Attachment J.6 EGRP II Progress Report.pdf

Government of Nepal, Ministry of Education, Science and Technology

USAID’s Early Grade Reading Program II (EGRP II) in Nepal

Year 1 Annual Progress Report: June 1, 2020–May 31, 2021 (including April–May 2021 Quarterly Report)

June 30, 2021 This publication was prepared for review by the United States Agency for International Development. It was prepared by RTI International.

USAID’s Early Grade Reading Program II (EGRP II) in Nepal Annual Progress Report: June 1, 2020–May 31, 2021 (including April–May 2021 Quarterly Report)

Cooperative Agreement No. 72036720CA00001

Prepared for Jayakrishna Upadhyay Agreement Officer’s Representative Education Development Office United States Agency for International Development/Nepal GPO Box No. 295 U.S. Embassy, Maharajgunj Kathmandu, Nepal Email: jupadhyay@usaid.gov

Prepared by RTI International P.O. Box 12194 Research Triangle Park, NC 27709-2194

USA

http://www.rti.org/

The authors’ views expressed in this report do not necessarily reflect the views of the United States Agency for International Development or the United States Government.

RTI International is a trade name of Research Triangle Institute. RTI and the RTI logo are U.S. registered trademarks of Research Triangle Institute.

Cover photo: A mother joins her daughter in an after-school learning activity supported by EGRP II in Parsa District to help mitigate the effects of COVID-19 on children’s learning.

(Photo credit: Avash Karmacharya) http://www.rti.org/ mailto:jupadhyay@usaid.gov

EGRP II in Nepal, Year 1 Annual Progress Report, June 1, 2020 – May 31, 2021 (including April–May 2021 quarter) iii

Table of Contents Page List of Tables ....................................................................................................................... v

List of Figures..................................................................................................................... vi List of Abbreviations ........................................................................................................ viii

1 Introduction

1.1 Program Overview

1.2 Executive Summary

1.3 Program Description

2 Summary of Programmatic Accomplishments Versus Goals (Annual)

3 Detailed Progress and Key Current and Cumulative Achievements (Annual and Quarterly)

3.1 Objective 1: Support Development and Rollout of the IC and Continue to Scale Up EGR

3.1.1 Sub-Objective 1.1: Support IC rollout and implementation

3.1.2 Sub-Objective 1.2: Support MOEST policy and planning for NEGRP

3.2 Objective 2: Build Municipal- and Provincial-Level Capacity for Delivering EGR Services

3.2.1 Sub-Objective 2.1: Provide capacity building for palika officials and

LEU staff

3.2.2 Sub-Objective 2.2: Support local governments to develop policies and costed plans for NEGRP under the IC

3.2.3 Sub-Objective 2.3: Support LEUs and local governments to use data-driven decision making

3.2.4 Sub-Objective 2.4: Provide SRMs to promote children’s reading skills

3.3 Objective 3: Improve Local Governments’ Ability to Provide TPS, Coaching, Mentorship, and Supervision

3.3.1 Sub-Objective 3.1: Support CEHRD/HRDD to revise TPS guidance and to incorporate a menu of options

3.3.2 Sub-Objective 3.2: Support local governments to develop and roll out plans for TPS implementation

3.3.3 Sub-Objective 3.3: Training and support for LEU staff to use the TPS guide and resource materials

3.3.4 Sub-Objective 3.4: Conduct joint monitoring and coaching

3.4 Objective 4: Support Continuity of Learning in Response to the COVID-19 Pandemic

3.4.1 Sub-Objective 4.1: EGR learning engagement for students during extended school closures

3.4.2 Sub-Objective 4.2: Preparing for EGR instruction upon schools’ re-opening

3.4.3 Sub-Objective 4.3: Planning for possible school re-closures

3.5 Monitoring, Evaluation, Learning, and Adapting

(including April–May 2021 quarter) iv

3.5.1 Develop MEL system and dashboards

3.5.2 Conduct routine monitoring, reporting, and collaborative learning

3.5.3 Conduct program learning and evaluation

3.6 Government of Nepal Liaison (Annual and Quarterly)

3.7 Collaboration and Coordination with Similar Interventions in the Sector (Annual and Quarterly)

3.8 Gender Equality and Social Inclusion (Annual and Quarterly)

3.9 Communications, Branding, and Marking (Annual and Quarterly)

3.9.1 Communications activities and updates

3.9.2 Media coverage of EGRP II

3.9.3 Suggested social media posts

4 Challenges, Lessons Learned, and Mitigation Strategies (Annual and Quarterly)

5 Best Practices (Annual)

6 Prospects for Next Year’s Performance

7 Management, Administration, and Safety (Annual and Quarterly)

7.1 Management

7.2 Human Resources

7.3 Finance and Administration

7.4 Procurement and Logistics

7.5 Information Technology

7.6 Safety and Security

7.7 Environmental Compliance

8 Finance and Expenditure Status (Annual and Quarterly)

8.1 Activities for Next Quarter

8.2 Estimated Expenditures

Annex A: Update on Progress during the April-May 2021 Quarter

Annex B: Progress by Indicators (Quarterly Plus Cumulative Through Year 1)

Annex C: List of Key Upcoming Events and Dates (Next Quarter)

Annex D: Success Story or Case Study (Annual and Quarterly)

Annex E: High-Resolution Photo Files with Captions (Annual and Quarterly)

