Literacy, Language and Learning Initiative - USAID

Literacy, Language and Learning Initiative

FY12 - Q2 Quarterly Report

Submitted to:

David Rurangirwa, AOTR

Agreement No. AID-696-A-11-00006

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L3 Overview The Literacy, Language and Learning (L3) Initiative’s strategic objective is to strengthen teaching and learning so that children leave primary school with solid literacy and numeracy skills. L3 will work with Rwanda’s Ministry of Education (MINEDUC) to improve students’ reading and mathematical skills in grades one to four, as well as their English language proficiency. Working in collaboration with the MINEDUC, USAID and technical partners, the L3 project works with pre-service and in-service facilitators to introduce proven reading and mathematics teaching strategies, and with community volunteers to support learning. The project also aims to improve the availability and use of innovative reading and math instructional materials. Teachers’ and students’ reading, math and English language skills will be reinforced through interactive audio instruction programs.

The L3 initiative has five intermediate results that support the strategic objective, and ultimately contribute to USAID’s goal of improved reading skills for 100 million children in primary grades by 2015. These result and key activities include:

IR 1: Improved Quality of Teaching

• Activity 1: Development of a shared vision of effective literacy/numeracy instruction and tools to measure progress with respect to that

• Activity 2: Implementation of a School-based Mentoring Program to support enhanced literacy, numeracy and ESL instruction

• Activity 3: Support to TTCs to become Centers of Excellence for Literacy and Numeracy Instruction • Activity 4: Pilot initiatives to improve teachers’ motivation and working conditions

IR 2: Improved Availability of Teaching and Learning Materials

• Activity 1: Develop a complete package of instructional materials to support early grade reading • Activity 2: Hold Math Camps for teachers and story writing competitions and Writer’s Workshops to

produce locally-developed reading materials • Activity 3: Distribute over one million supplementary books • Activity 4: Introduce “traveling libraries” in low income, rural communities • Activity 5: Distribute sustainable technologies (5,400 solar powered MP3 players/radios, 1,057 video

projector systems) to support enhanced literacy/numeracy instructional program • Activity 6: Hold local campaigns and activities to promote a culture of reading

IR 3: Support for English

• Activity 1: Develop interactive audio instruction (IAI) programs for English as a Second Language (ESL), P1 to P4

• Activity 2: Develop an instrument to evaluate teachers’ English language proficiency • Activity 3: Revise existing ESL curriculum

IR 4: Strengthened Ministry Capacity

• Activity 1: Embed L3 literacy/numeracy specialists in the central MINEDUC and the 11 TTCs to provide day-to-day support in literacy/numeracy and teacher training reforms

• Activity 2: Develop a criteria-based classroom observation form to monitor changes in teachers’ literacy/numeracy instructional practices over time

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• Activity 3: Provide short-term technical support to the Examinations division to strengthen student literacy/numeracy assessment programs

IR 5: Improved Equity in Education • Activity 1: Include new instructional materials with positive images of girls and other marginalized

groups • Activity 2: Provide additional supports and inputs to students in low-income and rural areas • Activity 3: Provide grants to district committees to implement activities to address disparities • Activity 4: Develop alliance with UNICEF to ensure that cluster and school-level support to literacy

aligns with its Child-Friendly Schools

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Table of Contents ACRONYMS ................................................................................................................................................... 6

1.0 EXECUTIVE SUMMARY ............................................................................................................................ 8

INTERMEDIATE RESULT 1: Improved Quality of Teaching ...................................................................... 10

1.A Develop a shared vision of effective literacy/numeracy instruction and tools to measure progress with respect to that vision ................................................................................................... 10

1.B Develop an instructional package keyed to the new standards ................................................... 15

1.C Complete School-Based Mentoring (SBM) Program framework and train mentors .................... 16

1.D Roll out the SBMP ......................................................................................................................... 18

1.E Incorporate the Rwanda L3 literacy/numeracy models in Teacher Training Colleges (TTCs) ...... 19

1.F Pilot Initiatives to improve teachers’ motivation and working conditions ................................... 20

INTERMEDIATE RESULT 2: Improved Availability and Use of Teaching and Learning Materials ........... 21

2.A Provide all teachers and students with a comprehensive package of materials ......................... 21

2.B Pilot additional innovative tools and materials in rural and low-income regions ........................ 24

2.C Support student, teacher and community production of low-cost/no-cost materials ................ 26

2.D Promote a culture of reading ....................................................................................................... 26

INTERMEDIATE RESULT 3: Support for English ...................................................................................... 28

3.A Develop a program to transition teachers (and students) to English as a language of instruction ............................................................................................................................................................ 28

3.B Use interactive audio instruction (IAI) to reinforce and extend face-to face ESL training program ............................................................................................................................................................ 28

3.C Use the SBMP to reinforce teachers’ English................................................................................ 28

3.D Revise the existing English curriculum ......................................................................................... 29

INTERMEDIATE RESULT 4: Strengthen Ministry Capacity ...................................................................... 30

4.A Strengthen MINEDUC central capacity ......................................................................................... 30

4.B Transform TTCs into centers of excellence for literacy/numeracy ............................................... 31

4.C Develop tools and systems for monitoring teacher practices ...................................................... 31

4.D Improve tools and systems of assessing students’ reading and math competencies .................. 31

INTERMEDIATE RESULT 5: Improved Equity in Education ..................................................................... 32

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5.A Ensure equal access to quality instruction ................................................................................... 32

5.B Promote positive image of girls and other marginalized groups .................................................. 33

5.C Train teachers and parents to address barriers ............................................................................ 33

5.D Provide additional resources to rural, low-income areas ............................................................ 33

5.E Increase awareness of equity issues at key nodes ....................................................................... 34

MONITORING AND EVALUATION (M&E) ................................................................................................ 34

General performance monitoring ....................................................................................................... 34

Evaluation of P1/P2 action research sites........................................................................................... 35

3.0 RESULTS ACHIEVED (as per draft Performance Monitoring Plan data table) ....................................... 37

4.0 COLLABORATION AND LEVERAGED RESOURCES .................................................................................. 42

5.0 OPERATIONS AND MANAGEMENT ....................................................................................................... 43

6.0 LESSONS LEARNED ................................................................................................................................ 44

7.0 ANNEXES ............................................................................................................................................... 46

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ACRONYMS Concern Concern Worldwide

CoP/DCoP Chief of Party/Deputy Chief of Party

CPD Continuous Professional Development

CPMD Curricular and Pedagogical Materials Development

DG/DDG Director General/Deputy Director General

ECD Early Childhood Education

EDC Education Development Center, Inc.

EGMA Early Grade Math Assessment

EGRA Early Grade Reading Assessment

EQS Education Quality and Standards

ESL English as a Second Language

GPE Global Partnership for Education

GoR Government of Rwanda

HT Head Teachers

IAI/IRI Interactive Audio Instruction/Interactive Radio Instruction

ICT Information and Communication Technology

IEE International Education Exchange

IGA Income Generating Activities

IT Information Technology

KIE Kigali Institute of Education

LARS Learning Achievement in Rwanda Schools

L3 Language, Literacy and Learning Initiative

MINEDUC Ministry of Education

MoU Memorandum of Understanding

M&E Monitoring and Evaluation

MEMS Monitoring and Evaluation Management Services

NGO Non Governmental Organization

NM National Mentor

P1-6 Primary One to Six

PC Peace Corps

PCV Peace Corps Volunteer

PMP Performance and Monitoring Plan

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PTC Parent Teacher Committee

QIWG Quality Implementation Working Group

REAP Rwanda English in Action Program

REB Rwanda Education Board

REC Rwanda Education Commons

RENCP Rwanda Education NGO Platform

RFP Request for Proposal

RRI Rwanda Reads Initiative

RTI Research Triangle International

SBM School-based Mentor

SEO Sector Education Officers

TDM Teacher Development and Management

TEMP Teacher Education Management and Professionalization

TTC Teacher Training Colleges

USAID United States Agency for International Development

VSO Voluntary Services Overseas

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1.0 EXECUTIVE SUMMARY The Literacy, Language, and Learning Initiative (L3) continued to advance critical work and dialogue around early grade reading in Rwanda. L3 initiative promoted the adoption of early grade reading standards, measurement tools, and annual targets. The Initiative’s advocacy campaign resulted in a renewed focus on early grade reading in almost every key gathering from Ministry of Education sponsored events and activities to international symposia and conferences here in Rwanda. L3 spearheaded the establishment of a committee of experts to develop a consensus around Kinyarwanda language Scope and Sequence. The awareness of the importance of early grades reading came about partly as a concerted effort of L3 staff, USAID, and Rwanda Education Board’s (REB) unwavering support in ensuring that children in Rwanda read well and often.

At the end of the reporting period, the entire L3 technical team and the Technical Director relocated their offices to the Curriculum and Pedagogical Materials Development department (CPMD). This new L3 office facilitated a continuous and unhindered communication and interaction between L3 staff and their counterparts at the CPMD and other departments. In particular, the Deputy Director of CPMD and departmental focal points, continued to advise and weigh in on important L3 technical work including the approval of workplans, Scopes of Work for Technical Assistants, and the development of curricular materials.

The quarter saw the development of student assessment tools and the collection of baseline data from Action Research Site schools in Bugesera district. EDC’s evaluation expert guided the process of developing tools, training staff and consultants, and testing instruments. In March, L3 Monitoring and Evaluation team and consultants collected baseline data for 3 weeks from Action Research schools. Concern Worldwide also developed tools to assess parent and community involvement in education and has begun preliminary work towards advancing its work.

