usaid-funded pakistan reading project quarterly …pdf.usaid.gov/pdf_docs/pa00mjt4.pdf1 usaid-funded...

1

USAID-funded Pakistan Reading Project – Quarterly Progress Report (April 01 - June 30, 2016)

2


USAID-FUNDED PAKISTAN READING PROJECT QUARTERLY PROGRESS REPORT: APRIL 01 - JUNE 30, 2016

Sponsoring USAID Office: USAID/Pakistan

Cooperative Agreement Number: AID-391-A-13-00005

Grantee: International Rescue Committee (IRC)

Date of Submission: July 31, 2016

Revised Date: August 25, 2016

THE AUTHORS’ VIEWS EXPRESSED IN THIS DOCUMENT DO NOT NECESSARILY REFLECT THE VIEWS

OF THE UNITED STATES AGENCY FOR INTERNATIONAL DEVELOPMENT (USAID) OR THE UNITED

STATES GOVERNMENT.

3


TABLE OF CONTENTS

ACRONYMS ............................................................................................................................................. 4

EXECUTIVE SUMMARY ............................................................................................................................ 5

SNAPSHOT OF THE PROGRAM ................................................................................................................ 7

PROGRAM ACTIVITIES ............................................................................................................................. 8

COMPONENT 1: IMPROVED CLASSROOM LEARNING ENVIRONMENT FOR READING ..................... 8

COMPONENT 2: IMPROVED POLICIES AND SYSTEMS FOR READING .............................................. 23

COMPONENT 3: COMMUNITY BASED SUPPORT FOR READING ...................................................... 23

GENDER ................................................................................................................................................. 41

COMMUNICATIONS AND REPORTING .................................................................................................. 42

MONITORING, EVALUATION AND LEARNING ....................................................................................... 45

ISSUES AND CHALLENGES ..................................................................................................................... 48

OPERATIONS HIGHLIGHTS .................................................................................................................... 50

PRP INTERNATIONAL VISITORS/CONSULTANTS VISITS ......................................................................... 50

KEY MEETINGS ...................................................................................................................................... 55

ANNEXES ............................................................................................................................................... 62

ANNEX 1: PERFORMANCE AGAINST PROPOSED INDICATORS .......................................................... 63

ANNEX 2: LETTER ISSUED BY GOVERNMENT OF PUNJAB FOR MOTHER TONGUE STUDY ............... 79

ANNEX 3: GRANTS ADVERTISEMENT ................................................................................................ 80

ANNEX 4: SUCCESS STORIES ............................................................................................................. 81

4


ACRONYMS

ADE Associate Degree in Education

B.Ed. (Hons) Bachelors of Education (Honors)

BoC Bureau of Curriculum

CA&DD Capital Administration and Development Division

CMR Community Managed Reading

CPD Continuous Professional Development

CRP Complementary Reading Program

DCTE Directorate of Curriculum and Teacher Education

DEE Directorate of Education Extension

DoE Department of Education

DRLP Daily Reading Lesson Plan

EGRA Early Grade Reading Assessment

FTF Face-to-Face

HEC Higher Education Commission

HR Human Resources

ICT Islamabad Capital Territory

KP Khyber Pakhtunkhwa

LC Disability LC Disability and Development Program Pakistan

LCWU Lahore College for Women University

MDT Material Development Team

MEL Monitoring, Evaluation and Learning

M&E-IS Monitoring, Evaluation and Learning Information System

MOU Memorandum of Understanding

MRC Material Review Committee

MSF Mission Strategic Framework

NACTE National Accreditation Council of Teacher Education

NCRC National Curriculum Review Committee

NEAS National Education Assessment System

NGO Non-Government Organization

NOC No Objection Certificate

PAC Provincial Advisory Committee

PCP Pakistan Center for Philanthropy

PEAS Provincial Education Assessment System

PIRs Performance Indicators Reference Sheets

PITE Provincial Institute for Teacher Education

PMP Performance Monitoring Plan

PPP Public Private Partnership

PRP USAID-funded Pakistan Reading Project

PSC Provincial Steering Committee

PTC Parent Teacher Committee

RFA Request for Application

RIS Reading Improvement Strategy

SMC School Management Committee

SMS Short Message Service

SOP Standard Operating Procedure

SSA School Support Associate

TEP USAID Teacher Education Project

TIG Teacher Inquiry Group

TTI Teacher Training Institute

VMV Virtual Mentoring Video

5


EXECUTIVE SUMMARY

The USAID-funded Pakistan Reading Project (PRP) is supporting the provincial and regional

departments of education in Pakistan to improve quality of education with a focus on improving

reading skills of children at early grade level. PRP will achieve this goal through three objectives:

teacher trainings, policy reforms, and community support for reading in Pakistan.

PRP’s component 1 focused on phase 2 refresher trainings for cohort 1 teachers, mentors and

academic supervisors continued from previous quarter, in addition to the monthly Teacher Inquiry

Group (TIG) meetings and school support visits. In this reporting period, PRP trained/oriented:

4 reading specialists (2 male, 2 female)

30 mentors (5 male, 25 female)

62 academic supervisors (41 male, 21 female)

2,097 teachers (1,302 male, 795 female)

As of June 30, maximum of 13 TIG meetings were conducted in cohort 1 districts while a maximum

of 10 TIG meetings were held in cohort 2 districts. As planned, mentors and School Support

Associates (SSAs) conducted a total of 8,532 and 8,809 visits to PRP intervention schools

respectively.

Overall, PRP training program accomplished set goals. PRP’s package of Teaching Learning Material

(TLM) for grade 1 that reached cohort 2 schools in this quarter:

Urdu grade 1 material (weeks 1-16)

Sindhi grade 1 material (weeks 1-8)

PRP made significant progress in material development:

Sindhi TIG modules (11-18) finalized and sent for printing

Urdu grade 1 material (weeks 17-24) and Sindhi (weeks 9-24) delivered to design firm

Grade 2 material content developed in Urdu and Sindhi and approved by Material Review

Committees (MRCs)

Grade 2 material (weeks 1-24) in Urdu and Sindhi sent to design firm

Under the Information Communication Technology component, PRP reached 13,467 beneficiaries in

cohort 1 and 2 districts through informational text messages, with each user receiving on average 4

messages every month. Development of year 2 Virtual Mentoring Videos (VMVs) in Urdu and Sindhi

was completed and content was prepared for dissemination.

PRP’s scholarship program completed installments for 2,186 students including 2,009 Associate

Degree in Education and 177 B.Ed. (Hons.) ongoing scholarship recipients.

6


PRP’s component 2 key achievements included:

Approval of reading standards by Gilgit-Baltistan government

Approval of Continuous Professional Development (CPD) strategic plan by AJK government

Completion of capacity building workshops on development of early grade reading

assessment tools in AJK, Balochistan, GB, ICT and KP

Completion of accreditation orientation workshops for 63 Teacher Training Institutes (TTIs) –

GB 4, KP 26, and Sindh 33.

Two Provincial Steering Committee (PSC) meetings (AJK 1 and Sindh 1) and three Provincial Advisory

Committee (PAC) meetings (AJK 1, Balochistan 1, and ICT 1) were held in this quarter. In addition, a

meeting was held with key stakeholders of KP to share PRP-TIG model and discuss possibilities for

integration of approaches and TIG model in the existing CPD system of education department. a

meeting was held with officials of Directorate of Curriculum and Teacher Education (DCTE),

Provincial Institute of Teacher Education (PITE), Islamia College Peshawar, University of Peshawar

and Sarhad University Peshawar to discuss the roadmap for developing Pushto reading standards for

early grades. In this meeting, a working group for development of reading standards in KP was

formed and also notified by DCTE-KP. Moreover, a consulting firm hired for conducting a study on

the use of mother tongue, developed research tools that were reviewed and piloted, and the firm

initiated data collection in Balochistan, Sindh, KP and Punjab.

Under Public Private Partnership (PPP), a meeting was held with Japan Embassy and they agreed to

provide vehicles for MBL in ICT and KP regions. USAID and PRP met with Pakistan Science Foundation

to explore ways of working together, and 2,550 books were donated by Rotary Club Karachi for PRP

target schools in Lasbela, Balochistan.

PRP’s component 3 advertised its Complementary Reading Program (CRP) grants funding

opportunity under the theme of ‘tutoring’. As a result of this solicitation, a total of 64 CRP

applications were received from 6 regions (AJK 7, Balochistan 8, GB 3, ICT 15, KP 16, and Sindh 15).

PRP awarded three Community Managed Reading (CMR) grants in 3 regions (GB 1, ICT 1, and KP 1).

CMR grant agreements were signed between PRP and CMR grantees.

PRP launched its MBL Summer Reading Program for the low cost private schools in Sindh and

Islamabad in this quarter. The MBL visited 14 schools providing an opportunity to 1,160 children

(645 boys, 525 girls) from marginalized communities who cannot afford supplementary reading

books to enhance their reading skills and promote a reading culture.

The gender component organized 3 orientation sessions in AJK, GB, and Islamabad for 89

participants (40 male, 49 female) on gender and conflict sensitivity. The project received USAID

approval for 3 gender posters that will be distributed to PRP focused schools in the upcoming

quarters.

7


SNAPSHOT OF THE PROGRAM

The USAID-funded Pakistan Reading Project (PRP), implemented by the International Rescue

Committee (IRC) and its partners (Creative Associates International, World Learning, and Institute of

Rural Management), is supporting the provincial and regional education departments throughout

Pakistan to improve reading skills of

children in grades one and two. The project

will achieve this goal through three

components:

Improve Classroom Learning

Environment for Reading

Improve Policies and Systems for

Reading

Community – Based Support for

Reading

ANTICIPATED RESULTS

1.3 million grade 1 and 2 students

receiving reading interventions.

23,800 teachers in public schools with improved skills in teaching reading and conducting

classroom assessments.

Improved reading policies and systems for reading.

111 Teacher Training Institutions (Colleges and Universities) offering ADE and B.Ed. (Hons.)

degree programs with new reading curricula.

3,649 scholarships for ADE and B.Ed. (Hons.) students.

1.7 million workbooks provided for school children.

Provision of 23,800 tablets to teachers.

Mobile Libraries reaching out to 300 communities.

Small grants to support community based reading initiatives.

PRP is improving the quality of teaching and assessment of reading by supporting improvements to

teachers’ pre-service education, providing a model for continuous professional development for in-

service teachers, and making supplemental instructional materials more widely available to primary

school teachers. The project’s strategy entails supporting efforts of the Government of Pakistan in

each province and region to achieve these goals. PRP is promoting the adaptation and

implementation of policies that promote quality teaching and will ensure the sustainability of its

initiatives over time through permanent policy changes. The intervention will be improved reading

instruction and assessment of 23,800 teachers and 1,300,000 grade 1 and 2 students across 7

provinces/regions of Pakistan.

KEY ACHIEVEMENTS TO DATE

65,244 School Support Visits

304,992 Workbooks

2,186 Scholarships

14,901 Teachers

227,099 Students

8


PROGRAM ACTIVITIES

This section presents key program activities under the three core components of PRP:

1. Improved Classroom Learning Environment for Reading

2. Improved Policies and Systems for Reading

3. Community-Based Support for Reading

COMPONENT 1: IMPROVED CLASSROOM LEARNING ENVIRONMENT FOR

READING

The following activities were carried out under component 1 during this reporting quarter.

SUB-COMPONENT 1.1: TEACHER SKILLS IMPROVED THROUGH QUALITY EDUCATION,

TRAINING AND CONTINUOUS PROFESSIONAL DEVELOPMENT

1.1.1 STUDENT MATERIALS FOR READING SUPPORT

PRP is working closely with the provincial and regional governments across Pakistan to bring

meaningful and measurable improvement in student reading through improved learning materials

and teaching techniques. Over the last two years PRP developed a wide range of Teaching Learning

Material (TLM) in Urdu and Sindhi languages including daily reading lesson plans, big books, leveled

readers, flash cards and student workbooks for grades 1 and 2, to support teachers in teaching and

learning process to improve beginning reading skills of students. Linguistic experts, storywriters,

early grade language teachers, curriculum experts and language authority representatives have been

involved in all steps of material development process. The Material Review Committees (MRCs)

comprising of officials, subject experts, and teachers from Bureaus of Curriculum, Provincial

Institutes of Teacher Education, and Directorates of Education review and approve the material.

Developing early grade reading material for the Pakistani context is a very exciting and challenging

process that includes many stakeholders from the beginning to the end product. Steps involved in

the material development process are summarized below.

Figure 1: PRP Material Development Process

This quarter focused on development of daily reading lesson plans and workbooks for grade 2

teachers and students. PRP’s regional material development committees developed first drafts of

grade 2 materials at the national level and tested in PRP focused schools in urban and rural areas to

Develop Scope and Sequence

Development of TLM content

Field test of material in

schools

Refinement of material

Review by material review

committee

Incoporate feedback of committee

Designing and layout of material

Printing of material

Distribution of material in

schools

9


assess text difficulty level and contextualization. The content was reviewed by the national MRC,

revised with field analysis feedback, and then finalized by PRP’s material development team. The

grade 2 material is now in designing process.

1.1.1.2 MATERIAL REVIEW / DEVELOPMENT WORKSHOPS (URDU)

The Urdu Material Review Committee (MRC) members (15 male, 5 female) met in Karachi from May

4-6 to review grade 2 materials in Urdu language. PRP presented the grade 2 material development

process, acknowledging the support and efforts of MRC members in this process. The presentation

included in-depth analysis of Teaching Learning Material (TLM) pilot process and the changes made

to the content on the basis of pilot process.

After an in-depth analytical review of the Urdu big books, sample lesson plans, student workbooks,

and leveled readers, the MRC members recommended few changes that were incorporated in the

material. The main revisions included:

Reviewing and revising language to ensure grade-level appropriateness

Modifying sentence structure at recommended points

Omitting an Urdu big book, ‘گھر سجائیں ’ because of text difficulty

The MRC members admired and appreciated the development of grade 2 TLM and approved the

lesson plans, workbooks, big books, and leveled readers.

1.1.1.5-10 DEVELOPMENT OF URDU MATERIAL FOR GRADES 1 AND 2

Grade 1 Urdu

In this quarter, material of grade 1 (week 1-16) was printed and distributed in cohort 2 schools. This

included big books, daily reading lesson plans and student workbooks.

The lesson plans for grade 1 (week 17-24) were finalized by the material development committee,

and are now in designing process.

Grade 2 Urdu

The material development committee developed the content of leveled readers and big books in

previous quarter. This quarter focused on the development of daily reading lesson plans and the

associated exercises along with the flash cards. The content was developed with the collaboration of

material development committee, storywriters, linguists, PRP field practitioners and international

literacy expert during a workshop from March 29-April 7, attended by 23 participants (13 male, 10

female).

Table 1: Participants of Urdu material development workshop

Participants Male Female Total

Government officials 6 - 6

Consultants 6 3 9

PRP regional and national staff 1 7 8

Total 13 10 23

10


After the development of content, 6 schools were selected for material pilot testing, carried out with

approximately 30-35 grade 2 students from each school. The pilot testing allowed PRP to evaluate

the effectiveness of grade 2 TLM, assess the material alignment for grade-level appropriateness and

analyze material progression for pacing and skill development within the timeframe of a week. From

field test results, the material development team was able to revise the content before distribution

and implementation in schools in which trained teachers are working to improve students’ reading

skills. The table below shows the schools participating in pilot testing.

Table 2: School selected for pilot testing

District School Name Language Number of Students

Shaheed Benazir Abad-Sindh

GBPS New Society, Nawabshah Sindhi 26

Tando Allayar-Sindh GBPS Main Sindhi Tando Allayar Sindhi 35

Matiari-Sindh GGPS Main Matiari Sindhi 40

Islamabad IMS Boys (I-X) Said Pur Village Islamabad

Urdu 30

Islamabad IMSG (I-X) PMS Colony G/5 Islamabad

Urdu 30

Islamabad IMSJ (1-V) G-10 /1 Islamabad Urdu 30

The data collection tools were finalized including questionnaire for focus group discussion,

classroom observation tools, and interviews questions for grade 2 teachers. PRP staff involved in

pilot testing received an orientation session on the pilot tools. Following are some of the key findings

of the pilot testing:

Strengths:

Students enjoyed the whole process and were fully engaged in all learning activities.

Activities were designed as per student learning outcome.

The instruction for teachers in daily reading lesson plan were clearly written.

After two days of lessons, the students became more active in responding, asking questions,

and participating during the activities or while reading leveled reader or big book.

The content of big book and leveled reader was interesting and engaging for the students.

Areas of Improvement:

Extend allotted time of lesson plan - 20 minutes is not sufficient to accomplish key learning

tasks.

Activities can be reduced so that a teacher can focus on one activity to improve reading.

Most of the students were unable to write complete sentences within the given time.

Number of student practice sentences should be reduced.

Difficult vocabulary in lesson plan, big book and leveled reader needs to be replaced with

more grade-level appropriate wording.

The delivery of lesson plans needs some preparation before teaching. The activities of the

lesson plan are not difficult. However, word making and writing or assessment activities for

students require more preparation time.

11


On the basis of feedback from pilot testing, PRP’s material development team revised and finalized

the content of grade 2 lesson plans. The table below provides an update of Urdu material

development as of June 30, 2016.

Table 3: Status of Urdu material development as of June 30

Material Description Content Development

MRC Approval

Hiring Design

Firm

Designing and

Illustration

Hiring Printing

Firm

Printing Distribution

Grade 1 Urdu Materials

Weeks 1-16


Weeks 17-24 In process In process - -



1.1.1.13 MATERIAL REVIEW / DEVELOPMENT WORKSHOPS (SINDHI)

Sindhi writers and language experts (17 male, 4 female) participated in a national workshop from

March 29-April 7 to develop grade 2 Sindhi material. The participants developed content for lesson

plans and student workbooks for grade 2 that were reviewed and approved by the Sindhi MRC.

Table 4: Participants of Sindhi material development workshop

Participants Male Female Total

Government officials 3 - 3

Consultants 5 2 7

PRP regional and national staff 9 2 11

Total 17 4 21

1.1.1.15-21 DEVELOPMENT OF SINDHI MATERIAL

In this quarter, PRP finalized the adaptation of Sindhi Teacher Inquiry Group (TIG) modules (11-18)

that are now in printing process.

