Attachment J.16 -NEI Plus Extension Work Plan.pdf

Annual Work Plan FY 19/20 and NCE Page 1 of 101 l

NORTHERN EDUCATION INITIATIVE PLUS PROJECT Y5 WORK PLAN

& No-Cost Extension (July 2020 – May 2021)

ALL CHILDREN READING

DISCLAIMER

This document was prepared by Creative Associates International, Inc. for review by the United States Agency for International Development.

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

ATTACHMENT J.16 - NEI PLUS EXTENSION WORK PLAN

TABLE OF CONTENTS

PROGRAM OVERVIEW

ACRONYMS

INTRODUCTION: ALL CHILDREN READING

Implementation and Approach

PROJECT DESCRIPTION

YEAR 5 WORK PLAN NARRATIVE (MODIFIED)

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

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 20

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

Sub IR 1.4 Core curriculum is adopted in non-formal schools (specifically NFLC)

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

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

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

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

Sub IR 2.3 State and LGEA systems for in-service training to teachers in public schools and NFLC 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 .. 70

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Sub IR 2.6 State and LGEA systems for extending evidence-based reading instruction to nontraditional, non-formal schools improved and implemented

Sub IR 2.7 State, local government, and community accountability to the public for reading instruction increased

MONITORING & EVALUATION

OPERATIONS & MANAGEMENT

Personnel/Human Resources

Security

Planning and Review

Management

Reporting

Financial Management

Grants Management

Procurement

Information Technology

Logistics

Appendixes

APPENDIX I. YEAR 5 SHORT-TERM TECHNICAL ASSISTANCE NEEDS

APPENDIX II. YEAR 5 WORK PLAN MATRIX

APPENDIX III. YEAR 5 WORK PLAN (OPERATIONS) MATRIX

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TABLE OF FIGURES

Figure 1: The NEI Plus Year 5 Top Priorities Figure 3: The NEI Process for Institutionalizing School Performance Scorecards Figure 4: Number of learners in all learning centers, both states, by cohort Figure 5: The Change Communities Expect to See from Learners/Parents and Teachers/School Authorities file://Users/nurudeenlawal/Desktop/20200707_NEI%20Plus%20NCE%20WP%20Narrative%20ss%20comments.docx#_Toc45091740 file://Users/nurudeenlawal/Desktop/20200707_NEI%20Plus%20NCE%20WP%20Narrative%20ss%20comments.docx#_Toc45091742 file://Users/nurudeenlawal/Desktop/20200707_NEI%20Plus%20NCE%20WP%20Narrative%20ss%20comments.docx#_Toc45091742

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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, Inc.

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 Education 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 (LGEAs - Bauchi and Sokoto)

Geographic Coverage Bauchi and Sokoto States

Planning Period October 1, 2019 – September 30, 2020 + No-Cost Extension until May 25, 2021

*Special note on texts color code used in this document

This document is a modification of the PY5 work plan document. Different font colors have been used for the texts in this document, for ease of understanding. Activities which have been concluded before the modification are in green color, activities retained from the initial version of the PY5 workplan or on-going from PY5 are in black fonts and activities that have been newly introduced as a result of the modification are in blue fonts.

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ACRONYMS

AC Area Coordinator 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 CBMC Center Based Management Committees CCs

CEM

Community Coalitions Community Education Marshals

CLA Collaboration, Learning and Adapting CLC Cluster Learning Cycle CMU Community Mobilization Unit CoE College of Education CoP

COVID-19

Chief of Party Corona Virus Disease 2019

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 FSU Florida State University GALA Group Administered Literacy Assessment HILWA High-Level Women Advocates HoS Head of Service ICA Institutional Capacity Assessment ICT Information and Communication Technology

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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 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 NCE National Council on Education

NCE

NCE

Nigeria Certificate in Education No-Cost Extension

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 NIEPA National Institute for Education Planning and Administration NIPEP Nigeria Partnership for Education Project NMEC National Mass Education Commission 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 PPE Personal Protective Equipment 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

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SDG Sustainable Development Goal SEA State Education Accounts 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 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 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 UBE Universal Basic Education UBEC Universal Basic Education Commission UNICEF United Nations Children’s Fund USAID U.S. Agency for International Development

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INTRODUCTION: ALL CHILDREN READING

Implementation and Approach

The Initiative has facilitated enhanced achievement in Early Grade Reading (EGR) in Bauchi and Sokoto states with improved reading scores from baseline to midline. Some notable achievements include:

increased time of EGR instruction in schools by 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 these improvements, analysis of the Early Grade Reading Assessment (EGRA) midline scores reveal that there still prevail some learning challenges Project Year 5 (PY5) is expected to address.

