RFI-612-23-TLM-01_approved.pdf

REQUEST FOR INFORMATION (RFI)

RFI Number RFI-612-23-TLM-01 Issuance Date January 12, 2023 Closing Date/Time February 21, 2023 Subject Primary Education Teaching and Learning Material Management

Dear Stakeholders:

The United States Agency for International Development (USAID) Mission in Malawi is in the process of designing an Activity tentatively called “Primary Education Teaching and Learning Material Management Activity”. The Agency seeks contributions and comments from all interested organizations in this related portfolio.

The following are the purposes of this Request for Information (RFI):

1. To allow interested organizations and all stakeholders to review, comment, and provide suggestions on the proposed scope under the draft concept note (in Annex 1);

2. To solicit stakeholder responses to the questions below; and

3. To increase USAID's knowledge and understanding of capabilities of potential partner organizations and solicit information that will enable USAID to better prepare a solicitation that meets the needs of host country Malawi, for this potential procurement.

Through this RFI, USAID/Malawi is conducting market research by publicly consulting with interested organizations and individuals to provide information, opinions, and recommendations on approaches for the implementation of a potential activity aimed at enhancing the capacity of school community members and structures to ensure that primary school literacy teaching and learning materials are available in the schools and communities and are distributed, cared for, managed, and used appropriately.

Eligibility Criteria: USAID/Malawi will accept responses from all interested organizations or individuals. Partial responses are also welcome.

THIS IS A REQUEST FOR INFORMATION ONLY and is issued solely for information, market research and planning purposes. It does not constitute a request for proposal/application/ quotation. USAID/Malawi is not at this time seeking applications and will not accept unsolicited applications. If any proposals/applications are submitted in response to this request, they will not be considered. The information provided in the RFI is subject to change and does not bind the Government. This RFI does not commit the U.S. Government to issue a solicitation.

Respondents are hereby notified that all costs associated with responding to this RFI will be solely at the interested party’s expense. The U.S. Government will not pay for any information or administrative costs incurred in response to this RFI, and release of this RFI shall not be construed as a commitment or as authorization to incur costs for which reimbursement would be required or sought.

Responses to this RFI are strictly voluntary and will not be returned. Respondents will not be notified of the result of the review. If a solicitation is issued, it will be announced on www.sam.gov or www.grants.gov at a later date.

It is your responsibility to monitor the indicated websites and interested parties are responsible for checking these websites for further information and updates. Respondents are advised that USAID is under no obligation to acknowledge receipt of the information, answer questions, or provide feedback to respondents with respect to any information submitted. It should be noted that respondents to this RFI will not obtain any advantage and will not be precluded from participation in future solicitations, if any are issued.

RESPONSES:

Interested parties are requested to respond to this RFI including any documents that support their comments. Respondents may provide responses through email or through attachments to email in Microsoft Word compatible format or Adobe Acrobat formats electronically to oaa-malawi-solicit@usaid.gov with a copy to mjimu@usaid.gov by not later than February 21, 2023 at 15.00hrs Lilongwe time. Responses to the RFI must be written in English, submitted in Microsoft Word compatible formats and use 12pt font. Please number each page consecutively and please include the title RFI-612-23-TLM-01 in the subject line of your e-mail. Respondents will only receive an acknowledgment of receipt of their response but will not receive individualized feedback on any suggestions given.

Please note that there will not be a Q&A opportunity during this RFI. While there are no limits on the length of submissions accepted, we value concise issue-specific responses with reference to page and section numbers in the draft concept note. Responses must at a minimum contain the following:

(1) Name and address of the responding organization or individual;

(2) Primary point of contact, phone number and e-mail address.

Responses may be used by USAID without restriction or limitation; therefore, proprietary information should not be sent. Again, your voluntary responses will be used to inform USAID’s strategy and activity design. The comments received may or may not be incorporated into any http://www.grants.gov/ mailto:oaa-malawi-solicit@usaid.gov mailto:oaa-malawi-solicit@usaid.gov mailto:mjimu@usaid.gov future solicitation. Please note again, that respondents will not receive individualized feedback.

All submissions will be considered Government property and will not be returned.

Again, USAID is not obligated to procure any of the services described herein, nor should the release of this request be construed as such a commitment on the part of USAID.

Thank you for your interest in USAID/Malawi activities.

Sincerely, /S/ Dion Glisan Contracting/Agreement Officer

KEY QUESTIONS

As part of the consultation process, USAID is interested in receiving stakeholder perspectives on the proposed approach including past successes and failures of these types of activities as well as opportunities to leverage existing efforts and resources. USAID/Malawi may significantly revise this proposed new activity and planned solicitation resulting from the comments received and further literature review and internal discussions.