L3 technical staff continued to develop foundational documents for L3 print and audio materials. L3 Instructional Materials Developers completed Masterplans, Scopes and Sequence, initial radio scripts, and over 116 Kinyarwanda stories. L3 also procured state-of-the-art video and audio equipment for REB studio, as well as refurbishing the audio the studio. Preparation and background documents were also completed for a Writer’s Workshop to be launched under the Rwanda Reads Initiative. To adapt to changing priorities, L3 has agreed to carryout a technical assessment of the REB printing press to determine its needs.

L3 continued to seek partnerships with a number of private sector and nongovernmental entities including a telecommunications provider, a Kenya-based bank, and Peace Corps-Rwanda to support L3 activities. L3 is seeking to engage a telecommunication company to provide cost effective and sustainable platform to deliver content and communication services. In addition, Peace Corps Rwanda agreed to partner with L3 on a pilot mobile library initiative in several communities in which Peace Corps Volunteers serve. Peace Corps Volunteer will also be critical in the design of appropriate and sustainable libraries.

In this reporting period, the Initiative brought together a number of stakeholders to advance the work of School-based Mentoring program (SBM) in Rwanda. L3 consultant who developed a historical survey of mentoring in Rwanda, continued to develop a broader and more inclusive framework and materials for a model SBM program including a common understanding/definitions, mentor profiles, and a training manual.

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Finally, L3 continued to recruit critical technical and support staff, and provided financial compliance and technical training to its staff and partners. The search for a local NGO to assist with community and parents involvement work also began.

In the following pages, we highlight salient L3 activities of this busy and productive quarter.

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2.0 PROGRESS TOWARD RESULTS

INTERMEDIATE RESULT 1: Improved Quality of Teaching

1.A Develop a shared vision of effective literacy/numeracy instruction and tools to measure progress with respect to that vision

• Establish process with REB, KIE and NGO representatives to develop grade-specific standards for key literacy and numeracy skills

• Prepare draft standard • Validate standards • Finalize school, classroom and home/community-based instruments for data collection

Progress in Q2 Considerable progress was made this quarter with respect to developing a shared vision of effective literacy/numeracy instruction and tools to measure progress with respect to that vision. In late January, Rwanda Education Board (REB) hosted a joint LARS/EGRA (Learning Achievement in Rwanda Schools and Early Grade Reading Assessment) technical review to examine both the nature and validity of the instruments used to collect data on students’ reading/numeracy skills, as well as the results themselves. The technical review resulted in the production of a series of recommendations (see Recommendations from technical review, annex 1), as well as the recognition of the complementarities of the two evaluation instruments. A revised EGRA/EGMA final report, incorporating the changes and recommendations from the technical review, was produced and submitted to REB (see final EGRA/EGMA report, annex 2). L3 was critical to moving the EGRA/EGMA discussion forward. Equally as critical was L3’s participation in the Global Partnership for Education (GPE)’s All Children Reading Conference in March as part of the Rwanda delegation. This conference further reinforced the need to have not only valid tools for measuring reading progress, but national standards against which to evaluate progress overtime. Both items were included as priority actions in the Rwanda GPE action plan. At the March 19th conference follow-up meeting, GPE Rwanda team members made the decision to establish a technical working group composed of REB Kinyarwanda and English curriculum specialists from the departments of Teacher Development and Management (TDM), Curriculum and Pedagogical Materials Development (CPMD), Examinations and Accreditation, and Education Quality and Standards (EQS), as well as linguists from various post-secondary and research institutions and reading/language technical advisors from various development partners. The working group will develop Kinyarwanda and English reading standards for P3 and P5 and will establish the method of measuring progress with respect to these standards. In response, L3 is convening a two-day working session in early May, 2012, to be facilitated by the L3 literacy expert. The proceedings and the proposals from the working session will be presented to and shared with the REB and development partners in the form of a policy brief on national standards and the preferred means of measuring progress with respect to these standards (See concept note, annex 3). School, classroom and home/community-based instruments for data collection In January, L3 representatives worked with inspectors from the EQS Department to develop instruments to collect data on the level of school, classroom and home/community support for literacy and numeracy. Instruments developed include a teacher questionnaire, a teacher beliefs inventory, a head teacher questionnaire, a parent questionnaire, a student questionnaire, as well as P2 EGRA/EGMA and Early

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Grade English Assessment tools. Table 1 gives an overview of the key information collected through each instrument. The draft instruments were reviewed and revised by L3 literacy and numeracy experts in the US and subsequently field-tested by representatives from CPMD and EQS in late February in targeted schools in Bugesera and Kigali. L3’s impact evaluation expert supervised the field-testing and subsequently revised the instruments based on the results of the field test. (See instruments, annex 4).

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Table 1: Overview of Data Collection Instruments

Instrument Focus Data source Completed by

Parents questionnaire

• Perceptions of importance of reading • Expectations re child’s literacy • Literacy resources in the home/literacy practices in home • Home school partnership • Community literacy • Personal literacy practices

Parents of P1/P2 students selected for reading, math and English

Researcher/data collector (interview situation)

Student questionnaire

• Demographic • Home environment (literacy) • Classroom environment • Attitudes towards reading • Expectations re reading and writing • Socio-economic index

P1/P2 students selected to complete reading and math tasks

Researcher/data collector (interview situation)

Teacher beliefs and practices survey

• Personal information • Training • Frequency of instructional practices • Agreement with statements about reading • Expectations of students

All P1 to P6 Teachers

Teachers (self-completed)

Teacher questionnaire

• Grade level • Academic background • Personal reading habits • Training in reading, math and English instruction • Reading/writing instructional practices • Teacher motivation/incentives • School-community partnerships • Classroom print environment • Teacher instructional materials • Student instructional materials

P1/P2 English, Math and Kinyarwanda teachers

Direct observation of materials available in P1/P2 classrooms

Data collector/researcher (in interview situation)

+

Classroom observation by Researcher/data collector

Head teacher • Head teacher profile Head teacher Data

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questionnaire • School demographics • Resources available at school • Print environment • Initiatives to identify and assist students in difficulty • Instructional time allocated to literacy • Literacy resources in community

Direct observation of materials available in school/store room

collector/researcher (in interview situation)

+

Storeroom inventory

Reading assessment

• Concepts of print (in Kinyarwanda) o i.e., Indicate text direction, concept of word, or other basic knowledge of

print • Listening comprehension and listening vocabulary o Comprehends grade-level text.

• Demonstrate understanding of spoken words, syllables, and sounds (phonemes) o Count, pronounce, blend, and segment syllables in spoken words. o Blend and segment onsets of single-syllable spoken words. o Orally produce single-syllabus words by blending sounds (phonemes),

including consonant blends. o Segment spoken single-syllable words into their complete sequence of

individual sounds. o Decode regularly spelled words with two letter clusters. o Read sentences with words with two letter clusters. o Read grade-appropriate irregularly spelled words. o Use combined knowledge of all letter-sound correspondences, syllabication

patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

• Receptive vocabulary o Point to parts of the body or objects in the room to indicate understanding

of basic oral vocabulary • Letter identification o Letter names and sounds o Letter recognition: provide the name of upper- and lowercase letters

presented in random order o Letter sound

P1 and P2 students (13 per class/teacher) randomly selected


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• Reads with sufficient accuracy and fluency to support comprehension o Read grade-level text with purpose and understanding. o Read grade-level text orally with accuracy, appropriate rate, and expression. o Use context to confirm or self-correct word recognition and understanding,

rereading as necessary. • Vocabulary to be able to read o Read key common early vocabulary

Math assessment

• Recite numbers (count to 10, 20, 100, 200, 300) • Recite numbers and point to number of objects • Count objects • Read actual numbers • Number discrimination

Count by 10’s Count by 2’s County by 5’s

• Number pairs (hold up hand and ask how many fingers, how many are not up) • Addition of single digits • Addition of double digits • Subtraction of single digits • Subtraction of double digits

P1 and P2 students (13 per class/teacher)


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Additional activities The March GPE All Children Reading Conference came at an optimal time for Rwanda. The quality of the presentations/presenters and the depth and pertinence of the research examined lent credibility to the discussion. The presentations allowed all participants, included REB decision makers (CPMD, TDM, EQS, Director General and Deputy Director General) to gain greater technical understanding of the various components of an effective reading initiative. The L3 Technical Director served as the technical facilitator for Rwanda team at the GPE conference. The primary role of the facilitator was to assist with the development of a detailed action plan for improving early grade reading in Rwanda. Many of the questions embedded in the action plan addressed issues critical to moving the Rwanda Reads agenda forward (establishment of national standards, identification of instruments to measure progress, establishment of timelines for evaluating progress over the next 5 years, etc.). As mentioned earlier, the follow-up meeting was held on March 19th to review key recommendations in the action plan (see summary document, annex 5), and to establish technical committees to complete each section of the action plan. The interest generated by the GPE Conference contributed to the re-launching of the Rwanda Reads Initiative (RRI), jointly chaired REB and USAID. The L3 Technical Director was appointed to the RRI task force and steering committee. As part of its contribution to the task force, L3 agreed to produce a 25-minute video about the importance of reading and the RRI (see overview of video, annex 6). Filming began in March and will be completed in May in time for the official launch of the Initiative.

1.B Develop an instructional package keyed to the new standards

• Establish protocols and procedures for involvement of CPMD technicians in development of L3 materials

• Complete instructional framework, for systematic early literacy, numeracy and ESL instructional materials

• Have scope and sequence and design document validated by CPMD

Progress in Q2

In January, the L3 Instructional Materials Developers began the development of an instructional framework for systematic early literacy, numeracy and ESL instructional materials, as well as a scope and sequence of reading/numeracy skills for P1/P2 (see sample English Scope and Sequence for P1, annex 7, as well as Design document, annex 8). The CPMD Kinyarwanda Specialist), CPMD English specialist, and CPMD Math Specialist reviewed the Scopes and Sequences individually and informally as scheduling a session for all technicians proved difficult due to frequent departures for unanticipated and urgent activities outside of Kigali.