Grade 1 Sindhi

Sindhi material for grade 1 (week 1-8) including big books, daily reading lesson plans, flash cards and

workbooks was printed and distributed in cohort 2 schools. The lesson plans for grade 1 (week 9-24)

were finalized by the material development team, and are now in designing process.

Grade 2 Sindhi

PRP’s material development team finalized the content of instruction and activities of daily reading

lesson plans and workbooks for grade 2 (week 1-24) based on the feedback received during the field-

testing and review by the national MRC. PRP also finalized flash cards consisting of letter-keyword,

sight words, pictures, and letters for grades 1 and 2. In addition, 250 flash cards of syllables and

letters were developed for students to practice word making in small groups.

The following table provides an update of Sindhi material development as of June 30, 2016.

12


Table 5: Status of Sindhi material development as of June 30

Material Description Content Development

MRC Approval

Hiring Design

Firm

Designing and

Illustration

Hiring Printing

Firm

Printing Distribution

Sindhi TIG Modules

11-18 -

Grade 1 Sindhi

Weeks 1-8

Grade 1 Sindhi


Grade 2 Sindhi


1.1.1.22 PROVINCIAL SINDHI MRC MEETING TO REVIEW MATERIAL

Sindhi MRC members (3 male, 1 female) met in Karachi from May 4-6 to review Sindhi grade 2

material. PRP shared the analysis of material development and its piloting process. The members

reviewed the material in light of feedback from the pilot test, and recommended further changes

that were incorporated by the PRP material development team. Subsequently, the Sindhi MRC

approved grade 2 Sindhi TLM including daily reading lesson plans, workbooks, big books, and leveled

readers.

1.1.1.23-26 DISTRIBUTION OF MATERIALS

Provision of TLM is critical to successful implementation of PRP reading approach and techniques at

classroom level to improve students’ reading skills. Teacher

Inquiry Group (TIG) modules, scripted lesson plans, student

workbooks, big books and flash cards are integral and

fundamental part of PRP training program that support

teachers to improve students reading skills in grade 1 and 2.

PRP is providing TLMs to students, teachers, mentors and

School Support Associates (SSAs) to use in classrooms.

Teachers are using these materials and share very positive

results in improving students’ reading skills as well as

improvement in their teaching approaches.

From field data, PRP has learned that using TLM, including

student workbooks is an engaging experience for students. In

utilizing the materials teachers indicated feeling equipped with

tools for teaching reading in early grades. Reading stories from

the big books has become a regular feature in PRP focused

schools. This is creating interest and enjoyment with reading

among students.

PRP provided training manuals and TIG modules to all trained teachers in cohort 1 and 2 districts to

help them improve their knowledge and skills about components of reading and different teaching

strategies to improve student reading skills..

“Use of flash cards helped me a lot to involve and engage even the most reluctant students of my class in learning process. Now I understand the importance of visual aids for improving reading outcomes,” says Yasmeen Kousar, a PRP trained teacher in Bhimber, Azad Jammu & Kashmir

13


Grade 1 Urdu TLM (week 1-16) including scripted lesson plans, big books, student workbooks, and

flash cards were delivered to cohort 1 schools, however Urdu TLM (17-24) was not finalized and

therefore not yet delivered to cohort 1.

Cohort 2 schools received updated TLM Urdu week 1-16 and Sindhi week 1-8 students had already

graduated to grade 2, while Urdu TLM week 17-24 and Sindhi week 9-24 is in the design process and

is expected to be delivered in next quarter. PRP provided a catch up plan to teachers with specific

guidelines on how to teach key grade 1 foundation skills to students promoted to grade 2. It is

anticipated that in next quarter, teachers will follow this catch up plan by utilizing the updated grade

1 Urdu and Sindhi TLM. This will subsequently enable students to benefit from grade 2 reading

material (expected to be deliver in next quarter) during the academic year.

The table below presents the distribution of TLM in cohort 1 and 2 schools in this quarter. This

material includes TIG modules 1-18, and grade 1 scripted lesson plans (week 1-16), student

workbooks (week 1-16), flash cards, and big books (week 1-16).

Table 6: Material distribution in the quarter

Teaching Learning Material (TLM) TLM distributed (Apr-Jun)

Cumulative achievement as of

Jun 2016

LOP Target

TLMs provided to reading specialist 12 57 288

TLMs provided to mentors 705 3,925 16,565

TLMs provided to academic supervisor 292 992 5,520

TLMs provided to head teachers 3,560 23,800

TLMs provided to teachers 45,938 119,422 5,149,225

TLMs provided to student of grades 1 and 2 147,108 333,408 1,820,333

1.1.2 TEACHER PROFESSIONAL DEVELOPMENT – IN-SERVICE TRAINING

1.1.2.2 TRAINING OF READING SPECIALISTS

PRP organized a 6-day refresher training for cohort 1 reading specialists from April 4-9 in Islamabad.

A total of 4 participants (2 male, 2 female) attended the training that was based on review of the

Teacher Inquiry Group (TIG) year 1 concepts and introduction to the TIG year 2 modules and lesson

plans.

1.1.2.3 TRAINING OF MENTORS (FACE-TO-FACE)

A 6-day refresher training was conducted for cohort 1

mentors from April 4-9 in Islamabad. A total of 30

mentors (5 male, 25 female) out of 33 attended the

training to revisit concepts related to teaching and

assessment of reading, along with the PRP’s Continuous

Professional Development (CPD) model and reading

approach. Three mentors could not continue with PRP

due to their other official commitments. The project

managed to cover all TIGs and schools with 30 mentors.

Mentors’ group activity during a session on segmentation and blending in refresher training

14


The participants were provided an opportunity to share their experiences from the year 1, and were

introduced to TIG year 2 modules and grade 2 daily reading lesson plans.

Participants completed a baseline self-assessment about the key concepts that were introduced and

practiced in the workshop. They revisited this assessment on the last day of the workshop to see

what they had learned and it was observed that workshop objectives were met successfully. By the

end of this training, participants had practiced selected year 2 daily reading lessons as well as read

alouds, and were able to utilize the rubrics to observe daily reading lesson and shared reading.

Similarly, participants were familiarised with the content of TIG modules 11-18.

1.1.2.4 ORIENTATION OF ACADEMIC SUPERVISORS

Academic supervisors oversee the teaching and learning process in PRP target schools. Phase 2

orientation sessions for academic supervisors continued from previous quarter with the purpose to

extend continuous support to head teachers and teachers to sustain PRP reading initiatives. This

refresher provided an opportunity to the academic supervisors to practice read alouds for grade 1

and 2, introduce them to grade 2 material, provide overview of year 2 TIG modules, and refresh their

understanding of coaching.

Participants used techniques such as brainstorming, questioning, individual work, pair work, group

work, and presentations to achieve the workshop objectives. Reflections from the participants and

debriefing of the facilitators helped in making these sessions more interactive and effective. The

table below summarizes the status of total number of academic supervisors oriented.

Table 7: Number of academic supervisors oriented

Province/ Region

Oriented in Phase 1

(2015)

Previous Quarter

Reporting Quarter Grand Total

Remarks

Total Male Female Total

AJK 30 - 24 8 32 32 Two new Academic Supervisors joined and were also oriented.

Bal 48 36 12 8 20 56 Eight new Academic Supervisors joined and were also oriented.

GB 12 13 - - - 13 One new Academic Supervisors joined and were also oriented.

KP 53 47 5 5 10 57 Four new Academic Supervisors joined and were also oriented.

Sindh (cohort 1)

11 7 - - - 7 4 academic supervisors could not participate in the orientation due to other official commitments. Project is working with the respective department for suitable time to orient these remaining academic supervisors

Sindh (cohort 2)

45 44 - - - 44 One academic supervisor position is vacant.

Total 199 147 41 21 62 209

1.1.2.6 TRAINING OF TEACHERS (FACE-TO-FACE)

PRP is focusing its efforts in preparing teachers in selected districts across Pakistan to improve

reading skills of students in early grades. Continuous Professional Development (CPD) of teachers is

15


essential to ensure effective implementation of PRP reading approaches and use of Teaching

Learning Material (TLM) in improving reading skills of grade 1 and 2 students.

During the reporting period, PRP organized 3-day Face-to-Face (FTF) refresher trainings (Phase 2) to

review and reflect on year 1 teaching learning practices and introduce concepts in grade 2 TLM.

A total of 1,916 teachers (1,179 male, 737 female) attended the trainings to exchange and share the

learning and successes along with challenges faced by them during the previous year of project

intervention. Some of the main topics covered in this training included:

Demonstration and practice of Daily Reading Lesson Plan (DRLP)

Segmenting and blending of sounds

Demonstration and practice of Read aloud

Comparison of DRLPs of grade 1 and 2

Use of Tablets

The table below provides detail of teachers trained through FTF training during this quarter. The

remaining teachers will be trained in the next quarter.

Table 8: Number of teachers trained

Province/Region Trained in Phase 1 (2015)

Previous Quarter Reporting Quarter Grand total Male Female Total Male Female Total

AJK 1298 534 521 1055 127 84 211 1266

Balochistan 1114 499 378 877 43 29 72 949

FATA - - - - - - - -

GB 505 301 85 386 - - - 386

ICT 565- - - - 86 414 500 500

KP 2822 1276 1115 2391 122 47 169 2560

Sindh (Cohort 1) 195 52 113 165 - - - 165

Sindh (Cohort 2) 3011 1494 240 1734 924 221 1145 2879

Total 8945 4156 2452 6608 1306 787 2093 8701

New teachers joining the FTF are one of the challenges the project faced in all provinces/regions.

Occasionally, PRP trained teachers are transferred to non-intervention schools. The new teachers

are not familiar with PRP’s reading approach, and the correct and effective use of teaching and

learning material provided by the project. Therefore, the students in these schools are not getting

the required quality of reading interventions. To overcome this challenge, PRP worked on two fronts.

PRP highlighted this issue in the steering committee meetings to minimize the transfer of trained

teachers for two academic years. As a result, some transfers were reversed but still there are cases

where teachers have been replaced due to promotion. Therefore PRP developed different options of

condensed training program to orient these newly appointed teachers. During this quarter, the

project oriented 169 new teachers (122 male, 47 female) in KP, and is expecting to train/orient new

teachers in other provinces/regions in the coming quarters.

1.1.2.8 TEACHERS TRAINED THROUGH TIG MEETINGS

Monthly TIG meetings are essential part of PRP teachers’ CPD model. Teachers regularly meet to

share, refine and assess the impact of reading strategies and approaches they are currently using in

their classrooms. TIG meetings are guided, collaborative groups in which teachers’ discussion is

guided by the TIG module. Teachers study relevant TIG module and prepare assigned activities

16


before each meeting. Teachers attend 17 monthly TIG meetings in two academic years supported by

TIG facilitators, mentors, and SSAs.

Cohort 1 teachers discussed modules 11, 12 and 13 during these meetings. These modules included

‘revisiting TIG process and assessing student progress’, ‘peer visitation’, and ‘continuous

assessment’. Teachers enthusiastically discussed the module 12 tasks ‘peer visitation’, in which

teachers visited each other’s schools and observed lessons. They reported that by observing peers’

classes, they practically learnt giving and receiving constructive feedback and their confidence level

also enhanced. They also got new ideas about classroom environment, teaching fluency, and

vocabulary during these visits. In the discussions during the TIG meeting, teachers shared that the

main challenge they faced was long distances between schools, especially in rural areas, and lack of

cooperation on part of some head teachers. To overcome these challenges, the teachers in rural

areas left early morning to observe a peer’s class. And, in cases where head teachers were not

cooperative, the concerned School Support Associates (SSAs) and PRP’s District Program Managers

(DPMs) talked to the head teachers to allow their TIG teachers to conduct peer visitation. The table

below provides detail of TIG meetings for cohort 1 in this quarter.

Table 9: Cohort 1 teachers attending TIG meetings

Province/ Region

# of Teachers Participated in Four TIG Meetings

# of Teachers Participated in Three TIG Meetings

# of Teachers Participated in Two TIG Meetings

# of Teachers Participated in One TIG Meeting

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

AJK - - - - - - 533 483 1016 79 101 180

Bal 21 6 27 500 266 766 52 66 118 35 26 61

GB - - - 227 66 293 62 31 93 29 7 36

ICT - - - - - - 72 328 400 15 93 108

KP - - - 1080 859 1939 237 241 478 53 60 113

Sindh - - - - - - 46 91 137 8 19 27

Total 21 6 27 1807 1191 2998 1002 1240 2242 219 306 525

TEACHER INQUIRY GROUP (TIG) MEETINGS AT DIFFERENT LOCATIONS

ISLAMABAD

GILGIT-BALTISTAN

KHYBER PAKHTUNKHWA

AZAD JAMMU & KASHMIR

17


In TIG meetings of cohort 2 districts, teachers discussed modules 7, 8, and 9, covering three

components of reading - phonics, fluency, and writing to learn. Sharing their classroom teaching

experiences during TIG meetings, teachers reported that many activities including ‘give me five’,

‘decoding and blending words’, ‘identifying invented spelling errors’, and ‘drawing and labeling’

proved very helpful in assisting students in reading new words through sound and syllable

segmentation/blending, in understanding and telling stories in their own words as well as through

pictures, and in learning to identify and write correct spellings of known words.

The table below provides detail of TIG meetings for cohort 2 held during the quarter.

Table 10: Cohort 2 teachers attending TIG meetings

Province/ Region

# of Teachers Participated in Four TIG Meetings

# of Teachers Participated in Three TIG Meetings

# of Teachers Participated in Two TIG Meetings

# of Teachers Participated in One TIG Meeting


AJK - - - 40 27 67 470 289 759 114 119 233

Bal 26 5 31 108 56 164 456 266 722 90 56 146

GB - - - 71 94 165 28 15 43 7 9 16

KP - - - 5 9 14 949 1029 1978 180 223 403

Sindh - - - 154 22 176 2049 348 2397 221 67 288

Total 26 5 31 378 208 586 3952 1947 5899 612 474 1086

In summer zone areas, teachers attended maximum of 2 TIG meetings due to early school closure

and long summer vacations. The project has already planned for additional TIG meetings in the next

quarter after summer break to take into account this gap.

1.1.2.9 SUPPORT VISITS TO SCHOOLS

Mentors and School Support Associates (SSAs) continued coaching visits to cohort 1 and 2 teachers

in all provinces/regions. PRP worked with trained

teachers at classroom level to diagnose their needs

and support them accordingly, and to help

improve their teaching practices. These visits

helped teachers to implement the Daily Reading

Lesson Plans (DRLP) more effectively and focused

on improvement of reading.

From support visits, the project noted that many

teachers are still facing problems with phonics and

they are trying to overcome this issue by listening

to letter sounds on tablets and by discussing these

with mentors and SSAs. PRP teacher training team

and senior management visited schools, monitored progress and provided need-based support to

teachers. During these visits, staff carried out the following activities:

1. Daily Reading Lesson Plans (DRLP) observation and demonstrating DRLPs

2. Use of TLM and guidance on use of DRLP and workbooks

3. Guidance on development of print rich environment

4. Discussion and guidance on ‘interim activities’ implementation of TIG Modules

Trained teacher engages students during a school support visit

at a PRP intervention school

18


The project team visiting schools observed that majority of the trained teachers are comfortable

while delivering DRLP because of support provided by PRP.

Despite the significant contribution of school support/coaching in improving teaching reading skills

of teachers, there are some areas that need to be addressed. One of the challenges noted by

mentors and project staff during schools visits is that teachers use local languages while teaching

reading that hinder students from comprehending Urdu instructions. PRP mentors and SSAs

encouraged teachers to use Urdu as a medium of instruction throughout the period so that students

get an environment to learn reading in Urdu. PRP

also learned that some teachers are facing

challenges in completing the proposed DRLP

activities in the available time. The project intends

to review these lessons in coming quarters to align

them to ground realities.

In this quarter, PRP increased efforts for improving

the quality of support visits by ensuring that the

lesson observations are based on the DRLP rubric,

teachers get productive feedback, and receive input

on bringing the skills and concepts learned during

TIG meetings in the classrooms. Some of the good

practices observed during school visits are:

Print rich environment in PRP classrooms

Teachers are adopting PRP techniques for teaching reading including tap out and clap out for

letters and syllables

Students feel comfortable in following teachers’ instructions and enjoy the learning process

Teachers are using DRLP in an effective manner with combination of board work and student

interaction/involvement

Achievement level of mentors’ visits further improved in this quarter, as they made efforts

particularly in cohort 1 districts, to provide support to maximum number of schools and meet their

quarterly targets. The tables below provide detail of school visits during this quarter. The number of

visits achieved is comparatively higher than the quarterly target because mentors and SSAs put extra

efforts to cover backlog from the previous quarters.

Table 11: Number of school support visits - cohort 1

Province/ Region

School Visit Quarterly Target

Mentors School Support Visits SSAs School Support Visits

No. of Schools Visited

No. of Teachers Supported No. of Schools Visited

No. of Teachers Supported

Mentor SSA Male Female Total Male Female Total

AJK 541 541 690 543 454 997 695 550 477 1027

Bal 707 707 447 346 194 540 478 377 227 604

GB 323 323 174 134 70 204 242 207 112 319

ICT 132 132 133 71 151 222 160 99 150 249

KP 1508 1508 1392 1243 1084 2327 1425 1296 1114 2410

Sindh 69 69 35 32 29 61 35 36 27 63

Total 3280 3280 2871 2369 1982 4351 3035 2565 2107 4672

Students practice skywriting during a reading lesson at a

school in Khyber Pakhtunkhwa

19


Table 12: Number of school support visits - cohort 2

1.1.3 TECHNOLOGY IN IN-SERVICE CONTINUOUS PROFESSIONAL DEVELOPMENT (CPD)

1.1.3.2 DEVELOPMENT OF VIRTUAL MENTORING VIDEOS (VMV)

PRP completed development of Virtual Mentoring Videos (VMVs) in Urdu and Sindhi during the

quarter. These VMVs are ready for uploading to tablets through memory cards delivered to teachers

by project staff visiting schools, and online Content Management System (CMS).

1.1.3.3 DEVELOPMENT OF SHORT MESSAGE SERVICE (SMS) AND DIGITAL RESOURCES

In the reporting quarter, the project reached 13,467 beneficiaries of PRP’s Short Message Service

(SMS) support system. This service included cohort 1 and 2 teachers, mentors and academic

supervisors. A total of 161,724 informational text messages were sent about teaching reading.