All references to teaching and learning materials (TLM) specifically relate to primary school reading and literacy materials, including textbooks, supplementary readers, and teachers’ guides.

In view of the draft concept note, respondents are requested to provide answers, comments, and recommendations to the following areas of particular interest to USAID/Malawi which include, but are not limited to the below:

1. Related to the attached draft concept note and results framework, including reference to proposed activities, interventions, and/or approaches, please share any feedback about the relevance, effectiveness, and sustainability of:

● Approaches to strengthen primary school community members and structures’ ability to ensure teaching and learning materials are available in their school and community and are distributed, cared for, managed, and used appropriately. Community structures include, but are not limited to, School Management Committees (SMCs), Parent Teacher Associations (PTAs), and Mother’s Groups.

● Proposed engagement between school community structures and school leadership for educational quality.

● Proposed improvements to the distribution, care, and management of textbooks and other teaching and learning materials in primary schools and communities.

● How the role of civil society can be strengthened to better support teaching and learning material distribution, care, and management.

● Improved collection, sharing, and use of data related to teaching and learning materials distribution, availability, care, management, and use.

● Ways to help parents, families, and the school community develop a culture of proper care and management of textbooks and other teaching and learning materials at school and home.

● Ways to improve community stewardship of shared TLM resources in schools.

● Ideas in how to enhance the understanding that TLMs are valuable resources, while ensuring that they will still be used in schools and communities.

2. Please describe:

● Any barriers (structural, capacity, gender, etc.) you have observed in Malawi that prevent community members, families, or school management structures from being actively engaged in ensuring that teaching and learning materials are effectively and efficiently managed, cared for, and utilized in the classroom, as well as in homes, and in the community.

● Any approaches, interventions, or activities to overcome those barriers that are not already addressed in the concept note and results framework.

3. In your experience delivering similar or relevant services, what contract type/mechanism do you think can work well and why?

4. Do you have any other feedback or recommendations that you would like to share with USAID relevant to this RFI?

In addition to your responses to the questions above, you are invited to submit your organization’s brief (1-2 page) capacity statement or company profile including experience related to the topics described in the RFI, if you so wish.

Details should include contract amounts for previous activities. While there are no limits on the length of submissions accepted, we value concise issue-specific responses with reference to page and section numbers in the draft description of objectives.

Annex 1: Draft Concept Note

ENHANCING COMMUNITY ENGAGEMENT IN TEACHING AND LEARNING

MATERIAL UTILIZATION AND MANAGEMENT

Summary:

Activity title Enhancing Community Engagement in Teaching and Learning Material Utilization and Management

Estimated duration 4 years

Geographic focus Nationwide, selected communities from all education districts

Target beneficiaries SMC, PTA, Mother Groups, Real Fathers, CBOs, and Faith Groups, Traditional Structures, students, teachers

Background:

In spite of significant resources invested by Government and development partners, and positive impacts of various activities and initiatives, Malawi’s basic education system faces many challenges in its efforts to provide all children with the quality education that is their human right. Quality education is essential for achieving the ambitious target of providing 12 years of quality education to develop human capital, which is set out in the Government of Malawi’s development vision: Malawi 2063. Malawi 2063 also envisions “ownership of our development path” and requires that citizens contribute to national development and have a “spirit of self-reliance”. Providing quality primary and secondary education depends on having a strong base of the foundational early grade literacy skills that enable all later learning. Since 2015, USAID has invested over $188 million in foundational literacy development through support to the Government of Malawi’s National Reading Program. While significant gains have been registered, barriers exist, and outcomes are still poor.

Among several barriers to quality education, and to literacy in particular, there is also a severe lack of required teaching and learning materials (TLM) for English and Chichewa, including learner’s books, teacher’s guides, supplementary readers, and materials adapted for learners with special educational needs.

The most recent early grade National Reading Assessment (NRA), conducted in 2021, shows that most learners are not gaining the desired levels of foundational literacy skills in English or Chichewa. Without a strong foundation, these learners are at risk of dropping out of school.

COVID-19 related closures and disruptions likely contributed to 2021 scores being, on average, lower than 2018 scores. Even on tasks where average scores show improvement over 2017 and 2018 results, the level is still not where it should be. For example, fewer than 1% of Standard 2 learners were able to answer one reading comprehension question correctly. According to the report:

“Very few of the Standard 2 learners were proficient in any of the literacy subtasks, in either Chichewa or English…On the reading subtasks, the overwhelming majority of Standard 2 learners were either classified as pre-readers or nonreaders. In Chichewa, the percentage of learners who were pre-readers or nonreaders ranged from 76 percent on letter name knowledge to 97 percent on reading comprehension. In English, the percentages of learners who were pre-readers or nonreaders ranged from 75 percent in letter name knowledge to 99 percent in reading comprehension. Similarly, few Standard 4 learners met proficiency in any of the literacy subtasks, in either Chichewa or English.”

