Ethiopia READ-TA QPR Y5Q2 October-December 2016 DEC
Transcript of Ethiopia READ-TA QPR Y5Q2 October-December 2016 DEC
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READING FOR ETHIOPIA’S ACHIEVEMENT DEVELOPED TECHNICAL ASSISTANCE (READ TA) PROJECT
Quarterly Report Second Quarter: October1 to December 31, 2016
Submission Date: January 30, 2017 Cooperative Agreement Number: AID-663-A-12-00013 Activity Start Date and End Date: OCTOBER 8, 2012, to OCTOBER 8, 2017 AOR Name: Marc Bonnenfant Submitted by: RTI INTERNATIONAL
Bole Medhanialem, Mafi City Mall 5th Floor, Addis Ababa Tel: +251-116 62 6788
This document was produced for review by the United States Agency for International Development.
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TABLE OF CONTENTS
List of Tables ..................................................................................................................... 4
Abbreviations .................................................................................................................... 6
1. Program Overview/Summary ............................................................................... 81.1 Program/Activity Description/Introduction ..................................................................... 91.2 Summary of Results to Date, Quarterly Report .......................................................... 101.3 Summary of Results to Date, Annual Report ............................................................... 11
2. ACTIVITY IMPLEMENTATION PROGRESS ................................................. 122.1 Progress Narrative .............................................................................................................. 122.2 Implementation Status ........................................................................................................ 14
IR 1. READING AND WRITING MATERIALS APPROPRIATE FOR PRIMARY CLASSROOMS AND PRE-SERVICE AND IN-SERVICE TEACHER TRAINING DEVELOPED ...................................................................................................................................... 17IR 2. LANGUAGE-SPECIFIC TEACHING AND LEARNING METHODOLOGIES AND STRATEGIES THAT FOCUS ON HELPING STUDENTS LEARN TO READ AND WRITE EFFECTIVELY ARE APPLIED .......................................................................................... 22IR 3: LANGUAGE TEACHING AND LEARNING SUPPORTED BY APPROPRIATE TECHNOLOGY AND TEACHING AIDS ................................................................................. 28IR 4: TECHNICAL ASSISTANCE TO SUPPORT RSEBs AND THE MOE FOR THE READ INSTITUTIONAL IMPROVEMENT ................................................................................. 39
3. LESSONs LEARNED ............................................................................................ 533.1 Implementation challenges ................................................................................................ 543.2 Monitoring and Evaluation Plan (MEP) Update ............................................................. 55
4. Financial Expenditure ........................................................................................... 56
Annex A: Performance Plan and Report of Progress Summary, by Quarter .. 57
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LIST OF TABLES Table 1. Summary of results to date, quarterly report ............................................................... 10
Table 2. Summary of results to date, annual report .................................................................... 11
Table 3. Review of Grades 1–8 English scope-and-sequence document ................................ 19
Table 4. Revision of Grades 1–8 English SB and TG ................................................................... 20
Table 5. Grades 1–8 English curriculum materials field testing teachers’ and principals training .................................................................................................................................................... 21
Table 6. Grades 5–8 teacher trainers’ training for adapting Addis Ababa, Amhara, and SNNPR ................................................................................................................................................... 23
Table 7. Grades 1–4 teacher trainers’ training for adapting Dire Dawa and SNNPR ......... 23
Table 8. Consultative meeting with the MOE and RSEBs on implementation of mentoring framework ............................................................................................................................................. 24
Table 9. Grades 1–4 teacher training for adapting Dire Dawa and SNNPR under Grant #4 ............................................................................................................................................................. 26
Table 10. Grades 5–8 teacher training for adapting Addis Ababa, Amhara, and SNNPR under Grant #4 .................................................................................................................................... 26
Table 11. TLL episodes conceptualization brainstorming workshop ...................................... 28
Table 12. TLL episodes standard English script review workshop ........................................... 29
Table 13. TLL episodes standard English script validation workshop ..................................... 29
Table 14. Adaptation of standard English TLL episode scripts to Amharic ........................... 29
Table 15. Validation of adapted Amharic TLL episodes .............................................................. 30
Table 16. Advanced technical and support training for MOE CEICT staff on the READ MT Instructional Resources and Technology Package ........................................................................ 31
Table 17. Workshop to review READ MT instructional resources and technology package for use and sustainability .................................................................................................................... 32
Table 18. Review of accommodated MT Grade 2 TG ................................................................ 34
Table 19. Assistive technology material test teachers training ................................................. 35
Table 20. Assistive technology instrument test assessors training ........................................... 36
Table 21. Assistive technology assessor's training ....................................................................... 36
Table 22. Distribution of English supplementary books to four regions ................................ 39
Table 23. Adaptation of Module 7 (MT 221: Developing Reading Skills in MT) to 7 MTs . 39
Table 24. Validation of English version Module 7: MT221 ......................................................... 40
Table 25. Validation of adapted MT version Module 6: MT 223 .............................................. 41
Table 26. Validation of adapted MT version Module 7: MT221 ................................................ 43
Table 27. Post-validation of adapted MT version Module 6 ...................................................... 44
Table 28. Post-validation of adapted MT version Module 7 ...................................................... 44
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Table 29. MT co-facilitators for CTE teacher educators’ trainings on Module 6 ................. 45
Table 30. MT co-facilitators for CTE teacher educators’ trainings on Module 7 ................. 46
Table 31. Training of teacher educators (from Latin-based language groups) on Modules 6 and 7 ....................................................................................................................................................... 46
Table 32. Training of teacher educators (from Saba-based language groups) on Modules 6 and 7 ....................................................................................................................................................... 47
Table 33. CTE instructors training to conduct M&E of Module 5 (MT212) .......................... 48
Table 34. Revision of pre-service Module 4 – English version .................................................. 49
Table 35. Number of primary schools, school principals, and MT teachers .......................... 50
Table 36. Participants of woreda-level MT curriculum implementation M&E trainings ...... 52
Table 37. Planned budget for Q2 of Year 5 ........................ Error! Bookmark not defined.
Table A1. Performance plan and report of progress summary, fiscal year (FY) 2017 ......... 57
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ABBREVIATIONS AAU AddisAbabaUniversityAOR AgreementOfficer’sRepresentativeATCBI AssistiveTechnologyCapacityBuildingInitiativeBfA BooksforAfricaCAEB CityAdministrationEducationBureauCB capacitybuildingCEICT CenterforEducationalInformationandCommunicationTechnologyCPD continuousprofessionaldevelopmentCRC ClusterResourceCenterCTE CollegeofTeacherEducationDSA dailysubsistenceallowanceEGRA EarlyGradeReadingAssessmentESB englishsupplementarybookFSU FloridaStateUniversityFY fiscalyearG&IE genderandinclusiveeducationGILS GreenInternationalLogisticServicesICT informationcommunicationsandtechnologyIMLP InclusiveMultimediaLessonPlanIR intermediateresultM&E monitoringandevaluationMEP MonitoringandEvaluationPlanMLC minimumlearningcompetencyMOE MinistryofEducationMT mothertongueMTELD mothertongueandEnglishlanguagedevelopmentN/A notapplicableNEAEA NationalEducationalAssessmentandExaminationsAgencyPTO personaltimeoffQ quarterR&C readingandcurriculumREADTA ReadingforEthiopia’sAchievementDevelopedTechnicalAssistanceRSEB RegionalStateEducationBureauS&S scopeandsequenceSB studentbookSCC SchoolClusterCenterSCI SavetheChildrenInternationalSNE specialneedseducationSNNPR SouthernNationsNationalitiesandPeoples’RegionTBD tobedeterminedTDP teacherdevelopmentprogramTG teacherguide
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TLL TsehaiLovesLearningTT teachertrainerUSAID USAgencyforInternationalDevelopmentUSD USdollarsUSG UnitedStatesGovernmentWEO WoredaEducationOfficeWKW WhizKidsWorkshopZED ZoneEducationDepartment
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1. PROGRAM OVERVIEW/SUMMARY
ProgramName:
ReadingforEthiopia’sAchievementDevelopedTechnicalAssistance(READTA)Project
ActivityStartDateandEndDate: October8,2012,toOctober8,2017
NameofPrimeImplementingPartner:
RTIInternational
CooperativeAgreementNumber:
AID-663-A-12-00013
NameofSubcontractors/Sub-awardees:
SILLEAD,SavetheChildrenInternational,WhizKidsWorkshop,Inveneo,BooksforAfrica,andFloridaStateUniversity
MajorCounterpartOrganizations:
MinistryofEducationandRegionalStateEducationBureaus
GeographicCoverage(citiesand/orregions):
NationwidewithprojectofficesinAmhara(BahirDar),Tigray(Mekelle),Oromia(AddisAbaba),Ethio-Somali(Jigjiga),andSNNPR(Hawassa).
ReportingPeriod: October1toDecember31,2016
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1.1 Program/Activity Description/Introduction
InitiatedinOctober2012,theReadingforEthiopia’sAchievementDevelopedTechnicalAssistance(READTA)projectisa5-year(2012–2017)USAgencyforInternationalDevelopment(USAID)-fundedinitiativetoimprovethereadingandwritingperformanceof15millionprimarystudentsinsevenEthiopianlanguages(Amharic,Af-Somali,AfaanOromo,Tigrinya,SidaamuAfoo,Wolayttatto,andHadiyyisa)andEnglish.
WorkingcloselywiththeMinistryofEducation(MOE)andRegionalStateEducationBureaus(RSEBs),READTAisimplementedbyRTIInternationalandsiximplementingpartners:SavetheChildrenInternational(SCI),FloridaStateUniversity(FSU),WhizKidsWorkshop(WKW),SILLEAD,Inveneo,andBooksforAfrica(BfA).
READTAisamajorcomponentintheefforttowardimprovingthelearningoutcomesofprimary-schoolstudents,specificallyinreadingandwriting.Inthisregard,theprojectaimstoachievethefollowingfourintermediateresults(IRs):
§ IR1:Readingandwritingmaterialsappropriateforprimaryclassroomsandpre-serviceandin-serviceteachertrainingdeveloped
§ IR2:Languagespecificteachingandlearningmethodologiesandstrategiesthatfocusonhelpingstudentslearntoreadandwriteeffectivelyareapplied
§ IR3:Languageteachingandlearningsupportedbyappropriatetechnologyandteachingaids
§ IR4:TechnicalassistancetosupportRSEBsandtheMOEfortheREADInstitutionalImprovement
WhileworkingtoachievetheseIRs,READTAalsostrivestoaddressthreecrosscuttingthemesofparamountimportanceincomplementingitsefforts:(1)genderandinclusion,(2)capacitybuilding(CB),and(3)informationcommunicationsandtechnology(ICT).
READTAcoordinatesprojectactivitiesfromitscentralofficeinAddisAbaba,butalsooperatesinfiveofthebiggestregionsofEthiopia.IthasopenedofficesintheregionalcapitalsofAmhara,Oromia,Ethio-Somali,SouthernNationsNationalitiesandPeoples’Region(SNNPR),andTigrayregionalstates.TheprojectalsoremotelyworkswiththeAddisAbaba,Afar,Benishangul-Gumuz,Gambella,DireDawa,andHarariregionalstates/cityadministrations.
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1.2 Summary of Results to Date, Quarterly Report
Table1.Summaryofresultstodate,quarterlyreport
Standard Indicators
Baseline Fiscal Year (FY) 2013
Annual Target
Quarter (Q)1 FY 2016
Q2 FY 2016
Q3 FY
2016
Q4 FY
2016
Annual Performance Achieved to the End of Reporting Period (%)
On Target
Y/N
Number of teachers, educators, and teaching assistants who successfully completed in-service training or received intensive coaching or mentoring with US Government (USG) support
0 25,877 41 (26 male) Master trainers for adapting regions
10,417 (4,997 male) (357 [180 male] teacher trainers [TTs] and 10,060 (4,817 male) School teachers)
—
— 40.41% Yes
Number of teachers, educators, and teaching assistants who successfully completed pre-service training with USG support
0 To be determined (TBD)*
0 1,291 (669 male)*** — — Not applicable (N/A)****
N/A
Number of textbooks and learning materials developed
0 16 0 0 — — 0% Yes
Number of administrators and officials successfully trained with USG support
0 500** 449 (400 male) (403 [367 male] leadership CB from Oromia region + 46 [33 male] CB for MOE)
330 (304 male) (Leadership CB from Oromia region)
--- --- 155.8 %
*Annual target for number of teachers, educators, and teaching assistants who successfully completed pre-service training with USG support cannot be determined by READ TA. It will depend on the number of teacher trainees who graduate from Colleges of Teacher Education (CTEs) using the READ TA developed course modules. So far, READ TA was not able to obtain complete figure for the indicator, making it difficult to estimate annual target based on previous year number of graduates. **Target only includes capacity building for the five READ TA target regions and the MOE. The target for adapting regions will be based on the regions readiness and need, which will be determined on a case-by-case basis. *** READ TA has not been able to obtain official data for pre-service training completion numbers from the MOE and CTEs. The numbers indicated in this report are drawn from unofficial reporting from only 12 out of the 36 CTEs. **** As READ TA cannot have annual target for reasons described above, the annual performance achievement was not calculated.
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1.3 Summary of Results to Date, Annual Report
Table2.Summaryofresultstodate,annualreport
StandardIndicatorsBaseline
FY2013
ActualPriorYear(if
applicable)
AnnualTarget
AnnualActual Out-Year1TargetOut-Year2Target
AnnualPerformance
AchievedtotheEndofReporting
Period(%)
OnTarget
Y/N
Numberofteachers,educators,andteachingassistantswhosuccessfullycompletedin-servicetrainingorreceivedintensivecoachingormentoringwithUSGsupport
0 66,509 (36,439 male)
25,877 10,458(5,023male)
Notapplicable(N/A)
N/A 40.41% Yes
Numberofteachers,educators,andteachingassistantswhosuccessfullycompletedpre-servicetrainingwithUSGsupport
0 1,291(669male)*
TBD** 0 N/A N/A N/A N/A
Numberoftextbooksandlearningmaterialsdeveloped
0 304 16 0 N/A N/A 0% Yes
NumberofadministratorsandofficialssuccessfullytrainedwithUSGsupport
0 2,573(2406male)
500*** 779(704male)
[449 (400 male) +330(304)male]
N/A N/A 155.8% Yes
* READ TA has not been able to obtain official data for pre-service training completion numbers from the MOE and CTEs. The numbers indicated in this report are drawn from unofficial reporting from only 12 out of the 36 CTEs.
**The annual target for number of teachers, educators, and teaching assistants who successfully completed pre-service training with USG support cannot be determined by READ TA. It will depend on number of teacher trainees graduating from CTEs using the READ TA developed course modules. ***The target only includes capacity building for the five READ TA target regions and the MOE. The target for adapting regions will be based on the regions readiness and need, which will be determined on a case-by-case basis.
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2. ACTIVITY IMPLEMENTATION PROGRESS 2.1 Progress Narrative
Duringthereportingquarter,READTAactivitiesprogressedwellacrossallofitsIRs,includingtheEnglish
curriculumdevelopmentwork.Buildinguponwhathasbeenachievedinthepreviousquarter(Q1),
READTAisnowpastthemidwaypointforthedevelopmentoftherevisedGrades1–8English
curriculummaterials.Withthecompletionofthegradelevelscopeandsequence,curriculum
developmentteamswereabletostartandprogresswellindevelopingtheactualEnglishstudentbooks
(SBs)andteacherguides(TGs).Mostgradelevelteamsprogressedverywellinthequarterdeveloping
morethan30weeksofdraftlessonsthatshouldcontributetothetimelycompletionoftheEnglish
curriculumdevelopmentwork.InadditiontotheprogressmadeintheEnglishcurriculumdevelopment
work,READTAalsoobtainedtheMOE’sapprovalforthelongawaitedteachers’mentoringactivity.But
insteadofapprovingthementoringactivityacrossallregions,theMOEagreedtoconductapilotofthe
mentoringapproachinthefivetargetregions.Othermajorquarterlystridesinprojectimplementation
includedtheproductionofTsehaiLovesLearning(TLL)episodes,whichstartedmovingquicklyafterthe
MOE’sapproval(whichhadbeenpendingsinceYear4);theAssistiveTechnologyCapacityBuilding
Initiative(ATCBI)thatisnowmovingahead;andthedonatedEnglishsupplementarybooksshipment,
landtransportation,sorting,anddistribution,whichhassteadilymovedforwardduringthereporting
quarter.However,althoughmostactivitiesunderthefourIRswereimplementedasscheduled,there
wereafewactivitiesthatweredelayedduetoreasonslargelybeyondthecontroloftheprojectand
somethatresultedfromtheverytightimplementationplanlaidoutforthefinalyearoftheproject.
Lookingcloselyattheprogressofactivitiesalongwiththeproject’sIRs,Year5Quarter2activitiesunder
IR1(Readingandwritingmaterialsappropriateforprimaryclassroomsandpre-serviceandin-serviceteachertrainingdeveloped)largelyfocusedonprovidingtechnicalassistancetotheMOEinimproving
theprimarylevelEnglishlanguagecurriculum.BasedontheEnglishcurriculumrevisionactionplan
preparedandapprovedtowardstheendofYear4,READTAaccomplishedmostoftheactivities
scheduledforQ2.Specifically,READTAfinalizeddevelopmentofgrade-levelscopeandsequencefor
English,developedmuchofthelessonsfortheEnglishstudentbooksandteacherguides,andfield
testedthenewlydevelopedEnglishlessonsinnineschoolsselectedfromtworegions:Oromiaand
Amhara.FeedbackfromthefieldtestwillinformtheEnglishcurriculumrevisionteam’sworkandthe
Englishteachers’trainingdesign.NotethattheGrades9–12fieldstudyanditsfollowupactivitiesdid
nothappenbecausetheMOE,whichisleadingandfundingthisactivity,wasunabletomoveaheaddue
toconflictingactivitiesandlackofbudgetfromtheMOE.READTAwas,however,readytosupportthe
Englishfieldstudyactivityasdescribedintheannualimplementationplan.
