Attachment J.15- NEI Plus PY5 Annual Report with AMELP.pdf

PROJECT YEAR FIVE

ANNUAL REPORT

DISCLAIMER

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

It was prepared by Creative Associates International.

Northern Education Initiative Plus

Amendment No. 01 - Solicitation Number: 72062021R00001 - LEARN to Read Activity Attachment J.15 - NEI PLUS PY5 ANNUAL REPORT WITH AMELP

Northern Education Initiative Plus - Project Year Five Annual Report

Submission Date: October 31, 2020

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

COR: Nura Ibrahim

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

38 Mike Akhigbe Street, Jabi, Abuja, Nigeria

Email: nurudeenl@crea-neiplus.com mailto:nurudeenl@crea-neiplus.com

CONTENT

ACRONYMS

PROJECT DESCRIPTION

EXECUTIVE SUMMARY

the number of students enrolled in appropriate, relevant, approved

(OOSC) in target locations meeting school quality and safety benchmarks:

and supervision:

vulnerable children and youth:

and communities around reading and access:

reading outcomes for primary grade learners in target locations reading instruction and performance improved and implemented:

distribution of decodable readers, teacher guides, and supplemental

Sub IR 2.3 State and LGEA systems for in-service training to teachers in reading materials improved and implemented:

teachers in EGR instruction improved and implemented:

and implemented:

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

1. PROGRAM OVERVIEW

ANNUAL PROGRAMMATIC REPORT

Intermediate Result 1. Government systems strengthened to increase

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

Sub IR 1.2 Strengthened systematic approach to school management

Sub IR 1.3 Standardized NLFC model ensures education for

Sub IR 1.5 Strengthen CSO capacity to mobilize PTAs, SBMCs, Intermediate Result 2. Government systems strengthened to improve

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

Sub IR 2.2 State/LGEA systems for development, approval, and materials for EGR instruction improved and implemented:

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

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

Sub IR 2.5 State and LGEA systems for EGR assessment improved reading instruction increased:

M&E system maintenance

1.1.1.2. Maintenance of project database

Conduct data quality assessment

1.2.1.2. Conduct sample-based monitoring of the Initiative activities

1.2.1.5. Support state partners to monitor the distribution of TLMs

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

CROSSCUTTING ISSUES AND THE JOURNEY TO SELF RELIANCE

Partnerships and Collaborations

Challenges and Way forward

OFFICE MANAGEMENT & LOGISTICS

Procurement

Deliverables

Security

Information Technology

Grants Management

Communications

PLANNED ACTIVITIES FOR NEXT QUARTER PY5 Q3

Success stories

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

Financial Report

Personnel/Human Resources

Lessons Learned

Gender Equality and Female Empowerment

Sustainability Mechanisms capture cohort five enrolments

Coordination with state partners

1.2.1.3. Support state partners to validate teachers training

Field-based monitoring

Routine monitoring

Update performance data

MONITORING & EVALUATION

1. PROGRAM OVERVIEW

Program Name Northern Education Initiative Plus

Activity Start Date and End Date

October 26, 2015 – May 25, 2021

Name of Prime Implementing Partner

Creative Associates International

Contract Number AID-620-C-15-00002

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

Major Counterpart Organizations

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

Geographic Coverage Bauchi and Sokoto States

Reporting Period October 1, 2019 – September 30, 2020

ACRONYMS

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

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

LGEA Local Government Education Authority

STL

STTA

SUBEB

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

SSO School Support Officer

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

PROJECT DESCRIPTION

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

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

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

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

Implementation and Approach

The Initiative is characterized by improved reading scores from baseline to the midline.

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

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

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

Fig1: The NEI Plus Year 5 Top Priorities

Cross-Cutting Themes

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

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

The Initiative sustained project innovations to bring about social behavioral change, conduct continuous professional development (CPD) for teachers, expand financial inclusion using Digital Financial Services (DFS), support pre-service institutions and teachers, and the transfer of skills and resources to state Ministries, Departments and Agencies (MDAs) and key personnel.

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

Sustainability

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

Pivot activities

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

1 Master Trainers.

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

EXECUTIVE SUMMARY

Project Year 5 activities in Bauchi and Sokoto states focused on improving reading outcomes and sustaining key project accomplishments in program-support communities.