Findings also showed that many classrooms lacked textbooks and other reading materials. On average, schools had one textbook for every three learners, and only 13% of schools had libraries or reading corners that were well stocked with English and Chichewa reading materials. Scores were “higher at schools that offered a full day of class and a range of literacy materials, and those that distributed textbooks.” While they could not prove that access to literacy materials caused higher literacy rates, assessment results suggest their importance and point to an area where schools can be strengthened. The report recommended increasing children’s access to print materials outside of school, and to:

“Ensure that learners have sufficient access to reading materials. Learners who do not have sufficient access to textbooks, supplementary readers, and other materials do not have the opportunity to engage with print and cannot learn to read. Ensuring funding is available to secure learning materials will require engagement with district councils as they hold education funding.”

The 2021 NRA results also show high levels of community engagement through parent teacher associations (PTAs), but that involvement of community members and parents was often passive, in the form of attending meetings. There were few instances of parents volunteering in classrooms or advocating on behalf of their children.

Due to resource constraints, the Malawi Government has not so far been able to maintain the 1:1 learner to textbook ratio that they have set as a target. The Ministry’s 2021 Education Management Information System (EMIS) report points to the same challenges as the 2021 NRA, as it reports that in standard 1 there is an average of 3 learners per English and Chichewa book, while in standard 2 there is an average of 2 learners per English and Chichewa book. Similar ratios are found in standards 3 and 4, while ratios for standards 5 through 8 range from 4 up to 9 learners per English or Chichewa book. To fill this gap, and complement the other investments made under the National Reading Program (NRP), USAID has provided teacher’s guides, learner's books, and supplemental readers for Standards 1-4 for Chichewa and English subjects.

From 2016 to 2019, USAID helped the MoE procure and distribute over 9 million copies of Chichewa and English textbooks for every Standard 1-4 public primary school learner in Malawi. With this support, a 1:1 ratio was first achieved in Malawi in 2017 under the NRP.

Since 2017 the ratio has not been maintained; due to wear and tear, loss, and damage, books need to be replenished more quickly than expected. The lack of supplementary reading books such as decodable, leveled readers and story books also impedes development of foundational literacy skills. As long as schools do not have a 1:1 ratio for supplemental readers, children cannot take the books out of school to practice reading at home. With these challenges, and the uncertain supply of new books, many schools safeguard books in locked rooms and teachers and learners do not have adequate access to the books.

USAID’s 2019 Global Book Alliance Malawi Supply Chain Analysis (SCA) Report, which focused on the supply of essential reading materials for successful literacy acquisition for children in primary school grades 1– 4, gives more detailed insight into the book-related challenges found in schools. The study found a variety of book supply chain related issues that impede getting books into the hands of children, thus achieving the student-to-textbook ratio of 1:1. This ratio is stipulated by national policy for all subjects across all grades. The SCA found that a lack of data makes it difficult to determine the exact number of textbooks and essential reading materials in the hands of primary school children. However, it did highlight that according to 2018–2019 Ministry data, with donor support, significant progress has been made for Chichewa textbooks in the early grades. Ratios ranged from 1.4 to 1.7 learners per book.

Through interviews and school visits, the SCA team found that the scarcity of books and the uncertainty of their supply and delivery further limit their use. Some schools choose to keep books locked away for safekeeping as school personnel were not confident that the Ministry of Education (MoE) would deliver the books they needed the next year. Many schools also failed to designate custodians for the books, which decreased the accountability of users and their inclination to care for the books. As imaginable, this results in a larger amount of funding continually going to book printing/purchasing instead of other needs within the education system.

The SCA authors gave recommendations about how to improve each aspect of the book supply chain in Malawi, including planning and forecasting, title development, publishing and printing, procurement and purchasing, distribution management, and active use. Active use refers to the effective use of books by learners, their teachers, and their family members and caregivers.

Active use of books is essential to children’s development of reading skills but depends on the availability of reading materials. The report highlights teachers’ and families’ lack of knowledge of the importance of and how to support regular reading practice, but also that “unstable book supplies and penalties for book damage can lead teachers to restrict children’s access to books”.

To address the active use issue, some of the SCA’s recommendations focus on evidence-based literacy curriculum and teacher training, while other recommendations focus on the key roles of parent teacher associations (PTAs), school management committees (SMCs), and Mothers Groups (MGs). One particular recommendation related to management of books in the classroom is:

“As part of the Book Sector Development Plan, the MoEST should designate teachers and students as the custodians of the books they use during a year and provide guidance to them and to school level organizations like PTAs, MGs, and SMCs to encourage use and care of books every day.”