Implementation of the PY5 workplan has been complicated by the COVID-19 pandemic. The Government of Nigeria halted domestic and international travel in late March to curb the spread of the disease and called upon citizens to practice social distancing, among other measures. Schools were ordered to close, and curfews were imposed. Despite these efforts, infection rates have risen dramatically throughout the country, including across northern Nigeria. Bauchi and Sokoto state governments have turned increasingly to USAID and other development partners for guidance and solutions to address the resulting gaps and to continue supporting teaching, learning, and training through its current pivot strategy.

The Initiative has responded to the needs of the pandemic by supporting remote instructional programs, at-home learning, virtual training activities, and community messaging using existing ICT platforms. The two-fold aim of this pivot strategy has been to i) minimize the loss of learning gains realized since baseline; and ii) raise awareness of COVID-19 and promote the adoption of practices supporting good health and well-being. In parallel, NEI Plus has continued to support government efforts to sustain improved reading outcomes for all learners. Strengthening education systems toward sustainable improvement in EGR performance therefore remains the central goal of NEI Plus.

This proposal is submitted in response to the Proposed Contract Modification (Reference: Contract Number AID-620-C-15-00002). The proposed extension will cover the same type of activities that NEI Plus has been providing under the existing contract, with an increased focus on teacher training and system strengthening with educational administrators. The objectives of the proposed extended period of performance is to: (a) continue supporting state governments’ commitments towards improving EGR and learner outcomes to ensure long-term value of USAID’s investments to date; and,

(b) further enhance the efficiency. The submission will also integrate NEI Plus pivot activities into the requested revised annual work plan (PY5). The period in question is October 1, 2019 – May 25, 2021 in accordance with the referenced contract modification.

The revised annual work plan (PY5) will maintain key planned activities to support the completion, consolidation, and integration of tools and materials to sustain education systems’ improvements at both state and federal levels. NEI Plus with employ a ‘blended’ or hybrid approach, combining face-to-face and remote instructional activities flexibly to support learning as schools and NFLCs resume.

This two-pronged implementation strategy assumes COVID-19 and post-COVID scenarios in which

Annual Work Plan FY 19/20 and NCE Page 9 of 101 schools/NFLCs may remain closed—or re-open, only to close again—and in which schools/NFLCs resume functioning, respectively, albeit with persistent learning gaps and support needs (e.g., SEL) to be addressed. Further, the strategy assumes the need for non-traditional forms of support12 to learners will continue for the foreseeable future. This assumption will hold regardless of whether, when, and under what conditions (e.g., of public health) face-to-face learning will be permitted by the government. The resulting implementation strategy will therefore continuously consider including activities to promote and support the adoption of innovative measures to help ensure the continued learning, health, and well-being of school-age children,3 their families, and other education beneficiaries and stakeholders. Measures adopted and promoted by NEI Plus during the no-cost extension period will include protocols to protect children’s health and safety (among other needs).

The implementation strategy will make use of existing communications tools and mechanisms to ensure children, their families, learning facilitators, and teachers can safely organize, hold, and sustain teaching and learning activities both inside and outside the classroom4 throughout the pandemic and beyond.

