usaid kenya tusome early grade reading activity

USAID KENYA TUSOME EARLY GRADE READING ACTIVITY Annual Report

NOVEMBER 4, 2016 [Revised December 14, 2017] This publication was produced for review by the United States Agency for International Development. It was prepared by RTI International.

USAID KENYA TUSOME EARLY GRADE READING ACTIVITY ANNUAL REPORT November 4, 2016 [Revised December 14, 2017]

Award No: AID-615-C-14-00007

Prepared for Nya Kwai Boakyue, Contracting Officer (CO) Lilian Gangla, Contracting Officer’s Representative (COR) United States Agency for International Development/Kenya C/O American Embassy United Nations Avenue, Gigiri P.O. Box 629, Village Market 00621 Nairobi, Kenya

Prepared by Kennedy Kibukho and Dunston Kwayumba RTI International 3040 Cornwallis Road P.O. Box 12194 Research Triangle Park, NC 27709-2194 USA

DISCLAIMER

The views expressed by the authors do not necessarily reflect the views of the United States Agency for International Development or the United States Government.

Tusome Annual Report, October 1, 2015 – September 30, 2016 iii

Table of Contents

Abbreviations ..........................................................................................................................vi 1 Executive Summary ......................................................................................................... 1

1.1 Background ....................................................................................................... 1 1.2 Qualitative impact ............................................................................................. 1 1.3 Quantitative impact ........................................................................................... 4

1.3.1 Training ............................................................................................. 4 1.3.2 Printing and distribution of teaching and learning materials ............. 5 1.3.3 Instructional support ......................................................................... 5

1.4 Constraints and opportunities ........................................................................... 6 1.5 Work Plan for FY 2017 ...................................................................................... 6

2 Key Achievements (Qualitative Impact) ........................................................................... 7

2.1 Increased availability and use of appropriate textbooks and supplementary materials that support reading .................................................. 7

2.1.1 Digitization of Class 1 and 2 Materials .............................................. 8 2.1.2 Procurement and Distribution of Learning Materials for

Classes 1 and 2 ................................................................................ 8 2.1.3 Special-needs education .................................................................. 9 2.1.4 Worldreader e-reader intervention .................................................. 10 2.1.5 Private Sector Partnerships ............................................................ 11

2.2 Improved methods of reading instruction delivery .......................................... 12 2.2.1 Training of Tusome National Trainers (MoE, TSC, KICD,

KISE, KNEC, and KEMI) ................................................................. 12 2.2.2 Tusome lead trainers’ training of CSOs and ICs ............................ 12 2.2.3 CSOs’ and ICs’ training of Class 1 and 2 teachers and head

teachers .......................................................................................... 14 2.2.4 Review of information and communication technology tools .......... 15 2.2.5 CSOs’ and ICs’ Support to Teachers .............................................. 16 2.2.6 Termly reflection meetings .............................................................. 16

2.3 Supervision support to teachers by CSOs, ICs, and head teachers in teaching and assessing reading ..................................................................... 17

2.3.1 CSOs and ICs use tablet software to conduct classroom observations (each teacher at least once per month) ..................... 17

2.3.2 Tusome staff support and monitor CSOs’ and ICs’ classroom observations ................................................................................... 18

2.4 Improved policy environment that promotes reading skills ............................. 18 2.4.1 Training of Sub-County Directors of Education .............................. 19 2.4.2 Training of ESQAC Officers ............................................................ 20 2.4.3 Training of TSC-SCDs .................................................................... 20 2.4.4 Training for PTTC principals and lecturers ..................................... 21 2.4.5 Training of private school head teachers and teachers .................. 22 2.4.6 KICD training .................................................................................. 22 2.4.7 KPA managers and editors training ................................................ 23

3 Activity Progress (Quantitative Impact) .......................................................................... 23

4 Constraints and Opportunities ....................................................................................... 24

5 Performance Monitoring ................................................................................................ 25

6 Progress on Gender and Inclusion Strategy .................................................................. 27

7 Progress on Links to Other USAID Programs ............................................................... 28

Tusome Annual Report, October 1, 2015 – September 30, 2016 iv

8 Progress on Links with Government of Kenya Agencies ............................................... 29

9 Progress on USAID FORWARD .................................................................................... 30

10 Sustainability and Exit Strategy ..................................................................................... 31

11 Work Plan for FY 2017 .................................................................................................. 32

12 Financial Information ..................................................................................................... 33

12.1 Cash Flow and Budget Details ........................................................................ 33 12.2 New Subaward Details .................................................................................... 36

13 Activity Administration .................................................................................................... 36

13.1 Personnel ........................................................................................................ 36 13.2 Contract Modifications and Amendments ....................................................... 38

14 Information for Annual Reports Only ............................................................................. 38

14.1 Budget Disaggregated by County ................................................................... 38 14.2 Budget Disaggregated by Earmarks ............................................................... 38 14.3 Subawards ...................................................................................................... 38 14.4 List of FY 2016 Deliverables ........................................................................... 39 14.5 Summary of Non-USG Funding ...................................................................... 40 14.6 Type of Accounting System Used During Reporting Period ........................... 42

Annexes

Annex A: List of SCDEs, TSC-SCDs, and ESQAC Officers Who Are Tusome Trainers.......................................................................................................................... 43

Annex B: Mini-EGRA Results by Tusome Region and County, Q4 of FY 2016 ................... 44

Annex C: English and Kiswahili Supplementary Readers for Class 1 and 2 ........................ 45

Annex D: SNE Training Summary, Term 3 FY 2017 – Master Trainers ............................... 47

Annex E: Evaluations Completed by CSO and IC Trainees ................................................. 52

Annex F: Success Stories ..................................................................................................... 54

Annex G: Classroom Observation Data (Dashboard) for March and September, 2016 ....... 56

Annex H: Summary of PTTC Principals and Lecturers Trained ............................................ 61

Annex I: Number of CSOs, Head Teachers, and Teachers Trained, by Gender and County ........................................................................................................................... 68

Annex J: Number of Instructional Coaches, Teachers, and Head Teachers from APBET Institutions Trained ............................................................................................ 75

Annex K: Summary of TSC-SCDs Trained ........................................................................... 77

Annex L: Summary of Tusome ESQAC Officers’ Training .................................................... 79

Annex M: Learning Materials Distributed to Private Schools ................................................ 81

Annex N: Distribution of SNE Materials in FY 2016 – Visually Impaired Group ................... 84

Annex O: Distribution of SNE Materials in FY 2016 – Hearing Impaired Group ................... 85

Annex P: Accomplishments of the Worldreader E-Reader Program .................................... 87

Annex Q: Performance Data Tables – Tusome-Wide Indicators .......................................... 93

Tusome Annual Report, October 1, 2015 – September 30, 2016 v

List of Tables

Table 1. Summary of activities planned for FY 2017 ..................................................... 6

Table 2. Cash flow report and financial projections (in US dollars) ............................. 33

Table 3. Budget details (in US dollars) ........................................................................ 34

Table 4. Tusome hires from October 1, 2015, to September 30, 2016 ....................... 37

Table 5. Tusome positions to be hired in the next fiscal year...................................... 37

Table 6. Status of Tusome subawards, September 30, 2016 ..................................... 38

Table 7. List of all deliverables produced during FY 2016........................................... 39

Table 8. Summary of FY 2016 leverage ...................................................................... 41

Table 9. Adjusted FY 2015 leverage ........................................................................... 42

Tusome Annual Report, October 1, 2015 – September 30, 2016 vi

Abbreviations ACOR Acting Contracting Officer’s Representative AHADI Agile and Harmonized Assistance for Devolved Institutions APBET Alternative Provision of Basic Education and Training BoM Board of Management CDCS Country Development Cooperation Strategy CDE County Director of Education CEB County Education Board CO Contracting Officer COR Contracting Officer’s Representative CSO Curriculum Support Officer DLP Digital Literacy Program DQA Data Quality Assessment DQASO District Quality Assurance and Standards Officer EARC Education Assessment and Resource Centre ECDE early childhood development and education EGRA Early Grade Reading Assessment ESQAC Education Standards and Quality Assurance Council FAF Foreign Assistance Framework FY fiscal year GIS geographical information system GPS global positioning system HI hearing impaired IC instructional coach ICT information and communication technology IR Intermediate Result KEMI Kenya Education Management Institute KEPSHA Kenya Primary School Head Teachers Association KIB Kenya Institute for the Blind KICD Kenya Institute for Curriculum Development KISE Kenya Institute of Special Education KNEC Kenya National Examinations Council KPA Kenya Publishers Association KPSA Kenya Private Schools Association KSDC Kenya Society for Deaf Children M&E monitoring and evaluation MoE Ministry of Education (name changed in May 2016 from MoEST to MoE) MoEST Ministry of Education, Science and Technology (previous name of MoE) M-PESA mobile money transfer service MSI Management Systems International NDMA National Drought Management Authority

Tusome Annual Report, October 1, 2015 – September 30, 2016 vii

NTT Tusome National Technical Team PREG Partnership for Resilience and Economic Growth PRIEDE Kenya Primary Education Development PRIMR Primary Math and Reading Initiative PTE primary teacher education PTTC Primary Teacher Training College Q quarter QASO Quality Assurance and Standards Officer REPO Regional Education Programme Officer RFA Request for Applications RIAT Ramogi Institute of Advanced Technology RTI RTI International (registered trademark and trade name of Research Triangle

Institute) SAGA Semi-Autonomous Government Agency SCDE Sub-County Director of Education SNE special-needs education SO Strategic Objective TAC Teachers’ Advisory Centre TBD to be determined ToT training of trainers TraiNET USAID training database TSC Teachers’ Service Commission TSC-CD TSC County Director TSC-DCD TSC Deputy County Directors TSC-SCD TSC Sub-County Director TTC Teacher Training College USAID United States Agency for International Development USG United States Government VI visually impaired WERK Women Educational Researchers of Kenya

Tusome Annual Report, October 1, 2015 – September 30, 2016 1

1 Executive Summary 1.1 Background The Tusome Early Grade Reading Activity is a Ministry of Education (MoE) program aimed at improving learning outcomes of children in Kenya. The Activity’s premise is that improving learning outcomes can be achieved only when a set of key elements is in place: Improved teacher capacity to deliver high-quality instruction; improved access to information and communication technology (ICT) to support education outcomes; increased access to learning materials at a 1:1 ratio of pupils to books; instructional support supervision of teachers for high-quality instruction; and a robust monitoring and evaluation (M&E) system that links the program with instructional practice and learning outcomes.

The Activity utilizes various approaches to improve literacy outcomes. First, Tusome ensures the provision of appropriate instructional materials in schools. Next, the Activity provides continuous instructional support supervision for effective delivery of literacy instruction. Capacity building also is of high importance to the success of the Activity and is implemented for relevant institutions. Finally, the Activity initiates partnerships and collaboration with relevant stakeholders and works to establish and operationalize coordination committees at the national and county levels.

Throughout Year 2 of implementation, the Activity heightened its efforts toward improved outcomes by offering termly professional development for curriculum implementers—Curriculum Support Officers (CSOs), Instructional Coaches (ICs), head teachers, and teachers; distributing low-cost learning materials to achieve a 1:1 ratio of pupils to books; and providing continuous instructional support supervision through CSOs and ICs, using a tablet-based monitoring and evaluation system to assess instructional quality and pupil outcomes across two subjects: English and Kiswahili.

This annual progress report presents the achievements of Tusome and its partners from October 2015 to September 2016. The sections of this report after the Executive Summary discuss in detail the Activity’s key achievements recognized during Year 2, in terms of both the qualitative and quantitative impact; the constraints encountered throughout the year; and finally, the Activity’s performance monitoring efforts and overall progress.

1.2 Qualitative impact This section briefly summarizes the Activity’s impact. During Year 2, the Activity emphasized building the institutional capacity of the MoE and related agencies. FY 2016 began with capacity-building efforts through a number of different trainings for Primary Teacher Training College (PTTC) principals and lecturers, Sub-County Directors of Education (SCDEs), Teachers’ Service Commission Sub-County Directors (TSC-SCDs) Education Standards and Quality Assurance Council (ESQAC) officers, Kenya Institute for Curriculum Development (KICD) primary English and Kiswahili panelists, and Kenya Publishers Association (KPA) managers and editors. The Activity also conducted a series of training-of-trainers (ToT) sessions, CSO and IC trainings, and head teacher and teacher trainings. Additionally, in the year under review, the Activity conducted capacity and policy assessments in a bid to appreciate the extent of work necessary to ensure proper systems and structures exist for the sustainability of Tusome’s interventions.


Training efforts continued using Tusome’s two-step cascade training model, in which national trainers train the CSOs and ICs, who in turn train head teachers and teachers, but with technical support from the national trainers for quality control. Therefore, following the ToT, CSOs and ICs were trained to improve their capacity prior to their training of the teachers and head teachers. From there, Tusome trained both Class 1 and 2 teachers as well as head teachers in order to reinforce their understanding of their role as instructional leaders. ESQAC officers, at the county and sub-county levels, were also trained on how to support Tusome’s implementation.

While sharing the transformation that Tusome has brought into the Kenyan education sector, Ms. Rhoda Motuka, CSO for Keroka Zone, who is also the CSO Coordinator, noted during the Term 2 ToT held in May 2016:

“Tusome is the game change in our history of teacher support…..Teachers were always on their defense whenever we visited…now it’s all about support and there is no fear of victimization.”

Similar components were shared by the ICs. After the Term 2 training, teachers and head teachers from APBET institutions had abundant praise for Tusome. A teacher said about the training:

“It is my first time in Tusome training and I must say that I have learnt new things. I am optimistic that the use of the Direct Instructional Model will do wonders to my Class 2 learners, improve my teaching skills and I will be a better teacher. I am leaving this training sharper, smarter and equipped.” (Teacher

, a new teacher at Milly Joss School, Nairobi APBET)

Parents, too, expressed their satisfaction with the Activity. A CSO reported that during one of her routine visits to schools, the school held a parents meeting, and she was amazed at how the parents had embraced the Activity. In her own words:

“…..when I was told to greet the parents in the meeting, I told them that I had visited the school for Tusome support and all I heard was ululations from the parents….I didn’t know what it was all about and on enquiry, the head teacher told me they were Class 1 and 2 parents expressing their happiness from the way Tusome had improved the reading capabilities of their children.” (Ms.

, CSO Kiogoro Zone, Kisumu Region)

The single training of PTTC principals and lecturers as well as the training of key MoE and TSC field-level staff (ESQAC officers, SCDEs, TSC-SCDs, and CSOs) involved in curriculum implementation were seen by the Activity’s stakeholders as a strategic move toward sustainability. PTTC training, for instance, was commended for building the foundation for early grade literacy interventions through pre-service training of teachers. Similarly, besides training the CSOs, the Activity trained ESQAC officers and SCDEs in order to achieve improved system-wide support and delivery of literacy instruction. These two sets of officers from the MoE were also given tablets and trained to use them, both to support CSOs and teachers and to collect data that will inform education policy decisions. Anecdotes from selected SCDEs and ESQAC officers suggested increased uptake owing to the training. The SCDE for Nyando1 Sub-County said:

1 Nyando Sub-County of Kisumu County was one of the sub-counties where the Primary Math and Reading (PRIMR) Initiative was piloted.


“During the pilot stage, Primary Math and Reading (PRIMR), I was against the program because it was taking away the TAC tutor (now referred to as CSOs) when I needed her to get me some data. I did not understand it. But eventually when I got to understand it, I appreciate that it is a good program that needs to be supported.”

A similar remark was received from the SCDE for Nyakach, another of the sub-counties where PRIMR was piloted:

“I was privileged to have PRIMR in my sub-county. What I appreciate is how the program has affected performance positively. Most schools in the zones where PRIMR was piloted have embraced the teaching approach even in upper primary and performance of individual zones has improved in all subjects.”

The training of ESQAC officers was a deliberate effort by the Activity to ensure that all the MoE relevant departments and its Semi-Autonomous Government Agencies (SAGAs), as well as the TSC, were invited to join in on the activities and successes of Tusome. This was well received by the relevant officers across these departments and SAGAs. The District Quality Assurance and Standards Officer (DQASO) for Kericho had this to say, after the ESQAC officers’ training:

“We are now fully in Tusome. We want to be counted with its success as well.’’ (Sakwa Livingstone, DQASO, Kericho Sub-County)

Some were overjoyed that the Activity had already realized so much within a very short period of implementation. Mr. , a DQASO from Kisii Sub-County, said after the ESQAC training:

“Tusome has in a short period impacted positively our children in that they now can read from as early as Class 1……I have been hearing of its success from a distance but today am glad I have been sensitized and confirm from what have been taught that this must work.” (Mr. , DQASO, Kisii Sub-County, Kisii County)

Yet another DQASO noted:

“Tusome is a great innovation. I have never seen such a practical programme so far in my career. Am sure this must bring a positive change.” (Mr.

, DQASO, Emuhaya Sub-County, Vihiga County)

Similarly, while opening the CSOs’ training, the Uasin Gishu County Director of Education (CDE), Mr. , thanked the CSOs for their dedication in ensuring Tusome’s success as well as pointing out that it was through their efforts that there had been noticeable improvement in learners’ fluency compared to the previous academic terms.

“I want to thank each and every one of you for turning up for this training meant to benefit learners in our county. I would also want to thank you for your sustained commitment in ensuring the success of the program in the county, but above all, to the benefit of the learners. I ask of you to continue with the same zeal so that more learners get to benefit and thus improve quality of reading in the county, which will ensure we have well-learned adults in the future.” (Mr.

, County Director of Education, Uasin Gishu County)


With optimism, the TSC County Director, Kiambu County, also said about the Activity:

“Tusome is a great program and everyone can already see what it is doing to the children and I know that it will continue making a change.” (Madam

, TSC County Director, Kiambu County)

Noteworthy is that following the training of SCDEs in the first quarter (Q1) of FY 2016, and ESQAC officers in the second quarter, these officers began taking public positions supporting Tusome and understanding how the Activity is impacting reading outcomes in their respective sub-counties and counties. Some of these officers were incorporated as lead trainers, hence playing critical roles during the training of CSOs and ICs, and the subsequent training of head teachers and teachers (refer to Annex A).

Also during Q2, the Activity successfully distributed materials, in the form of Class 1 and Class 2 pupils’ books and teachers’ guides. Additionally, the Activity introduced an e-reader intervention, implemented in partnership with Worldreader, one of the subgrantees for Tusome. Worldreader provides easy access to a variety of supplementary books for pupils through the use of e-reader devices, which serve as digital libraries in 66 schools. The use of these devices enables teachers and pupils from marginalized areas to have access to supplementary reading materials that would otherwise be ineffective or impossible if they were using a traditional library system.

Additionally, special-needs education (SNE) trainings were held for teachers following a ToT that occurred in Q3. Textbooks for Classes 1 and 2 were also adapted for learners with special needs and distributed to public and private schools.

Lastly, numerous classroom observations were conducted by CSOs and ICs to provide instructional support to teachers. In some cases, the CSOs would be accompanied by the head teacher to classrooms or during some of the feedback sessions. Accompanying his CSO during one of the classroom observations, the head teacher for Kiine Primary School, Kirinyaga County, had this to say about Tusome:

“Tusome was the missing link between reading and understanding. Early grade teaching is no longer an issue of cramming [rote learning, drilling, or memorization]….”

1.3 Quantitative impact As noted above, the main interventions in FY 2016 were trainings, materials distribution, and classroom observation. These yielded significant quantitative data, referenced in this report.

1.3.1 Training The termly trainings saw the Activity train different cadres of officers, from teachers to trainers (see annexes for detailed information on trainings).

Teachers. In Term 2, the Activity had the largest training yet, with a total of 50,828 teachers trained. Of these, 25,267 (6,227 male and 19,040 female) were Class 1 teachers and 25,561 (6,826 male and 18,735 female) were Class 2 teachers from all public primary schools; and an additional 1,470 (951 male and 516 female) were county-level TSC and MoE officials. Although Terms 1 and 3 did not attain the level of attendance witnessed in Term 2, the trainings still recorded huge numbers, with a total of 47,807 (12,681 male and 35,126 female) teachers trained in Term 1 and 49,937 (12,458 male and 37,479 female) teachers trained in Term 3. In Term 1, the ICs trained 1,386 (437 male and 949 female) Class 1 teachers and 1,354 (444 male and 910 female) Class 2 teachers; as well as 1,128 (717 male


and 411 female) head teachers (see annexes). In Term 2, the ICs trained 1,793 Class 1 and 2 teachers from Alternative Provision of Basic Education and Training (APBET) institutions (195 males and 1,598 females), while in Term 3, ICs trained 1,726 teachers (190 male and 1,536 female).

Head teachers. Alongside the teacher trainings were the head teacher trainings, which were also conducted across the 47 counties in Terms 1, 2, and 3. These sessions recorded head teacher attendance of 18,610 (15,593 male and 3,517 female) for Term 1; 21,560 (17,659 male and 3,901 female) for Term 2; and 21,074 (17,329 male and 3,745 female) for Term 3. The head teachers were trained mostly on instructional leadership. In APBET institutions, 841 head teachers (430 male and 411 female) were trained in Term 1; 856 (429 male and 427 female) in Term 2; and 737 (335 male and 402) in Term 3.

CSOs and ICs. As is Tusome’s standard practice for the cascade model, the teacher and head teacher trainings were preceded by the training of the CSOs and ICs. In Term 1, Tusome trained 1,147 (864 male and 282 female) CSOs; followed by 1,044 (772 male and 272 female) in Term 2; and 1,037 (756 male and 281 female) in Term 3. Tusome also trained 65 (35 male and 30 female) Instructional Coaches in Term 1, 64 (34 male and 30 female) in Term 2, and 63 (33 male and 30 female) in Term 3. The trained ICs were pivotal in training the teachers and head teachers from APBET institutions under their charge.

MoE officers. Other trainings included those for ESQAC officers, SCDEs, and TSC County Directors (TSC-CDs). Attendance at those trainings involved 415 (347 male and 68 female) ESQAC officers, and 288 (247 male and 41 female) SCDEs, and 158 (117 male and 41 female) TSC-CDs.

1.3.2 Printing and distribution of teaching and learning materials Another significant achievement in the year under review was the printing and distribution of appropriate learning materials in all the Tusome target schools. All Tusome target schools received English and Kiswahili homework books for both Class 1 and 2; Class 2 English and Kiswahili textbooks; and Class 2 English and Kiswahili teachers’ guides. Detailed information on materials distributed appears in an annex.

1.3.3 Instructional support The instructional support supervision to the CSOs as well as to Class 1 and 2 teachers had a significant impact on the learning outcomes in Classes 1 and 2. This was evidenced in improved pupil reading fluency. Overall, based on the Dashboard2 figures available on September 30, 2016, reading fluency was averaging 38.5 correct words per minute (cwpm) across Classes 1 and 2 for English, and 26.5 cwpm across Classes 1 and 2 in Kiswahili (details in annex). These rates reflect an improvement from an average of 23 cwpm in English and 18 cwpm in Kiswahili recorded in Q2 (January–March 2016). Although the data are anecdotal, this gain is a huge improvement over a 5-month period and a reflection of the level of change that the Activity had brought about.

2 The Dashboard is a report of key performance indicators related to instructional support supervision. It reflects the number of observations by zone and county as well as the fluency and percentage of learners reading at Kenya National Examinations Council (KNEC) benchmark. KNEC recommends that by the end of Class 2, learners should be able to read at 65 correct words per minute in English and 45 correct words per minute in Kiswahili, and be able understand 80% of what they read.


1.4 Constraints and opportunities The constraints encountered during the year included insecurity in some regions, such as Wajir, Isiolo, and Mombasa; a teachers’ strike; shortages of teachers and CSOs; and heavy involvement of CSOs in other assignments not related to curriculum support.

Some of the CSOs continued to double as education officers for the MoE as well as carrying out teacher instructional support for their respective zones. This led them to engage in other official activities, such as monitoring school feeding programs, proctoring examinations, leading enrollment drives, and representing the SCDEs at meetings, all of which reduced their time commitment to provide instructional support supervision in Classes 1 and 2 under Tusome. Additionally, some counties reported cases of CSOs and teachers retiring, which affected the quality of teaching and teacher support. CSOs shortages also led to some CSOs being assigned to more than one zone, hence compromising the quality of their support to teachers. The challenges notwithstanding, the Activity was able to realize marked success, as evidenced by the anecdotes shared in this report as well as by a mini-EGRA study conducted in Q4 (see table of results in Annex B).

1.5 Work Plan for FY 2017 Near the end of September 2016, Tusome was informed that USAID would extend Tusome to 2019 and cover Class 3. As a result, the Tusome team engaged with USAID regarding the best timing for developing the Tusome Year 3 (2017) work plan. It was found more reasonable to do so after finalization of the Tusome expansion. As this annual report was being written, the development of the Tusome work plan was in progress. To accommodate the add-on initiatives, RTI has scheduled a number of activities to be covered in 2017 that will also encompass the specific areas of the Tusome expansion, as highlighted in Table 1.

Table 1. Summary of activities planned for FY 2017

Activities Description

Conduct termly ToT Tusome will hold ToT sessions. The trainers—drawn from MoE, TSC, KICD, Kenya Institute of Special Education (KISE), Kenya National Examinations Council (KNEC), and Kenya Education Management Institute (KEMI)—are expected to train the CSOs and ICs, who will then facilitate teachers’ and head teachers’ training in a two-level cascade model.

Have Tusome national trainers train CSOs and ICs

Tusome national trainers will conduct termly training of CSOs and ICs.

Train teachers of Classes 1, 2, and 3 and head teachers

CSOs and ICs will conduct training of Class 1, 2, and 3 teachers with support from the Tusome national trainers: January–February 2017.

Train Education Assessment and Resource Centre (EARC) officers on Tusome instructional methods

EARC officers are the MoE’s staff who are qualified to handle SNE. These will be trained to support the training of teachers of hearing and visually impaired (HI and VI) learners,

Train SNE teachers on Tusome instructional methods

EARC officers and theTusome technical team will train SNE teachers on how to implement adapted Tusome materials in the classroom.

Develop PTTC course material Tusome will work with the MOE and KICD to develop relevant material for reading instruction to be used in PTTCs.

Distribute PTTC material Tusome operations team and MoE will distribute PTTC materials to all public and selected private PTTCs.


Activities Description

Hold PTTC training PTTC principals and language lecturers (Kiswahili and English) will be trained on literacy instruction and the Tusome methodology.

Train KPA managers and editors KPA managers and editors will be trained on how to develop materials for reading instruction.

Develop supplementary readers for Classes 1, 2 and 3

The Tusome team, MoE, and KICD subject specialists will develop Class 3 leveled readers with KPA members: January–May 2017.

Revise Class 1 and 2 Kiswahilil and English learning and teaching materials

The Tusome technical team, MoE, and KICD subject specialists will revise Class 1 and 2 Tusome learning materials for teachers and for pupils.

Develop Class 3 Tusome books The Tusome technical team, MoE, and KICD subject specialists will develop pupil and teacher learning materials.

Print and distribute Tusome supplementary materials

The Tusome technical team, MoE, KPA, and KICD will develop leveled Class 3 readers. Reviewing expected Jan 2018; printing and distribution Mar–Apr 2018.

Distribute Class 1, 2, and 3 teaching and learning materials

The Tusome operations team and MoE will distribute Tusome materials to schools based on enrollment data: December 2017.

Conduct classroom observations The Tusome technical team and MoE technical team will visit schools for classroom instructional support in Terms 1, 2, and 3 of 2017.

