Attachment J.14- NEI Plus PY5 Quarter 3 Report .pdf

Northern Education Initiative Plus | PY5 Quarter 3 Report

Northern Education Initiative Plus PY5Q3 Report April 1, 2020 – June 30, 2020

DISCLAIMER

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

It was prepared by Creative Associates International.

Amendment No. 01 - Solicitation Number: 72062021R00001 - LEARN to Read Activity

ATTACHMENT J.14 - NEI PLUS PY5 QUARTER 3 REPORT

Northern Education Initiative Plus | PY5 Quarter 3 Report ii

TABLE OF CONTENTS

TABLE OF FIGURES .................................................................................................... iii

PROGRAM OVERVIEW

ACRONYMS

PROJECT DESCRIPTION

EXECUTIVE SUMMARY

QUARTERLY PROGRAMMATIC REPORT

especially girls and out-of-school children in target locations Sub IR 1.1. Increased number of education options (formal, non-formal, NFLC) meeting school quality and safety benchmarks Sub IR 1.2. Strengthened systematic approach to school management and supervision Sub IR 1.3 Standardized NFLC model ensures education for vulnerable children and youth Sub IR 1.5 Strengthen CSO capacity to mobilize Parent Teacher Associations

(PTAs), SMBCs and communities around reading and access

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

Sub IR 2.2 State/LGEA systems for development, approval, and distribution of decodable readers, teacher guides, and supplementary materials for EGR instruction improved and implemented Sub IR 2.3 State and LGEA systems for in-service training to teachers in public and NFLC classrooms in the use of the evidence-based reading materials improved and implemented

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

EGR instruction improved and implemented

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

Resu t 1.

of students d propr , r rov d ons, Sub IR 2.1 GEA rds for

Sub IR 2.7 for

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MONITORING & EVALUATION

INTEGRATION OF CROSSCUTTING ISSUES AND USAID FORWARD

PRIORITIES

Gender Equality and Female Empowerment Sustainability Mechanisms Partnerships and Collaborations

LESSONS LEARNT

OPERATIONS & MANAGEMENT

Personnel/Human Resources Procurement Information Technology Logistics Security Planning and Review Management Reporting Financial Management Grants Management

PLANNED ACTIVITIES FOR NEXT QUARTER (PY5Q2)

TABLE OF FIGURES

Figure 1: The Initiative program implementation approach Figure 2: The NEI Plus Year 5 top priorities Figure 3: Message encouraging reading at home Figure 4: Master Trainer (MT) during a production of P3 Let’s Read lesson Figure 5: Participants during LEMA data analysis training Figure 6: Mother in Yabo LGA supporting her children listening to Mu Karanta radio . 35 Figure 7: Face masks made and distributed by women group to community members ... 36 Figure 8: Father supporting his children at home while listening to radio lesson Figure 9: Women Group training

Stakeholder Participation and Involvement

ANNEXES

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PROGRAM OVERVIEW

Program Name Northern Education Initiative Plus

Activity Start Date and End Date October 26, 2015 – October 25, 2020

Name of Prime Implementing Partner Creative Associates International

Contract Number AID-620-C-15-00002

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

Major Counterpart Organizations

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

Geographic Coverage Bauchi and Sokoto States (TA support to four additional BESDA States - Gombe, Yobe, Borno and Ebonyi)

Reporting Period April 1, 2020 – June 30, 2020

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ACRONYMS AND ABBREVIATIONS

AFC Access and Fragility Coordinator AFO Access and Fragility Officer AGLC Adolescent Girls Learning Center ANCOPSS All Nigeria Confederation of Principals of Secondary Schools ASC Annual School Census BASAME Bauchi State Agency for Mass Education BEMTSS Basic Education Medium Term Sector Strategy BESDA Better Education Service Delivery for All BPT Budget Planning Tool CBLD Capacity Building CBMC Center Based Management Committees CCs Community Coalitions CLA Collaboration, Learning and Adapting CLC Cluster Learning Cycle CMU Community Mobilization Unit CoE College of Education CoP Chief of Party CPD Continuous Professional Development CRC Community Reading Center CSACEFA Civil Society Action Coalition on Education for All CSO Civil Society Organization CUG Closed User Group CWPM correct words per minute DCoP Deputy Chief of Party DfID Department for International Development DFS Digital Financial Solutions DPRS Department of Planning, Research and Statistics DQA Data Quality Assurance DQA Director Quality Assurance EDC Education Development Center EGR Early Grade Reading EGRA Early Grade Reading Assessment EMIS Education Management Information System EMS Education Management Suite ES Executive Secretary FMIS Facilitator Management Information System FMoI Federal Ministry of Information FOI Fidelity of Implementation

