project year five

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PROJECT YEAR FIVE ANNUAL REPORT

DISCLAIMER This document was produced for review by the United States Agency for International Development.

It was prepared by Creative Associates International.

Northern Education Initiative Plus

Northern Education Initiative Plus - Project Year Five Annual Report

Submission Date: October 31, 2020

Contract Number: AID-620-C-15-00002 October 26, 2015 – October 25, 2020

COR: Nura Ibrahim

Submitted by: Nurudeen Lawal, Chief of Party The Northern Education Initiative Plus

38 Mike Akhigbe Street, Jabi, Abuja, Nigeria

Email: [email protected]

mailto:[email protected]


CONTENT

ACRONYMS.................................................................................................................... 6

PROJECT DESCRIPTION .............................................................................................. 8 EXECUTIVE SUMMARY ................................................................................................... 12

the number of students enrolled in appropriate, relevant, approved

(OOSC) in target locations ............................................................................. 14

meeting school quality and safety benchmarks: ............................................ 15

and supervision: ............................................................................................. 20

vulnerable children and youth: ....................................................................... 23

and communities around reading and access: ................................................ 27

reading outcomes for primary grade learners in target locations ................... 32

reading instruction and performance improved and implemented: ............... 33

distribution of decodable readers, teacher guides, and supplemental

Sub IR 2.3 State and LGEA systems for in-service training to teachers in

reading materials improved and implemented: .............................................. 48

teachers in EGR instruction improved and implemented: ............................. 56

and implemented: ........................................................................................... 59

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educational options, especially girls and out-of-school children

1. PROGRAM OVERVIEW ................................................................................................... 5

ANNUAL PROGRAMMATIC REPORT ........................................................................... 14

Intermediate Result 1. Government systems strengthened to increase

Sub IR 1.1 Increased number of educational options (formal, NFLC)

Sub IR 1.2 Strengthened systematic approach to school management

Sub IR 1.3 Standardized NLFC model ensures education for

Sub IR 1.5 Strengthen CSO capacity to mobilize PTAs, SBMCs,

Intermediate Result 2. Government systems strengthened to improve

Sub IR 2.1 State and LGEA policies, timetables, and standards for

Sub IR 2.2 State/LGEA systems for development, approval, and

materials for EGR instruction improved and implemented: .......................... 42

public and NFLC classrooms in the use of the evidence-based

Sub IR 2.4 LGEA systems for monitoring/coaching in-service

Sub IR 2.5 State and LGEA systems for EGR assessment improved


reading instruction increased: ........................................................................ 66

M&E system maintenance ............................................................................. 71

1.1.1.2. Maintenance of project database ........................................................71

Conduct data quality assessment ....................................................................71

1.2.1.2. Conduct sample-based monitoring of the Initiative activities ...........72

1.2.1.5. Support state partners to monitor the distribution of TLMs ..............73

1.2.3.2. Conduct 3-day data entry workshop for CSOs- M&E Officers to

CROSSCUTTING ISSUES AND THE JOURNEY TO SELF RELIANCE ..................77

Partnerships and Collaborations .....................................................................78

Challenges and Way forward ..........................................................................82

OFFICE MANAGEMENT & LOGISTICS ....................................................................83

Procurement ....................................................................................................83

Deliverables ....................................................................................................85

Security ...........................................................................................................86

Information Technology .................................................................................86

Grants Management ........................................................................................87

Communications .............................................................................................88

PLANNED ACTIVITIES FOR NEXT QUARTER PY5 Q3 ..........................................90

Success stories .................................................................................................................91

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Sub IR 2.7 State and local government accountability to the public for

Financial Report .............................................................................................. 84

Personnel/Human Resources .......................................................................... 83

Lessons Learned.............................................................................................. 82

Gender Equality and Female Empowerment .................................................. 78

Sustainability Mechanisms ............................................................................. 77

capture cohort five enrolments ........................................................................ 76

Coordination with state partners ..................................................................... 73

1.2.1.3. Support state partners to validate teachers training ........................... 73

Field-based monitoring ...................................................................................71

Routine monitoring .........................................................................................71

Update performance data ................................................................................71

MONITORING & EVALUATION ............................................................................................ 70


1. PROGRAM OVERVIEW

Program Name Northern Education Initiative Plus

Activity Start Date and End Date

October 26, 2015 – May 25, 2021

Name of Prime Implementing Partner

Creative Associates International

Contract Number AID-620-C-15-00002

Name of Subcontractors Education Development Center (EDC), Florida State University (FSU), Overseas Strategic Consulting (OSC) and Value Minds

Major Counterpart Organizations

Federal Ministry of Education (FMOE), Nigeria Educational Research and Development Council (NERDC), National Commission for Colleges of Education (NCCE), Universal Basic Education Commission (UBEC), National Mass Education Commission (NMEC), State Ministry of Education (SMOE - Bauchi and Sokoto), State Universal Basic Education Board (SUBEB - Bauchi and Sokoto), State Agency for Mass Education (SAME - Bauchi and Sokoto), Local Government Education Authority (LGEA - Bauchi, and Sokoto)

Geographic Coverage Bauchi and Sokoto States

Reporting Period October 1, 2019 – September 30, 2020

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ACRONYMS

AC Area Coordinator AFC Access and Fragility Coordinator AGLC Adolescent Girls Learning Center AMELP Activity Monitoring Evaluation and Learning Plan ASC Annual School Census BASAME Bauchi State Agency for Mass Education BESDA Better Education Service Delivery for All BPT Budget Planning Tool CBMC Center Based Management Committees CCs Community Coalitions CMU Community Mobilization Unit CoE College of Education CoP Chief of Party CPD Continuous Professional Development CRC Community Reading Center CSACEFA Civil Society Action Coalition on Education for All CSO Civil Society Organization CWPM correct words per minute DCoP Deputy Chief of Party DFS Digital Financial Solutions DPRS Department of Planning, Research, and Statistics DQA Data Quality Assurance DQA Director Quality Assurance EDC Education Development Center EGR Early Grade Reading EGRA Early Grade Reading Assessment EMIS Education Management Information System EMS Education Management Suite ES Executive Secretary FAA Fixed Amount Award FMIS Facilitator Management Information System FSU Florida State University GALA Group Administered Literacy Assessment HCE Honorable Commissioner of Education HTs Head Teachers ICA Institutional Capacity Assessment ICT Information and Communication Technology IDP International Development Partners ISD Integrated School Development IVR Interactive Voice Response LEMA Local Education Monitoring Approach LF Learning Facilitator

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LPO Local Program Officer M&E Monitoring and Evaluation MBEP Ministry of Budget and Economic Planning MoBSE Ministry of Basic and Secondary Education MDA Ministries, Departments, and Agencies MEAR Monitoring, Evaluation, Assessment and Research MF Master Facilitator MoU Memorandum of Understanding MT Master Trainer MTSS Mid-Term Sector Strategy NCCE National Commission for Colleges of Education NCDC Nigerian Center for Disease Control NCE National Council on Education NCE Nigeria Certificate in Education NEI Plus The Northern Education Initiative Plus NEMIS National Education Management Information System NERDC Nigeria Educational Research and Development Council NFE Non-Formal Education NFLC Non-Formal Learning Center NMEC National Mass Education Commission NRF National Reading Framework OOSC Out-of-School Children ORF Oral Reading Fluency OSC Overseas Strategic Consulting PLC Professional Learning Community PO Program Officer PSS Psycho-social Support PTA Parent Teachers Association PY Project Year RAN Reading Association of Nigeria RANA Reading and Numeracy Activity RTWG Reading Technical Working Group SAME State Agency for Mass Education SEA State Education Accounts SEL Social-emotional Learning SMS Short Message Service SOs Scheme Organizers SOPs Standard Operating Procedures

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LGEA Local Government Education Authority

STL STTA SUBEB

State Team Leader Short Term Technical Assistance State Universal Basic Education Board

SSO School Support Officer


SWG State Working Group TAT Technical Assistance Team TE Teacher Educator TEI Teacher Education Institute TG Teachers Guide The Initiative The Northern Education Initiative Plus TLM Teaching and Learning Material TMIS/FMIS Teacher/Facilitator Management Information System TPD Teacher Professional Development TRCN Teachers Registration Council of Nigeria TRD Teachers Recruitment and Deployment TSB Teacher Service Board TSC Teachers Service Commission TWG Technical Working Group WG Women Group UBE Universal Basic Education UBEC Universal Basic Education Commission UNICEF United Nations Children’s Fund USAID U.S.Agency for International Development vCPD Virtual Continous Professional Development YLCs Youth Learning Centers


PROJECT DESCRIPTION Commencing in October 2015 under funding from the United States Agency for International Development (USAID), the 5-year Northern Education Initiative Plus project (NEI Plus/the Initiative) is aimed at strengthening the capacity of Bauchi and Sokoto states to provide greater access to basic education—especially for girls and Out- of- School-Children (OOSC) —and to significantly improve reading outcomes for more than one million school-aged children and youths. The Initiative employs a holistic approach, addressing a broad range of critical factors that affect learning, teaching, systems management, parental participation, and community engagement. The project strategy focuses on strengthening technical and administrative capacity, commitment, and accountability of federal, state, and LGEAs to provide effective English and mother- tongue-based Early Grade Reading (EGR) teaching and learning to pupils. In 2020, The Initiative is adding Igbo and Yoruba early grade reading teaching and learning materials to existing English and Hausa materials. The Initiative continues to deliver literacy, numeracy, and life-skills to OOSC and youths through Non-Formal Learning Centers (NFLCs) and whenever possible, mainstream them into formal schools.

The Initiative is providing innovative, cost-effective Information Communication Technology (ICT) solutions to make mobile money payments to Learning Facilitators (LFs), improve coaching and mentoring system for teachers/LFs, and maintain an efficient Teaching and Learning Materials (TLMs) supply chain. The Initiative is building the capacity of LGEAs to plan, budget, administer schools, support and supervise teachers, deliver high-quality TLMs, and mobilize community involvement for increased enrollment and improved reading outcomes. The project is training and equipping Colleges of Education (CoEs) to include EGR concepts, techniques, practice, and materials in their curriculum while playing a key role within the education sector to promote EGR policy and research.

An evidence-based intervention, the Initiative continuously monitors program activities and assesses its delivery and results against established targets and milestones to improve project outcomes. The Initiative has demonstrated significant improvement in EGR for approximately 672,118 children in schools and 268,000 OOSC attending some 5,600 NFLCs, Adolescent Girls Learning Centers (AGLCs), and Youth Learning Centers (YLCs).

The Initiative is implemented by Creative Associates International in collaboration with three U.S.-based international organizations— EDC, FSU, and Overseas Strategic Consulting (OSC)—and four Nigerian organizations— Value Minds, Civil Society Coalition on Education for All (CSACEFA), Reading Association of Nigeria (RAN), the Federation of Muslim Women’s Associations in Nigeria (FOMWAN), and 38 CSOs in both states (19 in Sokoto and 19 in Bauchi).

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Implementation and Approach

The Initiative is characterized by improved reading scores from baseline to the midline. Key success factors include: an over 100% increase in EGR instructional time (i.e., the average increase in the length of EGR lessons in P1-P3); the provision of TLMs to intervention Local Government Authorities (LGAs); the expansion of the EGR model to non-NEI Plus-supported LGAs (9 LGAs in Bauchi and 13 LGAs in Sokoto state); the integration of EGR into Nigeria Certificate in Education (NCE) minimum standards; the adoption of Mu Karanta!/Let’s Read! in six (6) states and the development of a crop 140 high-level resource persons on EGR.

NEI Plus supported the adoption of Hausa and English early grade materials in six (6) additional states supported by the World Bank, Better Education Service Delivery for All (BESDA) initiative. In collaboration with NERDC and seasoned Nigerian experts, the project is also developing Early Grade Reading Teaching and Learning Materials in Igbo and Yoruba languages, following requests from states.

Despite the successes registered to date, analysis from the Early Grade Reading Assessment (EGRA) midline conducted July 2018 scores revealed that there are still learning challenges, which informed our Project Year 5 (PY5) priorities.

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Fig1: The NEI Plus Year 5 Top Priorities

Cross-Cutting Themes

This year, Nigeria adopted emergency measures due to the COVID-19 pandemic to ensure health and safety in the education sector, including formal and non-formal school closure, and strict social distancing measures. This protracted lockdown, required the Initiative to pivot implementation to reduce the learning loss brought on by the pandemic. The Initiative responded by introducing novel activities, including virtual Continuous Professional Development (CPD) for teachers, virtually facilitated materials development for Igbo and Yoruba languages, radio and TV broadcast of educational programs, public health care messages, social-emotional learning tips, and virtual engagement with government partners.

In this final implementation year, strategic communication activities succeeded in deepening ownership and local accountability by sharing strategic information and showcasing successful innovations implemented in Bauchi and Sokoto states. Key transition activities included: support to states to sustain and manage key technology-based innovations that have proven to be pivotal in improving reading outcomes through improved instructional delivery, teacher CPD, and effective data management systems.

The Initiative sustained project innovations to bring about social behavioral change, conduct continuous professional development (CPD) for teachers, expand financial inclusion using Digital Financial Services (DFS), support pre-service institutions and

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teachers, and the transfer of skills and resources to state Ministries, Departments and Agencies (MDAs) and key personnel.

The Monitoring, Evaluation, Research, and Learning team tracked the performance of project activities through sample-based monitoring, data quality assessments, and joint monitoring visits. And, the endline EGRA was administered on cohort 4 Non-Formal Learning Centers (NFLCs).

Sustainability

The sustainability agenda involves guiding principles to strengthen both the capacity and the will of state and local government to deliver basic education services by addressing financing, institutionalization, management, and delivery systems improvements to ensure access to learning and positive learner outcomes. It entails creating an enabling environment, skills transfer, and tapping of state funding sources in implementing project models. The area of focus in ensuring the sustainability and ownership of the NEI Plus project in Bauchi and Sokoto states included policy and institutional support, and financial and capacity resources commitments by the host governments to continue activities during and after the project lifetime. To further achieve these objectives, the project worked with host government partners in Bauchi and Sokoto states to implement sustainability activities, which are aimed at strengthening institutions through policy development, capacity building, enabling environment, strategic collaboration, accountability strategies, and advocacy strategies.

Pivot activities

The Initiative hosted several online interactive sessions with policymakers, education managers drawn from Bauchi and Sokoto states, and cognate Federal agencies to support the states’ emergency plans and support learning. These activities resulted in a draft school re-opening framework1, aligned with the states’ plans. The first interactive session was conducted via the Zoom platform, and in attendance were 12 (9 males: 3 females) participants, consisting of Permanent Secretaries, Directors, Executive Secretary, and Permanent Commissioners from SUBEB, SAME, MOE, and representatives of Teachers Registration Council of Nigeria (TRCN) and FME. The re- opening framework highlighted above has provided a basis for the Initiative to engage effectively with state-level partners, including the SUBEB and SAME, while providing details of the specific no-cost extension activities being implemented in support of schools and LCs. These activities include virtual continuous professional development (CPD) activities for teachers and SSOs, as well as additional EGR lesson programming, which the Initiative is developing for radio broadcast in collaboration with state government experts2.

1 Master Trainers. 2 Better Education Service Delivery for All (BESDA) a world Bank intervention program that has adopted the EGR approach and materials


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EXECUTIVE SUMMARY Project Year 5 activities in Bauchi and Sokoto states focused on improving reading outcomes and sustaining key project accomplishments in program-support communities. Following sustained efforts, the project succeeded in securing government counterparts funding to provide EGR TLMs for all children in P1-P3. These include all BESDA3 -supported LGAs, essentially doubling the program’s coverage while expanding TLM use across each state4. The Initiative collaborated with the government partners to establish 1,600 additional Learning Centers (LCs), enrolled over 80,000 learners, and provided them with TLMs to support reading instruction.

In collaboration with the Nigerian Educational Research and Development Council (NERDC), the project embarked on a critical venture to develop EGR materials for Igbo and Yoruba languages and field-tested new materials (Big Books) to support the English language instruction. The project partnered with NERDC to make tremendous strides in the development of a draft National Reading Framework, aligned to international standards. Central to this document was the development of draft reading proficiency (i.e., curriculum) standards and texts for assessing reading performance in nine network languages, plus English5.

Hundreds of School Support Officers (SSOs) and Scheme Organizers (SOs)6 who are coaches and mentors to Learning Facilitators (LFs) were trained to use tablets, to gather Schools/LCs information and support the monitoring of EGR instruction. Over 1,700 visits to schools/LCs were made during the reporting period.

The Community Mobilization Unit (CMU) reinforced its strategies toward rallying community structures to ensure children are reading at all levels. Early Grade Reading competitions were organized in both formal and non-formal schools to support this effort. In a renewed efforts to sustain parental support for children to listen to Radio/ TV lesson programs, the project continued to encourage and engage the services of Education Marshals (WGs & CCs), Local Government Program Officers (LPOs), Learning Facilitators (LFs), and CSOs in education promotion and awareness-raising activities.

The Initiative responded to the COVID-19 pandemic by developing and implementing pivot activities to support teachers and learners through the school closure. These included remote EGR learning programs (using radio, TV, and other digital platforms) based on the Mu Karanta! and Let’s Read! materials, community sensitization on the

3 BESDA requires that participating states target LGAs not supported by other interventions, including NEI Plus. 4 Following the Global Proficiency Framework for Reading and Mathematics toward the achievement of SDG indicator 4.1. Supports Nigeria’s goal to assess children’s reading skills nationally. 5 Provides support to NFLCs, similar to the role played by SSOs in the formal schools in the project supported LGAs.

They are equivalent to SSOs in formal schools. They provide LCs supervisory functions. 6 This at N380 per dollar

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prevention of transmission, virtual Continuous Professional Development (CPD), and virtual EGR materials development in Igbo and Yoruba languages. Also, the project made efforts in engaging the children through home assignments.

In collaboration with the Bauchi state government and United Nations Children’s Fund (UNICEF), the Initiative broadcasted 216 Mu Karanta! 38 Let’s Read! lessons via TV in P1-P3, and 216 and 160 radio lessons, respectively, for the Hausa and English reading programs. Lesson broadcasts in Bauchi covered all LGAs in the state. The state radio station achieved a total listenership of 1,396,000 people at the end of May 2020, of which 40% are school-age children between 6-11 years. The Sokoto state government supported the development, production, and airing of the 40 Mu Karanta! /Let’s Read! lessons for radio and 40 lessons for TV. The Bauchi SUBEBs and UBEC have adopted NEI Plus radio and TV lessons and they are now releasing 183 scripts and 366 lessons recorded for P1. State radio/TV have already broadcasted 100 lessons, which will continue until the end of October 2020. Also, NEI Plus produced and distributed a total of 216 lessons in Hausa and 54 in English for P1-P3 via Interactive Voice Response (IVR) messages to participants’ mobile phones. Around 11,000 participants in Bauchi and Sokoto received IVR lessons on EGR.

While the Initiative worked to bridge learning gaps, one of the most significant efforts launched during the reporting period was its support for the prevention of community transmission of COVID-19 through sensitization (i.e., social/ behavioral communications) of local communities. Messages were developed and disseminated using various media tools and channels to advocate for preventive measures such as self-isolation, social distancing, washing of hands, use of sanitizer, adhering to good hygiene practices, and wearing of facemasks to reduce the spread of the virus. Project partners, opinion leaders, and local actors such as traditional and religious leaders, CCs, WGs, and SBMCs were equally engaged in developing texts and audio and video messages in the Hausa language to educate and raise awareness among community members about the dangers of the virus.

Pivot activities, such as remote EGR learning programming, helped to mitigate learning gaps. However, the Initiative fundamentally alter its implementation strategy to succeed in sustaining the ongoing, yet fragile systemic reforms achieved since the program’s inception. Key policy-related activities which were aimed at consolidating and sustaining the important institutional changes realized in both states with the Initiative’s support threatened to be impacted by the pandemic. These threatened the significant gains the Initiative had made to improve reading performance for over 1 million young learners. But, the project made substantial progress towards achieving and sustaining improvements in the states’ system capacities to fund, implement, manage, and effectively monitor EGR inputs. Information technology played a significant role in sustaining effective engagement with the partners during the COVID-19.

The activities implemented during PY5 created a wider cross-national synergy, collaborations, improved capacity, experience sharing, and reduced duplication of

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efforts among development partners. A larger group of state planning and education managers were reached during the period which in turn improved the state’s basic education service delivery and outcomes. The project models were seen to be replicated and scaled-up by the state and donor agencies such as the World Bank/GPE-NIPEP Project, World Bank/BESDA Project, and the UNICEF-GEP3 project in the state.

Finally, as the Federal Government announced the reopening of schools, the Initiative is working closely with other sister projects and state partners to ensure the safe reopening of LCs. Also, modalities were developed for the reopening of LCs including a determination of items to be provided for safety and health conditions when the Centers are reopened. With this latest development in the education sector, the Initiative intends to utilize the extension of the project to accelerate pending activities towards achieving their desired reading outcomes, as well as other closeout and handing over of activities to state counterparts.

ANNUAL PROGRAMMATIC REPORT Intermediate Result 1. Government systems strengthened to increase the number of students enrolled in appropriate, relevant, approved educational options, especially girls and out-of-school children in target locations

PY5 focused on improving reading outcomes for formal and non-formal schools, and the sustainability of the Initiative’s activities through government and community structures. The project reached significant milestones in its establishment of NFLCs and AGLCs in educationally underserved communities, though most of the year was spent under lockdown measures imposed by the government, as a result of the COVID-19 pandemic. Two NFLCs cohorts were implemented simultaneously during the year with a focus on reaching more OOSC and providing them with learning opportunities. Priority was given to the establishment of AGLC, which constitutes 40% of the total 1600 cohort 4 and 5 LCs. The project ensured fidelity of implementation of the NFLC model through training, monitoring, and coaching of LFs.

As part of efforts to strengthen the systematic approach to school management and supervision, the Initiative conducted monitoring visits to LCs to provide technical support to LFs and community structures. CSOs received monitoring and mentoring support to strengthen their capacity to mobilize Parent Teacher Associations (PTAs), School-Based Management Committees (SBMCs), and other community structures around improving reading skills and promoting reading culture.

These activities yielded improved ownership and sustainability of the non-formal education model. Bauchi and Sokoto state governments are already replicating the model in non-focus LGAs (9 LGAs in Bauchi and 13 LGAs in Sokoto state), through additional funding from the World Bank BESDA project. While communities and CSOs have indicated interest to sustain LCs under the supervision of SAME, at the close of the project.

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The Initiative adapted to challenges posed by the COVID-19 pandemic, altering several activities and the mode of delivery in line with the USAID-approved Interim Implementation and Mitigation Plan. Meetings, training sessions, and capacity building schemes continued virtually as teams worked toward sustainability of the NFLCs/ AGLCs model in the states and communities.

Sub IR 1.1. Increased number of education options (formal, non-formal, NFLC) meeting school quality and safety benchmarks

In PY5, the Initiative continued a gradual release of project intervention to government and community stakeholders. This was achieved through providing technical support to governments and community structures in the establishment of an additional 1000 cohort 5 Learning Centers (LCs) of which 400 are AGLCs. Interestingly, cohort 4 LCs which were established at the end of PY4 ran concurrently with the newly established cohort 5 LCs. The Access and Fragility team led a one-day orientation for 38 CSOs (19 in Sokoto and 19 in Bauchi) plus 3 legacy partners (RAN, CSACEFA, and FOMWAN) on concurrent implementation of cohort 4 and 5 NFLCs. The LCs were established under the guidance of the SAMEs to implement a 9-month basic literacy program following the NMEC guidelines. A major criterion was to reach OOSC in educationally underserved communities through conducting Community Mapping, this procedure was used to determine communities with a prevalence of OOSC. The result of the Community Mapping was validated by community structures and the SAMEs.

The establishment of LCs was then conducted by CSOs in suitable locations as identified by the CCs in consultation with the community leaders. The LCs established are located under trees, existing schools/ Tsangaya locations, compounds, and religious houses. The 600 cohort 4 LCs were on the verge of their terminal examination, while the cohort 5 were in their 6th month when the COVID-19 pandemic struck and necessitated reaching learners with remote learning opportunities in their homes. About 70% of the LCs are located in community structures (informal schools, under shades of trees, temporary sheds, private homes, community leaders’ residential quarters) while 30% are in the formal school structures. In-kind support from the government and communities for providing 1600 learning spaces or facilities for the PY5 was valued at NGN 72 million (189, 473USD7 ) (at NGN 5000 per month for each LC for nine (9) months). These included 1,178 centers in community-based structures and 422 in government facilities.

To ensure that learning continued during schools and LC closure, the project provided remote learning opportunities for children and adolescent girls through radio, TV, and Interactive Voice Response (IVR). EGR lessons integrating Social Emotional Learning and COVID 19 prevention messages were developed and aired during this period.

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A total of 48 lessons by radio and 48 lessons by TV were produced and broadcasted between March and September 2020 targeting NFLC/AGLC learners in Sokoto. While, in Bauchi, learners had the opportunity to listen to radio and TV lessons produced for formal schools, and IVR messages were sent directly to parents.

Procure and Distribute Teaching Learning Materials (TLMs) to NFLCs and AGLC Learners and Learning Facilitators

The 50,000 learners enrolled into the newly established 1,000 cohort-5 LCs were provided with TLMs (EGR materials- Transition to English Advanced Learner’s Book & Mu Koyi Karau da Rabutu, Kara Karatu- Reader 1&2, Numeracy Primer, and Life- skills-Primer). Each learner received 5(5) learning materials (books), while the 1000 LFs were given facilitators guide for all the subjects. The Initiative also provided the 80 MTs with training, coaching, and mentoring manuals as part of what was distributed.

In PY5, the Initiative distributed 415,770 TLMs to the 1,600 Cohort 4(4) & 5(5) LCs in Sokoto and Bauchi States as shown in the table below: Table 1: Distribution of TLMs to learning Centres by Cohort State Cohort 4 Cohort 5 Grand Total Bauchi 76530 127500 204,030 Sokoto 76200 135540 211,740 Grand Total 152730 263040 415,770

Shipment notes and tablets were used to track and trace the delivery of TLMs to the centers and uploaded data can be viewed on the Initiative’s dashboard. These TLMs were provided in addition to scholastic materials (exercise books, pencils, rulers, and cardboard papers) for learners and LFs. The provision of the TLMs and scholastic materials became a major source of motivation for the learners and their parents, who have lost hope in being able to access quality education. Besides, the learners owned the books and could take them home. The advantage of learners having books with them at home became apparent during the COVID-19 pandemic, as broadcasted messages and remote lessons were aligned with these learning materials. Also, in the early period of the pandemic, learners were given homework from their books, which were collected and marked by LFs. Ensuring learning from home during emergencies is important in reducing learning loss, it also provided a sense of normalcy, which is critical to learners’ wellbeing.

Develop online/digital content on COVID-19 safety and precaution in readiness for NFLCs/AGLCs re-opening to be developed in collaboration with MFs.

To mitigate the spread of the COVID-19 pandemic and educate community members on the preventive measures, the Master Facilitators (MFs) with support from LGA Access and Fragility Coordinators (AFCs) developed digital content on the COVID-19 pandemic, in their various LGAs. These messages were shared via WhatsApp groups created for the CBMCs, LFs, WGs, and MFs.

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The Initiative produced IVR messages, banners, and posters from March to September 2020, aimed at sensitizing parents and community structures on the COVID-19 pandemic. Eleven (11) posters were produced and shared with community structures on COVID-19, while 10 banners were shared on learning from home. LFs, CSOs’ POs, and WGs translated them into the Hausa language. The beneficiaries were also advised to listen to radio jingles on how to protect themselves from the COVID-19 virus, the signs and symptoms of the virus, mode of transmission, and what to do in case of suspected cases within the community. In Bauchi State, the AFCs and MFs, in collaboration with LGA Area Organizers, conducted outreach visits on the COVID-19 to hard-to-reach communities such as Shira LGA. In Sokoto, AFCs and MFs between March and September 2020 continued sensitizing communities on COVID-19 signs, symptoms, and preventive measures. Town-criers were also engaged to disseminate the COVID-19 sensitization and prevention messages in the communities. The messages were instrumental to parents and children taking preventive measures to prevent them from contracting the virus and ensuring learners were engaged in learning activities. These activities further improved the project relationship with communities and government partners as they witnessed the sustained presence of the project (virtually) despite the pandemic, through the remote learning opportunities and sensitization on the COVID-19 pandemic.

Meetings with states and LGEA education stakeholders (to include SBMCs, CBMCs, CCs & WGs) on the sustainability of NFLCs/AGLs, parental support for home learning, COVID-19 prevention, and conflict sensitivity, and, preparation for NFLCs/ AGLCs/school’s resumption

In PY5, the Initiative’s Access team held several engagement activities with community structures. The engagements were in form of planning, implementation, and review meetings. These meetings were earlier conducted face-to-face but turned virtual because of the pandemic and were critical to community buy-in and successful implementation of the project’s community-related activities. The fora were an essential platform for collaboration, consultation, and joint decision-making with the community stakeholders (SBMC, CBMC, CCs, and WG). The community structures (SBMCs, CBMCs, CCs, and WGs) in Bauchi and Sokoto states, with support from LGA Education Technical Working Group, adopted and monitored safety strategies in the LCs. These strategies involved providing schools and LCs with safety nets (a group of 5 community structure members that conduct supportive visits to LCs and schools during lessons). In addition to ensuring learners are safe while going and coming from schools/ LCs, these groups provided physical learning structures, potable water facilities, separate toilet facilities for boys and girls, first-aid boxes, and locally made PPE materials to learners (face mask, soap, and water for handwashing). These provisions augmented those provided by the Initiative.

