All Children Reading - Asia, ANNUAL PROGRESS REPORT ...

All Children Reading–Asia

(ACR – Asia)

ANNUAL PROGRESS REPORT October 2017 – September 2018

November 20, 2018

AID-OAA-TO-16-00017 Number: REQ-ASIA-16-00017

September 2016 – September 2021

TOCOR: Mitch Kirby

Submitted by: RTI International

3040 Cornwallis Road

Research Triangle Park, NC 27709-0155

Tel: (919) 541-6000

This document was produced for review by the United States Agency for International

Development.

All Children Reading-Asia Annual Progress Report October 2017–September 2018 iii

Table of Contents Page

List of Figures .............................................................................................................. v

List of Tables ............................................................................................................... v

List of Acronyms and Abbreviations .............................................................................vi

1 Introduction ...................................................................................................... 1

1.1 Task Order Overview ............................................................................ 1

1.2 Task Order Description ......................................................................... 1

1.3 Objectives by Results ........................................................................... 1

1.4 Ongoing Activities ................................................................................. 2

2 Overview of Implementation Progress: October 2017–September 2018 ........... 3

3 Implementation Phase ...................................................................................... 6

3.1 Activity 1.1: Investing in Early Grade Reading in Lower- and Middle-Income Countries in Asia Research Report ........................................... 6

3.2 Activity 1.2: Gender Equality and Inclusiveness Guide Adapted for Asia ............................................................................................................. 8

3.3 Activity 1.8: Early Childhood Education (ECE): Recommendations for Programming in Asia ............................................................................. 8

3.4 Activity 2.1: EGRA Benchmarks and Standards Research Report ........ 9

3.5 Activity 2.2: Analysis of EGR Assessments in India ............................ 10

3.6 Activity 2.3: Build Out EGR Barometer ................................................ 12

3.6.1 Dissemination and Outreach ................................................... 12

3.6.2 Datasets .................................................................................. 14

3.6.3 Application Development ......................................................... 15

3.6.4 Site Maintenance and User Support ........................................ 15

3.7 Activity 2.7: Research Report: Status of Inclusive Education in Asia and Disability Screening Pilot ..................................................................... 16

3.8 Activity 3.1: Cambodia Technical Assistance for Coordination and Collaboration in EGR (All Children Reading–Cambodia) ..................... 16

3.9 Activity 3.3 EGRA Training & Capacity Building Support for DepEd Philippines .......................................................................................... 22

3.10 Activity 3.5: Disability Screening Pilot (Philippines) ............................. 22

3.11 Activity 3.8: USAID/Philippines Support to DepEd (All Children Reading–Philippines) .......................................................................... 24

4 Cancelled Activities ........................................................................................ 25

5 Ad-Hoc Activity Requests ............................................................................... 26

5.1 Activity 1.6: Continued Support for Global Book Alliance .................... 26

5.2 Activity 2.4: Review of EGRA for Time to Read Tajikistan and Kyrgyzstan .......................................................................................... 26

5.3 Activity 3.4: Study Tour for Nepali Education Officers ......................... 26

6 Task Order Project Management Support ...................................................... 26

iv All Children Reading-Asia Annual Progress Report October 2017–September 2018

6.1 Operational Activities .......................................................................... 26

6.2 USAID Meetings and Communication ................................................. 26

6.3 Reports and Deliverables .................................................................... 26

6.4 Monitoring and Evaluation Updates .................................................... 28

6.5 USAID/Philippines ............................................................................... 31

Annex A: Timeline of Activities ........................................................................... 33

Annex B: Progress by Indicators ........................................................................ 40

Annex C: Annual Financial Report—Redacted ................................................... 41

Annex D: International Travel Completed and Planned for Upcoming Quarters .. 42

Annex E: Activity Tracker—Redacted ................................................................. 44

Annex F: All Children Reading-Cambodia Annual Report 2017–2018 ................ 45

Annex G: Events Facilitated................................................................................ 46

Annex H: Success Stories .......................................................................................... 48

All Children Reading-Asia Annual Progress Report October 2017–September 2018 v

List of Figures Figure 1. Dissemination events for Investing in Early Grade Reading in Lower- and Middle-Income Countries in Asia report ............................................................................................ 7 Figure 2. ECE Action Brief .................................................................................................... 8 Figure 3. EGR Assessment in India Benchmarking Workshop, May 2–3, New Delhi ............ 9 Figure 4. Final English language child assessment booklet ................................................ 10 Figure 5. A master trainer leads a group play activity to set children at ease ...................... 11 Figure 6. Helen Jang, RTI, presents updates to the USAID EGR Barometer at CIES. The Barometer now accommodates non-EGRA datasets such as Save the Children’s Literacy Boost data. .......................................................................................................................... 12 Figure 7. Number of EGR Barometer Facebook followers before and after ad campaigns .. 13 Figure 8. Google user analytics from October 2016–September 2018 ................................ 14 Figure 9. TLM development workshop ................................................................................ 17 Figure 10. Activities using sign language ............................................................................ 19 Figure 11. Assessors administer hearing and vision screening assessments to students ... 23

List of Tables Table 1. RTI Activity Leaders and Contact Information, by Activity .............................. 2 Table 2. Overview of Activities Y2 FY18 ...................................................................... 5 Table 3. USAID’s Five Large-Scale Education Projects in India ................................. 11 Table 4. New EGR Barometer Functionality .............................................................. 15 Table 5. ACR-Asia Management Deliverables ........................................................... 27 Table 6. All Children Reading–Cambodia Management Deliverables ........................ 27 Table 7. Indicator 2 .................................................................................................... 29 Table 8. Indicator 4 .................................................................................................... 30 Table 9. Indicator 7 .................................................................................................... 31 Table 10. USAID/Philippines Indicators ....................................................................... 31

vi All Children Reading-Asia Annual Progress Report October 2017–September 2018

List of Acronyms and Abbreviations ACR All Children Reading AREW Asia Regional Education Workshop ASER Annual Status of Education Report CIES Comparative and International Education Society DepEd Department of Education Philippines ECE early childhood education EGR early grade reading EGMA early grade mathematics assessment EGRA early grade reading assessment FY fiscal year GPE Global Partnership for Education IE inclusive education IIEGRA Bangladesh II EGRA IR intermediate result IT information technology MFAT Multi-factored Assessment Tool MoEYS Ministry of Education, Youth and Sport, Cambodia NGO nongovernmental organization PEARL Pacific Early Ages Readiness and Learning Program PPP public-private partnership Q quarter READ Reading Enhancement for Advancing Development SID Student Inclusion Division STTA short-term technical assistance TO task order ToT training of trainers USAID United States Agency for International Development USG US Government Y project year

All Children Reading-Asia Annual Progress Report October 2017–September 2018 1

1 Introduction

1.1 Task Order Overview

Task Order Name: All Children Reading–Asia (ACR-Asia)

Task Order Start Date and End Date:

September 30, 2016–September 29, 2021

Name of Prime Implementing Partner:

RTI International

Task Order Number: AID-OAA-TO-16-00017 Number: REQ-ASIA-16-00017

Names of Subcontractors: Allegro Global Procurement Solutions Windwalker Corporation Another Option, LLC Australian Council for Education Research EnCompass, LLC blueTree Group EdIntersect Florida State University Learning Systems Institute Aga Khan Foundation SIL LEAD

Major Host-Country Counterpart Organizations:

USAID Washington USAID Asia-Missions

Geographic Coverage: Asia

Reporting Period: October 1, 2017–September 30, 2018

1.2 Task Order Description

All Children Reading–Asia (ACR-Asia) is a 5-year task order (TO) with an anticipated funding ceiling of $22.8 million. ACR-Asia directly contributes to the US Agency for International Development’s (USAID’s) education goal to improve early grade reading (EGR) skills for 100 million children. To achieve this goal, ACR-Asia provides technical, logistical, and implementation services to USAID Missions in Asia, countries in the region where there is limited USAID presence, and the Asia Regional Bureau in Washington, DC. To maintain a focus on improving EGR at scale, ACR-Asia also builds capacity and leadership of key education stakeholders from governmental and nongovernmental organizations (NGOs) to implement evidence-based, high-impact EGR programs.

ACR-Asia has just completed the second year of project implementation.

1.3 Objectives by Results

The Activity aims to achieve these goals through three intermediate results (IRs) and six sub-IRs:

IR 1: Leadership and Capacity Building

Sub-IR 1.1: Capacity of USAID Mission staff and partners in education sector increased

Sub-IR 1.2: Advanced education partnerships

2 All Children Reading-Asia Annual Progress Report October 2017–September 2018

IR 2: Evidence and Evaluation

Sub-IR 2.1: Effectiveness of specific reading interventions determined

Sub-IR 2.2: USAID Mission’s and key education partners’ ability to collect, analyze, and use data for decision making to advance EGR increased

Sub-IR 2.3: Up-to-date knowledge of EGR is actively disseminated to target audiences and stakeholders

IR 3: Design and Implementation Support

Sub-IR 3.1: USAID field missions’ and partners’ institutional capacity to design, implement, and take to scale evidence-based, high-impact EGR programs increased

1.4 Ongoing Activities

To support USAID Missions, partners, and governments in the Asia region to improve reading outcomes for primary learners (grades 1–5), with a focus on increasing impact, scale, and sustainability, ACR-Asia has begun implementation of discrete activities that contribute to the three results areas. The ongoing research activities currently identified along with the name and contact information for associated Activity Leaders are listed in Table 1. The full timeline of tasks planned under each activity listed in the table can be found in Annex A. Progress by indicators is reported in Annex B. The annual financial report is presented in Annex C. A list of international travel plans is in Annex D, the Activity Tracker is in Annex E. Importantly, the annual report for All Children Reading–Cambodia, a major Mission buy-in activity, is included in Annex F.

Annex G features three success stories from All Children Reading-Cambodia.

Table 1. RTI Activity Leaders and Contact Information, by Activity

Activity Activity Lead Status

IR 1: Leadership and Capacity Building

1.1: Investing in EGR in lower and middle-income countries in Asia research report

Lee Nordstrum Complete

1.2: Gender equality and inclusiveness guide adapted for Asia

Jennae Bulat Complete

1.3: Analysis of innovation scale-up (India case study) n/a Cancelled Y2

1.4: Central Asia EGR Conference n/a Cancelled Y1

1.5: Public-private partnerships (PPPs) research report – India

n/a Cancelled Y2

1.6: Continued support for Global Book Alliance (ad-hoc)

Ana Robledo Ad-hoc

1.7: Early childhood development support for higher education Uzbekistan (ad-hoc support request)

n/a Cancelled Y2

1.8: Early childhood education: Recommendations for programming in Asia

Yasmin Sitabkhan Active

IR 2: Evidence and Evaluation

2.1: EGRA benchmarks and standards research report Matthew Jukes Active

2.2: Analysis of EGR assessments in India Maria Dzula Active

2.3: Build out Early Grade Reading Barometer Simon King Active


Activity Activity Lead Status

2.4: Review of EGRA for Time to Read Tajikistan and Kyrgyzstan (ad-hoc support request)

Maria Dzula Ad-hoc

Activity 2.5: Research Paper: How do training and coaching combine to produce changes in teaching and

instructional outcomes? n/a Cancelled Y2

Activity 2.6: Research Paper: Leveled reader utilization n/a Cancelled Y2

2.7: Research Report: Status of inclusive education in Asia and Disability Screening Pilot

Carmen Strigel Active

Activity 2.8: EGRA Light instrument development and piloting

n/a Pending Mission Buy-in

Activity 2.9: Study of second language learning n/a Cancelled Y2

Activity 2.10: Digitization of TLM for the Kyrgyz Republic (scoping)

Carmen Strigel Pending Y3

IR 3: Design and Implementation Support

3.1: Cambodia technical assistance for coordination and collaboration in early grade reading (All Children

Reading–Cambodia) Joe DeStefano Active

3.2: USAID/Lao People’s Democratic Republic buy-in and diagnostic/book chain analysis

n/a Cancelled Y1

3.3: EGRA training and capacity building Department of Education (DepEd) Philippines

Sarah Pouezevara Complete

3.4: Study tour for Nepali education officials Maria Dzula Ad-hoc

3.5: Disability screening pilot (Philippines) Kellie Betts Active

3.6: Performance evaluation of Read with Me Tajikistan

Maria Dzula Pending Y3

3.7: Bangladesh EGR sector strategy technical assistance and benchmarking

n/a Cancelled Y2

3.8: USAID/Philippines support to DepEd David Harbin Active

2 Overview of Implementation Progress: October 2017–September 2018

This section summarizes, per activity, the active tasks throughout the year. Opportunities and constraints are also discussed for each of the ongoing activities. Any changes in key personnel or reallocation of level of effort within an activity are documented.

Table 2 presents an overview of the status of activities for Year (Y) 2, fiscal year 2018 (FY18). Five new activities were initiated this year with another six activities continuing implementation from Y1.