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FSU Florida State University GALA Group Administered Literacy Assessment HILWA High-Level Women Advocates HoS Head of Service HTs Head Teachers ICA Institutional Capacity Assessment ICT Information and Communication Technology IDP International Development Partners ISD Integrated School Development IVR Interactive Voice Response LEMA Local Education Monitoring Approach LF Learning Facilitator LGA Local Government Authority LGC Local Government Council LGEA Local Government Education Authority LPO Local Program Officer M&E Monitoring and Evaluation MBEP Ministry of Budget and Economic Planning MDA Ministries, Departments and Agencies MEAR Monitoring, Evaluation, Assessment and Research MF Master Facilitator MLA Monitoring, Learning and Assessment MoF Ministry of Finance MoU Memorandum of Understanding MT Master Trainer MTSS Mid-Term Sector Strategy NALABE National Assessment of Learning Achievements in Basic Education NCCE National Commission for Colleges of Education NCDC Nigerian Center for Disease Control NCE National Council on Education NCE Nigeria Certificate in Education NEI Plus The Northern Education Initiative Plus NEMIS National Education Management Information System NERDC Nigerian Educational Research and Development Council NFE Non-Formal Education NFLC Non-Formal Learning Center NIEPA National Institute for Education Planning and Administration NIPEP Nigeria Partnership for Education Project NMEC National Mass Education Commission

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NOA National Orientation Agency NRARA Nigeria Reading and Access Research Activity NRF National Reading Framework NUT Nigerian Union of Teachers OOSC Out-of-School Children ORF Oral Reading Fluency OSC Overseas Strategic Consulting PES Primary Education Studies PLC Professional Learning Community PMP Performance Monitoring Plan PO Program Officer PSS Psycho-social Support PTA Parent Teachers Association RAN Reading Association of Nigeria RANA Reading and Numeracy Activity RTWG Reading Technical Working Group SAME State Agency for Mass Education SDG Sustainable Development Goal SEA State Education Accounts SEL Social-emotional Learning SEPIP State Education Program Investment Project SESOP Strategic Education Sector Operational Plan SHOA State House of Assembly SMOE State Ministry of Education SMS Short Message Service SOs Scheme Organizers SOPs Standard Operating Procedures SSO School Support Officer STL State Team Leader STTA Short Term Technical Assistance SUBEB State Universal Basic Education Board SWG State Working Group TAT Technical Assistance Team TE Teacher Educator TEGRAN Teachers of Early Grade Reading Association of Nigeria TEI Teacher Education Institute TG Teachers Guide The Initiative The Northern Education Initiative Plus TLC Teacher Learning Circle TLM Teaching Learning Material

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TMIS/FMIS Teacher/Facilitator Management Information System TPD Teacher Professional Development TPD Teacher Professional Development TRCN Teachers Registration Council of Nigeria TRD Teachers Recruitment and Deployment TSB Teacher Service Board TSC Teachers Service Commission TWG Technical Working Group UBE Universal Basic Education UBEC Universal Basic Education Commission UNICEF United Nations Children’s Fund USAIDU.S. Agency for International Development vCPD Virtual Continuous Professional Development

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PROJECT DESCRIPTION

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

The Initiative is providing innovative, cost-effective Information Communication Technology (ICT) solutions to make mobile money payments to Learning Facilitators (LFs), improve coaching and mentoring system for teachers/LFs, and maintaining efficient TLMs supply chain. The Initiative is building the capacity of LGEAs to plan, Figure 1: The Initiative Program Implementation Approach

Northern Education Initiative Plus | PY5 Quarter 3 Report 11 budget and administer schools, support and supervise teachers, deliver high-quality TLMs and mobilize community involvement for increased enrollment and improved reading outcomes.

The project is training and equipping Colleges of Education (CoEs) to include EGR concepts, techniques, practice, and materials in their curriculum while playing a key role within the education sector to promote EGR policy and research.

An evidence-based intervention, the Initiative continuously monitors program activities and assesses its delivery and results against established targets and milestones to improve project outcomes. The Initiative has demonstrated significant improvement in EGR for approximately 1,000,000 school children and more than 262,793 OOSC attending some 5,600 NFLCs, Adolescent Girls Learning Centers (AGLCs) and Youth Learning Centers (YLCs).

The Initiative is implemented by Creative Associates International in collaboration with three U.S.-based international organizations— (EDC, FSU, OSC—and four Nigerian organizations— Value Minds, Civil Society Action Coalition on Education for All (CSACEFA), Reading Association of Nigeria (RAN), the Federation of Muslim Women’s Associations in Nigeria (FOMWAN), and more than 40 local Civil Society Organizations (CSOs).

Implementation and Approach The Initiative has facilitated enhanced Early Grade Reading (EGR) with improved reading scores from baseline to midline. The achievements include increased time of EGR instruction of over 10%; provision of teaching and learning materials (TLMs) to intervention Local Government Authorities (LGAs); expansion of EGR inputs to non- NEI Plus-supported LGAs; integration of EGR into Nigeria Certificate in Education (NCE) minimum standards; adoption of “Mu Karanta!/Let’s Read! in six States, and over 140 resource persons trained on EGR.

Despite the improvements, analysis from the Early Grade Reading Assessment (EGRA) midline scores reveal that learning challenges remain for the Initiative to address in Project Year (PY) 5. In alignment with the project objective and to sufficiently address the challenges identified by the midline EGRA, and cumulative lessons from PY1 – 4, the Initiative has adopted the PY5 theme – “All Children Reading” with priorities highlighted in Figure One.