In addition to the role of the school community in caring for books, the SCA also recommends the following in relation to SMCs and PTAs:

● Active use: That PTA members be trained in the importance and role of essential reading materials and how to support their use in the home and community; PTA, MG, and SMC members can be key actors in supporting their own children’s literacy and can provide guidance to other parents and caregivers on how to support their children’s reading acquisition.

● Procurement: Donors and the Ministry should explore investment in community approaches that involve local councils, alumni, parents and small NGOs or projects that could mobilize resources to purchase books for students to use at home. These actors could also champion book procurement and accountability within these processes at the local level, while promoting the local publishing Industry.

● Distribution: To strengthen accountability in book distribution, members of the community and school-level organizations, such as SMCs and PTAs, should be trained to assist Head Teachers in the process of receiving and checking books.

● Overall/immediate: To enable better planning for book supply chain needs, stakeholders should prioritize systematic collection and use of book data, on textbooks as well as essential readers.

Additionally, while TLM are purchased and distributed by the central MoE (or by supporting development partners, like the case of USAID’s support for the NRP books), small-scale replacement of books at the school level can be done using School Improvement Grant (SIG) funds distributed to all schools by the government. With school management, SMCs and PTAs are involved in approving plans for SIGs, so can play a direct role in making sure that classroom book stocks are not depleted due to damage or loss.

To help the MoE achieve and maintain a 1:1 learner to textbook ratio and to address the literacy challenges described above, USAID has made, and continues to make, a significant investment in providing primary school English and Chichewa learners’ books, teachers’ guides, and other supplementary readers.

USAID’s new flagship Next Generation Early Grade Reading Activity (NextGen) is intended to “solidify and build on the contributions made to date as part of the implementation of Malawi’s National Reading Program towards improving the delivery of high-quality early primary reading instruction in all Malawian primary schools.” To address the need for high-quality reading materials, NextGen supports the provision and use of Standard 1 and 2 teacher and learner books, and includes aspects of implementing the GBAIA SCA recommendations and the policy.

It also includes the plan to train all SMCs and PTAs, and that some percent of school communities will be engaged in the establishment of reading activities outside of the school.

While the activity will help improve teachers’ methods and increase the ability of parents and community members to support literacy acquisition, it does not address the role of the community in monitoring and effective use of textbooks and supplementary readers’ storage, nor management, by the school and in the community.

In addition to the book supply chain activities planned under NextGen, USAID Malawi contributes to improving learner to book ratios and increasing foundational literacy skills through other complementary activities:

● Through the Global Book Alliance in Action (GBAIA), which ended in December 2022, USAID worked in 246 schools in three education districts of Salima, Dowa, and Ntchisi to provide 500,000 children’s books for use at home by children in standards 1-4. The books were distributed through their SMCs and/or PTAs, and parents received demonstrations on best practices for reading with their children. Messages were delivered to target audiences through a social behavior change campaign focused on creating demand for books, improving care, maintenance and storage, and training of school governance structures.

GBAIA also supported private publishers to create sale versions of readers which will be available through accredited sellers for purchase by parents, communities, SMCs, and PTAs. The activity also supported the MoE in development of a national book and reading policy to regulate the book industry.

● Under the Upper Primary Reading Activity (UpRead), USAID Malawi is supporting the development of revised teachers guides and learners’ books for English and Chichewa standards 5 through 8, and distribution to all public primary schools.

● Through the TLM Replenishment activity intended to help schools maintain a 1:1 ratio where books were previously delivered but have been lost or damaged due to wear and tear, USAID is in the process of delivering 4,713,077 English and Chichewa books to standard 1-4 learners in 5,546 schools. In 2023,the activity will also print and distribute, the standard 5-8 books developed under UpRead.

● Through Reading for All Malawi (REFAM, ended 2022) USAID adapted materials for learners with special needs and distributed them to schools and to parents, along with training in their use.

The MoE often accompanies distribution of new books with circulars to provide guidance on the care of books, as well as information about the planned distribution and the need for all stakeholders to work together. Guidance in the August 2022 circular on the replenishment of standard 1-4 learners’ books and teachers’ guides includes:

● Learners’ books should be used in the classroom during all lessons but not taken home, and should be stored in classrooms or Head Teachers’ office after school hours.

● Supplementary readers may be taken home by learners for reading practice.

● Teachers should refer to the Teachers’ Guides during every lesson.