Activity 1.1 and 1.2 concluded in FY18 having delivered two research products. There was particular interest in the Investing in EGR in Lower and Middle-Income Countries in Asia Report (Activity 1.1) which was presented at two Washington, D.C. based panels and at an international conference.


The final EGRA Benchmarks and Standards Research Report was approved in Q2 FY18. The research had immediate and practical import, as the lead authors traveled to New Delhi, India to facilitate a benchmarking workshop in May. The 2-day workshop convened over 45 implementing partners, funders, government stakeholders and language specialist to set reading benchmarks for five EGR projects and five languages. The Activity will remain active as several dissemination events are planned for the following fiscal year.

The established benchmarks were used in the final EGR Assessment in India Initial Report and EGR Assessment in India Endline Report for Activity 2.2 EGR Assessments in India. The large-scale data collection effort was in large measure completed by September 2018 with the submission of the draft Endline Report on August 30, 2018. The Activity collected longitudinal data from 12,886 grade 2 learners. Over 90% of learners were reached at endline due with immense credit to our research partners, Pratham Education Foundation and ASER. The Endline Report will be finalized in the next quarter and the dataset will be incorporated into the EGR Barometer (Activity 2.3) as the first of its kind to feature longitudinal impact data.

Five early grade reading studies were added to the EGR Barometer in FY18. The country studies represented 3 non-RTI datasets (ASER, Save the Children, and the World Bank) and 2 instances of non-EGRA data (Literacy Boost and ASER reading levels). With our ongoing marketing campaigns and new content, the online data portal has seen sustained traffic with over 2,600 sessions (visits) per month on average since October 2017, of which 92% are new users. Next year we hope to focus on partnerships with education departments in Asia, particularly in Cambodia and the Philippines, to develop cross marketing strategies whereby government education portals and the EGR Barometer may be cross referenced.

Project implementation has ramped up for All Children Reading–Cambodia, Activity 3.1, as the project moves to deliver in-school support for the 2018-19 school year. During FY18, All Children Reading–Cambodia facilitated collaboration among relevant Ministry departments and partner NGOs to complete a review of the early grade Khmer language curriculum, and to develop a package of Ministry-owned and -endorsed materials to support students in pre-school and grade 1.

The project has worked to ensure the needs of students with disabilities are considered throughout the intervention design and implementation. During FY18 a situation analysis was undertaken to understand and document the barriers for children with disabilities in Cambodia. Alongside this, the project has developed tools for screening, referral, and additional supports for students with disabilities.

The project has made significant progress with capacity building for key MoEYS staff throughout this year. Working together closely on each of the components, the Ministry technical team has developed a much more coherent vision of what effective Khmer literacy instruction looks like and has strengthened its knowledge and skills in the fields of curriculum and material design, assessment, teacher professional development, and early grade literacy program implementation.

Ministry response to the final package has been overwhelmingly positive

• His Excellency Minister Hang `Chuon Naron specifically praised the progress with the Khmer primary syllabus at the launch ceremony

• Ministry of Education, Youth and Sport (MoEYS) leadership have expressed their appreciation for the comprehensive teacher’s guide and student materials set, and their confidence that these will lead to increased achievement

• Both the materials, and the collaborative process in which they were developed, have been raised as examples for other subjects and grades by Ministry leadership on several occasions

• Ministry staff at various levels have demonstrated a strong sense of ownership of the package, talking about how these have been developed with the support of partners, but are ultimately Ministry programs, intended to be piloted and then rolled out nationally

We are encouraged by this reception and will

continue the good work.


The project has also helped to bring together the NGO community to support the development of this shared vision for literacy instruction and related materials. This represents a significant shift in a sector where multiple NGOs have been implementing different, and at times conflicting approaches, sometimes even in the same schools. Several NGOs have begun to adjust their programming to provide more coordinated and harmonized support to the MoEYS. Many NGO partners have expressed their appreciation for the new materials and their optimism for improved results, as well as what they have learned through this collaborative process. Four organizations have in fact begun using their own resources to support and utilize the new materials.

In support of greater collaboration and communication among partners, All Children Reading–Cambodia held bi-monthly NGO partner meetings throughout FY18 and published three editions of the Early Grade Learning Community of Practice Newsletter, in December 2017 and April and September 2018). The project set up and is making use of a Facebook page and a group, “Cambodia Early Grade Learning,” where all members can post and share resources and information about their various activities.

Two new research streams began in 2018 with a focus on early childhood education and inclusive education screening. In Q3, a hearing and vision screening pilot was conducted in the Philippines using clinically validated equipment. The findings will be disseminated In October and used to train government and local NGOs on the screening package. In the last few months of Q4 FY18, significant research was completed on the early childhood education activity, with the draft recommendations for programming to be delivered to USAID in the following quarter.

At the end of FY18, a new Mission buy-in was approved from USAID/Philippines. Throughout the year ACR-Asia supported the Philippines through two discreet activities: a large scale EGRA/EGMA training for the Department of Education (DepEd) (Activity 3.3) and conducting an inclusive education screening pilot test (Activity 3.5). The new buy-in will span two years and deliver EGR assessments, targeted research activities, and educational exchanges.

Three ad-hoc activities (Activities 1.6, 2.4, and 3.4) continued in Y2, providing technical expertise to implementing partners and government agencies in the Central Asian region. These three activities provide short-term technical assistance (STTA) on an as-needed basis.

The detailed activity tracker as of September 30, 2018, is in Annex E.

Table 2. Overview of Activities Y2 FY18

Number of approved scopes of work (SOWs)

8 1.8: Early childhood education: Recommendations for programming in Asia

2.1: EGRA benchmarks and standards research report

2.2: Analysis of EGR assessments in India

2.3: Build out EGR Barometer

2.7: Research Report: Status of inclusive education in Asia and Disability Screening Pilot

3.1: Cambodia technical assistance for coordination and collaboration in early grade reading

3.5: Disability screening pilot (Philippines)

3.8: USAID/Philippines support to DepEd

SOW in process 2 3.6 Performance evaluation of Read with Me Tajikistan

2.10: Digitization of TLM for the Kyrgyz Republic (scoping)


Ad-hoc support activities

3 1.6: Continued support for Global Book Alliance

2.4: Review of EGRA for Time to Read Tajikistan and Kyrgyzstan (ad-hoc support request)

3.3: Study tour for Nepali Education officers

Completed in Y2 3 1.1: Investing in Early Grade Reading in Lower- and Middle-Income Countries in Asia research report

1.2: Gender equality and inclusiveness guide adapted for Asia

3.4: EGRA training and capacity building for DepEd Philippines

Cancelled 10 1.3: Analysis of innovation scale-up (India case study) (Mission approved)

1.4: Central Asia Early Grade Reading Conference

1.5: Partnership mapping exercise

1.7: Early childhood development support for higher education Uzbekistan (ad-hoc support request)

2.5: Research Paper: How do training and coaching combine to produce changes in teaching and instructional outcomes?

2.6: Research Paper: Leveled reader utilization

2.8: EGRA Light instrument development and piloting (pending Mission buy-in)

2.9: Study of second language learning

3.2: USAID/Lao People’s Democratic Republic buy-in and diagnostic/book chain analysis

3.7: Bangladesh EGR sector strategy technical assistance and benchmarking

Total 26

3 Implementation Phase During Y2 eleven activities have been in implementation; three of which were completed in Y2.

3.1 Activity 1.1: Investing in Early Grade Reading in Lower- and Middle-Income Countries in Asia Research Report

The research conducted under Activity 1.1 makes the case for continued international EGR funding in low- and middle-income countries in Asia as an important investment for US national security and the US economy. The report considers the relationship between increased literacy and employment and outcomes such as societal stability. Evolving job opportunities in developing Asian economies were investigated, along with their literacy requirements, and the relationship of Asian economic growth to the US economy.

Tasks Completed in Y2

The Investing in Early Grade Reading in Lower- and Middle-Income Countries in Asia report and briefs were finalized in the second quarter of FY18. The draft report was disseminated at two Washington, DC-based events and one international event.

In October 2017, Dr. Luis A. Crouch, Chief Technical Officer with RTI’s International Development Group, participated in an event hosted by the Global Reading Network’s Reading within Reach program. Dr. Crouch presented outcomes of the report alongside panelists at the Washington-based event and webinar: New Evidence on the Impacts of


Reading/Literacy: A Discussion with the Members of the Global Reading Network of Practice (Figure 1). Following the public dissemination event, Dr. Crouch participated in the Presentation on the Economic Impacts of Reading Instruction event hosted for USAID staff only in Washington, DC. January 2018.

The research report was finalized following feedback from the dissemination events in February 2018. The report is accessible through the USAID Development Experience Clearinghouse and the RTI SharEd website.1

Figure 1. Dissemination events for Investing in Early Grade Reading in Lower-

and Middle-Income Countries in Asia report

(photos: left—Global Reading Network; right—RTI)

In March 2018, Dr. Lee Nordstrom presented research findings at the Comparative and International Education Society (CIES) annual conference in Mexico City on the panel, What Do Youth Need to Succeed? Multi-country Evidence on the Efficacy of Skill Development for Youth Livelihood Success (Figure 1). The presentation focused on key outcomes of the research, primarily that projections of future job opportunities show job markets in Asia shifting in important ways. Projected employment growth lies in categories of jobs that increasingly require more advanced literacy skills, such as reading comprehension—and jobs that do not require these skills today, will require them in the future. The analyses conclude that it continues to be important for lower- and middle-income countries in Asia to invest in improving the teaching and learning of literacy skills in early grades.

Following the finalization of the report and facilitation of dissemination activities, this activity is complete.

Anticipated Tasks for Q1 FY19

None, this activity is complete.

Opportunities and Constraints

None.

Changes in Key Personnel and Reallocation of Level of Effort

None.

1 The report can be accessed from https://www.usaid.gov/results-and-data/information-resources/development-experience-clearinghouse-dec and https://shared.rti.org/content/acr-asia-research-report-investing-early-grade-reading-lower-and-middle-income-countries.

https://www.usaid.gov/results-and-data/information-resources/development-experience-clearinghouse-dec


https://shared.rti.org/content/acr-asia-research-report-investing-early-grade-reading-lower-and-middle-income-countries

https://shared.rti.org/content/acr-asia-research-report-investing-early-grade-reading-lower-and-middle-income-countries


3.2 Activity 1.2: Gender Equality and Inclusiveness Guide Adapted for Asia

Under this activity, we developed an Asia-specific framework for evaluating gender equality and inclusiveness in teaching and learning materials. A Guide for Strengthening Gender Equality and Inclusiveness in Teaching and Learning Materials, developed under the Data for Education Research and Programming mechanism for Africa, was adapted and tailored for Asia. Adaptations to the Guide included updated images, illustrations, stories, experiences depicted, and the teaching and learning materials analysis framework.

In the upcoming quarter, we will finalize the Guide and plan training on the use of the Guide. Further country-specific adaptations will be considered subsequent to the adaptation of the Guide, pending Mission interest and buy-in.


The final version of the Guide was submitted on December 6, 2017 and received USAID approval on December 15. No dissemination activities occurred in Y2. However, we continue to anticipate utilization of the adapted Guide for All Children Reading–Cambodia.

Further country-specific adaptations and dissemination events will be considered pending Mission interest and buy-in.

Following the approval of A Guide for Strengthening Gender Equality and Inclusiveness in Teaching and Learning Materials, this activity is complete.


None, this activity is complete.


None.


None.

3.3 Activity 1.8: Early Childhood Education (ECE): Recommendations for Programming in Asia

The objective of this new activity is to meet the needs of USAID Education officers and ministries of education in the Asia region as they design and implement ECE policies and programming. There are two goals associated with this: 1) to provide a primer for USAID Education officers in the Asian region engaging in program design and implementation of ECE activities; 2) to provide a readable, accurate summary of relevant research from Asia for officials in ministries of education to inform policy-making.


The scope of work for this activity was approved on July 27, 2018, with secondary analysis and report writing

continuing through the end of September 2018. The report focuses on the provision of formal

Figure 2. ECE Action Brief


school delivery of ECE and on research from low- and aspiring middle-income countries in Asia to synthesize recommendations for effective ECE programming in the Asia region.

In the first quarter of FY19, the report will be finalized pending review and comment from USAID. Additionally, four action briefs will be developed to present the analysis and recommendations for ECE programming in a reader-friendly, visually attractive format (Figure 2). The report and action briefs will be shared at the USAID Asia Regional Education Workshop (AREW) December 3–7, 2018, in Bangkok, Thailand.


Tasks Timeframe

Draft report October 2018

Draft briefs November 2018

Final report and briefs December 2018


None.


Originally, ACR-Asia staff expected to travel to present the research at AREW; however, the trip has been cancelled, and the report and briefs will be disseminated by USAID at the event. ACR-Asia staff will travel to present the research at CIES 2019.