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Figure 2: The NEI Plus Year 5 Top Priorities

Developing Early Grade Reading Teaching and Learning Materials in Igbo and Yoruba

Under the World Bank’s Better Education Service Delivery for All (BESDA) program, NEI Plus supported the adoption of Hausa and English early grade materials in seven additional States. Officials in some States where primary grade instruction is in Igbo and Yoruba have requested USAID-supported NEI Plus for support to develop Igbo and Yoruba EGR materials.

In the revised PY5 Work Plan, NEI Plus will therefore be developing EGR materials in Igbo and Yoruba languages in close collaboration with NERDC. Programmatically, Ka Agụ! Jẹ ká ka! will: i) build on lessons learned from NEI Plus in the area of EGR curriculum development and fine tune its approach to develop new materials for Igbo and Yoruba; ii) engage our bench of education experts who have been trained in post-graduate EGR courses and taken part in the Hausa material development process; and

iii) engage NEI Plus technical leads/experts to support project workshops.

The Ka Agụ! Jẹ ká ka! pupil books and teacher guides will reflect evidence-based practices for early grade reading, including a focus on five key reading skills: phonemic awareness, phonics, vocabulary, fluency, and reading comprehension. The EGR

Northern Education Initiative Plus | PY5 Quarter 3 Report 13 materials will align with the national curriculum, include culturally relevant illustrations for each reading passage, build on prior knowledge and reading skills, include writing exercises, promote gender inclusive approach, and promote reading and writing at home. The teacher guides will be scripted and follow a pattern that is repeated throughout the year and across the grades.

Cross-Cutting Themes PY5 ICT activities are crosscutting and target innovative use of technology for social behavioral change, continuous professional development (CPD) for teachers, financial inclusion using Digital Financial Services (DFS), expansion of States and LGEAs capacity for local education monitoring, supporting pre-service institutions and teachers, and the transfer of skills and knowhow and resources to State Ministries, Departments and Agencies (MDAs) and key personnel.

In this final implementation year, strategic communication activities will deepen ownership and local accountability by sharing strategic information and showcasing successful innovations implemented in Bauchi and Sokoto States. Key transition activities include support to States to sustain and manage key technology-based innovations that have proven to be pivotal in improving reading outcomes. These include improved instruction delivery, continuous teacher professional development, effective data collection systems).

Monitoring, Evaluation, Research, and Learning in PY5 will continue tracking performance of project activities and facilitating learning through sample-based monitoring, data quality assessments, and joint monitoring visits. The end line EGRA has been conducted for cohort 4 Non-Formal Learning Centers (NFLCs) and will be conducted in formal schools when they reopen post COVID-19. The Initiative will continue providing technical support to States in implementing Local Education Monitoring Approach (LEMA) and will coordinate the implementation of the project end line evaluation.

The section on Year 5 work plan narrative highlights specific activities under the respective intermediate and sub-intermediate result areas.

Sustainability The sustainability agenda involves guiding principles to strengthen both the capacity and the will of State and local government to deliver basic education services by addressing financing, institutionalization, management, and delivery systems improvements to ensure access to learning and positive learner outcomes. It entails creating enabling environment, skills transfer, and tapping of State funding sources in managing project models. The area of focus in ensuring the sustainability and ownership of the NEI Plus project in Bauchi and Sokoto States includes policy and institutional support, and financial and capacity resources commitments within the host government to continue activities during and after project life time. To achieve these the project

Northern Education Initiative Plus | PY5 Quarter 3 Report 14 will be working with government partners in Bauchi and Sokoto States to develop a sound sustainability plan. Partners will be left with strengthened institutions, enabling environment, capacity, strategic collaboration, accountability strategies, advocacy strategies and developing an implementation roadmap around best practices.

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EXECUTIVE SUMMARY

PY5 Quarter 3 was impacted by the COVID-19 pandemic lockdown. All schools in Nigeria, including those in Bauchi and Sokoto States were closed to curtail the spread of the virus. The Initiative, in consultation with the State Agencies of Mass Education (BASAME/SAME) leadership also closed the NFLCs and contracts with the local CSOs were suspended. The NEI Plus staff were requested to work from home, while the Mission gave approval to implement COVID-19 pivot activities in parallel with feasible PY5 work plan activities. In line with this pivot strategy, the Initiative relied on virtual engagements to implement activities that targeted learners, teachers, parents, community structures and governments. Key activities implemented include: 1) bridging the gap in learning due to schools’ closure; 2) sensitizing communities to prevent the spread of COVID-19 and to encourage learning at home; and 3) promoting stakeholders’ ownership of project inputs and outcomes.

