Assistance to Basic Education: All Children Reading …pdf.usaid.gov/pdf_docs/PA00N1CV.pdfGovernment...

Government of Nepal, Ministry of Education

Assistance to Basic Education: All Children Reading (ABE-ACR) USAID’s Early Grade Reading Program (EGRP) in Nepal Quarterly Progress Report: January 1–March 31, 2017

April 30, 2017 This publication was prepared for review by the United States Agency for International Development. It was prepared by RTI International.

Assistance to Basic Education– All Children Reading (ABE-ACR) USAID’s Early Grade Reading Program (EGRP) in Nepal Quarterly Progress Report: January 1–March 31, 2017 Contract No. AID-367-TO-15-00002 Prepared for Jayanti Subba Health and Education Office United States Agency for International Development/Nepal GPO Box No. 295 U.S. Embassy, Maharajgunj Kathmandu, Nepal E-mail: [email protected] Prepared by RTI International P.O. Box 12194 Research Triangle Park, NC 27709-2194 Telephone: 919-541-6000 http://www.rti.org/ The authors’ views expressed in this report do not necessarily reflect the views of the United States Agency for International Development or the United States Government.

Cover photo: Parents from Lahare Tole Reading Group (TRG) in Kaski district learn to use peer-education materials.

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EGRP in Nepal, Quarterly Progress Report, January 1–March 31, 2017 iii

Table of Contents

Page

List of Tables .............................................................................................................. v

List of Abbreviations .................................................................................................. vi

1 Introduction ...................................................................................................... 1

1.1 Program Overview ................................................................................ 1

1.2 Program Description ............................................................................. 1

2 Expected Results by Intermediate Result and Sub-IR ..................................... 2

3 Summary of Accomplishments ........................................................................ 3

3.1 IR 1: Improved Early Grade Reading Instruction .................................. 4

3.2 IR 2: Improved National and District Early Grade Reading Service Delivery ................................................................................................. 6

3.3 IR 3: Increased Family and Community Support for Early Grade Reading ................................................................................................ 7

4 Progress on Program Deliverables ................................................................ 10

5 Constraints and Opportunities ....................................................................... 11

6 Activities for Next Quarter: April-June 2017 ................................................... 12

7 Detailed Overview of Implementation Progress ............................................. 14

7.1 Progress Narrative .............................................................................. 14

7.2 Implementation Status ........................................................................ 15

7.2.1 IR 1: Improved Early Grade Reading Instruction ...................... 15

7.2.2 IR 2: Improved National and District Early Grade Reading Service Delivery ....................................................................... 22

7.2.3 IR 3: Increased Family and Community Support for Early Grade Reading ......................................................................... 24

7.3 Monitoring and Evaluation Plan Update (Results of Analytical Work, Assessment, and Evaluation) ................................................... 31

7.4 Partnership, Collaboration, and Knowledge Sharing .......................... 32

7.5 Sustainability and Exit Strategy .......................................................... 32

7.6 Communication Efforts........................................................................ 33

8 Implementation of Cross-Cutting Activities .................................................... 35

8.1 Gender ................................................................................................ 35

8.2 Special-Needs Education .................................................................... 35

9 Management and Administrative Issues ........................................................ 36

iv EGRP in Nepal, Quarterly Progress Report, January 1–March 31, 2017

9.1 Management ....................................................................................... 36

9.2 Administration ..................................................................................... 39

10 Lessons Learned ........................................................................................... 41

11 What Does USAID Not Know That It Needs To? ........................................... 42

12 How Implementing Partner Has Addressed Task Order Contracting Officer’s Representative (TOCOR) Comments from the Last Quarterly Report ............................................................................................................ 43

Annex A: Progress by Indicators ........................................................................ 44

Annex B: Progress Summary ............................................................................. 49

Annex C: Success Story ..................................................................................... 64

Annex D. Notable Activities ................................................................................ 67

Annex E. Materials ............................................................................................. 68

Annex F: Short-Term Technical Assistance (STTA) and Home Office Support .......................................................................................................... 71

EGRP in Nepal, Quarterly Progress Report, January 1–March 31, 2017 v

List of Tables

Table 1: Constraints, January–March 2017 ...................................................... 11

Table 2: Opportunities, January–March 2017 ................................................... 12

Table 3: Planned activities for next quarter (April–June 2017) ......................... 12

Table 4: Progress and challenges in RM mobilization ...................................... 18

Table 5: Participation summary, CB-EGRA finalization workshop, January 2017 .................................................................................................... 20

Table 6: Summary of CB-EGRA data collection activities ................................. 21

Table 7: Number of TRGs in six districts .......................................................... 26

Table 8: Number of VEC/MEC orientations in two districts ............................... 27

Table 9: Number of trainings on developing local reading materials, in six districts ................................................................................................ 28

Table 10: Number of peer-education trainings in three districts .......................... 29

Table 11: Participants at workshops on dissemination of SCM strategy and activities with district stakeholders, including DCT members .............. 30

Table 12: Participants in NGO cascade training ................................................. 30

vi EGRP in Nepal, Quarterly Progress Report, January 1–March 31, 2017

List of Abbreviations

ABE-ACR Assistance to Basic Education: All Children Reading

ASER Annual Status of Education Report

AT+ AidTracker Plus (software)

AWP Annual Work Plan

b&m Branding and Marking

CB-EGRA Classroom-Based Early Grade Reading Assessment

CC Creative Commons

CDC Curriculum Development Center

CLA Central Line Agency

CLC Community Learning Center

CMO Community Mobilization Officer

CNN Cable News Network

COP Chief of Party

COR Contracting Officer’s Representative

CSO Civil Society Organization

CTA Chief Technical Advisor

cwpm Correct Words Per Minute

CWSN Child Welfare Scheme Nepal

CYG Chame Youth Group (local community mobilization NGO in Manang district)

DCT District Core Team

DEO District Education Office

DOE Department of Education

DP Development Partner

DTOT District-Level Training of Trainers

EAN Equal Access Nepal

EGR Early Grade Reading

EGRA Early Grade Reading Assessment

EGRP Early Grade Reading Program

EMES Education Management Efficiency Survey

EMIS Education Management Information System

ERO Education Review Office

FSN Foreign Service National

FY Fiscal Year

G2G Government to Government (USAID direct support to GON)

GIS Geographical Information System

GON Government of Nepal

GPS Global Positioning System

EGRP in Nepal, Quarterly Progress Report, January 1–March 31, 2017 vii

INGO International Nongovernmental Organization

IR Intermediate Result

IRT Item Response Theory

IT Information Technology

L1, L2 First Language, Second Language

LMBIS Line Ministry Budget Information System

LOE Level of Effort

LOI Language of Instruction

M&E Monitoring and Evaluation

MEC Municipal Education Committee

MOE Ministry of Education

MT Mother Tongue

MTOT Master Training of Trainers

n/a Not Applicable

NASA National Assessment of Student Achievement

NCED National Center for Educational Development

NEGRP National Early Grade Reading Program

NFEC Non-Formal Education Center

NGO Nongovernmental Organization

NPR Nepalese Rupees

ORF Oral Reading Fluency

PMP Performance Monitoring Plan

PPR Performance Plan and Report

PSA Public Service Announcement

PTA Parent–Teacher Association

RC Resource Center

RFP Request for Proposals

RM Reading Motivator

RP Resource Person

RTI RTI International (registered trademark and trade name of Research Triangle

Institute)

SBCC Social and Behavior Change Communication

SCM Social and Community Mobilization

SMC School Management Committee

SMS Short Message Service

SRM Supplementary Reading Material

SS School Supervisor

SSDP School Sector Development Plan

SSRP School Sector Reform Program

viii EGRP in Nepal, Quarterly Progress Report, January 1–March 31, 2017

STS Save the Saptari (local community mobilization NGO in Saptari district)

STTA Short-Term Technical Assistance

SY School Year

TBD To Be Determined

TLM Teaching and Learning Material

TOCOR Task Order Contracting Officer’s Representative

TOR Terms of Reference

TPD Teacher Professional Development

TRG Tole Reading Group

TWG Technical Working Group

UNESCO United Nations Educational, Scientific and Cultural Organization

USAID United States Agency for International Development

USG United States Government

VDC Village Development Committee

VEC Village Education Committee

VSO Volunteers in Service Overseas

WEC Ward Education Committee

EGRP in Nepal, Quarterly Progress Report, January 1–March 31, 2017 1

1 Introduction

1.1 Program Overview

Task order name: USAID’s Early Grade Reading Program (EGRP) in Nepal

Task order start date and end date:

March 2, 2015–March 1, 2020

Name of prime implementing partner:

RTI International

Task order number: AID-167-TO-15-00002

Names of subcontractors: Another Option, Plan Nepal, Room to Read, SIL LEAD

Major host-country counterpart organizations:

Ministry of Education (MOE), Curriculum Development Center (CDC), Department of Education (DOE), Education Review Office (ERO), National Center for Educational Development (NCED), Non-Formal Education Center (NFEC)

Geographic coverage: Kathmandu and the following districts: Banke, Bardiya, Bhaktapur, Dang, Dadeldhura, Dhankuta, Dolpa, Kailali, Kanchanpur, Kaski, Manang, Mustang, Parsa, Rupandehi, Saptari, Surkhet

Reporting period: January 1, 2017–March 31, 2017

1.2 Program Description

The two overriding goals of EGRP are as follows:

Reading skills improved: Public primary school students in grades 1–3 in the 16 target

districts with improved reading skills.

Government of Nepal (GON) services strengthened: The Contractor will have

supported the GON through Phase I of the Nepal EGRP and completed the design and

demonstration of a national model that the GON can then implement nationwide

within its budget.

These goals will be achieved through meeting the following three Intermediate Results (IRs):

Improved Early Grade Reading Instruction (IR 1)

Improved National and District Early Grade Reading Service Delivery (IR 2)

Increased Family and Community Support for Early Grade Reading (IR 3)

Based in Kathmandu and working in the following districts—Banke, Bardiya, Bhaktapur,

Dang, Dadeldhura, Dhankuta, Dolpa, Kailali, Kanchanpur, Kaski, Manang, Mustang, Parsa,

Rupandehi, Saptari, and Surkhet—EGRP will work with the Ministry of Education (MOE)

and its Central Line Agencies (CLAs), the Curriculum Development Center (CDC),

Department of Education (DOE), Education Review Office (ERO), National Center for

Educational Development (NCED), and Non-Formal Education Center (NFEC) to develop an

early grade reading (EGR) program that the GON can replicate and expand to all districts of

the country in a cost-effective and sustainable manner. As such, EGRP is first and foremost a

capacity-building program.

Key EGRP activities center on developing teaching and learning materials, developing

teacher training manuals and delivering training, providing orientation for head teachers,

2 EGRP in Nepal, Quarterly Progress Report, January 1–March 31, 2017

conducting early grade reading assessments (EGRAs) and other ongoing formative classroom

assessments, strengthening the MOE’s Education Management Information System (EMIS),

strengthening District Education Offices (DEOs) to effectively manage school-based EGR

activities in schools, and sensitizing and mobilizing families and communities to support

EGR activities in schools and communities.

RTI’s technical approach to implementing EGRP consists of the following:

Providing embedded and other direct technical assistance services to the GON for the

implementation and continuing evolution of the GON’s National Early Grade Reading

Program (NEGRP) Plan. This will include supporting the GON to harmonize and

organize the multiple contributions to EGR that are already under way.

Maintaining consistency with GON NEGRP standards, making it feasible for the

GON to replicate and implement on a national scale. This includes utilizing and

helping to improve the policies, systems, and resources that are available to the GON.

Employing multiple first-language instructional methods and materials according to

dominant first language, in selected languages in addition to Nepali.

Utilizing evidence-based strategies to increase family and community support for

EGR.

As noted above in Section 1.1, EGRP has four subcontractors, each of which plays a

significant role in implementing the program, as follows:

Another Option’s contributions focus on EGR social and behavioral change

communication and advocacy (primarily IR 3);

Plan Nepal is overseeing much of EGRP’s community sensitization and mobilization

work (IR 3);

Room to Read provides expertise in EGR policy, materials and curriculum

development, and teacher training (IR 1 and IR 2); and

SIL LEAD is applying its expertise in mother tongue (MT) language development to

EGRP’s IR 1 activities (especially IR 1.1).

RTI and its subcontractors form a strong team. In the interest of program integration and

seamless implementation and reporting, references to individual organizations will be limited

in this and all EGRP reports.

2 Expected Results by Intermediate Result and Sub-IR

IR 1: Improved Early Grade Reading Instruction

a. Evidence-based early grade reading (EGR) instructional materials designed,

distributed, and in use (1.1).

b. In-service professional development for teachers in public schools on reading

instruction and the use of the materials provided (1.2).

c. Monitoring and coaching for teachers in early grade reading instruction provided

(1.3).


d. Classroom-based and district-based early grade reading assessment processes

improved (1.4).

IR 2: Improved National and District Early Grade Reading Service Delivery

a. Early grade reading data collection and analysis systems improved (2.1).

b. Policies, standards, and benchmarks that support improved early grade reading

instruction institutionalized (2.2).

c. Planning and management of financial, material, and human resources devoted to

early grade reading improved (2.3).

d. National standards for early grade reading improvement adopted and geographically

expanded (2.4).

IR 3: Increased Family and Community Support for Early Grade Reading

a. Community awareness of the importance of language of instruction (LOI) increased

(3.1).

b. Family engagement to support reading increased (3.2).

c. Parent–teacher association/school management committee (PTA/SMC) ability to

contribute to quality reading instruction increased (3.3).

d. Parent and community capacity to monitor reading progress increased (3.4).

3 Summary of Accomplishments

The implementation of EGRP activities moved forward much as planned during the January–

March 2017 reporting period. This section of the report provides a broad overview of

accomplishments by IR, while Section 7.2 describes in more detail progress at the sub-IR

level. Annex A lists the program indicators, Annex B outlines in even greater detail progress

achieved at the sub-sub-IR level, and Annex D summarizes notable activities during the

period.


3.1 IR 1: Improved Early Grade Reading Instruction

Students from Kausika Lower Secondary School in Dhankuta District read aloud stories from the supplementary reading materials (SRMs).

During this quarter, all three grades’ worth of Nepali teaching and learning materials (TLMs)

were prepared for use during the 2017–2018 school year. Based on CDC’s agreement to

utilize the existing grades 1–2 TLMs for a second year, these materials were edited to correct

minor errors. As per CDC standard procedures, the newly developed grade 3 materials

needed to be field-tested before finalizing. This involved field visits to solicit feedback from

teachers, which CDC undertook with EGRP technical assistance in the middle of March. By

the end of March, CDC was finalizing the grade 3 materials with EGRP support, and all

grades 1–3 Nepali TLMs are expected to be print-ready by the second week of April.

It is hoped that the contract for printing the TLMs will be issued around the same time that all

the materials are print-ready. The competitive bidding process was undertaken during this

quarter. Because the information provided by bidders during the first round was not detailed

enough to make a clear, cost-effective selection, a second round, or amendment, was issued.

The final selection of Apollo Printers was made on March 31.

Also during the quarter, there was forward movement on discussions and planning for mother

tongue reading support. After a significant period being “stuck,” with a lack of clarity around

government intentions for mother tongue rollout or decisions around which languages would

be targeted, toward the end of this quarter, the CDC Executive Director informed USAID and

EGRP that CDC’s intention is to revise/finalize Rana Tharu grade 1 TLMs during the current

year (i.e., next quarter) and to develop Awadhi and Maithili materials during the GON’s next

fiscal year (July 2017–July 2018). As mentioned in previous reports, the existing Rana Tharu

materials are fully integrated with Nepali second language (L2) materials in a bilingual

program format; therefore, for the materials to be suitable for a separate Rana Tharu course,

as anticipated by CDC, they will need to be revised. EGRP anticipates being able to jointly


develop a clear plan for the revision and finalization of Rana Tharu TLMs immediately after

the completion of grades 1–3 Nepali TLMs.

With regard to teacher training, this quarter EGRP held numerous discussions with NCED to

ensure that we are moving ahead with a common vision and plan for the development of the

Nepali TLM teacher training module. With the change in leadership of NCED, there

appeared to be a shift in how NCED wished to proceed with this process. Rather than moving

on to the three-day follow-up training as had previously been anticipated, NCED decided

instead to focus first on the 10-day teacher training module, which is expected to become the

standard EGR training for grades 1–3 teachers. Once that training development and rollout

are complete, NCED intends to develop a three-day “bridge” training program for the

teachers who received only the seven-day initial training in 2016. During this quarter, EGRP

worked with NCED to identify the topics to be covered in the 10-day module, develop a

detailed training program outline, and prepare for a training manual and materials

development workshop beginning the second week of April.

As for ongoing teacher support, this quarter saw some forward movement regarding the

mobilization of Reading Motivators (RMs). Unfortunately, it took some time to determine

what process could be used to reimburse RMs, as well as Resource Persons (RPs) and other

staff supervising RMs, for travel to schools. At issue is the fact that the payments are

budgeted through EGRP, and EGRP cannot send funds to GON entity bank accounts. A more

circuitous process was developed, along with forms for both accountability and feedback

purposes, and all regional offices were informed of the process by the end of the quarter.

Despite these complexities and attendant delays, some districts managed to move forward

with RM mobilization. Across and within districts, RM mobilization was uneven. In addition

to the delayed formalization of the payment process, main challenges included teaching

duties making it difficult for RMs to leave their own schools to carry out school visits; and a

shortfall in the number of RMs expected to have been recruited to date.

The DOE is aware of the challenges with the current approach to ongoing teacher support and

is concerned about sustainability. To help identify possibilities for improving, or adjusting,

the system for teacher support, next quarter EGRP anticipates helping DOE to examine and

discuss RM on-the-ground experience so far—both challenges and successes—as well as to

review alternative options for providing ongoing teacher support. The objective will be to

move toward a more effective, sustainable system as EGRP supports the GON to roll out the

program into Cohort 2 districts beginning with the 2018–2019 school year.

A related key activity during the quarter was EGRP’s support to the Education Review Office

to successfully implement the classroom-based Early Grade Reading Assessment (CB-

EGRA) in 2,561 schools from 10 EGRP districts (Dhankuta, Saptari, Parsa, Bhaktapur,

Kaski, Mustang, Dang, Banke, Bardiya, and Kanchanpur). Approximately 72,500 students

took part in the assessment, which was conducted by 5,200 assessors. With technical support

from EGRP, ERO organized a workshop to review the tools and protocols of CB-EGRA and

finalized the tools and guidelines. Representatives from the CLAs, the MOE, and other

development partners (Save the Children, Education International, Room to Read, World

Vision International, and Teach for Nepal) participated in a workshop to finalize the tools and

guidelines. Master training of trainers (MTOT) at the national level, district-level training of

trainers (DTOT) in 10 CB-EGRA districts, and cluster-level training at the Resource Center


levels were planned and organized to train the school-level accessors from the targeted 2,600

schools. More than 30,000 parents and school management committee members participated

in the CB-EGRA process as observers and the assessment results were shared with them. The

successful implementation of the first CB-EGRA was a major achievement for the GON with

substantial support from EGRP.

