaL supervisor who reviews all forms for completeness and checks for potential errors using a data quality checklist. The protocol established that enumerators would not leave a school without having all forms reviewed by the supervisors. Following the ApaL team review, forms were submitted to the IE supervisor to conduct additional quality review. Over the course of the data collection the following observations were noted: • Many enumerators began traveling to in the early morning in order to reach schools 15-30 minutes

prior to the start of classes. • Enumerators worked diligently to employ the strategies they were taught for making children

comfortable with the assessment process. Interviewers were friendly and spent time in the beginning of the assessments playing games to make the children comfortable prior to the implementation of the EGRA test.

• Because consent of the school director was required to begin data collection, assessment processes in many schools were hampered by the absence or tardiness of the school director. To overcome this situation the supervisors phoned the directors of the schools before visiting to schools. In these cases, consent was obtained verbally, which allowed the enumerators to begin data collection even in the absence of the school director.

• Teacher absences in many classrooms hindered the full implementation of the SMA (the classroom observation component).

1.1.2 Develop and implement continuous in-service teacher training/coaching model and TOT of pedagogical directors (PDs) Select lead trainers from each target ZIP (full & medium schools) During this quarter, ApaL worked closely with DPEC and district education offices to select qualified Lead Trainers to facilitate the ongoing ZIP-level teacher INSET sessions. The selection of Lead Trainers


from the full and medium intervention ZIPs took place in Nampula Province on March 2nd and in Zambézia Province on March 16th. This exercise was done together with the ZIP Coordinators and representatives from SDEJT and provincial DPEC, where the role of the Lead Trainers and the importance of their commitment was discussed. ApaL compiled input from DPEC Nampula (Chefe de Repatriação d e Formação dos Professores) in order to determine the criteria for selection of Lead Trainers. Similar criteria were used before for the Jornadas Pedagógicas in the context of the project CRESCER. Lead Trainers should:

- Be an engaged and committed teacher or pedagogical director - Have adequate professional education (in basic education) - Be experienced in teaching in the early grades (EP1) - Be experienced in training - Have knowledge of the operation of the school and ZIP - Be responsible as a teacher and trainer

Complete first generation draft reading instruction training module packages (Facilitator’s Guide and INSET Modules) During this quarter, the first generation drafts of training modules for INSET Saturday sessions were produced. These modules include:

1. Instructional strategies and activities in the process of teaching-learning: orality, reading and writing; use of TLAs to promote students interest for reading, opportunities for students to learning different types of written texts, importance of literate environment, using images in making the link between orality and reading/writing,

2. Lesson plans based on: the Teacher’s Guides and Model Lesson Plans (MLAs), and Program for the 1st cycle of primary education (Programa do 1o cíclo do ensino basico, MINED): Objectives and competencies to be achieved through the activities, use of teaching-learning aids and other didactic materials.

3. Classroom management/organization: effective classroom management/classroom planning strategies, Time on task: efficient routines and transitions, Academic learning time, inclusive education, child-centered education, student involvement in the activities in groups, pairs, individually, and classroom interactions.

4. Continuous Classroom Observation Assessment: the use of Caderno Diário Reflexivo and Caderno de Desempenho, constructive feedback on students’ work (homework), systematic and continuous observation of students’ reading progress, reflexive action on teaching practice.

These modules are currently being revised to take into account training needs identified during initial trainings of lead trainers which took place as scheduled in this quarter. In addition to these modules, a Teacher’s Manual was produced in draft form this quarter and submitted for USAID review. The Teacher’s Manual contains information on basic pedagogy and classroom practices, as well as model lessons linked to the 2nd and 3rd grade curriculum which teachers are required to teach. These lessons provide practical and step-by-step exercises for teachers to implement in their classrooms. This manual will undergo further review in Q3 and will be incorporated into the next set of TOT sessions for Lead Trainers as well as distributed as a reference guide and learning tool for teachers. Learning-by-doing for IFP teacher trainers through co-development of training modules and co-facilitation of training sessions. Teacher trainers from the IFP Nampula, Marrere, Quelimane and Nicoadala have been involved in the project since October 2012. Some of them participated in the first book development workshop and


fieldtesting of the books (see below). Participation of teacher trainers from Nampula Province A team of five from the IFP Nampula and Marrere was also involved in the co-development of training modules. The trainers worked in pairs. Each pair was responsible for investigating topics relevant to teaching/learning reading, participatory methods in education, and inclusive education. Furthermore, two of the teacher trainers (one from IFP Nampula: José Henrique and one from IFP Marrere – Hemenegildo Laurenço) were involved in the preparations to the January training (January 21-24) of ZIP Coordinators, Pedagogical Directors and School Directors. Each of them was responsible for facilitation of a session during the training; Introdução da Abordagem de ApaL and Técnicas e Métodos Activos e Participativos. Participation of teacher trainers from Zambézia Province A team of four teacher trainers from the IFP Nicoadala and Qualimane joined the first training (January 21-24) for ZIP Coordinators, Pedagogical Directors and School Directors as participants. This gave the opportunity for the trainers to get the overview of the materials and methodology. The trainers had also the opportunity to participate in the daily review of the training. TOT workshop for Lead Trainers (LTs) (IFP TTs to participate as assistant facilitators) On March 16, the first Training of Trainers (TOT) for Lead Trainers was held in Nampula. During this training, Lead Trainers received an overview of ApaL teaching and reading methodologies as well as basic facilitation skills. ApaL staff and IFP partners worked closely with the cohort of Lead Trainers to begin planning for the first Saturday INSET sessions. Lead Trainers were tasked with coordinating with their ZIP Coordinators and the teachers within their ZIP to develop a schedule for INSET sessions going forward. IFP teacher trainers from IFP Nampula participated as co-facilitators with the ApaL team. In particular, José Henrique (a teacher trainer at IFP Nampula) drew on his experience from supervision in the field to introduce the structure of the training, supervision, and follow-up at the ZIP level (Estrutura de formação, supervisão e acompanhamento) and the planning of the in-service teacher training at the ZIP level (Planificação de formação/capacitação dos professores, articulação e integração nas Jornadas Pedagógicas). He also discussed differences between supervision, inspection and mentoring. The training was observed by three other teacher trainers from the IFP Nampula who have joined the team and will be included in the future trainings and the supervision activities at the ZIP level. On March 23, the first TOT for Lead Trainers in Zambezia took place. During this training, Lead Trainers received an overview of ApaL teaching and reading methodologies as well as basic facilitation skills. ApaL staff and IFP partners worked closely with the cohort of Lead Trainers to begin planning for the first Saturday INSET sessions. Lead Trainers were tasked with coordinating with their ZIP Coordinators and the teachers within their ZIP to develop a schedule for INSET sessions going forward. A group of 5 teacher trainers from IFPs joined the ApaL team in preparing and facilitating the training sessions. During the sessions Lead Trainers identified the following key areas where they would like to receive further support and training: 1. Planificação e preparação da formação /capacitação 2. Facilitação da formação /capacitação 3. Metodologia e trabalho com adulto 4. Avaliação e Acompanhamento dos professores Further TOT in both provinces is planned to take place early in Q3 to reinforce the skills and knowledge of the lead trainers.