2 Key Achievements (Qualitative Impact) Tusome strives to improve reading outcomes by putting in place several core elements. Therefore, the key achievements highlighted in the subsequent sections focus on areas regarding the Activity’s efforts to increase availability and use of appropriate textbooks and supplementary materials; improve methods for delivering reading instruction; and improve the policy environment, which will help to promote reading. Those directly impacted by the Activity have noted the successfulness of the approaches that Tusome uses.

2.1 Increased availability and use of appropriate textbooks and supplementary materials that support reading

Critical to a successful literacy program is the availability and use of well-designed learning and teaching materials. Tusome has endeavored to increase accessibility of appropriate teaching and learning materials at all public primary schools and 1,000 APBET institutions. As such, Tusome has developed a collection of low-cost, fully illustrated teaching and learning materials: teachers’ guides (English and Kiswahili for Classes 1 and 2); pupils’ books (English and Kiswahili for Classes 1 and 2); supplementary materials in English and Kiswahili (a set of 61 titles per stream); homework books (English and Kiswahili for Classes 1 and 2); SNE materials (teachers’ guides and pupils’ books for English and Kiswahili; materials for visually or hearing impaired [VI or HI] learners); e-readers loaded with library books as well as the earlier mentioned Tusome learner materials; grade-level stimuli for reading assessments; teaching aids (letter cards and pocket charts); and end-of-term exams for English and Kiswahili for Classes 1 and 2, in both soft and hard copies. The following subsections discuss the progress made in Year 2 of implementation toward the development, procurement, and distribution of these materials.


This picture was taken at Kibaro Primary School, Baragwi Zone, Kirinyaga County, where a passionate Tusome head teacher initiated this painting on school block walls to show that the school is implementing Tusome. Mr. Gicheru, the head teacher, said “Tusome has given us a reason to be

proud!” He further exclaimed that Tusome had brought about a revolution in terms of early grade reading, which is why he felt the need to reinforce Tusome activities by painting the school. It

strengthens Tusome’s visibility and raises awareness for the school and parents.

2.1.1 Digitization of Class 1 and 2 Materials Class 1 and 2 books were digitized and installed on the tablets for Tusome lead trainers and CSOs or ICs. The digitized books included the English Class 1 pupil book, English Class 2 pupil book, English Class 1 teacher’s guide, English Class 1 teacher’s guide, Kiswahili Class 1 pupil book, Kiswahili Class 2 pupil book, Kiswahili Class 1 teacher’s guide, and Kiswahili Class 2 teacher’s guide. Digitization will facilitate access to the books by the CSOs and ICs during classroom observation. Furthermore, once the materials are digitized, it will be easy to have them rendered into the digital learning platform by the government-led Digital Literacy Program (DLP).

2.1.2 Procurement and Distribution of Learning Materials for Classes 1 and 2 In December 2015, procurement of printing was completed, with all books printed and delivered to a warehouse. This procurement covered the Class 2 English and Kiswahili teachers’ guides and pupils’ books, and 61 English and Kiswahili supplementary readers (32 English and 29 Kiswahili titles) for Classes 1 and 2 (see Annex C). Materials were then packed in preparation for distribution.

Distribution of books for all 47 counties began in January 2016, with CSOs distributing books to head teachers during the teachers’ and head teachers’ training. This included the learning materials for Class 2 English and Kiswahili as well as readers for Classes 1 and 2. The distribution process was carried out smoothly, with the materials being delivered to CSOs and ICs, who in turn distributed them to head teachers within their respective zones. Tusome books and teaching materials were supplied according to each school’s need. The CSOs


documented any shortages at each school and also excess books in each zone. They were then able to move materials around according to individual school needs, based on changing enrollment numbers that they noticed during their classroom observation visits.

Next, the Activity distributed learning materials to the approximately 1,000 participating APBET institutions. The materials were delivered through the ICs within each cluster in Kisumu, Nairobi, Nakuru, and Mombasa. These materials included Class 2 pupils’ books and teachers’ guides in English and Kiswahili, the same 30 titles for Class 1 Kiswahili and English supplementary readers as were distributed to the public schools, and the same 31 titles for Class 2 Kiswahili and English supplementary readers.

The printing procurement for homework books for Classes 1 and 2, both English and Kiswahili, was completed in March 2016. All the materials were packed and dispatched beginning in April 2016 to zonal or cluster drop-off points, as had been scheduled. After the successful distribution, homework books were used in Terms 2 and 3.

2.1.3 Special-needs education In order to ensure that all learners—regardless of their physical abilities—learn to read, several advances were made by the Activity team in the area of SNE. In November, a workshop was conducted for adapting Tusome materials for Class 1 and 2 SNE learners, with immediate focus on pupils with hearing and visual impairments. During this workshop, a team comprising RTI technical staff, selected National Technical Team (NTT) members, and representatives from the Kenya Institute of Special Education (KISE), Kenya Institute for the Blind (KIB), Kenya Society for Deaf Children (KSDC), and KICD adapted English and Kiswahili teaching and learning materials for hearing and visually impaired learners.

Following the workshop, the SNE materials went through several levels of editing and proofreading. Next, the team solidified arrangements for printing the materials adapted for hearing impaired learners and transcribing materials into Braille for visually impaired learners. Printing of materials for hearing impaired learners was completed in late 2015.

In order to effectively distribute the materials, the project team began to collect data for SNE, such as number of pupils and teachers affected, and the location of the schools. However, this proved to be quite challenging, as counties were slow to submit the requested data which would aid distribution of the materials.

Beginning in June, the Tusome technical team prepared relevant manuals for use in the teachers’ training and learning materials for SNE learners in classrooms. The training manuals that were prepared included training-of-trainers and teacher training manuals for VI and HI pupils. Following the development of the training materials, Tusome organized trainings for SNE teachers from across the country. The training began with a training of master trainers, who had been identified based on their areas of specialty. Three specialists

Top left and bottom left: Designers prepare

manuals that would be used during training. Top right: SNE experts during the material

development workshop. Bottom right: Pius Mutua, an instructor from Kitui Teacher Training

College, presenting a model class session during training.


for the visually impaired, and another three specialists for the hearing impaired, were trained as master trainers. They in turn trained 22 (9 male and 11 female) SNE teacher trainers. The 22 trainers were distributed across the country to 10 different sites—12 trainers for the HI sites and 10 for the VI sites. All were from public special schools or units; no private schools partipated.

SNE training continued throughout Q4 for the sighted teachers handling visually impaired students. During June–September, a total of 101 (37 male and 64 female) teachers were trained to provide interventions for visually impaired pupils across eligible Tusome counties.. Similarly, 187 (66 male and 121 female)teachers of the hearing impaired were trained (see Annex D).

2.1.4 Worldreader e-reader intervention Access to relevant reading materials is a crucial pillar supporting the achievement of improved reading outcomes. Relative to this goal, Tusome is partnering with Worldreader to increase access to critical reading and learning materials in English and Kiswahili. As such, e-readers are being provided to 66 public primary schools across two Tusome regions: Nairobi and Nakuru. Beginning in Q1 of FY 2016, Worldreader procured e-readers and solar

chargers in readiness for the implementation of the e-reader intervention in the targeted schools. A total of 650 e-reader devices were loaded with 210 e-books in English and Kiswahili as well as all Tusome pupil materials.

In November 2015, Worldreader then conducted two regional trainings for RTI staff, MoE, KICD, and Kenya Education Management Institute (KEMI). The purpose of the trainings was to build the capacity of the national trainers who will support the training of CSOs and teachers, as well as the implementation of the Tusome Worldreader e-reading program.

Following Tusome’s two-level cascade model and training approach, CSOs, head teachers, and teachers were trained in Q2. This training was facilitated by the

lead trainers, who had been trained by Worldreader in Q1, and focused on increasing teachers’ understanding of the importance of the e-reader program in improving pupil learning outcomes. The trainings were also designed to increase teachers’ capacity to effectively use e-readers to support reading activities and teachers’ ability to train pupils on the use and care of e-readers, including how to select the appropriate level of books for their learners. Each of the e-reader schools was assigned a project manager—either the Class 1 or the Class 2 teacher—to ensure implementation of the e-reading project at the school level. By the end of the second quarter, solar and e-reader devices were distributed to all 66 schools.

To ensure the security of the devices, a number of schools came up with safety measures, including designing strong rooms. Other schools went to the extent of involving the Board of

Access to essential books through e-reader program

“Enkusero Primary has always had challenges accessing reading materials. For a long time, Jackline Ndunge, a teacher at Enkusero Primary (Loitoktok Zone, Kajiado County), wanted her pupils to read specific books, but the school had no access to these books since it was over 30 kilometers away from the main bookshop in Loitoktok Town. During a Tusome school visit, Jackline provided feedback to Tusome staff on the types of books she felt needed to be added to the e-readers.

“Based on feedback from teachers like Jackline, this quarter Worldreader was able to add 30 essential books to the e-readers. Three of the books added were specific titles suggested by Jackline and other Tusome teachers. Those books were Mti Wa Ajabu, Bata Wa Ajabu, and Swahili teachers’ guides for Classes 1 and 2. Josephine says, ‘The e-readers have been of great help to the school since it has made it possible for us to access a number of copies of books that we felt our pupils needed to read.’” (quoted from Worldreader Quarter 4 Report, 2016)


Management (BoM) and parents in reinforcing security measures at the school. Parents at some schools made it mandatory for Class 1 and 2 pupils to attend the e-reading lessons in the afternoons.

During Q3, Worldreader contributed to Tusome’s objective of continuous professional development for teachers and CSOs. The Worldreader program successfully delivered refresher trainings for CSOs and teachers in the e-reading program for both Nairobi and Nakuru counties. Anecdotal feedback from the target schools indicates that the intervention lived up to its expectations. Highlights are as below:

• Decreases in absenteeism. The presence of e-readers contributed to decreased absenteeism and dropout rates in the e-reader implementing schools. Participating schools self-reported that attendance rates in the term during which e-readers were introduced were better than average when compared to previous terms.

• Increase in pupils’ enrollment. Many Tusome e-reader schools reported that they received a significant number of new Class 1 and 2 pupils, which they directly attributed to the presence of e-readers.

• Positive attitudes. Schools and teachers reported that pupils’ and parents’ attitudes toward reading were positively influenced by the presence of appropriate and locally relevant Worldreader storybooks and Tusome supplementary readers found on the e-reader devices.

Worldreader project assistants also continued their routine support to the teachers, which began in Q2. In Q4, for instance, project assistants supported a total of 57 teachers across the target schools in Nairobi and Nakuru, out of the possible 66. During these visits, the assistants conducted refresher training on advanced e-reader functionalities (such as using the dictionary and creating book collections), shared techniques for integrating e-readers into daily classroom reading lessons, ensured teachers were using suggested reading activities, and conducted make-up trainings for teachers who were unable to attend regularly scheduled zonal-wide e-reader trainings. They also responded to troubleshooting requests on e-readers and solar units, trained teachers on techniques to troubleshoot devices on their own, and ensured schools were storing devices properly for safekeeping.

Moreover, as part of its cost-sharing commitment, Worldreader pushed into the e-readers additional storybooks in Q4. The 30 storybooks were selected based upon general feedback from teachers and CSOs. This prompted Worldreader’s librarian (in coordination with Tusome e-reader program assistants and Worldreader San Francisco support staff) to curate a book list incorporating this feedback.

2.1.5 Private Sector Partnerships The Tusome Early Grade Reading Activity is structured to develop and utilize a Partnership Fund to leverage matching funds (a minimum of an additional US$2 million) from the private sector, national and county governments, and/or civil society to develop and distribute relevant learning materials at county and/or national levels.

During FY 2016, Tusome made progress securing two new private sector partnerships. First, in Q2, the Activity successfully secured a partnership with sQuid. sQuid is currently providing leverage by incorporating Tusome Class 1 and 2 content into its iMlango digital learning platform. As such, sQuid reviewed course books and readers for file suitability and then uploaded the files into the iMlango content management system. The iMlango digital learning platform is accessed by the target public schools, which are all participating in Tusome. iMlango has been implementing in 205 rural primary schools in four counties


(Kajiado, Kilifi, Makueni, and Uasin Gishu). Tusome content is available to all teachers and students (i.e., if they have lab access) via the iMlango portal.

Second, in Q3, Tusome established an additional partnership with BRCK Education Ltd., which works to provide digital access to schools with poor infrastructure via hardware, software, connectivity, and educational content. Tusome’s partnership with BRCK is designed such that BRCK will incorporate Class 1 and 2 content into its Learning Platform for an initial period of two years, giving up to 100,000 students in 1,000 APBET institutions access to these Tusome materials. BRCK will cover the cost of usage data as well as rendering of the Tusome content for delivery through the Learning Platform.

2.2 Improved methods of reading instruction delivery In line with Tusome’s goals of equipping teachers with the ability to provide high-quality reading instruction to pupils, the team undertook several training initiatives during Year 2 to improve the methods of reading instruction delivery. These initiatives are discussed in the subsections below.

2.2.1 Training of Tusome National Trainers (MoE, TSC, KICD, KISE, KNEC, and KEMI)

Key to the successful implementation of the two-level cascade model of training is the continuous training of lead trainers, hence building a pool of trainers to sustainably lead the training of CSOs, ICs, teachers, and head teachers on relevant early grade literacy competencies. In this model, the lead trainers are taken through key principles of an effective literacy program, effective pedagogical practices, and the ethos upon which the Tusome Activity is designed. The ToT approach has continued to be used as a curtain raiser to a series of nationwide trainings targeting CSOs and ICs, Class 1 and 2 teachers, and head teachers. Accordingly, in the year under review, the Activity conducted three separate ToTs—in December 2015, April 2016, and August 2016. Unlike the previous trainings, during which RTI’s Tusome team would be significantly involved in planning and leading the training sessions, in Year 2 the goal was to transfer this role to the technical officers from the TSC, and to the MoE and its SAGAs. The trainers were therefore largely drawn from the MoE, TSC, KICD, KISE, and KEMI, accompanied by a few RTI Tusome technical staff.

2.2.2 Tusome lead trainers’ training of CSOs and ICs Recall that within the two-step cascade model, the CSOs and ICs are trained by the national team of trainers before taking the lead in zonal- and cluster-level (in the case of ICs) training of teachers and head teachers. In this way, the Activity consistently has been able to complete teacher and head teacher trainings in just two weeks each term. This has ensured that the trainings do not interfere significantly with the scheduled learning hours. While in Term 1 of 2016 the CSO and IC trainings lasted for six days, in Terms 2 and 3, the trainings were held for four and three days respectively. (Project funding constraints required reconfiguring the later trainings into the shorter blocks of time.) The trainings were carried out to improve the CSOs’ and ICs’ understanding and mastery of Tusome so as to train teachers and enable them to teach literacy lessons using the direct instructional methodology.

There were 34 CSO training sites across the country. In keeping with the Tusome’s training practice of having participants learn by doing, the trainings took a practical approach, using the cycle of (1) trainer modeling each activity, (2) participant and trainer doing guided practice and participant then practicing independently, followed by (3) participants making


presentations to the plenary. Explanations, discussions, demonstrations, partner practice, and modeling were done expertly during these sessions.

ICT integration was also evident, with session after session using the tablet-enabled tools. Loaded onto the tablets were model teaching videos, which the participants had to watch after they practiced teaching each activity. The Papaya application for learning letter sounds on the tablets also was used during the trainings to help participants with articulating sounds. The pronunciation recordings could be played directly via the tablet’s internal speakers or through newly distributed, attachable mini-speakers, if necessitated by the training setup.

The same quality of training was also administered to the ICs. The trainings for ICs were held in four different cities—Nairobi, Kisumu, Mombasa, and Nakuru—with respective City Managers serving as the lead trainers. The City Managers were supported by the National APBET Coordinator. MoE and TSC officers from the national and county levels attended the trainings, too. With the view to improve on the skills acquired during the previous trainings, the content of all the termly trainings focused on the challenges experienced in the course of Tusome implementation and how to address these challenges going forward.

The success of the different CSOs and ICs trainings was evidenced by a number of quotes from the participants, as follows:

“I didn’t know how to fully manipulate the tablet, but after the 3 days training I am now conversant with all the tablet’s operations, including the Tangerine:Tutor uploading procedure, which initially gave me a lot of difficulty.” (Nehru Ogola, CSO, Mariwa Zone, Migori County)

“I think am now fully baked on the tablet use. I can assure you my calls for support or assistance on the tablet are really going to reduce significantly and I thank RTI for replacing my stolen tablet. I can now fully support my teachers.” (Kepha Orera, CSO, Nyatieko Zone, Kisii County)

In Q4, a total of 1,037 (281 female and 756 male) CSOs were trained. In Nakuru region, following a CSO and IC training, the trainees were evaluated on their level of knowledge and also asked to provide feedback on the quality of the training. The summary of this evaluation is presented in Annex E.

As noted, during their Q4 trainings, the CSOs and ICs were given opportunity to reflect on successes and challenges as they implemented Tusome (see examples in Annex F, Success Stories). Most of the CSOs and ICs reported very good uptake of the Activity. In Nanyuki Region, one CSO reported how the teachers in her zone had adopted the program. Madam Charity, a CSO from Abo West Zone, Meru County, said that Tusome had had an effect, even on technology uptake, to the extent that teachers were using technology to communicate Tusome issues. She explained:

“These days my Tusome teachers have opened a WhatsApp group where they discuss successes and consult among one another….These days my teachers are able to discuss many issues and help those with issues among themselves through innovative ways. This also builds team work and bonds them.”

The success of Tusome in helping children to read and comprehend was also emphasized further during the Mitheru Zone termly reflection meeting. During the meeting, Madam Monica, the CSO for Mitheur Zone, Tharaka Nithi County, expressed her satisfaction with the Activity, noting that Tusome is helping to shape the future of the Kenyan child:


“Tusome is the future in early grade reading that we could all not see prior to beginning of Tusome…. When we began Tusome, we were saying children will read. I am glad that narrative has changed in my zone and now we are saying that our children are reading. This is an important milestone for us as a zone and in the entire country.”

2.2.3 CSOs’ and ICs’ training of Class 1 and 2 teachers and head teachers Teachers and head teachers from public and APBET institutions alike benefited a great deal from the Year 2 continuous professional development training interventions offered by Tusome. While the head teachers were trained on their role as instructional leaders, the teachers were mainly trained on pedagogical skills and the instructional approach of the Tusome literacy program. Notably, the termly teacher trainings changed teachers’ competencies in literacy instruction. Participants incrementally gained a high level of mastery of content from one training to another. Teachers who attended trainings especially showed increasing levels of mastery from one training to another, which then was reflected in their pedagogical skills. The CSO for Iriani Zone, Nyeri County, for instance, had this to say concerning Tusome during the Term 3 training:

“Tusome has brought something good for all of us. Before, our children were just taught and one hoped they would comprehend. Today it is different, as Tusome has brought a well-structured approach of teaching that makes it very practicable to teach and it’s very easy as well.”

Head teacher trainings also were held termly, usually on the first day of the teachers’ training. These were exclusive training sessions with the head teachers. This allowed them to share their experiences freely and to give their best recommendations on solution to challenges, which were then used to continuously improve the Activity’s design.

The trainings affected learners not only in Classes 1 and 2, but also beyond. Plenty of testimonials—including from head teachers—were offered as to what Tusome trainings had achieved.

A head teacher said after the Term 3 training:

“I am a trained English teacher and I understand very well the challenges that we all faced during teaching languages in the lower primary school. I am surprised that Tusome has in a short time been able to offer solutions to these problems. This is a great plus to all language teachers and I can attest that our children in early grades are better than they were.” (Head teacher, Ankurani Primary School, Maua Zone, Meru County)

During the teacher trainings, the CSOs or ICs were paired based on competency level and proximity to the zone or cluster they were supporting. The inclusion of Class 2 teachers, in line with the Tusome design, more than doubled the number of participants from the previous trainings. Trainings for head teachers were held on the first day of every zonal or cluster teacher training. During Q4, 51,663 teachers and 21,811 head teachers were trained

Teacher modeling alphabetic principle activity,

Momasa region


across all the Tusome regions. Following a teacher training, one teacher from Machakos Region commented on the success experienced:

“My pupils were not able to read and I was not able to do a lesson in 30 minutes, but now the pupils can read and I can do a lesson in less than 30 minutes.” (Mrs. Susan Patrick, Teacher, Kilambani Primary School, Mutha Zone, Kitui County)

2.2.4 Review of information and communication technology tools In Q1, the Activity continued to integrate ICT tools for project implementation. CSOs and coaches used a cloud-based instructional support supervision tool to observe Tusome lessons. The tool captured the details of the lesson being taught, after which the CSO or IC gave specific feedback to each teacher based on their performance. This tool also collects a global positioning system (GPS) reading at the observation point, to verify that it was used to collect information at the school. Further, it collects information about how the teacher performed in the lesson (e.g., used Tusome instructional methodology, used the right pace to teach, gave formative feedback to the pupils, supported the learners to read, took an appropriate amount of time to teach the lesson), pupil enrollment and absenteeism, and pupil assessments with real-time feedback on fluency rates. The enrollment data are periodically used by Tusome and TSC for targeted interventions. Through this cloud-based monitoring tool, senior county TSC and MoE officials were able to track observations and demand accountability from CSOs, ICs, and teachers. As a result, interest and motivation increased toward consistent instructional support supervision from CSOs and ICs.

During the second quarter, the cloud-based classroom observation tool underwent several improvements. The software was updated with additional tools that were then used by ESQAC officers and SCDEs in undertaking support to CSOs and ICs.

During the training, the Activity team witnessed that a majority of the CSOs and ICs were able to effectively use their tablets—as well as the set of mini-speakers that was issued to each trainee for the first time in Term 2, to enhance sound quality—during the teacher and head teacher trainings. The two most frequently used applications in the teacher training were:

1. Papaya – CSOs and ICs used this application to reinforce the learning of the phonological awareness component. Teachers who were struggling with either English or Kiswahili letter sounds listened to those articulated by Papaya and were able to mimic the sounds.

2. Instructional videos – The CSOs and ICs played the model teacher videos of best-practice instruction of various lessons for the teachers, to show them real classroom teaching of the different components of reading. The instructional videos were instrumental in areas in which the teachers were struggling, since they reflected actual classroom situations. Because only a few tablets were available at each teacher training venue, teachers watched the videos in groups, listening via the mini speakers, while the rest practiced teaching lessons using the teachers’ guides.


2.2.5 CSOs’ and ICs’ Support to Teachers

Instructional support supervision through classroom observation is one of the critical elements of Tusome. Tusome’s instructional support model requires the CSOs and ICs to

utilize technology (tablets) to support teachers. In this model, each CSO and IC is given a Google Nexus 7-inch tablet that contains literacy instructional materials, including electronic versions of the teachers’ guides and pupils’ books for both English and Kiswahili. The tablet also contains an instructional observation form, a TSC data collection tool, and a tool for assessing real-time oral reading fluency rates. The resulting data are aggregated monthly and shared via the Dashboard.

The CSOs and ICs are expected to observe lessons in the classrooms using the tablet. The observation involves sitting in as the teacher is teaching and filling in the classroom observation tool on the tablet. The CSO or IC concludes the observation by assessing the reading ability of three learners, randomly selected from the observed classroom. After every lesson observation and assessment of the learners, the CSO or IC sits with the teacher to provide formative feedback with specific recommendations to that teacher on how to improve instruction.

Throughout Year 2, CSOs and ICs carried out termly support visits to teachers. This consistent teacher support by the CSOs and ICs enhanced teachers’ capacity to effectively deliver lessons and thus improved pupils’ literacy outcomes, as noted on the Tusome Dashboard results. The constant support to the CSOs and ICs through the classroom observations helped to build teachers’ capacity through feedback to them in reference to their ability to use the Tusome instructional materials. The picture above was captured by a Tusome staff member in Nandi County during a classroom observation visit in Q4. The teacher pictured was monitoring pupils as they independently read a story. In total, Tusome-trained CSOs and ICs conducted 2,763 observational and support visits to teachers throughout Q4.

2.2.6 Termly reflection meetings Termly cluster and zonal meetings were introduced for the first time in Q3. During these meetings, teachers and the CSOs or ICs met with other education stakeholders to celebrate successes and reflect on challenges of Tusome in their respective zones or clusters. These meetings are learning sessions for Class 1 and 2 teachers. In Q4, the zones and clusters that had meetings exhibited high attendance numbers and the teachers displayed high morale during the sessions, which often took up to a half day. In total, 1,426 cluster and zonal meetings were held throughout Q4, covering public and APBET schools. Abdirashid Omar Salat, a Class 1 teacher in attendance at a cluster meeting held in Q4 held in Mandera County, said:

Mr. Joseph Maiyo, the CSO for Soba Zone, observing a

Class 3 Tusome lesson at Samutet Primary School, Nandi County


“It is good that we meet in this kind of forum, to deliberate on the challenges and successes in Tusome implementation in our respective schools in this zone. It could have been better if we interact and have similar meetings with other schools from other zones in other counties such that we get to know challenges that other schools have come across and how they handled and solved them.”

2.3 Supervision support to teachers by CSOs, ICs, and head teachers in teaching and assessing reading

The Tusome model of instructional support supervision aims to focus CSOs’, ICs’, and head teachers’ attention to helping the teachers improve their pedagogical skills toward students learning outcomes. This is further enhanced through ICT integration in the process of this support. While CSOs are mandated to provide instructional support to teachers and head teachers in formal institutions, ICs do the same in the case of APBET institutions. Similarly, whereas the CSOs are employees of the TSC, ICs are employees of Tusome’s subcontractor, WERK. CSOs and ICs are provided with a Google Nexus, a 7 inch tablet that contains literacy instructional materials, including the electronic versions of teachers’ guides and pupils’ books. The tablet also contains the instructional observation form and TSC data collection tools to assess reading outcomes.

Each classroom observation is followed by assessment of learners’ reading abilities, whereby three learners are randomly selected for assessment. Out of these assessments, average class reading abilities are computed and the aggregates are calculated by zone/cluster, county, and Tusome regional offices. After the instructional support, the data generated through the observation tool (in Tangerine®) are used to inform discussions during after observation’s reflection and feedback session. Teachers have said they find this model both exciting and empowering.

During this year, the Activity brought other MoE and TSC staff on board with the practice of support supervision. To this end, the Activity equipped the MoE head office staff; ESQAC officers; SCDEs; TSC-SCDs; and other relevant SAGAs, alongside the CSOs and ICs, in conducting instructional support through classroom observation. Tusome provided the tablets for all of these officers except the TSC-SCDs, for effective support supervision.

2.3.1 CSOs and ICs use tablet software to conduct classroom observations (each teacher at least once per month)

CSOs and ICs continued with their routine instructional support supervision through classroom observation during Year 2. As with the MoE officers, Tusome assigns a Google Nexus 7, loaded with appropriate teaching and learning resources. The tablet also has term-specific assessment stimuli, which are administered to three pupils. The resultant data are uploaded to a cloud-based database to compile real-time data on teachers’ instructional support supervision. As mentioned earlier, the tablets are also fitted with GPS capture capabilities, which allow the MoE and TSC senior officers to map out all the schools observed, and to track the level of support by each of the CSOs. On the selected performance assessments, pupils recorded improved fluency scores from one quarter to another, as shown in Annex G. Similarly, CSOs and ICs became more proficient with the tablet-based classroom observation tool, as evidenced by the ever-increasing number of uploads.