Annex F: Training Quality Monitoring Tool

Annex G: Training Quality Assurance Tool

Annex H: Joint Monitoring Visit Data Collection Tool

(including April–May 2021 quarter) v

List of Tables Table 1: Programmatic objectives and goals versus accomplishments and status as of May 31, 2021

Table 2: Progress toward FY2 indicator targets as of May 31, 2021

Table 3: IC orientations and TPD trainings supported, by district (N = 165)

Table 4: Policy objectives and proposed solutions presented in two briefing papers

Table 5: Readers at different fluency levels in the NARN, grade 3

Table 6: Timeline for benchmark revision and finalization

Table 7: Overall staffing levels reported by LEUs through the needs assessment survey

Table 8: Round 1 local capacity development workshop content

Table 9: Round 2 local capacity development workshop content

Table 10: District Coordination Committee membership

Table 11: Status of SRM delivery in the 22 NEGRP expansion districts

Table 12: Number of schools visited for JMVs, by province and district level

Table 13: List of interactive digital content development, by subject and grade (number of lessons/activities)

Table 14: Status of digital lesson development and review

Table 15: Status of home- and community-based learning clusters by the end of May 2021

Table 16: Sample size for the first phase of the baseline study

Table 17: Sample size for the second phase of the baseline study

Table 18: Categories of readers, by grade

Table 19: Challenges, lessons learned, and mitigation strategies

Table 20: Cumulative costs and projected expenses

(including April–May 2021 quarter) vi

List of Figures Figure 1: Key EGRP II achievements in Year 1

Figure 2: EGRP II target districts

Figure 3: EGRP II program goal and objectives

Figure 4: Objective 1 components

Figure 5: Screenshots of the draft IC TPD trainer guide and training resource materials

Figure 6: Participants in IC TPD MTOTs, by district (N = 59)

Figure 7: Number of district or cluster-level IC orientations and IC TPD trainings supported, by reporting quarter and overall (N = 165)

Figure 8: Considerations for switching to virtual modalities for IC TPD MTOTs

Figure 9: Screenshot of findings from the quality monitoring dashboard for IC TPD trainings

Figure 10: Timeline for the SEC process in the IC operational research study

Figure 11: Screenshot of Barometer page for the EGRP endline assessment

Figure 12: Screenshot from a virtual dissemination event for the EGRP endline results

Figure 13: Draft table of contents for the revised benchmark document

Figure 14: Objective 2 components

Figure 15: Participants by organization in the Round 2 TOTs (N = 117)

Figure 16: Strengths and best practices identified during the “pause and reflect” event on Round 1 local capacity development workshops

Figure 17: Participants by organization in the Round 1 local capacity development workshops (N = 1,247)

Figure 18: Participants by organization in the Round 2 local capacity development workshops to date (N = 215)

Figure 19: Recommendations identified during the “pause and reflect” event on Round 2 local capacity development workshops

Figure 20: Training quality assurance findings for the Round 1 and 2 local capacity development TOTs and workshops

Figure 21: Participants by organization in LEU review meetings (N = 4,226)

Figure 22: Participants by organization in DCC meetings (N = 494)

Figure 23: Outline of typical MEP content

Figure 24: Benefits of developing a local education profile

Figure 25: Scenes from the SRM printing, packaging, and delivery process

Figure 26: Objective 3 components

Figure 27: Thumbnail images from the approved TPS management procedure and the TPS guideline

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Figure 28: Research questions for TPS operational research study

Figure 29: Quality ratings of schools by JMV participants, by domain (N = 825)

Figure 30: Objective 4 components

Figure 31: Screenshot of OLE landing page for digital lessons

Figure 32: Screenshot of a virtual district-level orientation on the parent/teacher guides for flexible learning in grades 1–3

Figure 33: Monthly planning and progress updating cycle

Figure 34: Average CB-EGRA scores, grade 2 (%)

Figure 35: Average CB-EGRA scores, grade 3 (%)

Figure 36: Average CB-EGRA scores, by grade and home language (%)

Figure 37: EGRP II staffing as of May 31, 2021, by gender and ethnicity

Figure 38: Screenshot of simplified digital learning content for children with dyslexia

Figure 39: Samples of illustrations developed for the flexible learning materials reflecting gender-equality principles

Figure 40: Screenshot of a segment of the new EGRP II landing page on the RTI website

Figure 41: Excerpts from the EGRP II presentations at CIES 2021

Figure 42: Screenshot of part of the local status tracker page focusing on TPS implementation

Figure 43: Estimated cost per child of the home- and community-based schooling model ( )

(including April–May 2021 quarter) viii

List of Abbreviations AWP Annual Work Plan CB-EGRA Classroom-Based Early Grade Reading Assessment CDC Curriculum Development Center CEHRD Center for Education and Human Resource Development CIES Comparative and International Education Society CLA Central-Level Agency COP Chief of Party COVID-19 Coronavirus Disease 2019 DCC District Coordination Committee EDCU Education Development and Coordination Unit EGR Early Grade Reading EGRA Early Grade Reading Assessment EGRP Early Grade Reading Program EGRP II Early Grade Reading Program II ERO Education Review Office ETC Education Training Center FCDO Foreign, Commonwealth and Development Office (U.K.)