3.2 IR 2: Improved National and District Early Grade Reading Service Delivery

EGRP team with GON and USAID counterparts at the 2017–2018 Annual Work Plan (AWP) workshop in Kurintar, Chitwan.

During the quarter, EGRP provided technical support to strengthen the ERO’s data analysis

and interpretation capacity related to EGR activities. A five-day workshop was conducted

January 26–31, 2017, on the Stata data analysis and statistical software as well as item

response theory (IRT). Most of the officers from ERO participated in the workshop, and

facilitators from RTI home office led the sessions. The workshop was effective in introducing

the basic concepts of Stata and IRT and building the fundamental skills of the participants.

Four policy studies were designed and tendered last quarter, and their implementation started

this quarter: (1) Technical support: Update EMIS data collection and analysis system for

early grade reading; (2) Feasibility study on cell phone application for home-based early

grade reading practice and short messaging service (SMS) monitoring; (3) Language reading

instruction: Parents’ and communities’ attitudes and beliefs on language use in instruction

and teacher assignment; and (4) Time on task for reading instruction in the early grades in

Nepal. The studies (described below) should be completed by the end of next quarter.

EGRP contracted with Baikalpic Shikya Tatha Bikas Pratistahn on February 13, 2017, to

provide technical services to DOE to update the integrated school EMIS. The service

provider began working with DOE’s EMIS section to update the existing school EMIS. The

service provider completed its review and identified appropriate spaces to incorporate various

parameters related to early grade reading into the system. Ultimately, the service provider


will incorporate teacher assignment by grade, language of communication of teacher and

student, and teacher assignment by language and qualification into the school EMIS. The

work should be completed by the end of next quarter.

Also during the reporting period, EGRP awarded a contract to Avantgarde Solution Pvt. to

carry out a feasibility study of cell phone applications for home-based EGR practice and SMS

monitoring. The consulting firm completed the review and development of instruments for

field surveys as well as other preparatory activities this quarter.

Further regarding policy studies, Dynamic Institute of Research and Development Pvt. Ltd.

started its study of language in reading instruction: parent and community attitudes and

beliefs on language use in instruction and teacher assignment. During the quarter, the firm

completed a preliminary review of relevant documents and drafted the study instruments.

Finally, for the study on timetable/time on task for reading instruction in early grades in

Nepal, an individual consultant was selected through a competitive process and at the time of

writing this report, the contract awarding process was under way.

EGRP continued supporting the GON throughout the quarter to develop guidelines for EGR

standardization and harmonization in five thematic areas, in line with the National Early

Grade Reading Program (NEGRP). The advising involved a series of consultations, meetings,

and workshops with CLAs and INGOs. The thematic areas were: (1) curriculum and

educational materials, (2) training and capacity building, (3) student assessment, (4)

community mobilization, and (5) monitoring and evaluation (M&E). This has been a lengthy,

ongoing process, and by the end of this quarter the Foreign Aid Section of the MOE had

shared the guidelines with Development Partners (DPs) to provide their inputs. A workshop

is planned in April to bring together all stakeholders, during which the guidelines will be

finalized and ratified. The aim of the guidelines is to bring some uniform standards and

criteria that must be met by all organizations presently implementing EGR programs in

Nepal.

3.3 IR 3: Increased Family and Community Support for Early Grade Reading

Community members engaged in developing local reading material at Tole Reading Group (TRG) under Bal Sewak Basic School at Hanumanghat, Bhaktapur district.


The EGRP team made significant progress this quarter on the rollout of support for early

grade reading with families, parents, and communities. Under IR 3, the program’s main goals

are to (1) equip local nongovernmental organizations (NGOs) to increase community support

to early grade reading initiatives through improved parent/teacher engagement, as well as

increased involvement of parents within their home-environments; (2) increase support and

training to school management committees on school learning environment needs and

initiatives; (3) equip parents and community members to create locally made reading

materials; and (4) increase knowledge and understanding through social and behavior change

communication (SBCC) campaign initiatives. Working with the six trained NGOs in the six

Cohort 1 districts, EGRP saw a significant uptake in understanding and implementation of

approaches on which the community had been trained. EGRP achieved significant progress in

the SBCC strategies and the partnership with representatives of the Government of Nepal at

all levels, as briefly summarized below.

SBCC Campaigns

In relation to widespread knowledge dissemination, this quarter EGRP saw significant

achievements in the hosting of events related to the program’s SBCC campaigns, focusing

primarily on radio and media engagement. SBCC is using the fundamental tool of

communication to reach individuals. While communication and knowledge are important,

however, many studies show that knowledge alone does not impact behavior; therefore,

SBCC work must be continual, targeted, fact-based, and linked to behavioral benefits for all.

A combined SBCC campaign, with its carefully selected socio-ecological lens, will impact

communities’ understanding while also allowing them to intrinsically link their knowledge to

behaviors that lead to positive outcomes for them and their families. Therefore, we see

SBCC, combined with in-community NGO activities, as a strong combination for effecting

change.

During the quarter, the second, third, and fourth episodes of the EGRP radio dramas were

finalized and produced in Nepali. Two 60-second radio public service announcements (PSAs)

also were completed, along with (1) one five-minute radio drama, (2) one five-minute

segment of teaching tips, and (3) one five-minute guest reader segment. All were translated

into three additional languages (Awadhi, Maithili, Rana Tharu) for a total of four languages,

including Nepali. The EGRP team expects that radio and PSA rollout will begin in April

2017.

In order to ensure concrete understanding and significant buy-in and partnership, EGRP also

held the first National Media Orientation Event on Early Grade Reading on February 6,

which was attended by more than 25 representatives of various media houses (BBC Nepal,

Kathmandu Post, Kantipur Daily, The Himalayan Times, The Republica, Nepali Times, Radio

Nepal, Nepal TV, Image TV, etc.). Key speakers at the orientation were Director General

Baburam Poudel of the DOE; guest reader Pushpa Basnet, a widely known CNN personality;

and Dhananjaya Sharma, a senior educationist, who spoke about the benefits and value of

reading. More than 13 articles and broadcast stories were produced about the workshop. Each

participant received a media kit and a flash drive with the PSAs and radio programs. The

orientation program, which was jointly organized by DOE and EGRP, was chaired by Mr.

Poudel. Subsequently, district media orientation events were held on February 14 in

Bhaktapur and on March 10 in Kaski. Eight media groups covered the Bhakapur event and 10


the Kaski event, including coverage by local FM radio stations. After the district-level media-

orientation sessions, EGRP began compiling an analysis of the subsequent media coverage.

Finally, regarding the SBCC side of IR 3’s work, EGRP met with CDC and DOE to review

and validate an early grade reading contest kit. The reading contest is designed for grades 1–3

and is to teach reading using games and contests. At the meeting, the kit was approved by

CDC and DOE.

NGO Training

Regarding capacity building and NGO training, during this quarter, the EGRP regional team

(Regional Managers, Regional Field Coordinators, Regional Field Officers, and District

Coordinators) and key NGO staff who participated in the eight-day NGO training in

December 2016 successfully cascaded the training to the remaining two NGOs (in Saptari

and Manang districts) in January 2017. The successful completion of this cascading

reinforced the focus on sustainability that is embedded in EGRP through working with

community-based structures and partnering with all levels of actors in training exercises.

During the social and community mobilization cascade training, NGOs shared their

completed, detailed implementation plans with EGRP and DEO staff, who were also part of

the training program. Altogether, 34 participants (24 men, 10 women)—including facilitators,

visitors, speakers, and NGOs’ community mobilization officers—participated in the five-day

NGO training. They gained knowledge and skills on community mobilization with a district

perspective. EGRP’s Senior Community Mobilization Advisor and Community Mobilization

Specialist observed, supported, and provided feedback on the two NGO staff trainings.

Relatedly, EGRP’s partner NGOs conducted village and municipal education committee

(VEC/MEC) meetings in Bhaktapur and Kaski districts, including participation of the

VEC/MEC members, local leaders, and the Tole Reading Group coordinators. In this quarter,

35 VEC/MEC meetings were conducted with 787 persons (31% women) participating.

Tole Reading Group Formation and Orientation

Also during the quarter, EGRP continued to make progress in establishing and supporting

TRGs, which are the main avenue for reaching parents and increasing their knowledge and

support for EGR. In all, 348 new TRGs were formed as a part of community forums, and at

the time of writing this report, a total of 2,997 TRGs had been formed in the six Cohort 1

districts, with 34,037 parents (75% women) as members. Collaborating through joint

monitoring visits, the DOE/MOE representatives and the EGRP Social and Community

Mobilization Advisor and Community Mobilization Specialist monitored some of the TRG

activities in Banke, Kanchanpur, and Kaski districts.

Another significant activity during the quarter was training on creation of local reading

materials at the TRG level. The trainings were organized with the objective of developing

these additional materials for children to increase their opportunities to practice reading and

to motivate both children and adults in the community around reading and learning in

general. During the quarter, a total of 2,439 trainings on local reading material development

were completed in six districts, in which NGOs trained 40,689 community members (69%

women) to develop local reading materials. During the training, poem books, storybooks, big

books, alphabet cards, nursery rhyme books, day charts, and other simple reading materials

were developed for the early grade readers. Some TRGs went even further than instructed

and, through their own initiative, developed after-school reading materials in mother tongues


such as Awadhi and Urdu. TRG members, parents, community leaders, local authors, and

local teachers engaged in this activity. Community members and children began taking part

in reading activities after school and during holidays through the TRGs.

Peer-Education Training

For peer education, the training module is an approach that allows for literate and illiterate

parents and guardians to partner and assist each other with learning and reading skills. During

the quarter, 176 peer-education trainings were conducted in which 2,532 parents/guardians

(78% women) were trained to work as parental peer educators. In addition to overseeing the

training, ERGP delivered peer education materials to the six local NGO partners’ staff at the

central level, and the social mobilizers began training influential parents in the six districts

identified from TRGs.

Social and Community Mobilization Strategy

Also during the quarter, the National Social and Community Mobilization (SCM) Core Team

incorporated into the EGRP SCM strategy the feedback received from district-level sharing

workshops in the six Cohort 1 districts last quarter, and finalized the strategy. Activities-

sharing workshops were organized with the objective of disseminating the SCM strategy to

District Core Teams (DCTs) and other district stakeholders, and sharing SCM program

activities (NGO activities) with DCTs and district stakeholders (School Supervisors [SSs]

and RPs, including DEOs). Altogether, 253 participants (197 men, 56 women) participated in

the workshops.

Continuing to focus on inclusion of all key actors and cascading to all key government and

community officials, the EGRP district teams conducted 12 District Core Team (district-level

Community Engagement Core Team) meetings in 11 districts. The meetings proved to be

critical catalysts in assisting the EGRP team to secure appropriate cooperation and support

from DEOs and DCT members. The DCT meetings provided a platform to discuss EGRP’s

implementation strategy and NEGRP activities through Government to Government (G2G)

funding.

Feasibility Study for Phone-Based Support

Lastly, EGRP has authorized a study to explore innovative ways for parents and children to

use cell phone applications for home-based EGR practice. EGRP’s IR 3 team provided

technical support to the program’s IR 2 team to review proposals and select a firm to conduct

a feasibility study for developing a mobile phone interface and disseminating reading data

and messages. Further possibilities in this area will be explored after completion of the

proposed study.

4 Progress on Program Deliverables As described in the previous quarterly report, the next major program deliverable to be

formally reported on (“NEGRP five-year costed plan developed and agreed upon by NEGRP

working group”) will be in April 2017, and will be addressed in the April–June 2017

quarterly report.


5 Constraints and Opportunities Although considerable progress was achieved during the January–March 2017 quarter, as

described briefly above and in more detail below in Section 7 and Annex B, the program also

experienced some constraints during the reporting period. Table 1 below summarizes the

constraints and challenges EGRP encountered during the quarter, while Table 2 briefly

describes the opportunities that were apparent during the reporting period. (See also Annex D.)

Table 1: Constraints, January–March 2017

Description Solution Time Frame

The field-testing of grade 3 TLMs was delayed during this quarter because of financial flow problems within the GON. This problem has recurred throughout the program. Simply put, the budget for planning GON activities generally appears to not be accessible until the third trimester, which negatively impacts all activities planned for the first two trimesters.

EGRP has limited ability to address problems of fund flows within the GON. USAID, EGRP, and GON have worked closely together to try to ensure that activities entered into the Line Ministry Budget Information System (LMBIS) are “preapproved,” which will hopefully reduce the time needed for moving through the USAID process, but will need to be followed up.

The attempted solution was begun during this quarter with a work-planning process for 2017–2018, which was highly integrated. Whether this approach will be sufficient to resolve the problem remains to be seen.

An EGRP web page or web portal is needed as a resource for communication materials— specifically, radio programs, questions and answers on the teachers’ tips segment, PSAs, and training modules, as well as other EGRP materials.

Working with DOE for finalization and approval.

As soon as possible.

Demonstrations and protests in Saptari, Madhes region (March 6–13, 2017) created difficulties in program implementation, especially in implementing CB-EGRA.

Transition plan should be developed for accommodating the activities remaining from March 2017.

April 2017

It will be difficult to ensure quality in reading materials developed locally by TRGs.

Community Mobilization Officers (CMOs) should be given some in-depth training in developing local reading materials. On the other hand, teachers and RMs also need to be engaged for ensuring quality of locally developed reading material.

April–June 2017

CMOs have heavy workloads because each CMO supports many schools/SMCs/TRGs and activities.

Some events could be merged without affecting their quality

April 2017 onward

This quarter there was a comparatively high level of staff turnover. In many cases, the reasons staff are resigning are due to what they see as unfavorable salaries and benefits.

RTI does its best, within the limitations in the EGRP contract, to offer staff competitive salaries and benefits. However, there will always be other projects and organizations that pay more. One thing that would help would be USAID sending RTI its latest Foreign Service National (FSN) salary scale, to which EGRP should be pegging its local salaries.

USAID should share the most recent FSN salary scale as soon as possible.


Description Solution Time Frame

At the moment RTI is using an outdated FSN salary scale.

Table 2: Opportunities, January–March 2017

Description

The completion of the grade 3 TLMs is significant because it represents the completion of the first set of EGR TLMs developed by CDC. As has been discussed in past reports, CDC is very concerned with authorship / ownership of TLMs, and does not view the continued use of INGO materials as viable in the long-term. While there will need to be revisions to the grade 3 materials once the integrated curriculum is completed and as feedback on the materials is received from teachers, the production of these TLMs by CDC is an important “milestone” in the institutionalization of materials that support early grade reading skill development.

The focal persons and other colleagues in the CLAs have been serving with the Technical Working Groups (TWGs) to guide the implementation of the policy and research studies. This process has helped them to understand the policy issues of early grade reading and has encouraged them to participate actively in policy discussions. Focal persons need frequent discussions about the issues related to early grade programs as a way to enhance their support for EGRP.

The guidelines on standardization and harmonization of EGR will open opportunities to all INGOs that are interested in early grade reading program implementation. The GON’s encouragement and facilitation to INGOs are necessary to implement EGR under guidelines that contribute to the sustainability of NEGRP.

SMCs/PTAs have been rapidly formed and, through them, EGR can be institutionalized and community forums can be mobilized to lead community-based EGR activities.

6 Activities for Next Quarter: April-June 2017 During the April–June 2017 quarter, the program will continue to make a visible impact in

districts and schools and will continue to accelerate its overall momentum. The present

section of the report delineates key activities to be undertaken next quarter, as depicted in

Table 3.

Table 3: Planned activities for next quarter (April–June 2017)

Activity Time frame

IR 1: Improved Early Grade Reading Instruction

Print and distribute grades 1–3 Nepali TLMs (1.1.5.2). Apr–May

Revise Rana Tharu grade 1 TLMs (1.1.2.6, 1.1.3.2). May–Jul

Plan for professional development of CDC staff (1.1.1.10). May–Jun

Develop 10-day teacher training module (1.2.3.1). Apr

Design 10-day module for MTOT/DTOT (1.2.3.2). May

Design 10-day teacher training rollout (1.2.3.9, 1.2.5.3). May–Jun

Plan for professional development of NCED staff (1.2.3.10). May–Jun

Monitor and review RM mobilization (1.3.3.3). May–Jun

Develop and discuss options for alternative RM/teacher support strategies (NA). Jun

Provide technical support to ERO to finalize CB-EGRA data cleaning and analysis (1.4.6.1). Apr


Activity Time frame

Support ERO for results dissemination in the districts through Power BI data visualization software (1.4.6.1).

May–Jun

Provide technical support to ERO to pilot test and finalize the EGRA item banks (1.4.1.1–1.4.1.2).

Jun

Support ERO to conduct CB-EGRA in additional districts to meet the overall target, including schools in Manang District (1.4.6).

Apr–May

Pilot the six sets of EGRA Instruments in schools in the Kathmandu Valley (1.4.1.1–1.4.1.2). Apr–May

IR 2: Improved National and District Early Grade Reading Service Delivery

Prepare an action plan as per the recommendations of the EMIS policy study (2.1.1.1). Jun–Jul

In coordination with RTI home office, pilot GIS-based data visualization in one of the program’s districts (2.1.4.1–2.1.4.2).

May–Jun

Provide technical assistance to improve national data collection procedures to enable the GON to collect data on teacher assignment by grade, language of communication of student, and teacher assignment by language and qualification (2.1.1.1–2.1.3.4).

Apr–Jun

Conduct survey of parents’ and communities’ attitudes and beliefs on language of instruction (LOI) (2.1.11.2) and teacher assignment (2.3.3.1).

Apr–Jun

Finalize the review of teacher performance standards and conduct a one-day workshop on developing teacher performance standards for early grades (2.2.2.1).

Apr–Jun

Conduct the study on timetable/time on task for language of instruction for early grades (2.2.3.1–2.2.3.2).

Apr–Jun

Provide support to update DOE’s EMIS data server (2.3.1.4). Apr–Jun

Review NEGRP progress on a quarterly basis at regional and district levels (2.3.1.7). Apr–Jun

Provide technical support to DOE to prepare program performance and quarterly report to reflect NEGRP performance (2.3.1.8).

Apr–Jun

Support DOE to develop a student project framework and develop guidelines for EGRP success stories (2.3.1.9).