2.3.2 Tusome staff support and monitor CSOs’ and ICs’ classroom observations

Classroom observations by Tusome staff and partners have greatly improved CSOs’ and ICs’ performance, as exhibited by the quality of the formative feedback given to the teachers at the end of every lesson observation. CSOs now focus more on lesson content and following of the lesson plans as they support teachers. Because of the CSOs’ and ICs’ improved capacities, most teachers are now managing their lessons within the recommended 30 minutes and with little deviation while adhering to the direct instructional model. Teacher support also enhanced learners’ outcomes during this year (Annex G). The CSOs, especially, appreciated Tusome’s role in helping them refocus on their core duty of support. The CSO for Makutan Zone, Trans Nzoia County, said:

“Since the inception of Tusome, CSOs have been able to do what they are required to do by supporting teacher’s implementation of the curriculum in classroom….”

He went on to express his satisfaction with the continuous support by Tusome staff:

“We the CSOs are usually happy when the regional staff come to the zones for support as it is an opportunity to assess us [and] know whether we are doing the right thing as well as an opportunity for teachers to realize that we work as one to ensure they benefit.”

2.4 Improved policy environment that promotes reading skills To successfully implement and sustain the gains of its interventions, Tusome seeks to support and build the capacity of relevant Kenyan government entities. Throughout Year 2, various training activities directly aimed to build the capacity of such institutions.

Starting in Q1, multiple trainings were conducted. In November 2015, the MoE, in collaboration with RTI, organized a ToT for the nationwide sensitization of principals and training of lecturers. In recognition of the need to build reading instruction into PTTC pre-service training, the PTTC lecturers and principals received training on the Tusome instructional methodology. In December, a training for KPA managers and editors was conducted. This training was in line with the Activity’s commitment to ensure sustainable provision of appropriate materials for early grade literacy instruction. Also in December, the Activity conducted a training for KICD’s subject specialists and panelists, as well as a ToT for SCDEs. Following the ToT, SCDEs were trained across all Tusome regions.

In Q2, the Activity team organized and conducted a ToT for technical officers from the MoE and TSC who would then go on to train ESQAC officers and Quality Assurance and Standards Officers (QASOs). Both of these trainings were conducted in mid-February 2016.

During Q4, Tusome continued establishing strategic linkages with the county governments and other related agencies. One major activity was a meeting with the CDEs, SCDEs, and TSC Sub-County Directors (TSC-SCDs). The Sub-County Directors, who initially had felt that they were left out, were happy and willing to give a helping hand in the implementation of the program at the sub-county level. The directors at the sub-county level from the MoE and TSC promised to work together to ensure the successful implementation of the program.


2.4.1 Training of Sub-County Directors of Education The SCDEs are a key cadre in the implementation of education programs in Kenya. Thus, training of SCDEs is among the strategies to ensure the sustainability of Tusome’s interventions. In Q1, the MoE, with technical support from RTI, organized a nationwide training of SCDEs. The trainers were deployed to the nine regions, with the trainings taking place December 10–11, 2015. In all, 39 trainers were distributed across the training venues: Eldoret Polytechnic, Tom Mboya Labour College in Kisumu, Gusii Institute in Kisii, Rift Valley Institute of Science and Technology in Nakuru, Kitui Teacher Training College, Thika Technical Training Institute, Paramount Hotel in Meru, and Pwani University in Mombasa. The training was aimed at rallying the SCDEs to be more involved in the day-to-day implementation of Tusome in their respective counties, toward the overall improvement of early grade reading outcomes. The trained SCDEs were issued tablets, which would enable them to document at least eight teacher instructional support observations per month in their

sub-counties to measure any gains accruing from Tusome.

While initially some SCDEs had reservations about Tusome’s interventions, by the end of the training, the majority were filled with appreciation for the activity. They noted, however, that the training should have come much earlier, as represented in the comment below by one of the participants:

“This workshop was useful although belatedly held for the SCDEs when Tusome was almost 1 year old in the implementation stage.” (SCDE, Mbita)

The majority were elated by the fact that finally, the SCDEs would now be active

participants in Tusome. Some even confessed to having tried to undermine Tusome’s work but had a change of mind owing to the training.

“We appreciate Tusome Program Officers for involving SCDEs in this program. We have owned it and promise to support it totally.” (SCDE, Rachuonyo South)

“When I first heard about Tusome and we were not involved in it, I must confess that I promised to make sure it does not work. My efforts were frustrated because the CSO kept on visiting schools even when I needed to have him do some things for me. At one time I scolded [him] for being disrespectful and the CSO could not take it and told me to my face that he is an employee of TSC and he is performing his core role of supporting teachers in the field which Tusome is supporting him to do. Knowing who the CSO is, I had to get interested in Tusome because all the CSOs in my sub-county were behaving in the same way. I am glad today, I am enlightened, Tusome is real and is a good program and you can count on my support.” (SCDE, Teso South)

Participants learning how to use the tablets for Tusome’s ICT-based components at Kitui Teacher Training

College during the SCDEs’ training for Machakos region


One SCDE after another expressed a commitment to support the Activity, as represented by the following comments:

“Tusome is a good program that must be supported by all means.” (SCDE, Bondo)

“The program will enhance literacy in both English and Kiswahili in our learners, mainly Classes 1 and 2. However, I feel the program should be introduced at preschool level (ECDE) [early childhood development and education].” (SCDE, Migori)

“This is a good program and should not only be driven by donor support.” (SCDE, Ugenya)

“I am fully empowered and knowledgeable of our Tusome program. I am now ready to fully support the success of Tusome program in the schools.” (SCDE, Khwisero)

Evidently, Tusome is being seen as a solution to a longstanding need to fix the quality of Kenya’s education achievements, especially in rural areas. Accordingly, a participant said:

“I cannot remember how I learnt how to read. All I know, this program is going to assist Kenyan children, especially the ones in the rural [areas], and the teachers’ skills will be enhanced.” [SCDE, Muhoroni]

2.4.2 Training of ESQAC Officers Tusome organized a three-day training event (February 24–26, 2016) for ESQAC officers and QASOs from all the counties and sub-counties. This training included a technical overview of the Tusome program, the distribution of tablets to each ESQAC officer, and a clear discussion about the expectations of the ESQAC Director on the activities to be undertaken by the officers with regard to Tusome. After the training, a number of QASOs expressed their confidence in the Activity, owing to the fact that they were now more aware of Tusome’s approach than before. They were especially happy to have been brought on board to support Tusome’s interventions, including instructional support supervision. Speaking for the majority, one QASO said about their involvement:

“You see we now have the courage to get into Tusome class and see what teachers are doing, but before we were shy because everybody was talking of ‘I do, We do, You do’; something we could not understand what it was!” (Mr. Onyango Joseph, Sub-County QASO, Gem Sub-County)

2.4.3 Training of TSC-SCDs During Q3, the Activity trained TSC-SCDs on the Tusome methodology. This was a two-day training aimed at enhancing the TSC-SCDs’ capacity to effectively monitor and support CSOs. This was a strategic and timely training, given that some of the TSC-SCDs had started raising concerns that they were not being involved in the implementation of Tusome, yet they are the direct supervisors of CSOs. The Dashboard results, which were part of the training content, raised a lot of interest and concerns as well.

The TSC-SCDs gained knowledge and skills for supporting CSOs. This resulted in an immediate change of attitude by the majority of the TSC-SCDs. They pledged to give full support to the CSOs, who are expected to support the teachers to deliver high-quality instruction to the pupils and thereby see improved reading outcomes in schools.


“The best programme ever in Kenya education in Kenya education sector” (Muriithi Karanja, Samburu Central – TSC SCD)

2.4.4 Training for PTTC principals and lecturers The training of PTTC principals and lecturers for English and Kiswahili was one of the critical achievements in the year in review. The Activity recognizes this as key to moving toward sustainability by mainstreaming teacher training for early grade reading into the pre-service teacher training curriculum. The training was seen as a strategic move by the Activity to ensure that trainee teachers have necessary competencies in teaching reading skills. During this training, which was conducted in Q1, the former Tusome National Coordinator (Madam Maria Cherono) and other senior MoE and TSC officers affirmed the importance of PTTCs in ensuring the sustainability of Tusome through pre-service training of teachers. The principals also expressed their commitment to ensuring that Tusome’s teaching methods are integrated into the PTTC curriculum.

“Tusome is a very good program which is addressing the literacy issue, which has been a bone of contention in our schools. I have seen learners who are not able to read and this intervention by Tusome is truly going to give very positive results. My prayer is that all teachers will take this positively and embrace Tusome. As an examiner with KNEC, I have noted with concern the increasing number of nonreaders. There is an increasing number of learners who are not able to write any meaningful words by the end of their eight years in primary school, hence end up getting 0–05 marks out of 40. I kindly request that Tusome gets the statistics from or visit the marking centers during or after marking to get first-hand information on this. It is my wish that Tusome could extend the program to ECDE level to set the basics.” (Damaris Nduva, Lecturer, Machakos Teacher Training College [TTC])

Whereas the PTTC principals’ training was a one-day training session, the lecturers underwent a two-day training. The trainings took place November 2–6, 2015, at eight venues across the country. The training focused on literacy skills and expounded on the Tusome instructional activities associated with the five components of reading: phonological awareness, alphabetic principle, fluency, vocabulary, and comprehension.

The PTTC lecturers were especially excited about the methodology. The saw the direct instructional model in teaching reading as a panacea to the long-standing issue of poor literacy outcomes among lower primary pupils. At the end of the training, a majority of the lecturers were full of praise for Tusome.

Regarding the Tusome teaching and learning materials, one lecturer commented:

“Use of the pocket chart is very convenient and could take care of two teaching aids that student trainees make for class. These are sentence building charts and flashcards. If each college could be given two pocket charts for English and Kiswahili, these would be used as samples. Hanging it around the neck is very classic.” (James Kimondiu, Lecturer, Machakos TTC)

Similar comments were received across the different training sites. In Kisumu region, for instance, one of the lecturers, impressed with the training, shared the following in an e-mail:

“I wish to register my appreciation for the Tusome program in general. Specifically, I thank you for involving the TTCs, for this is quite prudent. I submit that the two days training (at RIAT [Ramogi Institute of Advanced Technology]


Kisumu on 5th & 6th November, 2015) gave us an illuminating insight into reading and concomitant problems. I was an ECDE trainer for over a decade before deployment to Asumbi TTC; I am confident that the Tusome methodology will provide the so much needed impetus to acquisition of skills by learners when eventually cascaded to ECDE…. On my part, I pledge to do my best to promote Tusome methodology in my subject area viz Kiswahili at PTE [Primary Teacher Education] level.” (Samson B. Matoke, Asumbi TTC)

It is worth noting that during the year, 10 of these lecturers were incorporated as critical members of the national lead trainers. A number of colleges—namely Meru, Kenyenya, and Machakos TTCs—reported making Tusome methods a part of their teaching programs, including in assessments of trainee teachers. Overall, the lecturers began to see Tusome as the way to go and to challenge each other to start implementing the Tusome approach in their respective colleges. The Activity looks to consolidate these gains in FY 2017.

2.4.5 Training of private school head teachers and teachers Tusome recognizes that a sector-wide improvement in the quality of education requires the involvement of all stakeholders from both the public and private sectors. As part of this improvement, in August 2016, Tusome rolled out a country-wide training of trainers who later went on to train teachers and head teachers from schools registered with the Kenya Private Schools Association (KPSA). The three-day ToT took place August 8–10, 2016. A total of 712 lead trainers were trained. The trainings were conducted at 18 sites spread across the country, with five Tusome trainers per site. The trainers for the ToT were drawn from the MoE and TSC, from among the Tusome national and county-level trainers supported by Tusome technical staff. Enthusiasm and interest were witnessed throughout as participants freely modeled, practiced, and shared experiences.

In terms of challenges, there were some issues with incomplete participant turnout, especially on the first day of the training. In addition, some participants were evidently apprehensive during the initial sessions of the first day. This could have been due to their need to ascertain the quality of training offered by Tusome. The succeeding two days, nonetheless, saw an illustration of good content mastery and apprehension replaced with appreciation.

2.4.6 KICD training Being an MoE program, Tusome has enjoyed strong collaboration with KICD, which is the Government of Kenya’s institute whose mandate is to conduct research and develop curricula for all levels of education below the university. KICD recognizes Tusome as critical to charting the path of literacy education, as espoused in the current framework within the ongoing Kenya education curriculum reforms. Consequently, during FY 2016, the Activity conducted training for KICD’s subject specialists and panelists.

The training was in two parts: training of curriculum specialists, and training of English and Kiswahili subject panel members. Training of curriculum specialists consisted of the institute’s language specialists, mainly in English and Kiswahili. Fourteen (4 male and 10 female) curriculum specialists were trained, including three SNE experts. This first part lasted three days. The focus of the training was to explain Tusome’s theoretical framework of literacy development, the instructional approach, and the process of developing the teaching and learning materials, including scope and sequence.


The second part was a two-day training, which took place immediately following the training of curriculum specialists. In attendance were 28 (10 male and 18 female) English and Kiswahili subject panel members. This phase of the training focused on KICD specialists presenting the materials that had been given to them during the first part of the week.

After the training, some of the panelists shared their compliments with the facilitators. One of the panelists, a head teacher in one of the public primary schools, said:

“This was a very good training. In my county (Garissa), head teachers have not quite understood how Tusome should be implemented. I have gained a lot of knowledge, not just as a head teacher but as a panelist, and my request is that we have more time for this training because we are only beginning to grasp the problem of reading in our schools.” (Head teacher, Garissa – English panelist)

From this panelist, it was clear that more engagement with various stakeholders would be necessary to ensure that Tusome is adopted in all public schools. This notwithstanding, many of the participants saw Tusome as the genesis to curriculum reforms that were long overdue. One of the panelists, a TTC lecturer, being impressed with Tusome as evidence-based, commented:

“This kind of information is long overdue for us in TTC. I am happy that you quote research in your presentations, I think this is where we should be going as a country.” (Mark Wabuli, Eregi TTC, panelist)

2.4.7 KPA managers and editors training The KPA managers and editors’ training was a follow-up to previous engagements with KPA regarding this training need. Tusome looks on this training as an opportunity to sustainability ensure availability of relevant teaching and learning materials for reading instruction. The training took place on December 10–11, 2015, with 37 (25 male and 12 female) participants from various publishing houses in attendance.

The agenda covered an explanation of the instructional approach and theoretical framework on which Tusome materials are based. The teaching and learning materials were reviewed, as were examples from the scope and sequence. The two-day workshop was to help KPA managers and editors gain an understanding of the types of materials, especially supplementary materials, that would align with Tusome’s instructional materials. The workshop was a positive step toward better understanding of the development process for both Tusome and KPA materials.

3 Activity Progress (Quantitative Impact) The Tusome Early Grade Reading Activity seeks to improve learning outcomes for at least 5.4 million children from 22,600 primary schools and 1,000 APBET institutions. As noted in the qualitative impact section above, the Activity conducted several trainings, interventions, and capacity building efforts in order to yield quantitative impact across Kenya. This section and the accompanying annexes highlight aspects of the Activity’s quantitative impact from Year 2, focusing mostly on the number of people trained, materials procured and distributed, and classroom observations.

In the first quarter, the Activity trained 440 PTTC lecturers of English and Kiswahili (refer to Annex H).


During the period under review, CSOs and ICs conducted 9,848 classroom observations (from both APBET institutions and public schools) in Q1;3 30,625 classroom observations throughout Q2; 8,710 observations in Q3; and 2,763 classrooms in Q4. All of these efforts were to support Class 1 and Class 2 teachers by giving feedback based on the observations. As indicated earlier, Annex G contains Dashboards for classroom observations as of March and September 2016.

In all, 1,147 CSOs were trained in Term 1, followed by 24,242 Class 1 and 23,565 Class 2 teachers from all Kenyan public primary schools as part of the Term 1 intervention efforts. Moreover, 19,437 head teachers were also trained on instructional leadership. Also in Term 1, 65 ICs were trained, who in turn were pivotal in training the teachers and head teachers. The ICs trained 1,386 Class 1 and 1,354 Class 2 teachers, as well as 1,128 head teachers. Term 2 teacher and head teacher trainings started in Q3. As such, 1,044 CSOs and 64 ICs were trained, followed by 50,828 Class 1 and 2 teachers from public schools and 1,853 from APBET institutions, 21,560 head teachers from public and 856 from APBET schools, and 1,793 Class 1 and 2 teachers from APBET institutions. During Q4 (Term 3), ToT resulted in 1,037 CSOs and 63 ICs being trained. Next, Term 3 teacher and head teacher trainings were conducted. Throughout Q4 (Term 3), CSOs trained 49, 937 teachers and 21,074 head teachers in public primary schools, while ICs trained 1,726 teachers and 737 head teachers in APBET institutions. Annex I presents training data by term for CSOs and public school head teachers and teachers; Annex J does the same for APBET institutions.

In Q1, Tusome trained 288 SCDEs and 83 MoE lead trainers on various aspects of Tusome. This was followed in Q2 by training for 190 county-level MoE and TSC officers. Annex K and Annex L contain summary data on TSC-SCD trainings and ESQAC officers, respectively.

January–February 2016 witnessed a new round of distribution of learning materials to both public and APBET schools. The books distributed were mainly Class 2 English and Kiswahili textbooks, as well as supplementary readers. A total 4,000,455 books were distributed in public schools. As part of the Term 2 intervention efforts, a total of 2,394,971 Class 1 and 2 homework books for English and Kiswahili were printed and distributed to public and APBET institutions. As noted earlier, as a new aspect of Tusome, in Q4, books and materials were distributed to some private schools not formally part of the program (see Annex M), and to schools supporting visually and hearing impaired pupils (Annex N and Annex O).

As previously mentioned, 66 schools began participating in an e-reader intervention. This resulted in the distribution of 640 e-readers along with training for 227 teachers and 4,007 pupils in Nairobi and Nakuru regions on how to effectively use the e-readers within Classes 1 and 2 during the Term 1 reading lessons (see Annex P for data indicating accomplishments of the e-reader program).

4 Constraints and Opportunities As discussed in the Key Achievements sections, Tusome successfully carried out numerous activities over the course of Year 2. Inevitably, the Activity team faced some challenges along the way. This section discusses the major challenges encountered during Year 2 of implementation.

3 The Activity, specifically the ability to conduct classroom observations, was heavily affected by a public school teachers’ strike which occurred during September and October 2015.


Among the constraints encountered during Year 2 was an ongoing issue of CSO shortages. In some instances, zones are quite vast and have a substantial number of schools. Therefore, it is difficult for CSOs to visit all the schools in a single term. Further adding to the issue were some reported cases of CSOs retiring, which affected the quality of teacher support in those zones. As a result, some CSOs were assigned to more than one zone, which also ended up compromising the quality of their support to teachers. The Activity team worked to recruit new CSOs; however, this also hindered progress and the amount of support to teachers as the Activity team had to take time to train and mentor new CSOs.

Secondly, fluctuating pupil enrollment and lack of quality enrollment data at schools also proved to be a challenge. This was especially experienced during the distribution of learning materials, which occurred in Q2. Universally maintaining the one-child-per-book ratio necessitated reverse logistics and redistribution to ensure there were no shortages or excess books across the different zones or clusters. The redistribution process is managed on an ongoing basis by the Tusome regional office teams, with close oversight from the logistics management team in Nairobi. The CSOs and ICs managed to retrieve all excess books from schools within their zones or clusters, and use these to balance out shortages at their other schools.

Third, the Activity team faced particular issues in the APBET schools throughout the year. Some of the challenges in the APBET schools included high teacher attrition rates, lack of commitment from the schools, and in some cases, even closure or relocation of schools.

Other unexpected conditions arose that had some adverse effects on the Activity. For example, teachers’ strikes and heightened levels of insecurity presented challenges in Q1, while an outbreak of cholera resulted in a decreased level of supervisory support in some zones and counties in Q3.

5 Performance Monitoring Major performance monitoring activities during the year included continuous updates of various data sets, including those on enrollment and trainings. This was done via an integrated system that was updated at the regional level and used to generate national summaries. Enrollment data are essential in the procurement and distribution of teaching and learning materials, including pupil books and lesson plans. The extension of Tusome to include private schools and SNE schools also called for development of databases on these special units. During the entire period, the monitoring and evaluation (M&E) team was central in compiling data on all levels of training—ToTs, training of CSOs and ICs, and teacher trainings. Data also were compiled for ESQAC officer, SCDE, and PTTC trainings. These data were loaded into the USAID TraiNET system on time.

Annex Q consists of the Activity’s performance data tables, updated through the end of FY 2016. Below, we provide detailed information on the nature of performance monitoring undertaken during the four quarters.

In Q1, performance monitoring activities concentrated on updating the existing school databases. The process entailed identifying and separating private schools and removing schools that no longer existed from the list. This process resulted in clean lists of public and private schools. Other activities included monitoring the support that CSOs and ICs provided to schools, and that RTI Tusome staff provided to CSOs and ICs. The tracking aimed at ensuring the CSOs and ICs supported as many teachers as possible (in a zone or cluster) instead of focusing on a few schools because of various factors such as easier accessibility


of those schools. Similarly, the classroom observation data provided insights into CSOs and ICs who were deemed weak in providing instructional support. This meant that they required more support from RTI and MoE officials. Similarly, specific areas of difficulty were highlighted for inclusion in next trainings.

In Q2, performance monitoring entailed updating various data sets via either collection of new data or data cleaning. Categories updated included pupil enrollment data; data on CSOs’ transfers, retirement, redeployment, and new hires; data on the number of Class 1 and 2 teachers; data on private primary schools; data on SNE schools; data on the number of CSOs, ESQAC officers, head teachers, and teachers trained; and data on the quality of instructional support given to teachers.

During the data cleaning exercise, the Tusome M&E team discovered that some of the schools initially included in the school lists as public schools were private schools, which were not immediately being targeted by Tusome. These schools were removed from the distribution plan and, therefore, did not receive Tusome teaching and learning materials in Term 1 2016.

Performance monitoring activities in Q3 included conducting Data Quality Assessments (DQAs), with the understanding that good data quality enhances decision makers’ confidence in the data and plays a critical role in developing effective performance management systems. The DQA exercise was conducted three Tusome regions: Kisumu, Mombasa, and Nanyuki.

Using adaptions of USAID DQA tools, the exercise focused on three indicators: F 3.2.1-03, Number of administrators and officials successfully trained with US Government (USG) support; F 3.2.1-35 CDCS 2.2.0.8, Number of learners receiving interventions at primary level with USG support; and F 3.2.1-33, Number of textbooks and teaching/learning materials provided with USG assistance. Each of these indicators was explored separately using the adapted questionnaires. While the findings indicated that technical members clearly understood how data on each of the selected indicators should be collected, and that the right tools and procedures exist, there were still a few areas that needed improvement. For instance, the M&E team concluded that Tusome needed a system and procedures for regularly checking and confirming data.

Similarly, during Q3 and 4Tusome conducted a study to evaluate and understand how to better implement ICT-based monitoring and evaluation. Two tools were designed to help collect data. One tool targeted the top county education leadership, namely CDEs and TSC-CDs; the other targeted CSOs and ICs. The questionnaires, which were loaded onto the CSOs’ and ICs’ tablets, captured both qualitative and quantitative data. Study findings showed that all CSOs and ICs had been trained on Tusome; all had been issued tablets; and 80% were using Tangerine:Tutor, Papaya, and instructional videos in supporting teachers.

During Q4, performance monitoring activities included conducting a Tusome mini-Early Grade Reading Assessment (EGRA) study. The study was conducted nationally in sampled counties and in sampled schools within the counties. It was meant to measure the impact of Tusome since its inauguration. The study involved the sampled schools’ head teachers, Class 1 and 2 teachers, and 10 sampled pupils each from Class 1 and Class 2. The sampled pupils were taken through standard timed, oral reading assessments, in both English and Kiswahili.

According to our qualitative data, many head teachers and teachers who were sampled and interviewed had a positive attitude toward the program, and had fully embraced it, judging by the quality of information they provided. These respondents were making the effort required


to ensure that the implementation succeeds. Some head teachers were found knowledgeable about the program; some had questionnaire information readily at hand, such as the number of course books, homework books, and supplementary books, as well as enrollment data. They reported that they were impressed by the way in which parents had become involved in the learning process by monitoring pupils’ homework. A few head teachers said they had doubled their headship responsibilities by teaching Class 1 or Class 2, presumably in order to understand the lessons so they could give their teachers better pedagogical support.

The interviewed teachers reported that Tusome had transformed the reading abilities of the children. They appreciated the provision of learning materials to the schools, including the teachers’ guides, course books, homework books, and letter cards. Some comments from teachers included requests to spread the termly training over more days, to schedule training over the school holidays and not at the beginning of the term, and to increase the supply of supplementary readers. Apparently, many of these teachers were willing to devote out-of-school time to ensure they could fully understand the approach and improve their pedagogical techniques.

The pupil assessments revealed some improvements in reading abilities. (One story indicating this type of effect of Tusome is shared in Annex F.) Most pupils were able to sound most of the letter sounds correctly, but a few were still struggling to blend the sounds together to read words. Quantitative data showed 20% could read the complete passages within the defined time. A good number of pupils could read the passages but could not make meaning of what they read.

Other performance monitoring activities undertaken in the fourth quarter included provision of support to USAID contractor Management Systems International (MSI)—the Tusome external evaluator—in planning for the Tusome midline assessment. This support included sharing the updated master frame of schools by various geographical demarcations and CSOs or ICs in charge. This list was used for sampling and for establishing contacts with schools before data collection. In the same vein, Tusome participated in the review and finalization of tools used in the MSI study.

6 Progress on Gender and Inclusion Strategy Inclusivity is one of the guiding principles for implementation of the Tusome Early Grade Reading Activity. During the year under review, the Activity developed, produced, and distributed teaching and learning materials adapted for visually and hearing impaired learners. Tusome also led national trainings for SNE teachers in use of the materials. These efforts will ensure that children with these impairments also have access to high-quality literacy instruction.

The Activity also ensured gender equity and inclusiveness by intentionally involving boys and girls from Classes 1 and 2, and distributing books according to enrollment data across the country, in public and APBET schools. The Activity ensured that male and female teachers received the Tusome teachers’ guides irrespective of their gender, and that during the trainings, male and female education officials, CSOs and ICs, head teachers, and teachers were involved. The Activity ensured that the interventions undertaken would promote access to high-quality education services for all, regardless of the beneficiaries’ gender or abilities.


In the design of Tusome pupils’ books and the supplementary readers, the Activity intentionally included pictures and stories of boys and girls, as well as male and female adults. As the pupils use the books in school, it is hoped that the books will expose the pupils to the concept of gender parity and will affect their future life experiences.

In terms of recruitment practices, all FY 2016 advertisements for Tusome positions encouraged females to apply. This enhancement was informed by the MoE’s current employee database, which indicated that most women in Kenya have fewer employment opportunities than men. In addition, the Tusome personnel roster represents the face of Kenya, as the Activity has intentionally sought qualified candidates who are members of marginalized communities, hence strengthening the Activity’s inclusiveness.

7 Progress on Links to Other USAID Programs Tusome worked closely with several other USAID programs during the year under review. These were:

The Yes Youth Can bunges: Tusome supported the Yes Youth Can bunges by engaging with many of the youth groups that applied for the Tusome youth grants, had their proposals reviewed, and conducted onsite assessments. Twenty five of these youth sub-grantees were taken through a capacity-building exercise. Of the 25 trained, one failed to revise and resubmit its proposal; hence, Tusome proposed 24 youth sub-grantees to USAID for review, vetting, and approval before the commencement of the sub-granting process (see Section 9).