The Initiative is going to adopt a two-stage implementation model for the period in question.

i) The ‘COVID’ stage will rely primarily on virtual platforms and modalities to achieve the objectives of the no-cost extension. Schools and NFLCs will remain closed during this stage; children will remain at home and follow EGR lessons on the radio with support from other family members. In this stage, health conditions will not allow for any safe face-to-face interaction between learners, teachers, and learning facilitators. Community structures may find it difficult to support schools and NFLCs because of social distancing and other factors. Systems strengthening activities will proceed, albeit virtually. In contrast, the ‘post-COVID’ stage will see pupils and nonformal learners returning to schools and NFLCs along with their teachers and learning facilitators. Social distancing protocols will be in place to help slow the spread of the pandemic. However, community structures will be able to better support schools and NFLCs, directly, following social distancing protocols. This post-COVID stage will require intensive learning activities and the strategic use of digital and non-digital platforms to provide the added support children will need to fill skills gaps and thus minimize the negative effects on their reading performance. SEL, health and well-being, and at-home learning strategies and activities will further support learners and allow them to focus on learning to read once again.

ii) The COVID/post-COVID implementation strategy will provide some needed flexibility to parents, care givers, teachers, nonformal learning facilitators, and community structures.

Regardless of which stage occurs, the pivot strategies already in place can continue without altering workplan activities or deliverables. Finally, the two-pronged strategy will provide Bauchi and Sokoto states with a useful, viable set of tools and strategies to incorporate into education systems and processes—as an integral part of the NEI Plus EGR model.

1 The color codes in the document are; new activities in blue fonts, completed are in green fonts while PY5 not completed but moved to NCE are in black. Also, note that some activities that are on-going are sometimes referenced with the green color code. The introductions to the different sections have generally been rewritten and remains in black.

2 To include activities on children’s health and well-being, accelerated/alternative learning activities, and at-home learning 3 Includes out-of-school children (OOSC).

4 Once school resumes.

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The graphic below outlines key priorities for each NEI Plus component during the no-cost extension period.

Figure 1: 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 asked NEI Plus for assistance to develop Igbo and Yoruba early grade reading materials.

In PY5, NEI Plus will develop early grade reading materials in the Igbo and Yoruba languages in close collaboration with NERDC. Programmatically, Ka Agụ! Jẹ ká ka! will: i) build on lessons learned from NEI Plus implementation of Mu karanta/Let’s Read to fine-tune our approach to developing new materials for Igbo and Yoruba; ii) engage our bench of education experts who have been trained in post-graduate early grade reading 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, the books will align with the national curriculum, include culturally relevant illustrations for each reading passage, build on prior knowledge and reading skills, include writing exercises, are gender- inclusive, 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. These TLM development activities will continue during the no-cost extension period and will require a mixture of virtual and face-to-face activities.

• Develop Igbo and Yoruba EGR TLMs

• Develop Igbo and Yoruba EGR TLMs

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Cross-Cutting Themes

The revised work plan’s ICT activities will promote innovative use of technology for social behavioral change, continuous professional development (CPD) for teachers, financial inclusion using Digital Financial Services (DFS), enhancing states and LGEAs capacity for local education monitoring, supporting pre-service institutions and teachers, and the transfer of skills and resources to state Ministries, Departments and Agencies (MDAs) and key personnel.

Strategic communication 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 (via improved instruction delivery, continuous teacher professional development, effective data collection systems, and at-home learning). Transition activities will also include the use of ICT tools to promote and support the adoption of practices to ensure children’s health and well-being as schools prepare to open for the coming academic year.

Monitoring, Evaluation, Research, and Learning in the revised work plan will continue to track performance on project activities by facilitating learning through sample-based monitoring, data quality assessments, and joint monitoring visits. The endline EGRA5 will be conducted in formal schools. The Initiative will continue providing technical support to states in implementing the Local Education Monitoring Approach (LEMA) and will coordinate the implementation of the project endline evaluation. NEI Plus will consult with its partners to develop appropriate strategies, tools, and implementation mechanisms for all data collection activities, as the COVID-19 situation evolves.

The section on the revised work plan (PY5) narrative highlights specific activities under the respective Intermediate and Sub-Intermediate Result areas.

Sustainability

The sustainability agenda involves strengthening 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 funding sources in managing project models. Ensuring sustainability in Bauchi and Sokoto states includes policy and institutional support and financial and resources commitments within host governments to continue activities during and after project lifetime. COVID-19 and post-COVID strategies and practices to support learning, health, and well-being through and beyond the project life cycle are integral to the success of the systems strengthening approach established and reinforced via NEI Plus activities. To achieve these the project will be working with government partners to develop sustainability plan on project best practices. The project will support partners to enhance their institutions and promote enabling environment by building their capacity to adopt strategic collaboration, accountability strategies, advocacy strategies and developing an implementation roadmap around best practices.

