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READING FOR ETHIOPIA’S ACHIEVEMENT DEVELOPED

MONITORING AND EVALUATION (READ M&E)

Quarterly Report

2017 Quarter 1: January-March, 2017

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Submitted to: U.S. Agency for International Development/Ethiopia Addis Yigzaw, COR

Prepared by: American Institutes for Research 1000 Thomas Jefferson Street, NW Washington, DC 20007 Under Contract No. AID-663-C-15-00001

This report was made possible by the support of the American People through the United States Agency

for International Development (USAID). The contents of this report are the sole responsibility of the

American Institutes for Research (AIR) and do not necessarily reflect the views of USAID or the United

States Government.

DEC REQUIREMENTS

a. USAID Award Number Contract No. AID-663-C-15-00001

b. USAID Objective Titles USAID/Ethiopia Country Development Cooperation Strategy Development Objective: Improved Learning Outcomes USAID/Ethiopia Education Strategy Intermediate Result 1: Increased achievement in basic education, particularly in reading USAID Global Education Strategy Objective 1: Improved reading skills for 100 million children in primary grades by 2015

c. USAID Project Title USAID Reading for Ethiopia’s Achievement Developed Monitoring and Evaluation (READ M&E)

d. USAID Program Area and Program Element

Education (program area 3.2) Basic Education (program element 3.2.1)

e. Descriptive Title Quarterly Report 2017: Quarter 1: January 1 - March 31, 2017

f. Author Names(s) Jordene Hale

g. Contractor Name American Institutes for Research 1000 Thomas Jefferson Street, NW Washington, DC 20007

h. Sponsoring USAID Operating Unit and COR

USAID/Ethiopia Addis Yigzaw, COR

i. Date of Publication April 1, 2017

j. Language of Document English

PROGRAM OVERVIEW/SUMMARY

Program Name: USAID Reading for Ethiopia’s Achievement Developed Monitoring and Evaluation (READ M&E)

Activity Start Date And End Date:

January 1, 2015 to December 31, 2019

Name of Prime Implementing Partner:

American Institutes for Research 1000 Thomas Jefferson Street, NW Washington, DC 20007

Contract Number: Contract No. AID-663-C-15-00001

Reporting Period: Year 3, Q1: January 1 through March 31, 2017

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Contents

1. PROGRAM INTRODUCTION ...................................................................... 3

2. SUMMARY OF RESULTS TO DATE-Quarterly Report ........................... 0

3. ACTIVITY IMPLEMENTATION PROGRESS ............................................... 1

3.1. Implementation Status ............................................................................................................................ 2

3.1.1. EGRA .............................................................................................................................................. 2

3.1.2. READ TA Final Evaluation ......................................................................................................... 8

3.1.3. Annual Data Assurance .............................................................................................................. 9

3.1.4. Mini Opinion Survey on TWG Meetings................................................................................ 9

3.1.5. Formative Continuous Assessment (FCA) .......................................................................... 11

3.1.6. Research study: Mother Tongue (L1) to English (L2) transition study ......................... 19

3.1.7. EGRA Follow-up Study ............................................................................................................. 27

3.1.8. Exposure visit to India for Ethiopian Federal Ministry of Education and Regional State

Education Bureaus ........................................................................................................................................ 30

3.1.9. M&E Community of Practice ................................................................................................... 33

3.1.10. Comparative International Education Society presentations .......................................... 33

3.2. Implementation challenges .................................................................................................................. 37

3.3. PMP Update ............................................................................................................................................ 37

4. KEY ISSUE NARRATIVE ............................................................................... 37

4.1. Gender Equality and Female Empowerment .................................................................................. 37

4.2 Capacity Development ............................................................................................................................. 38

5. STAKEHOLDER PARTICIPATION AND INVOLVEMENT ................. 39

6. MANAGEMENT AND ADMINISTRATIVE ISSUES ................................ 41

6. 1 International travel ................................................................................................................................... 41

6.2. Procurement .............................................................................................................................................. 42

READ M&E 2017 Quarter 1 Report (January-March) 2

7. FINANCIAL REPORT ................................................................................... 42

8. PLANNED ACTIVITIES FOR NEXT QUARTER......................................... 44

Summary of Tables:

Table 1: Proportion of zero scores and skewness coefficients of ORF by language group .......................... 5

Table 2: Materials distributed by category of recipient ............................................................................. 13

Table 3: Trainer’s characteristics ................................................................................................................ 14

Table 4: Amhara Regional FCA Teacher and Supervisor Training ............................................................... 16

Table 5: Oromia Regional FCA Teacher and Supervisor Training ................................................................ 16

Table 6: Research questions with corresponding data sources and method of data collection ................ 21

Table 7: Summary of Zones, Woredas, & Schools to be sampled .............................................................. 23

Table 8: Data collectors by Region, Language, Affiliation and Data Collection Sites.................................. 24

Table 9: Summary of research participants for quantitative data .............................................................. 24

Table 10: Summary of research participants for qualitative data .............................................................. 25

Table 11: Summary of Research Questions, Data Type, and Data Sources ................................................ 28

Table 12: Summary of Key meetings with partners in the first quarter of 2017 ........................................ 40

Table 13: Travel during Q1 2017 ................................................................................................................. 41

Table 14: Anticipated Travel for Q2 2017 (April-June, 2017) ..................................................................... 41

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1. PROGRAM INTRODUCTION

The Reading for Ethiopia’s Achievement Developed Monitoring and Evaluation (READ M&E) project is a

5- year U.S. Agency for International Development (USAID)-supported activity implemented by American

Institutes for Research (AIR). READ M&E is one of four READ projects on early grade reading launched by

USAID Ethiopia. READ M&E focuses on monitoring and evaluating early grade reading as well as on the

M&E needs of the overall USAID READ program. The project works closely in partnership with the

Ethiopian Ministry of Education (MoE) and the National Educational Assessment and Examinations

Agency (NEAEA). The project also works in collaboration with Regional State Education Bureaus (RSEBs)

and City Administration Education Bureaus (CAEBs).

READ M&E tracks progress and measures the performance and impact of key interventions supported

by USAID through a) regular monitoring of READ projects to determine if implementation is on track and

if outputs are leading to results and b) evaluating READ projects at defined intervals to gauge the results.

These efforts provide information to USAID and other stakeholders, including the federal MOE, the

NEAEA, RSEBs, and CAEBs, about how combined investments across the READ projects are producing

the desired changes and how implementation can be improved.

The objectives of READ M&E are to:

Assess student learning progress by analyzing and synthesizing nationally representative EGRA

data collected for seven local languages; collecting additional EGRA data annually to show

reading skill gains for seven local languages; and collecting nationally representative EGRA

baseline data for English

Support National Learning Assessments (NLA) at grades 4 and 8 for reading, comprehension, and

writing aligned to the new national reading curriculum developed through the READ TA program

Support continuous assessment in schools

Monitor the performance of USAID’s READ projects as well as other key projects related to the

READ program, and conduct midterm and final evaluations of the three READ projects and of

other projects that may take over or add to any of the major functions of these READ projects

Conduct impact evaluations and research studies on issues aligned with USAID’s global- and

mission-level learning agendas that relate to the evolving needs of the READ program and

related key projects.

2. SUMMARY OF RESULTS TO DATE-QUARTERLY REPORT

Note: The Results Performance Column depicts level of achievement expressed as a percentage of Actual versus Planned.

ANNUAL REPORT

Standard Indicators Baseline

Actual prior year (if applicable)

Annual Target

Annual Actual

Out-Year 1 Target (2017)

Out-Year 2 Target (2018)

Annual Performance Achieved to the End of Reporting Period (%)

On Target Y/N

3.2.1 – 34 Number of standardized learning assessments supported by USG

N/A 1 EGRA in 2016

0 1 100% Yes

3.2.1-3 Number of administrators and officials successfully trained with USG support

N/A 639 N/A 1,005 Yes

Standard Indicators Baseline Annual Target

Q1 (2017) FY17

Q2 FY16

Q3 FY16

Q4 (2016) FY16

Annual Performance Achieved to the End of Reporting Period (%)

On Target Y/N

3.2.1 – 34 Number of standardized learning assessments supported by USG

N/A 0 0 0 Yes

3.2.1-3 Number of administrators and officials successfully trained with USG support

N/A N/A 494 in Oromia & 483 in Amhara for FCA. 28 data collectors for LI to English Study

460 Tigray (Teachers , Principals, supervisors, Zones, and RSEB)

Yes

April 1, 2017

3. ACTIVITY IMPLEMENTATION PROGRESS

During the first quarter of our third year, READ M&E continued to exceed expectations. With our small

staff of eight technical people and three administrative, we have been able to accomplish major

activities. In January, READ M&E continued training teachers and supervisors in Formative Continuous

Assessment (FCA) techniques and providing the tools that teachers need. In this quarter, READ M&E

trained 713 teachers, 185 principals, 48 Cluster Supervisors, 12 Zone education officials, 18 woreda

education officials, and 1 RSEB member in Oromia and Amhara regions.

In this period, READ M&E conducted five Early Grade Reading Assessment (EGRA) dissemination

workshops. The workshops helped local Regional State Education Bureaus understand the results for

their region, discuss possible causes of the low reading scores, and to plan for future action.

Adding onto our portfolio, on January 10, the director of the Mother Tongue and English Directorate of

the Ministry of Education asked for READ M&E to assist in a study of the Transition from Mother Tongue

to English language as a medium of instruction. READ M&E developed the concept note, prepared the

methodology and tools, and collected data during this quarter.

From March 5-9, READ M&E team members presented at the Comparative International Education

Society Conference in Atlanta, Georgia. Ato Zewdu Gebrekidan and Ato Daniel Tefera presented with

other members of the AIR home office team on the process of conducting the EGRA in seven mother

tongues in five regions. Dr. Jordene presented on collaboration between the three READ partners with

Dr. Stephen Backman of RTI and Dr. Mark Hamilton of Save the Children. Mr. Marc Bonnenfant from

USAID facilitated the session.

The biggest accomplishment of this quarter was an exposure visit to India for nine members of the

Federal Ministry of Education and four Regional State Education Bureau experts. The busy schedule

included meetings with top-level MoE officials, exchanges with university presidents, and site visits to

see school feeding programs, reading camps, and the Annual Status of Education Report (ASER)

assessment tool in action.