Activities to bridge learning gaps due to school’s closure included the broadcasting of Mu Karanta! and Let’s Read! instructional lessons via radio and television. The Initiative, in collaboration with the Bauchi State government and UNICEF broadcasted 216 Mu Karanta! 38 Let’s Read! lessons via TV in P1-P3, and 216 and 160 radio lessons, respectively, for the Hausa and English reading programs. Lesson broadcasts began in Bauchi in early April and covered all LGAs in the State. The State radio station at the end of May 2020 provided a total listenership of 1,396,000 of which 40% are of children age bracket. The Sokoto State government supported the development, production, and airing of the 40 Mu Karanta! And Let’s Read!

lessons for radio and 40 lessons for TV for the month of June. Similarly, another innovative approach was the use of Interactive Voice Response (IVR) messages for EGR instruction in Hausa and English languages, this was aimed at improving access and creating learning opportunities among learners, teachers, and parents. As many as 11,308 participants (parents, teachers and SSOs) received 7 different IVR lessons with their wards in Bauchi and Sokoto States since the Initiative delivered the lessons in April 2020.

The project’s M&E unit conducted a virtual training on the Local Education Monitoring Approach (LEMA) data analysis, to institutionalize LEMA and strengthen the capacity of education managers and institutions in Bauchi and Sokoto States. The participants were drawn from MDAs such as the State Ministries of Education (SMoE), State Universal Basic Education Board (SUBEBs), States Agency for Mass Education (SAMEs), Colleges of Education (COE), and LGEAs in Sokoto and Bauchi. The Initiative also conducted virtual Systems Strengthening workshops for EMIS officers at State and local levels; education manager

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(i.e., Directors) within the MDAs; and Technical Working Group (TWG) members at State and local level. A total of 64 (36 in Sokoto; 28 in Bauchi) partners were trained virtually on analyzing LEMA data and other data analysis tasks.

While the Initiative worked to bridge learning gaps, it also provided support for the prevention of community transmission of COVID-19 through sensitization (i.e., social/ behavioral communications). Messages were developed and disseminated using various media tools and channels to advocate for preventive measures such as self-isolation, social distancing, washing of hands, use of hand sanitizer, adhering to other good hygiene practices, and wearing of facemasks to reduce the spread of the virus. Project partners, opinion leaders, and local actors such as traditional and religious leaders, community coalitions, women groups and SBMCs were equally engaged in developing texts, audios and video messages to educate and raise awareness among community members about the dangers and preventions from the virus.

As the project adapted new and innovative ways of implementing activities in Q3 with the aid of ICT platforms, it encountered challenges such as poor internet connectivity, lack of beneficiaries’ access to lessons broadcasted via radio and TV, and high costs of IVR messages distribution. Despite these challenges, the Initiative proactively supported and engaged learners, communities, and government partners as earlier mentioned.

This adaptive approach was aimed at minimizing the potential negative effects of the pandemic on pupils’ learning gains. And, the efforts will continue until schools/NFLCs resume normal operations.

In PY5 Q4, the project will develop texts for the Igbo/Yoruba materials through virtual means, and conclude work on the TLMs. This would include field testing of the materials. The Reading team will conduct a blended (virtual and/or face-face) CPD workshops on EGR, SEL and learner support needs (e.g., at-home learning) for teachers and coaches. This is in addition to virtual and/or face-to- face workshops on the use of on-line contents on schools’ and community COVID-19 safety measures targeting Master Trainers (MTs), School Support Officers (SSOs), Head Teachers (HTs) and teachers.

The team will produce story read-aloud from existing TLMs in Hausa and English. It will also develop, produce, and distribute weekly SMS support for parents on at-home learning for their wards.

Plans are being concluded to complete cohort 4 NFLCs activities (total of 600) during Q4 by organizing refresher lessons on resumption of normal operation and conduct their terminal examination. While, the cohort 5 NFLCs (total of 1000) are also expected to commence activities during this period. The Community Education Marshals (CEMs) will coordinate with community structures and traditional leaders to promote home learning activities, and support community reading activities (reading competitions, spelling bees, debates, song and folk tales). The community structures will also continue to support COVID-19 mitigation plans through their outreaches and NFLC monitoring.

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The project will contribute to update State and/or federal level COVID-19 education contingency documents in collaboration with other implementing partners and continue to plan its end line Institutional Capacity Assessment (ICA) during this period. Other activities will include: develop/adapt remote contents on schools and community COVID-19 safety measures in readiness for school reopening; distribute/ broadcast COVID-19 messages to parents, teachers, LFs and coaches; organize forum on States’ fund release for EGR remote learning (Radio and TV); conduct training of States and local level EMIS personnel on dissemination of LEMA dashboard findings, data management, TLMs tracking and school support dashboard. The M&E unit will also support the States to conduct termly LEMA data collection in formal schools, and conduct training of EMIS Officers and State Master Trainers on ICT based LEMA schools’ data collection, database management, and reporting.

QUARTERLY PROGRAMMATIC REPORT

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

Due to the outbreak and spread of COVID-19 in Nigeria and the consequent government directives to close schools and lockdown the country, the Initiative immediately deployed existing and new digital and non-digital platforms to facilitate the delivery of activities and partners’ engagements. CSOs implementation of Non- Formal Education (NFE) activities were suspended since March 20th, while NEI Plus staff were requested to work from home to ensure safety.