● Book care tips include

○ Stamp all books with school stamp on inside back cover, label with a number, and enter in stock book

○ Count and verify number of learners’ books taken from storeroom to classroom and back

○ Cover books with plastic covers

○ Share books between learners if there is a shortage

○ Make sure learners use books with clean hands and that they do not fold pages or write in the books

Problem Statement:

The 2021 NRA data related to English and Chichewa literacy outcomes, as well as the SCA findings point to the importance of appropriate textbooks and supplemental reading materials and show that Malawi’s failure to maintain a 1:1 child to book ratio is one barrier to the development of foundational literacy skills. Wear and tear as well as loss mean that books need to be replaced more frequently than schools, donors and the Ministry can currently manage. Meanwhile other books are kept locked away from children and teachers.

As a response to these challenges, the NextGen activity has a focus on (among many other things) increasing parent and community engagement in literacy instruction, and on supporting schools to better manage TLM resources. NextGen support to the NRP will promote better management of TLM resources by schools, and deliver training to school communities (SMCs, PTAs), the training focuses on teaching parents and community members to read with children and do other activities that promote literacy. One aspect that is not included in NextGen is developing community capacity to monitor and support proper book storage as well as use in their schools and communities (including homes). There is also a need to hold schools and local government accountable where procedures are not followed. Educating and advocating for good practices in book storage and use may support better allocation of school improvement grant funds for scarce TLM resources as needed. Plus, funding that currently goes to printing of books of all kinds, can be used for other necessities. USAID believes an activity to address these areas would strengthen the structures built with support from NextGen by monitoring the structures and holding communities, local and central government, and other stakeholders accountable. It will also complement efforts to develop a sustainable book supply chain in Malawi.

Activity Description:

a) Development Hypothesis This TLM monitoring activity is premised on the hypothesis that if a system for community monitoring of TLM use is established; if local school community structures, such as SMCs and PTAs, monitor TLM use and management in their local schools such that they can work with their schools to identify solutions to issues and advocate for improved practices at the school, district, and national level; if the Ministry has better access to data from schools and from community groups and uses it to inform decisions about TLM procurement and distribution; if general community awareness of proper management and utilization of TLM is improved; then primary school children will have access to the TLM in their schools and communities that will enable them to develop foundational literacy skills.

b) Description The activity will support the MoE’s NRP by improving the capacity of school communities to make sure that intended NRP TLM are available in their school and are managed and used appropriately. This includes English and Chichewa learner’s books in standards 1-8; decodable, leveled, and supplementary readers; teacher’s guides; resources developed to support literacy development of learners with special educational needs; and any other related TLM.

The community structures that this activity will primarily work through are the School Management Committees (SMCs), and/or Parent Teacher Associations (PTAs). As appropriate (depending on task, available resources, and preferences), other community structures including Mothers’ Groups, community-based organizations, faith groups, and disabled people’s organizations should be involved. While SMCs and/or PTAs will be the main point of contact for the implementing partner, achieving the desired behavior change in the community will likely require working with other groups that are present in communities. Civil society organizations (CSOs) should also be involved at the local and national level, as they can play an important role in supporting local communities to advocate and to share information. CSOs can also help consolidate monitoring data from individual SMC/PTAs and use it to advocate at the national level.

SMCs and/or PTAs will receive training on how books are intended to be stored, cared for, and used in their local school and community, as well as how to monitor the practices and advocate for improving them where they fall short. SMCs and/or PTAs should also monitor sharing of accurate book-related data with the Ministry. This will complement the MoE’s own internal monitoring efforts, as well as the efforts (as described above) under USAID activities including NextGen.

The activity will include the development of monitoring tools, and support for at least one monitoring exercise. A report will be compiled summarizing the findings of these monitoring activities and will contribute to improved creation and use of TLM-related data. To further support community engagement and understanding within the wider community about TLM management and use, public awareness activities including social and behavior change communication (SBCC) campaigns and interactive community activities will be carried out in target communities.

This proposed activity will look comprehensively at all literacy related (English and Chichewa) TLM for standards 1-8. Like NextGen, it will include both TLM used within the school and TLM used within the home and community. Any relevant tools, policies, or TLM developed to support the literacy acquisition of learners with special educational needs should also be supported through this activity.

c) Geographic Focus and Target Population The activity will be at a national scale and will include selected communities from all 34 education districts. Community selection will take into consideration the list of communities included in related activities, and whether the SMC/PTA are active.

d) Envisioned Results Framework

Goal: Management and Utilization of Teaching and Learning Materials in Public Primary Schools and Communities is Improved to Enhance Learners’ Access to TLM and Improve Literacy Outcomes.

