Attachment J.2 Revised - Background Info and Other Technical Consideration - LEARN to Read.pdf

Amendment No. 03 - Solicitation Number: 72062021R00001 - LEARN to Read Activity Attachment J.2

Page J.2 - 1

ATTACHMENT J.2 – BACKGROUND INFORMATION AND OTHER

TECHNICAL CONSIDERATIONS

LEVERAGING EDUCATION ASSISTANCE RESOURCES IN NIGERIA (LEARN)

TO READ ACTIVITY

1. BACKGROUND

1.1 Country Context

USAID’s Journey to Self-Reliance (JSR) Country Roadmap for Nigeria [https://selfreliance.usaid.gov/country/nigeria] presents a range of metrics that measure Nigeria’s commitment and capacity to support its own self-reliance. The Capacity dimension is described as how far a country has come in its ability to manage its own development journey across the dimensions of political, social, and economic development, including the ability to work across these sectors. Four sub-dimensions describe the capacities of the government, civil society, citizens, and the economy. Education quality is one metric used to measure citizen capacity, which gauges both the quality of education - using harmonized scores across major international student achievement testing - and the quantity of schooling received - using age-specific enrollment rates

- to evaluate the relative performance of educational systems worldwide. Nigeria’s score of 0.19 ranks it well below the average score for low- and middle-income countries, highlighting the importance of addressing this issue for Africa’s most populous country. With half its population under the age of 18, now is a moment of tremendous opportunity. Although no state in Nigeria has become self-reliant in providing quality education to all of its children, some are making notable strides towards more successful lower primary instruction.

The Nigerian education system is among the most complex decentralized structures of a federated nation in the world, with needs far outweighing governmental supply. More than 12.7 million children are out of school, and those in school face grave learning conditions [Federal Ministry of Education, Nigeria. Ministerial Strategic Plan (2018-2022). p 10]. Approximately 40 percent of primary classrooms are overcrowded, with the availability of math and literacy textbooks for learners at a nominal ratio of 38 percent. School infrastructural needs are also dire, with at least 19 percent of school facilities without accessible toilets, handwashing stations, or water. Moreover, the systems of teacher recruitment, training, deployment, and monitoring are severely fractured. Many classroom teachers lack the requisite content knowledge and materials necessary to deliver quality instruction, while others exploit loopholes in monitoring and oversight with excessive absenteeism. All of these conditions significantly hinder learner achievement.

Reading outcomes in Nigeria are extremely poor, with low levels of literacy for both boys and girls, as well as wide regional performance disparities. All of the northern Nigeria states fall in the bottom third of rankings for students’ reading and literacy levels (National Education Data Survey, 2015). For example, less than 20 percent of children in Jigawa, Taraba, and Zamfara https://selfreliance.usaid.gov/country/nigeria https://planipolis.iiep.unesco.org/en/2019/education-change-ministerial-strategic-plan-2018-2022-6719 https://planipolis.iiep.unesco.org/en/2019/education-change-ministerial-strategic-plan-2018-2022-6719

Page J.2 - 2 are able to read a single word in a language of their choice. Only 20 to 30 percent of school-age children in Bauchi, Borno, Gombe, Kano, Katsina, and Sokoto can read a single word.

According to the 2017 Multiple Indicator Cluster Survey, between 92.6 and 95.4 percent of youth in the southern regions are able to read a simple sentence, whereas only 38 percent of youth in the northwest, 41.9 percent in the northeast, and 62 percent in north central Nigeria are able to read a simple sentence. Overall, literacy rates are lower for women than men across various states. For example, in Bauchi, 25.6 percent of women are literate compared to 39.8 percent of men. In Sokoto, 20.1 percent of women are literate compared to 47.4 percent of men

(MICS 2017).

The contributing factors to learner underachievement in reading across Nigeria are numerous.

Most students are not receiving the sustained practice with appropriate reading material that allows them to meet the minimum reading performance benchmarks, which have been established through coordination between USAID’s Northern Education Initiative (NEI) Plus activity and the Government of Nigeria (GON). Instructional time in the classroom is also inadequate. In Bauchi and Sokoto, for example, states’ data show that the time on task for early grade reading instruction is much lower than the minimum international standard of 850 hours of instructional time per year, with only 630 hours of timetabled instructional time per year, and even less in reality.

The lack of timely provision of teaching and learning materials (TLMs) and inadequate teacher training aligned with the school terms are also achievement constraints. The State Universal Basic Education Board struggles to execute its functions effectively. The procurement, storage, and distribution of materials to the Local Government Education Authorities (LGEAs) poorly aligns with the academic year demands or schedule. Further, lack of LGEA resources to deliver materials to all schools, in addition to poor communication between State Universal Basic Education Board (SUBEB), LGEA, and schools on distribution protocols and schedules, has prevented reading instruction from succeeding in many states where USAID has previously invested. Bauchi and Sokoto are exceptions, where NEI Plus succeeded in correcting scheduling and sequencing bottlenecks in target public schools, which resulted in demonstrable reading progress for students. For example, the 2018 NEI Plus early grade reading assessment (EGRA) midline revealed for both primary grades 2 and 3 mean scores for all subtests increased and zero scores decreased. At primary 3 level in Bauchi, zero scores for all subtests except oral reading fluency dropped below 50 percent.