Apr–Jun

Conduct study on identifying the relationship between LOI for reading and teacher assignment (2.3.3.1, 2.1.11.2).

Apr–Jun

Facilitate the approval of the EGR standardization and harmonization guidelines (2.4.2.1). Apr–May

IR 3: Increased Family and Community Support for Early Grade Reading

Begin the broadcast of radio PSAs through national radio stations, as well as local FM stations in six districts (3.1.1.10).

Apr–Jun

Broadcast the first three episodes of the three segments of the radio program (3.1.1.12). Apr–Jun

Conduct district media-orientation meetings in the remaining three districts (3.1.1.3). Apr–Jun

Start orientation meetings for the reading contest, pending GON and USAID approval to move forward with activity (G2G 2.15.11.237).

Apr–Jun

Conduct a content analysis of the media coverage in the districts (3.1.1.3). Apr–Jun

Develop M&E indicators for reading contests, pending GON and USAID approval to move forward with the reading contest activity (3.1.1.18).

Apr

Adapt radio PSAs and programs into three additional languages (3.1.1.2). Apr

Work with Door Shiksha to begin developing the eight radio program episodes that are a continuation of EGRP’s four radio episodes (3.1.1.8).

May

Conduct six district-level workshops to share SMC grant implementation guidelines with district stakeholders (3.3.2.5).

Apr–May


Activity Time frame

Conduct six district-level workshops to share SMC grant implementation guidelines with NGOs (3.3.2.7).

Apr–May

Meet regularly with the National Social and Community Mobilization Core Team (3.4.3.2). Apr–May

Meet regularly with DCTs/DEOs (3.3.1.2). Apr–Jun

Follow up and conduct monitoring visits to the six Cohort 1 districts and NGO partners (NA). Apr–Jun

Conduct EGR advocacy and awareness campaigns at the district level for promoting parents’ and community leaders’ engagement in EGR (3.1.2.4).

Apr–Jun

Train parents in peer education (3.1.2.4). Apr–Jun

Meet with Village/Ward Education Committees (VECs/WECs) and Municipality Education Committees (MECs) to support and engage in EGR (3.1.2.4).

Apr–Jun

Roll out reading camps at the TRG level (3.1.2.4). Apr–Jun

Facilitate meetings with SMCs and PTAs for award preparation; train SMCs to use SMC grants and to develop school improvement plans integrating an EGR component (proposal) (3.3.3.1).

Apr–Jun

Provide technical support to reading camps at the Resource Center (RC) level (from G2G budget: 2.15.11.236).

Apr–Jun

Provide technical support to reading contests at RC level (from G2G budget: 2.15.11.237). Apr–Jun

Provide technical support for RC awards to parents who are contributing to EGR (from G2G budget 2.15.11.240).

Apr–Jun

Management and Administration

Complete the printing and delivery of TLMs to Cohort 1 schools. Apr–May

Complete recruitment to fill currently vacant staff positions. Apr–May

Revise the current Level of Effort (LOE) table. April–May

Realign the program budget. Apr–Jun

Receive approved modified contract from USAID. Jun

7 Detailed Overview of Implementation Progress

7.1 Progress Narrative

Progress achieved in implementing program activities at the sub-IR level during January–

March 2017 is described below under Section 7.2, and in more detail—at the sub-sub-IR

level—in Annex B.


7.2 Implementation Status

7.2.1 IR 1: Improved Early Grade Reading Instruction

A CB-EGRA orientation training in Saptari district.

Sub-IR 1.1: Evidence-based early grade reading instructional materials designed, distributed, and in use

Development/Revision of Nepali TLMs

As discussed in the last quarterly report, CDC agreed with EGRP to focus on finalizing

grade 3 Nepali TLMs this quarter. At the beginning of February, CDC formally agreed to

print and utilize the existing grades 1–2 TLMs in the 2017–2018 school year. The materials

were edited to correct typos and errors identified in the field by teachers, RMs, District

Coordinators, and RC/DEO personnel.

Although the draft grade 3 materials were completed in January, there was difficulty moving

ahead with finalization because the CDC approval process involves undertaking field visits,

revising materials based on feedback gathered during field visits, and seeking approval from

the relevant subject committee. CDC communicated to EGRP that they were unable to move

ahead with the field visits because of financial flow issues; it was difficult to ascertain where

exactly the “blockage” was, but appeared to be associated with internal GON processes. This

internal delay was eventually resolved at the beginning of March, and the field visits took

place immediately. By the end of the quarter, EGRP was supporting the CDC team to finalize

the grade 3 materials (student workbook and teachers’ guide) based on both feedback

gathered from the field and additional review by the writing team (CDC and EGRP staff, with

consultations with linguists and writers selected by CDC). Print-ready copies of all materials

are expected to be ready by the second week of April.

Mother Tongue and Nepali L2 TLMs

As has been discussed in previous quarterly reports, the issue of mother tongue materials

development has been a challenging one. While a set of TLMs for a bilingual Rana


Tharu/Nepali L2 course was developed for grade 1 in 2016, CDC has been reluctant to move

ahead with that program as is. They have in the past stated that they could consider piloting

only the Rana Tharu portion. Because of the way it was developed as a bilingual program,

however, it would not be possible to simply separate the Rana Tharu portion. The Rana Tharu

portion was designed to be used during six periods/week, while the local subject time slot that

will now have to be used is only four periods/week. In addition, some skills common to both

languages were intended to be practiced and reinforced through the Nepali L2 teaching time.

In order to have a Rana Tharu instructional program that is self-contained for four

periods/week, there will need to be revisions to both the scope and sequence and the

materials. Fortunately, though, many of the activities, texts, and illustrations will still be

usable.

Any discussions around the Rana Tharu program, however, have taken place within the

broader context of uncertainty regarding the implementation of mother tongue reading

programs. Questions around the timing of implementing mother tongue, as well as questions

around the choice of the languages to be targeted through EGRP, have hampered

development of a clear plan for developing and rolling out MT materials. Going into the

Year 3 work-planning processes this quarter, there was still neither a clear directive regarding

target languages nor a commitment to a timeline. During the NEGRP steering committee

meeting on March 13, the committee indicated that further internal discussion was needed.

During the work-planning off-site workshop March 15–17, the CDC team did not include

mother tongue activities, because of this ongoing lack of clarity.

However, in a work-planning meeting on March 24, the CDC Executive Director stated that,

through G2G with EGRP support, the CDC will be developing TLMs for Rana Tharu,

Awadhi, and Maithili next year (FY 2017–2018, or Year 3 of EGRP). Further, the Executive

Director committed to revising the grade 1 Rana Tharu materials during the remainder of

FY 2016–2017, and to developing Awadhi and Maithili materials during FY 2017–2018. The

coming year’s work plan (mid-July 2017–mid-July 2018, which coincides with EGRP’s

Year 3 annual work plan [AWP]), will therefore be a very ambitious work plan, given that

CDC also intends to revise grades 1–2 of the Nepali L1 TLMs in keeping with the integrated

curriculum, which is supposed to be released by July 2017. In addition, CDC has committed

to designing additional supplementary materials and preparing a curriculum framework for

Nepali L2.

Printing and Distribution of Nepali TLMs

A competitive bidding process was undertaken to select a vendor to print and distribute the

TLMs for the 2017–2018 school year in the six Cohort 1 districts. The solicitation for bids

was sent on February 22 to the seven bidders that had been shortlisted last quarter (based on

an Expression of Interest), and the bids were received and reviewed on March 13–14.

Unfortunately, none of the bidders submitted detailed information to support budget figures

in the financial portion of the applications. The bidder with the highest technical quality score

had submitted a cost significantly higher than the others, which raised concerns about the

rationale for its budget figures. To ensure both transparency of the process and the cost

effectiveness of the printing and distribution, RTI determined that the most prudent way to

proceed would be to request all bidders to submit a more detailed bid, including a clear

rationale for their costs in the financial portion. In addition, given the substantial overall


amount of the procurement, the financial portion was also weighted at a higher percentage

than in the previous process (40% versus 25%).

The amended bids were reviewed on March 31, and the printing/distribution company was

selected by a panel including EGRA staff and GON colleagues on that same day. The

procurement must now move through RTI and USAID approval processes.

Sub-IR 1.2: In-service professional development for teachers in public schools on reading instruction and the use of the materials provided

Once the RM training program was completed last quarter, the EGRP/NCED team had

initially planned to move on to developing the three-day teacher training follow-up—meant

to target the grades 1–2 teachers who had received the seven-day training in 2016. However,

the new NCED leadership proposed a different strategy for moving forward. In a meeting

with the NCED Executive Director and EGRP Chief of Party (COP) on February 10, the

EGRP/NCED team agreed to focus first on finalizing the 10-day teacher module to

accompany the training for all grades 1–3 teachers in the six Cohort 1 districts in 2017, and in

the 10 Cohort 2 districts in 2018. The NCED Executive Director felt that it was important to

have formal approval of the full 10-day module before moving ahead with the three-day

follow-up. In this view, the three-day follow-up would focus on “bridging”—or adding to the

content of the seven-day training that was implemented in 2016—any content in the 10-day

course that was not covered. This would likely include content related to library management,

as planned, but also possibly other topics and content that might ultimately be included in the

10-day course.

Another issue that was initially raised during the same February 10 meeting, and revisited

afterward, was the NCED Executive Director’s discomfort with a 10-day training focused

only on early grade reading. Although that focus had been agreed with the previous

Executive Director in 2016, and documented in minutes from a meeting with EGRP, NCED,

and USAID, the NCED management explained that there is an expressed need in the system,

and implied in the School Sector Development Plan (SSDP), for teacher training across

subjects. EGRP then sought to negotiate a “compromise” that would meet some of the

concerns of NCED while staying within the mandate of EGRP, and also in keeping with the

clear need to focus training in early grade reading instruction. To address all of these

concerns, the EGRP/NCED team developed a draft training content outline that includes the

key training content needed for a strong EGR teacher training (materials-based, covering all

key skills teachers need to develop among students, and sufficient time for practice), as well

as techniques and strategies that will serve teachers in reading and writing as well as in and

across other subjects. Such topics include classroom management (conducive learning

environment, grouping, effective use of time, etc.), reading across the curriculum, continuous

assessment, and so on.

By the end of the quarter, the training content had been jointly decided and a workshop for

composing the detailed manual and materials will be held during the second week of April.

Currently, it is anticipated that the teacher training will take place in May or June, depending

on how elections impact school operations and the distribution of TLMs.


Sub-IR 1.3: Monitoring and coaching for teachers in early grade reading instruction provided

By the beginning of this quarter, Reading Motivators had been trained and were technically

prepared to begin supporting teachers. However, the details of the logistics for paying RMs

and ensuring their mobilization had not been fully worked out at that time. During last

quarter, as previously reported, the GON determined an amount RMs would receive on a

monthly flat-rate basis. However, because the budget for repayment of RMs is held by

EGRP, rather than GON, and EGRP is not able to pass money through GON systems, it was

then necessary to determine a process for (1) ensuring that RMs had visited schools as

expected and (2) relaying payment to them accordingly. The EGRP operations and

management teams developed a system for handling this process, and technical teams

developed forms that RMs and RPs would need to submit (stamped by schools in the case of

RMs) to record that school visits had taken place, along with some summary information and

basic findings from visits. These forms were meant to complement tools that had been given

to RMs during their training, and that were designed to support teacher observation,

feedback, and dialogue. By March 3, the system for RMs’ payment was completed and

approvals from the RTI home office—and, subsequently, USAID—were received by the end

of this quarter.

Because it took some time to develop and put this process in place, it is not surprising that

RM mobilization has not been implemented consistently so far. In fact, looking across

districts, it appears that some districts found ways to move ahead with Reading Motivator

mobilization despite this payment issue, while other districts did not. Table 4 is a general

summary of RM mobilization as well as key challenges, based on information collected by

EGRP’s District Coordinators from RCs and DEOs.

Table 4: Progress and challenges in RM mobilization

District School Visits Other RM

Participation Key Challenges Other Comments

Banke All assigned schools visited by RM at least once

RC meetings and CB-EGRA trainings and rollout

RMs who were also teachers had difficulty managing time.

Lack of clear compensation process.

General anecdotal feedback indicated that RM visits encouraged teachers to use TLMs.

RMs noted teacher-assignment problems (i.e., trained teacher not teaching EGR)

Bhaktapur Jan–Feb, schools visited by RM once per month

2 RC meetings, during which RMs did lesson demonstrations


In March, most schools stopped teaching regular lessons and focused on exams.

Anecdotal feedback in some cases indicated problems in RP–RM relationship. RPs sought more training.

Kanchanpur All but 2 (19/21) of the RMs visited each assigned school at least once; most visited once/month

RMs participated in and supported CB-EGRA

Two RMs not mobilized because there was no substitute teacher to take their classes; head teacher would not release them.

RMs have not met regularly as planned.

In addition to RMs’ visits to schools (331 visits to 261 schools), RPs and SSs made many school visits, and head teachers were encouraged to observe EGR teachers as well.


District School Visits Other RM

Participation Key Challenges Other Comments

Kaski All RMs visited assigned schools 1–3 times

Most (36/39) RMs attended RC meeting

Not all expected RCs were assigned.



RMs held refresher trainings at RCs (on their own initiative).

Some teachers saw RMs as evaluators, but others saw them as key supports.

Manang All RMs visited assigned schools at least once

One RC meeting reported attendance of RMs



DEO, RPs also visited and observed classrooms.

Anecdotal information from Manang reported positive relationships between RPs and RMs and positive views from teachers.

Saptari Few regular school visits

Participation in monthly RC meetings, Community Mobilization Specialist activities (TRG), and CB-EGRA rollout

Because of lack of clear compensation process, DEO did not mobilize RMs systematically.


Anecdotal information revealed that RMs visited nearby schools for rapport building.

As has been discussed during work planning meetings, it will be important to look more

deeply at both the RMs’ implementation successes (where school visits and teacher support

are taking place despite challenges) as well as gaps, such as places where RM mobilization

has thus far not been well-implemented. Such information will be useful in informing

modifications to the RM model to make it more scalable and sustainable as EGRP moves into

its second cohort of districts in 2017–2018 and NEGRP expands to other districts.

Sub-IR 1.4: Classroom-based and district-based early grade reading assessment processes improved

Review Workshop for Finalizing CB-EGRA Guidelines and Tools

With technical support from EGRP, ERO conducted a 10-day workshop (January 4–13,

2017) to revise and review the CB-EGRA assessment tools and guidelines. The revisions to

the tools and guidelines were based on the recommendations from the CB-EGRA pilot study

report. Forty people from CLAs, EGRP, and other development partners participated in the

workshop and contributed to the finalization of tools and guidelines. The details of

participation are shown in Table 5 below.

After the language editing and the inclusion of artwork, the final drafts of the tools and

guidelines were reviewed by the subject committee and some amendments were suggested.

After the finalization of tools and guidelines, EGRP provided technical and financial support

to prepare print-ready versions, then have the documents printed and delivered. It was a

major undertaking to deliver the tools and guidelines to the clusters and schools. The


distribution was completed successfully in 2,561 schools in 10 EGRP districts within a very

short period of time.

Table 5: Participation summary, CB-EGRA finalization workshop, January 2017

Participants Number

CLAs (MOE, ERO, DOE, NCED, and CDC) 23

Development agencies (Save the Children, Education International, World Vision Nepal, Room to Read, and Teach for Nepal)

10

Universities (Tribhuvan University and Kathmandu University) 2

EGRP 5

CB-EGRA Master Training of Trainers

EGRP provided technical support to ERO to conduct a two-day MTOT, which took place

February 12–13, 2017. Of the 37 total participants, 30 were from the CLAs and the remaining

seven were from EGRP. The workshop discussions focused on CB-EGRA tools and

guidelines, assessment protocols, reporting formats, and other issues related to maintaining

the quality of the assessment. The participants practiced using the tools and guidelines in a

simulation environment.

CB-EGRA District Training of Trainers

During February 15–26, ERO and EGRP jointly conducted two-day DTOTs in 10 EGRP

districts. District Education Officers, Assistant District Education Officers, School

Supervisors, Resource Persons, Reading Motivators, and EGRP regional and district staff

attended. Each district sent 30 participants. Altogether, 300 key personnel from the 10

District Education Offices took part in the trainings, which were jointly facilitated by ERO

and EGRP.

CB-EGRA Cluster-Level Training of Assessors

In all, 260 clusters (10 schools in each cluster) were created for the two-day training events

on implementing CB-EGRA in schools. Grades 2 and 3 teachers and head teachers were

invited to the training. It focused primarily on the CB-EGRA tools and guidelines,

assessment protocols, and ways to share the results with parents and community members.

The cluster-level trainings were facilitated by School Supervisors and Resource Persons.

EGRP provided technical, financial, and logistics support to 160 clusters; ERO led the

process in the remaining 100 clusters with EGRP technical support. Altogether, 7,800 school

teachers and head teachers were trained during the process. EGRP’s operation team and

regional and district teams monitored the training process.

CB-EGRA Administration and Sharing of Results with Parents

On March 9, 2017, CB-EGRA was administered in 2,150 schools from nine of the planned 10

districts. Due to political unrest and the attendant challenging security situation in Saptari

District, the CB-EGRA could not take place on that day. However, it was successfully

completed in all the selected 400 Saptari schools on March 22. Altogether, approximately

72,500 students participated in the assessment from 2,561 schools in 10 districts (Saptari,


Mustang, Bardiya, Banke, Bhaktapur, Parsa, Kaski, Kanchanpur, Dang, and Dhankuta

districts). It was the joint, coordinated efforts of ERO and EGRP that led to the successful

completion of the CB-EGRA on such a large scale.

After completion, the results of the assessment were shared with parents and school

management committee members at each school. Preliminary data suggest that 30,424

parents and members of SMCs participated in the sharing sessions. A pictorial visual graphic

tool was developed and used for sharing the results of the CB-EGRA with parents so that

even illiterate parents could understand the results. Parents were happy for the opportunity to

observe the process of the assessment; it helped them to understand their children’s areas of

strength and weakness in terms of their reading ability. Throughout the process of

implementing CB-EGRA, the EGRP team and GON counterparts (ERO and District

Education Office teams) jointly monitored the activities. Approximately 5% of total schools

were monitored. (For more on this effort, see the success story in Annex C of this report.)

Reflection and Sharing Meeting with ERO

Immediately after returning from the CB-EGRA administration in the districts, EGRP and

ERO jointly organized a reflection and sharing meeting at ERO on March 14, during which

they shared their findings and discussed the lessons learned to improve the process in the

days to come. The major concern expressed was about the large amount of time taken for the

assessment and the standard time allocated for the test items. Similarly, concerns arose

related to time management and the results dissemination process with parents;

recommendations for future improvement were suggested.