Purpose: Strengthen community’s role in ensuring oversight, transparency, and accountability in the management and utilization of TLMs in Malawian public primary schools and communities.

IR 1: Capacities of communities and civil society to monitor and advocate for effective management and utilization of TLMs in public primary schools and community are strengthened

IR 2: Communities and civil society contribute to improved management, accessibility, and utilization of TLM data for public primary schools and their communities

IR 3: Public awareness of NRP TLMs, their importance in literacy development, their intended care and management in public primary schools and their communities, and the role of the community is enhanced

1.1: Strategy, tools and system for engaging communities and civil society in monitoring of TLM management and utilization, as well as for advocacy and reporting, developed

2.1: Communities and civil society ensure that MoE TLM data flows in both directions in the MoE; that the central/district MoE provides TLM data to schools, communities, and civil society, and that schools inform the Ministry about the number and condition of

3.1: A social and behavior change communication (SBCC) campaign with targeted and tested communication/media messages on intended management and use of TLMs and the role of the community is developed and disseminated to the public

TLM. through local media and community forums

1.2: Communities carry out monitoring to ensure that TLM are managed and used as intended

2.2: Data from monitoring of TLM availability, condition, management, and utilization is collected by communities and civil society, consolidated, and shared at the school, district, and national levels.

3.2: Interactive community activities, including mentorship and modeling aspects, carried out to promote appropriate management and utilization of TLM

1.3: Communities and civil society advocate at the school, district, and national level (as appropriate) where instances of mismanagement or other issues are identified

2.3: Communities and civil society ensure that data from all sources about TLM availability, condition, management, and utilization is used for decision making at school, district, and national level

1.4: Communities and civil society contribute to maintaining and/or increasing the TLM supply in schools and communities through use of SIG funds or other money to purchase TLM on the private market.

2.4: Baseline, mid-line, and end-line data on TLM management and utilization collected by trained enumerators is available to all stakeholders.

Crosscutting:

● MoE management of all phases of the book supply chain improved.

e) Goal Management and Utilization of Teaching and Learning Materials in Public Primary Schools and Communities is Improved to Enhance Learners’ Access to TLM and Improve Literacy Outcomes

Literacy teaching and learning materials, mainly English and Chichewa learner’s books, teacher’s guides, supplementary readers, and other materials adapted for children with special educational needs, are essential to enable children to learn to read and to progress in developing the literacy skills they need throughout primary school. Currently, it is a challenge for all schools to maintain the desired 1:1 child to textbook ratio. Proper care and management of TLM resources will help schools to better sustain the 1:1 ratio. For the TLM that are available to be used as intended by learners, it is necessary to make sure that they are in the hands of teachers and learners, are well taken care of, and are stored safely when not in use. While learner’s books (textbooks) are intended for use in school, supplementary readers should be available in homes and in the community. Supplementary readers must also be well managed and utilized to contribute to literacy development.

NextGen and other activities also contribute to this goal, mainly through providing TLM and developing the capacity of school leadership, teachers, and the community to use activities to promote children's development of literacy skills. This activity is unique in focusing on supporting community structures and civil society organizations to carry out their complementary roles in making sure that TLM investments are well taken care of in the schools and communities.

TLM management and utilization procedures are elaborated in the MoE’s draft National Book and Reading Policy and in circulars, and other documents produced under NextGen and GBAIA.

This activity will promote implementation of those documents, and will define desired behaviors in line with them, such as:

● Stamping and numbering all TLM, and entering into a stock book for tracking

● Use of track and trace system for tracking the location of all TLM resources

● Active use of all TLM by learners and teachers, TLM not be kept locked away

● Active use of supplementary readers in learners’ homes

● Consistent use of teachers guides by teachers

● Maintenance of a 1:1 learner to textbook and supplementary reader ratio

● Efficient distribution and collection of TLM in classrooms

● Storage of books at home and school in plastic, as well as other measures to keep books clean and dry

● Track and report instances of “not for sale” books found on the open market

f) Purpose

Strengthen community’s role in ensuring oversight, transparency, and accountability in the management and utilization of TLMs in Malawian public primary schools and communities

To work toward the goal of better management and utilization of TLM in schools and communities across Malawi, the purpose of this activity is to sustainably increase community and civil society organization engagement in ensuring that TLM in Malawi’s public primary schools and communities (including homes) are used by children, teachers, and families, and are well taken care of. The activity should clarify the role of communities in oversight of TLM utilization and management, should develop a related strategy and monitoring tools, and then develop community capacity to sustainably carry out this role. Where communities identify issues, they should be able to advocate at the school, district, and national level, as appropriate, with support from civil society organizations. To enable their monitoring and advocacy roles, the strategy, tools, and training should also enable communities and civil society organizations to collect and use data, and to support the Ministry to do the same. Making sure that books are available and used by learners depends on improved data practices at all levels. In addition to collecting and using data themselves, SMCs and/or PTAs, with support from civil society, should play a role in monitoring how the MoE at all levels collects and uses data about TLM. For example, they should monitor to ensure that schools receive data about TLM distributions, and that schools collect data about the number and condition of TLM and report to the Ministry.

