Attachment J.1 - Statement of Objectives (SOO) LEARN to Read.pdf

Solicitation Number: 72062021R00001 - LEARN to Read Activity Attachment J.1

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ATTACHMENT J.1 – STATEMENT OF OBJECTIVES

LEVERAGING EDUCATION ASSISTANCE RESOURCES IN NIGERIA (LEARN) TO

READ ACTIVITY

1. TITLE

Leveraging Education Assistance Resources in Nigeria (LEARN) to Read Activity

2. PURPOSE

The purpose of the LEARN to Read activity is to support sustainable improvements in reading outcomes for pupils in grades 1 and 2 in select Nigerian States. This will require leveraging host government commitment and building systemic capacity to enable the acquisition of the foundational skills necessary for lifelong learning. In order to improve reading outcomes, LEARN to Read will expand and replicate the best evidence-based reading instructional practices that promote a safe, equitable, and quality education, with a primary emphasis on quality teaching and learning. This will be accomplished by providing technical assistance to key actors at the local, state, and national levels to strategically leverage available government and development partner resources to construct an enabling environment for Nigerian children at the early grade primary level to learn to read in languages they use and understand. Evidence shows that early reading instruction in the language a child speaks results in faster and sustained learning outcomes, forming the foundation for learning across all subjects [Pflepsen, Alison and Amy Pallangyo. 2019.

Handbook of Language of Instruction Issues in Reading. Global Reading Network. Chevy Chase, MD: URC, 2019]. It also eases the transition to reading in English, the language of instruction across Nigeria starting in grade 4.

The existence of the World Bank Better Education Service Delivery For All (BESDA) program and expected investments from the Global Partnership for Education (GPE) provide excellent opportunities for USAID to provide complementary United States Government (USG) Basic Education (BE) activities that support Nigerian states at various stages of their Journey to Self- Reliance in education.

3. PERFORMANCE OBJECTIVES AND EXPECTED OUTCOMES

The Contractor is expected to provide technical assistance to implement activities across four performance objectives, disaggregated by component areas. Performance Objective One focuses on interventions in Bauchi and Sokoto, classified as “legacy states”; Performance Objective Two prioritizes a state with minimal early grade reading programming experience as a “launching state”; Performance Objective Three focuses on providing on-demand support to states with specific needs related to strengthening early grade reading classified as “on-demand states” ; and Performance Objective Four focuses on high level policy targets in coordination with the federal government. All performance objectives of the LEARN to Read activity aim to improve the reading proficiency of all pupils in grades 1 and 2 by providing state and federal actors technical assistance to strengthen technical and operational capacity, as well as fiscal planning. Selection

Page J.1 -2 and completion of components under each performance objective depend on the priorities agreed between USAID, the Contractor, and Nigerian state and federal government actors, in an annual work plan.

3.1 Performance Objective 1: All pupils in grades 1 and 2 in “legacy states” meet minimum reading proficiency standards.

For the purposes of the SOO, USAID identified the states of Bauchi and Sokoto as “legacy states,” defined as states with sufficient capacity to implement evidence-based quality reading instruction statewide, based on prior investments. USAID will offer technical assistance, instead of direct classroom level intervention, to fortify and scale best practices in educational planning and reading delivery begun with support from previous USG investments, such as the Northern Education Initiative (NEI) Plus Activity. This objective emphasizes inclusivity of all grades’ 1 and 2 pupils, including the most marginalized groups and children with disabilities. The LEARN to Read activity will build the capacity of state and local governments to prepare all pupils in legacy states to meet the minimum reading proficiency by the end of grade two.

(a) Description of the Work for Performance Objective 1

Achievement of the components below depends upon the agreement between LEARN to Read’s Contractor and the state and local governments and is subject to the availability of funds the legacy states secure from internal or external sources. The exact mix of reforms or components in each partner state will be determined in discussions between each legacy state government, USAID, the Contractor, and other relevant stakeholders. Nonetheless, the Contractor must be prepared to offer to Bauchi and Sokoto states all of the following mandatory components:

Component 1.1: Local data systems for research and adaptation strengthened.

Interventions under this performance requirement are expected to strengthen Bauchi and Sokoto state governments’ capacity to lead data collection, analysis, reporting, annual dissemination, and reflection on education system performance, teacher performance, student performance, and contextual risks. Strengthened data systems must result in increased capacity to determine the fidelity of implementation for interventions, education needs in light of different crises or emergencies, and the quality of data informing decision making. Education authorities and civil society groups will have reliable/continuous access to timely and relevant education data in order to promote at the local level collective action on reading reform efforts, increase community ownership of education decisions, and strengthen accountability.