3.4 Activity 2.1: EGRA Benchmarks and Standards Research Report

Under this activity, the team produced a research report that explores the appropriate EGRA benchmarking approaches and methodologies for reading performance levels measured across countries in Asia. The report reviews the experiences using EGRA to set fluency benchmarks for a range of education systems with the aim of informing good practice in USAID-supported projects in Asia. The report draws on the experiences of multiple organizations that support national governments to define and use benchmarks for oral reading fluency. It also provides background information on the use and function of EGRA and on the technical work of defining viable and reliable benchmarks based on an understanding of the science of reading development for each language type (Figure 3).


The report was approved in February 2018. The research was disseminated at the CIES conference in Mexico City March 2018 and leveraged at a benchmarking workshop in New Delhi, India, May 2018. The report can be accessed through the USAID

Figure 3. EGR Assessment in India Benchmarking Workshop, May 2–3,

New Delhi

(photo: RTI)


Development Experience Clearinghouse and the RTI SharEd website.2

The benchmarking workshop was held in New Delhi, India, May 2–3, 2018. The project supported implementing partners, USAID, and government stakeholders to set reading benchmarks for five EGR projects and five languages. Over the two-day workshop, 45 people attended, representing 20 organizations. The primary objective of the benchmarking workshop was to set reading benchmarks for each language in support of implementing partner and USAID reporting requirements. The larger goal of the workshop was to stimulate a broader discussion of reading assessment in India and benchmark setting for Indian languages. The reading benchmarks have informed Activity 2.2: Analysis of EGR Assessments in India (see below); the benchmarks were used to determine the percentage of children reading fluently with comprehension.


Tasks Timeframe

Prepare session November 2018

Facilitate AREW session December 2018


None.


Dr. Jukes joined Dr. Jonathan Stern for the benchmarking workshop in India. Dr. Jukes will present at AREW in December 2018. The research will also be presented at CIES 2019.

3.5 Activity 2.2: Analysis of EGR Assessments in India

In September 2017, USAID commissioned RTI and Pratham Education Foundation’s (Pratham) Annual Status of Education Report (ASER) Centre to conduct the analysis of EGR Assessments in India activity. The five largest education projects from the Mission’s portfolio were selected for inclusion in the assessment (Table 3). The purpose of the research is to be able to include the reading assessment results of USAID India’s reading projects in the Global Count and determine reading fluency for each of USAID’s five large-scale education projects in India (Figure 4). USAID asked RTI to partner with Pratham to combine two reading assessments, Pratham’s ASER and the EGRA. The data will also be used to report Indicator ES1-1 for these six projects: “Percent of learners who demonstrate reading fluency and comprehension of grade-level text at the end of grade 2 with US Government (USG) assistance.”

2 The report can be accessed from https://www.usaid.gov/results-and-data/information-resources/development-experience-clearinghouse-dec and https://shared.rti.org/content/all-children-reading-asia-egra-benchmarks-and-standards-research-report.

Figure 4. Final English

language child assessment booklet



https://shared.rti.org/content/all-children-reading-asia-egra-benchmarks-and-standards-research-report

https://shared.rti.org/content/all-children-reading-asia-egra-benchmarks-and-standards-research-report


Table 3. USAID’s Five Large-Scale Education Projects in India

Program Name Implementer Assessment Geography

Assessment Language

Start Early: Read in Time CARE Uttar Pradesh Hindi

Odisha Oriya

Teacher Innovations in Practice STiR Education Uttar Pradesh Hindi

Right to Read English Helper Maharashtra English

Nurturing Early Literacy Centre for Microfinance

Rajasthan Hindi

Maharashtra Marathi

Karnataka Kannada

Scaling up Early Reading Interventions

Room to Read Uttarakhand Hindi

Chhattisgarh Hindi


Initial data were collected near the beginning of school year between September and October 2017. Data collectors returned to re-test the same students for the endline

assessment between the end of February and March 2018 across treatment and control schools.

At initial assessment, the ASER/modified EGRA instrument was administered to a total of 14,370 Standard 2 students randomly selected from 1,191 government primary schools (607 treatment and 584 control) in 7 states and 31 districts in India (Figure 5). At endline, 90% of students were tracked and retested, for a total sample of 12,886, with the overall attrition rate at 10%.

The draft report for the initial assessment was provided to USAID on January 26, 2018, followed by a baseline presentation to USAID Mission staff and implementing partners on March 20, 2018, in New Delhi. Additional comments were received on the initial assessment report following the presentation. The initial assessment report was finalized following the benchmarking workshop May 2–3, 2018, in New Delhi (see Activity 2.1).

Endline data collection was ongoing through the months of February and March. The final day of data collection was March 31, 2018. Following completion of the endline data collection, data entry, cleaning, and analysis were completed. The draft impact report was submitted on August 31, 2018 and will be finalized in the first quarter of FY19. A final presentation will also be scheduled.

Figure 5. A master trainer leads a

group play activity to set children at ease

(photo: ASER)



Tasks Timeframe

Initial assessment report approved October 2018

Endline report finalized December 2018

Final presentation TBD


None.


None.

3.6 Activity 2.3: Build Out EGR Barometer

The mandate of Activity 2.3 is to increase the scope and use of the EGR Barometer by continuing to disseminate training materials, adding new interactive features, and adding new RTI datasets and datasets from other implementing partners in Asia.


There are four subcomponents to the Barometer: Dissemination and Outreach, Datasets, Application Development, and Site Maintenance and User Support. Each component will be addressed below.

3.6.1 Dissemination and Outreach

Throughout the year, RTI made significant progress implementing the EGR Barometer Communication and Training Plan. Two key strategies to increase user access and encourage deeper engagement with the Barometer included a multi-pronged digital media strategy and several training and presentation events.

Presentations. We conducted four presentations, coordinating with RTI local and international presentations and workshops. The strategy is for RTI staff to feature the EGR Barometer in relevant workshops and presentations, directing participants to the website and demonstrating how the data can be used. The Barometer was incorporated into four events this fiscal year.

• Dr. Amber Gove presented a talk on the Barometer and early reading at the University of Maryland to an audience of 25 participants on October 20, 2017.

• Dr. Gove gave a talk at the American Evaluation Association mentioning the Barometer to 15 participants on November 10, 2017.

• The Barometer was presented at CIES in March 2018. Dr. Gove and Helen Jang served on a panel chaired by Mitch Kirby on the topic of Data Transparency and

Figure 6. Helen Jang, RTI, presents updates to the USAID EGR Barometer at CIES. The Barometer now accommodates non-EGRA datasets such as Save the Children’s Literacy Boost data.

(photo: RTI)


Utilization: Re-thinking North-South Dialogue on Learning Outcomes Measurement and SDG Reporting. The presentation was an interactive demonstration of the Barometer with approximately 25 attendees (Figure 6).

• The Barometer was presented during the India benchmarking workshop in New Delhi, May 2–3, 2018. Baseline data from EGRA and ASER were loaded into the Barometer to aid and support the setting of reading benchmarks and project reading targets. The presentation was attended by 37 people.

Presentations continue to remain an important strategy as we continue to build awareness for using these data in policy dialogue.

Digital media strategy. One of the key objectives this year was to build awareness of the EGR Barometer and increase traffic to the site (Figure 7). We experimented with several

digital media strategies that included website optimization, Facebook campaigns, Google AdWords, and email campaigns. The log-in requirement was removed at the end of February. We began running Facebook and Google AdWords campaigns in March; they were designed to feature the Barometer when users searched certain keywords. According to Facebook,

the Barometer ads reached 49,327 people this year and resulted in 456 clicks to the Barometer website. Facebook advertising continues to be a highly effective channel for building awareness about the Barometer and increasing usage.

RTI continues to run an advertisement for the Barometer using Google AdWords. When Google users search for keywords that are linked to our ad, the Barometer ad is displayed. From October 1, 2017, to September 30, 2018, an average of 104,111 people were reached monthly. Over the course of the year 24,200 people clicked the ad.

The offline application of the Barometer was downloaded 190 times since October 2017 (a 41% increase over Y1), and the Barometer video has been played 1,449 times (a 23% increase over Y1).

Number of users by country from Asia:

• Philippines (10,908)

• Nepal (4,076)

• Bangladesh (2,180)

• Vietnam (1,870)

• Indonesia (1,045)

• Cambodia (846)

• Thailand (436)

• India (275)

• Kyrgyzstan (113)

• Papua New Guinea (101)

Figure 7. Number of EGR Barometer Facebook followers before and after ad campaigns

From all Facebook ads this reporting period

• 844,268 total people reached (134% increase over Y1)

• 14,236 video views

• 8,072 link clicks to the Barometer

• 3,112 people following the EGR Barometer on Facebook


Barometer statistics. EGR Barometer usage continues to grow due to ongoing outreach and digital marketing efforts (see Figure 8). There were a total of 35,657 sessions this year (October 2017–September 2018)—on average, over 2,971 sessions per month. A large portion of these sessions—an average of 92% of sessions—represent new users. This percentage has been slowly growing since the beginning of the fiscal year. In October 2017 84% of sessions were new visitors; in September 2018, 95% of sessions were new visitors.

Figure 8. Google user analytics from October 2016–September 2018

The focus of Y3 will be to add new datasets to the Barometer and develop linkages with governments in Asia to use the Barometer, ideally using cross marketing to increase awareness of the Barometer as well as other government data portals. These efforts will help make the Barometer another frequented site to access EGR data and information.

3.6.2 Datasets

RTI prepared and released five new country studies to the EGR Barometer in Y2; the datasets were from Vanuatu and four provinces in Papua New Guinea. The team also revised the statistical analysis code to reduce the programming effort for processing new datasets and proposed updated Barometer projection methodology.

The list below indicates progress made on datasets during the fiscal year (Table 4):

1. Bangladesh 2014, USAID Reading Enhancement for Advancing Development (READ). On February 14, the Bangladesh 2014 baseline data were released on the Barometer. Inclusion of Save the Children’s Literacy Boost data is the first instance of non-EGRA data to be uploaded into the Barometer. We hope this will encourage other implementing partners with non-EGRA data to seek to have their data featured in the Barometer.

2. Tonga 2009, World Bank Pacific Early Ages Readiness and Learning (PEARL) project. Data were released to the Barometer on March 22, 2018.

3. India 2017 Baseline, USAID ACR-Asia EGR Assessments in India project. This is a new EGR Barometer requirement that was not in the original work plan for Y2. Team resources have been reallocated to include the baseline data from nine project locations into the Barometer. The Barometer data were presented during the May 2–3 benchmarking workshop in New Delhi, India. In addition to EGRA, the ASER reading levels were included in the Barometer. This is the second instance of non-


EGRA reading data to be featured in the Barometer. Currently, the dataset is password protected until the endline data have been uploaded.

4. Bangladesh II EGRA Study (IIEGRA) 2016, sent to us by researchers at the BRAC Institute of Educational Development at BRAC University in Dhaka. These are the baseline data collected for a planned intervention conducted in two districts in one division of Bangladesh. The dataset was released to the Barometer on 24 July 2018.

5. Pakistan 2013, USAID. On June 14, we received approval to include the Pakistan EGRA data in a restricted-access version of the Barometer. Data are accessible to USAID Mission staff to support intervention and policy planning. We continue to be in contact with the EGRA implementing partner, MSI, with questions. We will wait until the midterm data become available before adding them to the Barometer public site. We anticipate the data to be accessible in FY19.

Table 4. New EGR Barometer Functionality

Non-RTI Dataset

Non-EGRA Dataset New Functionality

World Bank PEARL

World Bank

USAID READ Bangladesh

Save the Children Literacy Boost New subtasks, definrions,

and relationships

USAID EGR Assessment in India Activity ASER ASER reading

levels Longitudnal data visualization

3.6.3 Application Development

In Y2, we implemented a number of changes to the application. We developed a nested country dropdown for countries with multiple provinces/study areas. In addition, we improved the import process for updating existing datasets. We also imported the Bangladesh dataset. With that, we created Bangladesh-specific subtasks, definitions, and relationships.

The Barometer was also updated to accommodate ASER-specific subtasks, definitions, and relationships.

3.6.4 Site Maintenance and User Support

The EGR Barometer experienced no problems with site uptime to date. During this year, we ran vulnerability scans and resolved any reported issues.


Tasks Timeframe

Continue maintenance, analytics, user support Ongoing

Continue to expand functionality as needed for non-RTI and non-EGRA datasets Ongoing

Continue digital media campaigns; explore connections with government education data

portals in Asia Ongoing

Continue to add prepare and release datasets; add India longitudinal dataset

December

2018



RTI will continue to rely on USAID’s assistance to secure access to USAID datasets. We will continue to communicate the goals of the EGR Barometer with Missions and other implementing partners to facilitate the sharing of datasets.


Simon King will replace Helen Jang to oversee overall EGR Barometer management.