READ M&E has achieved these diverse activities with the assistance and support from directorates in the

Ministry of Education and the RSEBs. The READ M&E team works closely with these coordinating bodies

to ensure that our work is of the highest quality and meets the needs of the Ethiopian people.

Further details on these activities, challenges, and lessons learned are provided in the following

sections.


3.1. Implementation Status

READ Intermediate Result: Improved reading achievement.

Sub-Intermediate Result 4: Monitoring and evaluation conducted to ensure that implementation are on

track and results are achieved.

All READ M&E activities fall under sub-intermediate Result 4.

CLIN #1: EGRA and M&E

3.1.1. EGRA

Dissemination workshop at RSEB and Woreda level

In 2016, READ M&E conducted an EGRA in five regions (Amhara, Tigray, Oromia, Somali, and Southern

Nations, Nationalities, and Peoples’ Region) for seven mother tongue languages (Amharic, Tigrigna, Af-

Somali, Afan Oromo, Wolaytatto, Hadiyissa, and Sidamu-Afoo). Subsequently, on 27th of October 2016,

READ M&E released the finding at Hawassa. The attendees of this dissemination workshop included;

USAID, MOE, NEAEA, READ CO, READ TA, IPs and RSEBs. At that workshop, USAID, MoE, and READ M&E

decided that the dissemination workshops should occur in five regions for the RSEBs and the

communities1. The regional dissemination workshops were for two days in order to familiarize the

RSEBs with the EGRA, reading the graphs, and understanding what the results meant.

Objectives:

Creating opportunity for grassroots level educational leaders and curriculum experts to

understand and internalize the finding of the 2016 EGRA in general and their specific mother

tongue language in particular

Creating a discussion forum for RSEB and Woreda level educational leaders and experts so that

they could devise strategies for mobilizing their resources to improve children’s current

performance in reading and writing in their mother tongue

1 Wolaytatto and Somali language groups were excluded from the EGRA Dissemination workshops as

their results were outliers in comparison to the other five language groups. In April 2017, READ M&E is

conducting a verification of data exercise in Wolaytatto. Upon consultation with USAID, READ M&E will

not verify the data in Somali as the same conditions (drought, school closing, and internal migration) that

existed in 2016 remain and it is not ethical to assess children in emergencies.

April 1, 2017

To bring about attitudinal change on the part of grassroots implementers and educational

leaders and increase a sense of ownership and responsibility aimed at bringing change to

children reading and writing ability in their mother tongue.

To develop action plans for further activities related to early grade reading

Expected outcomes: The regional EGRA dissemination workshops had the following expected outcomes:

Regional and woreda level educational leaders and curriculum experts will internalize, and own

the 2016 EGRA findings.

Participants will devise and prepare an action plan for further intervention to bring about

improvement on children reading and writing skills.

The workshop participants will cascade the findings to the next lower level within the regional

education structure including at school level. They will also work to bring attitudinal as well as

practical changes at all levels necessary to improve the reading and writing ability of children in

their mother tongue.

Outcomes and Challenges: Overall, the regional disseminations received wide appreciation and

can be called successful, but not without challenges. One of the major challenges READ M&E

observed was that instead of concentrating on the findings of the particular language,

participants compared one language with the other. In some cases, they were highly defensive

and stuck with what they believe to be correct instead of trying to explore further and

contextualize.

Participants: The percentage of invited participants who attended the workshops ranged from 73% to

100% (Amharic (74%), Tigray (77%), SNNP (100%) and Oromia (73%)). In terms of gender, the

percentage of female participants was very low. As to composition, some have never heard about EGRA

while others are very familiar and even involved at different levels in the current and previous EGRA

related activities.

Technical Issues: Participants raised a number of questions related to EGRA methodology. We realize

that there is quite a large number of EGRA illiterate personnel in the Education sector. In most cases,

they were questioning the technical quality including the adequacy of the sample size and the

appropriateness of the tools.

Conclusion: There was a great deal of appreciation of the EGRA work to measure the reading ability of

the students in general and the presentation in particular. On the other hand, the audience had diverse

background knowledge of assessment and some failed to understand the purpose and content of EGRA.

From these dissemination workshops, it is clear that the EGRA, although well-known and understood by

the Federal Ministry of Education is not well-known or understood by educators and education

personnel at the RSEB or woreda level. More educational effort is needed for the country as a whole to

understand and focus on the results of the EGRA.


2016 EGRA results: Home language vs School language

Background: READ M&E is interested in exploring the relationship between language match (between

language spoken at home and school) and outcomes on correct words read per minute. We looked at

the combined data of grades 2 and 3 in all seven languages. In order to discern accurately the impact of

language match, we need to control for other possible explanatory factors (within the limitations of the

data we have collected). After survey data collection, we had about ten possible variables (from the

student surveys) from which to choose in developing our model.

After examination, READ M&E selected six variables to enter into the model based on the following

criteria. First, it was important to select variables that have sound theoretical support as factors that can

meaningfully influence pupil performance based on the existing literature. The six variables selected can

be grouped into the four core associated groups: (1) Opportunity to learn (level of absenteeism,

availability of MT text, student behavior (electing to read), (2) Language (match between home and LOI),

(3) Family socio-economic status (mother’s literacy as a proxy), and (4) pre-school attendance. Pre-

school attendance, opportunity to learn, language knowledge, and socio-economic status are all factors

known to be associated with achievement in other studies.

Second, it was important to select variables that were not likely to be high, as high correlations between

independent variables (collinearity) hinders clear interpretation of model results. Tests for multi-

collinearity were run in analyses.

Before analyzing in SPSS, assumptions were examined such as normal distribution of dependent

variables, normality of residuals, and independence of errors. Unfortunately, while the surveys collected

meaningful data about factors likely to be associated with learning outcomes, the results on most EGRA

subtasks (including ORF) indicate a lack of normality in distribution of results for most of the language

groups. Normality was assessed by looking at skewness and kurtosis and examining histograms. Because

parametric modeling (multiple regression in our case) requires normal distributions, this limited our

ability to analyze all language groups through regression modeling.

The benefit of regression modeling is that it allows us to explore which variables (from our above

selected) are associated with outcomes while holding the influence of other factors constant. In other

words, we wanted to assess the impact of language match while holding other potential explanatory

variables (e.g. OTL) constant. For five of the seven language groups, the data were too skewed

(positively), probably due to floor effects and a high number of zero scores in the sampled groups.

April 1, 2017

Table 1 Proportion of zero scores and skewness coefficients of ORF by language group

Language (Grades 2 & 3)

% Zero Scores

Skewness

Mean Score (ORF)

Afaan Oromo 37% 1.43 14.9 cwpm

Amharic 5% .318 31.9 cwpm

Af-Somali 58% 2.25 8.8 cwpm

Hadiyyisa 56% 2.36 10.6 cwpm

Sidaamu Afoo 30% .746 19.7 cwpm

Tigrigna 21% .747 18.9 cwpm

Wolayittatto 11% .140 35.9 cwpm

Nonetheless, for two of the five language groups (Amharic and Wolayittatto), the distributions were

plausibly normally distributed enough to employ parametric analyses - multiple regression, or MR. The

results of these analyses are found below.

In addition to checking the model assumptions for MR analysis, it is important to recall that MR results

are sensitive to outliers in the data. The data were examined and extreme outliers were removed.

However, the criteria for removal were not followed at a typical +/- 3 standard deviation: In this context,

scores on ORF beyond the 3 STD are in fact possible. For example, the mean scores on some tasks were

overall quite low (8, 10, 18 correct words per minute). Standard deviations were 18, 20, 22 etc. Thus, it

was possible for individuals, perhaps newcomers to a certain community, or rare, highly educated elites,

could be reading at 80 or 90 cwpm as we see in many other contexts. Technically, a +4 standard

deviation would be an extreme outlier from a “standardized” perspective, but not unrealistic in practical

terms in this case. Therefore, outliers above +4 and below -4 were removed.

The Regression Model: The dependent variable for the model was correct words per minute (Oral

Reading Fluency subtask) and the independent variables entered were the six variables noted above. All

independent variables entered into the model were dichotomous (survey responses) and linear

regression using the “enter method” was employed using SPSS. Interaction terms (between variables)

were not assessed. Before interpreting the R, R-squared, coefficients and significance levels, it was

important to determine whether multi-collinearity was evident which would require model re-

specification. This was done through an examination of the correlation matrix (between independent

variables). There was no evidence of high correlations between independent variables and the VIF

(Variance Inflation Factor) was also normal, at approximate values of around 1 (see output below).

Amharic Results: The results for Amharic indicate that a modest correlation of .32 between the

dependent variable and all the combined independent variables. The combined variables account for

approximately 10% of the variation. For Amharic, mother’s literacy was not a statistically significant


factor. In other words, whether or not a pupils’ mother was literate did not impact ORF results. Other

key factors, however, were important. For example, all the variables associated with Opportunity to

Learn were statistically significant. Having the mother tongue textbook was associated with a +6.1 cwpm

difference in score while electing to read books other than the MT textbook was associated with a + 5.2

cwpm difference in score. Those pupils who were absent more than a week scored - 4.3 cwpm

compared to than those who were not absent (on average). Attending pre-school was associated with a

+ 4.9 cwpm difference in mean score (on average). Finally, on our primary question of interest, for the

Amharic group, having a match between home language and school LOI was associated with a +14.8

cwpm difference in ORF score.

Before presenting some caveats and limitations of these findings, READ M&E presents the results of the

MR analysis for the Wolayittatto language group.

Wolayittatto Results: The question of interest (and the MR model for the Wolayittatto language pupils)

was the same as the Amharic group above. The results were similar in some respects but also differed in

important ways. The correlation between the dependent variable and all the independent variables

combined was .43. The coefficient of determination (or R –squared value) was .18 (proportion of

variance explained by the IVs). A review of the correlation table and the VIF indicated no significant

issues of multi-collinearity with the independent variables entered.

Four of the six variables were statistically significant in the model. As in Amharic, mothers’ literacy was

not a statistically significant factor. Further, unlike Amharic, language match was not statistically

significant for Wolayittatto. The possession of a Mother Tongue textbook was important and was

associated with approximately +13.7 correct words read per minute on the Oral Reading Fluency

subtask, a higher number than found for Amharic. Student behavior (reading at home) was also

associated with approximately +8.8 more words per minute. Attending pre-school was associated with a

+5.5 score on ORF. Being absent for more than a week was associated with a lower score, -14.5, a

considerably bigger gap than for the Amharic language group.