FY Fiscal Year GESI Gender Equality and Social Inclusion GON Government of Nepal HRDD Human Resource Development Division IC Integrated Curriculum IEMIS Integrated Education Management Information System IND Indicator IR Intermediate Result IT Information Technology JICA-IMEN Japan International Cooperation Agency’s Project for Improving Mathematics

Instruction in Nepal JMV Joint Monitoring Visit L1, L2 First Language (Mother Tongue), Second Language LEU Local Education Unit LOP Life of Program MEL Monitoring, Evaluation, and Learning MEP Municipal Education Plan MOEST Ministry of Education, Science, and Technology MOSD Ministry of Social Development MTOT Master Training of Trainers NARN National Assessment for Reading and Numeracy NEGRP National Early Grade Reading Program NGO Nongovernmental Organization

(including April–May 2021 quarter) ix

NPR Nepali Rupee OLE Open Learning Exchange ORF Oral Reading Fluency RISE Research on Improving Systems of Education Programme SDG Sustainable Development Goal SEC Surveys of Enacted Curriculum SRM Supplementary Reading Material SSDP School Sector Development Plan SWOT Strengths, Weaknesses, Opportunities, and Threats TOR Terms of Reference TOT Training of Trainers TPD Teacher Professional Development TPS Teacher Professional Support U.K. United Kingdom UNICEF United Nations Children’s Fund U.S. United States USAID United States Agency for International Development USG U.S. Government VAT Value-Added Tax

(including April–May 2021 quarter) 1

1 Introduction

1.1 Program Overview

Program name: USAID’s Early Grade Reading Program II (EGRP II) in Nepal

Program start date and end date: June 1, 2020 – May 31, 2022

Name of prime implementing partner:

RTI International

Cooperative agreement number: 72036720CA00001

Names of subcontractors: Not applicable

Major host-country counterpart organizations:

Ministry of Education, Science and Technology (MOEST), Curriculum Development Center (CDC), Center for Education and Human Resource Development (CEHRD) [which includes the Human Resource Development Division [HRDD] and Education Review Office (ERO)]

Geographic coverage: Kathmandu and the following 38 districts: Achham, Baglung, Banke, Bara, Bardiya, Bhaktapur, Bhojpur, Dadeldhura, Dailekh, Dang, Dhankuta, Dhanusha, Dolpa, Doti, Kailali, Kapilvastu, Kanchanpur, Kaski, Khotang, Mahottari, Manang, Mustang, Myagdi, Nawalparasi West, Parsa, Rasuwa, Rautahat, Rolpa, Rupandehi, Salyan, Saptari, Sarlahi, Sindhuli, Sindhupalchok, Siraha, Surkhet, Taplejung, Tanahun

Reporting period: Year 1: June 1, 2020 – May 31, 2021 (including the April–May 2021 quarter)

1.2 Executive Summary

This report provides a progress update for the Early Grade Reading Program II (EGRP II), covering June 1, 2020–May 31, 2021. EGRP II is a 2-year, United States Agency for International Development (USAID)-funded program of technical assistance to the Government of Nepal (GON) that is being implemented from June 1, 2020, through May 31, 2022. Similar to USAID’s first EGRP in Nepal, EGRP II is continuing to support the GON to scale up the National Early Grade Reading Program (NEGRP) in coordination and collaboration with relevant stakeholders so that all grade 1–3 students in community schools in the 38 current NEGRP target districts demonstrate improved reading outcomes. EGRP II is achieving its goals through four main outcomes, focusing on support for development and rollout of an integrated curriculum (IC) in the early primary grades; capacity development for subnational government education systems in a context of increasing decentralization;

assistance for implementation of a revised approach to teacher professional support; and support to promote continuity of learning in the context of the coronavirus disease 2019 (COVID-19) pandemic.

Year 1 of EGRP II was a time of significant achievements coupled with ongoing uncertainty and adaptation due to the COVID-19 pandemic and its effects in Nepal. An overview of key achievements during the year is provided in Figure 1.

(including April–May 2021 quarter) 2

Figure 1: Key EGRP II achievements in Year 1

Through Objective 1, EGRP II provided technical support to the GON on developing the IC training package and training resource materials. EGRP II also supported IC orientations and cluster-level teacher professional development (TPD) trainings that rolled out following the first rounds of master trainings of trainers (MTOTs) funded by the GON in November 2020—an effort that will continue in Year 2.

EGRP II originally intended to fund IC TPD MTOTs for 50 master trainers in Year 1.

However, scheduling was delayed due to competing Center for Education and Human Resource Development (CEHRD) priorities and COVID-19 restrictions in April and May 2021. As a result, training for all 200 planned trainees has been rescheduled to Year 2, and EGRP II will work with CEHRD to switch to virtual training modalities for at least part of the trainings.

Terms of reference (TOR) for an operational research study on the IC were drafted and shared with the Curriculum Development Center (CDC) and USAID for feedback. EGRP II also established a research partnership with the Research on Improving Systems of Education (RISE) Programme to utilize the Surveys of Enacted Curriculum (SEC) methodology in the study. Further preparatory work will take place in Year 2, with data collection occurring after teachers have had the opportunity to implement some of the IC during the 2021–2022 school year.