3.7 Activity 2.7: Research Report: Status of Inclusive Education in Asia and Disability Screening Pilot

The purpose of this activity is to provide critical information to policymakers and practitioners in Asian countries on the landscape of inclusive education (IE) for children with disabilities and to the degree possible, the prevalence of children with vision and/or hearing difficulties in regular public-school classrooms. This activity will provide a proof of concept for screening tools that can assist teachers in Asian schools to detect students in their classrooms with vision/hearing difficulty who may need additional support. The activity scope of work was approved at the end of March 2018, with implementation beginning in April.


In this reporting period, the activity team completed the landscape desk review of the information currently available on students with disabilities in Asian countries. The draft report was submitted to USAID on June 29, 2018, with a revision submitted on September 4, 2018, that addressed comments. This activity is closely linked to Activity 3.5: Disability Screening Pilot (Philippines), wherein the team conducted a pilot using screening tools to detect vision/hearing difficulty in children in the Philippines. The landscape review will be finalized in the following quarter (Q1 FY19) after incorporating any feedback that arises at the dissemination events.


Tasks Timeframe

Finalization of report December


None.


None.

3.8 Activity 3.1: Cambodia Technical Assistance for Coordination and Collaboration in EGR (All Children Reading–Cambodia)

Activity 3.1, funded by USAID/Cambodia, under IR 3.1, aims to assist MoEYS, its development partners, NGOs, and the private sector to harmonize EGR teaching and learning approaches in Cambodia and to coordinate and support the implementation of rigorous, practical, and scalable EGR models in Cambodia.

The project will build upon pre-existing EGR tools, textbooks, and approaches in partnership and coordination with EGR partners working in Cambodia. It will provide coordination,


logistical, secretariat, and financing and technical assistance services to the Technical Committee for EGR of the MoEYS, and the technical task forces under this body.

All Children Reading–Cambodia will assist MoEYS in developing official MoEYS-endorsed EGR resources, including curriculum documents, teaching and learning materials, and modules and materials to support both in-service and pre-service training. The project will work with subnational officials, NGO partners, and the private sector to develop and take to scale EGR interventions, with the explicit intention of testing out and evaluating the system supports needed to assure a high degree of fidelity of implementation and impact. This will include subawards or grants to partner(s) as part of this approach.

An additional focus of the project is to support the MoEYS in developing and putting into operation a national EGR program, strategy, and plan. This plan will be developed in close coordination with MoEYS and its other programs and projects. Most importantly, All Children Reading–Cambodia will partner with MoEYS in the development of its third round of Global Partnership for Education- (GPE-) funded EGR activities and will align the All Children Reading–Cambodia supported activities with the other reforms being supported through GPE.


Selected achievements from each activity Result Area:

Result 1: The MoEYS effectively manages, at the national, provincial, district, and school levels, evidence-based EGR programs

• Provided technical assistance to support review and revisions of the Khmer language curriculum and syllabus for higher-level pre-school and for primary grades 1–3 (Figure 9).

• Reviewed and updated existing teacher guidelines and materials for higher-level pre-school and textbooks for grades 1–3.

• Developed a teacher’s manual for grades 1–3, and assisted the MoEYS in making more widely available existing supplementary reading and language materials.

• Assisted the MoEYS in designing and developing in-service training and support materials.

• Incorporated inclusive education strategies into the teacher’s guide, teacher training program, and teacher support/coaching models.

• Provided technical assistance to reinforce the capacity of the Education Quality Assurance Department (EQAD), including helping the department develop the student learning assessment framework and produce analysis and products for disseminating assessment results to different target audiences.

• Reviewed existing tools, methods, and/or procedures for detecting possible disabilities among children and worked with local partners and the MoEYS to modify/update them.

Figure 9. TLM development workshop

(photo: RTI)


• Developed adapted versions (large print, braille, audio, Cambodian Sign Language, and easy-read versions) of student instructional materials and supplementary reading materials.

• Developed and piloted adapted versions of early grade reading assessments (EGRAs) that can accommodate children with disabilities (IE).

• Completed illustrations and design work for 30 simple “pattern books” in collaboration with the MoEYS, The Asia Foundation, and other NGO partners. The text consists of short phrases and sentences that follow predictable patterns that are especially useful for students who struggle with reading, including children with intellectual and learning disabilities.

• Trained, in Q3, illustrators on including positive images of children with disabilities, and many of the pattern books include characters with disabilities in a range of roles.

• Published, in Q4, all the books online through the project’s Facebook page, the MoEYS website, and the Let’s Read website and app.

Result 2: Partnerships and coherence are strengthened to support EGR objectives in Cambodia

• Presented findings and recommendations from the situation analysis of educational services for children with disabilities in Cambodia at the national disability network meeting, organized by the Disability Action Council in Q3.

• Published the second early grade learning community of practice newsletter May 16, 2018. A third early grade learning community of practice newsletter was published in September 2018.

• Held regular NGO collaboration meetings bi-monthly to support greater collaboration and communication among partners. Partners continued to attend technical working sessions, contributing to development of teaching and learning materials.

• Finalized the screening training manual and referral toolkits, which were field tested in Kampong Thom in mid-August.

• Piloted hearing and vision screening tools in August 2018 with a sample of students from pre-school and grade 1, as well as teachers, school directors, and representatives from the MoEYS in Kampong Thom. The tools and training were adapted based on the pilot, and meetings will be held with key stakeholders to validate the final screening toolkit.


• Completed, in Q3, the procurement process to ensure collaboration with EGR partners for three aspects of support: development of grade 2 teaching and learning materials, and implementation of teacher training and coaching in Kampong Thom

Province.

• Maintained the project Facebook page, which serves to facilitate communication among the community of practice, allowing partners to regularly share updates. The page is being administered and maintained by all NGO and MoEYS members.

• Continued negotiations with All Ears Cambodia and Fred Hollows Foundation to provide disability services to schools in partnership.

• Met with other NGOs working on screening and referrals, such as Krousar Thmey’s expert team in hearing impairments, Association for

Aid and Relief Japan, and the German agency for technical cooperation in development, GIZ, to learn from their experience with screening and referral to inform the development of referral process of All Children Reading–Cambodia.

• Collaborated closely with MoEYS colleagues on the finalization of the EGRA instruments and on the conducting of the baseline assessment in May and June of 2018, with the Education Quality Assurance Department serving as the main counterpart for this work, and strong support from Kampuchean Action for Primary Education, World Education, Open Institute, and Save the Children.

Result 3: Assistance is provided for development of a coordinated and harmonized evidence-based EGR and writing program endorsed and implemented in grades 1 through 3 that is feasible, practical, and scalable

• Began work with MoEYS counterparts and all NGO partners to develop the teacher training approach, strategy, materials, and specific plan. The plans for providing implementation support to schools in Kampong Thom were finalized and agreed-upon with the MoEYS and USAID during Q3.

• Finalized all the content and materials for the initial round of teacher training workshops in Q4. Content and materials were also aligned to the planned on-site support visits by coaches.

• Conducted, in September 2018, the training of trainer workshops covering the literacy coach content and the school director content. Literacy coaches also participated in their first workshop.

• Met with NGOs working with children with a hearing and/or vision impairment to explore best practices for child protection.

• Drafted child protection guidelines with inputs from relevant NGOs. The guidelines will be used to ensure child protection for all children who receive any services from the project, including the deaf and blind children attending the “bridge to pre-school” activities.

• Completed, in June 2018, baseline data collection in 294 schools assessing 2,756 grade 1 and upper pre-school learners using harmonized reading assessments.

Figure 10. Activities using sign language

(photo: RTI)


Three operational deliverables were completed:

• Draft Work Plan (For the period of September 2018–September 2019): August 1, 2018

• Final Work Plan (For the period of September 2018–September 2019): September 12, 2018

• Final Activity Monitoring and Evaluation Plan: August 9, 2018


Tasks Timeframe

Result 1: The Ministry of Education, Youth and Sport (MoEYS) effectively manages, at the national, provincial, district, and school levels, evidence-based early grade reading (EGR) programs

Put in place subcontracts for nongovernmental organization (NGO) contributions to remaining grade 1 work, and development of grade 2 package

November 2018

Develop additional adapted and specialized versions of student materials and supplementary reading materials for children with disabilities

October–December 2018; Ongoing

Develop disability screening tools, processes for referral, and related training October–December 2018; Ongoing

Assist the MoEYS in designing the teacher training needed for the implementation of the revised curriculum for grade 1 and pre-school, incorporating inclusive education (IE) strategies (for remaining workshops)


Begin work with MoEYS and NGO partners to finalize core student and teacher and instructional materials for pre-school and grade 1, incorporating IE strategies

December 2018

Begin development of cross-curricular reading materials and leveled books for reading for pleasure for grade 2

December 2018

Coordinate with Early Grade Learning–Cambodia October–December 2018; Ongoing

Begin to work with Education Quality Assurance Department to provide capacity building in the production of analytical outputs designed to disseminate assessment findings to different target audiences

December 2018

Result 2: Partnerships and coherence are strengthened to support EGR objectives in Cambodia

Continue to support effective communication and coordination among partners supporting EGR and IE

October-December 2018; Ongoing

Identify and establish operational partnerships with organizations, programs, and resources that schools, and districts can draw on to support IE


Result 3: Assistance is provided for development of a coordinated and harmonized evidence-based EGR and writing program endorsed and implemented in grades 1 through 3 that is feasible, practical, and scalable

Conduct communication campaign to raise awareness and change attitudes regarding education for children with disabilities (IE)


Promote greater understanding and changed perceptions and beliefs of education for children with disabilities among MoEYS staff


Support initial pilot rollout of the national EGR program for pre-school and grade 1 in all districts in Kampong Thom Province in the 2018–2019 school year, including:


—Training of master trainers, teacher trainers, and pre-school and grade 1 teachers in Khmer instruction


—Printing and distribution of materials for pre-school and grade 1 teachers for EGR implementation

October 2018

Pilot screening of all upper pre-school and grade 1 students in two districts in Kampong Thom, including:


—Training teachers in initial screening techniques October 2018

—Underwriting transportation and support to students identified through initial screening so they can be referred for and undergo further clinical diagnosis

November–December 2018; Ongoing

Put in place partnerships with organizations capable of providing assistive and/or corrective devices for children who could benefit from such interventions


Recruiting and training community volunteers to work with students with disabilities October–December 2018; Ongoing


Detailed information about the technical activities that occurred under this activity during Y2 can be found in the All Children Reading–Cambodia Annual Progress Report, included in its entirety in Annex F.


Delays with recruitment of the professional development advisor (due to registration) have meant that the time available to develop professional development materials this year has been condensed. Time to develop videos will be limited, and this might need to be delayed until later in the year.

Prolonged discussions and negotiations regarding the final GPE-3 approach and the resources available for IE activities, have made it hard for All Children Reading–Cambodia to develop a plan and budget for the implementation phase of the work. However, issues regarding the necessary budget for continuation of project activities were resolved in discussion with USAID/Cambodia and with the ACR-Asia Contracting Officer’s Representative in Washington, which was helpful.

In the next year, the project will continue to seek to work with partners involved with GPE-3 in attempt to ensure effective collaboration. However, delays in the United Nations Educational, Scientific and Cultural Organization work plan have meant that All Children Reading–Cambodia has needed to go ahead with some of the work on the training design and make plans together with the MoEYS for implementation in Kampong somewhat independently.

Additional funding and the proposed extension of the contract provide an exciting opportunity to support the learning of a greater number of children. Further discussions about appropriate areas for implementation with the MoEYS and other partners will be useful to avoid overlap and ensure the most effective use of resources.


Below is a list of the All Children Reading–Cambodia team at the end of FY 2018.

Person Position

1. Claire Wyatt Chief of Party and Technical Advisor

2. Sokhim Ou Inclusive Education Advisor

3. Rattana Huy Khmer Materials Development Specialist (part-time)

4. Senghean Soy Finance and Operations Specialist

5. Thida Hun Translator/Project Officer

6. Kagna Chhiv Admin Assistant

7. Koll Phann Junior Project Assistant

8. Wykia Macon Inclusive Education Specialist (consultant)

9. Olivia Byler EGR Professional Development Advisor

10. Jacob Risner Operations Manager

11. Vibol Nuon Inclusive Education Team Leader

12. Vanna Chhim Inclusive Education Officer

13. Sunheng Khchang

Inclusive Education Officer

14. Sophea Tuy Finance & Admin Assistant


Person Position

15. Veasna Kem Deaf Education Specialist

16. Sokdin Ros Inclusive Education Technical Officer

3.9 Activity 3.3 EGRA Training & Capacity Building Support for DepEd Philippines

The Philippines DepEd requested follow-on EGRA/early grade mathematics assessment (EGMA) refresher training support for their upcoming national data collection, tablet procurement, and Tangerine® capacity building support to the Department. This activity was completed in Q1. The activity focused on providing technical assistance for server procurement and configuration for Tangerine, Tangerine maintenance, and instrument rendering. The grade 3 EGRA, EGMA, and student questionnaires (three instruments total) were rendered in seven languages, and two trainers traveled to deliver the master trainer training October 17–22, 2017.