Component 1.2: Data-driven policies, standards, approaches, and tools adopted and implemented.

Interventions under this component will enable Bauchi and Sokoto state and local government education authorities to adopt and implement evidence-based, data-driven policies to improve reading instruction for all grades 1 and 2 learners. At the end of activity implementation, state and local education authorities will have the capacity to use education data in sector planning and

Page J.1 -3 resource allocation to target geographic areas or populations of learners who currently have the worst reading results. Legacy states are expected to adopt and implement internationally linked reading standards and benchmarks in the local system. Local education authorities will be able to use management tools that emphasize the use of data, such as institutional capacity assessments and school report cards.

Component 1.3: Teachers, school administrators, and school support officers gain increased skills and materials.

This component focuses on ensuring that education personnel in Bauchi and Sokoto have the skills and materials they need to sustainably deliver high-quality reading instruction in a safe, inclusive learning environment. LEARN to Read technical assistance will enable state and local education authorities to: strengthen in-service teacher training and ongoing coaching support in alignment with the school calendar and system performance data; and integrate the principles of evidence-based reading instruction [USAID Reading MATTERS Framework: https://www.edu-links.org/reading-matters] and social-emotional learning (SEL) into training and classroom instruction.

Component 1.4: Budget planning and allocation improved.

Under this component, technical assistance will enable state and local government education authorities in Bauchi and Sokoto to conduct thorough budget planning, budget allocation, and resource mobilization under the State Education Account (SEA), which provide the necessary material and human resources required to support the achievement of minimum reading proficiency by all grade 1 and 2 learners. LEARN to Read’s technical assistance will improve state and local government authorities’ capacity to effectively leverage funds from BESDA, UBEC, and other sources to pay for the recurring education inputs required for early grade reading delivery in public schools; find cost savings and financing efficiencies when acquiring reading services;

respond to emergencies affecting learner performance outcomes; and address the needs of marginalized groups.

Component 1.5: Parents and community leaders take action to improve the quality and safety of basic education.

Under this component, technical assistance to local governments and organizations in Bauchi and Sokoto will empower parents, community leaders, and other civil society groups to identify achievement barriers for grades 1 and 2 and take action to improve the quality and safety of basic education, as well as the reading success of all learners in grades 1 and 2, including the most marginalized such as those with disabilities, especially when education services are disrupted by crises or conflict. The Contractor will work with state and local governments to make education performance data accessible to communities (e.g., learner reading outcomes, etc.). The Contractor will be expected to support local governments to empower parents and community leaders on school monitoring and classroom advocacy. The Contractor will explore partnership between community leaders or organizations in providing psychological first aid or monitor the access to or participation in distance learning, if school closes due to crisis or conflict. Local governments https://www.edu-links.org/reading-matters https://www.edu-links.org/reading-matters

Page J.1 -4 are expected to support learning in their communities through community-based organizations including parent-teacher associations (PTAs), youth groups, community coalitions, and others to support learning in their communities.

(b) Expected Outcomes for Performance Objective 1

The Contractor will support USAID to track the impact of its technical assistance. Accordingly, the contractor will support USAID’s technical assistance supports under this performance objective by the following both USAID education standard and custom indicators:

(1) Outcomes for Year 1

● Student Performance: At least 50 percent of government schools in Bauchi and Sokoto conduct student reading assessments for grades 1 and 2

● Data Systems: Bauchi and Sokoto have state-approved prototypes of the data platform and accompanying reporting templates to capture education system, student reading and teacher performance annually on a publicly accessible, free platform for civil society, parents, and communities

● Teachers: A data driven in-service teacher training, coaching and mentoring plan is developed for Academic Year 2022/2023 incorporating at least 50 percent of primary grade 1 and 2 teachers statewide in Bauchi and Sokoto

● Budget Planning: States develop a data driven annual budget report, aligned with the State Education Account, Budget Performance Tool and Midterm Sector Strategy, detailing a budget execution plan for essential early grade reading inputs, cost efficiencies identified for early grade reading inputs, and how considerations for the most marginalized and those with disabilities have been incorporated into the budget

● Parents/Community Leaders: Assessments are conducted and community engagement strategies in Bauchi and Sokoto developed to accelerate the extent to which parents, community leaders and local organizations are partners in providing teaching, learning, monitoring, management accountability, and psychological first aid at the school level

(2) Outcomes for Year 2

● Student Performance: At least 60 percent of government schools in Bauchi and Sokoto

● Data Systems: The public database and reporting templates have been finalized and a data collection pilot completed involving a representative sample of schools in Bauchi and Sokoto reporting data on education system capacity and student reading and teacher performance