Caveats and Limitations: There are several important caveats and limitations to keep in mind when

interpreting these results. First, while the surveys captured data on factors frequently demonstrably

associated with learning outcomes in a variety of research contexts (SES, OTL, etc.), the model was not

necessarily complete. For example, there were no proxies for school or teacher quality entered into the

model. Further, some variables - like using literacy of parents as an SES indicator, may or may not

April 1, 2017

capture “SES” accurately or in full. Thus, these results should thus be interpreted as still somewhat

exploratory.

Second, an obvious limitation relates to the reliability of the survey data collected. The survey responses

came from young pupils in grades 2 and 3, youngsters not likely to provide full and accurate responses in

a consistent manner. Third, concerning language match, note that the samples are not well balanced,

and this could lead to some model mis-specification.

The Other Five Languages: The merit of using MR modeling to analyze the other five language groups is

open to debate. In READ M&E’s interpretation, the assumption of normality of the dependent variable

necessary for parametric methods is violated for each of the other five languages. Thus READ M&E

proposes that other methods must be employed in order to understand the relationship between the

dependent and independent variables for these five groups (below).

In the tables that follow, READ M&E presents the results of Mann-Whitney U tests to determine

statistically significant differences in outcomes by the various factors identified above. The Mann-

Whitney U test can be used to test for statistical significance of the difference between two groups

when the data is non-parametric. I.e. is there a statistically significant difference in scores between

those who attended pre-school and those who did not? Is there a statistically significant difference in

scores between those who have the Mother Tongue textbook and those who do not? Etc.

Unlike independent samples t-tests, the Mann-Whitney ranks the data and assesses for statistically

significant differences between “medians,” not mean scores. Unfortunately, there is no effect size

measure for these results and we are not able to “control” for the effect of the other related variables as

we can in MR. Nonetheless, these results do take us a step beyond descriptive statistics.

Below, READ M&E presents the results by survey question and each language. N = the total number of

pupils responding “yes” or “no” to the survey question. The significance column indicates (1) whether or

not there is a statistically significant difference between the two groups (.05 level), and (2) which group

mean score is favored (higher).

Results: Interestingly, for none of the five languages do we find statistically significant differences in ORF

scores between those who have a match in home MT and school LOI and those who do not. It appears

that the only significant result we have for language match was identified in the MR for the Amharic

language group (above). Attending pre-school appears to be an important factor for all except those in

the Hadiyssa language group. The three OTL factors were statistically significant for all five language

groups. Mother’s literacy was important for only three of the five, i.e. it was not statistically significant


for Hadiyssa or Sidaamu Afoo. Otherwise, it would appear that all other factors were important

explanatory variables in explaining ORF outcomes.

3.1.2. READ TA Final Evaluation

READ TA project is in its final stage of completion. READ TA has engaged in different activities as per the

project agreement outlined under four intermediate results.

IR1: Reading and Writing Materials Appropriate for Primary Classrooms and Pre-Service and In-Service

Teacher Training Developed

IR2: Language-Specific Teaching and Learning Methodologies and Strategies that Focus on Helping

Students Learn to Read and Write effectively are applied

IR3: Language Teaching and Learning Supported by Appropriate Technology and Teacher Aids

IR4: Technical Support to RSEBs and MOE for the READ Institutional Improvement

READ M&E will gather data for the READ TA Final Performance Evaluation from April 22-May 5, 2017

with the training of data collectors happening the week before (April 19-21). This quarter, READ M&E

refined the data collection tools and finalized preparation for data collection, analysis, and reporting.

Data will be collected from teachers, principals and supervisors, experts from MoE and RSEBs, master

and teacher trainers, material developers and reviewers, and experts from READ TA regional and

national offices. READ M&E developed the following tools for collecting data for the final performance

evaluation:

Classroom Observation Checklist

Interview Guide for Principals and Supervisors

Interview Guide for CTE Staff

Interview Guide for Experts from MoE and RSEBs

Interview Guide for Material Developers and Reviewers

Interview Guide for Teachers

Questionnaire for Teachers

Interview Guide for Experts from READ TA

From April 3-7, 2017, READ M&E will pilot the tools allowing for sufficient time for further improvement

if any changes are needed. The pilot areas will be Wolisso in Oromia region and Sidama in SNNP. Except

for the checklist for classroom observation, all tools have been translated into Amharic. The pilot

questionnaire for teachers has been translated into Afaan Oromo.

April 1, 2017

3.1.3. Annual Data Assurance

No activity this quarter.

3.1.4. Mini Opinion Survey on TWG Meetings

READ M&E presented the results of the survey to USAID on January 13, 2017 and prepared the following

report on February 8, 2017

Technical Working Survey Findings

Between October 8 and November 7, 2016 READ M&E interviewed three (3) staff members from the

Ministry of Education (MoE), six (6) staff members from the Regional State Education Bureaus (RSEB)

and four (4) staff members from Implementing Partners. Members of the READ M&E staff interviewed

all the thirteen interviewees alone in their own offices.

The interviews were designed to gain a 360 perceptive on how members perceived the Technical

Working Group (TWG) meetings. READ M&E asked questions to understand the ‘pain points’ or

underlying reasons for dissatisfaction, ‘pointing fingers’ questions to elicit differing opinions on what

each group perceived about the other group’s faults, and finally we asked about perceived roles and

responsibilities.

Perceived Objectives of the TWG expressed by Moe, RSEB, and IPs

Review, comment, and ratify annual plans of IPs

Monitor the progress of accomplishments

Identify outstanding challenges of implementation

Seek solution for the identified challenges

Give directions for future implementations

Report challenges of implementation/solve concerns and challenges

“Pain Points” expressed by MOE, RSEB, and IP’s

Roles and responsibilities of members are not well articulated (MoE, RSEB)

Want more active discussion (MoE, RSEB, IPs)

Feel their participation is limited (MoE, RSEB)

Lengthy IP reports during the TWG meeting (MoE. RSEB, IPs)

Shortage of time to read IPs report ahead of the TWG meeting (MoE, RSEB)

TWG meetings should be convened at community level to see the practical impact of IPs

intervention (RSEB)

Time for discussion is too short (RSEB, IP)

MoE, instead of being close supporter, acts as external evaluator (IP)

Meetings should be documented and circulated (IP)


The ToR is not up to date (IP)

The TWG should be a learning forum (IP)

“Pointing Fingers at Each Other”

Roles and Responsibilities are Not Clear

MoE sees its role:

Co-chairs the meeting, maintain standard and policy

Support, monitor, and evaluate projects based on established standards

Check whether the public has benefited, if not, why, and devise a strategy

Maintain standards set- MoE should set standards for IP reports

Control quality

Play role of mediation whenever divergent issues arise in the meeting

RSEB sees its role:

Should incorporate the activity of the TWG in their plan

Conduct supervision visits to support the IPs before the TWG meeting

Work closely with the MOE

Assign responsible person to the TWG

IPs see their role:

Accomplishments should be evidence based

Share their real experience

Avoid perception that they are on evaluation

April 1, 2017

Way Forward:

The interviews laid bare the discontent, and some satisfaction of the current meetings structure, roles

and responsibilities, and format. It became clear that the MoE and the RSEB participants felt that their

primary role was to supervise the IPs and this has created a sense of inquisition for the IPs. In fact, as

this is USAID funding it is the primary role of USAID to supervise the IPs.

The main recommendation is that the TWG would benefit from a clear Terms of Reference for unified

goals and a transparent line of roles and responsibilities for each category of members.

Additionally, READ M&E recommends:

Refrain from adding more bureaucracy (no new sub-committees)

Continue the practice of field visits but center the visit around a case study format so that a

discussion of pros and cons of project design can be discussed rather than the good and bad of

the NGO presenting. In other words, use the site visits to focus on strategic issues.

IP’s can submit their presentations and quarterly reports two weeks in advance of the TWG- not

for the purpose of inspection or verification but to shorten the need for lengthy PowerPoint

presentations

Hold only two meetings a year. Each meeting would then be three days. The first day could be a

site visit with discussion. Second day IP presentations. Third day- focused panel discussion on

issue related to current needs and then creation of regional action plans.

Rotate MoE/RSEB co-facilitation every meeting

CLIN 2: FCA

3.1.5. Formative Continuous Assessment (FCA)

The focus of the Formative Continuous Assessment (FCA) intervention is on the classroom teacher in

grades 1-4 implementing the new Mother Tongue (MT) teaching methodology. READ M&E assisted

1,437 teachers, principals, and supervisors in using FCA to inform and revise their teaching through

training and providing collaboratively developed tools and techniques.

Preparations Made for FCA TOT and Teacher Training: Before conducting FCA training, READ M&E

prepared separate training activity manuals and handouts for Training of Trainers (TOT) and another set

for Teacher Training. READ M&E prepared the activity sheets in English and translated into Amharic,

Tigrigna, and Afan Oromo languages and distributed to all FCA training participants during the workshop

The major materials prepared include the following

Record sheets: Two types of students’ progress recording sheets- alphabet recognition checklist

and writing rubric are prepared in English language and translated into three languages

(Amharic, Tigrigna, and Afan Oromo).


Note: The Tigrigna version is used during TOT and teacher training at regional level and distributed for

teachers to be used at school level

Flashcards for instruction and assessment: An activity sheet for using the flashcards was

prepared for the TOT and teacher training. The activity sheet is focused on the following

themes:

o Types of flashcards,

o How to make flashcards from locally available materials,

o How to use flashcards for letter-sound identification activities, word formation and

phrase/sentence construction activities, how to record students’ results and how to

modify lessons after assessment.

Graphic organizers for instruction and assessment: The Graphic organizer activity sheet was

prepared for FCA training for all participants. The major themes included in this activity sheet

are:

o Introduction to graphic organizers,

o Why graphic organizers,

o Types of graphic organizers,

o Using graphic organizers for assessment,

o How to record and modify lessons, etc

Figure 1 Sample Graphic Organizers (Bonsa Bayisa photo)

April 1, 2017

Other training materials: In addition to the above-mentioned materials, the following materials were

used in the training:

Handouts on the Thomas Guskey model of teacher training,

Principles of teaching and learning, 5T’s of Teaching and Testing,

Differences between activity and skills,

Developmental chart of reading,

Remediation strategies,

Diagnostic assessment, formative continuous assessment and summative assessment,

How to listen and give feedback, and

How to record assessment results and reporting out

FCA Materials Purchased, produced, and Distributed: READ M&E distributed the following materials for

all teachers, school principals, cluster supervisors, Woreda and Zone education department

representatives’ at all three training venues.