Activities planned for Q3 (carried over from Q2)

• Prepare draft standard • Validate standards

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Have scope and sequence and design document validated by CPMD The Scope and Sequence developed by L3/CPMD contains innovations critical to facilitating the development of reading skills in young children (for example, the notion that consonants have sounds) but generally unheard of in Rwanda. After consultation with the CPMD Kinyarwanda Specialist, it was decided that L3 would spearhead the establishment of a Kinyarwanda Language Advisory Committee that can review and weigh in on the proposed Scope and Sequence. The committee, composed of linguists and Kinyarwanda curriculum/language specialists from the four REB departments, will ensure that a wider group of experts are involved in the review process. This is in-line with one of the recommendations from the GPE Conference, which was to establish a language advisory committee to review, establish, and validate a reading Scope and Sequence. Table 2 lists committee nominees.

Table 2: Kinyarwanda Language Advisory Committee

Member Organizations 1. Nehemia Bacumwenda REB/CPM 2. Karera Straton REB/CPM 3. Bizimungu Célestin REB/Quality & Standards 4. Uwumukiza Francoise REB/Quality & Standards 5. Manenu Herman REB/TDM 6. Rwayitare Pascal REB/TDM 7. Mukantahondı Venantıe REB/Examination and Accreditation 14. Gasimba François Kigali Institute of Education 15. Niyomugabo Cyprien Kigali Institute of Education 16. Ntakirutimana Evariste National University of Rwanda 17. Nsanzabaganwa, Straton Academy of Language and Culture 18. Nikuze, Emmanuel Institut Scientifique et Technique

1.C Complete School-Based Mentoring (SBM) Program framework and train mentors

• Recruit L3 School-Based Mentor task leader • Complete technical audit of video studio; Procure necessary equipment • Complete desk review of mentoring in Rwanda • Complete profile of school-based mentor and mentor training plan • Develop storyboard for first video module on effective mentoring

Progress in Q2

Activities planned for Q3

• Validate the Scope and Sequence and design document with the Kinyarwanda Language Advisory Committee

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In February, the newly recruited L3 School-Based Mentor (SBM) task leader resigned, a considerable loss to the school-based mentor activities underway. The position was re-advertised in mid-March and candidates have been shortlisted. The Deputy Director General (DDG) of TDM will review the list for the most appropriate candidate for the position.

L3’s Video Production Specialist, who is assigned to the video production unit of CPMD department, completed a technical audit of the video studio and identified equipment needed over the short and long-term to bring the studio up to professional standards (see technical audit, annex 9). The recommendations were reviewed and validated by the DDG responsible for ICT. The procurement of the video and audio equipment has been completed and it will arrive in Rwanda early in Q3.

In January, International Education Exchange (IEE)’s Education Specialist, traveled to Rwanda to complete a desk review of the mentoring in Rwanda and began elaborating a professional profile for a SBM (see terms of reference, annex 10). Information was collected via an extensive series of interviews with development partners, MINEDUC and REB personnel, representatives of post-secondary institutions and former Rwanda English in Action Program (REAP) trainers and mentors. At the end of March, the Education Specialist returned to Rwanda (see terms of reference, annex 11) to present the draft profile to the concerned REB department and development partners. Two consultative sessions were organized to obtain feedback and develop an amended profile. During her visit, the Education Specialist also developed a SBM training plan and modules and worked with L3 Video Production Specialist to develop a storyboard for the video components of these modules.

Although L3 school-based activities are advancing, the challenges the REB is experiencing in recruiting suitable mentors (both Rwandan and Ugandan/Kenyan) and in providing them with a comprehensive and continuous professional development program are making it difficult to define clearly how best to target or restructure L3 support to the School-Based Mentoring initiative. It is still not clear at this point the precise role that mentors are to play in their assigned schools or the relationship between mentors and other local structures (Head Teachers, Sector Education Officers, District Education Officers, etc.). Answers to these questions are critical to building an appropriate and responsive training program for the SBM. The recent decision to establish a Continuous Professional Development (CPD) task force, which at first would focus on English-language school-based mentoring, is a positive step. The initial work of the task force would be to develop an M&E framework for the English-language School-Based Mentoring scheme. However, in the longer term, their focus could be broader to include the role of school-based mentoring as part of the larger CPD and teacher management and development strategy.

Given the critical importance of the SBM program to improving school quality in general, and students’ reading skills in particular, L3 will continue to support TDM as it works through the challenges of implementing the SBM program.

Additional activities

Recruitment of Ministry audio-visual technician In March, REB began to recruit an Audio-Visual Technician to work alongside the L3 Video Production Specialist and the Audio Technician recruited for the CPM audio production studio. This will ensure that REB possesses the in-house capacity required to produce high quality audio and video programs. The technician will join the CPMD team in Q3.

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Assignment of school-based mentors to L3 action research sites in Bugesera Despite the challenges encountered in identifying/recruiting SBMs, TDM has assigned six mentors to the Bugesera school district, one for each of the L3 action research sites. L3 will provide ongoing training to the mentors and monitor their work over the remainder of the school year. This will allow L3 to design and test a viable program that will allow the SBM to provide support in English language skills, as well as to improve early grade reading instruction (in English and in Kinyarwanda).

1.D Roll out the SBMP

• Identify field test schools • Identify criteria for selection of target schools for L3 rollout

Progress in Q2

Identification of field test schools In late December 2011, L3 worked with EQS to put in place procedures and timelines for the identification of control and treatment schools (action research sites) for the P1/P2 impact evaluation. Unfortunately, the timelines had to be revised in late January (see annex 11) and again in early February because of approval and communication issues. As a result, the identification of the control and treatment schools took much longer than anticipated and the collection of baseline data could not start until 4 weeks before the end of term 1. As interventions in treatment/action research schools could not start until the baseline data had been collected, this delayed the start of the professional development program for teachers and Head Teachers (HTs) in these schools as well. As per the procedures agreed upon with EQS and the L3 Impact Evaluation Specialist, schools were required to apply to be action research sites. In mid-February, the L3 team held an information session with all head-teachers and Sector Education Officers in Bugesera region to inform them of the benefits and responsibilities of being action research sites (see annex 12: Benefits and responsibilities of action research sites) and the application procedures. Of the 29 primary schools that applied to be action research sites, 12 schools were randomly selected based on the following criteria: Commitment Letter Evidence of school action plan Completed application form signed by teachers, head teacher, and president of the PTC Minutes of PTC/PTA meeting

Activities planned for Q3 • Implement a consultative dialogue to finalize the national framework for the school-based, peer

mentoring program • Submit draft national framework to stakeholders for review and validation • Produce other video-based self-directed modules to support SBMP • Develop self-directed video module to train School-Based Mentors in effective mentoring and peer-

support practices • Develop training module 1) principles of effective mentoring; 2) and characteristics of effective

School-based Mentoring Programs • Recruit an Audio-Visual Technician

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The 12 schools that were selected were grouped into two clusters of six schools, and one of the clusters was randomly selected to be the action research sites (see table 3 below).

Table 3: Control and treatment (Action research) schools Schools selected as Action Research Sites

District Sector Name of School Bugesera Nyarugenge Rugando Primary School

Kigarama Primary School Ngenda Primary School

Ruhuha Butereri Primary School Kindama Primary School Rugarama Primary School

Schools selected as Control Sites District Sectors School Name Bugesera Musenyi Gicaca Primary School

Rulindo Primary School Kigusa Primary School

Kamabuye Tunda Primary School Rurambo Primary School Murago Primary School

Identify criteria for selection of target schools for L3 rollout (in low performing districts) The results presented at the January technical review of the 2011 LARS, ranks districts by P3 reading scores (see textbox). This provides a first means of identifying priorities for the roll out of L3 support in Years 2 to 5.

1.E Incorporate the Rwanda L3 literacy/numeracy models in Teacher Training Colleges (TTCs)

• Identify, with KIE, process for finalizing units for year 2, English, as well as resource materials to support English, Math and Language and Math methods courses

• Identify, with KIE, process for training English, Kinyarwanda and math tutors in new curricula

Progress in Q2


• Identify criteria for selection of target schools for SBM program rollout (carried over from Q2)

Lowest performing districts, P3 reading (LARS)

• Nyaruguru • Kirehe • Gisagara • Rubavu • Nyamagabe • Rutsiro • Nyamasheke • Huye • Gakenke • Rulindo • Rwamagana

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The above scheduled activities didn’t occur this Q2 but are identified as priority areas for Q3. However, a critical activity slated for Q3 FY12 was accomplished in this quarter. VSO Volunteer and L3 Literacy Methodology Advisor assigned to CPMD, developed a tool kit for implementing a Writer’s Workshop. L3 worked with representatives of CPMD to develop a prototype for a first Writer’s Workshop for early primary teachers (see draft manual, annex 13), which is scheduled to take place in Bugesera in early April and will target P1 and P2 English and Kinyarwanda teachers and principals in the 6 L3 action research sites as well as Sector Education Officers (SEO). The workshop will be co-facilitated by VSO volunteers, L3 staff and inspectors from REB’s EQS department.

The Writer’s Workshop will be followed by a working session for all facilitators to revise the toolkit and develop a plan to organize similar workshops in other regions. The Teacher Resource Centers at the TTCs will also be another venue to institutionalize the Writer’s Workshop as a regularly scheduled event.