To support policy making and use of data for decision making related to early grade reading (EGR), EGRP II provided technical assistance to the Education Review Office (ERO) on data analysis, reporting, and dissemination for the 2020 National Assessment of Reading and Numeracy (NARN)—and spearheaded dissemination of the EGRP endline findings—at national, provincial, district, and local levels. Through briefing papers, meetings, and written comments, the team shared inputs on EGR practices in the new education sector plan for 2021–2030 that is currently under development by the GON. In addition, EGRP II supported formation of a task team to revise Nepal’s national EGR benchmarks to align more

Key Year 1 achievements

Reached 122,299 grade 1-3 children (51% girls) in 2,927 schools

Supported rollout of IC teacher professional development (TPD) master trainings of trainers (MTOTs) and creation of training resource materials covering all subjects in grades 1-3

Completed 80 local capacity development workshops with 1,462 government officials to strengthen education sector planning across 396 municipalities

Distributed 551,001 supplementary reading materials (SRMs) to 2,927 schools in 22 NEGRP expansion districts

Supported revision of teacher professional support (TPS) procedures and guidelines; and assisted district and local education officials to conduct joint monitoring visits (JMVs) to 273 schools and analyze data from 823 monitoring forms

Rolled out a home- and community-based learning model in 219 schools across 16 municipalities in Province 2 to mitigate the effects of COVID-19 on children's learning

(including April–May 2021 quarter) 3 appropriately with student skill levels and started work on literature review, data analysis, and creation of the benchmark document outline. In Year 2, these policy- and data-related activities will continue through inputs on the sector plan and support to review the NEGRP minimum package,1 if requested. EGRP II will also continue to support the GON to finalize the revised EGR benchmarks.

Under Objective 2, EGRP II implemented a series of steps to build capacity development of subnational education structures in education planning and management in support of EGR.

The process began with introductory meetings to explain EGRP II’s objectives and priorities with each of the NEGRP’s 38 target districts and 396 palikas,2 followed by palika review meetings to discuss the status of EGR as well as NEGRP and IC rollout in each municipality.

EGRP II also coordinated district and local officials to establish District Coordination Committees (DCCs) in the 22 NEGRP expansion districts outside of EGRP’s 16 target districts where DCCs had not previously been established. During Year 1, the program supported 43 DCC meetings to promote effective coordination on NEGRP implementation, and 6 extended DCC meetings, which raise awareness and engagement among locally elected representatives who have decision making and budget allocation authority in the education sector.

These efforts were then complemented by design and rollout of Round 1 and Round 2 of the planned local capacity development workshops, with Round 1 targeting all 396 palikas and Round 2 aiming to support the 251 palikas in the 22 NEGRP expansion districts. During Year 1, EGRP II worked closely with CEHRD, the School Sector Development Plan (SSDP) Technical Assistance team, and the Japan International Cooperation Agency’s Project for Improving Mathematics Instruction in Nepal (JICA-IMEN) to develop the capacity development approach and coordinate on workshop implementation.

By April 2021, 69 Round 1 workshops had been completed, building capacity for education sector planning of 1,247 government officials and across all 396 target palikas. In April 2021, EGRP II completed training of trainer (TOT) events for selected GON officials who were slated to facilitate the Round 2 workshops. The training team then managed to complete 11 out of the 78 planned Round 2 workshops (reaching 215 participants) the same month before widespread lockdowns were reimposed due to COVID-19. Round 2 emphasized municipal education plan (MEP) development, NEGRP and IC implementation, and teacher professional support (TPS) rollout at the local level. As a result of these efforts, work commenced at the local level on use of the Integrated Education Management Information System (IEMIS) and education profiles, as well as tracking of resource allocations to education.

Local capacity development efforts will be ongoing in Year 2 as EGRP II continues to roll out the remaining Round 2 workshops and other supportive activities, such as Local Education Unit (LEU) review meetings, DCC meetings, and routine follow-up with LEU officials. Working closely with selected district and local GON officials, the program will

1 The minimum package is a costed set of interventions designed to improve EGR, including curriculum development, teaching and learning materials, teacher training and support, community and parent engagement, and monitoring and learning assessment. EGRP assisted the GON in developing the minimum package.

2 Palika is a Nepali term equivalent to “municipality.”

(including April–May 2021 quarter) 4 also implement a third round of capacity development workshops for targeted palikas that require additional assistance with education planning and delivery at the local level.

Lastly under Objective 2, in early 2021, EGRP II successfully completed distribution of more than half a million supplementary reading materials (SRMs) to 2,927 schools in 22 NEGRP expansion districts. EGRP II team members then followed up to ensure proper display and use of the SRMs in schools through engagement with local officials in the capacity development workshops and other coordination events. The program will continue this effort in Year 2 to encourage children’s reading practice.

Through Objective 3, EGRP II coordinated closely with CEHRD to revise the TPS approach in response to research conducted under EGRP as well as the evolving decentralization of governance in Nepal. As a result, a revised TPS management procedure (an official GON procedural document) and TPS guideline (a less formal and more detailed document to guide TPS actors) were finalized and prepared for printing. These documents will be distributed and utilized during TPS-related trainings, joint monitoring visits (JMVs), and other follow-up activities in Year 2.

Based on planning with CEHRD, EGRP II expected that the MTOTs for TPS master trainers and for establishing a system of local TPS roster experts would be conducted before the end of Year 1. However, this could not be completed due to competing government priorities and COVID-19-related disruptions. As such, EGRP II moved these activities into Year 2 in coordination with CEHRD and will support virtual training modalities as needed if lockdowns or limits to in-person events continue.