Start INSET Saturday Sessions for teachers Nampula Province: Teacher INSET Saturday Sessions at the ZIP-level began in Nampula province on March 23. At the close of this quarter, ApaL’s provincial office had received reports from the following ZIPs:

• Ligonha ZIP – 11 participants • Serra de Mesa ZIP – 39 participants • Murrupula-Sede ZIP – 25 participants

Reports for the remaining ZIPs (Muralene, Metocheria-Círculo, Nampula Cidade, Monapo-Rio, Cotocuane, Naquite, Namiruauruco, and Anjojone) are anticipated early in the next quarter. Early analysis of the reports received indicates that the Lead Trainers presented the overall introduction to ApaL, the goals and objectives of the project, the teaching and learning materials, the roles of the various institutions participating in ApaL, and the organization of the continuous support for in-service teachers during the Saturday sessions (Jornadas Pedagógicas). In several cases (including Ligonha ZIP) the Lead Trainers managed to organize a more comprehensive program (7 hours) for the participants. In Ligonha, LTs included sessions such as: “what is reading?”, reading strategies and techniques, and participatory teaching/learning methods with a focus on child-centered education. Some concerns were reported regarding the level of students’ reading abilities, lack of textbooks, and inadequate level of the existing books. The participants also considered the need of support in materials and funds for the INSET Saturday sessions. ApaL is incorporating this feedback into further revisions of program materials. Zambézia Province: INSET sessions with teachers in Zambezia are planned to begin on April 6. Begin development of audio for the teacher INSET During this quarter negotiations with radio/audio production subcontractor, CMFD Productions were completed and the subcontract signed. Based on discussions with USAID during the AWP revision process, audio programs will be incorporated as part of teacher INSET sessions in Year 1 to ensure no contamination of the control group occurs. In Year 2 these will transition to radio broadcasts. As discussed with USAID, audio program rollout is planned for early in Q3. Develop classroom observation instrument for PDs The classroom observation instrument was created in draft form this quarter. It is planned for finalization early in Q3. The classroom observation instrument encompasses two different forms: the classroom observation form and the rubric including detailed instructions about rating. The classroom observation instrument is an organized rating form for observing and analyzing the classroom practice. The rating form is used to summarize the relative occurrences of different events or actions in a classroom. The classroom observation form will be filled in by the pedagogical director (PD) when observing the Portuguese (reading) lesson planned with the complementary reading books produced by ApaL (TLAs). With the instrument PDs will record the following domains: 1. Lesson planning 2. Classroom management 3. Differentiated instructional strategies and activities in the process of teaching-learning within:

orality, reading and writing 4. Continuous Classroom Observation Assessment


The observational data from this instrument can offer further detailed information on teacher’s instructional practices and academic learning time in the classroom. This data will be valuable in assessing ApaL’s results on an ongoing basis. The data can be used to discuss the difficulties faced by the teacher during the lesson and to ensure the improvement of the teacher’s practice. The evidence can also be used to create a dialog between the teacher and PDs during the caching sessions. PDs will draw from the findings to support teachers with the constructive feedback and coaching. 1.1.3 Develop program Manual/Materials Evaluation Grid

A draft evaluation grid has been developed for finalization and use in evaluating project materials in Q3.

Equity tools and “icebreaker” activities developed for use in workshops and trainings to raise participant awareness Icebreaker activities were developed and used in trainings with ZIP Coordinators and Lead Trainers. These tools will be further refined and documented in trainings planned in Q3. Sub IR 1.2: Increased Availability of Teaching and Learning Materials to Students and Teachers in Grades 2-3 Key Successes:

• The first cohort of 10 titles of TLAs with high quality illustrations developed and finalized. Printing is underway and planned for completion and distribution to schools in early Q3.

• 16 new stories written during the 2nd Book Development Workshop in January. The stories were produced locally (written by the local teachers and illustrated by local illustrators) reflecting daily life of Nampula and Zamézia provinces.

Key Challenges:

• The end of the contractual relationship with international subcontractor UTSA resulted in a shift in the TLA development strategy. While ApaL has engaged a team of highly qualified local consultants with greater knowledge of the Mozambican context, this shift caused some delays in TLA development. However, these delays have been discussed with USAID and mitigation strategies employed to ensure that printing and delivery occurs on-time in Q3. Furthermore, the revised strategy has allowed ApaL to save time in TLA development because translation is not required in the development process.

1.2.1 Develop set of teaching and learning aids (TLAs) for use in the classroom Cohort 1 TLA field testing WS with teachers and children (WS 3) The field-testing workshop is a critical component of the development of high quality reading materials for young and beginning readers. In addition to high quality instruction by teachers, books must be accessible for children. This accessibility is founded in the process of field testing with children who are of the same age/grade for whom the books are intended. Therefore the field testing has two main objectives: 1) gathering data that will guide revisions of the text and illustration to be more effective in promoting comprehension, engagement, appreciation and response, and identifying the target grade level for the book (or the range of grade levels). The field testing workshop was a two-and-a-half day workshop where interactions with children were the center of the workshop. While the schools were closed due to the holidays, the activities took place in the local bairro Piloto. A group of 15-25 children (numbers varied each day) from 1st, 2nd, 3rd and 4th grade took part in the field testing. A total of 8 out of 10 urgent books (2 books are alphabet books with simple words or/and text) were tested.