Table 2: Materials distributed by category of recipient

Material Teachers Supervisors (Woreda & Cluster); Principals; RSEB representatives

Flash cards Large(12.5 cm height x 9.5 cm width) Amharic: 260 Letters and 140 images for selected letters

Flash cards Small (4.9 inch height x 3.7 inch width) Same number of cards as above

Pocket Chart

Graphic organizer posters: (84.1 cm height width x 59.4 cm width or 33.1inch height x 23.4 inch widths) Set of 5 1) mind map, 2)web map, 3)sequential map, 4)context and connection map, and 5) KWL chart

Recording sheets 1)letter identification record sheet 2) writing rubric

Carrying bag

Index cards- Blank for use with flash cards and pocket chart

Artline markers

Scotch Tape

3x5” post its (for use with graphic organizers)

Total cost in ETB 4,439.29 3,866.24


Figure 2: Tigray students using pocket chart (Selam Wudu photo)

Training of Trainers all three regions: In all three regions, trainers were selected by the RSEB based on

their previous experience with MT curriculum development and writing supplementary reading

materials.

Table 3: Trainer’s characteristics

Tigray Amhara Oromia

Number of trainers 4 3 4

Gender All male All female All male

Organization Adwa CTE (1);Abiy-Adi CTE(1); RSEB (2)

Gondar CTE (1), Debre Markos Prep School (1); RSEB (1)

CTE (3) RSEB (1)

Dates of TOT December 12-14/2016

January 11-13/2017 February 17-19/2017

Location of TOT Wukro Dessie Adama

The general agenda was for the TOT Trainer, Ato Bonsa, to present each activity as it would be done in

the teacher training. After experiencing the training, the trainees would discuss the purpose, expected

April 1, 2017

results, and method of presentation. All of the TOT sessions were highly participatory and filled with rich

discussions. Trainees made suggestions on each activity and READ M&E often used their suggestions.

For example, based on the comments provided at the first-round TOT in Tigray at Wukro, the “5T’s of

Teaching” slides were reduced in number to allow for more time for discussion.

Figure 3 TOT at Dessie (Bonsa Bayisa photo)


Table 4: Amhara Regional FCA Teacher and Supervisor Training

Venue Zone Teachers Principals Supervisors Zone Ed Woreda Ed F M Total F M Total F M Total F M Total F M Total

Dessie S/Wollo 45 19 64 1 15 16 1 3 4 0 1 1 0 2 2

N/Wollo 21 11 32 1 7 8 0 2 2 0 0 0 0 1 1

Bure E/Gojam 19 10 29 2 6 8 0 1 1 0 1 1 0 1 3

W/Gojam 21 11 32 0 8 8 0 2 2 0 1 1 0 1 1

Awi 18 2 20 0 5 5 0 3 3 1 1 2 0 1 1

Debre Tabor S/Gonder 32 31 63 1 15 16 0 4 4 0 1 1 0 2 2

N/Gonder 28 4 32 0 8 8 0 1 1 0 1 1 0 1 1

Debre Berhan North Shewa 76 8 84 0 21 21 0 6 6 0 2 2 0 4 4

Total 260 96 356 5 85 90 1 22 23 1 8 9 0 13 5

Grand Total 483

Table 5: Oromia Regional FCA Teacher and Supervisor Training

Venue Zone Teachers Principals Supervisors Woreda Ed Zone Ed RSEB

F M Total

F M Total F M Total F M Total F M Total F M Total

Adama East Shewa 80 38 118 1 30 31 0 8 8 1 4 5 0 0 0 0 1 1

Harrar East Hararghe 45 74 119 3 29 32 0 9 9 0 4 4 0 2 2 0 0 0

Nekemte East Wollega 86 34 120 0 32 32 0 8 8 0 4 4 0 1 1 0 0 1

Total 211 146 357 4 91 95 0 25 25 1 12 13 0 3 3 0 1 1

Grand Total 494

April 1, 2017

Amhara and Oromia Training Strengths observed: The facilitators debriefed daily. The discussion

focused on lessons learned, and challenges observed. Accordingly, all facilitators reported the following

strengths

Most teachers came to this workshop with their notes taken during READ TA training for 10 days

which helped them to revise what they had learned previously

Since the training was more practical, there was high participation of both sexes,

There is punctuality of time

Flashcards, pocket charts and graphic organizers made all participants more active participants

and they considered these tools are new for them

Training manuals helped to easily facilitate the training

Since the training was more practical, there was high participation of both genders

Reflection of Amhara and Oromia participants: Participants forwarded the following feedback:

Overall

This type of training should have been given before implementing the newly revised mother

tongue curriculum

This type of training should be given for pre-service trainees at teacher training colleges as an

induction

Some participants raised the issue of large classroom, special needs issues, and shortage of time

to do all activities within 40 minutes,

Enabled us to see our gaps and specific areas of our weaknesses-such as teaching sound of

letters-particularly Afan Oromo alphabets

We cannot give any excuse for not implementing the skills gained from training. We should stop

blaming students for their weakness. We have to see our weakness and teach our students in a

more practical way

Teachers expressed concern with teachers being required to teach outside of the trained subject

matter expertise

Teachers expressed concern that the RSEB is requiring all students to be able to identify all

letters before end of December. This does not follow the newly revised curriculum

Previously we were teaching without using teachers’ guide curriculum. But now we understood

the benefit of using teachers’ guide during instruction to implement FCA


Design (teachers and principals/supervisors together)

Having the teachers, principal, and supervisors together was very helpful. That is including

teachers, principals, supervisors, Woreda, Zone and RSEB representative makes this training a

unique one and model for others which enables all to have common understanding about FCA

and implement the skills at classroom level.

Including teachers, principals, supervisors, Woreda, and Zone representative to take training

together makes all stakeholders take equal responsibility to implement the skills gained from

the training

Most principals claimed that they were not familiar with the revised curriculum, but now they

can easily follow and support teachers.

Trainings provided previously on reading and writing were not implemented at school level

because of lack of support from principals and supervisors. But in this training all concerned

officials-principals, cluster school supervisors, WEO, Zone education departments and RSEB

representatives became part of the training participants which will support the implementation

of skills achieved from training. Having all representatives makes this training a unique one and

model for others which enable all to have common understanding about FCA and to implement

the skills at classroom level. It enables all participants to take equal responsibility to implement

the skills gained from the training.

Content:

Content was essential. The contents treated during this training are important and useful. It is

more important to give emphasis on how to implement FCA in the classroom by using the tools

distributed.

Make most participants realize the importance of using teachers’ guide in teaching. Teachers’

guide can serve as lesson plan

Topics such as how to give feedback and record sheets are very essential

Previously I don’t know the curriculum, but now I became familiar with the revised mother tongue curriculum. I am impressed by the training. I am confident that this training could bring change on students’ reading skills, learning, and decrease dropout of students. The materials distributed and the teaching approach can attract students to learn.

FCA Program participant

April 1, 2017

Training methodology:

The training was very participatory and practical since it is accompanied by different practical

teaching and assessment materials

The training is provided excellently because trainers have experience and every session was

accompanied by practical activities

During training, each theory is accompanied by practical activities. Both theories and practical

parts of the training was good

All trainers have experience in training

Materials:

This training is unique and new for most of trainees since all contents have supplementary

material. The materials distributed for all participants make this training also unique and all

materials are related with contents of mother tongue curriculum. These materials could enable

all teachers to implement FCA in the classroom.

The materials distributed are useful, use-friendly, and durable.

Most distributed materials are used for grade one students (wants more materials for grades 2-

4)

CLIN 3: Capacity-building and Research

3.1.6. Research study: Mother Tongue (L1) to English (L2)

transition study

READ M&E was asked to create a research study on the current international recommendations and the

reality of transition from Mother Tongue to English in Ethiopia by the Mother Tongue Directorate. Upon

approval by USAID, READ M&E has written a literature view of international and Ethiopian practices and

prepared a thorough research plan. Questions for the research were co-constructed by the MT

directorate and READ M&E. From March 16 -17, READ M&E trained twenty-eight data collectors. Data

collection began on March 20 and completed on March 31. All data is due at the Addis Ababa Field

Office on April 1, 2017. More details on the study follow.

Background: With regard to the practice of transition, regional states in Ethiopia use different models of

transition. For instance, in SNNP, Gambela, and Benishangul-Gumuz Regional States the transition from

mother tongue to English takes place at grade five. In Harari region, Dire Dawa, Addis Ababa city

administrations, Afar, and partly in Amhara region (i.e., for science subjects), the transition from mother

tongue to English language happens at grade seven. In Oromia, Amhara, Tigray, and Somali regions, the

transition to second language occurs at grade nine (MoE-MTELDD, 2016: 2). These different practices,

although falling under the mandate of each regional state, show the absence of clear guidelines to

monitor and augment the transition from mother tongue language instruction to English language.


Learning in a foreign language (English) for which children are not yet prepared poses challenges in

children’s learning. The transition to a second language ideally should require prerequisite skills for the

language to be used as medium of instruction. Whether the decision to exit early or late by regions has

been informed by empirical data on such prerequisite skills is not clear. Lack of standards and best

practices to follow while deciding on transition might have contributed to the deterioration of the

quality of education in the country. The regions which transit early or late may differ. Hence, this study

will explore the status and practice of transitions from mother tongue to English as a medium of

instruction in Ethiopia.

Figure 4: Data collector gathering data in the field (Selam Wudu photo)

April 1, 2017

Table 6 Research questions with corresponding data sources and method of data collection

Research Question Type of Data

Data Source Data collection method (s)

1. What does research tell us about best practices, antecedents, and models of transition from mother tongue to English as a medium of instruction?

Qualitative Quantitative

Published and unpublished literature Literature review

2. What are the current practices of transition across all regions? a. Which regions use English as a medium of instruction in

primary schools? b. At what grade do regions transition from mother tongue

to English? c. Which subjects are taught in mother tongue and which

are taught in English? What grade does the transition happen for each subject?

Qualitative Appropriate regional council staff

RSEB experts

ZED experts

Schools

Interview Observation

3. What, if any, is the difference of achievement between students who transition in early grades and those who transition in later grades?