5 To be determined in Q1, in consultation with USAID and state government partners.

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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 strengthening the ability 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 its pupils; and, to deliver literacy, numeracy, and life-skills to OOSC and youths and whenever possible mainstream them into formal schools.

In addition, the project is providing innovative, cost-effective 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, 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 is expected to demonstrate significant improvement in EGR for approximately one million children in schools and more than 262,783 OOSC attending some 5600 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 46 local Civil Society Organizations (CSOs).

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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

The northern states of Nigeria have an enormous population of OOSC and youths—estimated to be as high as 10 to 13 million.6 The conflict situations in northern Nigeria have further increased the OOSC population and makes it difficult to estimate consistent figures. Government, national, and international development partners are challenged to keep pace with the needs, including providing continued access to education for these millions of marginalized children and youth. However, the Initiative has made great strides towards increasing continued access to quality education in both the formal and non-formal education sectors. These efforts include support of children’s participation in remote, at-home, and face-to-face learning activities during the COVID-19 pandemic and beyond.

Children’s health and well-being is a primary concern and must be a centerpiece of this effort, including the need to provide social emotional learning support to all formal and nonformal learners, regardless of their backgrounds.

The baseline 2016 Institutional Capacity Assessment (ICA) found that the state education Ministries, Departments, and Agencies (MDAs) had weak capacity to deliver effective formal and non-formal education.7 The midline ICA in 2018 found state agencies (the Ministry, Bauchi State Agency for Mass Education (BASAME), and SUBEB had improved capacity to provide education services from a baseline average of 26 percent to 41 percent at the midline. In Sokoto, however, there was little change in these same agencies, on average, from 21 percent at baseline to 24 percent at the midline. The most significant improvements in capacity are at the state LGEAs, from an average of 18 to 32 percent in Bauchi, and from 13 to 26 percent in Sokoto. However, in both state agencies and LGEAs, there remains much room for improvement in the overall capacity to deliver effective formal and non-formal education. The ICA end-line is in the planning stages and will remain in the revised workplan, efforts will be made to identify capacity gaps created by the COVID-19 crisis.8

In response to these needs, the Initiative’s IR1 focuses on strengthening government capacity to provide access to quality education in the formal and non-formal education sectors. The Initiative’s model for non-formal education aligns with the NMEC basic literacy system. NFLCs supported by the project enrolled OOSC aged 6-11 and 12-17, in cohorts 1-4. In 2019-2020, cohort 5 enrollment will be limited to children aged 8-11. Older OOSC will continue to attend AGLCs. The NFLCs and AGLCs offer an accelerated timeline9 for acquiring basic reading skills and will enable learners to be mainstreamed into the formal system or other learning opportunities.

In PY4, the Initiative introduced the EGR approach (i.e., songs, “I do, you do, we do”) into the NFLCs to support reading skill acquisition among younger learners. This approach is in use for both cohort 4 (July 2019 – March 2020) and cohort 5 (October 2019 – October 2020)10. The extended NFLC cycle from 6 to 9 months will help to enhance reading and other skills content to improve learning gains.

Assessment will be conducted towards the end of cohort 5.

6 Estimates by the World Bank, UNICEF and the Government of Nigeria had previously put figures at just over 10M. However, more recent estimates reach as high as 13M, and growing; reliable data is not readily available.

7 The ICA assessed the following domains: policy; coordination; school support system; financial management; teacher management; social mobilization; EMIS; teacher/LF management information system (TMIS/FMIS); governance; quality assurance; data management; and procurement and logistics. Each agency was scored on the domains relevant to its mandate.

8 As needed, in consultation with state partners and USAID.

9 National policy allows for a non-formal learning program cycle of six to nine months per cohort.

10 Cohort 4 terminal exam has been impacted by the COVID-19 lockdown while cohort 5 would have to adopt a clustering strategy to ensure physical distancing.