1.F Pilot Initiatives to improve teachers’ motivation and working conditions

• Recruit L3 Equity and Community Task Leader • Complete procurement process for recruiting local NGO to lead community literacy/volunteer

program • Develop and test training program and materials (including training modules) in pilot districts • Develop training program for Parent Teacher Committees (PTCs) and HTs to reinforce their

management skills, as well as their ability to identify and implement activities to motivate teachers, including Income Generation Activities to support such initiatives

Progress in Q2

L3 recruited an Equity and Partnership Task Leader in March to work closely with Concern Worldwide (CW) in developing a credible, engaging and sustainable community and parent activities that motivate teachers in creating a culture of reading in their schools and communities.

In addition, L3 worked with representatives from TDM and sector stakeholders to finalize terms of reference for the recruitment of a local NGO to establish a literacy-based community volunteer program. The tender document was validated (see tender document, appendix 14) and published in the New Times on Wednesday’s, March 21, 2012. The deadline for final submissions is May 23, 2012. To date, at least 4 NGOs/organizations have requested the tender document. The final selection will be made in mid-June so that the selected NGO can begin work on the development and testing of training programs and materials.

Training of PTCs and HTs in management and teacher motivation activities Prior to designing the training program, Concern conducted two consultative meetings with 41 parent representatives from L3 treatment and control schools/action research sites (see table 4 below). The objective of the meetings was to establish a better understanding of the parent representation status in both treatment and


• Train TTC, VSO instructors and student teachers on effective literacy/numeracy instruction & how to use L3 materials and technologies

• Module developed on how to implement effective Writer’s Workshops and Math Camps

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control schools, and to identify needs. Information obtained from the meetings will be used to customize Concern training materials to enhance the training program for PTCs and HTs.1

Table 4: Table showing number of participants for treatment and control school by gender

Category of school No. of participants Women Men All

Treatment 7 14 21 Control 8 12 20 Total 15 26 41

In addition to the meetings, the Concern team visited the schools to conduct a rapid assessment of PTC status using a tool that focused on both the existence and the structures of PTCs. The team also conducted a PTC or parent representatives’ performance assessment. The results of both the rapid and performance assessments will contribute to baseline data.

.

INTERMEDIATE RESULT 2: Improved Availability and Use of Teaching and Learning Materials

2.A Provide all teachers and students with a comprehensive package of materials

• Recruit additional Instructional Materials Developers for L3 team • Organize 2nd intensive training of Instructional Materials Developers • Complete desktop publishing of annotated bibliography • Organize first Writer’s Workshop

1 Concern has instituted a collection of manuals with the aim of building a bank of reference materials from activities that have proved to be successful tools including those that have worked in Concern Worldwide in Rwanda and other Concern country programs. The next step is to start drafting modules, in collaboration with REB, to test these tools.

Activities planned for Q3 • Complete procurement process for recruiting local NGO to lead community literacy/volunteer

program (carried over from Q2) • Develop and test training program and materials (including training modules) in pilot districts

(carried over from Q2) • Develop training program for PTCs and Head Teachers to reinforce their management skills, as

well as their ability to identify and implement activities to motivate teachers (housing, finance, training), including IGA to support such initiatives

• Develop and test training program and materials (including training modules) in pilot districts

Concern recruited three new education program officers bringing the total of full-time L3 education program staff to five. The team participated in the development of baseline data collection tools (see activity 1.A above) and thereafter, in the data collection process itself.

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• Develop and test initial P1/P2 Math and Kinyarwanda materials (print and interactive audio programs)

Progress in Q2

In this reporting period, three additional Instructional Materials Developers were recruited, bringing the total number of specialists to nine. The entire technical team is now embedded in the REB. The move to the new office has provided the Developers with increased access to CPMD curriculum advisors, enabling them to build a closer working relationship.

Organizationally, the Developers work in three teams: Kinyarwanda, English and Mathematics teams. In January, each team began developing a scope and sequence for their subject area for P1 and P2. The scope and sequences were approved by the CPMD specialists assigned to different teams (see discussion, section 1.B above). Subsequently, the development of initial student and teacher instructional materials for P1/P commenced.

Reading (Kinyarwanda) At the suggestion of the CPMD’s Kinyarwanda Curriculum Specialist, the Kinyarwanda Team traveled to the National University of Rwanda in Butare to collect traditional Kinyarwanda folk tales with the view to transforming them into teacher read-aloud stories for a P1/P2 audience and student read alone stories (decodable texts). This activity will accomplish a goal identified as very important for the CPMD: Introducing a new generation of children to traditional Rwandan stories. According to the CPMD Kinyarwanda specialist, as a result of the genocide of 1994, storytellers are no longer prevalent in communities and young people are no longer exposed to an important component of their culture.

To date, the Kinyarwanda team has developed a total of 116 Kinyarwanda stories (58 read-aloud stories and 58 decodable texts) for P1 and P2 and recorded 2 audio stories. Although the stories are anchored in the traditional tales, they have been “modernized” to make them more relevant and interesting to young learners. The teacher read-aloud texts and the student leveled-texts will form the basis of the new P1/P2 reading program, and the means by which teachers teach the five component skills of reading (phonemic awareness, phonics, vocabulary, fluency, and comprehension).

English and Math The L3 English and Math teams began developing master plans and scripts for the interactive audio programs, as well as accompanying pages of the teachers’ guides for English and math, P1/P2.

All Instructional Materials Developers (Kinyarwanda, English, and math) completed a three-week intensive training/working session in March 2012 led by the L3 IRI Expert . (See terms of reference for this workshop, appendix 15). During the workshop, Instructional Materials Developers revised P1/P2 materials created in February 2012 – Read-aloud stories, decodable texts, master plans, audio scripts, and teachers guides and attended sessions on effective literacy instructional practices.

Develop and test initial P1/P2 math and Kinyarwanda materials (print and interactive audio instruction (IAI programs) Although progress has been made on the development of instructional materials, it will be necessary to accelerate the production schedule over the next quarter in order to meet targets and get the new materials in the hands of P1/2 teachers. To support this, the L3 IRI Expert’s time will be increased. This will provide the Instructional Materials Developers with increased support and feedback, allowing them to progress at a faster pace. As the materials are developed, they will be tested in partner schools in Kigali as well as the action research sites in Bugesera district.

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Writer’s workshop The first Writer’s Workshop was developed in collaboration with CPMD and EQS department and is scheduled t take place in Bugesera district in the first week of April. (See discussion, 1.E.).

Desktop publishing of annotated bibliography Although the annotated bibliography was completed in January, the L3 Initiative has yet to recruit a local consultant to desktop publish it. This activity has been identified as a priority for Q3.


Recruitment of voice artists for audio programs

Child artists In February, the L3 Initiative negotiated with REB the process for recruiting child actors to play the roles of the three children in the IAI programs. The decision was made to work with principals in four neighborhood schools (Remera Catholique, Remera Protestant, Kigali Parents School, and St-Ignace) and have them identify 20 students in P3/P4 with the desired profile (see brochure, annex 16). Students and parents attended an information session hosted by the L3 team where the roles and responsibilities of child actors were laid out and interested parents brought their children to a casting session. A total of 65 students participated in first casting session, and three children were identified in a second casting. Subsequently, the parents signed consent forms. Recordings will start as soon as the renovations to the CPMD audio studio are complete and the equipment arrives.

Adult artists A call for auditions for adult actress was posted and the first round of auditions were held. A second round is scheduled for April.

Recruitment of musicians and graphic artists Advertisement seeking musicians for the audio programs and graphic artists for the new reading materials was circulated to various arts groups in the community, as well as development partners. Candidates submitted portfolios, and evaluations are scheduled in April with the hopes of having the musicians and graphic artists in place by the end of May.

Renovation of CPMD audio production studio A Request for Proposals (RFP) was also issued for the renovation/updating of the CPMD audio studio (see tender, annex 17). L3 and CPMD staff evaluated the responses to the RFP and selected a vendor. Studio renovations started and work is anticipated to be completed early in Q3. As already discussed, equipment is expected to arrive early in Q3.

Tender – new reading materials for P1 to P6 At the January meeting of the Quality Implementation Working Group (QIWG), the DG of the REB requested that L3 support the development of a new public tender for supplementary reading materials for P1 to P6 as well as secondary textbooks. The tender would encourage publishers to produce appropriate Kinyarwanda and English language storybooks (teacher read-aloud books and student read-alone books/leveled readers). If approved by the REB, the storybooks would be included in the list of materials available for purchase by schools through their textbook/instructional materials budgets. The initiative has the potential to dramatically increase the number and quality of reading materials available in every school across the country.

In response, two consultants were recruited to assist with the preparation of the bid (see terms of reference, annex 18). L3 produced detailed technical specifications and evaluation criteria for both the teacher read-aloud materials as well as the student read-alone/leveled readers (see annex 19 for technical specifications for teacher read-alouds and appendix 20 for student leveled readers). At the request of Save the Children, criteria were also established for teacher/parent read-alouds for 0-3 years

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of age and 4-6 years of age. Save the Children and UNICEF participated in the review of the criteria for the early childhood materials and the review of the criteria for social messaging and positive values, respectively.

The tender also calls for the submission of alphabet and phonics posters/wall charts and flash cards (Kinyarwanda and English). The tender will be published in April and applicants will have until July 23rd to submit materials and bids.

Technical audit, REB printing/publication facilities At the January Quality Implementation Working Group meeting, the Director General of the REB also requested that USAID and L3 consider financing a badly-need upgrade of REB printing/publication facilities. The upgrade would allow REB to print examinations in-house, which has considerable cost savings implications for the REB budget. In addition, it would provide REB with the capacity to produce reading primers, leveled student readers, and teacher’s manuals.