ActivitieslinedupforthereportingquarterunderIR2(Language-specificteachingandlearningmethodologiesandstrategiesthatfocusonhelpingstudentslearntoreadandwriteeffectivelyareapplied)progressedwellinQ2asREADTAissuedateachertraininggranttotheMOEtotrainGrades1–
8teachersinfouradaptingregions,trainedGrades1–4andGrades5–8TeacherTrainers(TTs)inpreparationfortheteachers’traininginthefouradaptingregions,andprovidedsupporttoensure
trainingqualitythroughdeployingstaffandMasterTrainers(MTs)toallthetrainingvenues.Similarto
Q1,preparationswerenotmadefortheGrades5–8teachers’traininginREADTAtargetregions.Aswas
thecaseinQ1,thiswasduetothedelayinprintingtheGrades5–8studentbooksandteachers’guides
bytheMOEandthetargetregions.Fortunately,inQ2,theMOEprovidedapprovalonthementoring
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frameworkthatwasdevelopedinYear4.Althoughthementoringframeworkwillbepilotedatpreferred
byRSEBs,itwilllayafoundationfortheteachersupportsystemthatshouldbeinplaceforthe
successfulimplementationoftherevisedMTcurriculum.
IR3READTAactivities(Languageteachingandlearningsupportedbyappropriatetechnologyandteacheraids)progressedverywellinQ2.QuarterlyaccomplishmentsforTsehailovesLearning(TLL)
episodesincludedabrainstormingworkshopthatresultedinidentificationofeightskillsandkey
messagesfortheTLLepisodesandthesubsequentdevelopmentofeightstandardEnglishTLLepisode
scriptsthatwerelaterreviewed,validated,adaptedtoAmharic,andvalidatedagain,beforethescripts
wenttoproductionfortheeightAmharicepisodes.Theotheraccomplishmentwasthesuccessful
consultativeworkshopheldwithleadersandexpertsfromtheMOE,RSEBs,andCTEstoreviewthe
READMTinstructionalresourcesandtechnologypackageforuseandsustainability.Theconsultation
helpedusnoticethecommitmentandleadershipcapabilityofRSEBstobettersupporttheREADMT
package,insteadofrelyingontheMOE.Inaddition,alongwiththesupportfortheREADMTpackage,
sevenMOECenterforEducationalInformationandCommunicationTechnology(CEICT)staffwere
providedwithadvancedtechnicalandsupporttraining.Further,theassistivetechnologycapacity
buildinginitiativewastheotherextensiveactivityinthequarter,duringwhichatechnologypackagewas
procured,baselinedatawascollected,andateachertrainingmanualwasdevelopedtotrainteachers
fortheATCBIinQ3.Lastbutnotleast,READTAwasabletosuccessfullymanagethetransporting,
sorting,packing,anddistributingof128,500ofthe193,794donatedEnglishsupplementarybooks
(shippedfromBfA)to257SchoolClusterCenters(SCCs)infourregionsofEthiopia.Activitiesthatwere
delayedduringQ2includetheprocurementofadditionalICTpackageequipment,whichwasputon
holdasREADTAneededtofirstconsultwiththeMOEandRSEBsonhowtheprocuredequipmentwill
beadministered.Moreover,implementationoftheassistivetechnologypilotatschoolswasalsolate
duetodelaysexperiencedinprocuringandcalibratingidentifiedtechnologyitems.
IR4(TechnicalassistancetosupportRSEBsandtheMOEfortheREADinstitutionalimprovement)activitiesweremostlyonschedule.Majoraccomplishmentsincludedvalidationoftheregionally
adaptedsevenMTversionsofModule6andcomment/editincorporations.Moreover,READTAheld
adaptation,validation,andpost-validationcommentincorporationsessionforsevenMTversionsof
Module7;trainingof210CTEMTteachereducatorsonnewlydevelopedModules6and7,alongwitha
Bloomsoftwareawarenesstraining;revisionoftheEnglishversionModule4basedonmonitoringand
evaluation(M&E)datafrompilotimplementation;jointfollow-upvisitsto21schoolsinfourREADTA
regionstoseetheimplementationoftheMTCommunicationToolkitandM&EToolkit;andcapacity
buildingtrainingfor343(29female)woredaeducationalleadersandexpertsfromOromiaregionon
M&EofMTcurriculumimplementation.Activitiesthatwerenotconductedasplannedincludedthe(1)
leadershipandM&Ecapacitybuildingforadaptingregions,whichwasdelayedbecausebeneficiary
regionsdidnotdemonstratereadiness,(2)thematerialmodificationforreaderswithseveredisabilities,
whichwasdelayedduetootherREADTApriorityactivitiesthatoccupiedthehumanresourcesavailable,
and(3)thesustainabilityworkshop,whichwasmovedtoQ3withalittlebitofchangeindesignand
time.
Overall,severalYear5Q2activitieswereaccomplishedwiththerelentlesseffortsofprojectstaffand
activeparticipationfromtheMOE,RSEBs,ZoneEducationDepartments(ZEDs),CTEs,andother
stakeholders.AsREADTAmovesforwardtoitsfinalYear5quarters,itwillworkevenharderto
completeplannedYear5activitiesasperitsimplementationplan.
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2.2 Implementation Status
ThissectionpresentsasummaryofREADTA’sprogressacrossitsfourIRsforYear5,Q2(October1–
December31,2016).
READTAquarterlyachievementsforIR1includedthefollowing:
§ FinalizedthedevelopmentofGrades1–8Englishcurriculumscopeandsequence(S&S),producinga
draftdocument.ExpertsfromtheMOE,RSEBs,andCTEsandschoolteacherswereinvolvedinthe
secondroundworkshopheldOctober3–11,2016tofinalizetheS&Sdocumentthatwaspartially
completedinQ1.
§ ProducedaworkingS&SdocumentforGrades1–8Englishcurriculumafterholdingareviewofthe
draftdocumentwith24(2female)representativesfromtheMOEandthe11regionsataworkshop
heldOctober12–15,2016inAddisAbaba.
§ PreparedtheEnglishcurriculumreviewteamforthedevelopment/revisionoftheGrades1–8
Englishstudentbooksandteacherguidesina4-daytrainingheldOctober24–27,2016.
§ Startedtherevision/developmentofGrades1–8Englishcurriculummaterialswithateamof39(6
female)expertswhowerepartoftheEnglishcurriculumdocumentsrevisionandS&Sdevelopment.
Mostgradelevelteamscompleteddevelopmentofmorethan30weeksofdraftlessonsduringQ2.
§ Trained29(13female)teachersand9(1female)schoolprincipalsfromnineschoolsinpreparation
forfieldtestofrevisedGrades1–8EnglishSBsandTGs,inaworkshopconductedDecember13–16,
2016.
§ ConductedfieldtestofrevisedGrades1–8EnglishSBsandTGsinselectednineprimaryschools:two
fromAddisAbaba,threefromAmharaandfourfromOromiaregions.
QuarterlyachievementsforIR2included:
§ Trained357TTsataregionallyconducted10-dayworkshopinOctober2016.Ofthese,177(77
female)wereTTsforGrades5–8fromadaptingAddisAbaba,Amhara,andSNNPRregionsand180
(100female)wereTTsforGrades1–4fromadaptingDireDawaandSNNPRRegions.
§ HeldconsultativemeetingwiththeMOEandRSEBsontheimplementationofthementoring
frameworkthatresultedintheMOE’sdecisiontopilotthementoringframeworkintheregions.
§ SupportedtheadaptingAddisAbaba,Amhara,DireDawa,andSNNPRRSEBstoplanforandrollout
qualityGrades1–8teachertrainingsbydeploying18MasterTrainersand10READTATeacher
Trainingexpertstoalltrainingvenues.
§ SuccessfullyadministeredagranttotheMOEforthetrainingof4,971(2,704female)Grades1–4
and5,089(2,539female)Grades5–8MTteachersinthefouradaptingregions.
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QuarterlyachievementsforIR3includedthefollowing:
§ OrganizedabrainstormingworkshopwithMOEandRSEBsrepresentativesinpreparationto
produceTLLEpisodes.Theworkshopresultedinidentificationofeightskillsandkeymessagestobe
featuredintheTLLepisodes.
§ DevelopedeightstandardEnglishTLLepisodescriptsbasedonstoriesintherevisedGrades1–4
curriculaandfeaturingtheidentifiedskillsandmessages;thestandardEnglishTLLepisodescripts
werelaterreviewed(onOctober31,2016)andvalidated(onNovember7,2016)byexpertsfrom
theMOE,RSEBs,andREADTA.
§ AdaptedthestandardTLLEnglishscriptstoAmharicwith9(4female)expertsfromtheMOE,
AmharaRSEB,andREADTAstaffataworkshopheldNovember8–10,2016.TheadaptedAmharic
scriptswerelatervalidatedonNovember11,2016byMOE,RSEB,andREADTAexperts.
§ BeganproductionoftheeightTLLepisodesthatincludedprogressinrecordingandeditingaudio,
outliningshootlist,storyboarding,characterdesigning,animationbackgrounddesigning,puppet
filming,andepisodepuppetsegmentsediting.
§ Providedanadvancedtechnicalandsupporttrainingforseven(twofemale)MOECEICTstaffonthe
READMotherTongueInstructionalResourcesandTechnologyPackageinaworkshopheldOctober
31–November7,2016.
§ ReviewedtheREADMTInstructionalResourcesandTechnologyPackageUseandSustainabilityina
consultationworkshopheldNovember25–26,2016atAdamawithleadersandexpertsfromthe
MOE,RSEBs,andCTEs;therewereatotalof52(2female)participants.
§ Aspartofthepreparationsfortheassistivetechnologycapacitybuildinginitiative(ATCBI):
o Finalizedprocurementofvisionandhearingscreeningsoftwareapplications,smartphones,and
specialheadphonesandcalibratedmaterials.
o ConductedareviewoftheinstructionallyaccommodatedsevenMTGrade2teachers’guides
(producedinQ1)withrespective17(7female)MTtaskforcemembersfromthefiveregionsina
workshopheldOctober-5–8,2016.
o Provideda1-daytrainingfor12MTteachersand6principalsinpreparationtotestATCBI
materialstestontheclassroomapplicationofinstructionallyaccommodatedteachers’guides
loadedonsmartphones.
o Trained12MTteachersonhowtouse/testtheinstructionallyaccommodatedGrade2teacher’s
guideloadedontosmartphonesintheirrespectiveclassrooms.ThetrainingwasheldDecember
12–16,2016.READTAstaffmemberssimultaneouslycollectedfeedbackduringthematerials
test.
o Testedandimprovedbaselinedatacollectioninstrumentsandscreeningapplicationsforvision
andhearingfromDecember1–8,2016insixschools.EightREADTAandMOEassessors,who
receiveda2-daytrainingNovember29–30,2016,conductedtheinstrumentstesting.
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o Conductedbaselinedatacollectionfrom57schools/114Grade2MTclassroomsinfivetarget
regionsfromDecember19–31,2016;elevendatacollectionteamscarriedoutthecollection.
§ Distributed128,500donatedEnglishsupplementarybooksto257SCCsinDireDawa,Harari,SNNPR,
andTigrayregionsfromthefirstshipmentofbooksthatcontained193,794books.
QuarterlyachievementsforIR4includedthefollowing:
§ ValidatedregionallyadaptedsevenMTversionsofModule6with44(5female)MOE,RSEB,ZED,
andCTErepresentativesinaworkshopconductedOctober12–14,2016inAddisAbaba.
§ ValidatedtheEnglishversionofModule7,regionallyadaptedtheEnglishmodule7tosevenMTs,
andvalidatedtheregionallyadaptedsevenMTversionmodule7(MT221)withMOE,RSEB,ZED,and
CTErepresentativesinaseriesofworkshopsconductedOctober10–November10,2016inAddis
Ababa.
§ Finalizedpost-validationcommentincorporationofsevenMTversionModules6and7withMOE,
RSEB,andCTErepresentativesduringOctoberandNovember2016.
§ PreparedforMTteachereducatorstrainingonModule6and7bydevelopingEnglishtraining
materialsandtraining7(1female)and9(1female)MTco-facilitatorsfortherespectivemodules.
Trained210(51female)CTEMTteachereducators,MOEexperts,andregionalandzonalteacher
developmentprogram(TDP)expertsonModules6and7.
§ Providedathree-dayBloomsoftwareawarenesstrainingfor210(52female)CTEteachereducators
andrepresentativesfromtheMOE,RSEBs,andZEDs.
§ TrainednineCTEinstructorsinpreparationtoconductM&Edatacollectiononimplementationof
Module5atCTEs.
§ ConductedrevisionofEnglishversionModule4with13CTEinstructorsfromOctober31–November
12,2016.
§ READTACapacityBuildingSpecialistsandRSEBrepresentativesconductedjointfollow-upvisitsto
21schoolsinfourREADTAregionstoseetheimplementationoftheMTCommunicationToolkitand
M&EToolkit.FeedbackfromthevisitswereprovidedonthespottoschoolsandRSEB
representatives.
§ Builtcapacityfor330(26female)woredaeducationalleadersandexpertsfromtheOromiaregion
onM&EofMTcurriculumimplementationduringfour,4-dayworkshopsheldinShashemene,
Assela,and(twicein)Adama.
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IR 1. READING AND WRITING MATERIALS APPROPRIATE FOR PRIMARY CLASSROOMS AND PRE-SERVICE AND IN-SERVICE TEACHER TRAINING DEVELOPED
1.4. Develop Reading and Writing Materials for English
1.4.5.ImplementPlanforEnglishLanguageCurriculumRevisionInYear5Q1,READTAconductedfoundationalactivitiesinrevisingthepre-primarythroughGrades12
Englishlanguagecurriculummaterials.Theseincludedadeskreviewconductedonthepre-primary
Englishcurriculum;minimumEnglishlanguagerequirementsidentifiedfortransitionfrommother
tonguetoEnglishasamediumofinstruction;adraftflowchartdevelopedforpre-primarythrough
Grade12;syllabusandminimumlearningcompetencies(MLCs)revisedandvalidatedforpre-primary
throughGrade8;andacontentmapdevelopedforGrades1–8.Moreover,asperREADTA’sadditional
assignmenttosupporttherevisionoftheGrades9–12Englishlanguagecurriculum,adeskstudywas
conductedontheGrades9–12Englishlanguagecurriculumandtechnicalassistancewasprovidedin
designingafieldstudyforGrades9–12.
InQ2,READTAaccomplishmentsinrevisingtheEnglishCurriculumRevisionincluded:thefinalization
andreviewofgradelevelscopeandsequencedocumentsforGrades1-8,developmentofstudentbooks
andteacherguidesthatismorethanhalf-waycomplete,andfieldtestingofdevelopedmaterials.Below
followsdescriptionofquarterlyactivitiesinimplementingplanforEnglishCurriculumRevision.
1.4.5.1.Reviewandrevisepre-primaryandGrades1-12Englishlanguagecurriculumdocuments(e.g.,syllabus,MLCs,andcontent)
1.4.5.1b.ConductdeskreviewofGrades9–12EnglishcurriculumDuringYear5Q1,READTAcompletedadeskreviewoftheGrades9–12Englishcurriculummaterials
andproducedadraftdeskreviewreport.Thedraftdeskreviewreportwasthensharedinternallyand
laterwiththeMOEforreviewandfeedback.READTAdidnotobtainfeedbackfromtheMOEsofar
henceitwillfinalizetheGrades9–12deskreviewreportafterthefieldstudyreportisfinalized.
1.4.5.1c.ProvidetechnicalassistancetotheMOEindesigningandanalyzingafieldstudyreviewofGrades9–12EnglishlanguagecurriculumAsdescribedin1.4.5.1.b,READTAconductedadeskreviewoftheGrades9–12curriculummaterialsin
Q1.Inadditiontoconductingthedeskreview,READTAalsocommittedtotechnicallysupportafield
studyonGrades9–12EnglishcurriculummaterialsthatwillbeundertakenbytheMOE.Aspartofits
commitment,inQ1,READTAtechnicalexpertsreviewedMOE’sfieldstudyproposalandprovided
feedbackontheproposaltowardstheendofSeptember2016,Q1.TheMOEfinalizedtheproposaland
instrumentsbasedonREADTAfeedbackandisnowpreparingtoconductthefieldstudy.
1.4.5.4.ConsultativemeetingwithstakeholderstodiscusstheirexperienceinimplementingexistingGrades9–12EnglishlanguagecurriculumDuringthereportingquarter,READTAagreedwiththeMOEandUSAIDtocanceltheconsultative
meetingwithstakeholderstodiscussontheexistingGrades9–12Englishlanguagecurriculumas
planned.ThiswasbecausetheMOEpreferredtoundertakethefieldstudyratherthanholdingthe
consultativemeeting.
18
1.4.5.5.PresentandvalidatetheEnglishLanguageCurriculumGrades9-12reviewreportThisactivitywasnotconductedduringthereportingquarterduetodelayedpredecessoractivity,
1.4.5.1c.
1.4.5.6.RevisetheEnglishLanguageCurriculumDocumentsforGrades9-12Thisactivitywasnotconductedduringthereportingquarterduetodelayedpredecessoractivity,
1.4.5.1c.
1.4.5.7.ValidatetheGrades9-12EnglishLanguageSyllabus,MLCs,andFlowchartThisactivitywasnotconductedduringthereportingquarterduetodelayedpredecessoractivity,
1.4.5.1c.
1.4.6.DeveloprevisedGrades1–8EnglishlanguagecurriculummaterialsDuringYear5,Q1,READTAcompletedthereviewandrevisionoftheEnglishcurriculumdocuments
(syllabus,MLCsandflowchart).Moreover,READTAwasabletostartdevelopmentofgrade-levelEnglish
curriculumscopeandsequenceforGrades1–8inQ1.
Inthereportingquarter,Q2,READTAwasabletofinalizethegradelevelscopeandsequence
developmentandalsostartdevelopingstudentbooksandteacherguidesforGrades1-8.Detailonthe
quarterlyprogressofdevelopingrevisedGrades1–8Englishlanguagecurriculummaterialsispresented
inthesectionsbelow.