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Already the NFLC Y4 EGRA report has been submitted to the mission and awaiting comments. The cross-sectional analysis mean test score across all subtests show significant improvement from pre-test to post-test. The change (from highest to lowest) between post and pre-test in the 5 sub test group was observed in Letter dictation (Bauchi 85%; Sokoto 92%), Syllable identification (Bauchi 74%: Sokoto 75%), Familiar Word Reading (Bauchi 71%; Sokoto 63%), ORF (Bauchi 65%: Sokoto 58%) while reading comprehension (Bauchi 62%: Sokoto 55%). But, the post-test scores in both states shows no significant difference for any of the sub tasks.

Government systems strengthened to improve reading outcomes for primary grade learners in target locations

One of the cardinal objectives of the Initiative is to enhance the quality of education through teacher training in Bauchi and Sokoto States. The Initiative is making a significant investment in Teacher Professional Development (TPD) to improve reading outcomes in public schools across the 20 focus LGAs. Since inception, the Initiative has supported government partners at state and federal levels to establish supervision protocols and checks for monitoring, and to facilitate education service delivery, primarily focusing on access and reading. The Initiative supported the development of tools and mechanisms (e.g., monitoring framework) to hold the state education MDAs accountable to standards and norms through a continuous process of monitoring and measuring of progress (i.e., reading outcomes).

The Initiative also worked with state partners, NERDC, NCCE, and other federal partners to develop preliminary reading benchmarks based on a mini-EGRA conducted after one year of reading instruction following Mu Karanta! / Let’s Read! Programs. Working with International Development Partners (IDPs) in the states, the Initiative strengthened planning, data collection, data management, and use for decision-making. System strengthening activities in PY4 supported the Mid-Term Sector Strategy (MTSS), use of the Budget Planning Tool (BPT), and saw increased interest in sustaining the use of the Education Management Information System (EMIS) suite at the state level.

Over the last four years, the Initiative has supported the capacity, and institutional development of LGEAs in Bauchi and Sokoto states, to effectively implement EGR models in the identified domains (Quality, Social Mobilization, Planning, Data management, EMIS Decentralization, (Annual School Census (ASC) process, and strategic planning). The mid-line institutional assessment report showed a significant improvement in some of the LGEAs performances to implement EGR interventions, while a few local governments remained stagnant. The ICA action plan matrix was developed to address the gaps identified in the weak LGEAs.

In PY4, using evidence from the monitoring, evaluation, mid-line EGRA, and other assessments, special research, studies, and additional data and information gathering activities, the Initiative engaged federal and state partners to develop policies, plans, and budgets to support improved learning outcomes in early grade in the states. Coaching and monitoring visits to schools by School Support Officers (SSOs) contributed to the consolidation of the application of the 5Ts + C (Teaching, Texting, Time on Task, Tongue, Testing and Curriculum), which provide a best practice model for the states to adopt and integrate into their respective education systems. The success of this approach has been measured through classroom observation data and learning outcomes of the midline EGRA report.

These data show a marked improvement in learners’ reading performance across sub-tests since baseline. In PY5, it is crucial to consolidate these achievements, taking account of lessons learned, and sustainability within state government systems. It will be equally critical, post-COVID, that the states file://Users/nurudeenlawal/Desktop/1.%20NEI%20Plus%20-%20Project%20Year%204%20Annual%20Work%20Plan%2008MAR19.docx#_Toc10031306 file://Users/nurudeenlawal/Desktop/1.%20NEI%20Plus%20-%20Project%20Year%204%20Annual%20Work%20Plan%2008MAR19.docx#_Toc10031306

Annual Work Plan FY 19/20 and NCE Page 15 of 101 integrate to use of ICT and other, remote and virtual tools in support of learning, teaching, training, and coaching—as central to their overall approach to education services delivery.

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YEAR 5 WORK PLAN NARRATIVE (MODIFIED)

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

The focus of the revised work plan (PY5) is both on achieving results in reading, and skills transfer to partners who will continue work in Bauchi and Sokoto with learning centers beyond the life of the Initiative. To this end, the Initiative will collect data on learners’ reading gains from pretest to post-test. As in previous years, the Initiative will continue supporting capacity development at all levels of the system, work with communities to support OOSC and youths in accessing quality education. NEI Plus support will include providing guidance on social distancing, at-home learning, and the use of other mechanisms to help ensure the learning, health, safety, and well-being of learners. The project will adapt M&E tools and implementation strategies to measure learning.