1.1.3.5 DISTRIBUTION OF TABLETS

As part of professional development program, PRP is providing tablets to teachers preloaded with

digital content focused on improving reading skills. PRP in close collaboration with

provincial/regional governments organized tablet distribution ceremonies in different provinces/

regions during the quarter. PRP distributed a total of 4,829 tablets in this quarter as below. To date,

the project has distributed 12,847 tablets out of 23,800 life of project target. Tablets for cohort 3

teachers will be distributed at the start of FTF trainings for these teachers.

4,240 teachers (3,086 male, 1,154 female)

436 mentors (319 male, 117 female)

153 academic supervisors (117 male, 36 female)

7 education officials (6 male, 1 female)

The distribution will continue till end of September 2016 as planned for cohort 1 and 2.

SUB-COMPONENT 1.2: PRE-SERVICE TEACHER TRAINING

Under this sub component, PRP with the collaboration of Higher Education Commission (HEC) and

selected Teacher Training Institutes (TTIs) integrated reading instruction in existing courses of

Associate Degree in Education (ADE) and first two years of B.Ed. (Hons) degree programs, and

developed new reading specialization courses for years 3 and 4 of B.Ed. (Hons.) program. These

Province/ Region

School Visit Quarterly Target

Mentors School Support Visits SSAs School Support Visits

No. of Schools Visited

No. of Teachers Supported No. of Schools Visited

No. of Teachers Supported

Mentor SSA Male Female Total Male Female Total

AJK 452 452 476 462 264 726 523 498 302 800

Bal 451 451 433 397 270 667 445 410 283 693

GB 168 168 103 76 49 125 133 108 63 171

KP 732 732 974 887 960 1847 985 891 1077 1968

Sindh 1229 1229 1246 1674 234 1908 1245 1730 237 1967

Total 3032 3032 3832 3496 1777 5273 3331 3637 1962 5599

20


courses were pilot tested in selected TTIs. On the basis of findings from pilot testing, the courses

were reviewed by course writers and international reading experts. The final version of course

outlines and guides were approved by National Curriculum Review Committee (NCRC) of the HEC.

1.2.2 INTEGRATION OF READING INSTRUCTION COURSES INTO THE EXISTING ADE AND

B.ED. (HONS.) CURRICULA

1.2.2.6 WRITERS WORKSHOP TO REVIEW AND FINALIZE INTEGRATED COURSE GUIDES FOR

ADE AND B.ED. (HONS.)

During the quarter, PRP conducted a writers’ workshop from May 16-19 in Islamabad to review and

finalize the reading discipline course guides for B.Ed. (Hons). A total of 16 course writers (5 male, 11

female) from different colleges and universities across Pakistan reviewed and finalized reading

curricula course guides with the support of international reading experts. They incorporated sample

lesson plans and workbook exercises developed for in-service teachers by PRP in the reading courses

so that prospective teachers can get more resources to practice in schools. The course guides for

reading discipline courses were finalized in this workshop, and it was also agreed that each partner

TTI will be provided with a set of PRP developed TLM for grades 1 and 2.

During the quarter, PRP held several meetings with HEC and received the official endorsement

‘foreword’ by Executive Director, HEC to add in the beginning of every reading course. In addition to

this, PRP received disclaimer from USAID to use in the first inner page of the course guides. PRP

hired a designing and printing firm to print reading courses.

Besides all the administrative arrangements of designing and printing, PRP held orientation meetings

with the relevant managing authorities and apex bodies for the roll out of reading courses.

Table 13: Meetings with partner universities and apex bodies

Province/Region Apex bodies / Universities Person Contacted Meeting Dates

AJK Directorate of Curriculum, Research and Development (DCRD)

Director General April 18

University of Azad Jammu & Kashmir Head of Department April 19

Balochistan Sardar Bahadur Khan Women University Vice-Chancellor and Dean

May 26-27

Lasbela University of Arts, Agriculture and Marine Sciences

Vice-Chancellor and Head of Department

April 21

KP Directorate of Curriculum and Teacher Education (DCTE)

Director Training April 19

Sindh University of Sindh, Hyderabad Dean April 5-6

1.2.3 TTI FACULTY PROFESSIONAL DEVELOPMENT IN READING

1.2.3.1 WORKSHOP TO DEVELOP MASTER TRAINERS ORIENTATION MATERIAL ON

INTEGRATED COURSES

In this quarter, PRP organized a workshop in Islamabad on May 20 attended by 16 writers (5 male,

11 female) to identify key areas for developing master trainer’s orientation material on integrated

reading courses for ADE and B.Ed. (Hons.). After due deliberations, discussions and brainstorming by

21


the course writers, international reading experts and PRP team, the following key topics were

decided to be included in the material:

1. Components of reading

2. Reading standards

3. Reading assessment rubrics and EGRA tools

4. Reading difficulties

5. Main areas of teaching reading

The international reading experts developed the orientation material in light of the guidance

provided by participants of the workshop for the above-mentioned key areas. The orientation

workshop for master trainers is planned in next quarter.

1.2.4 PROVIDE 1,695 NEW AND 1,954 ON-GOING SCHOLARSHIPS

PRP has successfully continued the ADE and B.Ed. (Hons) scholarship program initially established

under the USAID Teacher Education Project (TEP). The project awards merit-based scholarships to

deserving students enrolled in the above-mentioned degree programs in close collaboration with the

provincial/regional education departments, apex institutes, universities and teacher elementary

colleges. To date, 3,161 students (1,499 TEP and 1,662 PRP) students have received at least one

installment from PRP since the inception of the program.

As of June 30, a total of 2,186 students (760 male, 1426 female) including 2,009 ADE and 177 B.Ed.

(Hons.) scholarship recipients from all provinces/regions have completed their scholarship program

with PRP.

1.2.4.1 DISBURSEMENT OF 1197 ON-GOING ADE SCHOLARSHIPS

PRP distributed installments to 2 ADE ongoing students (1 male, 1 female) in this quarter. Both the

students received their final installment from PRP and have completed their scholarship program. In

total 1,064 ADE students have received all scholarship installments and completed their degree.

Table 14: ADE ongoing scholarships distributed

ADE Ongoing Scholarships

Province/Region Male Female Total

Sindh 1 1 2

Total 1 1 2

1.2.4.2 DISBURSEMENT OF 447 ON-GOING B.ED. (HONS.) SCHOLARSHIPS

PRP distributed installments to 45 B.Ed. (Hons) ongoing students (15 male, 30 female) in this

quarter. Out of these students, 5 (all female) received their last installment and have completed

their scholarship program. In total 177 B.Ed. (Hons) students have received all scholarship

installments and completed their degree.

22


Table 15: B.Ed. (Hons) ongoing scholarships distributed

B.Ed. (Hons) Ongoing Scholarships


AJK 3 12 15

GB 5 12 17

KP 1 2 3

Sindh 6 4 10

Total 15 30 45

1.2.4.3 DISBURSEMENT OF 1,257 NEW ADE

SCHOLARSHIPS

PRP distributed installments to 329 ADE new

students (116 male, 213 female) in this quarter. Out

of these, 315 students (105 male, 210 female)

received their last installment and have completed

their scholarship program. In total 925 ADE students

have received all scholarship installments and

completed their degree.

Table 16: ADE new scholarships distributed

ADE New Scholarships


Balochistan 30 54 84

FATA 1 1 2

GB 8 33 41

Sindh 77 125 202

Total 116 213 329

1.2.4.4 DISBURSEMENT OF 418 NEW B.ED. (HONS.) SCHOLARSHIPS

PRP distributed different installments to 80 B.Ed. (Hons) new students (34 male, 46 female) in this

quarter.

Table 17: B.Ed. (Hons) new scholarships distributed

B.Ed. (Hons) New Scholarships


FATA 4 2 6

GB 9 6 15

ICT 3 6 9

KP 5 7 12

Punjab 0 3 3

Sindh 13 22 35

Total 34 46 80

Secretary Education, Balochistan awarding cheque to an

Associate Degree in Education scholarship recipient

23


1.2.4.7 GRADUATION CEREMONY

In this quarter, PRP organized a graduation

ceremony for 63 ADE students (20 male, 43 female)

from Balochistan on May 27 in Quetta. These

students were acknowledged for their dedication in

completing their degree program and were awarded

with tablets and honorary certificate of appreciation

from PRP. Mr. Muhammad Khan Achakzai, Governor

of Balochistan, was the chief guest of this ceremony

while top senior government officials, college faculty

advisors, principals, and parents also participated in

this high profile event.

COMPONENT 2: IMPROVED POLICIES AND SYSTEMS FOR READING

The overall objective of component 2 is to promote adaptation and implementation of policies that

promote quality teaching and assessments of reading, and to promote the sustainability of PRP

through policy changes. As a result of PRP’s assistance, the provincial/regional governments will

have approved frameworks and policies conducive to improving reading and reading assessment.

The following sections present details of component 2 activities undertaken during this reporting

quarter.

SUB-COMPONENT 2.1: IMPROVED INFORMATION AND INFORMATION SYSTEMS FOR

PLANNING AND DECISION-MAKING RELEVANT TO READING PROGRAMS

2.1.1 SUPPORT TO PROVINCIAL GOVERNMENTS IN THE REVIEW AND STRENGTHENING OF

THE PROVINCIAL EDUCATION ASSESSMENT SYSTEM (PEAS)

Reading assessment helps to determine not only what students understand from reading but also

how they use what they understand. PRP is supporting the strengthening of Provincial Education

Assessment System (PEAS) with a focus on conducting reading assessments. This includes capacity

building of National/Provincial/Regional Education Assessment Systems (NEAS/PEAS) to develop,

implement and institutionalize reading assessments at

grade 1 and 2 level.

2.1.1.2 TOOL DEVELOPMENT (EGRA) FOR

READING SKILLS AT PRIMARY LEVEL (GRADE 1

AND 2)

During the reporting quarter, PRP organized 5-day

capacity building workshops with

National/Provincial/Regional Education Assessment

Government officials and teachers during assessment tool

development workshop in Islamabad.

Governor Balochistan handing Tablet and Certificate to ADE

graduate in Quetta

24


Systems (NEAS/PEAS) government officials to develop early grade reading assessment tools. These

workshops were conducted in AJK, Balochistan, GB, ICT and KP as planned. The purpose of these

workshops was to build the capacity of NEAS/PEAS government officials on developing EGRA tools

for Urdu language for grade 1 and 2 so that they can trans-adapt EGRA based tools in Urdu. Using

national curriculum, textbooks of respective province/region, and EGRA toolkit, the participants

developed EGRA based tools for their respective province/region. A total of 63 government officials

(40 male, 23 female) attended these workshops. The table below reflects region wise details of

NEAS/PEAS government officials who participated in these workshops.

Table 18: Participants of tool development workshop

Province/Region Dates Participants

Male Female Total

AJK June 6-10, 2016 7 5 12

Balochistan June 20-24, 2016 7 4 11

GB May 23-27, 2016 10 3 13

ICT June 13-17, 2016 6 4 10

KP March 28-April 1, 2016 10 7 17

Total 40 23 63

2.1.1.3 ORIENTATION WORKSHOP FOR ENUMERATORS ON TOOLS

This activity is linked to 2.1.1.2 and will be carried out after tools are finalized in all regions.

2.1.1.4 PILOT TESTING OF TOOLS IN SELECTED SCHOOLS

This activity is linked with 2.1.1.2 and 2.1.1.3.

SUB-COMPONENT 2.2: IMPROVED PLANNING, IMPLEMENTATION, AND MONITORING OF

READING PROGRAMS

2.2.1 SUPPORT FOR THE DEVELOPMENT AND MONITORING OF READING IMPROVEMENT

STRATEGIES (RIS)

The purpose of developing Reading Improvement Strategies (RIS) is to highlight important policy

issues that need to be addressed for reading reforms in Pakistan. The RIS will provide a roadmap for

the improved teaching and learning of reading at early grade levels. PRP will translate policies and

initiatives taken within the framework of RIS into clear guidance on the implementation of Reading

Instruction Time (RIT), Reading Curriculum, Teaching and Learning Materials (TLM) for Reading,

Reading Standards, Reading Assessment, and teachers’ Continuous Professional Development (CPD)

across all provinces/regions.

2.2.1.3 SUPPORT DEVELOPMENT OF DETAILED READING IMPROVEMENT STRATEGY FOR

PRIMARY LEVEL STUDENTS AND TEACHERS

In the previous quarters, PRP prepared a draft outline for Reading Improvement Strategies (RIS). The

outline was finalized in consultation with stakeholders from Bureau of Curriculum (BoC), Provincial

Institute of Teacher Education (PITE), and Department of Education (DoE) in all seven

provinces/regions. The agreed outline was finally reviewed and approved by the provincial advisory

25


committees of each province/region in the last quarter. Based on the approved RIS outline, the zero

draft of Reading Improvement Strategies was developed during the reporting quarter that is under

internal discussions, and subsequently the provincial/regional governments will be taken into

confidence while finalizing the RIS for their respective provinces/regions.

2.2.2 DEVELOP STRATEGIES TO FACILITATE PUBLIC PRIVATE PARTNERSHIPS (PPP)

Under this component, PRP has planned to examine various models of Public Private Partnership

(PPP) and provide training and technical assistance to implement strategies and plans, including

innovations and pilots, for PPPs throughout the country.

2.2.2.3 CONSTITUTE AND CONDUCT MEETINGS OF PPP TASKFORCE ON NEED-BASIS IN

PROVINCE/REGIONS

In this quarter, several meetings were held with government and private sector partners as below:

PRP met with the Head of Literacy Mission, Rotary Club in Karachi on April 21 to discuss the

way forward in light of the signed Memorandum of Understanding (MOU). Rotary agreed to

provide primary level books for schools in Balochistan. A coordination committee was

notified by Director of Schools, Education Department Government of Balochistan to carry

out interventions as agreed in MOU. PRP collected 2,550 books from Rotary Club Karachi for

distribution in the schools of the province. In order to review the contents of the donated

books, Director Schools notified a sub-committee to review and approve these books for

distribution in Balochistan primary schools as per government’s decision.

The first meeting of district coordination committee under HUBCO MOU was held on April

22 in Karachi to discuss the way forward and develop a joint action plan for provision of

resources to 28 selected schools. PRP along with district education office representatives

completed need assessment and collected enrolment details of selected schools in Lasbela

district, Balochistan and submitted the same to HUBCO. A second meeting of the

coordination committee was held on May 18 at Hub, Balochistan. It was agreed to provide

school bags to kachi and grade 1 students, while stationery will be provided to all primary

students (grade 1 to 5) in the 28 schools selected by the government. The renovation work

at these schools will begin in phases during the long summer vacations.

In a meeting with Additional Secretary, Education Department, KP held on May 31, PRP

presented the concept of partnerships through a company’s CSR program. The Additional

Secretary Education suggested that interested companies should send requests for such

donations to Education Department for seeking approval/NOC prior to providing support to

the government schools.

A Public Private Partnership (PPP) taskforce meeting was held in AJK on June 2 to share and

discuss the proposed activities under PPP including mobile library, teacher resource center,

classroom library, and school renovation. The taskforce members under the chairmanship of

Deputy Secretary Elementary and Secondary Education agreed to prioritize and present

findings to Secretary for approval, and provide support in identifying potential partners.

26


2.2.2.5 SELECTION OF POTENTIAL PRIVATE SECTOR PLAYERS TO BUILD PARTNERSHIPS FOR

INVESTMENT IN THE PROGRAMS OF PRP WITHOUT COST-SHARING

Identification and selection of potential private sector players to build partnerships continued in this

quarter. PRP held several meetings as below:

Habib Foundation and Convolair Pvt. Ltd. on April 20-21 respectively to explore the

opportunities of developing partnership with USAID and provincial/regional government for

the sustainability of PRP interventions and practices in the focused provinces/regions. As

decided, PRP prepared and submitted a concept note for improvement of public schools to

Habib Bank Foundation for its possible support to improve reading environment in the

schools. Follow-up meetings are planned in next quarter to secure the agreed support for

public schools of the focused provinces/regions.

Alpha Pipes Industries (Pvt) Ltd. on May 6 to seek support under Corporate Social

Responsibility (CSR) program of the company. A concept note listing needs of a government

school in Zarobi, Swabi was developed and shared. Following that, a No Objection Certificate

(NOC) was obtained from Department of Education (DoE) to hand-over donated items to

Government Girls Primary School (GGPS) Zarobi # 1, Swabi. Further coordination with Alpha

Pipes would be carried out in next quarter to plan a distribution event.

City University on May 11 to seek support for PRP interventions. A concept note of most

urgent needs of Government School Garhi Fazle Haq (infrastructure, items of general use

such as furniture, rugs, white board, etc.) was shared with the President, City University who

showed interest in infrastructure repair work and provision of basic facilities. A request has

been submitted to the Education Department, KP for this PPP activity and further course of

action will be decided after the Department’s response on this intervention.

Oil and Gas Development Company Limited (OGDCL) on May 30 to discuss areas of

interventions and seek possible support for public schools of Balochistan. The OGDCL

representative showed his consent to extend support for PRP activities and asked for

submission of concept note or technical proposal to discuss future possibilities.

Pakistan Science Foundation on June 17 to explore the possibilities of partnership. Both PRP

and USAID participated in the meeting and following areas of collaboration were discussed:

o Science caravans may visit PRP focused schools following approvals from

provincial/regional governments

o Science magazines and books for primary grades may be distributed in PRP focused

schools through private sector

o Exchange of materials between PRP and Pakistan Science Foundation

o Explore the possibility of co-hosting fairs and exhibitions

2.2.4 APEX INSTITUTIONS CAPACITY DEVELOPMENT THROUGH TECHNICAL ASSISTANCE (TA)

The need assessment of the apex institutions responsible for Continuous Professional Development

(CPD) was completed in all provinces/regions in previous quarters. Based on the needs assessment,

27


PRP is providing technical assistance to all provinces/regions to facilitate the apex institutions to

develop CPD strategic plan for respective province/region.