1.4.6.1.DevelopscopeandsequenceforGrades1–8EnglishcurriculumBuildinguponwhatwasaccomplishedinQ1inthefirstphaseofthescopeandsequencedevelopment
workshop,READTAfinalizedgradelevelscopeandsequenceforGrades1-8duringthereporting
quarter,Q2.Thissecondphaseofthescopeandsequencedevelopmentworkshopwasconductedfrom
October3-11,2016byparticipantsthatalsoworkedduringthefirstphaseofthedevelopment
workshop.TheseincludedexpertsfromREADTA,MOE,RSEBs,Universities,CTEsandprimaryschools
teachers,ledbyREADTAinternationalandlocalconsultants.
FinalizationofthedraftscopeandsequencedevelopmentresultedinanewlydevelopedGrades1-8
Englishlanguagescopeandsequenceforuseinsubsequentcurriculummaterialsdevelopmentafter
review.Moreover,capacitywasalsobuiltforexpertsinvolvedinthescopeandsequencedevelopment
process,whichsignifyanewapproachintroducedtotheEthiopiancurriculumdevelopmentpractice.
1.4.6.2.ReviewtheGrades1–8scope-and-sequencedocumentReviewofthedraftGrades1–8Englishlanguagescopeandsequencedocumentwasconductedina
workshopheldfromOctober12-15,2016inAddisAbabawith24(2female)representativesfromMOE
andtheelevenregions(Table3).Duringtheworkshop,participantsfirstreceivedpresentationsonthepurposeofdevelopingascopeandsequencedocumentandalsointroducedtoREADTA’sprocessin
developingthescopeandsequencedocument.Workshopparticipantswerelaterfamiliarizedwithmain
componentsofthescopeandsequenceandareviewchecklistthatwillbeusedtoreviewthescopeand
sequencedocument.Workshopparticipantssubsequentlyreviewedthedraftscopeandsequencewith
fewcomments.
19
Followingthereviewworkshop,thecurriculumdevelopmentteamincorporatedrelevantcomments
givenbythereviewteamandthedocumentwasmadereadytoguidetheGrades1-8EnglishStudent
BookandTeachersGuidedevelopment.
Table3.ReviewofGrades1–8Englishscope-and-sequencedocumentRegion Organization Position Female Male Total
AddisAbaba
MOEExperts(Gender,
Curriculum,TDP,English) 1 5 6
University-Addis
AbabaUniversity
(AAU) AssistantProfessor 0 1 1
RSEB-AddisAbabaCurriculumProcessHead 0 1 1
EnglishLanguageExpert 0 1 1
AfarRSEB-Afar ViceHead 0 1 1
CTE-Asayita Lecturer 0 1 1
Amhara CTE-Dessie AssistantProfessor 0 1 1
Benishangul-
Gumuz
RSEB-Gambella
CurriculumProcessOwner 0 1 1
DireDawa RSEB-DireDawaEnglishLanguageExpert 0 1 1
DeputyHead 0 1 1
Gambella RSEB-Gambella HeadofCurriculum 0 1 1
Harar CTE-Harar Lecturer 0 1 1
Oromia
University-Wollega Lecturer 1 0 1
University-Ambo EnglishTeacher 0 1 1
CTE-Fitche Lecturer 0 1 1
SNNPR
University-Wolayita
Sodo Lecturer 0 1 1
University-Hawassa AssistantProfessor 0 1 1
RSEB-SNNPR CurriculumCoordinator 0 1 1
Tigray RSEB-Tigray CurriculumPerformer 0 1 1
Total 2 22 24
1.4.6.3.MaterialsdevelopmentforGrades1-8Englishcurriculum(studentbooksandteachers’guides)AfterhavingtheGrades1-8scopeandsequencedocument,READTAstartedthedevelopment/revision
oftheGrades1-8Englishstudentbooksandteachers’guideswiththesameexpertswhorevisedthe
curriculumdocumentsandalsodevelopedgradelevelscopeandsequence.
BeforetheEnglishcurriculumrevisionteamengagedinrevisionactivity,READTAorganizeda4-days
orientationtrainingfromOctober24-27,2016.Thetrainingequippeddevelopmentteammemberswith
templatesandlayouttobeusedindevelopingSBsandTGs.Moreover,teammemberswereintroduced
totheprocesstobefollowedtoensurealignmentoftheSBsandTGswithfinalizedscopeandsequence
aswellassyllabus.Otherpresentationsgivenduringthetrainingfocusedoninclusiveeducation,
children’slearningdevelopment,andlearningassessment.Beforeproceedingtotheactual
developmentwork,teammemberswerealsogiventimetoexercisethedevelopmentofSBandTG
contentusingintroducedtemplates.
20
TheactualSBandTGdevelopmentworkstartedwithassignmentofgradelevelteammembersonthe
basisofqualificationandrole(universityandCTEinstructors,RSEBexpertsandprimaryschoolteachers)
totheeightgradelevelsfromGrade1to8.Eachgradelevelrevisionteamcontainedfrom4-6members
includingatextwriter,lessonwriter,editorandqualitycheckperson.
Lookingattheprocessfollowedindevelopment,textwriterprovidesthelessonwriterwithatext
relatingtothethemeinhand.Then,thelessonwriterpreparesahandwrittendraft,whichwillbegiven
tothetypist.Thetypisttypesandgivesthedraftbacktotheteam.Theeditorintheteam,in
consultationwiththeotherteammembers,dotheeditingwhilethequalitycheckerintheteammakes
surethatcorrectionismade.Then,thedraftgoesbacktothetypistforediting.Theeditedversionwill
nextbegiventothequalityassuranceteam(twoexpertshiredbyREADTA/RTI-oneisworkingon
grades1-5andtheotherongrades6-8.Thisassignmentismadetoenabletheexpertsseehorizontal
consistencyandverticalalignmentwithinagradelevelandacrossgrades.Theyreviewmaterialsand
providefeedbacktothedevelopmentteam,discusswiththeteamoncriticalissuesandcheck
incorporationofcomments).
Basedonfeedbackfromthequalityassuranceteam,teammembers(editor/qualitycheck)make
necessarycorrections,andincorporatethefeedbackwiththetypist.Thecorrectedversionwillthenbe
giventotheleadconsultants.Theleadconsultantsprovidefeedbackonthepieceandtheteamdothe
jobofincorporatingtheinputssittingwiththetypist.Thedraftthengoestothedesigners.Then,the
designersdotheirjobandhandittothegradelevelteamwhowillthencheckwhethereverything
includingillustrationsareinplace.Thiswillnextbecheckedbytheleadconsultants.Theconsultants
suggesttheteamtoincorporatemissingelements.Afterthisthegradelevelteammembersitswith
designerstodothecorrections.Thefinalversionsaredesignedinin-design.Therevisionteamswere
alsosupportedbyfourtypists,threeillustratorsandtwodesigners.Leadconsultantsalsoledand
supportedthedevelopmentprocess.Theywerealsoengagedinreviewingdraftsandproviding
feedbacktotheteam.ThisestablishedprocesswassupportedwithvarioustoolsthatincludedSBand
TGtemplate,flow-chart,andadailystatustrackersheet.SeeTable4belowfordetailonteam
composition.
BytheendofDecember2016,gradelevelteamswereabletocompletethemajorityofweeksoflessons
withsomedifferencesacrossteams.Fivegradelevelteamshadcompletedmorethan30weeklessons
whileGrade5,7and8teamscompleted25,18and16weeks’lessonsbytheendofthereporting
quarter.ThegradelevelteamswillcarryondevelopinglessonsuntilJanuary04,2017andwillbreakfor
EthiopianChristmasfromJanuary5-10,2017.TeamswillresumeworkonJanuary11,2017.
Table4.RevisionofGrades1–8EnglishSBandTGPosition/RoleInTeam Female Male TotalEditor 1 7 8
LessonWriter 1 8 9
QualityCheck 2 11 13
TextWriter 2 6 8
TextWriterandEditor 0 1 1
Total 6 33 39
1.4.6.4.Piloting/fieldtestingdevelopedcontent
21
Themainpurposeofthefieldtestwastogetqualitativefeedbackontheusabilityofthematerialsfrom
studentsandteacherstohelpinformthematerialdevelopment/revisionprocess.Forthispurpose,two
weeks’worthoflessonswereselectedfromthenewlydeveloped/revisedSBsandTGsofeachgrade
levelandfieldtestedatnineselectedschoolsfromAddisAbaba,Amhara,andOromiaregions.
Inpreparationforthefieldtest,29teachersandnineschoolprincipalsfromtheselectedschoolswere
trainedontherevisedmaterialsfromDecember13-16,2016inAddisAbaba.Theteacherswere
selectedonthebasisofavailability.Aone-daydatacollectors’trainingwasalsoprovidedtofiveREAD
TAstaffonDecember17,2016.Moreover,fieldtestdatacollectioninstrumentswerepreparedin
advancecomprisingclassroomobservation,teacherinterview,teacherfocusgroups,studentinterview,
andstudentfocusgroupprotocol.
FieldtestingoftherevisedGrades1-8EnglishStudentBookandTeachers’guidewasconductedfortwo
weeksattheselectedprimaryschoolsinthreeregions(2AddisAbaba,3Amharaand4Oromiaschools)
fromDecember19-30,2016(Table5).ThetrainedteacherstaughttheirrespectivegradelevelstudentsusingtherevisedEnglishcurriculummaterials.Datacollectorsobservedeachtrainedteachertwice
whileteachingusingtherevisedSBandTG.Thedatacollectorsalsoconductedinterviewsandfocus
groupsfortheteachersandwithstudentstheteacherstaught.Thefocusgroupswereconductedby
pullingteachersfromdifferentschoolswhenthenumberofteacherswasfewandoneperschoolwhen
thenumberwasbigenough.ThedatacollectionwasmonitoredbyexpertsfromREADTAandMOE
(CurriculumDevelopmentandImplementationDirectorate).
READTAwillsummarizeandusetherelevantfeedbackgainedfromthefieldtesttoimprovetheEnglish
curriculummaterialsdevelopmentasnecessaryintheupcomingquarter.
Table5.Grades1–8Englishcurriculummaterialsfieldtestingteachers’andprincipalstraining
Region Organization
Position
TotalPrincipal Teacher
Female Male Female MaleAddisAbaba PrimarySchool 1 1 4 6 12
Amhara PrimarySchool 0 3 5 6 14
Oromia PrimarySchool 0 4 4 4 12
Total 1 8 13 16 38
1.5. Provide technical assistance to RSEBs in developing MT curriculum for additional languages (upon official request through MOE)
READTAhasalreadydeliveredtechnicalassistanceforthesevenMTsoutlinedinitsoriginalscopeof
work.However,theprojectisstillcommittedtooffertechnicalassistance,intheformofexpertise,to
curriculumdevelopmentinotherMTs,providedthattheMOEofficiallyrequeststheassistance..
TowardstheendofYear4,theHarariregionofficiallyrequestedREADTA’stechnicalassistancethrough
theMOE.
1.5.1.ProvidetechnicalassistancetoRSEBsindevelopingMTcurriculumforadditionallanguages(uponanofficialrequestfromtheMOE)FollowingtheHarariRegion’srequestfortechnicalassistance,inQ1,READTAworkedwiththeHarari
RSEBtohelpdevelopaplanforthedevelopmentofcurriculummaterialsintheHararimothertongue.
22
TheRSEBpreparedtheplan,whichREADTArefinedandreturnedtotheRSEB.READTAiswaitingfor
theRSEBtoschedulethedevelopmentofthecurriculummaterialsinHararimothertongue.Inthe
meantime,theprojecthasidentifiedaconsultantandaReadingandCurriculum(R&C)Specialistwho
willsupporttheHarariRSEB.
IR 2. LANGUAGE-SPECIFIC TEACHING AND LEARNING METHODOLOGIES AND STRATEGIES THAT FOCUS ON HELPING STUDENTS LEARN TO READ AND WRITE EFFECTIVELY ARE APPLIED
2.2. Train Master Trainers and Teacher Trainers for Grades 5–8 2.2.1.b.TrainMasterTrainersforGrades5–8MTcurriculuminRSEBs/CityAdministrationEducationBureaus(CAEBs)thathavealreadyprintedanddistributedMTbooksAshasbeenthepracticeinREADTA,thetrainingofMasterTrainersandTeacherTrainersiscontingent
uponthereadinessofRSEBsinprintinganddistributingteachers’guidesandstudentbooksatschools,
whichneedtobeofficiallyconfirmedbytheMOE.DuringYear5,Q2,therewerenoregion/city
administrationsthatwereabletoconfirm(throughMOE)printinganddistributionofGrades5–8books
toschools.Hence,READTAhasnotorganizedaworkshoptotrainGrades5–8MasterTrainersinQ2.
ItistoberecalledthatREADTAtrainedGrades5-8mastertrainersforfouroutofthenineadapting
regionsduringthepreviousreportingquarter,Q1.
2.2.1.c.TrainMasterTrainersforGrades1–4inAdaptivesevenregionsfor10languagecommunitiesSimilarto2.2.1.babove,READTAhasnotreceivedMOEconfirmationonreadinessofadapting
regions/cityadministrationstotrainGrades1-4teachers.Hence,READTAhasnotorganizedaworkshop
totrainGrades1-4MasterTrainersinthereportingquarter,Q2.
ItistoberecalledthatREADTAtrainedGrades1-4mastertrainersfortwooutofsevenadapting
regionsplannedforYear5.
2.2.2.b.TrainTeacherTrainersforGrades5–8MTcurriculuminRSEBs/CAEBsthathavealreadyprintedanddistributedMTbooksREADTAhadplanstoconductGrades5–8TeacherTrainersforfouradaptingregions/city
administrationsusingMasterTrainerstrainedinQ1.HenceinQ2,READTAwasabletosuccessfullytrain
Grades5-8teachertrainersforthreeofthefourregions(AddisAbaba,Amhara,andSNNPR).However,
Grades5-8teachertrainersforDireDawacityadministrationwerenottrainedasthecityadministration
wasnotabletoavailGrades5-8teachers’guidesandstudentbooksatschools.
Thus,theGrades5-8TeacherTrainers’trainingtookplacefromOctober8-17,2016inAddisAbabafor
adaptingAddisAbaba;fromSeptember30-October09,2016inWolayitaSodoforSNNPR;andfrom
October11-21,2016inDessieforAmhara(Table6).Atotalof177(77female)Grades5-8Teacher
Trainers,selectedthroughMOEcriteria,weretrainedfromthethreeregionsfor10days.Thetraining
wasalsoattendedbyRSEB/CAEBfocalpersonstoenablethemtosupportsubsequentteachertraining
rollouts.ThetrainingwasfacilitatedbytrainedMasterTrainersfortherespectiveregionswithsupport
fromREADTA/SCIexperts.
23
Theteachertrainers’trainingfocusedoncomponentsoflanguageskills,particularlyreadingandwriting,
genderresponsiveinstruction,inclusiveeducation,andmodelsofteachingapproachessuggestedinthe
revisedGrades5–8curriculummaterials.Traineeteachertrainersreceivedtheoreticalandpractical
skillsonteachingreadingtoenablethemtotransferskillsforactualteachersintheirrespectiveregions.
Asthreeofthe10dayswerereservedformodellessonpresentationswithfeedback,teachertrainees
hadtheopportunitytopracticethemethodsandskillsemphasizedduringthetraining.
Table6.Grades5–8teachertrainers’trainingforadaptingAddisAbaba,Amhara,andSNNPRRegions/
CityAdministration AdaptedMTs TeacherTrainersTrainedMale Female Total
AddisAbaba Amharic 30 17 47
Amhara AfaanOromo 16 6 22
SNNPR Amharic 54 54 108
Total 100 77 177
2.2.2C.TrainTeacherTrainersforGrades1–4inAdaptiveSevenRegionsfortenlanguagecommunitiesDuringQ2,READTAtrainedGrades1-4TeacherTrainersforadaptingDireDawaandSNNPRregion/city
administrationusingMasterTrainerstrainedinQ1.TrainingtookplacefromOctober7-16,2016inDire
DawaforadaptingDireDawaCityAdministrationwhilefromSeptember30-October09,2016in
WolayitaSodoforadaptingSNNPR(Table7).Atotalof180(100female)Grades1-4TeacherTrainers,
selectedthroughMOEcriteria,weretrainedfromthetworegionsfor10days.Thetrainingwasalso
attendedbyRSEB/CAEBfocalpersonstoenablethemtosupportsubsequentteachertrainingrollouts.
ThetrainingwasfacilitatedbytrainedMasterTrainersfortherespectiveregionswithsupportfrom
READTA/SCIexperts.
Theteachertrainers’trainingfocusedoncomponentsoflanguageskills,particularlyreadingandwriting,
genderresponsiveinstruction,inclusiveeducation,andmodelsofteachingapproachessuggestedinthe
revisedGrades1-4curriculummaterials.Traineeteachertrainersreceivedtheoreticalandpracticalskills
onteachingreadingtoenablethemtotransferskillsforactualteachersintheirrespectiveregions.As
threeofthe10dayswerereservedformodellessonpresentationswithfeedback,teachertraineeshad
theopportunitytopracticethemethodsandskillsemphasizedduringthetraining.
Table7.Grades1–4teachertrainers’trainingforadaptingDireDawaandSNNPRRegions/CityAdministration AdaptedMTs TeacherTrainersTrained
Male Female Total
DireDawa
Amharic 6 6 12
AfaanOromo 10 5 15
AfSomali 6 2 8
SNNPR Amharic 58 87 145
Total 80 100 180
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2.3. Support for Teachers Mentoring 2.3.1.1a.ConductconsultationswiththeMOEandRSEBsonimplementationofdevelopedandadaptedmentoringapproachDuringQ1,READTAcompiledandsubmittedregionallyvalidatedandapprovedmentoringframework
documentstotheMOE,accompaniedbyofficialRSEBletters.READTAalsoheldaseriesofmeetings
withtheMOEtopromptdecisiononimplementationofmentoring.However,theMOEdidnotapprove
thementoringframeworkduringQ1.InQ2,READTAhadameetingwiththeMOEStateMinisterandtheMotherTongueandEnglish
LanguageDevelopment(MTELD)Directorateontheimplementationofmentoringatprimaryschools.