The Initiative will complete the programs of cohort 4 NFLCs (at terminal exam stage) and cohort 5 NFLCs (in their last trimester) working closely with various government actors11 in existing 1600 NFLCs with an estimated reach of 80,000 learners across, in 20 LGAs across Bauchi and Sokoto states. In PY5, as in PY4, learning centers include NFLCs for younger learners12 and adolescent girls (in AGLCs). The Initiative will continue to support intervention communities where there are still substantial numbers of OOSC and youth, to provide access to quality education in safe learning environments for children and adolescent girls through community self-help.

Another focus in PY5 is achieving gender parity in the number of learners and the number of LFs. Over the years, there has been an impressive increase in the percentage of female LFs - from 14 percent in cohort 1 in Bauchi, to 40 percent in cohort 4. The gains in Sokoto have been more modest, but still notable - from 13 percent in cohort 1 to 20 percent in cohort 4. Also, over the first four cohorts and across learning centers, 47 percent of learners were female. In PY5, for cohort 5 learner’s enrolment, the Initiative will aim at equalizing gender parity.13

The specific activities detailing the PY5 approach for IR1 are described under the following sub-intermediate results.

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

This sub-intermediate result aims to expand the range of education options in LGEAs and promote safety and conflict sensitivity.

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

In PY3, the Initiative developed safety/conflict sensitivity guidelines and a training package and trained Master Trainers drawn from SAMEs, SUBEBs, and LGEAs, who stepped down the training to LFs at the

11 Including the State Agencies for Mass Education (SAMEs), State Universal Basic Education Boards (SUBEBs), LGEAs, and CSOs 12 Boys and girls 6-11 years old in cohort 4. In cohort 5 boys and girls 8-11 will be accepted.

13 See the workplan matrix (annex) for details of the support to be provided to learner cohorts through the no-cost extension period.

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LGEA level. In PY4, the training process was replicated and will continue in the revised work plan (PY5).

Also, in PY5 through to the NCE, the Initiative will hold quarterly meetings within each LGA with community groups (SBMCs, CBMCs, CCs and Women’s’ Groups) to discuss and document feedback and address issues and challenges through resolutions and action plans. This is a critical step to reducing barriers to access and learning such as inadequate parental support, low attendance, and retention, inadequate toilet facilities, lack of potable drinking water, as well as sensitivities around safety and conflict. (Activity 1.1.2.1). The quarterly review/feedback meetings will be conducted in December 2019, and sustained throughout the NCE. The meetings will focus on review/feedback and sustainability measures and plans. While, the NCE meetings would concentrate on sustaining the activities of the NFLC/AGLCs and supporting home learning activities.

Central Office (Abuja) Support - The Abuja Central Office team will provide technical assistance in facilitating the discussion while the state teams will coordinate the meetings ensuring full participation and appropriate documentation.

1.1.1.2. Identify CCs who are ready to replicate the NFLC model (22 CCs’ max per LGA)

Following the completion of Cohort 5, NEI Plus will not provide grants to CSOs as was done from PY1 to PY5. The project will make arrangements with SAMEs of both states to support them and identify CCs/ CSOs who would be ready to collaborate with them in sustaining the NFLCs with TA from the NEI Plus project. The TA will cover support for the establishment and supervision of the centers for a 9-month NFE (1.1.1.3), enroll learners and engage Learning Facilitators (1.1.1.4). This non-formal learning center will be linked to the BESDA NFE team for sustained funding.

CP:1.1.2.1 Develop and deliver SMS and IVR messages to educate parents, educators, CSOs, and community stakeholders on COVID-19 prevention; parental support for learning and PSS/SEL

There is a bank of IVR/ SMS messages in the project archive on education promotion for community members. In collaboration with SUBEBs and SAMEs, the Initiative has developed messages and contents to address corporal punishment in schools/NFLC and promote safety awareness and conflict sensitivity. The messages were tailored for SMS and IVR platforms and targeted at parents, educators, community members, CSOs, teachers, and local community hierarchies. The messages were sent to consenting target audience of teachers, LFs, CSOs, CBMCs, and SBMCs via SMS and IVR scheduled messages every week.