● Teachers: Data driven in-service teacher training, coaching and mentoring plan is delivered for Academic Year 2022/2023 incorporating at least 50 percent of primary grade 1 and 2 teachers statewide in Bauchi and Sokoto

● Budget Planning: States achieve 50 percent of the allocation targets outlined in the Year 1 budgetary plan, as well as prepare a progress report detailing factors contributing to shortfalls and recommendations for Year 3

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● Parents/ Community Leaders: Customized community engagement strategies in Bauchi and Sokoto states are operational and training provided to key parent groups, community leaders and local organizations

(3) Outcomes for Year 3

● Student Performance: At least 70 percent of government schools in Bauchi and Sokoto conduct student reading assessments for grade 1 and 2

● Data Systems: At least 50 percent of government schools in Bauchi and Sokoto report on education system performance, student reading performance and teacher performance on a publicly accessible, free platform for civil society, parents, and communities

● Teachers: A data driven in-service teacher training, coaching and mentoring plan is delivered for the Academic Year incorporating at least 60 percent of primary grade 1 and 2 teachers statewide in Bauchi and Sokoto

● Budget Planning: States achieve 60 percent of the allocation targets outlined in the Year 2 budgetary plan, and prepare a progress report detailing factors contributing to shortfalls and recommendations for Year 4

● Parents/ Community Leaders: At least 50 percent of parent groups, community leaders and local organizations demonstrating increased capacity and achieving measurable targets aligned with the community engagement strategy

(4) Outcomes for Year 4

● Student Performance: At least 80 percent of government schools in Bauchi and Sokoto conduct student reading assessments for grade 1 and 2

● Data Systems: At least 70 percent of government schools in Bauchi and Sokoto report on education system performance, student reading performance and teacher performance on a publicly accessible, free platform for civil society, parents, and communities

● Teachers: A data driven in-service teacher training, coaching and mentoring plan is delivered for the Academic Year incorporating at least 80 percent of primary grades 1 and 2 teachers statewide in Bauchi and Sokoto

● Budget Planning: States achieve 75 percent of the allocation targets outlined in the Year 3 budgetary plan, and prepare a progress report detailing factors contributing to shortfalls and recommendations for Year 5

● Parents/ Community Leaders: At least 75 percent of parent groups, community leaders and local organizations demonstrating increased capacity and achieving measurable targets

(5) Outcomes for Year 5

● Student Performance: At least 90 percent of government schools in Bauchi and Sokoto

● Data Systems: At least 90 percent of government schools in Bauchi and Sokoto report on education system performance, student reading performance and teacher performance on a publicly accessible, free, platform for civil society, parents, and communities

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● Teachers: In-service teacher training and ongoing coaching support system for primary grades 1 and 2 formalized into a functional, state level, teacher professional development model that delivers timely teacher training customized to needs and aligned with the school calendar

● Budget Planning: Bauchi and Sokoto utilize the State Education Account (SEA) and other critical budgetary tools to ensure effective leveraging of government and donor funds to finance required inputs for early grade reading for primary grades 1 and 2 in government schools annually

● Parents/ Community Leaders: Parents and community leaders execute action plans to address local educational needs and improve teaching, learning, monitoring and management accountability at the school level

3.2 Performance Objective 2: Pupils in grades 1 and 2 of a “launching state” increasingly demonstrate improved reading outcomes in languages they use and understand.

For the purposes of this solicitation, USAID defines a “launching state,” as a state that is newly embarking on reading system reform. As described in the background section, there are a total of 17 focus states eligible to receive USAID funds through LEARN to Read. Under NEI Plus, Adamawa, Gombe, Kebbi, Yobe, Zamfara, Taraba, Oyo, and Ebonyi states were invited to and/or participated in technical assistance events, financed by USAID, on how to implement early grade reading programs and leverage existing resources to improve learner outcomes. USAID considers each of these states as a potential “launching” state under the LEARN to Read activity. The Contractor will propose criteria and rank recommendations for a launching state, which USAID will approve after contract award. The Contractor will be expected to offer the “launching state” intensive technical assistance toward implementing best practices that improve reading outcomes for pupils in grades 1 and 2, in languages learners use and understand (e.g., Mu Karanta! in Hausa, Ka Anyi Gụo! in Igbo and Jẹ Ká Kawe! in Yoruba; RANA). While this activity will prioritize one launching state at inception, USAID/Nigeria will maintain flexibility to add states, subject to agency need, state demands and additional funds. Additionally, the Contractor is required to demonstrate flexibility to accommodate potential changes beyond the states identified after award as needed.