Quantitative NEAEA Extracting data from database

4. What were the preconditions considered and standards followed by regions when deciding at what grade to transition from MT to English?

Qualitative Appropriate regional council staff

RSEB experts

ZED experts

Interview

5. What are the perceptions of parents, teachers, and students about transition from mother tongue to English as medium of instruction?


Parents

PTA members

Teachers

Principals

Supervisors

Children

Interview Questionnaire FGD

Significance of the study: The findings of this study will benefit RSEBs, MoE, and national and international

organizations working in the education sector including policy makers. The identification of the existing practices

related to the use of English as medium of instruction may inform these parties to revisit the appropriateness of

the decision made about transition thereby think about remedial measures that could be suggested. Secondly,

based on the results of the study, the MoE may develop standard that may require RSEBs to fulfill before making

decisions regarding transition to the use of second language as medium of instruction. In addition, the results of

the study will serve as inputs for the envisaged national strategic plan of the MoE. Thirdly, the research will

provide possible suggestions for dealing with outstanding challenges and their implications for planning and

policymaking. Finally, the MoE, RSEBs, and development partners will use the findings for further scholarly

studies on the issue.

Research Methodology: This research will follow a mixed method approach. This approach involves the

collection and analysis of both quantitative and qualitative data in a single study with an attempt to integrate

both methodologies (Dorneyi, 2007). The mixed method approach offsets the limitations, which are inherent in

each approach.

Samples and Sampling Procedure: Since each region and city administration might have its own specific feature

and reason for making the decision for early or late exit, the study included all regions and city administrations.

READ M&E in consultation with Mother Tongue and English Language Development Directorate (MTELDD)

randomly selected 13 zones and 28 woredas and 56 schools for the purpose of data collection. To this end, M&E

categorized the regions into three depending on the grade level at which transition from mother tongue

language to English as a MOI happens. READ M&E and the MoE agreed to include 15 languages (Sidaamu Afoo,

Wolayittatto, Hadiyyisa, Bertigna, Gumuzigna, Shinashigna, Nuer, Anywaa, Harari, Amharic, Himetigna, Afaan

Oromo, Afár af, Af-Somali, and Tigrigna) in the study.

To determine the sample, the team filtered out areas that have experienced consistent disruption or are still

suffering the effects of the El Nino effect of 2016. Then, the team randomly selected eight languages and

corresponding five zones from the first category and five languages corresponding to 2 zones from Amhara, two

city administrations, and Harari region from the second group and three languages and corresponding five zones

from the third category. Following the selection of zones, two woredas were selected from each zone using

random numbers generated by Microsoft Office Excel 2010. Likewise, two full cycle schools (one from urban and

one from rural areas) were selected from each woreda using random numbers generated by Microsoft Office

Excel 2010. Fifteen (26.8%) reserve schools, one from each language, were selected ensuring that if the selected

school is for some reason unable to be included in the sample, additional randomly selected schools can be

used.

April 1, 2017

The table below indicates the summary of number of Zones, Woredas, and schools selected from each region:

Table 7: Summary of Zones, Woredas, & Schools to be sampled

Category by Grade of Transition

Regions in the Category

# of Languages selected

# of Zones selected

# of Woredas selected

# of Schools selected

Grade 5 SNNP, Gambela, and Benishangul-Gumuz

9 5 10 20

Grade 7 Harari, Dire Dawa, Addis Ababa, Afar

1 (3) 6 12

Grade 9 Oromia, Amhara, Tigray, , and Somali

5 8 12 24

Total 11 15 13 28 56

Tools for Data Collection: The research team used In-depth interview guides developed for experts and

representatives from regional councils, teachers, and principals and supervisors; a questionnaire for parents and

teachers; focus group discussion (FGD) guides for children, and a classroom observation checklist to collect both

qualitative and quantitative data. In addition to collecting primary data and reviewing and examining literature

on mother tongue instruction and transition to the second language, the research team will secure secondary

data from NEAEA. The 10th grade English results of the national examination will be used to examine the

achievement pattern of students who made the transition at different grade levels. The staff of READ M&E

pretested the tools on samples selected from Oromia (Bishoftu Woreda) and Amhara (Debre Birhan) regions.

The team discussed on the results of the pilot and refined some of the tools.

Data Collection Procedure: The team recruited 28 experienced data collectors (two per language) with

minimum qualification of MEd/MA in Education/Psychology or related fields. The following table shows data

collectors recruited for the purpose.


Table 8: Data collectors by Region, Language, Affiliation and Data Collection Sites

Region Language Organization coming from Data Collection Site

Afar Afarigna RSEB Semera Logia; Afanbo

Amhara Amharic AAU Bahir Dar

Amhara Himtigna RSEB WagHimra

Benshangul Gumuz Bertigna Private + RSEB Metekel

Benshangul Gumuz Gumuzigna Private + RSEB Assosa

SNNP Wolaytatto Private Wolaytatto

SNNP Sidamu-Afoo Hawassa University +RSEB Sidama

SNNP Hadiyssa Private Hadiya

Tigray Tigrigna AAU Mekelle Special, Central Tigray

Gambella Nuwer RSEB Zone 1

Gambella Agnuwak RSEB Gambella and

Dire Dawa Amharic RSEB Dire Dawa

Dire Dawa Afan Oromo AAU Dire Dawa

Addis Ababa Amharic Private Addis Ababa

Harrar Harrarigna Private Harrar

Somali Somaligna Jijiga University + CTE Jijiga

Oromia Afan Oromo AAU East Wolega

The READ M&E conducted a two-day intensive training on the tools and method of data collection and the

ethical principles that data collectors should adhere to while collecting the data. In the training, six staff from

the MoE, MTELDD attended the training as supervisors of the data collection process. The training was so

interactive that some minors changes were suggested and made with the tools and the approaches that the

data collectors should follow during data collection. Then, the team collected data from 21 March to 31 March

2017.

As depicted in Table 9, seventy-two schools were selected from 36 woredas and 18 zones. Mother tongue

language teachers and parents were data sources for quantitative approach. Table 9 summarizes the selection

of research participants for the quantitative study.

Table 9: Summary of research participants for quantitative data


Region Zone Woreda Schools MT teachers

Parents

Grade 5 3 5 10 20 100 100

Grade 7 3 - 6 12 60 60

Grade 9 5 8 12 24 120 120

Total 11 18 36 72 288 288

April 1, 2017

As shown in the above table, 576 respondents were included in the sample for collecting quantitative data. The

sampling procedure for selecting mother tongue language teachers depends on the number of MT teachers in

each school. If the number of MT teachers is larger than five, the selection of these teachers for the sample will

be random. If the number of MT teachers in a school is five or less, then the selection will be availability

sampling. On the other hand, the selection of parents for the survey will rely on population members who are

conveniently available to participate in the study.

RSEB experts, representatives of regional councils, principals, cluster supervisors, PTA heads, and experts from

Zone education offices are data sources for the qualitative data. The selection of these respondents was entirely

purposive. They were included in the study by virtue of the position they assume in their respective

organizations. Table 10 presents the summary of the research participants that were selected for the qualitative

study.

Table 10: Summary of research participants for qualitative data


RSEB ZED Regional council Representatives

CTE Staff

Principals

Supervisors

PTA Heads

# of FGDs

Grade 5 3 5 3 3 10 10 20 20

Grade 7 3 3 2 6 6 12 12

Grade 9 5 8 5 5 12 12 24 24

Total 11 13 11 10 28 28 56 56


Figure 5: Blackboard from Social Studies Instruction (Selam Wudu photo)

Methods of Analysis: To analyze and interpret the data gathered through qualitative and quantitative means,

the team will employ both quantitative and qualitative methods of data analyses. The quantitative data will be

analyzed using statistical software (SPSS Version 21). The team will prepare data entry template and data will be

entered and cleaned before the analysis. Data cleaning will ensure the accuracy of data entered. Both

descriptive and inferential statistical procedures will be used to analyze the quantitative data.

Qualitative data will be analyzed using NVivo, a qualitative data analysis software. A codebook will be developed

before coding the qualitative data. The codebook is a living document that may be modified as new themes and

findings emerge during data analysis. A list of definitions for the codes accompanies the outline so that coders

categorize data using the same standards. That is, rather than basing the analysis on a hypothesis, the team

creates concepts and categories based on the data, refine the concepts and eventually inform the overall

findings. During this process of data reduction, researchers characterize the occurrence of responses, examine

differences among groups and identify key findings and themes related to the research questions.

April 1, 2017

3.1.7. EGRA Follow-up Study

The results of the 2016 mid-term EGRA conducted by READ M&E show that out of 350 schools included in the

assessment, 177 (56.2%) schools have students who have not reached the benchmarks set by their region. In

138 (43.8%) schools, the proportion of students who performed at benchmark level varies between 2.3% and

57.5%. The data further shows that the proportion of schools with students who performed at benchmark level

is high for Wolayittatto language group (84.4%) and extremely low for Af-Somali language group (6.7%) followed

by Hadiyyisa language group (22.2%). The data gathered show that Grade 2 and Grade 3 girls from Af-Somali and

Hadiyyisa language groups performed poorly as compared to girls from other language groups in all of the sub-

tasks assessed. That is, the performance of girls exceeds that of boys in most of the tasks assessed for all

language groups except for Af-Somali and Hadiyyisa languages where males’ performance exceeds that of

females. These and other results of EGRA stirred interest to further explore factors associated with such high

and low performance and the link between gender and performance as mediated by language.

The Purpose of the Study: The purpose of this study is, therefore, to conduct a follow-up study of the mid-term

EGRA with the intention of exploring factors associated with EGRA performances and in doing so, to identify

woredas which could benefit from focused support. More specifically, the study aims at answering the following

questions:

Which of Woredas assessed rank at the top or the bottom of EGRA performance results?

How do high performing woredas compare to low performing ones?

What factors explain the large number of high or low performers on reading proficiency in some schools

but not in others?

What factors explain the large number of high or low performers on reading comprehension in some

schools but not in others?

Why did girls in Hadiyyisa and Af-Somali have lower scores than males?

How does the performance of Ethiopian children on listening comprehension compare with the

performances of children in other developing countries?

Table 11 details the research questions, data types, theoretical framework, data sources, and data gathering

instruments.