Lock down was imposed in the project intervention communities in Bauchi and Sokoto as a result of the COVID-19 resulting in the closure of schools and NFLCs/AGLCs. To ensure learners continue to learn at home during this lockdown the project is producing series of SMS/ IVR messages. The use of IVR to disseminate messages is not new to NEI Plus. The project will continue to develop IVR/SMS messages that will address COVID-19 needs i.e. prevention, safety, parental support for learning and PSS/SEL, etc. Messages promoting good EGR instructional practice for teachers will be reviewed for re-broadcasting through IVR. The messages will also complement both the instructional radio and TV programs being aired in Bauchi and Sokoto states. The PSS messages would counsel parents and community members on how to foster resilience during a pandemic, with focus on their children.

While, the SEL messages will emphasize how to help children develop skills required to build their self-esteem, improve memory, and boost self-awareness amongst others. The activity will also develop on-line/digital contents on COVID-19 safety and precaution in readiness for NFLCs/AGLCs re-opening to be developed in collaboration with MFs (CP:1.1.4.1).

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Central Office (Abuja) Support - The ICT team will work internally with Access, Reading, Communication, MEAR, Grant, and media teams and externally with the SUBEBs and SAMEs Social Mobilization Departments to develop and tailor contents and review the messages for relevance and cultural appropriateness.

1.1.3. Develop and Continue implementation of institutional performance scorecards

The activities in this subtask focus on the update of the EMIS suite application with ASC data as an instrument for planning and decision making for education managers. It also addresses the assessment of the capacity of government institutions in managing the processes and delivery of their mandates.

1.1.3.1 Conduct endline ICA for SMoEs, SUBEBs, SAMEs, and LGEAs

In PY1, the Initiative worked with Value Minds software solutions to develop the scorecard and ICAT web-based application, then administered and deployed both to the states and LGEAs in PY2. In PY3, the Initiative provided technical support to the states, addressing capacity gaps in conducting ICA self-assessments, and used findings from the mid-term ICA to define the scope of further support through ICA implementation action plans. The midterm scorecard and ICA report determined the range of support, policies, and decisions in PY4. The endline ICA is scheduled for the third quarter of PY5 in the SMoE, SUBEB, SAME and ten focal LGEAs in both Bauchi and Sokoto states using the baseline and midline methodologies. The Initiative will engage a team of local consultants to support state partners to facilitate the endline ICA using a web-based application with the assessed standards and domains identified within each organization. The methodologies for the assessment will include focus group discussions and key informant interviews. Findings and analysis will help in documenting the impact of the five-year intervention, with recommendations made to enhance the capacity of the respective government agencies and promote sustainability of the EGR program. The activity would take advantage of the COVID-19 to identify capacity gaps. This will be included in the capacity development plans of the states.

Collaborations - The System Strengthening team will be collaborating with the Director Planning Research and Statistics (DPRS) of the SMOE, SUBEBs, and State Agency for Mass Education of Bauchi and Sokoto states. The Technical Working Group (TWG) in the two states will identify key informants and relevant desk officers to be involved in the assessment process. Value Minds will facilitate the ICT technical training of the ICAT web-based instrument.

Central Office (Abuja) Support - The System Strengthening unit will collaborate with the TWGs in both states to identify state partner representatives from the MDAs to participate in the assessment. Value minds will provide technical support in the computerization of the instrument and real-time tracking.

The central office will engage national consultants to lead the refresher training session and supervise and monitor the ICA self-assessment. The Systems Strengthening Unit will share the recommendations and action matrix with state partners for implementation. The output from this activity is linked with activity 1.1.3.3.