Throughout the workshop the authors (or a colleague) worked in pairs; each book was field tested with three different pupils—(a) two pupils on the same grade level for which the book is intended, (b) one pupil on the grade level below the grade level for which the book is intended and (c) one pupil on the grade level above the grade level for which the book is intended. Field-testing across pupils of various grade levels ensures that the book is associated with the appropriate grade level and that it is accessible for the pupils for whom it is intended. Towards the end of the workshop the participants made recommendations for the revisions to the text and illustrations, and the grade level(s) for the books. Cohort 1 TLA finalization In this quarter the first Cohort of TLAs (8 reading books and 2 alphabet books) were finalized for printing. Finalization took place through a team or children’s book and language specialists in addition to the work of local illustrators in Nampula. Revision of Cohort 2 TLAs for field testing & ongoing TLA development Cohort 2 of TLAs for fieldtesting includes 16 titles (8 pairs of books; 4 pairs for each grade level). The revisions of the drafts are done by a local consultant who is an educator and author of children’s books. The drafts were revised taking into account theme/message, content, aesthetics/ response qualities and genre. Within the theme/message, the text must ensure that the text/story is aligned with the national curriculum themes in the textbooks (Unidades Tematicas), that the story conveys an important message for the youth of Mozambique offered in the text that relates to their personal lives and an envisioned society, the text offers a positive role model for good decision-making, the author leaves space for the reader to infer the positive message in the text. Within the content the topic of the text must be engaging for the target age group, the content and context are culturally relevant to life in urban and rural Mozambique, the main character is close to the age of the pupils who will be reading the book, the book invites home to school and school to home connections, the text offers the potential for relevant Life Skills (Competências) links appropriate to the target age group, the book invites students to inquire and explore their physical and social world, and it considers the issues of gender, inclusion, disabilities, etc. Finally, the story must take every opportunity to feature acts of literacy. The story must invite the potential to evoke a strong aesthetic response (e.g. laughter, empathy), the author surprises and satisfies the reader, the text promotes a variety of response forms (e.g, drama, art, innovations on the text, writing). The text must use an interesting and effective genre format (e.g., narrative, folk tale/traditional story, predictable text) and there is effective use of genre elements (e.g., non-fiction: accuracy, explanations, graphic supports etc.). Finally, to ensure higher quality of children responsiveness to the stories, the texts undergo linguistic revision. The language adjustment is done by a specialist in Portuguese Language from local partner Politecnica University. For the purpose of fieldtesting, the texts are supported by drafts of the illustrations. The sketches must be clear and must reflect the story as close as possible. The illustrations are done by the same group of local artists. Book Development Workshop: A total of 22 teachers from the local schools in Murrupula, Monapo and Namupa districts participated in the 2nd Book Development Workshop “Telling and Gathering Stories”. During the five days the authors wrote three drafts of different stories. One story based on a lived experience. One draft of a story that follows a repetitive pattern. One draft is that of an oral tradition. Authors were encouraged to think


about young children as they choose the topic of each story. While they were revising their stories; they were encouraged to keep their audience in mind through craft mini-lessons offered to them. Included in these mini-lessons were the topics of content, word choice, and imaging decisions. During this workshop the participants created 19 text drafts. 16 of these stories will undergo further development and linguistic revisions. The participants seemed to enjoy the process of writing stories. They suggested that they would like to continue writing stories with their pupils. 1.2.2 Develop and test Model Lesson Plans (MLPs) and develop/implement Continuous Classroom Reading Assessment (CCRA) 1st cohort TGs / CCRAs finalized for diagnostic implementation Drawing on the Teacher’s Manual, Programme for the 1st cycle of primary education (Programa do 1o cíclo do ensino basico, MINED) and on the objectives of the Caderno Diário Reflexivo and Caderno de Desempenho, the first cohort of teacher’s guides (TGs) including continuous classroom observation assessment (CCRA) were developed in this quarter. In addition to the complementary reading materials, teachers will receive accompanying Teacher’s Guides (TGs). The TGs are intended to assist teachers in implementing the program. Therefore TGs are an important part of the Aprender a Ler program and serve as a support system for classroom teachers in conjunction with supporting documents prepared and delivered inside a thoughtful teacher-training program. The Teacher’s Guides are written following a particular routine so that teachers can easy use them to write lesson plans. The Teacher’s Guides are used to connect two Aprender a Ler reading books (one Guided Reading and one Read Aloud) across a repeated pattern of instruction. The TGs have a particular structure to them, spread across three weeks, covering three areas: orality, reading and writing. TG’s objectives set for each areas are closely linked to the overall objectives of the primary program (Programa de 1o ciclo de Ensino Básico) and the competencies that students need to gain from the lessons. TGs also include a continuous reading assessment component. TGs suggest different areas to assess during the lessons. Continuous assessment can be a powerful tool that teachers use to inform their instruction with learners. Teachers use on-going assessments to analyze students’ reading performance and to identify areas for instruction. Teachers will make record of this data on at between 5-10 children per day (depending on the size of the class) and use this information to inform his/her practice and to re-teach strategies in subsequent instruction. The drafts of two examples of the TGs were presented during the training of the Lead Trainers and ZIP Coordinators for feedback on the clarity, level of difficulty and planning of lessons. It occurred that few PDs and teachers use the existing instruments (Caderno Diário Reflexivo and Caderno de Desempenho), others are not sure how to apply them and how to analyse collected data. The feedback from the participants was used to readjust the TGs and the continuous assessment. Therefore the importance of the existing instruments have been reintroduced and their objective re-emphasised in the TGs. Teachers are advised to make 3 week-lesson plans following the textbooks (National Curriculum) and reading books (TLAs). This should take place during the INSET Saturday sessions with the support of Lead Trainers and teacher trainers visiting the ZIPs. The Teacher’s Guides include the main three domains: orality, reading and writing for lesson planning of Portuguese lesson with the national curriculum programme and the reading books – TLAs. Each TG is designed for a pair of books (i.e. Eu sei fazer isso, Ema vai à escolar and Aventuras com letras e


palavras) which are linked thematically with the national curriculum (i.e. School and Family). The Continuous Classroom Reading Assessment is linked directly to the types of strategies and activities/exercises recommended to the teacher in the TGs (i.e. observing whether the students manage to write small texts using key words from the Aventuras com letras e palavras). 1.2.3 Print, package and distribute TLAs, MLPs, and CCRAs Finalize TLA and TGs (including CCRAs) printing contracts & distribution plans Printing contracts for the first Cohort of materials were signed in this quarter. Distribution will be done by ApaL in each district to the ZIPs in Q3. Intermediate Result 2: Increased Quantity of Reading Instruction in Grades 2-3 in Target Schools

SUB IR 2.1: Strengthen School Management Key Successes: • First TOT of ZIP Coordinators held in Nampula and Zambezia. • Highly motivated participants in TOT sessions showed interest in ApaL goals and training material. Key Challenges: • ZIP Coordinators are responsible to manage funds for Saturday INSET for both Teachers and School

Directors, however we are only provide management training for full package ZIPs. It is anticipated that meetings will need to be held with ZIP Coordinators from medium package ZIPs in the next quarter to give at least brief overview of INSET goals and management procedures. However, ZIP Coordinators in the medium package will not receive any additional training.