Even where good reading materials and quality instruction are available, too many learners are not making it to or staying in school. Across the 36 states and Federal Capital Territory (FCT), the lowest rates of school attendance are in northern states: 50 percent or more of children ages 4-16 in Jigawa, Katsina, Gombe, Bauchi, Zamfara, Kebbi, Sokoto, Yobo, and Borno have never attended school versus less than 1 percent in southern states such as Ekiti, Lagos, Anambra, Abia, and Imo. Dropout rates are also higher overall in northern states compared to southern states (NEDS 2015). Of the northern states with the lowest net attendance rates (10.6 percent or less) Sokoto, Kebbi, Zamfara, Katsina, Gombe, and Yobe have slightly higher male attendance while Kano, Bauchi, Taraba, and Borno have slightly higher female attendance rates. Common reasons children reported for not attending school include long distances (24 percent), child

Page J.2 - 3 labor demands at home (20 percent), monetary costs (18 percent), and poor school quality (14 percent).

Nigeria also suffers from low completion rates, high repetition rates and high dropout rates. The quality of education remains low and learning outcomes poor, particularly in the north. Learning outcomes in Nigeria are compromised by very high rates of malnutrition and poor health:

Children can come to school malnourished, infected with parasites, and at times suffering from chronic malaria. It is estimated that 40% of children under 5 are malnourished and may have associated cognitive impairment; the number increases to 60% in the north. These health related factors lead to absenteeism and repetition, and reduces the students' ability to benefit from the instruction they receive. [(Demographic Health Survey) of 2018 (https://dhsprogram.com/pubs/pdf/FR359/FR359.pdf)]

These realities depress Nigeria’s “learning adjusted years of schooling” (LAYS) to an average of

4.3 years per pupil over the life of their academic career. This is one of the lowest LAYS scores on the African continent, and places Nigeria far behind other sub-Saharan nations with similarly robust economies. Kenya, for example, posts a LAYS of 7.8, and South Africa a LAYS of 5.3.

As a result, the prioritization of leveraging diverse sources of funding by the GON is critical to meet the objectives of the Ministerial Strategic Plan and state-level reading goals across Nigeria.

USAID/Nigeria recognizes the uncertainties concerning the impacts of COVID-19 and will remain receptive to adjustments of activity components, where feasible, that better respond to challenges, constraints, and opportunities that arise as a direct result or secondary effect of the pandemic. For example, the COVID-19 health pandemic has led to widespread school closures, which contribute to learning regression across all states resulting from lost instructional time as well as the stress of loss and isolation. The economic, environmental, and psycho-social impacts of COVID-19 on households also negatively impact retention and attendance, particularly for the most vulnerable learners.

1.2 Problem Statement

Based upon USAID programming experience over the last decade, Bauchi and Sokoto have demonstrated greater political will (particularly since the 2019 elections), financial resources, an evidence-based reading program, Hausa and English TLMs, and years of experience in early grade reading; however, these states lack the technical and operational capacity to independently and sustainably implement a statewide reading program. Beyond Bauchi and Sokoto, several Nigerian states lack the technical and operational capacity or integrated evidence-based planning systems to utilize available financial resources optimally to improve the reading skills of all learners, including the design and implementation of quality early grade reading programs.

These states have varying levels of political will, limited TLMs available in languages of the immediate environment, and very limited or no experience in evidence-based early grade reading programming. Weak institutions and lack of capacity have led to low rates of school enrollment and retention, particularly in northern Nigerian states with the lowest learning outcomes in the primary grades.

https://dhsprogram.com/pubs/pdf/FR359/FR359.pdf

Page J.2 - 4

USAID’s Learn to Read activity is designed to provide technical assistance to a selection of 17 focus states at a level commensurate with the wide variability of need across regions to achieve improved reading outcomes for learners in primary grades 1 and 2. Despite the commonalities, the 17 focus states eligible for participation in LEARN to Read differ greatly in their stages of design, planning, and implementation of evidence-based reading reform. These states include Adamawa, Bauchi, Borno, Gombe, Taraba, Yobe, Jigawa, Kaduna, Kano, Katsina, Kebbi, Sokoto, Zamfara, Niger, Ebonyi, Rivers and Oyo.

Technical assistance under LEARN to Read Activity will capitalize on other established sources of government and development partner funding to advance improved reading outcomes across Nigeria. Among those opportunities is the World Bank’s BESDA program, a $611 million investment with the shared USG/GON goal to improve literacy and strengthen accountability for results. LEARN to Read will prioritize technical assistance to a targeted selection among the 17 BESDA focus states that have greater educational needs and are eligible to access World Bank funds for education service delivery.

2. ALIGNMENT OF LEARN TO READ/NIGERIA ACTIVITY WITH U.S.

MISSION DEVELOPMENT GOALS AND OBJECTIVES

Since 2015, the U.S. government has invested $136 million in development assistance to help Nigerian children and youth improve their lives through higher-quality education.