Partnership for Resilience and Economic Growth (PREG): PREG is an intersectoral forum coordinated by USAID/Kenya and East Africa. Its main objective is bringing together USAID-funded humanitarian and development partners to build resilience among pastoralist communities in Northern Kenya. The forum works closely with the Kenya National Drought Management Authority (NDMA) and county governments to coordinate resilience and economic growth activities. Tusome is an active PREG member at the national level because it covers all 47 counties in Kenya. Throughout the year, Tusome engaged with PREG members on various activities, including participation in the monthly national PREG meetings for Chiefs of Party, engagement of M&E teams on reviewing PREG documents, and sensitization of the Tusome Regional Education Program Officers (REPOs) through their presence and participation in PREG county forums. As part of this linkage, Tusome shared best practices with other USAID-funded activities on better rates for accommodations and travel that it was able to negotiate for Kenyan government staff through the MoE and the Teachers’ Service Commission. Under this agreement, MoE approved the SCDEs to integrate up to eight classroom observations per month into their daily work, to assist Tusome implementation. Tusome also was added to a geographical information system (GIS) map of PREG members’ work in Kenya.

Agile and Harmonized Assistance for Devolved Institutions (AHADI) Project: The Activity participated in AHADI forums through the trainings of the Boards of Management that work in schools and with the County Education Boards (CEBs). To this end, the Tusome technical team used the Tusome database to delineate schools, zones, clusters, sub-counties, and counties for training BoMs. At one point during the year, AHADI was planning training for BoMs in counties across the country and needed up-to-date data available only from Tusome. In addition, AHADI requested Tusome’s support in replicating some implementation best practices, such as management of workshop participant lists,


reimbursement rates, and modalities; procurement of affordable workshop venues; and use of the M-PESA payment system. Two Tusome officers participated in a workshop and aided AHADI in creating a training plan for all CEBs and BoMs countrywide. The Activity helped the AHADI team develop a training manual for CEBs and BoMs that included Tusome content, which was also rolled out to the trainees. Tusome also remained in consistent communication with the AHADI team in instances in which its work focused on education. AHADI’s work is devolution focused, and education’s role in the interplay between counties and the national government is an important part of devolution.

8 Progress on Links with Government of Kenya Agencies

During the year, Tusome continued establishing strategic linkages with various MoE agencies and other actors at county levels. One major activity was the county forums, which brought together the CDEs, SCDEs, TSC-CDs, TSC Deputy County Directors (TSC-DCDs), CSOs, and Tusome regional technical staff. These meetings were held at the county level, as a platform whereby Tusome implementers could meet to discuss and address issues affecting Tusome’s interventions and its successful implementation. On the whole, the CDEs and the TSC-CDs were very impressed and promised to fully support the program in their counties, as well as working with the Tusome regional offices for the success of the program. The continuous county-level engagements and the subsequent training of the SCDEs enhanced the feeling among these participants that Tusome is indeed a MoE-led activity, and this continued throughout the year.

Tusome also expanded the involvement of the County Education team by involving them in ToT sessions. These were ESQAC officers, TSC-CDs, MoE SCDEs, and some TSC-SCDs. This helped ensure that Tusome continued establishing strategic linkages with the county governments and other related agencies. Meetings and trainings of CDEs and ESQAC officers helped to bring them on board in terms of understanding the Tusome methodology, and having Tusome contact information in the tablets. By involving all the relevant MoE and TSC officers, the Activity established a solid foundation for the sustainability of Tusome’s interventions. The officers who had previously received Tusome training were critical in the successful training of CSOs, ICs, head teachers, and teachers in Term 1 2016. More and more of these officers will be asked to lead Tusome’s interventions going forward.

It is also worth noting that the training of KICD subject specialists led to a close partnership between Tusome and the institute. As evidence, KICD used Tusome tablets and tools for data collection during the needs assessments in the lead-up to the ongoing curriculum reforms. The institute’s and the MoE’s top leadership, including the Cabinet Secretary and Principal Secretary, saw Tusome’s interventions as part of their curriculum reform agenda, and regularly consulted with the Tusome senior management team to obtain advice and support. Toward this end, the Principal Secretary–Basic Education provided an office within its facilities for two Tusome staff, as a way to enhance frequent engagement between Tusome and the MoE, and to build the capacity of its senior MoE team on Tusome approaches and systems. This arrangement will go a long way toward ensuring that literacy interventions are mainstreamed into the curriculum.

Tusome continued its strategic linkages with the county governments and other related agencies. One major activity was a meeting with the CDEs, the various TSC-CDs, DQASOs, and county chairs from the Kenya Primary School Head Teachers Association (KEPSHA).


The meeting took place during the CSOs’ training. The DQASOs, who were also trainers, were impressed by the way the CSOs were actively participating in the training.

9 Progress on USAID FORWARD Tusome recognizes the need to build the capacity of local institutions for the sustainable delivery of education services. The Activity does this by strengthening local non-state agencies, such as civil society organizations.

In this regard, Tusome partners with Women Education Researchers of Kenya (WERK), a local organization providing technical services in the education sector. WERK manages Tusome’s interventions in the APBET institutions, particularly hiring and managing the Instructional Coaches who implement Tusome in APBET institutions. WERK was able to turn around several deliverables satisfactorily. Based on good performance, the Activity requested the extension of their contract to 2019, which USAID approved.

Another institution that received close attention this year from Tusome, due to its strategic positioning, was the Kenya Publishers Association. KPA is the umbrella body for book publishers in Kenya. Through this association, the publishers collectively engage the government around the publishing industry and, as such, have significant influence on printed and digital books used in both public and private schools. During the year, the Activity trained 37 (25 male and 12 female) KPA managers and editors from various publishing houses, procured readers from five publishing firms under the KPA umbrella. These readers are scheduled to be distributed in the next FY (November 2016). The Activity was in conversations with KCID and KPA as of the end of the quarter regarding development of leveled readers under the Tusome extension anticipated for FY 2017. The Activity looks at this ongoing engagement as one of its wider strategies for ensuring that relevant early grade literacy books are available in the open market.

The Activity also plans to achieve its goals regarding the USAID FORWARD initiative through the Youth Fund. By the end of December 2015, all preparatory activities had been done to ensure that the fund was established. A Request for Applications (RFA) was released on August 24, 2015, and closed on September 23. Tusome received 97 applications, of which 57 were complete. A selection committee was constituted and trained, and it subsequently selected 37 out of the 57 applications that scored above 50% based on standard criteria. The Activity reviewed the preaward assessments of each of the finalists in order to ensure that selected grantees would be able to adequately implement the Tusome grants, identified 25 youth grantees that qualified, and conducted training for them as a capacity-building activity informed by their proposals. Out of the 25 trained, one failed to revise and resubmit its proposal; hence, Tusome forwarded the 24 youth sub-grantees to USAID for review, vetting and approval before the commencement of the sub-granting process.

KPSA – This quarter Tusome partnered with KPSA to train head teachers and teachers from private schools on early reading instruction using the Tusome methodology, as captured under Section 2.4.5. This was part of Tusome’s effort to establish sector-wide improvement in the quality of education. Apart from the training, the Activity also distributed Class 1 and 2 English and Kiswahili books.


10 Sustainability and Exit Strategy It is envisaged that when RTI concludes its technical support for Tusome, the MoE and other Kenyan government stakeholders in education will be in a position to run Tusome’s key interventions without any hitches. To ensure that this objective is achieved, the Activity has been gradually and deliberately establishing systems and structures for uninterrupted implementation of key interventions, availability of relevant teaching and learning materials, appropriate early grade reading instruction, continuous teachers professional development on literacy instruction, and ICT-enabled instructional support supervision by CSOs and ICs. Efforts toward this end include, but are not limited to: training of PTTC lecturers and principals; training of SCDEs; training of KPA managers; training of KICD subject specialists and panelists; and county stakeholders’ forums. During this fiscal year in particular, the Activity continually used these trained officers to support trainings for CSOs, ICs, head teachers, and teachers across all the regions in the country.

E-readers: The Tusome e-reading intervention led by Worldreader continued to promote activities that would contribute to the development of productive and sustainable systems. For example, in Q2, all the Class 1 and 2 teachers in the e-reader targeted schools that had received their equipment were trained on e-reader use and enabled to conduct classroom trainings with pupils on their own; teachers at the remaining two schools were trained in Q3. Additionally, the e-reader schools named an e-reader project director (head teacher of the school) and a Class 1 or 2 teacher to serve as the e-reader project manager. This was to ensure effective leadership and ownership of the project at the school level.

Establishment of Tusome office at MoE headquarters: As mentioned earlier in this report, the Principal Secretary–Basic Education allocated an office for two senior Tusome staff who were already doing Tusome work from within the government offices. This arrangement was part of a strategic plan by Tusome to have frequent interactions between these officers and the senior MoE staff, including the Cabinet Secretary, the Principal Secretary, and all directors of education. During the year, the two officers ensured that senior MoE officials were actively using the Tusome tablets, accessing the Tusome dashboard, and using the information on decision making within the education sector. They also ensured that the technical capacity of these senior MoE officials was being built in terms of integrating Tusome systems.

Tusome structure: Through the Tusome management structure—which incorporates a National Steering Committee chaired by the Cabinet Secretary, a National Technical Committee chaired by the Principal Secretary, and county technical committees chaired by the CDEs (and co-chaired by the TSC-CD)—Tusome’s management remained in a strong position to become entrenched within the MoE system. In addition, the deliberate action of jointly hosting Tusome Steering Committee meetings alongside the Early Grade Primary Education Develoment (PRIEDE) math program—funded by the Global Partnership for Education, through the World Bank—more Tusome systems and issues became integrated this year into the MoE government systems. It is Tusome’s hope that this engagement will be strengthened and expanded to the county levels, by having Tusome and PRIEDE work closely together.


11 Work Plan for FY 2017 The Tusome Year 3 work plan for calendar year 2017 was under development as FY 2016 ended and will be shared with USAID at a later date. The date for a work plan workshop (October 25–28, 2016) was arrived at after close consultation with the USAID Contracting Officer’s Representative (COR). The work plan will incorporate the Tusome extension activities that previously were not part of Tusome implementation: working with an additional 500 APBET schools; developing supplementary materials for Class 3, in collaboration with the KPA; developing a scope and sequence for Class 3; developing teachers’ guides and pupils’ books for Class 3; printing and distributing supplementary readers, Class 3 pupils’ books, and teachers’ guides; training Class 3 teachers and head teachers; and further developing and implementing PTTC courses.

The success of the first round of PTTC training was an especially significant milestone this year, given the potentially pragmatic influence of such ongoing training on the quality of early grade literacy instruction delivery beyond Tusome. If Tusome is able to build on the training of the principals and lecturers of both private and public PTTCs, the Activity will have made substantial progress toward ensuring that literacy instruction will be built into pre-service primary teacher training in the long term. Ideally, teachers who graduate from these colleges ultimately will be expected to have the requisite competencies for literacy instruction. The Activity can now continue collaborating with the PTTCs to develop a relevant course of study focused on literacy instruction in lower primary. This engagement will help ensure that the gains achieved by the PTTC trainings are sustained and built on.

Further efforts toward sustainability and exit were made through the training of SCDEs and KPA managers. For the SCDEs, the training helped to clarify their roles in Tusome’s implementation in their respective jurisdictions. The purpose was to create a sense of ownership of the Activity, which was initially lacking among the SCDEs, as revealed by their own confessions after the trainings. The SCDEs, along with the CDEs and TSC-CDs, were issued tablets. Through the tablets, the county and sub-county officers were finally able to access data on Tusome instructional support progress within their counties or sub-counties, as well as early grade reading achievement results by zone or cluster. Education management at county and sub-county levels also was enhanced through the county reflection forums that were held and will continue to take place termly.

Training of KICD subject specialists and panelists as well as KPA managers was similarly a strategic intervention by the Activity. For the two trainings, the focus was on orientation to the Tusome methodology, as well as an introduction to Tusome’s approach for developing teaching and learning materials (teachers’ guides, pupils’ books, and supplementary readers). While KICD is important as the legally recognized curriculum developer, the KPA, through its associated publishers, will be the organization most involved in the day-to-day development and production of any future teaching and learning materials. Training of the KPA was therefore aimed at ensuring that the publishers will develop teaching and learning materials that are affordable and appropriate for supporting early grade literacy. Throughout FY 2016, the Activity intensified its collaboration with KICD, which consistently sought technical support from Tusome for the ongoing curriculum reform process.


12 Financial Information 12.1 Cash Flow and Budget Details The cash flow table below (Table 2) is derived from the budget table (Table 3). The cash flow report reflects expenses and forecasts as of September 30, 2016.

Table 2. Cash flow report and financial projections (in US dollars)

Quarter (Q) Quarterly outflows

Cumulative outflows

Obligated funding Net cash flow

As of Q4 FY 2016 3,295,747 27,051,884 50,483,747 23,431,863

Q1 FY 2017 3,807,418 30,859,302 50,483,747 19,624,445

Q2 FY 2017 7,865,331 38,724,633 50,483,747 11,759,114

Q3 FY 2017 4,821,854 43,546,486 50,483,747 6,937,260


Table 3. Budget details (in US dollars) Total Expected Costs: $73,879,593 Cumulative Obligated Funds: $50,483,747 Cumulative Expenditures: $27,051,884

Obligation $50,483,747

Invoiced expenses

as of June 30, 2016

Q4 FY 2016 actual

expenditures (Jul–Sep 2016)

Q1 FY 2017 projected

expenditures (Oct–Dec 2016)


expenditures (Jan–Mar 2017)


expenditures (Apr–Jun 2017)

Program Implementation $18,481,348 $2,393,593 $2,084,745 $5,892,932 $2,834,973

Labor 2,386,706 408,491 539,383 512,786 523,173

Fringe Benefits 159,060 16,605 47,628 21,451 25,294

Services 667,353 176,460 125,372 149,912 451,482

Computer Expense 9,204 4,190 15,111 15,898 15,898

Telecommunications 102,130 47,164 14,730 15,393 15,393

Shipping & Postage 130,118 86,758 2,400 2,508 2,508

Travel (Domestic & Foreign) 748,016 251,089 284,538 345,435 182,067

Cooperating Country National (CCN) Fringe 947,692 79,027 131,248 107,472 107,472

Workshops/Training 6,418,648 1,087,558 306,463 2,866,258 176,960

Office Lease & Utilities 249,287 65,844 49,200 51,415 51,415

Offsite Allowance 280,268 7,173 170,554 66,095 73,300

Miscellaneous Business Expense (116,087) (23,989) — — —

Insurance Expense 6,816 1,001 1,818 1,138 1,138

Equipment 294,804 27,618 309 789 44,679

Materials 4,800,366 76,701 69,114 1,384,628 810,025.92

Subcontractors (WERK) 1,288,687 67,877 301,697 285,973 285,973


Obligation $50,483,747

Invoiced expenses

as of June 30, 2016

Q4 FY 2016 actual

expenditures (Jul–Sep 2016)


expenditures (Oct–Dec 2016)


expenditures (Jan–Mar 2017)


expenditures (Apr–Jun 2017)

Consultants 100,809 14,028 25,180 65,781 68,196

Value-Added Tax (VAT; billed to USAID) 7,471 — — — —

Tusome Youth Fund — — $50,000 $237,500 $237,500

Grants — 50,000 237,500 237,500

Tusome Partnership Fund $217,505 $74,422 $612,536 $317,757 $317,757

Grants — — — 209,104 209,104

Subcontractors (Dalberg, Worldreader) 217,505 74,422 85,888 108,653 108,653

Materials — — 526,648 —

Indirect Costs $4,568,943 $713,229 $756,402 $1,330,239 $736,400

Fixed Fee $488,341 $114,503 $303,736 $86,903 $695,224

TOTAL $23,756,137 $3,295,747 $3,807,418 $7,865,331 $4,821,854


Budget Notes

Fringe Benefits Q1 FY17 CCN Fringe Benefits includes 13th-month pay.

Services Q1 FY17 forecast includes trickling costs for book distribution services completed in FY15. Q2 & Q3 FY17 include costs for M&E data collection and SNE assessment.

Travel, Transport, Per Diem

In-country travel costs include regional staff travel (classroom observation) and CSO transportation reimbursement for supervision. Forecasted travel expenses for 2017 include continued and additional coach and CSO support under the add-on activities.

Workshops / Trainings

Q4 FY16 workshops included Term 3 training costs. Q1 FY17 includes trickling teacher training payments and the Leveled Reader Specification workshop under the add-on activities. Q2 FY17 workshop forecast includes CSO, coach, and teacher training costs. The Class 3 materials development workshops are forecasted across Q2 & Q3.

Offsite Allowances Forecasted expatriate allowances include allowances for DCOP-Operations, Tim Slade. Allowances for Dr. Piper will be billed based on the actual level of effort (LOE) % spent on Tusome. At the conclusion of each year, the billed allowances will be reviewed against actual LOE and any reconciliations made and cost adjustments submitted to USAID.

Equipment Q4 costs included purchase of 19 laptops for both new Tusome staff as well as replenishment of used/transferred laptops that required replacing. Q3FY17 includes the purchase of 200 tablets and accessories per the add-on activities.

Materials Q1 FY17 includes books for private schools and Class 1 and 2 supplementary readers, both under the Partnership Fund. Q2 & Q3 FY17 includes the supplementary homework books for Classes 1 and 2, as well as supplementary readers for Class 3.

Subcontractors Forecasted expenses include subcontractor WERK, per the approved add-on budget and activities.

Grants Tusome anticipates issuing the first payments to grantees under the Youth Fund in Q2 FY17.

Indirect Costs Calculated per award conditions.

Fixed Fee Fixed fee is based on the deliverable schedule in Section F.8 of the contract. Forecasted deliverable payments for Q1 FY17 include the following deliverables, currently pending USAID approval: Deliverable #4 (Distribution of supplemental materials for formal and nonformal primary schools, 2015 and 2016), #6 (Education staff trained), #7 (CSOs and coaches trained on tablet-based instruction), and #11 (Capacity Assessment Report).

Forecasted deliverable payments for Q2 FY17 include Tusome youth fund grantees awarded.

Forecasted deliverable payments for Q3 FY17 include distribution of books, distribution of supplementary books, education staff trainer, CSOs and coaches trained

12.2 New Subaward Details

13 Activity Administration 13.1 Personnel In terms of recruitment progress, 22 staff members were hired between October 1, 2015, and September 30, 2016. Their details are laid out in Table 4.


Table 4. Tusome hires from October 1, 2015, to September 30, 2016

# First name Surname Position Hire date Location

1 Christopher Mureithi Finance Assistant October 1, 2015 Nairobi

2 Jacqueline Mayira Program Coordinator 2 October 5, 2015 Nairobi

3 Rogers Obiero Finance Specialist 2 October 26, 2015 Nairobi

4 Hawo Galocha Administrative Assistant November 2, 2015 Isiolo

5 Richard Omwenga Finance Manager November 2, 2015 Nairobi

6 Abdullahi Omar Abdi Driver November 2, 2015 Wajir

7 Margaret Ndunge Administrative Assistant December 7, 2015 Nairobi

8 Julius Njama Information Technology Assistant

January 4, 2016 Nakuru

9 Bernard Ngetich Driver March 7, 2016 Eldoret

10 John Muli Driver March 7, 2016 Nairobi

11 Joseph David Nyengeche M&E Assistant 11-Apr-16 Nakuru

12 Anne Njogu [Promotion to] Training Specialist

May 1,2016 Nairobi

13 Rose A Owuor Program Assistant May 3,2016 Nanyuki

14 Allan Ongadi Program Assistant May 3,2016 Kisumu

15 Jonah Kisioh Website Developer May 3,2016 Nairobi

16 Michelle Wanguku [Promotion to] Regional Education Program Officer

June 2,2016 Isiolo

17 Brian L Misigo Driver Aug 15, 2016 Nairobi

18 Davis Kimaro Driver Aug 15, 2016 Mombasa

19 Danny Mwangangi Administrative Assistant 2 August 22,2016 Machakos

20 Mchungwani Rashid Education Program Assistant

September 1,2016 Lamu

21 Alphonce K Kimanthi Finance Assistant September 12,2016 Nairobi

22 Judy Ongoma Procurement Officer October 3,2016 Nairobi

Five more staff members are scheduled to join Tusome in the next fiscal year. Table 5 shows the positions, posting locations, and reporting dates for the new staff expected to begin work in the next fiscal year.

Table 5. Tusome positions to be hired in the next fiscal year

Positions Location Reporting date

1. Education Program Specialist 1 (Training Specialist) Isiolo November 14, 2016

2. Administrative Assistant Mombasa To be determined (TBD)

3. Administrative Assistant Eldoret TBD

4. Driver Garissa TBD

5. Senior Grant and Partnership Manager Nairobi TBD


13.2 Contract Modifications and Amendments The following contract modifications and amendments were issued during FY 2016:

• Mod 04, issued on May 13, 2016, provided $3,399,075.00 in incremental funding; it also incorporated the Partner Vetting Clause and the revised Combating Trafficking in Persons clause.

• Mod 5, issued on August 5, 2016, provided $223,151.70 in incremental funding. Mod 06, issued on September 27, increased the total estimated cost of the contract by $20,000,000, thereby changing the total estimated cost of the contract from $53,879,593 to $73,879,593; added incremental funding of $19,212,458.47; expanded the scope of the contract to include Class 3, add 500 APBET schools, and add PTTC training; and extended the end date from July 31, 2018, to December 31, 2019.

14 Information for Annual Reports Only 14.1 Budget Disaggregated by County Not applicable.

14.2 Budget Disaggregated by Earmarks Not applicable.

14.3 Subawards Table 6 summarizes the status of all subawards made under the Tusome contract as of the end of September 2016.

Table 6. Status of Tusome subawards, September 30, 2016

Partner

Sub-awardee

name

Sub-awardee start date

Sub-awardee end date

Sub-awardee amount

Date last audit

conducted

Names of counties of

implementation

Sub-contractor

Women’s Educational Researchers of Kenya (WERK)

11/18/2014 04/30/2019 $4,334,685 December 2015 Nairobi, Nakuru, Kisumu, and Mombasa

Sub-contractor

Worldreader 05/01/2015 12/31/2016 $387,608 March 2015 Nairobi and Nakuru

Sub-contractor

Voluntary Service Overseas (VSO)

12/26/2014 03/31/2016 $30,745 May 2015 N/A - CLOSED

Sub-contractor

Dalberg Consulting

11/15/2014 09/30/2016 $176,831 December 2015 N/A - CLOSED


14.4 List of FY 2016 Deliverables Table 7 presents the list of contractual deliverables produced by Tusome and submitted to USAID and others during the fiscal year.

Table 7. List of all deliverables produced during FY 2016

No. Deliverable

Completion / Submission

date(s) Distribution Status

1. Annual Report October 30, 2016; V2 submitted February 22, 2016

Electronically to COR, Acting COR (ACOR)

Pending USAID approval

2. Annual Work Plan December 2, 2015 Electronically to COR, ACOR, and Government of Kenya


3. Performance Monitoring Plan (PMP)

October 30, 2014;

December 26, 2014;

December 7, 2015

Electronically to COR and ACOR

Approved

4. Quarterly Report: QR1 (Oct – Dec 2015)

January 29, 2016 Electronically to COR and ACOR


5. Quarterly Report: QR2 (Jan – Mar 2016)

April 30, 2016 Electronically to COR and ACOR


6. Quarterly Report: QR3 (Apr – Jun 2016)

July 29, 2016;

August 10, 2016

Electronically to COR and ACOR


7. Quarterly Report: QR4 (Jul – Sep 2016)

November 4, 2016 Electronically to CO and COR

Part of annual report

8. [Fee Deliverable #1] Purchase and use of PRIMR textbooks and teachers’ guides for nonformal schools (Distribution Report APBET Schools)

March 23, 2016; April 19, 2016

Electronically to CO, COR, and ACOR

Approved

9. [Fee Deliverable #2] Distribution of textbooks and teachers’ guides for public primary schools (Distribution Report Public Schools), 2016

March 22, 2016;

May 25, 2016


Approved

10. [Fee Deliverable #4] Distribution of supplemental materials for formal and non-formal primary schools (Class 1 & Class 2)

March 22, 2016; April 21, 2016



11. [Fee Deliverable #6] Education staff trained as per training plan

April 4, 2016;

May 2, 2016;

September 23,2016

Electronically to CO, COR and ACOR


12. [Fee Deliverable #7] TAC tutors and coaches trained on tablet-based instructional support system

April 4, 2016;

April 20, 2016



13. Capacity Building Report (non-CSO trainings)




No. Deliverable

Completion / Submission

date(s) Distribution Status

14. [Fee Deliverable #11] Capacity Assessment Report

February 2, 2016 Electronically to CO, COR, and ACOR


15. Tablets Brochure December 2016

January 2016

Hardcopies to participants

Completed

16. Term 3 2015 Teacher Head Teacher Training Manual

August/September 2015


Completed

17. Term 3-2015 ToT, TAC Tutor, Instructional Coaches Training Manual

August/September 2015


Completed

18. Term 1 2016 ToT, TAC Tutor, Instructional Coaches Training Manual

December 2015 Hardcopies to participants

Completed

19. Term 1 2016 Teacher Training Manual

January 2016 Hardcopies to participants

Completed

20. Term 2 2016 ToT, CSO, Instructional Coaches Training Manual

May 2016 Hardcopies to participants

Completed

21. Term 2 2016 Teacher Training Manual

June 2016 Hardcopies to participants

Completed

22. Hearing Impaired Teacher Training Manual


Completed

23. Visually Impaired Teacher Training Manual


Completed

24. Term 3 2016 ToT, CSO, Instructional Coaches Training Manual

August 2016 Hardcopies to participants

Completed

25. Term 3 2016 Public Schools Teacher Training Manual


Completed

26. Term 3 2016 Private Schools Teacher Training Manual


Completed

27. Private Schools ICT Manual August 2016 Hardcopies to participants

Completed

28. Teacher Smartphone Tool Papaya Brochure


Completed

29. Head Teacher Smartphone Tool Tusome App Brochure

April 2015 Hardcopies to participants

Completed

30. International Consultant Report: Nick Reed



14.5 Summary of Non-USG Funding During the reporting period, Tusome leveraged $311,931 from non-USG sources (see Table 8).

The leveraging provided by subcontractor Worldreader this year built on its leveraging in FY 2015. Worldreader helped to make e-readers and learning materials available to Class 1


and Class 2 students by allowing Tusome to disseminate critical reading and learning materials via e-readers in 65 schools across Nairobi and Nakuru. In FY 2015, Worldreader provided a total of 119,156 free e-books and textbooks, or 183 free titles per e-reader. In FY 2016, they provided further leveraging of 1,833 titles for 10 e-readers, reaching one additional school for a total of digital libraries in 66 schools. Teachers were trained and supported on both the Tusome program and use of the digital libraries with their pupils.