The activities of these community structures have contributed to improving learners’ enrolment, retention, completion of non-formal schools, and increased the participation of more girls in the schools/LCs. Follow-up virtual meetings were also held to review safety measures in schools and centers by identifying security challenges and developed steps towards improving them. The virtual meetings were instrumental in raising

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parents’ and communities’ awareness of monitoring and supporting learning at home for their children. As mentioned above, part of the dividends of engaging the community structures is increased opportunity for sustainability and ownership of the non-formal education model established by NEI Plus. In addition to meetings with community structures, the project organized separate LCs sustainability meetings with the Bauchi and Sokoto SAMEs given their coordinating role for non-formal education in the states. They were given the lead roles, to ensure government readiness to manage the non-formal education model. These meetings brought together SAMEs’ representatives, SSOs, and representatives of each of the 38 CSOs and three (3) legacy partners on the NEI Plus project. The NEI Plus project team held a virtual meeting with 20 CC Chairmen (10 in Sokoto and Bauchi respectively) to discuss strategies on how CCs will support the sustainability of the NFLCs and AGLCs in their communities.

The outcome of this series of engagements is a pledge to support and continue running 219 centers (see figure below) in Bauchi and 188 in Sokoto. The project is following up with SAME and the community structures to ensure the fulfillment of their pledges. The Initiative is working closely with the stakeholders to ensure the establishment of the number of centers that are realistically within the capacity of CSOs and community structures to sustain.

Fig 2: Number of Sustainability Learning Centres Commitment by CSOs

Conduct endline Institutional Capacity Assessment (ICA) for SMoE, SUBEB, BA/ SAME, and LGEAs

The Initiative conducted the baseline and midline Institutional Capacity Assessment (ICA) in 2016 and 2018, respectively. The assessments were aimed at determining improvement in states and local government educational institutions in managing education programs. During PY5, the USAID mission introduced a new indicator to measure progress in organizations supported by the project. The ICA was identified as the most appropriate tool to be used in measuring the indicator and this was stated in the Performance Indicator Reference Sheet (PIRS) developed for the indicator known

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as CBLD-9. Unfortunately, the project could not report on the indicator in PY5, due to the COVID-19 pandemic, which made data collection impossible within the reporting period.

In PY5, the Initiative took steps to address the capacity gaps identified in the midline ICA assessment in the LGEAs by organizing a one-day workshop, to share experience associated with EGR intervention management approaches at the local level, to prepare the education MDAs for the endline ICA, and to refine the plan for mitigating institutional challenges. The one-day workshop provided a peer exchange of ideas between better performing LGAs and others on approaches they have adopted in improving EGR management. In Sokoto state, 70 participants (67m and 3f) and in Bauchi state 52 participants (42m, 10f) were in attendance. These participants came from LGEAs, Planning Research and Statistics, Quality Assurance, Social Mobilization, and Schools’ Services units of education MDAs. The workshop resulted in the development of a state-specific implementation plan matrix, which has enabled LGEAs to identify areas of strengths and weaknesses in their education service delivery. The education MDAs in the states can now conduct a self-assessment of their institutions. It was also observed that the MDAs have improved in their strategic documentation during the PY5.

The Initiative continued preparation to conduct the endline ICA during the reporting period. The Systems Strengthening team reviewed the ICA protocol document, developed the ICA fieldwork framework, and developed a tentative survey plan. Due to the effects of COVID-19 on project activities, the Initiative also developed contingency plans to conduct the ICA endline using a blended face-to-face and virtual approach.

The virtual training was attended by 15 participants, made up of 6 (4m, 2f) national consultants, and 9 (5m from Sokoto, 4m from Bauchi) ICA task team members. The team is set to conduct the endline in December 2020.

Conduct a one-day follow-up training for EMIS State and LGEA Staff to troubleshoot Education Management Suite (EMS) with school academic data and disseminate findings to inform decisions

The initiative trained six (6) Education Management Information System (EMIS) officers to install the SQL1 Server and IIS2, upload and link the Access database to a dummy database, link the dummy to SQL database, and report generation. The participants used the current scorecard and Annual School Census (ASC) of 2018/19. The updated scorecard was downloaded to all the participants’ laptops and the computer systems of the education MDAs in the state. Also, sample hard copies were shared with SUBEB management (Bauchi and Sokoto) for easy access in decision making. By this activity, NEI Plus has filled a critical manpower need in the states. Whereby, state teams can now install SQL1 Server and IIS2, which are the backends of all applications developed by the project for effective ICT-based educational management. These applications include Budget Planning Tool (BPT) and Education Management Suits

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(EMS)- which hosts the Institutional Capacity Assessment (ICA), Teacher Management Information System (TMIS), and Education Management Information System (EMIS). The protocol document is developed to ensure that, at close-out, the state has inbuilt guidelines and manpower to operationalize education management packages for sustainability and ownership.

Sub IR 1.2. Strengthened systematic approach to school management and supervision

Learning Centers’ supervisions were conducted by SAME Scheme Organizers and Area Coordinators and the CSO’s POs to support instructional and management activities of LFs through monitoring and coaching. These Supervisors complemented each other’s activities under the coordination of the Access team, to ensure improved learning outcomes in the LCs. Notably, the project digitalized the supervisory process by providing tablets, which were used to collect data on observed LFs instructional practices, check school records especially enrollment and attendance records, personal hygiene of the learners, school provisions, general cleanliness of the LCs, and coached the LFs. The outcome from the supervision can be viewed on the Initiative’s dashboards.

The MEAR component also held coordination meetings with the LGA level policy unit officials where the dashboard was displayed. During these coordination meetings, the Local Education Monitoring Approach (LEMA) results were shared and deliberated upon. The process is deepening ownership of the LEMA process, which is gradually being handed over to the government partners. LEMA continued to be a preferred choice by government partners to measure schools’ performance. To further strengthen ownership and sustainability of LEMA, the States Monitoring, Evaluation, Assessment, and Research (MEAR) Technical Working Group (TWG) Chairmen included LEMA and other monitoring activities in the SUBEBs annual work plan for 2019/2020 and the Medium-Term Sector Strategy (MTSS) 2020-2022.

Monthly Access Coordinators Routine Monitoring to NFLCs at LGAs

The NEI Plus teams in Bauchi and Sokoto states continued to reinforce monitoring of NFLCs and AGLCs by supporting state partners to use effective monitoring systems and tools. This collaboration involved the development of a joint monitoring plan which was shared with all the partners. A performance monitoring team was set up at LGA levels to monitor the NFLCs and AGLCs composed of LGA Area Coordinators, LGEA School Service Directors, SSOs, and LGA Access Coordinators. All the 1600 LCs in cohort 4 and 5 were monitored by the LGA teams, who observed learners’ ability to identify letter sounds, form syllables, words, and construct sentences. Other areas monitored include checking of school records, especially enrollment and attendance records. The CBMCs, CCs, and WGs have become more engaged by conducting house-to-house sensitization. This played a vital role in freeing time for children and mothers (from home chores and farming) to support their children’s home-based learning.

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The Initiative concluded updating its tablet-based LC coaching and mentoring tool to align with the EGR best practices, which is currently in use for observing EGR lessons in all LCs, which has proved to be an effective strategy. The Initiative procured 142 mobile tablets and backup power banks for 142 CSO POs for efficient and effective reporting of cohort 5 activities. The tablets were used for tracking the number of LCs established, LFs recruited, and learners enrolled. It also tracked monitoring and coaching of LFs, routine monitoring activities in LCs and communities, grants milestone reporting, and SBMC campaign via the Muyi Magana application. The Muyi Magana application was used with a pico project for outreach activities, by organizing viewing sessions for community members. The themes of the videos are focused on improving educational access, educational quality, parental and community support for education, and gender equality. The tablets provided to CSOs contain mobile digital tools and contents as ‘job aid’ to support the implementation of access activities. The Initiative’s strategic use of ICT in improving outcomes in LCs has empowered grantees to efficiently implement and report all major activities and milestones. Additional 100 mobile tablets were procured by the BASAME for coaching and mentoring, school monitoring, and EGR scale-up in non-focus LGAs.

Before the pandemic, a technical coordination meeting was held to plan the administration of examinations and the graduation of cohort 4, LC management, cohort 4 & 5 learner’s performance and retention, evaluation of LFs’ and support for quality instructional delivery in cohort 5 LCs. Subsequent quarterly virtual meetings held during the COVID-19 pandemic were centered on engaging community structures to review the progress of children learning at home, mitigate challenges, support COVID-19 awareness campaigns and lessons by radio/TV. The radio program time and schedules were shared with all the LGA ACs for dissemination to CSOs and community structures. Discussions also covered sustainability efforts such as the planned painting of the “Wall Mural” activity, which is aimed at encouraging parents and community leaders to support their children’s education, with a strong emphasis on inclusivity.

Quarterly M&E meetings with MEAR TWG and key stakeholders at the state level

The MEAR team supported state partners to co-implement MEAR activities for ownership and sustainability. A two-day meeting of the MEAR unit was conducted to review the MEAR work plan, work progress, and discuss the Initiative’s indicators. The team reviewed progress on state MEAR sustainability and reviewed challenges in school monitoring and LEMA administration. Best practices from LEMA administration across LGEAs were shared at the meeting. The meeting was attended by the states’ MEAR TWG and state partners from the MOEs, SAMEs, State Agency for Nomadic Education (SANE), CoEs, and SUBEBs.

The Initiative’s dashboard was presented to the participants, showing how it could be adopted by the state to support the decision-making process. The TWG requested support to develop similar state-specific dashboards. The partners highlighted that tablets were procured by the state for coaching and mentoring, school monitoring, and EGR scale-up in non-focus LGAs. The TWG reported that it was mobilizing

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funds for the implementation of the second term (2019/2020 academic session) LEMA, disseminating results and coordinating all other LEMA activities including facilitating presentations and training sessions. The milestones achieved with partners in PY5 towards sustaining the LEMA activities include:

• The MEAR TWG Chairman (Bauchi and Sokoto states) reported the inclusion of LEMA and some monitoring activities in the SUBEBs annual work plan for 2019/2020 and the MTSS 2020-2022.

• The MEAR TWG completed a Focus Group Discussion (FGD) to develop

an action plan for institutionalizing some key MEAR activities and planning strategies, to ensure ownership and sustainability of the LEMA.

This year, the Initiative’s Access Coordinators in Sokoto and Bauchi states conducted 250 and 80 routine monitoring visits respectively to LCs and provide support for community structures. The Initiative also invited SAME representatives, Executive Secretaries, and LGA Education Authorities from the ten LGAs to visit 12 NFLCs and eight AGLC in Sokoto. The observations made especially in the cohort 5 centers revealed poor record-keeping, continuous assessment, and learner attendance. At the end of monitoring visits, LFs were provided feedback on how to keep daily activity records in their respective centers and were requested to liaise with WG members to improve daily attendance. The POs were also advised on how to liaise and effectively work with CBMCs and WG members.

Similarly, in Bauchi, the Initiative was joined by key ministry officials (at different levels) on a ten-day monitoring visit to ten LCs (one per LGEA). The joint exercise made observations on the performance of the LFs as well as the learners, verified that TLMs were distributed, and provided feedback to CBMC members at the centers on issues identified during the monitoring visits. The joint monitoring exercise revealed that learners’ enrollment has been completed and LFs were taking daily attendance and filling it out correctly. On-site coaching was provided for the LFs to improve attendance and to demonstrate the effectiveness of the procedures.

NFLCs provided opportunities for social integration among Muslims and Christians in Baram, Gumale,

and Banshi communities of Bauchi LGA. Gumale and Banshi two nomadic settlements are hosting Muslim

and Christian learners. This increased social cohesion will further lead to economic and social integration for

building united and peaceful communities.

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Also, the project team paid advocacy visits to SAMEs in Bauchi and Sokoto states. Issues raised during advocacy visits included: certification of cohort three learners and plans for cohort 4 learners terminal examinations; how to improve LCs monitoring and coaching, development sustainability plans, establishing post-literacy centers for graduating learners, and organizing refresher training for LFs posted to SAME-established LCs.

Sub IR 1.3 Standardized NFLC model ensures education for vulnerable children and youth

The non-formal education model implemented in collaboration with the SAMEs and community structures is based on the national guideline set out by NMEC. To ensure quality instructions, qualified LFs were recruited and trained on LC management, best instructional practices (pedagogical and andragogical principles), EGR, numeracy, and Life Skills. As earlier mentioned, these LFs were further provided with monitoring and coaching support by MFs. In preparation for re-opening of the LCs following closure due to the COVID-19 pandemic, a re-opening checklist (integrating the FMoE COVID-19 safety guidelines) was developed by the Initiative to guide CSOs towards a safe resumption of LCs.

Provide technical support to SAMEs to establish 1000 NFLCs with learner-friendly spaces was implemented/ Jointly validate 1000 NFLCs, facilitators and learners enrolled based on set criteria

The Initiative, in close partnership with Bauchi and Sokoto SAMEs, as earlier mentioned, established 50 LCs in each of the 20 LGAs for cohort 5. This implies that the existing 600 cohort 4 LCs operated simultaneously with the 1000 newly established LCs. The ATWG across 20 LGAs in Bauchi and Sokoto held a one-day meeting to conduct a validation exercise on the number of learners enrolled, and how friendly and suitable the centers are for learning. All newly recruited LFs for Cohort 5 were required to submit their engagement letters and curriculum vitae, which was verified before approval for training and related project activities. This ensured that quality LFs were engaged to facilitate the centers and that the actual persons who submitted CVs are the ones finally engaged and trained.

In each state, a 10-person team of government partners, POs, and Access Coordinators conducted the validation. The purpose of this exercise was to verify that the CSOs had delivered in key performing areas. Each team obtained the following information to determine the implementation status: the number of centers established, safe learning spaces for centers using safety standard indicators and, the number of enrollees and their eligibility (to verify if the learners enrolled are within the age limit as stated in the enrollment criteria).

Following the technical support provided in the establishment of these non-formal education model, the states within PY5 is replicating the approach with additional funding from World Bank BESDA in NEI Plus non-focal LGAs. Specifically, with support from NEI Plus, Bauchi BESDA established a total of 940 LCs with a total of

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98,928 learners in 10 LGAs, while Sokoto BESDA established a total of 1,513 LCs with 75,650 learners in 13 LGAs. The Initiative provided Technical Assistance to the state BESDA team in conducting Community Mapping, providing soft copies of TLMs and trainers guide for printing, and the project-trained MFs were engaged to train the LFs. The team mobilized NEI Plus-trained CSOs as part of the MFs.

Table 2: Breakdown of materials provided for BESDA Supported LCs in Sokoto:

Type Quantity

Literacy Hausa Facilitator guide 1420

Literacy Hausa primer 71,000

Numeracy Facilitators guide 1420

Numeracy primer 71,000

Life skill Facilitator guide 1420

Life skills primer 71,000

In line with the Initiative’s objective of increasing access to quality education, the Access Technical Working Group (ATWG) led by SAMEs mainstreamed about 1,032 learners from NFLCs to formal schools and transitioned those who want to continue with the non-formal learning system to post-literacy education programs. The ATWG mainstreamed 1,032 (376M and 656F) out of 13,500 cohort 3 learners into formal schools in Bauchi. The Access team at the LGAs created a list of scholastic materials needed by the mainstream learners and helped to raise about NGN 680,358 (1,790 USSD) from philanthropists and the government to purchase learning materials.

Conduct four-day refresher training for 80 (40 per state) Master Facilitators (MFs) on EGR and NFLC /AGLCs management/ Train 30 SAME Scheme Organizers on monitoring coaching, mentoring, and establish a dashboard

Refresher training was provided for Eighty MFs (68m 12f) who in turn, conducted a step-down of this to the LFs within the reporting period. The training content focused on elements of systematic and explicit instruction (the “5 + 2 basic reading skills”: phonemic awareness, phonics, vocabulary, fluency, comprehension plus concept of print and writing), ensuring the fidelity of implementation, and modeling. The MFs were trained on record-keeping, general center management, and the use of the mobile-money payment system. The team used a guided approach that involved the use of practical exercises, simulation, group work, and feedback plenary sessions. To strengthen government officials’ ability to manage LCs, three BASAME, and three SAME staff participated in the training. All trained 80 MTs were posted to 20 LGAs (10 in Bauchi and 10 in Sokoto) to step-down the training to 1,000 LFs. The MTs are serving state officials mostly Scheme Organizers and Area Coordinators, whose capacity is built

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periodically to sustain non-formal activities within and outside the project intervention LGAs. The MFs followed-up the training with tablet-based monitoring and coaching as would be consequently reported. The capacity of LGA SSOs to coach and mentor the LFs effectively has been observed to improve due to the provision of tablets and coaching and mentoring guides. Consequently, the Access and ICT units, met periodically with 30 SOs and 10 AFCs in each of Bauchi and Sokoto states to review the data collated and uploaded from their center visits. Also, the project team reviewed and provided technical inputs to enrich BASAME’s 2020 workplan. As part of the Initiative’s efforts to ensure the sustainability of the project’s best practices, NEI Plus worked with BESDA’s 2020 plan to adapt NEI Plus Community Reading Centers (CRC), CBMCs, CCs, Program Officers (POs), and MF models. They also adapted the coaching and monitoring tool, the use of tablets, other M&E tools in their MF training.

Nine-day training (eight days for LFs and one day for mobile-money) for 1,000 NFLC learning facilitators on the EGR integrated learning

Within the reporting period, 64 MFs (Bauchi 34 (26m, 8f) & Sokoto 30 (29m, 1f)) stepped-down the training on the use of the EGR integrated learning model to 982 LFs in the newly established LCs. Specifically, the training was conducted to 497 (281m, 216f) LFs in Bauchi state and 485 (240m,145f) LFs in Sokoto state. This activity was modeled after the training of the MFs and used the combined delivery modes of small group work and demonstrations, with practical feedbacks provided in groups and plenary sessions. Training contents covered the 5+2 basic reading skills, fundamental techniques of the gradual release method, implementing scripted lessons, literacy, and center management. Given that the LFs were beginners in the use of the Initiative’s innovative approaches, the training maintained high standards regarding attendance and punctuality. The CSOs M&E Officers and SOs who monitor the center’s activities also participated in the training.

The Initiative has been a champion of digital financial services. The project in PY5 completed the 100% scale-up of its mobile-money intervention in providing stipend payments to over 1,600 Learning Facilitators in cohorts 4 and 5 in Bauchi and Sokoto states. By the successful expansion of this innovative use of technology to increase Digital Financial Inclusion, the Initiative mobile-money intervention has now spread to all 20 intervention LGAs in Bauchi and Sokoto states, providing digital financial services to 1,600 LFs. The Initiative in collaboration with local mobile-money agents and CSOs supported SAMEs to conduct a two-day Digital Financial Services training and Know Your Customer (KYC) setup of mobile-money wallets for 1,000 LFs in all 20 LGAs. This brought the total direct beneficiaries of the mobile money interventions to 3,440 LFs in largely unbanked rural communities in 20 LGAs. The Initiative has confirmed consent from LFs to receive additional companion Mastercard as they request financial services from an increasing number of mobile-money shared agents’ networks. The Initiative has, as part of her contractual obligations in the USAID funded project, open the space for financial inclusion to our beneficiaries through partnering with Mastercard. The partnership enabled the Initiative to pay and remit stipends of LFs through eTranzact mobile money wallets bank accounts.

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Through the Mastercard, users will be able to securely receive international remittances into their eTranzact mobile money wallets or select bank accounts at the international transfer hub. It enables Nigerians living and working abroad to send money from mobile money accounts, payment cards, bank accounts, or cash outlets back home. According to eTransact, upon receipt of funds into their eTranzact mobile wallets, Nigerians can use PocketMoni, eTranzact’s mobile money platform, to pay bills, top-up airtime, pay select merchants, cash out at agents or at participating bank ATMs, and send money to any bank account, PocketMoni user, eTranzact card or mobile phone user. Learning Facilitators coached, mentored, and monitored

Coaching and mentoring are strategic teacher support activities meant to provide on-the-job support to the LFs. This was conducted by 80 MFs as a follow-up to face-to-face training for LFs managing instruction in the non-formal centers. During the visits, the team observed the quality of instructional delivery, tracked the use of learner-centered teaching strategies (using a structured classroom observation tool) as well as checked on the learners’ workbooks. An interactive session followed the lesson delivery where coaches and mentors (MFs) explained areas of strength and weaknesses to LFs and offered solutions. The Access team also held a meeting with BASAME LGA Education and Social Mobilization Development Directors, who pledged support by providing transportation to Area organizers and SOs to visit LCs. This will promote the sustainable implementation of coaching and mentoring activities for the 1,600 facilitators (800 per state) in both Cohort 4 and 5 non-formal learning programs.

Support SAME Sokoto and Bauchi to develop, produce, and broadcast NFLCs/ AGLCs lesson by radio/TV during and after COVID -19

With the advent of the COVID-19 in Nigeria and the consequent closure of schools, the Initiative carried out series of advocacy visits to encourage the government of Sokoto to initiate lessons by radio and TV to bridge the possible learning gap. At the inception of the program, the Initiative provided the Sokoto state government with technical support in scripting the lessons from the NEI Plus’s TLMs, editing, produced and aired the lessons. A total of 48 lessons by radio and 48 lessons by TV were produced and broadcasted between March and September 2020 targeting NFLC and AGLC learners in Sokoto state. While, in Bauchi, learners had the opportunity to listen to radio and TV lessons produced for formal schools, and IVR messages were sent directly to parents.

The team also mobilized parents and other critical stakeholders in communities to support the children to listen and learn by radio/TV and IVR messages. The team obtained and shared schedules of the broadcasts with the communities while encouraging them to ensure social distancing and handwashing as a sure way of keeping the learners safe from COVID-19. In Bauchi and Sokoto states, periodic meetings were held via zoom with AFOs and AFCs across all the ten LGAs to review feedback on lessons aired by radio and TV. Participants were guided on how to collect and analyze progress being made, and how to identify gaps and opportunities.

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http://www.pocketmoni.com/


Conduct five-day workshop on Access component project closeout material production, review, and dissemination (with strict compliance to COVID-19 prevention guidelines)

The project team held a four-day NFLCs TLM review workshop to review the Reader-1 primer (both the learners’ book and facilitators’ guide). The activity which was held virtually started with a debrief on the review process. The participants were also taken through a review checklist that guided the TLM review. Participants were drawn from BASAME and SAME, including LFs and consultants. After a two -day review, the participants had a one-day harmonization review of all work done. The reviewed material is currently awaiting final proof-reading by a Hausa specialist. This and other TLMs (Numeracy, Life-skills, and literacy) are expected to be completed by 28 February 2021 for handing over to the government and community stakeholders.

Sub IR 1.5 Strengthen CSO capacity to mobilize Parent Teacher Associations (PTAs), SBMCs, and communities around reading and access

The Initiative supported CSOs to mobilize parents and communities to enhance enrollment and promote improved reading in formal and non-formal schools. Activities undertaken included: revising community outreach tools for effective use and impact and handing them over to communities, organizing reading competition amongst learners, organizing Education Marshals to support learning during COVID-19, disseminating a variety of outreach materials, and providing home learning support tips on social media and other media platforms. The Initiative organized a review meeting to evaluate and revise the content of community mobilization and communications materials. These included: the community mobilization and outreach strategy, posters, outreach videos, radio drama series, and case studies. The materials would be handed over to all stakeholders as part of the project’s exit and sustainability strategy.

CSOs Promoting Educational Activities in Collaboration with Community Structures

The project team organized a three-day orientation for CSOs in Sokoto and Bauchi states to guide grant requirements and management. The project trained 182 (Bauchi 66m, 24f; Sokoto 77m, 15f) participants, consisting of CSO’s EDs and POs (states and LGAs). Topics included: managing CRC guide and calendar for special activities, the tablet-based monitoring tool, Muyi Magana applications, report writing, and success stories template with gender considerations. The ICT segment of the training covered the use of mobile devices to conduct video viewing during outreach activities, the 24 episode radio drama series listening groups via tablets connected to a portable speaker, and the use of the tablet for monitoring and data capturing.

The Initiative supported 41 CSOs to establish 1,000 CBMCs and 42 WGs to support cohort 5 activities. Orientation was also carried out to sensitize newly formed CBMCs, CCs, and WGs on their roles and responsibilities such as proper center management to ensure safety and a conducive learning environment for the learners, house-to-house outreach, follow-up on absent learners and LFs, and the importance of resource mobilization, etc.

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This exercise contributed to an in-kind contribution of over 6 million NGN (16,700 USD) for construction of a block of two classrooms in Gabarin ward in Darazo LGA, toilet facilities in Marakanata Mallam Abdullahi in Amanawa, Kanwuri AGLC in Dange, Makarantar Late Muhammed Huts are in Dange/Shuni LGA; AGLC Garin, Mallam Kabiru NFLCs, Gudurega NFLC in Yabo LGA; AGLC Garin Abare, Papa ward, Darazo LGA. Also, the following items were purchased: mats for seating in more than 300 centers, first aid kit, and medicine in Kalagri, Trampolin in 100 centers, water containers for more than 500 centers, Sanitary pads in more than 30 AGLCs, cups in over 200 centers, kettles in more than 150 centers, and packets of chalk in over 500 centers. Also, CCs purchased scholastic materials (exercise books, sandals, pencils, Pens, sharpeners) and school uniforms for over 600 mainstreamed learners from various communities worth over 2.5 million NGN (6,950 USD).

The Silame Community of Gwadabawa LGA, Sokoto State, built a block of six classrooms worth about 3 million NGN (7,894 USD, ) to provide a conducive learning

environment for learners. The block of classrooms now provides a permanent space for 300 cohort 5 NFLC learners.

Another newly constructed block of classrooms worth more than 1.5 million NGN (2,631 USD) as an LC. Also, provided opportunities for social integration between 100 to 200

learners of Muslims and Christians in Baram, Gumale, and Banshi communities of Bauchi LGA. Gumale and Banshi are purely nomadic settlements but are now integrated because children from nearby Christian settlements and other minorities attend the LCs.

The Global Youth and Women Support Initiative (GLOYWSI) in Gada LGA sensitized 54 representatives from each of Kydawa, Kyadawa Holai, Jatalawa, Dunkulawa, Kadadi, Kadasaka, Kadasaka Ruga, Kadasaka Kiliya, Gada, Kanwuri, Gidan Hamma, Kaffe, Yar Katanga, Hubbare, Mainiyo, Assada, Makera, Gidan Haki, Dustin Taru, and Shiyar Maianguwa Jelami on the use of facemasks, how to wash hands and use sanitizer, as well as the importance of social distancing.

FOMWAN raised awareness on COVID 19 preventive measures in four communities in Sokoto state namely, Toma Community in Bondiga LGA,

Yabo LGA, FOMWAN center, and Gidan Kanawa in Sokoto South LGA. The activity commenced with an advocacy visit to the Commissioner of Health,

who supported FOMWAN with 300 facemasks, one gallon of hand sanitizer, and 300 bars of soap, which were distributed during the outreach campaign

reaching over 500 women in the communities.

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The CSOs supported and monitored community structures (20 CCs, 1,600 CBMCs, 42 WGs, and SBMCs) activities. The CSOs organized meetings for community influencers, community leaders, and youth organizations through palace-based dialogues. In total, the CSOs held 3,800 meetings with CBMCs, 126 meetings with WGs, and 42 meetings with CCs in PY5 Q1 in Bauchi and Sokoto states. These sessions offered a platform to give the community leaders and influencers feedback on progress made through their education promotion activities.

The WGs engaged village heads to raise awareness of the importance of education. The WG reached a total of 40,320 households (Bauchi and Sokoto states) within three months, with messages on enrollment, the importance of girl-child education, retention, and hygiene. For example, in Gwaram village Misau LGA, Bauchi State, low attendance has been a challenge with less than 30 learners in a class, especially during the harvest season. The CBMC Chairman in collaboration with the WG conducted household visits to discuss with parents the importance of learner attendance and retention in the learning centers. Thereafter, mothers showed improved interest in getting their children ready on time, to attend classes at the newly established LCs in their communities. This has resulted in improved learners’ attendance in LCs to almost 100 percent, thereby responding to concerns raised during MFs monitoring and coaching visits.

Below is a dashboard capture of community outreach coverage by CSOs (Bauchi and Sokoto states) working with LFs, WGs, CC, and CBMC members.

Fig 3: NEI Plus Community Mobilization Community Groups Coverage on Dashboard

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In addition, the project team organized a series of one-day cluster meetings aimed at mitigating gaps and challenges identified by ICA, LEMA, and Group Administered Literacy Assessment (GALA) exercises. A total of 258 (205m, 53f) participants were in attendance. Issues raised and discussed included: teacher/pupil punctuality and absenteeism, time on task, and poor learning outcomes. The meeting created an opportunity to convey community expectations to LGA education managers and to positively influence educational decisions. The activity also facilitated the development of action plans to address the identified challenges. The action plans were later followed through with collaboration between community stakeholders and government holding joint monitoring of schools which led to improved time on task, pupils’ attendance, and community participation in school management.