Table 11 Summary of Research Questions, Data Type, and Data Sources

Significance of the Study: Reading is a basic skill. However, there are in-school and non-school factors that may

affect the development of this skill. For example, parental socioeconomic condition, parental engagement in

children’s learning, nutrition, children’s developmental and cognitive factors, and children’s perception of their

ability, play important roles in a child’s engagement with learning and developing reading skills. The 2014 EGRA

conducted by READ TA for Hadiyyissa and Wolayittatto revealed results, which are not consistent for the two

language groups. For example, gender is an important student related factors that has significant effect on EGRA

performance of students from the Hadiyyisa language while gender has no effect for students from Wolayittatto

language group. Similarly, preschool attendance and the presence of textbooks are important factors for

Wolayittatto language group but not for Hadiyyisa language. Hence, it is difficult to make a conclusive statement

regarding factors that affect EGRA performance for the two language groups. It is clear that the presence or

No. Research Question Data Type Theoretical Framework

Data Source Data Gathering Instrument

1 What factors explain the large number of high or low performers on reading proficiency in some schools but not in others?

Qualitative Case Study Quantitative

Case Study Teachers School principals Parents Supervisors/WEO experts

Interview FGD Observation MT teachers survey (Questionnaire)

2 What factors explain the large number of high or low performers on reading comprehension in some schools but not in others?

Qualitative Case Study Quantitative

Case study Teachers School principals Parents Supervisors/WEO experts

Interview FGD Observation MT teachers survey (Questionnaire)

3 Why did girls in Hadiyissa and Af-Somali have lower scores than males?


Gender Analysis Framework

Teachers School principals Supervisors/WEO experts

Interview Observation MT teachers survey (Questionnaire)

4 How does the performance of Ethiopian children on listening comprehension compare with the performances of children in developing countries?


Literature Review

Documents Document review

5 Which of the woredas assessed are at the top and bottom of the list on the basis of EGRA performance?

Quantitative

-

EGRA data EGRA result

6 In what respects are high and low performing woredas different?

Quantitative Qualitative -

Zone experts Regional experts Woreda experts

Interview

April 1, 2017

absence of reading materials other than textbooks, the support learners received while working on their

homework, parents’ level of literacy and wealth index may be important factors in determining performance on

EGRA. The study conducted by Nyamu (2015) in Nyeri county, Kenya shows that implementation of teaching and

learning of literacy, factors in the pupils’ home environment, social economic status, parental educational level,

educational resources at home, and adequate reading literacy activities at home are factors that influence

students’ achievement of basic reading literacy skill.

This follow-up study explores factors associated with the reading performances of children and the results can

be taken as important inputs for future planning of reading interventions. READ M&E believes that the

knowledge of factors that hinder reading performance on EGRA may help USAID and government policy makers

answer the pressing questions that they are grappling with, and design and implement appropriate approaches

to improve students’ reading skills. Furthermore, the results of the study may create opportunities for teachers

to reflect on and improve their own practice. This study also creates an opportunity for educators to have

insight into language specific factors that may require careful attention and apposite intervention.

Methodology

Design: EGRA data reveals that in similar socio-economic conditions, a few learners excel on the EGRA

assessment while the larger portion of children performed poorly on EGRA. For example, only 15% of second

graders and 16.8% of third graders from Amharic language group reached benchmark level performance.

Investigating possible explanations for this kind of performance requires an exploratory research design that

gathers both quantitative and qualitative data. Exploratory research provides researchers with insights into the

problem under investigation and helps to better understand the underlying factors associated with extremely

poor or good performance on EGRA. The use of both quantitative and qualitative data offsets the limitations

inherent in the use of either qualitative or quantitative approach.

Study Area: The study will be conducted in five regional states (Tigray, Amhara, Oromia, SNNP, and Somali) and

seven language groups (Tigrigna, Amharic, Afaan Oromo, Sidaamu Afoo, Hadiyyisa, and Af-Somali). Selected

zones and woredas of these regions and language groups will be included in the study.

Sample Size: In this study, 14 school principals (7 urban and 7 rural), 28 teachers, 7 cluster supervisors, 7 experts

from woreda education office, and 28 parents (14 low achiever parents and 14 high achiever parents), a total of

84 respondents will be interviewed. Additionally, 28 teachers will be observed. A minimum of 56 teachers will

participate in the focus group discussion and a minimum of 112 mother tongue language and teachers teaching

other subjects will participate in the survey. A minimum of 280 principals, cluster supervisors, teachers, zone

and woreda experts, and parents will participate in the study.


Data Collection Instruments: Three data collection instruments will be used to collect data from respondents

selected from seven language groups. READ M&E team has developed four interview guides (for principals and

cluster supervisors, zone and woreda experts, teachers, and parents), focus group discussion guides,

questionnaire, and classroom observation checklist in English. The English version of the tools was submitted to

the HO for IRB and approved. The final version of the interview guides were translated into local languages (Afan

Oromo, Amharic, Tigrigna, and Af-Somali). The tools were piloted from April 3-7, 2017 on schools selected from

Afan Oromo and Amharic languages to ensure the appropriateness of the tools for the intended purposes. In

quarter two of 2017, the necessary changes will made based on the pilot results and the tools will be ready for

data collection.

Data Collection Procedures: READ M&E will recruit experienced qualitative data collectors for each language

group (two per language). The minimum qualification of the data collectors will be MA/MEd degree. READ M&E

will organize a two - day intensive training for data collectors about qualitative data collection and classroom

observation. Seven teams of data collectors will be deployed to the study sites from May 14-26/2017. As a

strategy of quality assurance, three READ M&E teams will supervise the data collection process starting from the

first day of data collection to the end.

Data Analysis: The data collectors themselves will be hired to transcribe 125 interviews and seven focus group

discussions conducted in five languages with teachers, principals, and cluster supervisors. After the

transcription, READ M&E team will enter the qualitative data into NVivo 11 and inter-rater reliability (IRR) will be

determined before coding the qualitative data entered into NVivo 11. READ M&E staff will enter the data

collected with the help of observation checklist and questionnaire into SPSS 21 and will make the necessary

cleaning before the analysis begins. Both descriptive and inferential statistics will be used to present and analyze

the data collected.

AIR adheres to strict data analysis principles, regardless of the type of data being collected. The READ M&E team

will create coding outline and structure (codebook) on the basis of the study questions and interview guides.

This codebook will serve as the tool to organize and subsequently analyze the information gathered in the

interviews.

3.1.8. Exposure visit to India for Ethiopian Federal Ministry of Education

and Regional State Education Bureaus

IPE Global, the implementing agency for the India visit, prepared the following report. READ M&E has edited it

for brevity.

April 1, 2017

13th Feb 2017: Visit to IPE Global

A seventeen-member team of Federal Ministry of Education (9) and Regional State Education Officials (4), and

representatives from USAID (2) and America Institutes for Research (2) visited India for an Exposure Visit to

observe best practices in Education The full report is included in the Annex. Highlights of the trip as seen by

participants are listed below:

1. Topic: An Overview of Sarva Shiksha Abhiyan (Education for All Programme) by Prof K.Ramachandran.

Prof Ramachandran gave an introduction about the Sarva Shiksha Abhiyan (SSA) as a comprehensive and

integrated flagship program of the Government of India (GoI),aimed to attain Universal Elementary Education

(UEE) in the country in a mission mode. It was launched in partnership with the State Governments.

He explained how SSA aims to provide useful and relevant education to all children in the age group of 6-14

years as a fundamental right. What was particularly interesting to the visitors was the idea that the Education

for All Program is court mandated by the Supreme Court of India.

2. Topic: Student data. Speaker :Prof.K.Biswal and Mr.Naveen Bhatia Prof Biswal ,Head, U DISE Project

spoke briefly about the evolution of U DISE and its objectives. UDISE (Unified District Information System for

Education) is a database of information about schools in India. The database was developed at the National

University for Educational Planning and Administration. Its main function is to record information such as the

level of dropouts and the condition of school toilets etc. The primary importance of this exercise is for the policy

makers and researchers who widely use these data.

Of particular interest to the Ethiopian delegation was the student tracking system .Prof Naveen explained how

the 1700 variables are used in collecting the data.

3. Topic: Language problems in school education in India Speakers: Prof Mandal and Dr. Meghanathan

(NCERT) Prof Mandal and his team highlighted various issues related to the medium of instructions in

schools.

Use of mother tongue / home language(s) of children as the medium of learning in schools;

The linguistic diversity of India poses complex challenges, but also a range of opportunities.

Multilingualism confers definite cognitive advantages;

The three-language formula is an attempt to address the challenges and opportunities of the linguistic

situation in India. It is a strategy that serves as a launching pad for learning more languages; and

In the non-Hindi speaking states, children learn Hindi. In the case of Hindi speaking states, children learn

a language not spoken in their area. Sanskrit, may also be studied as a Modern Indian Language in addition

to these languages.


4. Topic: School Feeding program School Visit :Navajeevan Sarvodaya Vidyalaya Secondary School The

delegates had first-hand information about the how the Midday meals program is implemented in the school.

After discussion with the principals, the delegation watched the serving and eating of the mid-day meal.

Visit to Centralized Kitchen in New Delhi (ISKON) Faridabad . The officials at the Centralized kitchen gave a brief

presentation about how the centralized kitchen works while participants toured the facility.

5. Topic: Meeting Gandhi Fellows (Kaivalya Education Foundation) Speaker: Mr. Vivek Sharma and his

Team. The delegation heard the founder, Mr. Sharma describe the organization and had the chance to interact

with Gandhi Fellows.

6. Topic: ASER Demonstration, Pratham Foundation. Delegates were divided into three groups with

representative from Pratham. Each group went to the nearby community and watched a Pratham staff member

conduct the ASER.

7. Topic: Reading Camp, Pratham. Delegates, in small groups, watched the reading camp and discussed

the process with principals and teachers.

Figure 6: ASER testing demonstration in India

April 1, 2017

3.1.9. M&E Community of Practice

No M&E Community of Practice meeting was held this quarter

3.1.10. Comparative International Education Society presentations

READ M&E participated in two group presentations:

1. GROUP PRESENTATIONS: Problematizing (In)Equality: The Promise of Comparative and International

Education

Group Panel Presented by the American Institutes for Research

The Early Grade Reading Assessments in Three Countries: Technical Approaches to Implementation and Findings

Related to Factors Associated with Reading Outcomes

Presentation 1.