2.2.4.3 IDENTIFICATION AND SELECTION OF PROVINCIAL/REGIONAL TA

During the reporting quarter, the consultant for development of CPD strategic plan was hired in

Balochistan, FATA, GB and Sindh; whereas, in ICT, the Capital Administration and Development

Division (CA&DD) approved the scope of work for hiring a consultant and recruitment process was

initiated by PRP.

2.2.4.4 CONSULTATION WITH RESPECTIVE DOE’S AND APEX INSTITUTIONS

During the reporting period, consultative meetings on development of CDP strategic plan were held

in AJK, GB and Sindh. In GB, consultant held meetings with officials of Education Department,

Elementary College Skardu, Colleges of Teacher Education (male and female) Gilgit, and PRP trained

teachers. In Sindh, consultant held meetings with the Reform Support Unit (RSU), Sindh Teacher

Education Development Authority (STEDA), BoC, PITE, Divisional Educational Technology Resource

Center (DETRC), Chairman Board of Intermediate and Secondary Education (BISE) Hyderabad, Faculty

of Government Elementary College of Education Hyderabad, district and Taluka education officials.

2.2.4.5 DEVELOPMENT OF STRATEGIC PLAN COVERING ALL ASPECTS OF STRENGTHENING

THE APEX INSTITUTIONS

In AJK, PRP continued with meetings and workshops with apex education officials to develop CPD

strategic plan that covers all aspects of strengthening the apex institutions and various options to

recognize teachers, TIG facilitators, mentors, and head teachers who are participating in PRP in-

service training program. This plan was finalized by the relevant stakeholders and subsequently

endorsed by the Secretary Education, AJK in the provincial steering committee meeting.

SUB-COMPONENT 2.4: PROVISION OF LEADERSHIP AND OVERSIGHT TO THE PROGRAMS

2.4.1 PROVISION OF LEADERSHIP THROUGH NEED-BASED STEERING COMMITTEE

MEETINGS

In every province/region, the steering committee is one of the highest decision-making forums on

policies and is chaired by the respective education secretary. In the reporting quarter, two Provincial

Steering Committee (PSC) meetings were held (AJK 1 and

Sindh 1) as below:

Provincial Steering Committee - AJK

A meeting of AJK Provincial Steering Committee (PSC) was

held on May 19 in Islamabad. The meeting was chaired by

Secretary Education Mr. Raja Muhammad Abbas Khan and

attended by the PSC members or their representatives.

USAID/Pakistan representative Carrie Antal and Daman

Bozdar participated in the meeting. A total of 12 participants

(10 male, 2 female) attended the meeting. AJK government

approved Continuous Professional Development (CPD)

strategic plan for in-service teachers.

Presentation of CPD model during AJK steering committee

meeting in Islamabad

28


Provincial Steering Committee - Sindh

PSC meeting was held on May 4 in Karachi. The progress regarding mentors and teachers’ refresher

trainings, tablet distribution, accreditation workshops and PRP grants program was shared with

committee members during this meeting.

2.4.2 STRENGTHENING OF OVERSIGHT SYSTEM THROUGH NEED-BASED ADVISORY

COMMITTEE MEETINGS

In the reporting quarter, three Provincial Advisory Committee (PAC) meetings were held (AJK 1,

Balochistan 1, and ICT 1) as below:

Provincial Advisory Committee - AJK

The committee technically reviewed and recommended AJK CPD strategic plan for the approval from

steering committee. A total of 16 participants (15 male, 1 female) attended the meeting held on May

19.

Provincial Advisory Committee - Balochistan

The committee decided that Policy Planning and Implementation Unit (PPIU) will issue a letter to all

district authorities to specify timeframe for not transferring trained teachers from PRP intervention

schools, and that all transfers of PRP school teachers may be cancelled. A total of 12 participants (10

male, 2 female) attended the meeting held on May 10.

Provincial Advisory Committee - ICT

The committee meeting was held to share progress of PRP activities in ICT including policy, PRP

baseline updates, midline data collection, and hiring of consultants for technical assistance, and to

seek guidance of committee members for approval of policy initiatives including development of

reading assessment system in the region. In total 8 participants (all male) attended this meeting held

on June 7.

SUB-COMPONENT 2.5: IMPROVED EDUCATION POLICIES/TEACHING WORKFORCE

SUPPORT AND MOTIVATION

2.5.2.1 SHARE AND REVIEW TIG MODEL WITH THE APEX INSTITUTIONS RESPONSIBLE FOR

CPD

During this reporting period, PRP completed

dialogues with AJK government officials to

adapt/adopt PRP’s Teacher Inquiry Group (TIG)

model for the Continuous Professional Development

(CPD) system. The AJK government approved CPD

strategic plan for in-service teachers and also

adapted PRP’s TIG model.

In addition, PRP held meeting with officials of DCTE,

PITE and Adam Smith International (ASI) in KP to Additional Secretary, KP highlighting the need of aligning PRP’s

TIG model with Education Department’s CPD model

29


share its TIG model and discuss possibilities for integration in the existing CPD model of Education

Department, KP. All the participants unanimously agreed on differences, solutions and modus

operandi for alignment of TIG model and Education Department’s CPD model. A total of 7

participants (5 male, 2 female) attended the meeting on June 2.

2.5.2.4 STANDARD SETTING FOR READING AT GRADE 1 & 2 - URDU, SINDHI AND PUSHTO

In this reporting quarter, the process of development of Pushto reading standards was initiated in

KP. A meeting was held with officials of DCTE, PITE, Islamia College Peshawar, Pashto Department-

University of Peshawar, and Sarhad University Peshawar on June 3 to discuss the roadmap for

development of Pushto reading standards for early grades and recommend a working group for this

purpose. A total of 10 participants (7 male, 3 female) participated in the meeting. As a result, DCTE-

KP notified a working group for development of Pushto reading standards.

2.5.2.5 GRADE LEVEL PERFORMANCE READING STANDARDS (URDU, SINDHI AND PUSHTO)

APPROVED BY THE PROVINCIAL/REGIONAL GOVERNMENTS

The compliance level reading standards of Urdu were approved in AJK, GB, ICT and KP in previous

quarter. In the reporting period, a consultative workshop on finalization of compliance level reading

standards in Urdu for Balochistan province was organized in Quetta on April 12. The participants

reviewed and finalized compliance level reading standards for early grades. The workshop

participants also recommended submitting the final draft for its approval by the provincial steering

committee. A total of 26 participants (7 male, 19 female) attended the workshop.

2.5.4 TEACHER RECRUITMENT RULES AND COMPENSATION

PRP followed with the provincial/regional governments for the amendment in recruitment rules to

allow the Associate Degree in Education and B.Ed. (Hons.) graduates to compete for jobs as

elementary school teachers. The Education Departments, Government of Sindh, Balochistan and GB

have already notified the amended rules. PRP will provide technical assistance to ICT, FATA, and KP

to make further revisions to existing recruitment policies and procedures by incorporating the new

qualifications. As reported in the last quarter, technical assistance is not required in KP and FATA.

2.5.4.2 PROVIDE TECHNICAL ASSISTANCE IN DEVELOPING RECRUITMENT RULES TO ENSURE

EMPLOYMENT OPPORTUNITIES FOR ADE/B.ED. (HONS.) GRADUATES

During this reporting quarter, PRP received approval of the consultant’s scope of work by CA&DD.

The recruitment process was initiated for hiring a regional consultant to develop recruitment rules

to ensure employment opportunities for ADE/B.Ed. (Hons.) graduates in ICT region.

2.5.4.3 APPROVAL AND NOTIFICATION OF THE RECRUITMENT RULES BY THE RELEVANT

GOVT. DEPARTMENTS

This activity in ICT will be initiated once the consultant is hired.

2.5.5 DEVELOP TEACHER CERTIFICATION AND LICENSING PROGRAM

2.5.5.1 IDENTIFICATION AND SELECTION OF TA

30


Under this activity, PRP will provide technical assistance in Balochistan, FATA, GB, ICT and KP to

develop a road map for teacher licensing regime. So far, poor response of the provincial/regional

governments was reported in the previous quarters. On continuous follow-up with

provincial/regional governments, and with the approval of respective governments, the hiring

process of consultant was finalized in Balochistan, GB and ICT. In FATA, this activity is on hold due to

No Objection Certificate (NOC) issue and consultations in KP are ongoing.

2.5.5.2 DEVELOP DRAFT CERTIFICATION AND LICENSING STRUCTURES

This activity is linked with 2.5.5.1 and will be initiated once the consultant is hired.

2.5.5.3 CONDUCT WORKSHOPS TO FINALIZE LICENSING STRUCTURE

Although planned in this quarter, PRP could not initiate this activity because it is linked with 2.5.5.1

and 2.5.5.2.

2.5.6 ACCREDITATION OF TEACHER EDUCATION PROGRAMS

In Pakistan, teacher education programs are accredited by National Accreditation Council for

Teacher Education (NACTE), which is a well-established entity under the HEC. NACTE has developed

standard tools for accreditation of a TTI, looking at facilities, performance, discipline-specific staffing,

and course content. These tools are quite technical in nature; therefore PRP is organizing capacity

building workshops in collaboration with NACTE to help TTIs prepare their accreditation application

package.

2.5.6.1 PROVIDE ACCREDITATION FEES TO NACTE FOR PARTNER TTIS AND SIGNING OF MOU

In this quarter, PRP processed payment of accreditation fee to NACTE for 19 TTIs in Balochistan.

Further, PRP Balochistan team coordinated with the partner TTIs for the completion of required

documents for NACTE accreditation.

2.5.6.2 HOLD PROVINCIAL ACCREDITATION ORIENTATION WORKSHOPS ON ACCREDITATION

TOOLS IN COLLABORATION WITH NACTE

During the reporting quarter, PRP in collaboration with NACTE completed 3-day orientation

workshops for 63 TTIs – 4 in GB, 33 in Sindh, and 26 in KP attended by 188 faculty members (111

male, 77 female). The purpose of these workshops was to orient faculty members of TTIs on the

NACTE accreditation process and tools. Table below shows the details of workshops for TTIs.

Table 19: Participants of accreditation workshops

Gilgit-Baltistan

Dates Number of TTIs Male Female Total

June 2-4 4 10 5 15

Sindh

April 6-8 11 21 11 32

April 19-21 11 18 16 34

April 25-27 11 24 15 39

Total 33 63 42 105

Khyber Pakhtunkhwa

May 17-19 13 21 16 37

May 24-26 13 20 11 31

Total 26 41 27 68

31


2.5.6.3 COMPLETION OF ACCREDITATION TOOLS

The partner TTIs are in process of completing the accreditation tools and submitting to NACTE. PRP

will collect the list of Institutional Accreditation Committees (IACs) from TTIs.

2.5.6.4 DISSEMINATION OF ACCREDITATION RANKS/CATEGORIES GIVEN BY NACTE

This activity is linked with 2.5.6.3.

2.5.7 POLICY DIALOGUE ON THE PROMOTION OF USING MOTHER TONGUE FOR READING

INSTRUCTION

Under this activity, PRP will conduct a study on the use of mother tongue for literacy instruction at

early grade level, which will be further used for a policy dialogue with the government.

2.5.7.2 CONDUCT STUDY FOR THE INTRODUCTION OF MOTHER TONGUE AS A MEDIUM OF

INSTRUCTION

During the reporting quarter, meetings were held with the research team of consulting firm hired for

conducting a study on the use of mother tongue. The consulting firm developed research tools that

were reviewed and finalized in consultation with PRP. The survey tools were piloted in Haripur

district of KP and the same were revised on the basis of pilot results. Moreover, facilitation to the

consulting firm for data collection on mother tongue study was completed in Balochistan, Sindh, KP

and Punjab, and the consulting firm initiated data collection in the above-mentioned provinces.

ADDITIONAL ACTIVITIES

Secretary Education, Government of AJK held meeting with district education officials of five

PRP focused districts through webinar facilitated by PRP. In this meeting, the Secretary

Education directed district education officials of Kotli district, AJK to cancel transfer of PRP

trained teachers. As a result, the officials cancelled transfer orders of 75 PRP trained

teachers who were earlier transferred from PRP focused schools to non PRP intervention

schools in the district.

Held meetings with Joint Educational Advisor, Ministry of Federal Education & Professional

Training (MoFE&PT) on hiring of consultant for National Curricula Framework. All the

required relevant documents and nomination letter were collected from the Ministry for

providing technical assistance.

COMPONENT 3: COMMUNITY BASED SUPPORT FOR READING

This component focuses on a range of innovative program grants based on practical experience and

global evidence regarding the importance of community-based support to reinforce children’s

learning and reading skills acquisition. PRP is soliciting support from a variety of Pakistani NGOs and

school management committees through small community grants and a few larger grants that will

be focused explicitly on community-based reading activities in support of PRP’s goals.

32


The following sections present details of component 3 activities undertaken during this reporting

quarter.

SUB-COMPONENT 3.1: COMPLEMENTARY READING PROGRAM (CRP) GRANTS

3.1.1 COMPLEMENTARY READING PROGRAM (CRP) GRANTS

3.1.1.1-2 RFA DEVELOPMENT ON THE BASIS OF THEMATIC AREAS

PRP developed two concept notes on ‘summer/winter camps’ and ‘tutoring’ and submitted to USAID

for approval. Upon USAID’s approval, two Request for Applications (RFAs) were drafted for the

above-mentioned grant themes and were submitted to USAID for review and feedback.

3.1.1.3 RFA APPROVAL FROM USAID

PRP received USAID’s approval on 1 RFA for ‘tutoring’ theme on May 16. As per USAID’s feedback,

PRP will remove the CRP themes related to ‘gender’ and ‘summer/winter camps’ and add: ‘enabling

writers’ workshops to develop reading materials’ and ‘reading for adolescent girls’.

3.1.1.4 SOLICITATION: CALLS FOR PROPOSALS RELEASED

In this quarter, PRP advertised the opportunity available under Complementary Reading Project

(CRP) grants ‘tutoring’ theme in English (The News), Urdu (Jang), and Sindhi (Kawish) newspapers on

May 22 (see annex 3). The documents including RFA, application form, budget, guidelines and list of

PRP intervention school were posted on the website link http://www.pakreading.org.pk/grants. The

deadline for submission of applications against this solicitation was June 22.

3.1.1.5 TECHNICAL REVIEW COMMITTEE MEETINGS – PROPOSAL EVALUATION

As a result of the above-mentioned solicitation, PRP received a total of 64 CRP grant applications

from the 6 provinces/regions (AJK 7, Balochistan 8, GB 3, ICT 15, KP 16, and Sindh 15). PRP is under

the process of reviewing and scrutinizing these applications in order to check their completeness and

eligibility. Technical review committee meetings are planned in all the provinces/regions in the next

quarter.

3.1.1.9 GRANTS MONITORING

During this quarter, PRP regional grants team conducted 85 monitoring visits for 9 CRP grants

awarded to local NGOs (AJK 12, Balochistan 14, GB 17, ICT 18, KP 12, and Sindh 12). The following

activities were conducted by 9 CRP grantees in this reporting period.

GRANTEE: HELP IN NEED (HIN)

THEME: READING EVENTS TO PROMOTE PARENTAL ENGAGEMENT

During the reporting period, following major activities were carried out by the CRP grantee in district

Hattian of AJK region.

Teachers and Parents Gatherings

A total of 71 teachers and parents gatherings were held successfully in 71 schools of district Hattian-

AJK. A total of 1,049 participants (937 parents, 107 teachers, and 5 guardians) attended these

http://www.pakreading.org.pk/grants

33


gatherings where they were provided an opportunity to interact with each other and to discuss and

share children’s performance both in school and at home.

Family Reading Awareness Sessions for Family Reading Time

A total of 18 awareness sessions for family reading time were conducted in district Hattian-AJK,

attended by 78 participants (70 parents, 8 teachers). The participants were motivated to engage in

‘family-based reading activities’ under the grant program for improving reading skills of their

children studying in grades 1 and 2.

Establishment of Home Reading Corners

A total of 802 reading corners were established in homes of grade 1 and 2 children in district

Hattian-AJK. In this activity, parents and children

selected and decorated one room in their home as a

reading space.

Read a Book - Donate a Book

Read a Book - Donate a Book campaign was

launched in the CRP grants targeted communities,

and book care and collection committees were

formed in 7 villages (Parsa, Bandi Jamadaran,

Charoot Ban, Sarai, Makniat, Purana Makaan and

Amra Sawan) of district Hattian AJK. The committee

members collected books from the community and

placed these books at a common place in the village

such as hujra/masjid with mutual consent of the respective community.

Labeling Household Items

During the reporting period labeling household items activity was completed in 316 homes of grade

1 and 2 students. Parents and children were guided to write and paste the labels on the

objects/items to facilitate children in associating the written word with the objects/items.

Parents, Teachers and Children Classroom Display and Decoration Day Celebration:

Classroom display and decoration event was

organized in 30 schools to make classroom

environment stimulating and motivating for the

students. A total of 824 participants: 480 students

(234 from grade 1 and 246 from grade 2), 289

parents (234 mothers, 55 fathers), and 55 teachers

(22 male, 33 female) participated in the activity.

Let’s Read Together Today

The activity was conducted in 9 of the CRP grants

targeted schools in district Hattian-AJK. A total of

130 participants (29 male, 101 female) including

parents, students and teachers participated in ‘let’s

Read a Book - Donate a Book is being organized in district

Hattian-AJK

Participants of Let’s Read Together Today activity in district

Hattian-AJK

34


read together today’ activity.

Exchange Books

Exchange books activity was conducted in 10 communities of the 5 Union Councils of district Hattian-

AJK. A total of 49 books were exchanged between neighboring families of these communities

including storybooks, history books, Islamic books, and children’s magazines to promote reading

culture.

GRANTEE: AZAT FOUNDATION (AF)


Azat Foundation (AF) a CRP grantee working in Kharan, Balochistan conducted the following

activities in this quarter.

Community Based Reading Event

Community based reading events were organized

in 20 selected schools in district Kharan-

Balochistan. Community elders as well as children

participated to read books and newspapers during

the events. A total of 378 community members

(143 male, 235 female) participated in these

events. Children were encouraged to read

storybooks and short articles from newspapers in

front of parents, teachers and community

members.

Distribution of Stationery/Materials

Materials including stickers for labeling household items, flip charts, markers, pencil sets, and

storybooks were distributed in 20 selected schools in district Kharan-Balochistan.