Duringthemeeting,theMOEproposedtopilotthementoringframeworktolearnifitcanberolledout
intheregionsatscale.ItwasagreedtoholdasubsequentconsultationwithRSEBstoplanforpilot
implementationofmentoringforMT.Accordingly,aone-dayconsultativemeetingwasheldwithRSEB
headsandrepresentativesfromthe5targetregions,exceptOromia,chairedbytheMOE(Table8).Duringthemeeting,theMOE,RSEBsandREADTAthoroughlydiscussedissuessurroundingmentoring
andfinallyagreedtopilotthemanualbyselectingsampleschoolsandsettingpilotduration.Sixkey
elementsweredrawnfromthementoringframeworktoserveasabenchmarktodevelopatoolfor
pilotingmentoringthatrelatedto:1)Mentoringschoolshavinglessthan5teachers;mentorssupporting
otherschoolteachers;2)FeasibilityofMentors’SelectionCriteria;3)Mentoringinself-contained
schools/classrooms;4)AssignMentoratCluster/Woredalevels;5)Reduceteachingloadsofassigned
mentors;and6)Linkingmentoringwithcontinuousprofessionaldevelopment(CPD)(60hrs-40hrsfor
CPDand20hrsformentoring).
Althoughthenumberofsampleschoolsandsamplingprocedureswereagreedtodependonthe
capacityandresourcesavailablebyrespectiveregions,itwasagreedtotrainatotalof564Mother
Tonguelanguageteachersfromsampleschoolsintherespectivefivetargetregions.Atotalof16people
participatedintheconsultativemeetingheldonDecember30,2016inAddisAbaba.
Table8.ConsultativemeetingwiththeMOEandRSEBsonimplementationofmentoringframeworkRegion Organization Position Female Male Total
AddisAbaba MOEMTExpert 1 0 1
MTELDDirector 0 1 1
Amhara
READTA/SCI ProgramStaff 0 1 1
RSEB-Amhara ProcessOwner 0 1 1
READTA/RTI ProgramStaff 0 1 1
OromiaREADTA/SCI ProgramStaff 0 1 1
READTA/RTI ProgramStaff 0 1 1
SNNPR
RSEB-SNNPR TDPExpert 0 1 1
READTA/RTI ProgramStaff 0 1 1
READTA/SCI ProgramStaff 0 1 1
Somali
RSEB-Somali TDPexpert 0 1 1
READTA/RTI ProgramStaff 0 1 1
READTA/SCI ProgramStaff 0 1 1
Tigray RSEB-Tigray ProcessOwner 0 1 1
25
Region Organization Position Female Male TotalREADTA/SCI ProgramStaff 0 1 1
READTA/RTI ProgramStaff 0 1 1
Total 1 15 16
2.3.3.Trainmentorsonmentoringmanualandapproach2.3.3.1.TraintrainersofmentoringforGrades1–8forsevenMTsTrainingofmentoringtrainerswasnotconductedduringthereportingquarterastheMOEdecision
cametowardstheendofQ2,duringtheconsultativemeeting(see2.3.1.1aabove).
2.3.3.2.TrainmentorsonmentoringmanualandapproachandprovidetechnicalsupportfortrainingofremainingmentorsThisactivitywasnotconductedduringthereportingquarterduetoadelayedpredecessoractivity,
2.3.3.1.
2.4. Provide Technical Assistance to RSEBs for Planning Teachers Training and Promoting Effective Instruction and Innovation 2.4.1.ProvideContinuousTechnicalSupporttoRSEBsinDevelopingaDetailedPlanandBudgetforIn-ServiceTeachersTrainingDuringQ2,READTA/SCIregionalstaffcloselysupportedrespectiveRSEBsinplanningforteacher
trainingrollouts.RSEBsweresupportedinselectingteachertrainers,collecting/compilingteachers’data
(astrainedanduntrained,governmentandprivate)andcollectingdataformentoringtraining.
Moreover,READTA/SCIcollaboratedwiththeMOEMTELDdirectoratetocompileteachers’datafrom
theregionsandoutlineplansforthetrainingofuntrainedteachers.
2.4.2.ContinuousTechnicalSupporttoMOE/RSEBsinImplementingIn-serviceTeachersTrainingRolloutsInQ2,theAddisAbaba,Amhara,DireDawa,andSNNPRregionsutilizedagrantadministeredbyREAD
TAtoconductlarge-scaleteachertrainingsforGrades1-4andGrades5-8.READTA/SCIworkedinclose
collaborationwiththeMOE,theAddisAbabaandDireDawaCAEBs,andtheAmharaandSNNPRRSEBs
totechnicallysupportteachertrainingrollouts.Thiswasdonethroughdeploying18MasterTrainersand
10READTATeacherTrainingexpertstoalltrainingvenuesthroughoutthedurationof10trainingdays.
Monitoringguidancenotesandchecklistswereusedatalltimeswhiletechnicallyassistingtheteacher
trainings.Moreover,thedeployedpersonnelworkedhardtofacilitateinstantresponsestoproblems
facedalongthecourseofthetrainings,asresourcespermitted.
2.4.3.Utilize innovativeapproaches tosupport theRSEBs to institutesystematicchangeto improvereadingandwritingteachertrainingandsupportsystemsDuringthereportingquarter,READTA/SCIregionalstaffcloselyworkedwiththeirrespectiveRSEBsto
collectandorganizeMTteachers’data.Moreover,READTAtechnicallysupportedsomeRSEBsinrolling
outtrainingsforactualteachers.
2.5. Administer grant to MOE for training of teachers
26
2.5.1.AdministergranttoMOEfortrainingofteachersDuringQ1,READTAworkedhardtoensurereadinessoftheMOEandRSEBsforteachertrainingrollouts
and,subsequently,issuedthefourthteachertraininggranttotheMOE.Thegrantwassignedtotraina
totalof11,647Grades1–8MTteachers;5,333Grades1–4MTteachersfromadaptingDireDawaand
SNNPRregion/cityadministration,and6,314Grades5–8MTteachersfromAddisAbaba,Amhara,Dire
Dawa,andSNNPRregions/cityadministrations.Hence,teachertrainingsunderGrant#4wererolledout
inQ2basedonaschedulesharedbytheMOE.ThetotalnumberofteacherstrainedunderGrant#4
were10,060(5,243female)fromthefourregions/cityadministrations(Tables9and10).Table9.Grades1–4teachertrainingforadaptingDireDawaandSNNPRunderGrant#4Region MT #of
Venues#ofClassrooms
TrainingDates
#ofTeachersTrainedMale Female Total
DireDawa Amharic 2 7 24Oct–
13Nov
47 125 172
AfaanOromo 2 11 24Oct–
13Nov
260 104 364
Af-Somali 2 3 24Oct–
13Nov
68 25 93
SNNPR Amharic 5 136 27Oct–
6Nov
1,892 2,450 4,342
Total 11 157 2,267 2,704 4,971 Table10.Grades5–8teachertrainingforadaptingAddisAbaba,Amhara,andSNNPRunderGrant#4Region MT #of
Venues#ofClassrooms
TrainingDates #ofTeachersTrainedMale Female Total
AddisAbaba Amharic 10 50 22Oct–20Nov 502 904 1,406Amhara Afaan
Oromo
1 16 31Oct–20Nov 305 113 418
SNNPR Amharic 5 105 27Oct–6Nov 1,743 1,522 3,265Total 16 171 2,550 2,539 5,089
UnderGrant#4,Grades5-8teacherswerenottrainedforadaptingDireDawaaspertheoriginal
agreementsincetherevisedbooksdidnotreachschoolsduringthisquarter.ItisexpectedthatDire
DawawillcompletetheGrades5-8teachertrainingsintheupcomingquarter.
2.5.2.MonitoradministrationofteachertraininggrantFollowingissuanceoffundsunderGrant#4inQ1,READTAworkedcloselywiththeMOEand
conductedthoroughmonitoringtoverifythatmilestoneswereaccomplishedasperthegrant
agreement.Inpreparationformonitoring,READTAprovidedaone-dayrefreshertrainingfor15
previouslytrainedREADTAregionalstaffontoolsandtechnologytobeusedtomonitorteacher
trainings.Thetrainedmonitorswerethendeployedtovenuesinthefourregionsaspertraining
schedulesandmonitored100percentofthevenuesforGrant#4atAdaptingAmhara,SNNPR,Addis
AbabaandDireDawaregions/Cities,throughaUSAID-developedchecklistloadedontotabletsusingthe
Tangerine®softwareapplication.TheREADTAmonitoringverifiedthatanacceptablenumberofGrades
1–8teachersweretrainedwithsatisfactorytrainingqualityforGrant#4inAmhara,SNNPR,andAddis
Ababaregions.WhileinDireDawatheywereabletosatisfactorilyconducttrainingforGrades1-4
teachers,thetrainingofGrades5-8teacherswasdelayedbecausetheTGandSBbookshadnotbeen
27
finishedprintinganddistributedtoschools.DireDawaanticipatesthattheywillbeabletoconductthe
Grades5-8teachertrainingsinthenextquarterastheprintingofbooksisnearlycompleted.Upon
verificationofachievedmilestones,READTAtransferredtherelevantfundstotheMOEinthestipulated
paymentschedule.ThefinalmilestonepaymentwillbetransferredafterDireDawacompletesits
commitmenttotraintheGrades5-8teachers.
28
IR 3: LANGUAGE TEACHING AND LEARNING SUPPORTED BY APPROPRIATE TECHNOLOGY AND TEACHING AIDS
3.1. Develop Multimedia Teaching Aids for Grades 1–8 in Seven MTs
3.1.4.ProductionofTLLEpisodes(8episodesfor7MTs,10minuteseach)DuringQ1,READTAheldconsultationswiththeMOEtomoveforwardwiththeproductionofTLL
episodesthatwerecarriedoverfromYear4.TheMOEprovidedapprovaltogoaheadwiththe
productionofTLLepisodesinOctober2016,afterwhichREADTA/WKWstartedactivitiesplannedfor
theproductionoftheepisodes.DetailsonQ2activitiestoproduceTLLepisodesareprovidedbelow.
3.1.4.1.DevelopeightTLLepisodescriptsinEnglishandAmharicthatenhanceandsupportMTimplementationThedevelopmentofeightepisodesofTLLwasscheduledforQ1.However,READTAwasonlyableto
beginworkingonthedevelopmentoftheepisodesafterreceivingapprovalfromtheMOEinQ2.Major
quarterlyaccomplishmentsincludedconceptualizationoftheepisodes;standardEnglishscript
development,review,andvalidation;andadaptationofEnglishscriptstoAmharicandsubsequent
validationofAmharicscripts.
ConceptualizationoftheTLLepisodesThefirststepindevelopingtheeightTLLepisodeswasthedevelopmentofEnglishandAmharicscripts
thatrequiredpriorconceptualizationoftheepisodes.TohelpwiththeconceptualizationoftheTLL
episodes,READTA/WKWorganizedaone-daybrainstormingworkshoponOctober21,2016inAddis
Ababa(Table11).Theworkshopaimedatidentifyingeightskillsandkeymessagestobefeaturedinthe
episodesandwasattendedbyMOEandRSEBsrepresentativesandREADTAR&Cexperts.Theworkshop
resultedintheidentificationofeightreadingskills,aswellaseightkeymessagestobepromotedonthe
TLLepisodes.Theidentifiedreadingskillswere(1)Introducingcharactersandsetting,(2)understanding
storystructure:beginning,middle,andend,(3)prediction;(4)answeringinferredanddirectquestions;
(5)retelling;(6)figuringoutthemeaningofthewordsusingthecontext,i.e.,vocabulary;(7)themain
idea;and(8)expressioninreading.Theeightkeymessageswere:(1)readingcanandshouldhappen
anytime,anywhere,(2)readingaloudisimportant,(3)readingtogetherisgood,(4)everyoneshould
read,howevertheycan,(5)waystomakekidsbetterreaders,(6)whyreadingissoimportant,(7)
readinginMTisbeneficial,and(8)importanceofsupplementalreading.
Table11.TLLepisodesconceptualizationbrainstormingworkshopRegion Organization Position Female Male Total
AddisAbabaMOE Expert(Language,Expert) 0 2 2
READTA ProgramStaff 1 0 1
Amhara ZED Expert(TDP) 0 1 1
Oromia CTE-Sebeta MTLecturer 0 1 1
SNNPR
ZoneEB-Wolayita Teacher 0 1 1
ZoneEB-Hadiya TDPCoordinator 0 1 1
WoredaEducation
Office(WEO) Teacher 0 1 1
29
Region Organization Position Female Male TotalRSEB-SNNPR Teacher 0 1 1
Somali RSEB-Somali Expert(Curriculum) 0 2 2
Total 1 10 11
TLLepisodesstandardEnglishscriptdevelopment,review,andvalidation
FollowingconceptualizationofreadingskillsandkeymessagestobefeaturedontheeightTLLepisodes,
standardEnglishscriptsweredevelopedbytheREADTA/WKWcreativeteambasedon
recommendationsfromREADTAR&CSpecialistswhoselectedstoriesfromtherevisedGrades1–4SBs
andTGs.ThestandardEnglishscriptswerelaterreviewedbyexpertsfromtheMOE,RSEBs,andREAD
TAonOctober31,2016(Table12)andsubsequentlyvalidatedbyrepresentativesfromtheMOE,RSEBs,
andREADTAonNovember7,2016(Table13).TheapprovedTLLstandardEnglishscriptswerelatermadereadytobeadaptedtoAmharic.
Table12.TLLepisodesstandardEnglishscriptreviewworkshopRegion Organization Position Female Male Total
AddisAbaba
MOE LanguageExpert 1 0 1
NEAEA AssessmentExpert 0 1 1
READTA ProgramStaff 0 4 4
Amhara READTA ProgramStaff 1 0 1
Oromia READTA ProgramStaff 1 0 1
Total 3 5 8
Table13.TLLepisodesstandardEnglishscriptvalidationworkshopRegion Organization Position Female Male Total
AddisAbaba MOE Expert(ICT,MT) 0 4 4
AmharaRSEB-Amhara ProgramProducer 0 1 1
READTA ReadingandCurriculumSpecialist 0 1 1
Oromia RSEB-Oromia CurriculumExpert 0 1 1
Tigray RSEB-Tigray CurriculumPerformer 0 1 1
Total 0 8 8
AdaptationofEnglishscriptstoAmharicandAmharicscriptsvalidation
OnNovember8–10,2016,READTA/WKWconductedaworkshoptoadaptthevalidatedstandardTLL
EnglishscriptstoAmharic.Atotalofnine(fourfemale)expertsfromtheMOE,AmharaRSEB,andREAD
TAconvenedtoadapttheeightstandardEnglishscriptsintoAmharic(Table14).AdaptedAmharic
scriptswerelatervalidatedonNovember11,2016byexpertsfromtheMOE,RSEBs,andREADTA(Table15).Table14.AdaptationofstandardEnglishTLLepisodescriptstoAmharicRegion Organization Position Female Male Total
MOE Expert(Language) 1 1 1
30
Region Organization Position Female Male Total
Addis
AbabaWHIZKids
ChiefExecutiveOfficer,Director,
ProductionAssistant,AudioandVideo
Editor 3 2 5
AmharaRSEB-Amhara ProgramProducer 0 1 1
READTA ProgramStaff 0 1 1
Total 4 5 9
Table15.ValidationofadaptedAmharicTLLepisodesRegion Organization Position Female Male Total
Addis
Ababa
MOERadioProgramProductionExpert,
LanguageExperts 1 2 3
RSEB-AddisAbaba Manager 0 1 1
WhizKids ManagingDirectorTechnicalstaff 1 1 2
Amhara READTA ProgramStaff 0 1 1
Total 2 5 73.1.4.2.AdaptandvalidateTLLepisodescriptstotheadditionalsixMTsThisactivitywillbeconductedafterproductionofTLLepisodesinAmhariciscompletedandapproved.
3.1.4.3.ProductionofTLLepisodes(8episodesforsevenMTs,10minuteseach)inAmharicanddubbingintosixMTsDuringQ2,theREADTA/WKWproductionteamrecordedaudioforeightoftheAmharicTLLepisodes
andcompletededitingoftherecordedaudiofiles.Theteamwasalsoabletocompleteoutliningthe
videoshootlist,storyboarding,characterdesigning,backgrounddesigningforanimation,andfilming
puppets.Towardstheendofthequarter,theREADTA/WKWproductionteamwasintheprocessof
editingeachepisode’spuppetsegmentsandhadcompletedinsertingeditedpuppetsegmentsforfour
episodes.
3.1.5.ReviewandreviseGrades1–8modelvideos,asneededInitsattempttoensuretheusabilityofresourcesproduced,READTAconductedpreparatoryactivities
toreviewand,asneeded,revisethemodelteachervideosduringQ1.Theseincludedthedevelopment
ofdatacollectioninstrumentstoreviewtheusabilityofGrades1–8modelvideosatCTEsand
familiarizationanddistributionoftheinstrumentstoCTEinstructors.CTEinstructorswereexpectedto
fillouttheinstrumentsafterusingthemodelvideosintheirclassroomforasemester.READTA
collectedthefilledoutinstrumentsfromcollegedeansattheendofthesemester,inDecember
2016.
3.1.5.3.ReviewtheGrades1–8modelteachervideosThisactivitywasnotconductedduringthereportingquarterasREADTAisstillintheprocessof
collectingvideoreviewfeedbackfromCTEinstructors,asexplainedabove.
31
3.2. Deploy ICT Package and Capacity Building to Support Pre-Service MT Instruction in CTEs 3.2.2.3.ProcureadditionalICTpackageequipmentDuringQ1,READTA/InveneoproducedareportonthestaffcapacityandREADMTpackageequipment
statusofeachCTEandRSEB.BasedonthereportandfurthercorrespondencewithCTEsandRSEBs,
READTA/Inveneoalsooutlinedalistofadditionalequipmentforprocurement.Accordingly,the
procurementofadditionalICTpackageequipmentwasscheduledforQ2.However,READTAneededto
consultwiththeMOEandRSEBsbeforeembarkingonprocurementoftheadditionalequipmentwhich
happenedduringQ2.