Identify and support Reading Champions to promote reading/virtual reading Compe- tition

As part of the project’s strategy to promote reading and sustain learning as schools were closed due to the COVID-19 pandemic, the project organized a reading competition in Bauchi and Sokoto states. The project team in collaboration with state counterparts made announcements across LGAs through WhatsApp. Over 250 children in Bauchi and Sokoto states participated in the competition. Top winners were awarded prizes in ceremonies organized

Fig 4: Ramlat Ahmed Mohammed, Tilden Fulani CPS, Toro LGA scored 87%

at the LGEA level. This event was featured in the week-long celebration of International Literacy Day on the 8th of September 2020 as declared by UNESCO.

Monitoring and mentoring of CSOs to improve reading outcomes

Before the commencement of cohort 5 LCs, NEI Plus organized a three-day orientation for CSOs in Sokoto and Bauchi states. The objective of the orientation was for subgrantees to understand the Initiative’s requirements and grant closeout activities.

The project trained 182 (Bauchi 66m, 24f; Sokoto 77m, 15f) participants, consisting of CSO’s EDs and POs (state and LGA). Topics included: the managing CRC guide and calendar for special activities, the tablet-based monitoring tool, report writing, and success stories template with gender considerations.

The ICT segment of the training covered the use of tablets installed with five community outreach, learning-support, and monitoring applications. The learning applications include ‘Muyi Kallo’, Let’s View (five learning support videos) and ‘Mu Saurara’, Let’s Listen

Fig 4: CommunityViewing of Outreach Videos Using the Pico Projectors

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(24-episode drama series, titled Girishin Rayuwa, Education is Salt of Life) which the CSOs used to beam to the community members in outreach activities. The videos were viewed 172 times and episodes of the Girishin Rayuwa 253 times in intervention communities to motivate community members to continuously support their children’s learning.

Support Education Marshal (EM) to work with Traditional Leaders for community education promotion

In face of the COVID-19 pandemic, the WGs and CCs took it upon themselves to carry out awareness creation and prevention on COVID-19, as well as encouraged community members to support children learning at home. This effort was applauded by the project team and donor and then brought about the induction of WGs and CCs as Education Marshals. The project sensitized members of CCs and WGs to serve in this capacity. In support of the new title8, Bauchi state with the support of the CSOs, conducted a training via conference calls for 94 WGs members from several LGAs to help them sensitize communities on COVID-19 messages, mobilize communities, and conduct outreach work amongst households. The Initiative provided the Education Marshals with PPE in strict compliance with COVID-19 prevention guidelines to perform these roles.

In Sokoto State, the EMs (WGs) from Yabo and Dange Shuni LGAs continued to raise awareness in communities. The Yabo Education Marshals reached out to 467 women (Gudurega 63, Binji 54, Dagawa 50, Zezi 34, Fakka 70, Bakale 40, Sirre 30, Bingaji 53, Dono 43 and Bulaga 30). In Dange/Shuni LGA EMs (WGs) reached 200 women in Dange town, where there was a concentration of female population. The EMs (CCs) in Shagari, Sokoto south, and Dange/Shuni drew the attention of traditional rulers to use the town criers in learning at home and educating their subjects on COVID-19. Posters on school resumption were distributed to parents and community members through WhatsApp during the intervention.

Produce and disseminate a variety of outreach materials in response to COVID-19

In response to the COVID-19 pandemic, the Initiative developed and disseminated a variety of outreach materials; posters, audio, and video messages on the risk and transmission of COVID-19, as well as some learning at home support tips. The messages were developed in line with the Nigerian Center for Disease Control (NCDC) guidelines on prevention, early detection, and protecting oneself from the virus. The messages also emphasized the importance of parental support for children to continue to read and learn at home while schools are closed as well as listen to lessons on radio/ TV programs at home during the lockdown. These messages were mainly disseminated through social media, WhatsApp groups, project partners, and community structures.

8 The WGs/CCs got their new title based on carrying out very key roles in sensitizing households on good hygiene practices, COVID-19 protocols, parental support for children’s learning among others, among others. However, when performing other sensitization functions within their communities, they are still referred to as Women Groups/ Community Coalition.

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Community members such as WGs, traditional and religious leaders recorded videos on precautionary measures against COVID-19 and shared via WhatsApp to educate people in their communities. Some of the video messages focused on parental support for children reading at home. A major factor that contributed to the success of this activity is the synergy built among the project teams, government counterparts, and other stakeholders.

Produce a non-fiction photograph-based book (digital & hardcopy) and an illustration based fictional story on a family with COVID-19 information as part of a learning module that could be used by schools, NFLC, and community members (in Hausa and English).

The Initiative is currently working to design and develop fiction and non-fiction e-books. The teaching and learning modules are designed to support social-emotional learning (SEL) and literacy. The series of modules includes a fiction story about how two siblings, Hassan and Amina, and how their parents are managing to stay safe during the pandemic. There is also a non-fiction photograph-based book about how families and communities are coping with the situation. The illustrations also describe new ways parents are finding to support children’s learning to read at home. These stories will be translated into the Hausa language, following rigorous testing of the first module. The Initiative will use the results to review and revise the remaining modules, which are already under development. The team completed the storyboard for the two initial books, illustrations, and translation to the Hausa language. The arrangement is also being made to collect multi-media contents for the stories.

Sub IR 2. Government systems strengthened to improve reading outcomes for primary grade learners in target locations

The Initiative pivoted its delivery of program activities related to reading outcomes and systems strengthening to address challenges of the COVID-19 pandemic. Challenges encountered during the implementation of Initiative-led activities included the inability to organize face-to-face workshops, and that teachers were unable to provide classroom instruction to learners following the closure of Nigeria’s schools. The Initiative’s Systems Strengthening and Reading components responded to these challenges by organizing a series of workshops to support the states’ implementation of emergency plans, as well as workshops to support the development of teaching and learning materials (TLM) for introducing EGR instruction in Igbo- and Yoruba-speaking states in the south. These activities included ongoing support of states’ BESDA initiatives (e.g., provision of TLM), reinforcing LEMA implementation in Bauchi and Sokoto, the use of financial management tools (e.g., Budget Planning Tool) in decision-making processes, and providing EMIS training.

Key pivot activities and outcomes in PY5 included the development and dissemination of integrated radio EGR lessons, Short Message Service (SMS), and IVR programming. This programming helped support parents, teachers, and other members of the local school community to meet learners’ EGR learning, SEL and psycho-social support (PSS) needs. Finally, the Initiative developed a framework document (aligned with

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existing FME and international guidance)9 to further support the state governments to re-open schools, as described in the present section of the report.

Sub IR 2.1 State and LGEA policies, timetables, and standards for reading instruction and performance improved and implemented

Activities implemented during this period to fight COVID-19 learning loss was novel and required quick pivots from the team. These included virtual sessions with state partners, dissemination of IVR lessons, development of TV and Radio programs following the Mu Karanta! approach and materials. The Initiative also supported NERDC to develop a draft EGR curriculum and assessment framework and related tools (e.g., grade-level texts), as part of the process for establishing a National Reading Framework. Key activities and outcomes included a one-week global policy linking workshop held in January and February 2020, which provided the technical specifications for measuring EGR performance in nine Nigerian languages plus English.

Pivot activities

The Initiative hosted an online interactive session with policymakers, education managers drawn from Bauchi and Sokoto states, and cognate Federal agencies to support the states’ emergency plans and support learning. These activities resulted in a draft school re-opening framework,10 aligned with the states’ plans. The interactive session was conducted via the Zoom platform, and in attendance were 12 (9 males: 3 females) participants, consisting of Permanent Secretaries, Directors, Executive Secretaries, and Permanent Commissioners from SUBEB, SAME, MOE, representatives of Teachers Registration Council of Nigeria (TRCN) and FME. The re-opening framework highlighted above has provided a basis for the Initiative to engage effectively with state-level partners, including the SUBEB and SAME, while providing details of the specific no-cost extension activities being implemented in support of schools and NFLCs. These activities include virtual continuous professional development (CPD) activities for teachers and SSOs, as well as additional EGR lesson programming, which the Initiative is developing for radio broadcast in collaboration with state government experts.11

Develop and deliver pedagogical, curricular messages/instruction and two-way digital and non-digital platform to support facilitators/teachers/students/ learners during the COVID 19 pandemic lockdown

Following the closure of schools during the pandemic, the Initiative developed, produced, and facilitated the broadcasting of 80 IVR messages to support local school communities in PY5. A total of 32,730 parents, 1450 teachers, 2,064 LGEA officials received these IVR broadcasts in May and June 2020.12

9 For example, NCDC, UNICEF, UNESCO, and the World Health Organization. 10 See Annex for draft framework document. 11 Master Trainers. 12 Based on available data from Bauchi and Sokoto states.

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These messages provided much-needed support to EGR learners, their families, teachers, SSOs, and other education stakeholders. IVR and SMS messages included SEL content (e.g., managing emotions during the crisis) to pupils and non-formal learners, good health and hygiene practices (e.g., hand washing), and the importance of maintaining existing support networks (e.g., for SSOs and SOs, serving as ‘coaches’ to teachers and LFs, respectively). The Initiative used both IVR and SMS messages to distribute EGR lessons with integrated SEL, PSS, and health/hygiene content. The EGR lessons included Lessons one and four adapted from Mu Karanta! and Let’s Read! instructional programs, one-story read-aloud activity, and one assessment-based activity for learners in P1-P3 (ages 6-11) and the NFLCs each week. NEI Plus is archiving these and other audio-video materials, such as radio lessons, for handover to Bauchi and Sokoto state governments at project closeout.

The Initiative also produced SMS-based training content in Q4 to distribute to early grade reading (EGR) teachers and coaches, as part of its strategy to support schools to re-open.13 Training content provided included application of advanced EGR teaching techniques (e.g., organizing pair work) and review of core reading skills (e.g., alphabetic principle). NEI Plus will deliver additional training content via IVR and SMS following field testing, which is scheduled for October 2020.

Develop Radio/TV program using the Mu Karanta and Let’s Read EGR TLMs (with integrated PSS/SEL) as distance education during the COVID -19 pandemic

In response to the closure of schools due to the COVID-19 pandemic, the Bauchi and Sokoto state government supported the development, production, and airing of the Mu Karanta! Let’s Read! instructional radio/TV programs. While Bauchi’s effort had the support of both USAID and UNICEF to produce and broadcast EGR lessons via radio/ TV, the Sokoto SUBEB led these activities on its own with technical assistance from NEI Plus. The Initiative’s Reading Team provided support to Bauchi and Sokoto state governments to broadcast lessons via radio, television, and IVR. USAID and UNICEF both shared resources to support the Bauchi state to produce and broadcast lessons via radio and TV. However, the Initiative’s state team provided technical assistance to support the production of TV and radio lessons for Bauchi and Sokoto states. These activities were critical to maintaining meaningful support to EGR learning and minimizing the inevitable learning gaps created by the pandemic and subsequent school closures.

The Bauchi SUBEB supported the development and broadcast of 189 EGR (Mu Karanta! and Let’s Read!) lessons on state and community radio stations in Q3 and Q4. The Initiative supported the SUBEB and SSOs at the LGA level to monitor these activities locally. The state radio station is now repeating these broadcasts. The SUBEBs have adopted NEI Plus radio and TV lessons and they are now scripting 183 scripts and 366 lessons recorded for P1. The state radio and TV stations have already broadcasted 100 lessons, which will continue until the end of October 2020. Bauchi had broadcasted 216 Mu Karanta! and 160 Let’s Read! radio lessons in April and May across the state,

13 Following Bauchi and Sokoto state government plans.

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potentially reaching 1.4 million people, of which approximately 560,000 are children. Sokoto state government also supported the development, production, and broadcast of 40 Mu Karanta! and Let’s Read! radio and 40 TV lessons in Q3, funded in part via NIPEP. Table 3: Radio/Tv Lessons Produced and Broadcasted in Bauchi and Sokoto States

S/N Title Channel State Name of Donor

Number of Scripts

Duration Number of Broadcast/ Episodes

1. Mu Karan- ta Radio Bauchi UNICEF 50 30 mins 100

2. Let’s Read Radio Bauchi UNICEF 50 30 mins 100

3. Mu Karanta Radio Bauchi USAID 45 30 mins 89

4. Let’s Read Radio Bauchi USAID 44 30 mins 88

5. Mu Karanta TV Bauchi UNICEF 50 30 mins 100

6. Let’s Read TV Bauchi UNICEF 50 30 mins 100

7. Mu Karanta Radio Sokoto NIPEP 24 15 mins 100

8. Let’s Read Radio Sokoto NIPEP 16 15 mins 100

9. Mu Karanta TV Sokoto NIPEP 24 15 mins 89

10. Let’s Read TV Sokoto NIPEP 16 15 mins 88

11. NFE Hausa Radio Sokoto NIPEP 48 15 mins 100

12. NFE Hausa TV Sokoto NIPEP 48 15 mins 100

There were challenges experienced with radio/TV and IVR reception in both states. For example, in Bauchi, the community of Zindiwa in Gamawa LGA did not receive any broadcasts, since the LGA’s community radio station was not connected to the main relay station in Bauchi Town. Soro, Gungura, Kubi, and some parts of Nasarawa and Yali communities in Ganjuwa LGA also did not receive broadcasts.14 The reception was also poor throughout Misau LGA. (e.g., Soro Village) had difficulty receiving the radio lessons as well. Communities in Sokoto state did not appear to experience these challenges. TV in both states proved to be impractical since the local capacity to receive and participate in lesson broadcasts is relatively limited. SSOs and teachers reported that IVR lessons were clear, brief, and easy to follow, as did parents surveyed during May and June 2020. Teachers in Toro, Alkaleri, Bauchi, Gamawa, and parts of Ganjuwa LGAs, however, reported difficulties in receiving the IVR phone calls. Awareness among LGEA officials has been mixed as well. The Initiative used SMS, radio, and other messaging throughout the post-pandemic period to help resolve these issues and fill any gaps due to issues of IVR reception. One important outcome of the IVR/SMS messaging and radio EGR programming has been an increased awareness and

14 Based on available data, collected during field-based monitoring and IVR/SMS responses from SSOs, teachers, and other stakeholders.

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understanding of the objectives of the Initiative’s global best-practice EGR approach among members of local communities. For example, parents reported improvement in their knowledge of the Mu Karanta! the instructional program, which helped to strengthen their support of EGR activities, such as radio lessons. 15

NEI Plus is ready to continue providing technical support to radio lesson activities, as appropriate. Funding for lesson broadcasts will come from the states’ budgets, however, with support from UBEC16. This approach will ensure the sustainability of this vital EGR radio programming beyond the life of the Initiative. The Initiative is now developing additional lesson content for the radio EGR program to support the transition back to face-to-face classroom instruction. Any content developed will align with each state’s existing plans to avoid duplication of effort.

Interactive Voice Response (IVR) and Radio EGR Lessons

NEI Plus produced a total of 216 lessons in Hausa and 54 in English for P1-P3 via IVR messages, which were delivered to participants’ mobile phones. The IVR’s limited reach, however, did not justify the cost of continuing to use it as a primary means of lesson distribution. Despite good response rates when compared with SMS, coverage was limited due to incomplete contact information for parents in Initiative-supported LGAs in both states.) The Initiative will instead use IVR to support teacher training and data collection on EGR activities, where the target audience is more likely to receive, use, and respond to the messages. NEI Plus will field test the IVR in combination with SMS messages as part of a new training strategy to reach all teachers in Bauchi and Sokoto to support the school re-opening.

Conduct roundtable evidence-based advocacy workshop for budgetary allocation and fund release in managing EGR prioritization

The Initiative engaged the political leaders, policymakers, and education managers from Bauchi and Sokoto States in a -two-day roundtable dialogue to discuss the plans and strategies of the government in sustaining the project’s models, budgetary provision, and fund release in managing EGR. The dialogue was facilitated by the Honorable Commissioners of Education from Bauchi and Sokoto states. The best practices of the Initiative’s models were show-cased and expectations from the state government before project close-out were discussed.

The participants also discussed the State Education Account (SEA) recommendations on government expenditures in basic education and the need to increase budget allocation. Budget allocation was targeted at teacher/facilitator training, TLMs printing and distribution, school supervision, and increased community participation. Having seen the impact of education planning tools such as ICA, SEA, Tableau to create a dashboard for data collection, on improved learning outcomes, the policymakers and policy influencers requested a high-level master class on these tools.

15 Based on available data, collected during field-based monitoring and IVR/SMS responses from SSOs, teachers, and other stakeholders. 16 Via the World Bank funded BESDA initiative.

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Conduct a 5-day policy dialogue workshop to finalize the Initiative sustainability framework and costed strategy (SMoE, SUBEB, SAME, LGEA, CSOs, MBEP, Community structures)

The initiative conducted a round table discussion with the technical leads to generate an initial idea on the sustainability framework document based on the contextual knowledge of the technical leads. The initial framework was used as a source document to guide stakeholder dialogue meetings. A draft sustainability framework document developed, will then be presented to the policymakers and managers across the education MDAs in the state and the MBEP for critique, review, and ownership. The dialogue is to be conducted in December 2020, and the framework is ready for implementation in January 2021.

Support NERDC to hold meetings to inform federal and state stakeholders on National Reading Framework (NRF)

The Initiative focused on re-strategizing with stakeholders to support ongoing work on the development of the National Reading Framework. The Initiative worked closely with its international reading and standards consultant to support its lead partner, the NERDC, in Q1 and Q2 to organize five interrelated meetings with other key NRF stakeholders and relevant government MDA’s. The outcome of these meetings was a coherent plan and series of support documents to facilitate meaningful exchange and the production of a working curriculum and assessment framework in EGR during the subsequent policy linking workshop, which was held in Q2. The policy linking workshop was held with members of the Education Policy Research and Development unit at the Ministry of Education to seek their collaboration for Policy Linking and the NRF.

Early planning sessions with NERDC resulted in an agreement about project scope (the major Nigerian languages and English), the development of a draft action plan, including proposed dates for NRF workshops and participants, and related activities, a compilation of prospective workshop participants, and a draft budget.

Concerns associated with language coverage were addressed in a series of deliberations with NERDC and a revised action plan was developed to guide the way forward. These deliberations resulted in several resolutions which include: NERDC taking a leadership position in the NRF and providing a list of proposed participants by the end of December 2019. In parallel, a collaboration with Reading and Numeracy Activity (RANA) and the Federal Ministry of Education – NIPEP was explored for the NRF activities.

Support NERDC to finalize NRF to present to NCE for validation and launch

The Initiative, in collaboration with NERDC, organized two workshops to identify inputs and develop technical specifications for measuring EGR performance in ten Nigerian languages.17 Representatives of key parastatals (FMoE, NTC, UBEC, NBS,

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and others) were in attendance. A primary goal of these two activities was to ensure that the inputs align the NRF with the recently established Global Proficiency Framework (GPF) for Reading for P2 to P6. At the same time, the activities ensure that the framework inputs reflect the specific needs and contexts of learning to read in Nigeria and a variety of languages.

Over 70 language experts, primary school teachers, curriculum experts, and policy advisors took part in the two workshops, representing the ten language groups. Participants first reviewed key competencies in the GPF for relevance, adding other competencies deemed to be important for the nation. Second, the participants identified technical specifications to draft over 200 individual passages (i.e., texts) for assessing oral reading fluency and reading comprehension for all ten languages in P1-P6.

The NERDC can use the technical specifications to establish oral reading fluency benchmarks in all ten languages. This assessment framework is at the heart of the NRF bringing the NERDC closer to its overarching goal of improving EGR performance across Nigeria. Finally, these activities provide additional tools for establishing clear performance benchmarks in Hausa, English, and eight other widely spoken Nigerian languages.

Quarterly training of state and local levels EMIS personnel on the dissemination of LEMA dashboard findings, data management, TLMs tracking, and school support dashboard to LGEA management

Conducted a two-day capacity development training and project findings dissemination of LEMA findings. In attendance were 24 participants drawn from the state education MDAs and the local government. The Education Secretaries (ES) in Bauchi and Sokoto states presented the current status of education outcomes using statistical evidence from their respective LGAs. Participants received training on techniques of trend computation and Education Development Index (EDI), review of data visualization, and navigating the project dashboard for informing data-driven policy and decision making. An action matrix for data utilization and reporting at the LGEA level was developed at the end of the training. As a result of the training, the LGEA EMIS officers were able to generate school-level data from the ASC Access database to calculate education indicators and compute EDIs. The EMIS officers’ skills were further enhanced in translating the traditional spreadsheet data tables from the ASC data into intuitive and visually compelling charts and figures. The EMIS officers updated the back end of the application and attached the current database to the application for dissemination and utilization.

The Initiative supported the strengthening of functional decentralized EMIS systems in all the 43 LGEAs in Bauchi and Sokoto states. In the reporting period, 28 (Bauchi 13, Sokoto 15) EMIS officers were re-trained on the use of Access Microsoft, relational

17 The nine network (i.e., broadcasted via state TV and radio) languages and English.

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database to manage the backend of ASC data, project dashboard customization, school support monitoring, and utilization of staff attendance tracking terminal. EMIS state officers facilitated the three-day training for all local government EMIS officers. The state and local level EMIS officers are to cascade the training to officers in the non-focus LGEAs. States’ EMIS systems have been further improved as a result of the training:

• The EMIS system is fully decentralized in the 43 LGAs in Bauchi and Sokoto

states, and data are now used to inform decisions, • The EMIS Officers at the state and local level now provide technical support

services to the SSOs platforms in the utilization of computer/tablet to conduct school monitoring and coaching,

• The EMIS Officers now support the management of NFLCs in the states and developed a database to manage the process, and

• The EMIS Officers now champion the use of mobile technology to promote access and reading outcomes.

Regardless of the challenges posed by the pandemic on the project’s activities, the project adopted virtual training platforms. A virtual survey was conducted to get the consent of education stakeholders (education managers, policymakers, technical staff of the state’s education MDAs and the local government levels) for online engagement. Virtual engagement materials were developed and shared in advance with the participants to ensure participatory sessions. The quarterly training of EMIS officers, SEA engagement, and Education Stakeholder’s forum were all conducted virtually. The EMIS training focused on data utilization to generate data- evidence for the planning of integrated support packages for schools using school-level data from the various EMIS derivatives. The significant difference in the pre-and post-training evaluation scores of the participants at a 5 percent level of significance evidenced the impact of the training on the knowledge and applications of the training content.

The objective of the training was to enhance the capacity of state and local EMIS in schools’ management. Twenty-two (22) participants from Sokoto and 15 participants from Bauchi took part in the virtual training. EMIS officers from the non-focus LGEAs attended the training and were funded by LGEAs. A follow-on virtual support platform was created on WhatsApp for Continuous Professional Development (CPD) to the state and local EMIS officers. The immediate benefits of virtual training are:

• The generation of Integrated School Development (ISD) report for multiple

schools using mail-merge functionality, • The option of conducting training at a convenient time, and location the state

and local level partners, and • The efficient and effective use of resources in the conduct of the training.

The Initiative supported the development of the EMIS strategy document, ICA protocol, and the ASC virtual validation procedure at the project's inception in 2016. In the reporting period, the project team reviewed and shared the documents with the TWG in the states for virtual validation. A larger group dialogue is planned after the COVID-19

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lockdown. The guidelines will provide a protocol to conduct a self-assessment of the education MDA's capacity in managing EGR intervention and improve the capacity of the state data managers for remote data collection. The link of the recorded audio was shared with the participant for on the job capacity development and referencing.

• The participants agreed to have follow-on state-level meetings to review the

school level summary of the ISD report template in line with specific states’ needs. This would lead to the generation of relevant data-evidence to support better planning, resource allocation, and performance monitoring.

• There was a request for the project to support the development of a policy brief on EMIS procedures, guidelines, and processes in line with the National Education Management Information System (NEMIS) Policy and implementation guidelines. The project supported the domestication of the NEMIS guide in the two states and supported the briefs on the SEMIS and BEMIS documents. This strengthened the decentralization of EMIS and appropriate devolution of power, duties, and responsibilities across the states’ MDAs and the LGEAs EMIS.

There is also the need to support timely completion of the on-going cycle of the 2019/2020 ASC exercise in the state which was at the stage of form collection and validation at the Ministry of Basic and Secondary Education (MoBSE) level after the enumeration was completed.

The late completion of the 2019/2020 ASC exercise was due to the COVID-19 challenges and the lockdown. However, the NEI Plus supported the state with the virtual data collection protocol, and the protocol was used to guide the ASC validation exercise.

Support RTWG to organize a workshop to review and revise reading benchmarks based on midline EGRA

The Initiative did not organize the planned review and revision of reading benchmarks for Bauchi and Sokoto, which the Reading Technical Working Group (RTWG) had established in January 2018. The draft NRF provided the texts and proficiency standards for developing tools and benchmarks for assessing the reading skills of young learners in Hausa, English, and eight other languages. However, the project has elected to wait until the government has completed the NRF process (including validation) before completing the benchmarking review. However, the Bauchi SUBEB is developing its own set of reading standards and benchmarking framework for EGR instruction. This work is based on the standards and benchmarking document the RTWG adopted in 2018, as well as the Mu Karanta! and Let’s Read! TLM. The Initiative is ready to support the RTWG to align the established standards and benchmarks in Bauchi and Sokoto with the new NRF.

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A one-day workshop on the implementation of SEA III & IV recommendations and dissemination for the planning and budgeting process

The SEA III and IV assessments were conducted in PY4 to map the flow of funds and determine the amount expended by financing sources in the state education sector. The SEA IV was a sub-account that focused on Bauchi and Sokoto States for the school years 2015/16 and 2016/17. Data was collected by the State Working Group (SWG) from all the tiers of government to encourage ownership of the process and build in-state capacity for the conduct of future SEAs.

In PY5Q1, the Initiative organized a one-day joint dissemination workshop of the SEA III & IV, to open dialogue with the states’ education managers and policymakers on the utilization of the SEA report, to inform policy direction. The meeting provided an opportunity to engage with the state and federal governments on prioritizing basic education expenditure regarding access, quality, and management. In attendance at the meeting were 32 male participants, 19 from Sokoto and 13 from Bauchi state, drawn from state and federal education MDAs, donor agencies, State House of Assemblies, and USAID. The highlights of the dissemination workshop include:

• Bauchi and Sokoto state governments pledged commitment to provide a budget-

line for conducting the SEA study. • The two states jointly decided to write a memo to the Federal Ministry of

Education through the Joint Consultative Committee on Education (JCCE) to Seek approval for SEA Reports to be part of the Annual Budget process.

• The State House of Assemblies of Bauchi and Sokoto states committed to using the SEA report as a guide for appropriations to MDAs.

• The states expressed a willingness to re-prioritize allocation and expenditure patterns within education by needs and population.

• The state developed an implementation plan to guide the use of SEA recommendations.

• The Federal Ministry of Education commented on the need to replicate the SEA study in other states and its adoption at the federal level.

Support, capture, and report on education expenditure

The Initiative supported Bauchi and Sokoto states MoE/MoBSE to conduct a two-day SEA data gap workshop with the core team of the SEA SWG. The meeting focused on the sustainability of the SEA process, reviewed the SEA training, and answered lingering questions on the process and analysis from the SWG members while working them through the process and timeline for each step. The overall objective was to strengthen the capacity of the SWG in SEA planning, work plan development, and budget for the effective conduct of future SEAs.

After eight years of continuous engagement with the state on SEA, the narrative is changing with the leadership of the Honorable Commissioner of Education (HCE) that has used the reports to drive and inform planning, resource allocation, and performance

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monitoring processes. At this point, the SWG was well informed on SEA and capable of taking it forward. Through sustaining the SEA activity, the state will be provided with adequate data-driven evidence to re-direct education expenditure planning to enhance performance, thus increasing reading scores.

The Initiative hosted a ToT for the SEA State Working Group on data capturing, disaggregation, and expenditure tracking in planning for the state-sponsored SEA in 2021. The three-day virtual training was aimed at ensuring sustainability and continued use of the SEA to support evidence-based policymaking at the end of the NEI Plus project. The virtual training, conducted on Microsoft Teams, was attended by 13 SEA core team (Bauchi: six males: one female, and Sokoto: six males) drawn from the state Ministry of Education, SUBEB, SAME, and Ministry of Budget and Economic Planning (MBEP). It was recorded with the consent of the participants shared with those who could not participate in the meeting. The training materials and previous SEA reports were shared with the participants before the training to ensure active participation and engagement during the training. The content of the training includes the review of the SEA methodology, challenges in data collection, analysis, and how to collect in-depth data on questions of interest for policymakers. Outcomes of the three- day virtual training were:

• Framework document areas that required review were identified and updated

to accommodate new data. Areas modified include defining boundaries and classification, financing sources, and financing agents and providers.

• The session on the review of strategies to update SEA data collection tools and resolve data collection problems helped strengthen the capacity of the SWG on techniques and strategies to be applied during data collection. The SWGs were able to identify their weakness and strength during this exercise.