Under USAID’s Country Development Cooperation Strategy (CDCS) for Nigeria (2020-2025), USAID/Nigeria will continue to partner with the GON to strengthen education management systems, focusing on increased capacity to provide quality education services. USAID prioritizes investments to improve reading skills and increase equitable access to safe, relevant, and accredited educational options. In collaboration with the GON, USAID currently implements four activities that seek to strengthen state and local education systems in select northern states where education results are weakest: Adamawa, Bauchi, Borno, Gombe, Kano, Sokoto, and Yobe. The LEARN to Read activity would be expected to coordinate with any ongoing USAID Education activities, to the extent collaboration and information sharing would be mutually reinforcing.

Page J.2 - 5

2.1 Other USAID Education Activities

(a) Northern Education Initiative Plus-NEI Plus (2015-2021)

NEI Plus aims to strengthen the primary education system in the two northern states of Sokoto and Bauchi, by focusing on building capacity at all levels, with the end goal of increasing access to educational pathways and improving learners’ reading outcomes. Policy changes at the state level catalyzed meaningful improvements in the systemic ability of Bauchi and Sokoto states to improve reading and access. For example, NEI Plus secured increases in the amount of time pupils spend on learning to read in both Hausa and English. Time on task increased from five to ten 30-minute periods per week in both states, doubling the time on task for early grade reading. Proven early grade reading principles and pedagogical approaches were also integrated into the mandatory curriculum of pre-service teacher training programs, endorsed by the National Commission for Colleges of Education in over 180 teacher training institutions. In-service teachers likewise received training, on-going coaching, and mentoring throughout the year.

Additionally, NEI Plus provided pupil books and teacher guides for primary grades 1-3 in Hausa and English, across 10 local government areas (LGAs) in each state, for over one million pupils in more than 10,000 primary schools and non-formal learning centers in Bauchi and Sokoto states. The United Nations Children’s Fund (UNICEF) further expanded the provision of these

Page J.2 - 6 same texts to an additional 285 schools in Sokoto. Governors of both states also used funds from BESDA and the Global Partnership for Education’s Nigeria Partnership for Education Project to bring evidence-based methods and materials to schools in the non-NEI Plus LGAs for the 2019-2020 school year.

Partners for this activity include Creative Associates International Inc., Florida State University (FSU), Education Development Center (EDC), Civil Society Action Coalition for All (CSACEFA), Federation of Muslim Women Association of Nigeria (FOMWAN), Reading Association of Nigeria (RAN), Overseas Strategic Consulting (OSC), Association for Education Development Options (AEDO), and Value Mind.

(b) Addressing Education in Northeast Nigeria -AENN (2018-2021)

AENN seeks to engage communities and government in locally driven efforts to get out-of-school children ages six to 15 into formal and non-formal learning centers, ensuring beneficiaries also obtain the psychosocial support required to start the emotional healing process required from exposure to conditions of conflict. AENN responds to the immediate educational needs of 302,500 children and youth in Borno and Yobe states, while laying a foundation for the sustainable improvement of education systems at the community and government levels. To provide safe and certified education opportunities, AENN works with community and government partners to revitalize/establish non-formal learning centers and support public schools in 225 communities. A minimum package of learning materials is provided to enrolled learners to improve age- appropriate foundational skills (literacy, numeracy, social-emotional learning, and vocational skills). AENN trains NFLC instructors and formal schoolteachers in learner-centered pedagogy, positive discipline, social-emotional learning, and inclusion.

Additionally, the activity supports the learning facilitators and teachers through in-service training, teacher learning circles, and classroom observations and mentoring Partners for this activity include FHI360, Save the Children U.S., Viamo, community-based organizations, and partnerships with government and selected communities at the local government level.

(c) Strengthening Education in Northeast Nigeria States- SENSE (2019-2022)

SENSE strengthens the basic education systems in Adamawa and Gombe states by improving the management capacity of education administrators, strengthening the capacity of teachers to deliver high quality reading instruction, and providing TLMs to 200,000 primary grades 1-3 learners across 200 schools. This activity is designed to improve literacy outcomes while addressing the social and emotional challenges of both educators and learners in challenging environments. Partners for this activity include American University of Nigeria, Kent State University, and Columbia University.

Page J.2 - 7

(d) Partnership to Address Post Conflict Activities To Counter Violent Extremism in Borno State (2019-2022)

This activity addresses disruption in the formal and non-formal school systems, the social and emotional needs of learners and teachers, and special needs of internally displaced persons (IDPs) by developing a program for conflict-based formal and non-formal education. It aims to enroll 400 learners using a social and emotional learning non-formal education curriculum, test and develop programs relating to the use of a common language (Hausa) in a multilingual environment and develop diplomas in Countering Violent Extremism and Early Grade Reading into the University of Maiduguri education programs. Partners for this activity include the University of Maiduguri and partnerships with government at the local level.