L3 was asked to finance a technical audit of the printing facilities that would identify the upgrades required to meet both needs (printing of exams and printing of reading materials), the costs of those upgrades, and the timeline for their installation. The results of the technical audit will allow all involved (REB, USAID, and L3) to evaluate the feasibility and cost effectiveness of the upgrade.

In March, terms of reference for an engineering consultant to assess the REB printing facility was developed jointly with USAID (see terms of reference, annex 21) and validated by REB. It is expected that the audit will be carried out early in Q3 and the results of the assessment will guide the next part of the process.

2.B Pilot additional innovative tools and materials in rural and low-income regions

• Develop criteria and processes for identifying rural and low-income schools in each district • Establish local and NGO partnerships for provision of videos for classroom and community use • Catalogue video material; cross reference with curriculum outcomes and/or age-level

appropriateness • Distribute android mobile phones to National Mentor (NM), SBM and teachers/schools in low-

income areas • Develop, procedures for managing traveling suitcase • Purchase reading materials

Progress in Q2


• Complete desktop publishing of annotated bibliography (carried over from Q2) • Organize bi-monthly training of HTs, teachers, PTC members and community volunteers • Organize initial training of teachers and HTs in how to use IAI and other program materials

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Identifying rural and low income schools The LARS data presented at the January technical review ranks districts by P3 reading abilities (see textbox on page 18). This ranking will serve as a first criterion of identifying priorities schools/regions for the roll out of L3 support. In Q3, the L3 M&E Manager will meet with MINEDUC statisticians and planners to identify additional criteria and processes for identifying low-performing or low-income schools in each district. These criteria will be shared with REB and USAID for feedback prior to devising a rollout plan for years 2 to 5.

Video materials for schools/classrooms/community use This activity has been moved to Q3 and will be carried out in consultation with the new digital curriculum materials specialist hired recently by the ICT Department, REB. Distribution of mobile phones for SBMs in low income/low performing areas L3 halted plans to distribute mobile phones because of delays in the recruitment/training of SBMs. As the roles and responsibilities of SBMs are clarified, and as the various donors providing support to the SBM program determine the types of support needed to make the SBM program successful, this activity will be reviewed and broached with TDM to determine whether or not it is still desired and suitable. The establishment of a Continuous Professional Development (CPD task force, with representation from all partners supporting the SBM program, should provide expertise, processes and mechanism for determining SBM program needs. Mobile libraries (traveling suitcase libraries) In March, L3 staff developed a concept paper on the establishment of mobile libraries in rural, low-performing communities (see concept paper, annex 22). The paper was shared with the Education Director of Peace Corps Rwanda and Joe Kitts from the USAID Africa Bureau. A follow-up meeting was organized with a group of second-year Peace Corps Volunteers (PCVs) to get their feedback on the concept – both its feasibility and the level of interest in implementing such a program. The feedback from PCVs was overwhelmingly enthusiastic. As a result, L3 will present the concept at the upcoming PCV conference planned for the last week of April. Any PCV interested in implementing the pilot mobile library program in his/her community will be provided with a library of books. PCVs will also be encouraged to develop a mechanism to assess impact or research projects around the mobile libraries, and will receive support in the design of their projects and data collection instruments.

Activities planned for Q3 • Establish local and NGO partnerships for provision of videos for classroom and community use

(continued from Q2) • Catalogue video material; cross reference with curriculum outcomes and/or age-level

appropriateness (continued from Q2) • Purchase reading materials (continued from Q2) • Develop, procedures for managing travelling suitcase (continued from Q2) • Distribute android mobile phones to NM, SBM and teachers/schools in low-income areas

(continued from Q2)

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2.C Support student, teacher and community production of low-cost/no-cost materials

• Organize first “make and take” session with teachers in action research sites • Video-module on how to make and use low-cost/no-cost materials developed and available for

use by SBMs and NMs

Progress in Q2

Make and take sessions As mentioned in section 1.D above, we rescheduled several activities and interventions in action research sites in order to avoid contaminating baseline data collection. Unfortunately, the delays in selecting action research and control sites, and the amount of time required to collect data in all 12 schools, meant that the baseline data collection was not completed until the last week of the term (end of March). The “make and take” session – and other interventions – planned for Q2 have had to be rescheduled for Q3.

The first planned intervention is the Writer’s Workshop, where teachers will learn to develop their own read aloud stories for their classrooms. The workshop is scheduled to take place the first week of Q3. Video module Production of the video modules will commence after the video equipment arrive and is set up. The development of the first video modules will be a priority for the upcoming quarter.

2.D Promote a culture of reading

• Have terms of reference for the research project on perceptions of parents on literacy and key barriers and positive practices impacting on children’s interest in reading and their reading ability validated by REB (study carried out in parallel with study in 2.D)

• Conduct research and Identify key messages • Develop, roll out and monitor impact of key messaging to promote positive attitudes and

behavior

Progress in Q2

Concern Worldwide developed and circulated the terms of reference for an international research consultant to lead the parent and community perceptions study to educational organizations and academic institutions in the UK, US and Ireland (see terms of reference annex 23). In addition, Information about the research project will be shared with members of Rwanda Education NGO Coordination Platform (RENCP), the Rwanda Reads Initiative (RRI) task force and the QIWG, with the hope of identifying a local consultant to support the research project. The deadline for submission of expressions of interest is April 22nd. Once the local consultant has been identified, literature review documents will be compiled and key resource people (informants) will be identified.

Activities planned for Q3 • Regular “make and take” sessions organized for teachers in field schools (carried over from Q2) • Video-module on how to make and use low-cost/no-cost materials developed and available for

use by SBMs and NMs (carried over from Q2)

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The overall aim of the research has been defined as: To identify and document in a comprehensive report positive practices and potential barriers to teacher motivation, learning equity and early grade literacy performance that will be used to design communication messaging and program interventions to strengthen the community contribution to a strong culture of reading, equitable education and teacher morale. The objectives are:

1. To analyze teacher motivation factors that impact on their morale drawing on appropriate ‘positive practice’ and recommend approaches for wider adoption;

2. To carryout research into communities' and parents' perceptions on literacy and the culture of reading to identify themes that will inform key messaging to promote culture of reading;

3. To identify specific barriers to literacy experienced by girls or children from extreme poor households so that eventual responses can effectively address equity issues.

The terms of reference for the research have been validated by the DG of REB prior to circulation. The DG recommended that REB appoint a “co researcher” from REB in order to build the capacity of REB staff in the area of research design and implementation and foster co-ownership of the research project itself. The DDG of ICT, is the appointed co-researcher.

National Story Writing Competition L3 staff presented to the Rwanda Reads Task Force a concept paper for the organization of a National Story Writing Competition (see national story writing competition concept paper annex 24). The concept was adopted with minor revision. It was also shared with the Rwanda Publishers’ Association for feedback and advice. L3 is also actively seeking a private sector partner to support the annual contest to ensure that the initiative is sustainable. At the suggestion of the Director General of REB, L3 approached Equity Bank, a new bank seeking to establish presence in Rwanda. The Bank had approached the REB about supporting the education sector. This partnership and financial support would contribute the story writing competition, which L3 plans to launch next quarter in conjunction with the RRI (see below).

Additional activities Rwanda Reads Initiative The most significant contribution to the development of a culture of reading in Rwanda this past quarter has been the re-launch by the REB of the RRI. Since the re-launching in February, the initiative has moved at an impressive pace, which served to put reading and the promotion of a culture of reading front and center in Ministry-development partner discussions. The initiative is co-chaired by REB officials including the DG, the DDG of CPMD and USAID. To support the planned official launch in June, the L3 Initiative agreed to produce a 25-minute documentary film on the initiative and the importance of developing a culture of reading across the country (see annex 25, overview of documentary). The documentary will weave together interviews with Ministry of Education officials including the Minister, State Minister, Permanent Secretary, and the DG of REB, and development partner representatives including DFID Education Representative, UNICEF Country Director, and the US Ambassador, with those of parents, teachers and students. When completed, REB expects to run the documentary on national television in a 30-minute slot preceding the evening news broadcasts.

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INTERMEDIATE RESULT 3: Support for English

3.A Develop a program to transition teachers (and students) to English as a language of instruction

• Develop scope and sequence for P1/P2 ESL audio programs • Produce/test interactive audio-based ESL program (activities carried out concurrently with

Component 2A activities above) • Recruit additional Instructional Materials Developers for L3 ESL team • Complete ESL desktop publishing of annotated bibliography, English entrees • Complete ESL scope and sequence validated by CPMD • Complete ESL section of design document • Organize 2nd intensive training of ESL Instructional Materials Developers • Organize first Writer’s Workshops to produce English texts • Develop and test initial P1/P2 interactive audio programs and accompanying pages of the

teachers’ manual

Progress in Q2

These activities were carried out concurrently with those of Component 2A. See description above.

3.B Use interactive audio instruction (IAI) to reinforce and extend face-to face ESL training program

• Identify elements of REAP program to reinforce in IAI programs • Integrate strategies and structures taught during REAP program into P1/P2 ESL scope and

sequence

Progress in Q2

The above activities began in Q1 and continued in Q2. As part of the development of the scope and sequence for ESL P1/P2 and the ESL component of the design document, the L3 ESL materials development team reviewed the English in Action program and identified appropriate communicative language strategies to integrate into the English language materials. As the scope and sequence is refined during the field-testing process, care will be taken to ensure that where appropriate, REAP strategies and structures are highlighted.