• The Technical Assistance Teams (TATs) exposed participants to techniques of report writing, analysis, analytical table shells, and how the SWG can analyze data using evidence-based analysis and presenting fact sheets.

• The participants agreed to have state-level engagements with the Honorable Commissioner, MoBSE, Executive Chairman, SUBEB to intimate them on the need to conduct SEA V in the state.

• It was agreed that the SWG under the auspices of the Ministry and supported by the Initiative should conduct a courtesy visit to states’ Houses of Assembly to advocate for the conduct of SEA V and pave way for the dissemination of SEA IV to state Governors.

• There was a request for the TAT to support the development of an all-inclusive SEA Budget by the SWG for domestication to meet the state context.

Sub IR 2.2 State/LGEA systems for development, approval, and distribution of decodable readers, teacher guides, and supplemental materials for EGR instruction improved and implemented

The Initiative made good progress during the reporting period toward the development of EGR TLM. A series of virtual workshops yielded texts and lessons for P1-P3 pupils’

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books in Igbo and Yoruba. NEI Plus provided data, technical support, and trained facilitators for the two 15-day workshops. See below for details of these and other activities under sub-IR 2.2.

Materials development workshop for EGR P1-3 TLM in Igbo and Yoruba (Ka Anyi Guo! and Jẹ ká kawe!).

Before the development of the TLM in Year 5, the Initiative engaged international consultants with the Summer Institute of Linguistics (SIL) to 1) determine the order of letters and other graphemes in Igbo and Yoruba, working remotely while using SIL Symphony software; and 2) lead development of the instructional scope and sequence for Igbo and Yoruba, respectively with the support of local experts. Two consecutive four-day workshops to train these consultants on the use of the scope and sequence took place immediately following the scope and sequence development workshops. In addition to the complete scope and sequence for each language, SIL also provided input to the templates for developing pupil’s books and teacher guides, one for each of the three grades in each language. These inputs guided the text and materials development using the letter order provided in the scope and sequence.

Following the completion of the scope and sequence, the project experts developed agenda, handouts, and other materials to guide the development of the TLMs. The Initiative also recruited 59 Igbo and Yoruba experts to serve in the role of text (decodable text and grade-level, read-aloud stories) writers. This ongoing series of activities aim to develop the estimated 528 total texts for P1-P3 Igbo and Yoruba within four to six weeks, as well as enough lessons to field test, following this first phase of TLM development.

The Initiative organized a series of virtual workshops to develop TLM for EGR instruction in Igbo and Yoruba, respectively, for P1-P3 during the reporting period. The activities brought together a combined total of 80 people (48F, 32M) to participate in the two 15-day Igbo and Yoruba TLM workshops. This figure included TLM consultants, text writers, and government partners at both federal and state levels who formed advisory and editorial boards for each language.

The Igbo and Yoruba TLM workshops together yielded 380 read-aloud stories and 133 decodable texts, 7000 vocabulary words, and 180 lessons in P1-P3.18 These outputs all follow the themes of the national curriculum.19 The work completed during the reporting period included Pupil’s Book content for P1-P3, following the Mu Karanta! and Let’s Read! model.

Scope and sequence issues briefly delayed the development of P2 materials in Yoruba, shortly after the 15-day workshop. The delay was due to the length and complexity of the Yoruba alphabet when compared with Igbo, which required a modified design

18 Stories, decodable texts, and lessons are in the draft stage and currently under review and revision. See details below. 19 Including STEAM, SEL, and Nigeria’s national socio-economic development goals.

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approach to introduce all the characters in P1 and P2. However, the TLM team was able to revise scope and sequence documents, reconfigure templates, and re-work P1 texts to quickly address these issues. Both activities are now on track toward completion of all TLM, as planned.

Protocols established for whole and small group work contributed to the success of the two workshops. The Initiative also trained lead TLM consultants to serve as facilitators, organized dry runs (i.e., simulations) of workshop sessions in advance, organized frequent planning meetings, and provided an orientation on the use of the internet platform to all participants. NEI Plus monitored participation via internet logs, the platform chatbox, frequent group exercises (e.g., writing decodable texts), and daily participant surveys. The Initiative set specific targets for text and lesson production as well, for both grade-level working groups and individual TLM consultants/writers. The TLM consultants and text writers also completed an initial review in their grade-level working groups at the end of each workshop, supported by the Igbo and Yoruba editorial boards, respectively.20

Support SUBEBs and LGEAs to distribute and monitor TLM delivery and accessibility in schools

The Initiative supported the Bauchi state SUBEB to print and distribute a total of 114,00017 copies of P1 Mu Karanta! Pupil’s Books for Terms 1, 2, and 3 to non-intervention LGAs during the reporting. This effort supports the expansion of the Initiative’s highly successful EGR program to improve learning outcomes across the state. All LGA stakeholders, including TWG members, community groups, and RAN supported the distribution of P1 TLMs down to the school level. SSOs played a major role in monitoring the process to ensure relevant materials earmarked for each school reached the beneficiaries before the start of the school year. Additionally, 4,816 copies of P1 Teacher’s Guides for P1, 2, and 3 (totaling 14,448) to 3,346 teachers were distributed to 1843 out of 1847 schools in the 10 intervention LGAs.

As part of the Bauchi government’s commitment to providing 70%18 of the TLM needs for the year, the SUBEB procured 1,307,286 copies of Mu Karanta! P1-3 Terms 1-3 and Let’s Read! P2-3 for Terms 2-3 at the end of Q1 The SUBEB also procured an additional 800,000 copies of TLM for non-intervention LGAs. This figure includes approximately 62,000 Mu Karanta! TLM for P1 under the BESDA initiative.19

Sokoto SUBEB has approximately 52,000 TLM (Mu Karanta! and Let’s Read)20 for the ten Initiative-supported LGAs. The quantity of TLM to be provided by the state represents about 30% of the total required for the 2019-20 academic year. Although this figure constitutes less than half of the state’s commitment under the Initiative,21 it is by far the greatest quantity of TLM the state government has contributed to the total need in a single year of the program. The state has also procured 65,235 copies of Mu Karanta! TLM for P1 pupils and teachers under the BESDA initiative.

20 Composed of representatives of key parastatal organizations: UBEC, NCCE, TRCN, NIT, NINLAN, and the NERDC. Led by NERDC curriculum experts in each of the two languages.

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The Initiative utilized technology for effective and efficient allocation, distribution, and reporting of usage and uptake of TLMs in formal schools and NFLCs. As part of ensuring sustainability, it integrated its mobile-based TLM Track-N-Trace book distribution system into the Local Education Monitoring Module application for SSOs. The LGEA SSOs used mobile devices to distribute, track, and report TLMs delivered and allocated to pupils in their respective schools under their routine supervision. This improved strategy helped to ensure the effective and efficient distribution of TLMs. The TLM tracking data is transmitted in real-time to the Initiative TLM dashboards accessed by the State and LGEA Technical working groups and NEI Plus M&E component for reporting.

The project teams distributed Mu Karanta! and Let’s Read! TLM during the reporting period. The Bauchi team distributed 127,646 copies of Mu Karanta! materials for P1-3 and 93,816 copies of Let’s Read! materials for P2-3 for Term 2. The state team used tablets and shipment notes to track the delivery of the materials down to the school level. Additionally, the Bauchi SUBEB complemented the quantities of materials that NEI Plus delivered by printing 243,220 copies of termly Mu Karanta! and 157,493 copies of Let’s Read! materials across the ten programs supported LGEAs.23 This brings the total of the TLM printed and distributed to the ten LGEAs to 370,866 copies of Mu Karanta! and 251,309 copies of Let’s Read! materials, respectively. 21

The Education Secretaries (ESs) and Caretaker Committees of each LGA further supported the distribution by leveraging N350,000.0024 (972 USD) to support SSOs to track delivery of the TLM to all schools across the ten LGEAs. The Initiative provided funding support for the payment of transport allowances to Headteachers in Sokoto to collect and deliver the TLM to schools in the ten LGAs. SSOs tracked the distribution of the TLM (using GPS technology). The GPS technology allowed the Initiative to verify schools that received the materials against project mapping, to ensure that the books reached their intended destination.22

The Initiative supported the SUBEB to distribute a total of 243,188 copies of Mu Karanta! TLM and 154,033 copies of Let’s Read! to schools in the Initiative-supported LGAs. However, this was not without some challenges. First, the consolidated TLM arrived in the states six weeks later than expected. The delay was due to the lack of information from both SUBEBs about the quantities of materials that each state would provide. However, the Bauchi state government provided 70% of the total TLM needs, as required by the Memorandum of Understanding (MOU) it signed with USAID.23

21 Mu Karanta! TLM was distributed to P1-P3, whereas Let’s Read! TLM went to P2 and P3 only, which explains the difference between quantities of TLM distributed in Hausa and English, respectively. 22 The state-level teams used the tracking data to identify LGAs and schools lacking in TLM, due to several factors, including inaccurate school census data reporting at the local level. The teams then worked with state and LGA. officials to re-distribute TLM, accordingly. See below for details. 23 Bauchi SUBEB reportedly used the initial agreed-upon target of 70% percent of the total TLM needs in the Initiative supported LGAs to guide its printing procurement, according to the Initiative’s Bauchi state team. Calculations made by the Initiative’s reading component has confirmed this figure, based on the total projected quantities needed. officials to re-distribute TLM, accordingly. See below for details.

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Second, LGEA and local (i.e., school) officials did not, in all cases, provide complete and correct data on the quantities of materials required. For example, some LGAs in Bauchi (e.g., Itas Gadau) overestimated the quantities required. These miscalculations have left schools in some LGAs short on materials, while other LGAs have a surplus. Third, and finally, the COVID-19 pandemic interrupted the re-distribution of the consolidated versions of Mu Karanta! and Let’s Read! TLMs. The project teams have already put in place plans to correct any TLM shortfalls in the affected LGAs.24

Support 2018/2019 Annual school census processes

The Initiative designed a virtual ASC data validation protocol for use in the 2019/20 ASC enumeration. The validation protocol is the technical value-added by the Initiative to the cycle of the ASC in the country. The NEMIS unit of the FME adapted the validation reports of 2017/18 and 2018/19 academic sessions of Bauchi and Sokoto states. The virtual protocol guide was shared with the NEMIS unit of the FMoE for review and process integration.

The project team supported the state data managers in the data cleaning and consistency check process of the 2019/20 ASC database. The mentorship prepared intervention states to access Disbursement Linked Indicator four (DLI4) of the BEDSA rewards and use the data to inform planning in the sub-sector. The project led the trend analysis of two years of data to ensure that the data collected at the school level comply with the realities at the state and the LGEAs. The technical support provided a heightened technical capacity of EMIS officers, improved the credibility of the ASC data in the state, and increased the data precision rate. This was evidenced by the data precision rate of 97 percent as recorded during the validation exercise in a sample of 400 schools across the two states.

Support the development of 2020-2022 MTSS/MTBESP document using the Budget Planning Tool (BPT)

The Initiative developed a functional strategic document and state action plan that incorporates the project thematic unit-costed activities with departmental responsibilities to ensure sustainability. The Initiative supported the government of Bauchi and Sokoto states to review the existing 2017-2019 MTBESP and produced the 2020- 2022 MTBESP using the automated BPT in a 5-day joint workshop. The product of the workshop was a three-year rolling MTBESP document (Annual Implementation Plan (AIP) and the Departmental Work Plan (DWP)). The three priorities are, access, quality and inclusiveness, and management of basic education using the state-approved education budget envelope. In attendance at the workshop were 39 participants (Sokoto (17m 2f) Bauchi (18m 2f)) drawn from the state education MDAs, MBEP, state colleges of education, state planning commission, and development partners.

The UNICEF strategic planning unit participated in this workshop thereby improving collaboration among development partners. This led to the harmonization of

24 See above.

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development partners’ support in the state action plan document and reduced overlap and wastages.

The EMIS staff of the Planning Department in the SMOE, SUBEB, and SAME led the use of BPT to develop a Medium-term Basic Education Sector Plan (MTBESP). These state technical staffs have developed considerable skills in the development process and took ownership through cost-sharing. This was evident as the state technical lead led the MTBESP narrative workshop funded by the UNICEF. The MTBESP workshop was led by the state task team with technical support from the Initiative. Having built the capacity of states, the technical teams will henceforth lead the review and development process of the MTBESP. This will reduce the turn-around time for the development of the MTBESP and ensure the sustainability of the project.

Technical support to the reactivation of TMIS application in the state (Training needs and deployment)

The Teacher Management Information System (TMIS) is a software designed to integrate information related to the management of teachers in a comprehensive, accessible, and timely way to users. The governments of Bauchi and Sokoto states requested support in the area of TMIS. The Initiative organized a 4-day workshop with high-level policymakers and education managers to support this effort.

TMIS Overview and Process Review workshop: A separate one-day overview meeting was held in Bauchi 19 (17m, 2f) participants, and Sokoto 17 (16 m, 1 f) participants. The overview meeting was aimed at acquainting the policymakers, policy influencers, and high-level education managers on the functionality of TMIS and how the application can reduce wastages in teacher management. The TMIS management leveraged the skills and human resources available in the EMIS unit of the states. This is because the EMIS teams in both Bauchi and Sokoto states are already familiar with the NEI Plus supported Education Management Packages and are best suited to provide backend support for the TMIS package. TMIS process review session organized in the states had 31 (29 m, 2f) participants in Bauchi state and 22 (21m, 1f) participants in Sokoto state. The participants were directors, heads of units, and data managers of the education MDAs. The objectives of the process review workshop were to align the teacher's data validation instruments with the TMIS application data fields and update the database with the secondary school teacher's information. The TMIS application is finalized and deployed online for use in the state to manage the teacher’s profile. The utilization of the application will support the state government’s efforts in the reduction of ghost teachers on payroll and provide ready data on teacher's needs and deployment in the state.

As part of the Initiative’s mandate to strengthen government systems, the project partnered with Value Minds to conducted a high-level stakeholder meeting with the Commissioners, SUBEB Chairmen, TSB management, and the education Secretaries to acquaints the state on the functionality and developmental process of the TMIS application. The stakeholders’ engagement was proceeded by a 2-day virtual meeting with the technical staff of the education MDAs. The workshop aimed at validating the reviews done on the TMIS software before the finalization of the application and

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uploads to the web server for public use. In attendance at the meeting are 17 participants (16 males: 1 female) drawn from the state Education MDA’s. The workshop assigned a role and responsibility to the education MDAs on the utilization of the application and funding sources for the line items. The SUBEB and SMoE had dedicated a unit in the PRS department and appointed a desk officer to manage the TMIS application.

Support SUBEBs/MOE to develop, field test, and validate scope and sequence, Teach- ers Guides and Big Books for P1 English

NERDC and the RTWG of both states reviewed and approved the draft teacher’s guide and set of Big Books during a 5-day workshop. Following this workshop, the Initiative carried out an additional field testing of ten P1 English Big Books. Feedback from validation and field testing informed further revisions of the 15 Big Books and the Teacher Guide (TG) working with illustrators and graphic artists. The illustrators and graphic artists have since revised all 15 books and the project team in collaboration with NERDC has revised the written text of each book based on the outcome of this second field test. The project will organize a webinar to formally introduce the materials and submit them for government validation. The webinar is scheduled to take place in November 2020 with the participation of both USAID and the FME. The objective of the webinar is to handover, promote government ownership, and the eventual implementation of the materials in school classrooms—as part of Nigeria’s national goal of achieving reading education reform and sustaining improved reading outcomes.25

2.3 State and LGEA systems for in-service training to teachers in public and NFLC classrooms in the use of the evidence-based reading materials improved and implemented

Key achievements during this period include supporting virtual Continuous Professional Development, extending the virtual workshop model to an additional 960 teachers in both states, a novel pivot due to the pandemic to continue to reach teachers. The virtual training was followed up with remote coaching and mentoring efforts by SSOs who were also part of the training. Using WhatsApp platforms and text messaging functions and tablet-based coaching and mentoring approach in various learning groups, SSOs supported teachers to apply training gains in preparation for school resumption. Teachers have opportunities to ask questions and receive constructive feedback from SSOs in their WhatsApp groups. The Initiative has printed and distributed Pre-Service Teachers’ Books and Pre-Service Student Books to 180 Teacher Education Institutes (TEIs) throughout Nigeria. Finally, the Initiative continues to provide technical assistance to selected BESDA states in developing and reviewing work plans that are consistent with Mu Karanta! (Let’s Read!) methodologies and materials.

25 Developed in response to the NERDC’s request for TLM in English to support EGR instruction in the language from P1—and pupils’ eventual transition to English as the medium of instruction in P4.

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Support SUBEB to provide two, four-day EGR training workshops to teachers, using video/ audio tools

The Initiative supported Bauchi and Sokoto states to test a two-day virtual continuous professional development (vCPD) workshop model using Android-based devices and Zoom/WhatsApp. A total of 190 teachers, 20 SSOs, and MTs took part in the EGR training activity. NEI Plus extended the virtual CPD workshop model to an additional 770 teachers, for a total of 960 teachers participating in the two states. However, the number of teachers equipped with Android-based devices in each state is limited; only teachers who had these devices were able to participate. The model included an SMS- based survey as well as pre-and post-tests. The survey gathered data on coverage and participation in the Mu Karanta! radio lesson program in both states.

As with the virtual TLM development workshops, the project drafted clear protocols to guide the participants during the virtual CPD activities. Although the workshop was well-received by participants, response rates for the SMS survey were low at less than 20%. Workshop participants also expressed some frustration with the SMS platform and message format. Participants reported that the messaging platform was less interactive than the Android-based platforms and thus made it difficult to respond to the training content in real-time.

The Initiative developed content and a new CPD delivery mechanism to reach more teachers more effectively. The mechanism combines SMS and IVR platforms to deliver professional development content to all teachers via their cellular phones, at no cost to them. NEI Plus will test this cost-effective mechanism to determine which configuration may provide an acceptable level of coverage and response rate. The mechanism will also provide much-needed data to support the planned school re- opening.

EGR approach-based training for the MTs and SSOs

The Initiative is focusing on the establishment of a sustainability mechanism for the full development of teacher quality. One key activity completed during this year in Bauchi was an EGR approach training for 25 MTs and 323 SSOs (308m, 15f) on teaching strategies. Key strategies emphasized were pair work, pupil engagement, and re-teaching. An additional training program was conducted by Bauchi SUBEB in the BESDA LGEAs to 246 SSOs on coaching and mentoring strategies using NEI Plus Master Trainers and materials. The training was aimed at equipping the SSOs with skills in-classroom observation. In November 2019, the SUBEB also trained about 3,386 early grade teachers on the EGR approach in nine of the non-intervention LGEAs to improve pupil performance on EGR across the non-intervention LGEAs using BESDA funds.

Support the quarterly coordination meeting between BESDA and NEI Plus technical team

Under an expanded scope for NEI Plus, the project provided technical assistance to selected BESDA states in developing and reviewing work plans that are consistent with Mu Karanta (Let’s Read) methodologies and materials. The technical assistance

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provided to the six supported BESDA States namely: Borno, Bauchi, Ebonyi, Gombe, Sokoto, and Yobe, in the preparation of their year 1 work plan and for onward submission to UBEC.

To sustain the progress made, the NEI Plus ensures quarterly coordination meetings between the NEI Plus and the BESDA technical team of the six supported states. The participants at the meeting are the BESDA implementation team, the World Bank, and UBEC representatives to promote synergy and strengthen the partnership. The fall-out from the meeting resulted in a round table meeting with the Sokoto team to peculiar challenges of sustaining a smooth broadcast of Radio/TV learning opportunities. The takeaways in the round table were:

UBEC has informed states to apply for the sum of seventy million Naira (175,000USD) to cushion the effect of COVID-19. The sum is to be shared as follows: thirty million (75,000USD) for radio/TV education program, thirty million (75,000USD) for teacher training on new normal and protocol, and ten million Naira (25,000USD) for procurement of COVID-19 preventive and sanitation equipment. The NEI Plus is to support the states in ensuring that the money earmarked for the TV /Radio program is accessed.

World Bank - BESDA invited NEI Plus to participate in their midterm review in August 2020, and the focus is on respect of COVID-19 and palliatives to states. States are advised to use state funds to implement activities and claim reimbursement from BESDA but based on results.

The Sokoto BESDA management team will ensure effective documentation, records, and data quality during activity implementation and in preparation for reimbursement by BESDA.

• UBEC has informed states to apply for the sum of seventy million Naira to

cushion the effect of COVID-19. The sum is to be shared as follows: thirty million for radio/TV education program, thirty million for teacher training on new normal and protocol, and ten million Naira for procurement of COVID-19 preventive and sanitation equipment.

• World Bank - BESDA invited NEI Plus to participate in their midterm review in August 2020, and the focus is on respect of COVID-19 and palliatives to states. States are advised to use state funds to implement activities and claim reimbursement from BESDA but based on results.

• The Sokoto BESDA management team will ensure effective documentation, records, and data quality during activity implementation and in preparation for reimbursement by BESDA.

• Sokoto states to recruits 2,000 teachers and post across grades in the basic education sub-sector to address the shortage of teachers in the schools.

• The 2020-2022 MTBESP document developed with the state should be made available to UBEC and World Bank in other to access the reward of the affected disbursement link.

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• NEI Plus will support the state in the archiving protocol and procedures for all TV/Radio content produced during the COVID and post-COVID period.

Support SUBEB to provide coaching/mentoring and monitoring of EGR teachers, SSOs, and

A three-day training for EGR coaches was organized in Sokoto in each of the ten Initiative-supported LGAs for 367 (335m, 32f) SSOs. Bauchi organized its training of coaches that same month; 343 SSOs (331m, 12f) participated in the training, representing the ten LGAs in Bauchi. The training activities featured a review of EGR teaching strategies, including pair work and re-teaching. Training sessions made use of new classroom video segments on EGR instructional strategies, which were produced at the end of PY4. Demonstration and practice sessions, including how to conduct effective classroom observations and provide constructive feedback to the teacher, were an integral part of the training workshops in both states.

Workshop facilitators administered pre-and post-tests at the start and end of the training activities, both to support participants’ learning and to evaluate the workshop’s effectiveness. The results showed some improvement in the participants’ knowledge and skills in EGR and coaching. In Sokoto, for example, the test results showed some improvement (about 10 percent) in the participants’ understanding of constructive feedback and the importance of frequent, regular coaching to support EGR instruction. However, the test results indicated that some training participants may not have fully understood the concept of re-teaching as a tool to support learning. The test also revealed that participating teachers did not recognize the need for some learners to receive added support. Although the test results showed some improvement in teachers’ understanding of these topics,26 more attention will be needed during any future training activities to address these gaps in teacher quality.

Significant training had been provided to non-ICT equipped SSOs to provide additional support to meet the requirements of the pandemic. This follows the project team’s concerns about training losses as a result of the school shutdown and the lack of opportunities for teachers to continue applying and building upon their developing EGR instructional knowledge and skills in the classroom. The resulting training model provided the support teachers and coaches needed to minimize these anticipated training losses due to school closures. The virtual training thus helped to reinforce the existing EGR knowledge and skills teachers had gained through training and coaching support that the project had provided before the closure.

The Initiative also supported the SUBEB of Bauchi and Sokoto to provide a four-day training workshop on EGR to teachers in P1-P3. In practice, support means that the SUBEB provides the resource people—SSOs, MTs—that provide the training. SUBEB officials (e.g., Director of Quality Assurance) observe and oversee the activities, with

26 Classroom observations and other project data indicate a lack of effective teacher preparation at the pre-service level, among other issues contributing to the teacher quality gap. See EGRA midline report for details.

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technical guidance from the NEI Plus team. In Bauchi, a total of 5,035 (3,505M and 1,530F) participants took part in the workshop—including headteachers and teachers. There were 184 SSOs who took part in the training while 20 MTs facilitated and supervised the training activities. Local officials organized the training activities in the three rounds in a total of 39 school clusters in January 2020.

The Sokoto team supported the SUBEB to train MTs and SSOs on EGR in January 2020 as well. The local team supported the training of 158 (145M, 13F) MTs, SSOs, and RTWG members, who helped to supervise the training activities. The team also trained 3,205 teachers (2466M, 739F) during the reporting period.

The Initiative had provided one of two, planned EGR training workshops to teachers in Bauchi and Sokoto in Q2. The second planned training workshop did not take place due to the pandemic.

Virtual continuous professional development activities thus provided some measure of support to EGR teachers and coaches during the reporting period. Pre- and post-test results from the training indicate that participants appreciated the virtual training opportunity. All participants who took part in the virtual training activity reported having benefitted from reviewing techniques that had previously learned via the Initiative to teach reading skills, such as letter-sound knowledge, during the training.

Virtual Continuous Professional Development (CPD)

As part of its COVID-19 pivot response, and in response to state government requests to provide support to teachers and SSOs, the Initiative also provided vCPD activities using two internet platforms to a selected number of teachers, MTs, and SSOs. Bauchi and Sokoto state project teams each tested the new, CPD model during the reporting period. There were high levels of participation among SSOs and teachers in both states. The activity used Android-based internet platforms (WhatsApp and Zoom applications) and SMS to reach teachers in each state. MTs in Sokoto, supported by the state’s Reading Team, helped to develop the content for the two-day training model. A total of 105 teachers, MTs, SSOs, and other LGEA officials (70M, 35F) participated in Bauchi state’s vCPD test which took place in June. There were 89 teachers out of 100 teachers registered who took part—51 via WhatsApp platform and 38 via SMS—across all 10 Initiative-supported LGAs. A total of 61 educators (39M, 22F) participated via WhatsApp, while 44 (31M, 22F) took part using SMS. The two-day training included sessions on teaching letter names and how to organize learners in pairs to improve the quality of engagement in reading activities. An additional 360 teachers are registered for the next phase of the training. Sokoto held its test later that same month, with 95 teachers (50M, 45F) and 10 (9M, 1F) MTs and SSOs from all 10 LGAs participating. Both states organized the training activities in cohorts (i.e., clusters) of 10-25 participants.

Data gathered during pre-and post-tests (via a survey) revealed high marks from participants on the quality of the content and organization of the training activities. However, although all participants were familiar with the platforms they used, they

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were all new to virtual training. Internet connectivity varied as well. Fortunately, both state teams had benefitted from lessons learned during the successful virtual roundtable meetings held by the Igbo/Yoruba TLM development team in May. As a result, the two-state reading teams had developed clear protocols to guide the participants during the VCPD activities. The teams also limited the amount of training content and provided clear, step-by-step instructions to the MTs who facilitated the virtual training activities.

The two teams have developed an SMS protocol to limit the length of messages to teachers based on the outcome of the vCPD test. This training platform will now allow interaction between participants and facilitators while providing more equitable participation. Unlike WhatsApp, Zoom, and other Android-based ICT platforms, SMS is available to all teachers who are equipped with a cell phone. The technology will also allow teachers to take part in training activities without them incurring any costs, which might otherwise discourage participation.

Support SUBEB to provide two, 3-day training of MTs to train (non- ICT equipped) SSOs on coaching/mentoring and monitoring (see Activity 2.3.2.7)

The Initiative supported SUBEB to provide coach training to MTs in Sokoto. These MTs, in turn, stepped down the training to SSOs in project locations/LGAs in both states. A total of 39 (M,23, F13) MTs from Bauchi 22(M,12, F,10) and Sokoto 17 (F,3, M,14) converged in Sokoto for the training. The purpose of the training was to address gaps identified in SSOs coaching knowledge and skills. Therefore, MTs were trained on EGR, classroom observations, and coaching. As part of the Initiative’s two-phase approach in conducting training which “coach” and support SUBEB partners during the initial set of training in Q1 PY5, representatives from SUBEB teacher professional development and Quality Assurance departments were part of the training. This two- phase approach, when combined with regular, joint monitoring visits to schools between SUBEB and NEI Plus personnel, will further ensure the sustainability of EGR inputs and outcomes beyond the life of the Initiative.

Support SUBEB to select and provide two, 4-day ICT-based training workshops on coaching/mentoring and monitoring to MTs (replaces 2.4.1.26)

The Initiative’s reading team has expanded the use of ICT tools in Bauchi and Sokoto from an initial 100 participating SSOs to a total of 450 SSOs trained and equipped with tablets during the reporting period. Based on data gathered during the initial phase of the ICT-coaching strategy’s implementation, the tablets enabled the SSOs (i.e., as EGR coaches) to effectively monitor and support teachers while providing accurate, reliable data on teachers’ EGR performance28 in real-time. Further, increasing the number of tablet-equipped SSOs provides for improved coverage of NEI Plus-supported schools while providing tablet-based tools (e.g., classroom video segments) to stimulate teachers’ engagement around EGR instructional practice in the schools visited. Tablet-equipped coaches now represent 58 percent of the total number of SSOs in the supported LGAs across both states—a 350 percent increase over PY4. The Initiative introduced the additional tablets to promote further expansion of tablet-based coaching across the two states, using the information gathered to support the decision-making

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process.27 The aim was also to dramatically increase teacher support to improve the quality of instruction and thereby affect EGRA end-line scores.