Data Entry, Preliminary Data Cleaning, Visualization, and Result Sharing with DPs

After the assessment was completed in their school, school staff sent the summary sheet of

their assessment results to their respective DEO. A standard data entry table in Microsoft

Excel was developed and shared with DEOs for facilitating the data entry process at the

district level. After the DEOs had entered the data from Excel into their EMIS, EGRP

collected the data from each district. EGRP provided technical support to ERO for initial data

compilation and preliminary data cleaning. Power BI data visualization software was used to

organize the CB-EGRA results data. ERO shaNred the preliminary results of the assessment

with Development Partners and other CLAs during the March SSDP review meeting. This

sharing of results was a significant accomplishment because completing the CB-EGRA in

2,600 schools and sharing the results with the parents was one of the conditional

requirements of the SSDP Disbursement-Linked Indicator 1. The detailed analysis of the CB-

EGRA data and finalization of the database will be completed early next quarter.

The overall activity summary of the CB-EGRA is presented in Table 6.

Table 6: Summary of CB-EGRA data collection activities

Step Activity Explanation Date

1 Tools and guidelines finalization workshop

ERO led the process and EGRP provided technical support

Main basis was recommendations from the piloting results

Participants: 40

Jan 4–13, 2017

Follow-up for refinement of tools: Jan 13–16


Step Activity Explanation Date

ERO, MOE, DOE, NCED, CDC, EGRP, Room to Read, Save the Children, Education International, Teach for Nepal

2 Artwork, design, print-ready copy

ERO and EGRP Jan 22–31

3 Request for Proposals and bid award for the printing and delivery

EGRP (both ERO and EGRP monitored during printing and packaging)

Feb 1–25

4 MTOT ERO led the process and EGRP provided technical support

Participants: 40 (ERO, MOE, NCED, CDC, EGRP)

Feb 12–13

5 DTOT 10 districts

Participants: 300 (DEO, Asst. DEO, SS, RPs, RMs)

Feb 15–26 (two days in each district)

6 Training of assessors

Cluster training

3 teachers from each school (head teacher, 1 teacher from grade 2; 1 teacher from grade 3)

Total: 7,800 teachers at 260 clusters

Feb 28–Mar 8 (two days in each cluster)

7 CB-EGRA and parents sharing

CB-EGRA and parents sharing in 2,600 schools

Students assessed: 80,000 (approx.)

Parents’ participation: 30,000 (approx.)

Assessors: 7,800 (approx.)

Mar 9

8 Meeting and sharing in ERO Reflection of the entire process Mar 14

9 Data cleaning and preliminary report preparation

Mar 23–28

10 Report sharing Data were fed into Power BI software and shared with DPs

Mar 29

7.2.2 IR 2: Improved National and District Early Grade Reading Service Delivery

RTI home office and EGRP M&E teams with representatives from different CLAs at the conclusion of the five-day Stata/IRT training.


Sub-IR 2.1: Early grade reading data collection and analysis systems improved

Updating DOE’s EMIS

EGRP issued a Request for Proposals (RFP) and Terms of Reference (TOR) on December

28, 2016, to interested companies to provide technical support to DOE for updating its school

EMIS census system. Through a competitive bidding process, EGRP awarded the contract for

this assignment to Baikalpic Shikya Tatha Bikas Pratistahn on February 13, 2017. The

service provider then started updating the existing school EMIS, incorporating EGR

parameters such as teacher assignment by grade, language of communication of teacher and

student, and teacher assignment by language and qualification. The contracted firm

completed reviewing the existing EMIS and identified appropriate spaces to incorporate the

EGR parameters. The firm will continue to work on this assignment until its anticipated

completion in June 2017.

Capacity Development of ERO

EGRP supported a five-day training session on basic Stata, focusing on IRT, during January

26–31, 2017. The focus of the training was to enhance the capacity of ERO to analyze data

from EGRA, CB-EGRA, and other similar types of assessments. Trainers from the RTI home

office led the sessions, and the workshop was fruitful for the participants to learn about the

basic Stata software and to develop their skills in item analysis.

Sub-IR 2.2: Policies, standards, and benchmarks that support improved early grade reading instruction institutionalized

Last quarter, on December 28, 2016, EGRP issued an RFP and TOR for each of four policy

and research studies: (1) to update the EMIS data collection and data analysis system for

EGR (mentioned above), (2) to carry out a feasibility study on cell phone applications to

support home-based EGR practice and SMS monitoring, (3) to investigate the attitudes and

beliefs of parents and communities on language use in reading instruction and teacher

assignment, and (4) to conduct a time-on-task study of reading instruction in early grades in

Nepal.

Contracts were awarded this quarter to consulting firms for all the studies except the time-on-

task study of early grade reading instruction in Nepal. The consulting firms completed

literature reviews and prepared the study instruments this quarter. Due to the lack of qualified

applicants for the time-on-task study, the RFP was reissued on February 27 to individual

consultants, and the contract for this study was in the process of being awarded at the end of

the quarter. EGRP expects all studies to be completed by July 2017.

Sub-IR 2.3: Planning and management of financial, material, and human resources devoted to early grade reading improved

EGRP held a meeting with DOE’s EMIS and Quality Sections concerning the need to update

DOE’s database server. The section head of EMIS began working with the EMIS unit and

other sections of DOE to prepare their requirements. After the requirements are finalized,

updating of DOE’s EMIS will start.

Throughout the quarter, EGRP’s IR 2 team provided technical support to the program’s

regional teams to prepare monthly plans and to produce their monthly progress reports. The

IR 2 team reviewed each monthly work plan and monthly report and gave feedback to the


regional teams. Further, the IR 2 team guided the regional teams on how to review EGRP

progress during monthly meetings with the GON at the regional level. The regional teams

learned more about how to monitor EGRP activities and how to improve the implementation

process.

As noted elsewhere, EGRP helped to plan and conduct a three-day (March 15–18) planning

and budgeting workshop to prepare the GON’s 2017–2018 AWP and EGRP’s corresponding

Year 3 AWP. Altogether, 32 participants—17 from CLAs and 15 from EGRP—attended the

planning workshop. The workshop produced the G2G final program activities and budget to

upload into the GON’s LMBIS. During the workshop, EGRP prepared its draft program

activities in line with G2G activities for 2017–2018, which was in the process of being

expanded and refined as the quarter ended.

Sub-IR 2.4: National standards for early grade reading improvement adopted and geographically expanded

EGRP has been supporting the GON since May 2016 to work with INGOs to develop EGR

standardization and harmonization guidelines in five key thematic areas to support the

NEGRP going forward. The five areas are: (1) curriculum and educational materials, (2)

training and capacity building, (3) student assessment, (4) community mobilization, and (5)

M&E. The Foreign Aid Section of the MOE shared these guidelines with concerned DPs to

solicit their inputs.

Early next quarter EGRP will work with the GON to organize and facilitate a final plenary

workshop for concerned stakeholders from the MOE, CLAs, USAID, EGRP, INGOs, and

DPs, during which the five sets of guidelines will undergo a final review and will be

recommended for ratification, after which the guidelines will be implemented. The aim of

this lengthy and laborious process is to bring a higher level of integration and cohesion, based

on agreed-upon minimum criteria and standards, to what has until now been a piecemeal and

fragmented approach to implementing EGR activities by the GON, INGOs, and DPs.

7.2.3 IR 3: Increased Family and Community Support for Early Grade Reading

Participants from the Shubhakamana TRG in Kaski district with peer-education materials and posters.


Sub-IR 3.1: Community awareness of the importance of language of instruction increased

Social and Behavior Change Communication

SBCC is a rigorously tested model for increasing community knowledge and understanding

about key interventions. Evaluated primarily in the health sector, it is now being used

internationally by both Plan Nepal and Another Option to work with communities to

understand key needs in education, key areas for support, and key areas where impact can be

seen. Using a variety of avenues for information dissemination is critical to reach a wide

audience, and to reach members of a community who are stratified by literacy, economics,

caste, and religious barriers. Through myriad IR 3 activities, EGRP is using a variety of

methods to engage parents, community leaders, school leaders, and government officials on

the importance of education, reading, and multilayered support to children.

Radio Program and PSAs

Broadcast of the radio programs and PSAs through national and local radio stations in six

districts did not take place this quarter due to the delay in finalizing Equal Access Nepal's

grant extension agreement. However, the radio programs and PSAs will start being aired

early next quarter, in April.

Media Buy for National and District-Level Broadcasts

On March 8, 2017, USAID gave concurrence for a media buy at national and district levels

(six districts of Cohort 1), and on March 13 the extended agreement was signed with Equal

Access Nepal (EAN). At the end of the quarter, EAN was in the process of finalizing

contracts with national and local radio stations. In the meantime, written approval from DOE

was received March 28 to broadcast radio PSAs and programs at national and district levels

and, as noted above, the PSAs and radio programs will begin airing in April 2017.

Media Orientations

The first National Media Orientation on Early Grade Reading held on February 6, 2017, was

attended by more than 20 key journalists from various Kathmandu-based print, radio, TV,

and online media. The program was jointly organized with DOE and was chaired by the

Director General, Department of Education. Two special guest speakers, Pushpa Basnet and

Dhananjaya Sharma, were invited to share their experiences related to early grade reading.

Ms. Basnet, a CNN personality who also runs a children’s home in Kathmandu, shared her

childhood experiences about reading and her interest on reading. She told how reading stories

and other types of books enriched her knowledge, and she shared her thoughts on why is it

important to read and understand when you are a child.

Mr. Sharma is a senior government school teacher who advocates a participatory way of

teaching rather than the lecture method commonly used in Nepal. He shared his experiences

about teaching in government schools and challenges he faced trying to introduce

participatory and interactive methods of teaching. He also gave his views as to why it is

important to interact with children and encourage them to read rather than teachers standing

and giving long one-way lectures to students in classrooms.

District media orientations were held on February 14 in Bhaktapur and March 10 in Kaski,

and were attended by more than 25 journalists. There were 13 instances of news coverage on


EGR in Kathmandu, eight in Bhakapur, and 10 in Kaski. EGRP compiled a media coverage

analysis, and post media orientations are in progress.

Reading Contests

After frequent consultations with DOE and CDC, a validation meeting with wider

stakeholders regarding the draft reading contest kit took place on March 6 in collaboration

with the government, and the draft kit was then considered approved by the GON and ready

for printing and distribution. Next, start-up orientations for reading contests will be held in

the six Cohort 1 districts. At the request of USAID, however, EGRP is assessing the budget

implications of a rollout of the intended size, and implications for sustainability, before

starting on-the-ground implementation of reading contests.

Community Forums on EGRA Results and the Importance of Reading

A key activity this quarter was continuing to form and orient the Tole Reading Groups. TRGs

are being established to mobilize parents and community people to support early grade

readers to enhance their reading and learning skills. TRGs are created by informing and

assembling local parents, RPs, RMs, and existing active groups, followed by an orientation

on EGRP and the roles and responsibilities of the TRG. After TRG formation, boxes with

reading materials are handed over to the groups.

This quarter, 348 TRGs were newly founded as a part of community forums, bringing the

total number of TRGs so far to 2,997 in six Cohort 1 districts. A total of 34,037 parents (75%

women) had become TRG members by the end of March 2017. Details of the numbers and

composition of TRGs are shown in Table 7.

Table 7: Number of TRGs in six districts

District

Number of TRGs Through

December 2016

Number of TRGs as of March 31,

2017

TRG Members (by Gender)

Men Women Total

Banke 664 688 2,184 4,818 7,002

Bhaktapur 248 250 637 2,058 2,695

Kanchanpur 522 522 1,580 5,704 7,284

Kaski 633 686 1,984 5,515 7,499

Manang 36 36 136 284 420

Saptari 546 815 1,732 7,405 9,137

Total number

2,649 2,997 8,253 25,784 34,037

VEC/MEC Orientations in Two Districts

EGRP’s partner NGOs, with technical support from EGRP, conducted VEC meetings in

Bhaktapur and Kaski districts in which Village Development Committee (VDC) and VEC

members, local leaders, and TRG coordinators participated. The remaining four districts’

NGOs will conduct this activity in next quarter. VEC meetings were organized to orient

participants about the importance of EGR and to incorporate EGR activities into VDC/VEC


plans. Some VDCs decided to allocate funds to TRGs to support reading activities for

children. After these meetings, the VDC secretary and the local leaders of Bhachowk VDC,

under Makaikhola RC of Kaski, agreed to supply supporting reading materials, such as

whiteboards and markers, as well as other necessary items such as mats and cushions, for its

TRGs. This involvement exemplifies the tangible impact of EGRP’s work in communities

through its support to local bodies.

Altogether, during the quarter, 35 VEC/MEC meetings were conducted and 867 persons

(32% women) participated as a part of community forums. Details of the numbers and

composition of meetings are depicted in Table 8.

Table 8: Number of VEC/MEC orientations in two districts

District Number of

Orientations/Meetings

Number of Participants

Men Women Total

Bhaktapur 5 134 81 215

Kaski 30 457 195 652

Total number 35 591 276 867

Promotion of After-School EGR-Related Activities

All the necessary guidelines related to conducting after-school EGR activities were discussed,

and copies of the guidelines were provided to all staff of the NGOs. After-school activities

such as reading camps at the TRG level, reading camps at the RC level (G2G budget), and

reading contests at the RC level (G2G budget) will be conducted next quarter.

Involving Communities in Developing Reading Materials for After-School Activities

All the necessary activity guidelines related to developing local reading materials for after-

school activities were discussed, and copies of the guidelines were provided to all participants

in this quarter. Training on creation of local reading materials occurred at the TRG level with

an objective to develop additional reading materials for early readers. The EGRP team

believes that directly involving parents in creating reading materials has two important

impacts: (1) an increase in parental understanding of the importance and impact of reading on

children’s education, and (2) an increase in children’s familiarity with reading because they

engage in local stories and have access to more titles.

In this quarter, a total of 2,439 trainings on local reading material development were

completed in six districts, where NGOs taught 40,689 parents and guardians? (69% women)

to develop local reading materials. During the training, reading materials such as poem

books, storybooks, big books, alphabet cards, nursery rhyme books, day charts, one-page

letter charts, and other simple reading materials were developed for the early grade readers.

Some TRGs in Banke prepared after-school reading materials in mother tongues such as

Awadhi and Urdu. TRG members, parents, community leaders, local authors, and local

teachers engaged in this activity. Details of the numbers and composition of trainings are

shown in Table 9.


Table 9: Number of trainings on developing local reading materials, in six districts

District Number of Trainings


Men Women Total

Banke 664 3,358 3,212 6,570

Bhaktapur 235 1,894 2,872 4,766

Kanchanpur 502 1,236 8,664 9,900

Kaski 686 2,285 6,593 8,878

Manang 21 198 279 477

Saptari 331 3,355 6,743 10,098

Total Number 2439 12,326 28,363 40,689

Community Reading Activities in TRGs

One of the main desired results of EGRP’s work with the NGOs and the TRGs is increased

reading and time on task for children. The reading clubs that operate outside of school hours

and on holidays are a critical way for children to continue to learn, outside the formal

classroom, and they assist both the school and parents/guardians with understanding how to

support children. Community members and children began after-school reading activities

during the holidays through the EGRP-supported TRGs. In some cases, students from private

schools participated in TRG reading activities; as such, both community school and private

school students benefited from the EGRP-supported TRGs.

Sub-IR 3.2: Family engagement to support reading increased

Orientation for Parents on the Use of Locally Produced Reading Materials

During the reporting period, through the TRGs, parents and community members were

oriented on how to produce reading materials locally and then use them. The materials were

being used in the TRGs as well as in reading camps, reading festivals, reading competitions,

and mobile reading corners.

Approaches to Work with Literate and Illiterate Parents and Guardians on EGR

EGRP’s goal is to assist government and community actors to reach all parts of the Nepali

population with education and with support for children. To ensure that the project reaches as

many parents and community members as possible, EGRP is targeting assistance to illiterate

parents through peer-education opportunities. After training by the EGRP team, the NGOs

began to conduct the peer-education training at the TRG level in Kaski, Bhaktapur, and

Banke districts. This activity will continue into the next quarter in rest of the Cohort 1

districts. During the quarter, 176 peer-education trainings were conducted in which 2,532

(79% women) parents and guardians were trained to work as parental peer educators. Details

of the numbers and composition of trainings are shown in Table 10.


Table 10: Number of peer-education trainings in three districts

District Number of Trainings


Men Women Total

Banke 34 103 412 515

Bhaktapur 18 51 118 169

Kaski 124 390 1,458 1,848

Total number 176 544 1,988 2,532

Cell Phone Applications for Home-Based EGR Practice

EGRP’s IR 3 team provided technical support to the program’s IR 2 team to review proposals

and select a firm to conduct a feasibility study. The study is expected to explore innovative

ways for parents and children to use cell phone applications for home-based EGR practice.

The selected firm will develop a mobile phone interface and a system for disseminating

reading data and messages. Further possibilities will be explored in this area after completion

of the proposed study.

Sub-IR 3.3: PTA/SMC ability to contribute to quality reading instruction increased

Building on Current Best Practices for Community Mobilization

At the district level, EGRP regional and district teams facilitated 12 District Core Team

meetings in 11 districts out of the total 16 Cohort 1 and 2 districts. The meetings proved to be

an important mechanism for securing cooperation and support from DEOs and DCT

members, as well as providing a platform to discuss EGRP implementation strategies and

NEGRP activities being implemented through the G2G budget. Ensuring continued

engagement and programmatic understanding on the part of government partners at all levels

is critical for program success. The 12 DCT meetings in 11 districts during the quarter were

as follows:

Itahari Region: 2 meetings [Saptari (1), Dhankuta (1)]

Dhangadi Region: 1 meeting [Kailali (0), Kanchanpur (0), Dadeldhura (1)]

Pokhara Region: 4 meetings [Kaski (1), Manang (1), Mustang (1), Rupandehi (1)]

Nepalgunj Region: 2 meetings [Banke (1), Bardiya (1), Dang (0), Dolpa (0), Surkhet

(0)]

Kathmandu Region: 3 meetings [Bhaktapur (2), Parsa (1)]

Disseminating the SCM Strategy and Activities with District Stakeholders

The National SCM Core Team incorporated into the SCM strategy the feedback from last

quarter’s district-level sharing workshops in the six Cohort 1 districts, and finalized the

strategy. The SCM strategy and activity-sharing workshops were organized during January

and February in the six districts to disseminate the SCM strategy to DCT team and district

stakeholders and to share SCM program activities (NGO activities) with the same

participants. Additionally, at the workshop, the partner NGOs presented their planned

activities to government stakeholders so that improved coordination could be maintained for


effective implementation of the SCM activities. Details of the numbers and composition of

workshops are shown in Table 11.