2.1.1 Design, pilot, and implement SMA tool * For more information on the below activities see 1.1.1. Enumerator training for Y13 baseline SMA data collection A total of 12 enumerators (6 in each province) were selected during EGRA enumerator training as enumerators for the SMA data collection. The training took place during in each province from February 4th – 6th (Nampula) and February 7th – 11th (Zambezia). The training covered the SMA tool and practical training on the SMA. The last day of the training brought together both the EGRA and SMA tools to discuss how they would be both implemented together in selected schools. SMA pre-test in 180 schools (January) During the SMA enumerator training a small pilot testing activity was conducted in four schools in each province. The pre-test was used to determine if the interviewers were able to use the tool correctly and identify any problems with the instrument. This process led to a number of revisions (e.g. data collection process for the classroom observation). Assessing and reviewing the SMA Based on the pre-test conducted with the SMA enumerators revisions were made to the instrument. These include the classroom observation section, some additional questions on time management and the time for Portuguese Language instruction. Questions based on teacher absenteeism were removed as it was decided that this information could be collected by the ZIP Coordinator.

Provide IE Contractor results of SMA baseline data analysis The IE team requested some elements of the SMA baseline data analysis. These were promptly sent by ApaL team. The full analysis report is forthcoming and will be shared as needed.

2.1.2 Develop and implement school-cluster based continuous in-service school directors (SD) training / coaching model and TOT of Training Coordinators (TCs)


SD training program developed, with participation from IFPs ApaL worked closely with teacher trainers from IFP Marrere and Nampula to develop and review a SD school management training program. The program includes a series of direct SD trainings, self-study modules, and TOT with ZIP Coordinators to facilitate monthly improved school management meetings. In addition to direct SD training scheduled for early in Q3, the SD training program includes the following ongoing components, drafted and developed this quarter in close collaboration with IFPs: • Self-Study for SDs (facilitated by SD ZIP Coordinators), which SDs progress through at their own

pace. Self-Study Modules will include a review of the information covered in the initial SD ZIP training (including efficiency and school leadership, management of reading time in schools, academic learning time, participatory governance, SMRA, special educational needs ) with the objective to create an enabling environment for increased quality reading learning and to foster an environment of collective learning and application.

• Continuing learning meetings with SD ZIP coordinators, where the topics from that month’s self-study module are discussed and group activities are facilitated by SD ZIP coordinator.

• Peer coaching and learning (SD ZIP Coordinators and SDs), once per month. TOT for ZIP Coordinators (SD coaching and SD continuous learning) ToT for ZIP Coordinators (to implement SD continuous learning) (January 21-24, 2013): In January, ApaL brought ZIP Coordinators from full-treatment schools together for an initial orientation to the ApaL project and instruct them on both reading and school management approaches. The outline of the training program included topics related to reading methodology and child centered approach to learning. Improved school management specific topics included efficiency-enhancing factors, increasing academic learning time, educational and school leadership, parental involvement, and supervision in the school environment. The training included a total of 44 participants from both provinces, including 26 ZIP Coordinators as well as four technical officers from DPEC, and district education officers. During the training, participants collectively analyzed the principal challenges they faced in their schools around planning, organization, management, efficiency, school governance, and encouraging reading. The self-study modules and draft classroom observation instrument were reviewed feedback obtained from the participants. TOT for ZIP Coordinators (SD coaching and continuous learning) (March 26-28, 2013): The purpose of this training session was to build the skills of ZIP Coordinators in full treatment schools to facilitate continuous learning and coaching sessions with SDs within their ZIP. Training topics included management of qualitative training to guarantee school change and leadership; formative assessment with SMRA (school management factors); and coaching techniques for effective mentoring. Nampula participation included: six ZIP Coordinators, two DPEC technical officers, two district education officers, and five teacher trainers from IFPs. Zambezia participation included five ZIP Coordinators, two DPEC technical officers, and five IFP teacher trainers. The training included sessions in time management, instruction delivery and facilitation methods, simulation exercises, group work and discussion, a field visit to the EPC Limoneiros (model school) in the city of Nampula, functions of the School Council, and developing school annual plans. 2.1.3 Develop School Management Rapid Assessment (SMRA) and School Management Tools (SMTs)

1st generation of SMTs package developed, with participation IFPs A series of school management tools in draft form have been developed and incorporated into a guide


to facilitating continuous learning and coaching. The guide includes the following five chapters: • Capítulo 1: consiste numa introducção sobre os aspectos conceptuais de uma formação de

qualidade para um processo de mudança. • Capítulo 2: descreve os tipos de formação e detalha em que consiste uma planificação e gestão

de formação. • Capítulo 3: descreve a concepção pedagógica de acompanhamento (coaching) na formação em

exercicío. • Capítulo 4: aborda a estrutura da formação e os módulos de auto-aprendizagem e retro-

alimentação. • Capítulo 5: (anexos) – contém as fichas, instrumentos de preparação e animação de uma

formação e outra informação julgada necessária. The tools that have been incorporated in the guide include: AS FICHAS TÉCNICAS PARA PREPARAR A FORMAÇÃO

• Ficha 1: Guião de preparação de uma formação • Ficha 2: O relatório sobre a formação ou supervisão • Ficha 3: O relatório sobre Estudo de Caso

AS FICHAS TÉCNICAS PARA ANIMAR UMA FORMAÇÃO • Ficha 4: Brain-storming (chuva de ideias) • Ficha 5: A resolução de problemas • Ficha 6: A exposição – discussão • Ficha 7: A troca de papéis/simulações • Ficha 8: O trabalho de grupo

AS FICHAS PARA PROCEDIMENTOS FINANCEIROS • Ficha 9: Requisação de Fundos • Ficha 10: Justificação de Fundos

SMRA advanced and utilization training for ZIP Coordinators and SDs developed The SMRA instrument was further revised in this quarter. Finalization is planned for Q3. Draft utilization training modules were developed and are planned for implementation in direct SD training in Q3. 2.1.4 Print, package, and distribute SMTs

No activities scheduled for this period per approved AWP.

5. Major Implementation Issues

Changes in Project Management Partners: During this quarter, WEI ended its contractual relationship with international subcontractor UTSA due to an inability to reach agreement over project copyrights. Following the end of UTSA’s work on the project on January 31, 2013, WEI has revised the materials development strategy to work with local consultant experts and WEI staff. Budget and AWP revision: Based on changes in the annual work plan discussed with USAID this quarter and revision to budget and AWP begun in March, WEI plans to continue revisions to the AWP and budget in Q3 with a view to reaching agreement on a realigned budget and revised AWP by the end of April. In addition, due to unforeseen challenges in baseline data collection because of extreme weather conditions and severe flooding in project areas, WEI requested additional funding specifically to


support the implementation of the baseline data collection. This request was given initial CO approval and is anticipated to be incorporated into budget realignments completed early in Q3.