2.2 Other Relevant Donor Activities

(a) World Bank- Better Education Service Delivery for All Activity (BESDA)

The World Bank partnered with the Universal Basic Education Commission of Nigeria to launch the BESDA initiative in 2018. This five-year, $611 million activity is designed to enhance basic education in 17 states across geopolitical zones including Adamawa, Bauchi, Borno, Ebonyi, Gombe, Jigawa, Kaduna, Kano, Katsina, Kebbi, Niger, Oyo, Rivers, Sokoto, Taraba, Yobe and Zamfara. The Universal Basic Education Commission (UBEC) requires states expecting BESDA funding to select either the NEI Plus developed Mu Karanta! (Let’s Read) materials and methods, or materials from the Reading and Numeracy Activity (RANA) supported by FCDO, with USAID endorsement. RANA materials have been piloted in target schools in select LGAs of Jigawa, Kaduna, Kano, Katsina, Kebbi and Zamfara, using the same evidence-based methods considered best practice for the teaching and learning of early grade reading used in NEI Plus.

The 17 BESDA states, and the local governments within these states, lack sufficient technical and operational capacity to effectively design and implement early grade reading programs that improve reading skills for all learners, particularly as schools experience the medium- and long-term impacts of the Covid-19 pandemic. The World Bank’s model for education financing to state governments is results-based, but it does not provide technical assistance to the states for planning and implementation of the activities states pursue. To begin to address this gap, in May 2019, USAID enabled six BESDA states that have chosen the Mu Karanta! methods to create work, implementation, and monitoring and evaluation (M&E) plans in accordance with UBEC/BESDA requirements. In addition to Bauchi and Sokoto, Adamawa, Ebonyi, Gombe, and Yobe have accessed the first disbursement of BESDA funds with the help of this technical assistance.

NEI Plus conducted training sessions for the BESDA states that have chosen to use Mu Karanta!

as well as representatives from other BESDA states at their own expense, including Taraba, Zamfara, and Oyo. Development of Mu Karanta! /Let’s Read evidence based TLMs in languages other than Hausa and English (e.g., Igbo, Yoruba) is garnering attention from states across the geopolitical zones of Nigeria and would enable indigenous language instruction in

Page J.2 - 8 early grade reading to nearly 70 percent of Africa’s most populated country.

The collaboration between BESDA and the NEI Plus activity has had particularly good outcomes in Ebonyi State. Ebonyi education officials adopted the USAID-funded Let’s Read materials in English for the 2019/2020 academic year. This example demonstrates how technical assistance from USAID can inform states’ use of relevant, high quality, locally relevant early grade reading resources.

(b) Global Partnership For Education- The Nigeria Partnership for Education Project

From 2014-2019, the Global Partnership for Education funded $100 million to GON through the Nigeria Partnership for Education Project. The project sought to improve access and quality of basic education in five northwestern states: Jigawa, Kaduna, Kano, Katsina, and Sokoto, with particular focus on the participation of girls and out-of-school children. GPE will continue to invest resources in the country’s education system. An anticipated GPE initiative will benefit Adamawa, Oyo, and Kaduna with $50 million each, projected to begin in late 2020.

(c) United Kingdom Foreign, Commonwealth and Development Office (FCDO)-

Partnership for Learning for All in Nigerian Education (PLANE)

FCDO is expected to soon launch PLANE in select states, an initiative to increase the capacity of local education authorities to plan, manage, and oversee education services in the North East.

FCDO has also entered into a cooperation agreement with USAID to expand systems strengthening work on education management information systems in most LGAs in Borno and Yobe states under USAID’s Addressing Education in Northeast Nigeria activity.

3. DEVELOPMENT HYPOTHESIS AND RESULTS FRAMEWORK

The overall purpose of the LEARN to Read activity is to support sustainable improvements in reading outcomes for pupils in grades 1 and 2 in select Nigerian States. This activity purpose uses the following causal logic:

Results Framework

● “Legacy states” (Bauchi and Sokoto) receive technical assistance to take full ownership of reading activities, building upon existing local-level strengths, and addressing weaknesses in implementation of previous activities, to enable all pupils in grades 1 and 2 to meet minimum proficiency in reading; and

● Selected “launching state(s)” receive intensive technical assistance to establish and implement evidence-based early grade reading programs to enable pupils in grades 1 and 2 to demonstrate improved reading outcomes; and

● “On-demand states” access services and technical assistance to plan and deliver evidence- based reading instruction in the early grades; and

● the Federal government of Nigeria receives technical assistance to strengthen its capacity to expand and replicate evidence-based reading policies and practices.

Page J.2 - 9

Then… In states benefiting from LEARN to Read support, the percentage of grade 1 and 2 pupils, including marginalized learners, with improved reading outcomes in languages they use and understand will increase.

The following is the Results Framework for LEARN to Read:

This activity capitalizes on the progress in reading achieved thus far under current and past reading interventions, as well as on the current momentum for strong development partner coordination, to expand, deepen, and strengthen the use of evidence-based practices for reading instruction in select states of Nigeria. USAID encourages the use of the Reading MATTERS Conceptual Framework to identify reading needs and improve capacity for the state and local authorities to deliver early grade reading systems [USAID. 2019. Reading MATTERS Conceptual Framework]. This activity will enable USAID/Nigeria to:

● Advance Nigeria’s journey to self-reliance in education.

