Attachment_No._5_-_MIDEH_Quarterly_Report_-_July_-_September_2016_PUBLIC_VERSION.pdf

HONDURAS

MIDEH PROJECT 2011-2018

QUARTERLY REPORT

FOR JULY 1, 2016 THROUGH SEPTEMBER 30, 2016

Submitted by:

American Institutes for Research

U.S. Agency for International Development Cooperative Agreement No. AID-522-A-11-00004

Table of Contents

Acronyms I. Project Summary Update II. Education Sector Context III. Major Activities Implemented and Progress towards Results Program Result 1: Technical Capacity to Reach EFA Goals under SE Leadership

Strengthened

Program Result 2: Institutionalizing Educational Quality Inputs

Program Result 3: Strengthening Civil Society Participation in Supporting Education

IV. Opportunities, Constraints and Corrective Actions V. Coordination with Other Actors VI. Activities Planned for Next Quarter VII. Financial Summary Annexes

Acronyms

AIR American Institutes for Research AMHON Honduran National Association of Municipalities AOR Agreement Officer’s Representative ASJ Asociación por una sociedad más justa ASONOG Association of NGOs CADERH Centro Asesor para el Desarrollo de los Recursos Humanos CDI Centro de Desarrollo Integral CES Consejo de Educación Superior CNA Consejo Nacional Anticorrupción (National Council against Corruption)

COMDE Consejo Municipal de Desarrollo Educativo (Municipal Committee for Educational Development)

COP Chief of Party CRS Catholic Relief Services CSO Civil Society Organization DCNB Diseño Curricular Nacional Básico (National Basic Curriculum) DGCE Dirección General de Evaluación de la Calidad de la Educación EFA Education for All EFA-FTI Education for All-Fast Track Initiative ERA Evaluación de Rendimiento Académico EQUIP Educational Quality Improvement Program GOH Government of Honduras GSC Grupo de Sociedad Civil AIR American Institutes for Research’s International Development Program INICE Instituto de Investigación y Capacitación Educativa M&E Monitoring and Evaluation MERECE Mesa Redonda de Cooperantes en Educación

MIDEH Mejorando el Impacto al Desempeño Estudiantil de Honduras (Honduras Improving Student Achievement Project)

NGO Non-Governmental Organization PIER Pro-Integración Educativa Roatan (Partners for Education Roatan) SACE Sistema de Administración de Centros Educativos (Administrative System for Schools) SE Secretaría de Educación SBE Standards-Based Education SDGEPIAH Sub-Secretaria General de Educación Para los Pueblos Indigenas TCPP Teacher-Citizen Participation Project - EducAcción TEC Technical Evaluation Committee UNAH Universidad Nacional Autónoma de Honduras USINIEH Unidad del Sistema Nacional de Información Educativa en Honduras UPN/UPNFM La Universidad Pedagógica Nacional Francisco Morazán

USAID United States Agency for International Development

I. Project Summary Update This quarter, the Mejorando el Impacto al Desempeño Estudiantil de Honduras (MIDEH) Project continued to provide technical assistance to increase national capacity to achieve Education for All (EFA) goals and sustained improvements in the quality of education through training, socialization, and evaluation activities. MIDEH Project’s strategy to transfer capacity to national institutions remains one of the project’s central initiatives. Over the past quarter, project staff have stepped up their efforts to integrate and empower the Ministry of Education (SE) personnel through activities designed to sustain a national evaluation system.

The MIDEH Project’s major accomplishments this quarter were:

The MIDEH team has been working closely with AIR personnel, including xxx ,xxx and xxx to implement the Masters Program in Psychometrics and Evaluation at Universidad Nacional Autónoma de Honduras (UNAH).

The MIDEH team held workshops on the Data Analysis and Production of Standardized Academic Evaluation Reports from July 25-29 in Tegucigalpa. The workshops were attended by 30 people from diverse institutions such as UNAH, Sub-Secretaria General de Educación Para los Pueblos Indigenas (SDGEPIAH), La Universidad Pedagógica Nacional Francisco Morazán (UPNFM), Dirección General de Evaluación de la Calidad de la Educación (DGCE/SE) and Unidad del Sistema Nacional de Información Educativa en Honduras (USINIEH/SE).

The MIDEH team has assembled operative tests for the Spanish and mathematics academic performance evaluations. The end of grade tests will applied to a representative sample of 1st to 9th grade students on November 24, 2016.