6. Collaboration with other donor projects

ApaL continues to meet with counterparts from other donor-funded projects and has reached out to contacts at Save the Children and World Vision in Maputo and Nampula to discuss possibilities for coordination and mutual support. 7. Key Activities Planned for Next Quarter

Program Management and Capacity Building Task A: Engage Stakeholders and Build Institutional Capacity in Reading Instruction and Management

A.1: Orient and engage local education institutions and personnel in ApaL

• ApaL national project launch – planned May 30 or June 3 per negotiations with USAID and MINED

• ApaL provincial project launches – expected later in June

A.2: Annual Leitura: Onde estamos? Onde vamos? Symposium

No activities planned next quarter.

A.3: Establish Taskforce and Steering Committees

• Establish Provincial Steering Groups and finalize SOW: • Quarterly Provincial Steering Group meeting • Develop SOW for District Reading Planning Groups • Establish Reading Planning Groups in ApaL districts • Reading Planning Group meetings • Begin discussions with MINED for establishment of National Reading Task

Force A.4: Conduct joint institutional gap analysis of local education institutions/personnel

• Implementation of IGAs with institutions: DPECs, IFPs, SDEJTs, ZIPs

A.5: Implement institutional capacity building training program for local education institutions and carry out regular ROA

• UGEA quarterly meeting

• Begin ApaL orientation and institutional capacity building training with DPECs (EGRA+SMA process) and IFPs (supervision/monitoring for INSET)

Task B: Aprender A Ler Project Management


B.1: Conduct joint capacity mapping with A Politécnica to determine capacity strengths and gaps

• Carry out learning-by-doing program to build capacity for ApaL

B.2: Monthly management meetings

• Twice monthly to monthly coordination meetings with A Politecnica • Monthly staff meetings

Task C: USAID Reporting C.2. Develop Quarterly Progress Reports

• Submit Quarter 2 Progress Report on April 30, 2013.

C.3 Develop Quarterly Financial Reports

• Submit Quarter 2 Financial Report on April 30, 2013

C.5 Performance Management Plan

No activities planned this quarter.

Intermediate Result 1: Improved Quality of Reading Instruction in Grades 2-3 in Target Schools Sub-IR 1.1: Improved in-service teacher training and coaching in reading instruction 1.1.1 Design, Pilot and implement EGRA instruments

• EGRA+SMA process and results review with IE • Presentation of EGRA process and baseline results to national-level

stakeholders – planned April 10, 2013 • Presentation of EGRA process and baseline results to provincial-level

stakeholders

1.1.2 Develop and implement continuous in-service teacher training/coaching model and TOT of pedagogical directors (PDs)

• Learning-by-doing for IFP teacher trainers through co-development of training modules and co-facilitation of teacher training sessions – ongoing. IFP teacher trainers planned to lead sessions of LT TOTs and SD direct trainings in both provinces in mid April.

• Coaching/classroom observation training for PDs – planned for May • TOT workshop for Lead Trainers: on INSET session facilitation – planned

April 17-20 • Ensure TOTs and INSET include session on organizing community awareness

session (Dia de Lectura) – planned April 17-20 • INSET Saturday sessions for teachers – planned to begin in Nampula April 6

and continue in Zambezia (first INSET session in Zambezia began March 23) • Implement audio component for teacher INSET – audio production planned

to begin in April, audio programs planned to begin in May • Develop pilot SMS-based reminder system for teachers – planned to begin

sending messages in early May • Introduction of INSET program and modules to all involved IFP teacher

trainers for improved supervision and monitoring


1.1.3 Develop program Manual/Materials Evaluation Grid

• Evaluation grid developed • Independent consultant review of all ApaL tools and materials for gender,

minority, disability sensitivity

Sub-IR 1.2: Increased availability of teaching and learning materials to students and teachers in Grades 2-3 in target schools 1.2.2 Develop set of teaching and learning aids (TLAs) for use in the classroom (and communities in 2nd or 3rd year)

• Cohort 2 TLA fieldtesting WS with teachers and children – planned in April. • Cohort 2 TLA finalization – planned for late April. • Cohort 3&4 TLA authoring WS • Cohort 3&4 TLA editing WS • Revision of Cohort 3 TLAs for field testing • Cohort 3 TLA field testing WS with teachers and children • Cohort 3 TLA finalization • Organize, monitor, and train teachers to manage book checkout system for

each of the schools • Develop pilot e-learning system to improve teaching and learning -

submission of pilot proposal to USAID planned in mid-April. 1.2.2 Develop and test Model Lesson Plans (MLPs) and develop/implement Continuous Classroom Reading Assessment (CCRA)

• 2nd Cohort TGs/CCRAs finalized for diagnostic implementation • 3rd Cohort TGs/CCRAs designed by ApaL with involvement from IFPs • Begin 4th Cohort TGs/CCRAs design

1.2.3 Print, package and distribute TLAs, MLPs, and CCRAs

• Cohort 1 & 2 TLAs and TGs (including CCRAs) printed and distributed to schools – printing underway in this quarter, planned for distribution in May

• Develop book tracking checklist to track packages and monitor distribution Intermediate Result 2: Increase Quantity of Reading Instruction in Grades 2-3 in Target Schools 2.1.1 Design, pilot, and implement SMA instrument

• Continue assessment, analysis, and review of SMA tools, process, and results – analysis ongoing in April, draft revision of Classroom Observation data analysis planned for submission to USAID May 13.

• Presentation of SMA process and baseline results to national-level stakeholders – planned April 11.

• Presentation of SMA process and baseline results to provincial-level stakeholders

2.1.2 In-service School Directors Training/Coaching Model

• Direct SD training WS (including community awareness raising for importance of reading) – planned April 17-20 in both provinces.

• ZIP-level improved monthly school management meetings (planning & assessment / continuous learning meetings)

• SD monthly individual coaching sessions at school level • Development of pilot SMS-based reminder system for teachers & SDs/PDs –

planned to begin sending messages in early May • Select TCs in collaboration with DPECs and IFPs


2.1.3 Develop School Management Rapid Assessment (SMRA) and School Management Tools (SMTs)

• SMRA finalized and SMT utilization training for SDs conducted

2.1.4 Print, package, and distribute SMTs

• SMT packages printed & distributed

8. Evaluation/ Assessment Update

Evaluations, Assessments, Studies and Audits Include any and all types of evaluations, financial or programmatic, internal or external. Completed: EGRA and SMA baseline data collection for Impact Evaluation/RCT: •Revise EGRA and SMA instruments according

pilot results submitted to USAID •Complete enumerator training •Carry out baseline EGRA and SMA data

collection in 180 schools

Major Findings/Recommendations: EGRA and SMA baseline data analysis ongoing during this quarter.