(a) Description of the Work for Performance Objective 2

Under Performance Objective 2, LEARN to Read’s work in a launching state will entail the provision of intensive technical assistance to state and local government systems to initiate reading reform activities. LEARN to Read’s technical assistance will support the launching state to more efficiently and effectively utilize the state’s annual education budget and leverage funds from BESDA, UBEC, and other sources to achieve this objective. Specifically, this performance objective includes components that address areas of the USAID Reading MATTERS Framework.

Similar to the legacy states, all teacher training and teaching and learning materials production in the launching state will be paid for with the state's annual education budget, UBEC, and BESDA funds.

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USAID will work with the Contractor immediately upon activity commencement to finalize the launching state selection criteria no later than three months after award. USAID and the Contractor will then select the launching state no later than four months after award. A comprehensive needs/landscape assessment of the launching state’s local early grade reading system is anticipated once a launching state is chosen. Achievement of the components depends upon agreement between the Contractor and the state and local governments and is subject to the availability of funds the launching state secures from internal or external sources. The exact mix of reforms in the launching state will be determined through discussions among the state government, USAID, the Contractor, and other relevant stakeholders. Nonetheless, the Contractor must be prepared to offer all the following priority components to the launching state:

Component 2.1: Regular reading assessments and data collection established and used to inform instruction, planning, and policy.

Under this component, technical assistance will help state and local government authorities to establish regular feedback loops on student reading outcomes. This technical assistance will result in established regular formative and summative reading assessments and a strengthened local system for data collection on education sector needs that inform reading instruction, planning, and policy for all learners, especially those that struggle greatest with learning to read. Technical assistance on the use of data collected will result in informed policies, including those outlined in the Evidence-Based Standards, Norms, and Policies component of the USAID Reading MATTERS Conceptual Framework.

Component 2.2: Pupils in grades 1 and 2 have their own set of reading materials in a language they use and understand.

Component 2.2 focuses on the critical elements of book chain management and the provision of learning materials to each individual learner in a language the learner uses and understands. In a launching state that is fairly new to large-scale reading reform, this is likely to be a particular challenge; however, a key criterion for launching state selection should be that the state either has tested reading materials available for pupils in grades 1 and 2 or demonstrated commitment to allocate funding towards developing and testing reading materials for pupils in grades 1and 2.

Technical assistance under this component to state and local authorities on all critical aspects of book supply chain management will result in improved planning, procurement, packaging, distribution, use, and replacement of reading books for all students regularly. Additionally, technical assistance will result in state and local authorities expanding the use of Mu Karanta! Ka Anyi Gụo!, Jẹ Ká Kawe!, Let’s Read! or RANA early grade reading materials and supplemental materials (e.g., storybooks) throughout the launching state, including additional Nigerian languages as needed to ensure all children are able to learn to read in the language they use and understand. In the event that distance learning is required due to COVID-19 or other reasons, technical assistance should support the launching state to provide distance learning reading materials for all children in grades 1 and 2.

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Component 2.3: System for teacher training and ongoing coaching support launched.

Under this performance requirement, technical assistance will enable the launching state to establish, maintain, and improve the state infrastructure for in-service teacher training and ongoing coaching support to teachers implementing evidence-based reading instruction in an inclusive, safe learning environment. Improved state infrastructure for in-service teacher training and coaching will result in improved reading instruction that incorporates social and emotional skills into instructional practices and classroom management; development and distribution of training materials, coaching materials, and teacher guides in a timely and consistent manner; alternative methods for in-person training, coaching, and mentorship to build state resilience to manage through crisis and conflict; consistent quality assurance checks of teacher training and coaching;

and improved safety and inclusion in the learning environment. To help improve safety and inclusion in the learning environment, the Contractor will work with education authorities and school administrators to introduce safety, equity, and accountability measures into the coaching and mentoring model for teachers. The Contractor will provide technical assistance to state actors that enable leveraging of SUBEB, UBEC, BESDA, and other funds to which states have access to implement teacher training and coaching. Ongoing coaching support should especially focus on teachers who are new or vulnerable to struggling with implementing an evidence-based reading program.

Component 2.4: Budget planning and allocation improved to begin reading reform.

This component focuses on ensuring that the state and local governments develop increasing facility in planning for, costing, and sustaining the purchase of the inputs that drive high-quality reading instruction. LEARN to Read’s technical assistance to state and local government education authorities under this component will result in improved budget planning, budget execution, and resource mobilization under the State Education Account (SEA); strategies and tools to leverage funds from government and other development partner sources to meet recurring expenses including book purchases and timely distribution of materials for grades 1 and 2 by commencement of each academic year as well as teacher training; cost savings and financing efficiencies when acquiring reading services. Technical assistance will also help states and local authorities to ensure budgetary processes consider the most marginalized children and those with disabilities at every level in grades 1 and 2.