At the end of September, AIR received the Cooperative Agreement Modification #7, extending the period of performance through May 2, 2018 and increasing the amount of the agreement by xxx to support the transfer technical capacity and knowledge to the Sub-Directorate of General Education Evaluation (SDGEE) and institutionalize standards-based evaluation in Honduras.

II. Education Sector Context During the previous quarter, the MIDEH team continued to socialize and disseminate the 2015 National Academic Performance Report, which included student test results by municipality. The team also worked with principals of sample schools, municipal and district directors, and municipal authorities to develop school improvement plans. The Vice Minister of Education of Technical and Pedagogical Issues pointed out that this process has piqued the interest of local authorities, who have expressed a desire to obtain personalized performance test results. The performance reports allow the local authorities to compare their students’ academic performance with neighboring municipalities or across departments. The municipal reports has had a significant impact on regional actors in education, politics, and civil society.

The reported quarter also marks a holiday period and beginning of new academic year for schools in the bilingual education system. Contrary to previous years, these schools did not receive standardized end of year learning evaluations from the Secretary of Education.

As in previous years, the relationship between the Minister of Education and the president of FENIEPH, the organization of the private institutions that provide education services, has been a challenge. At the behest of these private institutions, the literacy project proposed by the Minister was modified.

Last August, the World Bank presented the “International Consultancy for the Evaluation of the Results of Education for All EFA-FTI Honduras 2003-2015”.1 This report has been highly anticipated in the national education sector because the EFA-FTI goals have oriented the national education policies during the past twelve years. The report uses MIDEH’s data and analysis on student learning levels. The report also praises the impact MIDEH has had on Honduran education, as expressed in the final conclusions and recommendations section (p.193):

“One of the emblematic contributions to progress this program registered was the development of the National Assessment of Education, financed by USAID … This project allowed the development of external standardized tests that are currently applied yearly to assess academic performance in third, sixth and ninth grades of basic education and allows monitoring of progress in the quality of education which later provides feedback to all schools in the country that applied the test for training purposes, to identify their weaknesses and develop their improvement plans (see table 6.1, page 62).”

During the reported quarter, the MIDEH team focused on disseminating the 2015 National Academic Performance Report results at the municipal level. The results were shared with different departments across the country, including municipal actors beyond the respective local education authorities (Municipal Directorates, District Directors of Education, school principals that participated in the national sample, education-oriented civil society organizations).

During last quarter, the selection process for Department Directors and heads of Department Education was revived. After several failed attempts, the Selection Committee selected the educational authorities for 15 departmental directorates. The committee approved authorities who scored higher than 70% during the first stage, which consisted of two exams that measured the candidates’ level of knowledge on the regulations governing the directorates, such as the Fundamental Law of Education and the National Core Curriculum, among other areas. Only those who passed with a score of 70% or higher were allowed to continue the following steps. The second evaluation involved a psychometric evaluation, and candidates who received a score of 70% or

1 World Bank/Econometría-Gobierno de Honduras. 2016. Consultoría Internacional para la Evaluación de Resultados del Plan Educación para Todos EFA-FTI Honduras 2003-2015. Producto 3: Informe Final Volumen I) higher could continue. Finally, the third stage involved a public hearing in the presence of observers and the shortlist of candidates prepared by the selection committee.

The departmental heads of Islas de la Bahía, Ocotepeque and Cortés have not been assigned due to the fact that none of the applicants passed the initial evaluation. As a result, the current departmental authorities will remain in their position.

III. Major Activities Implemented and Progress towards Results The activities reported are in line with the Results described in the Cooperative Agreement and in the USAID-approved Annual Work Plan for 2016.

Although the EFA-FTI plan has ended, MIDEH’s technical activities continue to focus on strengthening the Secretary of Education’s capacity in the areas established by said plan.

This program result is divided into two sub-results: 1. Completion of curriculum support materials, including school-administered formative tests and consolidation of their use in the classroom; and 2. External student performance assessments.

Activity 1.1 DCNB, Aligned Educational Materials, and School Administered Tests

Activity 1.2 System-Wide External Summative Tests

End of grade tests in Spanish and Mathematics for 1st-9th grades In September, MIDEH’s Evaluation and Psychometrics team focused on assembling the operational tests that will be applied on November 24, 2016. The tests will be applied on a nationally representative sample of students from 1st through 9th grade in the areas of Spanish and mathematics. This process included selection of items for each test by assuring compliance with appropriate guidelines to be followed in the statistical analysis and content in multiple-choice items, editing booklets that serve as the final template for printing, following the conventions and editing standards that are customary for the publication of educational materials, and test mapping for each evaluation.