Problematizing Comparability: A Look at Different Approaches to Ensuring Equivalency of Early Grade Reading

Assessment Subtasks across Assessment Years in Two Countries (Zarko Vukmirovic and Zewdu Gebrekidan)

In order to draw valid inferences from Early Grade Reading Assessments (EGRA) design across multiple

assessment years, EGRA subtasks must be equivalent in meaning and difficulty across the years. Otherwise,

mean score differences may be incorrectly attributed to pupil ability when, in fact, the test forms may be

inherently different. The purpose of test equating, and the statistical transformation of scores as necessary, is to

ensure that any differences in test difficulty are taken into account in reported scores. This challenge of

comparability can be addressed through the employment of strictly parallel test development protocols and/or

empirically through statistical test form equating.

Different equating methods have been employed in countries where EGRA has been administered, including the

popular common items approach. In the common items approach, each grade and language in the baseline,

midline, and end line subtasks contain a set of core items unique to that form as a well as a set of common items

that appear in the same locations in all of the forms. Another approach is called the common persons design, in

which the same pupils take multiple forms of the EGRA subtasks, which allows for the adjustment of scores if

necessary. The best equating approach however, should be determined by the nature of the subtask under

study. On many EGRAs, for example, the fact that some subtasks are timed poses challenges to test form

equating using some Item Response Theory approaches.

In 2016, the American Institutes for Research employed different equating approaches in Ethiopia and Tajikistan

in order to compare results across the 2014 and 2016 assessment years in both countries. In this presentation,


AIR researchers present the rationale(s) for the approaches employed, the methods used, analyses conducted,

and the results of equating for several key subtasks. Presenters will also discuss the resources and technical

knowledge required for the employment of various EGRA equating approaches

Presentation 2.

What is the Early Grade Reading Assessment Assessing? An Examination of the Data Structure of the Early

Grade Reading Assessment in Kyrgyzstan and Tajikistan (Todd Drummond AIR)

The availability of data from the Early Grade Reading Assessment in Kyrgyzstan and Tajikistan provides the

opportunity to examine The Simple View of reading across a host of languages not previously examined (Hoover

& Gough, 1990). The Simple View maintains that reading comprehension is best represented as a combination

of two underlying constructs, decoding and linguistic comprehension. In the Simple View, while decoding and

linguistic comprehension are distinct constructs, ability in both is necessary for successful reading (Hoover &

Gough, 1990). Other research has indicated that other sub-constructs such as phonological skills and vocabulary

also exist: The relative importance of these constructs varying by developmental level and plausibly by the

language under.

We first identified the structure of reading by analyzing the latent factors or constructs that contribute to

reading comprehension. Using subtask scores from both grades and languages, the underlying structure of the

early grade reading data was analyzed employing principal axis factor analysis. The factor analyses were

conducted with subtask results by each grade and language to assess the dimensionality of the entirety of each

assessment battery. Factor analysis interpretation was guided by examining factor loadings in a rotated factor

matrix. Based on previous research on reading ability, it was plausible that our underlying factors of interest

would be correlated; therefore, oblique (Oblimin) rotation was selected. We sought to understand if the Simple

View of reading represents an appropriate model for early grade reading comprehension in the Kyrgyz, Russian,

and Tajik languages. We also analyzed how much the identified constructs contributed to the proportion of

variance in reading comprehension outcomes in both languages. We examined the Simple View of reading using

data from the full battery of early grade reading assessments administered in the spring of 2016. The

assessments were administered to pupils in grades 2 and 4. In this session we will provide a detailed explication

of the analytic methods employed, a presentation of findings, and conclude with a discussion of our results in

the context of the reading comprehension literature.

Presentation 3.

An Examination of some of the Factors Associated with Performance on the EGRA in Ethiopia (Daniel Tefera

AIR, Zewdu Gebrekidan AIR, Eshetu Asfaw-Esheshe, Ministry of Education Ethiopia)

April 1, 2017

“Problematizing gender and equity” in educational achievement is frequently envisioned as a problem of under

representation and lower performance on the part of girls in developing countries. The recent Early Grade

Reading Assessment in Ethiopia in 2016 has provided new opportunities to look at factors associated with reading

outcomes. Employing the positive deviance model, the presenters will explore the educational and social factors

that promote higher scores on select EGRA scores always favor boys. Score differences by gender were tested for

statistical significance by conducting independent samples t-tests. The t-test assumes a null hypothesis of equality

of means between groups under study (e.g., male/female). Because tests for statistical significance frequently

result in the rejection of the null hypothesis when sample sizes are large, an effect size measure was also

estimated to determine whether or not there was any practical significance of the differences in mean scores

estimated (Cohen, 1992). In this session we present a brief overview of the EGRA study in Ethiopia, research

methods employed, and a discussion of findings and their implications.

2. GROUP PRESENTATION 2: Panel title: Creating a supportive learning environment: enhancing

partnership and collaboration on the USAID/READ program in Ethiopia

Abstract: The USAID-funded READ program in Ethiopia is designed to maximize student outcomes in reading by

providing the elements of a robust model to support learning. These elements include quality curricula, teacher

development, textbooks and other reading materials, evaluation and assessment, and community engagement

to provide comprehensive support to learners. However, the success of such initiatives requires close

collaboration to create effective synergies among implementers, the donor and host-country government

partners. What are the purposes of these synergies? How are they created and managed? What factors

contribute to their effectiveness in support of improved learning outcomes? Representatives of USAID, the

Government of Ethiopia’s Ministry of Education, and three implementing partners on the USAID-funded Ethiopia

READ program discuss these questions and their experiences with the challenges and opportunities that the

Ethiopia READ initiative presents. The panel has implications for designing future programs to create supportive,

effective learning environments in development contexts of Sub-Saharan Africa and other regions of the world.

Paper title: The opportunities and challenges of collaborating with government and other partners

Presenter: Dr. Stephen Backman, Chief of Party/RTI, READ Technical Assistance

Abstract: As the READ TA project’s main focus is on providing technical assistance to and building the capacity of

the Ethiopian Ministry of Education and its Regional Education Bureaus to develop and conduct the foundational

components of a reading program (i.e., curriculum development, in-service and pre-service teacher training, and

teacher support), the project has had to work through government systems to accomplish its objectives. This has


provided great opportunities along with challenges. While there are some activities in which the project has

direct involvement in the inputs and outcomes (curriculum development workshops, training of trainers,

incorporating technology), there are others which are largely outside of the control of the project (printing of

textbooks, training of teachers, government approvals). But all activities are necessary for the reading program

to be successful. This requires establishing strong collaborative relationships with government counterparts and

having the flexibility to adjust to the ever-changing situation.

Paper title: What’s so hard about that?: developing partnerships to improve Ethiopia’s capacity to provide

reading materials

Presenter: Dr. Mark Hamilton, Chief of Party/Save the Children, READ Community Outreach

Abstract: Collaboration can be tricky. This is especially true where multiple partners and interests are involved.

The USAID-funded READ Community Outreach in Ethiopia is such a case, in which collaboration among donor,

government, and private sector partners is gradually building the country’s capacity for effective reading

materials provision. READ CO has contributed to the READ program’s vision of creating a supportive learning

environment by aligning with Ministry of Education priorities and leveraging existing partner inputs to expand

Ethiopia’s capacity to develop, evaluate, and select quality reading materials for early grade learners. READ CO’s

approach of developing both ‘demand’ and ‘supply’ components of Ethiopia’s system capacity is gradually

increasing access to quality reading materials. The process has come with significant opportunities and

challenges, including how to best ensure a uniform standard of quality when multiple linguistic, cultural, and

learning needs are stake. The presentation discusses these issues, with implications for ensuring materials

provision in developing country contexts.

Paper title: It’s the small things: Collaboration and synergy on large-scale programs in education

Presenter: Dr. Jordene Hale, Chief of Party/AIR, READ Monitoring and Evaluation

Abstract: The READ projects have, at times, overlapping tasks. This can provide an opportunity for collaboration

between implementing partners, Ethiopia’s Ministry of Education, and USAID. Examples for this include:

developing a Community of Practice for M&E and the creation of teaching and assessment classroom based

materials. The presentation describes and explains these and other experiences in partner collaboration, with

implications for creating effective synergies and enhancing learning on large-scale programs to improve the

quality of education.

April 1, 2017

3.2. Implementation challenges

Mother tongue transition to English Research study

READ M&E is experiencing difficulty obtaining data from the National Education Assessment and Evaluation

Agency. Specifically, READ M&E needs the NLA data for 10th grade English to investigate whether early or late

transitions result in better English language scores.

FCA: The major challenges observed during FCA teacher training in Amhara and Oromia regions include:

Challenges teachers faced from E/Hararghe zone of Chinekson Woreda to come to Harar venue

due to conflict between Ethiopia Somali and Oromia

Overlap of READ M&E FCA training and political meeting of some teachers from two Woredas of

E/Wollega. Finally it is solved by RSEB involvement and political meeting was cancelled

Registration of organization with Charities and Societies Administration

The registration of AIR and the READ M&E project has shifted focus from registering with the Charity and Society

Agency to registering as a for-profit firm. To this end, AIR Holding Company is seeking assistance from our

current landlord. READ M&E is optimistic that registration may be completed by the end of Q2 (April-June) 2017.

This non-registered status has ramifications:

Taxes (the project must pay VAT)

Financials (the project cannot open a bank account)

Staff (all field staff are on a consulting agreement)

Logistics (the project must wire money to the field for payments to be made) and use third-party

companies to provide conference organizations.

3.3. PMP Update

READ M&E submitted a revised PMP to USAID in June 2016.

4. KEY ISSUE NARRATIVE

4.1. Gender Equality and Female Empowerment

READ M&E always asks for female leadership from the RSEBs and other cooperating partners. Unfortunately,

this request is often ignored and we struggle to get those few high level females to attend the Regional


Dissemination of the EGRA results. We were successful in getting four female data collectors for the L1 to

English research study which considering the length of the investment – seventeen days- is an accomplishment.

Of course, the FCA teacher and supervisor training was able to attract many female participants. 44% (216) of

the participants in Oromia were female including 4 female principals. In Amhara, 55% of the participants were

female including five principals.

One of the interesting reflections of the Teacher Trainers hired by READ M&E to facilitated the FCA Teacher and

Supervisor training was that because the training is active and hands-on there was equal participation of male

and female participants. It may have also been that the activities done were familiar to the teachers (mostly

female) and not as comfortable for the male participants who were mostly supervisors. Thus, it may be worth

remembering in the future that honoring the knowledge of the female participants may encourage more equal

participation.