To complement the efforts to develop the capacity of community structures in monitoring, advocacy, and data use, the activity will also include SBCC campaigns and community activities to disseminate messages to wider community audiences to promote understanding of proper TLM management and use, and the link to improving literacy and education outcomes. An improved sense of community ownership of the TLM resources should contribute to better care and use.

The activity complements other activities aimed to increase the number of books and other TLM in schools, activities to increase the ability of school management and teachers to manage TLM, activities to strengthen the roles of SMCs and/or PTAs, and activities to improve the ability of teachers and community members to support the literacy development of their children. The National Reading Program, particularly through NextGen, has plans to improve children’s access to books in and out of the classroom, and the use of these books to promote literacy skills development, through a variety of activities. NextGen includes aspects of strengthening the book supply chain in Malawi and implementing recommendations from the Global Book Alliance Malawi Supply Chain Analysis. In addition to addressing the availability and use of TLM in the classroom, it also includes looking for innovative strategies to provide standard 1 and 2 kids with TLM for use at home.

g) Intermediate Results IR 1: Capacities of communities and civil society to monitor and advocate for effective management and utilization of TLMs in public primary schools and community are strengthened

This activity is intended to complement other NRP activities by engaging communities in monitoring the management and utilization of TLM in schools and communities, and by enabling them to take action and advocate where issues are identified. This includes development of a system and tools, then training and supporting community groups to carry out TLM monitoring, reporting, and advocacy activities. Before carrying out monitoring activities, communities should understand desired TLM utilization and management. While community structures should hold schools accountable where necessary, the activity should seek to promote cooperation between the SMCs/PTAs and the schools, as they work toward the shared goal of improving literacy outcomes. As civil society can support community structures in carrying out monitoring and advocacy, they should also be engaged in the activity. Community and civil society groups can also augment TLM supplies for school and community use through use of SIGs or other community-based funds to purchase new or replacement materials.

IR1.1 Strategy, system, and tools for engaging communities and civil society in monitoring of TLM management and utilization, as well as for advocacy and reporting, developed

To engage communities in monitoring and advocating about the management and utilization of TLM in their schools and communities, a strategy is needed, and the corresponding tools and system must be developed. This system and tools should be developed with input from the Ministry (central, district, and school levels), from community groups including SMCs and PTAs, and from civil society organizations. This system should complement any systems developed by the MoE under NextGen or otherwise. Where appropriate, monitoring and reporting tools should integrate innovative, low-cost technology solutions. It is up to the discretion of those involved to determine which aspects will be standardized at the national level, while other aspects of the strategy, procedure, and tools may give communities flexibility. While the main aim is to enable community monitoring and advocacy, this will complement existing district and national structures or procedures. This strategy should also consider the Ministry’s plans for allocating resources for TLM procurement and replenishment, and what the Ministry, through circulars and other materials, has advised regarding intended management and utilization. Information on desired behaviors should be very specific and include modeling and opportunities for practice. While the monitoring, advocacy, data collection, and SBCC activities should target SMCs and/or PTAs at the school level, the strategy should identify roles and responsibilities of school level stakeholders, as well as district and national stakeholders such as civil society organizations.

After the strategy, system, and tools are developed, the selected community structures will need to be oriented to relevant TLM supply chain issues and their roles. They will also be trained to use the monitoring tools before carrying out monitoring activities. Training should include use of SIG and other funds for book purchases. All participating communities should receive at least one round of training, but the implementing partner can propose how training is delivered, and the role of district level structures. A training plan and materials should also be developed. The training should complement, and as content and timing allow, may be integrated with any training for the same groups that is planned under NextGen.

Expected outcomes include the following:

● Development of a strategy, system, and tools for monitoring and reporting on TLM management and use

● Development of training materials and provision of training to at least SMCs and/or PTAs from all participating schools

IR1.2 Communities carry out monitoring to ensure that TLM are managed and used as intended

After the community group(s) are trained, they will carry out monitoring in the school and community to ascertain whether the TLM are in the hands of children, teachers, and parents and managed as well as used as intended. After monitoring, the group should produce a simple report which will be used to advocate for addressing any identified TLM-related needs or issues. The report will also be used to contribute to improved management, accessibility, and utilization of TLM data. The implementing partner should support the group to plan their monitoring activity, and to carry out regular check-ins to ensure that the monitoring has been carried out. By the end of the activity the community monitoring and reporting procedures will be institutionalized and sustainable. Monitoring should look at behaviors including, but not limited to, those outlined above in section e.