GRANTEE: FORESIGHT INSTITUTE FOR EDUCATIONAL AND LEADERSHIP DEVELOPMENT (FIELD)


Foresight Institute for Educational and Leadership

Development (FIELD), a CRP grantee working in Skardu,

GB conducted the following activities.

Family Reading Time and Labeling Household Items

During the reporting quarter, FIELD introduced home-

based activities ‘family reading time’ and ‘labeling

household items’ in 475 households in district Skardu-

GB. Family members sat together to read a book, and

children of grades 1 and 2 labeled various household

items with the help of their parents.

Community based reading event in Kharan, Balochistan

Fatima Diya, a primary student labels an item at her

home in Skardu, Gilgit-Baltistan

35


Exchange Books

Exchange books activity was conducted in 20 selected schools in district Skardu-GB. A total of 160

community members (54 male, 106 female) participated in this activity. Books were exchanged

between children, parents, elders, teachers, and community members.

Provision of Stationery/Materials

During the reporting quarter, FIELD distributed

materials including stationery sets, K2 newspaper,

and Phool magazine in 20 CRP grant targeted

schools in district Skardu-GB. The stationery was

also used for ‘labeling household items’ activity.

Parent Teacher Gathering

FIELD conducted parent teacher gatherings in 11

CRP grant targeted schools in district Skardu-GB. A

total of 149 participants (35 male, 114 female)

participated in these gatherings to interact with

each other and discuss the performance of their

children.

Teachers’ Training Workshops

FIELD conducted 3-day teachers’ training workshop in district Skardu-GB attended by 29 teachers (4

male, 25 female). The purpose of this workshop was to build capacity of the teachers to engage

parents in child learning, focusing on reading skills.

GRANTEE: KARAKORAM ASSOCIATES FOR EDUCATIONAL AND ECONOMIC DEVELOPMENT (KAEED)

THEME: CHILDREN WITH SPECIAL NEEDS

Karakoram Associates for Educational and Economic Development (KAEED), a CRP grantee working

in Ghizer, GB conducted the following activities during the reporting quarter.

Baseline Survey

KAEED conducted a baseline survey in 40 schools in district Ghizer-GB. A total of 898 children (466

boys, 432 girls) participated in the baseline survey activity. School data including information about

number of children with special needs (visual impairment) in each school, and the required facilities

to meet their educational learning needs was collected in this survey.

Project Launching Ceremony

Project launching ceremony was organized at 2 locations in district Ghizer-GB. A total of 100 people

(73 male, 27 female) participated in both the events.

Parent teacher gathering at a school in Skardu, Gilgit-Baltistan

36


Children Eye Screening Test

Screening test of 1,118 students (617 boys, 501 girls) to identify visual problems of the children from

40 project schools was conducted during the reporting

quarter. Children with special needs will be treated

according to the findings.

Awareness Sessions for Parents

During the reporting period, awareness sessions for

parents were conducted in 23 CRP grants targeted

schools in district Ghizer-GB. A total of 391 parents

(179 male, 212 female) participated in these sessions to

create awareness among parents for understanding

problems of visually impaired children.

GRANTEE: HASHOO FOUNDATION


Hashoo Foundation (HF) a CRP grantee working in Islamabad region conducted the following

activities during the reporting quarter.

Cluster-based Trainings for Parents

A total of 12 two-day cluster-based trainings of parents

were conducted, attended by 948 participants (185

male, 763 female). Parents learnt the techniques and

approaches of creating favorable reading environment

for children at home.

Parents Mobilization Activity

HF conducted mobilization activity for parents of 17

schools in ICT region to support them in selecting and

decorating reading corners at home. A total of 473

parents (122 male, 351 female) participated in the activity.

Labeling Household Items

A total of 473 parents (122 male, 351 female) of students from 17 targeted schools were sensitized

to label all their household items with their children to establish a print rich environment at home.

Story Sharing Day

HF organized story sharing day in 38 selected schools. A total of 370 parents (82 male, 288 female)

participated in the story sharing activity and shared indigenous stories with children.

Communication with Parents through SMS

During the reporting period, a total of 8,028 Urdu vocabulary text messages through SMS were sent

to 669 parents of grade 1 and 2 students in the focused schools to introduce two words per day to

their children.

Cluster-based training for parents at a school in

Islamabad

Screening test is in progress in district Ghizer, Gilgit-

Baltistan

37


GRANTEE: HUMAN DEVELOPMENT FOUNDATION (HDF)


Human Development Foundation (HDF), a CRP grantee working in Mardan, KP conducted the

following activities during the reporting quarter.

Establishment of ‘Kitab Ghar’

During the reporting period, HDF established ‘Kitab Ghar’ in the 20 CRP grants targeted schools in

district Mardan-KP. The Kitab Ghar, a place where the

students can sit and read together, were equipped with

furniture and storybooks for primary students.

Parents-Teachers-Children Meetings

HDF conducted 20 parents-teachers-children meetings in

district Mardan-KP. A total of 2,121 participants (519

parents, 1,447 children, and 155 teachers) participated

in these meetings to discuss their child’s school

performance.

Provision of Reading Corner Kits

HDF provided reading corner kits to a total of 1,047

grade 1 and 2 students (347 boys, 700 girls) of the CRP grant targeted schools in district Mardan-KP.

This material will be used in establishing reading corners at homes of grade 1 and 2 students in the

upcoming months.

GRANTEE: HEALTH AND RURAL SERVICES FOUNDATION (HRDSF)


Health and Rural Services Foundation (HRDSF), a CRP grantee working in district Mansehra-KP was

asked to hold CRP grant activities by security agencies of Pakistan for not having MOU with

Economic Affairs Division and local administration. The management of HRDSF is working closely

with district administration, Mansehra and security agencies to seek permission/NOC for project

implementation. Recently, HRDSF received a letter of recommendation from Social Welfare

Department, district Mansehra and now they are in final stage to get the approval/permission from

local administration on the basis of this recommendation letter.

GRANTEE: ROOT WORK FOUNDATION (RWF)


Root Work Foundation (RWF) a CRP grantee working in Sindh region conducted the following


Training of Teachers on Visual Impairment

Four teacher training workshops were organized in Sujawal-Sindh focusing on visually impaired

children. A total of 100 teachers (84 male, 16 female) attended these trainings that were facilitated

by a qualified trainer eye specialist (ophthalmologist).

Children receive kits for reading corner at a school in

district Mardan, Khyber Pakhtunkhwa

38


Distribution of Visual Screening Kits

Vision screening kits including snelen chart, lea symbols, occluder with pin hole, magnifying sheets

and measuring tape were provided to 100 trained teachers (84 male, 16 female) to conduct the

screening of children for identifying visually impaired children.

Partners Organization (SRPO)

GRANTEE: SINDH RURAL PARTNERS ORGANIZATION (SRPO)


Sindh Rural Partners Organization (SRPO) a CRP grantee working in Sindh conducted following


Baseline Survey

SRPO conducted baseline survey in 300 schools of district Tando Allah Yar-Sindh to analyze schools’

condition, available facilities and provisions, teachers’ capacity and training needs, and existing

school management committees. Reading assessments were also conducted for students of grade 1

and 2 in these schools. The findings of the baseline were compiled and final baseline report was

submitted by the grantee after incorporating feedback from PRP.

Sensitization and Awareness Raising Meeting

SRPO conducted 50 sensitization and awareness raising meetings with parents in district Tando Allah

Yar-Sindh attended by 1,275 parents (843 male, 432 female). Parents of the selected communities

were sensitized to enroll their children in government primary schools of the area.

SUB-COMPONENT 3.2: COMMUNITY ENGAGEMENT

3.2.1 COMMUNITY-MANAGED READING GRANTS (CMR)

3.2.1.4 GRANT AWARD

During the reporting quarter, 3 Community

Managed Reading (CMR) grants were awarded,

one each in GB, ICT, and KP. The grants

agreements were signed by PRP and respective

grantees, however the activities will start when

schools reopen after summer vacations.

1. In ICT, 1 CMR grant agreement was signed

between PRP and School Management

Committee of Islamabad Model School (I –

V) I- 8/1 Islamabad on May 23.

2. In KP, 1 CMR grant agreement was signed

between PRP and Government Girls Primary School, Forest College, University of Peshawar

on May 24.

3. In GB, 1 CMR grant agreement was signed between PRP and Government Boys High School,

Jagir Basin, Gilgit on June 14.

Grant agreement signed by Head Teacher, Government Girls

Primary School, Forest College, University of Peshawar

39


3.2.1.5 GRANTS MONITORING

Implementation of the 3 CMR grants awarded in this quarter will start when schools reopen after

summer break. Therefore, the monitoring is subject to implementation of the CMR grants activities.

However, the post follow-up/monitoring of the already completed 18 CMR grants activities were

carried out on monthly basis in all 6 provinces/regions. During the reporting quarter, PRP regional

grants team conducted a total of 45 post follow-up/monitoring visits (AJK 9, Balochistan 12, GB 6,

ICT 5, KP 9, and Sindh 4). Some of the major findings of the post follow-up visits are as under:

In all the CMR grants targeted schools, 20 minute reading period is now an integral part of

school timetable.

Parents are visiting the respective CMR grants targeted schools on regular basis. A close

coordination between parents, teachers and school administration is visible in these schools.

The teaching and learning materials (Pico projectors, tablets, storybooks and thematic

charts) provided under the PRP grants are being utilized in classrooms.

Children take storybooks (provided by PRP) with them for 2-3 days to read with their siblings

at home.

3.2.2 MOBILE BUS LIBRARIES

3.2.2.7 ACTIVE MOBILE LIBRARY PROGRAM IN AT LEAST 300 SCHOOL/COMMUNITIES

The Mobile Bus Libraries (MBLs) visited total 27 schools (ICT 12, Sindh 15) in this quarter. PRP’s

target was to visit 34 schools in both regions (ICT 14, Sindh 30), however due to early closure of

schools for summer vacations the target could not be achieved. As an alternate, the project

proposed a summer reading program in low-cost private schools of Islamabad and Karachi from

June-August that was approved by USAID. A total of 14 schools (ICT 6, Sindh 8) were visited by the

MBL under its summer reading program.

MBL stayed in each school for 5 days to conduct reading activities with students. In this quarter, the

MBL performed following activities to promote reading culture among primary school children.

MOBILE BUS LIBRARY ACTIVITIES

READ ALOUD/STORY TELLING SESSION

WORD BUILDING

INDEPENDENT READING

AUDIO LISTENING

SMALL GROUP READING

CREATIVE WRITING

40


Table 20: Number of school’s visited and beneficiaries

Province/ Region

Girl Schools

Boy Schools

Mix Schools

Total Schools

Total Enrollment

No. of Beneficiaries

% of Beneficiaries

ICT 3 - 9 12 7,082 5,319 75%

Sindh 5 10 - 15 2,516 1,679 67%

Total 8 10 9 27 9,598 6,998 73%

In addition to above reading activities, the MBL:

Distributed books to establish reading corners and promote a culture of reading among

students. A set of 550 books was handed over to each school head at last day of the visit.

6,050 books were given to 11 schools in ICT, while 15 Sindh schools received 8,250 books.

Established 35 reading corners in both regions (ICT 11, Sindh 24) to give students access to

reading resources.

Conducted 27 parents’ meetings in both regions (ICT 12, Sindh 15) to brief them about MBL

program and the importance of reading. A total of 98 parents (13 male, 85 female)

participated in these meetings.

Participation in Literature Festivals

MBL participated in 4th Islamabad Literature Festival from April 15-17 to brief visitors about

the MBL program, its objectives, modes of operation, and its impact. Parents and children

expressed a keen interest in MBL and appreciated PRP’s efforts to improve reading skills

among children.

MBL participated in ‘Qomi Kitab Mela’ (National Book Festival) from April 22-24 in Pak-China

Center Islamabad to engage visitors in reading activities and promote PRP initiatives.

MBL participated in World Book Day celebrations on April 23 in Gharo village located outside

the Karachi city. The event was organized by the Education Department and PRP’s MBL was

the center of attraction for the visitors.

MBL Summer Reading Program

In the reporting quarter, MBL introduced summer reading program to make summer mornings more

thrilling and joyful for students of marginalized communities. This initiative is an effort to open the

gateways to a world of fantasy, joy and imagination to promote a culture of reading and provide an

opportunity to the children to touch, feel, see and read the text written in the books.

Each MBL is visiting a school for 3 days in a week for 3 hours from 8:00am to 11:00am in both

Islamabad and Sindh. A total of 14 schools (ICT 6, Sindh 8) were visited by the MBL, benefiting 1,160

primary students (635 boys, 525 girls).

Following are the activities being conducted with children during summer reading program.

Storytelling Buddy reading Independent reading Audio listening Drawings Creative writing

41


MBL SUMMER READING ACTIVITIES

AUDIO LISTENING

BUDDY READING

PRIZE DISTRIBUTION

The management of private schools, parents and specially children of schools in both regions

appreciated the summer reading program. Total 1,160 students have benefited from the variety of

activities MBL offers, and 98 parents, mainly mothers, attended the MBL activities.

GENDER

4.1 NATIONAL GENDER STUDY

During the reporting quarter, PRP reviewed proposals submitted by interested firms, finalized a firm

for conducting national gender study, and conducted meetings with the consultants. This study will

gather first-hand, field-based and region-specific information related to gender gaps and

discrimination that impact PRP’s goal of improving reading skills in early grades. The study will

provide insight to PRP and to educational institutions to address gender discrimination and to design

more gender equitable and sensitive interventions for the learners of grades 1 and 2. It is expected

that the study would be completed in the next quarter.

4.2 DEVELOPMENT OF GENDER SENSITIVE MATERIAL

4.2.2 DEVELOPMENT OF BROCHURE AND POSTERS ON GIRL FRIENDLY APPROACH

In this reporting quarter, PRP received USAID’s approval for three gender posters and initiated the

process of printing. However, distribution of gender posters to PRP focused schools will start in the

next quarter after summer vacations.

Furthermore, PRP completed pilot testing of brochure developed on the concept of gender-friendly

schools (Urdu brochure) in all provinces/regions, and Sindhi brochure in Sindh province. Focus Group

Discussions (FGDs) were conducted with a group of 6-7 teachers/mentors for their feedback in each

province/region. Overall, 53 participants (26 male, 27 female) participated from all

provinces/regions. A three-phase approach was utilized in the updating and refining of the gender

brochure. The first phase involved review and gathering input from Material Review Committees

(MRCs). The second phase involved pilot testing the draft gender brochure with the target audience

(teachers/mentors). The third phase involved reviewing and incorporating the pilot test results. In

the next quarter, PRP will submit brochure to USAID for final approval.

4.4 TRAINING OF PRP GENDER FOCAL STAFF ON GENDER AND CONFLICT SENSITIVITY

42


4.4.1 ORIENTATION SESSIONS OF PRP STAFF ON GENDER AND CONFLICT SENSITIVITY

Three orientation sessions were held in this quarter (one each in ICT, AJK and GB) attended by 89

teachers, mentors, SSAs and academic supervisors (40 male, 49 female). The participants were

sensitized about gender issues in education. They were oriented on the concepts like gender and

sex, gender stereotypes and gender discrimination. Moreover, they were also provided an

opportunity to look at PRP’s reading material from a gender lens and analyze Pakistan’s gender and

education statistics and policies.


Gender Advisor represented PRP at the National Youth Speak Forum in Lahore on April 13.

More than 200 young and passionate graduates of Pakistan’s top universities, including

interns from other countries, participated. Project introduction and its role in promoting

gender equality in education in general, and reading in particular, across Pakistan was

highlighted at this forum.

COMMUNICATIONS AND REPORTING

5.1.1 BRANDING OF VENUES AND MATERIAL DEVELOPED BY PRP

PRP ensured branding and marking of all material developed by the project as per USAID guidelines.

Branding of various program reports such as baseline assessment report, PPP guidelines and toolkit,

etc. was completed. PRP also provided branded stationery, standees and photography facilitation for

various program and administrative events including the material distribution ceremonies in KP,

Sindh, Balochistan and AJK, graduation ceremony in Balochistan, Islamabad Literature Festival, and

mini literature festival at a government school in Islamabad.

5.2.1 MAJOR PUBLIC EVENT

Islamabad Literature Festival: PRP took part in the 4th Islamabad Literature Festival held

from April 15-17 at Lok Virsa, Islamabad where the MBL and stall were the center of

attention. PRP teachers and staff from Balochistan, Islamabad, AJK and GB displayed

‘classroom rich materials’ and attended sessions over the 3 days.

Reading culture reigniting in Pakistan: PRP became part of the National Book Day Festival in

Islamabad organized by National Book Foundation and another Book Day Festival in Karachi

hosted by Education and Literacy Department in Sindh. PRP’s stalls were decorated with

hand-made storybooks of teachers and students, and the Mobile Bus Libraries engaged

young visitors in reading and art activities.

5.2.2 PRINTED AND ELECTRONIC PROMOTION AND MEDIA COVERAGE OF PROJECT

INITIATIVES

In this quarter, PRP ensured media coverage wherever needed and, in particular for the tablet

distribution and material distribution ceremonies. A total of 18 print media mentions were made

during the quarter. Detail is given below:

http://www.thenews.com.pk/print/113418-Islamabad-Literature-Festival-ends

http://www.thenews.com.pk/latest/114053-All-set-to-celebrate-National-Book-Day-on-April-22

http://dailytimes.com.pk/sindh/24-Apr-16/education-literacy-department-marks-world-book-day

43


3 print media mentions for PRP-Kachhi, Balochistan tablet distribution & creative reading

competition on May 7.

http://pakreading.org.pk/sites/default/files/press/AJK%20Material%20Distribution%20Cere

mony%20May%2026%202016.pdf

2 print media mentions for teaching learning material ceremony held in AJK on May 26.

http://pakreading.org.pk/sites/default/files/press/AJK%20Material%20Distribution%20Cere

mony%20May%2026%202016.pdf

4 print media mentions for material distribution ceremony in district Nowshehra, KP on May

27.

http://pakreading.org.pk/sites/default/files/press/KP%20Material%20Distribution%20Cere

mony%20May%2027%202016.pdf

9 print media mentions for enrollment campaign in girls’ primary school, district Mansehra,

KP from April 21-27.