Tusome also worked with the KPA to begin procurement of 420,000 English and Kiswahili readers in Class 1 and 2 at heavily discounted prices. The procurement followed an earlier collaboration with the KPA, whereupon at their request, RTI Tusome staff reviewed existing English and Kiswahili readers in Class 1 and 2 available in the market whose level matched that of the reading level expected for Tusome Early Grade Reading Activity learners in Classes 1 and 2. The review looked at the design of the materials to determine which readers could be available as classroom readers or supplementary library readers. RTI reviewed a total of 848 titles. Following the review and selection of readers, Tusome worked with KPA to establish discounted rates for each reader. The number of individual items that could be acquired for the Classroom Readers for English and Kiswahili program would depend on the leveraging discounts quoted by publishers, as well as the final KICD approval status of each reader. Ultimately, five publishers offering 15 different titles were selected as appropriate for the Tusome program. These publishers committed to providing discounted rates of at least 50% per title. Discounted rates were compared against the standard prices quoted to KICD, which are published upon approval of the books by KICD in the Orange Book – 2016 Edition. Purchase orders with the publishers were issued in September 2016, with delivery scheduled for December. Tusome will receive a total of 221,965 titles free of charge via the pricing discounts.

As mentioned earlier, in December 2015, Tusome staff and RTI literacy and math specialists met with representatives from major publishers to explain the development of the Tusome materials. One objective of the workshop was to help KPA better understand how their readers could fit within the Tusome teaching and learning materials, in preparation for the procurement of the readers that took place in 2016.

These efforts directly supported Sub-IR 1.1: Increased availability and use of appropriate textbooks and supplementary materials that support reading.

Table 8. Summary of FY 2016 leverage

Name: Worldreader

Description of Leverage: Donation of e-books and e-textbooks to an additional 10 tablets to go towards the 66th school (previously 65).

Description Date(s) of

activity (a)

Quantity / units

(b) Value / rate

per unit (c)

Amount

Software (e-books) January 2016 2,000 3.97 $7,937.00

Software (e-textbooks) January 2016 100 9.29 $929.00

Subtotal leverage reported – Worldreader (USD) $8,866.00

Name: Kenya Publishers Association


Description of leverage: Discounted book prices on supplementary readers for Class 1 and 2 in English and Kiswahili


activity (a)

Quantity / units

(b) Value/rate per

unit (c)

Amount

Classes 1 and 2 English and Kiswahili supplementary readers

September 21, 2016

420,000 72.16 30,306,500.00

Subtotal leverage reported – KPA (KES) 30,306,500.00

Subtotal leverage reported – KPA (USD) $303,065.00

Adjusted leverage for FY15: The leverage for FY 2015 was adjusted based on updated quantity and cost information; see Table 9. The changes resulted in an overall increase in the leverage amount from $650,865 to $660,055.

Table 9. Adjusted FY 2015 leverage

Name: Worldreader

Description of Leverage: Donation of e-books and e-textbooks to an additional 10 tablets to go toward the 66th school (previously 65)


activity

(a) Quantity /

units

(b) Value / rate per

unit (c)

Amount

Contributed Labor / Volunteer Time

06/15/15 – 07/16/15

171 15.00 2,565.00

Material/Equipment (Tablets)

11/04/2014 700 69.00 48,300.00

Material / Equipment (cases)

2014 700 37.00 25,900.00

Software (e-books) 06/01/15 – 07/16/15

130,000 3.97 515,905.00

Software (e-textbooks) 06/01/15 – 07/16/15

6,500 9.29 60,385.00

Shipping and Postage 7/31/2015 700 10.00 7,000.00

Subtotal leverage reported – Worldreader (USD) $660,055.00

14.6 Type of Accounting System Used During Reporting Period QuickBooks is utilized at the international field level to capture and record transactions. The transactions are later posted to RTI’s corporate accounting system, CostPoint.


Annex A: List of SCDEs, TSC-SCDs, and ESQAC Officers Who Are Tusome Trainers

No. Name Organization Designation County

1 Beatrice Ogwe TSC TSC-DCD Nyamira

2 Sammy Ng'ang'a MoEST CQASO Taita Taveta

3 Samwel Macharia MoEST SCDE Kilifi

4 Alex Nyakweba MOEST DQASO Makueni

5 Zipporah Timothy TSC Lecturer Kitui

6 Nazarina Njoka MOEST DQASO Embu

7 Bengi Gitonga MoEST DQASO Machakos

8 Teresia Nyaga MoEST CQASO Embu

9 Ahmed Mohamed Abdi TSC TSC SO Garissa Garissa

10 Mohamed Nurow Ibrahim MoEST CEO Wajir

11 Abraham Wachira MoEST DQASO Nyandarua

12 Leonard Kabaki MoEST SCDE Nakuru

13 Sarah Awinja Ayumba MoEST SCDE Kakamega

14 Robert Onkoba MoEST SCDE Migori

15 Joyce M. Kikuvi TSC TSC DCD Kisumu

16 Silas Otieno MoEST QASO Kakamega

17 Obwaya Charles TSC TSC SCD Vihiga

18 Odongo Julius Otieno MoEST CQASO Kisumu

19 Felix Amadi Mungasia MoEST DQASO Kakamega

20 Keranga Msafiri MoEST SCDE Nyamira

21 Johnson Obwoge MoEST CQASO West Pokot

22 Esther Musani TSC TSC-DCD Elgeyo Marakwet

23 John Kalizo MoEST SCDE Trans Nzoia

24 Edwin A. Onginjo MoEST QASO Busia

25 Thomas Shiundu TSC TSC-SCD Bungoma

26 Pamela Mariwa TSC TSC-DCD Trans Nzoia

27 Beth W. Maina MoEST QASO Kiambu

28 Dorris Mururu TSC Lecturer Meru Ttc

29 Simon N. Maina MoEST CQASO Kirinyaga

30 Wilson Mwangi MoEST DQASO Nyeri

31 Bishar Adan Eymoy TSC TSC-SCD Mombasa

32 James T. Ongulu MoEST QASO Busia

33 Collins Ariko TSC TSC-SCD —

34 Benjamin Mauko MoEST SCDE Migori


Annex B: Mini-EGRA Results by Tusome Region and County, Q4 of FY 2016

Tusome Region County

English Kiswahili

Letter sound fluency (clspm)

Oral reading fluency (ORF)

Reading compre-hension

(%)

Letter sound fluency (clspm)

Oral reading fluency (ORF)

Reading compre-

hension (%)

Eldoret Bungoma 13.7 5.4 2% 13.5 3.8 4%

Eldoret Nandi 37.0 26.7 13% 37.5 20.2 25%

Eldoret Trans Nzoia 32.3 26.5 19% 31.0 17.3 26%

Eldoret Uasin Gishu 33.5 28.8 8% 32.2 21.3 20%

Isiolo Marsabit 18.2 7.6 4% 17.6 5.5 3%

Kisumu Homa Bay 35.1 27.6 19% 33.8 16.6 9%

Kisumu Kisii 24.7 25.0 15% 28.5 17.9 17%

Kisumu Kisumu 30.3 18.4 9% 30.1 11.0 4%

Kisumu Siaya 25.7 10.7 5% 24.3 7.2 4%

Kisumu Vihiga 23.5 11.1 7% 23.4 7.1 8%

Machakos Kitui 23.4 19.4 11% 24.4 14.5 12%

Machakos Makueni 21.3 8.8 3% 21.2 6.0 4%

Mombasa Kilifi 28.7 18.2 11% 28.8 14.5 17%

Mombasa Mombasa 42.4 36.9 37% 42.3 23.2 32%

Mombasa Mombasa APBET 47.0 56.8 61% 50.4 33.3 43%

Mombasa Taita Taveta 41.6 38.2 30% 40.1 24.4 29%

Nairobi Kajiado 28.0 21.1 5% 28.3 13.7 6%

Nairobi Kiambu 33.3 29.1 20% 33.4 18.6 16%

Nairobi Nairobi 43.7 46.9 46% 43.8 24.6 30%

Nairobi Nairobi APBET 44.1 50.4 47% 46.6 27.5 36%

Nakuru Bomet 21.7 11.2 2% 20.0 7.1 1%

Nakuru Nakuru 33.9 21.3 11% 32.1 13.8 11%

Nakuru Narok 19.8 10.6 1% 21.4 7.8 3%

Nakuru Nyandarua 42.7 31.1 18% 39.9 19.0 19%

Nanyuki Kirinyaga 29.0 27.8 15% 30.7 18.3 17%

Nanyuki Meru 40.0 37.2 29% 36.1 22.1 23%

Wajir Garissa 21.0 12.4 9% 21.2 7.9 6%

Wajir Wajir 34.3 19.2 17% 33.3 13.8 15%


Annex C: English and Kiswahili Supplementary Readers for Class 1 and 2

Title Class Extent (pages)

English readers – Class 1

1. Don at school C1 8

2. A new classroom for Joan C1 8

3. It is good to be home C1 8

4. Mata and I C1 8

5. I am clean C1 8

6. The small bird C1 8

7. How many are they? C1 8

8. Marion's best day C1 8

9. A day on the farm C1 8

10. Nina at the market C1 8

11. My day in school C1 8

12. At the game park C1 8

13. The mud man C1 12

14. I like to work C1 12

15. Nana’s dream C1 16

16. My family of thirteen C1 16

English readers – Class 2

17. Hare and hyena C2 8

18. Tami at the shop C2 8

19. The train trip C2 8

20. A walk in the forest C2 8

21. Roy gets sick C2 8

22. At Grandmother's home C2 8

23. The new game C2 12

24. Kingi the farmer C2 12

25. The green blouse C2 12

26. Rose and Kelly at home C2 16

27. Busy boys C2 16

28. The visit C2 16

29. The best day C2 16

30. Juma the driver C2 16

31. Halima learns to count C2 20

32. Dora in the big city C2 20


Title Class Extent (pages)

Kiswahili readers – Class 1

33. Sikukuu ya Pasaka C1 12

34. Somo nilipendalo C1 12

35. Safari ya Amina C1 8

36. Wimbo niupendao C1 8

37. Harusi kijijini C1 8

38. Mchoro wangu C1 8

39. Shule ya makumu C1 8

40. Kadogo aenda shuleni C1 8

41. Sherehe ya Sandra C1 8

42. Vituko vya wanyama C1 8

43. Fisi mjinga & Chura na Kiboko C1 12

44. Mchezaji banda & Kisa cha simba na mbuni C1 12

45. Faida za ngombe & Siku za wiki C1 12

46. Kwa nini mzee Kobe ana magamba & Jitu la mtoni C1 12

47. Wakati wa likizo C2 8

Kiswahili readers – Class 2

48. Shangwe kiwanjani C2 8

49. Lishe bora C2 8

50. Mzee kichwa aita mkutano C2 8

51. Mkulima Hodari C2 12

52. Hali ya hewa nchini C2 12

53. Kabu aenda mjini C2 12

54. Wanamichezo C2 12

55. Mkulima tajiri C2 12

56. Mgeni shuleni C2 16

57. Shujaa Musa & Mnyama nimpendaye C2 16

58. Mama mzee na nguruwe & Juma na sungura C2 20

59. Fisi na mbuzi & Kuku na mwewe wakosana C2 16

60. Sababu ya paka kupenda kukaa jikoni & Kwa nini twiga ana shingo ndefu C2 12

61. Safari ya Mombasa & Masaibu ya Musa C2 20


Annex D: SNE Training Summary, Term 3 FY 2017 – Master Trainers Number of master trainers, by organization

Organization Male Female Total

KIB 0 1 1

KICD 1 0 1

KISE 1 1 2

MOE 0 1 1

TSC 0 1 1

Grand total 2 4 6

ToT for SNE with learners with visual impairments

County EARC / TSC KIB KISE RTI TSC Total

Male Female Total Male Female Total Male Female Total Male Female Total Male Female Total Male Female Grand total

Homa Bay 0 1 1 0 0 0 0 0 0 0 0 0 0 0 0 0 1 1

Kisumu 1 0 1 0 0 0 0 0 0 0 0 0 0 0 0 1 0 1

Meru 0 1 1 0 0 0 0 0 0 0 0 0 0 0 0 0 1 1

Mombasa 1 0 1 0 0 0 0 0 0 0 0 0 0 0 0 1 0 1

Nairobi 0 0 0 0 1 1 0 1 1 0 1 1 0 1 1 0 4 4

Uasin Gishu 0 1 1 0 0 0 0 0 0 0 0 0 0 0 0 0 1 1

Wajir 1 0 1 0 0 0 0 0 0 0 0 0 0 0 0 1 0 1

Grand total 3 3 6 0 1 1 0 1 1 0 1 1 0 1 1 3 7 10


ToT for SNE with learners with hearing impairments

County

EARC / TSC KICD KISE TTC Lecturers

and TSC MOE RTI Total

Male Female Total Male Female Total Male Female Total Male Female Total Male Female Total Male Female Total Male Female Grand total

Kiambu 0 1 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 1

Kitui 0 0 0 0 0 0 0 0 0 1 0 1 0 0 0 0 0 0 1 0 1

Meru 1 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 1

Nairobi 1 0 1 1 0 1 1 0 1 0 0 0 0 1 1 0 0 0 3 1 4

Nakuru 0 1 1 0 0 0 0 0 0 0 0 0 0 0 0 0 1 1 0 2 2

Nyamira 0 1 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 1

Uasin Gishu 0 1 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 1

Vihiga 1 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 1

Grand total 3 4 7 1 0 1 1 0 1 1 0 1 0 1 1 0 1 1 6 6 12


Training of teachers of visually impaired learners

County

Number of teachers

Male Female Total

Baringo 1 5 6

Bomet 2 0 2

Bungoma 2 2 4

Elgeyio Marakwet 1 3 4

Garissa 1 0 1

Isiolo 0 2 2

Kajiado 4 5 9

Kakamega 2 3 5

Kericho 1 4 5

Kiambu 0 4 4

Kisumu 3 3 6

Kitui 1 7 8

Kwale 1 1 2

Machakos 1 2 3

Meru 1 2 3

Migori 2 0 2

Nairobi 1 1 2

Nakuru 0 3 3

Narok 0 2 2

Nyamira 0 1 1

Samburu 1 3 4

Siaya 3 2 5

Taita Taveta 1 1 2

Trans Nzoia 3 6 9

Turkana 3 0 3

Uasin Gishu 0 1 1

Vihiga 1 1 2

Wajir 1 0 1

Grand total 37 64 101


Training of teachers of hearing impaired learners

County

Number of teachers

Male Female Total

Baringo 1 5 6

Bomet 3 0 3

Bungoma 2 4 6

Busia 0 1 1

Elgeyio Marakwet 1 3 4

Embu 0 2 2

Garissa 1 0 1

Homa Bay 4 2 6

Isiolo 1 2 3

Kajiado 2 1 3

Kakamega 2 6 8

Kericho 1 3 4

Kiambu 0 5 5

Kirinyaga 0 2 2

Kisii 4 6 10

Kisumu 0 8 8

Kitui 1 2 3

Kwale 5 3 8

Laikipia 2 0 2

Machakos 1 1 2

Makueni 2 5 7

Mandera 0 1 1

Marsabit 2 0 2

Meru 0 5 5

Migori 7 3 10

Murang'a 2 0 2

Nairobi 1 3 4

Nakuru 0 5 5

Narok 2 0 2

Nyamira 1 1 2

Nyeri 0 2 2

Samburu 4 4 8

Siaya 0 6 6

Taita Taveta 3 4 7

Tana River 0 3 3


County

Number of teachers

Male Female Total

Tharaka Nithi 1 1 2

Trans Nzoia 7 10 17

Turkana 0 2 2

Uasin Gishu 0 2 2

Vihiga 1 8 9

Wajir 1 0 1

West Pokot 1 0 1

Grand total 66 121 187


Annex E: Evaluations Completed by CSO and IC Trainees After the CSOs’ and ICs’ training, they were asked to evaluate the effectiveness of the training, by acknowledging whether they had acquired the skills they needed to implement the Tusome program. Each statement was rated on a 5-point Likert scale, from 1 (strongly disagree) to 5 (strongly agree). In the reading knowledge category, a substantial majority (97%) of the CSO and ICs strongly agreed that they acquired the knowledge on Tusome reading approach of “I do, we do, you do.” Fewer CSOs and ICs (68%) stated that they strongly agreed they had acquired the skills in segmenting. Therefore, more emphasis should be put on how to teach segmenting in their next training. This is as shown in Graph 1 below.

Graph 1: CSO and IC training evaluation: Report on reading knowledge

In the area of workshop quality, a majority of the CSOs and ICs (94%) strongly agreed that facilitators were knowledgeable in training them how best to implement the program. A smaller proportion (76%) strongly agreed that they had acquired skills on the components of reading and how all the areas of literacy are infused into these components; or that they were more knowledgeable on teaching reading than they were before the workshop. The data are represented in Graph 2 below.


Graph 2: CSO and IC training evaluation: Report on workshop quality


Annex F: Success Stories

Going beyond learning to actually reading

The Tusome Early Grade Reading Activity has a core mandate: “To make learners into readers by the end of the year 2018.” The project has undoubtedly achieved what critics were skeptical about. Children can now not only read but also understand what they read. This is manifested in the encouraging fluency levels which pupils post during assessments. Most pupils have moved far beyond the benchmark for Classes 1 and 2. Even those who are still struggling can read a little and understand.

In Mombasa APBET schools, 61% and 43% of pupils could understand what they read in English and Kiswahili respectively, as attested in their increased comprehension levels on assessments administered by Tusome in Q4 (refer to Annex A of this report: Mini-EGRA Results. Pupils are answering questions correctly and can point to the sentences or parts from which they derived their answers. Pupils are equally able to state whether the answers to questions are directly found in the story or whether they had to use their wits to reason it out. This has given the Tusome program pupils a chance to start using reasoning to come up with viable answers during reading comprehension exercises, in both English and Kiswahili. The pupils are therefore trained how to think logically rather than doing rote reading and memorization.

The Tusome program approach to reading has received many accolades from the pupils, as the five components of reading are handled almost every day. This gives room for the pupils to practice what they expect to see as they move up the academic ladder. A case in point is the use of the five “W” questions (who, what, where, when, why), which are introduced in Class 1 and which form the basis of composition writing.

To crown it all, the Tusome program end-of-term exams have proved that children who have experienced the direct instructional methodology perform better than their peers who have not. Several head teachers in Kengeleni Cluster confessed that they had given the exams to pupils beyond Class 2 who were not involved in Tusome, and the performance of the Class 1 and 2 children in Tusome was better. The head teacher of Friends Primary School in Komgowea Mombasa County summed it up perfectly: “I was really surprised when the Class 2s were able to construct better sentences and have a clear understanding of what they are doing.” Another head teacher, Mr. Wesonga Martin of North Gate School, also observed that even the exam printing firms have resorted to the copying and printing the Tusome exams for similar reasons. At first he thought that the exams would be very easy for the pupils, and he decided to buy copies from publishers. He was astonished when he gave the exams to Class 3 pupils who then struggled with them.

Reading to many pupils might be a nightmare if it were not inculcated during their formative years. The Tusome program has built a reading culture, as pupils willingly read their storybooks, with or without teacher supervision.

Children reading without supervision in a school in Kengeleni, Mombasa County.


Impacts of Tusome on Learners John Njenga is a Class 1 learner in Karuri Primary School, Karuri Zone, in Kiambu. He is 5 years old. When John joined the school, he could hardly read, understand, or even make meaning of the materials he had, like his books and pencils. He really struggled to read, and his mother was not supportive of his education. He would lose books given to him, and more often than not, he never had writing materials.

John was very shy and he did not like attending classes. His teacher, Madam Esther Muthoni, had a hard time with him. She had to follow up with the mother to see that he had books, and she was still not very cooperative. However, when John was introduced to the Tusome materials—especially the pupil books—he took an interest in them. He enjoyed looking through the pictures but struggled to read the stories. He would often come to school and ask the teacher to give him the pupil books so he could look through the pictures. When spoken to, John said “Napenda English na Kiswahili na books ziko na colour na story books” (I like English and Kiswahili. And the books have color and stories).

Pupil John Njenga, reading a supplementary reader titled “I Am Clean”

According to Madam Esther, “John was an average boy but very lazy. When it reached reading and writing, he would refuse to open his mouth. But after getting on slowly and interacting with the pictures in the book, he gradually started reading, until it reached a time he would tell me, ‘Teacher tusifanye hesabu tufanye English’ (Let us not study mathematics but English). He did not like writing, and unless I took him aside and supported him in doing homework, sometimes he would not come with the books, but now he is interested. The mother also started being involved after the head teacher sensitized the parents.”

She further added that “He is university material, and the way Tusome supports reading, I am sure he will get there. He now likes reading, and once he gets a book, he goes to the pictures and tries to predict what might happen in the story before reading it. He enjoys answering the questions, though he struggles to do it in English. He cannot express himself in English but with time I see this changing. I’m sure when he gets to Class 2 with the same eagerness, he will be very good.”


Annex G: Classroom Observation Data (Dashboard) for March and September, 2016 Table G-1: March 2016 Dashboard

County

Number of classroom

visits (% of target

visits)

English Class 1

(cwpm / % at KNEC

benchmark)

English Class 2

(cwpm / % at KNEC

benchmark)

Kiswahili Class 1

(cwpm / % at KNEC

benchmark)

Kiswahili Class 2

(cwpm / % at KNEC

benchmark)

All: 16671 (70%)

Public: 12778

APBET: 3893

14 (17%) 32 (19%) 13 (42%) 22 (16%)

Baringo 251 (38%) 10 (5%) 23 (4%) 13 (42%) 17 (4%)

Bomet 228 (36%) 7 (1%) 18 (1%) 8 (13%) 12 (1%)

Bungoma 543 (68%) 8 (3%) 21 (4%) 10 (29%) 16 (9%)

Busia 265 (60%) 11 (8%) 25 (8%) 13 (40%) 20 (8%)

Elgeyo Marakwet

307 (79%) 11 (11%) 29 (9%) 11 (33%) 16 (3%)

Embu 336 (87%) 7 (2%) 24 (7%) 7 (18%) 15 (3%)

Garissa 50 (25%) 19 (30%) 13 (1%) 10 (30%) 10 (6%)

Homa Bay 410 (46%) 12 (13%) 32 (14%) 11 (37%) 22 (11%)

Isiolo 27 (25%) 6 (6%) 8 (0%) 7 (9%) 11 (0%)

Kajiado 162 (38%) 15 (19%) 29 (17%) 10 (36%) 18 (13%)

Kakamega 396 (44%) 7 (3%) 21 (4%) 8 (28%) 16 (6%)

Kericho 327 (63%) 7 (4%) 16 (1%) 8 (19%) 14 (5%)

Kiambu 403 (85%) 15 (20%) 37 (23%) 16 (52%) 24 (19%)

Kilifi 232 (42%) 11 (11%) 25 (11%) 12 (36%) 18 (15%)

Kirinyaga 175 (90%) 13 (5%) 32 (10%) 12 (46%) 23 (7%)

Kisii 540 (77%) 12 (9%) 27 (11%) 11 (37%) 22 (12%)

Kisumu 326 (51%) 13 (13%) 35 (14%) 12 (48%) 19 (7%)

Kisumu APBET

429 (348%) 24 (49%) 59 (63%) 20 (66%) 32 (46%)

Kitui 641 (47%) 8 (4%) 21 (6%) 9 (27%) 14 (5%)

Kwale 223 (55%) 10 (9%) 21 (7%) 9 (26%) 16 (10%)

Laikipia 253 (88%) 13 (17%) 31 (25%) 13 (40%) 19 (11%)

Lamu 22 (20%) 15 (11%) 48 (50%) 20 (76%) 20 (29%)

Machakos 373 (43%) 9 (8%) 30 (16%) 10 (33%) 19 (7%)

Makueni 300 (33%) 8 (2%) 23 (5%) 9 (30%) 17 (7%)

Mandera 87 (43%) 10 (4%) 23 (6%) 18 (69%) 17 (1%)

Marsabit 79 (46%) 8 (1%) 16 (1%) 6 (15%) 17 (2%)


County

Number of classroom

visits (% of target

visits)

English Class 1

(cwpm / % at KNEC

benchmark)

English Class 2

(cwpm / % at KNEC

benchmark)

Kiswahili Class 1

(cwpm / % at KNEC

benchmark)

Kiswahili Class 2

(cwpm / % at KNEC

benchmark)

Meru 212 (28%) 9 (7%) 29 (18%) 11 (32%) 16 (9%)

Migori 561 (92%) 10 (6%) 21 (7%) 9 (27%) 18 (9%)

Mombasa 152 (156%) 15 (25%) 36 (27%) 12 (49%) 26 (23%)

Mombasa APBET

473 (295%) 19 (29%) 45 (38%) 16 (55%) 32 (37%)

Muranga 297 (59%) 11 (7%) 38 (17%) 12 (40%) 23 (15%)

Nairobi 73 (33%) 14 (15%) 29 (23%) 15 (45%) 24 (12%)

Nairobi APBET

2678 (343%) 23 (39%) 47 (42%) 19 (64%) 30 (33%)

Nakuru 513 (73%) 16 (23%) 36 (22%) 13 (47%) 23 (19%)

Nakuru APBET

313 (417%) 23 (45%) 50 (51%) 19 (70%) 29 (30%)

Nandi 331 (45%) 13 (14%) 27 (12%) 13 (38%) 19 (9%)

Narok 217 (33%) 10 (6%) 23 (6%) 11 (38%) 16 (9%)

Non-Tusome

118 (0%) 17 (32%) 32 (18%) 14 (55%) 19 (11%)

Nyamira 493 (119%) 12 (7%) 30 (13%) 11 (40%) 23 (14%)

Nyandarua 355 (99%) 17 (21%) 32 (17%) 14 (51%) 25 (15%)

Nyeri 498 (128%) 17 (26%) 38 (28%) 16 (53%) 26 (19%)

Samburu 98 (60%) 6 (1%) 14 (1%) 6 (20%) 13 (4%)

Siaya 452 (69%) 10 (9%) 30 (9%) 9 (27%) 20 (10%)

Taita Taveta 177 (82%) 13 (14%) 36 (20%) 12 (42%) 26 (15%)

Tana River 62 (38%) 17 (23%) 24 (2%) 13 (47%) 23 (19%)

Tharaka Nithi

181 (43%) 8 (5%) 31 (11%) 11 (35%) 17 (9%)

Trans Nzoia 242 (67%) 12 (6%) 21 (6%) 9 (27%) 19 (5%)

Turkana 16 (3%) 11 (11%) 10 (0%) 16 (50%) 20 (6%)

Uasin Gishu 346 (71%) 14 (14%) 36 (20%) 13 (45%) 22 (14%)

Vihiga 162 (38%) 8 (2%) 23 (12%) 9 (22%) 17 (3%)

Wajir 79 (36%) 9 (3%) 24 (4%) 8 (31%) 12 (5%)

West Pokot 187 (32%) 5 (0%) 16 (1%) 8 (22%) 15 (5%)


Table G-2: September 2016 Dashboard

County Number of classroom

visits (% of target visits)

English Class 1 cwpm/percentage at

KNEC benchmark


KNEC benchmark

Kiswahili Class 1 cwpm/percentage

at KNEC benchmark


at KNEC benchmark

All 14121 (59%) 31 (58%) 46 (44%) 24 (68%) 29 (37%)

Baringo 249 (37%) 21 (43%) 32 (14%) 17 (57%) 24 (22%)

Bomet 146 (23%) 17 (29%) 30 (9%) 13 (46%) 16 (7%)

Bungoma 493 (62%) 23 (48%) 35 (31%) 23 (62%) 27 (33%)

Busia 249 (56%) 23 (48%) 38 (32%) 24 (66%) 27 (34%)

Elgeyo Marakwet 342 (88%) 31 (54%) 49 (42%) 22 (64%) 25 (23%)

Embu 111 (28%) 25 (40%) 42 (39%) 19 (65%) 26 (15%)