● Build on positive outcomes and lessons learned from prior investments in reading instruction and education systems strengthening in the country.

● Foster progress towards the priorities of the 2018 USAID Education Policy.

● Contribute to Development Objective 2, A healthier, better educated population, under

USAID/Nigeria’s 2020-2025 Country Development Cooperation Strategy (CDCS).

https://www.edu-links.org/sites/default/files/media/file/Reading%20MATTERS%20Conceptual%20Framework_v7_October%2026%20%281%29_final.pdf https://www.edu-links.org/sites/default/files/media/file/Reading%20MATTERS%20Conceptual%20Framework_v7_October%2026%20%281%29_final.pdf

Page J.2 - 10

● Provide technical assistance and build partnerships with key Ministry of Education (MoE) counterparts and host country systems, with an explicit focus on aligning these partnerships and systems for the purpose of improving reading outcomes; and

● Assist actors at the local, district, state, and national levels to see the correlations between the availability of safe, equitable learning environments and the acquisition of student reading skills.

4. OTHER TECHNICAL CONSIDERATIONS

4.1 Advancing Gender Equality and Female Empowerment

The USAID Gender Equality and Female Empowerment Policy [https://www.usaid.gov/sites/default/files/documents/1865/GenderEqualityPolicy_0.pdf] sets out three overarching outcomes: reducing gender disparities, reducing gender-based violence (GBV), and increasing the capability of women and girls to realize their rights. LEARN to Read will address all three outcomes, to some extent, by integrating analysis on gender related issues and incorporating sex disaggregated data across all Performance Objectives of the activity.

Regarding the first outcome, “Reduce gender disparities in access to, control over and benefit from resources, wealth, opportunities and services – economic, social, political, and cultural,” the Contractor will integrate gender responsive planning throughout all activities where feasible, with particular emphasis on addressing the cultural perceptions that devalue girls’ participation in quality education and equities in teacher training, materials distribution, community engagement, and policy development. All 17 focus states’ budget planning and execution should support service delivery in a manner that addresses gender disparities for teachers and learners.

The value of women and girls and the shared responsibilities of men and women in promoting gender equitable rights should be messaged regularly and reinforced across all engagements with community and state actors.

Regarding the second outcome, “Reduce gender-based violence (GBV) and mitigate its harmful effects on individuals and communities,” LEARN to Read interventions that are focused on strengthening the capacity of teachers and pupils in social and emotional learning, as well as fostering safer learning environments will integrate key concepts challenging restrictive gender norms that precipitate gender-based violence, including school related gender-based violence and barriers to school access such as child marriage. As part of this effort, the Contractor will include a gender dimension in all conflict- and pandemic-related analyses conducted in partner states or at the federal level. The Contractor must also include GBV-related questions into its MEL framework, where appropriate, and ensure field studies capture the experiences of both male and female beneficiaries equally.

Finally, regarding the third outcome, “Increase capability of women and girls to realize their rights, determine their life outcomes, and influence decision-making in households, communities, and societies,” the Contractor must include as many qualified female state and local government officials as feasible in program activities and training. Although USAID recognizes that the representation of female officials in partner states may represent a minority in many cases, the Contractor will endeavor to ensure equitable participation of men and women https://www.usaid.gov/sites/default/files/documents/1865/GenderEqualityPolicy_0.pdf

Page J.2 - 11 and will also support states to prioritize civil society partners that demonstrate a commitment to gender equality and female empowerment within the education sector. Women should be actively involved in decision- making and in monitoring service delivery within the sector.

4.2 COVID-19 Effects

Nigeria confirmed its first case of COVID-19 in February 2020 as the LEARN to Read design neared finalization and COVID-19 became a global pandemic. This, combined with the steep decline in oil prices, is expected to lead to a recession in Nigeria (and across Africa) and backsliding in overall development progress. Regression in literacy skills by teachers and learners due to the protracted period of school closures puts increasing demands on the educational system to provide more retraining, coaching, and mentoring. Psychosocial stressors from household job losses and physical insecurity also adversely affect the learning readiness of vulnerable groups once returned to school, particularly girls, which will require increased investments in social and emotional learning resources. Despite the need demonstrated by these conditions, early estimates of pandemic-related losses forecast a reduction in the Nigerian Universal Basic Education Fund by 54 percent in 2020 [https://punchng.com/revised-budget-fg-gives-national-assembly-n27bn- for-renovation-cuts-health-ube-votes/] The health and safety of Mission and Contractor staff and beneficiaries is the first priority. Lessons learned in good public health measures as well as pivoting activities to alternative delivery methods should advise any future responses if necessary. The Contractor should remain in close contact with the COR to seek appropriate guidance as required.