Support to LEUs on TPS provision continued to roll out through the local capacity development TOTs and orientation and coordination meetings with LEUs under Objective 2, in addition to development of TPS monitoring tools for use during school visits. JMVs began in Year 1, and visits were completed in 273 schools as of May 2021. These visits generated useful feedback about the status of EGR instruction and materials use as well as IC, NEGRP, and TPS rollout at local levels—feedback that was shared and discussed during Round 2 capacity development workshops.

However, because of the ripple effects of delays in rolling out the local-level workshops and TPS-related trainings, progress on this outcome was not as advanced as originally planned by the end of Year 1. EGRP II will intensify the focus on TPS piloting in Year 2 in order to achieve the planned outcomes, but this process may be in question if COVID-19 disruptions continue.

Finally, under Objective 3, EGRP II began drafting the TOR for the operational research study on TPS and expects to roll out the study in Year 2, as originally planned.

Efforts under Objective 4 focused on supporting the GON’s response to COVID-19 in the education sector through a partnership with Open Learning Exchange (OLE) Nepal to develop new digital early grade learning content for upload to CEHRD’s online learning portal. As of the end of Year 1, 95 new digital learning lessons in the subjects of Nepali, mathematics, science, social studies, and Nepali Sign Language, as well as lessons for children with dyslexia were nearly finalized for upload to the portal.

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The intensive effort required to review and revise the contents based on GON feedback meant that contents had not yet been uploaded to the portal as of the end of Year 1 as originally planned. However, OLE expects to complete the remaining 24 lessons—for a total of 119— in June 2021. EGRP II redoubled efforts to support OLE, CDC, and CEHRD to review and finalize the already-produced lessons so that the OLE subaward can be closed out as planned by June 30, 2021. However, the review and finalization process takes time, and there is a risk that this activity will not be completed on time.

The EGRP II team members also provided ongoing COVID-19 support in the education sector at the national, provincial, district, and local levels. This outcome was achieved through regular participation in planning and coordination mechanisms at all levels, including emergency education clusters, and through local capacity development workshop sessions focusing on pandemic response.

In addition, a robust, well-targeted community- and home-based learning approach was rolled out in Province 2, reaching 219 schools across 16 of the most disadvantaged palikas in the country. EGRP II completed orientations for local government and school officials on the activity, and trained teachers to set up and run small learning clusters to help children catch up on education lost during the pandemic. First-tranche payments of small grants were completed, and the EGRP II team set up all paperwork to make the second (and final) tranche of payments in early June 2021.

Tablets, decodable readers, and stationery packs were distributed by EGRP II and put into use in the target schools. Monitoring of “catch-up” learning activities continued, conducted by program staff as well as LEUs, school management committees or parent–teacher associations, and head teachers. COVID-19 lockdowns in April and May 2021 disrupted learning cluster activities, but EGRP II supported schools and teachers to adjust so they could continue reaching students through alternative means. During Year 2, these efforts will be continued and scaled up, with some adjustments for lessons learned in Year 1.

EGRP II planned to support ERO with a study of learning loss during Year 1. However, after follow-up discussions were held with ERO on learning-loss research, EGRP II was required to adjust this activity because ERO did not receive the expected budget allocation for the study during the 2020–2021 GON fiscal year. In response, EGRP II has allocated funds to support the study in Year 2.

To help guide alternative learning approaches in the face of COVID-19 disruptions, EGRP II supported CDC to develop, print, and prepare to distribute grades 1–3 flexible learning guidelines for parents and teachers in Year 1, with distribution expected to happen from June- July 2021. EGRP II teams also started district-level orientations on the flexible learning guidelines, which will continue in June 2021. Furthermore, the team effectively integrated COVID-19 response information into the local capacity development workshops in Round 1 to build awareness of emerging best practices in the education sector. A key priority in Year 2 will be to document and share these lessons with wider audiences for the benefit of more students.

Throughout Year 1, the EGRP II team built a solid monitoring, evaluation, and learning (MEL) plan and system. This effort resulted in creation of online forms and user-friendly dashboards to support tracking of monthly activities and outputs as well as overall program

(including April–May 2021 quarter) 6 outcomes. In addition, the MEL team conducted internal capacity building of other team members to ensure data quality and timely reporting based on the MEL Plan that was approved in early 2021. A learning review with regional teams also revealed important lessons related to maintaining collaboration and team morale during prolonged “work from home” arrangements due to COVID-19.

The MEL team provided technical assistance for activities under Objectives 1–4 as needed, and successfully led implementation of the program baseline evaluation. This evaluation utilized an innovative, low-cost approach that tapped into the GON’s classroom-based early grade reading assessment (CB-EGRA) as well as the more traditional early grade reading assessment (EGRA) methodology. The baseline evaluation identified substantial challenges related to learning loss in comparison with CB-EGRA findings from previous years, pointing to the long-term implications that the COVID-19 pandemic is likely to have on learning outcomes in Nepal.

Lastly, the EGRP II team collaborated closely with the GON at all levels and with development partners active in the Nepal education sector in pursuit of mutual goals. The program also promoted gender equality and social inclusion (GESI) in hiring practices and staff capacity development and reflected GESI principles in areas such as local capacity development and materials creation. Communications products and activities such as a briefing paper, a “landing page” on RTI’s website, social media stories, and a virtual site visit to Province 2 by the USAID/Nepal Mission Director helped EGRP II spread information among a range of audiences about program objectives and outcomes.