Lachko Hristov, Mobile Application Developer and IT Support, traveled to Manila for 12 days to provide training (October 2–11) to three DepEd staff on server preparation, installation of Tangerine, assessment rendering, device handling, and general troubleshooting. Sarah Pouezevara, lead EGMA trainer, joined Firth McEachern, lead EGRA trainer, in Tagaytay, Philippines, to lead the refresher training for master trainers (October 17–22). RTI submitted a joint trip report on November 17.


None, activity is complete.


Follow on support and capacity building to DepEd is captured under the 3-year Mission buy-in Activity 3.8.


None.

3.10 Activity 3.5: Disability Screening Pilot (Philippines)

As IE gains increasing priority within USAID and the countries in which USAID works, missions in Asia are beginning to develop appropriate strategies for how best to support ministries of education to better promote and enable EGR programs that are responsive to needs of students with all levels of abilities. One such approach is early screening and detection of disabilities, to identify students who experience difficulties with seeing and hearing, for instance.



The purpose of this activity is to pilot screening tools as a proof of concept. The screening tools are intended to help assist Filipino teachers to detect students in their classroom with vision/hearing difficulty who may need additional support.

RTI worked closely with DepEd’s Student Inclusion Division (SID) to plan and carry out the pilot activities. SID showed enthusiasm and collaboration in using the electronic tools in conjunction with other screening efforts being rolled out in the country such as the Multi-factored Assessment Tool (MFAT).

Data collection was carried out in the Philippines, June 11–July 2, 2018, using electronic hearing and vision screening tools in the National Capital Region and Region IV-A. The pilot activity began with a two-day training in Manila that included teachers, assessors, and medical officers. Relevant DepEd representatives joined the first day to observe the training. The participants were trained to use the screening tools, as well as Tangerine software, which was used to collect student interview data. Following the training, participants visited eight schools to screen children for potential hearing and/or vision difficulties. and/or vision difficulties. Overall 100 to 200 students (grades 1–3) were screened in each school. In addition to screening and interviewing students, the team collected data to answer research questions regarding the screening environment in the schools, the accuracy of the screeners in using the tools, and screeners’ experience using the tools. Participants were able to easily pick up the tools and enjoyed the ease with which they were administered to children in the schools. Participating schools were excited to be part of the pilot program and eager to learn how the results could be used to aid children, families, and teachers.

The data will be analyzed and disseminated at an in-country workshop event planned for October 2018. The dissemination will provide recommendations for how to incorporate electronic screening tools in future school-based screening programs in the Filipino context. Following dissemination, a 4-day workshop that will include DepEd regional staff, central office staff, and local implementing partners will be held. The participants will be trained in how to use the tools and provided with guidance for how best to incorporate them in future programming and activities. In order to aid future programming in the Philippines, 35 complete screening units (tablets, headphones, and software) will be transferred to DepEd and 15 units will be transferred to USAID for future use by in-country implementing partners. A final report will be produced that will include recommendations on the optimal length of training for screeners and the most appropriate surroundings in which the tools should be administered to produce reliable and valid screenings.

Figure 11. Assessors administer hearing and vision screening assessments to students

(photo: RTI)



Tasks Timeframe

Dissemination event October 2018

Conference presentation October 2018

Training of DepEd and IPs October 2018

Finalize report December 2018


Follow on support and capacity building to DepEd is captured under the 3-year Mission buy-in Activity 3.8.

During the pilot, the team experienced high levels of referral rates using the hearing screening tool. Additional tests were conducted during the pilot that currently lead us to believe the environment and noise levels within schools may be causing a high level of false positives. The team worked to modify the testing protocol throughout the data collection. These adjustments did yield improvements, however, further consideration and close monitoring of the tools will be required to ensure the viability and reliability of the tools in this context is needed/on-going.


None.

3.11 Activity 3.8: USAID/Philippines Support to DepEd (All Children Reading–Philippines)


In this reporting period, a second Mission buy-in activity was approved by USAID/Philippines. The scope was approved on September 18, 2018, to further support Mission goals and capacity building for the Philippines DepEd. In the remaining weeks of the fiscal year, we worked with the Mission to further refine the work plan and began early planning and implementation activities.

The focus in the following quarter is planning for and implementing a National EGRA that will be comparable to the 2013 National EGRA, as well as a Regional EGRA and Language Study to include new languages. The activity team is also working to identify and plan study tours to aid DepEd’s Bureau of Learning Delivery-Teaching and Learning Division and educational training opportunities for the Project Management Service - Project Development Division.

The scope will also include capacity development and assistance to DepEd’s Assessment Division. Other research activities to be included in the coming fiscal year include: inequalities between boys’ and girls’ achievement in reading, learning trajectories under mother-tongue policy, and use of information and communications technology to enhance learning outcomes.



Tasks Timeframe

National EGRA Ongoing

Preparation (recruiting sub, planning training, etc.) October–December 2018

Instrument preparation, tablet inventory and testing December 2018

Regional EGRA and Language Study Ongoing

Preparation (recruiting sub-contractor, language consultants, planning training, sampling, etc.)

October–December 2018

Instrument adaptation, purchase of 25 tablets and inventory tablets and testing November–December 2018

Revised work plan December 2018


None.


An updated work plan and staffing plan will be developed and provided to the Mission in the Q1 Y3.

4 Cancelled Activities Activities cancelled in Y2:

• Activity 1.3 – Analysis of innovation scale-up (India case study)

• Activity 1.5 – Public-private partnerships (PPPs) research report – India

• Activity 1.7 – Early childhood development support for higher education Uzbekistan (Ad-hoc)

• Activity 2.5 – Research Paper: How do training and coaching combine to produce changes in teaching and instructional outcomes?

• Activity 2.6 – Research Paper: Leveled reader utilization

• Activity 2.8 – EGRA Light instrument development and piloting

• Activity 2.9 – Study of second language learning

• Activity 3.7 – Bangladesh EGR sector strategy technical assistance and benchmarking

Activities cancelled in Y1:

• 1.4: Central Asia Early Grade Reading Conference

• 3.2: USAID/Lao People’s Democratic Republic buy-in and diagnostic/book chain analysis


5 Ad-Hoc Activity Requests Three ad-hoc requests are open to provide STTA on an as-needed basis.

5.1 Activity 1.6: Continued Support for Global Book Alliance

Activity 1.6 will provide support for the Global Book Alliance through various presentations and technical assistance. No tasks have yet been identified, and no tasks are currently planned for the next quarter.

5.2 Activity 2.4: Review of EGRA for Time to Read Tajikistan and Kyrgyzstan

In January to February 2018 we reviewed USAID Time to Read’s EGRA instruments and provided feedback in advance of the midline pilot. We found the EGRAs to be well constructed overall and in adherence with EGRA Toolkit guidelines. Recommendations were provided regarding revisions to the instructions as well as instrument refinement.

In the Y3 work plan, we began scoping a new activity supporting evaluation activities for USAID/Central Asia Region. The team is ready to provide additional technical assistance or review needs may arise.

5.3 Activity 3.4: Study Tour for Nepali Education Officers

Activity 3.4, funded by USAID/Nepal, under IR 3.1, will provide funding for a study tour for senior government officials to visit other reading programs in Asia. The purpose of the activity will be to expose education officials to efficient reading programs in the region. No tasks have been completed for this activity to date, and no tasks are currently planned for the next quarter.

6 Task Order Project Management Support

6.1 Operational Activities

Over the duration of the quarter, the activity tracker was updated on a weekly basis for internal RTI management meetings and shared with USAID every other week in advance of TO management check-in meetings. The tracker records current activities and key tasks under each activity. Cancelled or completed activities will remain in the tracker to show the progression of activities under this mechanism. The current tracker, as of September 30, 2018, is in Annex E.

6.2 USAID Meetings and Communication

TO Management Check-In Meetings: The ACR-Asia project management team meets with Contracting Officer Mitch Kirby every other week, to discuss TO updates. Attendees include Maria Dzula, Joe DeStefano, David Harbin, Kellie Betts, Meredith Sparks, Siobhan McGowan, and Mitch Kirby. Additionally, when relevant, one activity leader joins the meeting to provide pertinent updates regarding the specific activity. Status updates from activity leaders typically occur once a month. Notes are sent out after every meeting to keep track of action items.

6.3 Reports and Deliverables

Management deliverables for ACR-Asia are captured in Table 5, and All Children Reading–Cambodia deliverables are captured in Table 6.


Table 5. ACR-Asia Management Deliverables

Contractual Deliverable Submission Date

Annual Work Plan 2016–2017 Final: January 10, 2017

Approved: January 17, 2017

Monitoring and Evaluation Plan and Quality Assurance/Quality Control Plan

Draft: December 28, 2016

Revised: May 31, 2017

Approved: December 15, 2017

Branding Implementation Plan and Marking Plan Submitted: January 11, 2017

Approved: January 17, 2017

Quarterly Progress Report Q1 FY17 (Oct–Dec) Submitted: January 13, 2017

Approved: February 22, 2017

Quarterly Progress Report Q2 FY17 (Jan–Mar) Submitted: April 14, 2017

Approved: April 19, 2017

Quarterly Progress Report Q3 FY17 (Apr–Jun) Submitted: July 14, 2017

Quarterly Accruals Report Q1 FY17 (Oct–Dec) Submitted: December 20, 2016

Quarterly Accruals Report Q2 FY17 (Jan–Mar) Submitted: March 20, 2017

Quarterly Accruals Report Q3 FY17 (Apr–Jun) Submitted: June 20, 2017

Quarterly Accruals Report Q4 FY17 (Jul–Sep) Submitted: September 15, 2017

Annual Work Plan 2017–2018 Draft: October 27, 2017

Revised: November 30, 2017

Final: January 10, 2018

Annual Progress Report 2016–2017 / Quarterly Progress Report Q4 FY17 (Jul–Sep)

Submitted: November 10, 2017

Approved: December 15, 2017

Quarterly Accruals Report Q1 FY18 (Oct–Dec) Submitted: December 20, 2017

Quarterly Progress Report Q1 FY18 (Oct– Dec) Submitted: January 15, 2018

Quarterly Accruals Report Q2 FY18 (Jan–Mar) Submitted: March 13, 2018

Quarterly Progress Report Q2 FY18 (Jan–Mar) Submitted: April 13, 2018

Quarterly Accruals Report Q3 FY18 (Apr–Jun) Submitted: July 9, 2018

Quarterly Progress Report Q3 FY18 (Apr–Jun) Submitted: July 13, 2018

Quarterly Accruals Report Q4 FY18 (Jul–Aug) Submitted: September 18, 2018



Table 6. All Children Reading–Cambodia Management Deliverables


Annual Work Plan 2017–2018 Draft: May 19, 2017

Final: June 21, 2017

Amended & approved: September 21, 2017

Activity Monitoring and Evaluation Plan Draft: July 3, 2017

Revised: September 19, October 31, December 6, 2017

Pending revision

Branding Implementation Plan and Marking Plan Draft: July 7, 2017

Revised: July 17, 2017



Approved: July 19, 2017

Quarterly Progress Report Q3 FY17 July 14, 2017

No comments received; approved

Quarterly Progress Report Q4 FY17 October 18, 2017

Revised: October 31, 2017

Approved: November 13, 2017

Quarterly Progress Report Q1 FY18 January 15, 2018

Approved: February 2, 2018

Quarterly Progress Report Q2 FY18 April 13, 2018

Approved: May 8, 2018

Quarterly Progress Report Q3 FY18 July 13, 2018



6.4 Monitoring and Evaluation Updates

Eleven activities were being implemented this fiscal year, with several activities having achieved progress against the task order monitoring and evaluation indicators.

Indicator 1: Number of trainings, seminars, workshops, networking, and dissemination events held [webinars to be captured under this indicator]

Seventy-eight qualifying events were held this fiscal year: 3 events for the EGR Barometer, 3 for USAID/Philippines, and 72 for All Children Reading–Cambodia. With numerous planning and dissemination events this year as well as school director training in preparation for school rollout in Y3, it is no surprise that we have vastly surpassed Y1 actuals in Y2. With the emphasis on facilitation for All Children Reading–Cambodia, we recommend that the targets be revised up to 85 events per year to reflect the expectation that the project will host workshops routinely as part of implementation.

Please see Annex G for the full list of events facilitated in Y2.

Indicator 2: Number of administrators and officials successfully trained with US government (USG) support

In Y2, 626 government officials (166 women) were trained from DepEd Philippines and MoEYS Cambodia (Table 7). This amounts to 12,452 cumulative hours of training provided in FY18. In the Philippines, staff from DepEd EQAD received training, while in Cambodia training was provided to various departments but primarily to staff from the Primary Education, Curriculum Development, Teacher Training, and Special Education departments as well as from the Provincial Teacher Training Center and Office of Education. All training was at least 16 hours (minimum 16 hours, maximum 80 hours). It is important to note these are not unique individuals, as individuals may have participated in more than one training events.