Garissa 52 (26%) 23 (44%) 37 (20%) 29 (70%) 24 (12%)

Homa Bay 557 (62%) 30 (62%) 47 (40%) 21 (60%) 27 (31%)

Isiolo 11 (10%) 13 (33%) 9 (0%) 2 (0%) 11 (22%)

Kajiado 102 (24%) 28 (62%) 40 (50%) 25 (65%) 24 (31%)

Kakamega 191 (21%) 26 (57%) 34 (29%) 15 (47%) 27 (25%)

Kericho 304 (58%) 23 (37%) 34 (28%) 19 (54%) 23 (16%)

Kiambu 281 (59%) 32 (62%) 47 (49%) 25 (66%) 30 (34%)

Kilifi 81 (15%) 20 (41%) 39 (35%) 23 (66%) 17 (33%)

Kirinyaga 104 (53%) 33 (72%) 45 (33%) 32 (80%) 42 (63%)

Kisii 534 (76%) 27 (54%) 46 (40%) 24 (68%) 28 (30%)

Kisumu 323 (51%) 28 (54%) 45 (44%) 26 (78%) 32 (36%)

Kisumu APBET 390 (317%) 50 (77%) 65 (75%) 36 (77%) 45 (65%)

Kitui 488 (36%) 24 (49%) 40 (39%) 22 (65%) 32 (41%)





KNEC benchmark


KNEC benchmark


at KNEC benchmark


at KNEC benchmark

Kwale 75 (18%) 23 (51%) 17 (13%) 23 (58%) 27 (27%)

Laikipia 206 (71%) 34 (63%) 45 (43%) 26 (75%) 26 (37%)

Lamu 149 (140%) 28 (59%) 41 (41%) 23 (64%) 32 (38%)

Machakos 486 (56%) 22 (37%) 42 (32%) 19 (57%) 25 (24%)

Makueni 241 (26%) 29 (59%) 42 (41%) 21 (67%) 33 (43%)

Mandera 70 (34%) 24 (53%) 43 (35%) 24 (66%) 32 (35%)

Marsabit 59 (34%) 15 (15%) 37 (10%) 17 (68%) 20 (21%)

Meru 115 (15%) 30 (58%) 49 (48%) 17 (66%) 32 (40%)

Migori 467 (77%) 35 (69%) 46 (50%) 31 (70%) 36 (48%)

Mombasa 61 (62%) 23 (41%) 60 (45%) 28 (79%) 20 (21%)

Mombasa APBET 399 (249%) 32 (64%) 51 (53%) 22 (65%) 35 (55%)

Murang’a 333 (66%) 28 (64%) 42 (57%) 24 (76%) 29 (41%)

Nairobi 58 (26%) 10 (21%) 56 (53%) 14 (61%) 27 (33%)

Nairobi APBET 2397 (307%) 42 (74%) 57 (65%) 31 (80%) 35 (58%)

Nakuru 218 (31%) 27 (50%) 43 (37%) 22 (65%) 27 (29%)

Nakuru APBET 266 (354%) 46 (75%) 61 (66%) 25 (73%) 32 (44%)

Nandi 243 (33%) 24 (51%) 38 (24%) 22 (68%) 24 (16%)

Narok 70 (10%) 24 (48%) 40 (27%) 21 (64%) 25 (21%)

Non-Tusome 237 (0%) 34 (57%) 48 (48%) 25 (63%) 30 (36%)

Nyamira 392 (95%) 27 (47%) 39 (33%) 20 (65%) 27 (34%)

Nyandarua 173 (48%) 26 (50%) 45 (38%) 25 (70%) 26 (32%)

Nyeri 271 (69%) 31 (61%) 54 (51%) 27 (73%) 29 (32%)





KNEC benchmark


KNEC benchmark


at KNEC benchmark


at KNEC benchmark

Samburu 30 (18%) 25 (56%) 44 (58%) 31 (77%) 24 (29%)

Siaya 474 (72%) 25 (48%) 45 (39%) 20 (72%) 26 (21%)

Taita Taveta 234 (109%) 38 (66%) 50 (49%) 22 (66%) 32 (44%)

Tana River 6 (3%) 0 (0%) 83 (66%) 34 (88%) 40 (0%)

Tharaka Nithi 206 (49%) 30 (62%) 48 (49%) 18 (60%) 30 (34%)

Trans Nzoia 218 (61%) 26 (49%) 40 (42%) 25 (68%) 27 (32%)

Turkana 80 (19%) 17 (20%) 25 (15%) 17 (47%) 17 (9%)

Uasin Gishu 322 (66%) 25 (51%) 41 (36%) 20 (69%) 23 (28%)

Vihiga 370 (88%) 27 (48%) 39 (38%) 20 (56%) 25 (28%)

Wajir 109 (49%) 26 (49%) 28 (17%) 22 (68%) 21 (12%)

West Pokot 78 (13%) 16 (28%) 29 (8%) 15 (63%) 21 (11%)


Annex H: Summary of PTTC Principals and Lecturers Trained

County Organization

Lecturers Principals Private Public Private Public

Male Female Total Male Female Total Male Female Total Male Female Total

Venue 1: Machakos TTC

Machakos MDS TTC 1 0 1 0 0 0 1 0 1 0 0 0

Machakos Machakos TTC 0 0 0 3 14 17 0 0 0 0 0 0

Machakos MIT TTC 0 2 2 0 0 0 1 0 1 0 0 0

Machakos Sunrise TTC 0 2 2 0 0 0 1 0 1 0 0 0

Machakos Lukenya TTC 4 1 5 0 0 0 1 0 1 0 0 0

Kajiado St. Martin de Podres TTC

0 0 0 0 0 0 1 0 1 0 0 0

Kiambu St. Johns TTC Kilimambogo

0 0 0 0 0 0 0 0 0 1 0 1

Kitui Kitui TTC 0 0 0 6 6 12 0 0 0 1 0 1

Kitui Mwingi TTC 2 2 4 0 0 0 1 0 1 0 0 0

Nyandarua Aberdare TTC 0 0 0 0 1 1 0 0 0 1 0 1

Taita Taveta St. Mary’s TTC Bura

0 0 0 0 0 0 0 1 1 0 0 0

Mombasa Islamic TTC 0 0 0 0 0 0 1 0 1 0 0 0

Mombasa Shanzu TTC 0 0 0 0 0 0 0 0 0 1 0 1

Kilifi Talea TTC 0 0 0 0 0 0 1 0 1 0 0 0

Nairobi KISE 0 0 0 1 1 2 0 0 0 1 0 1

Makueni Kibwezi TTC 1 0 1 0 0 0 0 0 0 0 0 0

Makueni Mutitu TTC 3 0 3 0 0 0 0 0 0 0 0 0


County Organization


Male Female Total Male Female Total Male Female Total Male Female Total Total 18 32 9 5

Venue 2: RIAT

Vihiga Kaimosi TTC 0 0 0 5 3 8 0 0 0 1 0 1

Kisii Nyanchwa Adventist TTC

0 0 0 0 0 0 1 0 1 0 0 0

Kakamega Eregi TTC 0 0 0 7 6 13 0 0 0 1 0 1

Narok Narok TTC 0 0 0 0 0 0 0 0 0 1 0 1

Migori Migori TTC 0 0 0 5 9 14 0 0 0 1 0 1

Kisii Kenyenya TTC 0 0 0 5 2 7 0 0 0 1 0 1

Homa Bay Asumbi TTC 0 0 0 5 3 8 0 0 0 1 0 1

Kisumu St. Marys Sacred Heart

2 1 3 0 0 0 1 0 1 0 0 0

Siaya Ugenya TTC 0 0 0 3 2 5 0 0 0 1 0 1

Homa Bay KSD Nyandiwa TTC

1 0 1 0 0 0 1 0 1 0 0 0

Vihiga St Joseph Vihiga 0 1 1 0 0 0 1 0 1 0 0 0

Kisii Angelic TTC 0 0 0 0 0 0 1 0 1 0 0 0

Vihiga Goibe PAG 0 3 3 0 0 0 1 0 1 0 0 0

Siaya Bondo TTC 0 0 0 5 3 8 0 0 0 1 0 1

Kakamega Bishop Hanning TTC

1 1 2 0 0 0 1 0 1 0 0 0

Homa Bay Rachuonyo 1 0 1 0 0 0 0 0 0 0 0 0

Homa Bay Nyandiwa TTC 1 1 2 0 0 0 0 0 0 0 0 0

Kisumu St Mary's TTC 1 0 1 0 0 0 0 0 0 0 0 0


County Organization


Male Female Total Male Female Total Male Female Total Male Female Total Kisumu Kaanan

International College

1 2 3 0 0 0 0 0 0 0 0 0

Kisumu Kings Glory 1 0 1 0 0 0 0 0 0 0 0 0

Kisumu Nyanza Christian TTC

0 1 1 0 0 0 0 0 0 0 0 0

Total 19 63 7 0 0 8

Venue 3: Meru TTC

Meru Egoji TTC 0 0 0 8 7 15 0 0 0 0 1 1

Embu Embu TTC 0 2 2 0 0 0 1 0 1 0 0 0

Meru FR. SOLDATI TTC

0 2 2 0 0 0 1 0 1 0 0 0

Kajiado International TTC 0 0 0 0 0 0 1 0 1 0 0 0

Embu Kamwenje TTC 0 0 0 0 0 0 0 0 0 1 0 1

Embu Kigari TTC 0 0 0 6 12 18 0 0 0 0 1 1

Laikipia Mary Immaculate TTC

2 0 2 0 0 0 0 0 0 0 0 0

Meru Meru TTC 0 0 0 4 11 15 0 0 0 0 1 1

Muranga Murang'a TTC 0 0 0 0 0 0 0 0 0 1 0 1

Laikipia Nanyuki MITTC 1 0 1 0 0 0 0 0 0 0 0 0

Embu Rubate TTC 5 2 7 0 0 0 1 0 1 0 0 0

Embu St. Augustine TTC

1 3 4 0 0 0 1 0 1 0 0 0

Meru Tendo Valley 2 0 2 0 0 0 1 0 1 0 0 0

Kiambu Thogoto TTC 0 0 0 0 0 0 0 0 0 1 0 1


County Organization


Male Female Total Male Female Total Male Female Total Male Female Total Total 20 48 6 6

Venue 4: Rift Valley Technical Institute

Baringo MOI Teachers College Baringo

0 0 0 0 0 0 0 0 0 1 0 1

Bungoma PAMUS TTC 2 0 2 0 0 0 1 0 1 0 0 0

Bungoma Western TTC 1 0 1 0 0 0 1 0 1 0 0 0

Bungoma Millenium TTC 0 0 0 0 0 0 1 0 1 0 0 0

Bungoma Mbakalo TTC 0 2 2 0 0 0 1 0 1 0 0 0

Keiyo Marakwet

Tambach Teachers College

0 0 0 7 8 15 0 0 0 1 0 1

Kericho Kericho TTC 0 0 0 0 0 0 0 0 0 1 0 1

Kericho Baraton 1 1 2 0 0 0 0 0 0 0 0 0

Nakuru St. Mary's TTC, Nakuru

0 0 0 0 0 0 1 0 1 0 0 0

Nakuru Nakuru TTC 0 0 0 0 0 0 0 1 1 0 0 0

Nandi Mosoriot Teachers College

0 0 0 9 6 15 0 0 0 0 1 1

Nandi Baraton 3 3 6 0 0 0 1 0 1 0 0 0

Trans Nzoia Mwencha TTC 0 0 0 0 0 0 1 0 1 0 0 0

Uasin Gishu Madonna Teachers College

2 0 2 0 0 0 0 1 1 0 0 0


County Organization



Uasin Gishu Elgon View College

1 0 1 0 0 0

Uasin Gishu Eldoret Integrated TTC

1 0 1 0 0 0 1 0 1 0 0 0

West pokot West Pokot TTC 0 0 0 0 0 0 1 0 1 0 0 0

West pokot Chesta TTC 0 0 0 2 0 2 0 0 0 1 0 1

Total 17 32 11 5

Venue 5: Kericho TTC

Bomet Bomet TTC 1 1 2 0 0 0 0 0 0 0 0 0

Bomet Bomet Afritech TTC

2 1 3 0 0 0 0 0 0 0 0 0

Kericho Kericho TTC 0 0 0 11 5 16 0 0 0 0 0 0

Kericho Kipsigis TTC 2 1 3 0 0 0 0 0 0 0 0 0

Migori Kamagambo ttc 1 4 5 0 0 0 0 0 0 0 0 0

Migori St Magdalene 1 1 2 0 0 0 0 0 0 0 0 0

Vihiga Kaimosi TTC 0 0 0 7 4 11 0 0 0 0 0 0

Nandi Mosoriot TTC 0 0 0 1 0 1 0 0 0 0 0 0

Kisii Angelic TTC 1 1 2 0 0 0 0 0 0 0 0 0

Kisii Nyanchwa 0 0 0 3 1 4 0 0 0 0 0 0

Total 17 32 0 0


County Organization


Male Female Total Male Female Total Male Female Total Male Female Total Venue 6: Nakuru TTC

Bungoma Western Teachers Training College

2 0 2 0 0 0 0 0 0 0 0 0


Nakuru Rongai Teachers Training College

0 2 2 0 0 0 0 0 0 0 0 0

Narok Narok TTC 0 0 0 6 3 9 0 0 0 0 0 0

West Pokot West PokoT TTC 1 0 1 0 0 0 0 0 0 0 0 0

Trans Nzoia Mwencha TTC 1 0 1 0 0 0 0 0 0 0 0 0


Nakuru St. Mary's TTC 1 3 4 0 0 0 0 0 0 0 0 0

Baringo Moi TTC 5 3 8 0 0 0 0 0 0 0 0 0

Uasin Gishu Wareng 1 0 1 0 0 0 0 0 0 0 0 0

Total 37 9 0 0

Venue 7: Thika Technical Training Institute

Murang'a Murang'a TTC 0 0 0 3 7 10 0 0 0 0 0 0

Nyeri Othaya TTC 2 0 2 0 0 0 0 0 0 0 0 0

Nyeri Kamwenja TTC 0 0 0 5 9 14 0 0 0 0 0 0

Elgeyo Marakwet

Tambach Teachers College

0 0 0 1 2 3 0 0 0 0 0 0

Kiambu St. Johns TTC Kilimambogo

0 0 0 8 8 16 0 0 0 0 0 0


County Organization


Male Female Total Male Female Total Male Female Total Male Female Total Kiambu Thogoto TTC 0 0 0 1 10 11 0 0 0 0 0 0

Kajiado St. Martin De PODRES TTC

2 1 3 0 0 0 0 0 0 0 0 0

Kajiado International TTC 1 3 4 0 0 0 0 0 0 0 0 0

Kajiado Masaai Teachers College

2 0 2 0 0 0 0 0 0 0 0 0

Total 11 54 0 0

Venue 8: Technical University of Mombasa

Mombasa Shanzu TTC 0 0 0 6 7 13 0 0 0 0 0 0

Mombasa Islamic TTC 1 3 4 0 0 0 0 0 0 0 0 0

Taita Taveta Bura TTC 2 0 2 0 0 0 0 0 0 0 0 0

Kilifi Talea TTC 2 2 4 0 0 0 0 0 0 0 0 0

Garissa Garissa TTC 0 0 0 6 2 8 0 0 0 0 0 0

Total 10 21 0 0


Annex I: Number of CSOs, Head Teachers, and Teachers Trained, by Gender and County Term 1, 2016

County CSOs Class 1 teachers Class 2 teachers Head teachers


Baringo 25 6 31 155 364 519 151 362 513 395 49 444

Bomet 19 2 21 157 479 636 145 464 609 458 62 520

Bungoma 22 14 36 164 591 755 172 557 729 375 119 494

Busia 12 4 16 88 351 439 114 347 461 258 70 328

Elgeyo Marakwet 22 2 24 120 308 428 108 300 408 274 62 336

Embu 16 2 18 81 281 362 69 267 336 223 74 297

Garissa 11 4 15 102 51 153 95 41 136 84 8 92

Homa Bay 31 5 36 290 540 830 265 586 851 646 107 753

Isiolo 12 2 14 32 28 60 31 26 57 67 7 74

Kajiado 10 6 16 155 268 423 164 268 432 303 54 357

Kakamega 28 16 44 256 1101 1357 314 914 1228 590 210 800

Kericho 17 6 23 137 472 609 113 428 541 395 73 468

Kiambu 15 11 26 29 478 507 34 470 504 253 135 388

Kilifi 11 4 15 206 386 592 219 353 572 391 94 485

Kirinyaga 7 4 11 39 195 234 33 180 213 123 45 168

Kisii 29 11 40 207 588 795 215 554 769 502 116 618

Kisumu 25 9 34 133 513 646 134 521 655 423 143 566

Kitui 41 7 48 433 810 1243 453 825 1278 925 205 1130

Kwale 16 3 19 159 265 424 156 261 417 301 85 386




Laikipia 14 5 19 93 169 262 70 183 253 165 55 220

Lamu 6 1 7 38 78 116 33 76 109 78 16 94

Machakos 29 8 37 162 721 883 173 695 868 635 130 765

Makueni 31 6 37 191 808 999 198 754 952 744 120 864

Mandera 13 0 13 139 40 179 137 31 168 127 4 131

Marsabit 17 3 20 119 65 184 103 43 146 128 13 141

Meru 27 17 44 177 666 843 187 661 848 434 128 562

Migori 32 10 42 238 414 652 218 445 663 456 94 550

Mombasa 4 8 12 14 190 204 19 160 179 48 40 88

Murang'a 19 11 30 68 448 516 81 421 502 353 98 451

Nairobi 2 11 13 58 918 976 84 820 904 43 80 123

Nakuru 23 5 28 162 785 947 173 778 951 563 152 715

Nandi 29 6 35 144 528 672 180 520 700 506 82 588

Narok 22 8 30 343 461 804 296 419 715 519 75 594

Nyamira 32 2 34 137 354 491 102 333 435 295 70 365

Nyandarua 12 3 15 76 253 329 78 246 324 222 34 256

Nyeri 11 12 23 43 342 385 46 315 361 228 103 331

Samburu 11 2 13 71 49 120 61 46 107 92 5 97

Siaya 28 10 38 191 464 655 210 461 671 482 83 565

Taita Taveta 9 2 11 113 221 334 104 226 330 154 34 188

Tana River 9 0 9 67 68 135 54 73 127 125 24 149

Tharaka Nithi 16 7 23 99 312 411 106 304 410 284 61 345

Trans Nzoia 14 6 20 85 359 444 103 335 438 269 63 332




Turkana 12 2 14 121 83 204 121 81 202 171 25 196

Uasin Gishu 16 9 25 51 425 476 45 457 502 312 82 394

Vihiga 24 8 32 88 356 444 78 340 418 230 70 300

Wajir 13 2 15 130 44 174 118 62 180 130 11 141

West Pokot 20 1 21 178 213 391 179 214 393 314 47 361

Totals 864 283 1,147 6,339 17,903 17,903 6,342 17,223 23,565 15,093 3,517 18,610

Term 2, 2016



Baringo 30 9 39 216 485 701 229 488 717 608 76 684

Bomet 19 4 23 163 604 767 182 594 776 579 86 665

Bungoma 18 15 33 213 854 1067 259 792 1051 581 187 768

Busia 13 4 17 116 431 547 126 433 559 350 83 433

Elgeyo Marakwet 18 5 23 95 316 411 109 291 400 298 62 360

Embu 16 2 18 79 322 401 91 309 400 279 82 361

Garissa 12 4 16 104 73 177 109 37 146 151 9 160

Homa Bay 33 10 43 290 592 882 303 572 875 736 119 855

Isiolo 7 1 8 50 56 106 44 57 101 80 7 87

Kajiado 9 8 17 142 264 406 155 283 438 345 53 398

Kakamega 23 13 36 200 1142 1342 295 1128 1423 702 169 871

Kericho 16 5 21 91 526 617 125 492 617 427 83 510




Kiambu 13 10 23 23 470 493 24 474 498 267 119 386

Kilifi 11 3 14 166 416 582 220 374 594 378 107 485

Kirinyaga 9 2 11 37 224 261 43 222 265 146 47 193

Kisii 33 15 48 177 601 778 226 616 842 562 116 678

Kisumu 23 10 33 131 566 697 178 507 685 480 126 606

Kitui 37 5 42 428 904 1332 496 929 1425 1048 236 1284

Kwale 10 1 11 138 306 444 135 276 411 316 65 381

Laikipia 13 5 18 87 209 296 70 225 295 215 53 268

Lamu 3 0 3 22 79 101 26 79 105 70 26 96

Machakos 29 6 35 158 734 892 202 740 942 697 140 837

Makueni 29 5 34 158 774 932 169 744 913 761 113 874

Mandera 11 0 11 208 47 255 167 46 213 205 7 212

Marsabit 10 1 11 101 54 155 106 53 159 143 15 158

Meru 20 10 30 184 795 979 198 756 954 560 157 717

Migori 28 10 38 235 434 669 223 433 656 460 124 584

Mombasa 4 6 10 15 112 127 14 115 129 57 37 94

Murang'a 19 9 28 77 502 579 98 475 573 375 99 474

Nairobi 2 11 13 4 319 323 16 352 368 75 106 181

Nakuru 20 6 26 161 743 904 171 742 913 567 125 692

Nandi 25 5 30 161 632 793 202 650 852 597 105 702

Narok 21 6 27 278 445 723 290 427 717 566 75 641

Nyamira 16 6 22 102 329 431 97 352 449 293 49 342

Nyandarua 12 3 15 63 352 415 82 335 417 297 58 355




Nyeri 11 12 23 35 396 431 48 364 412 275 103 378

Samburu 8 1 9 81 73 154 104 72 176 133 10 143

Siaya 23 9 32 216 485 701 224 484 708 535 115 650

Taita Taveta 8 2 10 51 183 234 53 188 241 163 44 207

Tana River 7 0 7 67 105 172 73 95 168 126 31 157

Tharaka Nithi 17 8 25 104 344 448 97 332 429 326 66 392

Trans Nzoia 14 6 20 84 382 466 95 378 473 293 70 363

Turkana 14 1 15 191 128 319 185 142 327 286 75 361

Uasin Gishu 15 9 24 44 469 513 38 512 550 359 93 452

Vihiga 15 5 20 68 444 512 72 445 517 284 89 373

Wajir 11 3 14 164 56 220 118 61 179 183 15 198

West Pokot 17 1 18 249 263 512 239 264 503 425 69 494

Totals 772 272 1,044 6,227 19,040 25,267 6,826 18,735 25,561 17,659 3,901 21,560

Term 3, 2016



Baringo 31 8 39 215 473 688 213 461 674 552 76 628

Bomet 18 6 24 156 589 745 173 582 755 571 83 654

Bungoma 18 15 33 198 852 1050 217 835 1052 599 174 773

Busia 13 4 17 113 451 564 126 468 594 353 75 428

Elgeyo Marakwet 18 5 23 90 326 416 95 313 408 310 64 374




Embu 18 2 20 79 293 372 90 286 376 246 92 338

Garissa 12 4 16 121 55 176 107 43 150 160 11 171

Homa Bay 30 13 43 277 585 862 278 603 881 716 116 832

Isiolo 6 1 7 42 65 107 50 55 105 76 11 87

Kajiado 11 6 17 147 275 422 152 273 425 344 49 393

Kakamega 24 13 37 176 1093 1269 216 1004 1220 625 146 771

Kericho 18 6 24 89 514 603 114 479 593 404 79 483

Kiambu 15 13 28 25 554 579 28 549 577 305 136 441

Kilifi 11 3 14 199 425 624 230 377 607 418 91 509

Kirinyaga 8 2 10 36 220 256 34 230 264 150 42 192

Kisii 27 12 39 170 609 779 184 627 811 558 121 679

Kisumu 23 11 34 124 552 676 143 528 671 456 128 584

Kitui 37 5 42 388 904 1292 433 862 1295 1033 211 1244

Kwale 8 0 8 133 302 435 150 279 429 319 61 380

Laikipia 13 5 18 94 218 312 82 242 324 221 69 290

Lamu 5 0 5 24 74 98 29 76 105 77 15 92

Machakos 29 7 36 150 763 913 176 737 913 672 140 812

Makueni 28 7 35 139 696 835 153 692 845 668 108 776

Mandera 10 0 10 215 78 293 190 53 243 196 6 202

Marsabit 11 1 12 102 63 165 101 68 169 142 13 155

Meru 19 11 30 159 724 883 145 722 867 517 143 660

Migori 27 11 38 203 441 644 238 410 648 436 109 545

Mombasa 4 6 10 2 114 116 5 119 124 49 40 89




Murang'a 19 9 28 76 540 616 84 515 599 370 113 483

Nairobi 1 10 11 4 328 332 1 349 350 79 94 173

Nakuru 17 7 24 158 753 911 186 738 924 520 186 706

Nandi 23 4 27 156 631 787 184 631 815 597 100 697

Narok 21 7 28 258 390 648 239 372 611 519 62 581

Nyamira 17 4 21 107 324 431 80 351 431 329 62 391

Nyandarua 10 4 14 63 316 379 66 317 383 285 54 339

Nyeri 12 10 22 71 357 428 57 355 412 280 100 380

Samburu 7 2 9 106 76 182 98 69 167 116 8 124

Siaya 24 9 33 198 496 694 201 489 690 531 91 622

Taita Taveta 9 2 11 53 172 225 53 188 241 161 39 200

Tana River 8 1 9 68 100 168 70 90 160 126 24 150

Tharaka Nithi 16 7 23 94 360 454 119 336 455 337 66 403

Trans Nzoia 14 6 20 69 390 459 89 375 464 290 72 362

Turkana 14 3 17 205 154 359 194 162 356 348 38 386

Uasin Gishu 13 10 23 44 489 533 39 517 556 359 93 452

Vihiga 13 5 18 74 375 449 89 383 472 273 80 353

Wajir 8 3 11 158 59 217 138 73 211 176 13 189

West Pokot 18 1 19 246 290 536 245 288 533 460 41 501

Totals 756 281 1,037 6,074 18,908 24,982 6,384 18,571 24,955 17,329 3,745 21,074


Annex J: Number of Instructional Coaches, Teachers, and Head Teachers from APBET Institutions Trained Term 1, 2016