Following sustained efforts, the project succeeded in securing government counterparts funding to provide EGR TLMs for all children in P1-P3. These include all BESDA3 -supported LGAs, essentially doubling the program’s coverage while expanding TLM use across each state4. The Initiative collaborated with the government partners to establish 1,600 additional Learning Centers (LCs), enrolled over 80,000 learners, and provided them with TLMs to support reading instruction.

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

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

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

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

3 BESDA requires that participating states target LGAs not supported by other interventions, including NEI Plus.

4 Following the Global Proficiency Framework for Reading and Mathematics toward the achievement of SDG indicator

4.1. Supports Nigeria’s goal to assess children’s reading skills nationally.

5 Provides support to NFLCs, similar to the role played by SSOs in the formal schools in the project supported LGAs.

They are equivalent to SSOs in formal schools. They provide LCs supervisory functions.

6 This at N380 per dollar prevention of transmission, virtual Continuous Professional Development (CPD), and virtual EGR materials development in Igbo and Yoruba languages. Also, the project made efforts in engaging the children through home assignments.

In collaboration with the Bauchi state government and United Nations Children’s Fund (UNICEF), the Initiative broadcasted 216 Mu Karanta! 38 Let’s Read! lessons via TV in P1-P3, and 216 and 160 radio lessons, respectively, for the Hausa and English reading programs. Lesson broadcasts in Bauchi covered all LGAs in the state. The state radio station achieved a total listenership of 1,396,000 people at the end of May 2020, of which 40% are school-age children between 6-11 years. The Sokoto state government supported the development, production, and airing of the 40 Mu Karanta! /Let’s Read!

lessons for radio and 40 lessons for TV. The Bauchi SUBEBs and UBEC have adopted NEI Plus radio and TV lessons and they are now releasing 183 scripts and 366 lessons recorded for P1. State radio/TV have already broadcasted 100 lessons, which will continue until the end of October 2020. Also, NEI Plus produced and distributed a total of 216 lessons in Hausa and 54 in English for P1-P3 via Interactive Voice Response (IVR) messages to participants’ mobile phones. Around 11,000 participants in Bauchi and Sokoto received IVR lessons on EGR.

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

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

COVID-19.

The activities implemented during PY5 created a wider cross-national synergy, collaborations, improved capacity, experience sharing, and reduced duplication of efforts among development partners. A larger group of state planning and education managers were reached during the period which in turn improved the state’s basic education service delivery and outcomes. The project models were seen to be replicated and scaled-up by the state and donor agencies such as the World Bank/GPE-NIPEP Project, World Bank/BESDA Project, and the UNICEF-GEP3 project in the state.

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

ANNUAL PROGRAMMATIC REPORT

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

PY5 focused on improving reading outcomes for formal and non-formal schools, and the sustainability of the Initiative’s activities through government and community structures. The project reached significant milestones in its establishment of NFLCs and AGLCs in educationally underserved communities, though most of the year was spent under lockdown measures imposed by the government, as a result of the COVID-19 pandemic. Two NFLCs cohorts were implemented simultaneously during the year with a focus on reaching more OOSC and providing them with learning opportunities.

Priority was given to the establishment of AGLC, which constitutes 40% of the total 1600 cohort 4 and 5 LCs. The project ensured fidelity of implementation of the NFLC model through training, monitoring, and coaching of LFs.

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

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

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

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

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

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

(9) months). These included 1,178 centers in community-based structures and 422 in government facilities.

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

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

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

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

In PY5, the Initiative distributed 415,770 TLMs to the 1,600 Cohort 4(4) & 5(5) LCs in Sokoto and Bauchi States as shown in the table below:

Table 1: Distribution of TLMs to learning Centres by Cohort

State Cohort 4 Cohort 5 Grand Total Bauchi 76530 127500 204,030 Sokoto 76200 135540 211,740 Grand Total 152730 263040 415,770

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

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

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

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

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

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

The activities of these community structures have contributed to improving learners’ enrolment, retention, completion of non-formal schools, and increased the participation of more girls in the schools/LCs. Follow-up virtual meetings were also held to review safety measures in schools and centers by identifying security challenges and developed steps towards improving them. The virtual meetings were instrumental in raising parents’ and communities’ awareness of monitoring and supporting learning at home for their children. As mentioned above, part of the dividends of engaging the community structures is increased opportunity for sustainability and ownership of the non-formal education model established by NEI Plus. In addition to meetings with community structures, the project organized separate LCs sustainability meetings with the Bauchi and Sokoto SAMEs given their coordinating role for non-formal education in the states.