The leadership of READ M&E has a female COP and DCOP. Our last two hires have been female and we strive to

build a strong female technical team in M&E.

4.2 Capacity Development

Capacity development is integrated throughout almost all READ M&E activities. This quarter READ M&E trained

twenty-eight data collectors for the L1 to English research study. This training included a session on how to dive

deep into qualitative questioning with the “Five Why’s” qualitative research technique and well as a long session

of feedback on the tools that served to assist the READ M&E team and to provide in-depth analysis of tools for

the participants.

The FCA Teacher and Supervisor training not only worked with teachers and supervisors but other experts were

hired to facilitate the training. READ M&E staff provided feedback to each of the trainers so that they may

improve their performance.

The FCA training included a session on how to give feedback to teachers for supervisors. Participants have given

us excellent reviews and find that particular session were useful in improving their professional practice.

April 1, 2017

5. STAKEHOLDER PARTICIPATION AND INVOLVEMENT

READ M&E has been working in cooperation and collaboration with the Federal Ministry of Education and

regional state education bureaus (RSEBs). The READ M& E project continues to enjoy a smooth and positive

working relationship with partners and stakeholders.

Table 12 summarizes the key meetings that have taken place with partners during this quarter:


Table 12; Summary of Key meetings with partners in the first quarter of 2017

Date READ M&E Representative

Client or Partner Topic of Meeting Key decisions/outcomes

23-Jan-17 Dr. Jordene, Dr. Solomon USAID, Addis Yigzaw

24-Jan-17 Dr. Jordene IPE Global

24-Jan-17 Dr. Jorden , Dr. Solomon & Ato Daniel

MOE MT Directorate team

Refining research questions of the L1 -English

Research questions revised and agreed upon

27-Jan-17 Dr. Jordene, Dr. Solomon USAID, Mark Bonnenfant, IPE Global, Sunil

Exposure Visit Schedule

27-Jan-17 Dr. Jordene, Dr. Solomon Marc, Addis Indian Exposure meeting Agreed on tentative participants

2-Feb-17 Dr. Jordene, Dr. Solomon USAID, Addis Yigzaw

3-Feb-17 Dr. Jorden , Dr .Solomon & Daniel

MOE MT Directorate team

Role and responsibilities Discussed about the role and responsibilities of READ M&E and MOE teams for the study

6-Feb-17 Dr. Solomon IP and candidates for the visit

India pre-departure meeting

Orientation to the travelers

7-Feb-17 Dr. Solomon Mr Bekure ( Lawyer)

Registration Agreed to apply to the MOT for getting TIN

10-Feb-17 Dr. Jordene USAID

11-Mar-17 Bonsa MoE, Ato Solomon Belayneh

Discuss on the status of FCA Teacher Training

13-Mar-17 Dr. Solomon USAID, Addis Yigzaw

L1-English, READ CO Improve communication with Addis , make frequent update , prepare a draft proposal for READ CO evaluation

13-Mar-17 Ato Lishan MoE, Ato Tayachew

Discuss about the preparation for the MT data collection training

List of translators and Supervisors identified

14-Mar-17 Ato Lishan MoE, Ato Tayachew

write a letter to the RSEBs and regional councils

Letters to the regional council and the RSEBs secured

24-Mar-17 Dr. Jordene Dr. Tilaye and RTI staff

28-Mar-17 Dr. Jordene MoE, Ato Tayachew

Discuss reading symposium

30-Mar-17 Dr. Jordene, Dr. Solomon, Ato Daniel

Save the Children, Mark Hamilton

READ CO Mid-term preparation

4-Apr-17 Dr. Solomon MoE, Ato Tayachew

MT - English study Update the process and status of the study

April 1, 2017

6. MANAGEMENT AND ADMINISTRATIVE ISSUES

All field staff in Ethiopia remains temporarily classified as consultants pending registration of the project in

Ethiopia. As noted above, non-registered status poses serious challenges to the project in terms of payment of

taxes, cost and difficulty of hiring logistics firms to arrange activities, and limitations of staff retained as

consultants. READ M&E continues to engage a local attorney in Addis Ababa to assist with alternative means of

registration. To this end, AIR has authorized MR. Bekure Herouy (Legal consultant and Attorney at Law) to

handle registration of AIR Holding Company, Inc.

6. 1 International travel

In quarter one, of 2017, from 12 February to 22 February, READ M&E led an exposure visit for members of the

Federal Ministry of Education and Regional State Education leaders to India. The trip was for ten days and

included site visits in New Delhi and Jaipur.

Following the India visit, three READ M&E staff members, Daniel Tefera, Zewdu Gebrekidan, and Dr. Jordene

Hale presented at the Comparative International Education Conference in Atlanta, Georgia, USA from March 4-

9th, 2017.

Table 13: Travel during Q1 2017

Name

Beginning date

Ending date

Itinerary

Purpose

Dr. Solomon Areaya and Dr. Jordene Hale Areaya Atreaya

12 February 22 February New Delhi, India

Indian exposure visit

Dr. Jordene, Ato Daniel, and Ato Zewdu

March 1 March 11 Atlanta Georgia, USA

Present at CIES conference

Table 14: Anticipated Travel for Q2 2017 (April-June, 2017)

Name

Beginning date

Ending date

Itinerary

Purpose

Christina Jones April 9- April 15, Addis Ababa Train staff in NVivo Qualitative Software

Dr. Mohammed Elmeski May TBD May TBD Addis Ababa Meet field staff


Carlos Penagos May TBD May TBD Addis Ababa Work with Adm Staff to create Field Office Financial system after registration

Jaime Acosta May TBD May TBD Addis Ababa Work with FO to create Field Office Contracts system after registration

6.2. Procurement

Because of VAT complications, some large equipment purchases such as a vehicle and additional office furniture

is being delayed until registration is complete and tax-exempt status has been received.

7. FINANCIAL REPORT

Projected Expenditures through March 30, 2017

Date of Report: 04/13/2017

A B C D (B + C) E (A - D)

Expense Category Budget

Total

Cumulative

Expense-

September 30,

2016

October 1 –

December 31,

2016 Spent

and Accrued

Total

Cumulative

December 30,

2016 Spent

and Accrued

Total

Remaining

CLIN1 – EGRA and M&E $ 4,371,912 $ 1,428,885 $ 121,935 $ 1,550,819 $ 2,821,093

CLIN 2 – Learning

Assessment $ 2,261,506 $ 348,357 $ 498,137 $ 846,494 $ 1,415,012

CLIN 3- Capacity Building $ 1,092,828 $ 335,768 $ 129,652 $ 465,420 $ 627,408

CLIN 4-Technical

Leadership $ 2,271,033 $ 1,134,811 $ 122,327 $ 1,257,138 $ 1,013,895

Total in USD $ 9,997,279 $ 3,247,821 $ 872,050 $ 4,119,872 $ 5.877,407

Column A Budgeted Amount.

Column B Total Cumulative Expenses from Contract Start Date through end of previous Quarter.

Column C Total Amount Spent and Accrued this Quarter ( October- December,2016)

April 1, 2017

A B C D (B + C) E (A - D)

Expense Category Budget

Total

Cumulative

Expense-

September 30,

2016

October 1 –

December 31,

2016 Spent

and Accrued

Total

Cumulative

December 30,

2016 Spent

and Accrued

Total

Remaining

Column D Total Cumulative Amount Spent and Accrued through December 31, 2016

Column E Total amount remaining in budget


8. PLANNED ACTIVITIES FOR NEXT QUARTER

April-June 2017 READ M&E Calendar

◄ March 2017 April 2017

May 2017 ►

Sun Mon Tue Wed Thu Fri Sat

1

2

FCA: Mekele

3

EGRA: Trust and Verify FCA: Mekele FCA: Dessie

4

EGRA: Trust and Verify FCA: Mekele FCA: Dessi

5


6


7


8

9

10

EGRA: Trust and Verify FCA: Mekele FCA: Dessi NVIVO training

11


12


13

NVIVO training

14 GOOD FRIDAY

15

16

17

18

19 READ TA Training

20

FCA: Debre Birhan READ TAtraining

21 FCA: Debre Birhan READ TA training

22 FCA: Debre Birhan READ TA data collection

23

24 READ TA

25 READ TA

26

FCA: Nekemte Oromia READ TA?

27

FCA: Nekemte Oromia READ TA

28

FCA: Nekemte Oromia READ TA

29

FCA: Nekemte Oromia

30

Notes:

◄ April 2017 May 2017

June 2017 ►


1 READ TA

2 READ TA

3

FCA: Oromia READ TA

4

FCA: Oromia READ TA

5

FCA: Oromia READ TA

6

http://www.wincalendar.com/Holiday-Calendar/March-2017

http://www.wincalendar.com/Holiday-Calendar/May-2017

http://www.wincalendar.com/Holiday-Calendar/April-2017

http://www.wincalendar.com/Holiday-Calendar/June-2017

45

◄ April 2017 May 2017

June 2017 ►


7

8

FCA: Oromia

9

FCA: Oromia

10

FCA: Oromia EGRA: Follow UP Training

11 EGRA: Follow UP Training

12

EGRA: Follow UP Training

13

EGRA: Follow UP

14

15 EGRA: Follow UP

16 EGRA: Follow UP

17

EGRA: Follow UP

18

EGRA: Follow UP

19

EGRA: Follow UP

20

21

22

EGRA: Follow UP

23

EGRA: Follow UP

24

EGRA: Follow UP

25

EGRA: Follow UP

26

EGRA: Follow UP

27

28

29

30

31

Notes:

◄ May 2017 June 2017

July 2017 ►


1 2 3

4

5 6

7 8 9

10

11

12

13

14

15

16

17

http://www.wincalendar.com/Holiday-Calendar/April-2017

http://www.wincalendar.com/Holiday-Calendar/June-2017


http://www.wincalendar.com/Holiday-Calendar/July-2017


◄ May 2017 June 2017

July 2017 ►


18

19

20

21

22

23

24

25

26

27

28

29

30

Notes:

8. HOW IMPLEMENTING PARTNER has addressed A/COR comments from the last quarterly OR annual

report

No issues were raised


http://www.wincalendar.com/Holiday-Calendar/July-2017

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