Component 2.5: Parents and community leaders take action to improve the quality and safety of basic education.

Under this component, LEARN to Read’s technical assistance to local governments and organizations in the launching state(s) will empower parents, community leaders, and other civil society groups to take action to improve the local basic education system. This technical assistance will result in parents, community leaders, and other civil society groups identifying barriers to the quality, equity, and safety of basic education for all learners in grades 1 and 2, including the most marginalized, such as those with disabilities, ethnic or religious minorities, especially when education services are disrupted by crises or conflict. Technical assistance will also result in data being made accessible to communities; grants to community-based organizations including PTAs, Page J.1 -9 youth groups, community coalitions, and others to support learning in their communities; and parents and community leaders receiving training on school monitoring and classroom advocacy.

Technical assistance under this component may explore the extent to which parents and/or community leaders or organizations may be partners in providing psychological first aid or monitoring the access to or participation in distance learning if school closes due to crisis or conflict.

(b) Expected Outcomes for Performance Objective 2

The LEARN to Read activity will support the state and local governments to sustainably prepare pupils in grades 1 and 2 of a launching state to increasingly demonstrate improved reading outcomes in languages they use and understand, with an emphasis on foundational reading skills.

While achievement of this objective depends upon the commitment of resources by the launching state government, USAID expects the Contractor to track the impact of its technical assistance.

Described below are the measurable outcomes the Contractor should achieve, and the types of work expected under this performance objective.

● Student Performance: The launching state conducted a diagnostic on reading assessment practices in government schools, grade 1 and 2 classrooms, using a representative sample, resulting in detailed recommendations outlined in a report and a state endorsed action plan to enhance classroom practice, school management and the state leadership of continuous reading assessments

● Student Performance: A book supply chain analysis and action plan developed for launching state to accelerate state and local authority technical and financial capacity to plan, procure, package, distribute, and replace teaching and learning reading materials for teachers and all learners in grades 1 and 2

● Data Systems: The launching state develops a costed framework for developing or adapting a data platform to provide accurate, reliable, and continuous education data of the system, student reading and teacher performance

● Teachers: A system diagnostic is conducted by the launching state and an action plan developed to improve student-teacher ratios, teacher distribution, teaching reading competencies, and teacher training needs at the grade 1 and 2 level

● Budget Planning: The launching state develops a data-driven annual budget report detailing a budget execution plan for essential early grade reading inputs, cost efficiencies identified for early grade reading inputs, and how considerations for the most marginalized and those with disabilities have been incorporated into the budget

● Parents/ Community Leaders: Assessments are conducted and community engagement strategies in the launching state developed to accelerate the extent to which parents, community leaders and local organizations are partners in providing teaching, learning, monitoring, management accountability, and psychological first aid at the school level

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● Student Performance: The institutionalization of formative and summative assessments in select schools completed

● Student Performance: The infrastructure for improved teaching and learning materials planning, procurement and distribution in the launching state is established and integrated existing government systems

● Data Systems: The launching state adopts approved prototypes of the data platform and accompanying reporting templates to capture education system, student reading and teacher performance annually on a publicly accessible, free platform for civil society, parents, and communities

● Data Systems: Training of key stakeholders on the approved prototype and reporting templates completed in accordance with the workplan

● Teachers: A data-driven in-service teacher training, coaching and mentoring plan is developed for Academic Year 2023/2024 incorporating at least 20 percent of primary grade 1 and 2 teachers in the launching state

● Budget Planning: The launching state achieves 20 percent of the allocation targets outlined in the Year 1 budgetary plan, and prepares a progress report detailing factors contributing to shortfalls and recommendations for Year 3

● Parents/ Community Leaders: Customized community engagement strategies in the launching state are operational and training provided to key parent groups, community leaders and local organizations

● Student Performance: At least 20 percent of government schools in the launching state conduct formative and summative reading assessments for grades 1 and 2 to inform reading instruction and planning.

● Student Performance: At least 20 percent of teachers and grade 1 and 2 learners have access to quality early grade reading materials (e.g., Mu Karanta! /Let’s Read or RANA) including one set of decodable readers, one set of leveled readers, and one set of supplementary readers per learner.