They were given the lead roles, to ensure government readiness to manage the non-formal education model. These meetings brought together SAMEs’ representatives, SSOs, and representatives of each of the 38 CSOs and three (3) legacy partners on the NEI Plus project. The NEI Plus project team held a virtual meeting with 20 CC Chairmen (10 in Sokoto and Bauchi respectively) to discuss strategies on how CCs will support the sustainability of the NFLCs and AGLCs in their communities.

The outcome of this series of engagements is a pledge to support and continue running 219 centers (see figure below) in Bauchi and 188 in Sokoto. The project is following up with SAME and the community structures to ensure the fulfillment of their pledges.

The Initiative is working closely with the stakeholders to ensure the establishment of the number of centers that are realistically within the capacity of CSOs and community structures to sustain.

Fig 2: Number of Sustainability Learning Centres Commitment by CSOs

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

The Initiative conducted the baseline and midline Institutional Capacity Assessment (ICA) in 2016 and 2018, respectively. The assessments were aimed at determining improvement in states and local government educational institutions in managing education programs. During PY5, the USAID mission introduced a new indicator to measure progress in organizations supported by the project. The ICA was identified as the most appropriate tool to be used in measuring the indicator and this was stated in the Performance Indicator Reference Sheet (PIRS) developed for the indicator known as CBLD-9. Unfortunately, the project could not report on the indicator in PY5, due to the COVID-19 pandemic, which made data collection impossible within the reporting period.

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

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

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

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

The initiative trained six (6) Education Management Information System (EMIS) officers to install the SQL1 Server and IIS2, upload and link the Access database to a dummy database, link the dummy to SQL database, and report generation.

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

(EMS)- which hosts the Institutional Capacity Assessment (ICA), Teacher Management Information System (TMIS), and Education Management Information System (EMIS).

The protocol document is developed to ensure that, at close-out, the state has inbuilt guidelines and manpower to operationalize education management packages for sustainability and ownership.

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

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

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

Monthly Access Coordinators Routine Monitoring to NFLCs at LGAs

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

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

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

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

The MEAR team supported state partners to co-implement MEAR activities for ownership and sustainability. A two-day meeting of the MEAR unit was conducted to review the MEAR work plan, work progress, and discuss the Initiative’s indicators.

The team reviewed progress on state MEAR sustainability and reviewed challenges in school monitoring and LEMA administration. Best practices from LEMA administration across LGEAs were shared at the meeting. The meeting was attended by the states’ MEAR TWG and state partners from the MOEs, SAMEs, State Agency for Nomadic Education (SANE), CoEs, and SUBEBs.

The Initiative’s dashboard was presented to the participants, showing how it could be adopted by the state to support the decision-making process. The TWG requested support to develop similar state-specific dashboards. The partners highlighted that tablets were procured by the state for coaching and mentoring, school monitoring, and EGR scale-up in non-focus LGAs. The TWG reported that it was mobilizing funds for the implementation of the second term (2019/2020 academic session) LEMA, disseminating results and coordinating all other LEMA activities including facilitating presentations and training sessions. The milestones achieved with partners in PY5 towards sustaining the LEMA activities include:

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

• The MEAR TWG completed a Focus Group Discussion (FGD) to develop an action plan for institutionalizing some key MEAR activities and planning strategies, to ensure ownership and sustainability of the LEMA.

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

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

NFLCs provided opportunities for social integration among Muslims and Christians in Baram, Gumale, and Banshi communities of Bauchi LGA. Gumale and Banshi two nomadic settlements are hosting Muslim and Christian learners. This increased social cohesion will further lead to economic and social integration for building united and peaceful communities.

Also, the project team paid advocacy visits to SAMEs in Bauchi and Sokoto states.

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

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

The non-formal education model implemented in collaboration with the SAMEs and community structures is based on the national guideline set out by NMEC. To ensure quality instructions, qualified LFs were recruited and trained on LC management, best instructional practices (pedagogical and andragogical principles), EGR, numeracy, and Life Skills.