On-line channels and platforms such as WhatsApp, Short Message Service (SMS), Zoom, and Microsoft Teams were used to continue implementing key PY5 planned activities and pivot activities during the reporting period. Some of the activities included: engagement of cohort 4 and 5 Learning Facilitators (LFs), CSOs, Program Officers (POs), Executive Directors (EDs), Master Facilitators (MFs) and Scheme Organizer through enhanced information sharing and coordination on home learning and COVID-19 prevention; review and signing of CSO milestone 6 activity reports;

support provided for SAMEs Teaching Learning Materials (TLM) distribution to LGAs in preparation for TLM center distribution; technical support and review of Sokoto State 2020 Better Education Service Delivery for All (BESDA) work plan;

support to Sokoto State government in the development, production and broadcasting of a 4-week radio and TV lessons, and support learning through IVR.

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Sub IR 1.1 Government systems strengthened to increase the number of students enrolled in appropriate, relevant, approved educational options, especially girls and OOSC in target locations

1.1.3.1 Conduct end line Institutional Capacity Assessment (ICA) for SMoE, SUBEB, BA/SAME, and LGEAs The initiative conducted the baseline and midline ICA in 2016 and 2018 respectively, to assess improvement in the capacity of education managers at the State and local government levels in managing EGR, as a consequence of the project interventions. The planning process for the end line started with the recruitment of national consultants who are either retired educationist or education managers from Bauchi and Sokoto States. The reactivated State ICA task team headed by the Department of Planning, Research, and Statistics (DPRS), reviewed the ICA protocol, and conducted a virtual interactive session with the consultants and the technical team.

To mitigate the effects of COVID-19 on project activities, the Initiative developed contingency plans to conduct end line ICA during the project’s no-cost extension period, using a blended face-to-face and virtual approach. This would be guided by preventive measures set out by the States and federal governments. Meanwhile, the Initiative organized a one-day virtual interactive session with the ICA consultants and task team members, to apprise participants of NEI Plus project activities and ICA end line data collection protocols during the pandemic. The Initiative reviewed the consultant’s scope of work and the planned ICA methodology. Discussion was held on the relationship between the baseline and midline ICA reports, and participants completed a review of the end line ICA report framework. In all, 15 participants were in attendance; 6 (4 males, 2 females) national consultants and 9 (all males) States task team members.

The project team also participated in the virtual Data Quality Assurance (DQA) and orientation meeting for Implementing Partners (IPs), organized by DevTech. The meeting focused on the requirements for reporting the Capacity Building indicator (CBLD-9), with specific guidance on applicability, data quality criteria, disaggregation, and reporting frequency. The NEI Plus project will be reporting on the capacity development of the State educational institutions and the documented process in the fourth quarter of 2020.

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

1.2.2.1 Conduct quarterly Access technical coordination meeting.

In Bauchi and Sokoto States, the Access unit held a joint coordination meeting with other project units. The brainstorm session held via Zoom centered on community structures support to learners’ home learning during the pandemic. Before the NFLCs were shut down, the LFs were encouraged to give home-works/assignments to the learners in two subjects – literacy and numeracy. The meeting discussed progress made in supporting learners to ensure they complete all their

Northern Education Initiative Plus | PY5 Quarter 3 Report 19 tasks. 775 facilitators out of 1600 reported they gave the learners assignments/ homework and a total of 607 LFs marked the assignments/home-work, returned books to learners while sharing the scores to LG AFCs for record purpose.

1.2.2.2 Conduct quarterly State-level Access team coordination meetings.

In order to continue to ensure the quality delivery of educational services in NFLCs even in the face of the pandemic, the State level quarterly coordination meeting was conducted virtually with both Bauchi and Sokoto States’ host government counterparts in attendance. The meeting provided an avenue to discuss production and schedules of the radio/TV instructional lessons and IVR messages, as well as effective ways to manage learner’s assignment at home during COVID-19 pandemic. Access and Fragility Coordinators (AFCs) were encouraged to ensure learners participate in the instructional radio/TV lessons, and cohort-4 learners prepare for their end of cycle exam, which would take place once the NFLCs are allowed to open. At the end of the meeting, it was agreed that each AFC will write, collect and mark the assignments, with women groups as the courier, and report progress made by learners.

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

1.3.1.3: Train 30 SAME Scheme Organizers on monitoring coaching, mentoring and establish dashboard) The Initiative consistently provided technical support to improve access to quality education for all children in Bauchi and Sokoto States. In line with this, the Access team in Sokoto worked with BESDA (Sokoto) to train a pool of 60 education practitioners as MTs for the implementation of their NFLC activities in 23 LGAs. The team also supported the step-down training to 1420 LFs in 23 LGAs. Specifically, support was provided in the planning and facilitation of the training and engagement of four (4) MTs (first level) trained by the project. The team also mobilized 11 NEI Plus trained CSOs as part of the second level MTs. The NEI Plus training manuals and TLMs were used during the training, while guidance was provided on the collation of attendance and training report. The Access team also supported the BESDA team to adapt and reproduce the Initiative’s TLMs for the use of learners in the 23 LGAs of Sokoto State.