To ensure test development sustainability and order, the project team developed a series of handbooks in the different areas pertaining to student academic evaluation.

Result 1 Monitoring MIDEH Project staff measure Result 1 indicators related to student academic performance on an annual basis. The indicator tables contained in Annex A present the 2015 results for the three standard USAID indicators on student performance. The Project monitors the use of DCNB materials by classroom teachers (Indicator 12) under Result 1. The results for indicator 12 are derived from data collection completed in April 2016.

Program Result 2: Institutionalizing Educational Quality Inputs Activity 2.1 Transferring Technical Capacity to National Institutions; and Activity 2.2 Financial and Technical Sustainability

During the third quarter of this year, a percentage of the projects activities have centered on the dissemination of the 2015 National Academic Performance Report that for the first time in the history of Honduran education, counted with municipal representativeness.

Consequently, the MIDEH Project team collaborated with the Ministry of Education to continue strengthening the technical staff of the departmental teams, districts, and municipalities in the use and interpretation of the 2015 evaluation results and other education statistics.

Administrators, Education Officers and in Service Teachers:

The MIDEH team held workshops on Data Analysis and Production of Standardized Academic Evaluation Reports from July 25-29 in Tegucigalpa. A total of 30 participants from relevant education institutions within the country attended the workshops including:

Unidad del Sistema Nacional de Información Educativa de Honduras

(USINIEH/SE).

Professors from the Mathematics Department of the Universidad Pedagógica Nacional Francisco Morazán (UPNFM).

Professors from the school of Psychology and Admissions Department of the Universidad Nacional Autónoma de Honduras (UNAH).

Technical personnel from the Dirección General de Currículo y Evaluación de la Secretaría de Educación (DGCE/SE).

Technical personnel from the Sub Dirección de General de Educación para Pueblos Indígenas y AfroHondureños (SDGEPIAH).

The workshop was a great opportunity to train technical staff from the Ministry of Education and other institutions that are directly related to the processes of academic performance evaluation. The workshop allowed MIDEH’s technical staff to share their experiences with other professionals in the country to ensure sustainability of the evaluation system developed in Honduras. Topics of interest to participants included:

Steps to take before data analysis Preparation of test maps Basic concepts of classical test theory and item response theory Interpretation and calculation of statistical parameters for multiple choice items Use of Jmetrik software Development of graphics for reports Process of report development at a greater scale

The project team provided technical assistance to SDGEPIAH in the layout, assembly, administration and digitization of test booklets for the evaluations that this Sub Directorate has applied to students from indigenous communities in their native tongue. These students belong to indigenous populations and Afro-Honduran communities, which is an achievement for Honduras, because most technical assistants who have participated in this activity have shown motivation and desire to improve these processes. The technical assistants can contribute to the main objective of maintaining and strengthening the native tongue in each of these communities.

Both activities were intended to strengthen technical capacities of personnel and teachers from institutions such as the DGCE/SE, SDGEPIAH/SE, Department Directorates of the SE, UPNFM, UNAH, specialized teachers, and civil society representatives.

Administrators and Officials, teachers and pre-service teachers In the months of June, July, and August, MIDEH project continued to provide training in the use of external evaluation results in different regions with different actors, as described below:

Training to Directors and Ministry Officers MIDEH staff trained 4 Municipal Directors from Bay Islands on July 7-8 and 5 Municipal Directors from Gracias a Dios on August 11-12. Both trainings were developed jointly in Roatán with the school principals that were part of the 2015 end of grade sample tests from these departments.

On July 29-30, MIDEH staff also trained 25 Directors with Leadership from Atlántida, Choluteca, El Paraíso, Lempira and Olancho departments. The goal of the trainings was to have the Directors hold workshops on the dissemination of end of grade test results and development of improvement plans with all principals in their municipalities.

Teachers in Pre-Service Trainings On July 11-12, teachers from the Escuela Normal del Litoral Atlántico delivered a 16-hour training to 68 students and pre-service teachers. On July 2 and August 13, 146 students from FID Teacher Initial Training Centers of the UPNFM in Gracias, Lempira (61) and Santa Bárbara, Santa Bárbara department (85) received 16 hours of training.