READTApresentedthereportonthestaffcapacityandREADMTpackageequipmentstatusofeachCTE
andRSEBtoCTE,RSEB,andMOEstaffattheconsultationworkshoptoreviewREADTAmothertongue
instructionalresourcesandtechnologypackageuseandsustainability(see3.2.6.1fordetails).During
theworkshop,READTAworkedwithCTEandRSEBstafftodeveloptheirownsupportplansfortheMT
packagethatwillneedtobefinalizedandevaluatedbeforeadditionalICTpackageequipmentwillbe
purchased.READTA/Inveneoalsoworkedonanupdatetoamaterialslisttobeusedforprocurement
andequipmentreplacement.
3.2.4.BuildcapacitytosupportCTEICTPackage(initialcapacitybuiltduringyear4)3.2.4.2.TrainandbuildcapacityofMOECEICTDirectoratetomonitorandmanagetheREADMTpackageDuringQ2,READTA/InveneoparticipatedinmultiplemeetingswithMOECEICTstaffandconsulted
internallyonapproachesformovingtheMOECEICTtowardsastrongercommittedrelationshiptoREAD
TA.Moreover,READTA/Inveneocreatedanadvancedtechnicalandsupporttrainingcurriculumon
READTAmothertongueinstructionalresourcesandtechnologypackagefortheMOECEICTstaff.Atotal
ofseven(twofemale)technicalstafffromtheMOECEICTweretrainedforeightdaysfromOctober31–
November7,2016(Table16).Table16.AdvancedtechnicalandsupporttrainingforMOECEICTstaffontheREADMTInstructionalResourcesandTechnologyPackageRegion Organization Position Female Male Total
Addis
AbabaMOE-CEICT
ICTExpert 0 1 1
PersonalComputer(PC)Maintenance
expert 1 0 1
ICTExpert 1 1 2
StudioOperationEngineer 0 1 1
Editor 0 1 1
Graphics 0 1 1
Total 2 5 73.2.5.ProvideongoingtechnicalsupportforCTEICTpackage3.2.5.1.ProvideongoingtechnicalsupportforCTEICTpackageatregionalandCTElevel:Tier1–CTEICTandTier2–RSEBICTDuringQ2,stafffromeachCTEandRSEBwerecalledonceoverthephonetocontinuetoraise
awarenessofREADTAandtoverifydatagatheredduringthefirstmaintenancevisit.READTA/Inveneo
32
alsobeganvisitingeachCTEandRSEBaspartofasecondmaintenanceandtrainingvisitduringwhich11
CTEsand2RSEBswerevisitedwiththeremainingvisitstooccurbytheendofJanuary2017.
3.2.5.2.ProvideongoingtechnicalsupportforREADMTpackageatnationallevel:Tier3–READTA/InveneowithgradualhandovertotheMOEDuringthereportingperiod,READTA/InveneocontinuedprovidingremotetechnicalsupportforCTEs
andresolvedtechnicalproblemsforfailedequipment.Moreover,READTA/InveneovisitedoneCTEfor
incidentalmaintenanceandresolvedallothertechnicalissuesandansweredbasicnon-incidental
technicalquestionsoverthephoneandchat.
3.2.6.ReviewofICTpackageforuse,maintenance,andsustainabilityandhandoverTier3supporttoMOECEICTDirectorate3.2.6.1.ConductreviewofICTpackageforuse,maintenance,andsustainabilityInQ2,READTA/Inveneoupdatedthereportonthefirstmaintenancevisitthroughphoneconversations
witheachCTEandRSEBstaff.ThereportformedthebasisofthereviewoftheMTpackageduringthe
consultationworkshoptoreviewREADTAmothertongueinstructionalresourcesandtechnology
packageuseandsustainabilityconductedovertwodaysinfromNovember25–26,2016inAdama
(Table17).READTA/InveneoandRTIco-leadtheworkshopwherethemaintenancevisitreportwas
acceptedbyeachRSEBandCTE,andsupportplansweredraftedtowardsthegoalofsustainingtheMT
packageaftertheprojectends.
Table17.WorkshoptoreviewREADMTinstructionalresourcesandtechnologypackageforuseandsustainability
Region Organization Position Female Male TotalAddisAbaba MOE Producer,ICTExpert 0 2 2
Afar RSEB-Afar ICTAdmins,Expert 0 3 3
Amhara
CTE-Kemissie Dean 0 1 1
CTE-DebreBirhan Dean 0 1 1
CTE-Fitche Dean 0 1 1
CTE-Sekota Dean 0 1 1
CTE-D/markos ViceDean 0 1 1
CTE-Dessie ViceDean 0 1 1
CTE-Woldiya Dean 0 1 1
CTE-Begemidr Dean 0 1 1
RSEB-Amhara ProcessOwner 0 1 1
READTA ProgramStaff 0 2 2
Benishangul-
Gumuz
CTE-GilgelBelesViceDean 0 1 1
Dean 0 1 1
RSEB-Benishangul-Gumuz DepartmentHead 0 1 1
Harar CTE-HararLecturer 0 1 1
ViceDean 0 1 1
Oromia
CTE-Sebeta Dean 0 1 1
CTE-Mettu ViceDean 0 1 1
CTE-Robe ViceDean 0 1 1
33
Region Organization Position Female Male TotalCTE-D/dolo Dean 0 1 1
CTE-Assela Dean 0 1 1
CTE-Adolla Dean 0 1 1
CTE-Bulehora Dean 0 1 1
CTE-Nekemte Dean 0 1 1
CTE-Jimma ViceDean 0 1 1
CTE-Chiro Dean 0 1 1
RSEB-Oromia NetworkExpert 0 1 1
READTA ProgramStaff 0 2 2
RSEBICTWorkProcess
Owner 0 1 1
SNNPR
CTE-Hosaena MTLecturer 0 1 1
CTE-Hawassa Dean 0 1 1
CTE-Bonga ViceDean 0 1 1
CTE-Dilla Dean 0 1 1
READTA ProgramStaff 0 2 2
Somali
CTE-Kebridhar Instructor 0 1 1
RSEB-Somali Expert 2 0 2
READTA ProgramStaff 0 2 2
Tigray
CTE-Abiaddi Dean 0 1 1
CTE-Adwa Dean 0 1 1
RSEB-TigrayICTExpert 0 1 1
ICTCoordinator 0 1 1
READTA ProgramStaff 0 2 2
Total 2 50 52
3.2.6.2.HandoveralltoolsandresourcestotheMOECEICTDirectoratetotakeoverTier3supportAspartofthehandoveroftoolsandresourcestotheMOECEICTDirectorate,READTA/Inveneo
providedpasswordsandmasteraccountaccesstoMOECEICTtechnicalstaffduringthetechnical
trainingprovidedbyREADTA/InveneoduringQ2.READTAplanstohandoveradditionalresourcesin
February2017.
3.3. Implement regional assistive technology capacity building projects 3.3.5.ProcureapprovedassistivetechnologiesProcurementofidentifiedscreeningsoftwareapplications,smartphones,andspecialheadphones
(whichstartedtowardsendofQ1)werefinalizedduringthereportingquarteralongwithcalibrationof
theprocuredsmartphones.TherewerealsootherkeyaccomplishmentsforQ2thatnaturallyfollowed
procurementofthetools,including(1)reviewoftheinstructionallyaccommodatedGrade2TGsto
ensurequalityand(2)assistivetechnologymaterialstest.Detailsonthesetwoaccomplishmentsare
below.
34
ReviewoftheinstructionallyaccommodatedGrade2TGstoensurequalityDuringthereportingquarter,READTAorganizedaworkshoptoreviewandensurethequalityofthe
instructionallyaccommodatedGrade2TGsthatwereproducedinQ1.Qualityassuranceofthemodified
teacherguidesinthesevenMTswasdoneOctober5–8,2016inAddisAbababy17(7female)respective
MotherTongueTaskForcesfromthefivetargetregions(Table18).
Table18.ReviewofaccommodatedMTGrade2TGRegion Organization Position Female Male Total
AddisAbaba MOESpecialNeedsEducation
(SNE)Expert 0 1 1
AmharaRSEB-Amhara Experts(SNE) 2 0 2
READTA ProgramStaff 1 1 2
Oromia READTA ProgramStaff 1 0 1
SNNPRZED-Hadiya TeachingLearningCo. 0 1 1
READTA ProgramStaff 2 1 3
SomaliRSEB-Somali Expert(MT) 0 2 2
READTA ProgramStaff 0 2 2
Tigray
RSEB-Tigray SNEExpert 0 1 1
WEO CurriculumPerformer 0 1 1
READTA ProgramStaff 1 0 1
Total 7 10 17
AssistivetechnologymaterialstestBeforepilotimplementationoftheassistivetechnologyinitiative,READTAwantedtotesttheusability
oftheinstructionallyaccommodatedTGsintheclassroomandusethefeedbacktoimprovecomponents
oftheinitiative,asneeded.Hence,READTAtrained12MTteachersand6principalsthatwereinvited
from6AmharaandOromiapilotschools(3schoolseachfromAdamaandDebreBirhantowns).The
selectedschoolswerealsopartofthebaselineinstrumentstestingconductedpriorthematerialstesting
(see3.3.7.2onbaselinedatacollection).
DuringthematerialstestteachertrainingthatwasconductedonDecember11,2016inAddisAbaba
(Table19),invitedteachersandprincipalswereintroducedtotheconceptofinclusiveeducation,targetsoftheATCBI,instructionalaccommodationsforchildrenthatarehardofhearingorlowvision,
andpracticalstepsonhowtousetheinstructionallyaccommodatedTGsloadedonsmartphones.
Moreover,teacherswereprovidedwiththeinstructionallyaccommodatedTGfortheirrespectiveMT
loadedonsmartphonesandallowedtimetopracticewithit.
Thetrainedteachersreturnedtotheirrespectiveschoolsandusedtheelectronicversionofthe
instructionallyaccommodatedGrade2TGfortheweekofDecember12–16,2016.Simultaneously,
READTAdeployedtwostaffmemberstothepilotschoolswhocollectedfeedbackonthe
implementationoftheinstructionallyaccommodatedTGsinGrade2classrooms.
Thefeedbackwillbeusedtovalidateclarityandpracticalityofaccommodationinstructions,validate
whether1-daytrainingwassufficientforteacherstohaveenoughconfidenceusingInclusive
MultimediaLessonPlan(IMLP)onphones,andvalidateIMLPonphone(screensize)asadeliveryoption.
35
Table19.AssistivetechnologymaterialtestteacherstrainingRegion Organization Position Female Male Total
Amhara School Director 1 2 3
Teacher 6 0 6
Oromia School
Director 0 3 3
Teacher 4 2 6
Total 11 7 183.3.6.Implementassistivetechnologypilotinitiativesandmonitorprogress3.3.6.1.DeveloptrainingmanualforassistivetechnologypilotinitiativesREADTAcompleteddevelopmentofEnglishversionassistivetechnologyteachertrainingmanuals
duringQ1.TheteachertrainingmanualwillbeadaptedintosevenMTsinthecomingquarter.
3.3.6.2.DelivertrainingonassistivetechnologypilotinitiativesAlthoughREADTAhadplanstoconducttrainingontheassistivetechnologypilotforteachers,
principals,andsupervisorsfrompiloteducationalinstitutionsinQ2,thetrainingwasnotconducted
duringtheperiodastheimplementationscheduleshiftedforward.
3.3.6.3.ImplementassistivetechnologypilotinitiativesandmonitorprogressThisactivitywasnotconductedinthequarterduetodelayedpredecessoractivity,3.3.6.2.
3.3.7.Evaluatetheimplementationandoutcomeofassistivetechnologyinitiatives3.3.7.1.DevelopresearchdesignandinstrumentsforevaluatingassistivetechnologyinitiativeoutcomesDuringQ1,READTAdevelopeddatacollectioninstrumentsforevaluatingassistivetechnologyinitiative
outcomesthatincludedclassroomobservation,studentinterviewincludingamini-EarlyGradeReading
Assessment(EGRA),teacherinterview,teachergroupdiscussionprotocol,andprincipalinterview.InQ2,
theinstrumentswereadaptedtothesevenMTsbytheREADTAGenderandInclusiveEducation(G&IE)
andR&CSpecialistsfromthefiveregionsandthequalityofadaptationassuredinaone-daysessionon
December17,2016withREADTAregionalstafffromthefiveregions.
3.3.7.2Conductbaselinedatacollectionincludingcosttracking
BaselinedatacollectioninstrumentstestingBaselinedatacollectionfortheassistivetechnologypilotinitiativewasprecededwithinstruments
testing.Hence,baselineinstruments(thatincludedclassroomobservation,studentinterview,including
amini-EGRA,teacherinterview,principalinterview,andteachergroupdiscussion)andscreening
applicationsforvision(PeekVision)andhearing(HearScreen)weretestedinsixschools(threeeachfrom
AmharaandOromiaregions).
Theinstrumentstestingwasconductedbyeight(3females)READTAandMOEassessorswhoreceiveda
two-daystrainingheldNovember29–30,2016(Table20).Thetraininghelpedtocreatecommon
understandingamongassessorsonthetoolstobeusedandhowtestingdatacanbecaptured.
36
Table20.AssistivetechnologyinstrumenttestassessorstrainingRegion Organization Position Female Male Total
AddisAbaba
MOE LanguageExpert 1 0 1
N.E.A.E.A AssessmentExpert 0 1 1
READTA ProgramStaff 0 4 4
Amhara READTA ProgramStaff 1 0 1
Oromia READTA ProgramStaff 1 0 1
Total 3 5 8
ThetrainedassessorsweredeployedtotheirassignedregionsfromDecember1–8,2016.Thefirstteam
wenttoDebrebirhantown,Amhararegion,totesttheinstrumentsatthreeschoolswhilethesecond
teamwenttoAdamacity,Oromiaregion,totesttheinstrumentsatthreeschools.Theassessorstested
theinstruments/applicationsonatotalof12MTteachers,theirrespectiveGrade2students,and6
principals.Whiletestingtheinstruments/applications,theassessorstooknotesonthetimetakento
administereachinstrument;practicalityofprotocolfollowedfordataadministration;clarityand
completenessofinstructions;easeofinstrumentadministration;itemarrangementonTangerine®
software;andanitemsrelevancetocontext,languageuse,anddifficultyofitems.Feedbackfromthe
instrumentstestingwaslaterusedtoimproveinstrumentsand,inonecase,droppinganinstrument
thatdidnotworkaswellasexpected(i.e.,theteachergroupdiscussionprotocol).
AssessortrainingforbaselinedatacollectionAfterthebaselinedatacollectioninstrumentstesting,READTAtrainedassessorsfortheactualbaseline
datacollectionworkedinathree-dayworkshopheldDecember14–16,2016forateamof35assessors
(13externalEGRAdatacollectorswhowerepartofthenationalEGRA2016conductedbyREADM&E,
11RSEBrepresentativesspeakingtherespectivesevenMTsandalsopartoftheassistivetechnology
workinggroups,and11READTAregionalstaff[Table21]).Theassessorstrainingmainlycoveredthe
purposeofthepilotinitiative,thescreeningapplicationsfeaturesanduseforvisionandhearing,a
reviewoftheinstrumentstobeused,andtheuseoftabletstocollectdatathroughtheTangerine
softwareapplication.Theassessorswerealsoprovidedwithafieldleveldatacollectionpracticeattwo
AddisAbabaschoolsthatwerearrangedinconsultationwithHandicapInternationalwhosupportthe
schools.
Table21.Assistivetechnologyassessor'straining
Region Role/Representation Female Male Total
Amhara
TeamLeader/READTA 1 1 2
EGRAAssessor 1 1 2
Assessor/WorkingGroup 1 1 2
Oromia
TeamLeader/READTA 1 1 2
EGRAAssessor 0 2 2
Assessor/WorkingGroup 0 3 3
SNNPR
TeamLeader/READTA 1 2 3
EGRAAssessor 1 4 5
Assessor/WorkingGroup 1 2 3
SomaliTeamLeader/READTA 0 2 2
EGRAAssessor 1 1 2
37
Region Role/Representation Female Male TotalAssessor/WorkingGroup 0 1 1
Tigray
TeamLeader/READTA 1 1 2
EGRAAssessor 1 1 2
Assessor/WorkingGroup 1 1 2
Total 11 24 35BaselinedatacollectionTheATCBIbaselinedatacollectionstartedonDecember19andcontinuedthroughDecember31.Itwill
concludeonJanuary3,2017.ThecollectionwasconductedacrossthefiveREADTAtargetregions
(Amhara,TigraySomali,Oromia,andSNNPR)andwasguidedbyadatacollectionprotocolthatwas
preparedalongwiththeinstruments,testedduringtheinstrumentstestingconductedpriortoactual
datacollection,andimprovedbasedonfeedbackobtainedduringtesting.Theprotocolhelpedtoensure
thatappropriatesequenceofprocedureswerefollowedacrossschoolsandregions.
Thebaselinedatacollectionplanwastocollectdatafromatotalof114classroomsin57schoolsinthe5
regions,10schoolsperregionexceptSNNPRwhere15schoolsweretobeselected.Twodayswerealso
allocatedforthedatacollectionateachpilotschool(includingconductingscreenings,classroom
observations,teacherinterviews,studentinterviews,andprincipalinterviews).Datacollectionteams
containedthreemembers,excepttheSidaamuAfooandHadiyyisateamsthatcontainedfourmembers
each.AREADTAstaffservedasateamleaderforoneEGRAdatacollectorandoneotherteammember
representedtherespectiveRSEB.DatawascollectedusingtabletswithTangerine,whichwereloaded
withthebaselineinstruments.Eachteamusedthreetabletstocollectinterviewandobservationdata,
whiletwoheadsetslinkedwithtwosmartphoneswereusedtoperformthehearingandvisionscreening
activity.
Studentswerescreenedinaprivatesettingforhearingandvisionandresultsfromthescreeningwere
sharedwithschoolswhenpositive.Teachersandprincipalswerealsointerviewedwithconsent.
Towardstheendofthedatacollection,the11datacollectionteams(2Amhara,2Tigray,2Somali,2
Oromia,and3SNNPR)wereabouttofinalizedatacollectionfrom66schoolsand118Grade2MT
classroomsinthoseschools.READTAwillfinalizedatacollectionandanalyzethebaselinedatainQ3.