PRP on Air:

o USAID Education Office and PRP

appeared in a live weekly Radio Show

on FM 101: “Aap Hum Aur Behtar

Zindagi” to share project achievements

and efforts of promoting a reading

culture in Pakistan. They also

responded directly to questions from

listeners.

o PRP Head of Office and Technical

Coordinator from Islamabad

represented the project in a Radio

Show (Raabta).

Highlighting PRP work: John Groarke, USAID/Pakistan Mission Director, wrote an article for

Dawn highlighting PRP’s work.

Video commercial: TV channels also broadcasted USAID’s Ramadan greetings video ad

produced with the support of PRP.

PRP designed newspaper advertisements for grants and material development departments.

PRP program updates including tablet distribution, updated teaching learning material, and

summer reading program were posted on social media websites of USAID, IRC and Creative

Associates during the quarter.

5.3.2 PROJECT DOCUMENTARIES PRP received final cut of PRP video documentary from the vendor that is in process of

review.

USAID and PRP at the radio show

http://pakreading.org.pk/sites/default/files/press/AJK%20Material%20Distribution%20Ceremony%20May%2026%202016.pdf




http://pakreading.org.pk/sites/default/files/press/KP%20Material%20Distribution%20Ceremony%20May%2027%202016.pdf

http://pakreading.org.pk/sites/default/files/press/KP%20Material%20Distribution%20Ceremony%20May%2027%202016.pdf

http://www.radio.gov.pk/19-Apr-2016/discussion-with-pakistan-reading-project-officials-in-rabta-program

http://www.radio.gov.pk/19-Apr-2016/discussion-with-pakistan-reading-project-officials-in-rabta-program

http://www.dawn.com/news/1261868/our-first-teachers

https://web.facebook.com/USAIDPakistan/videos/vb.440868732600680/1153490918005121/?type=2&theater

https://web.facebook.com/USAIDPakistan/videos/vb.440868732600680/1153490918005121/?type=2&theater

44


5.3.3 SUCCESS STORIES

Two success stories attached (see annex 4).

5.3.4 NEWSLETTERS

PRP circulated 11 weekly e-newsletters to USAID, project staff in all provinces/regions,

partners and senior provincial/regional government officials.

5.3.5 PHOTOGRAPHY/VIDEOGRAPHY OF PROJECT ACTIVITIES

PRP ensured photographic record of all major events and submitted 10 selected

photographs to USAID as part of the social media package.

5.4.1 MONTHLY, QUARTERLY AND ANNUAL REPORTING

PRP produced and submitted 1 quarterly and 3 monthly reports in this quarter.


Campaign launched to enroll more children: On the request of Education Department, AJK,

KP and Sindh, PRP participated in the launching of school enrollment campaign at the

regional level. At the occasion, Education Ministers reiterated their commitment to improve

quality of education and enroll 100% school-aged children in the public education system.

Urdu Ki Taraqi PRP Ke Saye Main: The education management of Nilore Sector, Islamabad

organized a ‘Mini Literature Festival’ on May 12 witnessing students and teachers from 14

intervention schools. The Deputy Director

Trainings, Federal Directorate of Education

recognized the achievements upon completion of

one academic year of reading intervention.

Participating schools exhibited their material and

students performed skits and were engaged in

reading-focused games.

Books For All - Celebrating Learning to Read in

Sindh was organized by teachers in Karachi to

share the joys of reading with the homeless

children at Edhi Child Home, ‘Kashana-e- Atfaal-o-Nonihal, and with the students of Sindh

Institute of Urology and Transplantation (SIUT). Storytelling, story writing, and reading

activities were held, and PRP trained teachers donated handmade storybooks to the

children.

Celebrating tomorrow’s teachers: PRP organized a Graduation Ceremony for Associate

Degree in Education students in Quetta, Balochistan on May 27. Mr. Mohammad Khan

Achakzai, Governor Balochistan graced the event and presented tablets to position holders.

He reiterated Balochistan Government’s commitment to education reforms and encouraged

the graduates to play their role in improving quality of basic education in Balochistan.

Students perform a skit during mini literature

festival at a school in Islamabad

45


MONITORING, EVALUATION AND LEARNING

6.3: ESTABLISHMENT & IMPLEMENTATION OF PROJECT MONITORING SYSTEMS

(SYSTEMATIC MONITORING)

6.3.3 REVIEW AND UP-GRADATION OF ONLINE INFORMATION SYSTEM ON NEED BASIS

The online Monitoring and Evaluation Information System (M&E-IS) was upgraded with new features

to cater for program needs and support senior management in decision making. These updates

included:

Student enrolment module integrated to manage scanned enrolment forms, and related

reviews. Export data facility added for exporting student enrolment data in spreadsheet, and

exporting graphs from dashboard.

Teacher information section updated to add teaching grades for existing teachers, and

manage performance data for teacher transfers in TIG schools.

Teaching Learning Materials (TLMs) module updated to incorporate revisions in data

collection tools for teachers, students, and distributions to academic supervisors and

mentors. New pages and graphical modules added for TLM distributions including regional

and district level distribution figures.

Updated yearly and quarterly target versus achievement for school support visits.

6.3.5 TRAINING OF COMPONENT BASED FOCAL STAFF ON M&E

PRP continued to provide need-based support to M&E regional and district staff during the reporting

quarter particularly on data entry and updates on M&E-IS. The M&E central and regional team held

5 orientation sessions for 193 program and district M&E staff (91 male, 102 female) on M&E data

collection tools and related SoPs, minimum documentation criteria, M&E-IS and their roles and

responsibilities.

M&E quarterly review meeting was held in Islamabad during the quarter, attended by 6 regional

M&E coordinators. The aim of the meeting was to discuss progress, quarterly targets, and challenges

being faced in their respective provinces/regions.

6.3.6 SUPPORT TO PROJECT STAFF IN TRACKING PROGRESS AGAINST WORK PLAN & PMP

The central and regional M&E staff continued to provide support to project staff in tracking activities

during their field visits. Support was provided to program team in:

Reviewing performance data and related paper-based evidences for material distribution,

TIG meetings, and school support visits

Updating training data of teachers/mentors on M&E-IS

Updating TLM data on M&E-IS

Tracking on-going student enrolment data collection and uploading on M&E-IS

Monitoring and reviewing progress of CRP grantees

46


6.3.7 UPDATES ON USAID INFO

PRP held a meeting with USAID to discuss changes in PakInfo, and align targets of MSF indicators

with revised MEL plan. Yearly targets and quarterly achievements were updated and shared with

USAID for revisions through PakInfo administrator. The project data related to MSF indicators for

previous quarter was uploaded to PakInfo in May 2016.

6.3.8 UPDATES ON TRAINET

PRP is waiting for USAID input to activate the TraiNet website for updates.

6.4: DESIGN AND CONDUCT SURVEYS/STUDIES DEPENDING ON NATURE OF ACTIVITIES

6.4.1 DESIGN AND CONDUCT BASELINE SURVEYS

Student enrolment for year 2016-17 in PRP intervention schools of cohort 1 and 2 districts was

completed in this quarter. The data was collected using student enrolment tool designed to measure

the number of primary-level students and learners receiving reading interventions. PRP will report

final enrolment data after verification in next quarter.

6.4.2 DESIGN AND CONDUCT SURVEYS AS PER PMP AND WP TO MEASURE CHANGE

The language mapping survey report was drafted in this quarter and will be finalized for submission

to USAID in next quarter.

6.4.3 DESIGN AND CONDUCT RESEARCH STUDIES

Rural School Support Study: PRP continued research activities under the rural school

support study in this quarter. The study was initiated in December 2015 in 14 schools

located in Panjpai, Balochistan, Swabi, Khyber Pakhtunkhwa and Astore, Gilgit-Baltistan. This

is a participatory research that aims to build capacity of grade 1 and 2 teachers to participate

in the process of defining and studying their immediate problems related to teaching

reading, developing and testing theories through practice, and implementing the practical

knowledge that emerges from the process as well as the training. In this quarter in addition

to organizing the face to face trainings and the subsequent TIG meetings for each cluster,

teachers’ interaction during TIGs’ proceedings were observed and documented. Focus group

interviews were held with the teachers and with some community members to delve into

the community level issues that impact learning in schools. All schools were surveyed for the

provision of technology for both teachers and students (tablets). After survey, the ICT

equipment was procured and dispatched to the regions for deployment. The use of

ICT/tablets will be studied to determine whether ICT related activities assist rural and

isolated teachers in engaging their students in learning in a more inclusive manner.

Cost Effectiveness Study: To assess the cost effectiveness of training interventions, PRP is

conducting a sample-based study to determine which intervention is more cost-effective in

terms of improving children’s reading skills. After discussions with USAID in October 2015,

the following variants were chosen for the regions:

47


Table 21: Variations being tested in four locations

3 VARIATIONS being tested in 4 locations

Group Face to Face

TIGs, teacher modules

Student materials

2 days coaching

Provinces/regions

A KP, Sindh

B X ICT, GB

C X ICT, KP

D X Sindh, GB

The study was initiated in January 2016. In this quarter, 5-day face-to-face training of 29

teachers (19 male, 10 female) was conducted in GB and ICT to build their capacity for

teaching reading. Training of additional groups (variants) is planned for August 2016.

Teacher Beliefs Study: This study aims to measure changes in teachers’ beliefs about

teaching reading and how children learn to read during PRP intervention. The research is

being conducted with 9 teachers. Although initially 39 teachers were selected for the study,

due to budget constraints (the design requires teachers’ travel to Islamabad as well as

researcher’s travel to the individual school for observations), the number was reduced to 9

teachers only. In this quarter, PRP organized a workshop in Islamabad for the selected

teachers (6 male, 3 female) from AJK, Balochistan, KP, and Sindh. The purpose was to orient

them on reflective journal writing techniques.

6.4.4 PROCESS EVALUATION FOR IN-SERVICE TEACHER TRAINING

The process evaluation of sample TIGs in cohort 1 districts was carried out by an external firm I-SAPS

and final report was submitted to USAID in this quarter. The objective of this exercise was to

evaluate how program activities are delivered and the extent to which they are implemented as

planned. In order to share results/findings with project staff, process evaluation workshops were

conducted in Islamabad, AJK, Balochistan, KP, and Sindh - while GB is planned in next quarter. The

findings are intended for in-service component team and technical leads to assess changes or

adaptation required to implement PRP in-service component activities as per program objectives.

6.5: IMPACT EVALUATION (STUDENT ASSESSMENT)

6.5.3 COHORT WISE STUDENT ASSESSMENT AT GRADE LEVEL TO ASSESS READING

IMPROVEMENT

In this quarter, PRP initiated the planned midline

assessment survey by modifying the tool in consultation

with international consultant and rendering the same on

Tangerine® software. A 5-day material development and

master trainer workshop was conducted in Islamabad

from April 11-15 to develop standardized material for

enumerators’ training. A total of 12 participants (7 male,

5 female) were trained as master trainers. All the

participants were trained to administer assessment tools Midline assessment data collection in process

48


using Tangerine® software, and hands on practice of rendered tool (Early Grade Reading

Assessment) was ensured during the workshop.

PRP organized 6 regional/provincial enumerators’ training workshops in AJK, Balochistan, GB, ICT,

KP, and Sindh for 32 enumerators (17 male, 15 female) to train them on administering midline

assessment survey. The table below provides details of participants.

Table 22: Participants of enumerators' training workshops


AJK 4 2 6

Balochistan 3 3 6

GB 3 3 6

ICT 2 2 4

KP 3 3 6

Sindh 2 2 4

Total 17 15 32

The midline data collection was completed in 184 schools for 2,591 students (1,421 boys, 1,170 girls)

who have completed grade 1, and 184 grade 1 teachers (100 male, 84 female). Necessary data

cleaning was performed after completion of midline data collection, and compiled data was shared

with research advisor and international consultant for analysis. The table below provides gender

wise data of schools and participants.

Table 23: Schools, students and teachers in data collection

Province/Region

Schools Students Teachers

Boys Girls Total Boys Girls Total Male Female Total

AJK 24 11 35 306 182 488 24 11 35

Bal 20 14 34 242 187 429 20 14 34

GB 17 17 34 238 265 503 16 18 34

ICT 12 12 24 184 160 344 8 16 24

KP 19 17 36 269 261 530 19 17 36

Sindh 14 7 21 182 115 297 12 8 20

Total 106 78 184 1421 1170 2591 100 84 184

A meeting was convened with USAID to discuss PRP baseline assessment report and technical

feedback was shared for necessary modification in the baseline report. PRP is in process of

incorporating USAID feedback in this report.

ISSUES AND CHALLENGES

Teacher transfers: Transfer of PRP trained teachers to non-intervention schools is one of the

challenges in all provinces/regions even though the number of transferred teachers is not

significant compared to the total number of trained teachers in each province/region. In AJK,

as a result of PRP efforts transfer orders of 75 trained teachers were cancelled by the

Education Department. Some of these teachers were away from TIG schools for 3-4 months,

and did not participate in TIG meetings during this period. That made it challenging for

them, as well as for mentors and SSAs, to bridge this gap. Project SSAs increased frequency

of their support visits to these teachers to provide additional coaching/support for daily

reading lessons, and cover remaining topics in TIG modules. In Sindh, after the introduction

49


of biometric verification of schools, PRP trained teachers were transferred to non-PRP

schools. PRP conducted series of meetings with Education & Literacy Department regarding

re-transfer of PRP trained teachers to PRP intervention schools at provincial and district

level. Due to these efforts Karachi district education office issued a notification to hold

transfers of 30 teachers.

Early closure of schools: Government of Sindh announced summer vacations 11 days earlier

than scheduled affecting TIG meetings and support visits. PRP coordinated closely with

district education offices, teachers and mentors to reschedule the planned activities and

organized additional TIG meetings / school visits in advance to complete the target as

planned for this quarter. Early closure of schools also affected the schedule of data

collection for mother tongue study in both Sindh and Punjab provinces. PRP’s close

coordination with the Education Departments and District Administration in both provinces

helped the team in timely collection of data from selected schools.

Grant activities on hold in Mansehra, KP: Health and Rural Development Services

Foundation (HRDSF), a grantee working in Mansehra, KP was asked by security agencies to

suspend activities due to non-availability of MOU and registration with Economic Affairs

Division—causing a delay in achieving the regional grants target. PRP sent a formal letter to

cease all operations until HRDSF receives the NOC. Their management is working closely

with District Administration (Mansehra) and security agencies to get permission/NOC for

project implementation.

Relationship building in Sindh: Given that USAID has 2 reading projects and a large

construction project under the Sindh Basic Education Program in Sindh, the Secretary

Education has a complicated, multi-faceted schedule. USAID/Islamabad suggested PRP

strengthen their presence with the Secretary Education, Sindh by scheduling regular visits to

update PRP activities. A senior PRP Team will start the regular meetings by providing a

presentation on the most recent achievements to senior government officials at the

beginning of the next quarter. When the Secretary Education returns from his trip abroad in

September, PRP will schedule a presentation for him.

IRC registration with Government of Pakistan: The implementation of National Action Plan

by the Government of Pakistan and Law Enforcement Agencies across Pakistan required

international NGOs to register with the Ministry of Interior in addition to Economic Affairs

Division. Accordingly, IRC submitted required application form and necessary documentation

for registration with the Ministry of Interior, Government of Pakistan. The registration is

pending despite continuous follow up with relevant government departments that has

impacted the participation of international consultants and staff to support PRP.

50


OPERATIONS HIGHLIGHTS

Human Resources

Total of 65 staff (41 male, 24 female) hired: 15 (7 male, 8 female) of IRC, 16 (7 male, 9

female) of World Learning, 23 (19 male, 4 female) of Creative Associates and 11 (8 male, 3

female) of IRM.

Hired 38 enumerators to complete the midline assessment across Pakistan.

Total of 45 staff (30 male, 15 female) departed: 23 (14 male, 9 female) of IRC, 1 (1 male, 0

female) of World Learning, 14 (8 male, 6 female) of Creative Associates and 7 (7 male, 0

female) of IRM.

Two IRC employees Humayun Afridi (M&E Officer) and Muhammad Javaid (Graphic

Designer) passed away this quarter.

Conducted orientation sessions on employee handbook in Islamabad, Sindh, AJK and

Balochistan.

Administration

In reporting quarter administrative and logistics support was provided for programmatic

events, USAID meetings, internal activities and stakeholders. Similarly, travel and lodging

facilities were also provided to internal and external staff. Moreover, refresher sessions on

Vehicle Management Policy were arranged to raise awareness among staff about vehicle

management.

PRP INTERNATIONAL VISITORS/CONSULTANTS VISITS

Visitor Dates Purpose

Shahid Sadiq Security Coordinator

May 30 to June 2, 2016 To attend IRC global safety and security training in Uganda

Sharoon Shoukat Senior Security Officer

May 30 to June 2, 2016 To attend IRC global safety and security training in Uganda

Barbara J. Toye-Welsh Chief of Party

June 14 to June 18, 2016 To attend a three day intensive modification meeting in Dubai

Dr. Naeem Sohail Butt Deputy Chief of Party Program


Mansoor Ali, Senior Director Operations and Compliance


Zulfiqar Ali Technical Director Teacher Training


Hamid Javaid Finance Controller


Bahiyyeh Syed Executive Officer to COP


51


Visitor Dates Purpose

Maryam Jillani Program Associate Education for Development Division, Creative Associates

July 11 to July 22, 2016 To review Creative Associates program activities at PRP in Sindh and Islamabad

PRP International Visitors/Consultants Visits (Next Quarter)

Visitor Destination Dates Purpose

Uzma Anzar Research Advisor, International Rescue Committee

Washington DC -Islamabad

TBD Work with M&E team to plan and implement PRP evaluation and help assessment team in student data analysis.

Dr. Fathi El-Ashry Senior Associate, Education for Development Division

Egypt - Islamabad TBD Orientation of master trainers of AJK, GB, KP, FATA, ICT and Punjab on integrated reading courses developed for ADE and B.Ed. (Hons.)

Josephine Clark Kennedy, Associate Director TESOL

Washington DC -Islamabad

TBD Orientation of master trainers of AJK, GB, KP, FATA, ICT and Punjab on integrated reading courses developed for ADE and B.Ed. (Hons.)