4.3 Religious Freedom and Engagement of Religious and Ethnic Minorities Groups

As stated in the June 2, 2020 Executive Order on Advancing International Religious Freedom, religious freedom for all people worldwide is a foreign policy priority of the United States, which it will respect and vigorously promote. As it relates to religious freedom, Nigeria faces the dual challenge of being included in the U.S. State Department’s Special Watch List, delineating it as a country that engages in or tolerates severe violations of religious freedom [https://www.state.gov/frequently-asked-questions-irf-report-and-countries-of-particular- concern] and the insurgent group, Boko Haram, is designated as an Entity of Particular Concern. USAID education activities should reinforce community trust, social bonds, and the capacity development of Nigerian stakeholders across the education sector that strengthen Nigerian education institutions and the surrounding communities to become more resilient and intolerant to persecutions of any kind, religious or otherwise. The LEARN to Read activity is expected to both recognize the challenges of operating within this context and include programmatic approaches to ensure equal rights and protections for individuals and groups regardless of beliefs. Principles of non-discrimination and inclusivity, including representation of different religious and ethnic groups, should be integrated into approaches to strengthen an environment of increased tolerance and community building of diverse populations.

https://punchng.com/revised-budget-fg-gives-national-assembly-n27bn-for-renovation-cuts-health-ube-votes/ https://punchng.com/revised-budget-fg-gives-national-assembly-n27bn-for-renovation-cuts-health-ube-votes/ https://punchng.com/revised-budget-fg-gives-national-assembly-n27bn-for-renovation-cuts-health-ube-votes/ https://www.state.gov/frequently-asked-questions-irf-report-and-countries-of-particular-concern https://www.state.gov/frequently-asked-questions-irf-report-and-countries-of-particular-concern https://www.state.gov/frequently-asked-questions-irf-report-and-countries-of-particular-concern

Page J.2 - 12

4.4 Private Sector Engagement (and Strategic Partnerships)

The Federal Government’s education expenditure in 2018 was 6 percent of the total budget and

0.4 percent of GDP. This education funding level is much lower than the international standard of 18 percent of the budget or four percent of GDP allocated to education (USAID Reading MATTERS Framework). Partnerships with the government, development partners, and the private sector will be key drivers to expand coverage of interventions tailored toward improving early grade reading delivery and education systems strengthening in Nigeria. USG strategic partnerships represent a diverse network of organizations, including for-profit businesses, civil society, academic institutions, philanthropic foundations, media organizations, cultural and advocacy organizations, universities, schools, etc. In addition to partnerships with essential GON institutions, the implementing partner will identify and develop strategic linkages with other private sector entities and development partner programs supporting the education sector to secure additional financial support to advance improved reading outcomes in languages Nigerian children use and understand. The implementing partner will seek to leverage additional resources and support to expand or accelerate program coverage and outcomes in as many eligible states as possible. These efforts will seek, assess, and support private sector partnerships that have the potential to provide additional financing technical expertise, or appropriate enterprise solutions for improving reading delivery across Nigeria.

Private sector and strategic partnerships under LEARN to Read must ensure buy-in from the government and integrate capacity building within state institutions that will enable state actors to identify, broker and manage non-governmental partnerships to achieve education sector plan objectives longer term. Industries such as banking, telecommunications, publishing, and internet service providers are examples of partnership opportunities with strategic advantages in educational development. The implementing partner should broadly explore these and other prospects in consultation with state actors to fill gaps in education service delivery that impede the achievement of improved reading outcomes.

Critical Assumptions:

● GON stakeholders at the federal and state levels recognize value and support partnerships with the private sector

● GON actors at the state and federal level demonstrate commitment to leveraging current and future government and development partners funding and technical assistance to support improvements toward early grade reading, aligned with the USAID Reading MATTERS Framework.

4.5 Environmental Compliance

The Contractor must adhere to the conditions set forth in the Mission’s Initial Environmental Examination and any other environmental documents developed and approved by USAID prior to the initiation of or during the implementation of the contract. Please see Section H of the contract for detailed environmental considerations related to this activity.

Page J.2 - 13

4.6 Security Considerations

All work under this contract will be unclassified, and thus no special information security requirements are applicable. Nigeria has been designated a high threat and high crime post and the Contractor is expected to take steps to be responsive to this shifting environment. The U.S.

State Department travel advisory for Nigeria regularly issues information regarding risks of travel in various states in Nigeria due to extremist activities, kidnappings, robberies, and other armed attacks. As such, the Contractor should be cognizant of evolving security vulnerabilities in planning and implementation of activities under the LEARN to Read award. Nonetheless, the Contractor is expected to safely travel frequently to target states where travel for USAID staff may be prohibited or have limited opportunities to visit.

The Contractor will establish a comprehensive and dynamic safety and security plan pertaining to all aspects of its activities and the activities of its employees in the performance of all work related to this contract. The Contractor must also work closely with and establish working relationships with all authorized and appropriate safety and security organizations and entities for the protection and safety of its operations and employees. The implementer is also expected to cooperate in sharing information regarding travel hazards and security situations with the Mission’s Partner Liaison Security Operations (PLSO) activity.