Expected outcomes include the following:

● Monitoring reports from the SMCs and/or PTAs from all participating schools

IR1.3: Communities and civil society advocate at the school, district, and national level (as appropriate) where instances of mismanagement or other issues are identified

Using advocacy skills learned in their training, community groups should advocate at the appropriate level for improved TLM management practices. “Advocacy” should not necessarily be confrontational; the preferred approach should be for the SMCs and/or PTAs to work with the school management to address problems at a local level with a cooperative, problem-solving approach. Where possible, issues should be resolved when they are identified, but still documented. Some issues may need to be elevated to higher levels of the Ministry or civil society, but where possible they should support the school or other MoE officials to do so.

Various issues may be identified and require advocacy responses. Some anticipated examples of issues and their potential responses include:

● If schools or individual teachers are not using available TLM, the SMC/PTA can speak to the head teacher to advocate for using materials as intended.

● In cases where the school has not received the intended TLM, the SMC/PTA can support the school leadership to report on the issue to the DEM’s office and central MoE and advocate for the school to receive their allotment.

● Where community members are not taking care of TLM in the community and homes, the SMC/PTA can speak to the individuals, can share the information with the school management, and can determine if additional community sensitization is needed.

Expected outcomes include the following:

● Reports of issues identified, including those addressed through advocacy, and advocacy measures taken

1.4: Communities and civil society contribute to maintaining and/or increasing the TLM supply in schools and communities through use of SIG funds or other money to purchase TLM on the private market

In addition to making sure that TLM distributed by the MoE and other partners from the central level are received, managed, and used as intended, communities can also contribute to using SIG and other funds to purchase TLM on the open market. Small scale TLM replacement is one intended use of SIG funds, and as SMCs are normally expected to approve school improvement plans, this is an area where they can advocate as they already have influence. In addition to SIG use, SMCs and PTAs can encourage parents and other community members (including private sector entities) to purchase TLM individually or as a group. This will be enabled by the ongoing development of the private book market. Any related actions taken should be documented and reported on. Innovation should be encouraged, and in addition to purchasing traditional books, communities should support the use of electronic books and locally produced reading material as appropriate. Activities can include:

● Use of SIGs for small scale replenishment when books are lost, damaged, or new learners join the class, to maintain a 1:1 learner to textbook ratio in the classroom

● Use of SIG funds to provide supplemental readers for use in the school

● Use of community funds to maintain a 1:1 or better learner to supplementary reader ratio at home

● Use of community funds to develop a library or system for sharing supplementary readers and other story books, or for providing books for reading camps or centers

● Encouraging parents to purchase supplementary readers and other story books for use in the home

Several aspects of the NextGen activity seek to increase the number of TLM in schools, the community, and homes, and to promote the behavior described above. Many of these activities also envision a key role of structures such as SMCs. As in other areas of this activity, efforts to increase use of community funds to purchase TLM should support the implementation of and complement the systems developed by the MoE with NextGen support, including (as specified in NextGen IRs):

● Supporting implementation of the SCA book chain recommendations, which may include promotion of private book markets (IR 1.1)

● Promoting youth-led reading camps and other community engagement activities and mobilizing communities to bring interesting reading materials to reading camps (IR 4)

● Ensuring there are adequate reading materials in homes and communities (IR 4)

● Putting mechanisms in place that allow for sharing of school reading resources and production of reading materials from locally available materials (IR 4)

● Piloting and scaling up innovative solutions for providing books at home, which could include working with either print or digital books (IR 4.2).

Expected outcomes include the following:

● Reports of instances where communities contributed to increasing or maintaining the number of TLM in schools or communities.

IR 2: Communities and civil society contribute to improved management, accessibility, and utilization of TLM data for public primary schools and their communities

Improving data practices is a key part of strengthening the management and use of TLM so that the right TLM are in the hands of children, parents, and teachers, and used as intended to support improving literacy outcomes. To strengthen the system, data collected through community monitoring efforts needs to be documented, shared, compiled, and used appropriately. This IR includes supporting SMCs and/or PTAs to manage, report on, and use their own data collected through monitoring, and to support the functioning of the data collection and book tracking and tracing system developed by the MoE with support from NextGen.

NextGen includes IR1.1, “Select recommendations of GBA Malawi Supply Chain Analysis Implemented”. These recommendations include the use of technology in data collection, and the “Development of…