● Data Systems: The public database and reporting templates have been finalized and a data collection pilot completed involving a representative sample of schools in the launching state reporting data on the education system capacity as well as student reading and teacher performance

● Teachers: A data-driven in-service teacher training, coaching and mentoring plan is delivered for Academic Year 2024/2025 incorporating at least 30 percent of primary grade 1 and 2 teachers in the launching state

● Budget Planning: The launching state achieves 30 percent of the allocation targets outlined in the Year 2 budgetary plan, as well as prepare a progress report detailing factors contributing to shortfalls and recommendations for Year 4

● Parents/ Community Leaders: At least 30 percent of parent groups, community leaders and local organizations demonstrate increased capacity and achieving measurable targets

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● Student Performance: At least 30 percent of government schools in the launching state instruction and planning

● Student Performance: At least 30 percent of teachers and grade 1 and 2 learners have access to the materials identified in Year 3

● Data Systems: At least 30 percent of government schools in the launching state report on education system performance, student reading performance and teacher performance on a publicly accessible, free platform for civil society, parents, and communities

● Teachers: A data driven in-service teacher training, coaching and mentoring plan is delivered for Academic Year 2025/2026 incorporating at least 40 percent of primary grade one and two teachers statewide in the launching state

● Budget Planning: By the end of Year 4, the launching state achieves 40 percent of the allocation targets outlined in the Year 3 budgetary plan, as well as prepares a progress report detailing factors contributing to shortfalls and recommendations for Year 5

● Parents/ Community Leaders: By the end of Year 4, at least 40 percent of parent groups, community leaders and local organizations demonstrate increased capacity and achieving measurable targets aligned with the community engagement strategy

● Student Performance: At least 40 percent of government schools in the launching state instruction and planning

● Student Performance: At least 40 percent of teachers and grade 1 and 2 learners have access to quality early grade reading materials identified in Year 3

● Data Systems: At least 40 percent of government schools in the launching state report on education system performance, student reading performance and teacher performance on a publicly accessible, free platform for civil society, parents, and communities

● Teachers: In-service teacher training and ongoing coaching support system for primary grades 1 and 2 formalized into a functional, state level, teacher professional development model that delivers timely teacher training customized to needs and aligned with the school calendar for at least 50 percent of teachers in the launching state

● Budget Planning: The launching state utilizing the State Education Account (SEA) and other critical budgetary tools to ensure effective leveraging of government and donor funds to finance required inputs for early grade reading for grades 1 and 2 in government schools, annually

● Parents/ Community Leaders: Parents and community leaders in the launching state executing action plans to address local educational needs and improve teaching, learning, monitoring and management accountability at the school level

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3.3 Performance Objective 3: On-demand states access services and technical assistance to deliver evidence-based reading instruction in the early grades.

LEARN to Read will provide on-demand technical assistance for up to 14 focus states (excluding Bauchi, Sokoto and selected launching state) on an as-needed basis, subject to the availability of resources, to address state needs relative to the establishment, maintenance, or sustainability of early grade reading programming. The Contractor will provide technical assistance on a first-come first-served basis, based upon specified criteria and a menu of available options agreed with USAID immediately following award. All areas of technical assistance must directly align with best practices to advance improved reading outcomes of populations most at need, consistent with the USAID 2018 Education Policy and USAID Reading MATTERS Conceptual Framework.

Notably, due to the unpredictability of demand-driven technical assistance, flexibility will be built into the LEARN to Read award, enabling a reprioritization of activity components as well as the Contractor level of effort based upon the scale of response and readiness of eligible on-demand states to receive support.

The LEARN to Read activity will support the state and local governments to access services and technical assistance to deliver evidence-based reading instruction in the early grades. While achievement of this objective depends upon the commitment of resources by the on-demand state government, USAID expects the Contractor to track the impact of its technical assistance. The Contractor will provide consulting services to implement education reforms aimed toward improved reading outcomes for children in grades 1 and 2. USAID expects “on-demand” assistance to provide a flexible and responsive mechanism for focus states beyond the “legacy” states and the “launching” states to access technical guidance and support in implementing one or more aspects of their own reading reform. Under this performance objective, the Contractor is expected to identify criteria that will be used for becoming an on-demand state and finalize the process for on-demand states to access technical services from LEARN to Read. Criteria for selection of on-demand states must be finalized and approved by USAID not more than three months after award. A successful on-demand state is expected to: a) make in-kind labor, personnel, or material contributions to the completion of the request, b) participate in monitoring and evaluating the progress and impact of the request, and c) produce final status reports.

Achievement of any category of assistance depends upon agreement between the Contractor and the state and local governments and is subject to the availability of funds the on-demand state secures from internal or external sources. The exact mix of reforms in each on-demand state will be determined by agreements among each state government, USAID, the Contractor and other relevant stakeholders, all subject to the availability of funds secured by the on-demand states.

Offerors may suggest additional on-demand service components in their proposals.

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(a) Description of the Work for Performance Objective 3

At minimum, the Contractor is expected to be prepared to offer the following priority components to the on-demand states:

Component 3.1: Local data systems strengthened.