3.C Use the SBMP to reinforce teachers’ English

• Assess NMs and SBMs ability to facilitate trainings in English using new video-based modules

Activities planned for Q3 (organized concurrently with activities 2A above)

• Produce/ test IAI-based ESL program (activities carried out concurrently with Component 2A activities above)


• Conduct research and Identify key messages (carried over from Q2) • Develop, roll out and monitor impact of key messaging to promote positive attitudes and

behavior

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• Identify additional ESL audio and/or video materials for uploading to L3 audio and video players Progress in Q2

Assess SBMs ability to facilitate trainings in English This activity was included in the L3 workplan prior to the Ministry’s decision to accept only English-proficient applicants for the school-based mentoring program. The ability of SBMs to facilitate trainings in English using new video-based modules is no longer a concern. However, based on meetings and training sessions organized recently with teachers and HTs from rural schools in Bugesera, teachers’ ability to follow training sessions facilitated only in English is a concern. During the recently organized sessions, the vast majority of teachers had difficulty following English language explanations or instructions, even when the explanations/instructions were offered in simplified English. Although Rwandan SBMs will be able to fall back on Kinyarwanda in cases where teachers do not understand, SBMs recruited from Kenya or Uganda will not. It will be necessary to monitor the use of English and Kinyarwanda in school-based mentoring/training activities to Bugesera to identify the appropriate mix of language usage in video (and non-video) based trainings. Identify additional ESL audio/video materials See 2B above.

3.D Revise the existing English curriculum

• Assist REB to establish technical working group to review existing ESL curriculum in light of national standards and new language policy

Progress in Q2

At the January QIWG meeting, the DG of the REB announced the MINEDUC’s commitment to revising P1-S6 curriculum (all subjects and grade levels), and having the revised, field-tested curriculum – and accompanying textbooks/instructional resources – ready for national roll out by 2016. UNICEF has agreed to finance the curriculum revision process, and L3 agreed to provide technical assistance to the development of the new primary English, math and Kinyarwanda curricula. The REB/CPMD has yet to release a timeline for the activity or provided specifics as to the process that will be used to develop the new curriculum. Once this information is available, the L3 workplan will be adjusted to align with the REB plan. However, REB has made the commitment to develop national reading standards for English and Kinyarwanda. The upcoming L3 standards development workshop to be facilitated by the L3 Literacy Expert will focus on the development of national reading standards for both languages. Once validated,

Activities planned for Q3 • Identify additional ESL audio and/or video materials for uploading to audio and video

players (carried over from Q2) • Assess NMs and SBMs ability to facilitate trainings in English, using new video-based

modules


• Integrate strategies and structures taught during REAP program into P1/P2 ESL scope and sequence

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the English reading standards will serve as a primary reference point for the development of the new ESL curriculum. One of the many positive outcomes of the GPE Conference was the awareness it generated about the level of English language skills students need before making the transition to English as a language of instruction. The presentation of Dr. Agatha Van Ginkel from SIL International stressed the need for students to have acquired a vocabulary of between 5000 and 7000 words before transitioning to English as a language of instruction. Unfortunately, the current P1 to P3 English curriculum does not allow students to build anywhere near this level of vocabulary. For the CPMD language specialists who attended the GPE Conference, her presentation was a revelation and brought home the need to revisit the primary English curriculum in order to ensure that students have the language skills necessary to begin learning in English at the start of P4.

INTERMEDIATE RESULT 4: Strengthen Ministry Capacity

4.A Strengthen MINEDUC central capacity

• Implement technical projects to strengthen MINEDUC capacity • Advise on policies in support of L3 project objectives (ongoing Implement technical projects to

strengthen MINEDUC capacity (ongoing) • Advise on policies in support of L3 project objectives (ongoing)

Progress in Q2

In January, the L3 technical team, along with the L3 Technical Director, took up residence in the REB CPMD department. L3 was provided with a suite of four small offices, a large instructional materials development/production room, as well as a video and audio production studio. Having the technical staff embedded in REB, and in particular in the CPMD department, has improved communication between L3 and REB, and has provided opportunities to interact regularly with REB colleagues and decision-makers.

As mentioned earlier, in addition to being a member of the QIWG, L3 Technical Director has been appointed to the RRI Task force, as well as to the smaller RRI steering committee. This will allow the L3 to provide technical assistance to the development/implementation of reading policies/initiatives.

Specific capacity building activities undertaken over the last quarter include the provision of technical assistance to the development of a new tender for supplementary reading materials (Kinyarwanda and English), serving as technical facilitator for the Rwanda team at the GPE Conference, coordinating the development of the Rwanda GPE Action Plan, assisting the DDG and CPMD in developing presentations for Rwanda at the GPE Conference, assisting with the establishment of a Kinyarwanda Language Advisory Committee and with the organization of a two-day working session to establish national standards for reading (Kinyarwanda and English) for P3 and P5.

The L3 Initiative also organized working sessions with inspectors from the Education Quality and Standards department to develop/field test new instruments for the collection of teacher, student, head teacher and parent data on literacy/numeracy practices/skills, as well as procedures for carrying out

Activities planned for Q3 • Assist REB to establish technical working group to review existing ESL curriculum in light of

the national standards and the new language policy • Organize consultative sessions with English language stakeholders

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experimental design studies (including the random selection of schools to treatment and control schools). The L3 Evaluation Expert participated in conference calls with representatives of the EQS department to review sampling procedures and explain the basic tenets of experimental design. During her visit to Kigali in February (see terms of reference, annex 26), she met with Dr. Joyce Musabe, Deputy Director General of CPMD department, to review progress with respect to the development of the baseline instruments and explain the rationale behind the use of an experimental design to measure impact.

Working sessions were also organized with CPMD Kinyarwanda, English and math specialists on new evidence-based instructional practices in each of these subject areas.

4.B Transform TTCs into centers of excellence for literacy/numeracy

• Train TTC, VSO instructors and student teachers on effective literacy/numeracy instruction & how to use L3 materials and technologies

• Module developed on how to implement effective Writer’s Workshops and Math Camps

Progress in Q2

The activities described under 1.E.

4.C Develop tools and systems for monitoring teacher practices

• Adapt classroom observation form to make it standards-based and criterion referenced

At the January QIWG meeting, the DG of the REB and the DDG of EQS department announced REB’s commitment to revising the current teacher professional standards and developing a new classroom observation form aligned with the new standards. However, REB/EQS has yet to release a timeline for the activity, or provided specifics as to the process that will be used to develop the new standards/classroom observation form. Once that information is available, the L3 work plan will be adjusted to align with the REB plan.

4.D Improve tools and systems of assessing students’ reading and math competencies

• Develop multiyear plan for technical support to LARS and Examinations and Accreditation • Provide STTA to LARS and Examinations and Accreditation department (exact dates to be

specified in plan)

LARS/EGRA The technical review of the EGRA/EGMA and LARS results was held in January, 2012, and resulted in a general recognition of the complementary of the two instruments and the need for REB to use elements of both instruments to obtain a comprehensive picture of students’ reading abilities.


• Train TTC, VSO instructors and student teachers on effective literacy/numeracy instruction & how to use L3 materials and technologies (carried over from Q2)

• Module developed on how to implement effective Math Camps (carried over from Q2)

Activities planned for Q3 • Advise on policies in support of L3 objectives (ongoing) • Implement technical projects to strengthen MINEDUC capacity (ongoing)

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In the Rwanda GPE action plan, the REB committed to putting in place a system for evaluating students’ reading abilities at regular points over the next five years. That commitment was reiterated at the recent REB/development partner meeting to identify policy priorities for the next 12 months. The upcoming working sessions to establish national standards for reading will also make recommendations as to what tools should be used to measure progress with respect to the proposed national standards, as well as in what years data should be collected/reported. It is hoped that the recommendations from the standards workshop will be the catalyst needed to develop, in partnership with UNICEF and UNESCO, a multi-year plan for technical support to the measurement of learning outcomes. It is also hoped that by next quarter REB will determine which department (EQS) will be responsible for carrying out such assessments. Without a clear decision as to the department responsible for the assessments, it is difficult to know with whom to work to develop the plan. STTA to LARS and Examination During this quarter, L3 Evaluation Expert provided STTA for the design of the impact evaluation and the development/finalization of instruments to collect baseline data. See section 4.A above for description of the nature of the support provided. Unique Pupil Identification Number At the request of the DDG of Examinations and Accreditation, the L3 Initiative participated in discussions around the proposal to establish a unique pupil identification number database and provided technical feedback on draft concept papers submitted by the two UK consultants working on the proposal (see draft concept paper, annex 27). The REB has not made a decision as to whether to proceed with the database. If the decision is made to develop the database, L3 will identify with REB the support needed and how L3 resources can be leveraged to support this initiative.

INTERMEDIATE RESULT 5: Improved Equity in Education

5.A Ensure equal access to quality instruction

• Identify inclusive practices to model in IAI and print materials • Implement monitoring matrix to ensure that practices are consistently modeled in all materials

(audio and print)

Progress in Q2

In March 2012, the L3 IRI Expert worked with L3 Instructional Materials Developers to review and revise their initial P1/P2 materials to include more key positive gender and other social messages. She also assisted the team to develop a monitoring matrix to verify that inclusive practices and key social messages are modeled in all materials.

Activities planned for Q3 • Develop multiyear plan for technical support to LARS and Examinations and Accreditation

(carried over from Q2) • Provide STTA to LARS and Examinations and Accreditation (carried over from Q2)

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5.B Promote positive image of girls and other marginalized groups

• Conduct household research on key barriers and positive practices impacting on performance in the classroom viewed from gender and poverty profile perspective, as well as from the perspective of children with special needs

• Identify key messages to reinforce and promote positive attitudes and behaviors.

Progress in Q2

The study will be carried out in line with the terms of reference developed for the research. Refer to discussion in section 2D above. The findings from this research will be used to develop messages that will reinforce and promote positive attitudes and behaviors.