TBD, Consultant Washington DC - Islamabad

22/08/16 to 26/08/16

Assist the reading specialist in developing the reading improvement strategy (RIS). Review Strategic RIS document for technical feedback Assist the reading specialist in conducting national workshop

Barbara J. Toye-Welsh, Chief of Party

Cairo - Dubai TBD/09/16 to TBD/09/16

Launch the modification. In-depth design work across pre-service and component 2. Design the quarterly TIG and school support visits in a comprehensive and sustainable model for teachers’ professional development to improve reading

Dr. Naeem Sohail Butt, Deputy Chief of Party Program

Islamabad - Dubai TBD/09/16 to TBD/09/16


Mansoor Ali, Senior Director Operations and Compliance



Tayyaba Aurangzeb, Senior Director Finance and Grants



Zulfiqar Ali, Director Technical Teaching Training


Launch the modification. In-depth design work across pre-service and component 2. Design the quarterly TIG and school support

52



visits in a comprehensive and sustainable model for teachers’ professional development to improve reading

Shahida Maheen, Director Supplementary Resource Development



Mahvash Ali, Director Communications And Outreach



Kashif Pervaiz, Director Human Resources



Khadim Hussain, Monitoring and Evaluation Coordinator



Khurasan Ali Shah, ICT Specialist



Dr. Fayyaz Ahmed, Technical Director Policy



Salman Ahmed, Public Private Partnership Specialist



Dr. Shaheen Ashraf, Gender Specialist



Omer Azmat Butt, Grants Coordinator



53




Ruman Ijaz, Assessment Specialist



Bahiyyeh Syed, Executive Officer to COP



Hassan Ali, Senior Manager, Operations and Logistic



Hamid Javaid, Finance Controller



TBD Creative Associates

Washington DC - Dubai

TBD/09/16 to TBD/09/16


Maryam Jillani, Technical Manager, Creative Associates


TBD/09/16 to TBD/09/16


Nadya Karim-Shaw, Country Representative, Pakistan World Learning



TBD, World Learning Washington DC - Dubai

TBD/09/16 to TBD/09/16


Aasim Reza, Project Coordinator IRM



54




Muhammad Farooq Akbar, Advisor Programs and Coordination IRM



Jennifer Sklar, Deputy Director, Education, International Rescue Committee


TBD/09/16 to TBD/09/16


TBD, International Rescue Committee



Kashif Pervaiz, Director Human Resources

Islamabad - Dubai 19/07/16 to 21/07/16

Modification Orientation Meeting with COP

Rabia Hussain, HR Coordinator

Islamabad - Dubai 19/07/16 to 21/07/16

Modification Orientation Meeting with COP

Barbara J Toye-Welsh, Chief of Party

Cairo - Dubai 19/07/16 to 21/07/16

Modification Orientation Meeting with HR Senior Staff

TBD, 2 Senior Staff Islamabad - Dubai TBD/08/16 to TBD/08/16

Meeting for 2 days

Senior Staff Meeting with COP



Meeting for 2 days


TBD, 2 Senior Staff Islamabad - Dubai TBD/09/16 to TBD/09/16

Meeting for 2 days




Meeting for 2 days


Kashif Javaid, Director Human Resources

Islamabad – Chiang Mai, Thailand

21/08/16 to 26/08/16

To participate in IRC Annual HR Workshop

Yasir Ali Khan, HR Manager KPO

Islamabad – Chiang Mai, Thailand

21/08/16 to 26/08/16

To participate in IRC Annual HR Workshop

Agha Khannan, Supply Chain Manager, KP

Islamabad –Bangkok, Thailand

15/08/16 to 20/08/16

To participate in IRC Global Supply Chain Workshop

55



Mohammad Abdullah Khan, Supply Chain Coordinator Islamabad

Islamabad – Bangkok, Thailand

15/08/16 to 20/08/16

To participate in IRC Global Supply Chain Workshop

Hamid Javed, Finance Controller

Islamabad – Munyonyo, Uganda

22/08/16 to 27/08/16

To participate in IRC Finance Conference

Tayyaba Aurangzeb, Sr. Director Finance & Grants

Islamabad – Munyonyo, Uganda

22/08/16 to 27/08/16

To participate in IRC Finance Conference

Key Activities for Next Quarter

Grade 2 Urdu and Sindhi material design and illustration work

Material review committee meetings to review and approve grade 2 Urdu and Sindhi

material design and illustration

Distribution of teaching learning material package to cohort 1 and 2 schools will commence

from September 2016

Cohort 2 Phase II face-to-face trainings in all provinces/regions

Master Trainers’ orientation workshop and faculty training on reading integrated courses

Provincial accreditation orientation workshops for TTIs

Orientation workshop for enumerators (government officials) on assessment tools

Piloting of reading assessment tools in selected schools

Provincial workshops to discuss the outline of strategic plan for CPD

Mother Tongue and Gender studies

Provincial/regional grants review committee meetings

KEY MEETINGS

Meetings with USAID and other Stakeholders in Islamabad

April 6

Chief of Party (COP), and Supply Chain met with Daman Bozdar USAID/AOR to discuss and review

new processes for submission of tax exemption letters to USAID.

April 7

COP met with Daman Bozdar USAID/AOR to discuss Lion’s Club cost share proposal, Sindhi and Urdu

material distribution, Islamabad Literature Festival, and May 2016 event in GB.

April 15

COP met with Daman Bozdar USAID/AOR to discuss quarterly report and MOUs with Lion’s Club,

Laraib Energy, Paramount, and Ferozsons.

56


April 21

COP met with Daman Bozdar USAID/AOR to discuss short-term technical assistance to the Ministry

of Federal Education for rolling out education quality standards and new policy/curricula reforms.

April 28

COP met with Daman Bozdar for a PRP-USAID weekly progress update meeting.

May 3

Acting COP and PRP senior management met with Daman Bozdar USAID/AOR to discuss consultative

workshops with education department, update on USAID’s visit to Fatima Jinnah Women University

Rawalpindi, tax exemption letters, and tentative dates for school visit in May.

May 10

Acting COP, M&E, and Communications met with USAID (AOR & PakInfo technical team) to discuss

changes in PakInfo historical data and aligning targets of MSF indicators with the revised MEL plan.

May 17

Acting COP, Director Teaching Training and Director Supplementary Resource Development met with

Carrie Antal, Education Advisor, Daman Bozdar USAID/AOR, and UNDP representatives to discuss

teacher-training activities in FATA.

May 20

Acting COP and M&E met with Daman Bozdar USAID/AOR to discuss PakInfo data.

May 25

Acting COP and Supply Chain met with Daman Bozdar USAID/AOR to discuss taxation exemption

issues.

June 2

Acting COP and assessment team met with Daman Bozdar USAID/AOR and Sumbal Naveed, Project

Management Specialist (USAID/Education) to discuss PRP baseline report.

PRP Azad Jammu & Kashmir Meetings

April 1

Head of Office (HoO)-AJK met with Secretary Elementary & Secondary Education to brief him about

progress on Continuous Professional Development (CPD) strategic plan.

May 4

HoO-AJK met the Secretary Education to brief him about the agenda of Steering Committee meeting

planned for May 19, and confirm his participation.

May 5

HoO-AJK met the Secretary Education to discuss Material Distribution Ceremony for cohort 2 and

hosted a video conference with selected district education offices to review PRP progress.

57


May 10

HoO-AJK met with Director Institute of Education, University of AJK for her participation in the

upcoming writer’s workshop to review and finalize course guides for ADE & B.Ed. (Hons).

May 12

HoO-AJK held meeting with Controller Examination, University of AJK for issuance of result

notification for B.Ed. (Hons.) semester 4 of session 2013-17.

May 16

HoO-AJK along with the policy team met with Secretary Education and Director Directorate of

Education Extension to finalize the agenda and roles and responsibilities for Provincial Steering

Committee meeting.

May 26

HoO-AJK met with Minister of Education to update him about CPD strategic plan.

PRP Gilgit-Baltistan Meetings

April 7

HoO-GB met the Secretary Education, GB for approval of reading performance standards in the

region.

April 19

HoO-GB held coordination meeting with Director Academics, Director Planning, and Director Special

Education to discuss midline assessment survey.

May 16

HoO-GB met the Director Education to finalize dates for the material distribution ceremonies in

Hunza and Ghizer districts.

May 24

HoO-GB met the Secretary Education to discuss distribution of assets handed over to PRP from

another USAID project, and to share progress on the decisions made at National Forum on Reading

meeting held in March 2016.

May 27

HoO-GB attended the closing ceremony of the EGRA trans-adaptation workshop and met Director

Education Gilgit (Academics).

June 14

HoO-GB met the Secretary Education, GB regarding the feasibility of launching the Mobile Bus

Library in GB.

June 19

HoO-GB attended a meeting of the development partners’ forum chaired by the Secretary

Education, GB. The Secretary announced the formation of this forum to generate support of partner

58


organizations for bridging gaps in annual development plan of Education Department. The forum will

meet on quarterly basis.

PRP Balochistan Meetings

April 21

HoO-Balochistan met with Rotary Club on implementation of MOU signed between Education

Department-Balochistan, Rotary Pakistan Literacy Mission, and USAID.

May 6

HoO-Balochistan met with the Director of Schools at Directorate Education Department to formalize

a coordination committee to oversee implementation of Rotary Club activities outlined in the MOU.

May 9

HoO-Balochistan met the Provincial Coordinator OGDCL Pakistan to discuss PPP opportunities.

On May 12

HoO-Balochistan met the Director of Schools to seek support for mother tongue study in Gwadar

district.

May 18

HoO-Balochistan participated in two-day provincial consultative workshop on Sustainable

Development Goals (SDGs) organized by Government of Balochistan, UNICEF and UNESCO

Balochistan in Quetta.

June 6 and 13

HoO-Balochistan met with Director Schools, Balochistan and for PPP activities.

June 22

HoO-Balochistan met with Additional Secretary Education to discuss teacher licensing and

certification and Mobile Bus Library.

PRP Khyber Pakhtunkhwa Meetings

April 18-20

HoO-KP met with Director Inter-Services-Intelligence (ISI) and Head of Military Intelligence (MI) in

district Mansehra and Abbottabad to brief about PRP objective and activities as well as seek

clearance on tablet distribution in district Abbottabad and Mansehra.

April 28 and May 2

HoO-KP met the Assistant Commissioner Mansehra to discuss issue of tablet distribution.

http://www.ogdcl.com/

59


May 2

HoO-KP held meeting with District Education Department Abbottabad to seek approval for 3-day

orientation session of academic supervisors.

May 9 and 12

HoO-KP met with Director Provincial Institute of Teacher Education (PITE) and Director Elementary

and Secondary Education Department to discuss integration of TIG model in the CPD framework of

Education Department.

May 11

HoO-KP met the District Education Officer Charsada to share project updates and seek approval for

distribution of materials/tablets.

May 19

HoO-KP met with the Deputy Director Training and Senior Subject Specialist DCTE-KP regarding

accreditation status of Regional Institutes of Teacher Education (RITEs).

May 25

HoO-KP met the Additional Secretary and Chief Planning Officer to brief them on integration of TIG

model in the CPD framework of Education Department.

May 25

HoO-KP met the Director, Deputy Director Training, and Senior Subject Specialist DCTE-KP to discuss

submission of program accreditation fee to NACTE.

May 31

HoO-KP met with the Additional Secretary to discuss integration of PRP CPD model with the

Education Department CPD framework.

June 14

HoO-KP met with the Deputy Commissioner (DC) to discuss tablet distribution in District Mansehra.

However, the DC notified that due to security agencies concerns, the tablets would not be

distributed in district Mansehra.

June 15

HoO-KP held a meeting with the Director and Deputy Director Training of DCTE-KP on notification of

Pushto Reading Material Development Committee and working group for Pushto reading standards

in KP.

June 17

HoO-KP met with the DC Abbottabad to discuss tablet distribution in Abbottabad, which has been

halted by the security agencies. The DC declined the proposal of tablet distribution due to concerns

from the security agencies.

60


June 21

HoO-KP met with the Secretary Education KP to seek approval on supporting education department

in developing a structure for teacher certification and licensing in KP.

June 22

Director IER University of Peshawar visited KP office to meet HoO and discuss the support required

from PRP for the upcoming Education Conference.

PRP ICT Meetings

May 16 and 17

HoO-Islamabad Field Office (IFO) met with Joint Educational Advisor, Ministry of Federal Education

and Professional Training to review PRP progress.

May 18

HoO-IFO met the CEO of READ Foundation in Islamabad to discuss possibilities of collaboration.

May 26

HoO-IFO met with Nasir Khan – Head of Capital Curriculum and Textbook Wing (CCTW) and Dr.

Zulfiqar Cheema – Education Officer CCTW to clarify their concerns on the payment issues related to

their participation/ contribution in PRP Material Review meetings.

June 14

HoO-IFO met with Rafique Tahir – Joint Educational Advisor Ministry of Federal Educational and

Professional Training to share progress of PRP activities.

June 17

HoO-IFO observed EGRA Tool Development Workshop and met officials of CCTW.

PRP Sindh Meetings

April 7

HoO-Sindh met with District Education Officer Tando Allayar and discussed the project activities and

the utilization of tablets by educational officials, mentors and teachers.

April 8

HoO-Sindh met with District Education Officer and Taluka Education Officer, Matiari and discussed

the project updates and utilization of tablets by the teachers and mentors.

April 20

HoO-Sindh met with Director Bureau of Curriculum & Extension Wing and discussed accreditation of

TTIs and the issues of self-evaluation of TTIs.

http://readfoundation.org/

61


April 20

HoO-Sindh met with Chairman and Member/Secretary of NACTE to discuss the self-evaluation of

TTIs and the support of NACTE to TTIs during the accreditation process.

April 23

HoO-Sindh met with Senior Education Minister, Chief Program Manager Reform Support Unit and

Director Schools at the World Book Day and briefed them on the PRP material and activities.

May 5

HoO-Sindh met with District Education Officer, Taluka Education Officers, and Deputy

District Education Officer Naushehro Feroze and discussed the project updates and teachers'

transfer issues.

May 19

HoO-Sindh met with Chief Program Manager Reform Support Unit (RSU) to discuss hosting the

Material Distribution event at RSU.

May 25

HoO-Sindh met with Secretary Education at the policy dialogue "Access to Basic Education and

Development in Sindh".

June 9

HoO-Sindh participated in a meeting with Sindh Teacher Education Development Authority (STEDA)

on continuous professional development framework.

June 10

HoO-Sindh met with Director General Monitoring Cell, Education & Literacy Department to

understand the M&E mechanism of Education & Literacy Department and discuss the issue of

teachers' absenteeism during their participation in the TIG meetings or mentors' visits.

June 13

HoO- Sindh met with Director Curriculum and Extension Wing, Education & Literacy Department

Sindh to discuss CPD strategic plan.

June 16

HoO-Sindh met with Director General Monitoring Cell and presented the letter outlining the

procedure of teachers/mentors' travel during school timings to ensure that the process is

transparent and no teacher can abuse the privilege of leaving the school during PRP activities.

June 27

HoO-Sindh participated in meeting with STEDA on development of the continuous professional

development strategy for Sindh.

62


ANNEXES

1. Performance against Proposed Indicators

2. Letter issued by Government of Punjab for Mother Tongue Study

3. Grants Advertisement

4. Success Stories

63


ANNEX 1: PERFORMANCE AGAINST PROPOSED INDICATORS

A. List of MSF Indicators

Indicator reference

# Indicator Description Province/Region

TARGETS ACHIEVEMENT

Year 3 (Oct 2015-Sep 2016) Life of Project Targets Achievements during Q3 FY 2016 (Apr 1 - Jun 30 2016)

Cumulative achievement (as of June 2016)


Overall Program Goal - Students performing better in reading

1 USAID MSF Indicator 4.2.2a. Number of learners receiving reading interventions at primary level Type: Output

0

Total 421,613 312,011 733,624 747,108 552,892 1,300,000 - - - 113,575 113,524 227,099

2 USAID MSF Indicator (4.2a): Number and proportion of learners who, by the end of two grades of primary school, demonstrate that they can read and understand the meaning of grade level text Type: Outcome

TBD

296,390 223,610 520,000

3 USAID MSF Indicator (4.1b) Percent change in drop-out rates in USG assisted schools (Proxy Indicator) Type: Outcome

5% point decrease from the baseline

4 USAID MSF Indicator (4.2d) Number of learners with improved reading skills Type: Outcome

518,703 391,297 910,000

Component 1 - Improved Classroom Learning Environment for Reading

Students and Schools

64


Indicator reference


TARGETS ACHIEVEMENT




4.2.2d MSF indicator: Number of teaching and learning materials provided with USG assistance. Type: Output

Total - - 1,658,29

0

- - 7,015,781 194,05

5

461,414

1.2.1: Number of TLMs provided to Reading Specialist.

96 288 12 57

1.2.2: Number of TLMs provided to Mentors.

5,862 16,565 705 3,925

1.2.3: Number of TLMs provided to Academic Supervisor.

2,060 5,520 292 992

1.2.4: Number of TLMs provided to Head Teachers.

8,218 23,800 3,560

1.2.5: Number of TLMs provided to Teachers.

972,834 5,149,225 45,938 119,422

1.2.6: Number of TLMs provided to student of Grade 1 and Grade 2.

669,220 - - 1,820,333 147,10

8

333,408

1.2.7: Number of Radio shows broadcasted.