Under this component, LEARN to Read’s technical assistance will support state education authorities to increase the availability of reliable data on education system performance, teacher performance, student performance, and contextual risks. This technical assistance will result in education authorities, civil society groups, and other stakeholders at different levels gaining continuous access to reliable data in order to promote collective action at the local level on reading reform efforts; increased community ownership of education decisions; and strengthened accountability. USAID anticipates that technical assistance will also result in templates, protocols and guidance developed for state-led data collection, analysis, reporting and dissemination on education system performance and student performance; improved regular planning, assessing, storing and utilizing data on key reading skills (e.g., EGRA or other tool); improved tracking of data on local context trends, safety, equity gaps in reading, and conflict in and around public schools, including through training, coaching, peer-learning and embedded advisors;1 and monitoring, evaluation, and learning activities integrated into state level education sector frameworks and systems that are functional for end users, even during crisis and conflict.

Component 3.2: Data-driven policies and approaches adopted and implemented.

USAID anticipates that technical assistance under this component will result in data-driven policies and approaches including but not limited to: multilingual instruction policies; instructional time; curricular implementation; teacher training, certification, hiring and assignment policies;

procurement and publishing policies; emergency preparedness and response policies; emergency distance learning policies; safety and social-emotional learning; remedial support policies; and policies related to ensuring equity in access and learning for marginalized populations, especially girls, learners with disabilities, and other minorities.

Component 3.3: Teachers, school administrators, and support officers have increased skills and materials.

This component focuses on ensuring that education personnel in the on-demand states have the skills and materials they need to implement high quality, evidence-based reading programs that will improve students’ reading outcomes in a safe and inclusive learning environment. USAID anticipates that this technical assistance will result in the provision of in-service training, coaching, mentoring, and instructional materials to in-service teachers in a timely and consistent manner, 1 USAID’s Safe Learning Environments Toolkit, the Rapid Education and Risk Analysis Toolkit, or the Conflict Sensitive Education Indicators may all be useful tools for identifying the most relevant data. USAID also has a standard foreign assistance indicator ES.1-51: Number of learning environments supported by USG assistance that have improved safety, according to locally defined criteria.

Page J.1 -14 ensuring all teachers in public schools and education officials have the skills and resources needed to deliver high-quality instruction; quality assurance checks of training and materials, including thorough inclusivity analyses; the integration of the USAID Reading MATTERS Framework principles and social-emotional learning (SEL) into training and classroom instruction; and the use of safety and equity measures in school reporting.

Component 3.4: Budget planning and allocation improved.

Under this component, it is expected that the Contractor will provide technical assistance to support state and local government education authorities to plan and allocate budgets that provide the necessary material and human resources for the improvement of foundational reading skills for all learners in grades 1 and 2. This technical assistance will produce the following illustrative results: improved budget planning, budget execution, and resource mobilization under the State Education Account (SEA); leveraged funds from BESDA, UBEC, and other sources for book procurement so that all learners in primary grades 1 and 2 have their own reading materials in languages they use and understand; improved teacher training and ongoing coaching for teachers;

mobilized resources around emergency response and preparedness plans for education services;

and identified cost savings and efficiencies in book procurement.

(b) Expected Outcomes for Performance Objective 3

All on-demand states receiving technical assistance for the strengthening of data systems, policy reform, capacity development of teachers and other key stakeholders, and/or budget planning must agree with signature to terms and conditions, within four weeks of application approval, in a detailed Memorandum of Understanding between the Contractor and state outlining the key responsibilities of both parties required to achieve intended outcomes.

(2) Outcomes for Year 2

On-demand states implementing in the following areas will achieve 75 percent of the milestones outlined in the Memorandum of Understanding and annual workplan

On-demand states implementing in the following areas will achieve 85 percent of the milestones

(4) Outcomes for Year 4

On-demand states implementing in the following areas will achieve 95 percent of the milestones

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On-demand states implementing in the following areas will:

● Data Systems: Implement templates, protocols and guidance for effective state-led data collection, analysis, reporting and dissemination on education system performance, student reading performance, and teacher performance, resulting in planning and data storage improvements

● Policy Reform: Implement data-driven policies and approaches statewide to address the most critical factors affecting improved reading outcomes for learners in grades 1 and 2 (e.g., instructional time, teacher training, curricular implementation, distance learning, etc.)

● Teachers: Implement capacity building initiatives for teachers, schools’ administrators, and education officials to provide timely and data-driven training, coaching, and mentoring to ensure key personnel have the requisite skills and government schools have the resources needed to deliver high-quality instruction, quality assurance checks, and inclusivity analysis

● Budget Planning: Demonstrate improved budgetary planning, execution and resource mobilization that ensures the adequate allocation and procurement of the material and human resource assets critical to improve foundational reading skills for grades 1 and 2 learners

3.4 Performance Objective 4: Federal Republic of Nigeria Implements an Evidence-

Informed National Strategy for Reading Reform

Significant investment at the federal level is needed to harmonize and consolidate options for evidence-based reading instruction, data collection and utilization, and reporting nationwide.