The EGRP II team celebrates these Year 1 achievements, has learned much from responding to the evolving COVID-19 pandemic situation, and looks forward to a successful Year 2.

1.3 Program Description

EGRP II is a 2-year, USAID-funded program of technical assistance to the GON that is being implemented from June 1, 2020, through May 31, 2022. Similar to USAID’s EGRP, EGRP II is continuing to support the GON to scale up the NEGRP in coordination and collaboration with relevant stakeholders so that all grade 1–3 students in community schools in the 38 current NEGRP target districts (see Figure 2 plus alphabetical list in Section 1.1) demonstrate improved reading outcomes.

(including April–May 2021 quarter) 7

Figure 2: EGRP II target districts

EGRP II support is being provided in the context of (1) the shift from a subject-based curriculum to an IC in the early grades, (2) the transition from a centralized to a decentralized governance system, and (3) ongoing and potential future disruptions to teaching and learning due to the COVID-19 pandemic. Accordingly, EGRP II is achieving its goal through four objectives, as captured in Figure 3.

Figure 3: EGRP II program goal and objectives

Objective 1 focuses on offering technical assistance to the CDC and CEHRD as they develop and roll out a 10-day training package for the IC nationwide. In particular, this technical assistance will enable the eight new NEGRP target districts that have not yet received TPD training to meet NEGRP minimum package training requirements.

Outcome: Improved early grade literacy in grades 1–3 for students in Nepali public schools

Objective 1: Support development and rollout of the IC and continue to scale up early grade reading

Objective 2: Build municipal- and provincial-level capacity for delivering early grade reading services

Objective 3: Improve local governments' ability to provide teacher professional support, coaching, mentorship, and supervision

Objective 4:

Support continuity of learning in response to the COVID-19 pandemic

(including April–May 2021 quarter) 8

In Year 1, EGRP II offered technical assistance for quality monitoring of MTOTs that CEHRD carried out for 120 trainers. EGRP II had also expected to fund an MTOT for 50 additional trainers for the nationwide IC training package in program Year 1 and 150 in Year 2. However, the training could not be completed in Year 1 due to COVID-19 delays, and as such, training for 200 participants is planned for Year 2. The program is also providing technical assistance for quality monitoring of the training rollout at the cluster level. In addition, EGRP II is helping CDC and CEHRD to design research on effective strategies for implementing the IC.

Furthermore, the program has assisted the Ministry of Education, Science, and Technology (MOEST) and its central-level agencies (CLAs), including the ERO, to analyze and disseminate assessment outcomes from the first EGRP. The program has also supported ERO to analyze and report on data from the NARN and CB-EGRAs. These data are being used to inform policy making and practice around early grade learning, including reporting for the United Nations Sustainable Development Goal 4 (SDG 4),3 potential revisions to the NEGRP minimum package, a new education sector plan reflecting EGR best practices, and revised national EGR benchmarks.

Outcomes under Objective 1 include the following:

• Technical support is offered on EGR best practices in developing the nationwide, 10-day IC training package and MTOTs.

• MTOT is funded for 200 master trainers for the nationwide IC training package, in agreement with the GON.

• Operational research on the IC is conducted to inform future implementation.

• Assessment data are analyzed and utilized to inform education sector policy and programming.

Through Objective 2, EGRP II focuses on helping municipalities formulate education policies and costed action plans that reflect NEGRP minimum package expectations around EGR under the IC. EGRP II is supporting LEUs to use data for decision making by developing and maintaining LEU profiles with information on learning outcomes, EGR teacher training status, coaching frequency, and teacher and student language profiles. In addition, the program is helping local governments document and report information on allocation and use of discretionary budget resources in education. The above is being achieved through a set of workshops delivered at the LEU level as well as supportive follow-up meetings and monitoring efforts. Finally, EGRP II continued where EGRP left off at contract close at the end of October 2020, by overseeing the remaining distribution of SRMs to schools in all 22 NEGRP expansion districts.

Outcomes under Objective 2 include the following:

• All LEUs in 38 districts are using the updated IEMIS and education profiles.

• All LEUs in 38 districts are tracking and reporting discretionary resources dedicated to education.

• All schools in 38 districts have at least one book corner for grades 1–3.

3 SDG 4 focuses on ensuring inclusive and equitable high-quality education and promoting lifelong learning opportunities for all.

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Objective 3 focuses on assisting LEUs with TPS implementation. Based on the research findings and experience from EGRP, EGRP II supported CEHRD to prepare the revised TPS management procedure and guideline, incorporating a menu of TPS implementation options for LEUs. The program will then support CEHRD and Education Training Centers (ETCs) to design, roll out, and monitor MTOTs for TPS. EGRP II will also support mixed-methods operational research, which will allow MOEST and CEHRD to examine the feasibility and effectiveness of different TPS menu options. Joint monitoring and periodic visits by GON officials and program staff to LEUs and schools are reinforcing best practices in EGR instruction and TPS. EGRP II will also help the government design and implement master training for a roster of experts for TPS. As a result of these efforts, local governments in the 38 districts will have defined and tested an evidence-based model for teacher support, coaching, and supervision.

Outcomes under Objective 3 include the following:

• CEHRD has updated TPS management procedure and guideline to support flexible

TPS approach.

• MTOT is completed for TPS.

• All LEUs are piloting an approach to TPS.

• Operational research on the TPS pilots is completed.