The Contractor will be responsible for its own security under this contract and will employ a cost- effective security profile. The Contractor is responsible for maintaining the security of its personnel, materials, and equipment commensurate with the circumstances involved. All employees of the Contractor must meet the requirements of their work site, which may include background checks, security/restricted area clearance, drug-free workplace, safety training and/or other inspections/requirements.

4.7 Geographic Focus and Flexibility

LEARN to Read includes support to a subset of 17 focus states, however, USAID/Nigeria recognizes political, social, and economic conditions can evolve across locations unexpectedly.

USAID/Nigeria will maintain flexibility in accommodating geographic shifts where necessary and expects the Contractor to exercise situational awareness and notify USAID/Nigeria of any circumstances necessitating geographic shifts at short notice. Therefore, offerors are required to demonstrate their ability to be flexible and adaptive to changes in geographic focus with as little disruption to the fidelity of implementation as possible.

Implementation must be tailored to the needs and operating environment in each of the targeted states. The Contractor must be able to quickly and nimbly adapt or pivot activity implementation to the local needs and respond to the fluid operating environment, where applicable. As such, USAID/Nigeria understands that the package of education services and delivery modalities and/or intensity of services may vary from state to state or within targeted states depending upon precarious circumstances. Timely communication USAID concerning geographic shifts is expected from the Contractor to USAID, followed by USAID concurrence and approval before effect of any changes.

Page J.2 - 14

4.8 Do No Harm

Throughout implementation of LEARN to Read, the Contractor must reflect thoughtful consideration of any risks that may result by expanding educational options to children and youth in target locations including sufficient explanation of how appropriate safeguards will be put in place to avoid intensifying conflicts or creating harmful situations for participants. Any intervention being implemented will become part of the conflict context and thus, the impact of planned activities must be analyzed vis-a-vis how they will affect the environment at micro and macro levels.

4.9 New and Underutilized Partners

The Contractor will engage new and underutilized partners to advance Nigeria’s J2SR. New partners include firms, individuals or organizations that have not received any funding from USAID as a prime partner over the last five years. These could also include local firms and organizations that have received less than $25 million in direct or indirect awards from USAID over the past five years. The Contractor will seek to partner with these organizations and together co-create and/or co-design interventions and approaches that foster creativity and innovation, mobilize untapped resources, build on their untap capacity, and maximize impact.

4.10 Local Capacity Development (LCD)

LCD is at the heart of this award, as the Contractor will be supporting federal, state, and local education officials and other stakeholders to strengthen the education systems and policies that enhance the enabling environment for better reading outcomes among Nigeria’s elementary age pupils. This system strengthening approach will advance Nigeria’s J2SRas technical and financial management capacities are improved.

4.11 Co-Creation

The Education Office envisions co-creation to be a critical piece of work, most especially in the “on-demand” states, as needs and opportunities arise. The Mission will collaborate with the Contractor in determining which will be the “launching” state receiving intensive interventions under LEARN to Read.

4.12 Grants Under Contract

The prime contractors are required to engage new and underutilized partners following the New Partnerships Initiative and build the capacity of the local organizations. These grants will be secondary or minor to the overall work performed under the Contract.

Page J.2 - 15

4.13 Performance Objective Quality Standards

The performance objectives outlined in Attachment J.1 include many sub-categories and cross-cutting themes related to the strengthening of student performance, data systems, teacher training, budget planning and parent/community engagement. The details below outline the standards of quality embedded within the key thematic areas:

(a) Student Performance gains rely upon comprehensive assessments. LEARN to Read will prioritize working with state and local governments to institutionalize formative and annual summative reading skills assessments that conform to the Nigerian minimum proficiency framework. In order to accurately track the implementation effect on outcomes and deliverables, rolling assessments that influence pupil learning outcomes or determine the role that non-educational factors play in affecting pupil learning outcomes; and capture progress towards outcomes and deliverables in a timely and systematic method must be factored into implementation throughout the life of the LEARN Activity. Specifically, assessments of contextual factors such as malnutrition to assess the progress of student learning, access, and inform classroom instruction must be scheduled strategically to effectively inform activities in subsequent implementation years. USAID will collaborate with the Contractor to identify possible avenues to address the findings of these assessments, including use of Grants under Contract to fund pilot activities or exploring opportunities to leverage funds from other USAID or other donor programs.

(b) Data Collection Systems encompass different levels of information captured at the federal, state, and local levels. Student performance data collection systems will be inclusive and provide information on learners in formal and non-formal school settings as well as those out-of- school (but of school-age). Local data systems for research and adaptation will be able to provide timely, relevant information, especially during periods of education disruption or crisis/conflict. Technical assistance related to data collection systems will result in education authorities and civil society groups gaining reliable/continuous access to data on system performance, student performance, and contextual risks in order to promote at the local level collective action on reading reform efforts, increase community ownership of education decisions, and strengthen accountability. Furthermore, technical assistance will result in local education authorities increasing their use of management tools that emphasize the use of data, such as school report cards.