1.1.3.2. Conduct a 2-day follow up training to the EMIS officers’ workshop to troubleshoot Education Management Suite (EMS) with school academic data and disseminate findings to inform decisions

The Initiative will collaborate with Value Minds to support SUBEBs in both states in updating the school performance scorecard to facilitate decision making and influence policies. In the first quarter of PY5, the Initiative will re-train six EMIS officers drawn from the state and LGEA level to cascade training to

Annual Work Plan FY 19/20 and NCE Page 19 of 101 all EMIS staff. The training procedures will be documented, printed, and disseminated on public domains to facilitate use and replication. The activity is a follow-up activity to the data visualization training workshop where the capacity of the state and local level EMIS officers in the MDAs/LGEAs was strengthened to present data (to education managers and policymakers in the state and LGEAs to support data-driven decision making) in visually compelling charts and graphs.

Collaborations - This activity will be facilitated by the EMIS TWGs with technical support from the Initiative’s state office. The System Strengthening unit will collaborate with the DPRS (EMIS units) of SMoEs, SAMEs, SUBEBs, and focal LGEAs to update the school performance score cards with the 2018/2019 ASC datasets and generate performance scorecards for each school for comparison across the LGAs and states. The DPRS SUBEB and SAME will facilitate the distribution of the scorecards to schools/centers and stakeholders (SBMCs/CCs) in communities to provide incentives for excellence, identify schools with/without adequate resources, and for use in generating support for each school and for political engagement.

Central Office (Abuja) Support - The central office will coordinate with the state offices in the development of concept notes and presentations for the workshop and engage with the management of SUBEBs and SAMEs to secure the release of fund for the production and dissemination of the scorecards to stakeholders.

1.1.3.3. Conduct 1-day ICA experience sharing

workshop with LGEAs to share experience on improving learning outcomes

The Initiative will facilitate experience sharing events among LGEA managers (head of school services, quality assurance, planning, social mobility, and the education secretary) to share learning on performance improvement in implementing the EGR program. The one-day experience sharing workshop will be conducted in the first quarter of PY5 and will explore all the ICA domains. The workshop methodology will include a brainstorming session and action plan development to facilitate tracking. Participants at the workshop will consist of LGEA managers, and experienced education managers in SUBEB and MoE in both states.

Collaborations - The Systems strengthening team will work with Reading, MEAR and Community Mobilization units of the project at Abuja and state offices to analyze and harmonize the key findings from the reports of performance monitoring tools and share with the Basic Education Steering Committee (BESC) TWG in a planning meeting to identify resources and map out strategies for conducting the experience sharing workshop. The activity will be anchored by the BESC with adequate

Figure 2: The NEI Process for Institutionalizing School Performance Scorecards

Annual Work Plan FY 19/20 and NCE Page 20 of 101 representation of the state education MDAs, LGEAs/Local Government Councils (LGCs), CSACEFA, SBMCs, and the traditional institutions in the two states.

Central Office (Abuja) Support - The Systems Strengthening unit will coordinate with state offices to organize the planning meeting and support the conduct of the brainstorming sessions during the two-day EGR experience sharing workshop to be hosted by the state BESC. The central office will lead the desk review of the outputs from the sessions, collate recommendations, develop strategy/action plan matrix for support and finalize the reports for engagement with the state policymakers/education managers in both states and at the federal level.

1.1.4 Provide TLMs to NFLCs that prioritize EGR and wellbeing; strengthen government structures to coach facilitators and teachers in conflict resolution and other topics

The Initiative provides relevant TLMs to adolescent learners in AGLC. Learning is enhanced with a variety of materials that appropriately target the age and reading levels of the intended learners.

(Activities 1.1.4.1 and 1.1.4.2). In PY5, as in previous years, the Initiative will produce and deliver sufficient numbers of TLMs (21,000 copies) to AGLCs with an estimated coverage of 40% (20,000) of the total cohort five targets To ensure prompt distribution of books to learners, the Initiative will strategically work with CSO Program Officers at the ward level, Lead Program Officers at the LGA level alongside Access Coordinators with each level equipped with tracking mechanisms through shipment notes and barcodes. The Initiative will support NFLCs/AGLCs sustained by CSOs/ CCs under the supervision of SAMEs with TLMs, scholastic materials and Personal Protective Equipment (PPEs) for the learners and LFS.