County

Instructional Coaches Class 1 teachers Class 2 teachers Head teachers


Kisumu APBET 5 2 7 371 135 506 350 134 484 341 23 364

Mombasa APBET 5 3 8 11 87 98 10 95 105 53 45 98

Nairobi APBET 23 22 45 13 106 119 21 99 120 62 49 111

Nakuru APBET 2 3 5 42 621 663 63 582 645 261 294 555

Totals 35 30 65 437 949 1,386 444 910 1354 717 411 1,128

Term 2, 2016

County



Kisumu APBET 5 2 7 13 95 108 14 95 109 54 43 97

Mombasa APBET 5 3 8 10 92 102 29 98 127 60 41 101

Nairobi APBET 23 22 45 43 580 623 86 556 642 280 310 590

Nakuru APBET 1 3 4 3 67 70 6 66 72 35 33 68

Totals 34 30 64 69 834 903 135 815 950 429 427 856


Term 3, 2016

County



Kisumu APBET 5 2 7 11 92 103 14 91 105 42 56 98

Mombasa APBET 5 3 8 7 91 98 16 83 99 54 54 108

Nairobi APBET 21 22 43 54 547 601 79 505 584 208 268 476

Nakuru APBET 2 3 5 2 64 66 6 63 69 31 24 55

Totals 33 30 63 75 794 869 115 742 857 335 402 737


Annex K: Summary of TSC-SCDs Trained Region Venue County Male Female Total

Eldoret Reformed Church of East Africa, Eldoret Bungoma 3 4 7

Eldoret Reformed Church of East Africa, Eldoret Busia 3 2 5

Eldoret Reformed Church of East Africa, Eldoret Uasin Gishu 2 2 4

Eldoret Reformed Church of East Africa, Eldoret Nandi 1 2 3

Eldoret Reformed Church of East Africa, Eldoret Trans Nzoia 2 1 3

Eldoret Reformed Church of East Africa, Eldoret Turkana 6 0 6

Isiolo Isiolo Transit Hotel Samburu 3 0 3

Kisumu Tom Mboya Labour College, Kisumu Homa Bay 1 2 3

Kisumu Tom Mboya Labour College, Kisumu Kakamega 7 3 10

Kisumu Tom Mboya Labour College, Kisumu Kisumu 5 1 6

Kisumu Tom Mboya Labour College, Kisumu Migori 4 0 4

Kisumu Tom Mboya Labour College, Kisumu Nyamira 0 1 1

Kisumu Tom Mboya Labour College, Kisumu Vihiga 3 0 3

Machakos Kangaru Girls High School, Embu Embu 3 0 3

Machakos Kangaru Girls High School, Embu Kitui 7 1 8

Machakos Kangaru Girls High School, Embu Machakos 2 3 5

Machakos Kangaru Girls High School, Embu Makueni 4 2 6

Mombasa Pwani University, Kilifi Kilifi 6 0 6

Mombasa Pwani University, Kilifi Kwale 1 2 3

Mombasa Pwani University, Kilifi Lamu 2 0 2

Mombasa Pwani University, Kilifi Mombasa 2 0 2

Mombasa Pwani University, Kilifi Taita Taveta 1 3 4


Region Venue County Male Female Total

Mombasa Pwani University, Kilifi Tana River 3 0 3

Nairobi Thika Technical Training Institute Kajiado 3 1 4

Nairobi Thika Technical Training Institute Murang'a 4 4 8

Nakuru Rift Valley Institute of Science and Technology Baringo 3 0 3

Nakuru Rift Valley Institute of Science and Technology Bomet 2 1 3

Nakuru Rift Valley Institute of Science and Technology Kericho 4 1 5

Nakuru Rift Valley Institute of Science and Technology Narok 2 1 3

Nanyuki Thika Technical Training Institute Kirinyaga 4 1 5

Nanyuki Thika Technical Training Institute Laikipia 2 2 4

Nanyuki Thika Technical Training Institute Nyeri 4 1 5

Wajir Isiolo Transit Hotel Garissa 5 0 5

Wajir Isiolo Transit Hotel Mandera 6 0 6

Wajir Isiolo Transit Hotel Wajir 7 0 7

Totals 35 117 41 158


Annex L: Summary of Tusome ESQAC Officers’ Training

County ESQAC officer participants SCDE participants

MoE officials (monitoring / observing)

Male Female Total Male Female Total Male Female Total

Baringo 11 2 13 0 0 0 0 0 0

Bomet 7 2 9 0 0 0 0 1 1

Bungoma 11 4 15 0 0 0 0 0 0

Busia 6 2 8 0 0 0 0 0 0

Elgeyo Marakwet 8 1 9 0 0 0 0 1 1

Embu 7 2 9 0 0 0 0 0 0

Garissa 1 0 1 0 0 0 0 0 0

Homa Bay 8 0 8 0 0 0 0 0 0

Isiolo 3 0 3 0 0 0 0 0 0

Kajiado 5 0 5 0 0 0 0 0 0

Kakamega 17 2 19 0 0 0 0 0 0

Kericho 9 2 11 0 0 0 0 0 0

Kiambu 6 8 14 0 0 0 0 0 0

Kilifi 2 1 3 0 0 0 0 0 0

Kirinyaga 7 1 8 0 0 0 2 0 2

Kisii 14 1 15 0 0 0 0 0 0

Kisumu 10 2 12 0 0 0 0 0 0

Kitui 13 0 13 0 0 0 0 0 0

Kwale 4 0 4 0 0 0 0 0 0

Laikipia 6 1 7 0 0 0 0 0 0

Lamu 0 0 0 0 1 1 0 0 0

Machakos 8 2 10 0 0 0 0 0 0

Makueni 8 0 8 0 0 0 0 0 0

Mandera 2 0 2 0 0 0 0 0 0

Marsabit 2 0 2 0 0 0 0 0 0

Meru 14 3 17 0 0 0 0 0 0

Migori 11 0 11 0 0 0 0 0 0

Mombasa 2 1 3 0 0 0 0 0 0

Murang'a 10 3 13 0 0 0 0 0 0

Nairobi 12 7 19 0 0 0 1 1 2

Nakuru 16 5 21 0 0 0 0 0 0

Nandi 12 1 13 0 0 0 0 0 0


County ESQAC officer participants SCDE participants

MoE officials (monitoring / observing)

Male Female Total Male Female Total Male Female Total

Narok 5 1 6 0 0 0 0 0 0

Nyamira 11 0 11 0 0 0 0 0 0

Nyandarua 9 0 9 0 0 0 0 0 0

Nyeri 9 1 10 0 0 0 0 0 0

Samburu 1 0 1 0 0 0 0 0 0

Siaya 8 2 10 0 0 0 0 0 0

Taita Taveta 4 0 4 0 0 0 0 0 0

Tana River 2 0 2 0 0 0 0 0 0

Tharaka Nithi 8 1 9 0 0 0 0 0 0

Trans Nzoia 7 2 9 0 0 0 0 0 0

Turkana 6 1 7 0 0 0 0 0 0

Uasin Gishu 10 4 14 0 0 0 1 2 3

Vihiga 5 3 8 0 0 0 0 0 0

Wajir 1 0 1 0 0 0 0 0 0

West Pokot 9 0 9 0 0 0 0 0 0

Totals 347 68 415 0 1 1 4 5 9


Annex M: Learning Materials Distributed to Private Schools

County

Teachers’ guides Pupils’ books Class 1 Class 2 Class 1 Class 2

English Kiswahili Total English Kiswahili Total English Kiswahili Total English Kiswahili Total

Baringo 102 102 204 100 100 200 2,078 2,078 4,156 2,025 2,025 4,050

Bomet 188 188 376 180 180 360 3,348 3,348 6,696 3,002 3,002 6,004

Bungoma 135 135 270 135 135 270 2,060 2,060 4,120 1,953 1,953 3,906

Busia 45 45 90 51 51 102 1,124 1,124 2,248 1,008 1,008 2,016

Elgeyo Marakwet 29 29 58 28 28 56 555 555 1,110 602 602 1,204

Embu 128 128 256 128 128 256 2,834 2,834 5,668 2,701 2,701 5,402

Garissa 45 45 90 45 45 90 1,431 1,431 2,862 1,425 1,425 2,850

Homa Bay 317 317 634 317 317 634 7,737 7,737 15,474 7,319 7,319 14,638

Isiolo 69 69 138 33 33 66 1,033 1,033 2,066 914 914 1,828

Kajiado 39 39 78 39 39 78 1,125 1,125 2,250 1,047 1,047 2,094

Kakamega 320 320 640 341 341 682 7,251 7,251 14,502 7,127 7,127 14,254

Kericho 122 122 244 120 120 240 2,256 2,256 4,512 2,202 2,202 4,404

Kiambu 211 211 422 200 200 400 5,333 5,333 10,666 4,982 4,982 9,964

Kilifi 152 152 304 152 152 304 3,870 3,870 7,740 3,681 3,681 7,362

Kirinyaga 24 24 48 24 24 48 602 602 1,204 571 571 1,142

Kisii 421 421 842 421 421 842 10,951 10,951 21,902 10,848 10,848 21,696

Kisumu 155 155 310 151 151 302 4,593 4,593 9,186 4,367 4,367 8,734

Kitui 161 161 322 161 161 322 2,186 2,186 4,372 2,222 2,222 4,444

Kwale 63 63 126 63 63 126 1,168 1,168 2,336 1,182 1,182 2,364

Laikipia 32 32 64 32 32 64 752 752 1,504 768 768 1,536


County



Lamu 23 23 46 23 23 46 481 481 962 458 458 916

Machakos 188 188 376 188 188 376 4,064 4,064 8,128 4,077 4,077 8,154

Makueni 76 76 152 76 76 152 1,135 1,135 2,270 1,179 1,179 2,358

Mandera 25 25 50 21 21 42 798 798 1,596 757 757 1,514

Marsabit 92 92 184 49 49 98 1,635 1,635 3,270 1,685 1,685 3,370

Meru 48 48 96 48 48 96 1,095 1,095 2,190 1,009 1,009 2,018

Migori 239 239 478 245 245 490 6,960 6,960 13,920 6,662 6,662 13,324

Mombasa 136 136 272 136 136 272 3,986 3,986 7,972 4,017 4,017 8,034

Murang'a 205 205 410 205 205 410 3,807 3,807 7,614 3,553 3,553 7,106

Nairobi 35 35 70 35 35 70 1,441 1,441 2,882 1,418 1,418 2,836

Nakuru 246 246 492 246 246 492 6,793 6,793 13,586 6,395 6,395 12,790

Nandi 28 28 56 28 28 56 398 398 796 389 389 778

Narok 141 141 282 138 138 276 3,009 3,009 6,018 2,896 2,896 5,792

Nyamira 188 188 376 191 191 382 4,907 4,907 9,814 4,829 4,829 9,658

Nyandarua 173 173 346 178 178 356 3,344 3,344 6,688 3,220 3,220 6,440

Nyeri 90 90 180 90 90 180 1,910 1,910 3,820 1,720 1,720 3,440

Samburu 50 50 100 26 26 52 613 613 1,226 664 664 1,328

Siaya 148 148 296 148 148 296 3,822 3,822 7,644 3,612 3,612 7,224

Taita Taveta 30 30 60 30 30 60 779 779 1,558 695 695 1,390

Tana River 36 36 72 36 36 72 949 949 1,898 828 828 1,656

Tharaka Nithi 26 26 52 26 26 52 484 484 968 476 476 952

Trans Nzoia 41 41 82 42 42 84 813 813 1,626 828 828 1,656


County



Turkana 28 28 56 24 24 48 634 634 1,268 635 635 1,270

Uasin Gishu 251 251 502 253 253 506 4,943 4,943 9,886 4,786 4,786 9,572

Vihiga 111 111 222 116 116 232 2,583 2,583 5,166 2,456 2,456 4,912

Wajir 21 21 42 25 25 50 1,009 1,009 2,018 879 879 1,758

West Pokot 28 28 56 30 30 60 448 448 896 418 418 836

Grand total 5,461 5,461 10,922 5,374 5,374 10,748 125,127 125,127 250,254 120,487 120,487 240,974


Annex N: Distribution of SNE Materials in FY 2016 – Visually Impaired Group

County

Braille teachers’ guides

Teachers’ guides for sighted teachers

Class 1 pupils’ books Flashcards Alphabet cards

English Kiswahili English Kiswahili English Kiswahili English Kiswahili English Kiswahili

Baringo 1 1 2 2 10 10 10 10 10 10

Kajiado 1 1 2 2 8 8 8 8 8 8

Kiambu 1 1 2 2 21 21 21 21 21 21

Kisumu 1 1 2 2 10 10 10 10 10 10

Kitui 0 0 1 1 5 5 5 5 5 5

Machakos 0 0 1 1 2 2 2 2 2 2

Meru 1 1 2 2 34 34 34 34 34 34

Mombasa 0 0 1 1 10 10 10 10 10 10

Siaya 1 1 2 2 5 5 5 5 5 5

Turkana 2 2 1 1 3 3 3 3 3 3

Wajir 0 0 1 1 7 7 7 7 7 7

West Pokot 0 0 1 1 8 8 8 8 8 8

Totals 8 8 18 18 123 123 123 123 123 123


Annex O: Distribution of SNE Materials in FY 2016 – Hearing Impaired Group

County

Teachers’ guides Pupils’ books

Flashcards Alphabet

cards Class

1 Class

2 Total Class

1 Class

2 Total

Baringo 3 3 6 24 17 41 5 5

Bungoma 7 7 14 61 53 114 14 14

Busia 4 4 8 74 85 159 8 8

Elgeyo Marakwet 2 2 4 9 6 15 4 4

Garissa 1 1 2 23 19 42 2 2

Homa Bay 4 4 8 49 45 94 8 8

Isiolo 2 2 4 9 12 21 4 4

Kajiado 2 3 5 32 41 73 5 5

Kakamega 4 3 7 78 72 150 7 7

Kericho 3 2 5 39 20 59 5 5

Kiambu 2 2 4 34 32 66 4 4

Kilifi 6 5 11 49 28 77 11 11

Kirinyaga 1 1 2 15 17 32 2 2

Kisii 10 7 17 96 42 138 17 17

Kisumu 4 4 8 26 22 48 8 8

Kitui 5 5 10 52 41 93 10 10

Kwale 4 4 8 26 20 46 8 8

Laikipia 2 2 4 27 25 52 4 4

Lamu 1 1 2 3 2 5 2 2

Machakos 2 11 13 37 12 49 13 13

Makueni 3 3 6 24 26 50 6 6

Marsabit 1 1 2 11 5 16 2 2

Meru 1 1 2 9 8 17 1 1

Migori 5 5 10 49 49 98 10 10

Mombasa 1 1 2 20 11 31 2 2

Murang'a 1 1 2 16 14 30 2 2

Nairobi 5 3 8 33 14 47 8 8

Nakuru 4 4 8 20 22 42 8 8

Nandi 1 3 4 12 14 26 4 4

Narok 1 1 2 3 4 7 2 2

Nyamira 1 1 2 3 4 7 2 2

Nyandarua 2 2 4 15 13 28 4 4

Nyeri 1 1 2 13 16 29 2 2


County

Teachers’ guides Pupils’ books

Flashcards Alphabet

cards Class

1 Class

2 Total Class

1 Class

2 Total

Samburu 4 4 8 19 42 61 12 12

Siaya 8 6 14 72 70 142 14 14

Taita Taveta 2 2 4 9 7 16 4 4

Tana River 2 2 4 14 13 27 4 4

Tharaka Nithi 3 1 4 19 8 27 4 4

Trans Nzoia 5 5 10 25 25 50 10 10

Turkana 1 1 2 9 11 20 2 2

Uasin Gishu 2 0 2 45 0 45 2 2

Vihiga 4 4 8 41 48 89 8 8

Wajir 1 1 2 12 15 27 2 2

West Pokot 1 1 2 7 8 15 2 2

Totals 129 127 256 1263 1058 2321 258 258


Annex P: Accomplishments of the Worldreader E-Reader Program Term 1 – January 5, 2016: CSOs’ training, by county

County Male Female Total

Kajiado 1 0 1

Kiambu 1 1 2

Muranga 1 1 2

Baringo 3 0 3

Narok 1 1 2

Bomet 1 0 1

Kericho 1 0 1

Nyandarua 0 1 1

Total 9 4 13

Term 1 – January 2016: Teachers trained, by county

County Zone Number of trainers Number of head teachers Number of Class 1 and 2 teachers

Male Female Total Male Female Total

Baringo Marigat 2 5 0 5 7 3 10

Baringo Muchukwo 2 5 0 5 0 11 11

Narok Enabelibel 3 5 0 5 0 12 12

Narok Mulot 2 4 1 5 2 13 15

Baringo Tenges 2 4 1 5 3 8 11

Bomet Makimeny 3 3 2 5 0 10 10


County Zone Number of trainers Number of head teachers Number of Class 1 and 2 teachers

Male Female Total Male Female Total

Kericho Lemotit 2 4 2 6 2 9 11

Nyandarua Ndaragwa West 2 4 1 5 3 9 12

Kajiado Loitoktok 2 5 0 5 2 9 11

Kiambu Gatamaiyu 2 4 0 4 4 6 10

Kiambu Ndeiya 2 4 1 5 0 10 10

Muranga Kiriti 2 5 0 5 1 13 14

Muranga Muruka 2 4 1 5 1 11 12

Term 2 – April 2016: CSOs’ training

County Male Female Total

Kajiado 1 0 1

Kiambu 2 0 2

Muranga 2 0 2

Baringo 3 0 3

Narok 0 1 1

Bomet 1 0 1

Kericho 1 0 1

Nyandarua 0 1 1

Total 10 2 12


Term 2 – April 2016: Teachers’ training

County Zone No. of

trainers Class 1 teachers Class 2 teachers

Total Male Female Male Female

Kericho Lemotit 2 0 6 2 3 11

Bomet Makimeny 2 0 5 0 5 10

Nyandarua Ndaragwa West 3 1 5 2 4 12

Baringo Marigat 2 4 1 4 1 10

Tenges 2 2 3 1 4 10

Muchukwo 2 0 5 0 5 10

Narok Mulot 1 4 17 6 17 44

Enabelbel 0 8 1 8 17

Kajiado Loitoktok 2 1 5 7 4 17

Murang’a Kiriti 2 0 7 1 6 14

Muruka 2 0 4 1 4 9

Kiambu Gatamaiyu 2 1 4 2 3 10

Ndeiya 2 0 5 0 5 10

Total 24 13 75 25 66 184


Number of pupils benefitting from e-readers, by county, school, class and gender

County School Class 1 Class 2

Boys Girls Total Boys Girls Total

Kajiado Aic 24 26 50 34 34 68

Kajiado Enkusero 25 20 45 30 27 57

Kajiado Imisigiyo 27 29 56 30 23 53

Kajiado Kuku 16 9 25 13 15 28

Kajiado Olkaria 46 38 84 55 33 88

Kiambu Githungucu 27 25 52 20 15 35

Kiambu Karatina 16 8 24 11 13 24

Kiambu Kiawanda 32 19 51 37 23 60

Kiambu Mirithu 23 21 44 18 17 35

Kiambu Muhoro 18 10 28 13 15 28

Kiambu Ngechu 4 5 9 6 9 15

Kiambu Nyanduma 19 15 34 25 16 41

Kiambu Nyataragi 16 16 32 13 20 33

Kiambu Tiekunu 14 11 25 19 7 26

Kiambu Wangware 22 16 38 20 22 42

Murang’a Kagongo 18 13 31 13 11 24

Murang’a Kanyiri Ini 12 12 24 14 14 28

Murang’a Kiranga 17 20 37 20 14 34

Murang’a Mioro 25 25 50 33 17 50

Murang’a Muchecha 23 16 39 24 24 48

Murang’a Muthangari 26 17 43 29 26 55




Murang’a Naaro 25 19 44 13 22 35

Murang’a Njumbi 24 19 43 29 24 53

Murang’a Rukira 41 29 70 32 36 68

Murang’a Wambwe 18 12 30 19 10 29

Baringo Chepkotoyan 9 12 21 8 12 20

Baringo Eitui 22 17 39 16 9 25

Baringo Eldume 19 14 33 29 18 47

Baringo Kapkatit 8 4 12 8 7 15

Baringo Kapluk 25 20 45 20 20 40

Baringo Kaptombes 7 3 10 6 8 14

Baringo Katibel 6 13 19 10 18 28

Baringo Kiptolelyo 17 17 34 14 10 24

Baringo Longewan 23 19 42 21 19 40

Baringo Muchukwo 26 12 38 2 10 12

Baringo Salabani 34 31 65 26 29 55

Baringo Sangarau 10 10 20 10 6 16

Baringo Tenges 32 25 57 58 58 116

Baringo Tuluongoi 12 6 18 14 7 21

Baringo Turuturu 18 11 29 18 17 35

Bomet Kabema 31 28 59 25 26 51

Bomet Kesosio 23 23 46 17 27 44

Bomet Kiplombe 32 25 57 28 29 57

Bomet Mengwet 34 22 56 30 31 61




Bomet Saunet 22 34 56 35 23 58

Kericho Chereres 29 17 46 18 15 33

Kericho Dr. R. Koech 39 35 74 27 22 49

Kericho Jagoror 24 27 51 27 23 50

Kericho Kapcheplanga 29 26 55 28 26 54

Kericho Katet 23 16 39 21 18 39

Kericho Saramek 38 37 75 37 36 73

Narok Enabelbel 40 45 85 48 47 95

Narok Enarau 33 33 66 40 44 84

Narok Ilparakuo 10 12 22 6 10 16

Narok Kisiriri 42 30 72 45 43 88

Narok Koitamugul 28 17 45 37 36 73

Narok Laluk 32 38 70 62 45 107

Narok Motony 40 43 83 48 53 101

Narok Oldany 20 18 38 14 15 29

Narok Olokirikirai 47 55 102 55 67 122

Narok Salabwek 52 41 93 42 30 72

Nyandarua Karagoine 16 15 31 15 16 31

Totals 1,510 1,301 2,811 1,535 1,417 2,952


Annex Q: Performance Data Tables – Tusome-Wide Indicators Performance Data Table 1 – Number of learners receiving reading interventions at primary level with US Government (USG) support

Strategic Objective (SO): Reading outcomes for Class 1 and Class 2 pupils improved

Number of learners receiving reading interventions at primary level with US Government (USG) support Indicator 2 Foreign Assistance Framework (FAF) reference: F 3.2.1-35; CDCS reference: CDCS 2.2.0.8

UNIT

Number of

primary pupils

attending Class 1 and 2

DISAGGREGATE BY: Location, event, date, and gender

Geographic Location Activity Title Date W M Subtotal

National Learners in public schools September 30 2016

1,182,340 1,217680 2,400,020

APBET (Nairobi, Mombasa, Kisumu, and Nakuru)

Learners in APBET schools September 30 2016

26,803 27,146 53,949

Totals 1,209,143 1,244,826 2,453,969

Number of Class 1 and 2 learners

receiving appropriate instructional

materials

Reporting Period 31-Mar-16

Reporting Period 30-Jun-16

Reporting Period 30-Sep-16

Target Achieved Target Achieved Target Achieved

W M W M W M W M W M W M Sex*:

Women (W), Men (M)

National 1,092,821 1,107,179 1152311 1183691 1,152,311 1,183,691 1,181,031 1,215,389 1,181,031 1,215,389 1,209,143 1,244,826

Baringo 21088 22777 21088 22777 21088 22777

Bomet 33515 33828 33515 33828 33515 33828




materials





W M W M W M W M W M W M

Bungoma 60302 61670 60302 61670 63490 64930

Busia 34322 35004 34322 35004 34322 35004

Elgeyo Marakwet 15496 14664 15496 14664 15507 14675

Embu 13747 14953 13747 14953 13762 14970

Garissa 8950 11385 8950 11385 8950 11385

Homa Bay 35219 35307 35418 35435 37036 37054

Isiolo 4462 4548 4768 4718 4768 4718

Kajiado 16778 18394 16778 18394 16778 18394

Kakamega 63577 63668 63577 63668 63577 63668

Kericho 26049 26735 26049 26735 26049 26735

Kiambu 23338 23663 23338 23663 23338 23663

Kilifi 30060 31586 31483 33322 31793 33651

Kirinyaga 5481 6189 9313 10112 9313 10112

Kisii 56464 58229 56464 58229 56464 58229

Kisumu 27412 23532 35180 35116 35476 35412

Kisumu (APBET) 2701 2705 2701 2705 2811 2815

Kitui 49989 53563 49989 53563 49989 53563

Kwale 20978 22014 21286 22616 21583 22931

Laikipia 3112 3195 9757 10445 9797 10487

Lamu 3016 3147 3016 3147 3207 3347

Machakos 33549 36577 33549 36577 33549 36577




materials






Makueni 42195 43703 42195 43703 42195 43703

Mandera 10409 17259 10409 17259 11920 19765

Marsabit 9112 9352 9112 9352 9112 9352

Meru 37944 37840 37944 37840 37944 37840

Migori 31606 32597 32259 32597 32259 32597

Mombasa 5880 5850 6038 6147 6075 6185

Mombasa (APBET) 3158 3290 3158 3290 3158 3290

Murang'a 20656 21929 20656 21929 20656 21929

Nairobi 16774 16683 16774 16683 18321 18221

Nairobi (APBET) 15669 15829 15669 15829 19000 19195

Nakuru (APBET) 1812 1778 1834 1846 1834 1846

Nakuru (Public) 47762 46856 47762 46856 47762 46856

Nandi 43232 43006 43232 43006 43232 43006

Narok 31218 32669 31218 32669 33822 35394

Nyamira 14691 14836 15955 15919 16919 16881

Nyandarua 14297 14791 14297 14791 14297 14791

Nyeri 7472 8370 11003 11573 11641 12245

Samburu 9202 8282 9202 8282 9202 8282

Siaya 30871 31287 30871 31287 31207 31627

Taita Taveta 7101 7458 7101 7458 7101 7458

Tana River 4967 5068 5838 5421 7704 7153




materials






Tharaka Nithi 7473 8976 9213 9658 10632 11146

Trans Nzoia 30378 30400 30378 30400 30875 30898

Turkana 28338 26174 28338 26174 30685 28342

Uasin Gishu 28008 27262 28008 27262 28008 27262

Vihiga 21232 21338 21232 21338 21904 22014

Wajir 10931 13349 10931 13349 11899 14532

West Pokot 30318 30126 30318 30745 33617 34091

* This does not apply for indicators that cannot be disaggregated by sex.