The breakdown of materials produced are as below:

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Table 1: Breakdown of materials produced by BESDA for NFE

Type Quantity Literacy Hausa Facilitator guide 1420 Literacy Hausa primer 71,000

Numeracy Facilitators guide 1420 Numeracy primer 71,000 Life skill Facilitator guide 1420 Life skills primer 71,000

In addition, the Access team reviewed and provided technical inputs to enrich BASEMA’s 2020 workplan. As part of the Initiative’s efforts to ensure sustainability of the project’s best practices, NEI Plus worked with BESDA’s 2020 plan to adapt NEI Plus Community Reading Centers (CRC), Center-based Management Committees (CBMC), Community Coalitions (CC), Program Officers (Pos), and Master Facilitators (MFs) models. They also adapted the coaching/monitoring tool, the use of tablets, other M&E tools and plans to conduct CBMC and MF trainings. It was pertinent to support BASEMA to ensure high fidelity of implementation from inception.

1.3.1.7: Monthly coordination and feedback meeting with LGA Access Coordinators, mentor facilitators, and LPOs to review progress, address challenges and plan for the next Month activities (Review of CSOs milestone 6 completion) The monthly coordination meetings afforded the Initiative opportunity to receive and review feedbacks from the CSOs via the LG Program Officers (LPOs) and LFs. Within the period under review, Access and Fragility component received and reviewed reports of the CSOs not only to ensure accuracy of reports and supporting documents, but also to ensure that activities reported are executed with prove of evidence. The teams in Bauchi and Sokoto received and reviewed and signed milestone 6 reports from 39 CSOs (17 in Sokoto and 22 in Bauchi).

1.3.1.15: Support SAME Sokoto and Bauchi to develop, produce, and broadcast NFLCs/ AGLCs lesson by radio/TV during and after COVID -19 With advent of the COVID-19 in Nigeria and the consequent closure of schools, the Initiative carried out series of advocacy visits to encourage the government of Sokoto State to initiate lessons by radio and TV to bridge possible learning loss. At the inception of the program, the Initiative provided Sokoto State government with technical support in scripting the lessons from the NEI Plus’s TLMs, editing, production and airing the lessons. The team also mobilized parents and other critical stakeholders in the communities to support the children to learn via radio/TV broadcast and IVR messages, while also tracking and monitoring the broadcasts.

The team obtained and shared schedules of the broadcasts with the communities while encouraging them to ensure social distancing and handwashing as a way of keeping safe from COVID-19. Lessons 1-24 have been aired via radio and TV in the Sokoto State as at June 27th 2020.

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In Bauchi State, periodic meetings were held via zoom with Access and Fragility Officers (AFOs) and AFCs across all the ten (10) LGAs to review feedbacks to lessons aired by radio/TV and issues encountered. Participants were guided on how to collect and analyze progress being made, and how to identify gaps and opportunities.

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

CP: 1.5.4.3 Produce and disseminate a variety of outreach materials in response COVID -19 and home learning support tips on social media and other media platforms During the period under review, the initiative, through its Communications and Community Mobilization components developed text, produced and disseminated a variety of outreach materials in response to COVID-19 and home learning support. The messages (see appendix 3) were developed in line with Nigerian Center for Disease Control (NCDC) guidelines on prevention, early detection, and on protecting oneself from the virus. The messages also emphasized the importance of parental support for children to continue to read and learn at home while schools are closed, as well as listen to lessons on radio/TV programs at home during the lockdown. These messages (audio, poster, and video) were mainly disseminated through social media, WhatsApp groups, project partners and community structures. Community members such as women groups, traditional and religious leaders recorded videos on precautionary measures against COVID-19 and shared via WhatsApp to educate people in their communities. Some of the video messages focused on parental support for children reading at home.

A major factor which contributed to the success of this activity is the synergy built among teams and partners to save lives: Access Coordinators, Reading Coordinators, SUBEB, SAME, BASAME, LGA staff, TWGs, CSOs, CBMCs, CCs, WGs, SBMCs, LFs, and stakeholders, in Sokoto and Bauchi States. As a result, the public enlightenment messages on COVID-19 and continuous learning at home were widely circulated among families and children in both States.

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Figure 3: Message encouraging reading at home

CP: 1.5.4.4 Produce a non-fiction photograph-based book (digital & hardcopy) and an illustration based fictional story on a family with COVID-19 information as part of a learning module that could be used by schools, NFLC and community members (in Hausa and English).

The NEI Plus team is currently working with the OSC team to design and develop a fictional and non-fictional story books, with digital versions. A fictional story about how two siblings, Hassan and Amina and their parents are dealing with keeping safe from being infected with COVID-19 and involved in home learning. The non-fictional photograph-based story of how families and communities are keeping safe and finding new ways for children to keep reading and learning. These stories will be translated into the Hausa language. The team already completed the story board for the two books, illustrations and translation to Hausa language. Arrangement is being made to collect multi-media contents for the stories.

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

In partnership with the SUBEB and UNICEF in Bauchi, and in collaboration with SUBEB in Sokoto and World Bank NIPEP, Mu Karanta! and Let’s Read! radio and TV programming were aired to children and their families throughout the two States.