A total of 479 (438m, 41f) SSOs and MTs participated in the training, which took place in both states in February and March. Each state team organized two rounds of training to reduce the number of participants per training group and improve the quality of the training provided. There were 241 SSOs (225m, 16f) who took part in the pieces of training in Bauchi, which represents 96 percent of the total expected. A total of 238 (213M, 25F) SSOs and MTs in Sokoto participated in the ICT-based training in two rounds, with five LGEAs per round. This figure surpassed the anticipated 200 SSOs and MTs by 14 percent.30 The results of the pre-and post-test administered during the training activity showed improvement in participants’ level of coaching knowledge and skill. For example, participants’ understanding of good teaching models (e.g., pairing pupils to enhance learner engagement) and their awareness of the value of real-time data both increased. However, additional support on the use of the classroom observation tool is needed. Participants also show improvement in their understanding of how EGR teaching techniques contribute to improved EGR outcomes.

Tablet-equipped coaches now represent 58 percent of the total number of SSOs in the supported LGAs across both

states—a 350 percent increase over PY4.

Support SUBEB to update teacher validation and register teachers before EGR training for teachers

The MEAR unit supported the Reading Unit with pre-registration of teachers in formal schools for the teacher training planned for December 2019 to January 2020. Only teachers that were not captured during the previous teachers’ training pre-registration were captured at this point. The innovative approach depends on a highly advanced artificial intelligence algorithm in its application flow to detect and prevent duplicate teacher validation, ensuring that persons who are not valid teachers are not allowed to register for the teacher’s training. The system generates a unique 5-digit Teacher Training Code for each teacher to use for all subsequent teacher training. This code allows for the tracking of each teachers’ professional development training received. The application features include duplicate entry prevention, unique ID, on-screen signature, GPS tracking, real-time tracking, dual photo capture for daily attendance, and morning and evening attendance.

27 The Initiative will present the outcomes of the tablet-based coaching support effort to government partners at project closeout.

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As part of the efforts of sustaining project activities at the end of the NEI Plus project, the Initiative trained SUBEB LGEA QA officers in using the system to validate and record teacher’s attendance in both states. The Bauchi SUBEB has recently relied on and utilized the data and reports generated from the use of this innovative system to plan and initiate recent teacher data validation activities. The systems have also been adopted in the recent validation and training of 1,000 learning facilitators recruited to teach in 1,000 NFLCs in cohort 5.

The teacher validation process that the Initiative initiated has been one of its most successful innovations to date. Over 1,500 teachers in grades 1-3 in Bauchi and Sokoto did not meet the criteria to qualify as participants in EGR training activities, which the Initiative organized later that same month in both states. Teachers who did not fulfill the minimum requirements to be classroom teachers thus were unable to take part in the training. This innovation brought about three outcomes. First, the Initiative did not pay unnecessarily for the excluded teachers’ travel and other costs associated with their participation. Second, the practice of teacher validation sensitized SUBEBs and LGEAs officials, headteachers, and EGR teachers themselves to be accountable for the quality of teaching and learning (i.e., EGR learning outcomes). Third, the validation exercise encouraged SUBEB and LGEA officials to review teachers’ status in their systems and provide more accurate record-keeping. These actions thus have further reinforced new and existing systems (e.g., TMIS).

Once again, Bauchi and Sokoto state teams succeeded in organizing teacher validation exercises. The teams organized these activities immediately before EGR teacher training, which took place in January 2020. In Sokoto, the process targeted 477 teachers, of which 410 passed validation. The Bauchi state team was able to validate 636 of 1,036 teachers who did not qualify to participate in the preceding teachers’ training held at the end of PY4. Both state teams had the full support of the SUBEB, which has now demonstrated a much-improved capacity to verify teacher-related data and facilitate the validation process.

Collaborate with NCCE and COEs to develop pre-service EGR syllabi and instruction courses

The NCCE requested the Initiative’s support in the dissemination of pre-service training to all the Colleges of Education in Nigeria. This was envisioned in three stages. First prepare the training, second train MTs and, third to train representatives of all 180 Colleges of Education through six ‘hub’ training. In the first step, the Initiative supported a three-day planning meeting in January 2020 for eight MTs from the four NEI Plus partner TEIs 31 to design the workshop. Second, the Initiative’s reading team and MTs facilitated a 5-day workshop for 45 participants- 20 NCCE EGR Task Team officers and 25 teacher educators (TE) representing 24 Colleges of Education from each of the six geo-political zones of Nigeria and all 36 states. The goal of the workshop was to expand and implement the NCCE’s new minimum standards for early grade reading using content from the successful NEI Plus EGR graduate course.

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The Initiative has printed and distributed sample copies of Pre-Service Teachers’ Books and Pre-Service Student Books to 180 TEIs throughout Nigeria. These materials support the implementation and full integration of the new standards for preparing pre-service teachers to teach EGR in schools and classrooms across the country. The NCCE and participating COEs are supporting the costs of training and implementation, including re-printing of adequate quantities of TLM for their respective staff and students at COEs nationwide.28

Collect data for end-line assessment of EGR in TEIs

The Initiative postponed TEI end-line data collection due to the COVID-19. However, the Reading Team had developed all instruments, with STTA support, by March 2020 for planned data collection to hold within the extension period. The STTA team will train and supervise local enumerators to collect the end-line data.

The Initiative supported the development of a new data collection plan and revised methodology for TEI end-line data collection. The methodology includes a health and safety protocol for enumerators to minimize the risk of coronavirus transmission during data collection activities. These activities include an individual survey, FGDs, and classroom observations at the four partners TEIs—if COEs re-open in time. Data collection is planned for December 2020. Meanwhile, the TAT will train and supervise local enumerators to collect data following the new protocol, pending approval from USAID. The Initiative will train enumerators to facilitate FGDs either face-to-face or virtually, using one of several possible internet platforms.

Develop and produce communications tools (e.g., radio journals) to promote and sustain PLC-based community outreach activities

The Initiative has suspended all remaining workshops and other community outreach activities in favor of other efforts to support improved pre-service teacher education systems. However, since the pandemic, the project has focused its attention increasingly on the completion of research activities, data analysis, and reporting. This includes the Non-Formal Education (NFE) EGRA, mainstreaming study, and TEI end-line (see above).

2.4 LGEA systems for monitoring/coaching in-service teachers in EGR instruction improved and implemented

The Initiative had requests for specific high-profile system strengthening interventions in PY5. This is an indication of ownership by the states and a desire for sustainability. For example, the Bauchi state Teachers Service Commission (TSC) and Sokoto state Ministry of Education have requested the review of NEI-developed Teachers Recruitment and Deployment (TRD) policy, giving assurance of its eventual utilization and sustainability.

28 Based on available information. Follow up is needed to assess the effectiveness of this training and dissemination effort.

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Support SUBEBs and LGEAs to revise the EGR (Mu Karanta! Let’s Read!) mentoring and coaching visit schedule with LGEAs (use PQAOs and SSOs as coaches)

In collaboration with the LGEAs, the Initiative supported the review of the Term 1 (October – December 2019) and Term 2 (January – April 2020) mentoring schedules. For both terms, the Initiative’s technical team supported SSOs to schedule 10-13 visits per month to all the schools under their supervision. The LGEA and Initiative possess copies of the SSOs schedules for their respective LGEAs. A total of 525 mentoring visits were conducted by 50 SSOs who were equipped with tablets for mentoring and coaching. During each visit, the SSOs observed Mu Karanta! and/or Let’s Read! complete lessons and gave feedback to the teachers. Each SSO made 10-13 visits29 per month to all schools under his/her supervision before the school closure in March 2020.

The Initiative trained 320 SSOs and MOE QA officers in Bauchi and Sokoto state on the use of the tablet-based school monitoring tool. The training covered the key EGR instructional delivery skills and how to use the mobile devices to conduct live classroom observation providing real-time coaching and mentoring feedback to Teachers via Tablets connected to Pico projectors and portable speakers. An activity to review the outcome of the tablet-based training and application in schools is included in the project’s workplan for the Initiative’s no-cost extension.30

The innovative use of technology in school monitoring and supportive supervision has improved the quality and frequency of school supervision. The Initiative now can access and provide insights into the outcomes and quality of instruction delivery through its real-time project dashboard for the 10-project supported LGAs in each state.31

Conduct quarterly system strengthening coordination meetings

To promote ownership, skills transfer, and sustainability, the system strengthening component conducted a 3-day coordination meeting with the Planning, Research and Statistics (DPRS)department of the education MDAs, Value Minds, and SEA consultants. The objectives of the coordination meeting were to discuss the PY5Q2 implementation of the activity with the state partners, review the activities conducted in PY5Q1, share the cost of activities implemented with the state partners and jointly develop the PY5Q2 activity concept notes/budgets for effective collaborations and common understanding. The Value Minds representative presented the Education Management Suit (EMS) at the Coordination meeting. Highlights of the coordination meeting include:

29 Based on targets of 10 schools minimum visited per month per SSO, which the SSOs themselves set in collaboration with LGA administrators and with the support of the Initiative’s reading team. Individual SSOs’ targets varied, depending on the distance between schools, road conditions, and other factors. 30 Due to the school closure, the Initiative was not able to present the outcome of these activities to the state governments. The project will instead present the result of the tablet-based training and application during closeout, including lessons learned, for eventual, state-led expansion of tablet use to observe EGR teaching, support teacher improvement, and monitor TLM and other EGR inputs. 31 The Initiative has offered to provide technical assistance support to Bauchi, Sokoto, and other states in northern Nigeria to promote wider use and eventual adoption of the dashboard tools during BESDA and the PY5 annual work planning activities. However, state SUBEBs have yet to adopt the dashboard technology.

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1. Capacity development exercise for the state partners on report writing skills. The Directors, PRS of the education MDAs now coordinates the development of activity reports in their respective organizations.

2. State partners requested support on the establishment of M&E units in the state Ministry of Education, SUBEB, and SAME. The M & E unit and the Systems Strengthening components had supported the education FDAs to establish M&E units within their organization

Present the report on ICT-based implementation in PY4 and the final SSOs coaching and monitoring framework to the RTWG and recommend scale-up

The Initiative presented the ICT-based coaching training and support model, which it first implemented in PY4, to SUBEB QA personnel during the recent training to expand tablet use in the coaching of EGR teachers in both states (see activity 2.3.2.15).

Provide continuous support to carry out and sustain coaching and mentoring support to SSOs and teachers in schools

The coaching and mentoring support strategy received another boost during the reporting period when the Initiative increased the number of tablets equipped SSOs. There are now 450 (250 in Bauchi, 200 in Sokoto) SSOs trained and equipped to use the tablet-based tools to observe and provide feedback to EGR teachers in the classroom—a four-fold increase from the 100 (50 in each state) SSOs who the program equipped with tablets one year ago.

A total of 234 trained ICT-equipped SSOs from the ten supporting LGEAs in Bauchi state made coaching visits to teachers during the reporting period. From these visits, SSOs observed EGR teachers pairing learners (i.e., to facilitate their participation), supporting pupils’ engagement during lessons, and improving time-on-task from less than 30 to nearly 40 minutes per lesson... Although these data cannot replace the program’s regular monitoring of NEI Plus activities, they do, however, provide some measure of trends in changes in practice among both SSOs and teachers over time.

Conduct quarterly System Strengthening unit coordination meetings

The Initiative had requests for specific high-profile system strengthening interventions in PY5. This is an indication of ownership by the states and a desire for sustainability. The project asks that these requests be put in official letters outlining the states’ commitment to sustainable implementation. The Bauchi state TSC and Sokoto state Ministry of Education have requested the review of TRD policy, giving assurance of its eventual utilization and sustainability.

The NEI project in 2012 supported the development of the TRD policy to guide the process, distribution, and quality of teachers recruited. The TRD document provided the opportunity to address asymmetric posting of teachers, unplanned teacher training, uneven deployment of teachers to schools, and over-crowdedness in urban schools. However, the existing TRD guidelines in Bauchi and Sokoto were rarely consulted in

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the management of teachers in the states. It resulted in irregular recruitment and posting of teachers, inconsistent training for teachers, lack of training plans, and high rates of teacher absenteeism in schools.

In Bauchi, a total of 16 (14m, 2f) policymakers, and government staff from TSC, SUBEB, Bauchi state Ministry of Education, Scholarship Board, BASAME, Bauchi state House of Assembly Commission, and Private School Proprietor’s Association attended the Bauchi TRD review workshop.

The objective of the TRD review workshop was to establish a common understanding of the TRD development process and content, update the TRD contents, identify the implementation challenges and opportunities, and develop action plans for the approval and utilization of the TRD policy. The participants formed the TRD task team and are responsible for the wider dissemination of the revised TRD. The task team is to secure funds and a legal framework for the utilization of the TRD document and ensuring the unification of the teacher recruitment process in the state.

The team agreed to seek executive approval by the last week of May 2020 from the Executive Governor. Next, the group formed sub-working groups on Implementation and Approval. The major follow-up activity is to edit the TRD document based on the recommendations and conduct advocacy with policy level MDAs leaderships. A one- day meeting will be organized to validate the revisions.

UNICEF contacted the Initiative for collaboration to scale the TRD policy document in their intervention states, starting with Sokoto. A meeting to concretize discussions was being planned but postponed due to the COVID-19 pandemic.

Sub IR 2.5 State and LGEA systems for EGR assessment improved and implemented

During PY5, the NFLC PY4 report was finalized, with statistically significant reading outcomes. For example, in Bauchi, from pretest to posttest, the mean Oral Reading Fluency (ORF) score went from 2.2 correct words per minute (CWPM) to 12.5, which is a gain of 468%. In Sokoto, the mean ORF increased from 1.4 to 10.3 CWPM, an increase of 636%. The cross-sectional analysis means test scores across all subtests show significant improvement from pre-test to post-test. The change (from highest to lowest) between post and pre-test in the 5 sub-test groups was observed in Letter dictation (Bauchi 85%; Sokoto 92%), Syllable identification (Bauchi 74%: Sokoto 75%), Familiar Word Reading (Bauchi 71%; Sokoto 63%), ORF (Bauchi 65%: Sokoto 58%) while reading comprehension (Bauchi 62%: Sokoto 55%).

Consistent with the gains in mean ORF scores, the percentage of learners meeting the fluency standard increased dramatically from 4.7% in Bauchi and 2.7% in Sokoto at pre-test to 24.4% in Bauchi and 18.6% in Sokoto at post-test. Similarly, the percentage of learners meeting the comprehension benchmark increased from 3.8% in Bauchi and 1.9% in Sokoto at pre-test to 23.1% in Bauchi and 16.1% in Sokoto at post-test. While this result indicates that 75%- 80% of learners need further progress to attain the

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expected P2 levels, it is important to note that their achievement as a whole is similar to that of formal school pupils tested at the end of P2.

These initial rates of zero scores ranged from a high of 96% for the Reading Comprehensive subtask in Sokoto, to a low of 51% on the Letter Dictation subtask in Bauchi. The percentages of zero scores decreased at post-test across all subtasks, where they ranged from a high of 79.0% (Reading Comprehension among NFLCs in Sokoto) to a low of 11.4% (among AGLCs in Bauchi on the Letter Dictation subtask).

At pre-test, zero scores were lowest in AGLCs in Bauchi and highest in AGLCs in Sokoto, where 70.7% and 90.5%, respectively, could not identify a single syllable. The percentages of zero scores decreased by over 30 percentage points at post-test across all center types in both states. Nevertheless, the percentages of zero scores at NFLCs remained over 30% at post-test, indicating that many learners still could not read a single syllable. AGLCs had the lowest percentage of zero scores at post-test, with AGLCs in Bauchi at 33.8% and in Sokoto at 42.2%.

Conduct refresher training and data Collection for mini EGRA and textbook quality for the language of an instruction transition study

During PY5Q1, the Initiative continued the implementation of the Language of Instruction Transition Study. The study aimed at collecting data on pupil reading outcomes, quality of the EGR pupil’s textbooks, and teacher guides. The collected data will feed into the language of transition study which will be used to assess and provide policy recommendations on the appropriate grade at which English is a suitable language of instruction.

A two-day refresher training of assessors on the EGRA administration was conducted in Bauchi and Sokoto states. The shortlisted assessors were re-oriented on EGRA test items, classroom observation domains, teacher proficiency reading questions, textbook quality, pupil interview questions, teacher interview questions, survey administration protocols, tracking of previously assessed pupils using the sampling sheets, tips for data solicitation, as well as planning logistics for data collection. Forty assessors were trained in Sokoto (30m, 10f) out of whom 30 (21m, 9f) were deployed for data collection. In Bauchi, 41 assessors were trained (28m, 13f) out of whom 30 (24m, 6f) best assessors were engaged in data collection. All data collectors passed the interrater reliability (IRR) test with at least 90% agreement to the gold standard. However, only the best 30 assessors in each state were deployed for data collection.

Data collection was conducted for two days in both states. In Bauchi and Sokoto, data was collected in October 2019. Assessors were grouped into 10 teams for the 10 LGEAs in each state. Each team comprised of two EGRA assessors, one class observer, and one supervisor. Supervisors were drawn from MEAR TWG (employees of SUBEBs, SAMEs, MOEs, and COEs). Each team visited two schools for data collection in two days within the same LGEA. The Reading Coordinators and supervisors coordinated data collection ensuring teams visited the right schools and all logistics arrangements were in place. At each school, twelve pupils, previously assessed, were tracked using

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the enrollment registers and sampling sheets. Sampled pupils got replaced if they cannot be tracked because of absenteeism or drop-out. One English lesson was observed in primary four in each school. The teachers whose lessons were observed also were administered a reading proficiency assessment test in Hausa and English. An interview was also conducted for the teacher to get contextual data regarding the pupil textbook and teacher guide quality.

EGRA was administered to primary four pupils who were also assessed when they were in primary one and primary two. EGRA was conducted in two schools in each of the 10 LGEAs per state totaling 20 schools (total of 40 schools).

During data collection, Inter-Rater Reliability (IRR) was integrated into the process to ascertain the reliability and accuracy of data collected by the assessors. Assessors first paired up to conduct IRR on the first child before proceeding with individual data collection. Data collection activities were monitored by the MEAR unit of the Initiative, and co-trainers. All assessment and interview data were successfully uploaded to the server daily during data collection. The Initiative MEAR team at the back end provided feedback for monitoring visits on daily basis examining the quality of data collected by each assessor.

Conduct public forum for the sampling of centers for cohort four NFLC EGRA Post test

In preparation for data collection for cohort 4 NFLC EGRA post-test, the Initiative supported the MEAR TWG to organize a one-day meeting to conduct the sampling process for NFLCs with the CSO M&E officials and the SAME in Bauchi and Sokoto states. The sampling forum is a meeting of the Education administrators from the Agency for Mass Education, CSO, and the state MEAR TWG. The purpose of the sampling forum is to show transparency in the process of selection of the centers for the assessment and to validate that all sampled centers met the agreed criteria.

Conduct refresher training for cohort four NFLC EGRA post-test

Initiative staff and MTs from the Usmanu Danfodiyo University Sokoto, Abubakar Tafawa Balewa University Bauchi, and Aminu Saleh College of Education Azare organized a two-day PY4 NFLC EGRA post-test administration training in each of Bauchi and Sokoto states, in March in Bauchi, and Sokoto. The refresher training included EGRA test items, classroom observation domains, learner interview questions, facilitator interview questions, protocols for tool administration, tips for data solicitation, and planning for data collection.

The participants, who have experienced EGRA assessors, were selected from EMIS officers and LGEA staff in Bauchi and Sokoto state. Out of the 60 trained assessors (47m, 13f) in Bauchi, 50 (38m, 12f) were deployed for data collection. In Sokoto, 60 assessors (43m, 17f) were trained, out of which 50 (34m, 16f) were engaged in data collection. All the assessors passed the Inter-Rater Reliability (IRR) test with at least 90% agreement to the gold standard. IRR was conducted on the first day of the

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training and another on the second day. The average score was calculated for each of the Assessors, though they all exceeded the ideal IRR threshold of 90%, the best 50 assessors were selected based on the average score from the IRR.

Collect data for Cohort 4 NFLC EGRA post-test

EGRA data collection was conducted in March 2020 in Bauchi and Sokoto NFLCs. Forty assessors and ten classroom observers were chosen to conduct the four-day data collection exercise in each state. Data were collected from a representative sample of three NFLCs and one AGLCs per LGEAs in each state, totaling 30 NFLCs and ten AGLCs per state.

Due to the high quality of assessors engaged in data collection, data was successfully collected with minimal issues. Most issues identified were immediately addressed as the Initiative’s M&E team checked on incoming data daily and provided immediate feedback to assessors. To ascertain reading gains for cohort 4 NFLC and AGLC learners, results of the post-test EGRA will be compared to pre-test EGRA results, which were conducted in July 2019 in both Bauchi and Sokoto states.

Support state partners to develop test item banks for Group Administered Literacy Assessment (GALA)

The Initiative organized a two-day refresher training on LEMA and GALA administration in both Bauchi and Sokoto states. The training, which was conducted from November to December 2019, targeted SSOs and LGEA EMIS Officers and LGEA SUBEB Quality Assurance Officers. SSOs are engaged in data collection, SUBEB Quality Assurance Officers are entrusted with supervisory responsibility, while EMIS Officers are responsible for supporting the management of remote data collection using tablets and data analysis. The refresher training provided opportunities for participants to do some recap of previously learned skills by practicing them and/or reflecting on their uses. The training was even more interactive than the initial training and the participants demonstrated preparedness to teach the skills to other colleagues.

The training was facilitated by NEI Plus staff and co-trainers from Shehu Shagari College of Education, Sokoto, Abubakar Tafawa Balewa University, Bauchi, and Aminu Saleh College of Education Azare. A practical approach was used during training to ensure more engagement with participants. Brief presentations were followed by simulations, role-playing, and practical sessions. Since data collection was by tablets, all participants were provided with a tablet to reinforce practice and learning. Participants were organized into groups according to their LGEAs and were paired by level experience, thus a much more experienced assessor was paired with a less experienced assessor. The pairing of assessors encouraged learning from each other and practice beyond the hours of the training. The training covers aspects of data collection using the Commcare platform, protocols for LEMA and GALA administration, managing logistics in the field, and supervision for data collection. A total of 173 education officials were trained (86 from Bauchi and 87 from Sokoto).

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The Initiative in collaboration with the MEAR TWG brought together Hausa reading specialists, English reading specialists, MTs, Hausa language and measurement experts from Universities, Colleges of Education, Government schools, and technical education administrators from Bauchi and Sokoto SUBEBs in a 5-day workshop to develop new test items for the GALA. The workshop was organized to support the states in establishing a test item bank containing multiple variants of Hausa syllables, Hausa familiar words, Hausa reading comprehension, English familiar words, and English reading comprehension. The test items will be used to assess pupils reading ability in grades 2 and 3 in formal schools.

The workshop was facilitated by NEI Plus staff and MTs from the Usmanu Danfodiyo University Sokoto, Abubakar Tafawa Balewa University Bauchi, and Aminu Saleh College of Education Azare and, reviewed the existing GALA protocols and instructions, standards, and benchmarks. These benchmarks are required for assessing reading for Grades 2 and 3 pupils. The workshop also completed a psychometric analysis of the items, lessons learned, challenges, and best practices from GALA implementation in Ethiopia and Tanzania. During, the workshop, participants were organized into groups of Hausa and English experts to create new test items following the criteria from the draft NRF outputs.

At the end of the 5-day workshop, in addition to reviewing the GALA administration instructions, three different versions of the GALA test items with multiple syllables, familiar words, and comprehension were developed for field testing. It is anticipated that the item bank will provide the implementing state’s access to a vast catalog of reliable test items for the LEMA.

Support the state to pilot test GALA test items

The Initiative, with the support of the MEAR TWG, conducted pilot testing of the new GALA test items in Bauchi state. The purpose of the pilot testing was to conduct item-level assessments to evaluate each GALA subtask as well as test the validity and reliability of the new GALA instruments for subsequent LEMA. During the pilot testing, the three versions of these instruments with different but similar sub-task items in context were administered to the pupils.

The sampling procedure for the pilot testing employed a convenience sampling approach, which contrasts with the random sampling approach used during LEMA. This was done to ensure that good schools were selected to minimize the chances of recording zero scores. The exercise intentionally selected higher-performing pupils from higher-performing schools within Bauchi, and Toro LGEAs of Bauchi state.

conducted in February for the pilot testing. Thirteen SSOs with experience in GALA administration were trained in a one-day refresher training to familiarize them with the new GALA instruments. These assessors have met the IRR requirement for data collection during the previous LEMA conducted. Assessors were grouped into thirteen teams consisting of two team members (one Assessor and one Supervisor).

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Supervisors were drawn from MEAR TWG (employees of SUBEBs, SAMEs, MOEs, and COEs), the Initiative, and participants from the GALA test item development. Each team visited one school in a day and the same schools in three days for the pilot data collection, making a total of 13 schools across two LGEAs of Bauchi, and Toro. At each school, 20 grade three pupils were sampled and administered a version of the test item, and on the subsequent days, the previously assessed pupils were tracked and administered the other versions of the new test items. The pilot test also provided an opportunity to make sure there are no typographical errors, translation mistakes, or unclear instructions that needed to be addressed.

Item Analysis

After the pilot testing, a test equating was carried out to ensure that the content of the new instruments is suitable for the target population, culturally, and age-appropriate. Test equating is a statistical process for comparing different test scores from different test forms. With test equating, equalized scores have the same meaning regardless of when and to whom the test was applied. In an event that the pupils are simultaneously given different forms of a test and the difficulty level between the forms is not equal, the individuals given the difficult test may get lower scores than the individuals given the easy test. Item analysis is an important phase in the development of test items which allows us to observe the item characteristics to evaluate the quality of test items for inclusion in the test. In this phase, Item analysis was conducted to provide statistics on overall test performance and individual test questions.

The data collected during the pilot testing in Bauchi helped to identify the proportion of pupils who responded to an item correctly and test items that might be a poor discriminator of pupil’s performance and also to eliminate bias and misleading items. During the analysis, a descriptive statistical approach was conducted to calculate the mean scores and standard deviation of the three versions of the new GALA instruments in which results showed that; they are similar and further support the comparability of the level of difficulty of the three versions.

The results obtained showed minor differences amongst the versions, to adjust these differences, item analysis was employed, to enable the identification of items that are too difficult or too easy, items not able to differentiate between pupils who have learned the content and those who have not, or questions that have distractors which are not plausible. The analysis has been shared with the test development experts, who can either change these non-discriminating items from the pool of items or modify instruction to correct any misunderstanding about the content. It is therefore imperative to know that test and item analysis provides empirical data about how individual test items and the whole test items are valid and reliable in a real test situation.

Support the state to conduct termly dissemination of LEMA results at quarterly Education Secretaries meetings

During the PY5 Q2, in both Sokoto and Bauchi states, Initiative teams disseminated LEMA results. For comparability purposes, the results presented in Sokoto were for

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term 2 and term 3 of 2018/2019, and term 1 of the 2019/2020 academic calendar. In Bauchi, the dissemination of results was based on term 2 of 2018/2019 and term 1 of 2019/2020 academic calendar, as LEMA was not conducted in term 3 of 2018/2019. The LEMA report dissemination was focused on the period when the state migrated from paper-based data collection to technology-based data collection at the beginning of term 2 of the 2018/2019 academic calendar.

The Initiative provided technical support to the states by summarizing the LEMA findings in information products that the target audience could easily understand. All invitations, and presentations, were led by the state team (MEAR TWG), with backstopping from the Initiative staff. The dissemination workshops were chaired by a senior official from the Ministry of Education or SUBEB. Participants at the workshops included all the Education Secretaries from the ten-Initiative supported LGEAs in each state, traditional leader’s representatives, MEAR TWG, Reading TWG, MOE Officials, SUBEB Officials, SAME, and other education technical administrators as decided by the state teams.

The dissemination workshops provided an opportunity for education administrators to understand areas where LGEAs/schools were performing well and where they were under-performing. As the LEMA recommends, each LGEA was assessed based on whether they meet the minimum standard developed by the MEAR TWG, Reading TWG, and SUBEB in collaboration with NEI Plus. The data showed positive trends in some LGEAs, while in some LGEAs and indicators there was a downward trend. Analyzing the trends stimulated discussion among education administrators and fostered a commitment to addressing some issues that are within their influence. A key output of the review meeting is a clear action plan that states proposed remedial actions to address all performance - and quality-related gaps. The action plan serves as an important management tool for capacity building, support, or follow-ups required per LGEA.

With the just concluded LEMA dissemination, the Initiative has demonstrated over the years, how data review meetings and dissemination can be used to influence policies and decision-making. The project plans to continue to use the platform to promote the culture of data use at the LGEA levels in subsequent months of project implementation.

Conduct training of EMIS Officers and State Master Trainers on ICT based LEMA/ School data collection, database management, and reporting

To ensure the sustainability of LEMA and coaching activities, the MEAR Unit conducted a one-day virtual training on LEMA data analysis and exporting in May, with relevant education stakeholders in both states using the Microsoft Teams platform. A total of 29 participants (16m, 1f) from Bauchi and (12m, 0f) from Sokoto took part in the training. The training focused on strengthening the capacity of the states/LGEAs EMIS officers on how to collect LEMA data using ICT and providing knowledge on how to analyze the data collected using Microsoft Excel formulas (LOOKUP functions, Conditional statement, and logical functions). The training also sought to institutionalize LEMA as a system strengthening activity for an improved educational standard of the state.