Interventions under this performance objective will aim at development and institutionalization of a national reading framework (NRF) and its roll-out to targeted states, as well as the strengthening of federal data and reporting systems. Completion of the following components will depend upon agreement between the Contractor, USAID, and the Federal Ministry of Education (FME).

(a) Description of the Work for Performance Objective 4

Component 4.1: Federal data and reporting systems strengthened.

This component focuses on supporting FME to improve the use and reporting of data to stimulate faster progress in reading reform, and it builds upon established data collection mechanisms such as the National Education Data Survey (NEDS). LEARN to Read’s technical assistance will result in federal data collection systems that represent learners throughout the country, including those who may be difficult to access due to conflict or crisis; utilization of data to inform policy and practices at the federal, agency, and commission levels; national language-specific minimum reading proficiency standards for the government’s review and an assessment system to support potential reporting against agreed standards; and national reporting of aggregated minimum primary reading proficiency outcomes against global goals.

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Component 4.2: National reading framework adopted and rolled out to targeted states.

This component focuses on working with the FME to complete the national reading framework (NRF) which will serve as a guide for reading reform initiatives and direct the work of technical partners and civil society agencies supporting reading. The Contractor will work with the FME and USAID to determine which states should be prioritized for the rollout of NRF.

Component 4.3: UBEC pay-for-results grant disbursement model developed.

The Contractor must work with UBEC2 to develop a pay-for-results grant disbursement model, informed by evidence and data on teaching and reading outcomes. The Contractor must present for USAID and GON a recommended set of systemic changes and related criteria to measure those changes to implement such a model, providing a comparative analysis of the existing and proposed system functions. Under a pay-for-results grant disbursement model states must receive a satisfactory report from UBEC supervisors on the level of compliance in the execution of the action plans to receive a UBEC grant, tying UBEC funds to teaching and reading outcomes as part of this incentive scheme. The objective of this component is to catalyze states to plan and implement activities based upon the evidence of what works in the teaching and learning of early grade reading and the ongoing assessment of performance results. The Contractor must outline a plan for engaging UBEC, SUBEB and other relevant actors as needed to institute the pay-for-results grant disbursement model and provide technical assistance to UBEC to establish the model as applicable.

(b) Expected Outcomes for Performance Objective 4

● Data Systems: The Federal Ministry of Education identifies and adopts the infrastructure, protocols, and guidance necessary to enhance national level data collection, analysis, and reporting on education performance

● Policy Reform: An action plan outlining a five-year strategy and costs for the institutionalization of the National Reading Framework approved by key government partners

● Budget Planning: With endorsement by the Universal Basic Education Commission and other government stakeholders, the Contractor develops a costed design framework for a

2 UBEC funding is accessed by states based on the submission of an approved work plan detailing activities to be conducted specifically around school construction, renovations, and libraries. This is separate from the annual state education budget. The grants have some conditions attached before disbursement: states must provide 50 percent counterpart funding in a separate account. There are incentives attached to the execution of the action plan, i.e., states that accessed the funds and executed all the plans within the time period are entitlement to a performance payment award and recognition. The pay-for-results criteria include UBEC supervisors (engineers, academics, etc.) providing a satisfactory report on the level of compliance in the execution of the action plans. LEARN can provide high level policy support or work with UBEC to help states implement transparent and accountable plans. PDG is another sector where education can create synergies with budget performance activities.

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● Data Systems: The national education database received 50 percent of the data collection points expected from the states in accordance with the workplan

● Data Systems: Key federal actors receive data management training and apply the increased capacity to review, quality assure, aggregate and upload performance data onto the Federal Ministry of Education website for public access

● Policy Reform: The Federal Ministry of Education achieved at least 75 percent of the milestones outlined in the workplan

● Budget Planning: The Contractor has developed and implemented an action plan of engagement and advocacy with UBEC, SUBEB, and other relevant actors as needed to institute the pay-for-results grant disbursement model

● Data Systems: Key federal actors receive data management training and apply the increased capacity to review, quality assure, aggregate, and continuously upload performance data onto the Federal Ministry of Education website

● Policy Reform: The Federal Ministry of Education finalized the national reading benchmarks, linked to international standards, and delivers workshops necessary to finalize the National Reading Framework (e.g., policy linking, analysis workshops, etc.), in accordance with the workplan

● Budget Planning: The Contractor achieved at least 75 percent of the milestones outlined in the workplan…