Table 11: Participants at workshops on dissemination of SCM strategy and activities with district stakeholders, including DCT members

District

Total Banke Bhaktapur Kanchan-

pur Kaski Manang Saptari

Date of training

Feb 7 Jan 26 Feb 9 Feb 7 Feb 9 Feb 2

Number of men

33 29 37 47 15 36 197

Number of women

10 13 9 14 2 8 56

Total participants

43 42 46 61 17 44 253

Social and Community Mobilization Cascade Training to NGO Staff in Two Districts

The EGRP regional team staff and key NGO staff who participated in the eight-day social

and community mobilization training for EGRP successfully cascaded the training to the

NGO staff in remaining two districts, Saptari and Manang, during the second week of

January 2017. (The other four Cohort 1 NGOs had completed the same training last quarter.)

During the social and community mobilization cascade training, NGOs shared their

completed detailed implementation plans with DEO staff, who were part of the training

program. A total of 34 participants (25 men, 9 women)—including facilitators, speakers,

visitors, and NGO staff—attended the five-day NGO training and gained knowledge and

skills on community mobilization with a district and local perspective (Table 12).

Table 12: Participants in NGO cascade training

NGO and District

Save the Saptari (STS), Saptari

Chame Youth Group (CYG), Manang

Total

Date of training Jan 3–7 Jan 9–13

Number of men 18 7 25

Number of women 6 3 9

Total 24 10 34

Sub-IR 3.4: Parent and community capacity to monitor reading progress increased

Support for Teachers to Inform Parents of Reading Assessment Results

EGRP’s regional and district teams helped to facilitate a process whereby parents could

participate in the CB-EGRA activity in March, as previously described under IR 1.4. (See

also story in Annex C.) Having parents participate in this activity was an important

opportunity for communities to expand their knowledge and understanding of how reading is


assessed. Parents also can take stock of where their children’s performance is currently and

how they can track progress over time. Parental participation in the CB-EGRA process was a

powerful, empowering activity for communities.

Mobile Phone Interface for Disseminating Reading Data and EGR Messages

As mentioned under IR 3.2, the IR 3 team provided technical inputs and support to the IR 2

team to review proposals and select the winning firm to conduct a feasibility study for

developing a mobile phone interface for the dissemination of reading data and messages.

7.3 Monitoring and Evaluation Plan Update (Results of Analytical Work, Assessment, and Evaluation)

Revision of EGRP’s Performance Monitoring Plan (PMP)

In October 2016, USAID introduced changes in its standard indicators; some indicator titles

were changed and some new standard indicators were introduced. After a series of

discussions with USAID, it was agreed that EGRP would incorporate the necessary changes

in the indicators into its PMP to bring the document in line with the recent changes. Also, the

analyses of the EGRA baseline data and the Education Management Efficiency Survey

(EMES) were completed this quarter, such that the final results could be fed into the

performance indicators. EGRP needed to revise the targets for the performance indicators

based on the baseline results. The PMP revisions were completed and the final version of the

PMP was approved by USAID, This version will be the basis for performance monitoring

and evaluation of EGRP going forward.

Internal Monitoring System

Work on the program’s internal M&E system continued throughout the quarter, with some

major progress achieved in that regard. A standard internal monitoring framework was

developed to clarify the data collection requirements for each program IR plus the roles and

responsibilities of staff involved. The first set of internal monitoring data for IR 3 activities

was collected through a newly developed Tangerine software database. The collected data are

being shared with the IR 3 team and being analyzed for their use in program management.

Going forward, the system will be further strengthened and institutionalized.

Similarly, based on the newly developed monitoring framework and subsequent discussion

with IR 1 and IR 2 teams, data collection instruments for school/classroom-level data

collection as part of RMs’ school mentoring visits were developed and shared with District

Education Offices for their use. EGRP’s M&E team began work on a master database to

ensure consistent use of data to support the program’s planning and implementation.

M&E Technical Support for SMC Grants: School Selection Process

During the quarter, the program’s M&E team provided technical support to EGRP’s grants

team and respective program DEOs to select schools that will receive SMC grants based on

the agreed-upon selection criteria, which in turn were based on relevant data. Schools from

Bhaktapur District were selected by the end of the quarter, while the school selection process

continued in the remaining five Cohort 1 districts.


7.4 Partnership, Collaboration, and Knowledge Sharing

The media orientation workshops organized in Bhaktapur, Kathmandu, and Kaski districts

were the first of their kind and an important opportunity to engage with some of Nepal’s

prominent media companies and education journalists. The workshops brought together

education policy makers (MOE, DOE, and other CLAs) and media to work together for a

common cause. Moreover, as EGRP starts gaining optimum coverage in the media and the

relevant stakeholders learn more about the program, many collaborative opportunities will be

generated to strengthen the program.

Partnerships and collaboration are essential for program success and for visible and

sustainable impacts. Due to EGRP’s national reach, collaboration with both the GON and

NGOs is critical. The six local NGOs cascading training, organizing PTA and SMC events,

setting up TRGs, and working with school officials exemplify the importance of

collaboration and partnership. The EGRP team believes that the collaboration between the

GON and NGOs in communities has been strong, with actors from both sides coming

together for joint initiatives and working on common understandings around shared goals.

Activities such as holiday TRG programs, supplements to reading camps, the creation of

teaching and learning materials, and shared follow-up on children in need are evidence of this

shared collaboration.

Additionally, and as reported elsewhere, a notable development during the reporting period

was EGRP being asked to join and support several central-level SSDP Technical Working

Groups focused on curriculum and materials development, teacher training, early grade

reading, access and participation, and assessment. The program’s technical advisors and COP

will participate in the regular TWG meetings, which will strengthen the integration and

collaboration of EGRP with other organizations engaged in EGR and with the broader

education sector.

7.5 Sustainability and Exit Strategy

As has been the case throughout EGRP, during this quarter some activities were not able to

move as quickly as might be the case if EGRP were a “stand-alone” project. For example, the

change in direction regarding the development of the 10-day teacher training module, and the

need to reach an agreement on training content, could in some ways be seen as an unfortunate

delay. However, EGRP followed a process that involved responding to NCED’s concerns,

thereby ensuring that the training content would meet their requirements for formal approval

of a teacher training module that will become part of the standard NCED Teacher

Professional Development program. Ultimately this training module will be more sustainable,

as it was immediately being integrated into the formal government system. There was no

need to negotiate integration after the fact, as would likely happen in the case of many

“independent” education projects.

While it is still early in EGRP’s lifespan to see the full realization of the program’s

sustainability, program staff noted that some of the TRGs that were formed were already

seeing strong support from the local government, which is evidence of collaboration and

understanding of impact from both partners. Similarly, in Banke, Manang, and Saptari

districts, evidence of support emerged from VDCs and local municipal bodies in developing


plans on how best to support TRG activities. EGRP believes that these are not rare exceptions

but, with further training and ongoing support from the program, will become the rule.

7.6 Communication Efforts

Branding and Marking (b&m)

Complications regarding branding and marking (b&m) lingered throughout this quarter;

however, certain challenges were resolved. The b&m review committee formed last quarter

on November 28, 2016, met on January 12 and again on February 3 to revisit the existing

EGRP b&m plan, propose changes, and finalize it.

As mentioned in the last two quarterly reports, during these meetings, the GON has

repeatedly expressed its desire for sole GON b&m in the TLMs, SRMs, and other

instructional materials. Basically, the GON committee members representing the various

CLAs opined that any materials used in classrooms and communities by teachers, students,

and parents should bear just the GON logo. They stressed that USAID’s assistance would be

acknowledged in the preface as well as through the standard disclaimer that would go at the

bottom of the inside cover on the copyright page for book-type materials. EGRP suggested

that the b&m plan for materials other than teaching, learning, and instructional purposes

(such as technical, administrative, promotional) should also be decided as soon as possible

for the life of the project.

USAID suggested that the GON submit a request letter addressed to USAID requesting sole

GON b&m for the TLMs, SRMs, and other instructional materials. EGRP helped draft the

letter, with input from USAID, and shared it with the GON. However, for various reasons,

the GON was unable to submit the letter to USAID until the end of this quarter. At the

GON’s request, EGRP sent a letter to USAID on March 30 asking about the status of the

request. Despite several follow-ups from EGRP, the status remained unclear until the end of

the quarter.

To avoid further delays in printing the TLMs, on March 15, RTI’s Senior Contracting Officer

submitted a presumptive exception request to USAID for sole GON b&m for the TLMs for

the life of the project. The alternatives proposed on the waiver were that only the GON logo

would be printed on the cover page of all book-type materials, whereas neither GON nor

USAID identities would be used on nonbook-type material. Further, USAID’s financial

assistance would be acknowledged in the preface and the publisher (one of the relevant

CLAs) would take responsibility for the content and the copyright. The request was approved

by the USAID Contracting Officer on March 24.

While approval of sole GON b&m for TLMs may facilitate government ownership of the

TLMs, unresolved b&m issues for other materials, including supplementary reading

materials, technical reports and documents, publicity materials, media materials, and other

materials outlined in the EGRP b&m plan may prevent program progress to some extent.

Therefore, EGRP strongly feels that both parties (USAID and GON) need to come to a

common understanding as soon as possible to ensure uniform b&m for the various materials

developed through EGRP.

Again, due to difficulties in accurately implementing the existing b&m plan, backpacks for

Community Mobilization Officers could not be procured on time. Therefore, given all the


b&m complications, on January 11, RTI’s home office suggested buying regular backpacks

without b&m and handing them out to the CMOs. EGRP agreed that once the b&m for

promotional materials was sorted, it would be applied in the next lot of such materials.

On January 24, USAID approved b&m for the information kit developed for CMOs, media

companies, and journalists; and provided technical concurrence to print them. Several rounds

of discussions were held involving EGRP, the Department of Education, and USAID to

finalize the b&m to ensure it acknowledged all parties involved.

Media, Outreach, and Visibility

As in previous quarters, Nepali print and broadcast media contributed significantly to

promoting the visibility of EGRP this quarter. Coverage mainly revolved around

supplementary reading materials, Tole Reading Groups, and the CB-EGRA. While some

coverage was simply information regarding the formation of TRGs or an EGRP event, other

stories analyzed the drawbacks in the education system pertaining to the early grades, and

explained how EGRP’s technical assistance to NEGRP might help minimize such drawbacks.

In January, local news dailies from Banke, Dadeldhura, Kaski, Parsa, and Rupandehi districts

ran feature articles showing how the use of SRMs developed by EGRP in classroom libraries

has contributed to more interest in reading among children. Following EGRP’s media

orientation in Kaski in March, a local newspaper, Samadhan, ran an article stressing the need

to invest in high-quality education in the early grades. Similarly, Himalpariko Awaj, a weekly

newspaper from Mustang, printed an appeal from the Mustang DEO for teachers, parents, and

the community to help create a conducive atmosphere for children to develop better reading

skills. The EGRP media orientation workshops organized in Kathmandu, Bhaktapur, and

Kaski facilitated a better understanding of the importance of early grade reading among

journalists, and helped them understand the relationship between EGRP and NEGRP.

Moreover, it was an opportunity for EGRP to engage media in sensitizing the general public

about the importance of early grade reading.

On February 7, BBC Nepali Radio broadcast news about challenges faced by Nepali early

grade students in terms of access and quality; the low oral reading fluency, as shown by the

EGRA conducted by USAID in 2014; and the intervention steps EGRP is taking to help the

MOE/DOE and relevant CLAs address these challenges.

The positive impacts of TRGs in convincing parents and community members to get involved

in enhancing their children’s reading habits were featured in Kantipur online daily news and

in several local newspapers.

In March, a news daily from Parsa, Prateek Daily, and a Mustang-based blog

(http://newsmustang.blogspot.in/) printed news and feature articles about CB-EGRA to

explain the concept and purpose of reading assessments. They described how CB-EGRA

would examine gaps in reading competencies among students, to inform policy makers and

partner agencies on needs for strengthening the education system.

Acting as a conduit for information regarding early grade reading between policy makers and

the public, EGRP foresees considerable potential in the news media (print and broadcast) to

shape public opinion and expectations about education policies that, in turn, may influence

GON’s policy development processes in the favor of prioritizing early grade reading.

http://newsmustang.blogspot.in/


Creative Commons (CC-BY) Open Licensing Policy1

From the visits of Marcia Davidson (senior education advisor) in September and Meredith

Jacobs (copyright lawyer) in November 2016, EGRP had an understanding that education

materials developed through USAID-funded contracts such as EGRP are mandated to have

open licensing through platforms such as Creative Commons (CC) for wider use and

dissemination. Open licensing can play a crucial role in increasing children’s accessibility to

more literature. However, CDC clarified that the stringent copyright laws of Nepal pertaining

to the Education Act/Rules 2059 do not allow for flexibility in terms of turning copyright

over to the public domain, which limits effective implementation of CC for EGRP materials.

Both the GON and EGRP appreciated the concept of open licensing and CC, especially

because it would allow for resources to be shared widely, so more children would have access

to high-quality reading materials. However, due to the unfamiliarity with the legal jargon and

the scope of Nepali as well as American and global copyright laws, EGRP and GON agreed

to hire a lawyer with extensive knowledge in the subject matter (copyright and intellectual

property laws), with an understanding that he or she would help EGRP and GON understand

the possibility of implementing open licensing for materials developed by EGRP through

platforms such as CC. Moreover, this would help EGRP and GON decide whether CC can be

feasibly implemented or not.

In early February, EGRP developed a TOR for the legal consultant mentioned above, which

was reviewed and approved by USAID and the home office. Through required procurement

formalities and a fair evaluation, on March 30 EGRP identified the potential legal consultant

(lawyer) for the CC review. Human resource formalities will be completed in the next quarter

for the legal consultant to start his/her work.

8 Implementation of Cross-Cutting Activities

8.1 Gender

As before, gender was an implicit rather than explicit focus of EGRP’s work this quarter.

That said, IR 3 activities encompassed specific attention to gender dynamics and outreach in

peer education and other community mobilization trainings in terms of participant selection.

Additionally, approximately 75% of TRG participants were female.

8.2 Special-Needs Education

As a result of IR 3 trainings and inclusion efforts, the TRGs are conducting reading events at

the community level, where children of all castes, religions, and abilities are encouraged to

participate. The essence of TRG implementation is to impress on parents that barriers should

never hinder children’s involvement and success in reading and overall learning. Moving

beyond the traditional classroom allows EGRP to reach some of the more vulnerable

populations, where the school building and the educational environment could preclude

children or discourage illiterate parents from participating in further education.

1 For basic information about CC-BY and other Creative Commons licensing options, see

https://creativecommons.org/licenses.


9 Management and Administrative Issues

9.1 Management

PMP Revision

As noted elsewhere in this report, during the quarter EGRP revised its PMP based upon some

recent USAID changes in indicators. The program sent the third revised version of the PMP

to USAID on January 20, 2017, for review and approval; but soon after that, the mission

requested some expanded and amended indicator definitions, so those further changes were

made and the PMP was resubmitted to the program’s Contracting Officer’s Representative

(COR) on February 8. EGRP anticipates that the PMP will now remain as it is until the

results of the EGRA/EMES midline are in hand, after which the PMP will need to be updated

accordingly.

USAID/Washington Senior Advisor and INGO EGR Meeting

Dr. Penelope Bender of USAID/Washington came to Nepal in early February for meetings

with USAID and development partners in Nepal. USAID requested EGRP to plan a school

visit in Bhaktapur district for Dr. Bender, which took place on February 10; in the afternoon

of the same day, EGRP hosted a meeting for Dr. Bender and other INGOs that were working

in EGR in Nepal. Representatives from World Education, Room to Read, Save the Children,

Rato Bangala, Volunteers in Service Overseas (VSO), and World Vision participated in the

meeting. Dr. Bender discussed her work with the Global Book Alliance and then led a

discussion with the participants on EGR in Nepal.

High-Level GON Meeting in Dhulikhel

As briefly mentioned in last quarter’s (October–December 2016) report, for some time EGRP

has been encouraging USAID to hold a high-level meeting with the MOE and CLAs to

discuss overarching contractual and structural issues that have been impeding the

implementation of EGRP. This quarter, on February 22–23, a meeting along those lines was

held in Dhulikhel, attended by the Secretary of Education, Joint Secretary, and other senior

MOE officials; most CLA heads; USAID; and EGRP. The purpose of the meeting was to

review EGRP progress and discuss and resolve major challenges that have been impacting

smooth implementation of the program.

The discussions during the two-day meeting were candid, and one of the main outcomes was

the GON’s request that the implementation of EGRP be accelerated so that Cohort 2 districts

and schools would receive more attention during Year 3 of the program than was planned in

the original design. In subsequent discussions, it was agreed that, in line with the recently

completed SSDP, EGRP will continue to focus its high-intensity activities on the six Cohort 1

districts during Year 3 while laying the groundwork for expanding into 10 Cohort 2 districts

at the start of the 2018–2019 school year.

Participation in SSDP Technical Working Groups

Also as mentioned elsewhere in the present report, an important development during the

quarter was the initiative taken by USAID and the leaders of the DPs to ask EGRP to

participate in the SSDP TWGs that were recently formed. Accordingly, EGRP agreed to have

its technical advisors and COP participate in the following working groups: Curriculum;


Teacher Professional Development and Management; Early Grade Reading; Access and

Participation; Disaster Recovery, Risk Reduction, and School Safety; and Examination,

Accreditation, and Assessment. The groups had their first meetings in March and will

continue to meet regularly. EGRP’s participation will strengthen coordination between EGRP

and other programs and projects working in the education sector in Nepal.

Grants and Finance

Presently in EGRP’s contract with USAID there are three types of grants to be implemented:

INGO standardization grants, local NGO community mobilization grants, and SMC grants.

The first type of grants—for standardizing/harmonizing INGOs’ EGR inputs—has not yet

been planned because they depend on how the ongoing INGO standardization guideline

development (described elsewhere in this report) plays out. On the other hand, considerable

progress was made on the SMC grants during the quarter as well as on the local NGO grants

(which includes the media grant). Progress by type of grant is summarized below.

SMC Grants

A blanket approval request for 1,500 SMC grants was submitted to USAID, and upon

USAID’s approval, the SMC grant awarding process will start in Cohort 1 districts.

Bhaktapur District selected 33 schools to receive SMC grants and submitted the list to EGRP

for the next steps in the awarding process. The schools were selected by the District Core

Team of Bhaktapur, as per criteria set by DOE and EGRP, and will be the first group of

SMCs to receive grants. The school/SMC selection in the other five Cohort 1 districts was

ongoing as the quarter ended.