The target for Y2 was 60 administrators and officials successfully trained. With the national rollout of teacher training planned for Y3 as well as training for various activities in the Philippines, we propose increasing the target for this indicator to 100 per year.


Table 7. Indicator 2

Training Event Start Date Duration (Hours) Location Total

National Training of EGRA-EGMA Assessors 10/16/17 44 Philippines 76 (45)

Tangerine / IT Training for DepEd Philippines 10/3/17 48 Philippines 3 (0)

Creation of Dissemination Products Grade 8 National Assessment Training 11/27/18 80 Cambodia 2 (0)

Baseline Data Collection Training 5/28/18 40 Cambodia 3 (0)

Inclusive Education Pilot Screening Training Philippines 6/21/18 16 Philippines 10 (7)

Training of Trainers for Vision Screening Tool Workshop 8/2/2018 16 Cambodia 8 (4)

Disability and Development Training 2 9/6/2018 16 Cambodia 2 (2)

Training Practice on Storytelling and Letter Teaching Methodology 9/3/2018 28 Cambodia 1 (1)

Training of Trainers Training for School Director 9/18/2018 16 Cambodia 27 (10)

School Director Workshop 1&2 9/25/2018

16 Cambodia 494 (97)

Total 626 (166)

Indicator 3: Number and percent of trainees/participants who report improved knowledge as a result of the training

Training evaluation forms were completed after three training events:

• National Training of EGRA-EGMA Assessors—Philippines

• Baseline Data Collection Training (EGRA)—Cambodia

• IE Screening Pilot Training—Philippines

At the conclusion of the training, participants were asked to complete training evaluation forms; 100% of those who did reported that the training improved their content knowledge. In the case of the two EGRA trainings, this was further supported by assessor accuracy measures. For the IE screening pilot, this was further confirmed by a pre-post test, whereby 95% of trainees improved between pre- and post-assessment. The target for Indicator 3 is to maintain an average of 90% of participants rating the training as useful. For this year, this target has been exceeded with 100% of participants finding the training to be of high quality and useful for their work.

Indicator 4: Number of meetings held with organizations to establish potential public-private partnerships

Nineteen events are measured against Indicator 4 in Y2. All Children Reading–Cambodia routinely collaborates with various NGOs and international NGOs in the course of project planning, material and training development, and project implementation. Once per quarter a collaboration working group meeting is held in which the eight key partners meet to coordinate project plans. These meetings also include key government counterparts.

We have exceeded targets for Y2 and have surpassed the life of project target of 20 meetings. We propose increasing the target to 12 per year.

The events in Y2 are captured in Table 8 by date.



Event Date Event Type Collaboration Working Group Meeting 11/8/17 Networking

Meeting about Video Making for Celebration of National Reading Day

2/28/18 Technical Exchange

Steering Committee Meeting 2/9/18 Technical Exchange

Meeting about Video for Celebration of the National Reading Day 2/8/18 Technical Exchange

Collaboration Technical Working Group Meeting 12/29/17 Networking

Local Technical Assistance Meeting 1/3/18 Technical Exchange

Technical Group Meeting for Steering Committee meeting 1/11/18 Technical Exchange

Meeting about Video Making for Celebration of National Reading Day


Technical Group Meeting 1/24/18 Technical Exchange

NGO Partnership Meeting 2/15/18 Technical Exchange

EGLCWG Meeting (NGO Collaboration) 4/27/18 Networking

NGO and Ministry sharing best practice of EGR 6/20/18 Technical Exchange

Create Detailed Agenda & Sample Session Plan Outlines 6/28/18 Technical Exchange

Collaboration Technical Group Meeting 6/29/18 Networking

Kampong Thom Field Visit Meeting 6/14/18 Learning Visit

EGLCWG Collaboration Meeting 8/24/18 Networking

Meeting with Department of Health and Provincial Office of Education Kampong Thom on IE


Quarterly Meeting with District and Provincial Offices of Education 8/28/18 Technical Exchange

Review Literacy Coach Manual Workshop 8/15/18 Technical Exchange

Indicator 6: Number of reports, policy briefs, and analyses produced and disseminated

Five reports were produced and disseminated this FY.

• All Children Reading–Cambodia: Summary Report of Available Assessment Data, Teacher Survey and Curriculum Materials Review, November 14, 2017

• All Children Reading–Asia: A Guide for Strengthening Gender Equality and Inclusiveness in Teaching and Learning Materials, December 15, 2017

• All Children Reading–Asia: Investing in Early Grade Reading in Lower- and Middle-income Countries in Asia, February 21, 2018

• All Children Reading–Asia: EGRA Benchmarks and Standards Research Report, February 22, 2018

• All Children Reading–Cambodia: Inclusive Education Situation Analysis, March 27, 2018

Although we are exceeding the Y2 target by 1 report, we are under target, which was to finalize 4 reports per year. At the conclusion of Y2, we have reached 75% of target to date (5 of 8 reports). A number of reports are being finalized in the following quarter (Q1 FY19) and we are confident we will reach future targets.


Indicator 7: Number of scientific studies published, or conference presentations given as a result of USG assistance for research programs

Three conference presentations were given this year at the annual 2018 CIES conference in Mexico City (Table 9).


Name of Presentation Date What do Youth Need to Succeed? Multi-country Evidence on the Efficacy of Skill Development for Youth Livelihood Success

3/29/18

Benchmarking for Proficiency in Reading and Mathematics: Improving Methods for Data Analysis and Stakeholder Engagement

3/29/18

Data Transparency and utilization: Re thinking North-South dialogue on learning outcomes measurement and SDG reporting (EGR Barometer)

3/28/18

Indicator 8: Number of sessions in the EGR Barometer

Over 35,657 sessions were logged for the Barometer this fiscal year (22,876) with 92% new sessions on average since October 2017. A session is counted when a user navigates to the Barometer and begins to use the site. Our target is 10% growth from year to year. The number of sessions in FY18 is 42% more than the number of sessions logged in FY17 (22,876). With the implementation of the Barometer Communication and Training Plan, as well as the addition of new datasets and features, we anticipate further exceeding this target. We propose to increase the target to 20% year on year growth in the number of sessions.

Indicator 9: Number of standardized learning assessments supported by USG

In Y2, a total of 2,756 learners (1,383 girls), including 2,336 in grade 1 (1,173 girls) and 420 in upper pre-school (210 girls) were assessed using harmonized reading assessments as part of the project baseline data collection.

KAPE also used the tool to assess 815 learners (378 girls) in their project evaluation (grades 1, 2, and 3).

The total for Y2 is 3,571 learners (1,761 girls). Our target of 2,400 assumed of a minimum of 10 students in 2 grades in a group of 40 randomly selected schools sampled from each of the USAID, GPE-3, and non-supported districts as determined by All Children Reading-Cambodia.

6.5 USAID/Philippines

USAID/Philippines has proposed seven indicators to be tracked for Activity 3.8. Beginning in FY19, these indicators will be tracked and reported on with the M&E Section of ACR-Asia Quarterly and Annual Progress Reports. Targets will be established and included in the next quarterly progress report.

David Harbin will serve as the Activity Manager.

Table 10. USAID/Philippines Indicators

ID Indicator PI-Ind-001 Number of seminars, trainings, workshops, networking, and dissemination events held

PI-Ind-002 ES 1-12

Number of administrators and officials successfully trained with US government (USG) support


ID Indicator PI-Ind-003 Number of trainees/participants who report improved knowledge as a result of the training

PI-Ind-006 Number of reports, policy briefs, and analyses produced and disseminated

PI-Ind-009 Number of standardized learning assessments supported by USG

PI-Custom DepEd personnel cost share for training attendance and fieldwork activities (# of days x daily rate x # of persons)

PI-Ind-013 ES 1-6

Number of primary or secondary educators who complete professional development activities with USG assistance

Annex B contains the set of indicators included in the revised M&E Plan submitted to USAID in May 2017.


Annex A: Timeline of Activities

A.1 ACR-Asia Core Illustrative Timeline 2018–2019 Activities and Proposed Tasks Oct Nov Dec Jan Feb Mar Apr May Jun Jul Aug Sep

Activity 1.6 – Continued Support for Global Book Alliance (Deliverables TBD)

Activity 1.8 – Early Childhood Education (ECE): Recommendations for Programming in Asia

Draft report and briefs x

Final report and briefs x x

Development of ECE follow-on scope of work (SOW) x x

Implementation x x x x

Comparative and International Education Society (CIES) presentation x

Draft report x

Final report x

Activity 2.1 – Early Grade Reading Assessment (EGRA) Benchmarks and Standards Research Report

Prepare session x x

Facilitate Asia Regional Education Workshop (AREW) session x

Activity 2.2 – Analysis of EGR Assessments in India

Final report submitted x

USAID comment x

Final repot x

Presentation x

Activity 2.3 – Build out Early Grade Reading (EGR) Barometer

Maintenance, analytics, user support x x x x x x x x x x x x

Expand functionality x x x x x x x x x x x x

Digital media campaigns x x x x x x x x x x x x

Add 1 non-RTI study (Pakistan) and 4 RTI studies (India, Cambodia, Nepal, and Philippines)

x x

x

x

x

Activity 2.4 Review of EGRA for Time to Read Tajikistan and Kyrgyzstan (ad-hoc support request)

Ongoing short-term technical assistance (STTA) support, as needed x x x x x x x x x x x x


Activities and Proposed Tasks Oct Nov Dec Jan Feb Mar Apr May Jun Jul Aug Sep

Activity 2.7 – Research Report: Status of Inclusive Education in Asia and Disability Screening Pilot

Dissemination x

Finalization of report x x

Activity 3.1 – Cambodia Technical Assistance for Coordination and Collaboration in EGR (All Children Reading – Cambodia; implementation ongoing; see below)

Activity 3.4 – Study Tour for Nepali Education Officials (Deliverables TBD)

Activity 3.5 – Disability Screening Pilot (Philippines)

Dissemination and training of implementing partners x

Draft report x x

Final report x

Activity 3.8 – USAID/Philippines Support to Department of Education ([DepEd] All Children Reading–-Philippines) (Implementation ongoing; see below)


A.2 USAID/Philippines Support to DepEd Illustrative Timeline 2018–2019 Activities and Proposed Tasks Oct Nov Dec Jan Feb Mar Apr May Jun Jul Aug Sep

National EGRA

Preparation (recruiting sub-contractor, planning training, etc.) x x x

Instrument preparation, tablet inventory and testing x x

Assessor training (January 28–February 1) x x x x x

Travel to field, practice day (February 4–8) x x x x

Data collection (February 11–March 1 [approx.]) x x

Data processing and report x x

Review and presentation, dialogue x x

Regional EGRA

Preparation (recruiting sub-contractor, language consultants, planning training, sampling, etc.) x x x

Instrument adaptation, purchase of 25 tablets and inventory tablets and testing x x

Assessor training (February 4–8) x x

Travel to field for practice day and pilot (February 8–12) x

Data collection (February 25–Mar 5) x x

Data processing and report x x

Benchmarking

Analyze data x

Facilitate benchmarking workshop x

Draft workshop report x

Final workshop report x

Language study

Analyze data x x

Draft workshop report x

Dissemination x

Final workshop report x

Educational Exchanges x x

Project Management Training x x


A.3 All Children Reading-Cambodia Illustrative Timeline 2018–2019

Colored blocks indicate when deliverable will be completed, detailed timeline for development of each deliverable to be determined with relevant stakeholders).

Result 1: The Ministry of Education, Youth and Sport (MoEYS) effectively manages, at the national, provincial, district, and school levels, inclusive and evidence-based early grade reading (EGR) programs.

Activities Sep Oct Nov Dec Jan Feb Mar Apr May Jun Jul Aug Sep

PRE-SCHOOL, GRADE 1, AND DISABILITY SCREENING PACKAGE

Put in place subcontracts for NGO contributions to remaining grade 1 work, and development of grade 2

package

Work with MoEYS and NGO partners to finalize core student and teacher and instructional materials for pre-school and grade 1, incorporating inclusive education (IE) strategies

Develop additional adapted and specialized versions of student materials and supplementary reading materials for children with disabilities

Develop disability screening tools, processes for referral, and related training

Assist the MoEYS in designing the teacher training needed for the implementation of the revised curriculum for grade 1 and pre-school, incorporating IE strategies (for remaining workshops)

Update tools and resources for training and supporting teachers following first year of implementation, including screening tools and training (pre-school and grade 1)

GRADE 2 PACKAGE

Work with MoEYS and NGO partners to develop core student and teacher instructional materials for grade 2

Develop cross-curricular reading materials and leveled

books for reading for pleasure for grade 2

Develop training and coaching/mentoring materials to support grade 2 teachers



TECHNICAL ASSISTANCE TO EQAD

Provide capacity building to Education Quality Assurance Department (EQAD) in the production of analytical outputs designed to disseminate assessment findings to different target audiences

Explore opportunities with EQAD to collect and report on data regarding the achievement of children with disabilities in national learning assessments (IE)

Result 2: Partnerships and coherence are strengthened to support inclusive EGR objectives in Cambodia.