Planned: List evaluations, assessments, studies and/or audits planned for next year EGRA and SMA Data Analysis:

• EGRA data analysis completed by IE • SMA data analysis completed by ApaL

Project Formative Evaluation Tools:

• Complete development of SMRA tool • Complete development of Classroom Observation tool • Complete Cohort 1 CCRAs

9. Administrative Update:

Human Resources Update: • An accountant was hired in the Maputo office to support ongoing financial management, recording,

and reporting of project activities. • Per feedback from USAID, WEI prepared during this quarter to undertake an evaluation of key

project staff early in Q3.

10. Success Stories and photos:

Teacher training begins: The first TOT of Lead Trainers held and teacher INSET Saturday sessions begun this quarter. Highly motivated participants in TOT sessions showed interest in ApaL goals and training material. Participants


showed particular interest in sessions on continuous evaluation of reading progress in the classroom. One PD from Zambezia province commented: “I have been a teacher long time and I have never understood how to use evaluation in my classroom. Now I know how to use the Caderno diário Reflexivo and Caderno de Desempenho and I will explain to all the teachers in my school how to do this.” In addition, participants found lesson simulations particularly helpful: “Lesson simulations give us ideas about what to do during the lessons; what kinds of activities to introduce for orality, reading and writing.”

Successful baseline data collection: The baseline data collection took place in February and March, in the middle of Mozambique’s traditional rainy season. This year’s rainy season saw extreme weather conditions with heavy rains, strong winds, and severe flooding throughout many areas of the country, and in particular in Nampula and Zambezia provinces. In both rural and urban areas in these provinces flooding at times made roads impassable, thereby severely hampering ApaL’s access to schools included in the baseline assessment. Data collection plans (including transportation, materials, and timing of school visits) were revised to reflect the severe weather conditions. Heavy rains in several cases made major roads impassable, leaving some schools inaccessible throughout the entire period of the baseline data collection. During data collection, ApaL, the IE, and USAID discussed regularly the weather conditions and mitigation strategies in order to ensure the success of the baseline data collection. While it was initially anticipated that many ApaL schools might become inaccessible amid the widespread flooding, by the end of the data collection period enumerator teams were unable to reach a total of only 6 schools out of 180 selected for the sample (1 in Zambezia and 5 in Nampula). In order to maintain the sample size, these schools were replaced with a new ZIP (Muezia ZIP, 7 schools) in Nampula (Rapale District), mutually agreed upon by ApaL, the IE, and USAID. In total, EGRA and SMA baseline data was collected in 94 schools in Nampula and 85 schools in Zambezia between February 12 – March 12, 2013.

See attached baseline data collection field reports (included in the annex) for photos and further details.

11. Financial Information:

Summary Financial Report: (for full details, please reference attached financial report)

Current Period Total Expenditure: $698,942.04

Following Period Expected Expenditure: $1,184,274.31

U S A I D / A p r e n d e r a L e r ( A p a L )

Providenciar subsídios baseados em evidências para decisões

estratégicas – Nampula, Moçambique –

1. Introdução

Pretende-se com este relatório descrever as actividades desenvolvidas no âmbito da aplicação dos Instrumentos de Avaliação do Ensino de Leitura (EGRA) e de Gestão Escolar(SMA) ao nivel da Provincia de Nampula. Sendo:

2. Planificação O processo de aplicação dos instrumentos acima citados, começou com o processo de contacto a DPEC, onde foram apresentados os metodos a serem levadas acabo para seleccão e treinamento dos inquiridores, assim como todo o processo para a colecta de dados durante o estudo basico.

3. Aplicação do EGRA e SMA em 2013 Iniciou com o recrutamento dos receadores; Fez-se contactos iniciais com a DPEC, para mais uma vez, dar a conhecer as acções que se denvolveriam para a aplicação no terreno dos dois instrumentos, tendo a DPEC enviado dois técnicos para acompanhar todo o processo, estes técnicos foram os mesmos que participaram na fase de testagem e que tiveram um bom desempenho, por outro lado, e mediante os criterios definidos pela equipe de M&E, fez-se o lançamento de um anúncio de recrutamento de inquiridores ao nivel das faculdades de letra e cienciais sociais da UP,Universidade Católica e Apolitécnica, recebidos os curiculun, seguiu a fase de avaliação,entrevista e apuramento dos 16 inquiridos.

4. Formação dos Inquiridores A formação foi a fase crucial, na medida em que nenhum dos estudantes estava familiarizado com o questionário, apesar de todos terem tido a experiência de terem participado em uma ou três

oportunidades de recolha de dados primários nas comunidades da provincia de Nampula. A formação teve lugar na sala de reuniões do Museu de Etenologia de Nampula, a escolha deste local, deveu se a ausência de salas vagas nos dois IFP e a Apolitecnica. A formação estava dividida em três dias para o EGRA e 3 para SMA, sendo facilitados pela Meldina Valente e pelo consultor Amilcar Sueia. Como forma de aprimorarmo-nos dos instrumentos, foram contactadas durante o processo de capacitação um total de 6 escolas ao nivel da zona urbana e 10 peri urbana, com o objectivo de familiarizar os enumeradores aos dois contextos de trabalho. A avaliação feita pelos participantes no final da formação, indicava que estavam preparados para fazer o trabalho dentro das normas recomendadas “ ...está foi uma oportunidade impar de aprendermos como lidar com as crianças, eu estou a frequentar o curso de lingua e acredito que não estava preparada em lidar com crianças como estou hojé...” Disse Nazira Abdulraimo.

5. Recolha de dados

Os 12 enumeradores selecionados e treinados (4 SMA e 8 EGRA), foram equipados de um leque de material de apoio do trabalho de campo, dentre estes materiais podemos destacar as capas de chuva, botas, kit de medicamentos essenciais, redes mosquiteiras entre outros, com o objectivo de criar condições para que o trabalho de campo seja um sucesso. O primeiro distrito a ser contactado foi o de Monapo, onde cerca de 10 dias intensivos, os enumeradores de baixo de chuva,acessos condicionados,ausência de professores e gestores nas escolas, foram capazes de visitar um total de 34 escolas, das 36 previstas.

As condições precárias em que as vias de acesso se apresentavam, jogaram um papel muito importante na definição diária de estrategias de trabalho, os supervisores da WEI e IBTC, eram desafiados diariamente com contextos de acesso deficeis e o que fez com que vezes sem conta os enumeradores percorressem cerca de 8km a pé para chegar a uma escola ou mesmo usar motas de aluguel para deslocar se as escolas.

( Viatura enterrada no 2ª dia de campo/Monapo) Em Monapo, ficou claro que o processo de mapeamento das escolas, feita pela IBTC, não era realistico, em muitos casos, tendo de forma clara, esta ausência de realismo nas distâncias,condições de acesso dificultado o planejamento exustivo das condições de trabalho. A titulo de exemplo; nas escolas ditas de acesso condicionado, não o eram,as que eram de bom acesso em muitos casos foram de acesso condicionado. As estrategias de como lidar com as crianças no momento da entrevista, foram aplicadas de forma integral, como podemos ver a imagem abaixo. ( Flora, entrevistando Jamal, na EPC de Nova Cuamba/ Mpo)

Também os restantes colegas iam desenvolvendo formas simpáticas de como tirar um sorriso, uma palavra,frase nas crianças, como vemos a seguir.