Training of SE Representatives and Stakeholders on Evaluation of Education Process Similarly, the project continued to develop training activities to develop national capacity in standardized assessment among staff from the Ministry of Education and national universities. To support the sustainability of Honduras’ evaluation system, MIDEH Project conducted 40-hour training workshops to share MIDEH technical staff’s experiences with the Ministry of Education’s technical team and other professionals in the country. The topics covered were:

1. Technical Organization and Management Systems Assessment

2. Assembly on Mother Language Tests with Indigenous and Afro-Honduran People

3. Data Analysis and Reporting Production on standardized assessments

In total, 98 people were trained from the following institutions: technicians from the SE, mathematics and Spanish teachers from the National Pedagogical University, faculty teachers from UNAH, coordinators of curriculum and evaluation, and technicians from

SDGEPIAH. In this third quarter of 2016, MIDEH staff delivered the last of the three abovementioned trainings that counted with 30 participants.

Activity 2.2 Financial and Technical Sustainability During this period, MIDEH project staff continued to coordinate multiple meetings and lead efforts to ensure project sustainability by promoting the creation of an education evaluation unit. Despite the consensus reached in the numerous meetings held with staff from USAID, SE, the Presidential Commission on Education, and other key stakeholders, the final step of declaring the establishment of the Institute of Evaluation was not achieved.

Given this context of stagnation, key stakeholders held several meetings to address possible solutions to the impasse. The meetings, some of which were attended by xxx and xxx, analyzed whether the academic unit of the School of Psychological Sciences at UNAH could host a specific unit of learning assessment.

However, when the Minister was consulted about this option, he proposed an alternative preference, which would be to formulate a specific Sub Directorate within the DGCE/SE, a measure that is fully within his powers of law. With this viable option available, the Minister requested an extension of the MIDEH project to transfer project technical capacities to the SE, thus ensuring sustainability of the tasks that the project has been implementing.

After several consultations with USAID staff, MIDEH staff began to collaborate with DGCE staff to develop a proposal for organizing the General Sub-Directorate of Educational Evaluation (SDGGEE). The working meetings with the DGCE addressed both technical and financial considerations on the creation of the SDGEE. In addition, MIDEH and USAID discussed the need to extend MIDEH Project for a period of 18 months, which USAID approved on September 30, 2016.

Result 2 Monitoring As has been done throughout the life of the projects, MIDEH staff track the number of persons trained, and reports on the corresponding indicators every quarter. The indicators are presented in the participant training summary table and the PMP indicator table in Annex A. Two additional indicators are designed to measure increased institutional capacity (Indicator 8) and financial investments in education evaluations (Indicator 7) on an annual basis. The baseline study of SE institutional capacity was completed in January 2014 and served as the basis to assign a preliminary value for indicator 8. A consultant finalized the study and its results are found in Annex A.

As part of the project’s efforts to strengthen civil society participation in education, the project team continued to disseminate test results among student governments, parents, local authorities, and non-government organizations, as described below:

In July 2016, The MIDEH team socialized the 2015 National Academic Performance Report with student governments in Tegucigalpa, Francisco Morazán (180 people); Tela, Atlántida (130 people); Ceiba, Atlántida (130 people); Choloma, Cortés (130 people); and San Pedro Sula, Cortés (180 people). The team also socialized the 2015 results with parents in Siguatepeque, Comayagua (110 participants).

Last July, MIDEH delivered the Spanish virtual platforms developed by sub-grant partners CADERH and Fundaempresa UNITEC to the Ministry of Education. MIDEH also completed its final disbursements for the sub-grant partners CADERH, Fundaempresa UNITEC and Riecken. The technical and financial activities were closed for the sub-grants program.

MIDEH continued socializing the 2015 National Academic Performance Results with various actors, including:

Mayors, school officials, parents and women from Juticalpa, Olancho (100 people); Siguatepeque, Comayagua (230 people); and Taulabé (150 people).

Teachers and students from Catacamas, Olancho (65 people).

Student governments from La Paz, La Paz (44 people).

A compilation and systematization of MIDEH sub-awardees achievements and best practices will be turned in and published in July 2016. MIDEH developed a 160-page document which compiled sub-projects’ achievements, best practices and challenges.

xxx and xxx from AIR headquarters in Washington, D.C. travelled to Honduras in early August and met again with the USAID education team. Mr. xxx also attended a MIDEH event to successfully close the project sub-grant component in support of project Result 3 - Strengthening Civil Society Participation in Supporting Education. The event was attended by Vice Minister of Education in Technical Issues, Elia del Cid, USAID representative xxx, and leaders and representatives from civil society beneficiaries of the sub-grant programs. Representatives from international cooperation and education NGOs in Honduras also were also in attendance along with parent and student project beneficiaries. The event received significant media coverage (newspapers, radio, television).