Meanwhile, the Initiative’s System Strengthening team continued to support the effective adoption and integration of policy and practice to support improved planning and management for EGR activities. Activities carried out included EMIS training on LEMA outcomes and SEA forum to continue the Initiative’s ongoing support to federal and State structures. This section of the report details these and other NEI Plus project’s achievements during the reporting period.

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

CP: 2.1.1.2 Conduct meetings to ensure fund release by States for provision of EGR distance education (Radio and TV) alternatives as a result of COVID 19 schools’ closure The Initiative hosted an online interactive session with policymakers, education managers drawn from Bauchi and Sokoto States, and cognate Federal agencies. The purpose of the meeting was to share the highlights of the Initiative COVID-19 pivot activities, plan for post-COVID–19 support to States, document the States’ education intervention during the COVID crisis, and discuss the States’ contingency plan for post-COVID-19. The maiden virtual stakeholder’s meeting provided an avenue for dialogues between the Federal agencies, the States’ education managers, and the Initiative. This dialogue session provided an opportunity for all partners to discuss the content of the State’s COVID-19 contingency plans and suggest ways of improvement. The partners were briefed of the Initiative pivot activities implementation strategies, challenges, opportunities, way forward, identified areas of collaborations, and cost-share. The interactive session was conducted via the Zoom platform, and in attendance were 12 (9 males: 3 females) participants, consisting of Permanent Secretaries, Directors, Executive Secretary, and Permanent Commissioners from SUBEB, SAME, MOE, and representatives of TRCN and FME.

CP: 2.1.1.3 Develop and deliver pedagogical, curricular messages/instruction and two-way digital and non-digital platform to support facilitators/teachers/students/ learners during the COVID 19 pandemic lockdown During the reporting period the Initiative wrote, produced (i.e., recorded), and distributed IVR messages on COVID-19 related issues. These messages provided much-needed support to learners, their families, teachers, SSOs, and other education stakeholders. IVR messages included providing social-emotional learning (SEL) support to pupils and non-formal learners, good health and hygiene practices (e.g., hand washing), and the importance of maintaining existing support networks (e.g., SSOs and

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Scheme Organizers (SOs) as ‘coaches’ to teachers and LFs, respectively). TV and radio programming also included the integration of psycho-social support (PSS) and SEL into the EGR lessons drafted and produced for airing in the two States, as described below.

CP: 2.1.1.4 Develop Radio/TV program using the Mu Karanta and Let’s Read EGR TLMs (with integrated PSS/SEL) as distance education during the COVID -19 pandemic In response to the closure of schools due to the COVID-19 pandemic, the Bauchi and Sokoto States government supported the development, production and airing of the Mu Karanta! and Let’s Read! instructional radio/TV programs. However, whereas Bauchi’s effort had the support of both USAID and UNICEF to produce and broadcast EGR lessons via radio/TV, the Sokoto SUBEB led these activities in Sokoto through World Bank funding. A repeat broadcast took place in Bauchi between 4-5pm daily as bonus from the radio station management as part of their corporate social responsibility. The program was supported and monitored by the Reading Coordinators (RCs), School Support Officers (SSOs), Community Leaders and parents at LGA level. The Initiative Reading team provided technical support to script (i.e., lesson) writing and production.

Table 2: Instructional Radio and TV Production and Broadcast

S/N Title Channel State Name of Donor

Number of Scripts

Duration Number of Broadcast/Ep

- isodes

1. Mu Karan-ta

Radio Bauchi UNICEF 50 30 mins 216

2. Let’s Read Radio Bauchi UNICEF 50 30 mins 160

3. Mu Karan-ta Radio Bauchi USAID 45 30 mins 89

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

5. Mu Karan-ta TV Bauchi UNICEF 50 30 mins 216

6. Let’s Read TV Bauchi UNICEF 50 30 mins 38

7. Mu Karan-ta Radio Sokoto NIPEP 24 15 mins 100

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

9. Mu Karan-ta TV Sokoto NIPEP 24 15 mins 89

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

11. NFE

Hausa Radio Sokoto NIPEP 48 15 mins 100

12. NFE

Hausa

TV Sokoto NIPEP 48 15 mins 100

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Figure 4: Master Trainer (MT) Bello Ibrahim Yabo during a production of P3 Let’s Read! lesson

The Initiative’s Reading team provided support to Bauchi and Sokoto State governments to broadcast lessons via radio, television, and IVR. USAID and UNICEF both shared resources to support Bauchi State to produce (i.e., record) and broadcast lessons via radio and TV. However, the Initiative’s State team provided technical assistance to support the production of TV and radio lessons for Sokoto SUBEB, which provided support for producing and broadcasting lessons.1 These activities were critical to maintaining meaningful support to EGR learning and minimizing the inevitable learning gaps being created by the pandemic and subsequent school closures.

Meanwhile, the Initiative continued to support TLM development, virtually, to introduce EGR instruction in Igbo and Yoruba. Work to improve the quality and use of school census data also continued, as did additional field testing, review, and revision of TLM for the new P1 English program.