Continue to support effective communication and coordination among partners supporting EGR and inclusive

education (IE)

Identify and establish operational partnerships with organizations, programs, and resources that schools, and

districts can draw on to support IE

Continue to support harmonization of EGRA tools


Result 3: Assistance is provided for development of a coordinated, harmonized, inclusive and evidence-based EGR and writing program endorsed and implemented in grades 1 through 3 that is feasible, practical, and scalable.


Conduct communication campaign to raise awareness and change attitudes regarding education for children with disabilities (IE)

Promote greater understanding and changed perceptions and beliefs of education for children with disabilities among MoEYS staff

Support the development and implementation of an EGR National Action Plan

Support initial pilot rollout of the national EGR program for pre-school and grade 1 in all districts in Kampong Thom Province in the 2018–2019 school year, including:

• Training of master trainers, teacher trainers, and pre-school and grade 1 teachers in Khmer instruction

• Printing and distribution of materials for pre-school and grade 1 teachers for EGR implementation

Support second year of pilot rollout of the national EGR program for Khmer in grade 2 and math in grade 1 in all districts in Kampong Thom Province in the 2019–2020 school year, including:

• Training of trainers, grade 1 teachers in math instruction and for grade 2 teachers in Khmer instruction

• Provision of materials for grade 2 teachers for Khmer implementation and for grade 1 teachers for math implementation

Contract with NGO partner for second year of regular supportive coaching for teachers in 6 of the 8 districts in Kampong Thom

Develop strategies that schools, and their communities can use to assure greater access to education for children with disabilities (IE)



• Pilot screening of all upper pre-school and grade 1 students

in two districts in Kampong Thom, including:

o Training teachers in initial screening techniques

o Underwriting transportation and support to students identified through initial screening so they can be referred for and undergo further clinical diagnosis

• Put in place partnerships with organizations capable of providing assistive and/or corrective devices for children who could benefit from such interventions

• Pilot a “bridging” program in two districts in Kampong Thom targeting school-aged children who are not enrolled in

school, and including:

o Recruiting and training community volunteers to work with

students with disabilities

o Providing materials and programming for those volunteers to use to prepare out-of-school children to be able to enter school


Annex B: Progress by Indicators

Indicator Type Year 1 Actual

Year 2 Actual

Targets

Year 1

Year 2

Year 3

Year 4

Year 5

Life of Activity

1 Number of seminars, trainings, workshops, networking, and dissemination events held [webinars to be captured under this

indicator]

Output 10 78 5 5 5 5 5 25

2 Number of administrators and officials successfully trained with US

Government (USG) support Output 6 670 60 60 60 60 60 300

3 Number of trainees/participants who report improved knowledge as a result of the training

Outcome 100% 100% 90% 90% 90% 90% 90% 90% avg

4 Number of meetings held with organizations to establish potential public-private partnerships (PPPs) [networking, technical exchanges, and learning visits]

Output 2 19 4 4 4 4 4 20

5 Percentage of PPPs formalized Outcome 0 0 0 2 2 2 2 8

6 Number of reports, policy briefs, and analyses produced and disseminated

Output 1 5 4 4 4 4 4 20

7 Number of scientific studies published, or conference presentations given as a result of USG assistance for research programs

Outcome 0 3 0 2 2 2 2 8

8 Number of Early Grade Reading Barometer user sessions Output 22,876 35,657 Base +10% +10% +10% +10% +10 year on year

9 Number of standardized learning assessments supported by USG Output 0 3,571 2,400 1,200 1,200 1,200 1,200 7,200*

10 Number of impact evaluations conducted Output 0 0 TBD TBD TBD TBD TBD TBD

11 Number of learners in primary schools or equivalent non-school-based settings reached with USG education assistance (girls, boys)

Output 0 0 TBD TBD TBD TBD TBD TBD

12 Proportion of students who, by the end of two grades of primary schooling, demonstrate that they can read and understand the meaning of grade-level text

Outcome 0 0 TBD TBD TBD TBD TBD TBD

*Targets from ACR-Cambodia.

Indicators 10, 11, 12 are pending Mission buy-in. Targets TBD.


Annex C: Annual Financial Report—Redacted

Financial Summary at September 30, 2018

RTI International –Annual Financial Statement

Contractor/Recipient: RTI International All Children Reading (ACR)-Asia

Award No.: Prime Contract AID-OAA-I-14-00044, Task No. 4

Performance Period: September 30, 2016 - September 29, 2021

Annual Financial Report as of September 30, 2018

*This statement uses preliminary indirect cost rates for FY18.


Annex D: International Travel Completed and Planned for Upcoming Quarters

Completed travel

Activity Name of Traveler

Purpose Destination Travel Date

Activity 3.1 Jonathan Stern Assessment framework Cambodia Oct 2017

Activity 3.1 Peggy Dubeck Assessment framework Cambodia Oct 2017

Activity 3.1 Joe DeStefano Technical support Cambodia Nov 2017

Activity 3.1 Jennae Bulat IE situational analysis Cambodia Nov-Dec 2017

Activity 3.1 Simon King EQAD capacity building training

Cambodia Nov-Dec 2017

Activity 3.1 David Harbin Interim operational support Cambodia Jan 2018

Activity 3.1 Jonathan Stern EQAD support Cambodia Jan-Feb 2018

Activity 3.1 Meredith Sparks Interim operational support Cambodia Feb 2018

Activity 3.1 Jennae Bulat IE workshop Cambodia Feb 2018

Activity 3.1 Joe DeStefano Technical support Cambodia Feb 2018

Activity 2.3 Helen Jang

Maria Dzula

Lee Nordstrum

CIES 2018 Mexico Mar 2018

Activity 2.2 Matthew Jukes

Jonathan Stern

Maria Dzula

Benchmarking workshop India May 2018

Activity 3.1 Benedictus Priyantoko

IT procurement and installation

Cambodia May 2018

Activity 3.1 Maria Dzula Baseline training Cambodia May-Jun 2018

Activity 3.5 Kellie Betts IE screening pilot training Philippines Jun 2018

Activity 3.1 Meredith Sparks Interim operational support Cambodia Jul-Aug 2018

Planned travel

Activity Name of

Traveler Purpose Destination Planned Travel

Date

Activity 3.5 Carmen Strigel

Kellie Betts

IE pilot screening dissemination

Philippines Oct 2018

Activity 3.1 Joe DeStefano Technical and management Cambodia Nov 2018

Activity 3.1 Keely Stern M&E database and support Cambodia Nov 2018

Activity 3.8 Kellie Betts

Karon Harden

David Harbin

Adaptation workshop Philippines Dec 2018


Activity Name of Traveler

Purpose Destination Planned Travel Date

TBD Matthew Jukes

Mark Bray

AREW Thailand Dec 2018

TBD Yasmin Sitabkhan Qualitative data collection in country

TBD TBD

TBD Carmen Strigel Digitization scoping Kyrgyz Republic TBD

TBD Kellie Betts

Sarah Pouezevara

Maria Dzula

EGRA training Philippines Jan 2019

TBD Maria Dzula Evaluation activities Tajikistan Mar 2019


Annex E: Activity Tracker—Redacted Activity Tracker up to date as of September 30, 2018.


Annex F: All Children Reading-Cambodia Annual Report 2017–2018

To access the annual report please double click on the icon below; the report is embedded as an object.

This report was submitted November 9, 2018 and is pending approval by the Mission and USAID Washington.

ACR-Cambodia Y2

AR_2017-18.pdf


Annex G: Events Facilitated

Events: All Children Reading-Cambodia Date Event Type

1 Teacher Survey Result Dissemination Workshop 2-Oct-17 Workshop

2 Pre Meeting for Syllabus Workshop 4-6 Oct-17 Networking Event

3 Syllabus Meeting 1 10-Oct-17 Networking Event

4 Syllabus Meeting 2 12-Oct-17 Networking Event

5 National Learning Assessment Framework Workshop

16-19-Oct-17 Workshop

6 Inclusive Education Work Plan Workshop 19-Oct-17 Workshop

7 Additional Inputs for the Completion of Khmer Syllabus from Grade 1-6 Workshop

25-27-Oct-17 Workshop

8 Syllabus Workshop 1 13-14-Nov-17 Workshop

9 Syllabus Workshop 2 15-16-Nov-17 Workshop

10 Getting Ready for Writing Workshop 18-Nov-17

Workshop

11 Preschool Sharing Sessions Workshop 21-22-Nov-17 Workshop

12 Syllabus Workshop 3 30-Nov-17 to 1-Dec-17 Workshop

13 Preparation for Syllabus Workshop 7-8-Dec-17 Workshop

14 Disability Situation Analysis Workshop 7-8-Dec-17 Workshop

15 Finalization Syllabus from Grade 1 to 12 Workshop 13-14 Dec-17 Workshop

16 Khmer Language Syllabus Committee Meeting 28-29-Dec-17 Technical working group

17 Training on 5 Components of Reading for Early Grade Reading

4-Jan-18 Dissemination

18 TLM & Methods Workshop 9-10-Jan-18 Workshop

19 Education Quality Assurance Department (EQAD) Technical Meeting (Assessment Task Force Meeting)

12-Jan-18 Technical working group

20 Preschool Material Development Meeting 16-Jan-18 Technical working group

21 Textbook Update Workshop 18-Jan-18 Workshop

22 Decodable Sensory Story Book Meeting 2-Feb-18 Technical working group

23 Situation Analysis of Educational Services for Children with Disability in Cambodia Workshop

5-Feb-18 Workshop

24 Workshop on the Draft Learning Assessment Framework (EQAD)

6-Feb-18 Workshop

25 Decodable Sensory Story Book Meeting 13-14-Feb-18 Workshop

26 Decodable Sensory Story Book Meeting 1-2-Mar-18 Workshop

27 Preparation for Teacher Guideline Textbook for Khmer Language Grade 1

6-7-Mar-18 Technical working group

28 Language Skill Grade 1-3 8-Mar-18 Technical working group

29 Letter Picture Card Workshop 14-Mar-18 Workshop

30 Consultation with Outstanding Teachers 15-Mar-18 Workshop

31 School Visit Grade 1 in Kampong Cham 21-Mar-18 Dissemination

32 Pattern Book Development Workshop 22-Mar-18 Workshop

33 Grade 1 TLM Workshop 23-Mar-18 Workshop

34 Screening Tool Consultative Workshop 26-Mar-18 Workshop

35 Pattern Book Development with Illustrator Workshop 31-Mar to 1-Apr-18 Workshop

36 Development of Teacher Guide and TLM Meeting 29-30-Mar-18 Technical working group

37 Teaching & Learning Material (TLM) Progress Meeting

4/2/2018 Seminar

38 Development of Teacher's Guide and TLM Meeting 4/5/2018 Seminar

39 Teacher Guide Development Meeting 5/11/2018 Seminar

40 Preschool TLM Workshop 5/17/2018 Workshop

41 Development of Teacher Guide and TLM Workshop 5/22/2018 Workshop

42 Preschool and Grade 1 Reading Baseline Data Collection Training

5/28/2018 Training

43 Development of Teacher's Guide and TLM Workshop

5/28/2018 Workshop

44 Teachers Guide Development Meeting 6/7/2018 Seminar

45 Preschool Letter Teaching Steps 6/21/2018 Dissemination

46 Professional Development Approach for EGR Workshop

6/26/2018 Workshop


47 Inclusive TLM 6-Jul-18 Networking event

48 Working Meeting to Create Teacher Workshop Detailed Session Plans

9-Jul-18 Networking event

49 Pre School Teaching Guide Development 11-Jul-18 Networking event

50 Pre School TG Development 17-Jul-18 Networking event

51 Review of Detailed Session Plan for the First Teacher Workshop

18-Jul-18 Networking event

52 Workshop on Sensory Stories and Pattern Stories on IE

24-Jul-18 Workshop

53 Draft Literacy Coach Manual Workshop 1-Aug-18 Networking event

54 Pre School Visit 2-Aug-18 Dissemination

55 Training of Trainers (ToT) for Vision Screening Tool Workshop

2-Aug-18 Training

56 Draft School Director Workshop 7-Aug-18 Networking event

57 Dissemination of Information about EGR Implementation Package

8-Aug-18 Dissemination

58 Screening Tools Field Test Training 13-Aug-18 Training

59 Screening Tools Field Test 14-Aug-18 Dissemination

60 Reflection of Screening Tools Field Test Training 17-Aug-18 Dissemination

61 Consultative Meeting on Inclusive Education 20-Aug-18 Networking event

62 Field Team Orientation with Partners 21-Aug-18 Dissemination

63 Trainer Orientation Workshop 29-Aug-18 Dissemination

64 Disability and Development Training 1 3-Sep-18 Training

65 Training Practice on Storytelling and Letter Teaching Methodology

3-Sep-18 Training

66 Literacy Coach ToT Preparation Workshop 4-Sep-18 Workshop

67 Disability and Development Training 2 6-Sep-18 Training

68 Literacy Coach Workshop 10-Sep-18 Workshop

69 Sharing Workshop of Screening Tool from Field Test

11-Sep-18 Dissemination

70 ToT Training for School Director 18-Sep-18 Training

71 School Director Workshop 1 25-Sep-18 Training

72 School Director Workshop 2 27-Sep-18 Training

Events: USAID/Philippines Support to DepEd Date Event Type

73 National Training of EGRA-EGMA Assessors 16-21-Oct-17 Training

74 Tangerine / IT Training for DepEd Philippines 3-10-Oct-17 Training

Event: Disability Screening Pilot (Philippines) Date Event Type

75 Inclusive Education (IE) Pilot Screening Training Philippines

21-Jun-18 Training

Events: EGR Barometer Date Event Type

76 University of Maryland 20-Oct-17 Presentation

77 American Evaluation Association Conference Presentation

10-Nov-17 Presentation

Event: Investing in early grade reading in lower and middle-income countries in Asia research report