(Diniz, criando empátia para uma entrevista. EPC de Murrupula Sede) A motivação não era apenas actividade dos enumeradores, os supervisores desempenhavam um papel importante na revisão dos questionários, planificação das actividades e contactos do dia seguinte, no desenvolvimento de técnicas de criatividade, companheirismo, espirito de trabalho em equipe e não resta dúvida que tinham que ser motores da empátia com os enumeradores.

Supervisor Mausse, contando aos inquiridores os comentários que recebeu na EP1 de Namirica, quando deparou com um professor dando aulas em 3 turmas e três classes no mesmo turno. Quando questionado o professor onde estavam os outros 3 colegas afectos a escola, disse “...meu

professor, aqui agente faz um esquema de trabalho no qual um professor fica a dar aulas em todas as classes e turmas durante duas semanas e a outra semana vai descansar e entra o outro...” Estes são aranjos que os professores fazem, sem o consentimento dos SDEJT, como forma de continuarem a estudar ou ir a machamba. Em muitas escolas visitadas as condições de escolaridade das crianças são lastimáveis, alunos estudando de baixo das arvores,salas cobertas de capim e penetrando água da chuva. Quando visitamos parte das escolas, ainda era o periódo chuvoso, as crianças não recebiam aulas, porque as salas estavam alagadas,pingando e mais situações que comprometem o bom funcionamento do processo de aprendizagem. Esta é uma das salas de aula da EPC de Muatala, do pacote completo, arredores da cidade de Nampula, onde cerca de 14 turmas da 2ª e 3ª classes, estudam ao relento. Nem tudo vai mal, por exemplo; na EP1 de Nanhotho, no distrito de Murrupula, os gestores da escola desenvolveram um mecanismo de conservação de material escolar. A imagem mostra um dos professores consultando o livro de registo de alunos. Para além do material de apoio aos professores, os alunos poderiam acessar ao material de leitura

suplementar, o que não acontece porque este local é restrito aos professores. São várias as escolas que possuem material que seria usado para reforçar o processo de aprendizagem de leitura, mais o seu acesso é condicionado.

6. Fraca participação nas escolas Em Morrupula e Monapo, os professores e encaregados de educação, procuram razões para explicar o baixo desempenho das suas crianças na na escolarização. Para os professores, em quanto os pais não reforçarem a sensibilização das crianças para irem a escola em vez da machamba a educação estará longe de ter um aluno da 4ª classe lendo fluentemente. O presidente da EP1 DE Napacla, referiu que “ os professores aparecem quando entendem, sendo normal numa semana aparecerem apenas dois dias...aqui as crianças não estudam,esses só passeiam..” A imagem mostra a pequena Rosalina Buana, que

percorre diariamente cerca de 6 km, para chegar a escola, quando questionamos os porques que levava consigo uma enxada respondeu “ hojé não iamos estudar, o professor disse que tinha que ir lhe ajudar a colher o amendoim na sua machamba...”

7. Em geral

As condições climaticas, vias de acesso degradadas,ausência de gestores e professores das escolas, inicio tárdio das aulas,mapeamento das escolas não realistico, contribuiram de forma negativa no desenvolvimento das actividades de campo. Á locação de equipamento medico, de proteção a coléra (cloro e baldes de água);de protecção a malária (redes mosquiteiras), de apoio ao trabalho, pastas,capaz de chuva e botas, contribuiram de forma positiva na ausência de doenças durante os cerca de 30 dias de campo. A disponibilização antepada de questionários, pranchetas, livrinhos de contos,calendários,alfabetos e textos de apoio aos receadores, teve reflexo no desempenho positivo das sessões de levantamento de dados, com grande realceçe a forma amigável de como os enumeradores se dirigiam as crianças contribuio para que as crianças em muitos casos se sentissem a vontade e responderem de forma aberta as peguntas/joguinhos dos inquiridores.

8. Recomendações

• Evitar a presença do pessoal da WEI e USAID tirando fotos e assistindo as aulas em que se fazia a aplicação do SMA, mesmo que não seja de forma acentuada, comprometeu e atrapalhou o processo de recolha de dados.

• Disponibilização de duas ou três viaturas, para permitir uma boa logistica e segurança aos enumeradores, em muitos casos, perdiamos muito tempo para deixar os enumeradores nas escolas ou mesmo tinhamos que sair ao campo por volta das 4horas.

Aprender a Ler ( A p a L )

As Actividades do Projecto Aprender a Ler (ApaL) no âmbito das informações de estudo de baseline

1. Processo de recrutamento dos Inquiridores

A equipe da WEI fez contactos com a Universidade Pedágogica de Moçambique Delegação de Quelimane e a Politécnica para apresentar a necessidade de fornecer estudantes que reunião os requisitos para participar no estudo. Depois desta fase foi afixado um anúncio que divulgava o provimento de vagas de inquiridores nos escritórios da WEI. A Universidade Pedagógica e a Politécnica forneceram listas de estudantes que frequentavam cursos de ensino de Português, Psicologia Educacional e Psicologia no caso da Politécnica. Os candidatos externos foram submetidos numa análise curricular, os apurados também foram submetido as entrevistas No total foram 234 candidatos para Inquiridores. Deste número 60 foram submetido as entrevistas que foram ministradas pelo representante da WEI Quelimane e da Apolitécnica. A entrevista foi feita na base do Curriculum apresentado pelo candidato e no conhecimento da linguas locais baseados na leitura e tradução de um texto do EGRA de português para lingua local (Chuabo e Elowé). A partir da entrevista de selecção foram apurados 16 candidatos que foram submetidos a a formação do EGRA e SMA.

2. Formação dos Inquiridores

Participaram na formação teórica 16 candidatos. Foram submetidos a testagem da aplicação do EGRA e SMA onde culminou com apuramento final de 13 inquiridores.

− Nesta formação participaram 1 técnico da DPEC, e 3 representando SDEJT de Quelimane, Nicoadala e Mocuba.

− Houve problemas logisticos no sentido de que os lanches eram servidos no local da formação e os almoços eram servidos fora do local da formação,o que dificultava em certa medida a gestão de tempo


3. Testagem dos instrumentos com Inquiridores EGRA E SMA

As equipes acordavam as 4:30h para recolha de inquiridores nas suas casas e as 5:00horas inicio da viagem para as escolas. Realizou-se a testagem em 8 escolas da cidade de Quelimane. Tivemos como constrangimentos nesta fase as chuvas e dificíl acesso as residências dos inquiridores Ausência e atrasos dos directores das escolas que difiultava o inicio do processo de aplicação dos instrumentos, visto que carecia da autorização dos directores/directores pedagogicos, não obstante contacto prévio.