5.C Train teachers and parents to address barriers

• Develop diagnostic tools and remediation activities for literacy/numeracy (see 2.A above)

Progress in Q2 The scope and sequence for P1/P2 literacy/numeracy identifies the key skills to be taught each term. As the instructional materials for each term are developed, teams also develop simple diagnostic tools that teachers (or parents) can use to monitor whether students have developed the desired skills, and to the desired levels. Simple remediation activities are also proposed for those students performing below the desired levels. The instruments will begin to be field tested in L3 action research sites in the next quarter.

5.D Provide additional resources to rural, low-income areas

• Identify with MINEDUC procedures or criteria to identify schools in rural and low-income areas and schools in each district that correspond to that profile


• Conduct household research on key barriers and positive practices impacting on performance in the classroom viewed from gender and poverty profile perspective, as well as from the perspective of children with special needs (carried over from Q2)

• Identify key messages to reinforce and promote positive attitudes and behaviors (carried over from Q2)


• Field test diagnostic tools and remediation activities for literacy/numeracy

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Progress in Q2 See discussion in section 2.B above.

5.E Increase awareness of equity issues at key nodes

• Form alliance with FAWE’s gender task force or other organization responsible for gender • Draft procedures and terms of reference for distributing grants to district gender task forces • Ally with UNICEF’s Child-Friendly Schools Approach

Progress in Q2

Due to the late recruitment of the L3 Equity and Parent/Community Task Leader, these activities were not completed in Q2 and will be carried over to Q3.

MONITORING AND EVALUATION (M&E)

General performance monitoring

• Recruit M&E Manager and Database Specialist for L3 M&E Team • Finalize data collection instruments for L3 evaluations • Identify data collectors for L3 evaluations • Monitor implementation (ongoing)

Progress in Q2

Recruit M&E manager and Database Specialist for L3 M&E Team In last quarter, the project was able to recruit three M&E staff. M&E Manager was recruited in January, followed by M&E Coordinator and M&E Intern/Assistant who were recruited in February. L3 also identified a Database Specialist to join the M&E team in April.

Finalize data collection instruments for L3 P1/P2 impact evaluation As mentioned in section 1.A above, data collection instruments were developed in collaboration with Inspectors from EQS and representatives from Concern (see terms of reference of workshop, annex 28, as well as instruments,

Activities planned for Q3 • Form alliance with FAWE’s gender task force or other organization responsible for gender

(carried over from Q2)

• Draft procedures and terms of reference for distributing grants to district gender task forces (carried over from Q2)

• Ally with UNICEF’s Child-Friendly Schools Approach (carried over from Q2)


• Identify with MINEDUC procedures or criteria to identify schools in rural and low-income areas and schools in each district that correspond to that profile (carried over from Q2)

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annex 29). Dr. Wendi Ralaingita of RTI and Scott T. Murray, LARS consultant, participated in the design/review workshop. A total of five questionnaires and three student assessment instruments (see table 1, section 1.A) were developed.

The instruments were pretested in a rural school in Bugesera district (Nyamata Catholic school) and at an urban school in Kigali (Remera Catholic Primary School). The L3 Evaluation Expert supervised the weeklong pretesting exercise in Bugesera. The results of the pretesting were used to modify the instruments prior to data collection.

Identify data collectors for L3 evaluations The data collection team was composed of seven Education Inspectors, six Concern staff, six English specialists recruited by the L3 and three EDC/L3 staff members, making a total of 22.

Training of Data Collectors Data collectors were trained using a “learning while doing” approach (see terms of reference for training, annex 30). The four-day training focused on practical exercises where data collectors administered the instruments on each other, as well as on students and teachers at Remera Catholic Primary School. The L3 M&E Staff with the support of the L3 Project Director and Technical Director led the training. An exercise to establish an inter-rater reliability was carried out the last day of the training to ensure that all data collectors administered the student reading/math and English assessments the same way. The results of that study will be reported in Q3.


The L3 Technical Director spent considerable time this quarter working with USAID Rwanda staff on how to measure progress with respect to improved reading skills, a key USAID Education Strategy goal (goal 1). Based on a review of technical documents produced by USAID Washington, L3 produced a technical note outlining a number of ways of measuring progress (see technical note, annex 31). It is anticipated that the means of measuring progress, and the precise targets, will be finalized in the upcoming quarter, subsequent to feedback from USAID Washington.

Evaluation of P1/P2 action research sites

• Collect baseline data in control and treatment schools • Field test program materials, teachers manual, decodable text, and audio stories

Progress in Q2

Collection of Baseline data in Control and Treatment Schools A baseline data collection was conducted over a period of three weeks starting March 7th to 26th. The table below summarizes the number of respondents in each of the control and treatment schools.

Table 3: Number of respondents, control and treatment schools

Sector School Students Parents Teachers (P1/P2)

Teacher beliefs (P1 to P6)

Head Teachers

Objectives of data collector training • Provide data collectors with a common

understanding of the tools to be used during data collection.

• Build the capacity of data collectors to effectively administer the instruments.

• Identify and rectify gaps in administrative procedures before the actual data collection.

• Develop clear protocols and procedures for the administration of different types of questionnaires and the assessment tools.

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Ruhuha Kindama 35 20 4 13 1 Rugarama 80 60 6 21 1 Butereri 40 36 5 9 1

Musenyi Rulindo 60 35 6 19 1 Kigusa 50 48 6 13 1 Gicaca 70 62 8 15 1

Kamabuye Murambo 50 41 6 12 1 Murago 60 51 6 14 1 Tunda 50 44 10 10 1

Nyarugenge Kigarama 50 48 5 9 1 Ngenda 60 58 6 17 1 Rugando 60 60 8 18 1

Total 665 563 76 170 12

Activities planned for Q3 • Enter, clean and analyze data • Disseminate results to partners, including the REB • Monitor program implementation (ongoing) • Adjust program inputs, based on monitoring data

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3.0 RESULTS ACHIEVED (as per draft Performance Monitoring Plan data table)

Goal: Children leaving primary school with a strong foundation in literacy (Kinyarwanda and English) and numeracy skills foundation in literacy (Kinyarwanda and English) and numeracy skills

Indicator type Indicator description Target 2012 Q1 Q2 Q3 Q4 Disaggr

egation Fre-

quency Data source/ responsible Notes

F-Indicator 3.2.1-14: Number of learners enrolled in primary schools and/or equivalent non-school based settings with USG support (Type: Output)

Number of P1 to P4 learners enrolled in L3 supported primary schools

1987 NA NA Gender,

Zone, Annual Listenership data

To avoid double counting, targets refer to number of learners in schools benefiting from interactive audio instruction; Assumes 75% of teachers regularly use programs

F-Indicator 3.2.1-27 (modified): Proportion of students who, by the end of three grades of primary schooling, demonstrate that they can read and understand the meaning of grade level text. (Type: Outcome/Impact)

Proportion of (P3) students who meet the MINEDUC threshold for reading with fluency and comprehension after three years of L3 support

Baseline: 63% NA NA

Gender, L3 Attri bution

Twice (2015/6

)

Grade 3 scores fluency and comprehension, as measured by EGRA and/or LARS.

Baseline: 2011 LARS results

F-Indicator 3.2.1-28: Proportion of students who, by the

Proportion of grade 5 students who, by the end of primary school, are able to

NA NA NA Gender Once

(2016, but

LARS grade 6 scores for literacy. Project

No baseline for P6

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end of the primary cycle, are able to read and demonstrate understanding as defined by a country curriculum, standards, or national experts(Type: Outcome/Impact)

read with comprehension according to Rwanda’s curricular goals and standards.

based on 2015 results)

impact evaluation grade 6

Result 1: Improved quality of teaching

F-Indicator 3.2.1-35: Number of learners receiving reading interventions at the primary level (Type: Output)

1.1 Number of P1 to P3 students who listen regularly to Kinyarwanda reading interactive audio programs

1987 NA NA Gender Annual Listenership records

To avoid double counting, targets refer to number of learners in schools benefiting from interactive audio instruction; Assumes 75% of students regularly use programs

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F-Indicator 3.2.1-31: Number of teachers/educators/teaching assistants who successfully completed in-service training or received intensive coaching or mentoring with USG support

1.2 Number of mentors/teachers/head teachers/ trained by L3 initiative

130 NA 11 Gender, District Annual

Listenership records (for teachers); attendance records for mentors, head teachers, TTC instructors

to avoid double counting, targets are for number of teachers benefiting from a minimum of 24 hours (3 days) of in-class training via interactive audio/radio instruction

F 3.2.1-32 Number of teachers/educators/teaching assistants who successfully completed pre-service training with USG support (Type: Output)

1.3 Number of student teachers trained by L3 initiative 1667 NA NA Gender Annual

Enrollment records (student teachers)

Student teachers are those enrolled in languages or math/science option

Custom Indicator (Type: Outcome/Impact)

1.4 Proportion of teachers in SBMP using new literacy/ numeracy instructional practices and materials

0 NA NA Gender, Zone Annual

Criterion-referenced Observation Sheet

Tool to be developed

Result 2. Improved availability and use of instructional materials and technology

F-Indicator 3.2.1-33 Number of textbooks and other teaching and learning materials (TLM) provided with USG assistance (Type: Output)

2.1 Number of learning and teaching materials produced and distributed

8500 NA NA Type Semi annual

Distribution records for print and audio materials, supporting technologies, etc.