Media Grants

During the reporting period, EGRP modified the existing Equal Access Nepal grant. The

grant modification agreement was awarded to “Digital Broadcast Initiative, Equal Access

Nepal (EAN)” to (1) add information about the scope of the grants program (for raising

awareness of early grade reading through media planning and radio broadcasts); (2) increase

the grant budget (the revised amount of the award was NPR 12,124,662, excluding 13%

value-added tax); and (3) extend the period of performance (through August 31, 2017).

Local NGO Grants (Cohort 1)

EGRP’s grants team visited three of its Cohort 1 local NGO partners (Banke UNESCO Club,

Child Welfare Scheme Nepal, and Save the Saptari) to provide orientation on grant

compliance and to review their financial documents up to November 2016. At the same time,

Chame Youth Group of Manang District was invited to the Kaski EGRP regional office for

the same orientation and to review their financial documents. The grants team regularly

visited Transformation Nepal in Bhaktapur, including site visits to some of its program

venues.

Local NGO Grants (Cohort 2)

As advance planning, the EGRP grants team developed a schedule—with time line—and use

in eventually recruiting Cohort 2 district local NGO partners. The team also drafted a budget

for the Cohort 2 local NGO community mobilization grants and shared it with the wider

EGRP technical and finance teams.


Information Technology (IT)

During the quarter, EGRP’s IT specialist in its central Kathmandu office performed the

following tasks to support the overall program:

Configured ERO’s file server and trained staff on its management.

Installed a cable network and firewall in the Technical Support Unit at Sanothimi.

Repaired and reconfigured the firewall at the program’s Dhangadi regional office.

Configured 11 laptops and 11 printers for Education Training Centers, Lead Resource

Centers, and NCED.

Provided manuals to Education Training Centers, Lead Resource Centers, and NCED

explaining how to change printer default configurations.

Year 3 AWP Development Workshop

Developing EGRP’s Year 2 AWP was a lengthy, time-consuming process involving many

individual meetings with CLAs to flesh out EGRP and G2G activities. The process

culminated, as it did in Year 1 planning, with a plenary workshop in Nagarkot during which

the developed plan was reviewed and approved. In contrast, Year 3 AWP development was

more focused and streamlined, Most of the work was done during an off-site workshop rather

than over a lengthy period of time in CLA and EGRP offices. EGRP planned the workshop

for Kurintar during March 15–18, for GON, USAID, and EGRP colleagues to develop the

2017–2018 work plan and budget; approximately 30 people participated. Because G2G

activities needed to be entered into the GON system by March 23, the primary focus of the

workshop was on articulating and budgeting G2G activities. That said, some work was done

on fleshing out EGRP activities, insofar as G2G activities are closely linked to corresponding

EGRP activities and therefore cannot be planned in isolation.

The 2½-day workshop was very productive and the aims of the workshop were achieved.

After the participants returned to Kathmandu, a follow-up meeting with many of the same

people was held on March 22. There the CLAs presented their final roster of activities, and

agreements were reached with USAID regarding which activities would be accepted into the

final AWP. Due to time constraints at that meeting, a separate meeting was held on March 24

to review CDC activities before all GON G2G activities for 2017–2018 were entered into the

system.

During the Kurintar workshop, participants agreed that, unlike in former years, this year the

NEGRP Steering Committee would review and approve the integrated G2G–EGRP work

plans. This means that by approximately April 10, EGRP will be fleshing out its Year 3

activities and putting them into a template that is similar to the relatively simple format the

GON uses for G2G activities; and then in mid-April, both sets of activities will be reviewed

and approved by the NEGRP Steering Committee. Following that, EGRP will develop an

expanded version of its Year 3 AWP to submit to USAID—hopefully by the end of May—

for initial review and comment. In a departure from past practice, starting in Year 3, EGRP’s

AWP will align with the GON’s annual work plans, which span the period of mid-July to

mid-July each year.


9.2 Administration

Please note that in addition to the administrative operations described here, Annex E reports

on materials produced, and Annex F summarizes short-term technical assistance (STTA)

during the quarter.

Contract Modification

As reported in EGRP’s October–December 2016 quarterly report, in order to address some

contractual issues centered on activities, time lines, and overall program focus, USAID and

EGRP agreed to undertake a second contract modification, a process which started with a

kickoff meeting on October 6, 2016. The process continued throughout the present quarter.

RTI assembled a comprehensive matrix of more than 90 proposed wording changes in the

existing EGRP contract and submitted that, with justifications and a revised LOE table, to

USAID on February 10, 2017. In the meantime, USAID recruited a consultant for about one

month to focus on EGRP’s contract modification. Following the February 10 submission,

there was some follow-up communication between USAID and RTI regarding the

modification. At the time of writing this report, the contract modification was in the hands of

the Contracting Officer at USAID for final review and approval.

Staff Turnover and Staff Restructuring

On January 31, EGRP’s Chief Technical Advisor (CTA) submitted his resignation, effective

March 31, 2017. Considering that the CTA position is one of three EGRP “key personnel”

and that the CTA role is an important one, this was an important development and one that

precipitated the rethinking and restructuring of several senior-level EGRP positions. After

considerable discussion and deliberation, EGRP’s COP proposed a staffing scenario that

included the following: redefining the Senior Reading Advisor’s role to assume technical

oversight of the program and revising the existing Program Liaison Manager position to

include technical oversight of the Technical Support Unit and high-level GON

communications and collaboration. With those two changes, the dual role of the current CTA

will be covered and the position of CTA will end at the end of March.

In addition, the plan has been to recruit a Nepali for the position of Materials and Instruction

Advisor/IR 1 Team Leader; in addition, the recruitment of a Senior Education Systems

Coordinator/IR 2 Team Leader, a position that will also be filled by a Nepali citizen, was

already under way.

This staff restructuring plan was approved by EGRP’s COR on February 27, and at the time

of writing this report, the interviews for the IR 1, IR 2, and Senior Education Advisor

positions had been completed and references were being checked.

While the preceding was unfolding with regard to staff turnover, on March 10, EGRP

received the resignation of the program’s Community Mobilization Specialist and Senior

Community Mobilization Advisor/IR 3 Team Leader, both of whom had been hired the

previous year by Plan Nepal. As the quarter came to an end, Plan Nepal was recruiting

replacements.

As noted in the Constraints section of this report, high staff turnover is unfortunately

relatively common on project/program-based work, and the case of EGRP in Nepal is no

exception. RTI and its subcontractors do their best to provide attractive salary and benefits


packages but there is always competition from other organizations and programs for qualified

staff.

Procurement and Logistics

As in previous quarters, during the reporting period, EGRP implemented many procurement-

related activities, as follows:

Evaluated and shortlisted Expressions of Interest received from suppliers for

manufacturing, printing, binding, finishing, packaging, warehousing, and distributing

books and education materials (including but not limited to book racks, metal boxes,

wall-hanging pocket book organizers, wooden cubes, pinwheel charts, booklets,

brochures, flashcards, window cards, wall charts, pamphlets, posters etc.) for students

of grades 1–3 to EGRP program schools. EGRP shortlisted seven suppliers for the

year 2017.

Solicited bids from companies for policy studies: Study 1: Update EMIS Data

Collection and Analysis Systems for Early Grade Reading; Study 2: Feasibility Study

on Cell Phone Application for Home-Based Early Grade Reading Practice, Study 3:

Study on Language Reading Instruction: Parents and Community Attitudes, Language

Use in Instruction, and Teacher Assignment; and Study 4: Time-on-Task for Reading

Instruction in the Early Grades in Nepal. The bids were evaluated and purchase orders

were issued to companies for Study 1, Study 2, and Study 3. Regarding Study 4,

rebids were solicited from individual consultants, as the earlier bids received from

companies did not qualify. The bid evaluation for Study 4 was completed and

issuance of the consultant agreement is in progress.

Solicited and evaluated bids for the printing, packaging, and delivery of CB-EGRA

materials to 10 EGRP program districts. A purchase order was issued and the delivery

of materials was completed before the end of February.

Procured, received, and delivered six motorcycles to EGRP’s local NGO partners in

the Cohort 1 districts of Banke, Bhaktapur, Kanchanpur, Kaski, Manang, and Saptari.

Procured backpacks and delivered them to the same six NGO grantees for their staff

and interns to use in their community mobilization work.

Solicited and evaluated bids for the procurement of eight laptops, five printers, and

two desktops for DOE to use during the annual CB-EGRA assessments. Approval for

procurement was in process at the end of the quarter.

Delivered peer-education materials to the six Cohort 1 districts for use in community

mobilizing.

Solicited bids for the manufacturing, printing, binding, finishing, packaging,

warehousing, and distribution of TLMs for students in grades 1–3 in EGRP Cohort 1

districts for the coming 2017–2018 school year.


The EGRP team and GON officials evaluate TLM samples provided by bidders.

Issued an RFP to prominent law firms to prepare a document pertaining to open

licensing, copyright, and intellectual property, and their practice and relevance in the

Nepali context. It is hoped that this document will pave the way for obtaining open

licensing of EGRP reading materials.

Organized the logistics for a high-level GON-USAID-EGRP meeting in Dhulikhel on

February 22–23 to discuss NEGRP implementation issues. Also organized the Year 3

AWP development workshop in Kurintar during March 15–18, which was attended by

MOE, CLA, USAID, SSDP, and EGRP representatives.

10 Lessons Learned Being an education program, EGRP is open to learning from experience. This quarter, several

important lessons were learned (or relearned):

1. While EGRP is accustomed to transfers at the leadership level in the MOE, CLAs, and

DEOs, this quarter made apparent again the risks and challenges that arise from such

transfers. In the case of both CDC and NCED, there was another period of uncertainty, during

which the new Executive Directors were not sufficiently aware of the activities, work plan,

and goals of EGRP within the CLAs to which they were assigned. While program staff

attempted to meet with the new leaders as soon as possible, post-transfer they were often

quite busy and it was difficult to obtain a meeting with sufficient time to try to “bring them

up to speed.” In the case of NCED, there was an apparent difference of opinion about the

teacher training plan that had been previously agreed, and it took some time and negotiation

to resolve. EGRP has tried to ensure that agreements are made in writing, but this is not

always sufficient. This will no doubt continue to be a challenge for EGRP, and as we

approach the time periods during which transfers typically happen, we will need to reflect on


past experience and try to identify additional strategies to reduce negative impacts on

program implementation.

2. EGRP regularly hears from GON colleagues that they are overworked and have many

competing priorities. This means that there are sometimes significant periods of time when

they are unable to engage in the activities that appear in the EGRP and G2G work plans.

While they may be able to complete activities before the end of the fiscal year, this timing

does not necessarily match the need for completing certain activities in conjunction with the

school year. For example, because the grade 3 materials could not be finalized until the

beginning of the quarter, in part because CDC staff had other priorities during the previous

quarters, the TLMs procurement process started later than would have been ideal (because the

procurement process cannot begin until, for example, the number of pages are known). In

order to try to anticipate this issue in the 2017–2018 work plan, EGRP encouraged CLAs to

be realistic when planning for the next year. In the case of CDC, the 2017–2018 work plan is,

as noted previously, still quite ambitious.

3. The INGOs that are interested in EGRP need to be encouraged to initiate EGR programs in

one or more district(s) with larger coverage. To encourage them, there is need for continuous

sharing of EGR knowledge, lessons learned, and experiences, thereby building partnerships

and collaborating with them on selected activities.

4. Due to compliance and capacity constraints, it was difficult to manage cluster-level and

school-level logistics and financial support to conduct the CB-EGRA. On the other hand,

good coordination with the CLAs such as ERO helped to strengthen program

implementation, especially for the CB-EGRA.

5. Joint monitoring visits of EGRP and CLAs are helpful to learn from the field and to

resolve some issues related to EGRP. The visits reduce the gaps in understanding on the part

of central and district-level staff.

11 What Does USAID Not Know That It Needs To?

As noted in previous quarterly reports, EGRP maintains regular, open communication with

the education team at USAID/Nepal, and therefore USAID knows about program issues and

challenges as they arise. EGRP partners closely with USAID in implementing the program,

and EGRP appreciates the assistance it receives from the USAID education team in

addressing issues and challenges. EGRP hopes that the discussions and subsequent

agreements reached with the GON during the February 22–23 Dhulikhel meeting will result

in more efficient and effective implementation of the program.


12 How Implementing Partner Has Addressed Task Order Contracting Officer’s Representative (TOCOR) Comments from the Last Quarterly Report

EGRP received feedback from USAID on its October–December 2016 quarterly report and

tried to schedule a time to meet to discuss the feedback. However, due to both EGRP and

USAID being very busy during March, it was difficult to find a time to meet, so the feedback

was not discussed in a formal meeting during this quarter. At the same time, however, many

of the questions asked were answered during the many meetings and conversations EGRP

had with USAID throughout the quarter and were addressed in the course of implementation.

Other feedback was primarily observations and commentary that did not require formal

responses per se but were taken into account in writing this report.


Annex A: Progress by Indicators EGRP’s indicator table, based upon the recently revised program PMP, is unchanged from last quarter.

Draft performance indicators and targets (revised PMP)

Indic. SN

Indicator Number (as per AT+) Indicator Title

Levels of Disaggregation Data Source

Reporting Frequency

Responsible for Data Collection

Cumulative/ Non-cumulative

Baseline Year 1 SY 15/16

Year 2 Target SY 16/17




Life-of-Project Target (Years 1–5)

Indicator Measuring Progress toward Goals of USAID’s Education Strategy

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

Home language Cohort

EGRA survey

Biennial (baseline, midline, and endline)

RTI C 1.6 n/a 3.0 n/a 7.0 7.0

Indicators Consistent with USAID Nepal’s 2014–2019 Performance Monitoring Plan (PMP) and Performance Plan and Report (PPR)

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

Sex Ethnic group Cohort District

Project record/EMIS

Annual RTI NC — 146,314 159,289 371,560 378,991 703,230

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

Sex; Ethnicity District Cohort

NCED Training record

Quarterly RTI NC 0 3,109 3,700 6,748 3,374 16,931

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

Type of TLM/SRM; Cohort

Project record

Annual RTI NC 1,149,600 3,373,000 450,000 4,430,000 1,050,000 10,452,600


Indic. SN



Reporting Frequency









05 ES 1.12 Number of education administrators and officials who complete professional development activities with USG assistance

Sex Position/role

Training records

Annual NCED/RTI NC n/a n/a 1,800 2,000 1,500 5,300

06 ES-1.13 Number of parent–teacher associations (PTAs) or community governance structures engaged in primary or secondary education supported with USG assistance

District Cohort

Project records

Annual RTI NC 0 0 320 950 230 1,500

07 3.2.1-38 Number of laws, policies, regulations, or guidelines developed or modified to improve primary grade reading programs or increase equitable access

Overall Project records

Annual RTI NC - - 5 2 0 7

08 2.4.1-9 Number of civil society organizations (CSOs) receiving USG assistance engaged in advocacy interventions

Cohort Project record

Annual RTI C 7 7 10 17 17


Indic. SN



Reporting Frequency









Custom Indicators (EGRP)

09 3.2.1-Z03 Percentage of grade 2 teachers that scored 9 or more out of 13 on a reading instructional index, demonstrating fidelity to effective EGR teaching practices

Cohort; Sex

EMES Survey

Biennial (baseline, midline, endline)

RTI C 48.8% n/a 60.0% n/a 75.0% 75.0%

10 3.2.1-Z04 Percentage of schools that score 5 or above out of 7 on the remediation practice index, demonstrating supplemental support for struggling students (EGRP custom indicator)

Cohort

EMES Survey


RTI C 47.7% n/a 60.0% 75.0% 75.0%

11 3.2.1-Z05 Number of schools that deliver reading instruction in a language spoken and understood by the majority of students (including Nepali as a second language) – status reporting indicator

Cohort Language mapping survey report

Biennial (midline, endline)

RTI NC - - n/a TBD TBD

12 3.2.1–Z06 Percentage of parents or guardians who report reading to their children or listening to their children read to them at least once a week (EGRP custom indicator)

Cohort; Sex

EMES/ Survey


RTI C 69.2% n/a 74.0% n/a 80.0% 80.0%


Indic. SN



Reporting Frequency









13 3.2.1-Z07 Average grade 2 oral reading fluency (ORF) (correct words per minute [cwpm]) scores among students in USAID/Nepal’s EGRP target districts for Nepali language (EGRP custom indicator)

Sex; Ethnicity; Nepali language (L1 or L2); Cohort

EGRA Survey


RTI C 6.9% n/a 9.0% n/a 12.0% 12.0%

14 3.2.1-Z08 Percentage of target schools allocating at least 1 hour a day to reading instruction (grades 1–3) (EGRP custom indicator)

Cohort EMES Survey


RTI C 0.0% n/a 75.0% n/a 90.0% 90.0%

15 CBLD-Z10 Percent of local organizations (NGOs) with improved capacity and/or performance scores

Cohort Capacity Assessment Report

Baseline and endline (start and end of EGRP Partnership)

RTI NC Baseline in Cohort 1

80.0% Baseline in Cohort 2

80.0% 80.0%

16 Missing in AT+ Percentage of schools that score at least 10 of 14 total possible points on the school leadership and management index, demonstrating active support for EGR (EGRP custom indicator)

Cohort EMES/ Survey


RTI C 22.7% n/a 35.0% n/a 50.0% 50.0%

17 3.2.1-Z15 Number of schools reporting progress toward standards for reading performance (EGRP custom indicator)

Cohort ERO Annual NGO/RTI NC — Piloting 2,600 TBD TBD TBD


Indic. SN



Reporting Frequency









18 3.2.1-Z18 Percentage of parents and school management committee members expressing positive attitude toward EGR and mother tongue

Cohort EMES Survey


RTI C 58.2% n/a 65.0% 70.0%

19 3.2.1-Z19 Percent of teachers who score 18 or above of 25 on a knowledge / skills / attitudes index

Sex Cohort

EMES Survey


RTI C 27.9% n/a 35.0% 50.0% 50.0%


Annex B: Progress Summary The following activity table is structured to correspond with activities in EGRP’s Year 2 AWP and reports on progress this quarter at the sub-

sub-IR level.

Activity Jan Feb Mar Outputs Actual Status by End of Quarter

INTERMEDIATE RESULT 1: Improved Early Grade Reading Instruction

Sub-IR 1.1: Evidence-based early grade reading instructional materials designed, distributed, and in use

1.1.1 Collaborate with the MOE and CLAs to develop/revise scopes and sequences, teaching and learning materials, and other student material for grades 1–3 reading instruction in Nepali for first-language speakers of Nepali.

Finalize grade 3 Nepali TLMs.

Decision/agreement reached on TLMs for printing/distribution for the 2017–2018 school year.