50 - 50

Teachers - In service

1.4. USAID MSF Indicator (4.2.2-b) Number of in-service teachers/educators/teaching assistants who successfully completed training or received intensive coaching or mentoring with USG support (S.I. 3.2.1-31) Type: Output

0 Total 4,197 3,578 7,775 12,940 10,860 23,800 123 58 181 8,900 6,001 14,901

AJK 600 512 1,112 2,000 1,705 3,705 1,355 1,103 2,458

Balochistan 530 452 982 1,856 1,416 3,272 1,449 869 2,318

FATA 427 364 791 1,424 1,213 2,637 - - -

GB 124 106 230 414 353 767 497 240 737

ICT - - - 138 117 255 101 464 565

KP 1,160 989 2,149 3,867 3,295 7,162 122 47 169 2,865 2,662 5,527

65


Indicator reference


TARGETS ACHIEVEMENT




Punjab - - -

Sindh 1,356 1,155 2,511 3,241 2,761 6,002 1 11 12 2,633 663 3,296

1.7. USAID MSF Indicator (4.3.2-a) Number of administrators and officials successfully trained with USG support Type: Output

TBD

Total 6,162 5,265 11,427 14,266 12,199 26,465 - - - 2,740 1,966 5,814

AJK 887 758 1,645 2,220 1,645 4,118 - - - 587 397 984

Balochistan 800 687 1,487 2,002 1,487 3,719 912 508 1,241

FATA 628 535 1,163 1,575 1,163 2,921 - - - - - -

GB 185 158 343 476 343 885 - - - 298 59 357

ICT - - - 156 - 290 - - - 63 177 240

KPK 1,701 1,452 3,153 4,267 3,153 7,913 - - - 880 825 1,705

Sindh 1,961 1,675 3,636 3,570 3,636 6,619 - - - - - 1,287

1.7.1. Number of reading specialists trained. Type: Sub Indicator of 1.7.

Sub total - - - 16 16 32

- - - 16 9 25

AJK 2 2 4

- 3 1 4

Balochistan 2 2 4

- 2 1 3

FATA 2 2 4

- - - -

GB 2 2 4

- 2 1 3

ICT 2 2 4

- 2 2 4

KP 2 2 4

- 2 2 4

Punjab

- - - -

Sindh 4 4 8

- 5 2 7

66


Indicator reference


TARGETS ACHIEVEMENT




1.7.2. Number of mentors trained. Type: Sub Indicator of 1.7.

Sub total 465 395 860 1,072 911 1,983

- - - 649 444 1,093

AJK 67 57 124 167 142 309 - 124 50 174

Balochistan 59 50 109 148 125 273 - 102 72 174

FATA 48 40 88 119 101 220 - - - -

GB 14 12 26 35 29 64 - 37 9 46

ICT - - - 11 10 21 - 7 26 33

KP 129 110 239 322 275 597 - 191 195 386

Punjab - - - -

Sindh 148 126 274 270 229 499 - 188 92 280

1.7.3. Number of head teachers trained. Type: Sub Indicator of 1.7.

Sub total 5,572 4,745 10,317 12,853 10,947 23,800

- - - 2,720 1,610 4,330

AJK 800 681 1,481 2,001 1,704 3,705

- 413 330 743

Balochistan 706 602 1,308 1,767 1,505 3,272

613 341 954

FATA 570 485 1,055 1,424 1,213 2,637

- - - -

GB 166 141 307 414 353 767

- 236 48 284

ICT - - - 138 117 255

- 48 145 193

KP 1,547 1,317 2,864 3,868 3,294 7,162

- 631 581 1,212

Punjab - -

- - - -

Sindh 1,783 1,519 3,302 3,241 2,761 6,002

- 779 165 944

1.7.4. Number of academic supervisors trained.

Sub total 125 125 250 325 325 650

- - - 247 119 366

67


Indicator reference


TARGETS ACHIEVEMENT




Type: Sub Indicator of 1.7. AJK 20 20 40 50 50 100

- 47 16 63

Balochistan 35 35 70 85 85 170

77 33 110

FATA 10 10 20 30 30 60

- - - -

GB 5 5 10 25 25 50

- 23 1 24

ICT - 5 5 10

- 6 4 10

KP 25 25 50 75 75 150

- 56 47 103

Punjab - - - -

- - - -

Sindh 30 30 60 55 55 110

- 38 18 56

Teachers - Preservice

1.9 MSF Indicator 4.2.3a. Number of host-country individuals who completed USG-funded short-term training or exchange programs involving higher education institutions Type: Output

Total 123 123 246 333 333 666

- - - 124 104 228

AJK 18 18 36 36 36 72

Balochistan 21 21 42 57 57 114

FATA 6 6 12 12 12 24

GB 6 6 12 12 12 24

ICT 0 0 0 6 6 12

KP 30 30 60 78 78 156

Punjab 9 9 18 24 24 48

Sindh 33 33 66 108 108 216

1.11 USAID MSF Indicator: (4.1.2-a) Number of students

1954 (On-

Total 1,335 2,314 3,649 1,168 1,993 3,161

68


Indicator reference


TARGETS ACHIEVEMENT




receiving US-funded scholarships to attend Pakistani institutions of higher education Type: Output

going) AJK 106 285 391 106 282 388

Balochistan 263 292 555 259 280 539

FATA 87 49 136 74 49 123

GB 78 208 286 71 206 277

ICT 9 19 28 9 19 28

KP 401 557 958 374 551 925

Punjab 68 467 535 17 177 194

Sindh 323 437 760 258 429 687

1.11.1: Number of student-teachers enrolled in ADE program receiving new scholarships from the Pakistan Reading Project. Type: Sub Indicator of 1.11.

Sub total 495 762 1,257 474 751 1,225

AJK 34 57 91 34 57 91

Balochistan 86 148 234 89 145 234

FATA 50 23 73 50 23 73

GB 11 35 46 10 36 46

ICT 6 13 19 6 13 19

KP 178 312 490 178 312 490

Punjab - - - - - -

Sindh 130 174 304 107 165 272

1.11.2: Number of student-teachers enrolled in B.Ed. (Hons) program receiving new scholarships from the

Sub total 164 254 418 160 257 417

AJK 6 32 38 6 32 38

69


Indicator reference


TARGETS ACHIEVEMENT




Pakistan Reading Project . Type: Sub Indicator of 1.11.

Balochistan 19 33 52 21 31 52

FATA 7 4 11 7 4 11

GB 11 9 20 11 9 20

ICT 3 6 9 3 6 9

KP 72 47 119 72 47 119

Punjab 14 70 84 14 70 84

Sindh 32 53 85 26 58 84

1.11.3: Number of ADE program scholarship holders of USAID-TEP continuing receiving scholarships from the Pakistan Reading Project. Type: Sub Indicator of 1.11.

Sub total 522 985 1,507 411 672 1,083

AJK 55 157 212 54 155 209

Balochistan 133 66 199 130 63 193

FATA 30 22 52 17 22 39

GB 42 138 180 38 135 173

ICT - - - - - -

KP 98 144 242 72 135 207

Punjab 50 278 328 - - -

Sindh 114 180 294 100 162 262

1.11.4: Number of B.Ed. (Hons) program scholarship holders of USAID-TEP continuing receiving scholarships from the Pakistan Reading Project .

Sub total 148 299 447 116 300 416

AJK 5 25 30 5 25 30

Balochistan 25 45 70 19 41 60

70


Indicator reference


TARGETS ACHIEVEMENT




Type: Sub Indicator of 1.11.

FATA - - - - - -

GB 14 26 40 12 26 38

ICT - - - - - -

KP 53 54 107 52 57 109

Punjab 4 119 123 3 107 110

Sindh 47 30 77 25 44 69

1.11.5: Number of in-service TTIs faculty receiving bridging scholarships from the Pakistan Reading Project . Type: Sub Indicator of 1.11.

Sub total 6 14 20 7 13 20

AJK 6 14 20 7 13 20

1.12 USAID MSF Indicator 4.2.2c. Number of individuals enrolled in Associates and Bachelors Degree Programs in Education. Type: Output

Total 832 833 1,665 4,160 4,165 8325 2,775 5,286 8,061

AJK 90 90 180 450 450 900 233 541 774

Balochistan 143 143 285 713 713 1425 653 962 1,615

FATA 30 30 60 150 150 300 138 17 155

GB 30 30 60 150 150 300 48 261 309

ICT 15 15 30 75 75 150 11 29 40

KP 195 195 390 975 975 1950 423 477 900

Punjab 60 60 120 300 300 600 291 1,730 2,021

Sindh 270 270 540 1348 1350 2698 978 1,269 2,247

1.13 USAID MSF Indicator (4.2C) Number of graduates of Associates and Bachelors Degree Programs in Education

6990 Total 833 833 1,665 3,720 3,998 7,718 1,196 2,034 3,230

AJK 90 90 180 360 360 720 104 232 336

71


Indicator reference


TARGETS ACHIEVEMENT




Type: Impact

Balochistan 143 143 285 570 570 1,140 377 430 807

FATA 30 30 60 120 120 240 14 22 36

GB 30 30 60 120 120 240 46 179 225

ICT 15 15 30 60 60 120 - - -

KP 195 195 390 780 780 1,560 249 528 777

Punjab 60 60 120 240 240 480 60 153 213

Sindh 270 270 540 1,078 1,080 2,158 346 490 836

1.15 USAID MSF indicator (4b). Percentage of graduates from USG-supported tertiary education programs reporting themselves as employed Type: outcome

13% (TEP

Study)

Total 83 1665 5% 333 6660 5% 20%

Component 2: Improved policies and system for reading

Reading Policies

2.4. USAID MSF Indicator (4.2.1b) Number of policies, laws, regulations or guidelines developed or modified to improve education quality, access or management Type: Output

Total

12 42 1 23

72


Indicator reference


TARGETS ACHIEVEMENT




2.5. USAID MSF Indicators (4.2.1)-a Number of universities/TTIs offering new education degree programs Type: output

Total 29 111 110

2.6 USAID MSF Indicator (4.3.2-b) Number of education officials trained to administer early grade reading assessments Type: output

NA 40 85 -

Component 3 - Community Based Support for Reading

3.1. USAID MSF Indicator (4.3.1-c) Number of USG assisted CSOs working to improve education quality and access Type: Output

0 Total 21 35 9

AJK 3 5 1

Balochistan 3 5 1

FATA 3 5 -

GB 3 5 2

ICT 3 5 1

KP 3 5 2

Sindh 3 5 2

3.3. USAID MSF Indicator (4.3.1-a) Number of PTAs or similar school governance structures supported Type: Output

Total 10 20 3 21

AJK 1 3 3

Balochistan 2 3 4

FATA 1 3 -

73


Indicator reference


TARGETS ACHIEVEMENT




GB 1 2 1 3

ICT 1 2 1 3

KP 2 3 1 4

Sindh 2 4 4

3.5. USAID MSF Indicator (4.3-a) Change in percent of parents who express confidence in the school system in USG focused districts Type- Outcome

TBD 20% point increase

74


B. List of Custom Indicators

Indicator reference


TARGETS ACHIEVEMENT




Component 1 - Improved Classroom Learning Environment for Reading

Students and Schools

1.1 Custom indicator: Number of Early Grade Reading Material Review Committees (MRCs) formed and functional. Type: Output

0 Total 9 9 9

AJK 1 1 1

Balochistan 1 1 1

FATA 1 1 1

GB 1 1 1

ICT 1 1 1

KP 2 2 2

Sindh 2 2 2

1.3. Custom indicator: Number of classroom based corner libraries established Type: Output

0 Total 3,081 2,627 5,708 12,940 10,860 23,800

AJK 600 512 1,112 2,000 1,705 3,705

Balochistan 530 452 982 1,856 1,416 3,272

FATA 427 364 791 1,424 1,213 2,637

GB 124 106 230 414 353 767

ICT 138 117 255 138 117 255

KP 1,160 989 2,149 3,867 3,295 7,162

Sindh 102 87 189 3,241 2,761 6,002

75


Indicator reference


TARGETS ACHIEVEMENT




Teachers - In service

1.5. Custom Indicator:Percentage of primary school teachers who demonstrate application of reading instruction methods in classroom teaching.Type: outcome

TBD Sub total 55% 55% 55% 60% 60% 60%

AJK 55% 55% 55% 60% 60% 1

Balochistan 55% 55% 55% 60% 60% 1

FATA 55% 55% 55% 60% 60% 1

GB 55% 55% 55% 60% 60% 1

ICT 55% 55% 55% 60% 60% 1

KP 55% 55% 55% 60% 60% 1

Punjab 55% 55% 55% 60% 60% 1

Sindh 55% 55% 55% 60% 60% 1

1.6. Custom indicator: Number of Apex institutions dealing with the Continuous Professional Development of Teachers as per the TIG model. Type: Output

0 Total (1 per province/ region)

7

Teachers - Preservice

1.8. Custom Indicator Number of TTIs further strengthened to offer/initiate ADE and B.Ed. Type: Output

0 Total 29 - 27

AJK 1 - 1

Balochistan 1 - 1

FATA 2 - 2

76


Indicator reference


TARGETS ACHIEVEMENT




GB 0 - -

ICT 2 - 1

KP 4 4

Punjab 3 3

Sindh 16 15

1.10 Custom Indicator - Number of TTI faculty members oriented on delivery of the reading course including practicum and assessment. Type: Output

Sub total 123 123 246 333 333 666

AJK 18 18 36 36 36 72

Balochistan 21 21 42 57 57 114

FATA 6 6 12 12 12 24

GB 6 6 12 12 12 24

ICT 0 0 0 6 6 12

KP 30 30 60 78 78 156

Punjab 9 9 18 24 24 48

Sindh 33 33 66 108 108 216

1.14 Custom Indicator: Percentage of student-teachers who demonstrate increased knowledge of reading instruction methods promoted through Pakistan Reading Project in ADE and B.Ed. (Hons) programs Type: outcome

TBD 70%

77


Indicator reference


TARGETS ACHIEVEMENT




Component 2: Improved policies and system for reading

Reading Policies

2.1 Custom indicator: Number of Steering Committees established and functional at provincial/ regional levels for Pakistan Reading Project Type: Output

Total 7 7

AJK 1 1

Balochistan 1 1

FATA 1 1

ICT 1 1

GB 1 1

KP 1 1

Sindh 1 1

2.2. Custom indicator: Number of provinces with approved Reading Improvement Strategies (RIS). Type: Output

Total 7 7 -

2.3. Custom indicator: Proportion of provinces implementing and monitoring RIS. Type: Output

Total 1 -

78


Indicator reference


TARGETS ACHIEVEMENT




2.7 Custom Indicator: Number of Public Private Partnerships (PPP) established to promote reading at early grade. Type: output

NA Total 2 10 5

Component 3 - Community Based Support for Reading

3.2. Custom indicator: Number of reading enhancement initiatives completed by Pakistani civil society organizations (CSOs) Type: Output

0 Total 21 35

AJK 3 5

Balochistan 3 5

FATA 3 5

ICT 3 5

GB 3 5

KP 3 5

Sindh 3 5

3.4. Custom indicator: Number of communities with access to mobile bus libraries Type: Output

Total 150 300 27 75

ICT 50 100 12 44

Sindh 100 200 15 31

79


ANNEX 2: LETTER ISSUED BY GOVERNMENT OF PUNJAB FOR MOTHER TONGUE STUDY

80


ANNEX 3: GRANTS ADVERTISEMENT

81


ANNEX 4: SUCCESS STORIES

SUCCESS STORY Reading Beyond School

“Seeing my daughter take interest in

reading has inspired me to read to my

children every day and help them become

better readers.”

Mir Baz, Malaika’s father

Malaika begins her day going over the different letters and

words she has displayed on a print-rich wall in her house. She

makes up her own jingles and rhymes to highlight a particular

sound and also gets her siblings involved in the activity. Her

father helps her with difficult Urdu words and enjoys seeing his

daughter taking so much interest in reading.

Malaika is a primary student at a PRP intervention Government

Girls High School Gulmit, Gilgit-Baltistan that received one year

of support through the project. The activities carried out at this

school under PRP have helped her develop an immense

interest in reading and to take this interest beyond the school

premises. She has put up charts and drawings containing Urdu

letters, words, and sounds on the walls of her house and is also

inspiring her friends and siblings to improve their reading skills.

Her father, who is a teacher at a government school, is happy

with her performance and feels that PRP is giving his children

valuable reading skills without increasing their workload.

What particularly fascinates him is the way Malaika helps her

older siblings, one of whom is a grade 7 student, to read

difficult words. As she reads a story to her sister, one can tell

how much she loves reading. “I was surprised to see her

helping her older sister read difficult words using a fascinating

technique. Malaika sat with her and helped her read complex

words indicating the number of sounds they hear in a word by

tapping of fingers,” says her father.

Malaika’s teacher is also happy with the way PRP’s activities

are contributing to an improved reading culture at the school.

Ms. Shazia, who taught Malaika’s class last year, says that what

her students are learning through PRP now will continue to

inspire them throughout their lives. She sees a significant

improvement in this year’s class as compared to earlier classes,

attributing it to PRP’s efforts at improving reading skills of early

grade students in her school.

Malaika is reading a story to her father

and younger sister in her house

Malaika is helping her friends read a

story at school

A print rich wall at Malaika's home

82


SUCCESS STORY Reading Techniques Prove Fruitful

The high level of reading skills of the

students on their first day in a new grade

came as a surprise for Shabana, a primary

teacher at a government school in

Abbottabad, Khyber Pakhtunkhwa

Shabana Kousar doing a vocabulary activity with primary

grade students using the word زنجیر (chain), May 2016

Shabana was all set to take her first class as an

assistant teacher in her new job at Government Girls

Jica Model School Mirpur in Abbottabad, Khyber

Pakhtunkhwa; she knew the first day would be

disappointing—an unproductive effort with a passive

lot of students, particularly in the absence of their

class teacher, who was unwell.

But this year, she was in for a surprise. After

introductions with class, she asked a student to read

the title page of the Urdu textbook. The student

complied and read it aloud surprisingly, with

perfection. Considering her an exception, Shabana

asked another student to read the contents on the

inside page. He astonished her by reading the entire

list. Thinking she might have stumbled upon a special

batch, Shabana picked a random student and wrote a

difficult word بلوچستان on the board, asking her to

pronounce it. The girl lifted her hands, said ب and

clapped, said لو and clapped again followed by چس

and تان, clapping each time. “What did you just do?”

she asked. “CLAP OUT!” echoed the class. Curious, she

scribbled کتاب on the board. Now the students held up

their hands, palms to their confident faces, producing

four distinct sounds and thumb-touching a finger with

each, said the word in chorus. They called it ‘Tapping

Out’. “That day I learned more than I taught the

children,” confessed Shabana. Tapping, skywriting,

blending, segmentation, and decoding.

When Rubina, the class teacher, came the next day

that was when Shabana heard about PRP and its

training model focusing on reading. In Rubina’s

opinion, students learn to read better when teachers

understand their learning needs. She explained, “It

was a challenge for me too but thanks to PRP training,

monthly meetings and regular coaching visits to our

school, I became a true language teacher.” Shabana is

now excitedly looking forward to her new job!

usaid-funded pakistan reading project quarterly …pdf.usaid.gov/pdf_docs/pa00mjt4.pdf1 usaid-funded...

Documents