3.3.7.3.ConductregularmonitoringfieldvisitsatimplementingsitesThisactivitywasnotconductedinthequarterduetodelayedpredecessoractivity,3.3.6.3.
3.3.7.4ConductendlinedatacollectionincludingcosttrackingThisactivitywasnotconductedinthequarterduetodelayedpredecessoractivity,3.3.6.3.
3.4. Develop Supplemental Teaching Aids and Resources 3.4.1.ProvidetechnicalassistanceontheuseofteachingaidsandsupplementaryinstructionalmaterialstoenhanceMTinstructionDuringthereportingquarter,READTAwasnotabletomoveforwardwiththisactivityduetoother
competingactivitiesthatneededtheavailableREADTAstaff.
38
3.4.3.ManagementofsupplementaryEnglishlanguagebookprovisionforSchoolClusterCenters(SCCs)TosupportandencourageEnglish-languagereadingandwritingoftargetprimaryschoolchildren,READ
TAhadplansforuptoonemilliondonatedgradeandcontext-appropriateEnglishsupplementarybooks
tobeselected,packaged,transportedtoEthiopia,anddistributedtoatleast1,000primarySCCs.To
supportthisplan,BfAassistedwithcollecting,selecting,packing,andtransportingthebookstoEthiopia.
TowardstheendofYear4,READTAestablishedabookselectioncommitteecomposedof13members
fromtheMOE,RSEBs,andCAEBs.Thecommitteerefineddraftbookselectioncriteria,whichhadbeen
preparedbeforehand,andusedtheupdatedcriteria,alongwiththeMOE’sprimaryEnglishlanguage
syllabus,tochecktherelevanceofdemonstrationbooksthatweremadeavailableforselection.Inthe
end,thecommitteeaccepted92%ofthedemonstrationbooksandrecommendedsimilarbooksthatfit
thecategoriesforprovisiontoEthiopianprimarySCCs.SubsequentactivitiesconductedinQ1andQ2of
Year5aredescribedbelow.
3.4.3.2.SelectprimaryEnglishsupplementarybooksDuringQ1,READTAsharedthebookselectioncriteriawithBfA,whichhadbeenapprovedbytheREAD
TAestablishedbookselectioncommitteethatwascomposedofMOEandRSEBdelegates.BfAusedthe
MOE-approvedselectioncriteriatoidentifyappropriateprimaryEnglishsupplementarybooksasthe
booksbecomeavailableandshippedtheselectedbookstoPortDjiboutiinQ1(see3.4.3.4fordetails).
3.4.3.3.SelectSCCstoreceivebooksREADTAplanstodistributedonatedEnglishsupplementarybookstoatleast1,000SCCsthroughout
Ethiopia.READTArequestedtheMOEtoestablishspecificquotaforregionsbasedondatafromthe
numberofclusterprimaryschools.Subsequently,theMOEdeterminedspecificquotaforregionsbased
onthenumberofGrades1–8schoolsavailableineachregion.
3.4.3.4.PackandshipsupplementarybooksDuringQ1,BfAshippedthefirstsetofdonatedbookstoPortDjibouti.Thebookswereshippedinthree
containersandreachedPortDjiboutiduringthefirstweekofOctoberinQ2.Oncethebooksarrivedat
portDjibouti,alogisticscompanyprocuredbyREADTAhandledcustomsclearance,transportedthe
bookstoAddisAbaba,sortedthebooksasperguidancefromthebookselectioncommittee,andpacked
thebooksforeachSCC.Thefirstshipmentof193,794bookswastransportedfromDjiboutitoAddis
AbabaandthebooksweresortedandarrangedbyGreenInternationalLogisticsServices(GILS).The
bookswerealsoreviewedbyEnglishSupplementaryBooks(ESBs)SelectionCommitteetwice:from
October31–November4,2016andagainfromDecember13–17,2016.Afterthereview,atotalof
185,094books(1,850boxes)wereapproved(about8,700bookswererejectedbytheESBsSelection
Committee.Followingthereviewandapproval,labellingandpackingofthebookswasfinalizedbyGILS.
BooksforAfricaalsoshippedthesecondbatchofdonatedbooksinthreecontainersduringQ2.The
secondshipmentisexpectedtobetransportedtotheAddisAbabawarehouseinQ3.
3.4.3.5.DistributesupplementarybookstoselectedSCCsDuringthereportingquarter,READTAdistributed128,500booksto257SCCsfromDireDawa,Harari,
SNNPR,andTigrayfromthefirstbookshipment(whichcontainedatotalof193,794books.Atotalof
12,000bookswerealsoreadytobedistributedto24SCCsinAddisAbabatowardstheendofQ2.Table22belowcontainstheregionaldistributionofthebooksalongtheSCCs.Notethattheremaining44,594
remainingbookswillbedistributedtotherestoftheregionsinQ3.Further,theESBselection
39
committeerejected8,700books,which,aspertheagreementwithBfA,willberefundedtoREADTA
andusedbyBfAforotherpurposes.
Table22.DistributionofEnglishsupplementarybookstofourregionsRegion/CAEB #ofSCCs Total
SNNPR 186 93,000DireDawa 4 2,000Harari 3 1,500Tigray 64 32,000Total 257 128,500
IR 4: TECHNICAL ASSISTANCE TO SUPPORT RSEBs AND THE MOE FOR THE READ INSTITUTIONAL IMPROVEMENT
4.1. Develop Curricula for Reading and Writing Courses in Teacher Education
4.1.1.Developpre-servicecoursematerialsinEnglish:Modules6&7DevelopmentofEnglishversionpre-servicecourseModules6and7wascompletedduringQ1.
4.1.2.Regionaladaptationofpre-servicemodulesin7MTsRegionaladaptationofpre-servicecourseModules5and6wascompletedduringQ1.Adaptationof
Module7into7MTswashoweverconductedduringthereportingquarterasdescribedbelow.
AdaptationofModule7:MT221-DevelopingReadingSkillsinMTLanguageAdaptationofModule7(MT221)tothe7MTswasconductedwith56(7female)representativesfrom
theMOE,RSEB,ZEDsandCTEsfromOctober17toNovember4,2016inAddisAbaba(Table23).Duringtheadaptationworkshop,participantsweregivenanoverviewofthemoduleemphasizingthevery
purposeofthemodule,whichwasstressedtobebuildingtheliteracyskillsofMTteachers.Theadapting
groupswerealsoinformedontheadaptationprocedures.ParticipantshenceworkedinMTgroupsto
completeadaptationsintheirrespectiveMTs.Bytheendoftheworkshop,sevenMTversionsof
Module7wereproduced.
EventhoughtherehadbeenagreementwiththeRSEB/ZEDthatcorepeoplewouldattendthe
workshopsthroughoutdevelopment,thisdidnothappenforallregions.Thus,thecorepeoplethat
developedseveralofthechaptersforthismoduledidnotattendtheadaptationworkshopwhichmade
itdifficulttosupportregionsinbuildingcapacity.
Table23.AdaptationofModule7(MT221:DevelopingReadingSkillsinMT)to7MTsRegion Organization Position Female Male TotalAddis
Ababa
MOE
Experts(TDP,MT,Training) 3 5 8
Amhara CTEs(Debreirhan,Woldiya,
Debremarkos,Gondar,Dessie) MTLecturers 2 4 6
40
Region Organization Position Female Male TotalRSEB-Amhara Processowner 0 1 1
Oromia CTE-Jimma,Fitche,Mettu,
Shambo,Sebeta,Nekemte MTLecturers 1 5 6
RSEB-Oromia TDPExpert 0 1 1
SNNPR CTE-Arbaminch,Hawassa,Hosana MTLecturers 0 13 13
RSEB-SNNPR TDPExpert 0 1 1
University-WolayitaSodo Lecturer 0 2 2
ZED-Hadiya Expert(Gender,TDP) 0 2 2
ZED-Sidama TDPexperts 1 0 1
ZED-Wolayita LanguageExperts 0 2 2
Somali CTEs-Dr.AH,Kebridhar Lecturers 0 4 4
RSEB-Somali Expert(Training) 0 2 2
Tigray CTE-Adwa,Abiaddi Lecturers 0 6 6
RSEB-Tigray TDPPerformer 0 1 1
Total 7 49 56
4.1.3.Validationofpre-servicemodules4.1.3.1.ValidationofEnglishversionofpre-servicemodules:Module7DuringQ1,theprojectvalidatedtheEnglishversionsofModules5and6.ThevalidationofModule7
wasconductedinthisreportingquarter,Q2.DetailsonthevalidationofEnglishversionpre-service
module7arepresentedbelow.
ValidationofEnglishVersionModule7:MT221–DevelopingReadingSkillsinMTLanguageTheEnglishversionofModule7wasvalidatedinathree-dayworkshopconductedfromOctober10-12,
2016inAddisAbaba.WorkshopparticipantsincludedCTEinstructorsandMOE,RSEB,andzone
representativesforatotalof20(2female)people.Thevalidationworkshopincludedorientationtothe
chaptersinthemoduleandtherationalefordevelopingthecourse.Emphasiswasplacedonthe
conceptthatthiscoursewasdesignedtobuildtheliteracyskillsoftheMTstudents.Thechecklistfor
completingthevalidationwasreviewed,modulesdistributed,andquestionsanswered.Thegroups
workedtovalidatetheEnglishversionandeachgrouppresentedtheirfindingsandrecommendations
wherechangeswerereviewedandeither(1)thechangewasmadetothemoduleor(2)thechangewas
notmadeandsupportingreason(s)listedontheteam’svalidationchecklist.Themodulewaslater
revisedbasedoncommentsandpreparedforadaptationtothesevenMTs.Table24outlinesdetailsontheEnglishversionofModule7validationworkshopparticipants.
Table24.ValidationofEnglishversionModule7:MT221Region Organization Position Female Male TotalAddisAbaba MOE Experts(TDP,MT) 1 3 4
Amhara
CTE-Gondar MTLecturer 0 1 1
CTE-Dessie MTLecturer 1 0 1
CTE-D/Markos MTLecturer 0 1 1
Oromia RSEB-Oromia TDPExpert 0 1 1
41
Region Organization Position Female Male TotalCTE-Chiro Lecturer 0 1 1
CTE-Robe Lecturer 0 1 1
SNNPR
CTE-Hosaena MTLecturer 0 3 3
University-WolayitaSodo Lecturer 0 2 2
ZED Expert 0 1 1
Somali CTE-Kebridhar Lecturer 0 2 2
Tigray CTE-Abiaddi MTLecturer 0 2 2
Total 2 18 20
4.1.3.2.Validationofadaptedpre-servicemodulesinsevenMTs:Module6and7DuringQ1,theprojectvalidatedtheMTversionsofModule5.ThevalidationofModule6and7was
conductedinthisreportingquarter,Q2.DetailsonthevalidationofMTversionspre-serviceModules6
and7arepresentedbelow.
ValidationofAdaptedMTVersionModule6:MT223-Children’sLiteratureinMT
ThevalidationoftheregionallyadaptedsevenMTversionsofModule6wascarriedoutinaworkshop
heldOctober12-14,2016,inAddisAbaba.StakeholdersthatvalidatedthemoduleinsevenMTs
includedCTEanduniversityinstructorsandMOE,RSEB,andzonerepresentatives,atotalof44(5
female)participants(Table25).Thevalidationworkshopincludedorientationtothechaptersinthemoduleandtherationalefordevelopingthecourse.Thechecklistforcompletingthevalidationwas
reviewed,modulesdistributed,andquestionsanswered.Thegroupsworkedtovalidatethemother
tongueversionsofthemodule.Eachgroupprovidedtheirfeedbackontheevaluationformandonthe
hardcopyoftheMTmodule.AttheendoftheworkshopallthesevenMTversionsofModule6were
validatedwhererecommendedchangeswerereviewedandeither(1)thechangewasmadetothe
moduleor(2)thechangewasnotmadeandsupportingreason(s)listedontheteam’svalidation
checklist.ThesechangesweremadebyateamassignedtocompletetheMTrevisions.
Table25.ValidationofadaptedMTversionModule6:MT223Region Organization Position Female Male Total
AddisAbaba MOEExpert(TDP,MT,
Gender) 2 2 4
Amhara
CTE-Gondar MTLecturer 0 1 1
CTE-DebreBirhan MTLecturer 1 1 2
RSEB-Amhara SNEExpert 1 0 1
CTE-Dessie MTLecturer 1 0 1
CTE-Finoteselam MTLecturer 0 1 1
Oromia
RSEB-OromiaExpert 0 3 3
CurriculumExpert 0 1 1
CTE-Chiro Lecturer 0 2 2
CTE-Robe Lecturer 0 1 1
CTE-Sebeta MTLecturer 0 1 1
SNNPR CTE-Hawassa MTLecturer 0 1 1
42
Region Organization Position Female Male TotalCTE-Hosaena MTLecturer 0 3 3
University-WolayitaSodo Lecturer 0 2 2
WEO Expert 0 1 1
ZED Expert 0 2 2
ZED LanguageExpert 0 1 1
ZEDCurriculumCoordinator 0 1 1
GenderExpert 0 1 1
ZED-HadiyaLanguageExpert 0 1 1
GenderRepresentative 0 1 1
ZED-Sidama MTExpert 0 1 1
ZED-Wolayita
ICT 0 1 1
Teacher 0 1 1
Somali
CTE-Asayita Lecturer 0 1 1
CTE-KebridharInstructor 0 1 1
Lecturer 0 2 2
RSEB-SomaliTDPExpert 0 1 1
CurriculumExpert 0 1 1
TigrayCTE-Adwa Instructor 0 1 1
CTE-Abiaddi MTLecturer 0 2 2
Total 5 39 44
ValidationofAdaptedMTVersionModule7:MT221-DevelopingReadingSkillsinMT
ThevalidationoftheregionallyadaptedsevenMTversionsofModule7wascarriedoutinaworkshop
heldNovember8-10,2016,inAddisAbaba.StakeholdersthatvalidatedthemoduleinsevenMTs
includedCTEanduniversityinstructorsandMOE,RSEB,andzonerepresentatives,atotalof35(2
female)participants(Table26).
Thevalidationworkshopincludedorientationtothechaptersinthemoduleandtherationalefor
developingthecourse.Thechecklistforcompletingthevalidationwasreviewed,modulesdistributed,
andquestionsanswered.Thegroupsworkedtovalidatethemothertongueversionsofthemodule.
EachgroupprovidedtheirfeedbackontheevaluationformandonthehardcopyoftheMTmodule.At
theendoftheworkshopallexcepttheAmharicandAf-SomaliversionsofadaptedModule6were
validated.
ThereasonfortheAmharicandAf-Somalinotvalidatedwasthat,eventhoughtherewasasignificant
numberofparticipantsrepresentingtheAmhararegion,therewerenorepresentativesfromtheRSEB.
Inaddition,theSomaliregionwasnotrepresented.Theinstructors,whoattendedthetrainingforthe
tworegions,weregiventheEnglishcopytotakehome.TheREADTA/FSUteamhasproposedto
completethesetwovalidationslaterinJanuary2017.Thatwillallowtimeforasmallteamfromeachof
thetworegionstocompleterevisionsintimeforthenextsemesterwhenthecourseistaught.
Withvalidationcommentsfromtheworkshop,smallgroupsfromeachofthefiveMTsworkedto
completerevisionsbasedonvalidationcomments.
43
Table26.ValidationofadaptedMTversionModule7:MT221Region Organization Position Female Male TotalAddisAbaba MOE Expert(TDP,Curriculum,MT) 0 1 1
Amhara
CTE-Gondar MTLecturer 0 1 1
CTE-DebreBirhan MTLecturer 0 1 1
CTE-Sekota Lecturer 0 1 1
Oromia
RSEB Expert 0 1 1
RSEB-OromiaTDPExpert 0 1 1
LanguageExpert 0 1 1
CTE-Bulehora Lecturer 0 1 1
CTE-D/dolo MTLecturer 0 1 1
WEO Supervisor 0 1 1
CTE-Shambo MTlecturer 1 0 1
SNNPR
ZED Expert 0 3 3
CTE-Hawassa MTLecturer 0 3 3
ZED LanguageExpert 0 1 1
CTE-Hosaena MTLecturer 0 2 2
CTE-Arbaminch MTLecturer 0 1 1
ZED-Hadiya
LessonDeveloper 0 1 1
LanguageExpert 0 1 1
TDP 0 1 1
ICTExpert 0 1 1
ZED-WolayitaPlanningExpert 0 1 1
InclusiveEducation 0 1 1
ZED-Sidama Expert 0 1 1
University-Wolayita
Sodo Lecturer 1 2 3
Tigray
RSEB-Tigray TDPExpert 0 1 1
CTE-Adwa MTAssistantLecturer 0 1 1
CTE-Abiaddi Lecturer 0 1 1
HighSchool Teacher 0 1 1
Total 2 33 35
4.1.4.Post-validationoftheadaptedpre-servicemodulesin7MTs:Module6and7DuringQ1,theprojectpost-validatedtheMTversionsofModule5.Thepost-validationofModule6and
7wasconductedinthisreportingquarter,Q2.Post-ValidationofAdaptedMTVersionModule6:MT223-Children’sLiteratureinMT
TheREADTA/FSUteamofreadingspecialistsworkedinclosecollaborationwithMOE,RSEB,ZEDand
CTEinstructorsonthepreparationtorevisethemodulespost-validation.Participantswereprovided
withvalidationform(s),writtennotes,andMTmoduleusedtonoteanyadditionalinformationcollected
44
duringvalidation.DuringtheweekofOctober17-21,theMTrevisionswerecompletedforfiveregions
(Table27).Theremainingtwocompletedtheirvalidationworkshopsandbegantheirrevisions,which
werecompletedtheweekofOct24-28,2016.TherevisedmoduleswerecompletedinsevenMTs,and
readyforfinalformattingandprinting.