Plan for the professional development of CDC staff.

Provide technical support for the development and/or selection of additional Nepali L1 supplementary materials.

Grade 3 Nepali TLMs were in the last stage of finalization at the end of the quarter.

CDC agreed to print the new grade 3 Nepali TLMs along with the existing grades 1–2 TLMs (the current EGRP TLMs with minor editing).

Informal discussions with CDC colleagues conducted, but have not been able to finalize plans for this professional development.

Four additional big books were developed by CDC, to be included with TLM delivered in the 2017–2018 school year. Agreement was reached to focus further on this activity in FY 2017–2018.

1.1.2 Collaborate with the MOE and CLAs to develop scopes and sequences, teaching and learning materials, and other student material for grades 1–3reading instruction in Nepali for second-language speakers of Nepali, including appropriate strategies for transition from mother tongue.

Begin planning for the development of Nepali L2 curriculum and TLMs.

Planning for developing Nepali L2 curriculum has not started; CDC has included this in its 2017–2018 G2G work plan (EGRP Year 3).

1.1.3 Collaborate with the MOE and CLAs to develop scopes and sequences, teaching and learning materials, and other student material for grades 1–3 reading instruction in Tharu, Awadi, and Maithili; provide technical assistance for other languages.

Reach agreement on a plan for revision/piloting of Rana Tharu TLMs.

CDC has committed to revising Rana Tharu grade 1 TLMs before the end of the current fiscal year (by mid-July 2017).



1.1.4 Collaborate with MOE and CLAs to produce accompanying teachers’ guides for grades 1–3 for each set of materials.

Finalize grade 3 teachers’ guide as part of TLMs.

Grade 3 Nepali TLMs were in the last stage of finalization at the end of the quarter.

1.1.5 Produce and distribute the approved reading materials and teachers’ guides in early grade reading for each level and school context.

Begin printing and distributing Nepali TLMs for 2017–2018 school year.

Printing house was selected and procurement process is under way.

1.1.6 Incorporate provisions for expenses related to the recurring costs of early grade reading materials into VDC and district-level annual budget plans.

No planned activities in Year 2.

Sub-IR 1.2: In-service professional development for teachers in public schools on reading instruction and the use of the materials provided

1.2.1 Collect baseline data on teacher attitudes, practices, and skills in early grade reading instruction.

No activities planned this quarter.

1.2.2 Employ behavior change communication strategies to encourage teachers to change their behavior in teaching early grade reading.

Behavior change communication strategies incorporated into teacher training 10-day module.

Still discussing whether this can be incorporated into the 10-day teacher professional development (TPD) module.

1.2.3 Provide training of master trainers (MTOT) to all target districts, VDCs, and cluster Resource Persons on the use of the materials packages for grades 1–3instruction.

Finalize training materials for library management training and roll out training.

Develop the 10-day TPD module for grades 1–3 teachers.

Plan the rollout of TPD module.

Plan for the professional development of NCED staff.

Library management training has been postponed to 2017-2018 fiscal year (Year 3).

Training content for 10-day TPD module has been finalized. Training materials development workshop has been planned.

Delayed.

1.2.4 Provide technical assistance to the MOE to conduct training of trainers in all target districts, VDCs, and cluster resource persons (RPs) on the use of materials packages for grade one to three reading instruction.

10-day TPD rollout (training of trainers).

10-day TPD rollout is delayed.



1.2.5 Provide technical assistance to the MOE to train all grades 1, 2, and 3 teachers on the use of the materials packages for grades 1–3 instruction in Nepali.

10-day TPD rollout (teacher training).

10-day TPD rollout is delayed,

1.2.6 Provide technical assistance to the MOE to conduct training of trainers, on transitioning to solely Nepali for reading instruction by the start of grade 4.

Technical support for training of Rana Tharu / Nepali L2 teachers.

Rana Tharu implementation is delayed.

1.2.7 Provide technical assistance to the MOE to train all grades 1–3 teachers on the use of the materials packages for second-language speakers of Nepali.

Technical support for training of Rana Tharu / Nepali L2 teachers.

Rana Tharu implementation is delayed.

1.2.8 Provide technical assistance to the MOE to conduct orientation workshops for head teachers on early grade reading.


Sub-IR 1.3: Monitoring and coaching for teachers in early grade reading instruction provided

1.3.1 Support cluster and district-level partners to implement criterion-referenced classroom monitoring and coaching of reading instruction.

Classroom observation/school visit forms finalized.

Classroom observation instrument/school visit forms for RMs and RPs for support and monitoring have been finalized. Forms for other personnel are under discussion.

1.3.2 Develop and test nonmonetary systems for incentivizing teachers.

Undertake desk study of options for nonmonetary incentives for teachers and develop menu of options

Desk study of options for nonmonetary incentives is postponed to Year 3.

1.3.3 Provide technical assistance to plan for teacher mentoring visits to classrooms implementing EGR.

Support DOE to mobilize RMs to provide mentoring/coaching to teachers.

The modality and process for paying RMs through EGRP funds was finalized. RM mobilization began, albeit unevenly.

1.3.4 Incorporate mentoring/transport provisions into DEO and VDC budgets (see Sub-IR 2.3).



Activity Jan Feb Mar Outputs Actual Status by End of Quarter Sub-IR 1.4: Classroom-based and district-based early grade reading assessment processes improved

1.4.1 Collaborate with education authorities to create item banks for the generation of EGRAs.


Five sets of EGRA item bank draft tools were developed earlier. Pilot study for the finalization of tools is planned for next quarter.

1.4.2 Support districts in generating simplified EGRAs or Annual Status of Education Report (ASER)-type assessments from these item banks for regular assessment.

No activities planned in Year 2.

1.4.3 Improve the capacity of district monitors to administer EGRA tests in all languages used for early grade reading instruction.


1.4.4 Collaborate with district monitors to collect assessment data using CB-EGRA procedures.

Provide technical support to ERO to update CB-EGRA instruments.

Technical support to ERO was provided to conduct a 10-day workshop to upgrade and finalize the CB-EGRA instruments.

Revision and updating of CB-EGRA instruments and

CB-EGRA implementation guidelines for standardization and harmonization; support for instrument printing.

Provided technical support to ERO to standardize and harmonize the CB-EGRA implementation guidelines; provided financial and logistics support for printing and delivery of the instruments and guidelines.

Central and district-level training on CB-EGRA (DTOT in 10 districts).

Provided technical support to ERO to conduct MTOT at central level and DTOTs at district level in 10 districts.

CB-EGRA data management at the district and school level.

RC-level CB-EGRA orientation. Logistics as well as technical support were provided to train assessors at the RC level.

Program monitoring of

CB-EGRA management expenses for DEOs and schools.

Logistics and financial support was provided to 1,561 schools (from five districts of Cohort 1 and Bardiya district) to conduct CB-EGRA.



1.4.5 Provide technical assistance to district representatives to plan for CB-EGRA for assessing EGR outcomes.


1.4.6. Assist districts to analyze and report their Lot Quality Assurance Sampling (CB-EGRA) results.


Previously a database was developed for CB-EGRA data compilation and entry at the district level. DEOs and EGRP district and regional teams were provided orientation on the data entry procedures.

INTERMEDIATE RESULT 2: Improved National and District Early Grade Reading Service Delivery Sub-IR 2.1: Early grade reading data collection and analysis systems improved

2.1.1 Provide technical assistance to improve national data collection procedures to enable the government to collect data on teacher assignment by grade.

EGRP has contracted Baikalpic Shikya Tatha Bikas Pratistahn to provide technical services to DOE to incorporate teacher assignment by grade into the school EMIS.

Ongoing: IR 2 team and consultant have been working with the EMIS section/DOE to incorporate teacher assignment by grade into the school EMIS, and the updating process is under way.

2.1.2 Update the national data collection procedures to enable the government to record the language of communication of the students.

EGRP has contracted Baikalpic Shikya Tatha Bikas Pratistahn to provide technical services to DOE to incorporate the language of communication of the students into the school EMIS.

Ongoing: IR 2 team and consultant have been working with the EMIS section of DOE to incorporate the language of communication of the students into the school EMIS, and the updating process is under way.

2.1.3 Update the national data collection procedures to enable the government to record teacher assignments by language and qualification.

EGRP has contracted Baikalpic Shikya Tatha Bikas Pratistahn to provide technical services to DOE to incorporate teacher assignment by language and qualification into the school EMIS.

Ongoing: IR 2 team and consultant have been working with the EMIS section of DOE to incorporate teacher assignment by language and qualification into the school EMIS, and the updating process is under way.



2.1.4 Support the development of school maps coded for language of communication.

As a pilot, agreed with DOE to prepare a school map of one district using the GPS data available in DOE and key EGR indicators, as at present no linguistic data are available.

Explore prototypes of visual data presentation options.

After updating the EMIS, the EMIS section of DOE will produce a statistical report with linguistic data in 2018 that will help to prepare school maps containing these data. Updating DOE’s EMIS is ongoing with EGRP technical support.

Piloting of the GIS-based data visualization in one of the program districts is being planned with support from RTI’s home office.

2.1.5 Assist the MOE and its Central Line Agencies to improve the National Assessment of Student Achievement (NASA) for nationwide EGR data collection.


Started initial discussions with ERO to integrate EGRA in NASA.

2.1.6. Incorporate EGRA results into EGR barometer-type instrument.


Data visualization software (i.e., Power BI) has been introduced for use in CB-EGRA data presentation and sharing.

2.1.7 Conduct a language survey in a sample of schools in the EGRP districts.

No activities planned this quarter. (See 2.1.2 and 2.1.3.)

2.1.8 Use the result of the surveys to generate GPS-based language maps.


2.1.9 Support the GON to conduct teacher mobility studies on teaching personnel in the early grades.

TOR on teacher mobility was finalized to carry out the study; however, the study was post-poned to Year 3 of the program.

The focus of the study was changed to teacher management, with a view to widening the study’s scope and making it more relevant to policy reform.

2.1.10 Introduce policy makers to the methodology for school language surveys and teacher mobility assessments.




2.1.11 Investigate parent and community attitudes and beliefs about selected languages of instruction and Nepali instruction and learning.

A contract was awarded to Dynamic Institute of Research and Development Pvt. Ltd. consulting firm to carry out this study. The company completed the review of relevant literature and prepared draft study instruments, which are under discussion with the CLAs.

The study is under way as per the contract with Dynamic Institute. The IR 2 team has been providing technical support and aiding the study team.

Sub-IR 2.2: Policies, standards, and benchmarks that support improved early grade reading instruction institutionalized

2.2.1 Support the GON to develop a standards framework for student performance.

No activity planned this quarter.

2.2.2 Support the GON to develop a standards framework for teacher performance.

Consultation meetings with the NCED Head of Planning and Budgeting and his team on developing teacher performance standards for early grades; one-day workshop to decide working modalities.

The review of the existing teacher performance standards was completed, which will be the basis for developing teacher performance standards for the early grades. Preparation of a discussion paper on teacher performance standards is under way.

2.2.3 Support the GON to develop and implement timetable/time-on-task policy.

Consultant selected to carry out the timetable/time-on-task study for early grade reading.

Through a competitive process, a consultant was selected to carry out this activity. A detailed technical proposal on the timetable/time-on-task study was prepared in coordination with CDC. The process of awarding the contract to the consultant is under way.

2.2.4 Recommend the language of instruction for reading recommended for each school in each target district.


2.2.5 Support the GON to develop, finalize, and apply policies for mitigating teacher mobility in the early grades.

TOR on teacher mobility updated; study has been postponed to Year 3.

The focus on teacher mobility will be changed to a focus on teacher management (assignment, absenteeism, etc.).


Activity Jan Feb Mar Outputs Actual Status by End of Quarter Sub-IR 2.3: Planning and management of financial, material, and human resources devoted to early grade reading improved

2.3.1 Assist the MOE to develop and keep up-to-date a costed, five-year national early grade reading plan.

Support the GON to articulate its vision for EGR going forward through integrating EGR activities into the SSDP, which will cover the next seven years.

Support regional and district teams to review EGRP at RC level and advise them on developing a project framework and guidelines for students on EGR-related matters.

EGRP regularly participated in the development of the SSDP, which is near completion. EGR activities—based on the “minimum package” and five thematic INGO standardization guidelines—are reflected, representing a plan for the next seven years.

The development of a project framework and guidelines for students is under way.

2.3.2 Develop a textbook and materials procurement and distribution plan.

Regional and district teams monitor TLM and SRM use and collect feedback on these materials for Year 3 planning.

Supplementary reading was monitored in classrooms to match SRMs with the number of EGR classes, assess the physical condition of the SRMs delivered, and observe displays of SRMs in classroom and their use in teaching and learning process.

2.3.3-2.3.4 Determine the match between teacher assignments and LOI for reading in a given school.

Develop and implement a plan for rectifying any mismatches between teacher assignment and LOI for reading.

The teacher assignment study was combined with the study on parents’ and communities’ attitudes and beliefs on language of instruction. Dynamic Institute completed the review of the documents and drafted study instruments for field data collection (linked with 2.1.11).

Dynamic Institute is carrying out the study in sample districts. It has prepared the draft study instruments, which will be shared with CLAs and finalized. Progress is under way as per the contract agreement.

2.3.5 Support the GON to implement a plan for reducing teacher mobility for teachers in the early grades in target districts.

The study has been postponed to 2018.

See 2.2.5.

2.3.6 Policy workshop regarding the LOI for reading adjustment process.



Activity Jan Feb Mar Outputs Actual Status by End of Quarter Sub-IR 2.4: National standards for early grade reading improvement adopted and geographically expanded

2.4.1 Leverage sufficient GON resources to support EGR at the national level.


2.4.2 Assist the GON to standardize government contributions to EGR from nongovernmental organizations (NGOs and INGOs).

Five sets of EGR standardi-zation and harmonization guidelines developed and ratified by the GON.

Penultimate drafts of the five sets of guidelines were completed; a broad stakeholders meeting will be held in April 2017 to complete a final review of the guidelines and to recommend GON ratification.

2.4.3 Seek private partner support to facilitate a steady supply of EGR materials.

Regional and district teams consult with district and locally based private-sector players re: private-sector support for EGR.

The process of consultations with private organizations and enterprises at district and local levels continues.

INTERMEDIATE RESULT 3: Increased Family and Community Support for Early Grade Reading Sub-IR 3.1: Community awareness of the importance of language of instruction increased

3.1.1 Support the DOE and NFEC to design and implement social and behavior change communication campaigns.

Develop first episode of a 15-minute radio program on EGR tied to reading curriculum.

Four episodes of radio drama recorded.

Broadcast PSAs at national level.

EAN’s grant extension agreement signed; broadcast will start in April 2017.

Air 15-minute radio program at national level and in EGRP’s first six districts (Cohort 1).

EAN’s grant extension agreement signed; broadcast will start in April 2017.

Implementation of SBCC activities to increase parents' awareness of the value and importance of early grade reading.

The peer education materials targeted to parents were printed and distributed to local NGOs in six districts. The social mobilizers started training influential parents in the six Cohort 1 districts.

Design a national and district-level EGR advocacy campaign targeted to influential and stakeholders.

National media orientation held on February 6; district orientation in Bhaktapur held on February 14 and in Kaski on March 10; other three orientations will completed by June.

Design and develop reading competition kit, including narrative and graphics.

The guideline was finalized and approved by the government and ready to be implemented starting in April 2017.



3.1.2 Hold community forums to discuss classroom-based assessment results and language of instruction for reading.

Disseminate the Social and Community Mobilization Strategy and activities at district level.

Continue formation of TRGs.

Regularly support EGRP regional offices to roll out social and community mobilization activities.

This activity was conducted in six district-level fora. District Core Team members, SSs, RPs, and other key DEO and NGO stakeholders participated in the workshop.

So far, 2,997 TRGs have been formed as community forums and 34,037 parents and guardians are members.

35 VEC/MEC meetings were conducted in two districts. EGRP regional/district teams and NGOs will continue this activity in six districts next quarter.

3.1.3 Promote after-school EGR-related activities.

Disseminate the Social and Community Mobilization Strategy at the district level.

Provide training to district-level NGOs (grant recipients) on social and community mobilization, including and engaging Community Learning Center (CLC) facilitators in mobilizing communities to promote after-school EGR-related activities in Nepali.

This activity was conducted in six district-level fora. District Core Team members, SSs, RPs, and other key DEO and NGO stakeholders team participated in the workshops.

TRGs conducted after-school reading activities. This activity will continue next quarter.

3.1.4 Involve communities to develop reading materials for after-school activities.


Provide training to grant recipients (district-level NGOs) on social and community mobilization, including developing after-school reading materials for EGR.


Conducted 2,439 trainings on local reading material development in the six Cohort 1 districts, in which 40,689 participants participated and contributed.


Activity Jan Feb Mar Outputs Actual Status by End of Quarter Sub-IR 3.2: Family engagement to support reading increased

3.2.1 Orient parents on use of locally produced reading materials.


Training manual for social mobilization grant recipients.


Oriented parents on use of locally produced reading materials.

3.2.2 Develop approaches to work with literate and illiterate parents and guardians so they can support their children’s reading acquisition.

Provide training to grant recipients (district-level NGOs) on social and community mobilization, including approaches to work with literate and illiterate parents and guardians.

This quarter, 176 peer education trainings were conducted. This activity will continue next quarter in all six Cohort 1 districts.

3.2.3 Propose innovative ways for parents and children to use cell phone applications for home-based EGR practice (voice and SMS stories and reading messages).

Assessment of existing SMS gateway applications and feasibility of using them to support reading practice and share results.

The IR 2 team (in coordination with IR 3 team) reviewed proposals and awarded a contract to a firm to conduct a feasibility study on the potential use of SMS gateway applications and the feasibility of adopting information and communication technology to support reading practice and results sharing.

IR 3.3: PTA/SMC ability to contribute to quality reading instruction increased

3.3.1 Build on current best practices for community mobilization to support early grade reading improvements.

Conduct workshop on EGRP social and community mobilization with DCT members.

Meetings conducted by DCTs on social and community mobilization.

This activity was conducted in six Cohort 1 district-level fora. District Core Team members, SSs, RPs, and other key DEO and NGO stakeholders participated in the workshop.

12 DCT meetings were organized in 11 districts (out of 16 districts) by EGRP’s regional teams, as follows:

Regional team (Itahari): 1 in Saptari, 1 in Dhankuta

Regional team (Dhangadi): 1 in Dadeldhura

Regional team (Pokhara): 1 in Kaski, 1 in Manang, 1 in Mustang, 1 Rupandehi

Regional team (Nepalgunj): 1 in Banke, 1 in Bardiya



Regional team (Kathmandu): 2 in Bhaktapur, 1 in Parsa

In DCT meetings, district-level and NGO-level activities implementation and activities/strategies were discussed.