Objective 4 focuses on COVID-19 responses in the education sector. This effort entails activities to help central and subnational governments promote EGR engagement for students during extended school closures, prepare for resuming EGR instruction upon schools’ re-opening, and plan for possible future school re-closures. This objective is intended to respond flexibly to emerging needs resulting from the pandemic. Activities include supporting CEHRD and CDC to develop new digital early grade learning content for CEHRD’s learning portal. EGRP also provided technical assistance to CDC to develop guidelines for teachers and parents, reflecting adjusted curriculum content and flexible learning approaches that can be implemented during a shortened 2020–2021 academic year.

EGRP II will also assist ERO with assessing learning loss.

The program is providing direct support to LEUs to implement community- and home-based learning opportunities, targeting rural, disadvantaged municipalities that are heavily impacted by COVID-19; have limited access to online, radio, or television learning opportunities; and may not re-open schools in the foreseeable future. In Year 1, these interventions included small grants to schools, distribution of tablets preloaded with offline learning content, and consumable decodable books and stationery packs. Finally, regional and district program staff are continuing the practice established through EGRP of supporting palikas to utilize funds for local-level COVID-19 responses—particularly printing and distribution of self-learning materials for students—and participating in emergency education cluster mechanisms at provincial, district, and municipal levels to support coordination and planning.

As indicated earlier, EGRP II is implemented in 38 NEGRP districts, covering 396 LEUs.

The program provides intensive support for implementation of the NEGRP minimum package in 22 districts where MOEST is expanding EGR activities (Levels 1 and 2) and continued technical assistance for the 16 districts that were targeted under EGRP (Level 3).

EGRP II operates from a Kathmandu central office as well as four regional offices. Supported

(including April–May 2021 quarter) 10 by other regionally based technical staff, one district coordinator per district works closely with LEUs and other local government staff to plan for and roll out NEGRP activities. The district coordinators are embedded in Education Development and Coordination Units (EDCUs) at the district level to support LEUs in implementing activities such as MTOT rollout, monitoring and use of data for decision making, and building of LEU skills in TPS.

In addition, short-term local program officers based in selected LEU offices provide surge capacity to support community- and home-based learning activities for the COVID-19 response.

(including April–May 2021 quarter) 11

2 Summary of Programmatic Accomplishments Versus Goals (Annual)

This section lays out a comparison of actual accomplishments by program objective against goals established for the period in the Year 1 Annual Work Plan (AWP) and MEL Plan. The section identifies reasons for activities that were delayed or established goals and indicators that were not met, where applicable. In general, EGRP II activities and goals remained on track, although the program experienced some delays due to factors such as competing GON priorities and COVID-19 disruptions. As such, some adjustments will be required in Year 2 to compensate for delays and changes to core activities. These adjustments are documented in this section and in the approved Year 2 AWP.

Table 1 provides an overview of the status of EGRP II objectives and goals, along with related accomplishments and explanations for any such delays, during Program Year 1. In the “Accomplishments and status” column, items in white experienced delays in Year 1 but are expected to be achieved in Year 2. Items in light blue experienced some delays in Year 1 but are mainly on track. Items in dark blue are fully on track or completed.

Table 1: Programmatic objectives and goals versus accomplishments and status as of May 31, 2021

Objectives and goals Accomplishments and status

Objective 1: Support development and rollout of the IC and continue to scale up EGR

Technical support is offered on EGR best practices in development of the nationwide, 10-day IC training package and MTOTs.

Technical support on the IC training package and assistance with finalizing training resource materials were provided; these materials will be completed and printed early in the June–September 2021 period.

EGRP II also supported numerous IC orientations and cluster-level TPD trainings that rolled out following the first rounds of MTOTs funded by GON in November 2020—an effort that will continue in Year 2.

MTOT is funded for 200 master trainers for the nationwide IC training package, in agreement with the

GON.

EGRP II originally intended to fund IC TPD MTOTs for 50 master trainers in Year 1. However, scheduling was delayed due to competing CEHRD priorities and COVID-19 restrictions in April and May 2021. As a result, training for all 200 planned trainees has been rescheduled to Year 2, and EGRP II will work with CEHRD to switch to virtual training modalities for at least part of the trainings.

Operational research on the IC is conducted to inform future implementation.

The IC operational research study TOR was drafted and shared with CDC and USAID for feedback.

EGRP II also established a research partnership with the RISE Programme to utilize the SEC methodology in the study. Preparatory work will take place in the June–September 2021 period, and data collection is expected to begin in November/December 2021 after teachers have had the opportunity to implement some of the IC during the 2021–2022 school year.

(including April–May 2021 quarter) 12

Objectives and goals Accomplishments and status

Assessment data are analyzed and used to inform education sector policy and programming.

Data analysis, reporting, and dissemination were completed for the 2020 NARN. EGRP endline findings dissemination was completed at central, provincial, and local levels. Inputs on the new education sector plan were shared. The benchmarking task team was formed and started work on literature review, data analysis, and creating the benchmark document outline. In Year 2, these activities will continue through inputs on the sector plan and support to review the NEGRP minimum package, if requested. EGRP II will also continue to support GON with the benchmark revision process.

Objective 2: Build municipal- and provincial-level capacity for delivering EGR services

All LEUs in 38 districts are using the updated IEMIS and education profiles.