Table27.Post-validationofadaptedMTversionModule6
Region Language Organization Position Gender TotalF M
Amhara Amharic DebreBerhanCTE Lecturer 0 1 1
Oromia Afaan-Oromo SebetaCTE Lecturer 0 1 1
SNNPR
Hadiyyisa HossanaCTE Lecturer 0 1 1
Sidaamu-Afoo HawassaCTE Lecturer 0 2 2
Wolayttatto ArbaminchCTE Lecturer 0 1 1
Somali Af-Somali KebriDaharCTE Lecturer 0 1 1
Tigray Tigrinya AbiadiCTE Lecturer 0 1 1
Total 0 8 8
Post-ValidationofAdaptedMTVersionModule7:MT221-DevelopingReadingSkillsinMTLanguage
TheREADTA/FSUteamofreadingspecialistsworkedinclosecollaborationwithMOE,RSEB,ZEDand
CTEinstructorsonthepreparationtorevisethemodulespostvalidation(Table28).Participantswereprovidedwithvalidationform(s),writtennotes,andMTmoduleusedtonoteanyadditionalinformation
collectedduringvalidation.DuringtheweekofNovember11-15,2016,theMTrevisionswere
completed. Table28.Post-validationofadaptedMTversionModule7Region
Language Organization Position Gender TotalF M
Amhara Amharic CTE-Debrebirhan,Gonder Lecturer 0 2 2
Oromia Afan-Oromo CTE-BulleHora,Shambu Lecturer 0 2 2
SNNPR
Hadiyyisa HosannaCTE Lecturer 0 1 1
SidamuAfoo HawassaCTE Lecturer 0 1 1
WolayttattoWolaytaSodoUniversity Lecturer 0 1 1
ArbaminchCTE Lecturer 0 1 1
Tigray Tigrinya AbiAdiCTE Lecturer 0 1 1
Total 0 9 9
4.2. Train teacher educators to teach reading and develop reading teachers 4.2.1.DeveloptrainingmaterialsinEnglishforMTteachereducatorstrainingoneachnewmodule:Module6and7InpreparationtotrainMTteachereducators,theREADTA/FSUteamofreadingexpertsprepared
trainingmaterialsusingtheEnglishversionsofModule6and7tocreatePowerPointpresentationsfor
eachchaptersofthemodules.ThesePowerPointpresentationswerethenusedtodevelopatraining
manualwithcompletenotesforeachslideandactivityinthepresentations.
45
4.2.2.ConducttrainingsofTeacherEducators–TrainMTco-facilitatorsforCTEteachereducators’trainings4.2.2.1.TrainMTco-facilitatorsforCTEteachereducators’trainings:Module6and7InordertotrainteachereducatorsoneachnewMTcoursemodules,READTAtrainedMTtrainingco-
facilitators,whoworkwiththeREADTA/FSUteamofleadtrainers,totrainteachereducatorsintheir
respectiveMTs.InpreparationforCTEteachereducatorstrainingonModule6,READTA/FSUtrained
seven(onefemale)co-facilitatorsfromNovember15-16,2016inAddisAbaba(Table29).Ontheotherhand,nine(onefemale)co-facilitatorsweretrainedtoco-facilitatetrainingonModule7from
November17-18,2016inAddisAbaba(Table30).Duringtheco-facilitatorstrainingworkshops,thetrainingguides,PowerPoint,anddescriptionof
activitieswerereviewed.TheREADTA/FSUteamandtheirMTco-facilitatorsidentifiedwhatshouldbe
trainedinEnglish,inmothertongue,andinbothlanguages.Duringtheco-facilitatorstrainings,someof
thetrainersidentifiedsectionsnotadaptedornotcorrectlyadapted.Changesweremadeduringthe
workshopsanditwaspossibletomakethechangesbeforethefinalMTmoduleswereprinted.All
activitieswerepracticedandthetrainingguidesfinalizedforprintingpriortothetrainings.Thefinal
productsweretheprintedtrainingguides.
Table29.MTco-facilitatorsforCTEteachereducators’trainingsonModule6Region Organization Position Female Male Total
AmharaCTE-Dessie MTLecturer 1 0 1
CTE-DebreBirhan MTLecturer 0 1 1
Oromia CTE-Jimma Expert 0 1 1
SNNPR
CTE-Hawassa MTLecturer 0 1 1
CTE-Hosaena MTLecturer 0 1 1
CTE-Arbaminch MTLecturer 0 1 1
Tigray CTE-Abiaddi MTLecturer 0 1 1
Total 1 6 7
46
Table30.MTco-facilitatorsforCTEteachereducators’trainingsonModule7Region Organization Position Female Male Total
Amhara
CTE-Gondar MTLecturer 0 1 1
CTE-Woldiya MTLecturer 0 1 1
OromiaCTE-Mettu DepartmentHead 0 1 1
CTE-Shambo MTlecturer 1 0 1
SNNPR
CTE-Hawassa MTLecturer 0 1 1
CTE-Arbaminch MTLecturer 0 1 1
CTE-Hosaena MTLecturer 0 1 1
Somali RSEB-Somali TrainingExpert 0 1 1
Tigray CTE-Adwa Instructor 0 1 1
Total 1 8 9
4.2.2.2.TrainCTEMTteachereducatorsandregional/zonalTDPexperts:Modules6and7Afterdevelopingeverynewpre-servicecoursemodule,READTAtrainedteachereducatorsoneachnew
MTcoursemoduledeveloped.SuchtrainingstookplacefortheREADTA-developedcourseModules1–5
beforeendofYear5,Q1.Inasimilareffort,duringthisreportingquarter,theprojecttrainedCTEMT
teachereducatorsonthenewlydevelopedcourseModules6(MT223)and7(MT221).Thetrainingson
thetwomoduleswereorganizedintworounds,round1forMTsusingLatinscriptsandround2forMTs
usingSabascripts.Inbothroundoftrainings,READTAtrainedacombinedtotalof210(52female)CTE
teachereducatorsandrepresentativesfromMOE,RSEBs,andZEDs.
Trainingofteachereducators(fromLatin-basedlanguagegroups)onModules6and7Trainingofteachereducators(Latin-basedlanguagegroups:AfaanOromo,Af-Somali,Hadiyyisa,
SidaamuAfoo,andWolayttatto)onModule7tookplaceNovember23-25,2016inAddisAbabaforthreetrainingdays.Ontheotherhand,Module6trainingforteachereducatorscomingfromLatin-
basedlanguagegroupsfollowedfromNovember26toDecember02,2016,foratotaloffourtraining
days.
ThetrainingsessionswerefacilitatedbyateamofREADTA/FSUreadingexpertsandselectedMT
teachereducatorswhoweretrainedasco-facilitators.Atotalof82(9female)participantsfromCTEs,
RegionalEducationBureaus,andZEDsfromtheOromia,Ethio-Somali,andSNNPRregions,aswell
asrepresentativesfromtheMOEweretrainedonModules6and7(Table31).AsthetrainingworkshopwasspecificallyfortheLatinscriptlanguages,theintensefocusonLatinscripts
facilitatedintensediscussionoflinguisticconceptsrelatedtotheseLatin-basedlanguagesand
writingmechanisms.
Table31.Trainingofteachereducators(fromLatin-basedlanguagegroups)onModules6and7Region Organization Position Female Male TotalAddis
Ababa
MOE TDPExpert 0 1 1
University-AAU Lecturer 0 1 1
Amhara CTE-Kemissie MTLecturer 0 1 1
OromiaCTE-Jimma,Nekemte,Chiro,
Assela,Shambo,Bulehora,Robe, MTLecturer 7 40 47
47
Region Organization Position Female Male TotalFitche,Dembidolo,Mettu,
Adolla,Sebeta,Kemissie
SNNPRCTE-Hawasa,Hosana,Arbaminch MTLecturer 0 20 20
ZoneEB-Hadiya Expert(TDP,Language) 0 2 2
SomaliCTE-Kebridhar,Dr.AH MTLecturer 2 7 9
RSEB-Somali TrainingExpert 0 1 1
Total 9 73 82Trainingofteachereducators(fromSaba-basedlanguagegroups)onModules6and7Module7trainingforteachereducatorsfromSaba-basedlanguagegroups(AmharicandTigrinya)took
placeDecember5-7,2016forthreedays.Ontheotherhand,Module6trainingforteachereducators
comingfromSaba-basedlanguagegroupsfollowedfromDecember8to142016,foratotaloffour
trainingdays.ThetrainingsessionswerefacilitatedbyateamofREADTA/FSUreadingexpertsand
selectedMTteachereducatorswhoweretrainedasco-facilitators.Atotalof128(43female)
participantsfromCTEs,RegionalEducationBureaus,andZEDsfromtheAmharaandTigrayregions,
aswellasrepresentativesfromtheMOEweretrainedonModules6and7(Table32).AsthetrainingworkshopwasspecificallyfortheSabascriptlanguages,theintensefocusonSabascripts
facilitatedintensediscussionoflinguisticconceptsrelatedtotheseSaba-basedlanguagesand
writingmechanisms.
Table32.Trainingofteachereducators(fromSaba-basedlanguagegroups)onModules6and7Region Organization Position Female Male TotalAddisAbaba
MOE TDPExpert 0 1 1
CTE-Kotebe MTLecturer 3 3 6
Afar CTE-Asayita MTLecturer 0 2 2
Amhara
CTE-Finoteselam,Sekota
D/markos,Gondar,Woldiya,
DebreBirhan,Dessie,
Begemidr,Injibara MTLecturer 21 37 58
ZED-SouthGondar TDPexpert 1 0 1
Benishangul-
Gumuz
CTE-GilgelBeles Lecturer 1 1 2
RSEB-Benishangul-Gumuz TDPFacilitator 0 1 1
GambellaRSEB-Gambella HeadCurriculum 0 1 1
CTE-Gambella MTLecturer 2 3 5
Oromia CTE-Nekemte,SebetaDepartment
Head,Lecturer 0 2 2
SNNPR
CTE-Hosaena,Hawassa,
Arbaminch,Dilla,Bonga MTLecturer 9 19 28
RSEB-SNNPR TDPExpert 0 1 1
Somali CTE-Dr.AH MTLecturer 1 3 4
TigrayCTE-Abiaddi,Adwa MTLecturer 4 11 15
RSEB-Tigray TDP 1 0 1
Total 43 85 128
48
BloomAwarenessWorkshopsforMotherTongueTeacherEducatorsREADTAincollaborationwithSILEthiopiaorganizedtwotwo-dayworkshopstointroducemother
tongueteachereducatorstoBloomSoftware.ThetwoworkshopswereplannedaspartofawiderREAD
TACTEteachereducatorstrainingworkshops:OneforMTteachereducatorsworkinginlanguagesusing
theLatinscriptfromNov30toDec01,2016(seeTable31fordetailonparticipants)andanotherworkshopforthoseMTteachereducatorsworkinginlanguageswiththeSabascriptfromDec10to12,
2016(seeTable32fordetailonparticipants).Inthetwoworkshops,atotalof210(52female)CTE
teachereducatorsandrepresentativesfromMOE,RSEBs,andZEDsparticipatedintheBloomawareness
workshops.
TheBloomSoftwaretrainingwasintendedtobuildthecapacityofmothertongueteachereducatorsto
beabletosupportthecontentsofModule6:MT223-Children’sLiteratureinMT.Moreover,the
trainingishopedtobuildthecapacityofteachereducatorsatCollegesofTeacherEducationto
mobilizingcommunity,identifyingresources(i.e.,booktitles)andlearnhowtheycouldhelpfuture
teacherstoengageinacreativeprocessofdevelopingtheirownchildren’sbooks,leveledreaders,
decodables,etc.
4.2.4.M&EofmoduleimplementationAspartofthepre-servicecoursemoduledevelopmentandrevisionprocess,READTA/FSUconducts
M&EofeachmodulewhiletheCTEsareinsession.TheM&EisconductedbyatrainedteamofMT
instructors(alsocalledMTassessors)whoapplydatacollectionmethodstomonitorandevaluate
moduleimplementation.Sofar,untilYear5,Q1,READTA/FSUusedthesemethodstoconductM&Eof
Modules1-4.READTAalsoconductedM&EofModule5(MT212)duringthereportingquarter.
QuarterlyprogressontheM&EofModule5isprovidedinthesectionbelow.
4.2.4.a.M&EofmoduleimplementationforModules4–7:Module5M&EofModule5(MT212)implementationatCTEs
Atwo-dayMonitoringandEvaluationTrainingworkshopwascarriedoutonDecember19-20,2016to
traindatacollectorsfromeachregiontoapplydatacollectiontoolsinthemonitoringandevaluationof
Module5(MT212:IntroductiontoLanguageandLinguistics)implementationatCTEs(Table33).Thistwo-daytrainingincludedparticipantsfromallsevenMTs.Datacollectorsparticipatedinareviewofthe
expectationsforclassobservations,notes,focusgroupdiscussions,surveys,andinterviewsafterfully
reviewinganddiscussingeachiteminthedatacollectiontools.
Table33.CTEinstructorstrainingtoconductM&EofModule5(MT212)Region Organization Position Female Male Total
AmharaCTE-Gondar MTLecturer 0 1 1
CTE-Dessie Lecturer 0 1 1
OromiaCTE-Mettu MTLecturer 0 1 1
CTE-Robe Lecturer 0 1 1
SNNPR
CTE-Hawassa MTLecturer 0 1 1
CTE-Arbaminch MTLecturer 0 1 1
CTE-Hosaena MTLecturer 0 1 1
49
Region Organization Position Female Male TotalSomali PrimarySchool Teacher 0 1 1
Tigray CTE-Adwa Instructor 0 1 1
Total 0 9 9
4.2.5.Revisionandproductionofpre-servicemodulesinEnglishandsevenMTs
4.2.5.1.Revisionofpre-servicemodulesinEnglishandsevenMTs:Module4(Englishversion)TherevisionoftheEnglishversionofModule4:TMT322wasdelayedseveraltimes.Theoriginal
schedulewastocompleteitinAugust2016.However,thereweretoomanyactivitieshappeningat
once,andtheconcernwasthattherewouldbenocompetentinstructorsavailablefortherevision.The
datewaschangedtoearlyOctober2016;however,theeventsin-countrymadeitdifficulttoagain
identifyenoughinstructorstocompletethedifferentactivities.Theworkshopwasfinallyheldovertwo
weeks,includingSaturdays,fromOctober31-Nov.12,2016inAddisAbaba.ThirteenCTEinstructors
conductedtherevisionoftheEnglishversionofthemodule(Table34).FinalrevisionofsevenMT
versionsofModule4willbeconductedinQ3.
Table34.Revisionofpre-serviceModule4–EnglishversionRegion Organization Position Female Male Total
AmharaCTE-Gondar MTLecturer 0 1 1
CTE-Begemidr MTLecturer 0 1 1
Oromia
CTE-Assela MTLecturer 0 1 1
CTE-Adolla MTLecturer 0 1 1
CTE-Mettu DepartmentHead 0 1 1
CTE-Sebeta MTLecturer 0 1 1
SNNPR
CTE-Hawassa MTLecturer 0 1 1
CTE-Hosaena MTLecturer 0 2 2
CTE-Arbaminch MTLecturer 0 1 1
Somali CTE-Dr.AH AssistantLecturer 0 1 1
TigrayCTE-Adwa MTLecturer 0 1 1
CTE-Abiaddi MTLecturer 1 0 1
Total 1 12 13
4.3. Build capacity of RSEB and MOE in planning and monitoring system improvements 4.3.3.ImplementRSEB/CAEBcapacitybuildingactionplans
4.3.3.1b.Buildthecapacityofeducationalleadersattheregion,zone,andworedalevelsforrevisedMTcurriculumimplementation(fornon-READTAtargetregions)InYear4,READTAconductedaseriesofleadershipCBworkshopsforregionaleducationalleaderson
howtouseacommunicationtoolkitdevelopedforsupportingMTcurriculumimplementationatvarious
levels.ThetrainingreachededucationalleadersinthefiveREADTAtargetregionsandoneadapting
region(AddisAbabaCityAdministration).
50
TheYear5READTA’splanincludesconductingsimilarCBworkshopsfortheremainingadaptingregions.
DuringQ1,inpreparationforsuchworkshops,READTAworkedwiththeDireDawaCityAdministration
toobtainanestimateonthenumberofeducationalleadersandofficialsinthecityadministrationthat
canbeusedtoplanfortheworkshop.However,thenumberwasnotcommunicateduntiltheendofQ2.
4.3.3.2.Follow-upandprovidecontinuoussupportfortheimplementationofMTCommunicationToolkitandM&EToolkitPreparationsforthefollow-upandsupportontheMTCommunicationToolkitandM&EToolkitwas
conductedmainlyinQ1butalsoinQ2.Thepreparationsincludedinstrumentsdevelopmenttomonitor
MTcurriculumimplementationattheMOEandRSEBlevelincludingclassroomobservationchecklists,a
focusgroupdiscussiontemplate,andadocumentanalysischecklist.Theinstrumentswereshared
internallyatREADTAandfurtherrefinementsweremadebeforetheirusetoconductmonitoringinQ2.
Inaddition,READTAconductedatwodaysconsultationmeetingpriortomonitoringofschoolstofollow
upwiththeimplementationofMTCommunicationToolkitandM&EToolkit.Duringthetwodays,READ
TAregionalmanagersandCapacityBuildingSpecialistsconvenedwithcentralREADTAtechnicaland
M&Estaffandsharedthestatusofcapacitybuildingactivitiesatregionsandoutlinedactionpointsafter
thoroughlydiscussingthechallengesandpossiblesolutions.
Afterthepreparations,theREADTACapacityBuildingSpecialistsandRSEBrepresentativesconducted
follow-upvisitsintheirrespectiveregionstocheckthestatusofthenewlyrevisedMTcurriculum
implementationsandsupportprovidedbytheconcernededucationalleadersandthensharethe
successes,challengesandlessonlearned.Consequently,RSEBs,ZEDs,andmainlyschoolswerevisitedin
allthefiveregionsexceptEthio-Somali.Datawascollectedfromthevisitsbyusingtheappropriatetools
amonginterview,classroomobservation,focusgroupsordocumentreviews.Table35belowshowsfiguresontheschools,principals,andMTteachersmonitoringconducted.
Table35.Numberofprimaryschools,schoolprincipals,andMTteachersDatasources Amhara Oromia SNNPR Tigray TotalSchool(s) 6 9 1 5 21Principal(s) 6 9 1 5 21MTteachers 12 17 2 20 51ClusterResourceCenter
(CRC)Supervisor
5 0 0 0 5
OverallgoodimpressionsobservedacrossthefourregionsinimplementingtherevisedMTcurriculum
included:
• Studentsaregenerallycomfortablewiththestories,illustrationsandactivitiesinthenewly
revisedMTcurriculummaterialsandalsohaveapositiveattitudetowardsmaterials.