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At end of the training, the participants acquired the skill set on basic use of Microsoft excel in analysis, especially in the analysis of LEMA monitoring data as well as other routine data analysis tasks. Feedback from the training evaluation revealed keen interest and active participation throughout the training period.

State and LGEA systems for extending evidence-based reading instruction to non-traditional, non-formal schools improved and implemented

The Initiative provided technical assistance to the BESDA Project, Sokoto state in establishing 1,429 NFLCs (as their first cohort 2019/2020) modeled after NEI Plus centers. Eleven CSOs trained by the Initiative were engaged by the state to train other facilitators, already 71,450 learners aged 8-12 years old have been enrolled (see Sokoto BESDA replication under the sustainability section of this report).

2.7 State and local government accountability to the public for reading instruction increased

The Initiative continued to work with CSO partners to sensitize communities through virtual and traditional platforms on reading, COVID-19 prevention, and learning at home. This includes WhatsApp campaigns, and even engaging traditional leaders, town criers, and religious leaders to spread good practice, reaching more than 200,000 persons. (collect figures on CRCs and SRFs from M&E)

Work with CSOs to implement activities promoting early grade reading by raising awareness, mobilize children, parents, and community members to CRCs to support children reading

A range of activities was carried out in the established school reading forums and community reading centers to motivate and promote reading. Among them, RAN organized cluster meetings at the LGEA level in Bauchi and Sokoto states with 20 Education Secretaries, 20 Quality Assurance Officers, 20 NEI Plus Reading Coordinators, 20 Access Coordinators, 20 Social Mobilization Officers, 20 Social Mobilization Officers, 100 Area Education officers, 20 RAN APOs including unspecified numbers of SSOs and AEOs. The meetings resulted in increased government support on the sustainability of the SRFs in schools.

Work with CSOs to implement activities promoting early grade reading by raising awareness, mobilize children, parents, and community members in response to COVID-19, and continued education

To address the challenges posed by COVID-19 on the project, the Community Mobilisation unit held more than 40 meetings via WhatsApp and phone calls with different community partners such as CSOs, CCs, WGs, Access Coordinators, SOs, Area Coordinators(AC), LFs, SUBEB, and SAME were encouraged to sensitize communities on COVID-19 as well as parental engagement to support children learning through radio, and TV lessons programs.

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COVID-19 messages developed were circulated by the Community Mobilization team through the different social media platforms (email, SMS, WhatsApp, and Facebook). Some of the individuals and groups reached were; LFs, Community Mobilization team, LGA CSO POs platform, Secretaries of WGs Bauchi and Sokoto, LGAs SSO WhatsApp platform, Executive Directors CSOs platform, CCs, SSOs, TWGs, ACCESS Situation Room, Reading Coordinators, LGA Mentor forums, NEI Plus, ICT platform, Sokoto ACCESS, work at home update platform, Girls Brigade of Nigeria, Love all Network, MTs, SUBEBs and SAMEs Directors of Social Mobilization WhatsApp platform. Each of these groups has a minimum of ten members and a maximum of 900 members who received messages and shared with others in their communities and social networks.

The traditional leaders reached out to the communities through Town Criers with COVID-19 education messages provided by the Initiative using megaphones and loudspeakers. CBMCs, LFs, WGs, and CSOs created videos using their mobile phones to demonstrate handwashing techniques, and further educate communities about safety measures. The collective effort of the partners through different platforms was able to reach more than 200,000 people.

Some CSOs such as Women Empowerment Initiative (WEIN) and Centre for Environment and Community Health Development (CENCOHD) supported the COVID-19 campaign by distributing two cartons of detergent, 5 bottles of hand sanitizers, and more than 1,000 customized face masks in their communities.

Follow-up with BASAME and SUBEB

The project engaged SUBEBs, SAMEs, and BESDA in Bauchi and Sokoto states on the funding for the airing of “Gishirin Rayuwa” (Education is salt of life) on states and community radios. Gishirin Rayuwa (Education is salt of life) is a 24-episode Hausa radio drama series showcasing the importance of education in Nigeria, especially in the North. Every episode has a theme that encourages reading especially early grade reading; enrolling of children in schools; reading at home; establishment of NFLC and community reading centers as well as youth’s support for their communities etc. Airing of this radio program will complement the current efforts of the state government in sponsoring the on-going lessons on radio and TV stations targeting learners. The program will motivate parents and community members to continue to support their wards to read at home. The Bauchi Director of Social Mobilization requested an official letter while his Sokoto counterpart is awaiting special funds from World Bank to support this activity.

Work with CSOs to Inherit or establish new CRCs sources for materials for existing and proposed new CRCs, identify community volunteers for CRCs

The CSOs inherited some CRCs from RAN and created new ones. A total of 210 CRCs are now functioning in Bauchi and Sokoto states. The 210 CRCs are manned by learning volunteers/facilitators selected with the support of the community members and managed by the CSOs who have started coordinating, supporting, and guiding children to read in the intervention communities in Bauchi and Sokoto states. The

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CSOs have also formed the 5-person safety committees for each CRC. Each CRC was also provided with at least 100 copies of supplementary reading materials by the Initiative, to aid the children to read during the weekly reading activity at the centers. Children were encouraged to borrow books from the center to read at home when they desire. The spaced used for the CRCs are provided by the communities, the learning facilitator manning the CRCs are volunteers whose services are free and the community members donated other additional reading, hardcover notebooks to document learner’s attendance, visitor’s books, registers for book borrowing, and inventory registers which will lead to sustainability of the CRCs after the exit of the project.

Monitoring and validation of CRCs

The unit in PY5Q2 monitored and validated 210 CRCs established or inherited by 42 CSOs in the two states. They paid homage to community leaders and explained the rationale behind the monitoring and made inquiries as regards community involvement in the establishment of centers and the formation of the 5 committee members. The staff equally shed light on understanding the operation of the CRCs and the project expectation concerning its functionality, ownership, and sustainability.

The team observed the location of the CRCs to verify their existence, conduciveness of the center environment, and determine if it meets safety requirements. The team also interacted with the committee members and volunteers of each CRCs to confirm, if they understood their roles and responsibilities, checked for availability of SRMs (printed and photocopied), records of the numbers of SRM that were distributed to each of the CRCs, other documents such as attendance sheet, borrowing register, visitor’s books were verified. The team also checked records of the weekly reading activities and monthly special activities conducted.

Work with CSOs and RAN to conduct reading competitions, spelling bees, debates, song, folk tales, fun fares, rallies, carnivals, and open days in RCs

Special activities were organized in 800 schools and 210 CRCs in the local governments of intervention. Special activities, such as reading and writing competitions, quizzes, storytelling, and peer reading, were organized. The pupils and guests expressed their delight at these unique activities, which foster unity and encourage children to read and learn.

Reading and spelling bee competitions were organized in schools. This is done from inter-class reading, and spelling bee competition to ward/cluster level and then to LGA level. The questions for the competition were generated from the SRM for the spelling bees and reading of the SRM booklet for the games, where each competitor read a passage and spelled ten words. Some of the competitions happened in the presence of the following individuals: the SBMC, teachers, patrons/matrons, APOs, pupils, and members of SRF as well. Prizes were awarded to the winners to motivate and encourage pupils to gear up on reading.

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Activities ranged from video viewing, singing of songs, reading and writing competitions, etc. are organized in the CRCs. The winners were awarded prizes such as bags and notebooks, provided by individual philanthropies to support the CRCs' special activities as a way of motivating the children. It is worth mentioning that the community members, especially the traditional leaders and influencers, graced the activities and participated in the prize presentation to winners.

Train RAN and CSOs on tablets, PICO projector to conduct outreach and monitoring of reading activities (wrapped around CSOs orientation meeting)

In line with the project design, RAN was initially engaged to establish CRCs and SRFs. RAN established 200 CRCs and 800 SRFs spread across the two intervention states. Each state has 100 CRCs, and each of the LGA has ten CRCs and each ward in the LGA has one CRC. Similarly, each state has 400 SRFs, and each of the LGAs has 40 SRFs and each ward in the LGA has four SRFs.

The new thinking on CRCs and SRFs implementation enabled RAN to continue to manage the 400 SRFs while the 100 CRCs will be managed by the other CSOs. Each CSO takes over or establishes 5 CRCs close to the cohort 4 and 5 NFLC locations.

A 3-day joint orientation training workshop was conducted to train participants on;

1. Using tablets for data collection and PICO projector to conduct community

outreach, 2. Facilitating SRF to improve children’s reading, 3. Gaining state-level recognition and support for SRFs, the inclusion of SRF in the

SSOs routine monitoring and feedbacks, 4. Strengthening the synergy amongst RAN, RCs, SSOs, and community

mobilization.

The 90 (75m, 15f) participants for the workshop were drawn from RAN staff, government partners (four Directors from SUBEB Bauchi and Sokoto states, 20 Head of Sections from LGEAs of Sokoto and Bauchi), and staff of the Initiative.

The orientation provided a better understanding of grants compliance requirements and sections of grant agreement such as activity title, duration, budget, reporting, applicable terms/condition, and donor requirement were discussed. Similarly, lines of communication and common challenges in managing partnerships were explored. Further discussions were held on the use of SRF “How to Do Guide,” Calendar of Monthly Special Activity, and demonstration on the use of Mu Karanta! Song and weekly reading activities in SRF. Other issues treated at the orientation workshop include:

• An overview of ICT tools and processes with the introduction of ICT materials

for cohort 5 activities.

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• The RAN PO/APOs and MEO are expected to report the status of the program, monitor development over time, offer a possible cause, and disaggregate the number of males and female patrons in the SRFs.

• Determining the functionality of SRF could be through registration, attendance register, and rate of book borrowing.

• Group discussions on state ownership and governments’ plan for ownership and sustainability of SRF.

Before embarking on the assessment of SRFs, the RAN officials held a series of meetings with 400 Headteachers and 220 Government Partners — SUBEB, ES in the LGEAs in the two states. At the meetings, partners were informed about the need for support from the headteachers and government. Other requests made include collaboration with government partners during the monitoring of the SRFs.

The ESs present at the workshop promised to assign their staff to accompany RAN in the monitoring of school reading forums, to become better acquainted with activities of the SRFs. They further agreed to participate and take over activities at the SRFs such as weekly reading activity, spelling bees, organizing debates and quizzes, and reading competitions after the exit of the project.

RAN revalidated and established 800 school reading forums (SRFs) status across the 20 LGEAs in Sokoto and Bauchi states. Each of the LGEAs has 40 SRFs, 4 SRFs in each ward. NEI Plus ICT experts installed a data-based package to capture the functionality of the SFRs as an application on tablets. The Initiative provided the tablets to RAN officials to capture and profile the SRFs.

The information gathered was uploaded to the Initiative’s server for analysis. Data gathered showed that 639 SRFs were functioning, 76 SRFs were not functioning and 65 SRFs are newly established based on the shortfall. Based on the assessment result, RAN is now implementing the following criteria to address the functionality of SRFs in the two states:

• No building/infrastructure • No teachers / patrons / matrons / facilitators /Arabic teacher issues • No pupils at all in the school • No SRMs in the schools • No furniture / charts / reading space • Not safe (insurgency issues)

In addition to the profiling of the SRFs, RAN will continue to:

• Sustain advocacy and sensitization to stakeholders like Education Secretaries,

SBMCs, LGEA staff, parents, and guardians (PTA forums) for recognition and support for SRFs;

• Engage village heads and community members on issues of the functionality of SRFs.

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• Carry out advocacy visits to LGEAs and SUBEBs towards the provision of more teachers in schools.

• Engage volunteers to manage SRFs, where necessary sourcing from the immediate environment of the schools’ location, including appointments of Patrons and Matrons for the SRFs.

• Carefully place newly created SRFs in schools with the feeding program; and • Supply Supplementary Reading Materials (SRMs) and other reading materials to

schools.

Monitoring & Evaluation This section presents tasks and activities by the Monitoring, Evaluation, Assessment, and Research unit and is organized into two sections. The first section presents MEAR unit activities that fall under specific IR components and includes support for the special research, training, collection, and dissemination of education data from formal and non-formal schools, and support for collaborative activities with Initiative components, states, and LGEAs. The second section presents activities that cut cross-across Initiative components and includes M&E system maintenance and routine monitoring

M&E System Maintenance

The MEAR Unit revised the Activity Monitoring Evaluation and Learning Plan (AMELP). The revised AMELP has 28 indicators, which include 12 standard and 16 custom indicators. The total number of indicators has increased from 18 indicators from the previous AMELP to 28. The revised AMELP has been approved by USAID and targets have been revised in the Monitor Dashboard. The Initiative also revised Standard Operating Procedures (SOPs) for the training of NFLCs facilitators. The SOPs ensure that only qualified facilitators are trained, and they are tracked after being deployed to their various Centers. The SOPs have been fully applied during the NFLC facilitators training that was conducted this year. In collaboration with the Reading Unit, the MEAR unit also worked towards updating the system for getting closer to accurate estimates for teaching and learning materials. New forms were developed and all the public schools in the supported LGAs were visited to determine enrollment numbers through enrollment registers. It is, however, important to note that enrollment is an ongoing process and keeps on changing, thus an allowance was included to get close to an accurate estimate.

The MEAR Unit worked with DevTech to update the Monitor Dashboard with the USAID approved AMELP. The Initiative also revised SOPs for TLM distribution and standard mobile attendance is maintained and utilized during all online training and workshops. This was aimed at moving the distribution system towards greater accuracy in its estimate of teaching and learning materials.

The MEAR Unit worked with the MEL program to update the Monitor Dashboard with

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the USAID approved AMELP) The Initiative also revised SOPs for indicators. This provided a better understanding of the data collection and management system.

Update Performance data

The Initiative provided the PY4Q4 and annual performance data to USAID on a timely basis. The data was also uploaded to the Monitor dashboard, and the reporting rate was 100%. Furthermore, the Initiative responded to all USAID data requests promptly. The Initiative provided the PY5Q1-3 performance data to USAID on the Monitor dashboard.

Maintenance of Project Database

The Initiative’s MEAR unit continues to ensure that all data collection and management SOPs were duly followed. This ensures that data integrity and reliability are always maintained. Each indicator data has specific requirements, and these have been updated and documented under the Performance Indicator Reference Sheets (PIRS) of the revised AMELP.

Routine Monitoring

The MEAR team conducted a series of joint and independent monitoring visits to many training workshops conducted before the COVID-19 lockdown. The unit adapted online monitoring and survey at the state and LGEA levels to check and track the fidelity of project activity implementation during the COVID-19. Also, the team ensured training was conducted following the project standard, and feedback to the project was provided for learning and continuously improving service delivery. The unit also monitored online training and workshops conducted via Zoom using online tools for collecting feedback from participants and to track attendance.

Conduct data quality assessments

Due to the COVID-19 pandemic, the MEL team conducted virtual DQAs in PY5. The DQA methodology used for data verification and monitoring and evaluation (M&E) systems assessment consisted of a desk review of activity data and data well, as well as meeting the Initiative M&E unit and the program staff responsible for collecting the data for the indicator virtually using Google Hangout in May for two hours daily. The DQA was conducted on seven indicators and the draft DQA report was shared with the Initiative in September 2020. There were concerns as regards the validity and reliability of the documentation for the ASC data collection method and tools. The Initiative, however, clarified that ASC data is secondary data and the data management is guided by the NEMIS unit of the FMoE and the Initiative reports it as such without any amendments after carrying out validation exercise. The Initiative further advised the MEL Project to follow the data flow trail and ASC procedure manual to understand the data better; in this case, they should have checked ASC data from the states and compared them with data reported by the Initiative.

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Field-based monitoring

The MEL Project conducted field-based monitoring of the Initiative activities that were conducted for the PY5 fiscal year through Google Hangout. The field-based monitoring was conducted in August 2020, for orientation, interviews with the Initiative team, and this was followed by stakeholder interviews and focus group discussions. Overall, the findings presented at the debriefing session were impressive as the Initiative recorded successes through the implementation of activities like the virtual teachers training, community participation/engagement, radio Instruction, and revealed readiness by the government to sustain the activities of the NEI Plus beyond the lifespan of the project. Although areas of improvements were also highlighted in their presentation, such as issues around data discrepancies regarding what the project had shared with them and what was observed from the stakeholders interviewed, perception of teachers about the virtual training, inadequate capacity of the LGEA officials, and advocacy on what the project was spending on the radio program.

Conduct sample-based monitoring of the Initiative activities

The MEAR Unit conducted a mini DQA exercise in Sokoto state to determine the extent of TLM coverage in formal schools. This exercise was necessitated due to the conflicting reports from the state on the adequacy of Term One materials for formal schools. This exercise aimed at determining the adequacy of Term One TLM distributed to Sokoto state. A total of eight out of ten LGEAs were sampled, in which 73 schools were visited, verifying enrollment and books distributed in a total of 216 schools. The exercise revealed that the books distributed were adequate, however, some irregularities were observed. For example, some schools received more books while others received fewer than they required. In one instance, the school was given more books for one grade and less for the other. 78 percent of the visited schools had more books compared to enrollment whereas 22 percent of the schools received fewer books. The MEAR unit recommended that a verification exercise be instituted in all the schools and books to be redistributed from those with excess to those with a shortage. Based on these findings, the verification and book redistribution exercises were conducted in Sokoto. During the period under review, the MEAR unit conducted sample-based monitoring during training to ensure that training was conducted as planned, in some cases, the MEAR team provided on the spot technical support or feedback depending on the nature of the issues observed.

The M&E unit ensured that quality data is collected and reported through the conduct of internal DQA to review the strengths and weaknesses that may exist in the data especially in the redistribution of TLM, Virtual training for Teachers, EMIS officers, and in the review of the State Education Accounts. Furthermore, the unit collaborated with the IT specialist, Reading Team, and the Media officer to capture data on the IVR, Radio/TV lessons, and all state and community level data elements. The MEL Program also conducted an internal DQA for the Initiative’s country office in May to ensure that data collected and reported by the Initiative meet data quality standards. The DQA team reviewed data collected and management systems for each of the indicators under review. The M&E unit provided support for the Grants and CMUs in sampling various

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activities carried out by implementing CSOs some of which include verifying the cohort five NFLCs dataset collection through the tablets, activities of the community structures, and also reviewing milestone report of the CSOs. Over the year, the MEAR unit conducted several monitoring visits but due to the outbreak of COVID-19, the unit adapted virtual monitoring using phone survey and observation method to validate the quality of performance data collected to be reported by the project and the fidelity of implementation. This system compared to face-to-face data collection is impacted by poor network, access to android phones, and little room for follow-up questions. A Phone monitoring survey was made to the EGR teachers and coaches to ensure that activities were consistent with the work plan, while also analyzing both positive and negative trends in training. The MEAR team provided on-the-spot technical support or feedback depending on the nature of the issues observed. The findings of the monitoring visits were shared with the reading team for changes.

Support state partners to validate teachers training

The MEAR unit co-coordinated the pre-registration of teachers in formal schools in Sokoto to validate the teachers before the teacher training. Only teachers that were not captured during the previous pre-registration were captured at this point. This exercise allowed the Initiative to ensure that only the teachers, validated by SUBEB can participate in the training. All the qualifying teachers were pre-registered before the training. Pre-registration exercise allows for smooth implementation of the training, as less time was used for registration during the training, hence more time was dedicated for training purposes.

The M&E unit supported the virtual monitoring of the pilot virtual training that was organized by the Reading Unit to determine the capacity of selected beneficiaries to be trained. This ensured proper documentation of training steps to be used in future virtual training done by the Initiative.

The MEAR unit supported the virtual monitoring of the pilot virtual training that was organized by the reading unit by providing the unit with the list of registered teachers to be selected for continuous professional training. This ensured the right beneficiaries were selected. Furthermore, the unit supported the development of a google form for capturing participant’s details including their phone number for verification purposes in all the phases of the training.

Support state partners to monitor the distribution of TLMs

The MEAR unit monitored the distribution of non-consolidated and consolidated TLMs in formal schools. TLM distribution was tracked by the SSOs, providing a timely tablet-based and up-to-date status of TLM distribution.

In line with the Initiative’s culture of strengthening collaboration and partnership with relevant stakeholders in the management of the NFLCs, the Access and Fragility Component collaborated with SAME in Bauchi and Sokoto states to monitor, coach,

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and mentor cohorts four & five NFLC/AGLC. In Bauchi, a monthly zoom meeting was instituted amongst the state team, LGA Access Coordinators, and LGEA Management in all the ten LGAs. Updates in respect of project implementation in the previous weeks were shared and plans for the coming week were discussed and agreed upon. This has greatly improved cohesion and positioned the LGEAs to take ownership of the implementation process, and ultimately assume full responsibility for sustaining what the project has initiated.

The Initiative worked in agreement with UNICEF, World Bank, FHI 360, the state government of Yobe, Borno, Gombe, and Ebonyi in the implementation of the BESDA fund. The approach resulted from the COVID-19 pandemic gave popularity to Radio and TV program in educating the children and youth during the locked down. A synergy was formed among the NEI Plus, state government, UBEC-BESDA, and UNICEF in the production of content using the Mu Karanta! Let’s read! and the Supplementary Reading materials. The education content produced was aired in the state and community radio/ TV stations in Bauchi and Sokoto states. These programs reached a wide range of learners with follow up on parental / community support.

The Initiative partnered with the World Bank, UBEC, and state government to coordinate the fidelity of implementation of the BESDA support program in the six states. The coordination meeting gave rise to the development of an action plan for tracking the implementation of supports and effective management.

The Initiative attended virtual coordination meetings on the education summit with FHI 360 to discuss interventions during COVID-19 and post- COVID-19 implementation. The presentations from the Initiative team showed the best practices for partners to referenced.

The Initiative developed a virtual Annual School Census validation protocol in partnership with the NEMIS office of the FME. The protocol is under review with the statistics unit of the NEMIS unit, and the protocol will be used to guide virtual ASC validation across the country.

Through collaboration, the Initiative was able to:

• Work with UBEC-BESDA to facilitate the timely release of BESDA support

funds for state utilization in teacher training and airing of radio programs. • Work with NCCE to equip the EGR blending laboratory. • Strengthen relationships with federal government agencies for effective and • sustained development. • Work with the state education MDAs to ensure the development of COVID -19

and post – COVID -19 contingency plans. The plan is to be jointly funded by the state government, UNICEF, and the Initiative.

The MEAR unit supported Sokoto state in tracking and reporting of term three TLM distributed to LGEAs and Schools. TLM tracking was done through paper (shipment

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notes) and electronic (tablets). Recipients of the TLM at the school level (headmaster) and LGA level (LGA storekeeper) signed paper shipment documents based on the quantities delivered to each school and LGEA respectively. The TLM was procured by the state.

Coordination with State Partners

Due to the global pandemic, the MEAR unit conducted a virtual coordination meeting with the TWG members of both states (Bauchi and Sokoto) through the Microsoft teams’ platform in July 2020. The meeting provided an opportunity to discuss challenges, opportunities, and strategize monitoring, evaluation, assessments, and research work in the states.

The meeting aimed at providing activity implementation status to the TWG members looking at the remaining activities planned for PY5 and the activities to be included in the extension work plan. The meeting agreed that extension should see the states taking a leading role in the approved MEAR activities while the Initiative staff should provide technical backstopping.

While the state TWG members updated the MEAR team on the sustainability plans of the state in ensuring that MEAR related activities continue after the project closeout. The MEAR TWG members for Bauchi updated as part of the state sustainability plans, that all MEAR activities be domiciled in the SUBEB Quality Assurance unit; and assured the state readiness to conduct the LEMA activity as soon as schools reopen. It is expected that these plans will foster the process of ownership and sustainability of the Initiative’s MEAR activities.

Conduct three-day data entry workshop for CSOs- M&E Officers to capture cohort five enrollment

The MEAR team organized a data review and validation workshop for CSO M&E Officers to improve the quality of data for the NFLC cohort 5 in both Bauchi and Sokoto states. The review meeting was focused on the completeness, accuracy, and quality of data entered in the mobile devices. The training generated a common understanding of the process flow of information and data cycle from the point of collection to reporting. The Initiative M&E staff ensured that only valid documents and forms are entered into the tablet device. Within a week of completing the data entry workshop, all issues identified were resolved, providing accurate and complete data for the Cohort five enrollment in NFLCs/AGLCs.

Table 4: Final enrollment data for Bauchi and Sokoto

Cohort five Enrollment

Boys Girls Total

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Bauchi 7,902 17,098 25,000

Sokoto 8,291 16,709 25,000

Grand Total 16,193 33,807 50,000

CROSSCUTTING ISSUES AND THE JOURNEY TO SELF RELIANCE Sustainability Mechanisms

The Initiative is ensuring the sustainability and ownership of project best practices iThe Initiative is ensuring the sustainability and ownership of project best practices in Bauchi and Sokoto states through policy and institutional support, resource commitments (financial and human) by the host government. To achieve these, the project is working with government partners in Bauchi and Sokoto states to develop the sustainability plan. To develop an implementation roadmap, partners will indicate the appropriate institutions, enabling environment, capacity building, strategic collaboration, accountability strategies, and advocacy strategies. Specific measures taken thus far, include:

• The Initiative ensured that certain activities like the TRD and TMIS have the

state governments’ commitment through a letter of demand. • The TWGs in the states have formed a platform within the planning department

of the MoEs to leverage funds from the state government and other donor agencies in the state to replicate the Initiative’s project interventions. To this end, the state TWGs have drafted a budget for the replication of project activities.

• A pool of 44 MTs in the states (Bauchi 22 (12m, 10f) & Sokoto 22 (18m, 4f)) are been used as trainers in the non-focus LGEAs and BESDA states for the replication of the early grade reading model. These MTs also facilitated the EGR training for NCCE task team members and TEs from across the 6 geopolitical zones of Nigeria.

• The project is working with the Ministry of Budget and Economic Planning to ensure project tool harmonization and linkages among donor agencies in the states.

• The BESDA project in Sokoto pledged to integrate CCs into the BESDA Social Mobilization activities. The BESDA team assured the project of creating similar CC structures in the 13 non-NEI Plus LGAs and requested for a comprehensive list of CC members in all the ten NEI Plus intervention LGAs.

• The states Houses of Assembly members have played active roles during coordination meetings and training on project management tools.

Also, the project organized a series of meeting towards sustaining activities of NFLCs with BA/SAME, 42 CSOs, and 20 CCs. The meetings were aimed at sensitizing CSOs

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and CC to support existing or establish NFLCs in the intervention communities, while BA/SAME serves as the coordinating body and exercises oversight functions in terms of monitoring, coaching, and mentoring with technical support from NEI Plus as part of the project’s exit and sustainability strategy.

Partnerships and Collaborations

This year, NEI Plus sustained a harmonious working relationship with government agencies at the federal and state levels as well as with development partners such as UNICEF and World Bank. Earlier in the year, the initiative engaged SUBEB, BASAME, and CSOs to review and compile community mobilization and communication publications. This platform enabled government partners to give feedback to their superiors. An agreement was reached to communicate throughout the various bodies of the developments and scheduled dates for the dissemination of materials.

The Initiative coordinated the NRF in collaboration with the host government and international development partners (IDP), to establish a countrywide baseline and framework for measuring reading achievement in the country. The FME and the NERDC hosted the NRF workshops, while the agencies (SUBEB, UBEC, NCCE, NTI) constituted an implementation team, led facilitation, and participated in the planning of the workshops. The Initiative partnered with the RANA project, which provided additional funding and technical support for the NRF workshop. Finally, the Initiative also supported USAID and MSI in organizing the policy linking workshop, through providing context-specific partner engagement, technical, and logistics guidance.

In developing EGR TLMs in Igbo and Yoruba languages (teachers guides and pupils’ books for primary one-three), the Initiative engaged education managers and policymakers from the 12 cognate states (5 Igbo and seven Yoruba states) in a highlevel stakeholders meeting, and virtual workshops. The FME and NERDC played an advisory and technical role in material development (scope and sequence development and training workshops). The Yoruba and Igbo language non-governmental organization and academia participants from the universities in the eastern and western regions provided technical inputs into the standardized dialect, cultural background, and scope of the materials. This partnership was sustained throughout the year to achieve the development of EGR TLMs which was mostly done virtually.

The Initiative conducted a review of the Teacher Recruitment and Deployment policy document in Bauchi state. The activity was conducted with technical input from the state’s Teacher Service Board (TSB) members, state education MDAs, LGEA management staff, and development partners. The review concluded and intended to promote the policy document for early legislative approval. The document is with the state TSB for onward presentation to the executive for approval.

The Initiative partnered with BUK/NCRRD to organize the 2nd Annual National Conference on Children’s Books and Early Grade Reading in Kano in March 2020. The Initiatives made a presentation on the Big Book development and links to improving

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children’s oral reading competencies. The Initiative leadership, technical support team, and State Team Leads (STLs) joined the Commissioners of Education from Sokoto and Bauchi to participate in the conference, as well as supported the display of teaching and learning materials exemplar for attendees to examine.