Work commenced on development and use of IEMIS and education profiles in Year 1. These activities were disrupted to some extent by the return to COVID-19 lockdowns in 2021. Efforts to support local governments with IEMIS and education profiles will be ongoing in Year 2 as EGRP II continues to roll out Round 2 of the local capacity development workshops and other supportive activities, such as LEU review meetings, DCC meetings, and routine follow-up with LEU officials.

All LEUs in 38 districts are tracking and reporting discretionary resources dedicated to education.

Similar to the outcome above on education profiles, support for tracking and reporting on discretionary resource allocation was started through the Round 1 and 2 local capacity development workshops in Year 1, but this support was disrupted to some extent by COVID-19 conditions. In Year 2, EGRP II will continue to support local governments to track and report on resources allocated to education through remaining Round 2 and Round 3 workshops as well as other supportive follow-up at the local level.

All schools in 38 districts have at least one book corner for grades 1–3.

SRM distribution was completed in all schools in the 22 NEGRP expansion districts. EGRP II team members followed up to ensure proper display and use of the SRMs in schools and will continue this effort in Year 2.

Objective 3: Improve local governments’ ability to provide TPS, coaching, mentorship, and supervision

CEHRD has updated TPS management procedure and guideline to support flexible TPS approach.

The TPS management procedure and guideline were revised, with strong CEHRD support. MOEST approved the management procedure in April 2021 and continued to review and edit the guideline in May 2021. The documents will be printed and distributed early in Year 2 and utilized during TPS-related trainings, JMVs, and other follow-up activities.

MTOT is completed for TPS. Based on planning with CEHRD, EGRP II expected that the MTOTs for TPS and roster experts would be conducted before the end of Year 1. However, this could not be completed due to competing government priorities and COVID-19-related disruptions. As such, EGRP II has moved these activities into Year 2 in coordination with CEHRD and will support virtual training modalities as needed if lockdowns or limits to in-person events continue.

(including April–May 2021 quarter) 13

Objectives and goals Accomplishments and status

All LEUs are piloting an approach to TPS. Support to LEUs on TPS provision continued to roll out through the local capacity development TOTs and orientation and coordination meetings with LEUs, and the project continued developing TPS monitoring tools.

JMVs commenced (completed in 273 schools as of May 2021) and began generating useful feedback about the status of EGR instruction and materials use as well as IC, NEGRP, and TPS rollout at local levels.

However, because of the ripple effects of delays in rolling out local capacity development workshops and TPS-related trainings, progress on this outcome was not as advanced as originally planned by the end of Year 1. EGRP II will have to intensify the focus on TPS piloting in Year 2 in order to achieve the planned outcomes, but this process could experience serious challenges if COVID-19 disruptions continue.

Operational research on the TPS pilots is completed. EGRP II began drafting the TOR for the operational research study on TPS and expects to roll out the study in Year 2, as originally planned.

Objective 4: Support continuity of learning in response to the COVID-19 pandemic

New interactive digital learning content is developed and uploaded to CEHRD’s learning portal.

95 new digital learning lessons in Nepali language, mathematics, science, social studies, and Nepali Sign Language, as well as lessons for children with dyslexia were nearly finalized to upload to CEHRD’s learning portal by the end of May 2021. The intensive effort required to review and revise the contents based on GON feedback meant that contents have not yet been uploaded to the portal as originally planned.

OLE expects to complete the remaining 24 lessons— for a total of 119—in June 2021. EGRP II redoubled efforts to support OLE, CDC, and CEHRD to review and finalize the already-produced lessons so that the OLE subaward can be closed out as planned by June 30, 2021. However, the review and finalization process takes time, and there is a risk that this activity will not be completed on time.

Ongoing COVID-19 response planning support is provided to subnational education offices.

EGRP II team members provided ongoing COVID-19 support in the education sector at the national, provincial, district, and local levels. This outcome was achieved through regular participation in planning and coordination mechanisms at all levels, including emergency education clusters; and through local capacity development workshop sessions focusing on the pandemic response.

(including April–May 2021 quarter) 14

Objectives and goals Accomplishments and status

Support is provided to 16 targeted disadvantaged palikas to implement community- and home-based learning clusters where school re-openings are unlikely and access to technology is limited.

A robust, well-targeted community- and home-based learning approach was rolled out in Province 2. First-tranche payments of small grants were completed, and the EGRP II team set up all paperwork to make the second (and final) tranche of payments in early June 2021. All tablets, decodable readers, and stationery packs were distributed and put into use in the target schools. Monitoring of “catch-up” learning activities continued, conducted by program staff as well as LEUs, school management committees or parent–teacher associations, and head teachers.

COVID-19 lockdowns in April and May 2021 disrupted learning cluster activities, but EGRP II supported schools and teachers to adjust so they could continue reaching students through alternative means. During Year 2, these efforts will be continued and scaled up, with some adjustments for lessons learned in Year 1.

Technical assistance is provided to the GON on learning-loss assessment.

Follow-up discussions were held with ERO on learning-loss research, but this activity had to be adjusted when ERO did not receive the expected budget allocation for the study during the 2020–2021 GON fiscal year. EGRP II has allocated funds to support the study in Year 2.

Technical assistance is provided to the GON on materials development and teacher orientation on adjusting the curriculum and instruction for a shortened school year.

Grades 1–3 flexible learning guidelines for parents and teachers were completed, the printing process was finished by May 2021, and distribution is expected to happen in June and…