Disaggregated by type of materials and source; Cost share documentation (in case of BBF donations)

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Indicator 3.2.1-33 Number of textbooks and other teaching and learning materials (TLM) provided with USG assistance (Type: Output)

2.2 Number of different book/story titles and problem sets authored locally and reproduced for use in schools

175 NA NA Type Semi annual

List of works produced via Writers’ Workshops, Story Competitions & Math Camps

Indicator F3.2.1-36 Number of schools using Information and communication technology due to USG support (Output)

2.3 Number of schools receiving MP3 players, video players or other technologies 6 NA NA Region Annual Distribution

records

Result 3. Support for English

Custom Indicator (Type: Outcome/Impact)

3.1 Improved English language skills among primary teachers benefiting from L3 Initiative support (percentage increase over baseline)

Baseline NA NA Gender , Zone

Annual (Y3-5)

English-language test developed by L3 Initiative, in collaboration with British Council and TDM

Test to be developed. Baseline data to be collected in 2012

Result 4. Strengthened Ministry capacity to improve the quality of education

F-Indicator 3.2.1-37: Number of impact evaluations conducted (Type: Output)

4.1 Number of completed reports submitted to MINEDUC on the impact of L3 initiatives, during grade-specific action research cycles, as well as during nationwide roll out

0

P1/P2 Baseline

data collected

NA NA Annual Report submitted to Ministry

Baseline: 2011 National assessment instruments (LARS, EGRA/EGMA), programs and policies

Result 5. Improved Equity in Education Custom Indicator 5.1 Average increase in Baseline NA NA Gender, Annual EMIS Data (parity Baseline is 2011

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2 This indicator assumes that the MINEDUCS’s Education Management Information System is able to extract the required data.

(Type: Outcome) parity of students completing P3 in L3 supported schools2

Zone, (urban/ rural)

index) EMIS data from Ministry

Custom Indicator (based on UNESCO indexes) (Type: Outcome)

5.2 Average increase in parity of student’s performance in literacy and numeracy at P3 level in L3 supported schools

TBD NA NA Gender, (urban/ rural)

Twice (2015, 2016)

EGRA/EGMA or LARS scores in literacy and numeracy

Baseline is 2011 EGRA/EGMA and/or LARS data

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4.0 COLLABORATION AND LEVERAGED RESOURCES • Establish alliance with Peace Corps to support L3 activities and goals • Establish alliance with other educational partners (UNICEF, British Council, DFID, etc.) to support

L3 activities and goals (ongoing) • Establish at least one public-private partnership to support initiative goals (video materials, cell

phone coverage, publishers, etc.) (on-going) Progress

Alliance with Peace Corps In March, L3 approached the Peace Corps (PC) to explore possible collaboration and synergies, including the set-up and management of L3 mobile libraries, the L3 National Mentor training at the district levels, and the assignment of third-year PC Volunteers to L3 activities. Program staff developed the terms of reference for the third year assignments as well as a concept paper for a PC-L3 partnership for the implementation of mobile libraries. (See section 2B above). The response from Peace Corps has been very positive and it is anticipated that partnership activities will commence in the next quarter. Alliance with other educational partners L3 continued to engage education partners including UNICEF and the British Council in the RRI, QIWG, and in the school-based mentoring program. The L3/IEE consultant organized a meeting with the British Council and MINEDUC in late March/early April to advance knowledge and discussions on school-based mentoring, including developing a common understanding of what constitutes a good mentor (mentor profile). (See summary of discussions, annex 32). L3 collaborated with Save the Children to develop technical specifications for ECD reading materials for children in the 0-3 and 4-6 age brackets for the new REB tender. L3 also met with Save the children representatives to explore how to best re-position certain L3 resources in the event that Save the Children is able to introduce its Literacy Boost Program in a small number of schools in the country. L3 continues to work with UNICEF to determine how to blend resources to support the implementation of a systematic student evaluation program.

Public-private partnership In March, L3 initiated contact with MTN, the largest telephone service provider in Rwanda, to explore possible platforms for the delivery of content to and communication with teachers and L3 supported SBMs. The discussion also touched on whether the use of mobile phone system and sms are feasible and sustainable technologies. As a result of the discussions, L3 developed a concept note to shape discussions and efforts (see concept note, annex 33).

L3 also explored potential synergies with other sector stakeholders including a UK-based nonprofit organization promoting to establish a database to with Unique Pupil Numbers designed and managed by volunteers. (See discussion, section 4.D above.) Finally, L3 explored the use of solar powered equipment for classroom with Kenya-based NGO and instructional and software developer in India to explore how L3 materials could be on technology enhanced platforms.

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5.0 OPERATIONS AND MANAGEMENT Systems Development L3 continued to put in place administration, financial and technical processes and infrastructure as the initiative quickly transitioned from start-up to implementation.

Activities included:

• Development of personnel systems: A draft of the Procedures (P&P) Manual was completed and staff received training/orientation from L3 Financial Analyst. Official orientation packets for new staff are being developed.

• Meetings and information sharing: A monthly all-staff meeting was instituted as a means of sharing project activities and promoting cohesion. Similar weekly team meetings had been put in place by all departments. Monthly meetings were also instituted to provide initiative updates with USAID. These meetings provide insight into the achievements and challenges, and provide an opportunity to examine L3 work. L3 continued to compile and share weekly updates with US team members, partners, government counterparts and the donor.

• Financial systems: The L3 Financial Analyst trained L3 finance and administration staff on financial systems, including monthly reporting, monthly projections, record keeping, procurement procedures, QuickBooks, and other critical policies and procedures for maintaining an efficient and effective financial management system.

• Open positing (Request for Proposals-RFP): The L3 Project Director worked with L3 staff to develop rigorous terms of references, RFP adverts, and agreement templates for a number of activities including the audio/video studio renovation, local consultancies, and an RFP for a local NGO in community engagement.

Office Set-up The long awaited relocation of L3 technical staff, along with L3 Technical Director, to the REB’s CPDM department occurred in this quarter. The move will facilitate integration of L3 activities with MINEDUC priorities and will ensure better communication and coordination. The new office quarters were fully equipped and the staff received equipment. A Memorandum of Understanding was drafted and revised this quarter and L3 is working with MINEDUC to execute the agreement.

L3 continued with the recruitment of staff. This quarter saw the recruitment of Administrative and Finance Manager, M&E Manager, M&E Coordinator, Audio Technician, School-based Mentor Task Leader, Equity and Parent Task Leader and additional Instructional Material Developers.

Capacity Building and MINEDUC Engagement: Over the past quarter, L3 made a number of presentations at MINEDUC and REB meetings including MINEDUC Senior Management meeting, REB Management meeting, and CPDM Departmental meeting. The purpose of these presentations was to introduce the new project to the different departmental officials so that the initiative goals and targets

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could be integrated into MINEDUC priorities. See Section 4.A above for further discussion of capacity building initiatives.

Sub-monitoring (of partners) Early in the quarter, L3 instituted a number of bi-monthly meetings with implementing partners (IP) to ensure better harmonization and coordination of technical efforts. L3 staff also met with L3 implementing partners individually to plan and discuss scopes of work and to address issues specific to the partner. The meetings also offered an opportunity to discuss implementation challenges and opportunities, staffing issues, and strategies to engage sector stakeholders and MINEDUC counterparts.

In the last quarter, the L3 Project Director and Financial Analysts designed a cost-share tracking system and templates for partners (Concern and VSO) to accurately track their cost share on a monthly basis. The partners were also sent templates and procedures for financial reporting. The partner cost-share and financial systems were put into implementation this quarter through on-going support to partners.

The L3 Project Director organized a two-day training for partners (IEE, Concern and VSO). The trainings were co-facilitated by the EDC Compliance Manager (overseeing all EDC programs), the L3 Financial Analyst and the L3 Project Director (see annex 33 for the training program).

Communications L3 staff continued to develop internal and external communication processes and tools. The EDC US Technology Associate continued to develop an L3 website, and in March, an L3 consultant drafted a preliminary communication strategy and set of tools, including an L3 Facebook page, L3 website materials, and a press release template. The initial L3 website will be unveiled in late April. A first press release was submitted to media outlets for the L3 Writer’s Workshop held in Bugesera. The project continues to explore efficient and effective media and technology platforms to create program awareness.

6.0 LESSONS LEARNED

L3 needs to increase the amount of reading/literacy technical support in years 1 and 2 of the project. Early grade reading has now become a primary focus of the MINEDUC/REB. Although this is a positive development, it has led to a significant increase in the number of unanticipated reading-related initiatives requiring L3 involvement and/or support (participation in the GPE Conference, Development of a multi-year GPE action plan, development of public tender for new p1-p6 supplementary reading materials, development of documentary film for RRI, etc.). As a result, the amount of time the L3 Technical Director has been able to devote to core L3 activities (development of new reading instructional materials, interactive audio programs, etc.) has been reduced, resulting in a slowdown in the production schedule. In order to rectify this situation, the amount of technical assistance provided by the IRI Expert, will be increased in years 1 and 2. She will provide intensive on-line support to team members over the next few quarters to accelerate the production schedule, in addition to her periodic trips to Kigali to work face to face with the team. This will allow new instructional materials to reach teachers in L3 action research sites sooner.

L3 needs to establish more efficient procedures that respond to emerging REB priorities. As MINEDUC and REB plans and priorities evolve, L3 Initiative needs to adapt its work in order provide timely technical assistance without losing sight of its mandate - to improve the reading, English and math skills of early primary students - or its obligation to manage USAID resources in a fiscally and contractually responsible manner.

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L3 needs to continue to build and establish effective lines of communication with the REB departments. The relocation of the technical team in the CPMD department has improved communication with the various REB departments and enabled the L3 initiative to have direct access to decision-makers. However, there is a need to continuously improve lines of communication and ensure that decisions are made collaboratively.

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7.0 ANNEXES

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Literacy, Language and Learning Initiative - USAID

Documents

Transcript of Literacy, Language and Learning Initiative - USAID