Also, in line with the Initiative’s culture of strengthening collaboration and partnership with relevant stakeholders in the management of the NFLCs, the Initiative’s Access and Fragility Component collaborated with SAME in Bauchi and Sokoto states to monitor, coach, and mentor cohorts four and 5 NFLC/AGLC. In Bauchi, a monthly zoom meeting was instituted amongst the state team, LGA Access Coordinators, and LGEA Management in all the ten LGAs. This has greatly improved cohesion and positioned the LGEAs to take ownership of the implementation process, and ultimately assume full responsibility for sustaining what the project has initiated. The Initiative worked in agreement with UNICEF, World Bank, FHI 360, the state government of Yobe, Borno, Gombe, and Ebonyi in the implementation of the BESDA fund.

Later in the year, to mitigate the challenges of the pandemic on learning, a synergy was formed among the NEI Plus, state government, UBEC-BESDA, and UNICEF in the production of content using the Mu Karanta! Let’s Read! and the Supplementary Reading Materials. The education content produced was aired in the state and community radio / TV stations in Bauchi and Sokoto states. These programs reached a wide range of learners with follow up on parental / community support. The new normal resulting from the COVID-19 pandemic gave popularity to Radio and TV programs in educating the children and youth during the lockdown.

The Initiative partnered with the World Bank, UBEC, and state governments to coordinate the fidelity of implementation of the BESDA support program in the six states. The coordination meeting gave rise to the development of an action plan for tracking the implementation of supports and effective management.

The Initiative attended virtual coordination meetings on the education summit with FHI 360 to discuss interventions during COVID-19. The presentations from the Initiative team showed the best practices for partners to reference.

The Initiative developed a virtual Annual School Census validation protocol in partnership with the NEMIS office of the FME. The protocol is under review with the statistics unit of the NEMIS unit, and the protocol will be used to guide virtual ASC validation across the country. The Initiative participated in Learning Exchange meetings organized by Creative home office and adapting webinar series with various implementing partners in a learning summit to discuss intervention implementation during COVID-19 – successes, challenges, and lessons learned. In collaboration with UNICEF, NEI Plus led the discussion on the review of the TRD guidelines to cover current realities in teacher management and fill the gaps in the implementation.

Members of the MEAR TWG provided leadership at all levels of the LEMA process ensuring that SSOs fully participated during training and helped in providing access

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routes to the schools in the communities. Already SUBEB has committed the funds in the 2020 budget to implement state-based LEMA in the 20 LGAs (including the ten BESDA supported LGAs) The LEMA methodology is targeted at building the capacity of the LGEAs staff in terms of routine monitoring of teaching and learning quality in schools and as well as being able to tabulate, analyze and interpret results obtained from the schools. Through collaboration, the Initiative was able to:

• Work with UBEC-BESDA to facilitate the timely release of BESDA support

funds for state utilization in teacher training and airing of radio programs. Work with NCCE to equip the EGR resource center to support its efforts to provide continuous professional development in pre-service teacher preparation to its personnel.

• Strengthen relationships with federal government agencies for effective and sustained development.

• Work with the state education MDAs to ensure the development of COVID -19 and post – COVID -19 contingency plans. The plan is to be jointly funded by the state government, UNICEF, and the Initiative.

Gender Equality and Female Empowerment

The Initiative has made remarkable progress in ensuring gender equality and empowerment of women. The Initiative promotes gender equality by working with male and female partners at federal, state, and LGA levels bringing about changes in attitudes, behaviors, roles, and responsibilities in the workplace, learning centers, schools, CRCs, SFRs, home, and communities. The Initiative has taken deliberate steps to redress gender disparities by empowering women and girls. The Initiative prioritized gender in key positions recruitment as seen in the recruitment of the Deputy Chief of Party, the Hausa Reading Specialist, Teacher Education Specialist, and the English Reading and Standards Specialist and the Communication Manager.

AGLCs: The Initiative established a total of 177 NFLCs in Cohort 4 for Bauchi and Sokoto and a total of 361 for Cohort 5 bringing enrolment to 18,200 for both states. Enrolment for Cohort 5 increased by 11%. The Initiative offered opportunities to disadvantaged girls through the AGLCs by expanding opportunities for them to read, write, and further their education after graduating from the learning centers. The Initiative through the AGLCs provided adolescent girls with basic literacy skills needed to engage in further learning opportunities and for the economic and social development of their homes and communities. The AGLCs provide supplementary training beyond the formal curriculum for the development of skills for social and civic participation enhancing their chances to succeed in society. The AGLCs supports girls to achieve their educational and development needs reducing gender parity. Girls look forward to furthering their education after basic education.

Female Teachers/Learning Facilitators: Teachers and facilitators are among the key actors of the project influencing learners’ outcomes and holding the keys to sealing the gaps in learners’ outcomes. They are reinforcing the importance of education to adolescent girls and many pupils and learners, both girls and boys are responding better

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to female teachers and facilitators. The project in Cohort 4 employed and trained 177 female LFs and 366 for Cohort 5 in Bauchi and Sokoto states. A total of 2,318 female teachers were trained in both states in Cohort 4 and 5. The project trained 9 female SS in ICT.

Women Groups: The Initiative Women group engaged as education marshals are a strong ally of the Initiative in the 20 focal LGAs in Bauchi and Sokoto State. Their responsibility involves visiting households, schools, and NFLCs making sure learners attend classes. The education marshals are sensitizing and raising community awareness on Covid-19 prevention and observing non-pharmaceutical protocols as a result of messages developed and shared with them by the Initiative. They visit households, sensitizing parents, and community members on supporting the education of their children at home during the lockdown and at resumption. They encouraged parents to support their children to learn during the lockdown and ensuring all pupils and learners have resumed. They are monitoring schools and learning centers making sure learning has fully resumed and learners are writing the cohort 4 examinations. The key role they play is enabling parents and communities to imbibe positive attitudes and behavior change. Households and community members are informed and taking steps to prevent Covid-19. Parents supported learners to listen to the radio and Television lessons during the lockdown and continue to support the resumption process making sure all learners return to school. The Women group/education Marshals derive their motivation from the Initiative and commitment to the younger generation.

Training: The Initiative continues to review training, teaching, and learning materials to ensure that they are devoid of bias, discrimination, and underrepresentation. Illustrations in all Initiative materials have equal representation of female and male characters.

Great strides in Female employment: The Initiative is prioritizing gender in key positions. This is exhibited in the recruitment of females to senior-level positions; DCOP, Operations Manager, HR, ICT Manager, Communications Manager, Community mobilization Specialist, Grant Manager, Hausa Reading Specialist, Teacher Education Specialist, English Reading, and Standards Specialist.

Covid-19: The Initiative demonstrated that Gender equality matters in its response to the pandemic through its COVID-19 campaign messages, sensitization, and actions are taken. The Initiative COVID-19 interventions considered gender and how it interacts with learning and community structures, thereby putting in place gender-sensitive measures and practices, taking into consideration socio-economic situations, religious and cultural norms of the people. The Initiative took steps to continue learning, protect communities by informing and enlightening them of the risk of COVID-19 through gender-sensitive messages focusing on men, women, families, children, adolescent girls, and communities.

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Challenges and Way forward

COVID-19: COVID-19 continues to be a major challenge as NEI Plus offices are closed and staff continues to work from home. The Initiative postponed several activities due to the COVID-19 pandemic to safeguard the health of project staff, partners, and beneficiaries. For example:

• The Igbo and Yoruba materials development workshops were initially postponed

due to the crisis but are now being conducted through virtual platforms. • A reasonable number of the population, men, women, and youth still live in

denial of COVID-19, so the need for deliberate messages to them. NEI Plus provided information, engaging men, women, girls, youths, the vulnerable, and communities through digital platforms. This has improved access to reliable information as well as tackled any misinformation on COVID-19. It is important to immensely continue the COVID-19 awareness-raising in rural and urban communities because the outbreak of any disease will put more burden on women and girls who are viewed as natural caregivers for families.

Security: There is sustained insecurity in some parts of Sokoto state which has impacted project activities in such LGs. The project security team and community members provided security briefs required for the project intervention to continue in such communities.

Lessons Learned

Effectiveness of Virtual Meetings: With the restriction of human movement as the result of the COVID-19, the project has adopted virtual platforms to meet with staff and stakeholders. This has proven to be effective in providing real-time opportunities to attend to pressing issues.

Joint monitoring: The joint monitoring visits to learning centers by the project staff, government officials, and CSO representatives have strengthened the capacity of LFs to effectively carry out their instructional duties. Learning facilitators were coached on how to keep daily activity records in their respective centers and were requested to liaise with WG members to improve daily attendance. In our continued efforts to improve the NFLC, a Fidelity of Implementation template has been introduced for monitoring by AFCs.

Engagement of WGs: The Women’s Groups (WG) now tagged Education Marshals, are playing significant roles in promoting education in their communities. The WGs were able to increase their targets from 1,162 to 2,389 households’ visits. Women’s Groups provided educational promotion messages to improve parental support for reading, retention, teacher absenteeism, among others.

Engaging members of the States’ House of Assemblies: By involving members of the States’ House of Assemblies, the Initiative is improving their understanding of the

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assumptions in budgeting for EGR and the associated funding requirements, as well as generating demand from the policymakers and influencers to sustain project gains and scale-up to other non-intervention LGEAs.

Coaching and mentoring: Coaching, mentoring, and monitoring using tablets and dashboard displays are significantly improving accountability and transparency in the activities of SSOs and other evaluators. For example, 484 schools were visited (out of 1,868), 440 teachers were observed and supported32 during these coaching visits. Coaches observe classroom lessons, comment, and provides constructive feedback to teachers. The 440 teachers observed and supported via coaches’ feedback were responsible for teaching reading to a total of 393,743 pupils.33

Office Management and Logistics

The operations team coordinated office and fleet management, facility and utilities were maintained, the lease agreements and other contracts were processed. For movement logistics, the unit ensured that both road and air travel followed project requirements, and in collaboration with the project security advisor to ensure safety. Program needs during this work-from-home period were effectively coordinated between staff and the drivers in collaboration with the project security advisor to ensure safety. The Close-Out Report and inventory were submitted to USAID on time. The expendable and non-expendable inventory of the project was constantly updated and will be re-submitted to the COR before the November deadline.

Personnel/HR

The activities of the project HR unit in Y5 included the replacement of the COP & the DCoP of the project, the Operations Manager, Hausa Reading Specialist, Teacher Education Specialist, English Reading and Standards Specialist, Database Specialist, and the M&E Specialist was also replaced. During the reporting period, the project hired a total of 19 staff members which included the replacement of staff who moved to other projects and staff who left the organization. A total of 31 consultants were hired to support the initiative in reading, access and fragility, system strengthening, and the communications unit, respectively. During the Covid-19 outbreak, the virtual meeting policy was developed by HR and approved to support project activities while staff work from home. Annual staff performance reviews were conducted on the anniversaries of staff and documented accordingly. Compliance with established policies and procedures was ensured while meeting project expectations by staff. Staff insurance issues were also managed especially for new staff.

32 Included observation of teaching practice, learners’ responses to the lesson, and other considerations, with feedback given to the teacher to improve the quality of instruction. Other feedback and support provided to the Head Teacher, such as to reinforce access to TLM for all learners and encourage close monitoring of EGR instructional practice at the school level.

33 Based on available data.

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Procurement The following were the main procurement activities for PY5: Table 5: NEI Plus PY5 Procurements UNIT DESCRIPTION QUANTITY AMOUNT

(NGN) AMOUNT (USD)

1. Reading Printing of Consolidated TLM 517,274 NGN 167,139,667 $464,276

2. Access Printing of Cohort 5 TLM 40,820 NGN 5,677,761 $15,771

3. Grant In-kind mobile devices for CSOs

142 NGN 16,614,000 $46,150

4. Reading Printing of NCCE TLMs 15,000 NGN 6,232,148 $17,311

5. Reading Printing of big books for pilot testing

30 NGN 1,056,000 $2,933

6 Reading Printing of P1 English for the big book presentation

550 NGN 10,751,852.80

$27,926.89

7 ICT NCCE ICT Equipment 27 NGN 5,162,400 $13,408

8 Grant PPE Support (6,400 hand wash, 1,600 handheld thermometers, tap bucket, (for dispensing water) ordinary bucket (for waste collection) 160,000 face masks

See description

NGN 58,880,000 $152,935

Financial Report

Northern Nigeria Education Initiative Plus (NEI Plus) Activity Period of Performance: October 26, 2015 - May 25, 2021

Budget Actuals through Sept 30, 2020

Accrued FY2021 Total Actual + Projections Costs

Projected Q1 (Oct-Dec)

Projected Q2 (Jan-Mar)

SALARIES AND WAGES

7,075,178

6,223,864

348,005

296,611

6,868,480

FRINGE BENEFITS 2,507,113

2,198,404

126,746

109,302

2,434,452

ALLOWANCES 2,947,099

2,591,064

135,350

83,682

2,810,096

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CONSULTANTS

490,799

462,835

5,797

5,025

473,657

TRAVEL, TRANSPORTATION, AND PER DIEM

1,275,397

1,152,716

8,550

18,030

1,179,296

EQUIPMENT AND SUPPLIES

974,226

939,229

3,000 3,000 945,229

SUBCONTRACTS

23,625,595

21,414,538

1,052,972

1,022,972

23,490,481

SUBGRANTS

5,660,419

5,147,547

-

634,476

-

5,782,023

PARTICIPANT TRAINING

13,392,562

11,972,243

-

473,750

331,250

12,777,243

SECURITY COSTS

574,958

516,335

-

31,713

31,713

579,762

OTHER DIRECT COSTS

3,175,402

2,686,235

-

142,632

153,132

2,981,999

TOTAL DIRECT COSTS

61,698,748

55,305,010

-

2,962,991

2,054,718

60,322,719

INDIRECT COSTS

14,604,346

13,108,625

-

641,200

560,172

14,309,997

TOTAL ESTIMATED COST

76,303,094

68,413,635

-

3,604,191

2,614,890

74,632,716

FIXED FEE

5,898,068

3,608,324

-

214,092

143,819

3,966,235

TOTAL

82,201,162

72,021,958

-

3,818,283

2,758,709

78,598,951

Deliverables

Table 6: Northern Education Initiative Plus PY5 Deliverables

Name of Deliverable Date Submitted to COR Submitted by Whom? Status

Annual Report – Project Year 5

30/10/2020 Nurudeen Lawal Submitted

P1 English Big Books 23/10/2020 Nurudeen Lawal Submitted

Q4 Accruals Report 15/09/2020 Jennifer Ross Submitted

PY5 Q3 Quarterly Report 4/31/2020 Nurudeen Lawal Submitted

Y4 NFLC EGRA report 30/06/2020 Nurudeen Lawal Submitted

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Trip Report Lindsay Short (September 2- September 27, 2019)


Trip Report Ashley Williams (November 10- November 12, 2019)



Trip Report Seyi Banwo & Jose Xet-Mull (December 2 - 13, 2019)

06/03/2020 Jordene Hale Submitted

PY5 Q1 Quarterly Report 31/01/2020 Jordene Hale Submitted


Revised Annual Workplan Submission

29/11/2019 Anthony Spain Submitted

Revised AMEP 05/11/2019 Jordene Hale Submitted

Security

The Security department provided support as the project and indeed the world struggled to cope with the health, economic and social impacts of COVID-19. Activities engaged in this period include prompt reporting of security incidences around the country, creating security awareness, and update on the status of COVID-19 through the Staff Weekly Check-in meeting. Project offices were upgraded with hand washing stations, handheld infrared thermometers, and hand sanitizers in a bid to meet safety guidelines provided by regulatory agencies. Project Crisis Response Plans for Abuja, Bauchi, and Sokoto were updated. Hotels used by the Project were (re)assessed and cleared for use by staff in Abuja, Bauchi, Sokoto, Kano, Oyo, and Imo. SOPs were also developed to guide safe practices following the outbreak of COVID-19. This includes the Project Operations Recovery Plan, Safe Reopening of Project Offices, Guidelines for Face to face meetings, Office visit SOP.

Staff training was conducted by the security team and the USAID Project Liaison Security Office (PLSO). In Bauchi and Sokoto, a security awareness training, sponsored by USAID was delivered by the PLSO. Project Drivers participated in the Safer Driver Training also sponsored by USAID in Abuja, Bauchi, and Sokoto. Security Guards in Bauchi, Sokoto, and Abuja were provided multiple training by the Security team and staff from Garda World Management.

Information Technology

The information technology unit accomplished the following tasks in the reporting period:

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• Installation of update version 1909 of Microsoft release patch for a Windows 10 CryptoAPI spoofing vulnerability (CVE-2020-0601) that was discovered by the NSA; on all NEI Plus Abuja and Bauchi computers.

• Resolution of NEI Plus site error due to suspected RevSlider installed as a plugin on the website which threw an error that altered the content rendering with access to the WordPress admin.

• Design and conversion of some office paper-based form to fillable PDF: Internal • Requisition Form, Activity Note Form, and, Travel Request Form. • Configuration and Installation of a new Cisco 2960 PEO Switch to replace

the faulty one. Repair of LAN cables to Finance and main staircase. Also, installation of Meraki Access point in the location.

• Installation of Igbo and Yoruba keyman Keyboard for consultants and subsequent training on the use of the same. IT equipment and Network Support for workshops and training within and outside the office; general and breakout staff meetings, Finance Dynamix workshop, National Reading Framework workshop, P1 English Development Workshop, NCCE Training, Igbo-Yoruba Orientation.

• Provision of support to NEI Plus Bauchi office escalated IT issues, provision of data Top-up for staff internet use while working from home, general maintenance of NEI Plus Abuja Laptop and desktop computers, printers and photocopy machine, NAS Synology Disk station, Firewall Router, Switches, and Access Points.

• The IT unit also provides round the clock helpdesk support for project staff, the WAH for staff necessitated the use of virtual platforms for all program activities, this has been fully supported by the IT unit and virtual meetings and pieces of training have been ongoing towards achieving the set project goals.

Grants Management

Due to the COVID-19 Pandemic, the Federal Government of Nigeria directed schools to be closed and the CSOs were directed to stop implementation on the 20th of March 2020. Consequently, the implementation of some activities in Milestone 6 of the Fixed Amount Awards (FAAs) was postponed. Thirty-eight CSOs milestone 6 reports, CSACEFA and FOMWAN milestone 5 and 6 reports, and RAN milestone 12 were reviewed by the Grants Units and technical team to ensure compliance of all the milestone means of verification and enables the payments.

The Grants Unit held a three3-day ICT, CSOs orientation, and report writing training for CSOs Executive Directors and POs in Sokoto and Bauchi States respectively. The activities of the meetings were geared towards a standard implementation, documentation, and proper closeout procedures for which participants are currently applying meeting gains.

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As the Federal Government of Nigeria has recently reopened formal schools with safety guidelines, the Initiative has re-started NFLCs in Bauchi and Sokoto, to include in-kind contributions to comply with the federal guidelines through a USAID-approved grants modification. This includes the provision of handwashing stations, infrared forehead thermometer, face masks, and stipends for the additional Learning facilitators’ (LFs) time (due to the increase in instructional time as classes were split to enable social distancing). Under Cohort 4, the learning session remains three weeks with 18 hours weekly for revision and examination to be taken by the learners. Under Cohort 5, the learning session remains three months with 18 hours of weekly learning in Literacy, Numeracy, and Life Skills.

Communications

The project’s communication team implemented several activities publicizing achievements and raising awareness of its objectives to stakeholders and the general public.

This year, the communications team provided media support for activities held physically and virtually. Some of the face-to-face activities covered include the USAID Mission Director’s state visit to Bauchi, Workshop - National Assessment of Reading Framework, the launch of tablets as classroom observation and monitoring tools/training of SSOs in Bauchi and Sokoto states, TRD guide review workshop, the Igbo and Yoruba Early Grade Reading Scope, Sequence workshop, the 2nd National Conference on Children’s Books and Early Grade Reading, and the Igbo TLM text review workshop.

The Initiative increased visibility and engagements for the project, through its social media (Twitter, Facebook, and Instagram) platforms. These platforms are being utilized to share the project’s best practices and contributions to improvements in education with the wider online community. Within the reporting year, audiences and user engagements continue to grow.

The Initiative’s total social media impressions reached 519,457 this year. Several stories and news items were featured on the Initiative’s website with these links:

1. http://neiplus.com/the-usaid-nigeria-mission-director-visits-nei-plus-project-

sites-and-partners-in-Bauchi/ 2. http://neiplus.com/development-of-national-reading-framework-in-nigeria/

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http://neiplus.com/the-usaid-nigeria-mission-director-visits-nei-plus-project-

http://neiplus.com/development-of-national-reading-framework-in-nigeria/


3. http://neiplus.com/almajiris-access-basic-education-at-non-formal-learning-center/ 4. http://neiplus.com/strengthening-quality-of-teacher-recruitment-and-

deployment-policy/ 5. http://neiplus.com/internationaldayforeducation-all-children-reading/ 6. http://neiplus.com/non-formal-learning-center-creates-path-to-formal-

education-in-rural-community/ 7. http://neiplus.com/darazo-women-build-toilets-for-non-formal-learning-center/ 8. http://neiplus.com/q-a-about-coronavirus/ 9. http://neiplus.com/the-northern-education-initiative-plus-a-pacesetter-in-

providing- basic-education-for-Nigerian-children/ 10. http://neiplus.com/usaid-nei-plus-adopts-virtual-roundtables-for-development-

of-new- teaching-and-learning-materials-in-early-grade-reading/ 11. http://neiplus.com/usaid-helps-keep-bauchi-students-learning-under-lockdown-

through- e- learning-collaboration/ 12. http://neiplus.com/usaids-northern-education-initiative-plus-adolescent-girls-

learning-centers-are-bridging-the-gap-in-girls-education/ 13. http://neiplus.com/the-usaid-northern-education-initiative-plus-builds-capacity-

to-improve-learning-outcomes-in-nigeria-zalihas-story-from-classrooom- teacher-to-reading-specialist/

Also, in the first quarter of year 5, video clips of Kannywood celebrities interviewed to endorse the project’s efforts in promoting education to reach their large following online were published on the Initiative’s social media platforms. The celebrities interviewed were Rabiu Rikadawa, Naburaska, Hannatu, Fati Al Amin, Sadiq Sani Sadiq, Asma’u Sani, Rukayya Dawayya, Shehu Hassan Kano, Yakubu Mohammad, and Usman Uzee.

Stories promoting the project’s achievements were also posted on Creative Associates International’s website, accessible from these links:

1. https://www.creativeassociatesinternational.com/stories/reading-project-praised-

by-Nigeria’s-vice-president-at-education-conference/ 2. https://www.creativeassociatesinternational.com/multimedia/nigeria-virtual-

reading-competition-keeps-kids-engaged/ 3. https://www.creativeassociatesinternational.com/stories/radio-lessons-in-

northern-nigeria-support-reading-during-the-COVID-19-pandemic/ 4. https://www.creativeassociatesinternational.com/multimedia/nigeria-out-of-

school-children-get-a-jump-start-on-learning/

COVID-19 Learning Intervention and Sensitization

In the face of the Coronavirus (COVID-19) pandemic, the communications team created communications and educational materials to inform communities in the implementing states about the Coronavirus and promoted continuous reading at home. Messages that include safety measures to prevent the spread among families and children were developed in the English and Hausa languages. 44 COVID-19 (Video slides and banners) and Learning intervention messages were developed and disseminated through

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http://neiplus.com/almajiris-access-basic-education-at-non-formal-learning-

http://neiplus.com/strengthening-quality-of-teacher-recruitment-and-

http://neiplus.com/internationaldayforeducation-all-children-reading/

http://neiplus.com/non-formal-learning-center-creates-path-to-formal-

http://neiplus.com/darazo-women-build-toilets-for-non-formal-learning-center/

http://neiplus.com/q-a-about-coronavirus/

http://neiplus.com/the-northern-education-initiative-plus-a-pacesetter-in-

http://neiplus.com/usaid-nei-plus-adopts-virtual-roundtables-for-development-

http://neiplus.com/usaid-helps-keep-bauchi-students-learning-under-lockdown-

http://neiplus.com/usaids-northern-education-initiative-plus-adolescent-girls-

http://neiplus.com/the-usaid-northern-education-initiative-plus-builds-capacity-

http://www.creativeassociatesinternational.com/stories/reading-project-praised-

http://www.creativeassociatesinternational.com/multimedia/nigeria-virtual-

http://www.creativeassociatesinternational.com/stories/radio-lessons-in-

http://www.creativeassociatesinternational.com/multimedia/nigeria-out-of-


WhatsApp, Facebook, Instagram, and Twitter with a reach of over 150,000 beneficiaries and the public. Also, the team worked with OSC on writing and developing the Story module planning for fiction and non-fiction COVID-19 learning intervention e-story books.

Planned Activities for Next Quarter (October-December 2020)

• Handover reviewed and compiled materials for knowledge management and transfer

• Conduct monthly monitoring and mentoring of CSOs to improve reading outcomes (with strict compliance to COVID-19 prevention guidelines/ or virtual)

• Support Education Marshals to work with Traditional Leaders and coordinate activities of other community structures, CRCs, NFLCs and mobilize resources (with strict compliance to COVID-19 prevention guidelines/ or virtual)

• Conduct training on mainstreaming gender in community engagement (LGEAs, CCs, and WGs) (with strict compliance to COVID-19 prevention guidelines/ or virtual)

• Conduct CMU coordination meetings (with strict compliance to COVID-19 prevention guidelines/ or virtual)

• Work with CSOs to implement activities promoting early grade reading by raising awareness, mobilize children, parents, and community members to CRCs to support children reading (with strict compliance to COVID-19 prevention guidelines/ or virtual)

• Work with CSOs and RAN to conduct reading competitions, spelling bees, debates, song, folk tales, fun fares, rallies, carnivals, open days, etc. in RCs - (with strict compliance to COVID-19 prevention guidelines/ or virtual

• Non-formal learning planning and management: activities related to the sustainability and handing over of the centers will be completed, strategic areas of development for BASAME are identified for further support.

• Compilation of developed materials: The access team, will review and compile developed materials and later present it to the state agency for mass education (BASAME).

• Learners examination: end of cohort examination will be conducted for both cohort 4 and 5 learners respectively and products will be mainstreamed to formal schools after their graduation.

• Access will continue mentoring NFLC facilitators, collaborate with SAME for the handover of eight hundred centers for sustainability and collaboration.

• Conduct a three-day M&E meeting with state MEAR TWGs • Support state partners to conduct termly refresher training for LEMA

administration • Support state partners to conduct termly data collection for LEMA in formal

schools (1 month before term exams) • Conduct sample-based monitoring of the Initiative activities • Conduct quarterly meeting with the LGA partners on data tools harmonization • Conduct joint monitoring visits with state and LGA Partners

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• Endline EGRA alternative (TBD- pending COR approval) • Completion of Igbo and Yoruba teaching and learning materials development for

field testing and validation • Virtual Continuous Professional Development for in-service teachers • Completion of the Teacher Education Institution assessment data collection • Completion of the mobile module field testing (OSC) • Continued support to development and broadcast of radio program interventions • Primary 1 English finalization presentation in November 2020

SUCCESS STORIES USAID’s NORTHERN EDUCATION INITIATIVE PLUS ADOLESCENT GIRLS LEARNING CENTRES ARE BRIDGING THE GAP OF GIRLS EDUCATION IN COMMUNITIES

Socio-cultural norms and economic barriers play a major role in hindering girls from going to school in Africa. According to UNICEF, 10.5 million children are out of school in Nigeria and 60 percent are from Northern Nigeria, with girls representing a larger portion of the disadvantaged. In regions like Northern Nigeria, cultural expectations often limit a girl’s future to a life of street hawking, early marriage, and childbearing. These expectations compromise many girls’ opportunities to achieve formal education.

One community where girls are at a severe learning disadvantage is the Tangaza Local Government of Sokoto State. There, parents generally hold the belief that girls do not need education, since they will eventually get married and function as caregivers in the home. As a result, most girls in this community do not go to school. To bridge the learning gap for disadvantaged girls in communities like Tangaza, the USAID 5-year project Northern Education Initiative Plus established Non-Formal Learning Centers (NFLCs) to provide basic education for out-of-school boys and girls of primary grade ages (8-11 years old) in Bauchi and Sokoto states. NFLCs provide a pathway for children to then mainstream into formal schools, after catching up on education they have missed. NEI Plus also established Adolescent Girls Learning Centers (AGLCs) which cater exclusively

to pre-teen and teenage girls. However, opening the AGLCs was met with some initial resistance from certain communities. For instance, when NEI Plus first established Sabro AGLC in Tangaza, parents were not open to enrolling their girls.

Unguwan Sarakuna Adolescent Girls Centre, Bauchi LGA- Photo by Erick Gibson

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In Tangaza as in other communities, NEI Plus and its partners mobilized and educated opinion leaders and influencers (such as traditional and religious leaders, women and youth groups, etc) in communities as well as parents, on the importance of educating their girls. There are many benefits to establishing AGLCs, not least of which is keeping girls in school and curbing child marriage. The centers provide alternative education for adolescent girls who have either never been to school or dropped out. The AGLCs’ curriculum is designed to improve students’ reading, writing oral skills, vocabulary, and comprehension skills; and promote easy transitions from non-formal learning to formal schools. After engaging with community members in the Tangaza community, parents started to enroll their girls at the Sabro AGLC. At the end of nine months of lessons, learners wrote qualifying exams and got enrolled in formal schools. Ten of such girls who

got enrolled in formal school inspired more parents to register their daughters in Sabro AGLC. This led to an increase in girls’ enrollment in schools in the Tangaza community.