Date Event Type

78 New Evidence on the Impacts of Reading/Literacy: A Discussion with the Members of the Global Reading Network of Practice

13-Oct-2017 Presentation


Annex H: Success Stories

Success Story

All Children Reading–Cambodia

Collaborative NGO Partnership Approach Hallmark of Material Development for All Children Reading-Cambodia

Input from a multitude of partners helped shape a

teacher’s guide for the national literacy package

OCTOBER 2018

Cambodia’s education sector has benefited over the past 25 years from strong support from NGOs, including many organizations working on early grade literacy. NGOs have developed innovative and effective methods to address the early grade literacy challenges facing the country. However, the Ministry of Education, Youth and Sport (MoEYS) recently highlighted the need for greater coordination and partnership in the sector. Mr. Kann Puthy, Deputy Director of the Primary Education Department, feels the plethora of methods can fuel confusion.

“The different approaches and materials used by different NGOs can sometimes be confusing for teachers and education staff in the province, and difficult for the Ministry to monitor and manage, especially when there are several NGOs working in the same area. Also, some organizations and companies had good materials, but can’t share because of copyright issues. We wanted NGOs to partner together with us to create a quality Ministry-owned package of materials for early grade literacy that we can use everywhere in Cambodia,” Mr. Puthy said.

In response to the MoEYS’ concerns, All Children Reading–Cambodia, a USAID-funded project launched in 2017, has partnered with eight established NGOs to bring together local experts in early grade learning to support the development of a national literacy package. This team has worked with the Ministry to create a new set of teaching and learning materials for grade 1 teachers and students. Through consultative workshops and collaborative working sessions, input from all partners helped shape a teacher’s guide that details recommended activities and methods, alphabet flashcards with pictures, supplementary student books with extra exercises and stories for every lesson, and 41 storybooks for young readers.

“Before, everything was fragmented,

with all the NGOs using different

approaches to literacy. Now we’ve

harmonized, to develop one Ministry

package—this is going to be very

helpful for the teachers and students.”

- H.E. Dr Nath Bunroeun,

Secretary of State for Education,

Ministry of Education, Youth and

Sport

50

The project has also supported the collaboration of the MoEYS and the partner NGOs to develop training materials that build on what has previously proven successful in schools. The outcome was a comprehensive package of materials and training resources, with buy-in from the Ministry, funders, and implementing partners and a growing commitment among partners to working in a coordinated fashion.

Ms. Kong Sonthara, a senior technical advisor with World Education, feels working as a part of this NGO coalition has been useful for all involved. “I’ve worked in the sector for many years, but I’m still learning throughout this process. Developing materials in this kind of collaborative way is very new. I’ve developed my skills in working as a team,” said Ms. Kong. “The way the project has been set-up has meant we can learn from the Ministry and they can learn from us. It is the first time in my career that I have worked with so many partners together and I think this can bring more benefit to the teachers and ultimately to the children. Since we all bring different expertise, the new teacher’s guide and materials are more comprehensive and helpful for the teachers.”

This collaborative NGO partnership approach will also be a key feature of how the new materials are rolled out to teachers and students for the 2018–2019 school year. In October 2018, a team comprised of members from the central-level MoEYS, provincial education office, provincial teacher training college, and 6 of the 8 partnership NGOs will train all the grade 1 teachers in Kampong Thom Province using the new comprehensive package. Ms. Kong feels that the new package has been well received by provincial staff, explaining that “[the teachers] found the methods practical and able to help [them] to deliver lessons in an interactive way that’s more inclusive and can achieve better results.”

Ms. Kong is optimistic about future partnerships in the education sector in Cambodia: “I think once the project is finished, there will be more collaboration. Before, NGOs had relationships at the management level, but working to produce the materials together is a good process. I think it has made the early grade reading community closer…it has brought us together as friends working to improve early grade reading outcomes.” An encouraging sign of this happening is the two partner NGOs, World Education and Room to Read, that chose to use their own resources to support implementation of the reading program in schools where they are currently working in three provinces. And Save the Children and the Open Institute are using the pre-school materials in schools that they support.

For further information, please contact

USAID | All Children Reading-Asia

Mitch Kirby

USAID Asia Bureau

Senior Education Advisor

[email protected]

Activities using sign language. “If all the partners work

together and share their expertise, we will get better results

for children.”

- Mr. Kann Puthy,

Deputy Director

Primary Education Department

Success Story

All Children Reading–Cambodia

Sensory Stories Support the Needs of Children with Disabilities

All eleven sensory story titles are available for free online

and will be printed for all grade 1 classes in two districts

in Cambodia

OCTOBER 2018

“It’s hard to find stories and teaching resources that are appropriate for children with intellectual disabilities,” explained Mrs. Kagna Sam. Mrs. Sam, special education program team leader with Epic Arts, is one of many NGO staff members who have supported Cambodia’s Ministry of Education, Youth and Sport (MoEYS) over the past year to develop materials that meet the literacy needs of children with disabilities. This need for teaching resources was identified when All Children Reading–Cambodia, a USAID-funded project, held a consultative meeting with the MoEYS and NGOs in 2017 to determine the barriers to literacy for children with disabilities. Several of the partners noted that there were very few literacy resources available for children with intellectual disabilities.

In response, All Children Reading–Cambodia coordinated the creation and development of 11 sensory stories alongside several NGO partners and the burgeoning Special Education Department within the MoEYS. Sensory stories are simple storybooks with ideas for activities to go with each page, including things to smell, taste, touch, see, or hear, or encourage movement. This method of storytelling is often used to engage children with intellectual or communication disabilities because it encourages students to understand and participate in the story at their own respective levels. Sensory stories can also be used with any group of children as an inclusive way to make story time more engaging and interactive. In fact, many of the participants in the workshop cited how they could see the materials being used to stimulate language and early literacy skills in pre-school students, and as an additional tool to help any students who struggle as they are learning to read.

Sensory stories are simple storybooks with

ideas for activities to go with each page,

including things to smell, taste, touch, see,

or hear, or encourage movement. Sensory

stories encourage students to understand

and participate in the story at their own

respective levels.

52

To write the storybooks and raise awareness about inclusive approaches to literacy, All Children Reading–Cambodia held a workshop with MoEYS and NGO staff in which participants learned how to write the stories and incorporate sensory activities. Partner NGO Epic Arts facilitated the workshop with its team, several of whom are deaf or have other disabilities. Staff from other partner organizations who have disabilities also joined together to develop the books and to discuss how they could be used with children with and without disabilities. This inclusive collaboration reflected All Children Reading–Cambodia’s approach to highlighting the work—and effectiveness—of people with disabilities. Mrs. Thavy Pen, a Deputy Director of the MoEYS Special Education Department, was very pleased with the outcomes of the workshop, commenting that these books can be used to help train teachers on inclusive methods.

Over the course of the year, the stories were then illustrated by partner organization Sipar. All 11 titles are available free online and will be printed for all grade 1 classes in Kampong Thom and Siem Reap, for attached pre-schools in Kampong Thom, and for partners working in inclusive education to use during the 2018–2019 school year. Mrs. Sophalla Buy, Senior Technical Expert from Planète Enfants et Développement, remarked how these inclusive storybooks are also useful in early childhood settings. “These are nice and simple, and the activities help teachers tell stories in interactive ways. The pictures are inclusive too, showing children with disabilities and positive images of gender,” she explained.

The finished storybooks were shared with the MoEYS Special Education Department, where they were so well received that the department decided to integrate the books into teacher in-service training workshops. Mr. Sochetra Sim, a technical manager with World Education who has worked in early grade reading in Cambodia for over 10 years, has tested the books with primary children. “There aren’t many big books in Cambodia, so the sensory stories are really good for shared reading. Children are excited to see these pictures and like the activities, too,” explained Mr. Sim.

All Children Reading–Cambodia also created 30 simple “pattern books” in collaboration with the MoEYS and some partner NGOs, including The Asia Foundation. These books are designed to support students at the beginning of grade 1, as they contain only the simplest forms of consonants and vowels. To maximize usage and cross-curricula links, the pattern books are written to connect with pre-school and grade 1 social studies and science topics as well as support some basic math skills. The short, simple sentences, and predictable patterns in the sentences along with the large print and special font designed by partner organization Open Institute make these books more inclusive for learners with disabilities and helpful for all children. Two copies of each title will be provided to every teacher trained. The books are also available free online.

Staff from All Children Reading–Cambodia’s partner organizations have recognized the value of both the sensory storybooks and pattern books for use in mainstream and inclusive educations settings. Many partners have expressed interest in printing these books, and the project will work to coordinate shared printing to maximize the number of children benefiting from these resources. “The pattern books are very useful for grade 1, as normally books are not written to match the curriculum—meaning children can’t find any books they can read during the first 7–8 months of school,” explained Mr. Sim.


USAID | ALL CHILDREN READING-ASIA

Mitch Kirby, Senior Education Advisor

USAID Asia Bureau

[email protected]

MoEYS and NGO staff develop sensory stories and

learn how to incorporate sensory activities at an All

Children Reading-Cambodia workshop

Success Story

All Children Reading–Cambodia EQAD Capacity Development: One Journey to Self-Reliance

EQAD produced Grade 8 National

Assessment Report; from the outset,

EQAD owned the process and outcomes

OCTOBER 2018

“The value of support…is more than what I can express,” said Mr. Chantha Chuong, an examination officer in the Education Quality Assurance Department (EQAD) with the Ministry of Education, Youth and Sport (MoEYS) of Cambodia. Mr. Chuong was part of the EQAD team that led the analysis and writing of the Grade 8 National Assessment Report. He and his EQAD colleagues worked alongside technical assistance provided by the USAID-funded All Children Reading–Cambodia activity.

Beginning in February 2017, All Children Reading–Cambodia worked closely with EQAD to develop the department’s skill in producing analysis, reports and other work on national learner assessments—critical to tracking education system improvement in Cambodia. While other projects in Cambodia had previously assisted by assuming control over the reporting process, All Children Reading–Cambodia took a decidedly different approach. To encourage EQAD’s journey to self-reliance, EQAD and All Children Reading–Cambodia worked collaboratively to produce EQAD’s own analyses, reports, and other deliverables, with the project supporting and EQAD in the lead.

“Through collaboration with

[USAID], EQAD has developed

remarkably during these years.”

- CHANTHA CHUONG, EQAD

EXAMINATION OFFICER

54

EQAD’s team assumed increasing responsibility for the final products. All Children Reading–Cambodia worked side-by-side with EQAD staff to assess their capacity, understand their technical needs, and develop a joint plan with specific milestones assigned to each party. The resulting plan detailed how responsibility and ownership would shift from the project to the increasingly independent EQAD over an 18-month period.

Ongoing communication and exchanges played a critical role in this lower-cost model of capacity development. All Children Reading–Cambodia provided in-country assistance only twice, and no workshops were conducted. In between trips to Cambodia, the project team was on-call via Skype, email or phone as needed.

The outcome of this effort was not measured by how many staff participated in training. EQAD’s growing skill was instead demonstrated through real milestones, including the production of the grade 8 national assessment analytical report, technical brief, and summary pamphlet. The skills honed working on the grade 6 and 8 reports will next be applied to EQAD’s work on grade 3 national assessment reporting.

Example of pamphlet jointly developed to disseminate the grade 8 national assessment results

From the outset, EQAD owned the process and outcomes, since the department was accountable to the MoEYS for producing the reports. All Children Reading–Cambodia provided the much-appreciated support—as Mr. Chuong noted. “EQAD staff…have benefitted a lot from [this] collaboration,” explained Mr. Chuong.


USAID | ALL CHILDREN READING-ASIA

Mitch Kirby, Senior Education Advisor

USAID Asia Bureau

[email protected]


All Children Reading - Asia, ANNUAL PROGRESS REPORT ...

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