• Studentstendtobewellengagedduringgroupworkandotherclassroomactivities.
• MajorityofstudentsbringstudentbookstoschoolexceptSNNPR.
• MajorityofMTteacherswereteachingusingtheirTGsandtheirlessonplan
• MTteachersreviewandprovideconstructivefeedbackforstudentsontheirexercisebooks.
Ontheotherhand,althoughtherearedifferencesacrossregions,thegeneralproblemsobservedin
implementingtherevisedMTcurriculumincluded:
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• Agreedactionpointsduringtheleadershipcapacitybuildingworkshopsarenotbeing
implementedaspromised,exceptinSNNPR.Forexample,trainedleadersandexpertshavenot
sharedinformationontherevisedcurriculumtoschoolprincipalsandclustersupervisors.
• ClustersupervisorswhoweretrainedontherevisedMTcurriculumarefailingtoorient
principalsundertheirsupport.
• Schoolprincipalshavelimitedinformationonavailabilityoftherevisedstudenttextbooksand
TGsintheirschool.
• TheschoolprincipalsandmajorityofCRCsupervisorshavelimitedornoinformationaboutthe
revisedcurriculumtoprovidesupport.
• Largeclasssize,withinstancesofasmanystudentsas92perclass.Shortageofbooks.
• Limiteduseofteachingaidslikeflashcards,whichcanbelocallyprepared.MotherTongue
curriculumimplementationofM&EisnotconductedinalltheregionsexceptAmhara
• MTteachersstrugglingtoabandontheiroldwaysandpracticemethodsintherevisedMT
curriculumlikethegradualreleasemodel;andassessment,supportandenrichment.
• UnavailabilityoftherevisedGrades5-8studentbooks.Studentswhostartedusingthenew
booksonGrade4goingbacktotheoldbookinGrade5.
Basedontheresultsofthevisit,thefollowingrecommendationsweremadetorelevantstakeholders,so
astoimprovetheimplementationoftherevisedMTcurriculumandachieveitsintendedpurpose.
• RSEBincollaborationwiththeMOEshouldsolveshortageofbooksinprimaryschools;
• StrongfollowupandsupportsystemneedtobeinstitutionalizedbyRSEB,ZEDs,WEOsand
schoolssoastoensureproperimplementationoftheMTcurriculum.
• Schoolprincipalsandclustersupervisorswhodidnottaketrainingshouldbecapacitatedto
provideprofessionalsupporttoMTteachers
• ContinuousprofessionalsupportisneededforMTteacherstoexercisetheteachinglearning
processasperthestepsclearlyindicatedintheTGs.Henceutmosteffortisexpectedfrom
teacherssoastoimplementtheMTcurriculumintheclassroom;
• OrganizingandstrengtheningdiscussionforumsforMTteachersintheschooltoshare
experiences,identifyandsolveproblemsshouldbethepracticeofallschools.
• READTAshouldstrengthenfollowupvisitsofschoolstoseestatusofMTcurriculum
implementationandprovidesupport.
• RolesandresponsibilitiesofeachworkprocessinimplementingthenewMTcurriculumshould
bereflectedatannualplanofzones,woredasandschools;
• MentoringsupportshouldbeprovidedtoMTteachersatschoolandclustercenterleveltofill
technicalgapobservedduringclassroomobservation.
4.3.3.3.BuildthecapacityofkeyM&Estaffintheregionstoensurenewcurriculumimplementation(forOromiaonly)InYear5Q1,READTAstartedtorollouttheM&Etrainingforeducationalleadersandexpertsofthe
Oromiaregion.Theprojectconductedoneregionallevelconsensusbuildingworkshopandfourrounds
(outofeight)ofworeda-levelworkshops.
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Thisreportingquarter,theprojectconductedtheremainingworeda-levelworkshopsonM&EofMT
curriculumimplementationforOromiaregioneducationalleadersandexperts.Fourroundsof
workshopswererolledoutatfourvenues:(1)Adama(October25-28,2016),(2)Adama(November8-
11,2016),(3)Assela(Nov29-Dec2,2016),and(4)Shashe-mene(December5-8,2016)(Table36).TheparticipantswereworedaTDPexperts,ClusterResourceCenter(CRC)supervisors,heads,viceheads,
andRSEBleadersandexperts.Atotalof330(26female)educationalleadersandexpertsweretrained
fromOromiaregion.
Table36.Participantsofworeda-levelMTcurriculumimplementationM&EtrainingsRegion Organization Position Female Male Total
Oromia
WEO
ClusterResourceCenter
Sup. 5 159 164
WEOExpert 21 133 154
WEOViceHead 0 9 9
RSEBTDPExpert 0 1 1
ViceHead 0 1 1
Head 0 1 1
Total 26 304 330
4.3.3.3b.BuildthecapacityofkeyM&EstaffintheadaptiveregionstoensurerevisedcurriculumimplementationSimilartotheCBworkshopsconductedforthefivetargetregions,READTAplannedtobuildthe
capacityofeducationalleadersandexpertsofadaptingregionsontheM&EoftheMTcurriculum
implementation.Intheinitialphase,theworkshopsweretoberolledoutforadaptingAddisAbabaand
DireDawaCityAdministrations.However,becauseofothergovernmentprioritiesthattheeducational
leaderswerepreoccupiedwith,theseworkshopsdidnottakeplace.AlthoughREADTAplannedto
conductthetrainingsinQ2,theadaptingregions/cityadministrationswerenotreadyduringtheperiod.
4.3.4.ImplementtheMOEcapacitybuildingactionplanbasedonplansdevelopedunder4.3.24.3.4.2.Follow-uponthecommunicationandsupportofdirectoratesforMTcurriculumImplementationThisactivitywasnotconductedduringthereportingquarterduetootherpriorityactivitiesthat
occupiedstafftime.
4.3.5.ProvidetechnicalsupporttoMOEandRSEBsonimplementingMTspecialeducationneeds4.3.5.3.ConsultativeworkshoponmaterialmodificationforreaderswithseveredisabilitiesThisactivitywasnotconductedduringthereportingquarterduetootherpriorityactivitiesthat
occupiedstafftime.
4.3.5.4.PreparematerialsforreaderswithseveredisabilitiesThisactivitywasnotconductedduringthereportingquarterduetoadelayedpredecessoractivity,
4.3.5.3.
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4.4.PrepareMOEandRSEBsforprojecttakeoverandsustainabilityofactivities4.4.1.ConductnationalsustainabilityworkshopandsupportpreparationofsustainabilityplanThisactivityhasbeenrescheduledtoMarch2017withslightmodificationinstrategyfromhowthe
activitywasoriginallyoutlined.
4.4.2.ImplementCBforMOEandRSEBandothereducationalpartnerstoensuresustainabilityThisactivitywasnotconductedduringthereportingquarterduetoarescheduledpredecessoractivity,
4.4.1.
4.4.3.Follow-upandmonitorthesustainabilityplan’simplementationstatusThisactivitywasnotconductedduringthereportingquarterduetoarescheduledpredecessoractivity,
4.4.1.
3. LESSONS LEARNED RSEBsareinabetterpositionthantheMOEtoleadsupportfortheREADMTpackageREADTAworkedhardtobuildthecapacityoftheMOEtotaketheleadinsupportingtheREADMT
packagebasedontheassumptionthattheMOEcouldbe,structurally,betterpoisedtosupportthe
implementationofthepackage.However,theRSEBadministrationswerefoundtobebothmore
capableandwillingtotaketheleadinsupportingtheREADMTpackageandshouldbetheonestaking
theleadontheMTpackagemovingforward,insteadoftheMinistry.Thepresenceofdecisionmakersat
theConsultationWorkshopheldduringthereportingquarterwiththeMOEandRSEBswasvitalfor
productiveactionablediscussionsonsustainability.Thegranularevaluationoftechnicalstaffateach
CTEandRSEBhelpedcreateaclearpictureandwayforwardforadministrationofficialstoensure
technicalsustainability.
Trainingqualityenhancedbyseparatelyconductingteachereducators’trainingonnewlydevelopedMTmodulesbasedonscriptsDuringtheteachereducators’trainingforthefirstfournewlydevelopedmodules,READTAusedto
trainteachereducatorsfromthesevenMTswithouttakingintoaccountthetypeofscriptsusedbythe
MTsforgroupingtrainingsessions.However,READTAtestedanewapproachtotrainteachereducators
duringQ1whileconductingModule5training.Thenewapproachwastoseparatelytrainteacher
educatorsbasedonthetypeofscriptusedintheMTmodulestheyteach.Thismeansthatmodule
trainingwasdividedintotworoundsandintogroupsofSabascriptlanguages(AmharicandTigrigna)
andLatinscriptlanguages(AfaanOromo,AfSomali,Hadiyyisa,SidaamuAfoo,andWolayttatto),which
enabledthetrainingtobemoremanageableinsizeandallowedmoreinteractionbetweentrainersand
participants.Thismodelworkedextremelywelllogisticallyandpermittedthetrainingtobeheldata
smallervenue.Moreover,thefocusonaspecificscriptfacilitatedintensediscussionsoflinguistic
conceptsrelatedtotheSaba-basedandLatin-basedlanguagesandwritingmechanisms.Therefore,
trainingsonModules6and7thisquarterwereconductedadoptingthesamemodelwhichresultedin
similaroutcomes.
Developing“Expert’sDirectory”wouldassistfutureactivitiesandlearningREADTAhasbeenworkingwithvariouslocalandinternationalexpertswhohavegainedextensive
experiencewhilecontributingtheirsharetotheactivitiesconducted.READTArecognizesthathavinga
list,profiles,andcontactinformationforallexpertswhoworkedwiththeprojectforfurthercontactand
learningneedsisextremelyhelpful.ThisisalsotrueforMTexperts;havingtheircontactinformationis
54
ofgreatimportancefortheproject’sfutureactivities.Therefore,aspartofREADTA’sknowledge
managementefforts,theprojectwillworktocompileanExperts’Directoryintheremainingquartersof
Year5.
3.1 Implementation challenges
CapacitygapswithsomemembersoftheEnglishcurriculummaterialdevelopmentteamThequalityofthetextsandlessonsdevelopedbysomegradelevelteamswerenottotheexpected
level,whichledtomanyconversationsbetweentheteamandthequalityassurancepeople.Asaresult,
strugglingteamswerebehindschedule.Tosolvetheproblem,aclosefollow-upwasmadetoassess
individuals’contributionstothedevelopmentteamthroughreviewingtheirworkquality,observing
theirlevelofengagement,andusingthefeedbackfromteammembers.Finally,inconsultationwiththe
MOE,fiveexpertsthatweconfirmedashavingalowcapacitywerereplacedbynew,qualifiedexperts
fromtherespectiveregions..
DelayintheprintingofGrades5-8booksleadingtopostponementofMasterTrainersandTeacherTrainerstrainingsAshasbeenthepracticeinREADTA,thetrainingofMasterTrainersandTeacherTrainersiscontingent
uponthereadinessofRSEBstoprocureTGsandSBsanddeliverthemtoschools,whichneedtobe
officiallyconfirmedbytheMOE.AlthoughREADTAwasreadytoconductthetrainingofMasterTrainers
andTeacherTrainers,therehadnotbeenaregion/cityadministrationthatwasabletoconfirm(through
theMOE)theprintinganddistributionofGrades5–8bookstoschools.Hence,READTAwasnotableto
proceedwithitsplan.ThisisamajorproblemasREADTAisinitsfinalyearofimplementationwithonly
ninemonthsleftbeforetheprojectcloses.
ChallengesfacedinsupportingtheREADMTpackageThisreportingquarter,READTAhadchallengesgettingtheMOECEICTtosupporttheMTpackageand
alleviatingtheirconcerns,whichcauseddelaysinprogramactivities.READTA/Inveneoalsoencountered
issueswiththeMOECEICTandRSEBtechnicalstaffwhowereunhappywiththeamountofperdiem
fundsreceivedfromtheprojectfortheirparticipationinthesecondmaintenancevisit.Another
challengethatREADTAcontinuedtofacealsorelatedtosomeRSEBandCTEICTofficers’requestsfor
additionaltechnicaltrainingeventhoughREADTAhadconductedseveraltrainingsinthepast.Further,
newlyhiredRSEBandCTEICTofficershadnotallbeentrainedontheMTpackagebytheirdepartments
andwerenotpreparedtosupporttheMTpackageormakethemostofthetrainingduringthesecond
maintenancevisit.READTAhashelddiscussionswiththeMOE,RSEBs,andCTEstoexplainthatits
trainingsaredesignedtobuildthecapacityofqualifiedICTofficersonhowtospecificallymanagethe
READMTpackageequipment.ButtheprojectshouldnotbeexpectedtobuildthegeneralICTcapacity
oftheICTofficers,especiallyiftheydonotalreadyholdtherequisitequalificationsandexperienceto
handlebasicICTtechnicalwork.ItshouldbetheCTEs’andRSEBs’responsibilitytoensuretheyhireand
trainqualifiedICTofficers.
ChallengesfacedduringbaselinedatacollectionforATCBIFortheATCBI,RSEBswererequestedtoselectschoolsfortheinitiative’simplementation.RSEBs
receivedclearcommunicationabouttheinclusioncriteriaforschools—theprimarycriteriabeingthe
needtoselectschoolsthathaveatleasttwoGrade2classroomsandatleasttwoGrade2MTteachers
whohavereceivedthetrainingontherevisedMTcurriculum.Inmanycases,however,theRSEB’s
55
selectionofschoolsdidnotmatchtheinclusioncriteria.Projectteamsfound(1)schoolswithnooronly
oneteacherwhohadattendedthe10-daytraining,(2)classroomswithnoorinsufficientnumbersof
books,and/or(3)teacherswhoweretrained,buthadnotyetbeengiventherevisedteacherguide.
Replacementclassroomsandschoolshadtobefoundbythedatacollectionteams,whichstrainedthe
timetablesetfortheactivity.
Theexistenceofalargenumberofstudentsperclass,particularlyinSNNPR,wasalsoanotherchallenge
thatconsumedtimesetasideforthedatacollection.Thehighnumberofstudentsinselected
classroomshadtoallbescreenedforhearingandvision,whichtookmorethanoneschoolday.
Dailysubsistenceallowance(DSA)regulationspertainingtotheperdiemlimitsreducingturnoutofparticipantsforworkshopsInregardstothemoduledevelopmentworkREADTAconducts,thereseemstobeadecreaseinthe
numberofparticipantsfromallregionsincomparisontopreviousworkshops.Partoftheproblem
seemstoberelatedtothenewDSAregulationspertainingtotheperdiemlimitsimposedbythe
MinistryofFinanceandEconomicCooperation—infact,participantsinotherREADTAworkshopsvoiced
theirdispleasureabouttherevisedDSArate.Forinstance,duringthelastfourroundsofcapacity
buildingtrainingsinOromiaregion,participantswerehighlydissatisfiedwiththerevisedrate,whichwas
reflectedinthedailytrainingevaluationdatacollectedduringtheworkshops.
3.2 Monitoring and Evaluation Plan (MEP) Update
Duringthereportingquarter,READTA’sMEPwasrevisedbasedonfeedbackprovidedbythe
AgreementOfficer’sRepresentative(AOR).TherevisedMEPwillbesubmittedtoUSAIDinQ3.
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4. FINANCIAL EXPENDITURE [REDACTED]
57
ANNEX A: PERFORMANCE PLAN AND REPORT OF PROGRESS SUMMARY, BY QUARTER TableA1outlinestheachievedversusplannedprogressfortheperiod,disaggregatedbygender,geographicarea,andotherrelevantfactors.
TableA1.Performanceplanandreportofprogresssummary,fiscalyear(FY)2017StrategicObjective
IndicatorDataSource
BaselineData FY2016 QuarterlyStatus(FY2016) AnnualPerforman
ceAchievedtoDate(in
%)
Comment(s)Year Value
AnnualCumulativePlannedTarget
AnnualCumulative
Actual
Quarter(Q)1 Q2 Q3 Q4
USAIDEthiopia’sREADIntermediateResult(IR):Improvedreadingachievement
READSub-IR1:Readingandwritingmaterialsdevelopedandpre-andin-serviceteachertrainingdeliveredasappropriateforprimaryclassrooms
Numberofteachers,educators,andteachingassistantswhosuccessfullycompletedin-servicetrainingorreceivedintensivecoachingormentoringwithUSGovernment(USG)support
— — — 25,877 10,101 41 10,417 — — 40.41%
Numberofteachers,educators,andteachingassistantswhosuccessfullycompletedpre-servicetrainingwithUSGsupport
— — — Tobedetermined(TBD)
*1,291 0 0 — — Notapplicable(N/A)
Percentageofachievementcannotbedeterminedatthistime
58
StrategicObjective
IndicatorDataSource
BaselineData FY2016 QuarterlyStatus(FY2016) AnnualPerforman
ceAchievedtoDate(in
%)
Comment(s)Year Value
AnnualCumulativePlannedTarget
AnnualCumulative
Actual
Quarter(Q)1 Q2 Q3 Q4
Numberoftextbooksandlearningmaterialsdeveloped
— — — 16 0 0 0 — — 0% DevelopmentofEnglishmaterialsisnearfinal
READSub-IR2:Improvedmanagementandplanningcapacityatschools;collegesofteachereducation(CTE)s;andworeda-,regional-,andMOE-levelinearlygradereadingandwriting
NumberofadministratorsandofficialssuccessfullytrainedwithUSGsupport
— — — 500 779 449 330 — — 155.8%
READSub-IR3:Enhancedcommunityinvolvementindeliveryofqualityeducation
NoindicatorsforREADTA
READSub-IR4:Monitoringandevaluationconductedtoensurethatimplementationisontrackandresultsareachieved*READ TA has not been able to obtain official data for pre-service training completion numbers from the MOE and CTEs. The numbers indicated in this report are drawn from unofficial reporting from only 12 out of the 36 CTEs.