Radio/TV and IVR lesson broadcasts

Bauchi State broadcasted 216 Mu Karanta! and 38 Let’s Read! lessons via TV in P1- P3, and 216 and 160 via radio lessons. Lesson broadcasts began in Bauchi in early April and covered all LGAs in the State. The State radio station at the end of May 2020 provided a total listenership of 1,396,000 of which 40% are of children age bracket. The Sokoto State government supported the development, production, and airing of the 40 Mu Karanta! /Let’s Read! lessons for radio and 40 lessons for TV, with technical support from the Initiative’s Sokoto State Reading team. Bauchi and Sokoto States broadcasted lessons via their central TV and radio stations. Both States also broadcasted lessons via community radio stations, which are also supported by the State and located in the LGAs.

1 Drawing upon NIPEP funds. See Sub-IR 2.1, above.

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In addition to TV and radio, NEI Plus produced and distributed four lessons per week per grade in Hausa and English via IVR. Beneficiaries received the recorded lessons on their mobile phones. The project produced a total of 72 IVR lessons per grade in Hausa and 18 English lessons. The Abuja Reading and ICT teams supported the development and production of the IVR lessons with input from the Bauchi Reading team. As many as 11,308 participants (parents, teachers and SSOs) received 7 different IVR lessons with their wards in Bauchi and Sokoto States since the Initiative delivered the lessons in April 2020. The Hausa language programs were prioritized over the English broadcasts. The same contacts were reached for the entirety of the programming. Over Q3, the seven broadcasts made were as follows:

Table 3: Q3 IVR Broadcast

Broadcast Date Item # Hausa Lessons

20-Apr 1 P2T2WK8L1HAU + COVID and SEL

22-May 2 P2T2WK8L4HAUSA + COVID and SEL

25-May 3 P2T2WK9L1HAUSA + COVID and SEL

29-May 4 P2T2WK9L4HAUSA + COVID and SEL

1-Jun 5 P2T2WK11L1HAUSA + COVID and SEL

Broadcast Date English Lessons 19-May 6 COVID-19 and SEL Only

16-May 7 P2T2WK10L1ENG + COVID and SEL

The sample 11,308 number of participants was taken from the May 29, 2020 Broadcast, which had the highest number of recipients. Analysis of data will show different times when recipients dropped off the call. For this call, 4,097 people listened for under 1 minute. 5,700 listened for more than 4 minutes, and the average time people listened in that group was 7 minutes and 41 seconds.

Of the 11,308 participants reached, distribution of those with known roles include:

• 1680 Teachers reached

• 31 Women’s’-group related

• 122 School Support Officers

• 174 Head Teachers

• 816 Learning Facilitators

• 51 Master Trainers

There were challenges with radio/TV and IVR reception in both States. In Bauchi, some communities in Gamawa had issues receiving the radio program since the LGA’s

Northern Education Initiative Plus | PY5 Quarter 3 Report 26 community radio station was not connected (i.e., supported) to the main relay station in Bauchi town. Reception was also poor throughout Misau LGA. Communities in Ganjuwa (e.g., Soro Village) had difficulty receiving the radio lessons as well. Communities in Sokoto State did not appear to experience these challenges. TV in both States is proving to be impractical, since local capacity to receive and participate in lesson broadcasts is relatively limited. SSOs and teachers reported that IVR lessons were clear, brief, and easy to follow, as did parents surveyed during the months of May and June. Parents in particular reported improvement in their knowledge of the Mu Karanta! instructional program which helps them to support EGR activities in their communities. Teachers in Toro, Alkaleri, Bauchi, Gamawa, and parts of Ganjuwa LGAs, however, reported difficulties in receiving the IVR phone calls. Awareness among LGEA officials has been mixed as well. SMS, radio, or other messaging may help to resolve these issues.

2.1.2.1 Conduct 2-day quarterly training of State and local levels EMIS personnel on dissemination of LEMA dashboard findings, data management, TLMs tracking and school support dashboard to LGEA management The Initiative’s System Strengthening unit conducted a virtual survey using Google form on the adoption of virtual training platforms to conduct of activities during the COVID-19 lock down. The respondents to the survey were education managers, policymakers, technical staff of the State’s education MDAs and the local government levels. 148 respondents completed the survey 96 (3f, 93m) from Sokoto and 52 (3f, 49m) from Bauchi State. 95 percent of the respondents in Sokoto and 100 percent of the respondents in Bauchi indicated that they were ready for online engagements (training and meetings) with the project. The virtual engagement materials were developed and shared in advance to the participants to ensure participatory sessions. The virtual training conducted was the quarterly training of EMIS officers, SEA engagement, and Education Stakeholder’s forum. The EMIS training focused on data utilization to generate data-evidence for the planning of integrated support packages for schools using school-level data from the various EMIS derivatives. The aim and objective of the training was to enhance the capacity of State and local EMIS in the school’s management. Twenty-two

(22) participants from Sokoto and 15 participants from Bauchi took part in the virtual training. EMIS officers from the non-focus LGEAs attended the training funded by the

Northern Education Initiative Plus | PY5 Quarter 3 Report 27

LGEAs. A follow-on virtual support platform was created on WhatsApp for Continuous Professional…