(c) Teacher Training systems strengthening will ensure capacity development interventions engage teachers, education authorities and school administrators with content related safety, equity, and accountability measures into the coaching and mentoring model (e.g., ensuring continuity of instructional support during crisis, combating gender-based bias in training, institutionalizing feedback loops for teacher experience, etc.). Safety and equity measures will need to analyze the risks and threats to educators and learners, particularly marginalized learners, and work with the local community and state government to address them. Safety measures must address barriers to access, including approaches to countering school-related gender-based violence and child marriage. Of particular importance will be to ensure religious freedom via access to relevant educational opportunities and safe spaces for

Page J.2 - 16 children of all religions.

(d) Budget Planning at the state and local levels should consider strengthening systems robustly, including, but not limited to, factoring in-service teacher training and coaching needs into book procurement planning; planning for and responding to emergencies affecting learner reading and performance outcomes; building in demands for training in multilingual contexts;

and incorporating considerations for the most marginalized and those with disabilities into the budget. Improved budget planning and allocations will result in the target states’ strengthened capacity to leverage funds from government and other development partner sources to meet recurring expenses, including purchases and distribution of materials for grades 1 and 2 prior to commencement of the school year, as well as training, coaching and mentorship for teachers and school administrators.

5. MONITORING, EVALUATION AND LEARNING

(a) USAID/Nigeria will measure the impact of the LEARN to Read activity using the following primary USAID Standard Indicators:

● ES 1-1: Percent of learners targeted for USG assistance who attain a minimum grade-level proficiency in reading at the end of grade 2

● ES.1-48 Percent of learners targeted for USG assistance with an increase of at least one proficiency level in reading by the end of grade 2 (i.e., after two years of formal reading instruction)

● SUPP-15 Education systems strengthened, policy reform

● SUPP-16 Education systems strengthened; data systems improved

● CBLD-9 Percent of USG-assisted organizations with improved performance

(b) Additional Illustrative Indicators to Inform Implementation: Other illustrative indicators that may be relevant to the work and that the contractor could propose in a completed MEL plan include those found at the following links:

● Standard Foreign Assistance and Supplemental Indicators recommended by the Office of Education: https://www.edu-links.org/resources/USAID-2019-Education- Indicator- Guidance?q=resources/2019-e3ed-reporting-guidance

● Recommended indicators & measurement approaches for safer learning environments and conflict sensitive education, developed by the Education in Conflict and Crisis Network (https://www.eccnetwork.net/resources/recommended-indicators)

● Equity in Education Indicators Guidance, that can help capture progress towards more equitable education systems (http://www.educationequity2030.org/resources- 2/2018/11/13/education-equity-indicators-for-access-guidance-for-practitioners-in-crisis- and-conflict-affected-contexts) http://www.edu-links.org/resources/USAID-2019-Education-Indicator-http://www.edu-links.org/resources/USAID-2019-Education-Indicator-https://www.eccnetwork.net/resources/recommended-indicators http://www.educationequity2030.org/resources-2/2018/11/13/education-equity-indicators-for-access-guidance-for-practitioners-in-crisis-and-conflict-affected-contexts http://www.educationequity2030.org/resources-2/2018/11/13/education-equity-indicators-for-access-guidance-for-practitioners-in-crisis-and-conflict-affected-contexts http://www.educationequity2030.org/resources-2/2018/11/13/education-equity-indicators-for-access-guidance-for-practitioners-in-crisis-and-conflict-affected-contexts

Page J.2 - 17

(c) USAID/Nigeria requires all implementing partners to coordinate with its Monitoring, Evaluation, and Learning contract for completion of activity MEL plans, data submission into the Mission’s MONITOR database, field-based monitoring, learning events, and performance evaluations.

(d) Data plays a critical role in the ability of state and local actors to institutionalize the policies and practices required to support improved reading outcomes for learners in grades 1 and 2. Monitoring, evaluation, and learning (MEL) processes that reliably produce high quality data, model the judicious use of data, and make data available in a transparent way to a variety of stakeholders may be both technical activities and MEL activities.

To this end, where it is logical and possible, MEL practices should use the same structures as the Government of Nigeria at the state and local levels and improve the quality or added value of local data-driven decision-making processes. Reflecting the context in Nigeria, MEL practices should be conflict-sensitive and shock-responsive, planning and preparing for shocks and stresses (like armed conflict or pandemics). For more detail on the specific deliverables related to monitoring, evaluation, and learning, see Section F. Read below to find resources and principles for monitoring, evaluation, and learning that are especially relevant to this activity.

(e) Context monitoring can support the activity and local stakeholders to monitor the most likely shocks and stressors to the education system over the life of the project, as well as the factors that may serve as triggers for specific scenarios agreed to in the activity work plan, improving the timing of interventions and services. Context indicators can be one of the outputs of a Rapid Education and Risk Analysis [https://www.eccnetwork.net/resources/rapid-education-and-risk-analysis-rera-toolkit] that collects information on the multiple sources of risk and resilience present in the education sector and analyzes how those sources of risk and resilience interact with the social, political, governmental, and economic context.