3.3.2 Identify and mobilize local NGOs to provide support to PTAs/SMCs.

Social mobilization strategy and tools/guidance, including guidance for SMCs/PTAs to integrate reading activities into School Improvement Plans.

Completed last quarter.

Deliver training for local NGOs. EGRP regional team, in coordination with NGO key staff, cascaded the social and community mobilization training to the two remaining NGO teams: Save the Saptari in Saptari, and Chame Youth Group in Manang.

Layout and printing of Social and Community Mobilization Strategy and guidelines.

Printed and distributed 60 copies of the Training Guide on Social and Community Mobilization for the Early Grade Reading Program (English and Nepali versions).

SMC grant implementation design.

A cluster-based approach for SMC grant administration was agreed upon with DOE. Criteria for school selection were developed and DOE concurrence sought in last quarter.

Conduct workshop on finalizing SMC grants implementation guidelines in six districts.

This activity is planned for next quarter

3.3.3 Support PTA/SMCs, RCs, and CLCs to hold community events in support of EGR.

Provide technical support to NGOs in facilitating PTAs/SMCs/RCs and CLCs to hold community events.

EGRP supports DOE and NFEC for social mobilizers’ orientation at CLC level (G2G budget).

This activity is ongoing.

This activity is planned for next quarter.


Activity Jan Feb Mar Outputs Actual Status by End of Quarter IR 3.4: Parent and community capacity to monitor reading progress increased

3.4.1 Teachers periodically inform parents of reading assessment results.

Social mobilization tools and training materials, including guidance on teacher observation tools and EGRA results reporting.

Training delivered to grant recipients.

Completed previous quarter.

Parents (TRG members) participated in CB-EGRA process.

Completed previous quarter.

3.4.2 Organize regular community forums in which reading data are shared and regular classroom assessments and parental support are discussed.

Initiate DCT meetings. EGRP regional team held 12 DCT meetings in 11 (Cohort 1 and Cohort 2) districts to better coordinate with district stakeholders for EGRP/NEGRP activities.

3.4.3 Set up mobile phone interfaces for dissemination of reading data and messages.

Assessment of existing SMS gateway applications and feasibility in supporting reading practice and results sharing.

The IR 2 team (in coordination with IR 3 team) reviewed and selected a firm for conducting a feasibility study on the potential use of an SMS gateway application and the feasibility of adopting information and communication technology to support reading practice and results sharing.

Monitoring and Evaluation

4.1 Capturing results for PMP indicators

4.1.1 EGRA/EMES baseline survey. EGRA/EMES baseline survey was completed earlier and the draft report was shared for internal use.

4.1.2 Finalize formats for capturing training attendance.


4.1.3 Finalize training database. No activities planned this quarter.

4.1.4 Submit results on quarterly indicators.


4.1.5 Submit results on annual indicators.


4.1.6 Submit information for PPR. No activities planned this quarter.



4.1.7 Submit results for assessment related indicators (biennial/baseline indicators).


4.1.8 Update PMP. No activities planned this quarter.

PMP revision completed and approved by USAID last quarter.

4.1.9 Prepare for data quality assessment.


4.1.10 Organize central-level baseline result dissemination workshop.


4.2 Develop and implement M&E system for program monitoring and evaluation

4.2.1 Identify M&E requirement per activity by IRs (1, 2, and 3).


The activity is ongoing.

An M&E framework covering the different IRs’ program activities was developed, along with documentation of the data collection requirements, as part of EGRP’s internal monitoring system.

4.2.2 Develop internal M&E system for IRs.


The system for IR 3 was developed earlier and data capture through Tangerine is ongoing.

Data collection for the requirement of internal M&E activities is ongoing.

School-level data collection as part of RM school visits is ongoing.

The analysis of the data for the program management and improvement is planned for next quarters (to be continued).

4.2.3 Develop M&E tools for program monitoring.


Same as above.

4.2.4 Design internal database for program monitoring.


Same as above.

4.2.5 Hold IR team orientation on specific tools.


Same as above.



4.2.6 Conduct internal program monitoring together with program team.

Develop M&E tools for program monitoring.

Tools for internal program monitoring were developed. The rollout of the tools, collection of data on a regular basis, and use of data for monitoring and program management will be consolidated next quarter.

Design internal database for program monitoring.

A master database is nearly finalized. For the data visualization and dissemination, RTI home office has agreed for EGRP to use the Power BI data visualization and dissemination software.

Orient IR teams on specific tools.

Orientation about tools for IR teams is ongoing.

Conduct internal program monitoring with program technical teams.

Internal program monitoring with program technical teams will be a priority next quarter.

4.2.7 Generate program progress status data for quarterly reports.

Data on program progress related to IR 3 were generated using Tangerine software.

4.2.8 Quarterly progress status sharing meeting with IRs.


No specific meeting was conducted focusing on this activity. However, reflection and review of progress on the planned activities for different IRs took place as part of reviewing quarterly progress.

4.2.9 Regional-level quarterly progress review meetings.

Regional-level quarterly progress review meetings have not been conducted so far. The activity is planned for next quarter.


Annex C: Success Story

Strengthening Early Grade Reading through Assessment

“The results of CB-EGRA will be an evaluation of where the government stands in terms of

delivering quality education to our children.”

Hastily parking his rickety bicycle outside Mahendra High School located in remote Banke,

Harihar Yadav rushes inside and greets fellow parents. Although it’s early morning in March,

the heat is scorching. Parents like Harihar have gathered to be a part of the classroom-based

early grade reading assessment, also known as CB-EGRA, an assessment aimed to examine

gaps in reading competencies amongst students.

As the basis to strengthen the Nepali education system in its transition from the School Sector

Reform Program (SSRP) into the School Sector Development Program (SSDP), the

Government of Nepal is shifting its focus from access and equity to quality, building on

achievements and lessons from the SSRP. Further, strengthening the reading skills of students

in the foundation years (grades 1–3) is an important component of the SSDP.

While Nepal has made significant progress in terms of improving net enrollment rates and

gender parity index at the primary level, the quality of education remains a challenging issue,

particularly the quality of reading skills of students from grades 1 through 3. Unfortunately,

shortcomings in literacy have prevented student retention and promotion to secondary level,

often resulting in high dropout rates. After all, what are children learning in classrooms?

The answer to this question would help the Ministry of Education (MOE) to ensure a smooth

transition from SSRP to SSDP so future interventions to improve student learning could lead

to effective outcomes. Consequently, children in the early grades, like Harihar’s daughter,

Sunaina, would have the opportunity to achieve a solid foundation of early learning skills for

successful lifelong learning.

Many parents like Harihar are unaware that a child’s ability to read by third grade is a vital

indicator of future success. If they knew, they could be more involved in helping their

children read better.

In an effort to improve the reading skills of Nepali children from grades 1–3, since 2015, the

USAID-funded Early Grade Reading Program (EGRP) has been working with the Ministry of

Education by providing professional development for teachers and school administrators,

strengthening the government’s service-delivery mechanisms, and encouraging parents and

communities to be more involved in their children’s reading habits.

On March 9, 2017, EGRP supported the Government of Nepal’s Education Review Office

(ERO) in rolling out CB-EGRA to 2,561 primary schools in the districts of Banke, Bardiya,

Bhaktapur, Dang, Dhankuta, Kanchanpur, Kaski, Mustang, Parsa, and Saptari. The purpose is

to measure second and third graders’ abilities in listening comprehension, letter and matra

reading, word familiarity, paragraph reading, reading comprehension, and writing from

dictation.


Deputy District Education of Banke Mr. Gorakh Bahadur Thapa talks about the role of parents in CB-EGRA.

A variant of the internationally recognized Early Grade Reading Assessment (EGRA),

CB-EGRA was designed with technical support from EGRP to suit the Nepali context. The

design encompasses parental involvement while the assessment is being administered.

Additionally, when teachers administer it themselves in the classrooms, the practice becomes

sustainable, as it informs them about student progress to make the right instructional

decisions.

Led by ERO, EGRP facilitated a Master Training of Trainers (MTOT) workshop to prepare

40 representatives from the Curriculum Development Center (CDC), EGRP, MOE, and

National Center for Educational Development (NCED) to roll out CB-EGRA. Alongside

ERO, EGRP guided participants through the various subtasks within the assessment. The 40

master trainers then delivered the same training to 300 regional trainers comprising district

education officers, school supervisors, resource persons, and reading motivators, who then

trained and prepared 7,800 teachers from the 10 districts to administer the assessment on

March 9.

The training was well received. For many of these trainees, administering standardized

assessments was a new concept. “Conducting CB-EGRA rightfully will be a challenge to us,

but I can already see light at the end of the tunnel. The results of CB-EGRA will be an

evaluation of where the government stands in terms of delivering quality education to our

children,” said, Mr. Jeevan Neupane, a school supervisor in Banke. The resolve in Mr.

Neupane’s statement demonstrates his hope to address challenges surrounding quality in

education.

While most trainees appreciated the training, some were worried about ensuring parental

involvement in the assessment. “We are afraid parents may not show up,” said Muga Lamsal,

a Nepali teacher in Banke. Muga’s and the trainees’ apprehension turned into excitement

when they saw many parents (30,424 in all), including Harihar Yadav, actively take part in

the CB-EGRA administered on March 9.


Parents at Mahendra School in Banke district wait in the school office to observe the CB-EGRA administration.

The level of awareness created by EGRP in the local communities by involving parents and

guardians through various community mobilization activities paid off. Moreover, Banke’s

Deputy District Education Officer, Gorakh Bahadur Thapa, was helpful in reinforcing for

teachers the importance of family involvement in children’s education. “I encourage you to

regularly stay in touch with parents just to share what their child is doing well and what is

happening in the classroom,” he said to the them during training sessions.

Although Harihar is unable to read or write, he makes an effort to be involved in Sunaina’s

school activities in the best way he can. “I hardly know anything about education, but

Sunaina’s teachers tell me that my involvement will encourage her to become a better

student,” he said. CB-EGRA gives parents an opportunity to interact with teachers and fellow

parents. When the results are out, they have a chance to know how their children are

performing in classrooms. This might be particularly helpful for parents whose children may

be underperforming.

This was the first large-scale assessment of its kind in Nepal. Data collected from CB-EGRA

can be useful to demonstrate the efficacy of reading instruction at the classroom and

community levels that could influence policy makers and educators to address challenges

surrounding quality of instruction. Furthermore, the data can facilitate setting reading

performance goals and provide a benchmark for teachers, schools, administrators, families

and other community stakeholders to evaluate the effectiveness of classroom reading

instruction.


Annex D. Notable Activities Notable EGRP activities this quarter were as follows:

Description and Next Steps Outputs and Related Contract Result Time Frame

Completion of grade 3 Nepali TLMs. This is notable because it is the first set of TLMs that the CDC developed “from scratch” with technical support from EGRP. The successful process employed will be replicated in future new TLM development with CDC.

Completed.

Successful completion of CB-EGRA assessment. CB-EGRA was successfully implemented in 2,561 schools through the joint efforts of ERO, EGRP, DEOs, and other government and nongovernment stakeholders.

Completed.

Finalization of EGRP’s Performance Monitoring Plan. The PMP was finalized and approved by USAID. The PMP will be updated after the EGRA/EMES midline is conducted in February 2018.

Completed.


Annex E. Materials The table below summarizes EGRP materials submitted to USAID during Year 2 of the program. Materials from the current quarter are shaded

in gray.

Reports and work plans

No. Title Type of Document

or Materials Description Location of Digital

Materials

1 Weekly Reports Contractually required progress report

During the program start-up period, EGRP was required to write and submit weekly progress reports briefly outlining progress, challenges, and important upcoming activities. This practice was followed until the end of April 2016, when activities started in the districts.

Submitted weekly reports every Sunday (for the preceding week) through April 30, 2016, when the practice was discontinued.

2 Final Report: “Dispatch of Emergency Supplemental Books from District Education Offices to Schools in the Earthquake Affected Districts”

Report addressing requirements in the May 4, 2016, letter of authorization to deliver books from six DEOs to the intended recipient schools

The final report summarizes actions EGRP undertook to oversee the delivery of the remaining boxes of 200 books in the six most problematic earthquake-affected districts (eventually a seventh district was added), including lessons learned.

Submitted to Jayanti Subba, Acting EGRP COR, on June 8, 2016.

3 Year 2 Annual Work Plan Contractually required annual planning document

Annual planning document, developed in close coordination with GON’s G2G annual planning process.

Submitted the first, incomplete draft to USAID on April 18, 2016. Submitted the final first draft to EGRP’s COR, Siena Fleischer, on June 27, 2016.

4 Revised Year 2 Annual Work Plan

Contractually required annual planning document

Annual planning document, developed in close coordination with GON’s G2G annual planning process.

After receiving feedback from USAID, revised the Year 2 AWP and submitted it EGRP’s COR on August 16, 2016; the plan was approved on August 19, 2016.




Materials

5 Revised PMP Contractually required M&E document

As the program evolves, it is normal to revisit the program’s PMP and to make required adjustments. This was especially required in the case of EGRP since the EGRA and EMES baselines had been completed in May 2016 and the findings from the two surveys needed to be incorporated into the program’s PMP. Since the targets for some of the indicators still needed to be agreed upon with USAID, EGRP resubmitted the PMP in October 2016 after discussing and agreeing on those targets with USAID.

Submitted to EGRP’s COR on September 30, 2016.

6 “Communication Guide for Teachers”

IR 3 SBCC module for teacher training

Although the file looks like a stand-alone document, it is actually a chapter or module in the Nepali TLM 10-day training for teachers.

Submitted to EGRP’s COR on December 1, 2016.

7. Social and Community Mobilization Strategy

A community mobilization strategy developed with DOE

This strategy document was developed collaboratively with the GON, especially DOE, and went through district-level reviews, culminating in a national-level validation workshop in August 2016, as indicated in the quarterly report for that period. This strategy will guide the work EGRP, through its local NGOs, will conduct in sensitizing and mobilizing parents and communities to support EGR.


8 SMC Grant Guidelines (and associated documents)

Documents, templates, descriptions for implementing SMC grants

After a year of discussions, on November 25, 2016, in a meeting with the CLAs and Cohort 1 district DEOs, EGR focal point persons, and EGRP staff, agreement was reached to award a total of approximately 1,500 SMC grants. On that basis, the draft SMC documents that had been previously prepared were finalized and prepared for use.


9 Final Report, “Mapping the Capacity Needs of MOE System for Early Grade Reading”

Final report of the capacity needs assessment of CLAs and MOE for use in planning future programming

A major element of EGRP’s mandate is GON capacity building and, to that end, EGRP hired two consultants to conduct a capacity needs assessment of the CLAs and MOE. The findings and recommendations of the final report will be used to inform the design of GON capacity building activities in future AWPs.


10 Abridged EGRA Baseline Report (Part 1)

Summary report of the EGRA baseline

During February–May 2016, EGRP conducted its EGRA and EMES baseline surveys. (The program will carry out similar midline and endline surveys in Years 3 and 5 of the program respectively.) This Part 1 of the baseline report summarizes the EGRA portion of the baseline, with Part 2 on EMES to be subsequently submitted.





Materials

11 Training manual: Training Guide on Social and Community Mobilization for the Early Grade Reading Program

Training guide in both Nepali and English used in training EGRP’s local NGO partners

This training guide (Nepali and English) forms the basis of the eight-day training EGRP provides for its local NGO partners, one in each district. The guide covers the fundamentals of EGR, community mobilization, SMC grants, M&E in the field, etc.


12 EGRA (Part 1) and EMES (Part 2) Working Papers: Final baseline reports

Revised Part 1 report (see #10 above) and Part 2 EMES baseline reports, now called Working Papers.

These are two “Working Papers” that are essentially abridged summary reports of the EGRA and EMES baselines that were conducted in February–May 2016.

Submitted to EGRP’s COR on January 19, 2017.

13 Revised PMP Contractually required M&E document

The first submission of the third revised version of the PMP was submitted on January 20, 2017; however, soon after that USAID requested that EGRP expand some of the indicator definitions, which was done, and then the document was resubmitted.

Submitted to EGRP’s COR on February 8, 2017.


Annex F: Short-Term Technical Assistance (STTA) and Home Office Support The following consultants and/or RTI home office colleagues came to Nepal during the quarter to provide STTA; in each case a trip report was

submitted to USAID.

Name of Advisor Dates Assignment Outcome

Jonathan Stern and Susan Edwards

January 21–31, 2017

[A trip report was submitted to EGRP’s COR on February 23, 2017.]

Conduct a five-day workshop (January 25–30, 2017) on “Data Analysis and Psychometrics Using Stata,” with the aim of:

- Building the technical skill and capacity of representatives of the Education Review Office as well as the EGRP M&E team to test the validity and reliability of the CB-EGRA and National Assessment of Student Achievement instruments.

- Building the technical skill and capacity of the ERO officers and the EGRP M&E team to analyze and manage CB-EGRA and NASA data.

- Assessing capacity of ERO officers for future support (including the need for a follow-up workshop, intended to focus on advanced psychometrics and deeper explorations of analysis approaches for CB-EGRA and NASA).

The five-day workshop was successfully implemented and participants expressed their appreciation for what they learned and for EGRP’s responsiveness in hosting the workshop even though it was not in the program’s AWP for this year. Whether or not a follow-up workshop will be held will be determined in future discussions with ERO.

Support the EGRP M&E team on the project PMP, data management system for the CB-EGRA, upcoming CB-EGRA data collection, and baseline results.

Issues pertaining to EGRP’s PMP were discussed and resolved, and strategies for the upcoming implementation of CB-EGRA in terms of data flows and analysis were also discussed and agreed upon.

Establish clear lines of communication for future home office support for project M&E.

EGRP’s projected M&E home office support needs were identified and a plan of action was developed for scheduling the required assistance.

Carrie Chandrasurin

March 27– April 13

Work with EGRP’s M&E team to plan the EGRA/EMES baseline, including recruiting a local firm to manage data collection.

Contract modification support: Work with the EGRP team to understand how to best implement and manage

In process at the end of the quarter.


Name of Advisor Dates Assignment Outcome

changes pertaining to EGRP budget, cost ingredient accounting, and LOE.

Year 3 AWP development support: Work with the EGRP team on AWP planning and budgeting; help develop a system for regularly tracking expenditures against AWP activities.

Assistance to Basic Education: All Children Reading …pdf.usaid.gov/pdf_docs/PA00N1CV.pdfGovernment...

Documents

Transcript of Assistance to Basic Education: All Children Reading …pdf.usaid.gov/pdf_docs/PA00N1CV.pdfGovernment...