In collaboration with three sub-grantees, CADERH, Riecken and UNITEC, the MIDEH team is developing an 8-page article on project’s achievements and best practices to be published in one of the main local newspapers

MIDEH is also developing a short series of videos that highlight the project’s main achievements to-date, which will shared through social media.

4.1 Research

During this period, the seven researchers finalized the suggested improvements to their research projects carried out as part of the "Public Policy Research" contest. These reports were diagrammed and the researchers made progress in producing the final work systematizing these research experiences linked to MIDEH project interventions. The product and findings of these studies will provide guidelines and recommendations on some aspects of education policy for the SE. In this period, a study on "Factors and Practices Associated With Academic Performance Results in the Department of Ocotepeque" was also developed.

This work is particularly interesting for academics linked to educational work, as Ocotepeque is one of the country's poorest departments, yet has consistently placed first in learning outcomes since standardized assessments were conducted in Honduras (about 20 years). The results of this research were included in the final document to be presented with the aforementioned studies in a public event that will be held in the following quarter.

IV. Opportunities, Constraints and Corrective Actions USAID has supported the Ministry of Education by fulfilling the Minister’s request for the extension of MIDEH Project for 18 months, to continue strengthening national capacity building in standards-based assessment. It is an opportunity to form and strengthen a technical team within the SE that will lead and sustain national educational evaluation processes.

The SE also represents a key challenge and a potential limiting factor if it delays the creation of the SDGEE and the corresponding hiring of technical staff who will receive training from MIDEH in the following months.

V. Coordination with Other Actors The MIDEH team is collaborating with the DGCE/SE to establish a transition plan for MIDEH Project as well as arrangements for the 2016 end of grade assessments, in which technical staff from the DGCE has been supported in the calculation and selection process of the probability sample as well as the preparations for test printing and the selection of key personnel at the departmental level.

The Project has also worked in coordination with some departmental directorates of Education that carry out socialization of end of grade evaluation 2015 results.

The MIDEH Project continues to support Mathematica and EducAcción (TCPP) in the 2016 end of grade evaluation process for the schools in the Promising Reading

Interventions component. The MIDEH team developed the end of grade tests and provided technical support in printing, packaging, application and digitizing the tests.

MIDEH Project staff continue to meet regularly with civil society and education-oriented groups in the Transformemos Honduras Network, which addresses different issues and strategies to be implemented in the Honduran education sector.

VI. Activities Planned for Next Quarter A. Capacity-building

Once the MIDEH transition plan, which was jointly developed by the SE, USAID, and MIDEH, was presented, USAID approved an 18-month extension to transfer and strengthen the technical and logistical capabilities and equipment from the MIDEH Project to the SDGEE, which will be created by the SE with its own structures and hiring process. The SE committed to creating the SDGEE next quarter and USAID, through MIDEH Project, will hire key personnel for 5 months. The key personnel will later be transferred permanently to the SDGEE. These personnel will be involved in capacity building and 2016 end of grade evaluation work, which will be applied to a nationally representative sample.

B. Research A public launch of the studies conducted will take place in the coming months and contains some findings and guidelines for educational policy at various levels (central, departmental, district / municipal and school). The events will be held both in Tegucigalpa and San Pedro Sula.

VII. Financial Summary

Annexes

Annex A: Summary Performance Data Table (Indicator Baseline, Target and Actual Values)

AO, IR or Sub-IR Indicator

Unit of Measurement Disaggregation

Sex Quarter 3 Calendar Year 2016 Performa nce Ranking Male Female Target Actual Target Actual

Result 1: Better Educated People

IR 1.1:

Improved Quality of

Educational Delivery Systems

1. Proportion of students who, by the end of the primary cycle, are able to read and demonstrate understanding as defined by a country curriculum, standards or national experts (F Standard Indicator) *

Percentage Sex _ _ _ _ 45%** 38%** N/A

2. Proportion of students who, by the end of the primary cycle, are able to perform math operations and demonstrate understanding as defined by a country curriculum, standards or national experts (Project Custom Indicator) *

Percentage Sex _ _ _ _ 30%** 7%** N/A

3. Percent of students achieving satisfactory or above ratings on standardized tests in Spanish and Math in Grades 1-6 (USAID/H Results Framework and Project Custom Indicator) *

Percentage Grade, Sex, Locality (Urban, Rural)

Grade 1 Spanish:60% Math: 81% Grade 2 Spanish:54% Math: 52% Grade 3 Spanish:38% Math: 42% Grade 4 Spanish:57% Math: 38% Grade 5 Spanish:64% Math: 22% Grade 6 Spanish:45% Math: 30%