Adolescent Girls Centre in Wuntin Dada, Bauchi LGA, Bauchi State – Photo by Adebisi Adetunji

NEI Plus has established 773 AGLCs (Bauchi -410, Sokoto-363) over the last 5 years. A total number of 36,905 girls have enrolled and passed through the AGLCs that cut across 20 Local Government Areas in Bauchi and Sokoto states. So far, 59 percent (21,802) of the total number of girls enrolled have mainstreamed into formal schools. These girls can read and write and have acquired skills that enabled them to further their education, giving them hope for a better and empowered future.

One of the girls who got her education through an AGLC is Aisha Adamu. At 15 years old, Aisha Adamu had never been in the four walls of a school. No one gave her a chance to go to school to learn how to read and write, instead, she was married off. The marriage did not last, and soon she found herself divorced. Fortunately for Aisha, she went to live with her elder brother and he enrolled her in a nearby AGLC. Now she has a chance to build a better future with an education.

“I could not read or write before coming to the center, but now I can,” says a delighted Aisha. Girls who mainstreamed into formal schools after attending the AGLCs were found to be confident and able to cope with learning expectations. Suwiaba Ahmed, a teacher at Gubi primary and junior secondary school in Bauchi, testifies to the improved performance of Khadija, one of the girls who was mainstreamed into her school from an AGLC.

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“Khadija is very smart. She is doing better academically than many students she met already enrolled at the school.” A now confident Khadija dreams of becoming a teacher in the future. “I want to continue my studies and want to be a teacher when I grow up,” says Khadija.

According to the recent Year 4 Early Grade Reading Assessment report for NFLCs, AGLCs in both states have met the target for the oral reading fluency benchmark of 25 percent and therefore achieved the highest proportion of learners meeting the ORF benchmark, with a third of learners in Bauchi and a quarter able to read 20 or more correct words per minute.

Through USAID’s Northern Education Initiative Plus AGLCs, thousands of girls have acquired learning skills and developed critical thinking and decision-making skills that will have a lasting impact on their future. The AGLC girls now have dreams and prospects for a better life through furthering their education.

USAID NEI PLUS ADOPTS VIRTUAL ROUNDTABLES FOR DEVELOPMENT OF NEW TEACHING AND LEARNING MATERIALS IN EARLY GRADE READING The COVID-19 pandemic has disrupted businesses and organizations all

over the world, including development activities. International development organizations are now using alternative ways of carrying out activities. The Northern Education Initiative Plus conducted a series of virtual

roundtable discussions with federal- and state-level ministry of education partners in May 2020. These focus group discussions provided key information to support the development of new teaching and learning materials in early grade reading in Igbo and Yoruba.

The new materials built upon the Initiative’s hallmark Mu Karanta! and Let’s Read! programs, which first introduced an evidence-based approach to early grade reading instruction in Hausa and English, respectively, in northern Nigeria’s Bauchi and Sokoto states.

The new materials, in Yoruba and Igbo, will reach millions of more children, establishing early grade reading as a national priority. The expansion promises to improve reading performance on a wider scale than Nigeria’s education policymakers

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would have thought possible in 2016 when USAID launched the Initiative.

The roundtable discussions brought together 10 experts in Igbo or Yoruba language, curriculum, and teacher education in government and higher education from across Nigeria. These experts included experts, who had completed curriculum documents to guide subsequent materials development workshops before the pandemic. Given the issues with poor internet connectivity, the focus group discussions were significant because they were successfully held virtually, without any face-to-face contact among the organizers or participants. NEI Plus IT staff and leading technical specialists in reading education selected the internet platform based on input from the participants themselves, who had varying levels of experience with internet communications technology. The Initiative provided technical support remotely to assist participants with the installation of the software and guidance on its use. A test run of the roundtable forums allowed participants to experiment with the use of the software’s features (such as chat and screen sharing) before holding the focus group discussions.

The successful virtual roundtable discussions not only provided much-needed input to improve the quality of the planned materials. They also demonstrated that a variety of project activities, from research to training workshops, would be possible with existing technologies and a minimal level of technical assistance support. NEI Plus is now planning virtual activities on an increasingly large scale to meet the needs of students, their families, teachers, and other educators. Upcoming activities may include virtual training workshops for teachers and school support staff to improve their skills and provide quality support to learners when Nigeria’s schools re-open.

LET’S READ! MU KARANTA! COMPETITION

Schools were shut down to protect children from been infected with Coronavirus. This affected regular learning in formal schools and Non-formal Learning centers across states. The Initiative took quick learning intervention steps amidst the crisis by developing the Let’s Read/ Mu Karanta Radio/TV lessons, to bridge learning gaps for children while they faced been locked down at home.

To further actively motivate children to read at home, the Northern Education Initiative Plus organized a story writing and reading competition for Primary 1 – 3 pupils drawn from the project implementation Local Government Areas in Bauchi and Sokoto States.

A virtual meeting was held to strategically plan on how to effectively coordinate the activity and disseminate the information to pupils and their parents. To mitigate the risk of spreading the Coronavirus, rules for prevention was considered in coming with a safe procedure for the reading competition. Electronic banners spelling out requirements for sending entries were designed and developed in the English and Hausa languages. State Team Leads worked with Reading Coordinators in the focal states (Bauchi & Sokoto) to disseminate banners announcing the Let’s Read! Mu Karanta Competition through WhatsApp. Reading Coordinators then liaised with their respective Area

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Education Officers AEOs and School Support Officers and mobilized parents/pupils to ensure participation of boys and girls from the 10-project implementing LGAs in the two States.

Over 250 Primary 1 -3 Pupils from 20 Local Government Areas in Bauchi and Sokoto states participated in the Let’s Read! Mu Karanta! Competition. Participants were required to write and record a one-page story on these topics, “Why I love school,” “What I want to be when I grow up,” “My COVID-19 stay-at-home experience”. Entries of the participating pupils were then submitted to Reading Coordinators from his/her LGA through WhatsApp.

A panel of judges was set up in each state comprising of representatives from SUBEB, committees at the LGEA level. The Committee reviewed entries and selected winners. Two top winners were selected from the LGAs in each state. 20 girls (10) and boys (10) emerged as winners in each state. From the 250 participants, a total of 40 winners were selected from both Bauchi (20) and Sokoto (20) states. 4 pupils with the highest scores emerged as the top winners.

“I want to be a doctor to help my mother and community. I want to be a doctor because we have no female doctor in my village,” says Fai’za Sani, Top finalist “I think teaching is the best profession. So, I want to be a teacher when I grow up,” says Jamilu Lawal. Ramlat Ahmad another top finalist said, “I love school because it is the source of development,”

Winning prizes are branded school bags, water bottles for the 20 overall winners while the top 4 winners also got a branded reading table and chair.

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1

Annex 2 PMP Table NEI Plus Annual Report October 31st, 2020

Northern Education Initiative Plus - Project Year Five Annual Report Northern Education Initiative Plus - Project Year Five Annual Report

1 The Bauchi figures were estimated from previous years’ figure because the ASC report for the state is still being finalized 2 The Bauchi figures were estimated from previous years’ figure because the ASC report for the state is still being finalized

2 3

No. Indicator Method, Data Source, Frequency Frequency Quarter 1 Quarter 2 Quarter 3 Quarter 4 PY5 Actual

Target for PY5

Perfor- mance

Comments

ES.1-3 Number of learners in primary schools or equivalent non-school based settings reached with USG education assistance.

Method: NFLC Enrollment Record and EMIS Record Review Data Source: NFLC Records, EMIS Unit of measurement: Number of learners Disaggregation: State, LGEA,sex, school type

Annually 50000

672223 722223 601563 120% Bauchi figures were extrapolated from previous years as ASC report for Bau- chi is not ready as at the time of reporting this data. NFLCs Male Bauchi

7902

7902

Sokoto

8291

8291

Total males

16193

16193

Female Bauchi

17098

17098

Sokoto

16709

16709

Total females

33807

33807

Formal Schools

Male Bauchi

221371 221371

Sokoto

143299 143299

Total males

364670 364670

Female Bauchi

1939051 1939052

Sokoto

113648 113648

Total females

307553 307553



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No. Indicator Method, Data Source, Frequency

Frequency Quarter 1 Quarter 2 Quarter 3 Quarter 4 PY5 Actual

Target for PY5

Perfor- mance

Comments

Custom 1: Number of learners entering the entry grade/year of the targeted educational opportunity (access)

Method: NFLC Enrollment Record and EMIS Record Review Data Source: NFLC Records, EMIS Unit of measurement: Number of learners Disaggregation: State, LGEA, sex, - school type

Annually 50000

236714 286714 261,157 110% Enrolment into formal schools increased

NFLCs Male Bauchi

7902

7902

Sokoto

8291

8291

Total males

16193

16193

Female Bauchi

17098

17098

Sokoto

16709

16709

Total females

33807

33807

Formal Schools

Male Bauchi

760553 760554

Sokoto

51869 51869

Total males

51869 51869

Female Bauchi

66545 66545

Sokoto

42245 42245

Total females

42245 42245


6 7



Target for PY5

Perfor- mance

Comments

Custom 2: Number of primary or secondary school learners from underserved and/or disadvantaged groups benefiting from USG education assistance specifically targeted at reducing inequity

Method: NFLC Enrollment Record and EMIS Record Review Data Source: NFLC Records, EMIS Unit of measurement: Number of learners Disaggregation: State, LGEA, sex, - school type

Annually 50000

672,223 722,223 601,563 120% Bauchi figures were extrapolated from previous years as ASC report for Bauchi is not ready as at the time of reporting this data.

Enrolment into formal schools increased

NFLCs Male Bauchi

7902

7,902

Sokoto

8291

8,291

Total males

16193

16,193

Female Bauchi

17098

17,098

Sokoto

16709

16,709

Total females

33807

33,807

Formal Schools

Male Bauchi

221,371 221,371

Sokoto

143,299 143,299

Total males

364,670 364,670

Female Bauchi

193,9055 193,9056

Sokoto

113,648 113,648

Total females

307,553 307,553



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Frequency Quarter 1

Quarter 2 Quarter 3 Quarter 4 PY5 Actual

Target for PY5

Perfor- mance

Comments

Custom 4: Number of primary school learners in USG-assisted school’s/learning environments with staff and communities trained in safety awareness and promotion

Method: NFLC Enrollment Record and EMIS Record Review, locally defined criteria Data Source: NFLC Records, EMIS, locally defined criteria Unit of measurement: Number of learners Disaggregation: State, LGEA, sex, school type

Annually

50,000

672,223 722,223 601,563 120% Bauchi figures were extrapolated from previous years as ASC report for Bauchi is not ready as at the time of reporting this data.

NFLCs Male Bauchi

7,902

7,902

Sokoto

8,291

8,291

Total males

16,193

16,193

Female Bauchi

17,098

17,098

Sokoto

16,709

16,709

Total females

33,807

33,807

Formal Schools

Male Bauchi

221,371 221371

Sokoto

143,299 143299

Total males

364,670 364670

Female Bauchi

193,9057 1939058

Sokoto

113,648 113648

Total females

307,553 307553



10 11



Target for PY5

Perfor- mance

Comments

Custom 3: Percentage of students who, by the end of three grades of primary schooling (or equivalent), demonstrate that they can read and understand the meaning of English grade level text

Method: Sample, student test Data Source: Early Grade Reading Assess- ment (EGRA) Unit of measurement: Number of learners Disaggregation: State, LGEA, sex, school type

Years 1,3, 5

Endline EGRA was not conducted due to the COVID-19 Pandemic and closure of schools NFLCs Male Bauchi

Sokoto

Total males

Female Bauchi

Sokoto

Total females

Formal Schools

Male Bauchi

Sokoto

Total males

Female Bauchi

Sokoto

Total females


12 13



Target for PY5

Perfor- mance

Comments

ES.1-1 Percent of learners targeted for USG assistance who attain a minimum grade-level proficiency in reading at the end of grade 2

Method: Sample, student test Data Source: Early Grade Reading As- sessment (EGRA) Unit of measurement: Percentage of learners Disaggregation: State, LGEA, sex, school type

Years 1,3, 5

Endline EGRA was not conducted due to the COVID-19 Pandemic and closure of schools

NFLCs Male Bauchi

Sokoto

Total males

Female Bauchi

Sokoto

Total females

Formal Schools

Male Bauchi

Sokoto

Total males

Female Bauchi

Sokoto

Total females


14 15

No. Indicator Method, Data Source,

Frequency Frequency Quarter 1 Quarter 2 Quarter 3 Quarter 4 PY5

Actual Target for PY5

Perfor- mance

Comments

ES.1-13 Number of Parents Teacher Associations (PTAs) or community-based school governance structures engaged in primary or secondary education supported with USG assistance

Method: Project Record Review Data Source: Data from project documents Unit of measurement: Number of SBMCs/ CMBCs Disaggregation: State, LGEA, school type

Annual

1,000 1,000 100% Target met

NFLCs Male Bauchi

500

500

Sokoto

500

500

Female Bauchi

Sokoto

Formal Schools Male Bauchi

Sokoto

Female Bauchi

Sokoto



Target for PY5

Perfor- mance

Comments

Custom 5: Number of CSO and local organizations mobilizing PTAs/ SMBCs and communities to support reading and/or access

Method: Record Review Data Source: Checklist, project documents Unit of measurement: Number of CSOs/local organizations Disaggregation: State, LGEA, CSO type

Annual

44 41 107% Target met

CSO’s Bauchi

22

Sokoto

22


16 17



Target for PY5

Perfor- mance

Comments

Custom 6: Percent of teachers using scripted lessons and other evidence- based reading instructional approaches, including appropriate formative assessment and homogeneous grouping

Method: Sample, observation, interview Data Source: SCOPE teacher observation tool, questionnaire Unit of measurement: Percent of teachers Disaggregation: State, LGEA, sex, grade, school type

Years 1,3, 5




Target for PY5

Perfor- mance

Comments

Custom 7: Number of laws, policies, regulations, or guidelines developed or modified to improve primary grade reading programs or increase equitable access)

Method: Record Review Data Source: Checklist, data from project documents Unit of measurement: Number of learners Disaggregation: State, LGEA, sex, grade, school type

Annual

National: 1

State: 2

Target already met

Govt. Level Federal

State Bauchi

Sokoto


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No. Indicator Method, Data Source, Frequency Frequency Quarter 1 Quarter 2 Quarter 3 Quarter 4 PY5


Perfor- mance

Comments

ES. 1-49 Number of primary or secondary textbooks and other teaching and learning materials (TLMs) that are inclusively representative provided with USG assistance

Method: Record Review Data Source: The Initiative records of materials delivered to each school Unit of measurement: Number of teaching and learning materials Disaggregation: State, LGEA, type, language

Quarterly

1355753 3,473,907 1,437,595 241% Number of learners overshot projection into ASC figures

NFLCs Bauchi 127,500 127,500

Sokoto 135,540 135,540

Formal schools Bauchi 694,474 694,474

Sokoto

ES. 1-6 Number of educators who complete professional development activities with USG assistance

Method: Record Review Data Source: Attendance records from teacher trainings Unit of measurement: Number of teachers Disaggregation: State, LGEA, sex, grade, teacher type, school type

Quarterly 3,912 6,044

774 10,730 10,414 103% A few more educators particularly at the LGEA level who require professional development activities benefitted

Formal School - Teachers

Bauchi Male 2,164 155 2,319

Female 1,424 147 1,571

Sokoto Male 2,250 2,246 174 4,670

Female 680 210 117 1,007

Formal School - Head Teachers

Bauchi Male 99 99

Female 17 17

Sokoto Male 61 61

Female 4 4

NFLC Instructors Bauchi Male 281 281

Female 216 216

Sokoto Male 340 340

Female 145 145


20 21




Perfor- mance

Comments

Custom 8: Number of LGEAs using criterion-referenced classroom monitoring and coaching to support and monitor early grade reading instruction

Method: Survey, observation Data Source: Survey of LGEAs, survey of head masters Unit of measurement: Number of LGEAs Disaggregation: State, LGEA

Annually 20 20

20 20 20 100% Target met

Number of LGEAs Bauchi

10 10

10 10 10

Sokoto

10 10

10 10 10

Custom 9: Number Method: Record review, survey Annually 20 20 20 20 20 20 100% States has of LGEAs assessing Data Source: Survey of state/LGEA offi- adopted and early grade reading cials; project records commence outcomes per Unit of measurement: Number of states/ implement established M&E requirements (at least every two years)

LGEAs Disaggregation: LGEA, type of assessment

LEMA/GALA

Number of LGEAs Bauchi

10 10 10 10 10 10

Sokoto

10 10 10 10 10 10



Target for PY5

Perfor- mance

Comments

ES. 1-12 Number of education administrators and officials who complete professional development activities with USG assistance

Method: Record review Data Source: Program records; oversight committee records Unit of measurement: Number of teachers Disaggregation: State, LGEA, school type

Quarterly 942 2,862 37 153 3,994 2,672 149% The target was not met due to COVID-19 restrictions that led to adoption of virtual model, causing reduction in number owing technological literate levels

Number of Administrators

Bauchi Male

445 1,566 14 71

Female

36 122 1 11

Sokoto Male

425 994 22 62

Female

36 180 0 9


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Perfor- mance

Comments

Custom 10: Percentage of costs of teacher and learning materials procured and distributed by GON

Method: Record review Data Source: State budgets; SEA report; NEI Plus Budget Unit of measurement: Percentage of costs Disaggregation: State

Annual

Percentage of Costs

Bauchi

Sokoto

Method, Data Source, Frequency


Target for PY5

Perfor- mance

Comments

ES. 1-48: Percent of learners targeted for USG assistance with an increase of at least one proficiency level in reading at the end of grade 2


Custom 13: Percentage of students who, by the end of schooling in Non-Formal Learning Centers demonstrate that they can read and understand the meaning of Hausa grade-level text (equivalent to grade 2 level Hausa in formal schools)



24 25

Custom 16: Number of primary or secondary school educators who complete professional development activities on peace education, conflict sensitivity, or conflict transformation with USG assistance

10,414

Custom 15: Number of primary school educators who complete professional development activities on implementing evidence-based reading instruction with USG assistance

10,414

ES. 2-1: Number of host country higher education institutions receiving capacity development support with USG assistance

4 4 4 4 4 4 100% Target met

ES. 2-52: Number of individuals affiliated with higher education institutions receiving capacity development support with USG assistance

86 86

Number of males

49 49

Number of females

37 37


26 27




Perfor- mance

Comments

ES. 1-50 Number of public and private schools receiving USG assistance

Method: EMIS Record Review Data Source: EMIS Unit of measurement: Number of schools Disaggregation: State, school type

Annual

3,776 3,728

The indicator was just developed and no target was set for it.

Formal schools Bauchi

1,893 1,845

Sokoto

883 883

NFLCs Bauchi

500 500

Sokoto

500 500



Target for PY5

Perfor- mance

Comments

ES. 1-46 Percent of individuals who transition to further education or training following participation in USG-assisted programs

Method: LGA EMIS records/ School records Data Source: NFLC database Unit of measurement: Number of learners Disaggregation: state, LGEA, sex, school type

Annual

50%

The indicator was just developed and end-of-cohort exam has not been conducted current cohort 4 and 5


50%

Sokoto

50%

NFLCs Bauchi

50%

Sokoto

50%


28 29




Perfor- mance

Comments

ES. 1-45 Percent of primary- grade learners targeted for USG assistance who have the appropriate variety of decodable, leveled, AND supplementary readers in the language of instruction with

Method: Representative sample during EGRA Data Source: EGRA report Unit of measurement: Percent of pupils Disaggregation: state, LGEA,

Annual

90%



Sokoto

NFLCs Bauchi

Sokoto


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1

TRAINET REPORT October 31st, 2020


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TraiNet Report

Training Title Male Female Total Coordinating Unit

Training Ven- ue

State Duration (Days)

Start Date End Date

PY5 Q1

1.3.1.5 Conduct 9-day training (8 days for LFs and 1 day for mobile money)/ for 1020 NFLC learning facilitators on the EGR integrated learning.(445 LFs and 80 state partners)

281 216 497 Access and Fragility

LGA Clusters Bauchi 7 2019-11-21 2019-11-27

1-3-1-4 Con- duct 5- day refresher training for 80 (40 per state) master trainers on EGR and NFLC/ AGLCs Man- agement Bauchi


Chartwell Hotel

Bauchi 5 2019-11-04 2019-11-08

2-3-2-16 Sup- port SUBEB to provide 3-day training of MTs to train (non- ICT equipped) SSOs on coaching / mentoring

331 12 343 Reading LGEA LGEA 3 2019-11-20 2019-11-22


4 5

2.3.2.14 Support SUBEB to select and provide two, 6-day EGR trainings to qualified MTs (replaces 2.3.2.7)

214 29 243 Reading ATAP Bauchi Bauchi 4 2019-12-16 2019-12-19

2-5-3-9 Con- duct training of EMIS Officers and state master trainers on ICT based LEMA / School data collection , data management and reporting Bauchi

18 3 21 MEAR Chartwell Hotel

Bauchi 3 2019-10-31 2019-11-2

1.3.1.5 Conduct 9-day training (8 days for LFs and 1 day for mobile money)/ for 1020 NFLC learning facilitators on the EGR integrated learning.


LGA Clusters Sokoto 9 2019-11-27 2019-12-05

1-3-1-4 Con- duct 5- day refresher training for 80 (40 per state) master trainers on EGR and NFLC/ AGLCs Man- agement Sokoto


Dankani Guest Palace

Sokoto 5 2019-11-04 2019-11-08


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2-3-2-5 Sup- port SUBEB to provide 4-day Continuous Professional Development on EGR for teachers based on the evidence gathered Sokoto

2250 680 2930 Reading Reading Clus- ter (Round 1&2)

LGEA 4 2019-09-30 2019-10-08

2-3-2-16 Sup- port SUBEB to provide 3-day training of MTs to train (non- ICT equipped) SSOs on coaching / mentoring

387 35 422 Reading LGEA LGEA 3 2019-11-09 2019-11-11

2-3-2-16 Sup- port SUBEB to provide 3-day trainings of MTs to train (Non- ICT equipped) SSOs on Coach- ing/Mentoring and Monitoring Sokoto

14 3 17 Reading Dankani Guest Palace

Sokoto 4 2019-11-11 2019-11-14

1.3.1.3 Train 30 SAME Scheme Organizers on monitoring coaching, mentoring and establish dashboard

28 2 30 Reading and Access and Fragility

Tahir Guest Palace

Kano 3 2019-12-11 2019-12-13


8 9

PY5 Q2

2.3.2.13 Support SUBEB to provide two, 4-day EGR training

3505 1530 5035 Reading LGA Cluster Locations

Bauchi 12 02/01/2020 14/01/2020

1.5.1.10 Con- duct 2-day data validation workshop for CSOs M&Es to capture cohort 5 enrolment

50 22 72 MEAR Command Guest House Bauchi

Bauchi 2 12/02/2020 14/02/2020

2.3.2.19 Equip an additional 350 SSOs with tablets to expand and sustain the use of ICT-based tools to support coaching/ mentoring and monitoring

225 16 241 Reading Zaranda Hotel Bauchi

Bauchi 5 16/02/2020 21/02/2020

1.5.4.7 Provi- sion and deployment of 60 Mobile Devices for Technolo- gy Supported innovation for SBCC

47 15 62 Grants Hazibal Hall Bauchi

Bauchi 3 03/02/2020 05/02/2020

2.5.3.2b Support State partners to pilot test the GALA items.


Bauchi 1 24/02/20202 24/02/2020


10 11

2.5.2.2 Conduct refresher training for cohort 4 NFLC EGRA post-test


Bauchi 2 08/03/2020 09/03/2020

1.5.1.11 Con- duct CSOs Ori- entation, Report writing and ICT Mobile device demo with CSOs ED's & PO's for Cohort 5 implementation

57 11 68 Grants Dan Kani Guest Palace

Sokoto 3 27/01/2020 29/01/2020

1.5.1.10 Con- duct 2-day data entry workshop for CSOs M&Es to capture cohort 5 enrolment

62 9 71 MEAR Sokoto Guest Inn

Sokoto 2 27/02/2020 28/02/2020

2.5.2.2 Conduct refresher training for cohort 4 NFLC EGRA post-test

42 16 58 MEAR Shukura Coral Hotel

Sokoto 2 17/03/2020 18/03/2020

2.5.3.2 Support state partners to develop test item banks for Group Admin- istered Literacy Assessment (GALA)

12 4 16 MEAR Tahir Guest Palace

Kano 5 17/02/2020 21/02/2020


12 13

2.3.2.12 1-day Refresher Train- ing for the Data Enumerators on Teachers Regis- tration and Dai- ly Attendance

54 2 56 Reading Dan Kani Guest Palace

Sokoto 1 01/03/2020 01/03/2020

2.3.2.12 Pre-registration and validation of Teachers for Teachers Train- ing

21 0 21 Reading Sokoto Guest Inn

Sokoto 2 04/03/2020 05/03/2020

2.3.2.12 Sup- port SUBEB to provide two, 6-day intensive, EGR training for TOTs (MTs/ SSOs) on for 306 SSOs, MTs

145 13 158 Reading Sokoto Guest Inn

Sokoto 4 30/12/2019 02/01/2020

2.3.2.19 Equip an additional 350 SSOs with tablets to expand and sustain the use of ICT-based tools to support coaching/ mentoring and monitoring (see Activity 2.3.2.15, above)

213 25 238 Reading Dan Kani Guest Palace

Sokoto 4 24/02/2020 28/02/2020


14 15

2.3.2.13 Support SUBEB to provide two, 4-day EGR training workshops to teachers, using video/audio tools

2854 351 3205 Reading LGEAs Sokoto 4 06/01/2020 16/01/2020

2.1.2.1 Conduct 2-day quarterly training of state and local levels EMIS personnel on the dissemination of LEMA dashboard findings, data management, TLMs tracking and school support dashboard to LGEA management

15 0 15 EMIS/SS Grand Ibro Hotel

Sokoto 3 03/03/2020 05/03/2020

2.2.3.5 Provide technical support to the reactivation of TMIS application in the state (Train- ing needs and deployment)

17 1 18 EMIS/SS Sokoto Guest Inn

Sokoto 3 21/01/2020 23/01/2020

PY5 Q3

Support SUB- EB to provide two, 4-day EGR training (Virtual training pilot testing)

70 35 105 Reading LGA HQs Bauchi 3 2020-06-7 2020-06-9


16 17

LEMA – Virtual Data Analysis Training for State Partners and EMIS Offi- cers

16 1 17 MEAR Online Virtual Bauchi 1 2020-05-21 2020-05-21

Data Utilization for Planning - Supporting Evidence-Based Planning of Integrated Sup- port Package for Schools

14 1 15 System strengthening

Online Virtual Bauchi 2 2020-05-30 2020-05-31

3 - day SEA Interactive On- line Training to support state

6 1 7 System Strengthening

Online Virtual Bauchi 3 2020-06-7 2020-06-11

2.3.2.11 VCPD Test - Run - Support SUB- EB via ICT - Trained MTs, SSOs to provide two, EGR Train- ing workshops to teachers, using video/audio tools

71 41 112 Reading Online Virtual Sokoto 4 2020-06-16 2020-06-19

3 - day SEA Interactive On- line Training to support state

9 1 10 EMIS/System Strengthening

Online Virtual Sokoto 3 2020-06-09 2020-06-11


18 19

Data Utilization for Planning - Supporting Evidence-Based Planning of Integrated Sup- port Package for Schools


Online Virtual Sokoto 2 2020-05-30 2020-05-31

LEMA – Virtual Data Analysis Training for State Partners and EMIS Offi- cers

12 0 12 MEAR Online Virtual Sokoto 1 2020-05-21 2020-05-21

PY5 Q4

2.3.2.11 VCPD Support SUB- EB via ICT - Trained MTs, SSOs to provide two, EGR Train- ing workshops to teachers, using video/audio tools - Sokoto

47 9 56 Reading Virtual Sokoto 3 2020-07-21 2020-07-23

2.3.2.11 VCPD Support SUB- EB via ICT - Trained MTs, SSOs to provide two, EGR Train- ing workshops to teachers, using video/audio tools - Sokoto

297 130 427 Reading Virtual Sokoto 3 2020-07-23 2020-07-31


20 21

2.3.2.11 VCPD Support SUB- EB via ICT - Trained MTs, SSOs to provide two, EGR Train- ing workshops to teachers, using video/audio tools - Bauchi

254 164 418 Reading Virtual Bauchi 4 2020-07-22 2020-07-25


Online Virtual Abuja 1 2020-09-16 2020-09-16

2.3.1.4 Support the quarterly coordination meeting between BESDA and NEI Plus technical team





2.2.3.5 Provide technical support to the reactivation of TMIS application in the state



1.1.3.1 Conduct end line institution capacity assessment (ICA) in SME, SUBEB, Agency and LGEAs




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project year five

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