Performance Data Table 2 – Number of textbooks and teaching/learning materials provided with USG assistance

Intermediate Result (IR) 1: Improved supervision, support, and delivery of reading instruction to target pupils

Number of textbooks and other teaching and learning materials provided with USG assistance in English and Kiswahili IR 1.1 Indicator 3 FAF reference: F 3.2.1-33

UNIT

Number of

English and

Kiswahili textbooks and other teaching / learning materials


Geographic Location Activity Title Date Number Subtotal

National (Public) Pupils’ books distributed in public schools March 31 2016 4,963,776 4,963,776


Pupils’ books distributed in APBET schools March 31 2016 124,876 124,876

Total pupils’ books distributed 5,088,652 5,088,652

National (Public) Supplementary readers distributed in public schools March 31 2016 1,627,907 1,627,907


Supplementary readers distributed in APBET schools March 31 2016 62,159 62,159

Total supplementary readers distributed 1,690,066 1,690,066

National (Public) Teachers’ guides distributed in public schools March 31 2016 143,524 143,524


Teachers’ guides distributed in APBET schools March 31 2016 4,528 4,528

Total teachers’ guides distributed 148,052 148,052

National (Public) Homework books distributed in public schools June 30 2016 5,272,368 5,272,368


Homework books distributed in APBET schools June 30 2016 127,632 127,632

Total homework distributed 5,400,000 5,400,000

Totals 12,326,770 12,326,770


Number of English and Kiswahili textbooks and

other teaching / learning materials





National 4,131,916 4,131,916 4,131,916 12,326,770 12,326,770 12,326,770

Baringo 93712 241,666 241,666

Bomet 111937 320,633 320,633

Bungoma 142426 569,184 569,184

Busia 104160 301,856 301,856

Elgeyo Marakwet 54804 147,726 147,726

Embu 55599 156,703 156,703

Garissa 33439 94,535 94,535

Homa Bay 139019 401,871 401,871

Isiolo 16733 49,767 49,767

Kajiado 63421 169,139 169,139

Kakamega 222227 639,463 639,463

Kericho 91846 258,300 258,300

Kiambu 74568 281,656 281,656

Kilifi 125329 340,685 340,685

Kirinyaga 38645 108,649 108,649

Kisii 129249 380,355 380,355

Kisumu 120926 403,192 403,192

Kisumu (APBET) 12562 30,952 30,952

Kitui 202376 580,036 580,036

Kwale 81328 223,430 223,430








Laikipia 46825 146,469 146,469

Lamu 16033 40,715 40,715

Machakos 83695 415,531 415,531

Makueni 136601 407,391 407,391

Mandera 50473 143,097 143,097

Marsabit 30698 84,460 84,460

Meru 133243 364,427 364,427

Migori 114781 328,353 328,353

Mombasa 26301 86,869 86,869

Mombasa (APBET) 15613 38,837 38,837

Murang'a 82212 226,414 226,414

Nairobi 75329 303,523 303,523

Nairobi (APBET) 86531 227,843 227,843

Nakuru (APBET) 8755 21,563 21,563

Nakuru 148626 477,592 477,592

Nandi 125939 371,431 371,431

Narok 114502 323,294 323,294

Nyamira 67561 182,053 182,053

Nyandarua 52174 149,214 149,214

Nyeri 55251 144,785 144,785

Samburu 31266 84,490 84,490








Siaya 116162 327,034 327,034

Taita Taveta 33558 84,554 84,554

Tana River 29304 79,550 79,550

Tharaka Nithi 55536 147,602 147,602

Trans Nzoia 92410 268,322 268,322

Turkana 86268 245,644 245,644

Uasin Gishu 77140 256,306 256,306

Vihiga 80896 234,674 234,674

Wajir 44130 130,322 130,322

West Pokot 99797 284,613 284,613


Performance Data Table 3a – Number of schools using information and communication technology (ICT) due to USG support


Number of schools

supported using tablets





National 23,218 23,218 23,218 23,324 23,218 23,324

Baringo 678 678 678

Bomet 650 650 650

Bungoma 759 759 759

Busia 423 423 423

Elgeyo Marakwet 377 377 377

Embu 382 382 382

Garissa 183 183 183

Number of schools using information and communication technology due to USG support IR 1.1 Indicator 4 FAF reference: F 3.2.1-36

UNIT

Number of schools




National (Public) No. of public schools supported using Tablets September 30 2016 22,344 22,344


No. of APBET schools supported using Tablets September 30 2016

980 980

Totals 23,324 23,324


Number of schools






Homa Bay 868 868 868

Isiolo 108 108 108

Kajiado 411 411 411

Kakamega 893 893 893

Kericho 527 527 527

Kiambu 447 447 447

Kilifi 521 521 521

Kirinyaga 217 217 217

Kisii 708 708 708

Kisumu 631 737 737

Kisumu (APBET) 106 106 106

Kitui 1,316 1316 1316

Kwale 389 389 389

Laikipia 276 276 276

Lamu 104 104 104

Machakos 843 843 843

Makueni 881 881 881

Mandera 198 198 198

Marsabit 175 175 175

Meru 727 727 727

Migori 604 604 604

Mombasa 95 95 95


Number of schools






Mombasa (APBET) 137 137 137

Murang'a 508 508 508

Nairobi 206 206 206

Nairobi (APBET) 664 664 664

Nakuru (APBET) 73 73 73

Nakuru (Public) 676 676 676

Nandi 712 712 712

Narok 631 631 631

Nyamira 419 419 419

Nyandarua 341 341 341

Nyeri 396 396 396

Samburu 163 163 163

Siaya 656 656 656

Taita Taveta 204 204 204

Tana River 160 160 160

Tharaka Nithi 414 414 414

Trans Nzoia 354 354 354

Turkana 385 385 385

Uasin Gishu 461 461 461

Vihiga 387 387 387

Wajir 218 218 218

West Pokot 556 556 556


Performance Data Table 3b – Number of schools using information and communication technology (ICT) due to USG support (Schools using e-readers)


Number of schools using information and communication technology due to USG support IR 1.1 Indicator 4 FAF reference: F 3.2.1-36

UNIT

Number of schools using e-readers



National (Public) No. of public schools using e-readers September 30 2016

66 66

Totals

Number of schools using

e-readers




Target Number Achieved Number Target Number Achieved Number Target Number Achieved Number

National 66 66 66 66 66 66

Baringo 15 15 15 15 15 15

Bomet 5 5 5 5 5 5

Kajiado 5 5 5 5 5 5

Kericho 6 6 6 6 6 6

Kiambu 10 10 10 10 10 10

Murang’a 10 10 10 10 10 10

Narok 10 10 10 10 10 10

Nyandarua 5 5 5 5 5 5


Performance Data Table 4a – Number of teachers / teaching assistants who have successfully completed in-service training or received intensive coaching or mentoring with USG support (Class 1 and 2 teacher training)


Number of Class 1 and 2 teachers trained




Target Achieved Target Achieved Target Achieved W M W M W M W M W M W M

Sex*: Women (W), Men (M)

National 33,801 12,199 35646 12749 35646 12749 40073 13965 40073 13965 40577 14147

Baringo 726 306 973 445 973 445

Bomet 943 302 1198 345 1198 345

Bungoma 1148 336 1646 472 1687 472

Busia 698 202 864 242 919 242

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

IR 1.2 Indicator 5 FAF reference: F 3.2.1-31; CDCS reference: CDCS 2.2.1.4

UNIT

Number of Class 1

and 2 teachers trained



National (Tusome Regions Training Sites) Training of teachers in public schools September 30 2016 38846 13934 52780


Training of teachers in APBET schools September 30 2016 1731 213 1944

Totals 40577 14147 54724







Elgeyo Marakwet 608 228 608 228 639 228

Embu 548 150 631 170 631 170

Garissa 92 197 110 213 110 228

Homa Bay 1126 555 1164 593 1188 593

Isiolo 54 63 113 94 120 94

Kajiado 536 319 547 319 548 319

Kakamega 2015 570 2270 570 2270 570

Kericho 900 250 1018 250 1018 250

Kiambu 948 63 1108 63 1108 63

Kilifi 739 425 790 425 802 429

Kirinyaga 375 72 446 80 450 80

Kisii 1142 422 1217 422 1236 422

Kisumu 1034 267 1073 309 1080 309

Kisumu (APBET) 182 21 190 27 190 27

Kitui 1635 886 1833 924 1833 924

Kwale 526 315 582 315 582 315

Laikipia 352 163 434 163 460 176

Lamu 154 71 158 71 158 71

Machakos 1416 335 1474 360 1500 360

Makueni 1562 389 1562 389 1562 389

Mandera 71 276 93 375 131 405







Marsabit 108 222 108 222 131 222

Meru 1327 364 1551 382 1551 382

Migori 859 456 867 458 867 458

Mombasa 350 33 350 33 350 33

Mombasa (APBET) 205 34 205 39 205 39

Murang'a 869 149 1049 186 1055 186

Nairobi 535 37 671 37 677 37

Nairobi (APBET) 1203 105 1203 129 1203 134

Nakuru 1563 335 1563 335 1563 344

Nakuru (APBET) 133 13 133 13 133 13

Nandi 1048 324 1282 363 1282 363

Narok 880 639 880 639 880 639

Nyamira 687 239 681 239 681 239

Nyandarua 499 154 687 154 687 154

Nyeri 657 89 760 89 760 128

Samburu 95 132 145 185 145 204

Siaya 925 401 969 440 985 440

Taita Taveta 447 217 447 217 447 217

Tana River 141 121 200 140 200 140

Tharaka Nithi 616 205 676 205 696 213

Trans Nzoia 694 188 760 188 765 188







Turkana 164 242 270 376 316 399

Uasin Gishu 882 96 981 96 1006 96

Vihiga 696 166 889 166 889 166

Wajir 106 248 117 282 132 296

West Pokot 427 357 527 488 578 491



Performance Data Table 4b – Number of teachers / teaching assistants who have successfully completed in-service training or received intensive coaching or mentoring with USG support (Head teacher training)


Number of head teachers trained





Sex*: Women (W), Men

(M)

National 3983 15456 3983 15456 3983 15456 4482 18104 4482 18104 4581 18442

Baringo 49 395 76 608 76 608

Bomet 62 458 86 579 86 579

Bungoma 119 375 187 581 187 599

Busia 70 258 83 350 83 353

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

IR 1.2 Indicator 5 FAF reference: F 3.2.1-31; CDCS reference: CDCS 2.2.1.4

UNIT




Tusome Regions Training Sites Training of head teachers in public schools September 30 2016 4105 18013 22118


Training of head teachers in APBET schools September 30 2016 476 429 905

Totals 4581 18442 23023







Elgeyo Marakwet 62 274 62 298 64 310

Embu 74 223 82 279 92 279

Garissa 8 84 9 151 11 160

Homa Bay 107 646 119 736 119 736

Isiolo 7 67 7 80 11 80

Kajiado 54 303 54 345 54 345

Kakamega 210 590 169 702 169 702

Kericho 73 395 83 427 83 427

Kiambu 135 253 135 267 136 305

Kilifi 103 386 107 386 107 418

Kirinyaga 45 123 47 146 47 150

Kisii 116 502 116 562 121 562

Kisumu 143 423 143 480 143 480

Kisumu (APBET) 45 53 45 54 56 54

Kitui 205 925 236 1048 236 1048

Kwale 61 281 65 316 65 319

Laikipia 55 165 55 215 69 221

Lamu 24 69 26 70 26 77

Machakos 130 635 140 697 140 697

Makueni 120 744 120 744 120 744







Mandera 4 127 7 205 7 205

Marsabit 13 128 15 143 15 143

Meru 128 434 157 560 157 560

Migori 94 456 124 460 124 460

Mombasa 60 100 60 100 60 100

Mombasa (APBET) 77 28 77 60 77 60

Murang'a 98 353 99 375 113 370

Nairobi 80 43 106 75 106 79

Nairobi (APBET) 294 261 310 280 310 280

Nakuru (APBET) 30 33 33 35 33 35

Nakuru (Public) 152 563 152 567 186 567

Nandi 82 506 105 597 105 597

Narok 75 519 75 566 75 566

Nyamira 70 295 70 295 70 329

Nyandarua 34 222 58 297 58 297

Nyeri 103 228 103 275 103 280

Samburu 5 92 10 133 10 133

Siaya 83 482 115 535 115 535

Taita Taveta 46 203 46 203 46 203

Tana River 19 89 31 126 31 126

Tharaka Nithi 61 284 66 326 66 337







Trans Nzoia 63 269 70 293 72 293

Turkana 25 171 75 286 75 348

Uasin Gishu 82 312 93 359 93 359

Vihiga 70 230 89 284 89 284

Wajir 11 130 15 183 15 183

West Pokot 47 314 69 425 69 460



Performance Data Table 5 – Percent of Curriculum Support Officers (CSOs) supported by USG programs who meet the standard of 15 classroom observation visits per month


Percent of Curriculum Support Officers (CSOs) supported by USG programs who meet the standard of 15 classroom observation visits per month

IR 1.3 Indicator 6 CDCS reference: CDCS 2.2.1.5

UNIT

Proportion of

Curriculum Support

Officers who meet the

standard 15 classroom

observations per month


Geographic Location Activity Title Date Proportion (%)

National Proportion of public schools September 30 2016

36.0


Proportion of APBET schools September 30 2016

98.9

Totals 40.9

Proportion of Curriculum Support Officers who carry out 15 or more classroom observations per month

(%)




Target Proportion

Achieved Proportion

Target Proportion

Achieved Proportion

Target Proportion

Achieved Proportion

National 14.1 70 14.1 70 40.9

Baringo 6.1 70 6.1 70 36.7

Bomet 0.0 70 0.0 70 12.3

Bungoma 19.4 70 19.4 70 36.7

Busia 0.0 70 0.0 70 47.7

Elgeyo Marakwet 3.8 70 3.8 70 53.2



(%)




Target Proportion

Achieved Proportion

Target Proportion

Achieved Proportion

Target Proportion

Achieved Proportion

Embu 0.0 70 0.0 70 42.9

Garissa 0.0 70 0.0 70 11.6

Homa Bay 9.5 70 9.5 70 52.2

Isiolo 0.0 70 0.0 70 6.7

Kajiado 5.8 70 5.8 70 35.3

Kakamega 2.7 70 2.7 70 27.7

Kericho 0.0 70 0.0 70 30.2

Kiambu 0.0 70 0.0 70 39.3

Kilifi 0.0 70 0.0 70 33.3

Kirinyaga 9.1 70 9.1 70 75.9

Kisii 6.7 70 6.7 70 60.0

Kisumu 5.9 70 5.9 70 53.5

Kisumu (APBET) 100.0 70 100.0 70 100.0

Kitui 1.9 70 1.9 70 35.8

Kwale 6.7 70 6.7 70 40.0

Laikipia 15.8 70 15.8 70 34.1

Lamu 0.0 70 0.0 70 55.6

Machakos 2.4 70 2.4 70 29.0

Makueni 4.5 70 4.5 70 27.7

Mandera 0.0 70 0.0 70 15.4

Marsabit 0.0 70 0.0 70 22.2



(%)




Target Proportion

Achieved Proportion

Target Proportion

Achieved Proportion

Target Proportion

Achieved Proportion

Meru 12.9 70 12.9 70 13.6

Migori 12.8 70 12.8 70 59.0

Mombasa 40.0 70 40.0 70 50.0

Mombasa (APBET) 100 70 100 70 100

Murang'a 29.0 70 29.0 70 54.6

Nairobi 6.3 70 6.3 70 30.0

Nairobi (APBET) 95.6 70 95.6 70 95.6

Nakuru (APBET) 100.0 70 100.0 70 100.0

Nakuru (Public) 5.4 70 5.4 70 36.4

Nandi 2.4 70 2.4 70 35.1

Narok 0.0 70 0.0 70 18.8

Nyamira 17.4 70 17.4 70 32.1

Nyandarua 23.5 70 23.5 70 37.8

Nyeri 13.6 70 13.6 70 55

Samburu 8.3 70 8.3 70 22.2

Siaya 11.8 70 11.8 70 48.7

Taita Taveta 27.3 70 27.3 70 55.2

Tana River 0.0 70 0.0 70 42.9

Tharaka Nithi 0.0 70 0.0 70 24.6

Trans Nzoia 5.0 70 5.0 70 37.7

Turkana 0.0 70 0.0 70 8.7



(%)




Target Proportion

Achieved Proportion

Target Proportion

Achieved Proportion

Target Proportion

Achieved Proportion

Uasin Gishu 4.2 70 4.2 70 47.9

Vihiga 5.3 70 5.3 70 37.5

Wajir 0.0 70 0.0 70 14.3

West Pokot 0.0 70 0.0 70 15.6


Performance Data Table 6a – Number of administrators and officials successfully trained with USG support (Curriculum Support Officers’ [CSOs’] and Instructional Coaches’ [ICs’] training)

Intermediate Result (IR) 2: Improved government capacity in target directorates, to sustainably improve reading outcomes

Number of administrators and officials successfully trained with USG support IR 2.1 Indicator 7 FAF reference: F 3.2.1 – 03

UNIT

Number of MoE / SAGA

officials trained



National CSO Training September 30 2016 337 897 1234


Instructional coach training September 30 2016 33 36 69

Totals 370 933 1303

Number of Curriculum

Support Officers and instructional coaches trained






(M)

National 333 878 338 917 333 878 355 925 355 925 370 933

Baringo 6 27 9 30 9 31

Bomet 3 19 4 19 6 19

Bungoma 14 22 15 22 15 22

Busia 4 12 4 13 4 13

Elgeyo Marakwet 2 22 2 22 5 22








Embu 2 16 2 16 2 18

Garissa 4 11 4 12 4 12

Homa Bay 5 39 10 39 13 39

Isiolo 2 12 2 12 2 12

Kajiado 8 10 8 10 8 11

Kakamega 16 28 16 28 16 28

Kericho 8 18 8 18 8 18

Kiambu 11 15 11 15 13 15

Kilifi 4 11 4 11 4 11

Kirinyaga 4 7 4 7 4 8

Kisii 11 31 15 33 15 33

Kisumu 16 25 16 25 16 25

Kisumu (APBET) 2 6 2 6 2 6

Kitui 9 41 9 41 9 41

Kwale 3 16 3 16 3 16

Laikipia 5 14 5 14 5 14

Lamu 1 6 1 6 1 6

Machakos 8 29 8 29 8 29

Makueni 6 31 6 31 7 31

Mandera 0 13 0 13 0 13

Marsabit 3 17 3 17 3 17








Meru 17 27 17 27 17 27

Migori 10 32 10 32 11 32

Mombasa 8 4 8 4 8 4

Mombasa (APBET) 4 5 4 5 4 5

Murang'a 11 19 11 19 11 19

Nairobi 11 2 11 2 11 2

Nairobi (APBET) 24 23 24 23 24 23

Nakuru (APBET) 3 2 3 2 3 2

Nakuru (Public) 8 23 8 23 8 23

Nandi 6 29 6 29 6 29

Narok 8 24 8 24 8 24

Nyamira 5 32 6 32 6 32

Nyandarua 4 14 4 14 4 14

Nyeri 12 11 12 11 12 12

Samburu 2 11 2 11 2 11

Siaya 11 28 11 28 11 28

Taita Taveta 2 9 2 9 2 9

Tana River 0 9 0 9 1 9

Tharaka Nithi 7 16 8 17 8 17

Trans Nzoia 6 14 6 14 6 14

Turkana 2 12 2 12 3 14








Uasin Gishu 9 16 9 16 10 16

Vihiga 8 24 8 24 8 24

Wajir 2 13 3 13 3 13

West Pokot 1 20 1 20 1 20



Performance Data Table 6b – Number of administrators and officials successfully trained with USG support (MoE / SAGA officials in ToTs and in trainings for CSOs and ICs, TSC-SCDs, ESQAC officers, head teachers, and teachers)



UNIT


officials trained



Tusome Regions Training Venues MoE officials in ToTs and in trainings for CSOs and ICs, TSC-SCDs, ESQAC officers, head

teachers, and teachers

March 31 2016

164 377 541

MoE officials in ToTs and in trainings for CSOs and ICs, TSC-SCDs, ESQAC officers, head


June 30 2016

166 382 548

MoE officials in ToTs and in trainings for CSOs and ICs, TSC-SCDs, ESQAC officers, head


September 30, 2016

168 382 550

Totals 168 382 550

Number of MoE / SAGA officials

trained

Reporting Period

31-Mar-16

Reporting Period

30-Jun-16

Reporting Period

30-Sep-16




(M)

National 80 120 164 377 80 120 166 382 80 120 168 382

Baringo 5 6 5 6 5 6



trained

Reporting Period

31-Mar-16

Reporting Period

30-Jun-16

Reporting Period

30-Sep-16



Bomet 2 6 2 6 2 6

Bungoma 6 10 6 10 6 10

Busia 6 12 6 12 6 12


Embu 5 4 5 4 5 4

Garissa 1 8 1 8 1 8

Homa Bay 2 10 2 10 2 10

Isiolo 1 5 1 5 1 5

Kajiado 7 8 7 8 7 8

Kakamega 5 11 5 11 5 11

Kericho 4 13 4 13 4 13

Kiambu 10 12 10 12 10 12

Kilifi 5 15 5 15 5 15


Kisii 6 9 6 9 6 9

Kisumu 4 6 4 6 4 6

Kisumu (APBET) Not applicable

Not applicable

Not applicable

Not applicable

Not applicable

Not applicable

Kitui 2 16 2 16 2 16

Kwale 4 9 4 9 4 9

Laikipia 2 5 2 5 2 5



trained

Reporting Period

31-Mar-16

Reporting Period

30-Jun-16

Reporting Period

30-Sep-16



Lamu 0 5 0 5 2 5

Machakos 2 9 3 9 3 9

Makueni 2 11 3 11 3 11

Mandera 0 9 0 9 0 9

Marsabit 1 8 1 8 1 8

Meru 7 11 7 11 7 11

Migori 1 8 1 8 1 8

Mombasa 3 4 3 4 3 4

Mombasa (APBET) Not applicable

Not applicable

Not applicable

Not applicable

Not applicable

Not applicable

Murang'a 4 9 4 9 4 9

Nairobi 23 15 23 15 23 15

Nairobi (APBET) Not applicable

Not applicable

Not applicable

Not applicable

Not applicable

Not applicable

Nakuru (APBET) Not applicable

Not applicable

Not applicable

Not applicable

Not applicable

Not applicable

Nakuru (Public) 4 8 4 8 4 8

Nandi 3 5 3 8 3 8

Narok 5 4 5 4 5 4

Nyamira 2 11 2 11 2 11


Nyeri 4 7 4 7 4 7



trained

Reporting Period

31-Mar-16

Reporting Period

30-Jun-16

Reporting Period

30-Sep-16



Samburu 0 6 0 6 0 6

Siaya 6 3 6 3 6 3




Trans Nzoia 2 5 2 5 2 5

Turkana 1 8 1 8 1 8

Uasin Gishu 3 6 3 6 3 6

Vihiga 1 5 1 5 1 5

Wajir 1 9 1 9 1 9

West Pokot 1 6 1 6 1 6



Performance Data Table 6c – Number of administrators and officials successfully trained with USG support (Education Standards and Quality Assurance Council [ESQAC] officers’ training)



UNIT


officials trained



Tusome Regions training venues ESQAC officers’ training March 31 2016 68 347 415

Totals 68 347 415


trained

Reporting Period

31-Mar-16

Reporting Period

30-Jun-16

Reporting Period

30-Sep-16




(M)

National 68 347 68 347 68 347 68 347 68 347 68 347

Baringo 2 11 2 11 2 11

Bomet 2 7 2 7 2 7

Bungoma 4 11 4 11 4 11

Busia 2 6 2 6 2 6


Embu 2 7 2 7 2 7



trained

Reporting Period

31-Mar-16

Reporting Period

30-Jun-16

Reporting Period

30-Sep-16



Garissa 0 1 0 1 0 1

Homa Bay 0 8 0 8 0 8

Isiolo 0 3 0 3 0 3

Kajiado 0 5 0 5 0 5

Kakamega 2 17 2 17 2 17

Kericho 2 9 2 9 2 9

Kiambu 8 6 8 6 8 6

Kilifi 1 2 1 2 1 2


Kisii 1 14 1 14 1 14

Kisumu 2 10 2 10 2 10


Not applicable

Not applicable

Not applicable

Not applicable

Not applicable

Kitui 0 13 0 13 0 13

Kwale 0 4 0 4 0 4

Laikipia 1 6 1 6 1 6

Lamu 0 0 0 0 0 0

Machakos 2 8 2 8 2 8

Makueni 0 8 0 8 0 8

Mandera 0 2 0 2 0 2

Marsabit 0 2 0 2 0 2



trained

Reporting Period

31-Mar-16

Reporting Period

30-Jun-16

Reporting Period

30-Sep-16



Meru 3 14 3 14 3 14

Migori 0 11 0 11 0 11

Mombasa 1 2 1 2 1 2


Not applicable

Not applicable

Not applicable

Not applicable

Not applicable

Murang'a 3 10 3 10 3 10

Nairobi 7 12 7 12 7 12


Not applicable

Not applicable

Not applicable

Not applicable

Not applicable

Nakuru 5 16 5 16 5 16


Not applicable

Not applicable

Not applicable

Not applicable

Not applicable

Nandi 1 12 1 12 1 12

Narok 1 5 1 5 1 5

Nyamira 0 11 0 11 0 11


Nyeri 1 9 1 9 1 9

Samburu 0 1 0 1 0 1

Siaya 2 8 2 8 2 8






trained

Reporting Period

31-Mar-16

Reporting Period

30-Jun-16

Reporting Period

30-Sep-16



Trans Nzoia 2 7 2 7 2 7

Turkana 1 6 1 6 1 6

Uasin Gishu 4 10 4 10 4 10

Vihiga 3 5 3 5 3 5

Wajir 0 1 0 1 0 1

West Pokot 0 9 0 9 0 9



Performance Data Table 6d – Number of administrators and officials successfully trained with USG support (TSC-SCD training)



UNIT


officials trained



Tusome Regions training venues TSC-SCD Training June 30 2016 41 117 158

Totals 41 117 158


trained

Reporting Period

31-Mar-16

Reporting Period

30-Jun-16

Reporting Period

30-Sep-16




(M)

National 41 117 41 117 41 117 41 117

Baringo 0 3 0 3

Bomet 1 2 1 2

Bungoma 4 3 4 3

Busia 2 3 2 3

Elgeyo Marakwet 0 0 0 0

Embu 0 3 0 3



trained

Reporting Period

31-Mar-16

Reporting Period

30-Jun-16

Reporting Period

30-Sep-16



Garissa 0 5 0 5

Homa Bay 2 1 2 1

Isiolo 0 0 0 0

Kajiado 1 3 1 3

Kakamega 3 7 3 7

Kericho 1 4 1 4

Kiambu 0 0 0 0

Kilifi 0 6 0 6

Kirinyaga 1 4 1 4

Kisii 0 0 0 0

Kisumu 1 5 1 5


Not applicable

Not applicable

Not applicable

Kitui 1 7 1 7

Kwale 2 1 2 1

Laikipia 2 2 2 2

Lamu 0 2 0 2

Machakos 3 2 3 2

Makueni 2 4 2 4

Mandera 0 6 0 6

Marsabit 0 0 0 0



trained

Reporting Period

31-Mar-16

Reporting Period

30-Jun-16

Reporting Period

30-Sep-16



Meru 0 0 0 0

Migori 0 4 0 4

Mombasa 0 2 0 2


Not applicable

Not applicable

Not applicable

Murang'a 4 4 4 4

Nairobi 0 0 0 0


Not applicable

Not applicable

Not applicable


Not applicable

Not applicable

Not applicable

Nakuru (Public) 0 0 0 0

Nandi 2 1 2 1

Narok 1 2 1 2

Nyamira 1 0 1 0

Nyandarua 0 0 0 0

Nyeri 1 4 1 4

Samburu 0 3 0 3

Siaya 0 0 0 0

Taita Taveta 3 1 3 1

Tana River 0 3 0 3

Tharaka Nithi 0 0 0 0



trained

Reporting Period

31-Mar-16

Reporting Period

30-Jun-16

Reporting Period

30-Sep-16



Trans Nzoia 1 2 1 2

Turkana 0 6 0 6

Uasin Gishu 2 2 2 2

Vihiga 0 3 0 3

Wajir 0 7 0 7

West Pokot 0 0 0 0



Performance Data Table 7 – Number of target institutions that have improved capacity as a result of USG assistance


Number of target institutions that have improved capacity as a result of USG assistance IR 2.1 Indicator 8 CDCS reference: CDCS 2.2.1.6

UNIT

Number of target institu-

tions that have

improved capacity


Geographic Location Activity Title Date Subtotal

National Training of trainers September 30 2016

MoE 4

TSC 4

KICD 1

Kenya Education Management Institute

(KEMI)

1

Kenya Institute of Special Education

(KISE)

1

Totals 11


Number of target institutions that have improved

capacity

Reporting Period

31-Mar-16

Reporting Period

30-Jun-16

Reporting Period

30-Sep-16

Target Number Achieved Number Target Number Achieved Number Target Number Achieved Number

National (MoE, TSC, and other

SAGAs)

11 11 11

MoE-ESQAC 1 1 1

MoE-Directors 1 1 1

MoE-CDE 1 1 1

MoE-SCDE 1 1 1

TSC-County Director

1 1 1

TSC Sub-County Director

1 1 1

TSC County Staffing Officer

1 1 1

TSC Curriculum Support Officers

1 1 1

KICD Curriculum Developers

1 1 1

KEMI 1 1 1

KISE 1 1 1

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