Grade 1 Spanish: 75%

Math: 77% Grade 2

Spanish: 64% Math: 53%

Grade 3 Spanish: 32%

Math: 33% Grade 4

Spanish: 51% Math: 31%

Grade 5 Spanish: 72%

Math: 12% Grade 6

Spanish: 38% Math: 7%

N/A

AO, IR or Sub-IR

Indicator Unit of

Measurement Disaggregatio n Sex Quarter 3 Calendar Year 2016 Performanc e Ranking Male Female Target Actual Target Actual

IR 1.2:

Improved Efficiency of Educational

Delivery Systems

4. National repetition rates for grades 1-6 (USAID/H Results Framework Indicator, Contextual Indicator)

Percentage Grade, Sex, Locality (Urban, Rural)

0.3%

N/A

5. National dropout rates for grades 1-6 (USAID/H Results Framework Indicator, Contextual Indicator)

Percentage Grade, Sex, Locality (Urban, Rural)

_ _ _ 0%** 0%** N/A

6. National Average Number of School Days in Session (USAID/H Results Framework Indicator, Contextual Indicator)

Number Locality _ _ _ - 192 200** 100

7. Annual GOH expenditures on standardized assessment of student academic performance (Project Custom Indicator)

Amount in US Dollars

Funds Source _ _ _ _

1.4 million

_ N/A

Sub-IR

Indicator Unit of

Measurement Disaggregatio n Sex Quarter 3 Calendar Year 2016 Performanc e RankingMale Female Target Actual Target Actual

8. Percent Capacity of a National Institution or Institutions to Manage a National Standards-based Education Evaluation System (Project Custom Indicator)

Percentage _ _ _ _ _ 75% 65% -

9. Number of administrators and officials successfully trained with USG support (F Standard Indicator)

Number Sex 4 4 - 8 150 196

IR 1.3:

More

Effective Teaching

10. Number of teachers/educators/teachin g assistants who successfully complete in-service training or received intensive coaching or mentoring with USG support (F Standard Indicator)

Number Sex 13 14 27 1000 1477

11. Number of teachers/educators/teachin g assistants who successfully complete pre-service training or received intensive coaching or mentoring with USG support (F Standard Indicator)

Number Sex 66 148 - 214 600 783

Sub-IR

Indicator Unit of

Measurement Disaggregation

Sex

Quarter 3 Calendar Year 2016

Performanc e Ranking Male Female Target Actual Target Actual

12. Percentage of teachers of grades 1-6 who use pacing guides, diagnostic and formative assessments (Project Custom Indicator)

Percentage Sex _ _ _ 90%** 84%**

IR 1.4

Increased community involvemen t

13. Number of municipalities in which community, civil society and local government organizations use evaluation data for monitoring and decision-making (Project Custom Indicator)

Number Locality _ _ _ - 80** 132**

14.Percentage of mothers and fathers surveyed who monitor school and student performance (Project Custom Indicator)

Percentage Sex _ _ 83%** 86%** -

**2015 figures

Example Ranking

RANKING

Category Greater than or equal to (%) Less than (%)

Below Expectations 0 50

At Risk 50 75

Acceptable 75 100

Beyond Expectations 100

Annex B: Summary of Training Events During Quarter 3

Workshop Name Field of Study (i.e., what did the training cover)

Type of Participant (if available, disaggregate by participant type/gender)

Sex

Total Dates of training* (include start and end dates) Civil Society Central

Government Teachers (other) Female Male

Result 1: Better Educated People

"Difusión de Resultados de la Evaluación fin de grado 2015 y Elaboración de Planes de mejora del Rendimiento

Académico para las Asignaturas de Español y Matemáticas"

Socialize the National Academic Performance

Report and its benefits with local education leaders and authorities, service and other (pre service teachers).

x 14 13

July 14-August 11 (Islas de la

Bahía, Atlántida, Fco, Morazán) x 4 4 x 2 1 x 148 66

Julio 2, 11-12 – August 13 (Tela, Atlántida, Gracias, Lempira, Santa Bárbara, Santa

Bárbara)

Análisis de Datos y Producción de Reportes en Evaluaciones Estandarizadas

Creating local capacity by training government officials, NGO’s and other actors involved in education in the academic evaluation process.

x 14 14

July 25-29 Tegucigalpa, Francisco Morazán

X 1 x

Total 16 Hour 282