4. Trabalho de Campo

Os trabalhos iniciaram no distrito de Quelimane com 13 inquiridores e 3 supervisores, sendo 1 da WEI, 1 Apolitécnica e 1 da GSC, seguida de Mocuba e terminou-se no distrito de Nicoadala que durou no total 21 dias (de 12 de Fevereiro a 12 de Março). Este processo teve como dificuldades: o acesso as escolas devido o estado das vias; as distâncias entre as escolas; e a distância entre o local onde as viaturas tinham a possibilidade de chegar ou enterravam e as escolas. Estas situações levaram aos inquiridores a percorrerem longas distâncias/horas a pé até chegar as escolas.

− O reduzido número de Inquiridores

em relação ao número de inquéritos e


o tempo necessário para aplicação dos instrumentos levou ao inquiridores a empreender maior esforço para atingir as metas. Ausências de professores das classes visadas bem como dos directores das escolas

Mudanças dos planos de actividades das escolas a ponto de no lugar da aula organizar trabalhos de limpeza, mesmo depois de ter sido contactado previamente pelos supervisores

− Existências de pontes precarias que

não ofereciam segurança, constituindo um grande risco para as pessoas envolvidas.

5. Sugestões para outra fase em Setembro Aumento do número de inquiridores para redução do tempo necessário de aplicação do EGRA e SMA Escolha da melhor época para aplicação dos instrumento vistos que neste ano foi na época das chuvas

Melhorar o nível de avaliação do estado das vias por parte da equipe de Avaliação de Impacto por forma a que a distribuição das escolas atenda a situação das vias Realizar a formação dos inquiridores apartir de um instrumento consolidado e/ou alinhados com os objectos do projecto para evitar insegurança do formador e dos formandos em relação ao instrumento

Quelimane, 23 de Abril 2013

Elaborado por: Anselmo and Marcos

ANNEX 2 Initial Framework for Capacity Building at the Provincial Level

Institution and Role Specific Role for ApaL Anticipated Capacity

Needs

Strategies for Addressing Those

Needs

Key planned activities for FY 2013

Main Change to the Education Institution as

a Result of ApaL DPEC Provincial level representation of MINED

Aggregate EGRA+SMA results Support SDEJT in administering EGRA+SMA Support and Monitoring of IFP

Oversee and monitor Data Collection and Process/Analyze data Fiscal management and reporting Activity planning and management Monitoring

IGA Development of capacity building workplan approved by DPEC and MINED. Periodic ROA implementation Targeted training and Capacity Building activities

Feb-Mar and Sept 2013: Select personnel participation in Baseline data collection (EGRA+SMA) August 2013: Targeted orientation training of larger group in overall Data Collection+ Processing+ Analysis Learning by Doing: participation in coordination of EGRA+SMA training activities

Managing a system for collecting data on EGRA and SMA performance. Make decisions based on evidence.

SDEJT District level representation of MINED

Data collection, analysis and dissemination Documenting success and challenges

Data collection and data management (?) Financial management and procedures, e-Sistaf, procurement, and possibly accounting. Other possible needs: Gender, HIVAIDS, Special Education Needs training.

IGA Development of capacity building workplan Periodic ROA implementation Targeted training and Capacity Building activities

August 2013: Targeted training in overall Data Collection process Sept 2013: Select personnel participation in Baseline data collection (EGRA+SMA) Learning by Doing: Activities in discussion.

Play a key role in collecting data for measuring school, teacher and student performance; gives SDEJT a concrete responsibility. Play an important role as ZIP and school level Supervision, Monitoring and Evaluation.


Needs


Needs



a Result of ApaL Pedagogical Supervision, reading and writing methodologies, ToT. Leadership, education management, planning, monitoring and evaluation.

IFP Pre-service and In-service teacher training

Training Pedagogic Directors as Reading Instruction Experts Training School Directors in Management Administer QIM Monitoring of lead trainers Better coordination with DPEC, SDEJT and ZIPs

Managing a large program of continuous INSET and support Two core groups of experts to be created and trained:

1. reading-instruction 2. school mgmt.

Fiscal management and reporting Other possible needs: Cross cutting issues training (gender, NEE, HIVAIDS) perspective and knowledge ToT training Resource mobilization

Targeted training and Capacity Building activities

Learning by Doing: Select group participate in development and facilitation of Reading Instruction and School Management trainings May/June 2013: Initial training in supervision and monitoring of training activities. July/October 2013: Possible training on cross cutting issues and ToT.

See their role as one of ensuring continuous professional development (systematic support through the lead trainers)

ZIP Building capacity of Weak managerial Targeted training and January 2013: Initial ZIP coordinators have a


Needs


Needs



a Result of ApaL In-service training and support to teachers & directors; planning

Lead Trainers and School Directors at ZIP level Increase collaboration between IFP and ZIP.

capacity and leadership Lack of appropriate resources Time management

Capacity Building activities

training (ApaL approach, goals, principals for better school management for improved reading instruction) March 2013: TOT in School Management training activities. April 2013: Participation in training for School Directors Apr-Oct 2013: Coordinate and facilitate specific Saturday INSET sessions for School Directors; provide fin/admin coordination for Teacher INSET sessions; Provide coaching for School Directors.

new perception of what it means to manage for improved learning outcomes.

Key Stakeholders Acronyms List National Level DIPLAC

Direcção de Planificação e Cooperação Directorate for Planning and Cooperation

DNEP

Direcção Nacional de Ensino Primário National Directorate of Primary Education

DNFP

Direcção Nacional de Formação de Professores National Directorate of Teacher Training

DNQ

Direcção de Gestão e Garantia de Qualidade Directorate for Quality Management and Assurance

INDE

Instituto Nacional do Desenvolvimento da Educação Curriculum Development Institute

UGEA Unidade de Gestão e Aquisições Management Acquisition Unit

Provincial Level DPEC

Direcção Provincial de Educação e Cultura Provincial Directorate of Education and Culture

IFP

Instituto de Formação de Professores Teacher Training Institute

UGEA Unidade de Gestão e Aquisições Management Acquisition Unit

District Level SDEJT

Serviço Distrital de Educação, Juventude e Tecnologia District Education, Youth and Technology Office

Sub-District Level ZIP

Zonas de Influência Pedagógica School Clusters

fy 2013 2nd quarterly progress report: january-march 2013pdf.usaid.gov/pdf_docs/pa00mg44.pdf ·...

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